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using someone's words as your own |
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using bits of text or someone's words without crediting them or only mentioning them in passing |
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taking chunks of text from multiple sources without crediting or showing that these "chunks" are expected |
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taking an entire document & passing it off as your own |
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an act designed to change or reinforce the audiences beliefs or actions |
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non-violent means of ethically influencing and motivating others through messages. |
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purpose of persuasive speaking |
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- generates desired attitudes, opinions, beliefs, and behaviors - seeks a mental dialogue with audience - target audience - who do you want to reach? - no opposition = no need to persuade |
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Three major types of persuasive speeches |
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1. disputed facts 2. beliefs and values 3. action and policy |
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a. what is the truth of falsity of an assertion ? - cannot be answered absolutely - can contain conjecture (predictions) - evidence may be inconclusive - speaker advocated position based on evidence. |
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a. what is the rightness or morality of an action or idea * you must justify your assertion 1. establish common ground 2. present criteria of measurement 3. show how your assertion matches up against criteria.
goal is to affect beliefs, actions implied |
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a. what other action should or should not be taken? b. c. |
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three areas where we can improve listening behavior |
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motivation, access, skill |
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improving motivation to listen |
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1. look for motivation (+ or -) 2. relate the topic at hand to your own selfish intrest 3. translate the problem to an intellectual challenge |
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could be blocked by physical noise, fatigue, or even a hearing deficiency |
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Improving listening access |
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1. managing or eliminating noise 2. avoiding fatigue 3. accommodating our hearing deficiencies 4. learning relevant language and vocab 5. asking for clarification |
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improving listening skills |
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note-taking 2. managing distractions - ( speaker whose personality or appearance disrupts you) 3. language that you consider inappropriate 4. topical opposition that reaches a disruptive emotional level 5. misinformation and erroneous beliefs |
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critical thinking should be defined as |
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intelligent, objective, cautious judgment, and evaluation |
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Interpretations of chance events |
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predisposition in all of us to seek order and meaning in even the most random data (satanic messages in garbled music) |
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further we get from direct experience shaker the facts become |
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- when our pre-existing beliefs are extremely strong, we may blindly accept new information and direction if consistent with those beliefs - new info that contradicts those beliefs is ignored |
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= wise sayings or proverbs are apart of unwise actions
- critical thinkers have good sense when to apply them humorously or acter the fact |
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Ex: - many hands make light work. - too many cooks spoils the both. are what? |
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reluctant appreciative empathic comprehensive critical aggressive |
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stye we assumed when we feel or think we had better listen, even if what is being said is distasteful.
ex. classes you don't like but have to go to |
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passive
- listening for pleasure and interest |
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supportive
- listening "as if" you wrere in the others shoes. |
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active;
- listening to understand the message |
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evaluative;
- listening for the purpoae of accepting or rejecting the message |
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appears with high-pressure persuasion for products, political issues or value systems |
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appreciative - when called for
empathic - someone is in need or providing an emotional story
comprehensive- seeking understanding
critical - attempting to determine the validity of the message
reluctant and agressive styles - tend to reflect "non-listening behaviors". |
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attending to somethings and not others |
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physical reception (listening) |
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communicating attention and intrest, verbally or non-verbally. |
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Interpreting and evaluating (listening) |
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making sense of the overall situation and judging value |
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Retaining what has been heard |
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Listening Improvement: (3) |
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1. Motivation 2. access 3. skills |
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Motivation (listening improvement) |
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Requires mindfulness - look for areas of intrest - relate topic to self - challenge yourself intellectually |
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Access (listening improvement) |
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- eliminate external noise - avoid fatigue - accommodate hearing deficiencies - learn language & vocabulary ahead of time - ask for clarification |
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Skills (listening improvement) |
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- dealing with internal/external obstacles - learn a good note-taking system - listen for ideas and facts - manage distractions |
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noise, temp, vocab, message overload, message complexity |
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preoccupation, prejudgement, lack of effort too much effort. |
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Language creates our sense of reality by giving meaning to events, objects, people, and places |
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The objective or literal meaning of a word concrete |
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the subjective or emotional meaning that individuals place on a word abstract |
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Meaning has three elements |
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- a person having thoughts - a symbol (sign) - referent |
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true or false the symbol and its referent are directly related |
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False! they are not directly related |
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going beyond the specific fact or thing that is usually observable or demonstrable. |
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an inference goes beyond that is observed.
