'cookieOptions = {...};' "" The Arts of Conversation

Saturday 12 November 2016

Supporting Your Ideas

Good speeches need strong supporting materials to bolster the speaker's point of view. The three basic types of supporting materials are examples, statistics, and testimony.
In the course of a speech you may use brief examples—specific instances referred to in passing—and sometimes you may want to give several brief examples in a row to create a stronger impression. Extended examples are longer and more detailed. Hypothetical examples describe imaginary situations and can be quite effective for relating ideas to the audience. All three kinds of examples help clarify ideas, reinforce ideas, or personalize ideas. To be most effective, they should be vivid and richly textured.
Statistics can be extremely helpful in conveying your message as long as you use them sparingly and make them meaningful to your audience. Above all, you should understand your statistics and use them fairly. Make sure your figures are representative of what they claim to measure, that you use statistical measures correctly, and that you take statistics only from reliable sources.
Citing the testimony of experts is a good way to make your ideas more credible. You can also use peer testimony, from ordinary people who have firsthand experience on the topic. Regardless of the kind of testimony, you can either quote someone verbatim or paraphrase his or her words. Be sure to quote or paraphrase accurately and to use qualified, unbiased sources.
When citing sources in a speech, you need to let your audience know where you got your information and why they should accept it as qualified and credible. In most cases, this means identifying the document you are citing, its date of publication or posting, the author or sponsoring organization, and the author's credentials.

Review Questions
After reading this chapter, you should be able to answer the following questions:
Why do you need supporting materials in your speeches?
What are the three kinds of examples discussed in this chapter? How might you use each kind to support your ideas?
What are five tips for using examples in your speeches?
Why is it so easy to lie with statistics? What three questions should you ask to judge the reliability of statistics?
What are six tips for using statistics in your speeches?
What is testimony? Explain the difference between expert testimony and peer testimony.
What are four tips for using testimony in your speeches?
What four pieces of information do you usually need to provide when making oral source citations in a speech?


Gathering Materials for a Speech

There are many resources you can use when gathering information for a speech. If  you have personal experience or above-average knowledge about a topic, you can use yourself as a resource. Most of the time, however, you will need outside information, which you can get in the library, on the Internet, or by interviewing people with specialized information.
Finding what you need in the library is largely a matter of knowing how to search for information. The catalogue lists all the books, periodicals, and other resources owned by the library. Databases help you find articles in magazine newspapers, and journals. The reference section includes encyclopedias, year books, biographical aids, and books of quotations. If you have trouble finding something, don’t hesitate to ask a librarian.
When looking for information online, you need a search strategy that will help you find exactly what you need. Given the lack of editorial review for most documents on the Web, it is especially important to evaluate the authorship, sponsoring organization, and recency of the research materials you find there.
You can also get information by conducting a personal interview. Before the interview, you should define its purpose, decide whom you are going to interview, and prepare the interview questions. Once the interview begins, be sure to listen attentively and to take accurate notes. Afterward, review and transcribe your notes as soon as possible.
No matter what sources you draw upon in gathering information, your research will be more effective if you start early and make a preliminary bibliography to keep track of all the books, articles, and Internet documents that look as if they might be helpful. By learning to take research notes effectively, you will save your self time and energy every step of the way. And if you think about your materials as you research, you may find that gathering materials is the most creative part of your speech preparation.

Review Questions
After reading this chapter, you should be able to answer the following questions:
Why is it important to draw on your own knowledge and experience in gathering materials for your speeches?
What are five resources for finding what you need in the library?
What are three criteria for evaluating the soundness of research materials that you find on the Internet?
What are the three stages of a research interview? What should you do in each stage to help ensure a successful interview?
Why is it important to start your speech research early?
What is a preliminary bibliography? Why is it helpful to you in researching a speech?

What four things should you do to take research notes efficiently?

