Test BANK For Public Speaking The Evolving Art, 5th Edition Stephanie J. Coopman James Lull. Chapter

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Test BANK For Public Speaking The Evolving Art, 5th Edition Stephanie J. Coopman James Lull Chapter 1-17 Chapter 01: The Evolving Art of Public Speaking 1. Good analytical thinking about the credibility of available information will help you give excellent speeches. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.2.1 - Define credible as it applies to sources of information.

2. Audiences don‘t respond favorably to speakers who take a personal, conversational approach in their presentations. a. True b. False ANSWER: False POINTS: 1 REFERENCES: The Craft of Public Speaking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.5 - Define participants in the context of a communication model.

3. Setting a friendly and respectful tone for your conversation encourages your audience to respond. a. True b. False ANSWER: True POINTS: 1 REFERENCES: The Craft of Public Speaking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.5 - Define participants in the context of a communication model.

4. Effective public speaking is limited to delivery techniques. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Foundations of Public Speaking QUESTION TYPE: True / False Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.4 - Describe a model for communication.

5. The Greek philosopher Aristotle described the proof referred to as ―mythos‖ as the way speakers use stories to elicit support for their arguments. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Foundations of Public Speaking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.1.1 - Explain the earliest origins of human communication.

6. The following are transferable life skills learned in a public speaking course EXCEPT: a. Critically analyzing a topic or idea b. Organizing ideas and information effectively c. Building your credibility d. Increasing your narrative thinking ANSWER: d POINTS: 1 REFERENCES: Storytelling QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.1 - Explain why public speaking is considered to be a life skill.

7. Which of the following is the least interactive sphere of communication? a. Mediated personal communication b. Mass media c. Expressive technology d. Face to face ANSWER: b POINTS: 1 REFERENCES: Storytelling QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.5 - Define participants in the context of a communication model.

8. Face-to-face speaking in the classroom requires the following EXCEPT: a. Researching a topic b. Organizing the content c. Knowing how to come up with good ideas d. Delivering a less effective message Copyright Cengage Learning. Powered by Cognero.

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ANSWER: d POINTS: 1 REFERENCES: Distance Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.5 - Define participants in the context of a communication model.

9. Information literacy involves: a. The ability to access, select, and use information b. The ability to select and evaluate information c. The ability to access, select, evaluate, and use information effectively and responsibly d. The ability to select, evaluate, and use information ANSWER: c POINTS: 1 REFERENCES: Distance Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.2.1 - Define credible as it applies to sources of information.

10. All the following are proofs or appeals used in public speaking identified by Aristotle EXCEPT: a. Ethos b. Pathos c. Mythos d. Logos ANSWER: c POINTS: 1 REFERENCES: Foundations of Public Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.1.1 - Explain the earliest origins of human communication.

11. According to Roman philosophers and scholars, all of the following form the broad foundation for learning about public speaking EXCEPT: a. Memory b. Delivery c. Invention d. Relevance ANSWER: d POINTS: 1 REFERENCES: The Five Arts of Public Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.1.1 - Explain the earliest origins of human communication.

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12. A communication skill that can benefit you in countless academic, professional, and social situations is: a. Combining the appeal of storytelling with well-supported arguments b. Organizing information in a nonlogical way c. Being disconnected from the audience d. Conveying an unclear message through your speech ANSWER: a POINTS: 1 REFERENCES: Storytelling QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.1 - Explain why public speaking is considered to be a life skill.

13. We use narrative thinking when we listen to and tell stories. Which of the following is accomplished through narrative thinking? a. We connect our sense of self with the world. b. We envision what could be. c. We structure events in a logical order. d. All these choices are correct.

ANSWER: d POINTS: 1 REFERENCES: Storytelling QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.4 - Describe a model for communication.

14. Which of the following is one of the ―five arts of public speaking‖? a. Research b. Mindfulness c. Memory d. Storytelling ANSWER: c POINTS: 1 REFERENCES: Foundations of Public Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.1.1 - Explain the earliest origins of human communication.

15. Distance speaking involves: a. A human source sending a message to a human audience b. Transmitting a presentation to various locations online c. Knowing how to come up with good ideas d. All these choices are correct.

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ANSWER: d POINTS: 1 REFERENCES: Speaking Effectively in ―Public‖ QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.4 - Describe a model for communication.

16. Which of the following is NOT one of the eight elements of audience-centered public speaking? a. Storytelling b. Speaker c. Channel d. Environment ANSWER: a POINTS: 1 REFERENCES: The Craft of Public Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.5 - Define participants in the context of a communication model.

17. External noise includes all the following EXCEPT: a. People talking or moving around b. Traffic sounds c. A phone going off d. Proper lighting ANSWER: d POINTS: 1 REFERENCES: The Elements of Audience-Centered Public Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.5 - Define participants in the context of a communication model.

18. Internal noise includes: a. Traffic sounds that prevent listeners from hearing b. Difficulty seeing the speaker c. Being hungry or feeling tired d. Cluttered digital slides ANSWER: c POINTS: 1 REFERENCES: The Elements of Audience-Centered Public Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.5 - Define participants in the context of a communication model.

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19. Receiving feedback from listeners that tells you how well you are succeeding as a speaker includes: a. Nods and smiles b. Asking questions c. Listening with interest d. All these choices are correct.

ANSWER: d POINTS: 1 REFERENCES: The Elements of Audience-Centered Public Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.5 - Define participants in the context of a communication model.

20. All of the following will make an interview successful EXCEPT: a. Asking questions that give your specific information b. Taking a deep breath before speaking c. Speaking with a low voice d. Smiling during the interview ANSWER: c POINTS: 1 REFERENCES: The Interview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.5 - Define participants in the context of a communication model.

21. The four spheres of communication that emerged in the modern era are: a. The mass media, expressive technology, mediated interpersonal communication, and face-to-face interaction b. The mass media, expressive technology, mediated interpersonal communication, and a good environment c. Expressive technology, mediated interpersonal communication, and a good environment d. The mass media, expressive technology, and mediated interpersonal communication ANSWER: a POINTS: 1 REFERENCES: The Interview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.4 - Describe a model for communication.

22. Good presentational skills will give you the confidence to speak up at: a. Graduations b. Receptions c. Parties d. All these choices are correct.

ANSWER: d POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: In the Workplace QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.1 - Explain why public speaking is considered to be a life skill.

23. __________ skills are ranked at the top of the list of desirable workplace skills by employers and managers. a. Presentation b. Interpersonal c. Communication d. Technical ANSWER: c POINTS: 1 REFERENCES: The Interview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.1 - Explain why public speaking is considered to be a life skill.

24. Which of the five ―arts of public speaking‖ refers to the way in which a speaker organizes their ideas? a. Invention b. Arrangement c. Style d. Memory ANSWER: b POINTS: 1 REFERENCES: Foundations of Public Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.1.1 - Explain the earliest origins of human communication.

25. The term ―ethos‖ refers to: a. Greek mythology b. Right and wrong c. The speaker‘s good character and credibility d. A person‘s ethnic background ANSWER: c POINTS: 1 REFERENCES: Foundations of Public Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.2.1 - Define credible as it applies to sources of information.

26. Public speaking in the time of the Greeks was called: a. Ethos Copyright Cengage Learning. Powered by Cognero.

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b. Rhetoric c. Mythos d. Pathos ANSWER: b POINTS: 1 REFERENCES: Foundations of Public Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.1.1 - Explain the earliest origins of human communication.

27. In a pervasive communication environment information can be accessed and shared: a. in multiple forms from multiple locations b. in one form from multiple locations c. in one form from one location d. in multiple forms from one location ANSWER: a POINTS: 1 REFERENCES: Contemporary Communication Models QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.4 - Describe a model for communication.

28. Contributing to a more informed society and feeling a greater sense of belonging is achieved by using your __________ skills. a. Presentation b. Speaking c. Interpersonal d. Technical ANSWER: b POINTS: 1 REFERENCES: In Communities QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.1 - Explain why public speaking is considered to be a life skill.

29. The most important professional skill set for college graduates is: a. Technical knowledge b. Computer skills c. Communication ability d. Creative skills ANSWER: c POINTS: 1 REFERENCES: Your First Speech Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.1 - Explain why public speaking is considered to be a life skill.

30. Which of the following is the most important element in the public speaking model? a. The message b. The speaker c. The audience d. The channel ANSWER: c POINTS: 1 REFERENCES: The Elements of Audience-Centered Public Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.4 - Describe a model for communication.

31. The factors that influence how the audience receives the message are: a. Gestures of the speaker b. Speaker‘s voice c. Speaker‘s moves d. All these choices are correct.

ANSWER: d POINTS: 1 REFERENCES: The Message QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.4 - Describe a model for communication.

32. The physical setting for a speech can be: a. An auditorium b. A classroom c. A conference room d. All these choices are correct.

ANSWER: d POINTS: 1 REFERENCES: The Context QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.5 - Define participants in the context of a communication model.

33. Mindfulness applies to all the following EXCEPT: a. Planning and preparing your speech b. Digital integration in every speaking situation Copyright Cengage Learning. Powered by Cognero.

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c. Delivering your speech d. Media presentation ANSWER: b POINTS: 1 REFERENCES: Presenting Ideas and Information Mindfully QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.3.4 - Describe a model for communication.

34. The following qualities will increase the speaker‘s credibility: a. Competency b. Trustworthiness c. Friendliness d. All choices are correct ANSWER: d POINTS: 1 REFERENCES: Aristotle‘s Rhetoric QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.2.1 - Define credible as it applies to sources of information.

35. As our ___________ landscape continues to evolve, speakers and audiences constantly face new challenges. a. professional b. technical c. communication d. environmental ANSWER: c POINTS: 1 REFERENCES: Distance Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.2.6 - Describe how advances in technology have affected the way people speak in public.

36. Name five of the eight elements of audience-centered public speaking and write a one-line explanation of each.

ANSWER: 1. Audience—intended recipients of the speaker‘s message 2. Speaker—person who assumes the central role in a speech 3. Message—both verbal and nonverbal communication the speaker uses 4. Channel—mode or medium of communication the speaker uses 5. Noise—something that interferes with hearing or understanding the message 6. Feedback—responses from listeners picked up by the speaker 7. Context—circumstances or situations within which a speech occurs 8. Environment—all the external surroundings that influence a public speaking event POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Aristotle‘s Rhetoric QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO1.3.5 - Define participants in the context of a communication model.

37. List and give a brief explanation of the four principal spheres of communication.

ANSWER: 1. Mass media is the least interactive sphere of communication.

2. Mediated interpersonal communication gives you the ability to connect instantly with others by voice, text, and image. Distance speaking and other forms of online interaction fall into this category.

3. Expressive technology. Digital technology provides endless ways for you to gather information and creatively express yourself, fulfilling a basic human need.

4. Face-to-face. This type of communication encompasses all forms of unmediated contact with other people, including in-person public speaking situations.

POINTS: 1 REFERENCES: Contemporary Communication Models QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO1.3.4 - Describe a model for communication.

38. What is noise? Give examples of external and internal sources of noise.

ANSWER: Noise is any distraction that interferes with the audience‘s ability to receive and understand a speaker‘s message. Noise may be internal to the listener, such as daydreaming, being hungry, or feeling tired. External noise includes sounds or actions that prevent listeners from easily hearing what the speaker has to say. External noise includes other people talking or moving around, traffic sounds, or a phone going off. Poor lighting, difficulty seeing the speaker, and cluttered digital slides are other sources of unwanted external noise.

POINTS: 1 REFERENCES: The Elements of Audience-Centered Public Speaking QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO1.3.4 - Describe a model for communication.

39. Explain the concept of ―audience-centered public speaking‖ and give an example.

ANSWER: Audience-centered public speaking involves adapting speeches to the specific situation and audience. For example, when attempting to get people more involved in recycling aluminum and other metals, stress the benefits to the environment and general economy when addressing high school students or a civic organization. Stress the ease of recycling and benefits to future generations when addressing a group of senior citizens.

POINTS: 1 REFERENCES: Contemporary Communication Models QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO1.3.5 - Define participants in the context of a communication model.

40. Briefly explain the pervasive communication environment.

ANSWER: A pervasive communication environment is the ability to access and share information in multiple forms from multiple locations in ways that transcend conventional ways of thinking about time and space.

POINTS: 1 REFERENCES: Contemporary Communication Models QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO1.3.4 - Describe a model for communication.

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Chapter 02: Building Your Confidence 1. Taking a public speaking class is one of the best ways to learn how to eliminate speech anxiety. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

2. The fear of public speaking cuts across gender, ethnic background, and age. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

3. Speakers may experience anxiety before and during a speech but not after a speech. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Uncertainty about Evaluation QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

4. John is experiencing some uncertainties about an impending speech at the town square, but his anxiety level is decreasing. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Uncertainty about Technology QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

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5. The less confidence you have in your speaking skills, the more apprehension you will feel about public speaking. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Uncertainty about Your Speaking Abilities QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

6. A person may experience the following symptoms before, during, and after a speech EXCEPT for a. the mind going blank b. an increased heart rate c. a decreased rate of speech d. itchy skin ANSWER: c POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

7. Audience members respond to you positively when you are delivering a speech by a. lowering their faces. b. nodding their heads and beaming. c. avoiding eye contact. d. All of these answers are correct.

ANSWER: b POINTS: 1 REFERENCES: Uncertainty about Technology QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

8. When you present a speech, you risk having your ideas a. accepted. b. recognized. c. rejected. d. expelled.

ANSWER: c POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Uncertainty about the Audience‘s Response QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

9. Many minor speaking errors, such as the following, are far more noticeable to you than to the audience, EXCEPT a. stumbling over a word. b. little coughs and stammering. c. skipping to the wrong digital slide. d. briefly losing your place.

ANSWER: b POINTS: 1 REFERENCES: Uncertainty about Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

10. An overestimation of how much others are paying attention to you, your appearance, your actions, and what you say is referred to as a. a self-assessment. b. the evaluation effect. c. the spotlight effect. d. the audience response.

ANSWER: c POINTS: 1 REFERENCES: Uncertainty about Evaluation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

11. Mindfulness begins with developing breathing habits that help to a. calm your thoughts. b. turn your attention to the moment. c. reduce your stress. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Commit to Mindfulness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

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12. The following are breathing exercises that help relax a nervous speaker EXCEPT a. breathing. b. quieting response. c. meditation breathing. d. All of these answers are incorrect ANSWER: d POINTS: 1 REFERENCES: Commit to Mindfulness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

13. Progressive muscle relaxation exercises that focus specifically on relaxing your body in preparation for a speech focus on all the following areas EXCEPT a. hands and mouth b. fingers and toes c. feet and legs d. shoulders and neck ANSWER: b POINTS: 1 REFERENCES: Practice Relaxation Techniques QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

14. __________ involves regulating your emotions by reinterpreting something you view negatively in a more positive way. a. The relabeling theory b. The uncertainty reduction theory c. Cognitive appraisal d. Transparency appraisal ANSWER: c POINTS: 1 REFERENCES: Engage in Reframing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

15. __________ involves weakening the power of negative words by altering or letting go of the thoughts you associate with them. a. The deframing effect b. The spotlight effect Copyright Cengage Learning. Powered by Cognero.

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c. Cognitive diffusion d. The uncertainty reduction theory ANSWER: c POINTS: 1 REFERENCES: Apply Defusion QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

16. The more you know about the topic you choose, the more ___________ you become. a. anxious b. confident c. knowledgeable d. passionate ANSWER: b POINTS: 1 REFERENCES: Building Your Confidence before the Day of Your Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

17. All the following can help speakers boost their confidence levels before and during a speech EXCEPT a. becoming an expert on your topic. b. knowing your audience. c. being enthusiastic. d. preparing your speech early.

ANSWER: c POINTS: 1 REFERENCES: Building Your Confidence before the Day of Your Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

18. Judith is imagining a successful communication event by thinking through a sequence of actions in a positive, concrete, step-by-step way. What is Judith doing? a. Relabeling b. Reframing c. Transitioning d. Visualizing ANSWER: d POINTS: 1 REFERENCES: Visualize Your Presentation QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

19. Before he presented his speech, John ensured he was well dressed for the occasion, kept all his notes properly organized, and arrived early at the speaking location. What effect will these steps have on John? a. Make him highly enthusiastic b. Boost his confidence c. Eliminate his anxiety d. Reduce his morale ANSWER: b POINTS: 1 REFERENCES: Visualize Your Presentation QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

20. With __________, you only increase your anxiety and lower your confidence, resulting in an unsatisfactory performance. a. a positive self-evaluation b. a poor self-evaluation c. visualization d. self-actualization ANSWER: b POINTS: 1 REFERENCES: Building Your Confidence on the Day of Your Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

21. Jenny believes that her internal states, such as speech anxiety, are easily observable to the audience. What is she experiencing? a. The spotlight effect b. Progressive relaxation c. The illusion of transparency d. Low self-esteem ANSWER: c POINTS: 1 REFERENCES: Building Your Confidence on the Day of Your Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

22. It is very important to consider the following for success during a speech EXCEPT a. displaying a confident attitude.

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b. briefly saying sorry for mistakes and continuing. c. turning anxiety into fruitful energy. d. paying attention to audience feedback.

ANSWER: b POINTS: 1 REFERENCES: Building Your Confidence on the Day of Your Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

23. When you ask yourself, ―what impression will I make?‖ before a presentation to work colleagues, you are asking about a. your role. b. the evaluation by others. c. your abilities. d. the response of your audience.

ANSWER: b POINTS: 1 REFERENCES: Facing Your Public Speaking Fears at Work QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

24. Rather than overwhelming you, the nervousness you feel can help you to deliver a speech that is a. uncertain. b. dynamic. c. very engaging. d. audience-centered.

ANSWER: a POINTS: 1 REFERENCES: After You‘ve Presented Your Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

25. ―What should I do when I give a speech?‖ represents the uncertainty of a speaker‘s a. abilities. b. role. c. ideas. d. audience response.

ANSWER: b POINTS: 1 REFERENCES: The Root of Speech Anxiety: The Uncertainties of Public Speaking Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

26. The more you consider that you cannot predict an encouraging response from your audience, the more ____________ you will feel. a. passionate b. knowledgeable c. anxious d. confident ANSWER: c POINTS: 1 REFERENCES: After You‘ve Presented Your Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

27. The spotlight effect involves a. thinking that no one pays attention to the speech. b. meditating on how you want your presentation to be successful. c. thinking people observe much more carefully than they do. d. feeling anxiety because of the lighting in the room.

ANSWER: c POINTS: 1 REFERENCES: The Root of Speech Anxiety: The Uncertainties of Public Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

28. __________ is the ability to adapt successfully to adverse situations and continue functioning in a productive manner. a. Mindfulness b. Reframing c. Resilience d. Diffusion ANSWER: c POINTS: 1 REFERENCES: Building Your Confidence Fundamentals QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

29. All the following are methods commonly used to manage nervousness and increase confidence EXCEPT for a. mindfulness.

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b. illusion. c. relaxation. d. reframing.

ANSWER: b POINTS: 1 REFERENCES: Building Your Confidence Fundamentals QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

30. While Jessica was sitting with a relaxed face and shoulder muscles, she imagined she had holes in the bottom of her feet that let air in and out of her body. What exercise is she practicing? a. Meditation breathing b. Breathing c. Quieting response d. Relaxing ANSWER: c POINTS: 1 REFERENCES: Commit to Mindfulness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

31. In ____________, you stop using words like fearful and apprehensive to describe your response to giving a speech and instead use positive words like thrilled and delighted. a. relabeling b. relaxing c. cognitive reappraisal d. diffusion ANSWER: c POINTS: 1 REFERENCES: Engage in Reframing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

32. When Miriam decided to try visualization to manage her speech anxiety, she imagined herself giving a speech that far exceeded her actual skills. Which of the following is likely to be the result of Miriam‘s effort at visualization? a. Miriam‘s anxiety will be eliminated. b. Miriam will deliver an excellent speech. c. Miriam will become more anxious rather than less anxious as she delivers her speech. d. Miriam will feel less anxious at the begging and end of the speech.

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ANSWER: c POINTS: 1 REFERENCES: Building Your Confidence on the Day of Your Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

33. When it is your turn to speak, you can use the following techniques to calm your nerves EXCEPT for a. walking quickly into the room and greeting the audience. b. breathing naturally. c. smiling briefly. d. clearly and confidently beginning your speech.

ANSWER: a POINTS: 1 REFERENCES: Know Your Introduction and Conclusion Well QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

34. Jeremy is feeling very anxious even after his speech. What can he do to manage this anxiety? a. Listen carefully to audience members‘ questions b. Recognize that speech anxiety can occur even after you finish your speech c. Congratulate himself on completing his speech d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Building Your Confidence on the Day of Your Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

35. Breathing, meditation breathing, and quieting response exercises are part of which method of preparing for a speech? a. Progressive relaxation b. Deep breathing exercises c. Visualization d. Decreasing uncertainty ANSWER: b POINTS: 1 REFERENCES: Building Your Confidence Fundamentals QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

36. Briefly explain three fundamentals of building your confidence level.

ANSWER: While nothing takes the place of preparation and planning for your speech in building confidence, there are ways to manage the anxiety that will help keep you calm and focused.

1. Resilience is the ability to adapt successfully to adverse situations and continue functioning in a productive manner. 2. Mindfulness involves attending to what is happening at the present moment and observing what you are thinking and feeling without evaluation. 3.

Relaxation technique help reduce the physical symptoms of stress, such as an increased heart rate and tense muscles.4. Reframing, also called cognitive reappraisal, involves regulating your emotions by reinterpreting something you view negatively in a more positive way. 5.

Diffusion, also called cognitive diffusion, involves weakening the power of negative words by altering or letting go of the thoughts you associate with them. All of these are methods commonly used to manage nervousness and raise confidence.

POINTS: 1 REFERENCES: Building Your Confidence Fundamentals QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

37. Briefly mention five ways to manage your anxiety immediately before your speech.

ANSWER: Students may choose any five of these seven ways: 1. Dress for the occasion.

2. Keep all your notes and materials organized.

3. Arrive early.

4. Talk with others at the event.

5. Use positive self-talk.

6. Make sure all technical aspects of your speech are ready to go.

7. Concentrate on the other speakers.

POINTS: 1 REFERENCES: Building Your Confidence on the Day of Your Speech QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

38. Briefly mention four ways to manage your anxiety during your speech.

ANSWER: Students may choose any five of these eight ways: 1. Display a confident attitude.

2. Expect to experience some speech anxiety.

3. Turn your anxiety into productive energy.

4. Avoid overanalyzing your anxiety.

5. Never comment on your speech anxiety.

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6. Focus on your audience, not on yourself.

7. Pay attention to audience feedback.

8. Make no apologies or excuses.

POINTS: 1 REFERENCES: During Your Speech QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

39. Nothing will build your confidence and manage your nervousness more than thoroughly preparing for your speech.

Briefly state and explain four (4) strategies to manage anxiety and improve your confidence as you develop your speeches.

ANSWER: 1. Start planning and preparing your speech early. Schedule plenty of time to work on your speech, and stick with that schedule.

2. Choose a topic you care about. Choose topics you feel confident talking about, find compelling, and believe will interest your audience.

3. Become an expert on your topic. Thoroughly researching your topic will greatly increase your confidence and success as a public speaker.

4. Research your audience. Becoming familiar with the people in your audience makes it easier to design your speech for them and increases the likelihood they will respond positively to it.

5. Get comfortable with technology. Getting comfortable with the various formats new technologies allow will improve your technical skills and build your confidence.

6. Practice your speech. Before presentation day, rehearse your speech in stages until you feel comfortable talking about your topic.

7. Know your introduction and conclusion well. Memorizing your introduction and conclusion will help you present them more fluently and lessen your anxiety.

8. Visualize your presentation. As you practice your speech, imagine the place, the audience, and yourself successfully presenting your speech.

(Note that students‘ answers may vary.)

POINTS: 1 REFERENCES: Building Your Confidence before the Day of Your Speech QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO1.5.6 - Explain how public speaking can increase self-confidence.

40. Public speakers are affected in many ways by uncertainties. List four of these uncertainties and the questions speakers ask themselves.

ANSWER: Students may choose any four of these seven ways. Answers may vary.

1. The speaker‘s role—what should I do?

2. My speaking abilities—what am I able to do?

3. My ideas—how well do I know my topic?

4. The audience‘s response—how will listeners react?

5. How will others evaluate me—what impression will I make?

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6. The setting—how familiar is the speaking space?

7. The technology—will the technology work?

POINTS: 1 REFERENCES: The Root of Speech Anxiety: The Uncertainties of Public Speaking QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO4.2.2 - Give an example of uncertainty about speaking abilities leading to performance anxiety.

Chapter 03: Listening 1. Research shows that, on average, 35 percent of your communication time each day is spent listening. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

2. Not only can individuals not hear each other, but they also do not have the time to listen and do not recognize its importance. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

3. Public speaking is as much about listening as speaking because speeches are incomplete without listeners. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Listening and Public Speaking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

4. Research shows that immediately after a lecture, listeners recall only about 40 percent of what the speaker said.

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a. True b. False ANSWER: False POINTS: 1 REFERENCES: Listening Effectively to Speeches QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

5. When you listen mindfully, you focus on your plans for the day and thoughts about work or school. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Listening Effectively to Speeches QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

6. Listening anxiety stems from the fear of all the following EXCEPT a. misinterpreting. b. not fully comprehending. c. being unprepared mentally. d. recalling incorrectly.

ANSWER: a POINTS: 1 REFERENCES: Manage Listening Anxiety QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

7. __________ allows you to critically examine a message, such as when you test a speaker‘s logic. a. Interpreting b. Evaluating c. Being mindful d. Hearing ANSWER: b POINTS: 1 REFERENCES: Components of Listening QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.3 - Describe the components of listening Copyright Cengage Learning. Powered by Cognero.

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8. __________ refers to when the audience receives too much information and is unable to evaluate it in a meaningful way. a. Evaluation b. Mindfulness c. Information overload d. Listening overload ANSWER: c POINTS: 1 REFERENCES: Components of Listening QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

9. Listening for the speaker‘s emotions and feelings is an example of a. critical listening. b. appreciative listening. c. empathic listening. d. listening distraction.

ANSWER: c POINTS: 1 REFERENCES: Listening Goals QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.4.1 - Describe strategies for listening mindfully 10. In the HURIER model, assigning meaning to the sounds you‘ve received based on your own experience and knowledge is referred to as a. hearing. b. understanding. c. remembering. d. interpreting.

ANSWER: d POINTS: 1 REFERENCES: Components of Listening QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.3 - Describe the components of listening 11. All of the following are part of the HURIER model‘s components that combine to form the listening process EXCEPT a. hearing. b. mindfulness. c. understanding. d. evaluating.

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ANSWER: b POINTS: 1 REFERENCES: Components of Listening QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.3 - Describe the components of listening 12. There are different reasons for listening. When you listen to enjoy something, such as when listening to a stand-up comedian, you are listening for a. content. b. evaluation. c. appreciation. d. empathy.

