speech vocabulary chapter 1 building responsibility

Chapter 1:  Building Responsibility

Tested Material:  All Vocabulary Terms, Sections 1-3 Review Questions and chapter content.Know the Steps of the Communication Cycle and how they are related to one another. Why is it important to avoid ethnocentrism in public speaking? What is stage fright?  Be able to describe some ways you can overcome it. Be able to describe the similarities and differences between intrapersonal and interpersonal communication.  

Learning Objectives:  After completing this chapter, you will be able to do the following.

Identify and analyze the ethical and social responsibilities of communicators.

Identify the components of the communication process and their functions

​Explain the importance of effective communication skills in personal, professional, and social contexts.

Recognize your audience as an important element in building responsible communication skills.

​Realize the importance and impact of both verbal and nonverbal communication.

Chapter Outline:

1. What is Communication?-Section 1

2.  Laying the Proper Foundation-Section 2

3. Building the Proper Motivation-Section 3

Speech Chapter 1 Key Terms Flash Cards

Chapter 1 Test Review Practice

How to Deliver a Speech Powerpoint

Chapter 1 : Building Responsibilty Powerpoint

Chapter Vocabulary Terms

Academic Vocabulary:  responsible, epitomize, mesmerized, flippant, reciprocal- Define!

(Practice Set and Sample Tests can be found on the Speech Chapter 1 Key Term Flashcards Link above.)

communication

communication barrier

written communication

oral (or verbal) communication

nonverbal communication

intrapersonal communication

interpersonal communication

logical appeal

emotional appeal

ethical (personal) appeal

stereotyping

Section 1: Assessment Questions

Few things can help an individual more than to place responsibility on him, and to let him know that you trust him.-Booker T. Washington

1. The five  major parts of the communication process are:

5. Interference- (We discussed this one in class.  The book just lists the first four.)

​2. A responsible communicator works to eliminate communication barriers. One communication barrier is attitudinal.  Name the other four, as given in your text.

3. Another name for oral communication is _______________ communication.  

4.  Critical Thinking

Nonverbal communication often refers to the attitude you give off to others. 

What are five positive nonverbal characteristics?

What are five negative nonverbal characteristics?  

________________________________________________________________________________________

Section 2:  Assessment Questions

1.  This section talked about the value structure foundation.  What are the three essential elements that make up this foundation?

2.  What type of communication involves your having a conversation with yourself? What type is a one-on-one with someone else?

3.  What is the name given to the "art or study of public speaking?"

4.  Which of Aristotle's appeals draws an audience because of sound logic and reasoning?

Critical Thinking

5.  University of Minnesota professor James Norwood wants to teach his theater survey course by email.  However, university officials frown on his plans, saying that students need to be taught by a "live" instructor giving "live" instruction. 

What might be the harm of teaching by email?

What part of the communication process is lost when teaching is totally technological?

6.  Audiences can often make things tough for a speaker. 

How is it that an audience can often make or break a person's ability to be a responsible speaker? 

What can you do (as the speaker) to get off to a good start with your audience?

______________________________________________________________________________________

Section 3: Assessment Questions

1.  What is the word that means "the desire that causes a person to act"?

2.  When you label people without first getting to know them, you are unfairly ____________ing them.

3.  In the communication breakdown section, Michael B. Green learned that "a red rag" or a _________________, had nothing to do with the internal makeup of the person who was wearing it.

Stereotyping is a problem that affects all of society. 

Describe some instances in which people can unfairly stereotype others. 

What is the answer to the problem of stereotyping?  

Conversely, are there stereotypes that may prove beneficial for the person(s) being stereotyped?  Explain.

Speech Lessons Week 6 – Chap 1 Building Responsibility

October 1-5, 2012

Monday – Students will  complete the General Vocabulary and New Speech Terms worksheets for Chapter 1, Building Responsibility.

Tuesday – Students will participate in the lecture and take notes on Section 1, of Chapter 1. They will also work on the Things to Remember worksheet.

Tuesday – Students will participate in the lecture and take notes over Section 2 of Chapter 1, and work on the Important Concepts worksheet.

Wednesday – Students will participate in the lecture and take notes over Section 3 of Chapter 1, and work on the Important Concepts worksheet.

Thursday  -Students will finish work on the Famous People and Avoiding Stereotypes worksheets and finish up any unfinished worksheets.

Friday – Students will take the Chapter 1 TEST on BUILDING RESPONSIBILITY.

TEKS covered:  1A-J, 2A, B, E, I

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Learning Objective

• Identify and understand how to use at least five different organizing principles for a speech.

There are many different ways to organize a speech, and none is “better” or “more correct” than the others. The choice of an organizing principle , or a core assumption around which everything else is arranged, depends on the subject matter, the rhetorical situation, and many other factors, including your preference as speaker.

