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| The literal or dictionary meaning of a word or phrase. |
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| The meaning suggested by the associations or emotions triggered by a word or phrase. |
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| Words that refer to tangible objects |
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| Words that refer to ideas or concepts. |
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| Discourse that takes many more words than are necessary to express the idea. |
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| The use of vivid language to create mental images of objects, actions, or ideas. |
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| An explicit comparison, introduced with the word "like" or "as," between things that are essentially different yet have something in common. |
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| A trite or overused expression. |
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| An implicit comparison, not introduced with the word "like" or "as," between two things that are essentially different yet have something in common. |
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| The pattern of sound in a speech created by the choice and arrangement of words. |
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| The similar arrangement of a pair or series or related words, phrases, or sentences. |
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| Reiteration of the same word or set of words at the beginning or end of successive clauses or sentences. |
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| Repetition of the initial consonant sound of close or adjoining words. |
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| The juxtaposition of contrasting ideas, usually in parallel structure. |
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| Language that does not stereotype, demean, or patronize people on the basis of gender, race, religion, disability, sexual orientation, or other factors. |
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| The use of "he" to refer to both women and men. |
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| An object, usually built to scale, that represents another object in detail. |
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| A visual aid used to show statistical trends and patterns. |
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| A graph that uses one or more lines to show changes in statistics over time or space. |
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| A graph that highlights segments of a circle to show simple distribution patterns. |
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| A visual aid that summarizes a large block of information, usually in list form. |
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| A graph that uses vertical or horizontal bars to show comparisons among two or more items. |
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| A visual aid drawn, written, or printed on a sheet of clear acetate and shown with an overhead projector. |
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| A speech that combines several kinds of visual and/or audio aids in the same talk. |
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| A complete set of type of the same design. |
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| Keeping the audience foremost in mind at every step of speech preparation and presentation. |
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| A process in which speakers seek to create a bond with the audience by emphasizing common values, goals, and experiences. |
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| The tendency of people to be concerned above all with their own values, beliefs, and well-being. |
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| Demographic audience analysis |
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| Audience analysis that focuses on demographic factors such as age, gender, religion, sexual orientation, group membership, and racial, ethnic, or cultural background. |
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| Creating an oversimplified image of a particular group of people, usually by assuming that all members of the group are alike. |
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| Situational audience analysis |
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| Audience analysis that focuses on situational factors such as the size of hte audience, the physical setting for the speech, and the disposition of the audience toward the topic, the speaker, and the occasion. |
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| A frame of mind in favor of or opposed to a person, policy, belief, or institution. |
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| Fixed-alternative questions |
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| Questions that offer a fixed choice between two or more alternatives. |
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| Questions that require responses at fixed intervals along a scale of answers. |
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| Questions that allow respondents to answer however they want. |
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| A collection of three to twelve people who assemble for a specific purpose. |
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| A small group formed to solve a particular problem. |
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| The ability to influence group members so as to help achieve the goals of the group. |
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| A group member to whom other members defer because of her or his rank, expertise, or other quality. |
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| A group member who emerges as a leader during the group's deliberations. |
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| A person who is elected or appointed as leader when the group is formed. |
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| Routine "housekeeping" actions necessary for the efficient conduct of business in a small group. |
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| Substantive actions necessary to help a small group complete its assigned task. |
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| Communicative actions necessary to maintain interpersonal relations in a small group. |
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| A set of unstated individual goals that may conflict with the goals of the group as a whole. |
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| Reflective-thinking method |
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| A five-step method for direction discussion in a problem-solving small group. |
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| A question about whether a specific course of action should or should not be taken. |
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| Standards on which a judgment or decision can be based. |
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| A method of generating ideas by free association of words and thoughts. |
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| A group decision that is acceptable to all members of the group. |
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| A speech presenting the findings, conclusions, or decisions of a small group. |
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| A public presentation in which several people present prepared speeches on different aspects of the same topic. |
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| A structured conversation on a given topic among several people in front of an audience. |
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| The process of creating, reinforcing, or changing people's beliefs or actions. |
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| Mental dialogue with the audience |
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| The mental give-and-take between speaker and listener during a persuasive speech. |
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| The portion of the whole audience that the speaker most wants to persuade. |
