When asked to deliver a speech for which you are allowed to decide the purpose, what should you assess?
A. how the audience and occasion create opportunities or constraints
B. how specific purpose creates opportunities or constraints
C. how the topic creates opportunities or constraints
D. how thesis and main ideas create opportunities or constraints
Answer: A
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Tarryn is an Australian university student. Working on a group project with her classmates, she noticed that some of the intercultural students in her group dealt with the conflict differently. She thought that the foreign students should have been more upfront, like the Australian students within the group, and that their approach simply caused more problems. Which stage of Bennett’s DMIS model best illustrates Tarryn’s level of intercultural sensitivity?
A. Denial. B. Defence. C. Minimization. D. Adaptation.
Jan typed her speaking outline, and in the margin she entered handwritten notes such
as "pause here!" next to a place where she knew a pause would be effective. How should we evaluate Jan's handwritten prompts? A) She risks distracting herself from the content she has typed. B) She is smart to jot down delivery reminders. C) The notes in the margin will clutter her outline and lessen her ethos. D) Delivery hints are not necessary if she has practiced sufficiently.
What advice does the text give for overcoming the tendency to delay tasks in public speaking preparation?
a. Work in small units. b. Avoid the pitfall of overthinking the tasks. c. Make a commitment to quit worrying. d. Admit that most people do better under pressure.
The selection and use of supporting materials for a speech involves critical thinking skills.
Answer the following statement true (T) or false (F)