Quiz
Chapters 11 - 15 & Appendix A (Interviews)
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Questions in this quiz (41)
1In preparation for her speech, Mattie asked her classmates questions about how they would respond to her topic, visualized her classmates' responses as she rehearsed, and tried to develop a presentation that was clear and understandable to her classmates. As she gave her presentation, she found herself thinking about her classmates and how to adapt her message to connect with them. She almost completely forgot her own anxiety. This example best illustrates what technique for managing speaking anxiety?
- AFocus on your audience
- BFocus on your message
- CUse creative rehearsal techniques
- DUse mental restructuring
2Melinda visits the communication lab and watches a videotape of a successful presentation several times. She becomes very familiar with the tape. Finally, she pictures herself as the speaker on the tape and sees herself giving a successful presentation. What technique is Melinda using to overcome her anxiety?
- ACognitive restructuring
- BSystematic desensitization
- CPositive thought patterns
- DPerformance visualization
3An astrophysicist has been asked to give a presentation to a group of 6th graders at a local elementary school. What might be an appropriate topic for the scientist to choose considering the audience?
- AThe history of astrophysics as a discipline
- BLatest research findings on the Big Bang Theory
- CHow stars are formed in our galaxy
- DThe mathematics of electromagnetism
4Melvin has been invited to speak at career day for his son’s eighth grade class. Melvin is a computer programmer whose job involves developing financial planning software. Rather than talk about his products, he decided to focus his talk on computer programming in the development of computer games. The presentation was a success. What technique did Melvin use that helped his speech be successful?
- AConsider your interests and experiences
- BConsider current events
- CConsider your audience
- DConsider logical divisions in thinking
5A way for the speaker to signal to the audience that he/she is moving from one idea to another is by using a(n) _____.
- ATransition
- BPreview
- CInitial preview
- DSummary
6Yolanda was looking forward to giving her informative speech because she liked her topic – her hometown. However, when she gave the speech her audience seemed disinterested; she couldn’t understand why she got such negative audience feedback. Given this information about the situation, what was Yolanda’s mistake?
- AShe violated several ethical principles of public speaking.
- BShe didn't have enough research and statistics to make it interesting.
- CShe was speaker-centered rather than audience-centered in her topic selection.
- DShe confused the roles of speaker and listener.
7Max was using the Internet to find sources on parasailing. He found several interesting articles, but none of them contained a date, author, or publishing organization. What should Max do?
- AIf the article has interesting information that is applicable to the speech, use it anyway.
- BDisregard those sources and continue looking for more sources than are documented.
- CCreate an author and date that seems reasonable.
- DPrint the webpage out and attach it to his speech documents.
8In his speech about registering to vote, Dan focuses on the new legislation that allows voter registration to coincide with driver’s license renewal. He concludes the speech by stating that any person who is not registered should go to a local venue to register in time for the next election. Finally, Dan reiterates “Everyone please register to vote; it is your right and duty as a citizen.” What aspect of effective conclusions has Dan used?
- AMotivating the audience to respond
- BA personal reference to his own experience
- CAn effective summary of the main points of his speech
- DA logical appeal to the audience's experiences
9Masayuki gave a speech on way the high context values are reflected in the Japanese culture. His three main points were the language, the gift-giving customs, and the visual arts. Which pattern did he use to organize his speech?
- AChronological
- BSpatial
- CComplexity
- DTopical
10Darci gave a speech with the central idea, “C. S. Lewis’ writings were influenced by the reading he did throughout his life.” Her main points were “As a child, C. S. Lewis enjoyed books with animal characters.” “As an adolescent, C. S. Lewis enjoyed books on Norse mythology.” “As an adult, C. S. Lewis studied Medieval Literature.” The main points follow what type of sequence?
- AChronological
- BReasons
- CLogical
- DSpatial
11Stephen was planning a speech on the environmental impact of the eruption of Mt. St. Helens. He planned to organize his speech by starting at the area immediately around the cone, move to a discussion of the areas directly east of the mountain, then move counterclockwise to the north and west of the mountain. What type of organizational pattern was he using?
- AChronological
- BSpatial
- CTopical
- DCause-and-effect
12Kelly really prided himself on his knowledge of British royal history. He had three main points in his informative speech, his first being the ancient lineage of Queen Elizabeth. By the time he got through his first main point, four minutes of his six-minute time allotment for the speech had been used. What was Kelly’s error in this situation?
