Beruflich Dokumente
Kultur Dokumente
for
Communication
Principles for a Lifetime Portable Edition
prepared by
Sue L. Stewart
Texas State University, San Marcos
Boston New York San Francisco Mexico City Montreal Toronto London Madrid Munich Paris Hong Kong Singapore Tokyo Cape Town Sydney
Copyright 2009 Pearson Education, Inc. All rights reserved. The contents, or parts thereof, may be reproduced with Communication: Principles for a Lifetime, Portable Edition, by Steven A. Beebe, Susan J. Beebe, and Diana K. Ivy, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without written permission from the copyright owner. To obtain permission(s) to use the material from this work, please submit a written request to Allyn and Bacon, Permissions Department, 501 Boylston St., Suite 900, Boston, MA 02116 or fax your request to 617-671-2290. ISBN-13: 978-0-205-61152-2 ISBN-10: 0-205-61152-4 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 12 11 10 09 08
Contents
Volume1: Chapter1.1: FoundationsofHumanCommunication....................................................1 Volume1: Chapter1.2: SelfAwarenessandCommunication ........................................................18 Volume1: Chapter1.3: UnderstandingVerbalMessages ...............................................................36 Volume1: Chapter1.4: UnderstandingNonverbalMessages ........................................................51 Volume1: Chapter1.5: ListeningandResponding ..........................................................................67 Volume1: Chapter1.6: AdaptingtoOthers:BridgingCultureandGenderDifferences............84 Volume2: Chapter2.1: UnderstandingInterpersonalCommunication......................................101 Volume2: Chapter2.2: EnhancingRelationships...........................................................................118 Volume3: Chapter3.1: UnderstandingGroupandTeamPerformance .....................................136 Volume3: Chapter3.2: EnhancingGroupandTeamPerformance .............................................151 Volume4: Chapter4.1: DevelopingYourPresentation .................................................................168 Volume4: Chapter4.2: OrganizingandOutliningYourPresentation........................................185 Volume4: Chapter4.3: PresentingYourSpeech.............................................................................202 Volume4: Chapter4.4: SpeakingtoInform ....................................................................................220 Volume4: Chapter4.5: SpeakingtoPersuade ................................................................................236
VOLUME1
Chapter1.1: FoundationsofHumanCommunication
1) Theprocessofactinguponinformationisthedefinitionof________. A) intrapersonalcommunication B) communication C) interpersonalcommunication D) humancommunication Answer: B
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C) creating
D) noise
10) ImaginethatyouarelisteningtoaspeechaboutAIDSandHIV.Oneofthespeakersmain pointsdescribeswaystorespondtothedevastatingnewsthatyouorsomeoneinyourfamily isHIVNegative.Youareconfusedbythis,becauseyouknowthatHIVNegativemeansthat someoneisntinfectedwiththevirusthatleadstoAIDS.Whatishappeninginthissituation? A) Thespeakerobviouslyplagiarizedthespeech,becausehe/shedoesntknowthecorrect terms. B) Thechannelofthemessageisfaulty,orelsethecorrecttermwouldbesentandreceived. C) Thespeakersencodingandthelistenersdecodingareinterferingwithcommunication. D) Externalnoiseiskeepingthemessagefrombeingsentandreceivedaccurately. Answer: C
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14) OnthedayJanetwasscheduledtogiveherspeech,herclasswasrelocatedintoanauditorium. Janetcouldntquiteovercomethefeelingofisolationshefeltasshespoketohertwenty classmatesinaroomthatcouldseat500.Whichofthefollowingelementsismostresponsible forJanetsreaction? A) feedback B) context C) informationsource D) channel Answer: B
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16) JennyisspeakingtoMadinaaboutherideasforaspeech.WhileJennyisspeaking,Madina simultaneouslyshakesherheadandhasapuzzledlookonherface.Jennynoticesthis responseandstopsandexplainsherideasinanotherway.Thisexampleismostclosely relatedtowhichmodelofcommunication? B) communicationasfeedback A) communicationasaction C) communicationasinteraction D) communicationastransaction Answer: D
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Matchthesetermstothedefinitionsgivenbelow. A. B. C. D. E. F. G. H. I. Groupcommunication Impersonalcommunication Interpersonalcommunication Intrapersonalcommunication Masscommunication Mediatedcommunication Nonverbalcommunication Presentationalcommunication Relationaldimension
Matchthesetermstothedefinitionsgivenbelow. A. B. C. D. E. F. G. H. I. Channel Context Decoding Encoding Feedback Message Noise Receiver Source
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86) Explainthecriteriaforethicalcommunicationbydefiningethicsandexplainingsomesources forethicalviews. Answer: Becausecommunicationcanbeusedforeitherhonorableordishonorableobjectives,the authorsofthetextbookfeelthateffectivecommunicationshouldgobeyondbeing understoodandaccomplishingonesgoals.So,aneffectivemessageshouldalsobe ethical.Ethicsarethebeliefs,values,andmoralprinciplesbywhichwedeterminewhat isrightorwrong.Preceptsforethicalbehaviorarecommunicatedthroughphilosophy andreligionaswellasprofessionalcodesofethicalbehavior.
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90) Listandexplainthethreereasonswhywestudycommunicationasoutlinedinthetext. Answer: Itisimportanttostudycommunicationinordertoimproveemployability.Infact,a surveyshowsthatpersonnelmanagersconsidercommunicationskillsthetopfactorin graduatingcollegestudentsobtainingemployment.Communicationcanalsohelp improveourrelationshipswhethertheybework-related,friendships,romantic,orwith familymembers.Goodcommunicationcanleadtostrong,lastingrelationship.Finally, communicationcanimprovephysicalandemotionalhealth.Thelackofclose relationshipscanleadtoillnessorevendeath.Goodcommunicationcanleadtostrong relationshipsthatcanhelpuscombatstress.
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93) Compareandcontrastthedifferencesbetweenimpersonalandinterpersonalcommunication. Answer: Interpersonalcommunicationisaparticulartypeofhumancommunicationthatfocuses onsimultaneousinteractionbetweenpeopleinrelationshipsinwhichtheyattempt mutuallyinfluenceoneanother,usuallyforthepurposeofmanagingtheirrelationship. Forexample,adiscussionbetweenbestfriendsaboutthestateoftheirfriendshipwould beaninterpersonalexchange.Impersonalcommunicationisthetypeofcommunication thatoccurswhenwetreatothersasobjectsorthatrespondsonlytotheroletheperson isplaying.Whenyouorderpizza,youarecommunicatingonaimpersonallevel.
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94) Compareandcontrastthethreemodelsofcommunicationpresentedinthetextbook: communicationasaction,communicationasinteraction,communicationastransaction. Explainthebasiccomponentsofeachmodelandidentifyhoweachmodelisdifferentand/or morerealisticthantheothermodels. Answer: Thecommunicationasactionmodeliscomprisedofasourceortheoriginatorofa thoughtoremotionwhoencodesamessagesandsendsittothereceiverviaachannel. Thismessagemayencounternoiseorinterferencewhichmaypreventclear understanding.Thereceiverdecodesthemessagebytryingtomakesenseoutofit. Interpretationofthemessagemaybeaffectedbyliteralorpsychologicalnoise.The communicationasactionmodelisflawedbecauseitviewscommunicationasalinear input/outputprocess.Itdoesnottakeintoaccountthatthereceivermayormaynot understandthemessagethewaythesourceintended.Essentially,thesourcetransfers themessageintothereceiverwithoutregardforthereceiverslevelofunderstanding. Themodeldoesnotaccountforthecomplexityofthecommunicationprocess. Thecommunicationasinteractionmodelissimilartothecommunicationasaction model,butitaddsintheconceptsoffeedbackandcontext.Feedbackistheresponseto amessage.Contextisthephysicalandpsychologicalcommunicationenvironment. Unlikethecommunicationasactionmodel,thismodelallowsthereceivertorespondto messagetoensurethatmutualunderstandinghasoccurred.Whilethismodelappears totakeintoaccountallthefactorsincommunication,itfailstoacknowledgethefactthat communicationisasimultaneousprocesswithbothsendersandreceivers simultaneouslyencodinganddecodingmessagesratherthanastepbysteplinear process. Thecommunicationasatransactionmodelagaintakesintoaccountalltheconceptsof theprevioustwomodelsbutalsoacknowledgesthatweareconstantlyreactingtowhat ourcommunicationpartnerissaying.Inotherwords,wesendandreceivemessages simultaneously.Bothcommunicationpartnersworktogethertoclarifyandco-create meaning.Thisisthemostaccuratedescriptionofhumancommunication.
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95) Listanddiscussthecomponentsincludedinthedefinitionofhumancommunication. Answer: Communicationisaboutmakingsense,sharingsense,creatingmeaning,usingverbal andnonverbalmessages,andbeingotheroriented.Inmakingsense,weuseoursenses toidentifypatternsinwhatweexperienceandsharethisunderstandingwithothersby usingwords,art,music,clothing,orothermeans.Ratherthanjustsendingand receivingmessages,wecreatemeaningtogetherascommunicatingpartnersbasedon ourownexperiences,characteristicsofthemessage,thesituation,andourown perceptionsandbackgrounds.Wemayusesymbolssuchaswordstoconveyour messagesbutwealsorelyongestures,posture,vocalexpressions,toneofvoice, clothing,andartifactstoexpressfeelingsandattitudes,power,andinterest.Tobe effectivecommunicationmustalsoacknowledgetheperspectiveandneedsofothers (beingotheroriented).
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96) Inawell-developedessay,explainwhyitisusefultostudyinterpersonalcommunication.Use examplestakenfromthelifeofatypicalcollegestudenttoillustratethepointsyoumake. Answer: Studyinginterpersonalcommunicationmayhelpyouimproveyourrelationshipswith family,friends,andcolleagues,andimproveyourownphysicalandmentalhealth.The communicationofourfamilyhelpstoshapeourself-conceptandinfluenceshowwe interactwithothers.Ifourparentshavebeenpatientandsupportive,wewilllikely haveapositiveself-conceptandtreatotherswithpatienceandsupport.Outsideofour family,developingfriendshipsandlovingrelationshipswithothersisamajorsourceof satisfactionandhappinessfortheindividual.Friendsandloverscanhelpusweather stressfulsituationsandprovideguidanceintimesofdecision.Beingabletoestablish supportiveandcaringrelationshipswithothersisvitaltoouroverallwell-being.Even thoughwedonotalwayshaveachoiceinourprofessionalrelationships,wecanhelpto improvethoserelationshipstomakeourjobseasier.Effectiveinterpersonal communicationcanhelpusmanageconflict,improveproblemsolving,andgeneratea lessstressfulenvironment.Wealsoknowthatlonelinesscanhavedisastrouseffectsona personshealth.Peoplewhofeelaloneandalienatedaremorepronetostressrelated diseases,depression,andevendeath.Strongrelationshipswithcaringpartnerscan improveonesphysicalandmentalhealth.
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97) Explainandgiveexamplesofthe5characteristicsofcommunicationasdiscussedinthe textbook. Answer: (1)Communicationisinescapable.Forallpeople,communicationiseverywhereandwe cannotlivewithoutit.Fromthemessagesweneededforphysicalsurvivalwhenwe wereinfants,tosocialandprofessionalneedswehaveasadults,communicationis alwaysanessentialpartofanyhumanprocess.Evenifwedecidenottotalktoanyone, theymayjudgefromournonverbalexpressionwhatourmoodmightbe. (2)Communicationisirreversible.Youcannevertakebackareceivedmessage. Whetheryouapologizeforaninsultortrytoexplainawayaslipofthetongue,if anotherpersonhasattendedtowhatyouhavesaidordone,youcannotundoit.For example,ifyouhaveafightwithyourfriend,andoutofangermentionsomethingyou knowisasensitivearea,thenshewillnotforgetit. (3)Communicationiscomplicated.Ifitweresimplewewouldbebetteratitwithout havingtostudyandpracticeit.Thereisnotasimplelistofcommunicationhowto principlesthatcanguaranteeyouwillbeasuccessfulcommunicator.Thatisbecause therearesomanyvariablesinthecommunicationprocess.Noonemethodwillfitall situations. (4)Communicationemphasizesbothcontentandrelationshipinformation.Sometimes theunstatedmessageiswhatismostimportant.Whenwecommunicate,wedosoon twolevels.Thefirst,thecontentlevel,focusesonthenewinformationorideasthatthe communicatorwishestoshare.Itistheobvious,surfacelevelmeaning.Therelationship levelisusuallyimplied,andaddressesemotionalstatesandcontrolissues. (5)Communicationisgovernedbyrules.Communicationisnotjustarandomactivity, itisgovernedbyanumberofrules,mostofwhichareimplicit.Wedolearnafew explicitrules,suchasSaypleaseandthankyou.However,welearnmostrules throughthepositiveandnegativefeedbackwegetfromotherpeople,orfromobserving othersininteraction.
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98) Explainthefivefundamentalprinciplesofhumancommunicationoutlinedinyourtextand giveanexampleofeachprinciple. Answer: (1)Principleonedealswithbeingawareofyourcommunicationwithyourselfand others.Intrapersonalcommunicationorcommunicationwithselfimpactsour communicationwithothers.Competentcommunicatorsareawareoftheir communicationwithothersandwithself,andtheyareabletomonitortheirbehavior ratherthanreactingmindlessly.Forexample,Karaisawarethathertendencytouse animatedfacialexpressionsandgesturesisoftenoverwhelmingtosomepeople. (2)Principletwoencompassesbeingabletoeffectivelyuseandinterpretverbal messages.Verbalmessagesincludewordsthatformalanguage.Itisimportantthatas communicators,wecanusewordsthatcreateanaccuratemeaninginthemindsofour listeners,andthatwecanaccuratelyinterpretthewordsofothers.Thisresultsin sharedmeaning.Anexampleofverbalcommunicationincludeusingwordssuchas,I loveyou,toconveyamessagetoalistener. (3)Principlethreeiseffectivelyusingandinterpretingnonverbalmessages.Nonverbal communicationiscommunicationotherthanwrittenandspokenlanguage.Nonverbal communicationistheprimarywaywecommunicatefeelings,ismorebelievablethan verbalcommunication,andisoftendifficulttounderstandbecauseitiscontinuous.An exampleofnonverbalcommunicationwouldbemakingeyecontactwithsomeoneto conveyaninterestintalkingtohim/her. (4)Principlefourislisteningandrespondingthoughtfullytoothers.Thisprinciple takesintoaccountthatboththereceiverandthesourcebeartheresponsibilityfor communication.Listeningisanactiveprocessthatrequiresanother-oriented perspective.Anexampleofeffectivelisteningwouldbelisteningtoafriendtellyou aboutherproblemandattemptingtoseetheproblemfromherperspective. (5)Principlefiveisappropriatelyadaptingmessagestoothers.Adaptingdealswith tailoringyourcommunicationtoreachyourcommunicationgoalswhilemaintaining yourintegrityandhonesty.Itmeansthatyoumusttakeyouraudienceintoaccount. Forexample,inpresentingyourpositioninapersuasivepresentation,yourelatethe informationtoyouraudiencesexperiencesandbackground,butyoudonotprovide informationthatisfalsetopersuadeyouraudience.
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VOLUME1
Chapter1.2: SelfAwarenessandCommunication
1) Merielleisconsciousofthefactthatsheismentallyrehearsingwhatshewilltellherprofessor afterclass.Thisexampleillustrateswhichdimensionofself-awareness? A) materialself-awareness B) subjectiveself-awareness C) objectiveself-awareness D) symbolicself-awareness Answer: C
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12) AishanoticedatworkthatVincentandMichellekeptaskingheradviceonofficeprocedures. Soon,shebegantoseeherselfascompetentandknowledgeable.Whichofthefollowing statementsbestdescribesthemeansbywhichVincentandMichelleinfluencedAishas self-concept? A) communicationwithothers B) associationwithgroups C) rolesweassume D) self-labels Answer: A
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13) JosewasraisedinaCuban-Americancommunity.Althoughhehadmanycollegefriendsfrom otherco-cultures,heproudlymaintainedhisCubanrootsbysprinklinghisspeechwith Spanishphrases.Inaddition,heenjoyedsharingexamplesofculturalnormsfromhisfamily andneighborhoodinhiscommunicationclass.Theseexamplesshowwhichkindofinfluence onJosesself-concept? A) communicationwithothers B) associationwithgroups C) rolesweassume D) self-fulfillingprophecy Answer: B
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15) AsEllenwasnearinggraduation,,shethoughtbackoverhercollegecareer.Althoughshehad wantedtobemoreinvolvedinextracurricularactivities,shehadfocusedmoreonherstudies andtendedtodescribeherselffirstasastudent.Whataspectoftheformationofselfconcept doesthisdescribe? A) assumedrole B) cyberselves C) avowedidentity D) associationwithgroups Answer: C
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16) Meganspendsalotoftimethinkingabouthergoalsforthefuture.Shelearnedfromherlast jobthatshewouldprefertoworkoutdoors.ShelearnedfrombeingintheStudentCouncilin highschoolthatshewouldprefertoworkalonethanwithmanypeople.Thissituation describesMeganusingwhichofthefollowingprocesses? A) self-reflexiveness B) self-comparison C) self-fulfillingprophecy D) self-consciousness Answer: A
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17) Priscillafeelsthatsheisunattractiveandunlovablefollowingabreak -upwithherboyfriend. Priortothisincident,Priscillahadahealthyviewofherworth.Priscillaexperienceda decreaseinwhichofthefollowing? A) self-reflexiveness B) self-concept C) self-esteem D) self-consciousness Answer: C
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22) Christaexperiencedextremeanxietyaboutthethoughtofgivingapresentationtoher classmates.Onthedayofthepresentation,sherepeatedinhermindstatementssuchas,You arewell-prepared.andYouhavevaluableinformationtosharewithyouraudience.What techniquewasChristausingtoboostherself-esteem? A) positiveself-talk B) visualization C) reframing D) losingyourbaggage Answer: A
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23) Larrygrewupinafamilywherehismotherandfatherwereconstantlyfightingandinsulting eachother.Theirdivorcewasespeciallymessyandmean.Thepoorqualityoftheir relationshipcausedLarrytoavoidcommitmentinalovingrelationshipformanyyears.Larry finallydecidesthathecannolongerallowhisfeelingsaboutloveandmarriagetobecolored byhisparentsfailures.Whichtechniqueforimprovingself-esteemdidLarryuse? A) developinghonestrelationships B) visualizing C) positivemessages D) losingyourbaggage Answer: D
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24) Aaronwasaskedtogiveaspeechtotheincomingfreshmenabouttheadvantagesofserving instudentgovernment.Hehadnevergivenaspeechbeforeandwasverynervous.Aspeech professorsuggestedthatinadditiontopracticing,hecouldpicturehimselfdeliveringthe speechsuccessfully,andreceivingfavorablefeedbackfromhisaudience.Whichmethoddid theprofessorrecommendtohelpAaronmanagehiscommunicationapprehension? A) visualization B) positiveself-talk C) reframing D) surroundinghimselfwithpositivepeople Answer: A
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30) BarryisdrivingSuziehomefromaparty.BarrynoticesthatSuziehasherarmscrossedand sheislookingoutthewindowofthecarandmakingnoattempttocommunicatewithhim. BasedonSuziesnonverbalbehavior,Barryinfersthatsheisupsetwithhim.Barrysinference aboutSuziesbehaviorillustrateswhichstageoftheperceptualprocess? A) attendingandselectingstimuli B) interpretingandattributingmeaning C) respondingandexpressingunderstanding D) organizingstimuli Answer: B
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33) PatiswatchingTV,andhisroommatewalksinandtellsPatthathewishestotalktohim.Pat turnsofftheTVinordertofocusontheconversationwiththeroommate.Patsdecisionto focusontheroommateratherthanthetelevisionillustrateswhatstageoftheperceptual process? A) attentionandselection B) organization C) interpretation D) closure Answer: A
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34) ChrisandBryanarehavingaconversation.Afterawhile,Chrisstandsuptoleave,putsonhis coat,andmovestowardthedoor.Bryanseeshimmovingtowardthedoorbutcontinues talkingwithnosignsofwrappinguptheconversation.WhatproblemisBryanhavingwith hisperceptionofthesituation? A) attentionandselection B) organization C) closure D) interpretation Answer: D
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37) Robinsuspectedthatherroommate,Julie,wantedtobreakupwithherboyfriend.Ratherthan askingherspecifically,RobinpaidcloseattentiontohowJuliecomplainedabouthim,avoided hisphonecalls,andwaslategettingreadyfordateswithhim.WhatmethodwasRobinusing tocheckherperceptionofJuliesfeelings? A) directperceptionchecking B) indirectperceptionchecking C) socialcomparison D) self-fulfillingprophecy Answer: B
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38) Veronicanoticedthatherroommaterespondedwithshort,one -wordanswerstoher questions.Shesuspectedthatherroommatewasupsetwithher,butshedidntknowwhy.She askedher,Itseemslikeyouhavebeenavoidingmeallday.WhenIaskyouaquestion,youanswer withonlyafewwords.HaveIdonesomethingtomakeyoumadatme?Thisstatementisan exampleof________. A) directperceptionchecking B) indirectperceptionchecking C) socialcomparison D) self-fulfillingprophecy Answer: A
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Matchthesetermstothedefinitionsgivenbelow. A. B. C. D. E. F. G. H. I. J. Ascribedidentity Attitude Avowedidentity Beliefs Materialself Selfconcept Selfimage Socialself Spiritualself Value
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96) Brieflyexplainthefourlevelsofself-awarenessasdescribedbyAbrahamMaslow. Answer: Thefourlevelsofcompetencearebasedonwhetherornotwearecompetentinagiven situation,andourawarenessofthatcompetenceandwhatisrequiredtobecome competent.Leveloneisunconsciousincompetence,inwhichwearenotawareofour ownincompetence.Leveltwoisconsciousincompetence,inwhichweareincompetent, butweareawareofthatfact.Levelthreeisconsciouscompetence,inwhichweare awarewecandosomething,butwedonthavetheintegratedskillorhabit.Levelfour isunconsciouscompetence,inwhichskillsaresecondnature,sowecanusethem withoutconcentratingonthem.