The left column of Table 12.6 “Sample Organizing Principles for a Speech” presents seventeen different organizing principles to consider. The center column explains how the principle works, and the right column provides an applied example based on our sample speech about the First Transcontinental Railroad. For example, using a biographical organizing principle, you might describe the journey of the Lewis and Clark expedition in 1804; the signing of the Pacific Railroad Act in 1862, and the completion of the first Transcontinental Express train trip in 1876. As another example, using a spatial organizing principle, you might describe the mechanics of how a steam locomotive engine works to turn the train wheels, which move on a track to travel across distances.

As you read each organizational structure, consider how the main points and subheadings might change or be adapted to meet each pattern.

Table 12.6 Sample Organizing Principles for a Speech

Key Takeaway

A speech may be organized according to any of many different organizing principles.

• Choose at least three different organizing principles from the left column of Table 12.6 “Sample Organizing Principles for a Speech” . Take the thesis of a speech you are preparing and write an applied example, similar to the ones provided about the First Transcontinental Railroad that shows how you would apply each of your chosen organizing principles to your speech.
• Think of one technology or application that you perceive has transformed your world. Choose two organizing principles and create two sample outlines for speeches about your topic. Share and compare with classmates.

Ayres, J., & Miller, J. (1994). Effective public speaking (4th ed., p 274). Madison, WI: Brown & Benchmark.

Maslow, A. (1970). Motivation and personality (2nd ed.). New York, NY: Harper & Row.

Shutz, W. (1966). The interpersonal underworld . Palo Alto, CA: Science and Behavior Books.

Business Communication for Success: Public Speaking Edition Copyright © 2015 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

ESL001: Elementary English as a Second Language

Vocabulary Building Practice

The activities below give you the opportunity to find out how well you understand vocabulary-building strategies. If you have a difficult time recognizing these strategies, you may return to review the information in the Let's Study section and then try these practice activities again.

Use the context to figure out the meaning of the underlined word.

• Arts & Humanities
• Communications

Chapter1 - Arlington High School

Chapter One:

Building Responsibility

Objectives:

Identify and analyze the ethical and social responsibilities of communicators.

Identify components of communication process and their functions.

Explain importance of effective communication skills in personal, professional, and social contexts.

Recognize your audience as an important element in building responsible communication skills.

Realize the importance and impact of both verbal and nonverbal communication.

3 sections in this chapter:

What is Communication?

Laying the Proper Foundation

 Building the Proper Motivation

Speech Vocab Swap

Find someone that did the opposite column than you and swap papers. Copy what they wrote for the vocab on the back of your vocab sheet. Turn into the basket for a grade.

Discussion:

What is the meaning of ethics?

 Define it. What does it mean to you? What does it look like? Who do you know (either in real life or society) has a high ethical responsibility?

The Communication Process

Sender Message Receiver

The one who transmits the message. Typically, the sender uses words or symbols to convey ideas.

 Your words must communicate to your listener exactly what you are trying to convey.

Person who intercepts the message then decodes it.

 Decode = interpreting what sender is saying and how it relates to them.

Includes reactions that the receiver gives to the message offered by the sender.

When does this process happen?

Can you think of any?

Talk on phone

Check email

 Listening to music

 Watching television

What is a communication barrier?

Define communication barrier.

What are some examples?

Attitudinal

Educational

Environmental

Three Action Words for

THINK before you speak.

ARTICULATE your words.

 WATCH the receiver of your words to make sure you are getting the correct nonverbal signals.

ASK questions, make polite requests.

LEARN more about issues and people. They can both make you smarter.

 RELATE to the background and experiences.

Class Reading

Read the paragraph and answer the three questions below.

 You do NOT have to write the questions.

Working to Be a Good Person

There are Good Natured Speakers:

- Martin Luther King, Jr., Presidents

There are Evil Natured Speakers:

- Hitler, Jim Jones

Intrapersonal Communication

What is intrapersonal communication?

Interpersonal Communication

What is interpersonal communication?

Oratory (rhetoric) - art or study of public speaking

Caring About Your Audience

You can only give a good speech if you care about your audience.

Before speaking, consider:

Is this material appropriate for this group?

How would I feel if I were asked that information?

Am I giving my audience new information?

Is my material too difficult or too easy for my audience?

Reciprocal Respect

Show the speaker respect by paying attention.

 If you’re not interested, don’t show it extravagantly or disrespectfully.

Appealing to an audience

Logical Appeal – provide audience both with sequence and analysis in your organization and factual evidence

Emotional Appeal – “Strike a chord” with your audience, and appeal to their sense of patriotism, family, or justice, etc…

Ethical (personal) appeal – show audience you have a natural honesty about you, a strong constitution regarding right and wrong, and a no-compromise approach to values.

Building the Proper Motivation

Stereotypes

Setting an Example: Think of people you communicate with on a daily basis and are giving an impression.

 Read Page 17 and answer questions.

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