- ANot relating new information to old
- BNot reinforcing key ideas verbally
- CNot reinforcing key ideas nonverbally
- DNot pacing the flow of the information
13Anders spoke on the mountain ranges in New Mexico. In his introduction, he previewed his main points. As he got to each main point, he used an internal preview and an internal summary. At the end of his speech, he summarized his main points. Which strategy for making your speech memorable did Anders use?
- AMotivating the audience to listen
- BRelating the information to the audience
- CReinforcing key ideas nonverbally
- DBuilding redundancy into the speech
14When Kiko reviewed the main points in her informative speech, she slowed down the rate of her speech, decreased her volume, made sure to articulate each word clearly, and paused between each point. What technique of making an informative speech memorable did Kiko effectively employ?
- AEstablishing a motive for the audience to listen
- BBuilding redundancy into the speech
- CReinforcing key ideas nonverbally
- DPacing the flow of the information
15Nicole was planning a speech advocating the position that all students be required to take two years of a foreign language prior to graduation. She was fairly certain that most of the people in her class were against her position. She felt that the strongest argument she had for this audience was the value of this skill when seeking employment. She decided to present that argument as her first main point. What principle is Nicole using?
- APrimacy
- BComplexity
- CRecency
- DSpecificity
16In a speech about improved public safety, Stewie called for his audience to sign a petition to support current legislation that he felt would improve the situation. What type of audience is best suited for this kind of appeal?
- AThe uninformed audience
- BThe neutral or apathetic audience
- CThe receptive audience
- DThe unreceptive or hostile audience
17After listening to a persuasive presentation by a student, the professor suggestions that although the student sounded confident and included several persuasive emotional stories, the presentation lacked support. Which element of persuasive support was missing from the presentation?
- APathos
- BLogos
- CEthos
- DCredos
18When Judd said, “The rights of students are being violated on other college campuses and it will happen on our campus. Everyone sees it...everyone knows it.” This is an example of which fallacy.
- ARed herring
- BAppeal to a misplaced authority
- CBandwagon fallacy
- DStraw-man argument
19In a persuasive speech on lowering tuition, Alvaro wanted to compare the tuition paid by students at various state universities in his state. In order to present the information clearly, which of the following visual aid should he choose?
- AA line graph
- BA pie graph
- CA flip chart
- DA bar graph
20A biologist is giving a speech at local nature conservatory regarding pollination and the importance of maintaining a healthy garden that attracts bees. She'd like the audience to understand how pollination works within the flower itself. What would be the most appropriate visual aid choice for this goal?
- AA chart of several local flower varieties
- BA bar graph comparing pollination levels of various plants
- CAn illustration of the anatomy of a flower
- DA map of bee pollination routes during a typical summer morning
21Sarah identifies common arguments as to why Bigfoot does not exist and systematically argues against each of these objections. What organizational pattern is she using?
- ACause and Effect
- BProblem and Solution
- CMotivated Sequence
- DRefutation
22Kareem was asked to make a presentation to his fraternity on the history of their national organization. His three main points covered the founders, the original charter, and the origin of some of the traditions. The general purpose of this speech was most likely _____.
- Aa. To inform
- BTo persuade
- CTo entertain
- DTo demonstrate
23The process of changing or reinforcing attitudes, beliefs, values, or behavior is the process of _____.
- AInforming
- BEntertaining
- CPersuading
- DRefuting
24Describe the following question sequence: Do you like your current job? How long were you at your last job? What made you want to leave you last job? What were things about your last job that you disliked? What could have been improved? How would you describe your relationships with your manager?
- AFunnel
- BInverted Funnel
- CTunnel
- DHypothetical
25Use questions appropriate to the interview type and objective.
• Use [blank_start]open question[blank_end]s to elicit wide-ranging responses.
• Use [blank_start]closed questions[blank_end] to get specific responses.
• Use [blank_start]probing questions[blank_end] to seek clarification or elaboration.
• Use [blank_start]hypothetical questions[blank_end] to gauge a reaction to an imaginary situation.- Aopen question
- Bclosed question
- Cprobing questions
- Dhypothetical questions
- Eclosed questions
- Fopen questions
- Gprobing questions
- Hhypothetical questions
- Iprobing questions
- Jopen questions
- Kclosed questions
- Lhypothetical questions
- Mhypothetical questions
- Nopen
- Oprobing questions
- Pclosed questions
26Jackie’s manager sets up a meeting with her to discuss her current status in the organization. He plans to first observe her as she works with clients, and second, follow up with her by discussing her strengths and weaknesses. What type of interview is Jackie participating?
