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| contrast, repetition, alignment and proximity |
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| when verbal and visual information are presented together, they are more effective than either verbal or visual information alone. People learn better when pictures and words are used together |
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| computer-generated slides |
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| the most popular visual aid in the business world |
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| audiences learn better when pictures are placed side by side with their explanatory words |
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| typerfaces that are divided into two types: sans serif and serif |
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| organizational charts, flow charts, diagrams and schematic drawings, maps, pictures, and or/graphs to present information with just enough words to clarify the visual |
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| depict numerical data in visual form. Line graphs show changes in relationships over time, bar graphs compare countable data at a specific moment in time, pie charts and stacked bar graphs show parts of the whole or percentage, and pictographs replace bars with graphic symbols or icons |
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| any color on the color wheel |
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| personalization principle |
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| the belief that audiences learn bettwe when speakers use a conversational style instead of a formal one |
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| a term coined by scott adams in his dilbert cartoon strip, which refers to a text-induced coma that listeners experience when there are too many powerpoint slides or the slides are too long, have too many bullets, or are too confusing |
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| A geometric-looking, easy-to-read typeface. Examples include helvatica, arial and optima |
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| the amount of color in a hue |
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| a typerface with small lines, or finishing strokes that extend from letter stems. Examples include times new roman, palatino, bodoni and centeru schoolbook |
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| consist mainly of words with an occasional picture, drawing or piece of clip art |
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| space that contains no text or graphics |
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| skilled and active interpretation and evaluation of observations, communications, information and argumentation |
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| a statement of what a thing is |
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| using objects or people to explain or clarify an idea |
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| a vivid, detailed picture of a topic that uses concrete words and figures of speech such as similes, metaphors and onomatopoeia |
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| a type of informative speech that promotes understanding/knowing; focuses on content and ideas; may discuss how something is made, but will not actually make it |
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| a story about real or imagined things, people, or events told with detail and enthusiasm |
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| brief key words or phrases, written on note cards or paper, that guide the speaker through the speech |
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| Malcolm gladwell defines this as the part of a message that “makes an impact. You cant get it out of your head. It sticks in your memory” |
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| an effective one occurs when you present sufficient evidence and reasoning to support a claim made in your persuasive speech. There are three parts to a good argument: claim, evidence and warrant |
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| a poll of potential audience members undertaken prior to writing a speech, to gauge their level or agreement or disagreement toward the speech topic and the position statement |
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| part of the toulmin model of an argument where the expertise and date of the source is cited |
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| part of the toulmin model of an argument where the claim or position statement is the conclusion you hope your audience will reach |
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| (PATHOS) an argument that appeals to the psychological needs of the listener |
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| factual statements and opinions originating from a source other than the speaker, which support the logical arguments of a speech. Also part of the toulmin model of an argument where the evidence supports the claim |
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| a type of team presentation that includes open audience participation |
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| means or appeals of persuasion |
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| three appeals that make a speech really persuasive: ethos pathos and logos |
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| a type of team presentation in which team members informally discuss a problem or topic of interest in front of an audience |
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| communication that is intended to influence choice |
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| in a persuasive speech, a simple sentence that states exactly how the speaker feels about the issue covered in the speech |
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| a type of persuasive speech that asks listeners for both intellectual agreement and action of some type |
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| a type of persuasive speech that seeks intellectual agreement from listeners |
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| speech to intensify social cohesion |
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| a type of persuasive speech that works with audience members who are already in intellectual agreement and have taken action, but are in need of additional enthusiasm, encouragement and motivation |
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| a type of team presentation in which each team member presents a formal 2 to 10 minutes speech on one aspect of the symposium’s topic |
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| three to seven people who actively work together toward a particular goal (solving a problem, gathering information, or planning an informative or persuasive presentation) |
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| involves the collaborative organization and presentation of material by team members to an audience |
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| part of the toulmin model of an argument where evidence is given that supports the claim or position statement |
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| the credibility of the speaker; also one of the means of persuasion |
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| an emotional argument that appeals to the psychological needs of the listener; also one of the means of persuasion |
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| using evidence and logic effectively; also one of the means of persuasion |
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| a type of fallacious reasoning that tries to divert attention from the real issue by attacking the person who presents the argument |
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| a type of fallacious reasoning that appeals to ignorance: beacuase a particular belief cannot be disproved, therefore it must be true |
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| a type of fallacious reasoning that appeals to popular opinion as support for an argument |
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| reasoning by comparing a familiar example with an unfamiliar one; used to clarify and explain |
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| a type of fallacious reasoning that asserts that something is simply because it is |
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| when fewer people agree with the speaker at the end of the speech than before it began |
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| reasoning that implies a casual link between two items; used to prove |
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| a speaking style characterized by forcefulness, enthusiasm, and good vocal variety |
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| elaboration liklihood model |
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| a theory of persuasion that indicates which of two routes for processing arguments (central or peripheral) audience members will likely use |
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| the credibility of the speaker; also one of the means of persuasion |
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| factual statements and opinions originating from a source other than the speaker, which support the logical arguments of a speech. Also part of the toulmin model of an argument where the evidence supports the claim |
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| false or faulty reasoning |
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| a persuasive appeal that causes listeners to feel threatened or afraid |
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| a type of fallacious reasoning that occurs when a conclusion is based on too few examples or on isolated examples |
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| states that inoculating a listener against opposing ideas is similar to inoculating a person against a disease |
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| the sequence of thoughts and ideas that connects the various pieces of evidence to create a meaningful and persuasive argument |
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| speech mannerisms, such as inaccurate articulation, vocalized pauses (like ah or uh), or unnecessary repletion of words, that interrupt the flow of a speech and make the speaker appear less competent on the topic |
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| a type of fallacious reasoning that occurs when the speaker claims a casual relationship between two events simply because one event followed the other |
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| : a type of fallacious reasoning that occurs hen a speaker asserts that taking a particular step will lead to a serious and undesirable consequence |
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| a theory of persuasion that explains how people evaluate messages based on internal anchors (past experiences) the more ego involved people are with a social issue or topic, the more likely their judgments will be influenced by an internal anchor |
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| a special occasional speech where the recipient of an award expresses gratitude for the award and dignifies the occasion by recognizing the award’s significance |
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| A special occasion speech that is light, entertaining, and often inspirational in tone |
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| a special occasion speech that emphasizes the worthiness of the person receiving the award and explains that award’s significance |
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| special occasion speeches like the toast or tribute that formally recognize and honor a person, organization or occasion |
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| the final step of a speech that summarizes the main points covered and ends in a memorable way. They also visualize the future for the audience showing how good or how bad things can be if the audience does or does not follow the speaker’s advice |
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| the main part of a speech that requires effective organization and supporting materials; organization that is appropriate for an informative, persuasive, or special occasional speech; and supporting materials that clarify, add interest and persuade as needed |
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| a special occasion speech giving tribute to someone who has died |
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| the first part of a speech where the speaker grabs audience attention, motivates them to listen, establishes credibility, and presents the purpose with a preview of main points. |
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| special occasion speeches |
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| a speech that gives a sense of distinction to important events, such as funerals and award ceremonies |
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| one of the most common types of ceremonial speeches where the speaker prepares the audience for the featured speaker to come |
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| a brief set of congratulatory remarks traditionally delivered while audience members hold aloft glasses of wine or champagne |
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| a special occasional speech that recognizes the occasion and renews the kinship between speaker and audience |
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