CHAPTER 13: PRESENTING SPEECHES

MULTIPLE CHOICE

1. Just as totally relaxed actors or musicians aren’t likely to perform at the top of their potential, speakers think more rapidly and express themselves more energetically when they experience _______________.
2. facilitative speech anxiety
3. debilitative speech anxiety
4. irrational thinking
5. the fallacy of perfection

Answer: A
Blooms: Remembering

A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

1. An intense level of apprehension about speaking before an audience, resulting in poor performance, is referred to as _______________.
2. facilitative speech anxiety
3. debilitative speech anxiety
4. irrational thinking
5. the fallacy of catastrophic failure

Answer: B
Blooms: Remembering

A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

1. The _____________ might also be labeled the fallacy of exaggeration, because it occurs when a person blows one poor experience out of proportion, or when a speaker treats occasional lapses as if they were the rule rather than the exception.
2. fallacy of approval
3. fallacy of overgeneralization
4. fallacy of irrational thinking
5. fallacy of catastrophic failure
   

Answer: B
Blooms: Remembering
A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

1. People who succumb to the ____________ operate on the assumption that, if something bad can happen, it probably will.
2. fallacy of approval
3. fallacy of overgeneralization
4. fallacy of irrational thinking
5. fallacy of catastrophic failure
   

Answer: D
Blooms: Remembering
A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

1. Speakers who succumb to the ____________ expect to deliver a flawless presentation.
2. fallacy of approval
3. fallacy of overgeneralization
4. fallacy of irrational thinking
5. fallacy of perfection
   

Answer: D
Blooms: Remembering
A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

1. A technique for behavioral rehearsal (e.g., for a speech) that involves imagining the successful completion of the task is called ______________.
2. memorization
3. substitution
4. visualization
5. imagination
   

Answer: C
Blooms: Remembering
A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

1. Beliefs that are illogical and leave people feeling unnecessarily apprehensive are called ______________.
2. impromptu
3. deletions
4. irrational thinking
5. extemporaneous
   

Answer: C
Blooms: Remembering
A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

1. Researchers have found that speech anxiety tends to be at its lowest _______________.
2. just before speaking
3. at the midpoint of the speech
4. when the speech-assignment is announced and explained
5. during the preparation stage

Answer: D

Blooms: Remembering
A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

1. Carmen is uneasy about speaking because she had a negative experience when giving a speech in the past. This has contributed to her ____________.
2. facilitative speech anxiety
3. debilitative speech anxiety
4. irrational thinking
5. fallacy of catastrophic failure
   

Answer: B
Blooms: Understanding
A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

1. Brian has never given a speech to the audience he is speaking to, yet he is afraid they will think he’s stupid. What is occurring?
2. Helpful speech anxiety
3. The fallacy of overgeneralization
4. Irrational thinking
5. The fallacy of disapproval
   

Answer: C
Blooms: Understanding
A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

1. Barbara gives a controversial speech about tax reform. She does an excellent job making her points, but is surprised by the negative responses coming from a few members of the audience. What best accounts for her surprise?
2. Helpful speech anxiety
3. The fallacy of overgeneralization
4. Debilitative thinking
5. The fallacy of approval
   

Answer: D
Blooms: Understanding
A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

1. Randall realizes he needs to pay less attention to his own feelings and concentrate on the audience. Which tip for overcoming unhelpful speech anxiety is he using?
2. Use nervousness to your advantage.
3. Understand the differences between rational and irrational fears.
4. Maintain a receiver orientation.
5. Keep a positive attitude.
   

Answer: C
Blooms: Understanding
A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

1. Patricia knows that being completely calm can take away the passion that is one element of a good speech. What unstated assumption can we make about Patricia?
2. She keeps a positive attitude.
3. She is never engaged in irrational thinking.
4. She has fallen into the fallacy of perfection.
5. She understands one of the ways to overcome unhelpful speech anxiety.
   

Answer: D
Blooms: Analyzing
A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

1. Janet says before her speech, “I always screw up in situations like this.” What unstated assumption can we make about Janet?
2. She has fallen into the fallacy of approval.
3. She is engaged in irrational thinking.
4. She has fallen into the fallacy of perfection.
5. She is engaged in helpful speech anxiety.
   