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| A question about the truth or falsity of an assertion. |
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| A question about the worth, rightness, morality, and so forth of an idea or action. |
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| A question about whether a specific course of action should or should not be taken. |
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| Speech to gain passive agreement |
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| A persuasive speech in which the speaker's goal is to convince the audience that a given policy is desirable without encouraging the audience to take action in support of the policy. |
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| Speech to gain immediate action |
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| A persuasive speech in which the speaker's goal is to convince the audience to take action in support of a given policy. |
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| The first basic issue in analyzing a question of policy: Is there a serious problem or need that requires a change from current policy? |
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| The second basic issue in analyzing a question of policy: If there is a problem with current policy, does the speaker have a plan to solve the problem. |
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| The third basic issue in analyzing a question of policy: Will the speaker's plan solve the problem? Will it create new and more serious problems? |
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| A method of organizing persuasive speeches in which the first main point deals with the existence of a problem and the second main point presents a solution to the problem. |
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| Problem-cause-solution order |
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Definition
| A method of organizing persuassive speeches in which the first main point identifies a problem, the second main point analyzes the cause of the problem, and the third main point presents a solution to the problem. |
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| Comparative advantages order |
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| A method of organizing persuasive speeches in which each main point explains why a speaker's solution to a problem is preferable to other proposed solutions. |
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| Monroe's motivated sequence |
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| A method of organizing persuasive speeches that seek immediate action. The five steps of the motivated sequence are attention, need, satisfaction, visualization, and action. |
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| The name used by Aristotle for what modern students of communication refer to as credibility. |
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| The audience's perception of whether a speaker is qualified to speak on a given topic. the two major factors influencing a speaker's credibility are competence and character. |
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| The credibility of a speaker before he or she starts to speak. |
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| The credibility of a speaker produced by everything she or he says during the speech. |
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| The credibility of a speaker at the end of the speech. |
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| A technique in which a speaker connects himself or herself with the values, attitudes, or experiences of the audience. |
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| Supporting materials used to prove or disprove something. |
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| The name used by Aristotle for the logical appeal of a speaker. The two major elements of logos are evidence and reasoning. |
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| The process of drawing a conclusion on the basis of evidence. |
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| Reasoning from specific instances |
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| Reasoning that moves from particular facts to a general conclusion. |
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Definition
| An error in reasoning from specific instances, in which a speaker jumps to a general conclusion on the basis of insufficient evidence. |
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| Reasoning that moves fro ma general principle to a specific conclusion. |
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| Reasoning that seeks to establish the relationship between causes and effects. |
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| An error in casual reasoning in which a speaker mistakenly assumes that because one event follows another, the first event is the cause of the second. This error is often known by its Latin name, post hoc, ergo propter hoc, meaning "after this, therefore because of this." |
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| Reasoning in which a speaker compares two similar cases and infers that which is true for the first case is also true for the second. |
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| An analogy in which the two causes being compared are not essentially alike. |
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| A fallacy that introduces an irrelevant issue to divert attention from the subject under discussion. |
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| A fallacy that attacks the person rather than dealing with the real issue in dispute. |
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| A fallacy that forces listeners to choose between two alternatives when more than two alternatives exist. |
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| A fallacy that assumes that because something is popular, it is therefore good, correct, or desirable. |
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| A fallacy that assumes that taking a first step will lead to subsequent steps that cannot be prevented. |
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| The name used by Aristotle for what modern students of communication refer to as emotional appeal. |
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| The vibration of sound waves on the eardrums and the firing of electrochemical impulses in the brain. |
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Definition
| Paying close attention to, and making sense of, what we hear. |
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| Listening for pleasure or enjoyment. |
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| Listening to provide emotional support for a speaker. |
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| Listening to understand the message of a speaker. |
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| Listening to evaluate a message for purposes of accepting or rejecting it. |
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| The difference between the rate at which most people talk (120 to 150 words a minute) and the rate ate which the brain can process language (400 to 800 words a minute). |
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| Giving undivided attention to a speaker in a genuine effort to understand the speaker's point of view. |
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| An outline that briefly notes a speaker's main points and supporting evidence in rough outline form. |
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| A speech that introduces the main speaker to an audience. |
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| A speech that presents someone a gift, an award, or some other form of public recognition. |
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| A speech that gives thanks for a gift, an award, or some other form of public recognition. |
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| A speech that pays tribute to a person, a group of people, an institution, or an idea. |
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