| A | B |
|---|
| Subject | a broad area of knowledge |
| Topic | some specific aspect of a subject |
| Brainstorming | uncritical, non evaluative process of generating associated ideas |
| audience analysis | study of the intended audience for your speech |
| audience adaptation | active process of developing a strategy for tailoring your information to the specific audience. |
| survey | questionnaire designed to gather information from people |
| setting | the occasion and location of your speech |
| general speech goal | intent of the speech |
| specific speech goal | single statement of the exact response the speaker wants from the audience |
| secondary research | process of locating informaiton about your topic that has been discovered by other people |
| periodicals | magazines and journals that appear at fixed intervals |
| primary research | process of conducting your own study to acquire information for your speech |
| examples | specific instances that illustrate or explain a general factual statement |
| expert opinion | interpretations and judgements made by authorities in a particular subject area |
| expert | a person who has mastered a specific subject, usually through long term study |
| anecdotes | brief, often amusing stories |
| narratives | accounts personal experiences, tales or lengthier stories |
| comparision | illuminate a point by showing simmilarities |
| contrasts | highlights differences |
| Plagarism | unethical act of representing a published author's work as your own |
| Organizing | the process of selecting and arranging the main idea and supporting material to be presented in a speech in a manner that makes it easy for the audience to understand |
| main point | complete sentence representation of the main idea used in your thesis statement |
| thesis statement | sentence tht identifies the topic of your speech and the main ideas you will present |
| speech outline | sentence representation of the heirarchical and sequential relationships between the ideas presented in a speech |
| parallel | wording in more than one sentence that follows the same structural pattern, often using the same introductory words |
| time or sequential order | organizing main points by a chronological sequence, or by the steps in the process |
| topic order | organizing the main points of the speech by categories or division of a subject |
| logic reason order | emphasizes when the main points provide proof supporting the thesis statements |
| transition | words, phrases or sentences that show the relationship between or bridge ideas |
| goals of the introduction | getting attention, starting a thesis, establishing your credibility, setting a tone, creating a bond of goodwill |
| methods of gaining attention | startling statement, rhetorical questions, personal reference, quotations, stories |
| appeal | the behavior you want your listeners to follow after they have heard your arguments |
| Points of conclusion | summary of main ideas, leaving vivid impressions, appeal to action |
| audience analysis | process of customizing your speech material to your audience |
| relevance | adapting information in the speech so that audience members view it as important |
| timely | showing how information is useful now or in the near future |
| proximity | relationship to personal space |
| personalize | presenting information in a frame of reference that is familiar to the office |
| common ground | background, knowledge, attitudes, experiences and philosophies that re shared by audience members and the speaker |
| personal pronouns | "we","us","our" that refer directly to the audience |
| rhetorical questions | questions phrased to stimulate a mental response rather than an actual spoken response |
| credibility | level of trust that the audience has or will have with the speaker |
| knowledge and expertise | how well you convence the audience you are qualified |
| trustworthiness | character and apparent motives for speaking |
| personableness | extent to which you project an agreeable or pleasing personality |
| internal audience attitudes | predisposition for or against a topic |
| visual aids | form of speech development that allows the audience to see as well as hear information |
| object | 3 dimensional representation of an idea you are communicating |
| word charts | used to preview, review or highlight important ideas covered in speech |
| charts | graphic representations that present information in easily interpreted formats |
| flow charts | Use symbols and connecting lines to diagram the progressions through a complicated process |
| graphs | chart that compares information |
| bar graph | charts that represent information using a series of vertical or horizontal bars |
| line graph | charts that indicate changes in one or more variables over TIME |
| pie graph | chart that helps visual relationships AMONG PARTS OF A SINGLE UNIT |
| flip charts | large pad of paper mounted on an easel. Effective method for presented visual aids |
| informative speech | speech that explains facts, truths and principles |
| intellectually stimulating | information that is new to audience members |
