Methods Of Persuasion Gamble Chapter 17 Test Bank Answers - Test Bank | Public Speaking Playbook 3e by Gamble by Teri Kwal Gamble. DOCX document preview.
Test Bank
Chapter 17: Methods of Persuasion
Multiple Choice
1. According to the Greek philosopher Aristotle, what makes one person more persuasive than another?
a. ethos
b. partos
c. legos
d. mythos
Learning Objective: 17.1: Appropriately target segments of the audience.
Cognitive Domain: Knowledge
Answer Location: 17.1. Varying Viewpoints and Your Target Audience
Difficulty Level: Easy
2. What is ethos?
a. The ability to convince the audience of your competence, good character, and charisma.
b. The ability to use logical proof to demonstrate the reasonableness of arguments.
c. The ability to develop empathy and passion in others.
d. The number of people you have persuaded.
Learning Objective: 17.1: Appropriately target segments of the audience.
Cognitive Domain: Knowledge
Answer Location: 17.1. Varying Viewpoints and Your Target Audience
Difficulty Level: Easy
3. What is pathos?
a. The ability to convince the audience of your competence, good character, and charisma.
b. The ability to use logical proof to demonstrate the reasonableness of arguments.
c. The ability to develop empathy and passion in others.
d. The number of people you have persuaded.
Learning Objective: 17.1: Appropriately target segments of the audience.
Cognitive Domain: Knowledge
Answer Location: 17.1. Varying Viewpoints and Your Target Audience
Difficulty Level: Easy
4. What is logos?
a. The ability to convince the audience of your competence, good character, and charisma.
b. The ability to use logical proof to demonstrate the reasonableness of arguments.
c. The ability to develop empathy and passion in others.
d. The number of people you have persuaded.
Learning Objective: 17.1: Appropriately target segments of the audience.
Cognitive Domain: Knowledge
Answer Location: 17.1. Varying Viewpoints and Your Target Audience
Difficulty Level: Easy
5. The focus of your attention should go to the members of the audience who are ______.
a. on your side
b. against you
c. undecided
d. uninterested
Learning Objective: 17.1: Appropriately target segments of the audience.
Cognitive Domain: Knowledge
Answer Location: 17.1. Varying Viewpoints and Your Target Audience
Difficulty Level: Easy
6. ______ credibility refers to how receivers perceive you before you speak.
a. Terminal
b. Initial
c. Derived
d. Complex
Learning Objective: 17.1: Appropriately target segments of the audience.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
7. ______ credibility refers to how they perceive you while you are speaking.
a. Terminal
b. Initial
c. Derived
d. Complex
Learning Objective: 17.2: Build ethos or persuasive credibility.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
8. ______ credibility refers to how the audience perceives you after you have finished your speech.
a. Terminal
b. Initial
c. Derived
d. Complex
Learning Objective: 17.2: Build ethos or persuasive credibility.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
9. A ______ is a statement that direct observation can prove true or false.
a. fact
b. judgment
c. deduction
d. reason
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
10. We can often summarize a group of observations with ______.
a. facts
b. statistics
c. reasons
d. judgments
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
11. ______ are numbers summarizing a group of observations.
a. Claims
b. Statistics
c. Data
d. Facts
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
12. Statistics are helpful in which of the following?
a. Tricking people into seeing your side.
b. Showing only comparisons in observed data.
c. Emphasizing distinctive patterns and significant differences.
d. Avoiding difference and focusing on agreement.
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
13. Both real and hypothetical ______ and illustrations are used to support facts a speaker wants audience members to accept.
a. illustrations
b. examples
c. narratives
d. facts
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
14. ______ serve as extended examples to add more drama to messages.
a. Illustrations
b. Statistics
c. Reasons
d. Facts
Learning Objective: 17.4: Arouse pathos or emotion.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
15. ______ should be fair, unbiased, appropriate, and from a recognized expert.