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97) NameandexplainWilliamJamesthreecomponentsoftheself. Answer: Thethreecomponentsoftheselfarethematerialself,thesocialself,andthespiritual self.Thematerialselfisconcerningwithalloftheexternal,ortangiblebelongings.The socialselfconsistsofthatpartofyouthatoriginatesinthevariousinteractionsyouhave withpeopleyouknow.Youinteractdifferentlywithdifferentpeople,soyouhave multi-dimensionalselves.Yourspiritualselfisaresultofpersonalintrospectionon yourvaluesandmorals.Itasksthequestion,WhoamI?andconsidersyour relationshiptootherforcesintheuniverse.
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106) Defineanddiscussself-concept.Explainthefourbasicmeansthroughwhichwedevelopour selfconcept. Answer: Self-conceptishowweconsistentlydescribeourselvestoothers;itisdeeplyrootedand slowtochange.Self-conceptisnotaone-dimensionalattribute,butis multi-dimensional.Thatis,wehavemanyselves.Oneofthemanyframeworksfor describingwhoyouareisWilliamJamesframeworkofthethreeselves:materialself, socialself,andspiritualself.Basicallytherearefourmeansthroughwhichwedevelop ourself-concept.Thefirstisthroughcommunicationwithothers.Otherpeoplegiveus feedbackaboutourselves,eitherbydirectlytellingussomethingorthroughreactionsto ourbehaviors.Becauseofthestrongimpactofothersonourselfconcept,peoplewho areraisedinaloving,supportiveenvironmentmayhaveahigherself -conceptthan peoplewhoareraisedinaharsh,over-criticalenvironment.Thesecondinfluenceon ourself-conceptisourassociationwithgroups.Welabelourselvesaccordingtothe groupswebelongto.WemayseeourselvesasaRepublican,aCatholic,aTexan,or identifywithanyothergroupwebelongto.Inaddition,ourpeergroupshaveastrong influenceonhowweseeourselves.Thethirdinfluenceonourself-conceptisour assumedroles.Therolesthatwehaveinsocietyinpartdeterminehowotherstreatus. Therefore,wecometoseeourselvesinlightofthatrole.Genderisarolethataffects howpeoplerespondtousfrombirth,thusourgenderrolebecomesapowerful contributortoourself-concept.Thefourthinfluenceonourself-conceptisour self-labels.Humansarecapableofthinkingaboutthemselves(self-reflexiveness),so thelabelsweusebecomepartofourself-concept.Inaddition,ourbeliefs,attitudes,and valuesbecomepartofourself-labels.
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107) JohnStewartdescribesfourcharacteristicsoftheselforonesidentity.Identifyanddiscuss thesefourcharacteristics Answer: AccordingtoStewart,identitiesaremultidimensionalandchanging.Whilesome aspectsofouridentitiessuchasgenderarestable,otherschangeduetocircumstances andourinteractionwithothers.Second,identityinvolvesresponsivenesstoothersand weconstructouridentitiesandcometoknowourselvesthroughinteractionand communicationwithothers.Third,bothpastandpresentrelationshipshavean influenceonouridentities.Theearlymessages(includingnicknames)andinteractions withourfamiliessignificantlyinfluenceourviewofselfasdothecurrentrelationships wehavewithfriends,coworkers,andsignificantothers.Finally,Stewartfoundthatwe havebothavowedidentities(thoseweassigntoourselvesandactout)andascribed identities(thoseassignedtousbyothers)whichwemaynotagree.Theseidentitiesare negotiatedthroughourinteractionwithothers.
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108) Feliciaisgoingtostartanewjobtomorrowasanassistanttothedean.Onherlastjobshehad abosswhofoundfaultwitheverythingthatshedid,co-workerswhobackstabbedeachother, andtheoverallatmospherewashostileandnegative.Inaddition,sheheardthatthelast personinhernewjobleftsuddenly,andnoonereallywouldtellherwhy.Now,Feliciais extremelynervousaboutstartingherjobtomorrow.Thetextbookdiscussessevenstrategies forenhancingonesselfesteem.ApplyatleastfourofthosestrategiestoFeliciassituationto showhowshemightimproveherconfidenceinhernewjob. Answer: Justasnegativeself-talkcanincreaseourapprehensionanddecreaseourmotivation, positiveself-talkcangiveusconfidencetofulfillourgoals.Felicianeedstotellherself shecandothejob,andthatshewashiredbecausesheiscompetent.Shecanextendthe self-talkbyusingvisualization.Shecanpictureherselfgettingreadyforworkinthe morning,lookinggood!Then,seeherselfenteringtheoffice,smilingconfidentlyand shakinghandswithhernewco-workers.Shecanpictureherselfthroughouttheday havingsuccessfulinteractionswitheveryone.Athirdmethodshemightuseis reframing,inwhichsheredefinesasituation.Forexample,shemightnotethatherlast bosswascriticalofallhisworkers,sohisharshcriticismdidnotmeanthatherjobwas inadequate.Shemightthinkthatthepersonwholeftthejobasdeansassistanthad personalproblems.Itprobablyhadnothingtodowiththedean.Afourthmethodisto develophonestrelationships.Sheneedstoseekafriendwhocangiveherrealistic feedbackaboutherskills.Thefifthmethodistosurroundyourselfwithpositive people.Feliciacandothisbyavoidingpeopleatworkwhoarecynicalandsitaround complaining,politelyengaginginsmalltalkwiththem,butnotparticipatingingripe sessions.Shecanalsoseekoutthepeopleatworkwhoarepositiveaboutthejob. Finally,Feliciacanloseherbaggage.Chalkupherexperiencesatherlastjobasa learningexperience,notasareflectiononwhosheisandwhatsheiscapableof.
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109) Danielisfilmingascriptthathehaswrittenforhisdirectingclass.Heaskedhisfriend,Fred, tohelpwiththecameraequipmentduringtheshoot.Duringthefilming,Danielgetsthe feelingthatFredistakingovertheproject.Danielfeelshurtbutwantstocontinuetowork withFredwithouthavinganymisunderstandings.Describeatleasttwoways,givingspecific examples,thatDanielcanusetoenhancehisperceptualaccuracyofFredsbehaviorinthis situation. Answer: First,Danielcouldsimplyincreasehisawareness bynotbeingconsumedbyhisown negativeemotionsandtakingthetimetofullylistenandbemoreverballyand nonverballyaware,sohecaninterpretFredsbehaviormoreaccurately.Forexample, Fredmayjustviewhisbehaviorasbeinghelpful.Danielmayalsobecomemoreaware ofhisowncommunication.PerhapsDanielisnotclearlycommunicatingFredsrolein theproject.Secondly,Danielshouldbecarefultoavoidstereotypes.Forexample,itmay betemptingforDanieltostereotypeFredasapushyandcontrollingindividual. Finally,Danielcouldcheckhisperceptionsbyeitherperforminganindirectordirect perceptioncheck.Inordertouseanindirectperceptioncheck,Danielsimplyneedsto carefullyobserveFredsbehavioranddetermineifhisperceptionofFredwantingto takeoverhisprojectistrue.Hecouldalsouseadirectperceptioncheckbyeither askinganotherpersonwhoknowsaboutthesituationoraskingFredhimself.IfDaniel asksFredhimself,DanielshoulddescribeFredsbehavior,offerhisinterpretationof Fredsbehavior,andaskwhetherornothisperceptioniscorrect.
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110) Derekisattendingalargeclassinanauditoriumsettingwithanenrollmentof400students. Thiscourseisimportanttohismajorfieldofstudyandhewantstodowell.Discusstheways Derekcanusetheperceptionprocesstoimprovehisperformanceinclass. Answer: Perceptionisthearousalofanyofoursenses,andDerekwillcertainlybeusinghis sensesasheattendsthelecturesinclass.Thefirststageintheperceptionprocessis attentionandselectioninwhichwenoticeandchoosetopayparticularattentionto certainsensationsinourenvironment.Forexample,whenDerekwalksinthe classroom,therearenumerousstimulitowhichhecanattendsuchasthespace,the musicbeingplayed,themultitudeofpeople,andtheinstructionsoftheteaching assistants.Derekchoosestoattendtotheteachingassistantsratherthanthestudents. HedoesthisbyfocusinghisgazeathisTAandtuningaboutpeopletalkingaround him.Nextisthestageoforganizationwhichinvolvesconvertinginformationinto understandablepatterns.Derekconvenientlyorganizesthelectureintoconceptsheis familiarwithandthosethatarenewtohim.Intheconceptshedoesntknow,hemakes notestoreviewlater.Finally,hemovestointerpretation.Inotherwords,heassigns meaningtowhathehasobserved.Derekinterpretsfromthelecturethathe understandsseveralpointswell,needstoreviewandrereadothersandcancombine severalconceptshehaslearnedinpreviouslectures.Thesestepswillhelpfocushis perceptionandimprovehisperformanceinclass.
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VOLUME1
Chapter1.3: UnderstandingVerbalMessages
1) Aword,sound,gesture,orvisualsignalthatrepresentsathought,concept,orobjectisa(n) ________. A) symbol B) meaning C) trigger D) action Answer: A
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C) Meaning
D) Emotion
4) JudonnaandCandicewereshoppingatthemall.Judonnaneededtogototheotherendofthe malltogetsomething.ShesaidtoCandice,Meetmeat2:00infrontofSears.Candice thoughtthatinfrontmeantoutsideinfrontoftheparkinglotentrance.Judonnathoughtthat infrontmeantinfrontoftheentranceontheinsideofthemall.JudonnaandCandicespent twohourswaitingforeachother.Whatlanguageproblemisreflectedinthissituation? A) allness B) polarization D) denotativemeaning C) bypassing Answer: C
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6) WhenCarolandMarciatalkedaboutgoinghomeforspringbreak,Carolthoughtof home-cookedmeals,freelaundry,andtimetospendwitholdfriends.Marciathoughtonlyof thebickeringandfussingbetweenherparents.Whichofthefollowingstatementsdescribes thissituation? A) CarolandMarciaarebypassingwhentheydiscusswheretheyaregoingtospendtheir vacations. B) CarolandMarciahavedifferentdenotationsforthewordhome. C) CarolandMarciahavedifferentconnotationsforthewordhome. D) CarolandMarciaarepolarizingthewordhome. Answer: C
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10) BillwasvisitinghisfriendCarolsparentsinChicago.Theyofferedhimsometea;hewasvery thirsty,sohesaidhewouldlovesome.Hewasverysurprisedwhentheybroughthimacup ofhottea.InArkansaswherehewasfrom,thewordteaalwaysmeanticedtea.Ifyou wantedacupofhottea,youaskedforhottea.Whichofthefollowingcharacteristicsof languagebestdescribesthissituation? A) Wordshavedenotativeandconnotativemeanings. B) Wordsreflectabstractandconcretemeanings. C) Wordsareculture-bound. D) Wordsarepowerful. Answer: C
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11) SarahconfidesinElizabethsaying,Mr.Smithisinflexiblewhenitcomestocertainissues.I likeabosswhocanstandhisgroundandbefirminenforcingcompanypolicy.Elizabeth reportswhatSarahsaidtoMr.Smithsaying,Elizabethsaidthatyouwereinflexible.Mr. Smithisoffendedbythiscomment.Thisexamplebestillustrateswhichofthefollowing? A) Meaningsareculture-bound. B) Concretewordsarepreferabletoabstractwords. C) Meaningsarecontext-bound. D) Connotativemeaningsmaybemisunderstood. Answer: D
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38) BillieJois17andajuniorinhighschool.Shehasapproachedherparentsaboutchangingher curfewfrom11:30to1:00.Whenshebringsupthetopic,hermothersresponseis,OK.Lets sitdownandtalkaboutit.Whatarethereasonsyouthinkyourcurfewshouldbechanged? BillieJosmotheristreatingherwith A) detachment B) rigidity C) equality D) manipulation Answer: C
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40) Greghasjuststartedhisnewjobandisfeelingoverwhelmedwithprojectsthatarecoming dueinashorttime.HeistalkingwithJulia,hisfriendandco-worker.Juliarespondsby relatingthefrustrationandconfusionshefeltwhenshestartedthejobandofferstohelpGreg getbackontrackwithhisprojects.Thisisanexampleof________. A) control B) empathy C) manipulation D) apathy Answer: B
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Matchthesetermstothedefinitionsgivenbelow. A. B. C. D. E. F. G. H. I. Abstractmeaning Bypassing Concretemeaning Connotativemeaning Denotativemeaning Exclusivelanguage Gunnysacking Heterosexistlanguage Homophobiclanguage
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89) Whatisexclusivelanguage,andwhyisitconsideredaproblem? Answer: Exclusivelanguageislanguagethatdoesnotreflectallpeoplewhomightbemembers ofaparticulargroup.Traditionally,theuseofgenericpronounssuchashetorefer tobothgendersisanexample.Anotherexampleistheuseoftermssuchaspolicemen torefertoallpoliceofficers,whomaybeeithermenorwomen.Itisconsidereda problembecausewhenmostpeoplehearagenderspecificword,theypicturethat genderexclusively,thusrenderingothersinvisible.Inaddition,itmakestheuserseem insensitive.
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93) Meaningsdontresideinthewordsthemselves,butinthewaysinwhichcommunicatorsuse thewords.Explainwhatthisstatementmeansandgiveanexampletoillustrateit. Answer: Wordsarejustsymbols.Peoplecreatethemeaningforwordsintheirminds.Words themselvesarenotguiltyformisunderstandings;peopleare.Forexample,astudent saysshewillbeearlyforagroupmeeting.Inhermind,earlymeansarrivinga minuteortwobeforethebeginningofthemeaning.Amisunderstandingoccurswhen theothermembersofthegrouparrive10minutesearly.Theyobviouslyinterpreted earlyintwodifferentways.
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97) Selectthreeofthefollowingcharacteristicsoflanguage.Inawell-supportedanswer,address (1)whatitmeans,and(2)whyitisimportantforaneffectivecommunicatortounderstand thatconcept.Asuperioranswerwillcontainillustrationsthatareoriginalandnotinthe textbook. Characteristics:(discuss3)(1)Wordsaresymbolswithmeanings.(2)Wordshavedenotative andconnotativemeanings(3)Wordsreflectconcreteandabstractmeanings.(4)Wordsare culturebound(5)Wordsarecontextbound. Answer: (1)Wordsaresymbolswithmeanings:symbolsstandforsomethingelse.Whenyouuse asymbol,youattachameaningtoit.Otherswhohearthesymbolattachameaningfor itaswell.Communicatorsshouldbeawareofthisbecausethisimpliesthepossibility thatpeoplewillnotusethesamemeanings,orbypasseachothersmeanings.(2) Denotativemeaningsareliteralmeaningsthatareusedbymostpeoplewhospeakthe language.Connotativemeaningsaremorepersonalandsubjective.Thisisanimportant distinctionbecauseourdenotativemeaningshelpuscommunicatemoreclearly,but sometimesbeingexplicitaboutourconnotativemeaningshelpsotherstoseeaspecial messagewearetryingtogetacross.Understandingthedifferencehelpsusadaptto others.(3)Wordsreflectabstractandconcretemeanings.Concretemeaningsaretiedto oursenses;abstractwordsarenot.Ifourpurposeistocommunicateclearly,themore concreteourlanguage,thebetterchancewehaveofsuccess.(4)Wordsare culture-bound.Welearnourwordsandtheusesofthosewordsfromthepeopleinour culture.Weshouldtakeculturalandco-culturaldifferencesintoaccountwithadapting toanotherperson.(5)Wordsarecontext-bound.Weattachameaningtoawordbased onthecontextinwhichitisused.Therefore,itisimportanttolookatthecontexttohelp us(understandthecommunicationofothers.Inaddition,itisimportanttoavoidtaking statementsoutoftheircontext.
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98) Inawell-developedessay,explainthefourwaysdiscussedinthetextbookthatwordshave power. Answer: (1)Wordshavethepowertocreateandlabelexperience.Howwelabelsomething affectshowothersandwereacttoit.Inaddition,thelabelhelpsuscommunicatethe experiencetoothers.(2)Wordshavethepowertoimpactthoughtsandactions.We makeemotionalassociationstolabels,andsometimesreacttoobjectsbyhowtheyare labeled.Thisiswhycompaniestakecareinlabelingtheirproducts,andwhydifferent groupsaresensitiveaboutlabelsthatothersusewhenreferringtothem.(3)Thepower toshapeandreflectculture.Languageshapeshowweviewtheworld wearemore likelytoattendtophenomenaforwhichwehavewords.Inaddition,cultureshave wordsforthingstheyfindimportant.(4)Thepowertomakeandbreakrelationships. Wordsareusedtogainfavorableresponsesfromothersandtogettoknowothers. Thus,theyareusedtocreaterelationships.Wordsusedinanegativefashioncan likewisedamageorendrelationships.
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99) AndreawastryingtotellherroommateChrisaboutthedifficultyshehasbeenhavinginher geographyclass.Chrisinterrupted,Believeme,Iveseenitbefore,andifyougoonwhining thewayyouareinsteadofworkingharderyouarenevergoingtopassthisclass!Rewritethis statementusingsupportivelanguageandexplainthelanguagethatmakesitbesupportive. Answer: Thereareavarietyofwaysthisresponsemayberewritten.Someofthepointsthat mightbemadeare:First,Chrisshowedsuperioritybyinterrupting,sayingBelieveme, andIveseenitbefore.Inaddition,Chrisshowedevaluationratherthandescription byblamingherownimpatienceonAndrea.Chrisshowedcontrolbysimplytelling Andreatoworkharder.Chrisshowedrigiditybytakingacertainattitude(youare never...).Amoresupportiveresponsewouldusedescription,Ifeelifyou...; equalityLetslookatwhatyoumightdo...;andflexibility,Sometimesifyou...
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100) Listthreewaysinwhichlanguagecanreflectbias.Describehowtoavoidusingthesetypesof biasinyourlanguage. Answer: (1)Biascanoccurinlanguagebaseduponrace,ethnicity,nationality,andreligion.A sensitivecommunicatoruseslanguagetorefertoanethnicorreligiousgroupthatis preferredbythatparticulargroup. (2)Biascanalsooccurinlanguagebasedupongenderandsexualorientation.A sensitivecommunicatoravoidssexistlanguagebyavoidingmasculinegenericpronouns andman-linkedtermsthatmakewomenseeminvisible.Avoidheteorsexistlanguage thatassumesthatallpeopleareheterosexual.Forexample,youcouldusetheterm partnerratherthanhusbandorwife.Also,eliminateallhomophobiclanguage whichdirectlyinsultsgaysandlesbians. (3)Biascanalsooccurbaseduponage,class,andability.Agebiascanbeeliminatedby avoidinglanguagethatcallsattentiontosomeonesage.Also,becarefuloflanguage thatstereotypesanddenigratestheelderly.Becarefulofglorifyingyouth.Becarefulof usinglanguagethatmakesdistinctionsbetweenclassesofpeoplesuchaswhitecollar andbluecollar.Becarefulofusinglanguagethatcallsundueattentiontosomeones ability.Also,avoidusingwordswithnegativeconnotationsinreferencetosomeones abilitysuchascripple,retard,ordumbbutratherusetermsthatfocusonthe personratherthanthehandicap(personswithdisabilitiesratherthandisablesperson).
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101) ExplainwhattheSapir-WhorfHypothesisisandgiveanexamplenotfoundinthetextbookto illustrateit. Answer: TheSapir-WhorfHypothesisassertsthatpeoplesthoughtsarestronglyinfluencedby language.Ifaworddoesnotexistforaparticularideainthatculturethenapersonhas nowaytoconceptualizethatidea.Forexample,iftheworddatingdoesnotexistina particularculturethenindividualsinthatculturewouldnotbelikelytodatebefore marriage.Therefore,arrangedmarriagesinthatparticularculturewouldseemmuch moreacceptable.
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VOLUME1
Chapter1.4: UnderstandingNonverbalMessages
1) Nonverbalcommunicationmaybestbedefinedas________. A) communicationthatisspoken B) communicationotherthanwrittenorspokenlanguage C) communicationwithyourbody D) communicationwithyourvoice Answer: B
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92) Thetextbookexplainsfourreasonswhystudyingnonverbalcommunicationisimportant. Whatarethey? Answer: First,nonverbalcommunicationistheprimarywayinwhichwecommunicatefeelings andattitudestowardsothers.Second,nonverbalmessagesareusuallymorebelievable thanverbalmessages.Third,nonverbalcommunicationplaysamajorroleinthe initiation,development,andterminationofourinterpersonalrelationships.Finally, nonverbalworkswithverbalmessagesinthefollowingways:substitute,complement, contradict,repeat,regulate,oraccentverbalmessages.
