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| ancient greek philosopher and historian along with being the father of biology. wrote the books rhetoric and poetics |
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| heart or appealing to the emotions |
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| balance, use in oral comm is to shake up the audience to get them to listen and/or do something |
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| meant to be thought about |
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| someone's opinion. Anyone can give it. |
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| Maslow's Hierarchy of needs |
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| from bottom up- physiological, safety, love/belonging, esteem, aesthetic, self-actualization |
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| a stacked tower, when you take one out they all collapse |
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| a social scientist and jerk |
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| includes an attention getter, link, thesis and preview |
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| one sentence that sums up your whole speech |
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| what's in your speech. gotten from thesis |
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| connects your topic to the audience |
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does three things 1 connects the two ideas
2 sums up previous idea
3 introduces next idea |
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| restate thesis, review, and clencher |
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| challenge or appeal to action |
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| two easy forms of persuasive speech format |
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| string of pearls and problem/solution |
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| Monroe's motivated sequence |
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| attention, need for change, solution, visualization, and appeal to action |
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| persuasive speeches are used to |
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| move to action and/or change minds |
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a topic that has an answer that can be proved true or false
ie: global warming |
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topic that has to do with values or beliefs, has no right or wrong answer, but factual evidence can be used.
ie: capital punishment |
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| topic concerning a law or the government ie:no child left behind |
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| the sharing of information to achieve understanding |
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| hearing is purely physical while listening is understanding |
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| how stage fright can help you |
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| adrenaline causes you to be a more interesting speaker |
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| informative speech is used to |
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| entertaining speech is used to |
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| impromptu speech is one that |
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| has had no previous preparation |
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| how high or low your voice goes |
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| the re-echoing of sound that make you sound like you |
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| forming of sound into words |
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| meaningful movement of the hands and arms |
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| free-thinking that have a thread linking them, hopefully |
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| comparison using like or as ie: she was as angry as a bear |
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| comparison not using like or as ie she was a bear in the morning |
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| giving an inanimate object human-like qualities ie the wispering wind |
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| exaggeration used for emphasis or effect |
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| under-exaggerating for emphasis or effect |
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| situational, verbal, dramatic |
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| know the circle of communications! |
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| sharing information without words |
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| finish the sentence: every 7-11 senconds |
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| your brain starts to wander |
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| getting communication, happens in the auditory cortex step one of hearing in the brain. sound is heard |
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| you organize the information, happen in the frontal lobes, second step of communication in the brain |
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| movements that lead to speaking initiate, happens in the broca's area on central motor strip. third step of communication in the brain |
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| collects soundwaves, sends them to the eardrum where it's caused to vibrate |
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| 3 bones, hammer, anvil, and stirrup. all together called the ossicles. sends the eardrum's vibrations to the inner ear |
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| vibrations stimulate the sensory cells and send that to the auditory nerve and that sends it to the auditory cortex |
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| breathing, uses inspiration and experiation to create a sound |
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| teeth, jaws, lips, palate, uvula, and tongue |
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| lungs, nose, mouth, diaphragm, trachea, pharynx, bronchial tubes |
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| oral cavity, larynx, nasal cavity, chest cavity/thorax, turbinators, |
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| communications through touch |
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| communications through distance |
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| communication through time |
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| communication through what you wear and how you appear |
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| communications through eye contact and what you do with your eyes |
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| running words through your own personal filter or your experiences |
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| what you can define as facts |
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| a reference to another piece of literature or writing or spoken words |
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| combination or contradictory words |
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| the totally of things to which a term is applicable |
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| two words that sound the same |
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| using someone elses words while still giving them credit |
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| repeating words right next to each other for emphasis |
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| a statement that is seemingly contradictory to common sense |
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| the use of words to suggest a sound |
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| the repitition of a consonant sound at the beginning of words |
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| mistake in thinking, used intentionally or unintentionally to change people's minds |
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| when you can't win an arguement any other way, you address a personal problem having nothing to do with the arguement |
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| use of something completely unrelated in a debate |
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| post hoc ergo propter hoc (after this, therefore because of this) |
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| use of a word in two different senses in an arguement |
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| appeal to popularity (bandwagoning) |
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| argueing a claim must be true because a number of people say so |
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| appeal to ignorance (burden of proof) |
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| arguing that lack of evidence proves something |
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| the use of emotions as a permise or a claim in an arguement, usuallyu guilt pride anger etc |
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| deliberate raising of an irrelevant fact to distract |
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| distorting of one weakness or an over simplification to be easily attacked |
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| stating something as the truth without enought supporting info |
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| arguing without good reason that taking one certain step will lead to other undesirable steps |
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| comparison or two or more things in specific ways |
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| stating that because these two things are alike in one way, that they must be alike in other ways |
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| claims that a statement is true or false because of where it came from |
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| wht is true of the parts must be true of the whole |
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| what is true of the whole must be true of the parts |
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| because its been around for years means it must be true |
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| asserting that there are only two alternatives |
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