Answer: B
Blooms: Analyzing
A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

1. Eva imagines herself giving and completing her speech successfully. What unstated assumption can we make about Eva?
2. She has fallen into the fallacy of approval.
3. She is engaged in irrational thinking.
4. She has fallen into the fallacy of perfection.
5. She understands visualization can be helpful.
   

Answer: D
Blooms: Analyzing
A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

1. A(n) ___________ is given off the top of one’s head, without preparation.
2. extemporaneous speech
3. impromptu speech
4. manuscript speech
5. memorized speech
   

Answer: B
Blooms: Remembering
A-head: Choosing a Type of Delivery

Objective: 13.2: Distinguish among four different types of speech delivery.

1. This type of speech is read word for word from a prepared text.
2. An extemporaneous speech
3. An impromptu speech
4. A manuscript speech
5. A memorized speech
   

Answer: C
Blooms: Remembering
A-head: Choosing a Type of Delivery

Objective: 13.2: Distinguish among four different types of speech delivery.

1. A(n) ____________ is planned in advance but presented in a direct, spontaneous manner.
2. extemporaneous speech
3. impromptu speech
4. manuscript speech
5. memorized speech
   

Answer: A
Blooms: Remembering
A-head: Choosing a Type of Delivery

Objective: 13.2: Distinguish among four different types of speech delivery.

1. Speeches learned by heart are called ___________.
2. extemporaneous speeches
3. impromptu speeches
4. manuscript speeches
5. memorized speeches
   

Answer: D
Blooms: Remembering
A-head: Choosing a Type of Delivery

Objective: 13.2: Distinguish among four different types of speech delivery.

1. This type of speech delivery has the added benefit of being a highly effective training aid that teaches you to think on your feet and organize your thoughts quickly.
2. Extemporaneous speech
3. Impromptu speech
4. Manuscript speech
5. Memorized speech

Answer: B

Blooms: Remembering
A-head: Choosing a Type of Delivery

Objective: 13.2: Distinguish among four different types of speech delivery.

1. Stephanie is giving a speech about an animal shelter. She is speaking to her audience in a conversational tone. The audience feels as if she is speaking to them directly. What type of speech is she most likely giving?
2. An extemporaneous speech
3. An impromptu speech
4. A manuscript speech
5. A memorized speech
   

Answer: A
Blooms: Understanding
A-head: Choosing a Type of Delivery

Objective: 13.2: Distinguish among four different types of speech delivery.

1. Brendan is on the speech and debate team. He is giving a speech this evening. He has been preparing for the speech for weeks, trying to commit it to memory. What kind of speech is he most likely giving?
2. An extemporaneous speech
3. An impromptu speech
4. A manuscript speech
5. A memorized speech
   

Answer: D
Blooms: Understanding
A-head: Choosing a Type of Delivery

Objective: 13.2: Distinguish among four different types of speech delivery.

1. Joe is speaking for the record, presenting scientific findings to a scientific review board. What kind of speech will he most likely give?
2. An extemporaneous speech
3. An impromptu speech
4. A manuscript speech
5. A memorized speech
   

Answer: C
Blooms: Understanding
A-head: Choosing a Type of Delivery

Objective: 13.2: Distinguish among four different types of speech delivery.

1. Maggie didn’t realize the board of directors would ask her to speak, but they did. What kind of speech will she most likely give?
2. An extemporaneous speech
3. An impromptu speech
4. A manuscript speech
5. A memorized speech
   

Answer: B
Blooms: Understanding
A-head: Choosing a Type of Delivery

Objective: 13.2: Distinguish among four different types of speech delivery.

1. Ted is a lawyer. He is speaking for the record during some legal proceedings and is therefore reading word for word from a prepared text. Which sentence below explains the greatest disadvantage of the speech he will most likely give?
2. It may lack a conversational tone.
3. It may lack spontaneity.
4. It may lack formality.
5. It may be overly formal.
   