ANSWER: c POINTS: 1 REFERENCES: Barriers to Effective Listening QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.3 - Describe the components of listening 13. James was attentively assessing the speaker‘s credibility, ideas, and supporting evidence. James was listening for a. content. b. appreciation. c. evaluation. d. empathy.

ANSWER: c POINTS: 1 REFERENCES: Barriers to Effective Listening QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.3 - Describe the components of listening 14. All of the following are barriers to effective listening EXCEPT for a. mindlessness. b. interpreting. c. noise. d. faking attention.

ANSWER: b POINTS: 1 REFERENCES: Barriers to Effective Listening QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

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15. Prescriptions for how people should interact and what messages should mean in a particular setting are known as a. values. b. beliefs. c. cultural norms. d. attitudes.

ANSWER: c POINTS: 1 REFERENCES: Barriers to Effective Listening QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

16. When individuals think their view of the world is better than anyone else‘s, this is referred to as a. cultural norms. b. values. c. beliefs. d. ethnocentrism.

ANSWER: d POINTS: 1 REFERENCES: Barriers to Effective Listening QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

17. During his classmate‘s speech, John is thinking about his upcoming exams rather than listening to the speech. John is experiencing a. external noise. b. faking attention. c. internal noise. d. mindlessness.

ANSWER: c POINTS: 1 REFERENCES: Noise QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

18. __________ occurs when you appear to be listening to the speaker, but you‘re actually thinking about or doing something else. a. Internal noise b. External noise c. Mindlessness d. Pseudo listening Copyright Cengage Learning. Powered by Cognero.

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ANSWER: d POINTS: 1 REFERENCES: Noise QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

19. When listeners and speakers behave disrespectfully and inhibit the free expression of ideas, this could result in a. a monologue. b. ethnocentrism. c. a defensive communication climate. d. bias.

ANSWER: c POINTS: 1 REFERENCES: Facilitate a Supportive Communication Climate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

20. Which of the following are effective ways of giving feedback to a speaker? a. Make relevant comments b. Offer specific examples of areas for improvement c. Identify what the speaker did well d. All of these answers are correct ANSWER: d POINTS: 1 REFERENCES: Listening Effectively to Speeches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

21. When communicators are concerned only with expressing their own ideas and their own individual goals, this is referred to as a. dialogue. b. ethnocentrism. c. a monologue. d. a defensive communication climate.

ANSWER: c POINTS: 1 REFERENCES: Facilitate a Supportive Communication Climate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

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22. John thoughtfully considers and responds to what others say, increasing all participants‘ access to information. This is an example of a. a dialogue. b. a monologue. c. an appreciative communication climate. d. ethnocentrism.

ANSWER: a POINTS: 1 REFERENCES: Demonstrate Mutual Respect as a Speaker QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

23. Listeners who come to a speaking event prepared to use active listening skills and provide meaningful feedback create which kind of communication climate? a. Defensive communication climate b. Supportive communication climate c. Productive communication climate d. All of these answers are correct.

ANSWER: b POINTS: 1 REFERENCES: Facilitate a Supportive Communication Climate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

24. __________ occurs when individuals carefully attend to the speaker‘s verbal and nonverbal messages as well as to the larger cultural, social, and political context. a. Dialogic listening b. Slow listening c. Monologues d. Understanding ANSWER: b POINTS: 1 REFERENCES: Engage in Slow Listening QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

25. The difference between the average person‘s rate of speaking and the rate at which listeners can comprehend a message is a. pseudo listening. b. dialogic listening.

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c. the listening gap. d. the communication climate.

ANSWER: c POINTS: 1 REFERENCES: Faking Attention QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

26. Cyril may be giving all the appropriate head nods, occasionally saying ―uh huh,‖ and making eye contact with the speaker, but he is not really attending to the person‘s message. What is Cyril doing? a. Dialogic listening b. Listening gap c. Monologue d. Pseudo listening ANSWER: d POINTS: 1 REFERENCES: Faking Attention QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.4.1 - Describe strategies for listening mindfully 27. ―If I understand you correctly, you support our current laws on gun ownership and want no changes in those laws. Is that a fair interpretation?‖ This is an example of a. a monologue. b. pseudo listening. c. a dialogue. d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: Demonstrate Mutual Respect as a Speaker QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.4.1 - Describe strategies for listening mindfully 28. __________ involves remaining in the moment and attending completely to what the other person has to say without evaluation. a. Understanding b. Mindfulness c. Mindlessness d. Monologue ANSWER: b POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Listening Effectively to Speeches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.4.1 - Describe strategies for listening mindfully 29. In ___________, you make deliberate choices about how you apply your listening filters and reflect on how they improve your understanding of the speaker‘s viewpoint as well as your own. a. a supportive communication climate b. dialogic listening c. positioning your listening d. a productive communication climate ANSWER: c POINTS: 1 REFERENCES: Position Your Listening QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.4.1 - Describe strategies for listening mindfully 30. After-dinner speeches are generally meant to entertain, so the listener‘s goal might be to simply enjoy the presentation.

This is an example of a. listening for empathy. b. listening for appreciation. c. listening for content. d. listening to critique.

ANSWER: b POINTS: 1 REFERENCES: Set Goals QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.4.1 - Describe strategies for listening mindfully 31. Julian Treasure argues that people are losing their ability to listen based on all the factors listed below, EXCEPT for a. a fast-paced society. b. a noisy environment. c. an increasingly video and audio-recorded culture. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

32. __________ is described as the physical reception of sounds, feeling vibrations, and visual and tactile stimuli.

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a. Understanding b. Hearing c. Interpreting d. Noise ANSWER: b POINTS: 1 REFERENCES: Components of Listening QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.3 - Describe the components of listening 33. All of the following are examples of noise EXCEPT a. an ambulance siren. b. a stuffy room. c. mindlessness. d. thinking of an exam instead of listening to a speech.

ANSWER: c POINTS: 1 REFERENCES: Noise QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

34. ___________ is a physical barrier preventing you from hearing a speaker. a. Internal noise b. Pseudo listening c. External noise d. Listening gap ANSWER: c POINTS: 1 REFERENCES: Faking Attention QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

35. ―How can those people believe that?‖ is an example of a. values. b. beliefs. c. mindlessness. d. ethnocentrism.

ANSWER: d POINTS: 1 REFERENCES: Barriers to Effective Listening Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

36. You should avoid texting and checking emails and instead focus your attention on the speaker, take notes, identify how the topic applies to you, and develop a few questions to ask after the speaker is finished. This is an example of a. empathy. b. blocking distractions. c. goal setting. d. pseudolisteners.

ANSWER: b POINTS: 1 REFERENCES: Faking Attention QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO6.4.1 - Describe strategies for listening mindfully 37. Explain listening anxiety and discuss how it can be managed.

ANSWER: Listening anxiety is produced by the fear of misunderstanding, not fully comprehending, or not being mentally prepared for the information you may hear. While speakers often experience anxiety, listeners are also anxious sometimes. Manage listening anxiety by focusing on the speaker, clearing your mind of extraneous thoughts, and maintaining a positive attitude.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Manage Listening Anxiety QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

38. Effective listeners first listen for content and empathy and then evaluate the speaker‘s message. Mention two of the four ways of listening useful in public speaking according to Julian Treasure.

ANSWER: 1. You receive or pay attention to the speaker. You use all your senses, observing how a speaker talks as well as what they are saying.

2. You appreciate what the speaker has to say by nonverbally signaling your attention, such as by making eye contact, nodding your head, and leaning forward.

3. You summarize the speaker‘s main points as you listen to the presentation. Focusing on the speaker‘s main points is particularly important in listening for content and listening to critique.

4. Finally, you ask good questions that demonstrate your interest in the speaker‘s topic.

Ethical listeners ask questions that help the speaker clarify or elaborate on the main ideas presented.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Receive-Appreciate-Summarize-Ask Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO6.4.1 - Describe strategies for listening mindfully 39. Briefly explain the meaning of ethnocentrism and how it influences the way we perceive other speakers.

ANSWER: Ethnocentrism is the belief that our view of the world is better than anyone else‘s view.

Ethnocentrism influences how listeners evaluate a speaker‘s competence and credibility.

Ethnocentric listeners, for instance, may respond negatively to a speaker simply because they don‘t share a similar cultural background. Ethnocentrism also can prevent people from speaking out about and listening to difficult issues, especially those associated with race, class, and gender. When listeners think ethnocentrically, they avoid questioning societal and cultural practices that promote discrimination against people based on their ethnic background, (Student answers may vary) POINTS: 1 REFERENCES: Receive-Appreciate-Summarize-Ask QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO6.1.6 - Identify common barriers to effective listening.

40. If you are daydreaming while listening to a speaker, discuss several strategies you can use to concentrate on the speech.

ANSWER: Focus your attention on the speaker, take notes, consider how the topic applies to you, and develop a few questions to ask after the speaker has finished. Avoid texting, checking email, and doing similar activities until after the speech has finished. If you‘re listening to your classmates‘ speeches online, use earbuds or headphones so outside sounds won‘t bother you.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Block Distractions QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO6.4.1 - Describe strategies for listening mindfully 41. Briefly explain communication climate and how it affects both speakers and listeners, and give examples.

ANSWER: Communication climate refers to the psychological and emotional tone that develops as people interact with others. Working together, competent listeners and speakers promote a supportive communication climate in which everyone feels free to engage in dialogue, expressing ideas in a respectful manner. Effective listeners come to a speaking event prepared to use active listening skills and provide meaningful feedback. On the other hand, a defensive communication climate develops when listeners and speakers behave disrespectfully and inhibit the free expression of ideas. Listeners‘ defensive responses are judgmental, controlling, strategizing, indifferent, certain, and superior.

(Student answers may vary) POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Facilitate a Supportive Communication Climate QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO6.4.1 - Describe strategies for listening mindfully

Chapter 04: Developing Your Purpose and Topic 1. In speeches for special occasions, the speaker seeks to modify the beliefs, attitudes, and behaviors of audience members. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Speaking at Special Occasions QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.1 - Determine whether the general goal of your speech will be to inform, persuade, or entertain.

2. Carefully selecting a topic that fits your general purpose will set you on the road to delivering an effective speech. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Brainstorming for Possible Topics QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.2 - Use brainstorming techniques, such as concept mapping, to decide on a topic.

3. Trying to brainstorm under the pressure of having to give your speech in a few days will increase your ability to come up with your best ideas. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Brainstorming Sources QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.2 - Use brainstorming techniques, such as concept mapping, to decide on a topic.

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4. The venue for your speech may not necessarily influence the selection and treatment of your possible topics. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Consider the Setting and the Occasion QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.2 - Use brainstorming techniques, such as concept mapping, to decide on a topic.

5. Your thesis statement describes in a single sentence how you intend to achieve the specific purpose of your speech. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Phrasing Your Thesis QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.1 - Write a clear thesis statement.

6. ―What is the central idea I want my audience to get from my speech?‖ Asking yourself this question means you are starting the process of a. developing a thesis statement. b. choosing the purpose of your speech. c. choosing your topic. d. brainstorming on your working outline.

ANSWER: a POINTS: 1 REFERENCES: Phrasing Your Thesis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.1 - Write a clear thesis statement.

7. ___________ guides you during the initial stages of topic development, helping to keep you focused on your general purpose. a. Developing a thesis statement b. Brainstorming for ideas c. Having a working outline d. Selecting a topic ANSWER: c POINTS: 1 REFERENCES: Building Your Working Outline QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.5 - Develop or expand on the main points of a speech.

8. The following are some of the key steps that make up the early part of speech preparation EXCEPT a. determining your general purpose. b. evaluating and select your speech topic. c. phrasing the thesis as you brainstorm for your topic. d. combining your general purpose and topic to identify your specific purpose.

ANSWER: c POINTS: 1 REFERENCES: Building Your Working Outline QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.5 - Develop or expand on the main points of a speech.

9. ―What do I want my speech to do?‖ The answer to this question is found in a. the thesis statement. b. the general purpose. c. brainstorming for a topic. d. the working outline.

ANSWER: b POINTS: 1 REFERENCES: Determining Your General Purpose QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.5 - Develop or expand on the main points of a speech.

10. Dan was watching a television program that triggered an idea for his upcoming speech. What was Dan doing? a. Developing a working outline b. Brainstorming a topic c. Developing a thesis statement d. Selecting a specific purpose ANSWER: b POINTS: 1 REFERENCES: Brainstorming Techniques QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.2 - Use brainstorming techniques, such as concept mapping, to decide on a topic.

11. After settling on a topic, the best thing to do next is to a. write your thesis statement. b. determine your specific purpose.

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c. develop a working outline. d. start developing your speech.

ANSWER: b POINTS: 1 REFERENCES: Identifying Your Specific Purpose QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.1 - Determine whether the general goal of your speech will be to inform, persuade, or entertain.

12. After Jessica gave a wonderful speech on blood donation, many of the audience members walked to the nearby stand to donate blood. Jessica‘s speech was a. informative. b. controversial. c. persuasive. d. entertaining.

ANSWER: c POINTS: 1 REFERENCES: Specific Purpose to Persuade QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.1 - Determine whether the general goal of your speech will be to inform, persuade, or entertain.

13. ―The more you help them organize the structure of your presentation in their minds, the better your chances for successfully informing, persuading, or entertaining them.‖ This statement is useful for a. determining a specific purpose. b. phrasing your thesis. c. developing your working outline. d. selecting a topic.

ANSWER: b POINTS: 1 REFERENCES: Phrasing Your Thesis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.5 - Develop or expand on the main points of a speech.

14. In the final stages of preparing your speech, you will generally create a. a working outline. b. a specific purpose. c. a speaking outline. d. a complete-sentence outline.

ANSWER: c POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Building Your Working Outline QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.5 - Develop or expand on the main points of a speech.

15. When brainstorming for topics, you need to a. evaluate the ideas that come to you. b. record every idea that comes to your mind. c. put a limit on the number of ideas. d. sit in a very quiet place.

ANSWER: b POINTS: 1 REFERENCES: Brainstorming Techniques QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.2 - Use brainstorming techniques, such as concept mapping, to decide on a topic.

16. Asking yourself key personal questions can help you jump-start and focus on a. the thesis. b. the specific purpose. c. the brainstorming process. d. the working outline.

ANSWER: c POINTS: 1 REFERENCES: Brainstorming Techniques QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.2 - Use brainstorming techniques, such as concept mapping, to decide on a topic.

17. When choosing a topic for your speech, you need to consider a. the audience. b. the available resources. c. the settings and place for the event. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Evaluating and Selecting Topic Ideas QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.3 - Explain how to focus your topic based on your audience, available resources, time, setting, and occasion.

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18. In his speech, Josh tried to demonstrate to his audience how the new software can help reduce time spent at registration centers. What type of speech was Josh giving? a. Persuading b. Informing c. Speaking outline d. Entertaining ANSWER: b POINTS: 1 REFERENCES: Specific Purpose to Inform QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.1 - Determine whether the general goal of your speech will be to inform, persuade, or entertain.

19. A speech delivered on special occasions like dinner parties and wedding receptions is designed to a. persuade. b. celebrate. c. entertain. d. inform.

ANSWER: c POINTS: 1 REFERENCES: Specific Purpose to Inform QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.1 - Determine whether the general goal of your speech will be to inform, persuade, or entertain.

20. During the brainstorming process, the following could be sources of ideas EXCEPT for a. images that have impressed you. b. headlines from a major news source. c. blogs, message boards, and podcasts. d. All the answers are sources of ideas for brainstorming.

ANSWER: d POINTS: 1 REFERENCES: Brainstorming Techniques QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.2 - Use brainstorming techniques, such as concept mapping, to decide on a topic.

21. When evaluating possible topics for your speech, you should first consider a. the topics others are speaking on. b. the topics you know little about. c. Your own interest and the audience.

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d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: Consider Your Own Interests QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.3 - Explain how to focus your topic based on your audience, available resources, time, setting, and occasion.

22. Evaluating possible topics based on which of the following considerations can speed up the topic selection process? a. The available resources b. The time limit c. The setting and occasion d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Consider Your Audience QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.3 - Explain how to focus your topic based on your audience, available resources, time, setting, and occasion.

23. When thinking about his upcoming speech, Josh asked himself, ―How relevant is this topic to my audience?‖ Josh was considering the a. working outline. b. audience. c. setting and occasion. d. thesis statement.

ANSWER: b POINTS: 1 REFERENCES: Consider Your Audience QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.3 - Explain how to focus your topic based on your audience, available resources, time, setting, and occasion.

24. With ________, you want to balance the physical distance between the speaker and the audience with unique forms of interpersonal intimacy. a. a large auditorium b. a distance speaking or online setting c. a classroom d. an open-air space ANSWER: b POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Consider Your Audience QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.3 - Explain how to focus your topic based on your audience, available resources, time, setting, and occasion.

25. A close physical presence adds to the power of your words, especially when you use facial expressions and body language to reinforce certain points or arguments. This effect is found in a. an auditorium setting. b. a classroom setting. c. a less spacious setting. d. a more spacious setting.

ANSWER: c POINTS: 1 REFERENCES: Identifying Your Specific Purpose QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.3 - Explain how to focus your topic based on your audience, available resources, time, setting, and occasion.

26. Depending on the _________, you may need to either narrow or broaden particular speech topics. a. audience b. settings and location c. time d. selected topic ANSWER: c POINTS: 1 REFERENCES: Consider Time QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.3 - Explain how to focus your topic based on your audience, available resources, time, setting, and occasion.

27. When audience members expect your speech to contain sufficient supportive information in your content, then you need to consider which of the following? a. Your interest in the topic b. Available resources c. Your working outline d. The thesis statement ANSWER: b POINTS: 1 REFERENCES: Consider Available Resources QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: PBSP LO10.1.3 - Explain how to focus your topic based on your audience, available resources, time, setting, and occasion.

28. Josh asked himself, ―What is the central idea I want my audience to get from my speech?‖ This question is answered by a a. specific purpose. b. general purpose. c. thesis statement. d. working outline.

ANSWER: c POINTS: 1 REFERENCES: Phrasing Your Thesis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.1 - Write a clear thesis statement.

29. Josh glanced through newspapers as well as current magazines to develop an idea for his upcoming speech. This process is called (a) a. working outline. b. thesis statement. c. brainstorming. d. general purpose.

ANSWER: c POINTS: 1 REFERENCES: Brainstorming for Possible Topics QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.2 - Use brainstorming techniques, such as concept mapping, to decide on a topic.

30. A logical relationship among the ideas that make up any main heading or subheading in a speech is known as (a) a. topic evaluation. b. phrasing thesis. c. internal consistency. d. general purpose.

ANSWER: c POINTS: 1 REFERENCES: Grouping Ideas to Select Main Points QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.2.5 - Write a speech goal statement.

31. The ___________ helps make your audience aware of what‘s coming in your speech and keeps them on track and involved throughout your presentation.

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a. specific purpose b. general purpose c. thesis statement d. internal consistency ANSWER: c POINTS: 1 REFERENCES: Specific Purpose to Inform QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.1 - Write a clear thesis statement.

32. The ___________ helps you visualize what the skeleton, or main points, of the speech might look like. a. general purpose b. thesis statement c. topic evaluation d. internal consistency ANSWER: d POINTS: 1 REFERENCES: Brainstorming for Topic Development QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.5 - Develop or expand on the main points of a speech.

33. Once you have a list of ideas for your topic, it is a good idea to a. expand each idea into a paragraph. b. distill each idea down to a single word or short phrase. c. list them in alphabetical order. d. All of these answers are correct.

ANSWER: b POINTS: 1 REFERENCES: Evaluating and Selecting Topic Ideas QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.5 - Develop or expand on the main points of a speech.

34. In the professional world, informative presentations may include all the following EXCEPT a. employee orientations. b. celebration sessions. c. training sessions. d. project reports.

ANSWER: b POINTS: 1 REFERENCES: Speaking to Inform Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.1 - Determine whether the general goal of your speech will be to inform, persuade, or entertain.

35. Speeches that include project proposals, status reports, art, cultural lectures, and policy updates are speeches to a. persuade. b. entertain. c. inform. d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: Speaking to Persuade QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.1 - Determine whether the general goal of your speech will be to inform, persuade, or entertain.

36. Occasions like awards ceremonies, company parties, roasts, and toasts often provide the context for __________ speech a. persuasive b. entertaining c. informative d. celebration ANSWER: c POINTS: 1 REFERENCES: Speaking at Special Occasions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.1.1 - Determine whether the general goal of your speech will be to inform, persuade, or entertain.

37. Mention the most common types of speeches and give an example of each.

ANSWER: The most common types of speeches are informative, persuasive, and special occasion speeches.

1. Informative speeches serve to increase listeners‘ knowledge about a topic, e.g., employee orientations and project reports.

2. Persuasive speech attempt to reinforce, modify, or change audience members‘ beliefs, attitudes, opinions, values, and behaviors, e.g., a football coach gives a half-time pep talk, or a student nominates a friend for president of a fraternity.

3. In speeches for special occasions, the speaker seeks to connect with the audience in ways that appropriately enhance the occasion, e.g., awards ceremonies, company parties, roasts, and toasts.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Determining Your General Purpose Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO10.1.1 - Determine whether the general goal of your speech will be to inform, persuade, or entertain.

38. Briefly describe the process of brainstorming for possible topics and mention some of the things you should do.

ANSWER: Brainstorming is a free-form way of generating ideas without immediately evaluating them.

Generate as many ideas as possible. Write down and record every idea. Avoid evaluating your ideas. Be as creative and imaginative as possible. Ask yourself: What do I talk or text about with my friends? What am I passionate about? What are my interests and hobbies?

What unique experiences have I had? What would I like to learn about?

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Brainstorming Techniques QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO10.1.2 - Use brainstorming techniques, such as concept mapping, to decide on a topic.

39. Briefly explain the meaning of internal consistency when preparing for your speech.

ANSWER: Internal consistency means that the ideas that make up any main heading or subheading have a logical relationship with one another. What you name the category should describe the elements contained within it. By grouping ideas into main themes, you reduce a topic into logical categories. This helps you visualize what the skeleton, or main points, of the speech might look like. For example, for a speech on choosing a major, the ―practical considerations‖ category includes reputation, the time needed, the job market, money, and requirements.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Writing the Thesis Statement QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO10.1.2 - Use brainstorming techniques, such as concept mapping, to decide on a topic.

40. Once you know your general purpose, select a topic, and determine the specific purpose of your speech, you‘re ready to begin building your working outline. Briefly explain the working outline.

ANSWER: The working outline guides you during the initial stages of topic development, helping to keep you focused on your general purpose and to clarify your specific purpose. As your working outline evolves, you will include the speech topic, general purpose, specific purpose, thesis statement, and keywords for the main ideas and subpoints you want to address. Then, in the final stages of preparing your speech, you‘ll create a speaking outline.

(Students‘ answers may vary.)

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Building Your Working Outline QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO10.3.5 - Develop or expand on the main points of a speech.

41. In considering your audience members, what are some of the things you need to do to ensure you have an effective speech?

ANSWER: After you have chosen your topic, you need to do some basic screening to give yourself a general idea of audience members‘ knowledge and interests.

As you evaluate topics, always put yourself in the audience‘s place. Choose speech topics that are likely to engage your listeners. Some topics may not seem directly relevant to audience members, so you may need to create that link. Ask yourself questions like, ―how relevant is this topic to my audience?‖ and ―will I be able to interest my audience in this topic?‖ (Students‘ answers may vary) POINTS: 1 REFERENCES: Consider Your Audience QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO10.1.3 - Explain how to focus your topic based on your audience, available resources, time, setting, and occasion.

Chapter 05: Adapting to Your Audience 1. Adapting to your audience begins by recognizing that audiences are diverse consumers of information. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Developing Credibility with Your Audience QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.2.1 - Define credible as it applies to sources of information.

2. Nothing undermines a speaker‘s credibility more than the perception that they are not well prepared. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Trustworthiness QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: PBSP LO11.2.1 - Define credible as it applies to sources of information.

3. It is easier for speakers to appear trustworthy than competent because trustworthiness stems from the audience‘s perception of the speaker. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Trustworthiness QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.2.1 - Define credible as it applies to sources of information.

4. Regardless of who makes up your audience or what your topic is, appearing credible to them will be critical to your success. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Trustworthiness QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.2.1 - Define credible as it applies to sources of information.

5. Knowing your audience is always a straightforward task. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Meeting the Challenges of Audience Diversity QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

6. The following are techniques for adapting to diverse audiences EXCEPT for a. identifying commonalities. b. establishing specific credibility. c. using appropriate language. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Techniques for Speaking to Diverse Audiences QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

7. __________ is information about an audience such as standpoints that draw from a person‘s values, attitudes, and beliefs. a. Public data b. Psychological data c. Psychosocial data d. Demographic data ANSWER: b POINTS: 1 REFERENCES: No Demographic Stereotyping QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

8. When an audience judges something to be good or bad, desirable or undesirable, right or wrong, worthy or unworthy, this is called a. a standpoint b. an audience attitude c. audience values d. audience beliefs ANSWER: c POINTS: 1 REFERENCES: Audience Values QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

9. An audience perceives a speaker‘s credibility based on all of the following EXCEPT a. trustworthiness. b. values. c. sociability. d. dynamism.

ANSWER: b POINTS: 1 REFERENCES: Speaker Credibility QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

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10. A speaker acknowledges the audience by considering the diverse and common perspectives of its members before, during, and after the speech. This is referred to as a. audience analysis. b. having credibility with the audience. c. being audience-centered. d. having speaker credibility.

ANSWER: c POINTS: 1 REFERENCES: The Speaker–Audience Connection QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

11. How do listeners view speakers who are more credible when they appear well-informed about their topic? a. Information credibility b. Trustworthy c. Dynamic d. Competent ANSWER: d POINTS: 1 REFERENCES: Competence QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.5.3 - Describe guidelines for demonstrating credibility in a speech.

12. Audiences will regard you as __________ when they consider you to be honest, ethical, sincere, reliable, sensitive, and empathic. a. credible b. sociable c. trustworthy d. competent ANSWER: c POINTS: 1 REFERENCES: Trustworthiness QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.5.3 - Describe guidelines for demonstrating credibility in a speech.

13. The mental place from which an individual views, interprets, and evaluates the world is known as a. the audience‘s values. b. the audience‘s beliefs. c. the audience‘s standpoint.

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d. the audience‘s attitudes.

ANSWER: c POINTS: 1 REFERENCES: Audience Attitudes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

14. On average, how many hours do you work each week? This question is a. open-ended. b. closed-ended. c. combined question. d. All of these answers are correct.

ANSWER: b POINTS: 1 REFERENCES: Distributing Your Questionnaire QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.1.1 - Create an audience-research questionnaire.

