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| first people to divide speech into three parts |
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| three parts of greeks and romans speeches |
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| statement of facts, argument and reputation |
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| Cicero's two types of exortium |
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| introduction and insinuation |
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| lays out the case of plain language |
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| audience has some animosity, topic is controversial |
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| finish with a bang because the last message is the one that you'll remember |
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| problem-solution, problem-cause, comparative-advantages |
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| happy occasion in which to give a speech |
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| goal of epidipitic adress |
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| find connection between the event and social value it represents |
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| meaning is derived from individual words used in a strategic way |
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| ill-defined, politically powerful term or phrase that can push people to action |
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| cluster approach (rhetorical history and myth) |
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| meaning conveyed through more complex structures such as stories |
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| the degree to which the story makes sense |
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| the degree to which the story matches our own beliefs and experiences |
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| similarly structuring related words, phrases and clauses |
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| two ideas that sharply contrast with each other/ juxtaposed in parallel grammatical structures |
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| simple form of informative speech, touch on highlights of speaker's life |
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| uses chronological organizational pattern, usually "how to" speeches |
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| combines elements of both speeches about objects and speeches about process |
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| focus on informing audience about beliefs, values and theories |
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| five main points of intros |
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| grab attention, thesis, establish credibility, preview main points, transition |
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| exists when central issue of disagreement is whether something occurred or not |
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| dispute over the meaning of a term |
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| when the sides in an argument seek to persuade an audience about the morel or ethical nature of an action |
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| when both sides debate the competency on the judge |
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| when a speaker seeks to persuade people about how to interpret facts |
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| to celebrate, to praise, to commemorate |
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| always tied to the moment or occasion on which you give the speech |
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| expressing humility or gratitude during speech |
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| the common way in which we communicate to others |
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| the symbols used to represent things are not intrinsically connected to those things |
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| language does not have a precise, concrete meaning |
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| words are not concrete and not tangible |
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| places values of more or less on everything |
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| meaning is derived from individual words used in a strategic way |
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| attracts interest of your audience |
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| tells audience what you want to discuss |
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| connects introduction to the first main point |
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| arranging points in the order in which they occur |
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| orders points by first discussing a problem then providing a solution |
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| arranges points according to geography or logical movement through an area |
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| organization of points by sub points that do not naturally fir together another way |
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| connective that lets audience know what is next |
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| persuasive speech about the rightness or wrongness of an idea, action or issue |
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| speaker takes a position on whether an action should be taken |
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| aristotles two types of persuasion |
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| deliberative speech, forensic speech |
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| focuses on discussion policies and actions to be taken |
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| speaker debate the facts of a case |
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| 4 elements of persuasive process |
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| issue awareness, comprehension, acceptance, integration |
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| issue awareness (in persuasive speech) |
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| the speaker alerts the audience about an issue requiring their attention |
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| comprehension (in persuasive speech) |
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| provide the context for the issue in dispute so that audience understands what you are talking about |
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| acceptance (in persuasive speech) |
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| audience decides whether or not to agree with the position advocated for by the speaker |
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| integration (in persuasive speech) |
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| audience makes speakers position a part of its own personal philosophy and world view |
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| what we bring to the speaking situation |
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| the reputation you bring to a speaking situation |
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| level of credibility during a speech |
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| the credibility with which you end the speech |
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| speaker chooses not to acknowledge facts about your case that might damage it |
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| speaker willfully makes untrue statements to an audience |
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| deliberate misrepresentation of facts and evidence to an audience |
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| use of force or threats to make someone do something against their will |
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| appealing to the emotions of your listeners |
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| three ways to communicate |
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| listening for appreciation |
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| when we try to understand a message or learn about something we do not know |
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| making a judgement about a message |
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| listening to understand a message by processing, storing and potentially evaluating a message |
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| reactions to the environment |
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| acting as though we are listening without paying attention to the message |
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| when listeners attempt to hide their inattention to the message by appearing as though they are listening attentively |
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| reflects the audiences inability to enter the presentation with an open mind |
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| the ability to produce a desired result |
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| involved in activities that stimulate changes |
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| lots of personal resources |
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| motivated by ideals, don't have lots of resources, middle class |
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| middle class, motivated by success |
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| achievers without financial resources, motivated by achievement |
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| motivated by image, have the capability to express it and improve it |
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| economically challenged, value self sufficiency |
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| lowest income bracket, motivated by need |
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