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95) Identifyandexplaintwoofthefourstagesofquasi-courtshipbehavior. Answer: Courtshipreadinessoccurswhenweareattractedtosomeone.Wetrytoadjustour imagebysuckinginourstomach,standingstraighter,andtensingourmuscles. Preeningbehaviorsoccurwhenwebegintomanipulateourappearanceby straighteningourclothes,smoothingourhair,anddouble-checkingourappearance. Positionalcuesoccurwhenweadjustourpostureandorientationsoastobenoticed. Webegintomovecloser,leanintotheotherperson,smilingandmakingeyecontact. Appealstoinvitationaresignalsthatcommunicateouravailabilitybycloseproximity, exposedskin,openbodyposture,andeyecontact.
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96) Explaintwowaysthephysicalenvironmentisimportanttothestudyofnonverbalbehavior. Answer: First,wemakechoicesabouttheenvironmentinwhichyoulive.Thesechoicesreveal somethingaboutyou.Howyoudecorateit,whattypesofartifactsyouinclude,how neatormessyitistellsotherssomethingaboutyou.Second,theimmediatephysical environmenthasanimpactonyouremotionalreactionsandhowyoureactinthat environment.Anenvironmentmaybecomfortable,oruncomfortableinmanyways. Theformalityorinformalityofitmayaffectyou.Thecolors,furniture,andarrangement ofspaceallaffecthowweinteractwithothersinthatenvironment.
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97) ExplainandgiveexamplesofthethreedimensionsthatMehrabianfoundweusetoaccurately interpretnonverbalbehaviors. Answer: Eventhoughournonverbalbehaviorvariesaccordingtosuchthingsasourcultureand thecontext,thereMehrabianbelievestherearethreedimensionsthatprovidea frameworkforinterpretingnonverbalbehavior.Firstisimmediacy,whichisa combinationofnonverbalbehaviorsthattakentogethergiveasensethattheother personlikesyou.Theseconddimensionisarousal,whichshowstheamountof stimulationorinterestininteractingwithyou.Theface,voice,andmovement communicatethisdimension.Thethirddimensionisdominance,whichincludes behaviorsthatcommunicatethebalanceofpowerbetweenpeople.Dominancemaybe communicatedthroughtheuseofspace,bodyposture,andartifacts.
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101) Describeatleastthreeofthesixfunctionsofnonverbalmessages. Answer: Nonverbalmessagescansubstitute ortaketheplaceofaverbalmessagelikenodding yourheadratherthansayingyes.Theycanalsocomplement,clarify,orextendthe meaningoftheverbalinformation.Inotherwords,whileyouaretalking(verbal)your faceandbodyarecommunicatingnonverbaltoenhancethemeaningofwhatyoure saying.Theycanalsocontradictwhatyouaresaying.Forexample,youcouldsay yourehappybuthaveafrownonyourface.Theycan regulatetheflowof conversation.Thisletsyourconversationalpartnersknowwhenyouwanttospeakand whenyouwouldrathernotspeak.Nonverbalcuescanalso repeatwhatiscontainedin theverbalportionofthemessage.Finally,theycan accentorreinforceaverbalmessage. Apersonmightdothistoaddemphasistothemessage.
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103) Listanddiscussthefourreasonsforstudyingnonverbalcommunication. Answer: First,nonverbalmessagescommunicatefeelingsandattitudes.Ifweonlylistento words,nothowtheyaresaid,thenwewillmissagreatdealofthemessage.Research showsthatmostofouremotionalinformationiscommunicatedthroughthefaceand voice.Second,nonverbalmessagesaremorebelievablethanverbalmessages.Thisis becauseourverbalmessagesareconsciousandundermoreofourcontrol,whereas nonverbalmessages,althoughtheymaybeconscious,arelessamatterofchoice. Nonverbalmessagesarealsocriticaltosuccessfulrelationships.Webeginmakinginitial impressionsofotherpeoplewithinthefirstfewminutesofmeetingthem.Asour relationshipsdeepen,welearntointerpretthenonverbalbehaviorsoftheotherperson moreaccurately.Nonverbalcuesalsosignalchangesintherelationship.Finally, nonverbalmessagesservevariousfunctionsforverbalmessages,includingsubstituting, complementing,contradicting,repeating,regulating,oraccenting.
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104) WhatdoeachofthefourzonesofpersonalspaceidentifiedbyHallcommunicateabout interpersonalrelationships? Answer: Allowingsomeoneintoyourintimatezonesuggeststhatyouhaveordesireanintimate relationshipwiththeotherperson.Ifthisisnotthecase,wewillfeeluncomfortableand illatease.Thepersonalzoneisreservedforpeoplewithwhomwehaveaclose,yetnot intimaterelationship,friends,family,andsomeacquaintances.Those,whomwedonot knowwell,suchasacquaintances,willprobablybekeptatagreaterdistancethan familyandfriends.Socialspacereflectsamoreformalorprofessionalrelationship. Publicspacereflectsrelativelyimpersonalrelationships.
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105) Inawell-supportedessay,discussthesuggestionsmadeinthetextbookforinterpreting nonverbalcuesmoreaccurately.Developyourpointswithspecificexamples. Answer: First,youshouldbeawareofallofthenonverbalelementsofcommunication.Pay attentiontothoseelementsinadditiontothewordsapersonuses.Second,bewillingto setasideyourownagendasandneedsmomentarilytopayattentiontowhattheother personmaybetryingtocommunicate.Payattentiontotheculturalbackgroundsof othersyouarecommunicatingwith.Sometimesevendifferentareasofthecountryor statewillmakeadifferenceincommunicationrules.Finally,lookforcuesof immediacy,arousal,anddominance.
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106) Marcelastartedworkingforanewcompany.Atherpreviousworkplace,peoplewereformal anddistantintheircommunication.Therefore,Marcelawassurprisedtofindthatherboss, whomMarcelathoughttobeacompetentindividual,oftenpulledupachairclosetoherdesk whenshewasexplainingcompanyprocedures.AlthoughthisviolatedMarcelasideaofhow peoplecommunicateintheworkplace,itdidnotseemtobotherherandinfactshebeganto useacloserdistancewhencommunicatingwithherboss.ExplainwhatMarcelaexperienced usingBurgoonsexpectancyviolationsmodel. Answer: Marcelahadexpectationsofappropriatenonverbalbehavioratwork.Sheexpected peopletomaintainalesspersonaldistancewhencommunicating.However,herboss violatedthisexpectation.Marcelafoundherbosstobearewardingindividual becauseshehadhigherstatusintheworkplaceandwasacredibleindividual.Because herbosswasarewardingratherthananon -rewardingindividual,shereciprocated thebehaviorwithoutforminganegativeimpressionofherbossratherthancorrecting thebehavior.
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107) Explainandgiveanexampleofatleastfivenonverbalcodes. Answer: Thecodesofnonverbalinformationincludeappearance,bodymovement,gestures,and posture(kinesics),eyecontact,facialexpressions,touch,vocalics,anduseofthe physicalenvironment.Appearancedealswithbodysizeandshape,skincolor, hairstyle,andclothing.Anexampleofappearancewouldbewearingcertaintypesof clothing(artifacts)suchasacowboyhatandbootstoindicatethatyouworkedona ranch.Kinesicsisthestudyofmovement,gestures,andposture.Anexampleofthis wouldbeusinggestures(illustrators)toaccentwhatyouaresayingorthegeneralway apersoncarrieshimselforherselfthatcouldindicateconfidence. Eyecontactdeals withhowoftenwelookatourconversationalpartner,anditconveystrustworthiness andsincerity.Forexample,ifyouaretrulyinterestedinwhatsomeoneissayingyou arelikelytoincreaseeyecontact.Facialexpressionsareanothernonverbalcodethat dealwiththeemotionsandreactionsonpeoplesface.Apersonsjawmightdropin surprise.Touchorhapticsisthemostpowerfulformofnonverbalcommunication. Youmightgivesomeoneahugtoconveyclosenessoraffection.Vocalicsdealswiththe nonverbalaspectsofvoicesuchasrate,pitch,volumeanduseofsilence.Forexample,a personmightspeeduptheirrateofdeliverytoconveyexcitement. Territorialitydeals withhowhumansusespace.Forexample,apersonmightputhis/herbooksonadesk toindicatethatshe/heintendstositthere.Also,peopleusespaceorproxemicsto communicatewithothers.Forexample,youmightonlyletyourintimatepartnerand closefamilymembersenteryourintimatespaceofzerotooneandahalffeet. Environmentalsocommunicatesalotaboutwhoweareasindividuals.Forexample, someonesofficemaybeextremelymessyindicatingthathe/sheisextremelybusy and/ordisorganized.
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VOLUME1
Chapter1.5: ListeningandResponding
1) Americansspendapproximately90%oftheirdaycommunicating,andofthat90%what percentofthetimedotheyspendlistening? A) 15% B) 25% C) 35% D) 45% Answer: D
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11) Lindalistenstoherfriendintentlyashegivesherdirectionstoherhousesoshecanattenda surprisepartyforafriend.Shewritesdowneverydetailofwhathesays.Onceshearrivesat hishouse,shenolongeremployssuchdetailedlistening.Shecansitbackandenjoythe conversation.Lindawasabletochangeherwayoflisteningbecauseshewasabletodowhich ofthefollowing? A) mentallysummarizethemessage B) identifyherlisteninggoal C) linkmessagedetailswiththemajorideaofthemessage D) practicebylisteningtodifficultmaterial Answer: B
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14) Donwasworkingonhisnewjob.Whenaskinghisnewbossforinformation,henoticedhis bossanswerstendedtorambleonandthismadeDonsecondguesswhathisbosswassaying. ThisfrustratedDonwhenallhewantedwasinformation.Donslisteningstylewouldbe describedas________. B) actionoriented A) timeoriented C) peopleoriented D) contentoriented Answer: B
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23) Yourroommatehasjustreturnedfromgivingherspeech.Sheisvisiblyupsetandbeginsto criticizetheinstructorasanincompetentoldfuddy-dud.Yousitpatientlywhileshecontinues hertiradeagainsttheinstructorscriticismofherperformance.Whensheisdone,yousay,It mustbereallyfrustratingtohavesomethingyouworkedsohardonevaluatedsoharshly. Thisresponseindicatesyouarelisteningforwhatpurpose? A) enjoyment B) learning C) evaluation D) empathy Answer: D
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25) Onhiswaytoclass,Isaacoverheardhisprofessorinthehallwaydiscussingthoseradical Biblethumperswithafellowprofessor.Isaacfeltapersonalstingandjustcouldntgetthe soundofthatphraseoutofhismind.Later,whileintheprofessorsclass,hefoundthathewas takingpoornotesandreallydidntunderstandthelectureforthatday.Whichofthefollowing bestdescribesthecauseofIsaacsfailuretolisteninclass? A) self-focus B) emotionalnoise C) informationoverload D) environmentalnoise Answer: B
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32) Clarissawasbusythinkingofthethingssheneededtopackforhertriptotheshorethe followingday.Herfriend,Beth,calledhertotellheraboutaminorcaraccidentshehad earlierthatday.Clarissastoppedthinkingaboutherpackinglistandfocusedonwhat happenedtoBeth.Clarissawasusingwhatlisteningtechnique? A) identifyingherlisteninggoal B) listeningtoevaluate C) summarizingthemessage D) decentering Answer: D
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35) Robertocomesrunningintothehousevisiblyagitated.BetweenRobertossobs,hisdadpicks outbike,sledgehammer,Miguel,andhate.Aftersomecoaxing,Robertotellshisdad thatMiguelwaskickedoutofthegamebecausehewasntplayingfairandlatercameback withasledgehammerandhithisbike.Fathersays,Youmusthavereallybeenmadwhenhe broketherulesandalittlebitafraidwhenhehityourbikewiththesledgehammer.Roberto replies,UhHuh.WhichskillforrespondingwithempathyisRobertosfatherusing? A) askquestionsaboutthesituation B) reflectcontentandfeelingsbyparaphrasing C) selectcontentthatisimportant D) evaluatetheemotionsofthemessage Answer: B
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36) DavidseesJoeandsays,HeyJoe.Ijustdontknowwhattodo.Ivegotatermpaperin Johnsonsclass,agroupprojectinmarketing,mybosswantsmetoworkovertimethisweek, andnowMaryisaftermetogovisitherparentsovertheweekend.Whichofthefollowing wouldbeanappropriateparaphraseofcontenttoDavidsstatement? A) Well,obviously,youvegottodecideonyourpriorities. B) So,whatareyougoingtodo? C) Marywantsyoutomeetherparents? D) Yousoundlikeyouhavealotofdemandsonyourtime,Dave. Answer: D
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Matchthesetermstothedefinitionsgivenbelow. A. B. C. D. E. F. G. H. I. Barrieroftimeandplace Criticism Emotionalnoise Externalnoise Informationoverload Processingrate Receiverapprehension Selffocus Shiftingattention
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91) Listandbrieflydefinethefiveactivitiesoflisteningasdiscussedinthetextbook. Answer: Selectingissortingthroughtheavailableinformationintheenvironment.Attendingis focusingonaspecificmessage,whetherforashorttimeoralongerduration. Understandingisinterpretingormakingsenseofthemessageyouhavereceived,which includesrelatingittowhatyoualreadyknow.Rememberinginformationisrecalling informationeitherwithshort-termorlong-memory,andishowwedeterminewhether ornotamessagewasunderstood.Respondinginvolvescommunicatingwiththeother persontoletthemknowyouunderstandtheirmessage,andmaybeeitherverbalor nonverbal.
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93) Whatarethefourcategoriesoflisteninggoals?Giveanexampleofeach. Answer: (1)Listeningtoenjoy:listeningtoacomedian,enjoyingaplayoramovie,talkingwith friendsforfun.(2)Listeningtolearn:takingnotesinalecture,listeningtodirections, listeningtolearnanewskill.(3)Listeningtoevaluate:beingacriticallistenerlearning todistinguishbetweenfactandinference,andjudgethereliabilityandvalidityof information.Examplesincludelisteningtoasalespitch,andlisteningtoapersuasive speech.(4)Listeningtoempathize.Listeningtoafriendorco -workerwhohasa problem.
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94) Summarizethreedifferencesbetweenthelisteningstylesofmenandwomenasdiscussedin thetextbook. Answer: Althoughbroadgeneralizationscanbemisused,researchhasfoundafewgeneral differencesbetweenhowmenandwomenapproachlistening.Mentendtolistenfor patterns,tendtolistenforthebigpicture,directtheirlisteningeffortstowardagoal, listentosolveaproblem,focusonthebottomline,andseethepurposeoflisteningasto receivefacts.Womentendtobemoreempathicandsubjective,lookforrelationships amongpiecesofinformation,andrelymoreuponmeaningcommunicatedthrough nonverbalbehavior.Theylistentoestablishpersonalrelationships;theycanfocuson morethanonethingatatimeandtendtoshiftbetweencompetingmessages.
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95) Brieflyexplainthethreetypesofself-barrierstolistening. Answer: Threeself-barriersdiscussedinthetextbookareself-focus,emotionalnoise,and criticism.Eachinvolvesattendingmoretopersonalconcernsthattothespeakers contentoremotions.First,self-focus,occurswhenwethinkmoreaboutourown agendasorissuesthanthespeakers.Wemayplantherestofourday,orworryabout whetherornotweleftourcarwindowsrolleddown.Second,emotionalnoise,refersto ourstrongtriggerresponsetoperhapssomethingthatwassaidordonetowhichwe aresensitive.Ouremotionalreactiongetsinthewayofourcognitiveabilitytolisten. Third,criticism,iswhenwearedistractedbythespeakersappearanceormannerisms attheexpenseofhis/hercontent.
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97) Identifyandbrieflyexplainthefourlisteningstyles. Answer: Peopleorientedlistenersprefertofocusonemotionsandfeelingscommunicatedeither verballyornonverballybyothers.Actionorientedlistenersprefermessagestobe communicatedinawellorganized,brief,anderrorfreemanner,Theywanttogetto thepointandmaybemoreskeptical,secondguessingtheassumptionsunderlyinga message.Contentorientedlistenersarecomfortablewithcomplexanddetailed informationandarelikelytoseeamessagewithoutfactsandevidenceasbeingless important.Timeorientedlistenerslikebrief,shortmessages.
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102) Usethefivestepsofthelisteningprocesstodescribehowyoulistentoalecture. Answer: Answersmaydiffer,buttheyshouldallemploythefivestepsofthelisteningprocessto explainwhathappensastheylistentoalecture.Whatfollowsisanexample.AsIlisten toaclasslecture,Imustselectthesounds,words,andnonverbalbehaviorsthatare competingformyattention.SinceIknowthematerialtheprofessorisaddressingis somethingIneedtoknow,fortheexamiffornootherreason,I attendtowhatthe teacherissayingandblockoutcompetingordistractingsoundsfromelsewhere.Ifthe teacherspeakswell,heorshewillhelpmetolistenbyusinghumororconnectingideas toconcreteorrealthings.AsIlisten,Iwillseektounderstandwhattheprofessoris sayingbytryingtorelatewhatIheartowhatIalreadyknow.Byconnectingtheideas andconceptsdiscussedbytheteacher,Iwilltrytoremembertheinformationby pushingitintolong-termmemory,butmostlikelyIwilllosemostofitinshort-term memory.ThatsonereasonItakenotes,soIcanreviewthematerialagainlater.AsItry tounderstandandlisten,Iwillrespondtotheteacherbyuseofeyecontact,facial expressionsthatcommunicateconfusionorboredom,askingquestions,ormaking comments
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103) Identifyandexplainthethreestepsoftheprocessforimprovingyourlistening. Answer: Thethreestepsforimprovinglisteningarestop,look,andlisten.Tostopmeansto becomeawareofandminimizetheeffectofinternalandexternaldistractionsthat interferewithlistening.Theuseofself-talkcanhelpusshiftourfocusfromourselvesto theother.Wecantalktoourselvesinanefforttodeliberatelytuneoutdistractingor competingmessages.Tolookmeanstobecomeawareofboththespeakersandyour ownnonverbalbehavior.Payattentiontothespeakersnonverbalbehaviorandassess itsimpactonyourunderstandingofthemessage.Payattentiontoyourownnonverbal behaviorandwhatitmaycommunicateaboutyourinterestinthespeaker.Whenyou listensearchfortheessenceofthespeakersthoughts.Makesureyouunderstandyour goalsinlisteningandmentallysummarizeyourunderstandingofthemessage.Weave yourunderstandingofdetailsintoacomprehensiveunderstandingofthespeakers message.
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104) Yoursister,Monica,istellingyouaboutherthreeroommates.Itseemsnoneofthemwill followthescheduletheyagreedonforcleaningthekitchenandthebathrooms.Monicahas justabouthadenough--shereturnedfromaweekendawayonlytofindthelivingroomfull ofemptypizzaboxesandbeercans.IjustdontthinkIcanlivelikethisanymore.Icant affordtofindanotherplace,butImsoupsetIcantfocusontheresearchpaperthatsduenext week,shecomplains.Usingtheskillsofempatheticlistening,discussthefourtechniquesand giveanexampleofeachthatwouldbeanappropriateresponsetoMonica.Inaddition,explain theexpectedconsequencesfromusingthistypeoflisteningwithyoursister. Answer: Thefirststepoflisteningwithempathyistounderstandyourpartnersfeelings.This involvesdecenteringyourself,sothatyouarefocusedontheotherpersonandtheir feelingsratherthanonyourownfeelingsorthoughts.Ifyouhaveexperiencedexactly thesamesituation,youmightrememberthefrustrationsyoufelt.Atanyrate,tohelp youaccomplishthis,putasidewhatyouweredoingandgiveheryourfullattention. Thenexttechniqueistoaskquestions.Youmightbeseekingclarification,more information,orcheckingtoseeifyourinterpretationisclear.YoumightaskMonica, Didtheytellyouabouttheirplansforaparty?Didtheyapologizeandsaythey wouldcleanitup?Inaddition,youcanuseparaphrasing.Paraphrasingforcontentis puttingintoyourownwordstheinformationyoureceived.Yousaidthatyoucame backafterbeinggoneforonlyaweekend?Also,youmayparaphraseforfeelings.You soundreallyattheendofyourropeandangry.Usingthesetechniquesallowsyouto clarifyanyinformationyoumighthavemisunderstood,understandherfeelings,allow hertoclarifyherfeelings,communicatetoherthatyouareenoughtolisten,andhelp herworkthroughhersituation.