a. Testimony
b. Example
c. Narrative
d. Fact
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
16. The ______ is a conclusion we draw based on a fact.
a. deduction
b. judgment
c. reason
d. inference
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Knowledge
Answer Location: 17.4. Arouse Pathos or Emotion
Difficulty Level: Easy
17. The ______ is a logical and persuasive relationship that explains how you get to your claim from the data you offer.
a. warrant
b. reason
c. rebuttal
d. claim
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.3b. Use Effective Reasoning to Develop Arguments
Difficulty Level: Medium
18. The ______ represents potential counterarguments, at times proffered during the initial argument.
a. warrant
b. reason
c. rebuttal
d. claim
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.3b. Use Effective Reasoning to Develop Arguments
Difficulty Level: Medium
19. When you use ______ reasoning, you move from the general to the specific.
a. inductive
b. deductive
c. logical
d. casual
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.3c. Deductive Reasoning
Difficulty Level: Medium
20. Which of the following is NOT a part of a syllogism?
a. an introduction
b. a major premise
c. a minor premise
d. a conclusion
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Application
Answer Location: 17.3c. Deductive Reasoning
Difficulty Level: Hard
21. Which of the following is a need according to Maslow’s hierarchy of needs?
a. safety
b. hope
c. money
d. confidence
Learning Objective: 17.4: Arouse pathos or emotion.
Cognitive Domain: Comprehension
Answer Location: 17.4. Arouse Pathos or Emotion
Difficulty Level: Medium
22. The fourth tier of Maslow’s hierarchy of needs focuses on our ______.
a. safety needs
b. esteem needs
c. need for love
d. need for self-actualization
Learning Objective: 17.4: Arouse pathos or emotion.
Cognitive Domain: Comprehension
Answer Location: 17.4. Arouse Pathos or Emotion
Difficulty Level: Medium
23. Persuasion is traditionally a ______ process.
a. step-by-step
b. one-step
c. two-step
d. continuous flux
Learning Objective: 17.5: Name the three tenets of persuasive speaking.
Cognitive Domain: Comprehension
Answer Location: 17.5a. Think Small to Avoid a Big Fall
Difficulty Level: Medium
24. One way to convince audience members to accept or act on your proposition is to demonstrate for them that a current situation has created an inconsistency in their lives and that you can help them restore their lives to a ______ state.
a. balanced
b. fair
c. new
d. old
Learning Objective: 17.5: Name the three tenets of persuasive speaking.
Cognitive Domain: Comprehension
Answer Location: 17.5b. Use the Desire for Consistency
Difficulty Level: Medium
25. Which of the following are reasoning fallacies?
a. hasty generalization
b. blue herring
c. appeal to common sense
d. name-calling
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Comprehension
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
26. When you put a ______ in your speech, you lead your audience to consider an irrelevant issue instead of the subject actually under discussion.
a. post hoc, ergo propter hoc
b. slippery slope
c. red herring
d. hasty generalization
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Comprehension
Answer Location: 17.6 Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
27. When you ignore another’s position by using an inequivalent, distorted, exaggerated, or misrepresented argument to substitute for it, you are depending on a ______.
a. grass man
b. straw man
c. weed man
d. hay man
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Comprehension
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
28. Which of the following is a slippery slope fallacy?
a. Being too quick to draw an inference.
b. Asserting that one action will set in motion a chain of events.
c. Lead your audience to consider an irrelevant issue instead of the subject actually under discussion.
d. Requiring your audience to choose between two options.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Comprehension
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
29. When you ask your audience to reject an idea because of a flaw in a person associated with that idea, you are using a/an ______.
a. name-calling
b. a glittering generality
c. bandwagon appeal
d. argument ad hominem
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Comprehension
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
30. The proof, ______ is the ability to use logic to demonstrate the reasonableness of argument(s).
a. logos
b. ethos
c. pathos
d. ethicos
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.1. Varying Viewpoints and Your Target Audience
Difficulty Level: Medium
31. A ______ leads your audience to consider an irrelevant issue instead of the subject under discussion.
a. hasty generalization
b. slippery slope
c. red herring
d. false division
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
Fill-in-the-Blank
1. ______ is the ability to use logical proof to demonstrate the reasonableness of argument(s).
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.1. Varying Viewpoints and Your Target Audience
Difficulty Level: Medium
2. According to Aristotle ______ is the ability to develop empathy and passion in others.
Learning Objective: 17.4: Arouse pathos or emotion.
Cognitive Domain: Comprehension
Answer Location: 17.1. Varying Viewpoints and Your Target Audience
Difficulty Level: Medium
3. How your audience perceives you after your speech is commonly known as ______ credibility.
Learning Objective: 17.2: Build ethos or persuasive credibility.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
4. A ______ is a statement that direct observation can prove true or false.
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
5. ______ credibility refers to how receivers perceive you before you speak.
