serve as support for abstract ideas or concepts.

-Also promote understanding and learning by standing for something else    68

-Movement through time

-Change 

(telling what happened in the order it happened)

the class that a specific item falls into

(a knife falls into "tools" or "instruments")  88 

Language you want to use in your speech

(My 17-year-old Siamese cat Koko, who has blue points and a loud meow) <- very specific   116 

Language you want to avoid using in your speech 

(A thing/ A living organism)<- very general, not very specific    116

A continuum of descriptions of the same thing from the most abstract to the most concrete. 116 

A thing

A living organism

An animal

A carnivore

A cat

A male adult Siamese cat

My 17-year old Siamese cat, Koko, who has blue points and a loud meow 

Include subdivisions as: 

-how it looks

-how it sounds

-how it smells

-how it feels

-how it tastes    115

-Explain complex ideas & processes

-Explain commom experiences in a new way

-To assist audiences in making new choices  

144 & 145

-Divided Pattern

-Alternating Pattern

153

-The 2 items being compared must have significant similarities

-the other element must be already familiar to the audience

-speakers must be sure they can legitimately support the claimed superiority of the chosen situation

-it is better not to intermix different comparisons in a short space of time, especially within one sentence 

-try not to make comparisons new and fresh. 157 

-Coming up with a subject area for a speech

-Narrowing that subject to a topic that will fit within the limitations of the Decision Factors

Introduction                       136

   -Opener

-Intro Transition 

-Thesis & Preview

Body

-Development of Main Pt. 1

-Internal Transition 

-Development of Main Pt. 2

-Internal Transition 

-Development of Main Pt. 3

Conclusion

-Restatement of Thesis and Summary

-Closer

1. Motivations to remember information 

2. The nature of the information to be remembered

3. The understanding of the meaning and relationship of the information

4. Repetition and rehearsal of the information

178

1. Introduce both extrinsic and intrinsic motivations to remember

2. Choose Vivid language that emphasizes the dramatic or vital nature of what is to be learned

3. Use humor and entertaining strategies

4. Make the content meaningful

5. Point out or create associations

6. Incorporate repetition, audience participation, and practice.   179-180

The process of connecting new information to previously learned information.  179

 (Part of understanding meaning is understanding where new data fits into schemes of data a person already has in memory)

Rewards that come from another person in the form of material rewards.  (money, prizes, a car)  but also non-material rewards (grades,praise)

178

Rewards that come from yourself and include self-satisfaction, increased self-esteem, and greater personal independence. 

 178

They are acceptable because of the meaning of the words in the claim, not because of the way things are in the world. They require no evidence!   196  

(All rectangles have 4 sides)

(Every dog that is brown is a dog)

(You never get a 2nd chance to make a 1st impression)

Claims that depend on observation of things in this world for their truth. They require evidence.   197

(The planet Saturn has rings) 

(Carrots grow underground)

(there are more grains of sand on a beach than stars in the sky)

Claims that can be tested. You can observe how things are in the world to determine the acceptability of the claim.   197

(Thats a buffalo)

(The rock is green)

(It's hot)

Where a speaker appeals to the listener's senses to make a claim acceptable.    197

(As you can see in the picture, the building has a complex and elaborate design of intertwined flowers and foliage)

(Linen feels different from silk, I'll pass the two around so you can touch them)

A statement of fact or opinion, given by a speaker or someone else, which serves as the basis for belief.  198

("Where's the best place to find a weather report on tv")

1st source of expert testimony

Often given on subjects for which there seems to be no right answer.  198

2nd source of expert testimony 

Numbers produced from data that has been organized and analyzed, and the number either summarizes the data or describes relationships among the data.  199

3rd source of expert testimony

-produced from measurements, direct observation by an expert or historical record.  199

Part of factual data..

("The salary of the University President is $150,000 per year")  199

Part of factual data..

(" The even numbered interstate highways run east and west while the odd ones run north and south")

199

Part of factual data..

("An example of an interstate highway that runs north to south is I-35. It runs from Minnesota to Texas") 199

Part of factual data..

Like photographs, artifacts, video or tape recordings, etc  199

Consists of accompanying or attendant facts, events, or conditions that point to a claim.

The set of circumstances constitutes marks or indications that some particular claim is likely true.  201

Evidence that has no single right answer  199

(Expert opinion has no right answer it is just opinions of experts of what could have or most likely happened)

Statistics and Factual Data of expert testimony  199

(Claims about which there is hard evidence, are more certainly true or false.)

A model, diagram, picture, or demonstration that provides the audience with direct observation or evidence.  

205

Reasons that are given for some issue

("Sue presented clear and thoughtful reasons for a tax increase")

("John failed to support his claim that more time is needed to complete the project")

213

Verbal clues that may indicate on or the other.

(List on 215)

Nevertheless, Moreover, Seeing that, Furthermore, As a matter of fact, By contrast, However, In addition, In support of, Seeing that

Verbal clues that indicate a conclusion is on the way. (List on 216)

As a result, The point is, This implies, We may conclude that, Therefore, Hence

Indicates the degree of support for the conclusion.  Typically imbedded in the conclusion itself. 

(List on 220)

Certainly, Probably, Presumably, Likely, Possibly, Plausibly, Maybe, So far as the evidence goes.

An argument that the conclusion for one argument becomes a premise for another.  223

Based on data M

With warrant N

Therefore, conclusion O

 Based on data O

With warrant P

Therefore, conclusion Q

Based on data Q

With warrant R

Therefore, conclusion S

An argument that uses several reasons to support the same main conclusion.  

(Diagram on 224)

An argument that has 1. actually true premises &

2. a conclusion that follows necessarily from the premises.  238

Arguments that have warrants that assert the existence of a relationship between two or more events such that one event leads to another.  242

(The mayor failed to take action on the cities crime problem,

Since that issue was important to the voters he wasn't re-elected)

Depends on 2 issues  1. the size, 2. composition of the sample    246

(All copper objects that we have observed have conducted electricity.

All copper objets conduct electricity) 

2 criteria -1. The number of features shared by objects 2. The extent to which the features are relevant to the conclusion.  

(X and Y share the features 1,2,3

X has the same feature M

So, Y has the feature M)       246