- AInformation gathering
- BJob
- CAppraisal
- DProblem-solution
27Design questioning sequences appropriate to the interview purpose.
• Use the [blank_start]funnel[blank_end] sequence to elicit general comments first and specific information later.
• Use the [blank_start]inverted funnel[blank_end] sequence to elicit specific information first and more general comments later.
• Use the [blank_start]tunnel[blank_end] sequence to gather lots of information without probing too deeply.- Afunnel
- Binverted funnel
- Ctunnel
- Dinverted funnel
- Efunnel
- Ftunnel
- Gtunnel
- Hfunnel
- Iinverted funnel
28A student goes to an interview and judges the interviewer to be a neutral audience. What would be an appropriate strategy for the student to use to connect with the interviewer?
- AOrganize responses according to objections
- BOrganize responses around emotional appeals
- COrganize responses to present his or her strongest qualities last
- DOrganize responses to appeal to the general interest that the interviewer may have
29During a job interview, the applicant is to demonstrate effective listening and responding skills. What are two ways in which the applicant can do this in order to show interest in the job and competency in communication?
- ASpeak quickly and energetically in order to show passion for the job
- BBe aware of the nonverbal cues of both the interviewer and the applicant
- CAsk questions of the interviewer about the job training and opportunities for advancement.
- DDress casually so that the interviewer feels more comfortable asking questions to the applicant.
30A disciplinary interview to consider corrective action toward an employee or students is an example of which type of interview.
- AAppraisal
- BProblem-solving
- CPersuasive
- DInformation-gathering
31A sales interview and political campaign interview are examples of which type of interview.
- AAppraisal
- BProblem-solving
- CPersuasive
- DInformation-gathering
32GENERAL PURPOSES: [blank_start]To inform[blank_end]
SPECIFIC PURPOSES: At the end of my presentation, the audience will be able to list two benefits for adults of learning to play a musical instrument.
GENERAL PURPOSES: [blank_start]To persuade[blank_end]
SPECIFIC PURPOSES: At the end of my presentation, the audience will enroll in a music appreciation course.
GENERAL PURPOSES: [blank_start]To entertain[blank_end]
SPECIFIC PURPOSES: At the end of my presentation, the audience will be laughing at my misadventures as an adult cello student.- ATo inform
- BTo persuade
- CTo entertain
- DTo persuade
- ETo inform
- FTo entertain
- GTo entertain
- HTo inform
- ITo persuade
33Comparison of new info to old info: [blank_start]Analogy[blank_end]
Comparison between two similar things: [blank_start]Literal Analogy[blank_end]
Comparison of two similar things that seem different, but they have something in common: [blank_start]Figurative Analogy[blank_end]- AAnalogy
- BLiteral Analogy
- CFigurative Analogy
34To make your message memorable, use …
[blank_start]Figurative Language[blank_end]: Deviates from the ordinary, expected meaning of words to make a description or comparison unique, vivid, and memorable.
[blank_start]Metaphor[blank_end] - Making an implied comparison
[blank_start]Simile[blank_end] - Making a comparison using "like" or "as"
[blank_start]Personification[blank_end] - Attributing human qualities to nonhuman things or ideas
[blank_start]Drama[blank_end]: When something is phrased in a way that differs from the way the audience expects.
[blank_start]Omission[blank_end] - Leaving nonessential words out of a phrase or sentence
[blank_start]Inversion[blank_end] - Reversing the normal order of words in a phrase or sentence
[blank_start]Suspension[blank_end] - Withholding the key words in a phrase or sentence until the end
[blank_start]Cadence[blank_end]: Language rhythm
[blank_start]Parallelism[blank_end] - Using two or more clauses or sentences with the same grammatical structure
[blank_start]Antithesis[blank_end] - Using a two-part parallel structure in which the second part contrasts in meaning with the first
[blank_start]Repetition[blank_end] - Using a key word or phrase more than once
[blank_start]Alliteration[blank_end] - Repeating a consonant sound (tongue twister type)- AFigurative Language
- BMetaphor
- CSimile
- DPersonification
- EDrama
- FOmission
- GInversion
- HSuspension
- ICadence
- JParallelism
- KAntithesis
- LRepetition
- MAlliteration
35[blank_start]Pathos[blank_end] - Appeal to Emotion
[blank_start]Logos[blank_end] - Appeal to Logic
[blank_start]Ethos[blank_end] - Appeal to Ethics- APathos
- BLogos
- CEthos
- DLogos
- EPathos
- FEthos
- GEthos
- HPathos
- ILogos
36RECAP TYPES OF PRESENTATION AIDS
• Use [blank_start]objects[blank_end] that you can handle easily and that are safe and legal.