- seeing an ambulance in driveway and concluding a family member is hurt |
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When in the realm of inference, we deal with _____ rather than ______ |
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probability "rather than" certainty |
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when we arrange words into the context of a sentence |
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to soften bad news, shift blame, or cover up the truth.
ex. firing workers -> consolidating operations, career change opportunities. |
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Tact vs forthrightness can make for difficult language choices for ethical speakers. |
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Draws conclusion based on too litte evidence |
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False cause (sequential fallacy) |
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Attributes a casual relationship where none can be proven. - superstitions belong here (blowing on dice and winning) - after this, therefore because of this |
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compare to unlike things as if they were similar |
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Introduces irrelevant issues to divert attention to topic |
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"against the main" - attacks the person rather than the issue |
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Either or response (false dilema) |
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Forces a decision between only two alternatives when more exist.
- "you're either for me or against me". - " you'll never understand" |
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Assumes because something is popular it must be right or good |
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Assumes a 1st step will inevitably lead to subsequent diaster |
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Assumes if something has been around for a long time, it is inherently true
- I did it, you should do it". |
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1. invention 2. disposition 3. style 4. memory 5. delivery |
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Aristoles cannon 1. invention |
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Focus -Topic of significance (need/problem, current event, personal intrest). -Narrow topic - Select purpose (persuade, inform, entertain - general) ( what do you want from audience- specific) ( thesis- central idea) - Evidence of research ( sources from print or internet, oral histories, interviews, personal experience) |
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Organization introduction, body conclusion |
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precise, creative, evocative |
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- Extemporaneous - Fluency of though - Rehearsed |
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eye contact, voice(rate, pitch, volume) eye contact * voice maters the most (Aristotle) |
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Communication Sensitivity |
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Aligning the message to the situation, the context of the audience |
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ignorance coming from carelessness thus deserving blame |
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Affording clues and choice |
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- Reveal intent of message - audience is free to choose or accept - audience has the right to agree or disagree |
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- must be backed with evidence |
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showing tolerance - "fair fighting" |
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- distorts the social construction of meaning |
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unsupported personal attacks |
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diverts attention from weakness in argument |
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a. demography (i want to hear your ideals) b. welcomes free speech and criticism |
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- Imagery - Smilies - Metaphors - Rhythm - Alliteration - Antithesis |
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Langauge used to create mental images in the minds of your listeners |
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Compare two essential different ideas using "like or as" |
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Implied comparison that transports listener from the thing itself to a sensory image or experience |
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The pattern of sound created by the choice and arrangement or words |
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Repeating the initial consonant sound of close or adjoining words |
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Juxtaposing contrasting ideas, usually in parallel structure |
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Concrete words vs abstract words |
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Concrete: refers to tangible objets. - the more specific/descriptive means it is more concrete - creates a clear picture
Abstract: refers to ideas and concepts - the more vague/ambiguous means it is more abstract - often leads to misinterpretation |
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the actual thing itself
- a chair |
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the word representing the thing
"chair" |
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Provides meaning to the word |
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Arrangement of words and symbols (Provides additional meaning ) |
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attribute of sound that changes with alliterations in the frequency of vibration - high, low, monotone, varied |
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the expression of mood or emotion |
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characteristic of ones voice |
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Variation of pitch while speaking which is not used to distinguish words
- rising or falling depending on if it is a question or statement |
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Informative vs persuasive |
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Persuasive - designed to change or reinforce the audience's beliefs or actions. - get audience to accept view
Informative: designed to educate the audience. |
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Specific purpose vs central idea |
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Specific purpose: to inform about what the outcome, objective, or response that your speech is supposed to achieve
Central idea(thesis!) - what you expect to say. - the core of what you are going to say - expansion of specific purpose and worded in complete sentence |
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places, location, follows direction |
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logical shows cause- effect and main points |
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main points are subtopics of thesis and equal & consistent |
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Similar arrangement
"ask not what your country can do for your but what you can do for your country". |
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Avoid _____ in persuasive speeches |
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Hyperboles in persuasive speeches |
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A complex process
sensation -> interpretation -> response |
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message complexity
internal: preoccupation prejudgment, lack of effort too much effort. - the only way out of internal distractions is mindfulness. |
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Persuasive speaking: organization (3) |
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- causal - problem- cause- solution - problem - solution |
