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Communication Principles For A Lifetime 6th Edition Steven A. Beebe, Susan J. Beebe, Diana K. Ivy - Solutions
8. Is it ever ethical to invent supporting material if you have been unable to find what you need for your speech?
7. What is one illustration, statistic, or other piece of supporting material from a speech you heard that you found highly memorable? Why was it so effective?
6. Divide the central idea statement you wrote about buying car insurance into two or more main ideas, using the three questions recommended in this chapter.
5. Following the guidelines in this chapter, write a central idea statement for a speech on the topic of buying car insurance.
4. Write your own examples of specific-purpose statements that tell what an audience will do after listening to a speech to inform, a speech to persuade, and a speech to entertain.
3. List some of your own interests and experiences.Use them to brainstorm some possible speech topic ideas.
2. What are your biggest concerns about giving a speech in public?
1. How is the behavior of a speaker who adapts to his or her audience different from that of a speaker who doesn’t adapt to the audience?
• Keep in mind your audience’s knowledge, interests, and expectations as you select supporting material for your presentation.
• Consider your audience’s interests and expectations as you select the topic for your speech.
• Be sensitive to and adapt to the diversity of your audience.
• Be centered on your audience to increase your confidence.
• As you learn more about your audience, you can revise ideas or strategies for your speech at any point in your preparation process.
• Listen for topic ideas in the course of casual conversation with friends.
• To increase your confidence when speaking in public, seek out information about your listeners and how they are likely to respond to your message.
• Use visual aids to make statistics more readily understandable to your listeners.
• Consider the accountability, accuracy, objectivity, date, usability, and sensitivity to diversity of pictures and graphics you find on websites.
• Remember that nonverbal indicators of public speaking anxiety are rarely visible to an audience.
• Integrate oral citations of your sources into your speech.
• Quote or paraphrase accurately and in context.
• Cite unbiased authorities who represent prevailing opinion.
• Round off large numbers to make them more understandable.
• Make your definitions readily understandable, and be certain that they accurately reflect how you use the word or phrase in the speech.
#!# • Describe and explain in specific and concrete language.
• Keep descriptions and explanations brief.
• Make your illustrations vivid and specific.
• Consider the accountability, accuracy, objectivity, date, usability, and sensitivity to diversity of verbal material you find on websites.
• Make sure that your central idea reflects a single topic, is a complete declarative sentence, and uses specific language.
• Word your specific purpose in terms of your audience to help you keep your focus on them.
• Search for topics on the Internet, in the media, and in books.
• Focus on your message to help you become a more confident speaker.
• Remember that the best supporting material often draws on your own knowledge and experience.
• Consider your own interests and experiences when selecting a topic.
• Give yourself a pep talk before getting up to speak.
• Understand that public speaking anxiety results from your body working to help you perform better.
11.7 Describe four potential sources and seven types of supporting material for a speech, and use each type effectively.You have at least four potential sources of supporting material: yourself, the Internet, online databases, and traditional library resources. Personal knowledge and experience
11.6 Generate main ideas from a central idea.The main ideas of a speech support or subdivide the central idea. They are usually logical divisions of the central idea, reasons the central idea is true, or a series of steps or a chronological sequence that develops the central idea.Gathering
11.5 Develop a central idea for a speech.Your central idea will focus on the content of your speech. It should be centered on your audience; reflect a single topic; be a complete declarative sentence; and use direct, specific language.Generating Main Ideas
11.4 Write an audience-centered specific-purpose statement for a speech.Once you have a topic, you need to identify both your general purpose and your specific purpose. General purposes include to inform, to persuade, and to entertain.Specific purposes are determined by the general purpose, the
11.3 Select and narrow a topic for a speech.As you begin to prepare your speech, you will first have to select and narrow your topic, keeping in mind the audience, the occasion, and your own interests and experiences. You may find helpful such strategies as silent brainstorming, scanning web
11.2 Apply specific strategies for becoming a more confident speaker.Focusing on your audience and message and giving yourself mental pep talks can help you become a more confident speaker, as can knowing how to develop a speech, being well prepared, and seeking out opportunities to speak.Selecting
11.1 List and explain the components of the audiencecentered public speaking model.The stages of the public speaking process center on consideration of audience members, who influence every decision a speaker makes. A speaker’s tasks include selecting and narrowing a topic, identifying a general
11.7 Describe four potential sources and seven types of supporting material for a speech, and use each type effectively.
11.6 Generate main ideas from a central idea.
11.5 Develop a central idea for a speech.
11.4 Write an audience-centered specific-purpose statement for a speech.
11.3 Select and narrow a topic for a speech.
11.2 Apply specific strategies for becoming a more confident speaker.
11.1 List and explain the components of the audience-centered public speaking model.
5. You can also assess the group’s or team’s overall ability to perform these competencies.The column marked “Group Assessment” can be used to record your overall impressions of how effectively the group or team behaved. Circle NO if no one in the group performed a particular competency.