• Be sure that any [blank_start]models[blank_end] you use are large enough to be seen easily.
• Rehearse with [blank_start]people[blank_end] who will serve as presentation aids, and don’t let them steal the show.
• Keep [blank_start]drawings[blank_end] simple and large.
• Be sure that [blank_start]photographs[blank_end] are large enough to be seen easily.
• Highlight on a [blank_start]map[blank_end] the geographic areas you will discuss.
• Limit the amount of [blank_start]information[blank_end] you put on any single chart.
• Keep [blank_start]graphs[blank_end] simple and uncluttered.
• Use only brief audio and video clips, make sure they can be easily seen or heard, and have equipment ready to go before you speak.- Aobjects
- Bmodels
- Cpeople
- Ddrawings
- Ephotographs
- Fmap
- Ginformation
- Hgraphs
37Three types of graphs:
A [blank_start]bar graph[blank_end] is used to compare percentages or numbers.
A [blank_start]pie graph[blank_end] shows how data are divided proportionately.
A [blank_start]line graph[blank_end] can show both trends over a period of time and relationships among variables.- Abar graph
- Bpie graph
- Cline graph
- Dpie graph
- Ebar graph
- Fline graph
- Gline graph
- Hbar graph
- Ipie graph
38Which type of proposition are the following sentences?
Asbestos exists in our elementary school. [blank_start]Proposition of Fact[blank_end]
Using calculators for elementary math is a good idea. [blank_start]Proposition of Value[blank_end]
Casino gambling should be legalized in all states. [blank_start]Proposition of Policy[blank_end]- AProposition of Fact
- BProposition of Value
- CProposition of Policy
- DProposition of Value
- EProposition of Fact
- FProposition of Policy
- GProposition of Policy
- HProposition of Fact
- IProposition of Value
39There are three major ways to draw logical conclusions:
[blank_start]Inductive Reasoning[blank_end] - Using specific instances or examples to reach a probable general conclusion. A special kind of this reasoning that draws a comparison between two ideas, things, or situations that share some essential common feature is called [blank_start]reasoning by analogy[blank_end].
[blank_start]Deductive Reasoning[blank_end] - Moving from a general statement or principle to reach a certain specific conclusion. A special type of this reasoning consists of a three-part argument, including a major premise, a minor premise, and a conclusion is called [blank_start]syllogism[blank_end].
[blank_start]Causal reasoning[blank_end] - Relating two or more events in such a way as to conclude that one or more of the events caused the others.- AInductive Reasoning
- Breasoning by analogy
- CDeductive Reasoning
- Dsyllogism
- ECausal reasoning
40Trying to establish a causal link where none exists is a type of [blank_start]logical fallacy[blank_end]. To be a better-informed consumer, as well as a more ethical persuasive speaker, you should be aware of some of the following [blank_start]common fallacies[blank_end]:
Making a faulty cause and effect connection between two things or events is called a [blank_start]causal fallacy[blank_end].
Suggesting that because everyone believes something or does something, it must be valid, accurate, or effective is called [blank_start]bandwagon fallacy[blank_end].
Oversimplifying an issue as offering only two choices is called [blank_start]either–or fallacy[blank_end].
Someone who argues against an issue by bringing up irrelevant facts or arguments is using a [blank_start]red herring[blank_end].- Alogical fallacy
- Bcommon fallacies
- Ccausal fallacy
- Dbandwagon fallacy
- Eeither–or fallacy
- Fred herring
41Kara is to give a presentation to community members about how parents can be better informed about popular social media websites used by teenagers. She wants to organize and deliver her speech around adult learning principles in order to make it more memorable. What are two ways that she can do that?
- AAsk audience members for active involvement during the speech.
- BShow a bar graph to display the amount of time teenagers spend on social media websites.
- COffer detailed information about profits incurred by businesses through social media marketing.
- DConnect the use of social media to teenagers' interpersonal relationships, including those with their parents.
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- Practice Quiz which covers material regarding Public Presentations and Interviews.
- Author
- Zaundra McNew
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- English
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