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causal (Persuasive speaking org) |
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main points show a cause- effect relationship |
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problem-cause-solution (Persuasive speaking org) |
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first main point identifies a problem, and the third main point presents a solution to the problem |
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problem-solution (Persuasive speaking org) |
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first main point deals with the existence of a problem and the second main point presents a solution to the problem
- speech pattern in which listeners are fist persuaded that they have a problem and are shown how to solve it. |
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1. Preview the persuasive intentent with introduction (Monroe's motivated sequence) |
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- gain attention - reveal thesis -establish credibility - preview persuasive intent |
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2. Present the need (Monroe's motivated sequence) |
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- State nature of problem - illustrate the problem - show ramification of problem with stats/testimony - point out personal implications for the listener |
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3. Satisfy the problem with a solution (Monroe's motivated sequence) |
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- state attitude you want audience to adopt - explain your proposal with examples/ visual aids - theoretically demonstrate logical connection between problem and solution - refer to when proposal has worked in past - meet objections |
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4. Visualize the results positively/ negatively (Monroe's motivated sequence)
negative method vs positive method - compare/contrast method |
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- positive method: describe what the future will look like if your proposal is adopted or put into action
-negative method: describe what the future will look like if your proposal is not adopted or put into action
- compare the negative results of not adopting plan with the positive results of adopting plan |
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5. request action so the audience knows what to do to comply with the message |
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- calls for overt action - state personal intent to act - end with impact |
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Requesting immediate action vs passive agreement |
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immediate action: if you choose a specific action then you are more likely to get a commitment to the change you are seeking
passive agreement: convince the audience that the given policy is desirable without encouraging them to take action in support of policy |
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what is the truth of falsity of an assertion - cannot be answered absolutely - there has to be debate - can contain predictions - evidence must be inconclusive but must be resoundingly heavier on the side of thesis |
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Beliefs and values (goal: affect beliefs, action is implied) |
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-what is the rightness or morality of an action or idea - must justify assertion - establish common ground - present the criteria of measurement -show how your assertion measures up against criteria |
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know your goal: (gain passive agreement, gain immediate action)
convince audience there is need explain plan for solving problem show your plans practicality |
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Three basic issues in dealing with questions of policy |
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prove need or no need for change |
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Offer specific/policy to solve need |
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show plan is workable, no new problems or show impractical and will create problems |
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Audience: need to know to persuade |
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how to effectively phrase, deliver, and inspire your audience to use the info, education, and plan of action towards persuasive goal. |
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Aristoles three proofs of an argument |
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motivation (emotion) - engaging passion to motivate others - appeal to emotions - appeal to needs( motivation action based on getting needs fulfilled) |
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Logic- evidence/reasoning
- message organized with evidence and connecting evidence with reasoning so audience can make sense of it |
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Credibility: competence, character, charisma
-Audience judges how credible you during speech. - Audience perception and whether they are qualified to speak on the topic - competence, character, charisma |
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causal reasoning analogical reasoning reasoning from principle reasoning from specific instances reasoning from sign |
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establishes relationship between cause and effect |
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Comparing two similar cases and inferring that what is true for one case is true for another |
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Begin with general statement, move to minor premise, and end with conclusion. |
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Reasoning from specific instances |
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moving from particular facts to a general conclusion |
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using an observable mark as a conclusion proof of existence |
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do's and don'ts of an introduction speech |
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- introducing the main speaker to audience - build enthuasium, establish welcoming climate - be brief and accurate, not long - adapt to the audience, occasion, and speaker - create anticipation and drama (build up) |
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Traits of good acceptance speech |
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- giving thanks for gift/award - be brief, don't draw attention away, be gracious - be humble- recognize others help - be gracious |
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- praising, giving tribute, or celebrating. - inspire arouse sentiments, heighten appreciate or admiration. - show audience why subject is praiseworthy - use metaphors, imagery, and rhyme to create stories that evoke feeling. |
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Video of kid from Bombay speech |
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Commemorative speech - metaphor of plane being similar to life - repetition - he inspires, and uses story telling to tell his point. |
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Martin Luther king speeches |
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talks to one group of black people and changes his tone to be "churchy" adn when he talks to the other group of people he sounds more professional
he is adapting his speeches to his audience, to what his audience expects of him. |
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- entertaining - be light hearted - whimsical yet organized - be naturally humorous - provoke smiles and chukles - deliver expertly to produce desired results |
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speech of of presentation |
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a. Presenting a gift, an award, or public recognition i. Acknowledge achievements of recipient ii. Exlpain purpose of award if necessary iii. Praise losers if relevant |
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