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105) Describeeachofthefourinformationprocessingbarriersandgiveanexampleofeachone. Answer: Processingratedealswiththefactthatwecanprocessinformationmuchfasterthan peoplecanspeak.Thiscausesaproblembecausewehavealotofmentalfreetimeto exploreourownthoughtsratherthanconcentratingonthemessageofthespeaker.An exampleofthiswouldbewhenyoulistentoalecture,yourmindmaywanderandyou begintothinkaboutyourplansforthedayratherthanthematerialinthelecture. Informationoverloaddealswiththefactthatoursocietyisbecomingmore technologicallyadvancedandtheamountofinformationthatwehavetodealwithis overwhelming.Toomuchinformationcandullourattention.Atthispoint, informationtriagecanhelpusdeterminewhatisimportant. Receiverapprehension dealswithbeingfearfulofmisunderstandingamessagefromothers.Peoplesuffer psychologicallybecausetheyarefearfulofincomingmessages.Forexample,Sallyhas nevertakenanupperlevelmathclassbefore,therefore,sheexperiencesalotofanxiety inherCalculusclass.Asaresult,sheisunabletoconcentrateandlistentothe professorslecture.Therearemanydifferentmessagescompetingforyourattention. Forexample,youcouldbetryingtotalktoafriendonyourhomephone,surfthe Internetforacurrentnewsreport,andansweryourcellphoneallatthesametime,thus causingyoutoshiftyourattention.
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106) Explainandgiveanexampleofeachofthethreeself-barrierstolistening. Answer: First,peoplecanbecomeself-focused bypayingmoreattentiontotheirowninternal thoughtsthanthemessageofthespeaker.Anexampleofthiswouldbethinkingabout yourownproblemsratherthanfocusingonmessageyourfriendistryingtosendto you.Emotionalnoiseoccurswhenaword,aconceptoridea,ortheemotionalstateof thespeakercauseemotionalarousalwhichcanbeadistractionforthelistener.The listenermaybetemptedtofocusmoreonhisorheremotionsortheemotionsofthe speakerratherthanthemessageathand.Forexample,Mariaisstronglyagainst drinkingalcohol,therefore,whensheheardthatPatwasgivingaspeechonthebenefits ofalcoholsheimmediatelyfocusedonherownemotionsandtunedoutwhatPathadto say.Criticismdealswithmakinghastyjudgmentsaboutthespeakerand/orhisorher message.Forexample,Bobnoticedthathisprofessorwaswearingsocksthatdidnot match.Hebecamesofocusedonthemismatchedsocksthathecouldntremembera wordthathisprofessorsaid.
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107) Discussthefourdifferentlisteningstyles.Whatisthesignificanceofknowingyourown listeningstyle? Answer: Peopleorientedlisteners prefertofocusonemotionsandfeelingscommunicatedeither verballyornonverballybyothers.Actionorientedlistenersprefermessagestobe communicatedinawellorganized,brief,anderrorfreemanner.Theywanttogettothe pointandmaybemoreskeptical,secondguessingtheassumptionsunderlyinga message.Contentorientedlistenersarecomfortablewithcomplexanddetailed informationandarelikelytoseeamessagewithoutfactsandevidenceasbeingless important.Timeorientedlistenerslikebrief,shortmessages.Theyaretypicallybusy peoplewhogaugetheirsuccessbywhattheyaccomplish. Knowingyourownlisteningstylecanhelpyouadaptandadjustyourstyletoothers.
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33) Stephaniefeltuncomfortablewhenshegaveherfirstspeechinclass.Shewastheonly African-Americaninherclass;alltheotherstudentswerewhite.Shehadbeenraisedina neighborhoodinSt.LouisthatwaspredominantlyAfrican-American,andshewas accustomedtofrequentaudienceresponsesthatmeantinvolvementwithandsupportofthe speaker.Whenherclassmatessattherepassivelywithoutsayingawordandmakingfew facialexpressions,shefelttheywerebored,perhapsevenhostile.Beforehersecondspeech, shecontinuallytoldherself,Theydontmeantoberudeordisinterested,theyjusthave differentculturalrulesforappropriatebehaviorduringaspeech.Thishelpedherfeelmore confidentduringherspeech.Stephaniewasusingwhichmethodofadaptingtotheaudience? B) self-talk C) empathizing D) visualization A) bafflegabs Answer: B
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92) Explaintheconceptsofinstrumentalorientationandexpressiveorientation.Howiseach relatedtoculturalvalues? Answer: Instrumentalorientationreferstoageneraloutlookthatassertivenessandactionare important,andavalueofmeagainsttheworld.Intermsofcommunication,an instrumentalorientationincludestheuseofcommunicationasatooltoaccomplish somethingorsolveaproblem.Genderresearchindicatesthatmalesinourcultureare socializedtotakeaninstrumentalorientation.Anexpressiveorientationemphasizes connectionswithothersandestablishingrelationships.Communicationisseenasaway tobuildrelationshipsratherthanasatool;hence,communicationisagoalwithinitself ratherthansimplyameanstoanend.Genderresearchindicatesthatinthisculture, femalesaresocializedinanexpressiveorientation.
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98) Explainandgiveexamplesfortwoofthefivebarrierstoeffectiveintercultural communication. Answer: Assumingsuperiority:Ethnocentrismisabeliefthatourownculture,itsvaluesand assumptions,aresuperiortoanotherculture.Thismayleadtonegativeinterpretations ofanotherculturestraditionsandleadtothecommunicationofsuperiority.IfIwereto traveltoaLatincountry,Imightfindtheireasygoingapproachunacceptableandan indicationoflaziness.Thisattitudecouldinhibitcommunicationandcreateanegative orhostileatmosphere. Assumingsimilarity:Differentcommunicationcodesmayresultinconfusiondueto simplynotknowingthesymbolsandtheirmeanings.Evenifyoucantranslatethe language,theuseormeaningofthetermsorconceptsmayvary.InEngland,theword bootisatermusedtorefertothetrunkofacar.AnAmericanmightbeconfusedif askedtoputsomethingintheboot. Assumingdifferences:Itcanbejustasdetrimentaltoassumesomeoneisdifferent fromyouasitisthatweareallalike.Researchhasindicatedthattherearemany similaritiesthatallculturessharesuchasbeliefsaboutdeath,divisionoflaborbysex, childhoodfearofstrangers,experienceofcertainemotionssuchasenvy,pain,jealousy, shame,andpride,etc.Communicationeffectivenessisdiminishedwhenweassumewe aredifferentineveryway. Stereotypingandprejudicearebasedoninaccurateandnegativeimpressionsthatwe haveofothersthatdonotallowforindividualorculturaldifferences.Theytendtobe allencompassingcategoriesappliedtomembersofagroup.Astereotypethatidentifies Africansasignorantandbackwardpeoplecouldseriouslyimpaireconomicor humanitarianinteractions.Assumingsimilaritycanimpactinterculturalcommunication byidentifyingsimilaritiesinbeliefsandbehaviorthatarenotthere.Whilehuman beingshavecertainsimilarities,culturaldifferencescangeneratewidediscrepanciesin howpeopleunderstandtheworldandact.Americanstendtoplacegreatemphasison timeliness,otherculturesdonot.Assumingthatsomeoneadoptsthesameapproachto timelinessmayresultinconsiderablefrustrationandillwill. Differentcommunicationcodesmaycausemisunderstandingduetothedifferences andinterpretationinlanguagesandnonverbalbehaviors.
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99) Discussindetailthetwomethodsintheprocessofbecomingother-oriented.Inyour discussion,includestepsforaccomplishingeachone. Answer: Beingother-orientedmeansseeingtheworldfromtheotherpersonsviewpoint,oras theoldclichegoes,walkingamileintheirshoes.Thetwomethodstoaccomplishthis aresocialdecenteringandempathizing.Socialdecenteringisacognitiveactivity, focusingmoreonthethoughts,values,andbackgroundoftheotherperson.Whatare theirreasonsfordoingwhattheydo?Stepstodoingthisincludeconsideringyourown pastexperiencesthatmightbesimilar,comparingtheirpresentbehaviortowhatthey mayhavedoneinthepast,andunderstandinghowmostpeoplemightbehavein similarsituations.Thislaststepincludesunderstandingculturalorco -culturalnorms forbehaviorsinagivensituation. Thesecondmethodisshowingempathy,whichisexperiencingthesamefeelingasthe otherperson.Stepsforexperiencingempathyincludestop,look,andlisten.(stop focusingonyourself,lookfornonverbalresponses,andask)Inaddition,imaginehow youwouldfeel,andparaphrasethethoughtsandfeelingsoftheotherperson.
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100) Discussthedifferencebetweenempathyandsympathyandgiveanexampleofeachterm. Answer: Empathyisfeelingtheemotionalreactionthattheotherpersonisexperiencing.Youdo thisbyassessinghowyoufeltinasimilarsituationandimaginehowtheotherperson feelsinthissituation.Forexample,youmayobservethatyourbestfriendlooksupset, andyouaskherwhatiswrong.YoulearnthatshefailedaCalculusexam.Yourecalla timewhenyoudidpoorlyonanEnglishcompositionandrecalltheemotionsyoufelt. Then,youimaginehowyouwouldfeelifyouwereinherposition.Youaskquestions togainmoreinformationandparaphrasewhathappenedaswellasheremotions. Then,youlistenandobserveherresponse.Sympathymeansthatyouacknowledgethe emotionsoftheotherpersonandbecompassionatetowardtheotherperson.In contrasttoempathy,sympathydoesnotinvolveexperiencingtheemotionalreactionof theotherperson.Forexample,yourfriendsauntdies,soyoucallheronthephoneto expresstoherthatyouaresorryaboutherloss.
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101) KamalaplanstoleaveNepalandstudyatauniversityintheUnitedStates.Explainhow Kamalacouldusethethreestrategiesinthetextbooktoadapttootherswhoaredifferentfrom herintheUnitedStates. Answer: First,Kamalacouldseekinformation.IfsheknowspeoplefromtheUnitedStates,she couldobserveinteractionstolearnvalues,norms,roles,andrules.Ifshedoesnotknow anyonedirectly,perhapsshecouldcontactapenpalfromtheUnitedStatesto correspondwithaboutthecultureintheUnitedStatesandonAmericancollege campuses.ShecouldalsoreadbooksaboutAmericanculture,surfthewebtofind informationaboutcultureandtheuniversity,andtakeacoursetopolishherskillsin English. Kamalacouldalsolistenandaskquestions.OnceshearrivesintheUnitedStates,she mustbeopentocommunicatingwithothers.Shemustaskthoughtfulquestionsthat willhelpherunderstandculturalnormsanduniversitylife.Then,shemusttaketimeto listencarefullytotheresponsesgiventoreduceheruncertainty. Kamalamustalsorealizethatallherquestionswillbenotbeansweredimmediately. Shemusttolerateambiguity.AlthoughU.S.culturetendstobeexplicit,shewillstill havetobepatient. Kamalamustalsobemindfulandrealizethateveryoneisnotjustlikeher.For example,shenoticesthatAmericansaremuchmorevocalintheirinteractionsinthan studentsinNepal.Sherealizesthatwhilethisbehaviorwouldbeconsideredrudein Nepal,thisbehaviorisvaluedintheUnitedStates Also,Kamalacanbecomeother-orientedbyfocusingonothersratherthanbeing egocentric.Shecandevelopdeeperinterpersonalrelationshipsbysociallydecentering andseeinghowothersviewtheworldandempathizingwithothers.
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16) TashaandMarcushavebeenhappilymarriedfortenyears.TashaadmiresthewayMarcus tacklesatask,andhiscommitmenttoseeitthrough.MarcusadmiresthewayTashaisableto seethehumorinanysituation,andherabilitytomakeotherpeoplefeelatease.Thisofthe followingtermsbestdescribestheirfeelings? A) short-terminitialattraction B) long-termmaintenanceattraction C) exploration D) proximity Answer: B
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24) TimhadbeenwatchingPatallsemesterinclass,althoughtheyhadneverreallytalked.Atfirst hethoughtthatPatwasaboutasinterestingasapieceoftoast,butasthesemesterprogressed hecouldtellfromPatscommentsthatPathadaverydry,bitingsenseofhumor.Hebeganto thinkthatPatmightbeaninterestingpersontobefriendswith.Whatinformationreduction strategyisTimusing? A) passive B) active C) interactive D) strategic Answer: A
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28) Karlasfriend,Jessica,alwayshadtohavethelastword.IfKarlacomplainedaboutadifficult test,Jessicawouldsay,Thatsnothing,youshouldseethetestsDr.Browngives.IfKarlais excitedaboutatripsheisgoingtotake,Jessicawouldsay,Oh,Ivebeentherelotsoftimes. Jessicacouldbedescribedashaving________. A) conversationalnarcissism B) other-orientation C) complementarity D) immediacy Answer: A
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94) Explainuncertaintyreductiontheory.Howmightwegoaboutreducingouruncertainty? Answer: Uncertaintyreductiontheoryisbasedupontheassumptionthatpeopleuse communicationtoreduceuncertaintyaboutotherpeople.Wearemotivatedtodothis inordertobeabletopredictandexplaintheotherpersonsbehaviorsunderspecific circumstances.Wecanreduceouruncertaintythroughpassivestrategiesofawareness andobservation,activestrategiesthatinvolveperceptioncheckingorgetting informationfromathirdparty,orinteractivemethodswherewegodirectlytothe sourcetoreduceouruncertainty.
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95) Explaintheimpactofuncertaintyinonlinerelationships.Howdoesitinfluencethestrategies weuse?Whatarethepotentialdrawbacks? Answer: Inanonlinesituation,wegenerallyuseinteractivestrategiestoreduceuncertainty.In thissituation,sendingandEmailorstartinganonlineconversationtendstoinduceless uncertaintythanafacetofaceconversation.Onlineexchangesusuallyhappenin private,withlesspotentialforembarrassmentandlessemphasisonphysical appearance.Thedrawbacksaretheuncertaintythatonemayhaveaboutbeing deceivedinanonlineenvironment.
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96) Marvinhastroubleengagingpeoplehedoesntknowinconversation.Oncehehasgottenpast theinitialintroduction,hesatalossforwords.DescribeforMarvinthetwomethods recommendedinthetextbook. Answer: Firstistheuseofthegreatquestion.Gettoknowapersonbyaskingquestionsthatwill helpthatpersonopenupandtellyouabouthimorherself.Itisimportanttolisten carefully,andwordyourquestionsbaseduponwhattheiranswersare.Asyouare doingthis,lookforareasofcommoninterests.Ifyoudoofferinformationofyourown, suchasanopinion,drawthemintotheconversationbyaskingDoyouagree?Second, istheuseofgivingandreceivingcompliments.Onescholarreferredtocomplimentsas thesociallubricant,meaningthatcomplimentscreateapositiveatmosphere,making wayformorecomfortablecommunication.Complimentsshouldbeingoodtaste,of course;donotgooverboardsothatyouwillbeperceivedasaflatterer,andbecareful withappearancekindsofcomplimentsthatmightbetakenassexual-harassment.
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98) Brieflydescribeandexplainthesocialpenetrationmodel. Answer: Thesocialpenetrationmodelisauniquewayofdescribingeachindividualrelationship wemayhavebyexaminingthebreadthanddepthofinformationthatisdisclosedin eachinterpersonalrelationship.Thebreadthofinformationrepresentsthewiderange oftopicsyoucoulddiscussaboutyourself.Whileyoumayhavealotofbreadth, intimacyisnotachievedwithoutdepth.Depthhastodowithdiscussingtopicsona moredeeplypersonallevel.Eachrelationshipmaybedescribedinvariouslevelsof breadthanddepthdependingontheamountofselfdisclosureandareasthatare discussed.
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100) Inawell-supportedessay,discussthethreeuniqueattributesofinterpersonalcommunication asdefinedinthetextbook. Answer: First,interpersonalcommunicationinvolvesquality,whichmeansthatpeopletreat eachotherasuniquehumanbeingsratherthanasimpersonalroles.Anexamplewould belisteningandobservingtheotherpersoncarefully,andrespondingtoanyemotional messagesorwhattheirparticularexperiencemightbe.Forexample,askingaclerkina store,Busyday,today?andlisteningtotheanswerratherthanjustconductinga transaction. Second,interpersonalcommunicationinvolvesmutualinfluence,whichmeansthat eachpersonintheinteractionisaffected.Forexample,ifafriendistellingyouabouta problem,andyouarelisteningintently,eventhoughyourfriendmightbedoingthe talking,youareaffectedbyhisorherproblem.Inturn,yourlisteningaffectshisorher emotionalandperceptualresponsetoyou.Ifbothpeoplearenotawareofthe interaction,itwillnotbeinterpersonal. Third,interpersonalcommunicationhelpsmanagerelationships.Weuse communicationtoinitiateandmaintainrelationships.Forexample,atearlierstagesin therelationship,welimitourconversationtosuperficialtopics.Aswegettoknoweach otherbetter,wemaydiscussmoreintimatetopics,whichhelpsarelationshipgrow.We mayalsousedirectmessagestodiscussthenatureoftherelationship.
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101) Inawell-developedessay,explaintheelementsofinterpersonalattraction.Includea discussionoffactorsthataffectattraction. Answer: Attractionisthedegreetowhichyoudesiretoformandpossiblymaintainan interpersonalrelationshipwithanotherperson.Itconsistsfirstofshort-terminitial attraction,whichisthedegreetowhichyousenseapotentialfordevelopingan interpersonalrelationship.Later,youmayhavealong-termmaintenanceattraction, thetypethatsustainsrelationshipslikeaclosefriendshiporintimaterelationship. Physicalattractionactsasafiltertolimitthepossibilitiesforrelationships.Weuse physicalattractiontomakeaninitialassessmentofthedesirabilityofpursuinga relationship.Wetendtoseekoutotherswhoaresomewhatsimilartousphysically. Proximityisanessentialelementthathelpsdeterminetowhomwewillbeattracted. Wearesimplymorelikelytocomeintocontactwithpeoplewhoarephysicallyclose. Thisproximityalsoincreasesthelikelihoodofcommunication.Theabilitytoexchange informationincreasesourabilitytomakeaninformedchoice.Thisdoesnotmeanthat peoplewhoarephysicallydistantcannotinitiateanddeveloprelationships,butitis moredifficultandtakesmoretimeandenergytoaccomplish.TheInternethashelped inthisareatoopenusuptopeoplewhoarefaraway. Similarityinattitudes,values,beliefs,andbehaviorsisalsoafactorinattraction.We tendtolikepeoplewhoarelikeus.Whiledifferencesmayaddspicetoarelationship, similaritiesaretherealfoundationoflong-termrelationships.Similaritymayalsoaffect proximityinasmuchaswearemorelikelytocomeintocontactwithpeoplewhoshare similarinterestsandactivities. Complementaryneedsaffectsattractionthroughourassessmentofhowwelltheother cansatisfyourneeds.Whenpeoplehavecomplementaryneedsitincreasesthe likelihoodthatbothwillhavehisorherneedsmet.Infact,weseekoutpeoplewhocan satisfyourneeds.
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102) Melanierananadsearchingforapotentialroommatetosplittherentonatwobedroom house.Stephanieanswersthead,andMelaniesuggeststhattheygoouttoeatlunchtoassess theircompatibilityasroommates.Atlunch,conversationstartsofflight,discussingwhere theygrewup,etc.Then,Stephanieabruptlychangesthetopicoftheconversationand disclosesatimewhenshewassexuallyassaulted.MelanieissurprisedthatStephanieis disclosingsuchintimatedetailssincetheyhavejustmet.FollowingStephanies self-disclosure,thereisanawkwardsilence,andthenMelaniechangesthesubject.Melanieis doubtfulthattheywillgetalongasroommates.Discusswhathappenedinthisincidentin termsofreciprocity,appropriateness,andriskofself-disclosure. Answer: Sincetheyhadjustmet,Stephanieshouldhaveassessedwhatwouldbeappropriate andinappropriatetodisclose.Intheearlystagesofarelationship,wearetryingto reduceouruncertaintyaboutothersbyfindingareaswehaveincommon.Inthisstate, selfdisclosureisusuallynotatadeeplevel.Melanieprobablythoughtthedetailsof Stephaniessexualassaultwereinappropriateatthisstageoftheirrelationship. Stephanieshouldbeawarethatasrelationshipsprogressandtrustdevelops self-disclosurecandeepen,butitcanbedamagingearlyinarelationship.Stephanie alsotookarisktomakeherselfvulnerable.Ifshehadassessedtherisks,shemayhave decidedthatthedisclosurewasnotworththerisk.ShedidnotreallyknowMelanie andthatleveloftrusthadnotbeenestablished.
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103) Discussthedifferencesbetweenmensandwomensfriendshipsintermsofself -disclosure andlevelsofintimacy.Giveexamplesassupport. Answer: Mensfriendshipsgenerallyformthroughsharedexperiences.Womensfriendships formmorethroughinterpersonalcommunication,especiallyself-disclosure.However, womensfriendshipsarenotmoreintimatethanmensfriendshipsjustbecausethey formbasedoncommunication.Forexample,menthathavefoughttogetherinawar havesomeofthedeepestfriendships.Measuringtheofrelationshipsbythedepthof interpersonalcommunicationthathasbeensharedistomeasurerelationalintimacy withafeminineyardstick.