15. Information in the responses to an audience-research questionnaire that reflects trends and comparisons is which type of data? a. Direct quotes b. Public data c. Summary statistics d. Combined questions ANSWER: c POINTS: 1 REFERENCES: Referring to Audience Data in Your Speeches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.1.1 - Create an audience-research questionnaire.

16. Adapting to time refers to all of the following EXCEPT for a. considering the time of day. b. thinking about when it will be your turn to speak. c. thinking about the space in advance. d. relating your topic to current events.

ANSWER: c POINTS: 1 REFERENCES: p. 39-40 QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.5.3 - Describe guidelines for demonstrating credibility in a speech.

17. __________ (is) are comments written in response to open-ended questions in an audience-research questionnaire. a. Audience data b. Information c. Direct quotes d. Summary statistics ANSWER: c POINTS: 1 REFERENCES: Direct Quotes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.1.1 - Create an audience-research questionnaire.

18. ―How are you planning to celebrate your victory?‖ Which type of question is this? a. Closed-ended b. Open-ended c. Combined d. Suggestive ANSWER: b POINTS: 1 REFERENCES: Asking Open-Ended Questions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.1.1 - Create an audience-research questionnaire.

19. A belief is a. how a person feels about something. b. something a person accepts as true or existing. c. what a person does often. d. what a person thinks is good, right, worthy, and important.

ANSWER: b POINTS: 1 REFERENCES: Audience Attitudes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

20. An audience attitude is a. something a person accepts as true or existing. b. what a person thinks is good, right, worthy, and important.

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c. what a person does often. d. how a person feels about something.

ANSWER: d POINTS: 1 REFERENCES: Audience Attitudes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

21. On a questionnaire, Jerome asked the questions, ―Which year did this incident occur?‖ and ―How did this affect your career?‖ This type of question is a(n) a. combining question. b. open-ended question. c. suggestive question. d. closed-ended question.

ANSWER: a POINTS: 1 REFERENCES: Combining Question Types QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.1.1 - Create an audience-research questionnaire.

22. The audience research questionnaire is used to assess all of the following EXCEPT for a. knowledge. b. competence. c. demographics. d. opinions.

ANSWER: b POINTS: 1 REFERENCES: Developing an Audience-Research Questionnaire QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.1.1 - Create an audience-research questionnaire.

23. You express your __________ when you judge something as good or bad, right or wrong, or important or unimportant. a. beliefs b. values c. standpoint d. opinions ANSWER: b POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Audience Values QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

24. A standpoint represents an individual‘s a. belief system. b. values. c. evaluation of the world. d. attitude.

ANSWER: c POINTS: 1 REFERENCES: Audience Standpoints QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

25. A Latina college student who has a learning disability and comes from a working-class family and a 40-year-old African American man from an upper-middle-class family will have different a. sociabilities. b. standpoints. c. credibilities. d. ethnic backgrounds.

ANSWER: b POINTS: 1 REFERENCES: Audience Standpoints QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

26. Marketers and advertisers rely on __________ to develop strategies to motivate consumers to buy a company‘s products or services. a. public data b. summary statistics c. psychographic data d. personal observations ANSWER: c POINTS: 1 REFERENCES: Using Psychographic Information QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

27. When you do not have personal access to the audience, the best source of information is to a. deploy questionnaires to the audience. b. talk to the person inviting you. c. refer to public data. d. All of these answers are correct.

ANSWER: b POINTS: 1 REFERENCES: Gathering Demographic Data QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

28. __________ refer(s) to the primary characteristics that describe an individual or group of people. a. Psychographics b. Audience values c. Demographics d. Audience attitude ANSWER: c POINTS: 1 REFERENCES: Using Demographic Information QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.1.1 - Create an audience-research questionnaire.

29. John‘s audience questionnaire was expected to gather information about his audience‘s age, sex, race, educational level, religious affiliation, and income levels. This is referred to as a. public data. b. psychographic data. c. summary statistics. d. demographic data.

ANSWER: d POINTS: 1 REFERENCES: Using Demographic Information QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.1.1 - Create an audience-research questionnaire.

30. You should select words that audience members will find clear and meaningful by considering what you think the words mean to them, not to you. This approach is known as a. using appropriate information.

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b. using appropriate language. c. establishing specific credibility. d. All of these answers are correct.

ANSWER: b POINTS: 1 REFERENCES: Techniques for Speaking to Diverse Audiences QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.5.10 - Modify a speech for audiences of different ages, backgrounds, knowledge, and abilities.

31. Jannie is scheduled to give an informative speech on homeschooling to a group with mixed opinions and knowledge of the topic. What should Jannie consider most? a. Using appropriate language b. Establishing specific credibility c. Identifying commonalities d. Using relevant supporting materials ANSWER: c POINTS: 1 REFERENCES: Techniques for Speaking to Diverse Audiences QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.5.10 - Modify a speech for audiences of different ages, backgrounds, knowledge, and abilities.

32. The degree to which an audience feels a personal connection with a speaker is referred to as a. dynamism. b. goodwill. c. sociability. d. psychographics.

ANSWER: c POINTS: 1 REFERENCES: Sociability QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.5.10 - Modify a speech for audiences of different ages, backgrounds, knowledge, and abilities.

33. The audience was so touched by John‘s speech that they perceived John to have their true needs, wants, and interests at heart. This perception by the audience is known as a. dynamism. b. goodwill. c. sociability. d. trustworthiness.

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ANSWER: b POINTS: 1 REFERENCES: Dynamism QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.5.10 - Modify a speech for audiences of different ages, backgrounds, knowledge, and abilities.

34. Which of the following best describes speaker credibility as described by the Greek philosopher Aristotle? a. Pathos b. Mythos c. Logos d. Ethos ANSWER: d POINTS: 1 REFERENCES: Speaker Credibility QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.5.3 - Describe guidelines for demonstrating credibility in a speech.

35. The idea of obtaining and evaluating information about your audience to anticipate their needs and interests and then designing a strategy to respond to them is known as a. audience-centeredness. b. audience credibility. c. audience analysis. d. information credibility.

ANSWER: c POINTS: 1 REFERENCES: The Speaker–Audience Connection QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.5.10 - Modify a speech for audiences of different ages, backgrounds, knowledge, and abilities.

36. When you analyze something based on what you perceive to be true or existing, you are expressing your a. standpoint. b. values. c. beliefs. d. viewpoint.

ANSWER: c POINTS: 1 REFERENCES: p. 25 QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

37. One of the ways a speaker can attain credibility with the audience is information credibility. Briefly explain information credibility.

ANSWER: Information credibility in speechmaking refers to the reliability of the sources and supporting materials presented in a speech. Establishing information credibility is challenging for speakers, given the amount of false and outwardly dishonest information that circulates freely around us, especially on the Internet. From misinformation, disinformation, alternative facts, conspiracy theories, clickbait, deep-fake videos, and the blatant disregard for facts exhibited by some politicians, media commentators, and bloggers, you must be extremely careful when deciding what material to use in your speeches for any topic.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Information Credibility QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO11.2.1 - Define credible as it applies to sources of information.

38. Briefly name and explain the four dimensions of speaker credibility.

ANSWER: Speaker credibility arises from audience members‘ perceptions of a speaker‘s competence, trustworthiness, dynamism, and sociability. The four dimensions of speaker credibility work together to give the audience an overall impression of the speaker.

1. Competence refers to the speaker‘s qualifications to talk about a particular topic.

2. Trustworthiness refers to the audience‘s perception of a speaker as honest, ethical, sincere, reliable, sensitive, and empathic.

3. Dynamism refers to how the audience regards the speaker‘s activity level during the presentation.

4. Sociability reflects the degree to which a speaker connects personally with the audience.

(Students‘ answers may vary) POINTS: 1 REFERENCES: Speaker Credibility QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO11.2.1 - Define credible as it applies to sources of information.

39. How does an individual typically develop a standpoint or perspective on the world? Does this standpoint change over time?

ANSWER: Standpoint refers to the mental place from which an individual views, interprets, and evaluates the world. A person‘s standpoint stems to a significant degree from the individual‘s objective position in society, based on demographic categories such as socioeconomic status, gender, and age.

But personal standpoints also evolve according to each individual audience member‘s values, attitudes, and beliefs.

(Students' answers may vary) Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Audience Standpoints QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

40. Briefly describe how you can use psychographic information to improve your speech to reach your audience ANSWER: Psychographic information gives you insights into how the audience thinks. In many ways, that‘s more important than demographics. Understanding the psychographics of your audience will help you develop your speech effectively for that group. These four concepts— audience standpoints, values, attitudes, and beliefs—explain how psychographics shape a person‘s thinking. Understanding these concepts can help you adapt your speeches well to your audience.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Audience Standpoints QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO14.2.3 - Design a speech with audience standpoints, values, attitudes, and beliefs in mind.

41. Define ‗audience-research questionnaire‘ and discuss the two basic types of questions used when preparing questionnaires, giving an example of each.

ANSWER: An audience-research questionnaire is a questionnaire used to assess the demographics, knowledge, and opinions of audience members about a speech topic. This can take the form of in-class or web-based surveys. The two basic types of questions are closed-ended and open-ended.

1. Closed-ended questions give the respondent a set of possible answers from which to choose, e.g., Are you the owner of the car? Yes/No 2. Open-ended questions are designed to elicit more in-depth information about an audience by asking respondents to answer questions about your topic in their own words, e.g., In a nutshell, what does the word freedom mean to you?

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Developing an Audience-Research Questionnaire QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO14.1.1 - Create an audience-research questionnaire.

Chapter 06: Researching Your Topic 1. As you conduct your research, seek multiple perspectives, regardless of your topic.

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a. True b. False ANSWER: True POINTS: 1 REFERENCES: Identifying Multiple Perspectives and Sources QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.2 - Outline established guidelines for how to conduct research.

2. Secondary sources are terms associated with a topic that are used to search for information related to that topic, influencing the direction your research will take. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Finding Research Materials QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.2 - Outline established guidelines for how to conduct research.

3. Books are less useful for historical information or topics that are not especially time-sensitive. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Exploring Library Resources (H2)/Books (H3) QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.8.3 - Use strategies to evaluate research materials for validity.

4. The interview guide serves as a road map for gathering the information you seek. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Develop Your Interview Guide QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.8.3 - Use strategies to evaluate research materials for validity.

5. Relevance is the most complicated of the evaluation criteria to apply when examining your research material. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: False POINTS: 1 REFERENCES: Evaluating Your Research Materials QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.8.3 - Use strategies to evaluate research materials for validity.

6. When you are locating information for your speech, you apply all the following primary evaluation criteria EXCEPT for a. purpose. b. relevance. c. credibility. d. validity.

ANSWER: c POINTS: 1 REFERENCES: Evaluating Your Research Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.2 - Outline established guidelines for how to conduct research.

7. Jessica was critically examining the sources available to determine how closely they matched the topic she was researching. Jessica was looking for the sources‘ a. purpose. b. validity. c. credibility. d. relevance.

ANSWER: d POINTS: 1 REFERENCES: Evaluating Your Research Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.8.1 - Use strategies to evaluate research materials for relevance.

8. __________ refers to the consistency and reliability of the information. a. Recency b. Accuracy c. Authority d. Currency ANSWER: b POINTS: 1 REFERENCES: Validity QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: PBSP LO11.8.3 - Use strategies to evaluate research materials for validity.

9. Which of the following is NOT a component of validity? a. Authority b. Recency c. Accuracy d. Currency ANSWER: a POINTS: 1 REFERENCES: Validity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.8.3 - Use strategies to evaluate research materials for validity.

10. During his speech, John mentioned the sources of the information he gathered from his research. This is called a. fair use. b. bibliography. c. oral citation. d. paraphrasing.

ANSWER: c POINTS: 1 REFERENCES: Acknowledging Your Sources QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.3 - Define plagiarism.

11. When putting together your research guidelines, which of the following will make researching your topic a more positive and productive experience? a. Schedule research time b. Know when to move on c. Know when to go back d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Research Guidelines QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.2 - Outline established guidelines for how to conduct research.

12. __________ involves the extent to which the research topic is covered. a. Recency b. Scope c. Depth Copyright Cengage Learning. Powered by Cognero.

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d. Currency ANSWER: c POINTS: 1 REFERENCES: Purpose QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.8.2 - Use strategies to evaluate research materials for a purpose.

13. When researching your topic, you want information that has authority. This refers to a. both the person and platform who produced the information. b. the consistency and reliability of the information. c. information that is as up-to-date as possible. d. what information is included and what is left out.

ANSWER: a POINTS: 1 REFERENCES: Validity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.8.2 - Use strategies to evaluate research materials for a purpose.

14. In which stage of your speech do you leave audience members with a lasting, personalized impression of the topic? a. In the body b. In the transitional stage c. In the conclusion d. In the introduction ANSWER: c POINTS: 1 REFERENCES: Evaluating Your Research Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.8.2 - Use strategies to evaluate research materials for a purpose.

15. Which of the following interview strategies helps you avoid unintentionally biasing the interviewee‘s responses? a. Record the interview b. Ask one question at a time c. Monitor your verbal and nonverbal cues d. Review your interview guide ANSWER: c POINTS: 1 REFERENCES: Conduct the Interview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.8.2 - Use strategies to evaluate research materials for a purpose.

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16. Which of the following statements is not true about plagiarism and academic integrity? a. When you say you did the work yourself, you did it. b. It is not a crime to present someone else‘s work without a reference unintentionally. c. When you rely on someone else‘s work, you cite it. d. In presenting research materials, you present them fairly and truthfully.

ANSWER: b POINTS: 1 REFERENCES: Taking Accurate Notes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.3 - Define plagiarism.

17. Using someone else‘s original work in a way that does not infringe on the owner‘s rights, generally for educational purposes, is called a. paraphrasing. b. antiplagiarism. c. fair use. d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: Recognizing and Avoiding Plagiarism QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.3 - Define plagiarism.

18. For John to achieve the highest level of academic integrity in his speech, he must do which of the following? a. Take accurate notes b. Paraphrase c. Make oral citations d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Taking Accurate Notes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.3 - Define plagiarism.

19. __________ refers to what information is included and what is left out. a. Depth b. Language c. Scope d. Accuracy Copyright Cengage Learning. Powered by Cognero.

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ANSWER: c POINTS: 1 REFERENCES: Purpose QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.8.2 - Use strategies to evaluate research materials for a purpose.

20. When you ask the question, ―Does the author provide detailed and expansive coverage of the topic?‖ what are you seeking to find? a. Insight b. Scope c. Depth d. Recency ANSWER: c POINTS: 1 REFERENCES: Purpose QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.8.2 - Use strategies to evaluate research materials for a purpose.

21. When you are selecting interviewees for your interview process, you must consider which of the following about the interviewee? a. Availability b. Expertise c. Willingness d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Conducting Research Interviews QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.2 - Outline established guidelines for how to conduct research.

22. A list of all the questions and possible probes an interviewer asks in an interview and notes about how the interviewer will begin and end the interview is called (an) a. interview note. b. interview shortlist. c. interview guide. d. interview data.

ANSWER: c POINTS: 1 REFERENCES: Develop Your Interview Guide QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.2 - Outline established guidelines for how to conduct research.

23. Which of the following closing interview stages summarizes the main points you gleaned from the interview and thanks the interviewee for participating? a. Post-interview conversation b. Closure statement c. Conclusion preview d. Pre-interview conversation ANSWER: c POINTS: 1 REFERENCES: Interview Closing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.2 - Outline established guidelines for how to conduct research.

24. If you are interested in how a topic affects a specific population, group, or locality, then you will want information that is a. broader in scope. b. not in-depth. c. narrow in scope. d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: Purpose QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.8.2 - Use strategies to evaluate research materials for a purpose.

25. The soundness of the logic underlying the information you have gathered is called a. relevance. b. validity. c. purpose. d. summary statistics.

ANSWER: b POINTS: 1 REFERENCES: Evaluating Your Research Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.8.3 - Use strategies to evaluate research materials for validity.

26. When researching your topic, you want information that closely matches the topic you are researching. This means the information has a. validity.

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b. relevance. c. accuracy. d. purpose.

ANSWER: b POINTS: 1 REFERENCES: Evaluating Your Research Materials QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.8.1 - Use strategies to evaluate research materials for relevance.

27. When researching for your speech, it is necessary to take notes and consider all of the following to avoid plagiarism EXCEPT for a. using bold font to mark quotations. b. using font color to mark quotations. c. minimizing the font to mark quotations. d. highlighting to mark quotations.

ANSWER: c POINTS: 1 REFERENCES: Taking Accurate Notes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.3 - Define plagiarism.

28. Jessica used her own words to describe the source of information she used in her speech. This is called a. fair use. b. an oral citation c. paraphrasing. d. a secondary source.

ANSWER: c POINTS: 1 REFERENCES: Acknowledging Your Sources QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.3 - Define plagiarism.

29. Josh pointed out his colleague‘s article during his speech as a source of information. This is called a. secondary information. b. bibliographic information. c. copyright information. d. oral citation.

ANSWER: d POINTS: 1 REFERENCES: Acknowledging Your Sources Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.3 - Define plagiarism.

30. (A) __________ is a source‘s complete citation, typically including the author, date of publication, title, place of publication, and publisher. a. Search engine directory b. Bibliographic information c. Oral citation d. Copyright information ANSWER: b POINTS: 1 REFERENCES: Acknowledging Your Sources QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.3 - Define plagiarism.

31. Which of the following interview strategies helps you conduct an in-person interview in a quiet, private place, free from interruptions? a. Monitor your verbal and nonverbal cues b. Ask one question at a time c. Choose an appropriate setting d. Review your interview guide ANSWER: c POINTS: 1 REFERENCES: Conduct the Interview QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.2 - Outline established guidelines for how to conduct research.

32. ―My final question is . . .‖ signals that the interview is ending. Which term describes this interview closing process? a. Closure statement b. Post-interview conversation c. Conclusion preview d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: Interview Closing QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.2 - Outline established guidelines for how to conduct research.

33. At which stage of the interview process do you ask general questions so you can get a sense of the interviewee‘s breadth of knowledge, aside from asking more specific questions?

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a. Pre-interview conversation b. Interview opening c. Interview body d. Interview closing ANSWER: c POINTS: 1 REFERENCES: Interview Body QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.2 - Outline established guidelines for how to conduct research.

34. All of the following can help you enhance your credibility with the interviewee EXCEPT a. preparing for the interview. b. using active listening skills. c. researching the topic and the interviewee. d. having a dissimilar cultural background as an interviewee.

ANSWER: d POINTS: 1 REFERENCES: Conducting Research Interviews QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.2 - Outline established guidelines for how to conduct research.

35. When evaluating your research materials, the most important of the primary evaluation criteria to assure information credibility is a. relevance. b. validity. c. purpose. d. All of these answers are correct.

ANSWER: b POINTS: 1 REFERENCES: Validity QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.8.3 - Use strategies to evaluate research materials for validity.

36. __________ refers to taking someone else‘s ideas and work, including speeches, papers, and images, and presenting them as your own, whether intentionally or unintentionally. a. A copyright violation b. Fair use c. Paraphrasing d. Plagiarism ANSWER: d Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Recognizing and Avoiding Plagiarism QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO11.1.3 - Define plagiarism.

37. What can you do to avoid plagiarism when preparing for your speech and during your speech?

ANSWER: Plagiarism refers to taking someone else‘s ideas and work, including speeches, papers, and images, and presenting them as your own, whether intentionally or unintentionally. Taking accurate notes, paraphrasing, referencing bibliographic information, and providing oral citations are some of the ways to avoid plagiarism and maintain academic integrity.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Recognizing and Avoiding Plagiarism QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO11.1.3 - Define plagiarism.

38. Briefly state and explain the three primary evaluation criteria you must consider when looking for information for your speech.

ANSWER: The three primary criteria to consider when looking for information are relevance, purpose, and validity.

1. Relevance—examining the source to determine how closely it matches the topic you are researching.

2. Purpose—to identify why the information was created. Is the purpose to inform, persuade, or entertain?

3. Validity—to identify the soundness of the logic underlying the information you have gathered.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Evaluating Your Research Materials QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO11.1.2 - Outline established guidelines for how to conduct research.

39. Briefly examine the strategies that will help ensure a more productive interview process.

ANSWER: The following strategies are important when conducting interviews to ensure a productive interview process.

1. Review your interview guide—an interview guide works in the same you use note cards in your speeches to trigger your memory.

2. Choose an appropriate setting—conducting in-person interviews in a quiet, private place, free from interruptions.

3. Record the interview—with the interviewee‘s permission, electronically record the interview for later review, and take notes.

4. Ask one question at a time—If you ask multiple questions, the interviewee will become Copyright Cengage Learning. Powered by Cognero.

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confused and likely only answer one part of the question asked.

5. Monitor your verbal and nonverbal cues—This strategy helps avoid unintentionally biasing the interviewee‘s responses.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Conduct the Interview QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO11.1.2 - Outline established guidelines for how to conduct research.

40. When examining the purpose of information, you must also consider the scope and depth of the information. Briefly explain the scope and depth of information.

ANSWER: Determining a source‘s purpose also involves identifying its scope and depth.

Scope refers to what information is included and what is left out. In climate change, for instance, a narrower scope might focus on a specific geographic area, while a broader scope might address worldwide conditions. Depth involves the extent to which the topic is covered.

For instance, does the author provide detailed and expansive coverage of the topic? Or is the coverage general?

(Students‘ answers may vary) POINTS: 1 REFERENCES: Purpose QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO11.8.2 - Use strategies to evaluate research materials for a purpose.

41. Briefly describe the three essential principles for academic integrity as identified by University of Chicago professor Charles Lipson.

ANSWER: 1. When you say you did the work yourself, you did it.

2. When you rely on someone else‘s work, you cite it. When you use their words, you quote them openly and accurately, and you cite them, too.

3. When you present research materials, you present them fairly and truthfully. This is true whether the research involves data, documents, or the writings of other scholars.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Recognizing and Avoiding Plagiarism QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO11.1.3 - Define plagiarism.

Chapter 07: Supporting Your Ideas 1. Facts generally foster agreement because they can be verified as true or false.

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a. True b. False ANSWER: True POINTS: 1 REFERENCES: Statistics QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.4 - Use general, specific, and/or hypothetical examples to support ideas in a speech.

2. A figure of speech that makes an implicit comparison between two things is a simile. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Definition by Analogy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.4 - Use general, specific, and/or hypothetical examples to support ideas in a speech.

3. Speakers often use analogies to help listeners understand something new to them. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Definition by Analogy QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.4 - Use general, specific, and/or hypothetical examples to support ideas in a speech.

4. With specific examples, speakers ask the audience to imagine something. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Hypothetical Examples QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.4 - Use general, specific, and/or hypothetical examples to support ideas in a speech.

5. Ethos appeals to the speaker‘s credibility.

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a. True b. False ANSWER: True POINTS: 1 REFERENCES: Narratives QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.4 - Use general, specific, and/or hypothetical examples to support ideas in a speech.

6. Steve was neither knowledgeable nor famous when it came to mortgage repayments and finance, but his experience was captured by journalists on the front page of the New York Times. This an example of a. other stories. b. celebrity testimony. c. lay testimony. d. expert testimony.

ANSWER: c POINTS: 1 REFERENCES: Testimony QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.4.1 - Use relevant and properly cited expert testimony to support ideas in a speech.

7. __________ allow speakers to quantify the magnitude of a problem and make comparisons across groups and time periods. a. Facts b. Opinions c. Inferences d. Statistics ANSWER: d POINTS: 1 REFERENCES: Statistics QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.2.1 - Use carefully curated statistics in a speech.

8. In his speech, Kaleb defines a word he found in a dictionary. What meaning is he giving to this word? a. Denotative b. Connotative c. Factual d. All of these answers are correct.

ANSWER: a POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Statistics QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.3.4 - Describe examples of effective use of definitions in a speech.

9. A statement that describes the essence, precise meaning, or scope of a word or a phrase is called a(n) a. fact. b. opinion. c. definition. d. narrative.

ANSWER: c POINTS: 1 REFERENCES: Definitions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.3.4 - Describe examples of effective use of definitions in a speech.

10. When Jessica was speaking to her work colleagues, she explained how the new point of sale machine worked and what the new features could do. This is an example of a. connotative meaning. b. definition by function. c. definition by analogy. d. expert testimony.

ANSWER: b POINTS: 1 REFERENCES: Definition by Function QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.3.4 - Describe examples of effective use of definitions in a speech.

11. Audience members generally find that __________ can be convincing in persuasive situations because they appeal to logic. a. metaphors b. statistics c. examples d. definitions ANSWER: b POINTS: 1 REFERENCES: Statistics QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.2.1 - Use carefully curated statistics in a speech.

12. In identifying __________ for your speeches, choose sources the audience will perceive as highly qualified on your Copyright Cengage Learning. Powered by Cognero.

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topic. a. examples b. celebrity testimonies c. analogies d. expert testimonies ANSWER: d POINTS: 1 REFERENCES: Testimony QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.4.1 - Use relevant and properly cited expert testimony to support ideas in a speech.

13. Which of the following is based on actual events and also stems from conjecture or supposition? a. Specific examples b. Hypothetical examples c. General examples d. All of the answers are correct.

ANSWER: b POINTS: 1 REFERENCES: Hypothetical Examples QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.4 - Use general, specific, and/or hypothetical examples to support ideas in a speech.

14. Stories that best represent mythos in the way they transmit basic values and accepted behaviors are called a. institutional stories. b. other stories. c. cultural stories. d. your own stories.

ANSWER: c POINTS: 1 REFERENCES: Examples QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.3 - Use carefully curated cultural stories to support ideas in a speech.

15. Which of the following describes something by comparing it to something else it resembles? a. Examples b. Other stories c. Ethos d. Analogies Copyright Cengage Learning. Powered by Cognero.

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ANSWER: d POINTS: 1 REFERENCES: Definition by Analogy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.4 - Use general, specific, and/or hypothetical examples to support ideas in a speech.

16. When preparing for her speech, Hannah integrated her experiences in high school. What type of supporting material did she use? a. Testimony b. Narrative c. Examples d. Analogy ANSWER: b POINTS: 1 REFERENCES: Narratives QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.1 - Use carefully curated personal and/or gathered stories to support ideas in a speech.

17. Institutional and cultural stories are part of a. analogies. b. examples. c. narratives. d. definitions.

ANSWER: b POINTS: 1 REFERENCES: Your Own Stories QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.2 - Use carefully curated institutional stories to support ideas in a speech.

18. All of the following are types of examples you might use in your speech EXCEPT for a. hypothetical examples. b. general examples. c. practical examples. d. specific examples.

ANSWER: c POINTS: 1 REFERENCES: Examples QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.4 - Use general, specific, and/or hypothetical examples to support ideas in a speech.

19. Which of the following best describes definitions? a. An individual‘s opinions or experiences about a particular topic b. Conclusions or interpretations you draw based on facts c. A statement that refers to the essence, precise meaning, or scope of a word d. When audience members are familiar with the situation ANSWER: c POINTS: 1 REFERENCES: Definitions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.3.4 - Describe examples of effective use of definitions in a speech.