Learning Objective: 17.2: Build ethos or persuasive credibility.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
6. How the audience perceives you while you are speaking is known as ______ credibility.
Learning Objective: 17.2: Build ethos or persuasive credibility.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
7. ______ credibility refers to how the audience perceives you after you have finished your speech.
Learning Objective: 17.2: Build ethos or persuasive credibility.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
8. We can often summarize a group of ______ with statistics.
Learning Objective: 17.1: Appropriately target segments of the audience.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
9. Deductive reasons take the form of______, which are patterns to structure arguments.
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.4. Arouse Pathos or Emotion
Difficulty Level: Medium
10. You make a ______ when you are too quick to draw an inference and thus jump to a conclusion based on too little evidence.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Easy
11. When reasoning from ______, we compare like things and conclude that because they are comparable in a number of ways, they also are comparable in another, new respect.
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Application
Answer Location: 17.5. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
12. A ______ fallacy is a flawed reason.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Comprehension
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
13. You find yourself on a ______ when asserting that one action will set in motion a chain of events.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Comprehension
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
14. Any speaker who makes receivers feel overly fearful in order to accomplish his or her goals often ends up ______ the legitimate fears of receivers.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Easy
15. A false ______ requires an audience to choose between two polar opposite options.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
16. When you put a red herring in your speech you lead your audience to consider an ______ issue instead of the subject of the discussion.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
17. ______ is Latin for “after this; therefore, because of this.”
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
18. ______ generalities are the opposite of a personal attack.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
19. “If everyone jumps off a cliff, would you jump off too?” is an example of a ______ appeal.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Application
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
20. A/an ______ is an attack on a person instead of the veracity of the argument.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
21. A glittering generality is the opposite of a ______ attack.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
22. When you respond to another’s position by distorting, exaggerating, or misrepresenting their argument, you are depending on a ______ in an attempt to create the illusion that you refuted the other’s stance successfully.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
23. When a speaker asks us to endorse an idea because a well-liked personality who is not an ______ on the subject has endorsed it, we should question the request critically.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
True/False
1. Pathos is the ability to develop empathy and passion in others.
Learning Objective: 17.4: Arouse pathos or emotion.
Cognitive Domain: Comprehension
Answer Location: 17.1. Varying Viewpoints and Your Target Audience
Difficulty Level: Medium
2. Examples and illustrations can be real or hypothetical.
Learning Objective: 17.1. Appropriately target segments of the audience.
Cognitive Domain: Knowledge
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Easy
3. Terminal credibility refers to how the audience perceives you after your speech.
Learning Objective: 17.2: Build ethos or persuasive credibility.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
4. Complex credibility refers to how the audience perceives you after you have finished your speech.
Learning Objective: 17.2: Build ethos or persuasive credibility.
Cognitive Domain: Comprehension
Answer Location: 17.3. Use Logos or Sound Evidence and Reasoning
Difficulty Level: Medium
5. Your claim is a debatable conclusion or assertion; it is the proposition or thesis you hope to prove.
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.3b. Use Effective Reasoning to Develop Arguments
Difficulty Level: Medium
6. Reasoning that unites two or more events to prove that one or more of them caused the other is referred to as logical reasoning.
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Knowledge
Answer Location: 17.3e. Causal Reasoning
Difficulty Level: Easy
7. Persuasion is traditionally a step-by-step process.
Learning Objective: 17.5: Name the three tenets of persuasive speaking.
Cognitive Domain: Knowledge
Answer Location: 17.5a. Think Small to Avoid a Big Fall
Difficulty Level: Easy
8. You make a hasty generalization when you are too quick to draw an inference and thus jump to a conclusion based on too little evidence.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Easy
9. The appeal to popular opinion is also known as the false dilemma.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Comprehension
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
10. A speaker who makes receivers feel overly fearful in order to accomplish his or her goals often ends up escalating the legitimate fears of receivers.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Easy
11. An illogical fallacy is a flawed reason.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Comprehension
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
12. Abraham Maslow developed a classic theory to explain human motivation.
Learning Objective: 17.4: Arouse pathos or emotion.
Cognitive Domain: Comprehension
Answer Location: 17.4. Arouse Pathos or Emotion
Difficulty Level: Medium
13. You find yourself on a red herring when asserting that one action will set in motion a chain of events.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Comprehension
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
14. A false dichotomy is employed when you require your audience to choose between two options (usually polar opposites).
