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| A broad area of knowledge |
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| Some specific aspect of a subject |
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| An uncritical, non-evaluative process of generating associated ideas |
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| The study of the intended audience for your speech |
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| The active process of developing a strategy for tailoring your information to the specific speech audience |
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| A questionnaire designed to gather information from people |
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| The occasion and location for your speech |
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| A single statement of the exact response the speaker wants from the audience |
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| The process of locating information about your topic that has been discovered by other people |
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| Magazines and journals that appear at fixed intervals |
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| The process of conducting your own study to acquire information for your speech |
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| Specific instances that illustrate or explain a general factual statement |
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| Interpretations and judgments made by authorities in a particular subject area |
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| A person who has mastered a specific subject, usually through long-term study |
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| Brief, often amusing stories |
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| Accounts, personal experiences, tales, or lengthier stories |
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| Illuminate a point by showing similarities |
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| The unethical act of representing a published author’s work as your own |
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| The process of selecting and arranging the main ideas and supporting material to be presented in the speech in a manner that makes it easy fort the audience to understand |
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| Complete sentence representations of the main ideas used in your thesis statement |
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| A sentence that identifies the topic of your speech and the main ideas you will present |
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| A sentence representation of the hierarchical and sequential relationships between the ideas presented in a speech |
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| Wording in more than one sentence that follows the same structural pattern, often using the same introductory words |
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| Organizing the main points by a chronological sequence, or by the steps in a process |
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| Organizing the main points of the speech by categories or divisions of a subject |
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| Emphasizes when the main points provide proof supporting the thesis statement |
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| Words, phrases, or sentences that show the relationship between or bridge ideas |
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| goals of the introduction |
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| Getting attention, stating the thesis, establishing your credibility, setting a tone, creating a bond of goodwill |
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| methods of gaining attention |
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| Startling statement, rhetorical questions, personal reference, quotation, stories |
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| Describes the behavior you want your listeners to follow after they have heard your arguments |
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| Summary of main ideas, leaving vivid impressions, appeal to action |
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| The process of customizing our speech material to your audience |
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| Adapting the information in the speech so that audience members view it as important |
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| Showing how information is useful now or in the near future |
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| A relationship to personal space |
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| Presenting information in a frame of reference that is familiar to the audience |
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| The background, knowledge, attitudes, experiences, and philosophies that are shared by audience members and the speaker |
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| “we”, “us”, “our” pronouns that refer directly to members of the audience |
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| Questions phrased to stimulate a mental response rather than an actual spoken response on the part of the audience |
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| The level of trust that an audience has or will have in the speaker |
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| How well you convince your audience that your are qualified to speak on a topic |
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| Both character and apparent motives for speaking |
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| The extent to which you project an agreeable or pleasing personality |
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| intial audience attitudes |
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| Predispositions for or against a topic, usually expressed as an opinion |
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| A form of speech development that allows the audience to see as well as to hear information |
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| A three-dimensional representation of an idea you are communicating |
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| Use symbols and connecting lines to diagram the progressions through a complicated process |
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| A chart that compares information |
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| Charts that represent information using a series of vertical or horizontal bars |
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| Charts that indicate changes in one or more variables over time |
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| Charts that help audiences visualize the relationships among parts of a single unit |
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| A large pad of paper mounted on an easel. It can be an effective method for presenting visual aids |
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| public speaking apprehension |
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| A type of communication anxiety (or nervousness) is the level of fear you experience when anticipating or actually speaking to an audience |
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| The level of anxiety you experience prior to giving the speech, including the nervousness you feel while preparing and waiting to speak |
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| The surge in your anxiety level that you feel as you begin your speech |
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| The gradual decline of your anxiety level that begins about one minute into the presentation and results in your anxiety level declining to its pre-speaking level in about five minutes |
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| A method that reduces apprehension by helping you develop a mental picture of yourself giving a masterful speech |
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| systematic desensitization |
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| A method that reduces apprehension by gradually having you visualize increasingly more frightening events |
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| public speaking skills training |
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| The systematic teaching of the skills associated with the processes involved in preparing and delivering an effective public speech, with the intention of improving speaking competence and thereby reducing public speaking apprehension. |
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| The scaled highness or lowness of the sound a voice makes |
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| The degree of loudness of the tone you make as you normally exhale, your diaphragm relaxes, and air is expelled through the trachea |