Answer: B
Blooms: Analyzing
A-head: Choosing a Type of Delivery

Objective: 13.2: Distinguish among four different types of speech delivery.

1. Juanita is a college professor. She is going to speak to her class about visual communication. She has a lesson plan that she intends to follow. What is the most probable type of speech she will give to her class?
2. An extemporaneous speech
3. An impromptu speech
4. A manuscript speech
5. A memorized speech
   

Answer: A
Blooms: Analyzing
A-head: Choosing a Type of Delivery

Objective: 13.2: Distinguish among four different types of speech delivery.

1. A _______________ is any kind of line drawing that shows the most important properties of an object.
2. diagram
3. pictogram
4. model
5. visual aid

Answer: A
Blooms: Remembering
A-head: Selecting Visual Aids

Objective: 13.3: Describe the different types of visual aids that may be used in a speech.

1. A _____________ maps out the direction of a moving point; it is ideally suited for showing changes over time.
2. diagram
3. pictogram
4. model
5. line chart
   

Answer: D
Blooms: Remembering
A-head: Selecting Visual Aids

Objective: 13.3: Describe the different types of visual aids that may be used in a speech.

1. Graphic devices that may be used in any type of speech to illustrate and support ideas are called ___________.
2. diagrams
3. pictograms
4. models
5. visual aids
   

Answer: D
Blooms: Remembering
A-head: Selecting Visual Aids

Objective: 13.3: Describe the different types of visual aids that may be used in a speech.

1. Scaled representations of the object you are discussing that are used when that object is too large or too small or simply doesn’t exist anymore are called ___________.
2. diagrams
3. pictograms
4. models
5. visual aids
   

Answer: C
Blooms: Remembering
A-head: Selecting Visual Aids

Objective: 13.3: Describe the different types of visual aids that may be used in a speech.

1. A ____________ is an effective way of presenting statistics so that your audience can remember them more easily.
2. number chart
3. diagram
4. pictogram
5. word chart

Answer: A

Blooms: Remembering
A-head: Selecting Visual Aids

Objective: 13.3: Describe the different types of visual aids that may be used in a speech.

1. A visual aid that conveys its meaning through images of an actual object is called a ___________.
2. diagram
3. pictogram
4. model
5. number chart
   

Answer: B
Blooms: Remembering
A-head: Selecting Visual Aids

Objective: 13.3: Describe the different types of visual aids that may be used in a speech.

1. Finn needs to depict a means of deciding what to watch on Netflix. He depicts the process with boxes and arrows. Which chart is Finn likely to use?
2. A line chart
3. A bar chart
4. A flow chart
5. A pie chart
   

Answer: C
Blooms: Remembering
A-head: Selecting Visual Aids

Objective: 13.3: Describe the different types of visual aids that may be used in a speech.

1. A visual aid that compares two or more values by showing them as elongated vertical rectangles is called a ___________.
2. line chart
3. pictogram
4. column chart
5. number chart
   

Answer: C
Blooms: Remembering
A-head: Selecting Visual Aids

Objective: 13.3: Describe the different types of visual aids that may be used in a speech.

1. A visual aid that divides a circle into wedges, representing percentages of the whole is called a ___________.
2. line chart
3. pictogram
4. column chart
5. pie chart
   

Answer: D
Blooms: Remembering
A-head: Selecting Visual Aids

Objective: 13.3: Describe the different types of visual aids that may be used in a speech.

1. Sally wants to depict the proportion of time spent on different activities during a typical college student’s week. Which chart is Sally likely to use?
2. A flow chart
3. A pictogram
4. A line chart
5. A pie chart
   

Answer: D
Blooms: Understanding
A-head: Selecting Visual Aids

Objective: 13.3: Describe the different types of visual aids that may be used in a speech.

1. Charlie wants to show student government his vision for the new athletic center on campus. He built a scaled representation to bring to his presentation. Which visual aid is Charlie using?
2. A model
3. A number chart
4. A diagram
5. A flow chart
   

Answer: A
Blooms: Remembering
A-head: Selecting Visual Aids

Objective: 13.3: Describe the different types of visual aids that may be used in a speech.