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104) Explainthemodelofsocialpenetrationintermsofhowacouplewouldinitiateanddeepena relationship. Answer: Thesocialpenetrationmodeldealswithbreadthwhichistheamountofinformation discussedanddepthwhichisthelevelofintimacyoftheinformationdisclosed.The socialpenetrationmodelisrepresentedbyconcentriccircles.Thecircumferenceofthe circlerepresentsthebreadthandthedepthisrepresentedbyhowdeepthewedgegoes intothecircle.Whenpeoplemeettheyprobablydiscussonlyafewtopicsvery superficiallysuchasexchangingnamesandplaceswheretheyarefrom.Asthe relationshipprogresses,breadthwillincreaseaswellasdepth.Eventually conversationswillturnfromhobbiesandsportstomorecoreissuessuchasvalues, importanceoffamily,etc.Self-disclosureallowstheonepersontopenetratethelayers oftheotherperson,sothathe/shecanknowtheotherpersononamoreintimatelevel.
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Chapter2.2: EnhancingRelationships
1) Accordingtothetextbook,atwhichstageinlifedorelationshipswithourpeersbecomethe mostimportantsocialinfluenceinourlives? A) childhood B) adolescence C) adulthood D) senioradults Answer: B
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12) LeslieandPathavereachedastageintheirrelationshipinwhichtheyunderstandoneanother tothepointthattheycanalmostfinishoneanotherssentences,openlydiscussanyissue,and arerecognizedamongfriendsandfamilymembersasacommittedcouple.Thiswouldbean exampleofwhatstageinrelationalescalation? A) exploration B) intensification C) initiation D) intimacy Answer: D
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13) Josecringedashethoughtaboutgoinghomeafterwork.Lately,heandCassandraspend everyminutetogetherfighting.Heusedtothinkthewaysheplayedwithherfoodwascute; nowhefindsitannoying.Whatstageofrelationalde-escalationareJoseandCassandra facing? A) individualizationstage B) stagnationstage C) turmoilstage D) separationstage Answer: C
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14) MariaandAndrehavebeenmarriedforfiveyears,butlatelytheyhardlytalkunlessits necessary.Theyusedtotaketimeoutoftheirbusyschedulestogoondatesorjusttalk.It oftenfeelsliketheyrejustgoingthroughthemotions.Whatstageofrelationalde-escalation doesthisexampleillustrate? A) turmoilstage B) stagnationstage C) individualizationstage D) de-intensificationstage Answer: B
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25) PeterandPaulhavediscussionsthattypicallysoundlikethis:Wheredowegofordinner?I dontknow,wherewouldyouliketogo?Idontcare,youdecide.Anythingyoulikeisfine withme.etc.Basedonthisexampletheirrelationshipwouldbecharacterizedasbeing ________. A) complementary B) symmetrical C) parallel D) unilateral Answer: B
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26) SandraandJenniferhavebeenroommatesforseveralyearsandbothlovetoentertain.When theywanttoplanaspecialeveningforfriends,Sandraplansthemenu,visitsseveralgourmet markets,andspendstheafternoonhappilypreparinganexquisitefeast.Jennifer,ontheother hand,takescareoftheinvitations,cleanstheapartment,andselectstheentertainmentforthe evening.Inregardtoentertaining,thisrelationshipwouldbecharacterizedasbeing________. A) complementary B) symmetrical C) parallel D) unilateral Answer: C
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39) JustinhadaproblemwithhisroommateslatenighthabitofwatchingTVwhenJustinwas tryingtosleep.Indiscussingtheproblem,Justintoldhisroommatethathecouldeitherstop watchingTVlateatnightorhecouldmoveout.HowwouldyoudescribeJustinsconflict managementstyle? A) nonconfrontational B) confrontational C) passive D) cooperative E) upfront Answer: B
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40) Olgaisdiscussingherworkschedulewithhersupervisor.Sheisnothappywithher assignmentandtellshersupervisor,Youassignthebesttrainingdatestothepeopleinyour workgroup.BasedonOlgascomment,whatdoesthetextrecommendsoshecouldbemore effectiveatmanagingthisconflict? A) checkherunderstandingofthesupervisorsmessage B) ownherstatementsbyusingdescriptivelanguage C) useselftalk D) discusstheprosandconsofthesolution. Answer: B
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93) Identifyandbrieflydescribeeachofthestagesofrelationalescalation. Answer: Inthepre-interactionstageyouobserveapersonortalktoothersabouttheperson withouthavingdirectinteraction.Intheinitiationstage,participantsaskoneanother questionstodeterminewhattheyhaveincommon.Intheexplorationstage,partners willdisclosemorein-depthinformationaboutthemselves,butphysicalcontactand timespenttogetherisstilllimited.Intheintensificationstage,partnerswillbeginto dependononeanotherforself-confirmation,andtheywillbegintospendagreatdeal moretimetogether,haveamoreintimatephysicaldistance,andpersonalizetheir language.Intheintimacystagepartnersprovidetheprimaryconfirmationof self-concept,communicationishighlypersonalizedandsynchronized,andtheremay beaformaldeclarationoftheircommitmentsuchasawedding.
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94) Explainhowthefiveprinciplesofcommunicationcanbeusedtoenhancefriendships. Answer: Principle1dealswithawarenessandwemustbeginfriendshipsbybeingawareofour owninterests,sowecanseekoutotherswhosharethesesamelikesanddislikes.Next, principle2and3relatetoverbalandnonverbalcommunication,andwemustuse extensiveverbalcommunicationasourrelationshipsdeepen.Also,nonverbal immediacycuescommunicateourlikingofothers.Principle4(listeningand responding)isimportanttofriendshipsbecausewemustbewillingtolistentowhat otherssay,observewhattheydo,andprovideempathicresponsesoradvicedepending onthesituation.Finally,weneedtolearntoadaptourcommunicationbyextending certainaspectsofourselvesdependingonthecontextofthesituationandthefriend withwhomweareinteracting.
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95) Whatisinterpersonalpower?Howmightthesepowerdynamicsplayoutinaromantic relationship Answer: Interpersonalpoweristheabilitytoinfluenceanotherinthedirectiononedesires: gettinganotherpersontodowhatyouwantthemtodo.Inromanticrelationships, thesepowerdynamicscanresultinrelationshipsthatarecomplementary(onepartner willinglyandcontinuouslycededpowertotheother),symmetrical(partnershave similarcontrolbehaviorsandeithercompetetodominateorrelinquishcontrol),or parallel(partnersallowpowertoshiftfromonetotheotherdependingonthetypeof interactionorsituation).
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96) Distinguishbetweennonconfrontational,confrontational,cooperativestylesofconflict management. Answer: Inthenonconfrontationalstyle,participantsmanageconflictbybackingofforavoiding conflictaltogether.Theydothisbyplacating,distracting,computing,withdrawing,or givingintotheotherperson.Apersonwhohasaconfrontationalstyleofconflict managementwantstodominateothersinordertoachievehis/herobjectives.This meansthatapersonwithaconfrontationalstylewilloftenapproachconflictasa win-losesituationandwilloftenblameothersratherthantakingresponsibilityfora conflict.Acooperativeapproachinvolvesviewingaconflictasasetofproblemstobe solvedratherthanacompetition.Usingacooperativestyle,itispossibletoachievea win-winsolution.
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98) Brieflyexplainthedifferencesintheroleoffriendshipsatfourstagesinlife:childhood, adolescence,adulthood,andoldage. Answer: Inchildhood,friendshipsareoftenbasedonmeetingonesneedsandmomentarytime spenttogetherdoingactivities.Thesefriendshipsaresuperficialandself -centered.In adolescence,friendshiptakesonamoreimportantrole,asfriendsbecomemore intimateandhavemoresocialinfluenceonourbehavior.Inadulthood,ourfriendsmay beamongourmostvaluedrelationships;manytimesourclosestfriendsarealsoour co-workers.Inoldage,wemakefewernewfriends,butthefriendswehavebecome evenmoreimportanttous,especiallyasweretirefromwork.
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99) Whatarethecharacteristicsanddifferencesbetweenconstructiveanddestructiveconflicts? Answer: Constructiveconflictischaracterizedbycooperationindealingwithdifferences.By airingdifferences,partnersgainnewinsightsandcreaterelationaladjustmentsthat establishnewandsatisfyingpatternsofbehavior.Destructiveconflictischaracterized bythelackofflexibilityandawin-loseperspectivethatinhibitsoptionsformanaging differences.Inadestructiveconflictoneorbothofthepartnersisdissatisfiedwiththe outcome.Adestructiveconflicttearsarelationshipapartwithouttryingtoputitback togetheragain
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101) Explaineachofthefivestagesofrelationalde-escalation.Givespecificexamplestoillustrate eachofthestagesusingBelindaandMattwhohavebeenmarriedfor5years,buttheir relationshiphasbeguntocrumble. Answer: Thefirststageinvolvesturmoilorstagnation.Ifthecoupleexperiencesturmoil,they begintoengageinconflict.Whentherelationshipstagnates,thecouplebeginstotake oneanotherforgranted,andtheymaygothroughthemotionsofanintimate relationshipwithoutthecommitmentorjoy.Forexample,BelindaandMatts relationshipbeginstofallapartastensionincreases.Theyhardlyevercommunicate andwhentheydo,itseemsliketheyrealwaysfighting.Theylivetogether,butit doesntseemlikeeitherofthemistrulyinvestedintherelationship,buttheyare definitelynotreadytocallitquits. Next,inthede-intensificationstageacouplemayexperiencelessinteraction,increased physical,psychological,andemotionaldistance,andnolongerdependononeanother forself-confirmation.Theymightalsodiscusstheirdissatisfactionwithinthe relationship.Forexample,BelindaandMattsrelationshipcontinuestoworsen.They rarelytalkandnolongertakejoyinoneanotherssuccessesorprovidecomfortforone another.BelindaandMattincreasinglyturntofriendsforsupportandtalkabouttheir dissatisfactionintherelationshiptofriendsandfamilymembers.Belindafinally confrontsMattandaskshimifheseesthemarriagecontinuing. Nextistheindividualizationstage.Inthisstage,couplesbegintomovefromweand ustoyouandme.Physicalintimacyisverylowornonexistentandnonverbal distanceincreases.BelindaandMattdecidethattheirmarriagedoesnothaveafuture. Theynolongerattendgatheringstogether,andMattnowsleepsonthecouchwhilehe looksforanotherplacetolive. Intheseparationstage,theindividualstakeintentionalstepstoeliminatefurther interpersonalcommunication.InMattandBelindascase,Mattmovesoutofthehouse andthedivorceisfinalized.Iftheydomeet,theirinteractionsarestrained. Finally,inthepost-interactionstageindividualsengageingravedressingorcreate publicstatementsexplainingwhytheybrokeup.Individualscometogripswithlosing therelationshipandbeginre-buildingasenseofself-worth.Thisstageisimportant becauserelationships,evenfailedones,haveapowerfulimpactonhowweview ourselves.MattandBelindabegintoexplaintoco-workers,friends,andfamilywhy theirrelationshipfailed.Belindabeginsgettinginvolvedinmoreactivitiesinher churchandmakesnewfriendstohelpovercomefeelingsoflonelinessandlow self-esteem.
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102) Identifythedifferencesbetweenassertiveandaggressivecommunication.Writeanassertive responseandanaggressiveresponse,andtothefollowingsituation.Yourdescriptionmaybe includebothverbalornonverbalresponses. Youwereinarushonyourwaytowork,butyouwantedtostopbyalocaldepartmentstore andpickupsomesocksthatwereonsale.Youquicklyselectedyourpurchase,andmadeyour waytowardtheregister.Twowomenbehindthecounterwerehavingagreattimetalking, obviouslynotaboutbusiness,andwereignoringyourpresence. Answer: Assertivemessagesaremessagesthatexpressonesopinionsorgoalswithoutstepping onthetoesoftheotherpersonthatis,withouttakingadvantageofthemorignoring theirneedsandgoals.Aggressivemessagesaremessagesdesignedtogetwhatyou want,regardlessoftheotherpersonsfeelingsorconcerns. Responsesmayvary.TheassertivemessagewillincludeIstatementsthatare descriptive.Iwouldliketopayformysocks.Aggressivemessageswillincludeyou language.Ifyouwouldquityakking,Icouldgetoutofhereandgettowork.
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103) Explainhowyoumightusetheconflictmanagementskillsofmanagingemotions, information,goals,andproblemsinthefollowingsituation. Youandyourroommateagreedonascheduleandresponsibilitiesforchores.Atfirst,allwent well.Thengradually,weekafterweek,oneexcuseafteranother,yourroommatebegantofail tofollowthrough.Atfirstitwasnobigdeal;adishhere,asockthere.Butnowyourroommate hasleftdishesinthesinkforthreedaysandhasnttakenoutthetrashinaweek.The bathroomisamess,theshowerespecially.Thelaststrawwasthelargeblueberrystaininthe middleofthelivingroomfloor.Youcanttakeitanymore,youarefurious.Youveletitslide longenoughanddecidetoletherknowhowyoufeel. Answer: Thefirstthingtodoistomanageyouremotions.Youdontwanttoconfrontyour roommatewhenyourethisworkedup.Leavetheapartment,takeawalk,andcool down.Spendalittletimetalkingtoyourself.Maybesomethingisgoingonyoudont knowabout.Whenyourroommatecomeshomeindicatethattherearesomethingsyou wanttotalkaboutandaskaboutaconvenienttimetogettogether.Oncethemeetingis arranged,givesomethoughttowhatyouwanttosayandhowyouwanttosayit.What doyouwanttoaccomplish?Youmightwanttotalkwithanotherfriendtohelpclarify theissues.Ifthereisnooneelsetotalkwith,writesomeofyourideasdowntohelp clarifytheissues.Whenyoudotalkwiththeotherperson,keepyouremotionsunder control.Ifyoufeelyourselfgettingangryandtense,deliberatelyrelaxortakeabreak. Speakinacalmandnaturalmanner.Whateveryoudo,avoidpersonalattacks, name-calling,andthreats.Dontdredgeupgrievancesfromlongago,butkeepfocused ontheissuesathand. Whenyoubegintotalkwithyourroommatedescribewhatisbotheringyouasclearly asyoucan.Startatthebeginningandmovetothepresent.Makesureyourroommate understandswhatitisthatisbotheringyou.BesuretouseIstatements,listen carefully,andcheckyourperceptionsoften.Whenyourroommateistalkingroommate istalking,givehimorheryourfullattentionanddoyourbesttounderstandhisorher position.Useparaphrasingthatreflectscontentandfeelingstomakesureyou understandandrespondappropriately.Youmayhaveclarifiedyourgoalsearlier,but asyoutalkandlisten,yourgoalsmaychange.Besuretoclarifynotonlyyourown goalsbutalsothoseofyourroommate,andtrytodiscoveranysharedgoalsyoumight 133
have.Asyoudiscoversharedgoalsyoubuildthebasisforapossiblesolutiontothe conflict. Ifyouhaveclarifiedbothyourgoalsandyourroommates,andhaveidentifiedsome sharedgoals,youhavebeguntheprocessofdefiningtheproblem.Onceyouhavea senseofwhattheproblemis,youcanbegintoanalyzethesymptoms,effects,and obstaclesthataffectyourabilitytoresolvetheconflict.Youmaydiscoverother problemsthatliebelowthesurfaceandneedtobeaddressed.Onceyouhaveagood graspoftheproblem,workwithyourroommatetogenerateobjectivecriteriatohelp evaluateandchooseasolution.Thengenerateasmanypossiblewaystosolvethe problemasthetwoofyoupossiblycan.Brainstormingmightbeausefultechnique. Onceyouhavegeneratedanumberofpossibilities,checkthemagainstyourcriteriaand pickthealternativeoralternativesthatbestmeetyourgoals.
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104) Whatismeantbyacooperativestyleofconflictmanagement?Explainthefourtechniques discussedinthetextasforusingacooperativestyle. Answer: Acooperativestyleofconflictmanagementisoneinwhichyouviewconflictsasa mutualproblemthatneedstobeworkedout,ratherthanasawin -losesituation.The followingtechniquesarerecommended:First,separatethepeoplefromtheproblem. Thinkofthedisagreementasabouttheissueratherthanasajudgmentoftheother personscharacterorabilities.Second,focusonsharedinterests.Whatdobothpeople want?Whatdoyoubothagreeonneedstohappen?Wheredowealreadyagree?Third, Generatemanyoptionstosolvetheproblem.Thismaybeaccomplishedthrougha techniquesuchasbrainstorming.Fourth,baseyourdecisionsonobjectivecriteria.What arestandards,suchascosts,timing,etc.thatyoucanagreeupon?
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105) Explainandgiveanexampletoillustrateeachofthefiveresponsesthattypifythe non-confrontationalstyle. Answer: Placatinginvolvesattemptingnottorocktheboatbygettingangryanddisagreeing withothers.Peopledothisinordertoavoidthreatstotheirself-worth.Forexample, AmandaisafraidthatherrelationshipwithWilliamwillendifshedisagreeswithhim, sosheoftengoesalongwithwhathewantsratherthanmaintainingherpositionon issues.Distractinginvolveschangingthesubjectinordertoavoidconflict.For example,everytimeMarthabringsupatouchysubjectherroommate,Megan, immediatelybeginstalkingaboutsomethinglighterandeffectivelyavoidstheconflict. Othersusecomputingorremovingthemselvesfromtheconflictbyremainingcooland aloof.Forexample,Fredrarelyownshisemotionsinaconflict.Heoftentalksabouta situationinthirdperson.Somepeoplesimplywithdrawfromaconflicteither physicallyorpsychologically.Darrenthinksthathiswifeisconstantlynaggingathim. Whenaconflictbegins,heoftenleavesthehousetogoplaygolforsimplyturnsonthe television.Othersgiveinduringaconflictsituation.Forexample,Garretdoesntlike seafood,buthequicklyagreestogoeatseafoodwithhisgirlfriendtoavoidaconflict.
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106) Explaintheinfluencethatculturemayhaveonmanagingconflict.Discussatleastthree assumptionsaboutconflictthatareheldbycollectivisticcultures. Answer: Membersfromdifferentculturalbackgroundshavedifferentviewsofconflictand differentwaysofdealingwithandmanagingconflict.Basicculturalvaluesare importanttorecognizewhenyouareinvolvedinaninterculturalconflict. Collectivisiticculturesemphasizegroupratherthanindividualachievementwhile individualisticculturesplacemorevalueonindividualaccomplishment.Collectivistic culturesseeconflictasdysfunctionalandthinkitshouldbehandledconfidentlyand discreetly.Itisseenasalackofselfdisciplineandemotionalmaturity.Itisdamaging toselfrespectandrelationalharmonyandshouldbeavoidedasmuchaspossible.It doesprovideatestinggroundforskillfulnegotiationandfacesavingandisalways concernedwithrelationalaswellassubstantitiveissues.Allprocessesandoutcomes shouldbewin-win.