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| The speed at which you talk |
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| The tone, timbre, or sound of your voice |
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| Using the tongue, palate, teeth, jaw movement, and lips to shape vocalized sounds that combine to produce a word |
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| The form and accent of various syllables of a word |
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| The articulation, inflection, tone, and speech habits, typical of the natives of a country, a region, or even a state or city |
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| Movement of your hands, arms and fingers that describe and emphasize what you are saying |
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| Motion of the entire body |
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| The position or bearing of the body |
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| Refers to assurance of manner |
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| An informal style of presenting a speech so that your audience feels you are talking with them, not at them |
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| Excitement or passion about your speech |
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| The contrasts in pitch, volume, rate, and quality that affect the meaning an audience gets from the sentences you speak |
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| Giving different shades of expressiveness to words |
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| A voice in which the pitch, volume, and rate remain constant with no word, idea, or sentence differing significantly from any other |
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| A naturalness that seems unrehearsed or memorized |
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| Speech that flows easily, without hesitations and vocal interferences |
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| Looking directly at the people with whom you are speaking |
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| Speech that are delivered with only seconds or minutes of advance notice for preparation and usually presented without referring to notes of any kind |
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| Those that are prepared by creating a complete written manuscript and delivered by rote memory or by reading a written copy |
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| Speech that are researched and planned ahead of time, although the exact wording is not scripted and will vary from presentation to presentation |
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| Practicing the presentation of your speech aloud |
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| Word or phrased outlines of your speech |
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| A speech that has a goal to explain or describe facts, truths, and principles in a way that increases understanding |
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| intellectually stimulating |
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| Information that is new to audience members |
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| Using information in a way that yields different or original ideas and insights |
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| Thinking that occurs when we contemplate something from a variety of different perspectives |
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| A system of improving memory by using formulas |
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| Words formed from the first letter of a series of words |
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| The informative method used to create an accurate, vivid, verbal picture of an object, geographic feature, setting or image |
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| A method of informing that explains something by identifying its meaning |
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| A word that has the same or similar meaning |
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| A word that is a direct opposition |
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| A method of informing that explains something by focusing on how it is similar and different from other things |
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| A method of informing that explains something by recounting events |
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| A method of informing that explains something by showing how something is done, by displaying the stages of a process, or by depicting how something works |
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| An informative presentation that provides carefully researched, in-depth knowledge about a complex topic |
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| A speech that ahs a goal to influence the beliefs or behaviors of audience members |
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| A declarative sentence that clearly indicates the speaker’s position on the topic |
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| Not knowing enough about a topic to have formed an opinion |
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| Knowing the basics about a topic but still not having an opinion about it |
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| Having no opinion because one is uninterested to a topic |
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| Main point statements that summarize several related pieces of evidence and show why you should believe or do something |
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| The process of proving conclusions you have drawn form reasons and evidence |
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| Support a claim by providing one or more individual examples |
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| Support a claim with a single comparable example that is significantly similar to the subject of the claim |
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| Support a claim by citing events that have occurred to bring about the claim: “The dry weather hurt the local lake economy.” |
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| Support a claim by citing information that signals the claim: “longer lines at a soup kitchen are a sign that the economy is worsening.” |
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| A fallacy that presents a generalization that is either not supported with evidence or is supported with only weak evidence |
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| A fallacy that occurs when the alleged cause fails to be related to, or to produce the effect: “The black cat crossing the street brought me bad luck, so I had an accident.” |
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| A fallacy that occurs when one attacks the person making the argument rather than the argument itself |
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| The audience perception that the speaker understands empathizes with and is responsive to them |
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| Showing care about the audience by acknowledging feedback from the audience, especially subtle negative cues |
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| Forces acting on or within an organism to initiate and direct behavior |
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| A reward promised if a particular action is taken or goal reached |
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| statement of reasons pattern |
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| A straight forward organization in which you present the best-supported reasons you can find |
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| comparative advantages pattern |
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| An organization that allows you to place all the emphasis on the superiority f the proposed course of action |
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| criteria satisfaction pattern |
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| An indirect organization that first seeks audience agreement on criteria that should be considered when they evaluate a particular proposition and then shows how the proposition satisfies those criteria |
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| An organization that provides a framework for clarifying the nature of the problem and for illustrating why a given proposal is the best one. |
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| motivate sequence pattern |
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| An organization that combines the problem solution pattern with explicit appeals designed to motivate the audience to act. The five steps of the motivated sequence are: attention, need, satisfaction, visualization, action |
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