| creative | using information in a way that yields different or original ideas or insights |
| divergent thinking | thinking that occurs when we look at a variety of different perspectives |
| mnemonics | system that improves memory by using formulas |
| acronyms | words formed from first letters of a series of words |
| description | informative method used to create an accurate, vivid, verbal picture of |
| definition | method of informing that explains something by identifying its meaning |
| synonym | word that has the same or similar meaning |
| antonym | word that is a direct opposition |
| comparison and contrast | method of informing that focuses on how it is similar and different |
| narration | method of informing that explains something by recounting events |
| demonstration | method of informing that explains something by showing how something is done by displaying the stages of a process or how something works |
| expository speech | informative speech that provides carefully researched, in-depth knowledge about a complex topic |
| persuasive speech | speech that has a goal to influence the beliefs or behaviors of audience members |
| propositions | declarative sentence that clearly indicates the speaker's position |
| uniformed | not knowing enough |
| impartial | knowing the basics about a topic, but still not having an opinion |
| apathetic | having no opinion or interest |
| reason | main point statements that summarize several pieces of evidence |
| argument | process of proving a conclusion you have drawn |
| argument by example | support claim by providing examples |
| arguing by analogy | support claim with a single comparable example |
| arguing by causation | support claim by citing events that have occurred eg: "the dry weather hurt the local lake economy" |
| arguing by sign | support claim by using information that signals the claim: "longer lines at the soup kitchen are a sign of worsening economy." |
| hasty generaliztion | fallacy that presents a generalization that is either not supported with evidence or is supported with only weak evidence |
| false cause | fallacy that occurs when the alleged cause fails to be related to or to produce the effect: black cat crossing the road brought me bad luck, so I had a wreck |
| Ad hominem argument | fallacy that occurs when one attacks the person making the argument instead of the argument |
| goodwill | audience thinks speaker understands empathizes and is responsive to them |
| being responsive | showing care about the audience |
| motivation | forces acting on or within an organization to initiate or direct behavior |
| incentive | reward promised if a particular action is taken or goal reached |
| statement of reasons pattern | straight forward organization in which you present the best supported reason you can find |
| comparative advantages pattern | organization that allows you to place all emphasis on the superiority of the proposed course of action |
| criteria satisfaction pattern | indirect organization that first sees audience agreement on criteria that should be considered when they evaluate a particular proposition |
| problem solution pattern | organization that provides a framework for clarifying the nature of the problem and for illustrating why a given proposal is the best one |
| motivate sequence pattern | organization that combines the problem solution pattern with explicit appeals designed to motivate the audience to act. 5 STEPS: attention, need, satisfaction, visualization, action |
| Denotation | The direct, explicit meaning a speech community formally gives a word -- it is the meaning found in a dictionary. (One Level of Meaning) Connotation and Denotation make up the two levels of meaning |
| Syntactic Context | Meaning of words may vary depending on syntactic context ( *the position of a word in a sentence and the other words around it*) EX. "Cool" could be cold or awesome |
| Concrete Words | Words that appeal to our senses andhelp us see, hear, smell, or touch. |
| Precise Words | Words that narrow a larger category to a smaller group within that category |
| Specific Words | second choice of words to clarify our first attempt w/ general words) |
| Dating Information | Details that specify the time or time period that a fact was true or known to be true. |
| Indexing Generalizations | The mental and verbal practice of acknowledging the presence of individual differences when voicing generalizations. EX. Although we might assume that someone who buys a Mercedes is rich, that may not be true for all Mercedes owners. |
| Metaphor | A comparison that establishes a figurative identity between objects being compared |
| Simile | Comparison using like or As |
| Emphasis | The importance you give certain words it tells the listener what they should take seriously |
| Jargon | Refers to technical terms whose meanings are understood only by a select group of people based on their shared activity or interests. May for a special speech community develops a common language (jargon) based on job or hobby |
| Linguistic Sensativity | Language choices that demonstrate respect for listener(s). |
