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| Getting attention, stating the thesis, establishing your credibility, setting a tone, creating a bond of goodwill | |
| Magazines and journals that appear at fixed intervals | |
| A method of informing that explains something by identifying its meaning | |
| Organizing the main points by a chronological sequence, or by the steps in a process | |
| The background, knowledge, attitudes, experiences, and philosophies that are shared by audience members and the speaker | |
| A broad area of knowledge | |
| “we”, “us”, “our” pronouns that refer directly to members of the audience | |
| Use symbols and connecting lines to diagram the progressions through a complicated process | |
| A chart that compares information | |
| Brief, often amusing stories | |
| Charts that represent information using a series of vertical or horizontal bars | |
| An organization that allows you to place all the emphasis on the superiority f the proposed course of action | |
| A speech that has a goal to explain or describe facts, truths, and principles in a way that increases understanding | |
| Charts that indicate changes in one or more variables over time | |
| The occasion and location for your speech | |
| A form of speech development that allows the audience to see as well as to hear information | |
| Using information in a way that yields different or original ideas and insights | |
| The audience perception that the speaker understands empathizes with and is responsive to them | |
| How well you convince your audience that your are qualified to speak on a topic | |
| An indirect organization that first seeks audience agreement on criteria that should be considered when they evaluate a particular proposition and then shows how the proposition sa | |
| The informative method used to create an accurate, vivid, verbal picture of an object, geographic feature, setting or image | |
| Interpretations and judgments made by authorities in a particular subject area | |
| Summary of main ideas, leaving vivid impressions, appeal to action | |
| Both character and apparent motives for speaking | |
| The process of proving conclusions you have drawn form reasons and evidence | |
| A single statement of the exact response the speaker wants from the audience | |
| Support a claim with a single comparable example that is significantly similar to the subject of the claim | |
| The active process of developing a strategy for tailoring your information to the specific speech audience | |
| A person who has mastered a specific subject, usually through long-term study | |
| Main point statements that summarize several related pieces of evidence and show why you should believe or do something | |
| Highlight differences | |
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| A sentence that identifies the topic of your speech and the main ideas you will present | |
| Showing care about the audience by acknowledging feedback from the audience, especially subtle negative cues | |
| The process of locating information about your topic that has been discovered by other people | |
| Not knowing enough about a topic to have formed an opinion | |
| Thinking that occurs when we contemplate something from a variety of different perspectives | |
| Predispositions for or against a topic, usually expressed as an opinion | |
| The level of trust that an audience has or will have in the speaker | |
| Accounts, personal experiences, tales, or lengthier stories | |
| A word that is a direct opposition | |
| A word that has the same or similar meaning | |
| Startling statement, rhetorical questions, personal reference, quotation, stories | |
| Illuminate a point by showing similarities | |
| Questions phrased to stimulate a mental response rather than an actual spoken response on the part of the audience | |
| A relationship to personal space | |
| The extent to which you project an agreeable or pleasing personality | |
| A declarative sentence that clearly indicates the speaker’s position on the topic | |
| A sentence representation of the hierarchical and sequential relationships between the ideas presented in a speech | |
| Organizing the main points of the speech by categories or divisions of a subject | |
| Presenting information in a frame of reference that is familiar to the audience | |
| An uncritical, non-evaluative process of generating associated ideas | |
| The process of conducting your own study to acquire information for your speech | |
| An organization that combines the problem solution pattern with explicit appeals designed to motivate the audience to act. The five steps of the motivated sequence are: attention, | |
| A method of informing that explains something by recounting events | |
| A method of informing that explains something by focusing on how it is similar and different from other things | |
| A three-dimensional representation of an idea you are communicating | |
| A system of improving memory by using formulas | |
| A fallacy that occurs when one attacks the person making the argument rather than the argument itself | |
| Support a claim by providing one or more individual examples | |
| Graphic representation that present information in easily interpreted formats | |
| A fallacy that presents a generalization that is either not supported with evidence or is supported with only weak evidence | |
| The process of selecting and arranging the main ideas and supporting material to be presented in the speech in a manner that makes it easy fort the audience to understand | |
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| Information that is new to audience members | |
| Specific instances that illustrate or explain a general factual statement | |
| The unethical act of representing a published author’s work as your own | |
| Describes the behavior you want your listeners to follow after they have heard your arguments | |
| Knowing the basics about a topic but still not having an opinion about it | |
| Showing how information is useful now or in the near future | |
| The study of the intended audience for your speech | |
| Used to preview, review, or highlight important ideas covered in a speech | |
| A straight forward organization in which you present the best-supported reasons you can find | |
| Emphasizes when the main points provide proof supporting the thesis statement | |
| A method of informing that explains something by showing how something is done, by displaying the stages of a process, or by depicting how something works | |
| Support a claim by citing events that have occurred to bring about the claim: “The dry weather hurt the local lake economy.” | |
| Words formed from the first letter of a series of words | |
| Support a claim by citing information that signals the claim: “longer lines at a soup kitchen are a sign that the economy is worsening.” | |
| An organization that provides a framework for clarifying the nature of the problem and for illustrating why a given proposal is the best one. | |
| Words, phrases, or sentences that show the relationship between or bridge ideas | |
| Adapting the information in the speech so that audience members view it as important | |
| A reward promised if a particular action is taken or goal reached | |
| The intent of the speech | |
| The process of customizing our speech material to your audience | |
| A large pad of paper mounted on an easel. It can be an effective method for presenting visual aids | |
| A speech that ahs a goal to influence the beliefs or behaviors of audience members | |
| An informative presentation that provides carefully researched, in-depth knowledge about a complex topic | |
| Charts that help audiences visualize the relationships among parts of a single unit | |
| Wording in more than one sentence that follows the same structural pattern, often using the same introductory words | |
| A questionnaire designed to gather information from people | |
| Having no opinion because one is uninterested to a topic | |
| Complete sentence representations of the main ideas used in your thesis statement | |
| A fallacy that occurs when the alleged cause fails to be related to, or to produce the effect: “The black cat crossing the street brought me bad luck, so I had an accident.” | |
| Forces acting on or within an organism to initiate and direct behavior | |
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