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3) Johnisamemberofteamatwork.Hewillingjumpsinanddoesthework;heisasenior memberoftheteam,andheisabletoquicklyanalyzetheproblemandmakeasounddecision. However,Johnoftenfocusesonwhatheneedstodoasanindividualteammemberandis oftennotawareofothersneeds.Heneedstodevelopwhichcharacteristicofaneffectiveteam member? A) experience B) problem-solvingability C) supportiveness D) actionoriented Answer: C
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13) ClarathinksCarlosideafororganizationaloutreachisimpracticalandcannotbeimplemented effectively.Thediscussionbecomesheatedandthingsseemtobegettingoutofcontrol,so Chadsuggeststhatthegrouptakeabreaktorethinktheissue.Chadisfulfillingwhichtypeof grouprole? A) individualrole B) taskrole D) proceduralrole C) socialrole Answer: C
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14) Acampusorganizationplanninggroupisbrainstormingpossiblethemesfortheir homecomingfloat.Theideasareflowingfreely,whenKatieentersthegrouplate.Without regardforthegroupsbrainstormingsession,shebeginsdiscussingherrecentbreak -upwith herboyfriend.Katieisplayingwhichtypeofgrouprole? A) individualrole B) taskrole C) socialrole D) proceduralrole Answer: A
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18) Gretchendecidestojoinastudygroup.Sheattendsthegroupforthefirsttimeandarrives about10minutesearlyforthemeeting.Sheissurprisedtoseethatnoothergroupmembers havearrived.Infact,nooneshowupuntiltenminutespastthepostedstarttime.Gretchen realizesthatarrivinglateisdeemedappropriatebehaviorbythegroup.Thiswouldbean exampleofagroup________. A) norm B) role C) status D) power Answer: A
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19) Tomwasamemberofthefive-membercommitteeforevaluatingstudentcomplaints.When Tomraisedaquestion,othermembersabruptlychangedthetopic.SeveraltimesTommade suggestionsfornewprocedures,buthisideasweresummarilydismissed.Inaddition,others inthegrouptendedtointerrupthisstatementswithideasoftheirown.Tomprobablyhas ________. A) emergentleadership B) lowstatus C) highstatus D) blockingbehaviors Answer: B
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23) Jasonlooksuptoandrespectshisroommate,Al.JasonadmiresthewayAlisabletomake friendseasily,andisalsosuccessfulinhisschoolwork.Becauseofthisadmiration,Alhasa greatdealofinfluenceonJasonsdecisions.Basedonthisinformation,whattypeofpower doesAlinthisrelationship? A) legitimate B) referent C) expert D) reward Answer: B
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24) AlthoughAliwasquietandspokeuprarelyinhisclassprojectgroup,thegroupknewhewas apre-medmajorandrespectedhisacademicsuccess.Whenthegroupdecidedtousethetopic ofgeneticresearchfortheirproject,theylistenedcarefullytoAlisideasonappropriate sources.Giventhesecircumstances,whattypeofpowerdoesAlihaveinhisgroup? A) coercive B) referent C) expert D) reward Answer: C
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33) WhenJennifersteacherdividedherclassintogroups,Jenniferendedupinagroupwithfour otherpeoplewhowereallstrangerstoeachother.Atfirst,theytookturnsintroducing themselvesandtellingtheotherstheirmajors.Althoughthediscussionwaspleasant,itwas somewhatstrainedanduncomfortable.Jenniferwonderedwhointhegroupwouldbe motivatedtowork,andwhowouldbeaslacker.Thisgroupismostlikelyexperiencing ________. A) primarytension B) secondarytension C) highcohesiveness D) communicationbreakdown Answer: A
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34) AfterJennifersgroupinhercommunicationclasshadmettwice,theyfinallybegantoget seriousaboutselectingatopicfortheirproject.Severalofthegroupmemberswantedtodoa projectontheparkingsituationoncampus,becausetheythoughtitwouldbeeasyto understand.Tyler,whowasinthestudentgovernment,wantedtodoaprojectontheuseof studentfees,becausehehadworkedonthatalreadyandhadalotofinformation.Eachperson inthegrouphadafavoritetopic,andnoonewantedtoconsidertheothertopics.Mostofthe discussionrevolvedaroundtryingtopersuadetheotherstochooseagiventopic.Whichphase isthisgroupexperiencing? A) orientation B) conflict C) emergence D) reinforcement Answer: B
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35) Jennifersprojectgroupinhercommunicationclassselectedthetopicofimprovingservicesfor non-traditionalstudentsoncampus.Eachmemberinthegrouphadvolunteeredtotalktoa differentmemberoftheuniversitystaff,andseveralmembershadvolunteeredtosearchthe Internetforwhatothersschoolsmightbedoing.Ricardohadvolunteeredtobemoderator, andwasefficientatrunningthegroupmeetings.Ontheirfifthmeeting,membersofthegroup sharedinformationtheyhadgathered.Whatphaseisthisgroupexperiencing? A) orientation B) conflict C) emergence D) reinforcement Answer: C
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36) Jennifersprojectgroupinhercommunicationclasswasfinishingupthefinaltouchesontheir presentation.TheydecidedtomeetatToddshouseforpizza,andthendoamockrunthrough ofthepresentation.Astheywereworking,therewassomeapprehensionabouttheirgrades, butoveralltheyfeltthegroupwassuccessfulandtheyhopedtheywouldbeinthesame groupsforthenextproject.Whatphaseisthisgroupexperiencing? A) orientation B) conflict C) emergence D) reinforcement Answer: D
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Matchthesetermstothedefinitionsgivenbelow. A. B. C. D. E. F. G. H. I. J. K. Coercivepower Cohesiveness Clique Expertpower Individualrole Legitimatepower Referentpower Rewardpower Socialrole Status Taskrole
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96) Brieflyexplaintwoassumptionsaboutgroupsthatwouldbedifferentbetweenindividualistic culturesandcollectivisticcultures. Answer: Generally,individualisticculturesplacevalueonindividuality.Thisvalueproduces severalassumptionsaboutgroupwork:bestdecisionsaremadebyindividuals, planningshouldbedonebytheleaders,individualeffortshouldberewarded, individualsshouldworkprimarilyforthemselves,healthycompetitionbetweengroup membersisencouraged,meetingsexisttoshareinformation,individualsaccomplish morethangroups,theprimepurposeofmeetingsistoadvanceyourownideas,and groupmeetingsareoftenperceivedasawasteoftime.Collectivistculturesvalue groupsoverindividualmembers.Therefore,groupassumptionsinclude:themost effectivedecisionsaremadebyteams;planningisbestdonebytheentiregroup;groups shouldberewarded,notindividuals;individualsshouldworkfortheteam,notfor themselves;teamworkismoreimportantthancompetition;meetingsareformaking groupdecisions;yougetmoreaccomplishedinagroupthanindividually;theprime purposeofmeetingsistoachieveaconsensus;groupmeetingsarethebestwayto achieveagoal.
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97) Yourtextbookdiscussesfivebasesofpower.Nameandexplaineachofthefive,andgive examplesofhowasupervisorinaprofessionalsettingmightmakeuseofeachtypeofpower. Answer: (1)Legitimatepowerisdefinedasinfluencethatisconferredupononebyan organizationorgroup,eitherthroughelectionorappointment.Supervisorshave legitimatepowerbecausetheorganizationtheyworkforputstheminthatposition; employeeswillprobablyassumethatthesupervisorwillhaveacertainamountof qualification(expertpower)duetothatassignment. (2)Referentpowerisinfluencethatonehaswhenotherpeoplelikeorrespecthimor her.Supervisorswhoarelikedbytheiremployeesfortheirpersonalconcern,orwho areadmiredfortheirprofessionalism,maybesaidtohavereferentpower. (3)Expertpowerisinfluenceonehaswhenothersperceivethatheorshehasspecific knowledgeorinformationaboutagiventopicarea.Asupervisorwhoisorganized, clear,andisabletoanswerquestionsconcerningthejoborprojectmayhaveexpert power. (4)Rewardpoweristheabilitytoinfluencebehaviorbyhavingtheabilitytoprovide somethingtheotherpersonvalues,ortoremovesomethingundesirable.Asupervisor mayusetheofferoftimeofforchoiceassignmentsasrewardpower. (5)Coercivepoweristheabilitytoinfluencebehaviorthroughdoingsomethingthe otherpersonfindsundesirable,orbyremovingareward.Asupervisormayhavethe abilitytodecreasepay,fireyouformajob,ordenyyoutimeoff.
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98) Explaintherelationshipofcohesivenesstogroupoutput.Inyourdiscussionaddressthe impactoflow,moderate,andhighcohesivenessontheoutputofagroup.Discussatleast threewaysofenhancinggroupcohesiveness. Answer: Thereisacurvilinearrelationshipbetweencohesivenessinagroupandthegroups output.Thismeansthatamoderateamountofcohesivenessisprobablytheoptimal amountforproducingqualityoutput.Inalowcohesivegroup,membersarenot attractedtothegrouporitsmembers.Becauseofthis,theywillusuallybeless motivatedtoworktheirhardestinagroup.Inamoderatelycohesivegroup,members areattractedtothegroupanditsmembers,sotheyenjoyspendingtimeinthegroup. Thiswillleadtomoretimespentonthegrouptask.Inaddition,memberswillfeel comfortableenoughtomanagetheirconflictproductively.Inahighlycohesivegroup, membersmayfeelsomuchattractiontothegroupthatthegroupitselfbecomesmore importantthanthetask.Becausethegrouphasagreatdealofpowerovermembers,in somecases,membersarehesitanttodisagree,orthegroupmaydevelopnormsthat interferewiththegroupsprogressonthegoals.Toenhancegroupcohesiveness,the textbooksuggeststhefollowing:refertothegroupasweinsteadofI;reinforcegood attendanceatgroupmeetings;establishandmaintaingrouptraditions;setclear short-termandlong-termgoals;encourageeveryoneinthegrouptoparticipateinthe grouptask;celebrategroupsuccesses;stressteamworkandcollaboration.
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99) DescribeFishersmodelofgroupinteractionphases.Listeachofthestages,anddiscusswhat typesofbehaviorsarecommonineach.Illustratewithspecificexamplestakenfromagroup youhavebeenapartof. Answer: Orientationphase:thegrouphasnotyetdevelopedparticularnormsandroles; communicationisnervous,polite,andtentative.Groupmembersfeeluncertaintyabout eachotherandthegroup(primarytension).Conflictphase:thegroupmembersare comfortableenoughtoexpressdisagreementsaboutimportantissuesand/orleadership inthegroup.Therefore,conflictincreasesnoticeablyascommunicationisprimarily persuasive.(secondarytension)Emergence:thegrouphasbeguntofinallymakesome decisions;rolesandnormsarebeginningtoemerge.Conflictmayoccur,butishandled throughproceduresthegroupmayhaveestablished.Reinforcement:bynowthegroup isawareofthedirectionthegrouphastaken.Asuccessfulgroupmaycelebrate;agroup thatwasnotassuccessfulashopedmayspendtimerationalizingwhy.
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100) Whatarenorms?Whatpurposedotheyserveforgroupmembers?Howcanyourecognize normswhenyouenteragroup? Answer: Normsarethestandardsthatdeterminewhatisappropriateandinappropriate behaviorinagroup. Normshelpgroupmembersunderstandwhatbehaviorisappropriatesotheycanfitin andworkwellwiththeirgroup.Forexample,howdoesthegroupdealwithlateness, language,dress,orhowmembersareaddressed?Normscanbeproductiveor unproductiveandshouldbemonitoredsotheydonotkeepthegroupfromoperating effectively. Youcanrecognizenormsbyobservingagrouptoseehowmembersinteract.Itisalso possibletorecognizenormswhentheyarebroken.Theresponsetoamemberwho violatesanormwillcorrespondinseveritywiththeimportanceofthenorm.
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101) Explainthedifferencebetweenstatusandpower.Giveanexampletoillustrate. Answer: Statusreferstowhetherornotapersonisperceivedtobeimportantbyothergroup members.Forexample,Lauracomesfromawealthyfamilyandherfatherisan importantpoliticianinherstate.Therefore,sheisperceivedtobeimportantorhave highstatusbyothermembersofthestudentsenate.Power,ontheotherhand,deals withtheabilitytoinfluenceothersbehavior.Oftenpowerandstatusgotogether,but sometimesapersoncanhavestatusbutnotactuallybeabletohavestronginfluencein thegroup.Onstudentgovernment,Lauratalksalot,butisunabletoinfluenceother membersbecausesheisinterpersonallyaloof.Othermembersdonthaveastrong likingforLaura,therefore,theyoftendontfollowherproposals.
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Chapter3.2: EnhancingGroupandTeamPerformance
1) Thefunctionalapproachtogroupcommunication________. A) attemptstodescribetypesofbehaviorsthatleadtobetterqualitysolutions B) definesstagesofgroupinteractionthatoccurindecision-makinggroups C) describesthepersonalitytraitsofeffectiveleadersandgroupmembers D) attemptstodefinethestructureofvarioustypesofworkgroups Answer: A
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3) Jakescommunicationteacherhadjustassignedgroupsforaproblem -solvingdiscussion project.Afterbrieflyintroducingthemselves,Jakesgroupquicklybegantalkingoverthetopic theywouldselect.Charisesuggested,Letsjustdiscussalcoholabuseoncampus;thereislots ofinformationavailable,andweallknowsomeoneitappliesto.Jeremypipedin,Yes,lets do.Whywastetimehagglingovertopics?Letsjustgetonwithit.Jakereplied,Whydont weholdoffdecidinguntilwethinkofsomeadditionaltopics.Thatway,wellhaveseveralto choosefromandwecancomparethem.WhichfunctionisJakesuggestingforhisgroup? A) identifyacleargoal B) gatheranduseinformationeffectively C) developoptions D) developaresultsdrivenstructure Answer: C
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4) Koreshsgroupwasconsideringhowtoapproachthegeneraltopicofmethlabsintheirpanel discussion.Somewantedtodiscusstheproblemonanationalscale,butKoreshwantedto limitthetopictowhatwashappeningwithinthelocalareaonly.Theyhadbeenarguingthis forsometime,andgroupmembersweregettingfrustrated.Finally,Samsuggestedthatthey useachalkboard,andmakeawrittenlistoftheprosandconsofeachoption.Theydidthis, anditbecameclearthatthebestchoicewouldbetolimitthetopictothelocalarea.Which functiondidSamsuggestforhisgroup? A) identifyacleargoal B) gatheranduseinformationeffectively C) developsensitivitytowardothers D) evaluateideas Answer: D
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5) James,Matt,Karla,andAnnhaveformedaresearchgrouptostudyacommunicationtheory. Theyeachareresponsibleforcontributingfivearticlestothegroup.Theymeetinthelibrary andidentifytwentyarticlesthatdealwiththeirtheory.Theydivideupthearticles,andthey scheduleameetinginwhichtheywillgiveareporttotheothergroupmembersovertheirfive articles.Thisgroupisusingwhichfunctioneffectively? A) identifyaclear,elevatinggoal B) gatheranduseinformationeffectively C) developoptions D) evaluateideas Answer: B
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6) James,Matt,Karla,andAnnmeettodiscusshowtheywillputtogethertheirclass presentationonacommunicationtheory.Annexpressesconcernbecausefeelsthe presentationisnotequallydistributedamongstgroupmembers.Jamesquicklydismissesher concernwithoutfurtherdiscussion.Jameswouldbeadvisedtorememberwhichofthe followingfunctionsofeffectivegroupmembers? A) identifyaclear,elevatinggoal B) developoptions C) developsensitivitytowardothers D) gatheranduseinformationeffectively Answer: C
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29) Gloriapridesherselfonherleadershipcapabilities.Inpreparationforgroupmeetings,Gloria makessurethegroupisawareofameetingsagenda,determinestimesandplacesfor meetings,andgetsusefulinformationtomembersinadvanceofmeetings.Shealsotakesnotes ofwhatgoesonatmeetings.IsGloriaactingappropriatelyasgroupleader? A) No,shesdoingtoomuchwhensheshouldlearntofarmouttheworktogroup members. B) Yes,shesexhibitingseveralexcellentleadershipskillsthatareappropriatetoherrole. C) No,shereallyshouldntberesponsiblefordeterminingtimesandplacesofmeetings. D) Yes,butwhatGloriasdoingshouldbeexpectedofallgroupmembers,notjusttheleader Answer: B
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Matchthefollowingtermswiththeircorrectdefinitions. A. B. C. D. E. F. G. H. I. Authoritarianleader Democraticleader Functionalapproach Laissezfaireleader Situationalapproach Stylesapproach Taskfunctions Traitapproach Transformationalleader
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91) Whatarethree(offour)advantagesmentionedinthetextbookforworkingingroups? Answer: (1) Groupscomeupwithmorecreativesolutionstoproblemsthanapersonworking alone. (2) Workingwithgroupsimprovesthecomprehensionoftheideaspresented. (3) Groupandteammembersaremoresatisfiedwiththeconclusionsand recommendationsiftheyparticipatedinthediscussions. (4) Groupshavemoreavailableinformationbytappingtheexperiencesofgroup members.
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92) Whatarestructureandinteractioninagroup,andwhydoesthetextbooksaygroupsneeda balanceofthem? Answer: Structureistheorganizationofagroup,accomplishedbyhavingandorganizingawell developedagendathatoutlinesyourmeetinggoalsandidentifieswhatneedstobe discussedtoachievethegoals.Interactionisthegiveandtakediscussion,with participationfromthegroupmembersandattentiontorelationships.Interationis managedthroughmetadiscussion,usingeffectivegatekeepingskills,helpingthegroup tobesensitivetoandawareoftime,andusingprescriptivestrategiestomanage interaction.Itisimportantthatagroupachieveabalancebetweenthetwo,although theexactpercentageofeachwillvarywiththesituation.Toomuchstructureandyou losethemainadvantagesofagroup;twomuchinteractionandtoolittlestructureand youmaynevermoveforwardtowardthegroupgoal.
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94) Listandexplainthesixreasonsgroupsandteamsmakestupiddecisions. Answer: (1) Groupshavenocommongoal.Theydonotbeginwiththeendinmindanddonot haveacollectivevisionfortheirmission. (2) Analysisparalysis.Talkisvaluedmorethanaction.Membersoveranalyze unimportantdetails. (3) Jumpingtosolutions.Groupmembersproposesolutionsbeforethefactsare knownandtheproblemhasbeenanalyzed. (4) Groupthink.Groupmembersagreetooquickly.Ideasarenotquestionedor challenged. (5) Topichopping.Thereisalackofanagendaormeetingstructure.Discussionisnot focusedonthegoal. (6) Killerinch.Peopleagreeonmajorpointsbutargueoverminordetails.
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95) Identifyandexplaintheeightstepsusedinbrainstorming.Whichstepisthemostimportant, andwhy? Answer: (1)Selectaproblemthatneedstobesolved.(2)Discussthehistory,causes,and backgroundoftheproblemsothegroupunderstandswhatoptionsareneeded.(3)Tell thegrouptodevelopacreativemindset(setasidejudgmentsandcriticismswhen peopleofferideas,stressquantityofideas,avoidcriticizingideas,tryandcomeupwith oneormorewildideas,andpiggybackoffsomeoneelsesideas).(4)Start brainstorming.givethegroupatimelimit.(5)Toreducethepossibilityofevaluationof ideas,considerusingaperiodofsilentbrainstormingbeforesharingideas.(6)Record ideasontheboardorflipchart.(7)Keepremindingthegroupnottoevaluateideasof otherswhentheyarefirstexpressed.(8)Evaluatetheideasafterallideashavebeen presented. Themostimportantstepistosetasidejudgmentsuntilthebrainstormingsessionis completed.Evaluations,evenpraise,caninhibitcreativitybecausepeoplebeginto self-censortheirideasforfearofbeingcriticized.
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97) Brieflyexplainthethreestepsforbuildinganagenda. Answer: First,determineyourmeetinggoals,whichmayincludegivinginformation,discussing information,ortakingaction.Ifthegoalsarenotclear,themeetingwillnotaccomplish anything.Second,identifywhatneedstobediscussedinordertoachievethegoal.Does informationneedtobeprovided?Whatissuesshouldbefocusedon?Third,Organize theagenda.Forproblemsolving,refertothereflectivethinkingmethodtostructurethe discussion.Forinformation,discussion,andactionitems,subheadscanbeusedto organize.Considertheplacementofthemostimportantorcontroversialitemsso maximumgroupenergyandattentionisgained.
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98) Whatisconsensus?Identifyandexplainthreestrategiesthatgroupmemberscanuseto achieveaconsensus. Answer: Consensusisagreementamongallmembersofagrouporteamtosupportanidea, proposal,orsolution.Threestrategiesthatcanbeusedtohelpsgroupreacha consensusincludethefollowing.First,begoaloriented.Effectivegroupmemberswill keepthegrouporientedtowardtheirgoal.Second,listen.Theywilllisteneffectivelyto oneanotherbyclarifyingmisunderstandingandgivingthespeakereyecontact.Third, groupsshouldhavehonestdialogueanddiscussionsinwhicheveryoneparticipates anddifferencesofopinionaresought.
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101) Youareanupperclassmanworkingwithafacultymemberinyourmajordiscipline.Youand thefacultymemberhavebeendiscussinghowtohelpfreshmensucceedintheirclasses.One ofthepiecesofinformationthatyourprofessorkeepsbringingupisthatstudentsshould spendatleastthreehoursstudyingoutsideofclassforeachhourtheyspendinclass.This amountstoninehoursaweekforatypicalthree-hourcourse.Tothatend,youdecideto constructaforce-fieldanalysisonthatideatoseehowyoumighthelpfreshmenimprove. Constructaforce-fieldanalysisonthetopicdescribedinthestory.Onceyouhaveconstructed theanalysis,writeabriefstatementexplainingwhatstrategiesyoumighttaketohelp motivatestudentstostudymore. Answer: Theanswerswillvary;however,thestudentshoulddivideresponsesintodrivingforces andrestrainingforces.Thedrivingforcesshouldbethoseitemsthatwouldencouragea studenttostudyninehoursaweekforeachclass.Examplesofdrivingforcesmightbe improvedgrades,increasedscholarships,betteremploymentopportunitiesaftercollege, studyhoursinGreekorganizations.Restrainingforcesshouldbeissuesthatwould inhibitastudentfromstudyingninehours.(Thislistiscertainlygoingtobelonger!) Possiblerestrainersmightbeworkingtoomanyhours,takingtoomanycourses,lackof aplacetostudy.Thelastpartoftheanswershouldexplainthatthenextstepafter generatingthelistwouldbetofindwaystoincreaseorenhancethedrivingforces,and findwaystoovercometherestrainingforces.
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102) Reginaisabiologistassignedtoagroupdesignedtodiscussthepreservationofwildlifeinthe regionsnationalpark.Reginawantstobeaneffectiveteammember.Usingtheseven functionsofeffectiveteammembersfoundinthetextbook,givespecificexamplesofwhat Reginacandotobeaneffectivememberofthisteam. Answer: First,Reginacouldidentifyandimplementkeyfunctionssohergroupwillachieve successfulresults,specificallymakingsurethegroupmembersareusingvigilant thinkingtechniquesbyclarifyingthegoalthegroupwishestoachieve,identifyingif somethingneedstobechangedinordertoreachthegoal,consideringtheoptionsthe grouphasforreachingthegoal,andlookingatthepositiveandnegativeimplicationsof theoptions.Next,sheshouldensurethatthegroupidentifiesaclear,elevatinggoalthat isrealisticbutstillchallengingforthegroup.Third,Reginacouldhelpthegroup developaresultsdrivenstructurethatisorganizedaroundthestepsthegroupneedsto taketomeetitsgoal.Fourth,sheshouldbeabletogatheranduseinformation effectively.Informationshouldbegathered,shared,andaccurateconclusionsshouldbe drawnfromtheinformation.Fifth,shecanhelphergrouptobegindeveloping multiplecreativeoptions.Reginamightsuggestbrainstormingpossiblesolutionstothe problem.Whenthegroupgetsstuck,shemightsuggesttakingabreakandmeetingat alatertimetobringafreshperspectivetotheissue.Oncethegrouphasnarrowed downpossiblesolutions,Reginacouldsuggestthattheybeginthenextstepof evaluatingidesbydiscussingtheprosandconsofeachone.Finally,Reginamust developasensitivitytoothersinthegroup.Shecouldaffirmothersresearchandideas abouttheproblem.Shecouldalsoconveythatsheisinterestedinwhatothersare sayingbylisteningandbeingnonverballyresponsive.