| Generic Language | Using words that may apply only to one sex, race, or other group as though they represent everyone. Problem bc it excludes a portion of the population it ostensibly includes. EX. English lang uses "he" to stand for all humans regardless of gender. |
| Slang | Informal vocabulary developed and used by particular groups in society. Preforms an impor |
| Vivid Wording | Full of life, vigorous, bright, and intense. EX. Jackson made a great catch VS. Jackson leaped into the air with double-coverage, m |
| 5 largest speech community in order | Mandarin Chinese Spanish English Arabic Hindi |
| Channel | Both the route traveled by the message and the means of transportation. Messages are transmitted through sensory channels. Face-to-face communication has three channels Verbal Symbols Nonverbal Cues Visual Images |
| Communication | The process of creating or sharing meaning in informal conversation, group interaction or public speaking |
| Communication Apprehension | The "fear or anxiety associated with real or anticipated communication with others" |
| Communication Competence | Impression that communicative behavior is both appropriate and effective in a given situation. Effective when it achieves its goals. Appropriate when it conforms to what is expected in a situation. |
| Communication Setting | Differentiate interactions based on the number of participants and the extent to which the interaction is characterized by formal or informal exchanges |
| Constructed Messages | Messages put together with careful thought when we recognize that our known scripts are inadequate for the situation. (carefully constructed to meet the unique requirements of a particular situation |
| Context | Composed of: Physical Situations Social Situations Historical Situations Psychological Situations Cultural Situations |
| Control | the degree to which on participant is perceived to be more dominant or powerful |
| Credibility | a perception of a speaker's knowledge, trustworthiness, and warmth. Listens are more likely to be attentive to a speaker they think is credible |
| Cultural Context | Includes values, beliefs, orientations, underlying assumptions, and the rituals prevalent among people in a society. |
| Culture | Systems of knowledge shared by a relatively large group of people. Includes a system of: shared beliefs, values, symbols, and behaviors |
| Decoding | Process of interpreting another's message. |
| Encoding | Process of putting our thoughts and feelings into words, nonverbal cues, and images. |
| Feedback | Reactions and responses to a message that indicate to the sender whether and how that message was heard. |
| Historical Context | The background provided by previous communication episodes between the participants. It influences understands in the current encounter. |
| Immediacy | the degree of liking or attractiveness in a relationship |
| Interference (noise) | any stimulus that hinders the process of sharing meaning. Physical or Psychological |
| Internal Noise | Thoughts and feelings that compete for attention and interfere with the communication process |
| Intrapersonal Communication | The interactions that occur in your mind with you are talking with yourself. Usually we don't verbalize our internal dialog. |
| Interpersonal Communication | Characterized by informal interaction between two people who have am identifiable relationship with each other. Talking with a phone with your mom, talking to a friend, texting your brother |
| Meanings | The thoughts in our minds and interpertations of others messages. Meanings are the ways participants make sense of messages. Meanings are not transferred from one person to another, but created together in an exchange. |
| Messages | Verbal utterances, visual images, and nonverbal behaviors to which meaning is attributed during communication. To understand how messages are created and received, you have to understand meanings symbols encoding decoding form (organization) |
| Participants | Individuals who assume the roles of senders and receivers during an interaction. As senders, participants form and transmit messages using verbal symbols, visual images, and nonverbal behavior. |
| Physical Context | Includes the location, the environmental conditions (temperature, lighting, and noise level), the distance between communicators, and the time of day. All of these factors influence communication. EX. What does it mean to have a meeting in a cafeteria or a conference room? |
| Physical Interference | The sights, sounds, and other stimuli in the environment that draw peoples attention away from the intended meaning. |
| Psychological Context | The moods and feelings each person bring to the interpersonal encounter. EX. Normally happy, But stressed for exams. Rob asks a polite something and I snap at him. Why? bc the stress changed the psychological context in which I heard his question. |
| Psychological Interference | Internal distractions based on thoughts or feelings and cal fall into two categories: Internal Noise Semantic Noise |
| Public Communication | Communication delivered to audiences of more than 20 people. Public Communication includes public speeches and other types of mass communication that you may experience live, in person, or on a delayed or mediate basis. |
