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Table of Contents
Chapter 1:Introduction to Public Speaking5
Chapter Review5Activities10
Self-Test15
Chapter 2:Overcoming Nervousness through
Effective Speech Planning 17
Chapter Review17Activities23
Self-Test28
Chapter 3:Effective Listening30
Chapter Review30Activities36
Listening Test44Checklist45
Self-Test46
Chapter 4:Determining a Speech Goal That
Meets Audience Needs 48
Chapter Review48Activities55
Checklist56Self-Test62
Chapter 5:Adapting to Audiences64
Chapter Review64Activities67
Worksheet73Self-Test74
Chapter 6:Researching Information
for Your Speech76
Chapter Review76Activities88
Worksheets97Self-Test101
Chapter 7:Organizing and Outlining
the Speech Body103
Chapter Review103Activities108
Self-Test114
Chapter 8:Organizing Introduction and the Conclusion and Completing the Outline 116
Chapter Review116Activities124
Self-Test134
Chapter 9:Creating and Using Visual Aids136
Chapter Review136Activities145
Checklist152Self-Test153
Chapter 10:Practicing Speech Wording155
Chapter Review155Activities162
Self-Test171
Chapter 11:Practicing Delivery173
Chapter Review173Activities180
CD-ROM Interactive187Rehearsal Log188Checklist189 Self-Test 190
Chapter 12:Principles and Practices
of Informative Speaking192
Chapter Review192Activities199
Speech Assignments206CD-ROM Interactive209Evaluation Checklists 210 Self-Test 214
Chapter 13:Principles of Persuasive Speaking216
Chapter Review216Activities227
Speech Assignments236CD-ROM Interactive241Evaluation Forms 242 Self-Test 244
Chapter 14:Practicing Persuasive Speaking Skills246
Chapter Review246Activities256
Speech Assignments265Checklists268
Self-Test271
Chapter 15:Adapting to Special Occasions273
Chapter Review273Activities281
Speech Assignments284Self-Test289
Chapter 16: Increasing the Effectiveness
of Problem-Solving Discussions291
Chapter Review291Activities298
Speech Assignment304Prep Sheet305
Checklist306Self-Test307
Self-Test Answer Key309
1
Preface
Welcome to the Student Workbook for Rudolph F. and Kathleen S. Verderbers’ The Challenge of Effective Speaking, 12th Edition. The majority of students who use this workbook are not communications majors, and many feel anxious about taking a course in public speaking. This companion student workbook is designed to help all students to get the most out of the text and the course. The philosophy of the workbook is simple: students appreciate and learn best with practical, hands-on activities and applications. With that in mind, the following sections are included:
Interactive Chapter Outlines: These outlines review the key ideas discussed in the chapter by asking you to complete the outlines by supplying key terms and providing examples that illustrate chapter concepts. You are encouraged to work on the outlines in study groups and to compare your answers and examples with those of your classmates.
Chapter Activities: The chapter activities are designed for a variety of students, learning styles, and contexts for learning. You will find web-based computer activities, group discussion activities, and independent activities that can help you to develop your speeches when you are suffering from “writer’s block” (or “speaker’s block”). All of the Speech Plan Action Step Activities, Speech Assignments and Speech Interactive Critiques included in your text or on the CD-ROM are included in this workbook. As well, activities have been included that invite you to learn more by reading, analyzing, and applying ideas discussed in articles that can be found on the electronic database InfoTrac College Edition. For additional InfoTrac College Edition exercises, you can purchase the InfoTrac College Edition Student Activities Workbook for Communication by Nancy Rost Goulden (ISBN: 0-534-53103-2, Wadsworth, 2002).
Evaluation Forms, Checklists, and Logs: Whether you’re rehearsing with a classmate or evaluating your own group leadership skills, various worksheets have been included to guide your practical learning.
Self-Tests: Self-tests have been included so that you can check your understanding of and applications of chapter concepts. Answer keys for all self-tests can be found at the end of the workbook.