Analyzing the Audience

Good speakers are audience-centered. They know that the aim of speechmaking is to gain a desired response from listeners. When working on your speeches, keep three questions in mind: To whom am I speaking? What do I want them to know, believe, or do as a result of my speech? What is the most effective way of composing and presenting my speech to accomplish that aim?
To be an effective speaker, you should know something about the psychology of audiences. People are egocentric. They typically approach speeches with one question uppermost in mind: "Why is this important to me?" Therefore, you need to study your audience and adapt your speech to their beliefs and interests.
The first stage in learning about your audience is to identify demo­graphic traits such as age, gender, religion, sexual orientation, group mem­bership, and racial, ethnic, or cultural background. The second stage is identifying traits of the audience unique to the speaking situation. These traits include the size of the audience, attitudes influenced by the physical setting, and your listeners' disposition toward the topic, toward you as a speaker, and toward the occasion.
For speeches outside the classroom, you can best get information about the audience by asking the person who invites you to speak. For classroom speeches, you can learn about your audience by observation and conversation. You also can circulate an audience-analysis questionnaire.
Once you complete the audience analysis, you must adapt your speech so it will be clear and convincing to your listeners. Put yourself in their place. Try to hear the speech as they will. Anticipate questions and objections, and try to answer them in advance. When you deliver your speech, keep an eye out for audience feedback and adjust your remarks in response.

Review Questions
After reading this chapter, you should be able to answer the following questions:
Why must a public speaker be audience-centered?
What does it mean to say that people are egocentric?
What implications does the egocentrism of audiences hold for you as a public speaker?
What are the six demographic traits of audiences discussed in this chapter?
Why is each important to audience analysis?
What is situational audience analysis? What factors do you need to consider in situational audience analysis?
How can you get information about an audience?
What are the three kinds of questions used in questionnaires?
Why is it a good idea to use all three in audience analysis?
What methods can you use to adapt your speech to your audience before the speech? During the speech?

Selecting a Topic and a Purpose

The first step in speechmaking is choosing a topic. For classroom speeches, you can choose a subject you know well or one you research especially for the speech. If you have trouble picking a topic, you can use one of three brainstorming procedures. First, make an inventory of your hobbies, interests, skills, beliefs, and so forth. Second, use clustering to list the first topics that come to mind in several categories. Third, use an Internet subject directory, encyclopedia, or similar reference site to help you scan possible topics.
The general purpose of your speech will usually be to inform or to per­suade. When your general purpose is to inform, your goal is to communicate information clearly, accurately, and interestingly. When your general pur­pose is to persuade, your goal is to win listeners over to your point of view.
Once you know your topic and general purpose, you must focus on a specific purpose statement that indicates precisely what your speech seeks to achieve. The specific purpose statement should:
 (1) be a full infinitive phrase;
(2) be worded as a statement, not a question;
(3) avoid figurative language; 
(4) concentrate on one distinct idea;
(5) not be vague or general.
Keep several questions in mind as you formulate your specific purpose state­ment: Does my purpose meet the assignment? Can I accomplish my purpose in the time allotted? Is the purpose relevant to my audience? Is the purpose too trivial or too technical for my audience?
The central idea refines and sharpens your specific purpose. It is a concise statement of what you will say in your speech, and it usually crystallizes in your thinking after you have done your research and have decided on the main points of your speech. The central idea usually encapsulates the main points to be devel­oped in the body of your speech.

After reading this chapter, you should be able to answer the following questions:
What three brainstorming methods can you follow if you are having trouble choosing a topic for your speech?
What are the two general purposes of most classroom speeches? How do they differ?
Why is determining the specific purpose such an important early step in speech preparation? Why is it important to include the audience in the specific purpose statement?
What are five tips for formulating your specific purpose?
What are five questions to ask about your specific purpose?
What is the difference between the specific purpose and the central idea of a speech? 
What are four guidelines for an effective central idea?

Giving Your First Speech

Giving Your First Speech
The purpose of this chapter is to help you get ready for your ice breaker speech. Later chapters will look more closely at all the aspects of speech preparation and delivery discussed here.
Once you know the exact assignment for your ice breaker speech, you can start working out your ideas. Focus on a limited number of main points and develop them creatively. Your speech will have three parts—introduction, body, and conclusion. Use transition statements to help the audience keep track of your points as the speech progresses.
Your teacher will probably ask you to deliver the speech extemporane­ously. This means that the speech is carefully prepared in advance, but the exact language is chosen at the moment of delivery. To be successful, you will need to rehearse the speech multiple times to make sure you have full command of it.
When speech day comes, you will almost surely have butterflies in your stomach. Remember that nervousness is normal. Concentrate on communicat­ing with your audience, rather than on worrying about your nerves. Try to appear calm and relaxed on the outside, no matter how you feel on the inside. Establish eye contact with the audience, use your voice expressively, and make sure your gestures and mannerisms do not distract from your message.