1. Terrance is going on the road to show how the world’s climate has been changing. He is going to show how the polar ice caps have receded over time. He will be speaking in auditoriums around the country. His presentation was created in Prezi and contains no more than seven lines of text, each with no more than seven words. He was sure to plan for a visual aid that could be seen by his audience. What type of visual aid did Terrance choose?
2. A line chart
3. A pictogram
4. A model
5. A word chart
   

Answer: A
Blooms: Analyzing
A-head: Selecting Visual Aids

Objective: 13.3: Describe the different types of visual aids that may be used in a speech.

1. Which medium for presenting visual aids gives you the advantage of spontaneity and portability?
2. A whiteboard
3. A flip pad
4. A handout
5. A clip from YouTube
   

Answer: B
Blooms: Understanding
A-head: Using Visual Aids

Objective: 13.4: Understand how to use visual aids effectively.

1. The major advantage of this write-as-you-go medium is its spontaneity while a disadvantage is the inability to prepare your materials on it in advance.
2. A whiteboard
3. A flip pad
4. A handout
5. A projector
   

Answer: A
Blooms: Understanding
A-head: Using Visual Aids

Objective: 13.4: Understand how to use visual aids effectively.

1. What medium for presenting visual aids should you use when your audience is too large to view handheld images?
2. A whiteboard
3. A flip pad
4. A handout
5. A projector

Answer: D
Blooms: Understanding
A-head: Using Visual Aids

Objective: 13.4: Understand how to use visual aids effectively.

1. When you need to supply information that really cannot be presented any other way, you might consider using a _______________ as a visual aid.
2. whiteboard
3. flip pad
4. handout
5. YouTube clip
   

Answer: D
Blooms: Understanding
A-head: Using Visual Aids

Objective: 13.4: Understand how to use visual aids effectively.

1. When Jo was planning her speech, she knew she needed a medium that would be an excellent memory and reference aid for her audience. When she had chosen one, she realized it should probably be used after she had finished speaking, to avoid distractions. Which visual aid did she decide on?
2. A whiteboard
3. A flip pad
4. A handout
5. A projector

Answer: C

Blooms: Remembering
A-head: Using Visual Aids

Objective: 13.4: Understand how to use visual aids effectively.

1. Gary had spent a long time planning his speech, and put together an impressive slideware program using PowerPoint. Unfortunately, there was a malfunction in the school’s IT system on the morning of his presentation, and he wasted fifteen minutes trying to fix the problem instead of using a backup plan. What choice below best describes what was happening?
2. Gary had experienced “death by PowerPoint.”
3. Gary was not in control of his visual aids at all times.
4. Gary had not checked that his visual aids were appropriate.
5. Gary had forgotten the “rule of seven.”

Answer: B

Blooms: Understanding
A-head: Using Visual Aids

Objective: 13.4: Understand how to use visual aids effectively.

1. Terrance is going on the road to show how the world’s climate has been changing. He is going to show how the polar ice caps have receded over time. He will be speaking in auditoriums around the country, and in each case the audience will likely have at least 150 people. His presentation was created in Prezi and contains no more than seven lines of text, each with no more than seven words. He was sure to plan for a medium for his visual aids that could be seen by his audience. What medium did Terrance most likely select?
2. A diagram
3. A flip pad
4. A model
5. A projector
   

Answer: D
Blooms: Analyzing
A-head: Using Visual Aids

Objective: 13.4: Understand how to use visual aids effectively.

1. Terrance is going on the road to show how the world’s climate has been changing. He is going to show how the polar ice caps have receded over time. He will be speaking in auditoriums around the country, and in each case the audience will likely have at least 150 people. His presentation was created in Prezi and contains no more than seven lines of text, each with no more than seven words. He was sure to plan for a medium that would keep his listeners’ attention while never straying from the relevance of his presentation. What rule for using visual aids was Terrance considering above all?
2. Keeping control
3. Size
4. Appropriateness
5. Attractiveness
   

Answer: C
Blooms: Analyzing
A-head: Using Visual Aids

Objective: 13.4: Understand how to use visual aids effectively.