Additionally, you may have access to additional, computer-based learning aids designed specifically for use with The Challenge of Effective Speaking, 12th Edition. The Challenge of Effective Speaking CD-ROM contains additional materials and activities, including links to the book web site, Speech Builder Express, InfoTrac College Edition, Web Tutor and Speech Interactive. Speech Interactive includes videos of most of the sample speeches featured in the text. WebTutor is an online course-hosting site that allows your instructor to post class notes, tests and other course specific material. Ask your professor if your course will use WebCT.
Finally, “Speech Builder Express” software has been developed to assist you in designing and producing quality speeches. “Speech Builder Express” is a web based tool but accessible only through The Challenge of Effective Speaking CD-ROM. The book web site can be located :
We hope that you find this workbook useful in your study of public speaking. If you have any questions or comments, we would like to hear from you. And have a great experience in your public speaking course.
John C. MattesonConstance M. Ruzich
Department of Speech CommunicationDepartment of Communications
Los Angeles City CollegeNew Student Center, #448
855 N. VermontRobert Morris College
Los Angeles, CA 90008881 Narrows Run Road
Moon Township, PA 15108
Chapter 1:Introduction to Public Speaking
Reviewing the Chapter: An Outline
To help you review the chapter, complete the following outline with concepts and terms from the textbook and provide your own examples as requested.
- Public speaking is empowering.
- Effective public speaking is empowering because it allows a speaker to clearly communicate complex information. In my experience, one of the most effective communications of conceptually difficult information was when a teacher or expert explained to me ______
______
B.Effective public speaking is empowering because it allows a speaker to influence the behavior and attitudes of others. An example of a time when I effectively communicated and influenced someone else was when ______
______
______
______
C.Effective public speaking is empowering because it gives people an edge in the job market. In my experience with job interviews, I communicated effectively (or wished I had communicated more effectively) when I was asked about ______
______
______
- Effective public speaking is empowering because it promotes participation in the democratic process. From watching political or social leaders, I can recall a speaking event that gained power or influence for the speaker when ______
______
______
______
II.Public speaking is audience centered and is valuable only as others listen and understand the speaker’s message. The speech event can be analyzed as having 7 parts:
- The ______is the source or originator of the message.
- The ______of the speech contains ideas and feelings that are communicated to an audience through words, sounds, and action symbols that are selected and organized by the speaker and interpreted by members of the audience. An example of an action symbol used by a speaker as part of the speech is ______
______
- The ______is both the route traveled by the message and the means of transportation. For example, spoken words are carried by sound waves; facial expressions and ______are carried by light waves. Public speaking may occur in face-to-face interactions, or may be delivered over ______
______
- The ______are the receivers of the speech. Speakers must plan to gain the audience’s interest, to present the information in ways the audience can understand, and to develop the audience’s concern for the message of the speech. When I think about my own experiences as a speaker and these ways of taking the audience into account, I am probably best at ______
______
- The ______is the interrelated conditions of communication, including physical setting, historical setting, and psychological setting.
*** From what I have experienced so far in this class, the aspect of physical setting that will be most critical to me as a speaker in this room is ______
*** The aspect of historical setting that will be most important to me as a speaker in this class is ______
______
*** The aspect of psychological setting that will be most important to me as a speaker in this class is ______
______
- ______is any stimulus that gets in the way of sharing meaning and limits the speaker’s and the audience’s ability to interpret, understand, shape or respond to messages.
*** External noises are the sights, sounds, and other stimuli that draw attention away from the message. In this classroom, two likely sources of external noise are ______
______
*** Internal noises are the thoughts and feelings that interfere with the message. An example of a time during the last week in which I allowed internal noises to interfere with reception of a message was when ______
______
*** Semantic noises are miscues or alternate meanings aroused by a speaker’s use of symbols. An example of a time when I was distracted from the meaning of a speech by my differing interpretation of a symbol used by the speaker (a word, a sound, or a gesture) was when ______
______
- ______describes the verbal and nonverbal responses that a speaker receives from the audience. When I recall my participation as an audience member, I would describe my verbal responses as ______
______
and my most common nonverbal responses are ______
______
III.Public speaking challenges speakers to consider audience diversity.