| Scripted Messages | Phrasings learned from past encounters that we judge to be appropriate to the present situation. |
| Semantic Noise | 1 type of Psychological Interference Refers to the distractions aroused by certain symbols that take our attention away from the main message. EX. "the 40-year-old girl in the office.." You think "girl" is a weird word for a 40-year-old |
| Social Context | Nature of the relationship between the participants. Who you take to influences what and how messages are formed, shared, and interpreted. EX. How you interact with others depends on your relationship to them. G-Ma VS. BFF |
| Social Ease | Communicating without appearing to be anxious or nervous. Managing communication apprehension so you do not appear nervous or anxious. |
| Small Group Communication | Typically involves 2/3-20 people who come together to communicate with one another for the specific purpose of solving a problem or arriving at a decision. Small groups can be in classes/offices, or small groups could pertain to family/friends. |
| Spontaneous Expressions | Messages spoken without much conscious thought. EX. burn your finger you scream "ouch!" (no thought), something makes you happy and your reaction is to smile (no thought) |
| Symbols | Are words, sounds, and actions that are generally understood to represent ideas and feelings. As you speak you choose word symbols to express your meaning. At the same time you use eye contact, expressions, gestures, etc. |
| 6 Essential Elements of Communication | Participants (who) Messages (what) Context (where) Channels (how) Interference (distractions) Feedback (reaction) |
| 4 Types of Communication Apprehension | Traitlike C.A. Audience-Based C.A: Situational C.A: Context-Based C.A: |
| Traitlike Communication Apprehension | You feel anxious in most speaking situations. 20% of people experience this |
| Audience-Based Communication Apprehension | You feel anxious about speaking only with certain person or group of people. |
| Situational Communication Apprehension | A short-lived feeling of anxiety that occurs during a specific encounter |
| Context-Based Communication Apprehension | Anxiety only in a particular situation, EX. speaking to a large # of people |
| Sapir-Whorf Hypothesis | Language affects how people think and what they pay attention to. Language lets us perceive certain aspects of the world by naming it and allows us to ignore others by not naming them. EX. White vest may be egg-shell to an interior designer. |
| Language | Is both a body of symbols *most commonly words* and the systems for their use in messages that are common to the people of the same speech community. |
| Speech Community | (Language Community) Group of people who speak the same language. Between 3,000 and 4,000 speech communities in the world. 60% of the worlds speech communities have <10,000 speakers. |
| Words | Symbols used by a speech community to represent objects, ideas, and feelings. For a word to be a symbol, everyone in the speech community has to agree that that word stands for the same object, idea, or feeling. |
| Connotation | Feelings or evaluations we associate with a word. *May be even more important to our understanding or meaning that denotation.* Connotation and Denotation make up the two levels of meaning |
| Improving Language Skills | Use clear language Use language that makes your message memorable Use linguistic sensitivity |
| Purposes of Language | We use language to.. designate, label, define, and limit evaluate discuss things outside our immediate experience talk about language |
| Nonverbal Communication Behaviors | Bodily actions and vocal qualities that typically accompany a verbal message. |
| Emoticons | Symbolic pictures made with keyboard characters that represent the emotion tone that nonverbal behaviors add to face-to-face verbal messages. Typed symbols that convey emotional aspects of an online message |
| Emblems | Gestures that can stand alone and substitute completely for words Automatic agreed-upon meaning in a particular culture, but the meaning assigned to a specific gesture can vary across cultures. |
| Gestures | The movements of our hands, arms, and fingers that we use to describe or emphasize a point |
| Illustrators | Gestures that augment the verbal message. When you say "about this high" or "nearly this round" your listener expects to see a gesture accompanying your verbal description |
| Kinesics | The interpretation of what and how body motions communicate. Includes... gestures, eye contact, facial expression, posture, and touch. |
| Adaptors | Gestures that occur unconsciously as a response to a physical need. EX. Scratch an itch, adjust your glasses, or rub your hands together when they are cold. You do not mean to communicate a message, but others do notice and attach meaning t them. |
| Eye Contact or Gaze | Technical term: Oculesics |
| Oculesics | How and how much we look at others when communicating. |
| Body Orientation (70) Indirect and Direct | Refers to posture in relation to other people. Facing another person squarely is called DIRECT BODY ORIENTATION. At angles with each other INDIRECT BODY ORIENTATION |