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103) Whatisthereflectivethinkingmethod?Identifythestepsusedinthemethodandthe techniquesthatcanbeusefulineachstep. Answer: Thereflectivethinkingmethodisawayofstructuringproblemsolvingtomanage uncertaintyandtoensurethatkeyfunctionsareaccomplishedduringgroupdiscussion. Thestepsinvolvedare(1)toidentifyanddefinetheproblem.Techniquesforthisstep includephrasingtheproblemasapolicyquestionandusingtheJournalistsSix Questionstohelpdefinetheissues.(2)Analyzetheproblemtobreakitdowninto smallerpieces.Techniquesincludetheuseofforcefieldanalysistoidentifydrivingand restrainingforces,andthedevelopmentofclearcriteriatohelpintheevaluationof solutions.(3)Generatecreativesolutionsbyusingbrainstorming,silentbrainstorming, orelectronicbrainstorming.(4)Selectthebestsolutionbyusingranking,ratings, majorityvoteorexpertdecision.Reachconsensusbyremainingfocusedonthegoal, listening,andpromotingopenandhonestdialoguethatrequiresinputfromall members.(5)Takeactionbydevelopingaclearactionplanandutilizingawrittenlistof whoshoulddowhat.
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104) Compareandcontrasttrait,functional,styles,situational,andtransformationalgroup leadershipandgiveanexampleofeach. Answer: Thetraitapproachtoleadershipsaysthatpeoplearebornwithcertaintraitsorcultivate traitsthatwillmakethemeffectiveasaleader.Traitssuchasintelligence,confidence, andenthusiasmareafewofthetraitsthateffectiveleadersoftenpossess.However, havingthesetraitsalonedoesnotnecessarilymeanthatsomeonewillbeaneffective leader.Asopposedtolookingacertaintraits,thefunctionalapproachidentifiestask andprocessfunctionsthatwillmakeleaderseffective.Inotherwords,aleadermaybe intelligentandenthusiastic,butheorshemustalsobeabletohelpthegroupgetwork done,aswellashelpthegroupmaintainafriendlyclimate.Itsnotjustabouthavinga certainpersonality;itsalsoaboutwhatyoudo.Likethefunctionalapproach,the styles approachidentifiesbehaviorsthatleadersexhibit.Specifically,itlooksatleadersstyles ofinteractingwithothers,categorizingthemasauthoritarian,democratic,orlaissez faire.Unlikethefunctionalapproach,itdoesnotprescribewhateffectiveleadersdoor identifythemosteffectivestyle.Thesituationalapproachstatesthatthemosteffective styledependsonthesituationandthetypeofgroupthattheleaderisdealingwithat thetime.Aleaderisnotstuckwithonestylelikeapersonalitytrait,butheorshe shouldbeabletoadapthis/herleadershipstyletofitthesituation.Likethestyles approach,thesituationalapproachrecommendsthatleadersadapttheirstylesbased uponthegroupsneeds.Likethefunctionalapproach,itexaminesthegroupstaskand relationshipbehaviors.However,italsoexaminesthegroupsmaturitylevel.Based uponanassessmentofthegroupstaskandmaturitylevel,thesituationalapproach prescribeshowdirectivetheleadershouldbewiththegroup. Unlikethefunctionalapproach,theideabehindtransformationalleadershipislessofa prescriptionandmoreofaphilosophy.Itcombinesideasfromboththesituationaland stylesapproach.Thetransformationalleaderisbothademocraticandsituationalleader. Heorshedevelopsrelationshipswithpeopleinthegroupinordertobuildtrust,and paintsapictureofasharedvisiontoenergizeandmotivatethegrouptowarditsgoal. Atransformationalleadermustcertainlyalsodisplaythecharacteristicsdescribedinthe traitsapproach,bewillingtofollowthroughontaskandprocessfunctions,and effectivelyassesstheneedsofgroupmemberslikethestylesandsituational approaches.
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Chapter4.1: DevelopingYourPresentation
1) Whichofthefollowingstatementsillustratesadifferencebetweenpublicspeakingand writing? A) Inpublicspeaking,youusemoreformallanguagethaninwriting. B) Inwritingyoumustcarefullydocumentyoursources;inpublicspeakingitisnot necessary. C) Inwriting,redundancyisnotdesirable;inpublicspeaking,redundancyisnecessary. D) Inwriting,organizationisnecessary;inpublicspeaking,organizationisnotvery important. Answer: C
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9) Bradyismakingapresentationtohisfreshmanspeechclass.SincehewasinAPclasses duringhishighschoolcareer,hedevelopsthecentralideaforhispresentationaroundhis experience:TakingAPclassesinhighschoolcanhelpprepareyouforcollege.Inchoosing thiscentralidea,Bradyhasnot________. A) consideredtheoccasion. B) narrowedhistopic. C) conductedanenvironmentalanalysis. D) consideredhisaudience. E) reducedhisideatoasingletopic. Answer: D
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11) Inpreparationforherspeech,Mattieaskedherclassmatesquestionsabouthowtheywould respondtohertopic,visualizedherclassmatesresponsesassherehearsed,andtriedto developapresentationthatwasclearandunderstandabletoherclassmates.Asshegaveher presentation,shefoundherselfthinkingaboutherclassmatesandhowtoadapthermessage toconnectwiththem.Shealmostcompletelyforgotherownanxiety.Thisexamplebest illustrateswhichtechniquesformanagingspeakinganxiety? A) focusingonyouraudience B) focusonyourmessage C) usecreativerehearsaltechniques D) usementalrestructuring Answer: A
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12) Reypresentedaninformativespeechonearthquakes.Hedescribedthestructuralcausesof earthquakes,howtheydevelop,whichareasoftheeartharepronetoquakes,howquakesare measured,thedamagetheydo,andwhattodowhenonehits.Thespeechbecamedry,the audiencesattentiondeclined,andReysspeechexceededthetimelimitbythreeminutes. Fromthisdescription,whatwasReysmistake? A) poortopicselection B) lackofappropriateresearch C) incoherentorganization D) failingtonarrowhistopic Answer: D
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14) Melvinhasbeeninvitedtospeakatcareerdayforhissonseighthgradeclass.Melvinisa computerprogrammerwhosejobinvolvesdevelopingfinancialplanningsoftware.Rather thantalkabouthisproducts,hedecidedtofocushistalkoncomputerprogramminginthe developmentofcomputergames.Thepresentationwasasuccess.WhattechniquedidMelvin usethathelpedhisspeechbesuccessful? A) consideryourinterestsandexperiences B) considercurrentevents C) consideryouraudience D) considerlogicaldivisionsinthinking Answer: C
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17) Natewasaskedtogiveanafter-dinnerspeechattheawardsbanquetfortherugbyteam.He decidedtotakealightapproachtothesport,andentitledhisspeech,Rugby,Rugby,HowDo ILoveThee?orThreeWaystoBreakYourLegs.Thegeneralpurposeofthisspeechismost likely________. A) toinform B) topersuade C) todemonstrate D) toentertain Answer: D
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18) Whichofthefollowingisanappropriateexampleofaspecificpurposeforaspeechto persuade? A) Attheendofmyspeech,theaudiencewillbeabletolistthestepsofagolfswing. B) Attheendofmyspeech,theaudiencewillbeabletoexplainthethreestepsinmaking brownies. C) Attheendofmyspeech,theaudiencewillunderstandtheprocessofnuclearfusion. D) Attheendofmyspeech,theaudiencewillbelievethatthehandicappedneedbetter accessoncampus. Answer: D
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23) Darcigaveaspeechwiththecentralidea,C.S.Lewiswritingswereinfluencedbythe readinghedidthroughouthislife.HermainpointswereAsachild,C.S.Lewisenjoyed bookswithanimalcharacters.Asanadolescent,C.S.LewisenjoyedbooksonNorse mythology.Asanadult,C.S.LewisstudiedMedievalLiterature.Themainpointsfollow whattypeofsequence? A) chronological B) reasons C) logical D) spatial Answer: A
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25) Karlisresearchingaspeechoneuthanasia.Heknowsthattherearesomeexcellentjournal articlesonthesubject,buthisuniversityssmalllibrarydoesntcarrythejournalsinwhichthe articlesappear.Karlhasonlyafewdaysuntilhemustgivethespeech;whatshouldhedo? A) Karlshoulduseinterlibraryloantoseeifhecanlocatetheneededjournalarticles. B) Karlwaitedtoolatetostarthisresearch,sohellhavetousesomethingelseinsteadofthe journalarticles. C) KarlshouldsubstituteWebsiteinformationforthejournalarticles,becausematerial fromtheWebismoreaccurateandcurrentthanpublishedjournalarticles. D) Karlshoulduseafull-textdatabase,likeLexis/Nexis,toattempttolocatecompletetexts ofthejournalarticles. Answer: D
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28) AdrianusedprimarilyWebsourcesforhisinformativespeechaboutguncontrol.However, hisover-relianceontheWebsitesponsoredbytheNationalRifleAssociationcausedhis speechtobeslantedinonedirection,ratherthanpresentingmultiplesidesoftheissue.Which ofthefollowingstatementsbestexplainsthissituation? A) AdrianforgotthetextsadviceaboutconsideringtheaccountabilityofaWebsitebefore relyingtooheavilyonitinaspeech. B) AdrianforgotthetextsadviceaboutdeterminingtheobjectivityofaWebsitebefore relyingtooheavilyonitinaspeech. C) Adrianshouldhavefoundmoreaccurateandcurrentinformation,sothathedidntrely ontheNRAWebsitealone. D) AdrianshouldhavemixedWebsourcesandtraditionallibraryresources,topreventbias fromemerginginhisspeech. Answer: B
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39) Frankisspeakingtoagroupwhohasaverydifferentculturalbackgroundthanhis.What recommendationsshouldFrankusewhenplanninghisspeechsoitwillbeadaptedtohis audience? A) Frankshouldlimithisuseofexamplesforthisaudience. B) FrankshouldNOTusevisualaidstohelpillustratehistalk. C) Frankshouldlimithisuseofillustrations. D) Frankshouldaskfortipsandstrategiesfromreliableaudiencemembersbefore preparinghispresentation. Answer: D
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Matchthesetermstothedefinitionsgivenbelow. A. B. C. D. E. F. G. H. I. Classification Description Figurativeanalogy Hypotheticalillustration Illustration Literalanalogy Operationaldefinition Oralcitation Statistic
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87) Brieflydiscussthreewaysthatpublicspeakingdiffersfromwrittencommunication. Answer: Publicspeakingusesmoreinformallanguagethanwrittencommunication;youuse shorterwordsandpersonalpronouns.Second,publicspeakingcannotrelyupon bibliographiesorreferencepagestoprovidebibliographicinformationonthesources. Publicspeakersmuststatethesourceinthetextofthespeech.Third,becausethe audienceforaspeechislistening,notreading,thespeakermustbeveryclear,anduse repetition.Informationthatisimportant,suchasthemainpoints,shouldberepeated severaltimestohelptheaudienceunderstandandremember.Itisalsoimportanttouse oralorganizationalcuesthathelptheaudiencefollowalong.
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90) Ifyouarestumpedandcannotthinkofanideaforapresentationthetextrecommendsthree approaches.Listandbrieflyexplaineachofthese. Answer: (1)Usesilentbrainstorming.Takethreeminutesandlistasmanytopicsasyoucan thinkof,withoutevaluation.Then,gobackandconsiderwhichofthepossibletopics lookpromising.(2)Scanwebdirectoriesandwebpages.Lookundergeneral categoriestoseemorespecifictopics.(3)Youcanlistenandreadfortopicideas.You canreadthenewspaper,listentothenightlynews,listentofriends,listentotopicsin yourclasses,etc.
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97) Forthefollowingmainpoints,writeaspecificpurposestatement,acentralidea,andgive examplesofthreetypesofappropriatesupportingmaterialforthetopic. I. Low-carbohydratedietsarenotwellbalanced. II. Low-carbohydratedietshavenotbeenproventobeeffective. III. Low-carbohydratedietsarenotwellbalanced. Answer: Specificpurpose:attheendofmyspeech,myaudienceshouldbelievethat low-carbohydratedietsareharmful.Centralidea:Low -carbohydratedietsareharmful toyourhealth.Supportingmaterialmightincludestatisticsonsuchthingsashowmany peopleareusingthediet,orhowmuchmoneyisspentyearlyonthediets.Ifstatistics canbefoundonhowmanypeopleloseweight,howmuch,andhowlongtheykeepit off,theywouldbeeffective.Inordertomakethespeechmoreinterestingtothe audience,thespeakermightfindillustrationsthatmightconsistofpeoplewhohave storiesaboutthediet,ormaybeahypotheticalillustrationofapersontryingtostayon thediet.Experttestimonyofmedicaldoctorsormedicalresearchersmightbeeffective tomaketheargumentsbelievable.Laytestimonymighthelpmaketheargumentsclear oridentifiablefortheaudience.
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98) Attheendofmyspeechtheaudiencewillknowmoreabouttelevision.Explainwhatis wrongwiththisspecificpurpose,andthestepsoneshouldtaketowriteamoreappropriate purpose,andrewritethespecificpurposecorrectly. Answer: Thetopichasnotbeennarroweddown.Thespeakershouldmakealistofsubtopicson thegeneraltopicoftelevision,then,baseduponhis/herowninterestsandtheinterest andknowledgeoftheaudience,narrowdowntoasub-topic.Forexample,amore appropriatetopicmightbeTheimpactoftheInternetontelevision,orThe representationofLatinosontelevision.Then,thespecificpurposemightbewritten:At theendofmyspeechtheaudiencewillbeabletolistthreenewprogramsthatfeature Latinoactors.
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99) ListandexplainthesixcriteriaforevaluatingaWebsource. Answer: TheWebsourcemustbe(1)Accountable:whichmeanstheWebpageshouldinclude informationonwhowroteit,whosponsorsit,thedate,etc.(2)Accurate:theWebpage shoulddocumentitsfactswithcitations,justasaprintedsourceshoulddo.Ideally,the sourceuseshyperlinksthatallowthereadertovisittheoriginalsources.Inaddition,the Websiteshouldbefreeofmechanicalerrors;sloppinessinthatareacanindicate sloppinessincontent.(3)Objective:isthepurposeofthesponsortosupportanissue? Whatarethebiasesoftheauthor?Doesheorshestandtogainfromtakingaslanted position?(4)Dated:theWebsiteshouldincludeadateofwhenitwaspostedand updated.Asinothersources,recentdataisusuallypreferable.(5)Usability:TheWeb siteshouldnotcontainsomanycomplicatedgraphicsthatyoucannotdownloaditor useitefficiently.(6)Sensitivitytodiversity:freeofbiasagainsteithergender,any ethnic,racial,orsexualpreferencesubgroup,andagainstpeoplewithdisabilities.
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101) Differentiatebetweenliteralandfigurativeanalogies,giveanexampleofeach,andexplainthe recommendationsforusingthem. Answer: Afigurativeanalogyisacomparisonbetweentwoseeminglydissimilarthings.For exampleyoucouldsay,Mymotherslovewashedovermelikeawave.Aliteral analogyisthecomparisonoftwosimilarthings.Forexampleyoucouldcomparean appletoapear.Whenusinganalogiesitisimportanttoremembertocomparetwovery similarthingswhenusingaliteralanalogy.Also,makethesimilaritybetweenthetwo objectsveryclearwhenusingafigurativeanalogy.
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Chapter4.2: OrganizingandOutliningYourPresentation
1) Whattypeoforganizationalpatternisreflectedinthesemainpoints? I. Asayoungchild,J.R.R.Tolkienandhisyoungcousinsinventedalanguagecalled Nebosh. II. Asacollegestudent,J.R.R.TolkieninventedseverallanguagesinfluencedbyWelshand Finnish. III. Bythetimehepublishedtheworksoffictionforwhichheisfamous,J.R.R.Tolkienhad inventedanumberofElvishlanguages. A) chronological B) spatial C) topical D) problem-solution Answer: A
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4) Maxinedevelopsaspeechinwhichhermainideasincludethefollowing: I. Fuelemissionsfromcarsresultsinpollution. II. Drivingalternativefuelvehicleswillhelpdecreasethepollution. WhattypeoforganizationalpatternisMaxineusing? A) topical B) chronological C) spatial D) problem-solution Answer: D
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6) Nicolewasplanningaspeechadvocatingthepositionthatallstudentsberequiredtotaketwo yearsofaforeignlanguagepriortograduation.Shewasfairlycertainthatmostofthepeople inherclasswereagainstherposition.Shefeltthatthestrongestargumentshehadforthis audiencewasthevalueofthisskillwhenseekingemployment.Shedecidedtopresentthat argumentasherfirstmainpoint.WhatprincipleisNicoleusing? A) recency B) complexity C) primacy D) specificity Answer: C
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10) Foryourpersuasivespeechonassistedsuicide,youdecidetofirstprovideahypothetical exampleofaterminallyillpatientwhorequestedassistancewithbringingabouthisown death,thentotalkaboutthecurrentstateofthelawscoveringassistedsuicide.Which organizationalstrategydoesthisplanreflect? A) complexity B) specificity C) primacy D) softtohardevidence Answer: D
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12) InDarylsspeechonfootball,hetellstheaudienceintheintroductionthatheisgoingto discussthehistoryofthesport,someoftherules,andthebenefitsofplayingfootballon cardiovascularfitness.WhattypeofsignpostisDaryldemonstrating? A) atransition B) aninitialpreview C) aninternalsummary D) anfinalsummary E) anexternalsummary Answer: B
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15) Afterdoingasurveyofhisclass,RyandecidedhisdiscussionofTeslasdeathraydevice wouldbedifficultforhisaudiencetofollow.Oneofthewaysheadaptedtothiswasto paraphraseandrepeatvitalinformationattheendofeachmainpoint.WhatdevicewasRyan usinginhisspeech? A) internalsummary B) transition C) preview D) finalsummary Answer: A
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16) Inaspeech,Rebeccasaid:Thus,youshouldnowunderstandthethreemost-recommended methodsforenhancingyourabilitytorecallpeoplesnames:therepetitionmethod,the word-associationmethod,andthevisualimagerymethod.Ihopethatyouwillputthese methodsintopracticeandthatyouwillremembermynamethenexttimeyouseemeinthe hall.Thankyou.WhatdeviceisRebeccamakinguseofinherspeech? A) atransition B) apreviewstatement C) aninternalsummary D) afinalsummary Answer: D
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20) InTedsspeechonsurfing,heistryingtodecidewhetherornottotelltheaudienceinhis introductionthathehasbeenasurfersincehewasjustakid.Hewondersifthiswillhelpor hurthiscredibility.Whattextbookadviceapplieshere? A) Tedshouldavoiddescribinghisexperiencewiththetopicbecausehewillappeartobea know-it-allandwillsoundcondescendingtohisaudience. B) Tedshouldgiveabrief,credibility-buildingexplanationofhisexperiencewiththetopic. C) Tedshouldgiveafullexplanationofhisexperiencewiththetopic,includingwhenhe startedsurfing,howmanyyearshessurfed,howoftenhesurfs,etc. D) Forthesakeofsuspense,Tedshouldwaituntilhisconclusiontodescribehissurfing experience. Answer: B
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23) Deniceisspeakingaboutgrowingupinasingleparentfamily.Shebeginsherpresentationby tellingheraudienceaboutherfeelingswhenshewasleftoutoftheFather -DaughterBanquet andhowhermomplannedaspecialoccasionforthetwooftheminstead.Thisisanexample ofusinga________. A) referencetotheoccasion B) referencetosomethingpersonal C) rhetoricalquestion D) startlingstatement Answer: B
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25) Intheopeningtoherspeechabouteatingdisorders,Sheilatoldthestoryofherfriendwho almostdiedofanorexia.Inherconclusion,sheremindedheraudienceofwhatallherfriend wentthroughandexplainedthatherfriendwascurrentlydoingwellinherbattleagainstthe disease.WhatstrategydidSheilause? A) Sheprovidedclosuretoherpresentation. B) Shereferredtotheoccasion. C) Sheissuedachallengetoheraudience. D) Sheurgedheraudiencetotakeaction. Answer: A
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26) Inhisspeechaboutregisteringtovote,Danexplainsthenewlegislationthatallowsvoter registrationtocoincidewithdriverslicenserenewal.Heconcludesthespeechbystatingthat anypersonwhoisnotregisteredshouldgobyseverallocationsthathehaslistedonthe chalkboardandregisterintimeforthenextelection.Finally,Danreiterates,Everyoneplease registertovote;itsyourrightandyourdutyasacitizen.Whataspectofeffectiveconclusions hasDanused? A) Apersonalreferencetohisownexperience B) Achallengetotheaudience C) Anappealtomotivatetheaudiencetorespond D) Aneffectivesummaryofmainpointsinaspeech Answer: C
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29) WhataspectofstandardoutliningprocedureisNOTCORRECTinthefollowingexample? TheIronmanTriathalonincludesthreecompetitiveevents. 1. Competitorsmustswimfivemiles. 2. Competitorsbicyclefor101miles. 3. Competitorsrunforover26miles. 2. IronmancompetitionsareheldinmanydifferentlocationsintheU.S. 1. CompetitionsareheldinAtlanta. 2. TwocompetitionsareinNewYorkCity. 3. HonoluluhostsacompetitioninNovember. A) Theuseofstandardnumberingandlettering. B) Theuseofatleasttwosubdivisions. C) Theuseofcompletesentences. D) Theuseoflogicaldivisionsofanidea. Answer: A
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30) Howdothethreesubpointsinthefollowingoutlineviolatestandardoutliningform? A. Thecurrentstatusofourbloodsupplycreatesableakpicture. 1. Thereisaseriousdeletionofbloodbanksupplies. 2. Potentialdonorshavequitdonatingblood. 3. Contaminatedblood. A) Thesubpointsintheoutlinearenotallgrammaticallyparallel. B) Thesubpointsintheoutlinedonotfollowcorrectindentationstandards. C) Thesubpointsintheoutlinearenotlogicallydivided. D) OnlyRomannumeralsshouldappearinoutlines,notArabicnumbers. Answer: A
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Matchthesetermstothedefinitionsgivenbelow. A. B. C. D. E. F. G. H. I. Closure Hardevidence Preview Primacy Recency Signpost Softevidence Summary TopicalOrganization
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86) Brieflydefinethethreeorganizationalpatternsforinformativepresentations. Answer: Achronologicalpatternisoneinwhichthemainpointsfollowatimesequence.The mainpointsareorganizedfromwhatoccursfirst,towhatoccursnext,etc.The topical organizationpatternfollowsalogicalorcategoricaldivision;thatis,thetopicfallsinto naturalcategoriesthatdonotfollowatimeorspatialsequence.Thespatial organizationpatternfollowsageographicalspace,suchastoptobottom,northto south,etc.