20. The audience had a belief that the speaker‘s source was truly credible when it came to the topic of finance. This is an example of a. facts. b. celebrity testimony. c. specific examples. d. expert testimony.

ANSWER: d POINTS: 1 REFERENCES: Testimony QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.4.1 - Use relevant and properly cited expert testimony to support ideas in a speech.

21. Hypothetical examples are related to a. facts. b. analogies. c. conjectures. d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: Hypothetical Examples QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.4 - Use general, specific, and/or hypothetical examples to support ideas in a speech.

22. Which of the following describes a metaphor?

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a. An implicit comparison b. An experience c. An explicit comparison d. A logical appeal ANSWER: a POINTS: 1 REFERENCES: Definition by Analogy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.4 - Use general, specific, and/or hypothetical examples to support ideas in a speech.

23. Which type of example is most appropriate when audience members are already familiar with the situation, person, object, or event cited? a. Specific examples b. General examples c. Hypothetical examples d. Common examples ANSWER: b POINTS: 1 REFERENCES: Definition by Analogy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.4 - Use general, specific, and/or hypothetical examples to support ideas in a speech.

24. All these terms are related to each other EXCEPT for a. analogy. b. facts. c. simile. d. metaphor.

ANSWER: b POINTS: 1 REFERENCES: Definition by Analogy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.4 - Use general, specific, and/or hypothetical examples to support ideas in a speech.

25. During her speech, Jessica mentioned the impact of illegal mining and forest fires on the depletion of the Amazon forest. This type of example is a. general. b. specific. c. hypothetical.

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d. environmental.

ANSWER: b POINTS: 1 REFERENCES: Specific Examples QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.4 - Use general, specific, and/or hypothetical examples to support ideas in a speech.

26. In her speech to the science club on the evolution of species, Jessica quoted Charles Darwin‘s evolutionary theory.

Jessica used __________ to support her points. a. other stories b. lay testimony c. expert testimony d. celebrity testimony ANSWER: c POINTS: 1 REFERENCES: Testimony QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.4.1 - Use relevant and properly cited expert testimony to support ideas in a speech.

27. Which of the following is true about probable facts? a. They are those that people generally accept as true. b. They are those that likely are true but require additional evidence for support. c. They are those that likely are true but do not require additional evidence for support. d. They are those conclusions or interpretations you draw based on facts.

ANSWER: b POINTS: 1 REFERENCES: Facts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.4.1 - Use relevant and properly cited expert testimony to support ideas in a speech.

28. When you want to quantify the magnitude of a problem in your speech, you can use a. definitions. b. facts. c. examples. d. statistics.

ANSWER: d POINTS: 1 REFERENCES: Statistics Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.2.1 - Use carefully curated statistics in a speech.

29. __________ appeals to cultural values and beliefs. a. Mythos b. Ethos c. Pathos d. Logos ANSWER: a POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.1 - Use carefully curated personal and/or gathered stories to support ideas in a speech.

30. __________ are those that people generally accept as true. a. Probable facts b. Testimonies c. Proven facts d. Examples ANSWER: c POINTS: 1 REFERENCES: Facts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.1 - Use carefully curated personal and/or gathered stories to support ideas in a speech.

31. __________ is (are) a personal way of thinking or a judgment about something that may have nothing to do with observations or facts. a. Testimony b. Examples c. Opinions d. Facts ANSWER: c POINTS: 1 REFERENCES: Facts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.4.1 - Use relevant and properly cited expert testimony to support ideas in a speech.

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32. Which of the following best describes an inference? a. Supposition b. Interpretation of facts c. Judgment about something d. Logical appeals ANSWER: b POINTS: 1 REFERENCES: Facts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.1 - Use carefully curated personal and/or gathered stories to support ideas in a speech.

33. When reporting on human interest stories, journalists often use a. celebrity testimony. b. lay testimony. c. expert testimony. d. facts.

ANSWER: b POINTS: 1 REFERENCES: Facts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.1 - Use carefully curated personal and/or gathered stories to support ideas in a speech.

34. An emotional appeal is best described with a. ethos. b. pathos. c. mythos. d. logos.

ANSWER: b POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.1 - Use carefully curated personal and/or gathered stories to support ideas in a speech.

35. Which of the following is true about ethos? a. It appeals to logic. b. It appeals to emotion. c. It appeals to a speaker‘s credibility. d. It appeals to cultural values and beliefs.

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ANSWER: c POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.1 - Use carefully curated personal and/or gathered stories to support ideas in a speech.

36. Which of the following is another name for narratives? a. Cultural beliefs b. Other stories c. Drama d. Anecdotes ANSWER: d POINTS: 1 REFERENCES: Narratives QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO12.3.1 - Use carefully curated personal and/or gathered stories to support ideas in a speech.

37. Provide the six types of supporting materials that are named in this chapter ANSWER: They are narratives, examples, definitions, testimony, facts, and statistics.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO12.3.1 - Use carefully curated personal and/or gathered stories to support ideas in a speech.

38. Briefly explain the three types of examples you may use when preparing for your speech.

ANSWER: General examples—provide little detail; the speaker expects audience members to be familiar with the situation, person, object, or event cited. Specific examples—give listeners many more details. Hypothetical examples—based on actual events; hypothetical examples stem from conjecture or supposition.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Examples QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO12.3.4 - Use general, specific, and/or hypothetical examples to support ideas in a speech.

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39. Explain the difference between the four types of narratives speakers use in their speech, namely, their own stories, stories about others, institutional stories, and cultural stories.

ANSWER: Your own stories—relating your own narrative personalizes the topic and helps listeners understand why you chose it. Others‘ stories—Stories about others relate to events that the speaker didn‘t directly observe or participate in. Institutional stories—stories that center on specific organizations, such as a university, corporation, church, or social club. Cultural stories—stories that best represent mythos in the way they transmit basic values and accepted behaviors often told in the form of a fable or myth.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Your Own Stories QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO12.3.1 - Use carefully curated personal and/or gathered stories to support ideas in a speech.

40. Briefly provide and explain the two types of definitions commonly used by speakers in their speeches.

ANSWER: Functional definitions—when speakers define something by its function, they explain what it does or how it works. Functional definitions appeal to audience members‘ logic by defining words in concrete, agreed-upon ways. Definition by analogy—describes something by comparing it to something else it resembles. Speakers often use analogies to help listeners understand something new to them—that is, they use an analogy referring to something familiar to define something unfamiliar.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Definitions QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO8.3.4 - Describe examples of effective use of definitions in a speech.

41. Speakers usually rely on four types of appeals to present their ideas; briefly list and explain these types of appeals.

ANSWER: The four types of appeals are as follows.

Ethos—appeals to the speaker‘s credibility.

Pathos—appeals to emotion.

Logos—appeals to logic.

Mythos—appeals to cultural values and beliefs.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Introduction QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO12.3.1 - Use carefully curated personal and/or gathered stories to support ideas in a speech.

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Chapter 08: Organizing and Outlining Your Speech 1. When you develop a speech, you typically work on the body and transitions first, the introduction second, and the conclusion last. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Organizing the Body of Your Speech QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.4.4 - Create transitions from the body of a speech to the conclusion.

2. A transition is a review of the main points or subpoints discussed previously before going on to the next point in a speech. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Introducing the First Main Point QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.4.4 - Create transitions from the body of a speech to the conclusion.

3. Adding the visualization step to a speech represents a key move from an informative to a persuasive speech. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Monroe‘s Motivated Sequence QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.4.4 - Create transitions from the body of a speech to the conclusion.

4. A clear pattern of organization increases the likelihood that you will give a successful speech and achieve your specific purpose. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Patterns for Organizing Your Main Points QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: PBSP LO10.3.4 - Organize the main points of a speech into a coherent structure.

5. Adding the visualization step to a speech does not represent a key move from an informative to a persuasive speech. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Monroe‘s Motivated Sequence QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.4 - Organize the main points of a speech into a coherent structure.

6. An obvious and plausible connection among ideas is called a. a transition. b. a signpost. c. coherence. d. the main points.

ANSWER: c POINTS: 1 REFERENCES: Connecting Your Ideas with Transitions QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.4.3 - Create transitions between the main points of a speech.

7. ____________ (is) are longer transitions that also help listeners move from one main point to the next. a. Coherence b. Internal summaries c. External summaries d. Signposts ANSWER: b POINTS: 1 REFERENCES: Transitions between Main Points QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.4.3 - Create transitions between the main points of a speech.

8. Which of the following is NOT part of a speech? a. Conclusion b. Transition c. Signpost d. Introduction ANSWER: c POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: The Parts of a Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.5 - Develop or expand on the main points of a speech.

9. In which of the following parts of a speech does the speaker review the main points and restate the thesis? a. Introduction b. Conclusion c. Transition d. Body ANSWER: b POINTS: 1 REFERENCES: The Parts of a Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.5 - Develop or expand on the main points of a speech.

10. Each point in your speech should be about equally important relative to both your topic and the other points. This means that your speech has a. purpose. b. relevance. c. clarity. d. balance.

ANSWER: d POINTS: 1 REFERENCES: Balance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.5 - Develop or expand on the main points of a speech.

11. Which organizational pattern is most suitable for dividing a topic into subtopics that address its components, elements, or aspects? a. Spatial b. Cause and effect c. Chronological d. Topical ANSWER: d POINTS: 1 REFERENCES: Topical QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

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12. A __________ pattern works particularly well for informative and entertaining speeches about places and objects. a. topical b. spatial c. chronological d. problem-solution ANSWER: b POINTS: 1 REFERENCES: Spatial QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

13. The speaker shows listeners that they lack important information or that an issue requires their attention. Which of Monroe‘s motivated sequence steps best describes this? a. Satisfying the problem b. Helping audience members visualize c. Establishing the need for something d. Getting the audience‘s attention ANSWER: c POINTS: 1 REFERENCES: Monroe‘s Motivated Sequence QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

14. In his speech, Josh is planning to demonstrate how to use tree ring dating to establish the dates of some artifacts.

Which pattern is Josh trying to employ? a. Spatial b. Topical c. Chronological d. Problem-solution ANSWER: c POINTS: 1 REFERENCES: Chronological QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

15. During his speech at the grand durbar celebration, Josh eulogized his professor for his role in his achievement and even told some stories of their relationship at the college. This style is a a. chronological pattern.

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b. narrative pattern. c. spatial pattern. d. topical pattern.

ANSWER: b POINTS: 1 REFERENCES: Patterns for Organizing Your Main Points QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

16. Many stories follow this sequence: setting the scene, describing an initial conflict, increasing action, escalating conflict, taking the conflict to its peak, and arriving at the final outcome. This is an example of (a) a. chronological pattern. b. spatial pattern. c. cause and effect. d. narrative pattern.

ANSWER: d POINTS: 1 REFERENCES: Narrative QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

17. Josh wrote a highly detailed description of his ideas and how they are related to each other. Which type of outline is this? a. Working b. Complete-sentence c. Narrative d. Speaking ANSWER: b POINTS: 1 REFERENCES: The Purpose and Format of the Complete-Sentence Outline QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.4.1 - Outline the body for the draft of a speech.

18. Which of these includes ordering transitions such as first, next, and finally? a. Internal summary b. Signpost c. Coherence d. Directional ANSWER: b Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Introducing the First Main Point QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.4.4 - Create transitions from the body of a speech to the conclusion.

19. Which transition do you use when you shift from one main point to the next within the body of a speech? a. Signpost b. Internal transition c. Internal summary d. All of these answers are correct.

ANSWER: b POINTS: 1 REFERENCES: Transitions between Main Points QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.4.4 - Create transitions from the body of a speech to the conclusion.

20. A point or subpoint should have at least how many pieces of information to support it? a. One b. Two c. Three d. Four ANSWER: b POINTS: 1 REFERENCES: Check the Number of Subpoints QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.4.3 - Create transitions between the main points of a speech.

21. Maintaining levels of importance means that a. all main points must be equally important to your topic. b. all subpoints must be equally important to the main point. c. the outline should have the same level of importance. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Maintain Levels of Importance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.4.3 - Create transitions between the main points of a speech.

22. Which of the following identifies the main points of your speech?

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a. First main point b. Second main point c. Third main point d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: List Your Main Points in Order QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.4.3 - Create transitions between the main points of a speech.

23. In the complete-sentence outline, each main point or subpoint expresses only __________ idea(s). a. one b. two c. three d. four ANSWER: a POINTS: 1 REFERENCES: List Your Main Points in Order QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.4.1 - Outline the body for the draft of a speech.

24. In which order do you typically develop the four main parts when putting together your speech? a. Introduction—body and transition—conclusion b. Introduction—conclusion—body and transition c. Conclusion—body and transition—introduction d. Body and transition—introduction—conclusion ANSWER: d POINTS: 1 REFERENCES: The Parts of a Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.4.3 - Create transitions between the main points of a speech.

25. The part of your speech where the action takes place and where you inform, persuade, or entertain your audience is the a. introduction. b. body. c. conclusion. d. transition.

ANSWER: b POINTS: 1 REFERENCES: The Parts of a Speech Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.4.3 - Create transitions between the main points of a speech.

26. Your working outline includes which of the following? a. The topic and general purpose b. The specific purpose and thesis c. The main ideas and subpoints d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Organizing the Body of Your Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.4.3 - Create transitions between the main points of a speech.

27. When you avoid including information that would detract from your specific purpose, you are making sure that your topic has a. clarity. b. balance. c. relevance. d. coherence.

ANSWER: c POINTS: 1 REFERENCES: Organizing the Body of Your Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.4 - Organize the main points of a speech into a coherent structure.

28. Whatever your emphasis, maintain __________ by spending a similar amount of time on each point. a. clarity b. balance c. coherence d. relevance ANSWER: b POINTS: 1 REFERENCES: Balance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.4 - Organize the main points of a speech into a coherent structure.

29. When speakers use __________ of organization, they‘re attempting to convince audience members that a specific dilemma or complex issue requires a particular course of action to address it. a. cause and effect patterns Copyright Cengage Learning. Powered by Cognero.

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b. spatial patterns c. problem-solution patterns d. chronological patterns ANSWER: b POINTS: 1 REFERENCES: Spatial QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

30. The speaker describes to the audience what will happen if they apply or do not apply the proposed solution. Which of the following best describes this step of Monroe‘s motivated sequences? a. Gaining the audience‘s attention b. Establishing the need for something or the existence of a problem c. Helping audience members visualize an outcome d. Moving an audience to action ANSWER: c POINTS: 1 REFERENCES: Monroe‘s Motivated Sequence QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

31. Jessica sought to select an organizational pattern that would help her encourage audience involvement and participation. Which pattern should she use? a. Spatial pattern b. Topical pattern c. Narrative pattern d. Chronological pattern ANSWER: c POINTS: 1 REFERENCES: Narrative QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

32. Internal summaries perform two main functions for the speaker. They remind the audience of the key points the speaker has already talked about, and a. they signal that the speech is coming to a close. b. they link previous points with the upcoming ones. c. they introduce the first point of the speech.

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d. they are a link between the introduction and main points of the speech.

ANSWER: b POINTS: 1 REFERENCES: Transitions between Main Points QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

33. In organizing your speeches, the speaking outline allows you to a. offer a highly detailed description of your ideas. b. give general directions for researching and organizing your speeches. c. practice and present your speech. d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: The Purpose and Format of the Complete-Sentence Outline QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.4.1 - Outline the body for the draft of a speech.

34. __________ are those that fall under your main points, providing evidence and information that support your main ideas. a. State points b. Subordinate points c. Midpoints d. First main point ANSWER: b POINTS: 1 REFERENCES: Check the Number of Subpoints QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.5 - Develop or expand on the main points of a speech.

35. __________ identify subjects or points of primary interest or concern. a. Subpoints b. The first main points c. Keywords d. References ANSWER: c POINTS: 1 REFERENCES: The Purpose and Format of the Speaking Outline QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.5 - Develop or expand on the main points of a speech.

36. Mention and explain the three types of outlines used when developing your speech.

ANSWER: 1. The working outline—helps you through the initial phases of developing your speech, especially researching your topic.

2. Complete-sentence outline—offers a highly detailed description of your ideas and how they are related to one another.

3. The speaking outline—distills your complete-sentence outline into key words and phrases that capture the essence of your speech.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Outlining Your Speech: The Working, Complete-Sentence, and Speaking Outlines QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO10.4.1 - Outline the body for the draft of a speech.

37. Identify and briefly explain five of the seven patterns of organization speakers commonly rely on.

ANSWER: 1. Chronological—the way in which something develops or occurs in a time sequence.

2. Spatial—the physical or geographical relationship between objects or places.

3. Topical—arranged by subtopics of equal importance.

4. Narrative—dramatic retelling of events as a story or a series of short stories.

5. Cause and effect—shows how an action produces a particular outcome.

6. Problem-solution—describes a problem and provides possible solutions 7. Monroe‘s motivated sequence—each step is designed to facilitate audience involvement and interest.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Patterns for Organizing Your Main Points QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

38. When developing your main points for your speech, which principles do you apply in reviewing your working outline? Briefly explain.

ANSWER: As you review your working outline, applying the principles of clarity, relevance, and balance will help you identify what points to include and what points to leave out of your speech.

1. Clarity—your main points clearly support your specific purpose, align with your thesis, identify for your audience what your speech is about, and indicate the response you seek.

2. Relevance—as you research your topic, you‘ll gather more information than you‘ll use in your speech, but you should avoid including information that would detract from your specific purpose.

3. Balance—each point should be about equal in importance relative to both your topic and the other points.

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(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Developing Your Main Points QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO10.4.1 - Outline the body for the draft of a speech.

39. Transitions are used when developing a speech. Explain what they are and give an example of a transition that may be used in a speech.

ANSWER: Transitions are words, phrases, sentences, or paragraphs that speakers use to move from the introduction to the body, from one point to the next, and from the body to the conclusion.

Transitions let audience members know where you are in a speech and where you are going.

An example of a transition is, ―As I mentioned, we‘ll first consider (first point) . . . .‖ POINTS: 1 REFERENCES: Connecting Your Ideas with Transitions QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO10.4.1 - Outline the body for the draft of a speech.

40. Identify and briefly explain three out of the five steps in the pattern of organization found in Monroe‘s motivated sequence that speakers use when developing their speech.

ANSWER: 1. Gaining the audience‘s attention—the speaker relates the topic to listeners, linking it to their lives and providing them with a reason to listen.

2. Establishing the need for something or the existence of a problem—the speaker shows listeners that they lack important information or that an issue requires their attention.

3. Satisfying the problem—The speaker provides audience members with the information they lack or the solution to the problem.

4. Helping audience members visualize an outcome—The speaker describes to them what will happen if they apply or do not apply the solution.

5. Moving an audience to action—The speaker details how audience members can implement the solution.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Monroe‘s Motivated Sequence QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

Chapter 09: Beginning and Ending Your Speech 1. The recency effect plays a part in how audience members evaluate a speaker‘s emotional state.

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a. True b. False ANSWER: True POINTS: 1 REFERENCES: Beginning and Ending: The Primacy and Recency Effects QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

2. Research suggests that the recency effect tends to be stronger than the primacy effect. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Beginning and Ending: The Primacy and Recency Effects QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

3. Creating and delivering an effective attention-getter presents a special challenge for public speakers. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Use Your Creativity QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

4. An effective attention-getter should never last more than 30 seconds to ensure an excellent speech. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Consider Your Time QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

5. The conclusion is the last chance you have to make an impression on your audience.

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a. True b. False ANSWER: True POINTS: 1 REFERENCES: Provide Closure QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

6. A speech at a wedding reception is meant to a. inform. b. entertain. c. persuade. d. celebrate.

ANSWER: b POINTS: 1 REFERENCES: Developing Your Conclusion QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.8.2 - Identify strategies for providing closure in the conclusion of a speech.

7. The __________ is to capture the audience‘s attention in a way that makes the information or persuasive argument you have given impossible to ignore or refute. a. attention-getter b. memorable message c. primacy effect d. recency effect ANSWER: b POINTS: 1 REFERENCES: Get Your Audience‘s Attention QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.8.2 - Identify strategies for providing closure in the conclusion of a speech.

8. All of the following are good strategies for providing closure for you, your audience, and your topic EXCEPT for a. reinforce the speaker–audience connection. b. refer to the introduction. c. avoid dramatic statements. d. end with a quotation.

ANSWER: c POINTS: 1 REFERENCES: Provide Closure Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.8.2 - Identify strategies for providing closure in the conclusion of a speech.

9. __________ normally follows a transition word or phrase that indicates you are moving from the body to the conclusion. a. Providing closure b. Reviewing the main points c. Reinforcing your purpose d. Creating a memorable message ANSWER: b POINTS: 1 REFERENCES: Review Your Main Points QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.8.2 - Identify strategies for providing closure in the conclusion of a speech.

10. The final element of the introduction, in which the main points of the speech are mentioned, is known as a. providing closure. b. previewing the main points. c. reinforcing your purpose. d. reviewing the main points.

ANSWER: b POINTS: 1 REFERENCES: Review Your Main Points QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.8.2 - Identify strategies for providing closure in the conclusion of a speech.

11. When an audience forms an opinion of a speaker in the first few moments of a speech, this is known as the a. recency effect. b. reference effect. c. primacy effect. d. prime effect.

ANSWER: b POINTS: 1 REFERENCES: Beginning and Ending: The Primacy and Recency Effects QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

12. Humor is one way to help you establish rapport with your audience, but it should not a. make you look incompetent.

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b. detract from your speech. c. alienate your audience. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Beginning and Ending: The Primacy and Recency Effects QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

13. ―In my five years as a lifeguard, I‘ve successfully applied three basic techniques to save someone who is drowning.‖ This brief mention of your experience tells the audience you have a. information on the topic. b. established purpose. c. established credibility. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Beginning and Ending: The Primacy and Recency Effects QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

14. The __________ plays a part in how audience members evaluate a speaker‘s emotional state. a. primacy effect b. recency effect c. intimacy effect d. regency effect ANSWER: b POINTS: 1 REFERENCES: Beginning and Ending: The Primacy and Recency Effects QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

15. The attention-getter for a speech could do all of the following EXCEPT a. vividly describe a compelling image. b. tell an elaborate story. c. ask a question. d. play a short clip from a song.

ANSWER: b Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Beginning and Ending: The Primacy and Recency Effects QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

16. Which of the following is least likely to occur in the introduction of a speech? a. Create a memorable message b. Get the audience‘s attention c. Preview the main point d. Establish credibility ANSWER: a POINTS: 1 REFERENCES: Beginning and Ending: The Primacy and Recency Effects QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

17. In the latter part of her speech, Jessica expressed appreciation to the audience for their attention and ended with a quotation. What was Jessica doing? a. Reviewing main points b. Developing her conclusion c. Providing closure d. Reinforcing her purpose ANSWER: c POINTS: 1 REFERENCES: Provide Closure QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.8.2 - Identify strategies for providing closure in the conclusion of a speech.

18. All of the following are factors to be considered during the conclusion of a speech EXCEPT a. creating a memorable message. b. providing closure. c. reviewing main points. d. establishing credibility.

ANSWER: d POINTS: 1 REFERENCES: Provide Closure QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: PBSP LO10.8.2 - Identify strategies for providing closure in the conclusion of a speech.

19. Ending your speech with a quotation is one technique for a. getting the audience‘s attention. b. ensuring clarity. c. providing closure. d. reinforcing purpose.

ANSWER: c POINTS: 1 REFERENCES: Provide Closure QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.8.2 - Identify strategies for providing closure in the conclusion of a speech.

20. A memorable message in your conclusion will make a. the audience distracted. b. the speaker unforgettable. c. the speaker‘s thesis unforgettable. d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: Reinforce Your Purpose QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.8.2 - Identify strategies for providing closure in the conclusion of a speech.

21. A strategy for leaving a lasting impression is a. emphasizing your general purpose. b. completing the introduction. c. establishing your credibility. d. ending with a quotation and thanking the audience.

ANSWER: d POINTS: 1 REFERENCES: Reinforce Your Purpose QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.8.2 - Identify strategies for providing closure in the conclusion of a speech.

22. The following statement, ―Young people in Cuba, artists in Cuba… realize that the only country on this planet where Cubans are not successful is Cuba, and they are tired of it. And we should stand with them.‖ This is an example of a. reviewing the point of your speech. b. indicating the purpose of a speech. c. making a dramatic statement.

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d. using presentation media in your speech.

ANSWER: d POINTS: 1 REFERENCES: Reinforce Your Purpose QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.8.2 - Identify strategies for providing closure in the conclusion of a speech.

23. Consider the following statement ―Thank you for considering my proposal to increase the number of elective courses and reduce the number of required courses for all students attending our school.‖ This is an example of providing closure by a. reinforcing the speaker-audience connection. b. referring to a subsequent event. c. thanking the audience. d. making a dramatic statement.

ANSWER: c POINTS: 1 REFERENCES: Provide Closure QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.8.2 - Identify strategies for providing closure in the conclusion of a speech.

24. Consider the following statement. ―So in the words of Kobe Bryant, ‗Mamba out.‘ But in the words of us, ‗Not forgotten.‘ Live on, brother.‖ Is an example of closing your speech by a. ending with a quotation. b. using presentation media. c. providing a memorable message. d. reinforcing the speaker-audience connection.

ANSWER: a POINTS: 1 REFERENCES: Provide Closure QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.8.2 - Identify strategies for providing closure in the conclusion of a speech.

25. Which of the following is the best for demonstrating your credibility in your speech? a. Indicate your purpose and thesis b. Use humor to entertain the audience c. Refer to the research you have done on your topic d. Present the information that you have about your audience ANSWER: c POINTS: 1 REFERENCES: Establish Your Credibility Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

26. All of the following are ideas for gaining your audience‘s attention in the speech introduction EXCEPT for a. citing a surprising fact or statistic to call attention to your topic. b. telling an emotionally arousing but brief human-interest story. c. using humor to introduce the topic and get the audience interested. d. referring to the introduction a few times during the speech.

ANSWER: d POINTS: 1 REFERENCES: Try Using Common Attention Getters QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

27. A speech's introduction can be enhanced by a. a timely and appropriate joke. b. presentation media. c. telling a story. d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: Developing Your Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

28. The portion of the conclusion of a speech in which the main points presented in the body of the speech are briefly mentioned is known as a. listing your references. b. previewing your main points. c. review of main points. d. indicating your speech's purpose and thesis.

ANSWER: c POINTS: 1 REFERENCES: Reinforce Your Purpose QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.8.2 - Identify strategies for providing closure in the conclusion of a speech.

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29. When a speaker asks a question during their introduction that they really do not expect their listeners to answer, the question is referred to as a. inappropriate. b. rhetorical. c. probing. d. inquisitive.