Review Questions
After reading this chapter, you should be able to answer the following questions:
What two major steps are discussed in this chapter for developing your intro­ductory speech?
When organizing your introductory speech, you should divide it into what three sections?
What method of delivery does this chapter recommend for your introductory speech?
What steps should you take when rehearsing your first speech?
What five elements of speech delivery are discussed in this chapter with regard to presenting your first speech?



Ethics and Public Speaking

Because public speaking is a form of power, it carries with it heavy ethical respon­sibilities. Today, as for the past 2,000 years, the good person speaking well remains the ideal of commendable speechmaking.
There are five basic guidelines for ethical public speaking. The first is to make sure your goals are ethically sound—that they are consistent with the welfare of society and your audience. The second is to be fully prepared for each speech. The third is to be honest in what you say. The fourth is to avoid name-calling and other forms of abusive language. The final guideline is to put ethical principles into practice at all times.
Of all the ethical lapses a speaker can commit, few are more serious than plagiarism. Global plagiarism is lifting a speech entirely from a single source. Patchwork plagiarism involves stitching a speech together by copying from a few sources. Incremental plagiarism occurs when a speaker fails to give credit for specific quotations and paraphrases that are borrowed from other people.
In addition to your ethical responsibilities as a speaker, you have ethical obligations as a listener. The first is to listen courteously and attentively. The sec­ond is to avoid prejudging the speaker. The third is to support the free and open expression of ideas. In all these ways, your speech class will offer a good testing ground for questions of ethical responsibility.

Review Questions
After reading this chapter, you should be able to answer the following questions:
What is ethics? Why is a strong sense of ethical responsibility vital for public speakers?
What are the five guidelines for ethical speechmaking discussed in this chapter?
What is the difference between global plagiarism and patchwork plagiarism? What are the best ways to avoid these two kinds of plagiarism?
What is incremental plagiarism? How can you steer clear of it when dealing with quotations and paraphrases?
What are the three guidelines for ethical listening discussed in this chapter?


Listening Is Important



What is a Listening Skills?
Listening is the ability to accurately receive and interpret messages in the communication process.
Listen to the conversation about the human body and do the exercises to practise and improve your listening skills. 
Listen to the speakers and do the exercises to practise and improve your listening skills. 
Most people are poor listeners. Even when we think we are listening carefully, we usually grasp only half of what we hear, and we retain even less. Improving your listening skills can be helpful in every part of your life, including speechmaking.
The most important cause of poor listening is giving in to distractions and let­ting our thoughts wander. Sometimes, however, we listen too hard. We try to remember every word a speaker says, and we lose the main message by con­centrating on details. In other situations, we may jump to conclusions and prejudge a speaker without hearing out the message. Finally, we often judge people by their appearance or speaking manner instead of listening to what they say.
You can overcome these poor listening habits by taking several steps. First, take listening seriously and commit yourself to becoming a better listener. Second, work at being an active listener. Give your undi­vided attention to the speaker in a genuine effort to understand her or his ideas. Third, resist distractions. Make a conscious effort to keep your mind on what the speaker is saying. Fourth, try not to be diverted by appearance or delivery. Set aside preconceived judgments based on a person's looks or manner of speech. Fifth, suspend judgment until you have heard the speaker's entire message. Sixth, focus your listening by paying attention to main points, to evidence, and to the speaker’s techniques. Finally, develop your note- taking skills. When done properly, note taking is an excellent way to improve your concentration and to keep track of a speaker's ideas.