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
15. When you put a red herring in your speech, you lead your audience to consider an irrelevant issue instead of the subject of the discussion.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
16. Et tu post hoc is Latin for “after this; therefore, because of this.”
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
17. Glittering generalities are the opposite of a personal attack.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
18. “If everyone jumps off a cliff, would you jump off too?” is an example of an emotional appeal.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Application
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
19. Ad hominem attacks occur when the speaker asks the audience to reject an idea because of a flow in a person associated with the idea.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
20. An appeal to fear happens when a speaker will make receivers feel overly fearful in order to accomplish his/her goals.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
21. A straw man is an attack on a person instead of a subject.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
22. Fallacies are dishonest and undermine reason and rational debate.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
23. According to Maslow, basic necessities of life are psychological: air, shelter, food, water, and protection.
Learning Objective: 17.4: Arouse pathos or emotion.
Cognitive Domain: Comprehension
Answer Location: 17.4. Arouse Pathos or Emotion
Difficulty Level: Medium
24. An appeal to esteem needs will likely fail unless the audience’s physiological, security, and belongingness needs have been met.
Learning Objective: 17.4: Arouse pathos or emotion.
Cognitive Domain: Comprehension
Answer Location: 17.4. Arouse Pathos or Emotion
Difficulty Level: Medium
25. An appeal to misplaced authority is an example of a logical fallacy.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Easy
26. The middle of your speech is the strongest point to make your best arguments.
Learning Objective: 17.7: Design and deliver a persuasive speech.
Cognitive Domain: Knowledge
Answer Location: 17.5c. Don’t Put the Best in the Middle
Difficulty Level: Easy
27. A hasty generalization happens when you jump to a conclusion based on too little evidence.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Easy
Short Answer/Essay
1. Why is consistency important for a speaker?
Learning Objective: 17.4: Arouse pathos or emotion.
Cognitive Domain: Analysis
Answer Location: 17.5b. Use the Desire for Consistency
Difficulty Level: Hard
2. Define logical fallacy, and list a few.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Easy
3. What must happen in order for a fear appeal to work?
Learning Objective: 17.4: Arouse pathos or emotion.
Cognitive Domain: Comprehension
Answer Location: 17.4. Arouse Pathos or Emotion
Difficulty Level: Medium
4. What are Aristotle’s three means of persuasion?
Learning Objective: 17.1: Appropriately target segments of the audience.
Cognitive Domain: Knowledge
Answer Location: 17.1. Varying Viewpoints and Your Target Audience
Difficulty Level: Easy
5. Stephen Toulmin shows that effective reasoning has what components?
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.3b. Use Effective Reasoning to Develop Arguments
Difficulty Level: Medium
6. Describe and exemplify inductive reasoning.
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.5b. Inductive Reasoning
Difficulty Level: Medium
7. What are the three parts of a syllogism?
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Knowledge
Answer Location: 17.3c. Deductive Reasoning
Difficulty Level: Easy
8. What is reasoning from analogy? Give an example.
Learning Objective: 17.3: Use logos or sound evidence to develop effective arguments, applying Toulmin’s Reasonable Argument Model and relying on effective reasoning including deductive, inductive, and causal reasoning, as well as reasoning from analogy.
Cognitive Domain: Comprehension
Answer Location: 17.3f. Reasoning From Analogy
Difficulty Level: Medium
9. Discuss where you should put your best point in a persuasive speech and why.
Learning Objective: 17.5: Name the three tenets of persuasive speaking.
Cognitive Domain: Comprehension
Answer Location: 17.6 Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
10. Discuss and exemplify a “false dilemma.”
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Comprehension
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
11. What is an appeal to misplaced authority?
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Easy
12. Why should you avoid using fallacies?
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Analysis
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Hard
13. What is a bandwagon appeal?
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Easy
14. Define and describe post hoc, ergo propter hoc.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Comprehension
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
15. What is an ad hominem attack?
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
16. Describe a glittering generality.
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
17. What is the straw man fallacy?
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
18. What happens with an appeal to misplaced authority?
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
19. What is an appeal to fear fallacy?
Learning Objective: 17.6: Avoid common logical fallacies or slip-ups.
Cognitive Domain: Knowledge
Answer Location: 17.6. Practice Ethical Persuasion: Avoid Fallacies and Slip-ups
Difficulty Level: Medium
Document Information
Connected Book
Test Bank | Public Speaking Playbook 3e by Gamble
By Teri Kwal Gamble