A. Diversity can be described as differences among and between people. In thinking about the students in my class, I think that three key areas of diversity that a speaker in this class needs to think about are ______
______
______
B.Besides cultural diversity, two examples of other ways in which people differ that might be of importance to a speaker attempting to communicate effectively include ______
______
______
- Public speaking develops critical thinking.
Critical thinking can be described as an ______and ______process that uses ______or ______to present information in a way that is likely to provide understanding, change a belief, or uncover problems in another person’s message. An example of a time when I had to use critical thinking in either developing or responding to a speech was when ______
______
- Public speaking carries ethical responsibilities.
- Ethical issues focus on degrees of ______in human behavior. An example of a speaking event in which ethics were key to successful communication was when ______
______
- The text suggests 5 guidelines for ethical public speaking. These are:
1.) Tell the truth. From my experience, an example of a violation of this ethical principle occurred when ______
______
2.) Keep information in perspective and avoid distortion. From my experience, an example of a violation of this ethical principle occurred when ______
______
3.) Resist personal attacks. From my experience, an example of a violation of this ethical principle occurred when ______
______
4.) Give the source for damaging information. From my experience, an example of a violation of this ethical principle occurred when ______
______
5.) Fully credit sources of quotations and paraphrases. From my experience, an example of a violation of this ethical principle occurred when ______
______
- Public speaking is a learned activity
- Public speaking competence is defined as speaking that is appropriate and effective. In my opinion, two of the most important aspects of being appropriate and effective as a speaker are ______
______
- In order to improve as a public speaker, you have to know the basics and you have to practice. From my experiences with public speaking, I would say that some of the basics that I am aware of are ______
______
- I think that I could be a more effective speaker than I am now if I practiced specifically at improving in the areas of ______
______
Activity 1.1 – Conversation and public speaking
Purpose: To understand the similarities and the differences between conversation and public speaking so that you can build on conversational skills and experiences to develop as a public speaker.
Instructions: In groups of two or three, have a three to five minute conversation on one of the following topics:
a.What is the best movie you’ve seen recently?
b.What is the best show currently on television?
c.What is the one change you’d like to see made at your college or university?
At the end of your conversation, take a few minutes to record the results of your conversation:
The main idea(s) discussed were:
The reasons given for these ideas were:
Speakers attempted to persuade or relate to the audience by saying things like:
Now, as a group, consider how this conversation would have to be adapted and altered if it were to be shaped into an informal public speech to be presented to the class:
Changes that would be necessary to convert the conversation to a speech are:
1.
2.
3.
4.
What elements of the conversation could be effectively incorporated into a speech?
What can you say about the similarities between conversation and public speaking?
What can you say about the differences between conversation and public speaking?
Activity 1.2 – Evaluating a speech
Purpose: To help you think more carefully about the relevance of ethics to public speaking.
Instructions: Read the following hypothetical situation. In groups of two or three, discuss how you
would respond as a student/peer evaluator in this situation, and how you would respond as a teacher. In your discussion, try to explain to others in your group the reasons for your responses and actions.
Situation:
It was the third week of class and students in Public Speaking 101 were scheduled to deliver their first speeches before the group. The speech assignment required students to introduce themselves to the group and to give a three-to-five minute speech on any topic of their choice. Students were to complete peer evaluations of the speeches delivered in class, and the teacher was to provide students with detailed feedback on their first graded public speeches.
John had volunteered to speak first. He regularly participated in class discussions and had said that he enjoyed sharing his opinions and was looking forward to gaining more practice and valuable experience at public speaking.