Listening Is Important
Although most people listen poorly there are exceptions. Top-flight business executives, successful politicians, brilliant teachers—nearly all are excellent listeners. So much of what they do depends on absorbing information that is given verbally—and absorbing it quickly and accurately. If you had an interview with the president of a major corporation, you might be shocked (and flattered) to see how closely that person listened to your words.
In our communication-oriented age, listening is more important than ever. According to one study, more than 60 percent of errors made in business come from poor listening. Replacing poor listening with good listening improves efficiency, sales, customer satisfaction, and employee morale. This is why, in most companies, effective listeners hold higher positions and are promoted more often than ineffective listeners. When business managers are asked to rank-order the communication skills most crucial to their jobs, they usually rank listening number one.5
Even if you don't plan to be a corporate executive, the art of listening can be helpful in almost every part of your life. This is not surprising when you realize that people spend more time listening than in any other com­municative activity—more than reading, more than writing, more even than speaking.
Think for a moment about your own life as a college student. Most class time in U.S. colleges and universities is spent listening to discussions and lectures. A number of studies have shown a strong correlation between listen­ing and academic success. Students with the highest grades are usually those with the strongest listening skills. The reverse is also true—students with the lowest grades are usually those with the weakest listening skills.
There is plenty of reason, then, to take listening seriously. Employers and employees, parents and children, wives and husbands, doctors and patients, students and teachers—all depend on the apparently simple skill of listening. Regardless of your profession or walk of life, you never escape the need for a well-trained ear.
Listening is also important to you as a speaker. It is probably the way you get most of your ideas and information—from television, radio, conversa­tion, and lectures. If you do not listen well, you will not understand what you hear and may pass along your misunderstanding to others.
Besides, in class—as in life—you will listen to many more speeches than you give. It is only fair to pay close attention to your classmates' speeches; after all, you want them to listen carefully to your speeches. An excellent way to improve your own speeches is to listen attentively to the speeches of other people. Over and over, instructors find that the best speakers are usually the best listeners.
A side benefit of your speech class is that it offers an ideal opportunity to work on the art of listening. During the 95 percent of the time when you are not speaking, you have nothing else to do but listen and learn. You can sit there like a stone—or you can use the time profitably to master a skill that will serve you in a thousand ways.

Read more...
The power of Public Speaking
Ethics and Public Speaking
Giving Your First speech
Selecting a Topic and a Purpose
Analyzing the Audience
Gathering Materials
Supporting Your Ideas
Organizing the Body of the Speech
Beginning and Ending the Speech
Outlining the Speech
Using Language
Delivery
Using Visual Aids
Speaking to Persuade
Methods of Persuasion
Speaking on Special Occasions
Speaking in Small Groups

Listening and Critical Thinking
One of the ways listening can serve you is by enhancing your skills as a critical thinker. We can identify four kinds of listening:
Appreciative listening—listening for pleasure or enjoyment, as when we listen to music, to a comedy routine, or to an entertaining speech.
Empathic listening—listening to provide emotional support for the speaker, as when a psychiatrist listens to a patient or when we lend a sympathetic ear to a friend in distress.
Comprehensive listening—listening to understand the message of a speaker, as when we attend a classroom lecture or listen to directions for finding a friend's house.
Critical listening—listening to evaluate a message for purposes of accepting or rejecting it, as when we listen to the sales pitch of a car salesperson or the campaign speech of a political candidate.
Although all four kinds of listening are important, this chapter deals primarily with comprehensive listening and critical listening. They are the kinds of listening you will use most often when listening to speeches in class, when taking lecture notes in other courses, when communicating at work, and when responding to the barrage of commercials, political messages, and other persuasive appeals you face every day. They are also the kinds of listen­ing that are most closely tied to critical thinking.
As we saw in Chapter 1 (The power of Public Speaking), critical thinking involves a number of skills. Some of those skills—summarizing information, recalling facts, distinguishing main points from minor points—are central to comprehensive listening. Other skills of critical thinking—separating fact from opinion, spotting weak­nesses in reasoning, judging the soundness of evidence—are especially impor­tant in critical listening.
When you engage in comprehensive listening or critical listening, you must use your mind as well as your ears. When your mind is not actively involved, you may be hearing, but you are not listening. In fact, listening and critical thinking are so closely allied that training in listening is also training in how to think.
At the end of this chapter, we'll discuss steps you can take to improve your skills in comprehensive and critical listening. If you follow these steps, you may also become a better critical thinker…