| Facial Expression | Arrangement of facial muscles to communicate emotional states or reactions to messages. Especially important in conveying the six basic human emotions of Happiness Sadness Surprise Anger fear and Disgust |
| Posture | How we position and move our body. From our posture others interpret how attentive, respectful, and dominant we are. |
| Body Movement | Movement that helps clarify meaning (motivated) or movements that distracts listeners from the point being made (unmotivated) EX> pacing is unmotivated m |
| Haptics | Technical term for what and how touch communicates. Touching behavior is a fundamental aspect of nonverbal communication. |
| Paralanguage | The voiced but not verbal part of a spoken message. Comprises 6 vocal characteristics: pitch volume rate quality intonation vocalized pauses |
| Vocalics | Interpretation of verbal message based on the paralinguistic features. |
| Intonation | The variety, melody, or inflection in one's voice. |
| Personal Space | The distance we try to maintain when we interact with other people |
| Pitch | Highness or lowness of vocal tone. |
| Quality | The sound of a person's voice that distinguishes it from others. breathy, strident, throaty, nasal |
| Volume | Loudness or softness of tone. |
| Proxemics | The formal term for how space and distance communicated. |
| Vocalized Pauses | Extraneous sounds or words that interrupt fluent speech. Uh, Uhm, Ok, Er, Well etc. Universal interrupters of American Conversations = "you know" "like" Use to hold our turn when we momentarily search for the right word or idea. |
| Artifacts | Objects and posessions we use to decorate the physical space we control. |
| Physical Space | Part of the physical environment over which we exert control. Our territorial natures not only lead us to maintain personal distance, but also to assert ownership claims to parts of the physical space that we occupy |
| Chronemics | How we interpret use of time and is based largely on cultural context. Monochronic Time = Time is valuable. America Polychronic Time= Time is not valuable. Mexico, Japan |
| Ectomorph | Bodies are lean and hae little muscle development are stereotyped as brainy, anxious, and cautious. |
| Mesomorph | Muscular and strong, are believed to be energetic, outgoing and confident. |
| Mono-chronic Time Orientation | Time is valuable. Time is "real". We think in terms of "spending time" "losing time" subordinate interpersonal relationships to their schedule. On time, wear watches, due dates. |
| Poly-chronic Time Orientation | Time is elastic. People enjoy their time. Punctuality is not important. Multitask. Time is very flexible and fluid and appointment times and schedules as rough estimates of time. |
| Endomorphs | People who are shaped round and heavy, are stereotyped as kind, gentle, and jovial. |
| Group | A collection of 3 or more people who interact and attempt to influence each other in order to accomplish a common purpose. |
| Group Communication | All the verbal and nonverbal messages shared with or among members of the group -- its what makes our participation in these different groups a positive or negative experience. |
| Healthy Groups | Are characterized by ethical goals interdependence cohesiveness productive norms accountability synergy |
| Cohesiveness | The force that brings group members closer together. |
| Ground Rules | Prescribed behaviors designed to help the group meet its goals and conduct its conversations. |
| Interdependent Group | Members rely on each others skills and knowledge to accomplish the group goals. One concrete way to understand interdependence is to observe a musical group. |
| Norms | Expectations about the way group members are to behave while in a group. Healthy Groups develop norms that help them achieve their goals and foster cohesiveness. |
| Accountability | All group members are held responsible or adhering to the group norms and working toward the group goals. This means a group will sanction a member who violates a group norm. |
| Forming | Initial stage of group development, and it is characterized by orientation, testing, and dependence. Members try to understand exactly what the goal is, what role they play in reaching the goal, and what the other group members are like. |
| Groupthink | A deterioration of mental efficiency, reality testing, and moral judgment that results from in-group pressure to conform. |
| Norming | The third stage of group development and is characterized by increased cohesion, collaboration, emerging trust among members, and motivation to achieve the group goal. |
| Preforming | The fourth stage of group development and is characterized by harmony, productivity, problem solving, and shared leadership. Group capitalizes on the skills, knowledge, and abilities of all members to work toward achieving its goal. |
| Storming | Beginning of the second stage of group development. Characterized by conflict and power plays as members seek to have their ideas accepted and to find their place within the group's power structure. Constructive disagreements help the clarify goal |