John’s speech started off strong: he confidently introduced himself in a clear voice, making good eye contact with the audience. He then announced that he would be speaking in support of the Ku Klux Klan, particularly advocating separation of the races due to white racial superiority! The speech was logically ordered, and John used evidence from Klan literature to support his point. As he finished, John was confident and smiling, but the class was oddly quiet…
As a peer evaluator of this speech, I would....
As a teacher evaluating this speech, I would....
Activity 1.3 - InfoTrac Activity: Culture and Language 1
Purpose: To help you explore the impact of semantic noise and cultural diversity on public speaking situations.
Instructions: Locate and read the following article: “Webster’s by Websters.” (Hint: Use the
keyword “slang” as your search term.)
1.What examples of slang provided in the article that you have heard before? ______
______
______
______
2.What examples of slang used in the article do you find amusing, worth remembering, or worth using yourself? ______
______
______
______
______
3.Provide at least three examples of slang or jargon that you use. As provided by the article, give the expression, an example, and where you heard it.
*** Example 1: ______
______
*** Example 2: ______
______
*** Example 3: ______
______
4.Thinking about these examples, as you see it, why do speakers use slang? ______
______
______
______
5.Thinking about these examples, as you see it, what is the impact of slang on listeners?
______
______
Activity 1.4 - InfoTrac Activity: Culture and Language 2
Purpose: To help you explore issues of cultural diversity, particularly youth culture, as it relates to public speaking.
Instructions: Locate and read the following article: “A new generation of jurors?” by Noelle C. Nelson. (Hint: Use the author’s full name as your search term.)
1.According to the article, what are two significant differences between members of “Generation X” as listeners and those audience members who do not belong to “Gen X”? ______
______
______
______
______
2.According to the article, what are two significant accommodations that speakers must make if they wish to effectively communicate with “Gen Xers”? ______
______
______
______
______
3.To what degree does this author’s stereotypes of the listening expectations of “Gen Xers” accurately describe your own attitudes and expectations as an audience member?
______
______
______
______
4.Imagine yourself in a conversation with the author of this article. What additions or corrections would you make about how a speaker should adapt to more effectively communicate with today’s youth? ______
______
______
______
______
______
Self-Test: To review the chapter and assess your comprehension and learning, take the following Self-Test.
Multiple Choice
1.According to the text, which of the following is not a dimension of public speaking that is empowering?
a.public speaking allows speakers to influence others’ attitudes and beliefs
b .public speaking helps speakers to better understand their own attitudes and beliefs
c.public speaking helps speakers in the job market
d.public speaking helps speakers to achieve positions of leadership
2.An example of a channel of communication is
a.radio
b.light waves
c.sound waves
d.all of the above
3.Which of the following is not an example of the psychological setting of a communication transaction?
a.the speaker’s self-esteem
b.an audience member’s mood
c.the room’s seating arrangement
d.the impressions that the audience has of the speaker
4.A corporate executive used the word “niggardly” during his presentation at a public luncheon, intending merely to describe a stingy action by the company Board of Directors. He was accused of racist speech and was fired from his position. This incident is an example of
a.external noise
b.internal noise
c.semantic noise
d.feedback
5.A speaker noticed many furrowed brows and puzzled looks from audience members, so she began to include illustrations and examples of some of her ideas. This is an example of a speaker who paid attention to:
a.internal noise
b.the channel of communication
c.semantic noise
d.feedback
True/False
6._____A speaker’s words are irrelevant if there are no people to whom the words are directed.
7._____The process of transforming ideas and feelings into words, sounds, and actions is called decoding.
8._____The highest level of feedback in a speech event is in an in-person, face-to-face setting.
9._____There is no other nation in the world with such large populations of diverse people who make their way in all walks of life as there is in America.
10._____Public speaking ability is largely a matter of birth; either you are born with the ability or you aren’t.
Essay:List and describe three (3) of the five guidelines for ethical public speaking. For each of the guidelines, provide at least one example that illustrates why this guideline is important for ethical speaking [focusing on “degrees of rightness and wrongness in human behavior”].