ANSWER: b POINTS: 1 REFERENCES: Indicate Your Purpose and Thesis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

30. One common attention-getter used in a speech‘s introduction is a. jumping up and down. b. making comments about an individual in the audience. c. asking a question that you want the audience to answer or consider. d. speaking very softly so the audience will have to pay close attention.

ANSWER: c POINTS: 1 REFERENCES: Indicate Your Purpose and Thesis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

31. To tell an emotionally arousing but brief human-interest story is an example of a. primacy effect b. memorable message c. attention-getter d. recency effect ANSWER: c POINTS: 1 REFERENCES: Indicate Your Purpose and Thesis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

32. Which part of your speech do you review the main points, reinforce the speech‘s general and specific purposes? a. emphasizing your general purpose. b. completing the introduction. c. establishing your credibility.

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d. developing your conclusion ANSWER: d POINTS: 1 REFERENCES: Provide Closure QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.8.2 - Identify strategies for providing closure in the conclusion of a speech.

33. After getting your audience‘s attention, you should shift smoothly to the next element of your introduction, which is a. listing your references. b. previewing your main points. c. creating a memorable message. d. indicating your speech's purpose and thesis.

ANSWER: d POINTS: 1 REFERENCES: Indicate Your Purpose and Thesis QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

34. ―I told you about how you can improve your study habits and get better grades almost immediately. I‘ve described the most common problems students create for themselves, how those mistakes lead to poor results in the classroom, and what to do about it to improve your grades‖. Which of the following is an example of this statement? a. inform. b. entertain. c. persuade. d. celebrate.

ANSWER: d POINTS: 1 REFERENCES: Developing Your Conclusion QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.8.2 - Identify strategies for providing closure in the conclusion of a speech.

35. Briefly explain what should be included in the introduction of a speech.

ANSWER: The introduction should include an attention-getter, a statement of the speech‘s thesis and purpose, a reference to the speaker‘s credibility, and a preview of the main points.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Beginning and Ending: The Primacy and Recency Effects QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: PBSP LO10.7.5 - Draft several versions of an introduction for a speech and select the best one.

36. Briefly explain some of the strategies successful speakers use as attention-getters in their speeches.

ANSWER: 1. Cite a surprising fact or statistic to call attention to your topic 2. Tell an emotionally arousing but brief human-interest story 3. Use humor to introduce the topic and get the audience interested 4. Use the information you have about your audience 5. Ask a question that you want your audience to answer or consider (Students‘ answers may vary.)

POINTS: 1 REFERENCES: Try Using Common Attention Getters QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO10.7.5 - Draft several versions of an introduction for a speech and select the best one.

37. What are the three important functions necessary for an effective conclusion for your speech?

ANSWER: 1. Review the main points 2. Reinforce the speech's general and specific purposes 3. Provide closure so the audience knows your speech is over (Students‘ answers may vary.)

POINTS: 1 REFERENCES: Developing Your Conclusion QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO10.8.4 - Write several versions of the conclusion for a speech and select the best one.

38. List five of the seven strategies identified in your textbook to provide closure in your conclusion.

ANSWER: You can end with a quotation, use presentation media, make a dramatic statement, refer to the introduction, refer to subsequent events, reinforce the speaker-audience connection, and thank the audience. The best strategies for providing closure fit you, your audience, and your topic.

(Students' answers may vary) POINTS: 1 REFERENCES: Developing Your Conclusion QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO10.8.4 - Write several versions of the conclusion for a speech and select the best one.

39. Describe briefly the difference between the terms ‗primacy effect‘ and ‗recency effect‘ as presented in your textbook.

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ANSWER:

With primacy effect an audience is more likely to pay attention to and recall what speakers present at the beginning of a speech than what they present in the speech body. Whereas, in recency effect, an audience is more likely to remember what speakers present at the end of a speech than what they present in the speech body.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Beginning and Ending: The Primacy and Recency Effects QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

40. Explain how a speaker‘s credibility is communicated to the audience in the introduction of a speech.

ANSWER: The introduction gives the speaker the first opportunity to show how they have thoroughly researched the topic. Presenting yourself as a credible speaker takes only a few moments and plays a key role in getting your audience to listen to you. To communicate your credibility during the introduction, you should briefly discuss relevant work experience, personal experiences, and research done on the speech topic.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Establish Your Credibility QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO10.7.3 - Create an introduction that establishes the relevance of the topic and the credibility of the speaker.

Chapter 10: Using Language Effectively 1. The power of language rests in its ability to create images in the minds of listeners. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Language Fundamentals QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

2. The ambiguity of language pervades all aspects of the speechmaking process. a. True b. False ANSWER: True Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Language Is Ambiguous QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

3. Words transfer information or ideas from your mind to others‘ minds. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Language Fundamentals QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

4. All words are abstract, but they do not vary in their level of abstractness. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Language Is Abstract QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

5. Research has found that listeners evaluate women as less competent when they use tag questions and hedges, while such language has little impact on how listeners evaluate men. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Language and Gender QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO2.3.4 - Explain the concept of gender-based interpretation of speech.

6. Words that qualify what the speaker is saying, which often function differently for men than for women, are termed a. euphemisms. b. gender-fair language. c. hedges.

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d. clichés.

ANSWER: c POINTS: 1 REFERENCES: Language and Gender QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO2.3.4 - Explain the concept of gender-based interpretation of speech.

7. The popular saying ‗think outside the box‘ is an example of a(an) a. hedge. b. cliché. c. euphemism. d. idiom.

ANSWER: b POINTS: 1 REFERENCES: Clichés QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

8. Speakers use __________ in place of words that are viewed as disagreeable or offensive. a. euphemisms b. clichés c. idioms d. gender-fair language ANSWER: a POINTS: 1 REFERENCES: Euphemisms QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

9. Listeners will recall some of what they hear, but they can‘t go back and hear what you‘ve said. This represents a. static. b. dynamic. c. immediate. d. distance.

ANSWER: b POINTS: 1 REFERENCES: Spoken versus Written Language QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO2.2.1 - Differentiate between dynamic and static language.

10. ―If this year's taught me anything, it will be to never start talking before you check to see if you‘re on mute.‖ This is an example of what speaking situation? a. Dynamism b. Static c. Immediate d. Distant ANSWER: c POINTS: 1 REFERENCES: Immediate versus Distant QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO2.2.2 - Differentiate between immediate and distant language.

11. ―This book underwent many revisions and multiple drafts as we worked to make the text just right for you, our audience.‖ This means books are a. static. b. dynamic. c. reversible. d. irreversible.

ANSWER: c POINTS: 1 REFERENCES: Irreversible versus Revisable QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

12. When you talk with friends, neighbors, coworkers, and others, your language is usually a. conversational. b. informal. c. formal. d. reversible.

ANSWER: b POINTS: 1 REFERENCES: Informal versus Formal QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO2.2.3 - Differentiate between informal and formal language.

13. Readers can reread a passage of text over and over again, so they don‘t need the redundancy that listeners need. This is an example of Copyright Cengage Learning. Powered by Cognero.

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a. static. b. dynamic. c. reversible. d. irreversible.

ANSWER: a POINTS: 1 REFERENCES: Spoken versus Written Language QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO2.2.1 - Differentiate between dynamic and static language.

14. Listeners usually prefer an extemporaneous delivery method in which speakers use a. humor. b. fair language. c. informal and formal language. d. conversational and engaging language.

ANSWER: d POINTS: 1 REFERENCES: Spoken versus Written Language QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

15. Words that are not associated with or do not privilege any gender are referred to as a. gender-biased language. b. gender-equality language. c. gender-fair language. d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: Gender-Fair Terminology QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO2.3.4 - Explain the concept of gender-based interpretation of speech.

16. ―Our team effort likely led to our success‖ This is an example of a(n) a. cliché. b. hedge. c. euphemism. d. idiom.

ANSWER: b POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Language and Gender QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO2.3.4 - Explain the concept of gender-based interpretation of speech.

17. __________ has (have) practical meanings that differ from their literal meanings. a. Jargon b. Clichés c. Idioms d. Euphemisms ANSWER: c POINTS: 1 REFERENCES: Idioms QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

18. ―Internet users are concerned about spam, viruses, and malware, and they search for free wifi so they can get online at their local coffeehouse.‖ This is an expression of a. jargon. b. slang. c. idiom. d. cliché.

ANSWER: a POINTS: 1 REFERENCES: Jargon QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

19. ―That test was a piece of cake.‖ This is an expression of a. jargon. b. idiom. c. slang. d. euphemism.

ANSWER: b POINTS: 1 REFERENCES: Idioms QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

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20. The words people use give strong clues about what‘s important in a __________ and what‘s not. a. society b. speech c. culture d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: Language and Culture QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

21. As people learn new things about the world and encounter new experiences, they develop new words. This means language is a. reversible. b. irreversible. c. active. d. increasing.

ANSWER: c POINTS: 1 REFERENCES: Language Is Active QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO2.2.1 - Differentiate between dynamic and static language.

22. Phrases such as ‗living thing‘ is an example of a. nature. b. physical. c. society. d. abstract.

ANSWER: d POINTS: 1 REFERENCES: Language Is Abstract QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

23. Language and culture are a. the same everywhere. b. inseparable. c. unrelated.

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d. two separate disciplines.

ANSWER: b POINTS: 1 REFERENCES: Language and Culture QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

24. When you use __________ in your speeches, you choose words that don‘t privilege one group over another. a. fair language b. noninclusive language c. inclusive language d. euphemisms ANSWER: c POINTS: 1 REFERENCES: Use Inclusive Language QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

25. Words that attack individuals or groups based on their race, gender, ethnic background, religious affiliation, disability, or sexual orientation are referred to as a. slang. b. noninclusive. c. hate speech. d. biased speech.

ANSWER: c POINTS: 1 REFERENCES: Use Inclusive Language QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.4.2 - Explain what it means to use language ethically in a public speech.

26. When using __________, speakers use the same phrase, wording, or clause multiple times to add emphasis. a. an analogy b. a euphemism c. parallelism d. rhymes ANSWER: c POINTS: 1 REFERENCES: Use Inclusive Language Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.4.2 - Explain what it means to use language ethically in a public speech.

27. Speakers use _________ when they repeat a sound in a series of words, usually the first consonant. a. rhyme b. alliteration c. analogy d. antithesis ANSWER: b POINTS: 1 REFERENCES: Use Visual Language QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.4.2 - Explain what it means to use language ethically in a public speech.

28. ―Fat frogs flying past fast.‖ This is an example of which of the following? a. Rhyme b. Alliteration c. Antithesis d. Metaphor ANSWER: b POINTS: 1 REFERENCES: Use Visual Language QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.4.2 - Explain what it means to use language ethically in a public speech.

29. ―Good, better, best, never let it rest, until your good is better, and your better best.‖ This is an example of a. rhyme. b. alliteration. c. metaphor. d. antithesis.

ANSWER: a POINTS: 1 REFERENCES: Use Visual Language QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO1.4.2 - Explain what it means to use language ethically in a public speech.

30. When you look for the meaning of a word in a dictionary, it is referred to as a. denotative. b. annotated.

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c. connotative. d. definition.

ANSWER: c POINTS: 1 REFERENCES: Language Is Ambiguous QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

31. ―There‘s no direct connection between a word and what it represents; different groups of people have different words that stand for the same things.‖ Which of the following best represents this? a. Language is ambiguous. b. Language is active. c. Language is abstract. d. Language is arbitrary.

ANSWER: d POINTS: 1 REFERENCES: Language Is Arbitrary QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

32. Expressions that have practical meanings that differ from their literal meanings are known as a. similes. b. idioms. c. clichés. d. jargons.

ANSWER: b POINTS: 1 REFERENCES: Idioms QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

33. The following are all guidelines for using language in your speech EXCEPT for a. choosing meaningful words. b. balancing clarity and ambiguity. c. building in redundancy. d. All of these answers are correct.

ANSWER: d POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Guidelines for Using Language in Your Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

34. The juxtaposition of two apparently contradictory phrases that are organized in a parallel structure is called a. metaphor. b. alliteration. c. parallelism. d. antithesis.

ANSWER: d POINTS: 1 REFERENCES: Use Visual Language QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

35. ―Why is it that making tanks is so easy, but building schools is so hard?‖ This is an example of a. alliteration. b. metaphor. c. antithesis. d. parallelism.

ANSWER: d POINTS: 1 REFERENCES: Use Visual Language QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

36. ―Drive Sober or Get Pulled Over.‖ This is an example of a a. rhyme. b. alliteration. c. metaphor. d. parallelism.

ANSWER: a POINTS: 1 REFERENCES: Use Visual Language QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

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37. __________ is an expression so overused it fails to have any important meaning. a. Slang b. Jargon c. Cliché d. Simile ANSWER: c POINTS: 1 REFERENCES: Clichés QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

38. Briefly explain the gender-based interpretation of speech.

ANSWER: How listeners interpret what speakers say can depend on the listeners‘ gender identity.

Research on powerful and powerless language provides a useful example. Audience members view speakers who use powerful language as dynamic and competent. Powerless language such as ―I guess,‖ ―sorta,‖ and ―right?‖ indicates uncertainty and hurts a speaker‘s credibility. Even in everyday conversations, listeners are less likely to believe someone who sounds uncertain. Men usually interpret the phrase ―don‘t you think?‖ as uncertainty, but women generally view ―don‘t you think?‖ as an invitation for others to state their opinions.

Women might interpret ―Our team effort likely led to our success‖ as acknowledging that other factors may have contributed to the group‘s accomplishments. For men, ―likely‖ could indicate a speaker‘s self-doubt.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Language and Gender QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO2.3.4 - Explain the concept of gender-based interpretation of speech.

39. Briefly explain the difference between dynamic and static language.

ANSWER: Public speaking occurs in the moment as the speaker and the audience come together to create a speaking event. As a result, speaking is dynamic. Unless participants record the event in some way, what they say is fleeting and impermanent. Listeners will recall some of what they hear, but they can‘t go back and hear what you‘ve said again. In contrast, written language is static. Readers can reread a passage of text over and over again, so they don‘t need the redundancy that listeners need.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Spoken versus Written Language QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: PBSP LO2.2.1 - Differentiate between dynamic and static language.

40. List and explain four of the seven guidelines for using language in your speech.

ANSWER: The words you choose to convey your message to the audience play a key role in developing your credibility and achieving your purpose. Speaking ethically requires that you use language that is respectful of yourself and your audience.

1. Spoken language—Choose conversational, engaging, personal, and active language that speaks directly to your audience.

2. Choose meaningful words—Avoid jargon, idioms, euphemisms, slang, and clichés that listeners will not understand or will find offensive.

3. Balance clarity and ambiguity—Clear language promotes understanding. If you begin with specific ideas that not everyone supports, listeners will focus on areas of disagreement rather than agreement.

4. Be concise—Concise language avoids unnecessary words. As you practice your speech, listen to the words you use and try out different ways to present your points as concisely as possible.

5. Avoid offensive and aggressive language—Connotative meanings often stir deep emotions. People link emotions with words and words with experiences. As a speaker, you don‘t want to use language with negative connotations.

6. Build in redundancy—Listeners can‘t stop, go back, and relisten to your speech the way they might reread written material. Build in redundancy through previews, reviews, clear transitions, and internal summaries.

7. Do not get too attached to your words—As you practice your speech, try out different phrasing and listen to how it sounds. If you focus on choosing the ―right‖ words, you‘ll lose the flexibility you need to adapt to your audience.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Guidelines for Using Language in Your Speech QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO14.2.4 - Choose language that is specific and familiar to an intended audience for a speech.

41. Why should slang, jargon, idioms, euphemisms, and clichés be used in a speech only if absolutely necessary?

ANSWER: Slang is too informal for most speeches and can hurt your credibility. Both slang and jargon require an insider‘s knowledge to understand what the words mean. Idioms can be hard for listeners to interpret correctly. Euphemisms can confuse listeners. Using too many clichés can make listeners think they have heard your message before. Not all your audience members will have the cultural knowledge to understand these types of language. Minimizing your use of these types of language is the best choice.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Language and Culture QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO2.2.3 - Differentiate between informal and formal language.

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42. Briefly explain the difference between immediate and distant, as captured in your textbook.

ANSWER: The immediacy of spoken language affects public speaking in several ways. First, listeners receive the message right away, while the speaker is talking, and can provide nearly instantaneous feedback. Second, public speaking involves all the senses—audience members hear how the words are spoken and see how the speaker uses nonverbal communication. In contrast, writers receive no immediate feedback from their audiences.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Spoken versus Written Language QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO2.2.2 - Differentiate between immediate and distant language.

Chapter 11: Integrating Presentation Media 1. Eight or ten relevant images should be the maximum number for most classroom presentations. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Understanding the Basics of Visual Design QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.2.3 - Apply design principles to the preparation of digital slides for use in a speech.

2. When preparing for your speech, try to include information in a graphic. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Understanding the Basics of Visual Design QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.2.3 - Apply design principles to the preparation of digital slides for use in a speech.

3. Without question, presentation software has become the most versatile and dynamic tool for most public speaking purposes. a. True b. False ANSWER: True POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Understanding the Basics of Visual Design QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.2.3 - Apply design principles to the preparation of digital slides for use in a speech.

4. It is rarely a good idea to move around the room during your speech. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Hardware Setup QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.2.3 - Apply design principles to the preparation of digital slides for use in a speech.

5. Presenting clear and simple statistical data to support your argument can be a very effective use of digital slides. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Citing Sources for Digital Slides QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.2.3 - Apply design principles to the preparation of digital slides for use in a speech.

6. __________ are used to project high-resolution images of any visual material. a. Still cameras b. Flip charts c. Interactive whiteboards d. Document cameras ANSWER: d POINTS: 1 REFERENCES: Document Cameras QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

7. ―Stack or line up the materials in the order you plan to show them.‖ This is associated with which of the following camera tips? a. Be well prepared Copyright Cengage Learning. Powered by Cognero.

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b. Number the materials in the order you will use them c. Display your images only when you talk about them d. All of these answers are correct.

ANSWER: b POINTS: 1 REFERENCES: Document Cameras QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

8. A large pad of paper propped up on an easel, usually placed near the speaker, is an excellent medium for speech purposes and is called a a. marker board. b. traditional whiteboard. c. interactive whiteboard. d. flip chart.

ANSWER: d POINTS: 1 REFERENCES: Flip Charts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

9. Document cameras are commonly used in a. classrooms. b. large auditoriums. c. conference rooms. d. large meeting rooms.

ANSWER: a POINTS: 1 REFERENCES: Using Other Visual and Audio Media QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

10. Public speakers use __________ to show something so small, intricate, or complex that the audience would not be able to see it well otherwise. a. flip charts b. document cameras c. interactive whiteboards d. traditional whiteboards Copyright Cengage Learning. Powered by Cognero.

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ANSWER: b POINTS: 1 REFERENCES: Using Other Visual and Audio Media QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

11. ―Avoid depending on the standard templates, clip art, and animation techniques that presentation software programs provide.‖ This is associated with which designing digital slides guideline? a. Balance creativity with clarity and predictability with spontaneity b. Avoid relying on text or numbers c. Use animation effects wisely d. Choose transitions that fit the tone of your topic and visual material ANSWER: a POINTS: 1 REFERENCES: Designing Digital Slides QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

12. The following are all guidelines for designing digital slides EXCEPT a. develop your speech and then carefully consider how to support it with digital slides. b. use digital slides sparingly. c. limit the number of bullet points for each slide. d. rely more on text or numbers.

ANSWER: d POINTS: 1 REFERENCES: Designing Digital Slides QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

13. The following are tips for using document cameras for maximum impact EXCEPT a. being well prepared. b. displaying your images only when you talk about them. c. numbering the materials in the order you‘ll use them. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Using Other Visual and Audio Media QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

14. Even the biggest high-tech companies routinely use __________ for their in-person brainstorming sessions. a. document camera b. flip chart c. interactive whiteboards d. traditional whiteboards ANSWER: d POINTS: 1 REFERENCES: Traditional Whiteboards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

15. Effectively managing your technology requires a. being technology savvy. b. having the ability to ad-lib at the last stage. c. planning and practice. d. having a personal assistant.

ANSWER: c POINTS: 1 REFERENCES: Delivering Presentation Media Effectively QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

16. Using a video clip during your speech could a. improve the audience's recall of your speech. b. elicit an emotional response from the audience. c. disturb the relationship between the speaker and the audience. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Video QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

17. If you decide to incorporate a video clip into your speech, consider all these guidelines EXCEPT Copyright Cengage Learning. Powered by Cognero.

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a. making sure the video is not offensive. b. citing the source of the video clip. c. choosing an elaborate clip for maximum impact. d. being sure the clip is legitimate.

ANSWER: c POINTS: 1 REFERENCES: Video QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

18. A copy of an object, usually built to scale, that represents the object in detail is known as a a. photographic model. b. physical model. c. digital model. d. projector model.

ANSWER: b POINTS: 1 REFERENCES: Physical Models QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

19. Speeches about medical and biological topics, such as the anatomy of the brain or the physiology of hearing, can best be presented with a a. physiological model. b. digital model. c. physical model. d. photographic model.

ANSWER: c POINTS: 1 REFERENCES: Physical Models QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.2.1 - Apply the basics of visual design to the preparation of a presentation aid.

20. If a person is playing a supportive role in your speech delivery, the following strict rules must apply EXCEPT a. always selecting your assistant well in advance of your speech. b. having your assistant stand until the speech is over. c. giving your assistant clear directions about what to do. d. making sure your assistant arrives before the scheduled time.

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ANSWER: b POINTS: 1 REFERENCES: Sound and Music QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.2.1 - Apply the basics of visual design to the preparation of a presentation aid.

21. __________ can stimulate mental images, triggering the imagination and setting a mood. a. Visual images b. Webidence c. Sounds and music d. A physical model ANSWER: c POINTS: 1 REFERENCES: Sound and Music QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.2.1 - Apply the basics of visual design to the preparation of a presentation aid.

22. Using __________ is an excellent medium for documenting good ideas during a brainstorming session. a. video clips b. document cameras c. physical models d. flip charts ANSWER: d POINTS: 1 REFERENCES: Flip Charts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

23. Which of the following is the most versatile and dynamic tool for most public speaking purposes? a. Video clips b. Sound and music recordings c. Computer software presentation d. Flip charts ANSWER: c POINTS: 1 REFERENCES: Using Presentation Software QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to Copyright Cengage Learning. Powered by Cognero.

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support a speech.

24. Which of the following best describes Real-Time Web Access as discussed in your textbook? a. It gives you the option of displaying websites during your speech. b. It shows you how to do something specific on the web, such as checking the current status of any topic. c. It shows you how you can encourage the group to participate in your navigations or searches. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Real-Time Web Access QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

25. Which of the following can be successfully accomplished with the use of a document camera? a. Display a highly detailed image b. Demonstrate something with your hands, like assembling a small handicraft c. Zoom in on a specific part of a small or medium-sized object d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Document Cameras QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.2.3 - Apply design principles to the preparation of digital slides for use in a speech.

26. __________ won‘t hold the audience‘s attention very well or serve the purpose of facilitating interaction among audience members. a. Document cameras b. Video clips c. Flip charts d. Sound and music recordings ANSWER: c POINTS: 1 REFERENCES: Document Cameras QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.2.3 - Apply design principles to the preparation of digital slides for use in a speech.

27. Although it may be tempting, don‘t use a __________ for posting telephone numbers, web addresses, mailing addresses, and the like.

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a. video clip b. document camera c. whiteboard d. flip chart ANSWER: c POINTS: 1 REFERENCES: Traditional Whiteboards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.2.3 - Apply design principles to the preparation of digital slides for use in a speech.

28. Which of the following is a component of interactive whiteboard technology? a. A large touchscreen b. A computer c. A projector d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Interactive Whiteboards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.2.3 - Apply design principles to the preparation of digital slides for use in a speech.

29. Which of the following is best used to facilitate activities in educational settings? a. Traditional whiteboards b. Interactive whiteboards c. Document cameras d. Flip charts ANSWER: b POINTS: 1 REFERENCES: Interactive Whiteboards QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.2.3 - Apply design principles to the preparation of digital slides for use in a speech.

30. Which of the following can dramatically change the mood of the speech and may disturb the relationship between the speaker and the audience? a. Video clips b. Document cameras c. Interactive whiteboards d. Traditional whiteboards Copyright Cengage Learning. Powered by Cognero.

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ANSWER: a POINTS: 1 REFERENCES: Video QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.1.7 - Identify visual and audio resources to use in support of a speech.

31. __________ are most effective when you want to provide a list of website addresses and phone numbers to audience members. a. Flip charts b. Handouts c. Whiteboards d. Document cameras ANSWER: b POINTS: 1 REFERENCES: Handouts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

32. ―In a competitive job market, being able to use digital slides well gives you a communication skill that is valued, even expected, by professional employers.‖ This is true with (a) a. human assistance. b. physical model. c. digital literacy. d. webidence.

ANSWER: c POINTS: 1 REFERENCES: Speak to Your Audience, Not Your Media QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

33. General guidelines for designing effective visual media include the following EXCEPT a. using close-up photographs. b. keeping them simple. c. showing what you can say. d. combining variety with coherence.

ANSWER: c POINTS: 1 REFERENCES: Speak to Your Audience, Not Your Media Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

34. __________ have become the most popular form of presentation media. a. Document cameras b. Flip charts c. Video clips d. Digital slides ANSWER: d POINTS: 1 REFERENCES: Speak to Your Audience, Not Your Media QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

35. The key to success in using presentation media is a. strategy. b. preparation. c. balance. d. technology.

ANSWER: c POINTS: 1 REFERENCES: Speak to Your Audience, Not Your Media QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

36. Mention five guidelines for using video clips in your speech that are listed in your textbook.

ANSWER: 1. Keep the clip short.

2. Treat the clip as an important part of your speech.

3. Embed the video in your digital slides if possible.

4. Make sure the video is not offensive.

5. Cite the source of the video clip.

6. Be sure the clip is legitimate.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Video QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO7.3.13 - Use visual and audio media during a speech.

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37. Mention four of the seven strict rules that must be applied when selecting a human assistant to support you in your speech presentations.

ANSWER: 1. Always select your assistant well in advance of your speech.

2. Give your assistant clear directions about what to do, and then practice the speech with that person.

3. Take responsibility for bringing any necessary props or equipment to the speech location.

4. Have your assistant remain seated until needed to distract the audience.

5. Maintain a professional demeanor with your assistant during the presentation.

6. Be prepared to give your speech without your assistant in case of emergency.

7. Make sure your assistant arrives before the scheduled time for the speech.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Human Assistants QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO7.3.1 - Identify appropriate and effective ways to use presentation aids and media to support a speech.

38. Mention and briefly explain some tips for using a document camera to the best advantage as listed in your textbook.

ANSWER: 1. Be well prepared—As with all presentation media, prepare the visual materials you want to show in advance. Acquaint yourself with the equipment, the camera, and the remote control before the day of your speech.