| Syngery | The multiplying force of a group of individuals working together that results in a combined effort greater than any other the parts. |
| Team-Building Activities | Designed to build rapport and develop trust among members. |
| Adjourning | Last stage. Characterized by celebration of goal accomplishment and disengagement begins when the group recognizes that it has reached its goal. |
| Family | Group of intimates who through their communication generates a sense of home and group identity, complete with strong ties of loyalty and emotion, and experiences a history and a future. |
| Service Group | Composed of individuals who come together to perform hands-on charitable works or to raise money to help organizations that preform such work |
| Social Friendship Group | composed of friends who have genuine concern about each others welfare and enjoy spending time together. |
| Support Group | A group comprised of people who come together to bolster each other by providing encouragement, honest feedback, and a safe environment for expressing deeply personal feelings about a problem common to the members |
| Work Group | a collections of three or more people formed to solve a problem |
| Work Group Goal | A clearly stated future state of affairs desired by enough members of the group to motivate the group to work toward its achievement. |
| Heterogeneous Group | A group in which various demographics, levels of knowledge, attitudes, and interests are represented. |
| Homogeneous Group | Group in which members have a great deal of similarity |
| Group Dynamics | they way a group interacts to achieve its goal |
| Interest Group | Comprised of individuals who come together because they share a common concern, hobby, or activity |
| Types of Families | 1.Nuclear 2.Single Parent 3.extended 4.Blended 5.Mixed |
| Nuclear Family | 2 parents who live together with their biological or adopted children |
| Single Parent Family | 1 adult living with his or her children |
| Extended Family | one or two parents and children living with grandparents, cousins, aunts and uncles, or other relatives |
| Blended Family | Committed or married adults living with the children of their previous marriages and relationships as well as the children of their union. |
| Mixed | People of different races |
| Important for Families | Build self esteem and self concept praise each other offer statements of 1.acceptance and 2support verbally 3express love |
| 6 Types of Groups | 1.Family 2Social Friendship Group 3.Support Group 4.Interest Group 5.Service Group 6.Work Group |
| Problem Definition | A formal written statement describing a problem |
| Question of Fact | A question asked to determine what is true or to what extent something is true |
| Question of Policy | a question asked to determine what course of action should be taken or what rules should be adopted to solve a problem. |
| Question of Value | a question asked to determine or judge whether something is right, moral, good or just. |
| Brainstorming | An uncritical, non-evaluative provess of generating possible solutions by being creative, suspending, judgment, and combining or adapting ideas |
| Criteria | Standards or measures used for judging the merits of proposed solutions |
| Decision Making | The process of choosing among alternatives |
| Informal or Emergent Leader | Members who gain power because they are liked and respected by the group |
| Shared Leadership Functions | The sets of roles that group members perform to facilitate the work of the group and help maintain harmonious relationships between members |
| Task Roles | Sets of behaviors that help a group acquire, process, or apply information that contributes directly to completing a task or goal. |
| Maintenance Roles | Sets of behaviors that help a group of develop and maintain cohesion, commitment, and positive working relationships |
| Procedural Roles | Sets of behaviors that directly support a group process |
| Agenda | An organized outline of the information and decision items that will be covered during a metting |
| Comprehension Report | A written document that provides a detailed review of the problem solving progess used to arrive at a recommendation |
| Executive Summary | one page synposis of a comprehensive report |
| Oral Brief | a summary of a written brief delivered to an audience by a group member |
| Oral Report | a detailed review of a groups problem solving process delivered to an audience by one or more group members |
| Panel Discussion | A structured problem solving discussion held by a group in front of an audience |
| Remote Access Report (RAR) | A computer-mediated audiovisual presentation of a groups process and outcome that others can receive electronically |
| Streaming Video | A pre-recording that is sent in compressed form over the internet |
| Symposium | A set of prepared oral reports delivered sequentially by group members before a gathering of people who are interested in the work of the group |
| Written Brief | A very short document that describes a problem, background, process, decision, and rationale so that a reader can quickly understand and evaluate a groups product |