1. Which of the following options is correct?
2. Audiences are more likely to trust your nonverbal communication than the words you speak.
3. Audiences are as likely to trust your nonverbal communication as the words you speak.
4. Audiences are less likely to trust your nonverbal communication than the words you speak.
5. Audiences tend to think that what you say is less important than how you appear.

Answer: A

Blooms: Remembering
A-head: Visual Aspects of Delivery

Objective: 13.5: Understand the visual components of delivery and use them to improve your performance.

1. Which visual aspect of delivery helps you to extend the “action zone” – the center area at the front of the room where you are speaking – so that you can establish a connection with more of your audience?
2. Appearance
3. Movement
4. Posture
5. Dynamic visuals

Answer: B

Blooms: Remembering
A-head: Visual Aspects of Delivery

Objective: 13.5: Understand the visual components of delivery and use them to improve your performance.

1. Andrea forgot that she was giving a speech in her communication class so she decided to just wear workout clothes and sneakers to class. Which visual aspect of delivery was she neglecting?
2. Dynamic visuals
3. Appearance
4. Appropriateness
5. Attractiveness
   

Answer: B
Blooms: Analyzing
A-head: Visual Aspects of Delivery

Objective: 13.5: Understand the visual components of delivery and use them to improve your performance.

1. Tyler has a lot of nervous energy as he begins his speech and he begins to shake and twitch. Which visual aspect of delivery should he have considered beforehand?
2. dynamic visuals
3. appearance
4. posture
5. movement
   

Answer: D
Blooms: Remembering
A-head: Visual Aspects of Delivery

Objective: 13.5: Understand the visual components of delivery and use them to improve your performance.

1. The main reason for Jenny’s anxiety before her big speech was that she had no idea how the audience was going to react to what she was saying. Her friend Rob, who had more experience of public speaking, advised her that there was, above all, one visual aspect of delivery which worked as a kind of reality testing; it could not only increase contact with the listeners, but help to reduce the nerves. What aspect of nonverbal delivery was Rob advising Jenny to consider?
2. Eye contact
3. Using dynamic visuals
4. Good posture
5. Keeping it entertaining

Answer: A

Blooms: Understanding
A-head: Visual Aspects of Delivery

Objective: 13.5: Understand the visual components of delivery and use them to improve your performance.

1. Normal speaking speed is _______________, which is about the same rate as a television newscaster would speak.
2. Between 90 and 120 words per minute
3. Between 120 and 150 words per minute
4. Between 150 and 170 words per minute
5. Between 170 and 200 words per minute

Answer: B

Blooms: Remembering
A-head: Auditory Aspects of Delivery

Objective: 13.6: Understand the auditory components of delivery and use them to improve your performance.

1. The highness or lowness of your voice is called ___________.
2. rate
3. pitch
4. articulation
5. volume
   

Answer: B
Blooms: Remembering
A-head: Auditory Aspects of Delivery

Objective: 13.6: Understand the auditory components of delivery and use them to improve your performance.

1. The loudness of your voice, determined by the amount of air you push past the vocal folds in your throat, is called ___________.
2. rate
3. pitch
4. articulation
5. volume
   

Answer: D
Blooms: Remembering
A-head: Auditory Aspects of Delivery

Objective: 13.6: Understand the auditory components of delivery and use them to improve your performance.

1. For our purposes here, _____________ means pronouncing all the parts of all the necessary words and nothing else.
2. rate
3. pitch
4. articulation
5. slurring
   

Answer: C
Blooms: Remembering
A-head: Auditory Aspects of Delivery

Objective: 13.6: Understand the auditory components of delivery and use them to improve your performance.

1. Trying to say two or more words at once—or at least overlapping the end of one word with the beginning of the next—is called ____________.
2. neglecting
3. deletion
4. substitution
5. slurring
   

Answer: D
Blooms: Remembering
A-head: Auditory Aspects of Delivery

Objective: 13.6: Understand the auditory components of delivery and use them to improve your performance.