4. Total the score for each group member in each of the following four categories.Problem-oriented competencies consist of items 1 and 2. These are behaviors that help the group or team define and analyze the problem. If a group member performed the competencies, his or her point total for this
3. For each competency for which you circled YES, determine how effectively the competency was performed. Use a scale from 0 to 3:0 = The group member performed this competency but did so inappropriately or inadequately. For example, the person observed tried to define the problem but did so
2. When using the form, first decide whether each group member has performed each competency. Circle NO if the group member was not observed performing the competency. Circle YES if you did observe the group member performing the competency (for example, defining the problem, analyzing the problem,
1. Observe a group or team that is attempting to solve a problem. Write the names of the group members at the top of the form. (If the group includes more than five members, photocopy the form so that each group member can be evaluated.)
5. Review Table 10.1. What other patterns of difficult group behavior have you encountered in groups?How would you suggest dealing with the behavior?
4. Using the suggestions and following the examples presented in this chapter, draft a brief agenda for an upcoming meeting of a group you’re in.
3. How can group members adapt to work effectively if the leader is using an authoritarian style and the group would prefer a more democratic style?
2. Think of a successful brainstorming session or a session with problems in which you’ve participated as a group leader or member. What factors caused the success or led to the problems? If there were problems, what could be done to address them?
1. Describe the best group member or teammate you have encountered. How did that person’s behavior compare to this chapter’s description of effective team members?
• Adapt your messages to give group meetings appropriate structure and to foster interaction.
• Adapt your messages to help the group identify, define, and analyze the problem; create solutions;select the best solution; and take action.
• Adapt your leadership and group membership styles to achieve the goals of the group.
• Listen and respond to provide appropriate contributions to group meetings and problem-solving discussions.
• To be an effective leader, listen and thoughtfully respond to all members.
• Listen and respond to others to express your sensitivity to others’ ideas and opinions.
• Listen to other group members to determine whether your group is accomplishing the appropriate group functions.
• When brainstorming, do your best to avoid nonverbally expressing your evaluation of other people’s ideas.
• Use appropriate nonverbal messages to establish and maintain a positive group climate.
• Use metadiscussion to keep a meeting on track.
• Manage the amount of interaction in a group by encouraging quiet members to participate and overly dominant members to let others express ideas.
• Develop and use written agendas to give meetings structure.
• Use verbal “I” messages to express your need for information and your sensitivity to other group members’ feelings.
• Evaluate the merits of ideas by verbalizing both the pros and the cons.
• Clearly describe the goal of the group.
• Be aware of the appropriate leadership style to meet your group’s needs.
• Be sensitive to your group’s need for appropriate structure to organize and focus the discussion or interaction and to encourage dialogue.
10.4 Develop and use strategies to structure meetings appropriately, keep meetings on track, and promote appropriate dialogue and interaction.An effective meeting needs a balance of structure and interaction. Groups maintain appropriate structure if meeting planners develop and use an agenda to
10.3 Compare and contrast the trait, functional, styles, situational, and transformational approaches to understanding leadership.High-performing groups have competent group leaders.Researchers have devised several approaches to analyzing leadership. The trait approach to leadership seeks to
10.2 List and describe the five steps of group problem solving (reflective thinking).Although there is no single series of steps that will ensure high performance, five classic steps can help groups organize the problem-solving process: (1) identify and define the problem, (2) analyze the problem,
10.1 Identify six functions that effective group members perform.Effective group members identify a clear, elevating goal;develop a results-driven structure; gather, share, and use information effectively; develop options; evaluate ideas; and are sensitive to group social and relationship
10.4 Develop and use strategies to structure meetings appropriately, keep meetings on track, and promote appropriate dialogue and interaction.
10.3 Compare and contrast the trait, functional, styles, situational, and transformational approaches to understanding leadership.
10.2 List and describe the five steps of group problem solving (reflective thinking).
10.1 Identify six functions that effective group members perform.
4. Which of the roles described in Table 9.2 do you fill most often in groups? Why do you think you usually take that role? Which roles would you like to fill more often?
3. Do you sometimes feel uncertain and uncomfortable when joining a new group? How do you typically try to resolve discomfort when you meet new group members? How successful is your method?
2. What other advantages and disadvantages of virtual groups and teams can you add to the list in this chapter’s Communication & Technology box, either from experience or based on your observations and analysis?
1. What do you find most rewarding about working in groups and teams? What do you find most challenging?
• Adapt appropriately to cultural differences within the group.
• Adapt to help the group become oriented to the task, manage conflict, facilitate emergent decisions, and reinforce group behavior.
• Adapt to group roles, norms, rules, and status differences.
• Listen attentively to other group members to help foster a climate of cohesiveness.
• Listen to others to help identify group and team norms and rules.
• Listening well is a very important way to help a group. Listening skills help you identify your roles and the roles of others.
• Be supportive of other group members nonverbally as well as verbally. Reinforce statements with positive facial expressions, eye contact, and head nods to indicate agreement when appropriate.
• Observe group and team members’ use of space, touch, and eye contact to pick up clues about status and power.
• Nonverbal cues help you understand group and team norms.
• Talk about your group or team in terms of “we” rather than “I.”
• Help the group or team set clear ground rules and clarify norms that may be ambiguous.
• Express realistic optimism when working with others in groups and teams. Groups and teams with a positive outlook are more effective than those with a pessimistic perspective.
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