| Cognitive Restructuring | Method to systematically rebuild thoughts about public speaking by replacing anxiety-arousing negative self-talk with anxiety-reducing positive self-talk |
| Communication Orientation | Seeing a speech situation as an opportunity to talk with a number of people about a topic that is important to the speaker and to them. |
| Conversational Style | An informal style of presenting a speech so that your audience feels you are talking with them, not to them. |
| Delivery | How a message is communicated orally and visually through the use of voice and body to be conversational and animated. |
| Public Speaking Skills Training | The systematic teaching of the skills associate with preparing and delivering an effective public speech, with the intention of improving speaking competence and thereby reducing public speaking apprehension. |
| Visualization | a method to reduce apprehension by developing a mental picture of yourself giving a masterful speech. |
| Systematic Desensitization | a method to reduce apprehension by gradually visualizing increasingly more frightening speaking events |
| Spontaneity | a naturalness that seems unrehearsed or memorized |
| Animated | lively and dynamic |
| Public Speaking Apprehension | A type of communication anxiety. It is the level of fear you experience when anticipating or actually speaking to an audience. |
| Intelligible | understandable |
| Pitch | the highness or lowness of the sounds produced by the vibration of your vocal cords |
| Rate | e speed at which you talk |
| Volume | the degree of loudness of the tone you make as you expel air through your vocal cords |
| Accent | the articulation, inflection, tone, and speech habits typical of the native speakers of a language |
| Articulation | using the tongue, palate, teeth, jaw movements, and lips to shape vocalized sounds that combine to produce a word |
| Monotone | a voice in which the pitch, volume, and rate remain the same. |
| Pronunciation | the form and accent of various syllables of a word |
| Vocal Expressiveness | the contrasts in pitch, volume, rate, and quality that affect the meaning an audience gets from the sentences you speak |
| Pauses | moments of silence strategically used to enhance meaning |
| Performance Orientation | seeing public speakers as a situation in which a speaker must impress an audience with knowledge and delivery, and seeing audience members as hypercritical judges |
| Facial Expression | eye and mouth movements |
| Gestures | movements of hands, arms, and fingers that illustrate and emphasize what is being said |
| Motivated Movement | movement with a specific purpose |
| Movement | changing the position or location of the entire body |
| Poise | graceful and controlled use of the body |
| Posture | the position or bearing of the body |
| Appearance | the way we look to others |
| Extemporaneous Speech | a speech that is researched and planned ahead of time although the exact wording is not scripted and will vary from presentation to presentation. |
| Impromptu Speech | a speech that is delivered with only seconds or minutes of advance notice for preparation ad is usually presented without referring to notes |
| Rehearsing | practicing the presentation of your speech aloud |
| Scripted Speech | a speech that is prepared by creating a complete written manuscript and delivered by rote memory or by reading a written copy |
| Speaking Notes | word or phrase outlines of your speech |
| Guidelines Before the Meeting for Leaders | Prepare and distribute an agenda 2Decide who should attend the meeting 3Manage meeting logistics 4Speak with each participant prior to the meeting |
| Guidelines During the Meeting for Leaders | Review and modify the agenda Monitor member interaction Monitor time Praise in public and reprimand in private check to see if the group is ready to make a decisionImplement the groups decision rules Summarize decisions and assignments Set next meeting |
| Guidelines for Following Up for Leaders | Review the meeting outcomes and process Prepare and distribute a meeting summary Repair damaged relationships Conduct informal progress reports |
| Guidelines Before the Meeting for Participants | Study the agenda Study the minutes Do your homework List questions Plan to play a leadership role |
| Guidelines During the Meeting for Participants | Listen Actively Stay focused Ask questions Take notes Play devils advocate Monitor your contributions |
| Guidelines for Following up for Participants | Review and summarize your notes Evaluate your effectiveness Review decisions Communicate progress Complete your tasks Review minutes |
| Steps in the Problem Solving Process | Identify and define the problem Analyze the problem Determine criteria for judging solutions Identify alternative solutions Evaluate solutions and decide Implement the agreed-upon solution |
| Kinds of Shared Leadership | Task Roles Maintenance Roles Procedural Roles |
| Deliverables | Written Format Written Brief Comprehensive report 2. Oral Format Oral Brief Oral Report Symposium Panel Discussion 3. Virtual Reports Remote access reports Streaming Videos |