1. This takes place when you replace part of a word with an incorrect sound.
2. Neglecting
3. Deletion
4. Substitution
5. Addition
   

Answer: C
Blooms: Remembering
A-head: Auditory Aspects of Delivery

Objective: 13.6: Understand the auditory components of delivery and use them to improve your performance.

1. The most common mistake in articulation is ________, or leaving off part of a word.
2. neglecting
3. deletion
4. substitution
5. slurring
   

Answer: B
Blooms: Remembering
A-head: Auditory Aspects of Delivery

Objective: 13.6: Understand the auditory components of delivery and use them to improve your performance.

1. One major problem for people who are just starting to learn about public speaking is a tendency to fade out or mumble at the end of their thoughts. Which auditory aspect of their delivery do they especially need to practice?
2. Their volume
3. Their rate
4. Their pitch
5. Their paralanguage

Answer: A

Blooms: Remembering
A-head: Auditory Aspects of Delivery

Objective: 13.6: Understand the auditory components of delivery and use them to improve your performance.

1. When William gets nervous his voice begins to squeak. What aspect of William’s voice changes?
2. The articulation
3. The pitch
4. The rate
5. The volume
   

Answer: B
Blooms: Understanding
A-head: Auditory Aspects of Delivery

Objective: 13.6: Understand the auditory components of delivery and use them to improve your performance.

1. When Peggy is speaking she says “athalete” instead of athlete. What is occurring?
2. Neglecting
3. Deletion
4. Substitution
5. Addition
   

Answer: D
Blooms: Understanding
A-head: Auditory Aspects of Delivery

Objective: 13.6: Understand the auditory components of delivery and use them to improve your performance.

1. When Rosalia is speaking she says, “This is what we’re goin’ to do.” What is occurring?
2. Neglecting
3. Deletion
4. Substitution
5. Slurring
   

Answer: B
Blooms: Understanding
A-head: Auditory Aspects of Delivery

Objective: 13.6: Understand the auditory components of delivery and use them to improve your performance.

1. Suzy had a habit of saying, “Do you know what I mean?” at the ends of many of her sentences. She gave speeches around the world and her voice was clear and enthusiastic. She dressed professionally, and most of her lectures were about how to save money. Unfortunately, her audiences were shrinking. Why do you suppose this was happening?

a. Suzy was using tag questions.

1. Suzy was slurring.
2. Suzy was not articulating.
3. Suzy was substituting
   

Answer: A

Blooms: Analyzing

A-head: Auditory Aspects of Delivery

Objective: 13.6: Understand the auditory components of delivery and use them to improve your performance.

SHORT ANSWER

64. What is the benefit of helpful speech anxiety?

Answer: Speakers think more rapidly and express themselves more energetically when they experience helpful speech anxiety.

A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

65. Name four types of speech delivery.

Answer: Extemporaneous; impromptu; manuscript; and memorized.

A-head: Choosing a Type of Delivery

Objective: 13.2: Distinguish among four different types of speech delivery.

66. Name five rules for using visual aids.

Answer: Keep visual aids simple; consider the size of visual aids; make visual aids attractive; be sure visual aids are appropriate; be in control of your visual aids at all times.

A-head: Using Visual Aids

Objective: 13.4: Understand how to use visual aids effectively.

67. Which visual aid allows the audience to take information away after a speech?

Answer: A handout.

A-head: Using Visual Aids

Objective: 13.4: Understand how to use visual aids effectively.

68. Name five visual aspects of delivery.

Answer: Appearance; movement; posture; facial expression; and eye contact.

A-head: Visual Aspects of Delivery

Objective: 13.5: Understand the visual components of delivery and use them to improve your performance.

ESSAY QUESTIONS

69. Describe the two main reasons for debilitative speech anxiety.

Main point: It’s useful to understand the reasons why people are afflicted with the problem of unhelpful speech anxiety in the first place, so that steps can be taken to address it.

Answers must include:
a) A previous negative experience: an unpleasant experience in one type of performance can cause you to expect that similar situations in the future will also be unpleasant.
b) Irrational thinking: certain irrational beliefs leave people feeling unnecessarily apprehensive.

c) Specific examples of irrational thinking are called “fallacies” because of their illogical nature.