2. Display your images only when you talk about them—Just before you begin your speech, place your first item or object under the camera and turn on the camera. Keep it there until you plan to talk about material not related to the last image you‘ve shown 3. Number the materials in the order you‘ll use them—If you intend to project several images during your speech, be sure to carefully manage the materials you‘re going to show. Stack or line up the materials in the order you plan to show them.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Using Other Visual and Audio Media QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO7.3.13 - Use visual and audio media during a speech.

39. List six of the eleven additional guidelines when designing digital slides as stated in your textbook.

ANSWER: 1. Carefully develop your speech and then consider how you will support your speech with digital slides.

2. Use digital slides sparingly.

3. Balance creativity with clarity and predictability with spontaneity.

4. Avoid relying on text or numbers.

5. Limit the number of bullet points for each slide.

6. Limit the number of words for each bullet point.

7. Make the font large and clean.

8. Choose transitions that fit the tone of your topic and visual material.

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9. Use animation effects wisely.

10. Use color well.

11. Do not copy webpages onto slides.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Designing Digital Slides QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO7.2.3 - Apply design principles to the preparation of digital slides for use in a speech.

40. Describe how you can use presentation media in your speech as listed in your textbook.

ANSWER: 1. Draw attention to your topic.

2. Illustrate an idea that cannot be fully described by words alone.

3. Stimulate an emotional reaction.

4. Emphasize a key point.

5. Support your argument with a graphical display of facts and figures.

6. Help your audience remember your main ideas.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Why Use Presentation Media?

QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO7.2.3 - Apply design principles to the preparation of digital slides for use in a speech.

Chapter 12: Delivering Your Speech

1. In delivering your speech, you affect the neural responses of your audience‘s brains. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.3.1 - Explain strategies for involving the audience in a speech, as appropriate to the setting and intent.

2. You don‘t need to appear spontaneous for your speech to come across as natural and authentic. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: False POINTS: 1 REFERENCES: Extemporaneous Speaking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.3.1 - Explain strategies for involving the audience in a speech, as appropriate to the setting and intent.

3. When delivering a memorized speech, the speaker commits the entire speech to memory and then presents it to an audience. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Memorized Speaking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.3.1 - Explain strategies for involving the audience in a speech, as appropriate to the setting and intent.

4. Research on women‘s and men‘s vocal qualities found that listeners viewed a woman‘s voice as more persuasive than a man‘s voice. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Understanding Factors That Influence Delivery QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.3.1 - Explain strategies for involving the audience in a speech, as appropriate to the setting and intent.

5. The loudness of your voice throughout your presentation is not essential to public speaking. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Understanding Factors That Influence Delivery QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.3.1 - Explain strategies for involving the audience in a speech, as appropriate to the setting and intent.

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6. __________ occurs when a speaker‘s voice goes up at the end of a statement and can result in audience members viewing the speaker as less confident. a. Pitch b. Volume c. Uptalk d. Noise ANSWER: c POINTS: 1 REFERENCES: Understanding Factors That Influence Delivery QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

7. The highness or lowness of a speaker‘s voice can be referred to as a. volume. b. pitch. c. uptalk. d. noise.

ANSWER: b POINTS: 1 REFERENCES: Understanding Factors That Influence Delivery QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

8. Speakers with vision disabilities should do all the following EXCEPT a. develop your speech by capturing your ideas on a digital audio recording device. b. record your notes in written form on a tablet by either typing them or using speech-to-text tools. c. write out your speech and have a sighted person present it for you. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Speakers with Vision Loss QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

9. Which speakers must pay special attention to visibility and voice projection when speaking in person? a. Speakers with hearing disabilities b. Speakers with vision disabilities c. Speakers with mobility disabilities d. Speakers who have a stutter ANSWER: c Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Speakers Using Mobility Aids QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

10. A speaker who might give a speech while listening to a recording of the speech at the same time has a a. mobility disabilities. b. hearing disabilities. c. stutter. d. vision disabilities.

ANSWER: d POINTS: 1 REFERENCES: Speakers with Vision Loss QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

11. The following voice mindfulness practices are essential for effective public speaking EXCEPT a. proper breathing. b. good voice volume. c. variations in vocal qualities. d. maximum pauses.

ANSWER: d POINTS: 1 REFERENCES: Control Your Breath QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

12. The following are key voice tools for your speech EXCEPT a. conveying the content of your message. b. stirring emotions. c. emphasizing points. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Control Your Breath QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

13. Stand or sit as upright as possible with your shoulders down and back. This posture allows you to Copyright Cengage Learning. Powered by Cognero.

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a. control your voice. b. control your pitch. c. control your breath. d. control your volume.

ANSWER: c POINTS: 1 REFERENCES: Control Your Breath QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

14. As you talk naturally in everyday conversation, your __________ of speaking varies over the course of the interaction. a. volume b. vocal variety c. pitch d. rate ANSWER: d POINTS: 1 REFERENCES: Vary Your Rate, Pitch, and Volume QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

15. ―Ah,‖ ―um,‖ ―you know,‖ and other verbal fillers that speakers use when they‘re trying to think of what they want to say are examples of a. vocalized pitches. b. vocal mindfulness. c. vocalized pauses. d. metaphors.

ANSWER: c POINTS: 1 REFERENCES: Avoid Vocalized Pauses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

16. An intentional silent pause in which the speaker waits for a second or two before revealing important or surprising information is known as a(n) a. impromptu pause. b. dramatic pause. c. vocalized pause. d. extemporaneous pause.

ANSWER: c Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Avoid Vocalized Pauses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

17. All of the following are recommended for managing your voice when delivering your speech EXCEPT for a. speaking loudly enough. b. integrating vocalized pauses. c. varying rate, pitch, and volume. d. articulating words clearly.

ANSWER: b POINTS: 1 REFERENCES: Avoid Vocalized Pauses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

18. Changes in the volume, rate, and pitch of a speaker‘s voice that affect the meaning of the words delivered are referred to as a. vocalized rate. b. vocal variety. c. vocal articulation. d. vocalized pitch.

ANSWER: b POINTS: 1 REFERENCES: Avoid Vocalized Pauses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

19. The following are associated with vocalized pauses EXCEPT that a. they make you sound anxious. b. they make you unsure of yourself. c. they support your credibility. d. listeners become distracted.

ANSWER: c POINTS: 1 REFERENCES: Avoid Vocalized Pauses QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

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20. __________ is the physical process of producing specific speech sounds to make language intelligible. a. Pitch b. Pronunciation c. Articulation d. Monotone ANSWER: c POINTS: 1 REFERENCES: Articulate Your Words Clearly and Pronounce Them Correctly QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

21. James‘ speech was characterized by little alteration in his pitch, with signals of nervousness and boredom to his audience. This is known as a. alterations. b. pronouncement. c. vocalized pause. d. monotone.

ANSWER: d POINTS: 1 REFERENCES: Vary Your Rate, Pitch, and Volume QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

22. Speaking at a faster rate, with a higher pitch, and at a louder volume suggests a. anxiety. b. boredom. c. excitement. d. vocal variety.

ANSWER: c POINTS: 1 REFERENCES: Vary Your Rate, Pitch, and Volume QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

23. John has the habit of using words like ―ah‖ and ―um‖ in his speech. These words are called a. alterations. b. pronouncements. c. monotones. d. vocalized pauses.

ANSWER: d Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Vary Your Rate, Pitch, and Volume QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

24. Using words like ―git‖ for get, ―excape‖ for escape, ―pitcher‖ for picture, and ―reckanize‖ for recognize are examples of a. alterations. b. pronunciations. c. mispronunciations. d. vocalized pauses.

ANSWER: c POINTS: 1 REFERENCES: Articulate Your Words Clearly and Pronounce Them Correctly QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO13.3.1 - Use vocal variety including speed and tone.

25. You can get your audience involved in your presentation by doing all of the following EXCEPT a. referring to what others have said in their speeches. b. mentioning what other speakers will talk about in later speeches. c. calling on specific audience members. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Involve Your Audience QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.3.1 - Explain strategies for involving the audience in a speech, as appropriate to the setting and intent.

26. Which of the following delivery methods requires little or no preparation? a. Extemporaneous speaking b. Memorized speaking c. Impromptu speaking d. Manuscript speaking ANSWER: c POINTS: 1 REFERENCES: Selecting a Delivery Method QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.3.1 - Explain strategies for involving the audience in a speech, as appropriate to Copyright Cengage Learning. Powered by Cognero.

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the setting and intent.

27. Which delivery method requires that John prepare his speech for a stage performance where he must know his lines by heart? a. Extemporaneous speaking b. Memorized speaking c. Impromptu speaking d. Manuscript speaking ANSWER: b POINTS: 1 REFERENCES: Memorized Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.3.1 - Explain strategies for involving the audience in a speech, as appropriate to the setting and intent.

28. Jessica has an impending speech in which she must deliver her speech word for word. This is known as a. memorized speaking. b. manuscript speaking. c. extemporaneous speaking. d. impromptu speaking.

ANSWER: b POINTS: 1 REFERENCES: Manuscript Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.3.1 - Explain strategies for involving the audience in a speech, as appropriate to the setting and intent.

29. __________ speaking requires both flexibility and forethought, or structured spontaneity. a. Manuscript b. Extemporaneous c. Impromptu d. Memorized ANSWER: b POINTS: 1 REFERENCES: Extemporaneous Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.3.1 - Explain strategies for involving the audience in a speech, as appropriate to the setting and intent.

30. All of the following are factors that can determine an effective speech delivery EXCEPT a. the volume of your voice.

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b. your posture. c. how you manage your time during a speech. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Selecting a Delivery Method QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.3.1 - Explain strategies for involving the audience in a speech, as appropriate to the setting and intent.

31. Which of the following outlines is most likely written on note cards and used during a speech? a. Complete-sentence outline b. Working outline c. Speaking outline d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: Preparing Your Speaking Outline QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.3.1 - Explain strategies for involving the audience in a speech, as appropriate to the setting and intent.

32. John wants to make sure he says the same words he wrote in his speech. This is known as a. flexible speaking. b. impromptu speaking. c. extemporaneous speaking. d. manuscript speaking.

ANSWER: c POINTS: 1 REFERENCES: Give a Version of Your Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.3.1 - Explain strategies for involving the audience in a speech, as appropriate to the setting and intent.

33. All of the following are necessary to consider during a question-and-answer period EXCEPT a. listening carefully to the question. b. repeating the question if other audience members couldn‘t hear it. c. not admitting if you don‘t know the answer to a question. d. answering questions as completely as possible.

ANSWER: c Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Be Prepared for a Question-and-Answer Period QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.3.1 - Explain strategies for involving the audience in a speech, as appropriate to the setting and intent.

34. A speaker with a hearing disability needs to a. use a sign-to-voice interpreter if the speaker usually communicates using American Sign Language. b. ask audience members to use a microphone during a question-and-answer session. c. present the speech aloud if the speaker is confident in their abilities. d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: Speakers with Hearing Loss QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.3.1 - Explain strategies for involving the audience in a speech, as appropriate to the setting and intent.

35. Speaking as you exhale is an example of a. controlling your pitch. b. controlling your volume. c. controlling your breath. d. controlling your voice.

ANSWER: c POINTS: 1 REFERENCES: Control Your Breath QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO14.3.1 - Explain strategies for involving the audience in a speech, as appropriate to the setting and intent.

36. List and define the delivery methods listed in your textbook.

ANSWER: 1. Impromptu speaking—A type of public speaking in which the speaker has little or no time to prepare a speech 2. Extemporaneous speaking—A type of public speaking in which the speaker researches, organizes, rehearses, and delivers a speech in a way that combines structure and spontaneity 3. Manuscript speaking—A type of public speaking in which the speaker reads a written script word for word 4. Memorized speaking—A type of public speaking in which the speaker commits a speech to memory (Students‘ answers may vary.)

POINTS: 1 REFERENCES: Selecting a Delivery Method Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO13.5.5 - Practice delivering a speech in stages according to the outlined content.

37. What is the role of dialect in public speaking?

ANSWER: We all speak in some dialect, which is the vocabulary, grammar, and pronunciation used by a specific group of people, such as an ethnic or regional group. No dialect is inferior to any other way of speaking; however, speakers should make sure they articulate clearly, pronounce words correctly, and define any terms the audience may not know.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Understanding Factors That Influence Delivery QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO13.5.5 - Practice delivering a speech in stages according to the outlined content.

38. Discuss briefly how culture influences a speaker when giving a speech.

ANSWER: Cultural factors influence how a speaker behaves in front of an audience and how the audience perceives the speaker. For instance, public speaking forms a central part of Kenyan culture, with people of all ages expected to give speeches at ceremonies and other occasions.

Culture also influences how audiences perceive speakers. For example, what American audiences perceive as nervousness in a speaker, Asian audiences may view as modesty or less-direct communication.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Understanding Factors That Influence Delivery QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO13.5.5 - Practice delivering a speech in stages according to the outlined content.

39. Briefly explain how to use appropriate expressions during your speech.

ANSWER: You communicate much of how you feel through your face. A smile, frown, or puzzled look can underscore a point. Adjust your facial expression according to the content of your speech and the message you are trying to send. For example, smiling nervously when talking about a serious topic, such as gun violence, sends a mixed message and may cause your audience to misunderstand your intent. However, smiling as you greet audience members before you start your speech lets them know you are pleased to be there.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Display Appropriate Facial Expressions QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: PBSP LO13.5.5 - Practice delivering a speech in stages according to the outlined content.

40. Briefly explain how to involve your audience in effective speech delivery ANSWER: Involving your audience requires careful attention to what you already know about them based on analyzing your audience and your listeners‘ feedback as you deliver your speech.

Make the audience part of your presentation by 1. Referring to what others have said in their speeches, 2. Mentioning what other speakers will talk about in later speeches, 3. Calling on specific audience members, and 4. Asking for volunteers or arranging for audience members to assist you in advance. As you are speaking, observe the audience, noting if they seem interested, bored, confused, supportive, hostile, or uncertain. Nonverbal messages, such as facial expressions and eye gaze, can be ambiguous.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Involve Your Audience QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO13.5.5 - Practice delivering a speech in stages according to the outlined content.

Chapter 13: Informative Speaking 1. At the root of all human communication is the social connection people make when they share information. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Characteristics of an Informative Speech QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.4 - Describe the characteristics of a speech about people and other living creatures.

2. When you speak to persuade, you want audience members to learn something from your speech. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Characteristics of an Informative Speech QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

3. The topical pattern allows you to retell events as a story or a series of short stories. a. True b. False Copyright Cengage Learning. Powered by Cognero.

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ANSWER: False POINTS: 1 REFERENCES: The Narrative Pattern QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

4. For audiences unfamiliar with your topic, you will have to connect the topic to audience members‘ general life experiences. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Connect Your Topic to Your Audience QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.3.8 - Explain strategies for keeping a speech informative.

5. When you limit and carefully select your presentation media, you direct greater attention to the images and increase their potential impact. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Use Presentation Media to Inform QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.3.8 - Explain strategies for keeping a speech informative.

6. In informative speaking, the speaker tends to do all the following EXCEPT a. raise awareness. b. increase knowledge. c. convince the audience to act. d. deepen understanding of a topic.

ANSWER: c POINTS: 1 REFERENCES: Characteristics of an Informative Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

7. ―At the root of all human communication is the social connection people make when they share information.‖ This is true with Copyright Cengage Learning. Powered by Cognero.

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a. speaking to entertain. b. speaking to inform. c. speaking to persuade. d. All of these answers are correct.

ANSWER: b POINTS: 1 REFERENCES: Characteristics of an Informative Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

8. To make an informative speech personally meaningful to the listeners, a speaker might a. present a lot of facts. b. include technical information. c. self-disclose highly personal information. d. tell a story related to the topic.

ANSWER: d POINTS: 1 REFERENCES: Personally Meaningful QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

9. When you speak informatively, your audience must find your speech to have a. accurate information. b. a clear message. c. a limited scope. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Characteristics of an Informative Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

10. To personalize your speech topics effectively, the speaker must a. tell all kinds of stories. b. tap into emotions. c. speak convincingly. d. All of these answers are correct.

ANSWER: b POINTS: 1 REFERENCES: Personally Meaningful Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

11. A speaker can do all the following in a speech to create humor EXCEPT for a. being funny. b. being self-effacing. c. being witty. d. making biased comments.

ANSWER: d POINTS: 1 REFERENCES: Personally Meaningful QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

12. One aspect of accuracy in informative speaking is a. developing a speech that incorporates high levels of mythos. b. developing a speech that incorporates high levels of pathos. c. recognizing that audience members act as gate watchers. d. making the information in the speech easy for the audience to understand.

ANSWER: c POINTS: 1 REFERENCES: Accurate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

13. ―This involves actively monitoring news sources to analyze and assess the information those sources produce.‖ This describes being a. clear with information. b. limited in scope. c. gate watching. d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: Accurate QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

14. All of the following will help bring clarity to a speaker‘s speech EXCEPT a. making a logical flow of ideas.

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b. selecting appropriate supporting materials. c. avoiding technical jargon. d. avoiding unambiguous information.

ANSWER: d POINTS: 1 REFERENCES: Clear QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

15. When you speak about a topic in an informative speech, try to avoid all of the following EXCEPT a. expressing your personal views too strongly. b. not telling tell the audience what to think or do about it. c. making it clear. d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: Clear QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

16. ―Folk Art in Our Community‖ is an example of an informative speech that is most likely about a. objects and places. b. people and other living creatures. c. processes. d. events.

ANSWER: a POINTS: 1 REFERENCES: Speeches about Objects and Places QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

17. ―A Brief Biography of the Dalai Lama‖ is an example of an informative speech that is most likely about a. objects and places. b. people and other living creatures. c. processes. d. events.

ANSWER: b POINTS: 1 REFERENCES: Speeches about People and Other Living Creatures QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

18. ―Demonstration: A Close-up Look at a Drone‖ is an example of an informative speech that is most likely about a. objects and places. b. people and other living creatures. c. processes. d. events.

ANSWER: c POINTS: 1 REFERENCES: Speeches about Processes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

19. ―Why Migrating Birds Fly in a V‖ is an example of an informative speech that is most likely about a. objects and places. b. people and other living creatures. c. processes. d. events.

ANSWER: b POINTS: 1 REFERENCES: Speeches about People and Other Living Creatures QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

20. A significant occurrence that an individual personally experiences or otherwise knows about is called a(n) a. object or place. b. person or other living creature. c. demonstration. d. events.

ANSWER: d POINTS: 1 REFERENCES: Speeches about Events QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

21. Using physical models, materials, or presentation software to help explain the steps in a process or parts of a system is a speech that is most likely about a. objects and places. b. processes.

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c. demonstration. d. events.

ANSWER: c POINTS: 1 REFERENCES: Demonstrations QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

22. The specific purpose of an informative speech should begin with a phrase such as: a. ―to make my audience understand.‖ b. ―to help my audience believe.‖ c. ―to convince my audience of the importance of.‖ d. ―to get my audience to see the humorous side of.‖ ANSWER: a POINTS: 1 REFERENCES: Specific Purposes and Thesis Statements for Informative Speeches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

23. Informative speakers should ask which of the following questions as they phrase the thesis of an informative speech? a. Who are the people in my audience? b. What does my audience need to know? c. What will get my audience interested in my topic? d. What do I want my audience to learn?

ANSWER: b POINTS: 1 REFERENCES: Specific Purposes and Thesis Statements for Informative Speeches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

24. Informative speakers should ask which of the following questions as they phrase the specific purpose of an informative speech? a. Who are the people in my audience? b. What does my audience need to know? c. What will get my audience interested in my topic? d. What do I want my audience to learn?

ANSWER: d POINTS: 1 REFERENCES: Specific Purposes and Thesis Statements for Informative Speeches QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

25. All the following are patterns of organization for informative speeches EXCEPT a. spatial. b. chronological. c. event. d. narrative.

ANSWER: c POINTS: 1 REFERENCES: Organizational Patterns for Informative Speeches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

26. The _________ pattern of organization allows you to explain how someone or something develops over a certain period of time a. spatial b. chronological c. event d. narrative ANSWER: b POINTS: 1 REFERENCES: Organizational Patterns for Informative Speeches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

27. If an informative speaker wants to highlight locations or areas in a particular place, then the __________ pattern of organization would be the most effective. a. spatial b. chronological c. topical d. narrative ANSWER: a POINTS: 1 REFERENCES: The Spatial Pattern QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

28. ―To help my audience understand the life cycle of jellyfish‖ is an example of an informative speech that most likely uses a Copyright Cengage Learning. Powered by Cognero.

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a. spatial pattern of organization. b. chronological pattern of organization. c. topical pattern of organization. d. narrative pattern of organization.

ANSWER: b POINTS: 1 REFERENCES: Organizational Patterns for Informative Speeches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

29. The __________ pattern of organization is an informative speech pattern that can add suspense and drama to a topic. a. spatial b. chronological c. topical d. narrative ANSWER: d POINTS: 1 REFERENCES: The Narrative Pattern QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.5 - Describe the characteristics of a speech about an event.

30. The cause-and-effect pattern shows how a. you can retell events as a story or a series of short stories. b. you can divide your topic into subtopics that address the components, elements, or aspects of the topic. c. an action produces a particular outcome. d. you can describe the physical or directional relationship between or among objects, places, people, or other living creatures.

ANSWER: c POINTS: 1 REFERENCES: The Cause-and-Effect Pattern QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

31. All of the following are guidelines for effective informative speeches EXCEPT a. keeping your speech informative. b. making your speech topic come alive. c. informing to persuade. d. All of these answers are correct.

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ANSWER: c POINTS: 1 REFERENCES: Guidelines for Effective Informative Speeches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

32. Which of the following topics is an example of cause and effect? a. Packing for a trip by air b. Discussing global water scarcity c. Helping my audience understand the main differences among the major forms of globalization d. Raising my audience‘s awareness of the Maori new year celebration ANSWER: d POINTS: 1 REFERENCES: The Cause-and-Effect Pattern QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

33. John‘s informative speech on the Cold War is probably best described as which type of informative speech? a. Speech about objects or places b. Speech about people c. Speech about events d. Speech about ideas or concepts ANSWER: c POINTS: 1 REFERENCES: Speeches about Events QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.5 - Describe the characteristics of a speech about an event.

34. John‘s informative speech entitled ―Views of Marriage across Cultures‖ is probably best described as which type of informative speech? a. Speech about objects or places b. Speech about people c. Speech about events d. Speech about ideas or concepts ANSWER: d POINTS: 1 REFERENCES: Speeches about Ideas and Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.6 - Describe the characteristics of a speech about ideas and concepts.

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35. A mental activity, including thoughts, understandings, beliefs, notions, and principles, is known as a(n) a. process. b. idea or concept. c. demonstration. d. object or place.

ANSWER: b POINTS: 1 REFERENCES: Speeches about Ideas and Concepts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO8.1.6 - Describe the characteristics of a speech about ideas and concepts.

36. List the types of informative speeches and give an example of each.

ANSWER: 1. Speeches about objects and places: Yellowstone National Park, ―Turning Points in the History of Yellowstone National Park‖ 2. Speeches about people and other living creatures: honey bees, ―A Day in the Life of a Honey Bee‖ 3. Speeches about processes: planting a garden, ―Choosing the Right Plants for a Container Garden‖ 4. Speeches about events: ―The Cultural Significance of World Cup Soccer‖ 5. Speeches about ideas and concepts: carbon footprint, ―Views of Marriage across Cultures‖ (Students‘ answers may vary.)

POINTS: 1 REFERENCES: Speeches about Objects and Places QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

37. List and explain the four characteristics of an informative speech.

ANSWER: 1. An informative speech is personally meaningful because the speaker relates the topic to the audience.

2. An informative speech is accurate in all aspects: topic choice, supporting materials, organization, claims, language, delivery, and presentation media.

3. An informative speech is clear because it makes even confusing and complex ideas unambiguous and coherent.

4. An informative speech is limited in scope because the audience is not told specifically what to think or do about the topic.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Characteristics of an Informative Speech QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

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38. List and briefly explain the guidelines for effective informative speeches.

ANSWER: 1. Keep the speech informative. In other words, don't try to persuade the audience.

2. Make the speech topic come alive by demonstrating a positive attitude and connecting the topic to the audience in meaningful ways.

3. Connect the topic to the audience by establishing commonalities and showing how learning about the topic will be beneficial.

4. Inform to educate. Help the audience understand the nature and importance of the topic.

5. Use presentation media to inform, but keep your use of them limited and basic.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Guidelines for Effective Informative Speeches QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

39. List and briefly explain the organizational patterns for informative speech.

ANSWER: 1. The chronological pattern allows you to explain how someone or something develops over a certain period of time. This pattern works well with informative speeches about objects and places, people and other living creatures, and processes.

2. The topical pattern allows you to divide your topic into subtopics that address the components, elements, or aspects of the topic. Almost any informative speech topic can be organized using this pattern in which the subtopics become the main points of the speech.

3. The narrative pattern allows you to retell events as a story or a series of short stories. This pattern works best with informative speeches about objects, places, people, or other living creatures.

4. The cause-and-effect pattern shows how an action produces a particular outcome. This pattern works well with informative speeches about events. After all, events happen for a reason.

5. The spatial pattern allows you to describe the physical or directional relationship between or among objects, places, people, or other living creatures.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Organizational Patterns for Informative Speeches QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO10.3.3 - Choose an organizational pattern for how to present the main points of a speech (chronological, spatial, topical, narrative, cause-and-effect, or problem-solution).

40. Briefly explain the term ‗demonstration‘ and how it is used in informative speeches.

ANSWER: A demonstration can be an effective way to give a speech to inform. Speeches about processes are particularly appropriate for demonstrations, but you can draw a topic from any category of informative speaking for a demonstration. Demonstrations can be done using physical models and materials or by showing how something is done step-by-step on a computer screen. For instance, drawing from the list of sample speech topics presented in the textbook, you could use models or materials to demonstrate how to perform lifeguarding Copyright Cengage Learning. Powered by Cognero.

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procedures, how drones work, or how to perform the latest snowboarding techniques.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Demonstrations QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO8.1.1 - Describe the characteristics of an informative process speech.

Chapter 14: Persuasive Speaking 1. To be considered credible and convincing by their peers, emerging leaders had to be right more often than not. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.2.1 - Describe the process of identifying the goal of a persuasive speech.

2. In many ways, the very foundation of human communication is effective persuasion. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Defining Persuasion QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.2.1 - Describe the process of identifying the goal of a persuasive speech.

3. Your audience can evaluate your ideas rationally even if it is being misled about the facts. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Persuasion or Manipulation?

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.2.1 - Describe the process of identifying the goal of a persuasive speech.

4. Manipulation usually means using dishonest tactics to take advantage of other people. a. True Copyright Cengage Learning. Powered by Cognero.

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b. False ANSWER: True POINTS: 1 REFERENCES: Persuasion or Manipulation?

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.2.1 - Describe the process of identifying the goal of a persuasive speech.

5. Informative speakers fulfill the role of proponent on a topic and seek to facilitate audience understanding of the subject of the speech. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Persuasive or Informative Speaking?

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.2.1 - Describe the process of identifying the goal of a persuasive speech.

6. Forcing someone to think a certain way or making someone feel compelled to act under pressure or threat is known as a. manipulation. b. coercion. c. persuasion. d. issue-based persuasion.

ANSWER: b POINTS: 1 REFERENCES: Defining Persuasion QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.2.1 - Describe the process of identifying the goal of a persuasive speech.

7. Persuasion implies a. choice. b. coercion. c. manipulation. d. information.

ANSWER: a POINTS: 1 REFERENCES: Defining Persuasion QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.2.1 - Describe the process of identifying the goal of a persuasive speech.

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8. A(n) __________ takes on the role of promoter or proponent, advocating a particular view on a topic they want the audience to adopt. a. informative speaker b. manipulative speaker c. persuasive speaker d. coercive speaker ANSWER: c POINTS: 1 REFERENCES: Persuasive or Informative Speaking?

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.2.1 - Describe the process of identifying the goal of a persuasive speech.

9. Issue-based persuasion consists of all the following EXCEPT for a. processes. b. facts. c. values. d. policy.

ANSWER: a POINTS: 1 REFERENCES: Issue-Based Persuasion QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.1.8 - Describe persuasive speeches on questions of fact.

10. A question of __________ asks whether something is true or false. a. policy b. attitude c. fact d. value ANSWER: c POINTS: 1 REFERENCES: Issue-Based Persuasion QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.1.8 - Describe persuasive speeches on questions of fact.

11. A question of __________ asks for a subjective evaluation of something‘s worth, significance, quality, or condition. a. policy b. attitude c. fact d. value ANSWER: d Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Speeches on Questions of Value QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.1.9 - Describe persuasive speeches on questions of value.

12. A question of __________ asks what course of action should be taken or how a problem should be solved. a. fact b. policy c. value d. attitude ANSWER: b POINTS: 1 REFERENCES: Speeches on Questions of Policy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.1.10 - Describe persuasive speeches on questions of policy.

13. A(n) __________ audience is informed about your topic but holds an unfavorable view of it. a. apathetic b. uninformed c. negative d. sympathetic ANSWER: c POINTS: 1 REFERENCES: Persuading Different Types of Audiences QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.3.1 - Describe strategies for persuading the negative audience.

14. Keeping your persuasive objectives within reason is a strategy for a(n) __________ audience. a. apathetic b. uninformed c. negative d. sympathetic ANSWER: c POINTS: 1 REFERENCES: The Negative Audience QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.3.1 - Describe strategies for persuading the negative audience.

15. The following are all parts of Monroe‘s motivated sequence steps that encourage audience members to take action Copyright Cengage Learning. Powered by Cognero.

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EXCEPT a. understanding the problem you describe. b. becoming satisfied that the solution you offer is a good one. c. imagining how the solution could be enacted. d. All of these answers are steps that encourage audience members to take action.

ANSWER: d POINTS: 1 REFERENCES: Monroe‘s Motivated Sequence QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.3.1 - Describe strategies for persuading the negative audience.

16. Establishing common ground among all audience members is a strategy suitable for a(n) __________ audience. a. apathetic b. uninformed c. divided d. sympathetic ANSWER: c POINTS: 1 REFERENCES: The Divided Audience QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.3.3 - Describe strategies for persuading the divided audience.

17. A(n) __________ audience is unfamiliar with your topic and, therefore, has no opinion about it. a. apathetic b. uninformed c. divided d. sympathetic ANSWER: b POINTS: 1 REFERENCES: The Uninformed Audience QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.3.4 - Describe strategies for persuading the uninformed audience.

18. Using repetition and redundancy to reinforce your points is a good strategy for a(n) __________ audience. a. apathetic b. uninformed c. divided d. sympathetic ANSWER: b POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: The Uninformed Audience QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.3.4 - Describe strategies for persuading the uninformed audience.

19. Which type of audience challenges a speaker to forge a positive link between the topic and the audience? a. Apathetic b. Uninformed c. Hostile d. Sympathetic ANSWER: a POINTS: 1 REFERENCES: The Apathetic Audience QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.3.5 - Describe strategies for persuading the apathetic audience.

20. Do you think something is good or bad, right or wrong, moral or immoral, or the best or the worst? This is a question of a. facts. b. processes. c. values. d. policies.

ANSWER: c POINTS: 1 REFERENCES: Specific Purposes, Thesis Statements, and Main Points for Speeches on Questions of Value QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.1.9 - Describe persuasive speeches on questions of value.

21. Which of the following words is a clue to identifying a question of policy within a speech? a. Shall b. Could c. Should d. Which ANSWER: c POINTS: 1 REFERENCES: Speeches on Questions of Policy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.1.10 - Describe persuasive speeches on questions of policy.

22. Speeches on questions of __________ often include a call to action, urging the audience to engage in a specific behavior.

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a. fact b. policy c. process d. value ANSWER: b POINTS: 1 REFERENCES: Specific Purposes, Thesis Statements, and Main Points for Speeches on Questions of Value QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.1.10 - Describe persuasive speeches on questions of policy.

23. In persuading a(n) __________ audience, speakers may ethically take a one-sided approach to the topic. a. positive b. apathetic c. uninformed d. negative ANSWER: b POINTS: 1 REFERENCES: The Apathetic Audience QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.3.5 - Describe strategies for persuading the apathetic audience.

24. All of the following are strategies for an uninformed audience EXCEPT a. showing the relevance of your topic to the audience. b. using repetition and redundancy to reinforce your points. c. taking a one-sided approach to the topic. d. keeping your persuasion subtle.

ANSWER: c POINTS: 1 REFERENCES: The Uninformed Audience QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.3.4 - Describe strategies for persuading the uninformed audience.

25. Showing your audience how much you care about the topic through your energy and dynamism is a strategy for a(n) a. apathetic audience. b. sympathetic audience. c. uninformed audience. d. positive audience.

ANSWER: a POINTS: 1 REFERENCES: The Apathetic Audience Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.3.5 - Describe strategies for persuading the apathetic audience.

26. ―What support can I show for my position?‖ When a speaker asks this question, it is a question of a. fact. b. policy. c. process. d. value.

ANSWER: b POINTS: 1 REFERENCES: Specific Purposes, Thesis Statements, and Main Points for Speeches on Questions of Policy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.1.10 - Describe persuasive speeches on questions of policy.

27. Speeches about questions of __________ emphasize the basic principle the issue represents, not formal laws, rules, or codes that might be associated with it. a. fact b. process c. value d. policy ANSWER: c POINTS: 1 REFERENCES: Speeches on Questions of Value QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.1.9 - Describe persuasive speeches on questions of value.

28. All of the following are listed in your text as strategies for managing a negative audience EXCEPT a. confronting possible objections. b. taking a common-ground approach. c. using repetition and redundancy to reinforce your points. d. visualizing the topic in positive ways.

ANSWER: c POINTS: 1 REFERENCES: The Negative Audience QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.3.1 - Describe strategies for persuading the negative audience.

29. Persuasive speeches address questions of all the following EXCEPT a. fact.

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b. purpose. c. policy. d. value.

ANSWER: b POINTS: 1 REFERENCES: Organizational Patterns for Speeches on Questions of Fact QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.2.1 - Describe the process of identifying the goal of a persuasive speech.

30. ―People should support the animal rights movement.‖ This is a statement of a. fact. b. processes. c. value. d. policy.

ANSWER: d POINTS: 1 REFERENCES: Speeches on Questions of Policy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.1.10 - Describe persuasive speeches on questions of policy.

31. __________ relies on the power of language, images, and other means of communication to influence people‘s beliefs, attitudes, values, opinions, or actions. a. Manipulation b. Coercion c. Persuasion d. Information ANSWER: c POINTS: 1 REFERENCES: Defining Persuasion QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.2.1 - Describe the process of identifying the goal of a persuasive speech.

32. John‘s persuasive speech on the causes of HIV is an example of which type of question? a. Policy b. Fact c. Process d. Value ANSWER: b POINTS: 1 REFERENCES: Defining Persuasion Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.1.8 - Describe persuasive speeches on questions of fact.

33. __________ speeches attempt to convince audiences to personally take action on a ―doable‖ topic. a. Issue-based persuasive b. Coercive c. Manipulative d. Practical persuasive ANSWER: d POINTS: 1 REFERENCES: Practical or Issue-Based Persuasion?

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.2.1 - Describe the process of identifying the goal of a persuasive speech.

34. Jessica‘s persuasive speech claiming that electric cars perform better and are less harmful to the environment most likely addresses which type of question? a. Policy b. Fact c. Process d. Value ANSWER: d POINTS: 1 REFERENCES: Organizational Patterns for Speeches on Questions of Value QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.1.9 - Describe persuasive speeches on questions of value.

35. ―When audience members already agree with your view, rally them to take action.‖ This is a good strategy for a. negative audience. b. divided audience. c. positive audience. d. apathetic audience.

ANSWER: c POINTS: 1 REFERENCES: The Positive Audience QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO9.3.2 - Describe strategies for persuading the positive audience.

36. Briefly explain the difference between practical and issue-based persuasion. Give an sample topic for each.

ANSWER: Practical persuasion speeches attempt to convince audiences to personally take action on a ―doable‖ topic. Practical persuasion topics are generally quite personal and more modest in Copyright Cengage Learning. Powered by Cognero.

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scope than issue-based topics. An example would be persuading the audience not to text while driving or to donate one afternoon every month to a charitable cause.

Issue-based topics represent issues that impact society more widely. Issue-based persuasion deals with questions of fact, value, and policy. An example would be arguing that men and women deserve equal pay or supporting ―dying with dignity‖ laws.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Practical Persuasion QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO9.2.1 - Describe the process of identifying the goal of a persuasive speech.

37. List the strategies you could deployed as a speaker if you are faced with a hostile audience.

ANSWER: 1. Establish your credibility with the audience.

2. Take a common-ground approach to the topic.

3. Help your audience visualize your topic in positive ways.

4. Prepare for a negative reaction to your position.

5. Finally, keep your persuasive objectives within reason.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Persuading Different Types of Audiences QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO9.3.1 - Describe strategies for persuading the negative audience.

38. Briefly discuss the differences between persuasion, coercion, manipulation, and informative speaking.

ANSWER: 1. Persuasion implies choice. People subjected to social influence must have the freedom to say ―no.‖ 2. Coercion occurs when people are forced to think a certain way or feel compelled to act under pressure or threat; they are not being persuaded.

3. Manipulating others usually means using dishonest tactics to take advantage of other people. Omitting crucial evidence, presenting inaccurate or false information, or intentionally misrepresenting research to your advantage are examples of manipulation. Your audience cannot evaluate ideas rationally if it is being misled about facts.

4. Informative speakers fulfill the role of expert on a topic and seek to facilitate audience understanding about it. In contrast, persuasive speakers take on the role of promoter or proponent, advocating a particular view on a topic they want the audience to adopt.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Persuasion or Manipulation?

QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO9.1.6 - Differentiate between persuasive speaking and informative speaking.

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39. Briefly explain questions of fact, policy, and value with examples for each.

ANSWER: 1. A question of fact asks whether something is true or false. In speeches addressing questions of fact, the speaker tries to persuade an audience that something did or did not occur or that one event did, in fact, cause another. For example, in a criminal court, the prosecution attempts to persuade the jury that the defendant did engage in illegal activity, while the defense argues that the defendant did not.

2. A question of value asks for a subjective evaluation of something‘s worth, significance, quality, or condition. The controversial value of school vouchers provides a useful example.

3. A question of policy asks what specific course of action should be taken or how a problem should be solved. An example of a proposal is ―College students should circulate a petition to ban junk food on campuses.‖ (Students‘ answers may vary.)

POINTS: 1 REFERENCES: Issue-Based Persuasion QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO9.1.8 - Describe persuasive speeches on questions of fact.

40. Briefly describe the difference between positive and negative audience members and give one strategy for each.

ANSWER: A negative audience, also called a hostile or skeptical audience, is informed about your topic but holds an unfavorable view of it. A negative audience may seem intimidating, but simple exposure to contrasting points of view is where effective persuasion starts for many audience members. One strategy is to help your audience visualize your topic in positive ways.

A positive audience, also called a sympathetic audience, is informed about your topic and has a favorable view of your position. These audience members want to have their views confirmed and reinforced, learn more about the topic, and, in some cases, join a community of like-minded people or find out what they can do personally to advance the cause. One strategy is to use engaging evidence that reinforces the audience‘s commitment to the topic.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Persuading Different Types of Audiences QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO9.3.1 - Describe strategies for persuading the negative audience.

PBSP LO9.3.2 - Describe strategies for persuading the positive audience.

Chapter 15: Understanding Argument 1. The ability to create a winning argument is what best defines public speaking as a rhetorical ―art.‖ a. True b. False ANSWER: True POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: What Makes Up an Argument?

QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.1 - Identify different types of logical arguments.

2. The premise is the primary claim or assertion a speaker makes. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Using Claims Effectively QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.1 - Identify different types of logical arguments.

3. Claims lay the groundwork for the argument that makes up your thesis. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Types of Claims QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.1 - Identify different types of logical arguments.

4. Pathos rests on the degree to which the audience perceives the speaker as competent, trustworthy, dynamic, and likable. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Ethos: Appeals to Speaker Credibility QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.1 - Identify different types of logical arguments.

5. The degree to which an audience finds a topic personally relevant also influences your persuasiveness as a speaker. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Using Appeals to Speaker Credibility QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: PBSP LO5.1.1 - Identify different types of logical arguments.

6. Reasoning implies a. a position or assertion. b. supporting materials. c. a process used to link claims to evidence. d. All of these answers are correct.

ANSWER: c POINTS: 1 REFERENCES: What Makes Up an Argument?

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.1 - Identify different types of logical arguments.

7. A claim implies a. taking a position or making an assertion. b. using supporting materials. c. using a process to link claims to evidence. d. presenting an idea.

ANSWER: a POINTS: 1 REFERENCES: What Makes Up an Argument?

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.1 - Identify different types of logical arguments.

8. ―Video games are addictive‖ is an example of a. an argument. b. a claim. c. evidence. d. reasoning.

ANSWER: b POINTS: 1 REFERENCES: Using Claims Effectively QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.1 - Identify different types of logical arguments.

9. ―More than two-thirds of adult Canadians are overweight or obese‖ is an example of which element of an argument? a. Argument b. Claim c. Evidence d. Reasoning Copyright Cengage Learning. Powered by Cognero.

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ANSWER: c POINTS: 1 REFERENCES: What Makes Up an Argument?

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.2 - Explain how to use evidence in an argument.

10. The __________ element of an argument indicates the strength of an assertion. a. reasoning b. claim c. qualifier d. evidence ANSWER: c POINTS: 1 REFERENCES: Why Use Qualifiers?

QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.1 - Identify different types of logical arguments.

11. All of the following words are explicitly identified in your textbook as words indicating a conclusion EXCEPT a. therefore. b. thus. c. after. d. consequently.

ANSWER: c POINTS: 1 REFERENCES: Using Claims Effectively QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.1 - Identify different types of logical arguments.

12. All of the following words are explicitly identified in your textbook as words indicating a premise EXCEPT a. because. b. accordingly. c. whereas. d. due to.

ANSWER: b POINTS: 1 REFERENCES: Using Claims Effectively QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.1 - Identify different types of logical arguments.

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13. All of the following words are explicitly identified in your textbook as words indicating qualifiers EXCEPT a. probably. b. likely. c. often. d. since.

ANSWER: d POINTS: 1 REFERENCES: Using Claims Effectively QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.1 - Identify different types of logical arguments.

14. The __________ type of appeal relies on the audience believing that the speaker‘s argument is truthful, reasonable, and supported by strong factual evidence. a. ethos b. logos c. pathos d. mythos ANSWER: b POINTS: 1 REFERENCES: Using Evidence Effectively QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.1 - Identify different types of logical arguments.

15. The __________ type of appeal rests on the degree to which the audience perceives the speaker as competent, trustworthy, dynamic, and likable. a. ethos b. logos c. pathos d. mythos ANSWER: a POINTS: 1 REFERENCES: Ethos: Appeals to Speaker Credibility QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.6.1 - Explain how to appeal to cultural beliefs in a speech.

16. All of the following are techniques speakers can use to present logical appeals in ways that are not dry and boring EXCEPT a. not apologizing for presenting concise statistics. b. disintegrating logical appeals with other kinds of appeals. c. avoiding jargon and overly-scientific language. d. using presentation media sparingly to complement the appeal.

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ANSWER: b POINTS: 1 REFERENCES: Using Evidence Effectively QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.1 - Identify different types of logical arguments.

17. ―If audience members believe you‘re an expert on your subject matter, you‘re far more likely to convince them.‖ This is a(n) __________ type of appeal a. ethos b. logos c. pathos d. mythos ANSWER: a POINTS: 1 REFERENCES: Using Appeals to Speaker Credibility QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.5.2 - Identify strategies for conveying competence in a speech.

18. The __________ type of appeal relies on values and beliefs embedded in well-known cultural narratives or stories to influence an audience. a. ethos b. logos c. pathos d. mythos ANSWER: d POINTS: 1 REFERENCES: Mythos: Appeals to Cultural Beliefs QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.6.1 - Explain how to appeal to cultural beliefs in a speech.

19. __________ means that it is easier to persuade people of something they already believe. a. Deductive reasoning b. Confirmation bias c. Syllogism d. Fair reasoning ANSWER: b POINTS: 1 REFERENCES: Using Reasoning Effectively QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: PBSP LO5.2.6 - Explain the concept of causal reasoning.

20. Supporting a claim with specific cases or instances is called __________ reasoning. a. causal b. deductive c. inductive d. analogical ANSWER: c POINTS: 1 REFERENCES: Inductive Reasoning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.2.5 - Define and explain sample quality in inductive reasoning.

21. Which of the following types of reasoning relies on probability? a. Causal b. Deductive c. Inductive d. Analogical ANSWER: c POINTS: 1 REFERENCES: Sampling Quality QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.2.5 - Define and explain sample quality in inductive reasoning.

22. All of the following can be attributed to causal reasoning EXCEPT a. explaining why. b. determining who is responsible c. predicting. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Causal Reasoning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.2.6 - Explain the concept of causal reasoning.

23. Comparing two similar objects, processes, concepts, or events and suggesting that what holds true for one also holds true for the other is known as a. causal reasoning. b. deductive reasoning. c. inductive reasoning.

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d. analogical reasoning.

ANSWER: d POINTS: 1 REFERENCES: Analogical Reasoning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.2.8 - Explain the concept of analogical reasoning.

24. ―Honda vehicles are durable and last longer. The car I bought is a Honda Accord, so it will be durable and last longer.‖ This is an example of __________ reasoning. a. inductive b. deductive c. causal d. cause-and-effect ANSWER: b POINTS: 1 REFERENCES: Using Reasoning Effectively QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.2.1 - Explain the concept of deductive reasoning.

25. Syllogism is a term found in __________ reasoning. a. inductive b. deductive c. causal d. cause-and-effect ANSWER: b POINTS: 1 REFERENCES: Deductive Reasoning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.2.1 - Explain the concept of deductive reasoning.

26. The slippery-slope fallacy, begging the question, and the false dilemma fallacy are examples of fallacies in a. reasoning. b. evidence. c. claims. d. responding.

ANSWER: c POINTS: 1 REFERENCES: The Slippery-Slope Fallacy QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: PBSP LO5.1.3 - Define and give examples of reasoning fallacies.

27. An argument in which a speaker asserts that one event will necessarily lead to another without showing any logical connection between the two events is called a(n) __________ fallacy. a. slippery slope b. red herring c. ad populum d. hasty generalization ANSWER: a POINTS: 1 REFERENCES: The Slippery-Slope Fallacy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.3 - Define and give examples of reasoning fallacies.

28. The burden-of-proof fallacy is also known as a. slippery slope. b. ad ignorantiam. c. ad populum. d. hasty generalization.

ANSWER: b POINTS: 1 REFERENCES: The Ad Ignorantiam Fallacy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.3 - Define and give examples of reasoning fallacies.

29. Emotional appeals in a speech are appeals to a. ethos. b. logos. c. pathos. d. mythos.

ANSWER: c POINTS: 1 REFERENCES: Using Emotional Appeals QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.4.1 - Describe guidelines for appealing to an audience's emotions.

30. ―The state is in a budget crisis, and tuition is going up. We need to end competitive sports here at our college.‖ This is an example of a(n) a. slippery slope. b. red herring. c. ad populum fallacy.

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d. hasty generalization.

ANSWER: b POINTS: 1 REFERENCES: Red Herring QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.3 - Define and give examples of reasoning fallacies.

31. Appealing to traditional fallacy means a. arguing that maintaining the status quo is inherently better than trying a new idea. b. playing on popular attitudes without offering any supporting material. c. introducing irrelevant evidence to distract an audience from the real issue. d. suggesting that because a claim has not been shown to be false, it must be true.

ANSWER: a POINTS: 1 REFERENCES: The Appeal to Tradition Fallacy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.3 - Define and give examples of reasoning fallacies.

32. In the __________ fallacy, speakers assume that what‘s true of the whole is also true of the parts making up the whole. a. hasty generalization b. appeal to tradition c. division d. comparative evidence ANSWER: c POINTS: 1 REFERENCES: The Division Fallacy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.3 - Define and give examples of reasoning fallacies.

33. All of the following are fallacies of reasoning EXCEPT the a. ad populum fallacy. b. division fallacy. c. hasty generalization fallacy. d. post hoc fallacy.

ANSWER: a POINTS: 1 REFERENCES: The Ad Populum Fallacy QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: PBSP LO5.1.3 - Define and give examples of reasoning fallacies.

34. ―Graffiti is like any other form of public art and should be supported.‖ This is an example of a a. division fallacy. b. weak analogy fallacy. c. post hoc fallacy. d. comparative evidence fallacy.

ANSWER: b POINTS: 1 REFERENCES: The Weak Analogy Fallacy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.3 - Define and give examples of reasoning fallacies.

35. ―Support for birth control gives our kids license to have sex with no consequences.‖ This is an example of the a. straw man fallacy. b. loaded word fallacy. c. ad hominem fallacy. d. weak analogy fallacy.

ANSWER: b POINTS: 1 REFERENCES: The Straw Man Fallacy QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO5.1.3 - Define and give examples of reasoning fallacies.

36. Mention and explain three of the four guidelines for using evidence in an argument.

ANSWER: 1. Keep your evidence relevant to your topic. All evidence must directly support the argument the speaker is making.

2. Draw your evidence from highly credible sources. Choose sources that are well-respected and that audience members can easily identify.

3. Select evidence from diverse sources. Using a variety of sources demonstrates the scope of the research completed and enhances your credibility.

4. Incorporate evidence that addresses all types of appeals. Using evidence that is logical, demonstrates your credibility, taps into the audience's emotions, and is linked to the audience's cultural beliefs provides a broad foundation to support your claims.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Guidelines for Using Evidence in Argument QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO5.1.2 - Explain how to use evidence in an argument.

37. List three of the four types of reasoning. Define each one and explain its strengths and weaknesses.

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ANSWER:

1. Deductive—reasoning from a general principle to a specific case. Strengths: uses established formal logic. Weaknesses: relying on invalid premises will lead to false conclusions.

2. Inductive—reasoning from specific examples to a general principle. Strengths: examples visualize and personalize the argument for the audience. Weaknesses: insufficient examples can be unrepresentative and not relevant to the general group the examples are supposed to represent.

3. Causal—reasoning that one event causes another. Strengths: useful for explaining why things happen and predicting what will happen in the future. Weaknesses: speakers may argue for a cause-effect relationship when one is not really there.

4. Analogical—reasoning by showing similarities between two distinct cases. Strengths: links what is familiar to the audience with what is unfamiliar. Weaknesses: key differences between the two things compared may be ignored.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Using Reasoning Effectively QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO5.2.1 - Explain the concept of deductive reasoning.

38. Explain the two keys that can be applied in deductive reasoning when linking claims to evidence during persuasive speaking.

ANSWER: 1. The speaker must have sufficient supporting evidence to convince the audience that the general condition (major premise) and specific instance (minor premise) are true or correct.

2. The speaker must have sufficient supporting evidence to show that the conclusion is the correct one based on the premises.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Validity of Reasoning QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO5.1.2 - Explain how to use evidence in an argument.

39. List and explain three of the four common fallacies in a claim in a speaker's argument.

ANSWER: 1. Also called either-or thinking, the false dilemma fallacy occurs when a speaker tries to reduce the choices an audience can make to two, even though other alternatives exist.

2. Also referred to as circular reasoning, begging the question is rooted in a speaker‘s claims.

When speakers beg the question, they imply the truth of the conclusion in the premise or simply assert that the validity of the conclusion is self-evident.

3. A slippery-slope fallacy occurs when a speaker says that one event will necessarily lead to another without showing any logical connection between the two.

4. Also called an appeal to ignorance, the ad ignorantiam fallacy suggests that because a claim has not been shown to be false, it must be true. It is also called the burden-of-proof fallacy. Conspiracy theories appeal to ignorance.

(Students‘ answers may vary.)

POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Avoiding Fallacies in Argument QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO5.1.3 - Define and give examples of reasoning fallacies.

40. How can mythos be used in speeches?

ANSWER: Appeals to cultural beliefs or mythos rely on the values and beliefs embedded in well-known cultural narratives or stories to influence an audience. Telling original stories can allow speakers to connect with audiences by arousing the audience members‘ emotions. Retelling familiar stories can be very persuasive too. Cultures are founded and preserved based on stories that are told and retold. Creation myths, folk tales, parables, folk songs, legends, ballads, and literature all help cultural groups form coherent identities that are passed from one generation to the next. By referring to these cultural narratives in their presentations, speakers can forge a common bond with their audiences. But to be persuasive, the cultural stories the speaker uses must also create a positive impression for the argument.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Mythos: Appeals to Cultural Beliefs QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO5.6.1 - Explain how to appeal to cultural beliefs in a speech.

Chapter 16: Distance Speaking and Media Appearances 1. In distance-speaking situations, it can be helpful for participants to not see each other. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Telephone Meetings QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

2. There is no need to prepare and practice for a telephone meeting. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Telephone Meetings QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

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3. When done well, distance-speaking events can be even more interactive and productive than face-to-face conferences. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Guidelines for Distance Speaking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

4. You prepare more rigorously for a classroom speech or a public presentation than you do for distance speaking. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Preparation and Practice QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

5. Online audiences tend to tune out speakers when something interesting is happening on the screen. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Guidelines for Distance Speaking QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

6. You present yourself and your content in an engaging way by a. how you appear on the screen. b. how clearly you organize your ideas. c. how convincingly you present your ideas. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Guidelines for Distance Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

7. The following are all types of communication professionals who came out with guidelines for settings necessary for any Copyright Cengage Learning. Powered by Cognero.