Answers may include:
a) A traumatic failure at an earlier speech, and low self-esteem from critical parents during childhood, are common examples of experiences that can cause later speech anxiety.
b) Cognitive psychologists argue that it is not events that cause people to feel nervous, but rather the beliefs they have about those events.
c) Four types of irrational fears: fallacy of catastrophic failure, fallacy of perfection, fallacy of approval, and fallacy of overgeneralization.

A-head: Managing Speech Anxiety

Objective: 13.1: Understand the sources of debilitative stage fright and ways to overcome speech anxiety.

70. Compare an extemporaneous speech with an impromptu speech.

Main point: It is important to understand the similarities and differences among the different ways to deliver a speech, so you can choose the appropriate way depending on the situation.

Answers must include:
a) Both extemporaneous speeches and impromptu speeches have a spontaneous element.
b) Despite a shared element of spontaneity, impromptu speeches are not planned and extemporaneous speeches are.

Answers may include:
a) An extemporaneous speech is planned in advance but presented in a direct, spontaneous manner.

b) An impromptu type of speech is spontaneous by definition, but it is a delivery style that is best suited for informal talks, group discussions, and comments on others’ speeches.

c) Extemporaneous speeches are conversational in tone, which means they give the audience members the impression that you are talking to them, directly and honestly.

A-head: Choosing a Type of Delivery

Objective: 13.2: Distinguish among four different types of speech delivery.

71. Explain why simplicity, appropriateness, and being in control are important rules for using visual aids.

Main point: Following some simple rules for visual aids can help you use them effectively, and so deliver a better performance.

Answers must include:
a) Simplicity: Remember that your goal is to clarify, not confuse. Use only key words or phrases, not sentences.

b) Appropriateness: Visuals must be appropriate to all the components of the speaking situation—you, your audience, and your topic—and they must emphasize the point you are trying to make.

c) Be in control: Check that all your equipment is fully functional, and in particular test electronic media in advance, preferably in the room where you will speak.

Answers may include:
a) Simplicity: The “rule of seven” states that each exhibit you use should contain no more than seven lines of text, each with no more than seven words.
b) Appropriateness: Don’t make the mistake of using a visual aid that looks good but has only a weak link to the point you want to make.

c) Be in control: Just to be safe, have non-electronic backups ready. Be conservative when you choose demonstrations: Wild animals, chemical reactions, and gimmicks meant to shock a crowd can often backfire.

A-head: Using Visual Aids

Objective: 13.4: Understand how to use visual aids effectively.

72. Describe the advantages and disadvantages of using handouts during a presentation.

Main point: Specific media for visual aids have advantages and disadvantages depending on the speech situation.

Answers will vary, must include:
a) The major advantage of handouts is that audience members can take away the information they contain after your speech.

b) For this reason, handouts are excellent memory and reference aids.
c) The major disadvantage is that they are distracting when handed out during a speech.

Answers will vary, may include:
a) Passing the handouts to the audience is already a distraction.
b) There is the added distraction of having them in front of the audience members while you have gone on to something else.

c) Ideally, you should pass them out at the end of the speech so audience members can take them when they leave.

A-head: Using Visual Aids

Objective: 13.4: Understand how to use visual aids effectively.

73. Describe the importance of eye contact during speech delivery.

Main point: Eye contact is perhaps the most important nonverbal facet of delivery.

Answers must include:
a) Eye contact is perhaps the most important nonverbal facet of delivery, because of the unique ways it enhances a successful speech.
b) Specifically, eye contact not only increases your direct contact with your audience, but can also help you control your nervousness.
c) Direct eye contact allows you to test your perception of your audience as you speak.

Answers may include:
a) Direct eye contact is a form of reality testing.
b) By deliberately establishing contact with any apparently bored audience members, you might find that they are interested; they just might not be showing that interest because they don’t think anyone is looking.

c) To maintain eye contact, you should try to meet the eyes of each member of your audience squarely at least once during any given presentation.

A-head: Visual Aspects of Delivery

Objective: 13.5: Understand the visual components of delivery and use them to improve your performance.