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kind of distance speaking EXCEPT a(n) a. photographer. b. light technician. c. editor. d. illustrator.

ANSWER: b POINTS: 1 REFERENCES: The Setting QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

8. All of the following have been identified as making a good visual impression in a home set up EXCEPT the a. camera angle. b. lighting. c. plants. d. music.

ANSWER: d POINTS: 1 REFERENCES: The Setting QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

9. ―You seriously undermine your credibility if you present yourself in a way that can be interpreted as demonstrating a lack of respect for the audience.‖ This is true for a. setting. b. delivery. c. personal appearance. d. using slides.

ANSWER: d POINTS: 1 REFERENCES: Personal Appearance QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

10. You can manage your anxiety by using all of the following techniques EXCEPT a. relabeling. b. visualization. c. breathing. d. tapping.

ANSWER: d Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Delivery QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

11. You can create a comfortable environment for the audience from the start by a. describing your goals for the presentation. b. stating the thesis statement. c. stating the call to action if appropriate. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Delivery QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

12. To stimulate and coordinate active involvement from your audience, you can do all of the following EXCEPT a. encourage the participants to utilize whatever interactive tools are at their disposal. b. ask audience members not to share files. c. go into breakout sessions. d. keep track of how the audience is reacting to your presentation.

ANSWER: b POINTS: 1 REFERENCES: Delivery QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

13. When giving distance presentations, effective speakers a. focus on the camera, not the audience, if an in-person audience is also present. b. encourage participants to use interactive tools to ask questions and make comments. c. try not to move much while speaking to remain centered in the video frame. d. quickly read each presentation slide in case any participants are having trouble with the video.

ANSWER: b POINTS: 1 REFERENCES: Delivery QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

14. When you are in the audience for a distance-speaking event, you should not Copyright Cengage Learning. Powered by Cognero.

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a. ask questions. b. support good ideas. c. act apathetic. d. demonstrate appreciation for an impressive presentation.

ANSWER: c POINTS: 1 REFERENCES: As You Conclude QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

15. __________ are proactive attempts by groups to gain attention and get access to the media. a. Media spokespeople b. Media initiatives c. Media responses d. Media presentations ANSWER: b POINTS: 1 REFERENCES: Taking Initiative QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

16. __________ refer(s) to media appearances that the media requests. a. Media spokesperson b. Media initiatives c. Media responses d. Media presentations ANSWER: c POINTS: 1 REFERENCES: Taking Initiative QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

17. __________ requires a willingness to accept a special kind of responsibility that many people shy away from. a. Being a media spokesperson b. Running a media initiative c. Handling media responses d. Making media presentations ANSWER: a POINTS: 1 REFERENCES: Taking Initiative Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

18. Group members who have specialized knowledge or interests a. explain specific kinds of work, ideas, or positions. b. volunteer to assume these roles. c. gain attention and get access to the media. d. All of these answers are correct.

ANSWER: a POINTS: 1 REFERENCES: Taking Initiative QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

19. Helping create a visible, positive profile for an organization brings __________, especially in today‘s highly competitive, information-saturated environment. a. attention b. recognition c. respect d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Taking Initiative QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

20. ―Acting as a recognized group greatly increases the chances of drawing media attention.‖ This is a sure way to gain a. media access. b. media initiatives. c. media responses. d. media presentations.

ANSWER: a POINTS: 1 REFERENCES: Gaining Access QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

21. The recommendations offered here for electronic media apply to many kinds of presentations made online EXCEPT for a. making contact.

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b. previewing the questions. c. getting your sound bites ready. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Practical Guide for Media Appearances QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

22. All the following are general guidelines for an interviewee during an interview EXCEPT a. writing down keywords and phrases that you can quickly review. b. listening carefully to the questions, and replying directly to the camera, not the interviewer. c. limiting your physical movement but trying not to look stiff or uncomfortable. d. speaking clearly, with good volume, and not too fast.

ANSWER: b POINTS: 1 REFERENCES: Speaking in Studio QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

23. ―As the media spokesperson being interviewed, you should first establish excellent rapport with the crew.‖ This applies to a. appearing on camera. b. speaking in studio. c. speaking on location. d. appearing on the radio.

ANSWER: c POINTS: 1 REFERENCES: Speaking on Location QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

24. ―The production crew may apply some makeup to your face to help reduce glare from the lights.‖ This applies to a. appearing on camera. b. speaking in the studio. c. speaking on location. d. appearing on the radio.

ANSWER: b POINTS: 1 REFERENCES: Speaking in Studio Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

25. ―By reviewing a recording of the interview, the media spokesperson can learn what worked and what didn‘t, and that helps the spokesperson prepare for subsequent opportunities.‖ This implies a. media access. b. media initiatives. c. media responses. d. media follow up.

ANSWER: d POINTS: 1 REFERENCES: Follow Up QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

26. __________ refers to the planned and structured presentation of ideas transmitted from one physical location to other locations by means of information and communications technology. a. External communication b. Graphical online presentations c. Distance speaking d. Video conferencing ANSWER: c POINTS: 1 REFERENCES: Distance Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

27. __________ is (are) a visually based talk delivered to an audience where the speaker is heard but does not appear on the screen or does so only for a short time. a. Telephone meetings b. Graphical online presentations c. Distance speaking d. Video conferencing ANSWER: b POINTS: 1 REFERENCES: Graphical Online Presentations QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

28. Which of the following helps members exchange ideas, solve problems, make assignments, set deadlines, and arrange Copyright Cengage Learning. Powered by Cognero.

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schedules? a. Telephone meetings b. Graphical online presentations c. Distance speaking d. Video conferencing ANSWER: a POINTS: 1 REFERENCES: Telephone Meetings QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

29. Today‘s high-definition screens and broadband-quality audio make __________ feel realistic and appealing. a. telephone meetings b. graphical online presentations c. distance speaking d. video conferencing ANSWER: d POINTS: 1 REFERENCES: Distance Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.5.3 - Identify guidelines for working with group members during video conferences.

30. A neat, ―professional‖ look might not be appropriate for a rapper, rocker, or Rastafarian promoting a concert tour or new album, but dressing for media appearances in a more conventional way usually is the best solution.‖ This best applies to a. appearing on camera. b. speaking in studio. c. speaking on location. d. appearing on the radio.

ANSWER: a POINTS: 1 REFERENCES: Appearing on Camera QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

31. A CEO of a large corporation, called for a meeting to introduce a new business plan by using an encrypted intranet video presentation that thousands of employees in various locations can watch and respond to at work or at home. Which of the following best describes this scenario? a. External communication b. Graphical presentations Copyright Cengage Learning. Powered by Cognero.

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c. Internal communications d. Appearing on camera ANSWER: c POINTS: 1 REFERENCES: Distance Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

32. Voice over Internet Protocol (VoIP) which connects participants is mostly used in which of the following? a. External communication b. Graphical online presentations c. Internal communications d. Telephone meetings ANSWER: b POINTS: 1 REFERENCES: Distance Speaking QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

33. All of the following are guidelines for distance speaking as mentioned in your textbook EXCEPT a. setting. b. delivery. c. personal appearance. d. appearing on camera.

ANSWER: d POINTS: 1 REFERENCES: Guidelines for Distance Learning QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

34. ―Don‘t disappear into the frame; sit close enough to the camera to be the main focus.‖ This applies to which of the following? a. setting. b. delivery. c. personal appearance. d. appearing on camera.

ANSWER: a POINTS: 1 REFERENCES: Guidelines for Distance Learning QUESTION TYPE: Multiple Choice Copyright Cengage Learning. Powered by Cognero.

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HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.1.5 - Describe strategies for speaking effectively in a virtual environment.

35. Give a brief definition for the terms media initiatives and media response and provide an example for each.

ANSWER: Media initiatives is the proactive attempts by groups to gain attention and get access to the media. An example is businesses, organizations, and groups who actively seek the help of media for publicity or to state their position on various issues into public discussion.

Media responses is the appearances by a spokesperson requested by the media. An example is when the media approach experts and organizations for comments on some topical issues.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Taking Initiatives QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO7.3.13 - Use visual and audio media during a speech.

36. Briefly explain three types of distance speaking discussed in your textbook and give the advantages of each type.

ANSWER: 1. Videoconferences allow people at two or more locations to communicate interactively by means of simultaneous video and audio transmission. Advantages are that other participants can jump in at various junctures during the meeting and contribute significantly to the ongoing discussion. Today‘s high-definition screens and broadband-quality audio make videoconferencing feel realistic and appealing.

2. Graphical online presentations, in contrast, provide visuals, but the speaker is only heard, not shown on the screen. Advantages include the following: emphasizing visual detail, less formal than videoconferences, less technologically demanding, slides can be shared, and the event can be archived.

3. Telephone meetings involving multiple participants keep everyone in touch with each other. Advantages include the following: inexpensive cost with minimal technology needed, less formal, spontaneous with less setup needed, unlimited number of possible participants, participants can easily drop in and out as needed, helps maintain professional working relationships (Students‘ answers may vary.)

POINTS: 1 REFERENCES: Videoconferences QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO7.3.13 - Use visual and audio media during a speech.

37. What are the main points stated in your textbook regarding setting that can help you maximize the visual impact of any distance-speaking opportunity?

ANSWER: 1. Use natural light when possible or soft artificial light in front of you, not behind you.

2. Position your phone, tablet, or camera at eye level or slightly above you, not below you.

3. Avoid a messy background, but it is okay to show tasteful wall art, plants, or furniture.

4. Display artifacts that are connected to your work or personality, like bookshelves, maps, sports gear, or musical instruments.

5. Do not disappear into the frame; sit close enough to the camera to be the main focus.

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(Students‘ answers may vary.)

POINTS: 1 REFERENCES: The Setting QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO7.3.13 - Use visual and audio media during a speech.

38. List the guidelines for distance speaking that are mentioned in your textbook.

ANSWER: 1. Preparation and practice 2. The setting 3. Personal appearance 4. Delivery 5. Using slides 6. As you conclude (Students‘ answers may vary.)

POINTS: 1 REFERENCES: Guidelines for Distance Speaking QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO7.3.13 - Use visual and audio media during a speech.

39. Explain how one can become an effective media spokesperson as described in your textbook.

ANSWER: A media spokesperson is someone qualified to make media appearances on behalf of a business, organization, or group. Consider your personal interests and the needs of any employer, organization, or group with which you are now connected or could be in the future. Do you think you could represent them as a spokesperson? If so, the rewards are many.

You can build on the public speaking skills you have acquired to fulfill the two main responsibilities of a media spokesperson: the ability to connect personally with others and the skills needed to perform well as a communicator. Your public speaking class helps prepare you for work as a professional spokesperson or a volunteer for all kinds of non-profit organizations and community groups. Becoming a media spokesperson requires a willingness to accept a special kind of responsibility that many people shy away from.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Making Media Appearances QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO7.3.13 - Use visual and audio media during a speech.

40. As a spokesperson for your organization, you have been called upon to do an interview in a studio. What are the general guidelines to keep in mind during the interview?

ANSWER: 1. Write down keywords and phrases that you can quickly review just moments before the Copyright Cengage Learning. Powered by Cognero.

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interview begins, prompting you to stress the most important points you want to make.

2. Listen carefully to the questions, and reply directly to the interviewer, not the camera 3. Be assertive, confident, and to the point, but present yourself as thoughtful, reasonable, comfortable, and friendly.

4. Speak clearly, with good volume, and not too fast.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Speaking in Studio QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO7.3.13 - Use visual and audio media during a speech.

Chapter 17: Special Occasion and Group Presentations 1. Aligning speaker experiences with those of the audience will keep them attentive and engaged. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Introduction QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.4.5 - Identify strategies for working with group members on a roundtable discussion.

2. Ceremonial speeches are speeches given in specific contexts to mark an event, person, object, or place. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Special Occasion Speeches QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.2.5 - Differentiate between toasts, roasts, and speeches of tribute.

3. Speeches of nomination focus on the qualifications or accomplishments of a particular person. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Speeches of Nomination QUESTION TYPE: True / False HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: PBSP LO3.2.2 - Differentiate between best practices for a speech of nomination and a speech of recognition.

4. An acceptance speech is one presented by an individual who is being recognized, honored, or given an award. a. True b. False ANSWER: True POINTS: 1 REFERENCES: Acceptance Speeches QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.2.3 - Differentiate between best practices for an award speech and an acceptance speech.

5. Eulogies are a special kind of speech or tribute presented as retrospectives about individuals who are still alive. a. True b. False ANSWER: False POINTS: 1 REFERENCES: Tributes QUESTION TYPE: True / False HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.2.7 - Describe best practices for preparing and delivering a eulogy.

6. When you are giving an effective speech of tribute, you will enhance your speech by keeping which of the following suggestions in mind? a. Prepare meticulously b. Evoke emotion appropriately c. Provide inspiration d. All of these choices are correct.

ANSWER: d POINTS: 1 REFERENCES: Tributes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.2.7 - Describe best practices for preparing and delivering a eulogy.

7. Effective roasts share the following characteristics EXCEPT a. addressing the honoree and the larger audience. b. organizing your ideas. c. keeping remarks short and upbeat. d. recounting brief stories.

ANSWER: c POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Toasts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.2.5 - Differentiate between toasts, roasts, and speeches of tribute.

8. When preparing your remarks for a toast, you should follow all of these guidelines EXCEPT for a. following the rules for the ritual. b. keeping your remarks short and upbeat. c. considering the seriousness of the occasion. d. using somebody else‘s thoughts and words.

ANSWER: d POINTS: 1 REFERENCES: Toasts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.2.5 - Differentiate between toasts, roasts, and speeches of tribute.

9. An after-dinner speech is a. a speech given after a meal that is designed to add something lighthearted and pleasurable to the occasion. b. a speech that involves humorous and good-natured ridicule directed toward the guest of honor at an event. c. a speech that gives credit, respect, admiration, gratitude, or inspiration to someone who has accomplished something significant. d. a speech presented by an individual who is being recognized, honored, or given an award.

ANSWER: a POINTS: 1 REFERENCES: After-Dinner Speeches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.2.4 - Describe the typical components of an after-dinner speech.

10. The following guidelines will help you develop an effective elevator speech EXCEPT a. getting the audience‘s attention. b. establishing your credibility. c. providing compelling content. d. following the rules for the ritual.

ANSWER: d POINTS: 1 REFERENCES: The Elevator Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.3.5 - Identify ways to evaluate the effectiveness of a group presentation.

11. Which of the following is an option for presenting in small groups?

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a. Toasts b. Symposiums c. Roasts d. Testimonials ANSWER: b POINTS: 1 REFERENCES: Symposium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.3.5 - Identify ways to evaluate the effectiveness of a group presentation.

12. __________ is especially important in panel discussions as participants likely do not know exactly what others will say. a. Knowing the topic b. Careful listening c. Generating new ideas d. A free-flowing exchange about a problem ANSWER: b POINTS: 1 REFERENCES: Panel Discussion QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.4.4 - Identify best practices for preparing and presenting with group members in a panel discussion format.

13. Knowing how to create a good elevator speech can help you a. contribute to meetings and consultations. b. participate in panel discussions and videoconferences. c. positively affect others in the workplace. d. All of these choices are correct.

ANSWER: d POINTS: 1 REFERENCES: Forum QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.3.5 - Identify ways to evaluate the effectiveness of a group presentation.

14. The question-and-answer session that follows a formal group presentation is called a a. panel discussion. b. symposium. c. forum. d. roundtable discussion.

ANSWER: c Copyright Cengage Learning. Powered by Cognero.

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POINTS: 1 REFERENCES: Forum QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.4.6 - Describe strategies for working with group members on a forum discussion.

15. A discussion in which expert participants discuss a topic in an impromptu format is a a. symposium. b. roundtable discussion. c. panel discussion. d. forum.

ANSWER: b POINTS: 1 REFERENCES: Roundtable Discussion QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.4.5 - Identify strategies for working with group members on a roundtable discussion.

16. An acceptance speech is a. a speech presented by an individual who is being recognized, honored, or given an award. b. a speech of tribute presented as a retrospective about an individual who has died. c. a speech that gives credit, respect, admiration, gratitude, or inspiration to someone who has accomplished something significant. d. a speech that involves humorous and good-natured ridicule directed toward the guest at the event.

ANSWER: a POINTS: 1 REFERENCES: Acceptance Speeches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.2.3 - Differentiate between best practices for an award speech and an acceptance speech.

17. A general rule that applies to acceptance speeches is a. expressing gratitude and humility. b. being succinct. c. contextualizing the award. d. All of these choices are correct.

ANSWER: d POINTS: 1 REFERENCES: Acceptance Speeches QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: PBSP LO3.2.3 - Differentiate between best practices for an award speech and an acceptance speech.

18. One principle of good speechmaking is a. narrowing down your comments to the basics. b. contributing original and useful information. c. using keywords and phrases you want your audience to remember. d. All of these choices are correct.

ANSWER: d POINTS: 1 REFERENCES: Public Testimony QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.3.5 - Identify ways to evaluate the effectiveness of a group presentation.

19. An important opportunity for group members to review their performance and develop a more polished and effective presentation is a. working independently to prepare their individual speeches. b. recording the group‘s speeches during the rehearsal stage. c. rehearsal summary or the presentation d. All of these answers are correct.

ANSWER: b POINTS: 1 REFERENCES: Symposium QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.3.5 - Identify ways to evaluate the effectiveness of a group presentation.

20. Effective team reports a. provide inconsistencies with no transitions between the report‘s sections. b. use pronouns such as I to identify the group. c. recognize the contributions of all group members. d. All of these choices are correct.

ANSWER: c POINTS: 1 REFERENCES: Team Report QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.3.5 - Identify ways to evaluate the effectiveness of a group presentation.

21. In a panel discussion, a. the facilitator asks questions to direct the group‘s interaction, which occurs in front of an audience. b. the moderator provides an introduction and gives an overview of the topic. c. group members are experts on the subject and know beforehand what will be covered.

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d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Panel Discussion QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.4.4 - Identify best practices for preparing and presenting with group members in a panel discussion format.

22. A good tip that will help you establish rapport with the audience in a forum is a. maintaining good eye contact with the questioner. b. making a note that reflects the questioner‘s concern. c. thanking the questioner and not becoming defensive. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Forum QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.4.6 - Describe strategies for working with group members on a forum discussion.

23. A nomination speech is a. a speech that demonstrates why an individual would be successful at something if given a chance. b. a speech presented by an individual who is being recognized, honored, or given an award. c. a speech that gives credit, respect, admiration, gratitude, or inspiration to someone who has accomplished something significant. d. a speech that involves humorous and good-natured ridicule directed toward the guest of honor at an event.

ANSWER: a POINTS: 1 REFERENCES: Speeches of Nomination QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.2.2 - Differentiate between best practices for a speech of nomination and a speech of recognition.

24. A speech of introduction is a short speech that a. researches the audience‘s opinion. b. introduces the audience. c. introduces the main guest to an audience. d. introduces the main speaker to an audience.

ANSWER: d POINTS: 1 REFERENCES: Speeches of Introduction Copyright Cengage Learning. Powered by Cognero.

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QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.2.2 - Differentiate between best practices for a speech of nomination and a speech of recognition.

25. A speech of tribute is a speech that gives a. credit and respect to someone who has accomplished something significant. b. admiration, gratitude, or inspiration to someone who has accomplished something significant. c. inspiration to someone who is about to embark on an adventure. d. All of these choices are correct.

ANSWER: d POINTS: 1 REFERENCES: Tributes QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.2.5 - Differentiate between toasts, roasts, and speeches of tribute.

26. What questions might you ask yourself when preparing for a public testimony? a. What do you know about the attitudes of the decision-makers toward the proposed changes? b. What are the proposed changes, and how will they impact your life? c. To whom will you be speaking when you give your testimony? d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Public Testimony QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.3.5 - Identify ways to evaluate the effectiveness of a group presentation.

27. In a symposium, a. one member of a group presents the group‘s findings. b. each member of a group presents a speech about a part of a larger topic. c. group members are experts on the subject and know beforehand what will be covered. d. audience members expect presenters to talk over each other.

ANSWER: b POINTS: 1 REFERENCES: Presenting in Small Groups QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.3.5 - Identify ways to evaluate the effectiveness of a group presentation.

28. During roundtable discussions, which of the following takes place? a. All discussants are encouraged to participate.

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b. Speakers typically offer different and often opposing viewpoints, making critical listening essential. c. Participants are expected to carefully examine speakers‘ ideas and supporting evidence. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Roundtable Discussion QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.4.5 - Identify strategies for working with group members on a roundtable discussion.

29. Which of the following tips will help you and others in your group establish rapport with the audience in a forum? a. Maintain good eye contact with the questioner. b. When possible, make notes that reflect the questioner‘s concern. c. Always thank the questioner and do not become defensive. d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Forum QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.4.6 - Describe strategies for working with group members on a forum discussion.

30. Which of the following special occasions calls for some type of speech? a. Marking an event, person, object, or place b. Nominating the accomplishments of a particular person c. Attending an awards ceremony d. All of these answers are correct.

ANSWER: d POINTS: 1 REFERENCES: Special Occasion Speeches QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.2.2 - Differentiate between best practices for a speech of nomination and a speech of recognition.

31. All of the following are basic guidelines for a speech of introduction EXCEPT a. Gather your information b. Express gratitude and humility c. Prepare the audience d. Connect with the audience ANSWER: b POINTS: 1 Copyright Cengage Learning. Powered by Cognero.

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REFERENCES: Speeches of Introduction QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.2.2 - Differentiate between best practices for a speech of nomination and a speech of recognition.

32. Which of the following exposes a guest of honor to ironic and sometimes scathing but never mean-spirited remarks in front of others? a. Toasts b. After-dinner speeches c. Nomination speeches d. Roasts ANSWER: d POINTS: 1 REFERENCES: Roasts QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.2.2 - Differentiate between best practices for a speech of nomination and a speech of recognition.

33. A factual information and opinions about policy issues presented to government bodies or other public institutions is known as which of the following? a. Symposium b. Panel discussions c. Public testimony d. Public forum ANSWER: c POINTS: 1 REFERENCES: Public Testimony QUESTION TYPE: Multiple Choice HAS VARIABLES: False LEARNING OBJECTIVES: PBSP LO3.3.5 - Identify ways to evaluate the effectiveness of a group presentation.

34. A short presentation that impressively explains who the person is, what they do, or what they would like to do professionally is known as a. Speeches of introduction b. Elevator speech c. Public testimony d. Speech of tribute ANSWER: b POINTS: 1 REFERENCES: The Elevator Speech QUESTION TYPE: Multiple Choice HAS VARIABLES: False Copyright Cengage Learning. Powered by Cognero.

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LEARNING OBJECTIVES: PBSP LO3.3.5 - Identify ways to evaluate the effectiveness of a group presentation.

35. At your annual schools reunion event, you were recognised and awarded for your outstanding contributions and dedication to the growth and successes of your old school association. What are some of the things you must briefly consider when giving your acceptance speech?

ANSWER: 1. Express gratitude and humility: First, give thanks the people who helped you succeed.

Second, minimize your personal accomplishments, demonstrating a sense of perspective, even humbleness.

2. Be succinct: Listeners expect comments made when accepting an award to be short and straight to the point.

3. Contextualize the award: You may provide a context for the award by describing what you did that led to the award or telling a story related to the occasion. These comments, often emotionally touching and inspiring, personalize the award and help the audience feel more connected with you.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Acceptance Speech QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO3.2.2 - Differentiate between best practices for a speech of nomination and a speech of recognition.

36. What are some basic guidelines that will help make your speech of introduction successful?

ANSWER: 1. Gather your information. Research the speaker as you would any topic. If you‘re introducing someone you don‘t know personally, check online for information the person may have posted on a website or social media.

2. Prepare the audience. When introducing the main speaker, keep your remarks brief but also prepare the audience for the speaker and the occasion.

3. Connect with the audience. Even a speaker the audience knows well needs an introduction to demonstrate respect for that person and generate maximum enthusiasm among the listeners.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Speeches of Introduction QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO3.2.2 - Differentiate between best practices for a speech of nomination and a speech of recognition.

37. List three suggestions that you should keep in mind when you are giving an effective speech of tribute.

ANSWER: 1. Prepare meticulously. Speeches of tribute may be presented extemporaneously, in manuscript form, or from memory, but never impromptu.

2. Evoke emotion appropriately. The mood of the tribute depends on the occasion, but speeches of tribute are generally warm, friendly, and positive.

3. Provide inspiration. Speeches of tribute often inspire the audience as well as praise the person being honored.

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(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Tributes QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO3.2.5 - Differentiate between toasts, roasts, and speeches of tribute.

38. Describe the characteristics of effective roasts.

ANSWER: 1. Address the honoree and the larger audience. Speakers for roasts have two audiences—the person being roasted and everyone else in the room.

2. Organize your ideas. Although you don‘t have to go through all the steps for outlining a speech when preparing to give a roast, you still want to organize your ideas into a flow that makes sense. Develop a simple keyword outline on an index card, tablet, or phone to prompt you to move from one comment or story to the next.

3. Recount brief stories. Concise stories that call attention to the unique characteristics of the person being roasted often work well, but only if the audience recognizes the traits you plan to describe.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Roasts QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO3.2.5 - Differentiate between toasts, roasts, and speeches of tribute.

39. Describe the types of presentations that groups may give.

ANSWER: 1. Symposiums are the most common form of classroom group presentations and involve each participant presenting on a subtopic of the group‘s overall subject to an audience.

2. Team reports are presentations where one member of the group presents the entire report.

3. Panel discussions bring together experts on a topic who are asked questions by a moderator in front of an audience.

4. Roundtable discussions also include expert speakers but focus on a free-flowing exchange of ideas among participants to address some issue or problem.

5. Forums are question-and-answer sessions that may stand alone or occur after a symposium, team report, panel discussion, or roundtable.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Presenting in Small Groups QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO3.3.5 - Identify ways to evaluate the effectiveness of a group presentation.

40. Name two guidelines for any nomination speech you may give.

ANSWER: 1. Be well informed. The nominator must have accurate, concise, and compelling information about the nominee. Audience members want to know why they should consider a particular Copyright Cengage Learning. Powered by Cognero.

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candidate favorably.

2. Get the wording right. Most nomination speeches are brief. When making a nomination, accurately and clearly identify the nominee, cite the best reasons for selecting the individual, personalize the candidate without being too informal, express confidence in how the nominee will perform, ask for the group‘s support, and thank the group.

(Students‘ answers may vary.)

POINTS: 1 REFERENCES: Speeches of Nomination QUESTION TYPE: Subjective Short Answer HAS VARIABLES: False STUDENT ENTRY MODE: Basic LEARNING OBJECTIVES: PBSP LO3.2.2 - Differentiate between best practices for a speech of nomination and a speech of recognition.

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