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97) Explainthestandardoutlineformatandcreateanexample.Whatadvantagesdoesitofferthe speaker? Answer: AstandardoutlineusesstandardnumberingthatusesRomanandArabicnumeralsand upperandlowercasenumbersfollowedbyperiods.Forexample,thefirstpointisa RomannumeralI.,followedbysubdivisionsofA.,B.,C.,etc.Thesesubdivisionscanbe furtherdividedusingArabicnumeralsof1.,2.,and3.,withtheirsubpointsindicatedby lowercaselettersofa.,b.,c.,etc.Anappropriateoutlinewouldlooklikethis: Firstmainidea A. FirstsubdivisionofI. B. SecondsubdivisionofI. 1. FirstsubdivisionofB. 2. SecondsubdivisionofB. II. Secondmainidea Eachpointshouldhaveatleasttwosubdivisions(notone).Allpointsshouldbe grammaticallyparallel. Theadvantageitoffersthespeakeristoshowtherelationshipamongvariousideas, subpoints,andsupportingmaterialintheirpresentation.
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98) Discussmethodsaspeakercanusetoassisthisorherlistenersbypresentingtheinformation inthespeechinaclear,organizedmanner. Answer: First,themainpointscanbeorganizedbyusingafamiliarpattern,suchas chronological,spatial,ortopical.Mostaudiencesfindthesepatternsfamiliarandeasyto understand.Second,thespeakercanmakeuseofpreviews,summaries,andsignposts. Thesehelpthelistenerunderstandthroughrepetitionandclearlypointtothe relationshipsamongthedifferentpartsofthespeech.Theuseofpreviewsand summariesalsohelpssimplifycomplexideas.
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99) Whatarethedifferencesbetweenapreparationoutlineandadeliveryoutline?Discussspecific itemsthatshouldbeincludedonboth. Answer: Apreparationoutlineservesthepurposetohelpthespeakerworkthroughexactly whatheorsheplanstoaccomplish,andhow.Inaddition,thepreparationoutline allowsthestudenttotestthespeechforcompleteness,unity,coherence,andoverall effectiveness.Inaclassroomsituation,thisalsoservesthepurposeoflettingthe instructorbetterunderstandwhatthestudentplanstodo.Thepreparationoutline shouldincludesupportingmaterial,standardoutliningformat(indentation,correctuse ofnumbering,logicalsubdivisions,etc.)Thepurposeandthecentralideashouldbe writtenatthetopoftheoutline.Thepreparationoutlinemightalsobeusedtoinitially practicethespeech. Adeliveryoutlineistheonethespeakerwillbeusingduringthespeech;itshouldbe usedformostofthepracticesessions.Thepurposeistoenhancethespeakersdelivery byprovidingenoughinformationtoserveasamemorycue,butnotsomuchtobe distractingduringthespeech.Itshouldnotincludethespecificpurposeorcentralidea butshouldincludeanabbreviatedformoftheintroductionandconclusion.Keywords shouldbeusedratherthancompletesentences.Supportingmaterialandsignposts shouldbeincluded.Promptsordeliverycuesmayalsobeincluded.
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100) GiventhetopicofobesityintheUnitedStates,developproblem-solutionandacauseand effectoutlineswhichlistyourmainpoints. Answer: Answerswillvary. Problem-and-Solution I. ThefirstpartoftheproblemisthatAmericansconsumealargeamountoffatty foodswhichleadstoobesity. II. Secondly,obesitycausesdisease. III. Inordertosolvetheseproblemspeopleshouldconsumeawell -balanceddietand exercise. Cause-and-Effect I. Peopleareeatingunhealthyfoods. II. Peoplefailtofollowaregularexerciseregimen. III. Thislackofactivityandunhealthydietleadstoobesitywhichhasmany consequences.
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101) Analyzethefollowingintroduction.Discussthestrongpointsanddrawbacksofthe introductionaswritten.Rewritetheintroductiontomakeitmoreeffective. I. HiImSuzieandwillbediscussingtheeffectsofT.V.violenceonchildren. II. Someday,manyofyouwillhavechildren,andmanyofyouhaveyoungersiblings,sothis topicwillhaveadirectimpactonchildrenweknowandlove. III. Ireallydontknowmuchaboutthistopic,butIthoughitwouldbeinterestingtodiscuss. IV. Wewilldiscusstheproblemswithtelevisionviolenceandsolutionstothisevergrowing problem. Answer: Thestrongpointsarethatshetriestorelatethetopictoheraudienceandpreviewsthe problemandsolutionformat.ThedrawbacksarethatSuzieforgottoincludean attentiongettingdevice.Next,shealsodidnotcreateasenseofcredibilitywithher thirdstatement.Answerswillvaryintherewritingoftheintroduction.
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102) Howmightculturehaveaninfluenceonthewayyouorganizeyourpresentation? Answer: WhilemostU.S.audienceswillbefamiliarandcomfortablewithalinearanddirect organizationalpattern,thiswillnotbetrueforpeopleofallcultures.Aspeakermustbe awareandsensitivetootherorganizationalpatternsthatmaybefamiliartoaudiences ofothercultures.Thesemayincludeamorecircuitousrouteofillustrationsorparables orapatternofmovingfrombasicprinciplestofactsandillustrationsthataregradually relatedtoamainpoint.Bybeingawareofthesedifferences,aspeakerhastheabilityto adapttodiverseaudiencesandappreciatespeakersfromothercultureswhomayutilize adifferentorganizationalpattern.
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VOLUME4
Chapter4.3: PresentingYourSpeech
1) Whichmethodofdeliveryisaspeakerusingwhenheorshewritesouttheirspeechwordfor wordanddeliversitfromthattext? A) manuscriptspeaking B) memorizedspeaking C) extemporaneousspeaking D) impromptuspeaking Answer: A
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9) Tomspersuasivepresentationadvocatedincreasingpenaltiesforjuvenileoffenders.Inhis conclusion,Tomscalltoactionforhisaudiencewas,Ifyouthinkweshouldhavestiffer penaltiesforjuvenileoffenders,thenwriteyourcongressman.Whichguidelinedoesthis disregard? A) Thelanguageistoodramaticandislikelytoinciteanegativeemotionalresponsein listeners. B) Usingthetermcongressmanasagenericforallpersonsincongressisabiased,sexist practice. C) Thelanguageisntvividenoughtoarousetheattentionofanaudience,nortomovethem toaction. D) Thelanguageisntvivid,norisitsimpleenoughforanaudiencetounderstand. Answer: B
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11) Inaspeechaboutpreparingoneselfforthedeathofalovedone,Ambermaderepeated referencetothemarchingofFatherTime.Shehopedtocreateasenseofdramaforher audience,whileatthesametimegettingthemtoseriouslyconsiderherpoints.Whatfigureof speechdidAmberuseinherpresentation? A) personification B) simile C) hyperbole D) alliteration Answer: A
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29) TomaswasaskedtospeaktohislocalRotaryClub.Fromwhathecouldlearnabouttheclub, themembershipwasmadeupofprofessionalswhoattendedontheirlunchhourinbetween otherbusinessappointments.WhenTomaswenttospeak,heworehisfavoritesweaterand somejeans.Whatadvicedoesyourtextofferwhendecidingifthiswasappropriate? A) Alwaysdressasformallyaspossible. B) Neverdressmoreformallythantheaudienceisdressed. C) Yourdressshouldconformtotheaudiencesexpectationsfortheoccasion. D) Wearwhatyouaremostcomfortablewearing. Answer: C
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30) ReginasdemonstrationspeechtopicwasThreeWaystoImproveAmateurPhotography.In thisspeech,Reginashoweda35mmcamera,usedachartwithanenlargeddiagramofthe maincomponentsofthecamera,andthenshowed4 6photographssomegoodandsome witherrorstotheaudience.WhichofthefollowingstatementsbestsummarizesReginas useofvisualaidsinthisspeech? A) Reginaselectedandhandledallofhervisualaidsexpertlyinthisspeech. B) Reginashouldnothavebroughtthecamera;thediagramwassufficient. C) Reginashowedgoodaudienceandenvironmentalanalysisinheruseofvisualaids. D) Reginashouldhaveenlargedthephotographssotheaudiencecouldclearlyseethem. Answer: D
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31) Patriciashowedavideoclipfromapopularmovietoherclassof24studentsatthebeginning ofherfiveminutepresentation.Thecliplastedapproximatelyaminuteandahalfandwas shownonatelevision.Wasthisagoodidea? A) Yes;videocreatesaudienceinterestinyourpresentation. B) No;sheprobablyneededtoprojectitonalargescreentoaccommodatepeoplesittingon thebackrow. C) No;videooftenbreakstheflowofapresentation. D) No;theclipwasprobablytoolonginproportiontothelengthofherpresentation. Answer: D
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32) Shawnaplannedtodemonstratethetwo-stepforoneofherinformativespeechesandneeded apartnertomakethedemonstrationbesuccessful.Whichimportantguidelineshouldshe considerwhenusingpeopleasvisualaids? A) Otherpeopleshouldnotbeusedwhenyouaregivingaspeech. B) Itwillbemoreeffectivetohaveapartner. C) Ifshewantstouseapartnersheshouldhavethemrehearsewithheraheadoftime. D) Theotherpersonwillhelptakesomeoftheattentionoffher,thusdecreasingher apprehension. Answer: C
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35) Inapersuasivespeechonloweringtuition,Alvarowantedtodiscussthevarioussourcesfor theuniversitysoperationbudgetsuchastuition,stateaid,federalaid,privatedonations,and endowments.Inordertopresenttheinformationasapercentageofoverallincome,whichof thefollowingvisualaidsshouldhechoose? B) apiegraph C) abargraph D) aflipchart A) alinegraph Answer: B
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37) Inaspeechonthecharacteristicsofadiamond,Kelleyusedaneaselandaseriesoflarge photographsattachedtoafoamboardtoillustrateherpoints.Whenshebeganherspeech,she hadthetoppictureturnedover,sotheaudiencecouldnotseeit.Asshediscussedeach characteristic,sheuncoveredthephotographappropriatetoit.Whichguidelineforusing visualaidswassheusing? A) Keepyourvisualaidssimpleandtothepoint. B) Timeyourvisualstocontrolyouraudiencesattention. C) Polishyourvisualaids. D) Usetechnologythoughtfully. Answer: B
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38) Delindusthoughtthathewouldbedramaticandimpresshispublicspeakingclasswithhis speechonairpollution.Hedecidedtousemiceinaclosedjartoillustratehowairpollutionis slowlykillinghumanbeings.Butduringthespeech,henoticedthataudienceattentionwason thejarofmice,ratherthanonhimasthespeaker.WhatguidelinedidDelindusignore,with regardtousingvisualaids? A) Useanimalswithcautionasvisualaidsinaspeech. B) Donotusedangerousorillegalvisualaids. C) Timeyourvisualaidstocontrolyouraudiencesattention. D) RememberMurphysLaw. Answer: A
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Matchthesetermstothedefinitionsgivenbelow. A. B. C. D. E. F. G. H. I. Antithesis Cadence Drama Inversion Metaphor Omission Personification Simile Suspension
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Matchthesetermsorconceptswiththeircorrectdefinitions. A. B. C. D. E. F. G. H. I. Alliteration Antithesis Articulation Concretewords Correctwords Parallelism Repetition Unbiasedlanguage Vividlanguage
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86) Whatiscadence?Discussthefourwayssuggestedbyyourtextforcreatingcadenceinyour presentation. Answer: Cadenceistherhythmoflanguage.Stylisticdevicesthatproducecadencehelpthe presentationbememorableforthelisteners.Thetextrecommendsusing parallelism whichoccurswhentwoormorephraseshavethesamegrammaticalpattern; antithesis whichiswhentwosimilarsentencestructurescontrastwitheachother;repetition whichemphasizesakeywordorphrasebyusingitmorethanonce;and alliteration whichistherepetitionofaninitialconsonantsoundseveraltimesinaphraseor sentence.
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87) Whatismanuscriptspeaking?Whenshoulditbeused,andwhatarethreesuggestionsfor usingitwell? Answer: Manuscriptspeakingisreadingaspeechfromapreparedtext.Itshouldbeusedwhen thespeakerisinasituationthatrequirescarefulwordingofthespeech,suchaspolitical situationsrequiringsensitivityandtactfulness,oraformalsituationthatrequiresmore eloquence.Suggestionsforgivingmanuscriptspeechesinclude (1) typeyourspeechinshortphrasesontheupper2/3ofthepaper, (2) improveyoureyecontactbytakinginanentiresentenceatatime, (3) donotreadthemanuscripttooquickly.Useaslashmark(/)orsomeothersymbol toremindyoutopauseinstrategicplaces. (4) varytherhythm,inflection,andpaceofyourdeliverysothatthepresentationdoes notsoundread (5) andusegesturesandmovementtoaddnonverbalinterestandemphasis.
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88) Whatismemorizedspeaking?Whenshoulditbeused,andwhatarethreesuggestionsfor usingitwell? Answer: Memorizedspeakingiswhenthespeakerwritesoutthepresentation,thencommitsitto memory.Itshouldbeusedwhenexactwordingisrequired,whenthespeakerhastime tocommitittomemory,andifexacttimelimitsarenecessary.Suggestionsincludenot todeliveryourspeechtoorapidly,avoidrepetitiouspatternsinyourvoice;practice vocalvarietythroughtheuseofrecordings,andusegesturesandmovementtoadd interestandemphasis.
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89) Whatisimpromptuspeaking?Whenshoulditbeused,andwhatarethreesuggestionsfor usingitwell? Answer: Impromptuspeakingiswhenthespeakerdoesnothavemuchadvancepreparation, andmustspeakoffthecuff.Suggestionsincludetoconsideryouraudiencesinterests, expectations,andknowledge;bebrief(onetothreeminutes);organize-usean introduction,body,andconclusion;drawuponyourownpersonalknowledgeand experience;usegesturesandmovement;andbeawareofthepotentialimpactofyour communication.
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90) Whatisextemporaneousspeaking?Whenshoulditbeused,andwhatarethreesuggestions forusingitwell? Answer: Extemporaneousspeakingisthedeliveryofapreparedspeechfromafewnotesina deliveryoutline.Thespeechitself,althoughpreparedandrehearsed,willbeworded slightlydifferenteachtime.Toprepare,itisrecommendedthatthespeakerusea full-contentoutlinewhenbeginningtorehearse,thenmovetoadeliveryoutlinebased onfewernotesasyourehearse.Donottrytomemorizethespeechwordforwordbut continuetovarythewayyoupresent.Asyoudeliveryourspeech,adapttoyour audience;andmakeuseofgesturesandmovementsthatarisenaturallyfromwhatyou aresaying.
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91) Explaintheconceptofusingwordswellaspartofeffectiveverbaldelivery. Answer: Youwanttocarefullychoosewords,phrases,andsentencesthataccuratelyand effectivelycommunicateyourmessageinamemorableanddistinctivestyle.Themost effectivewordsarespecificandconcrete(wordsthatrefertoanobjectoractioninthe mostspecificwaypossible),unbiased(wordsthatdonotoffendanygroupandcreate goodwill,oravoidoffendingyouraudience),andvivid(wordsthataddcolorand interesttoyourspeech).Wordsshouldalsobesimpleandunderstandableand certainly,correctwordsshouldbeusedtodemonstrateaspeakerspreparationand credibility.
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92) Explaintheeffectiveuseofthethreecomponentsofphysicaldelivery. Answer: Thethreecomponentsaregestures,movement,andposture. Gesturesarehandandarmmovementsusedduringspeaking.Gesturesshouldbe conversationalandnaturalyetdefinite.Itisimportantthatyourgesturesbevaried,not overdone,andappropriatefortheaudienceandsituation. Movement(thechangeoflocationduringapresentation)shouldbepurposefuland consistentwiththeverbalportionofyourmessage.Speakerscanadapttothephysical surroundingstogetclosertotheiraudienceandshouldalsoadapttothecultural expectationsofaudiencemembers. Posture,orthespeakersstance,isalsoimportantbecauseitmayreflectonyour credibility.Speakersshouldavoidslouching,shiftsinweight,ordroopingtheirheads. Inaninformalpresentation,itmaybeappropriatetoperchontheedgeofadeskor stoolbutnottositorlean.Yourpostureshouldreflectyourinterestandattentionto youraudienceandyourpresentation.
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93) Whatrecommendationsdoesyourtextbookmakefortheeffectiveuseofeyecontactbya speaker? Answer: Inthisculture,eyecontactisencouraged.Studieshaveshownthatspeakerswhouse directeyecontacthavemorecredibility,andlistenerslearnmorefromthem.Itis suggestedthatyouestablisheyecontactwithyouraudiencebeforeyousayanything, maintaineyecontactduringyouropeningsentence,andestablisheyecontactwith peoplethroughoutyouraudience,notjustinsomeareas.Donotlookovertheheadsof theaudienceanddonotbreakeyecontactwithyouraudiencebyturningawaywhen usingvisualaids.
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94) Listfiveoftheeightguidelinesfor using presentationaidseffectively. Answer: (1)rehearsewithyourpresentationaids(2)maintaineyecontactwithyouraudience, notyourpresentationaids(3)explainyourpresentationaids(4)timeyourpresentation aidstocoincidewithyourdiscussionofthem(5)donotpassaroundsmallobjects, pictures,oritems(6)usehandoutseffectively(7)usesmallchildrenandanimalswith caution(8)usetechnologytoenhanceyourpresentationnotforitsownsake.
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96) Inawell-developedessay,nameanddefinethefourdeliverystylesrecommendedbythe textbook.Whatfactorsshouldbetakenintoaccountwhenaspeakerconsiderswhichstyleto use? Answer: (1)Themanuscriptspeechisaspeechthatisreadfromatext.Mostpeoplearenot skilledatthistypeofdeliveryandsounddullandmonotonous,soitshouldonlybe usedwhennecessary.Thebiggestreasonforusingamanuscriptspeechisthatitallows forplanningofexactwording.Thisissometimesdesirableinaveryformalsituation,or whenthesituationistenseorsensitive,andthespeakercannotaffordtoerr.(2) Memorizeddeliveryissimilartomanuscript,exceptthespeechiscommittedto memory.Itshouldonlybeusedifthespeakerhasplentyoftimetocommitthespeech tomemory.Italsoallowsforexactwording,andhastheaddedbenefitthateyecontact, gestures,andmovementmaybeenhanced.(3)Extemporaneousdeliveryiswhenthe speakerusesonlybriefnotes,preferablyinadeliveryoutline,fordeliveringthespeech. Itshouldbeusedundermostcircumstances;thedeliveryismorenaturalandis preferredbymostaudiences.Italsoallowsthespeakertoadapttotheaudience,(4) Impromptuspeakingisspeakingoffthecuffandisusedwhenaspeakerhaslimited timetoprepare.Itrequiresafocusontheaudienceandtheabilitytoorganizeabrief (onetothreeminute)presentationthatdrawsheavilyonthespeakersexperienceand knowledge.
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97) Yourfriend,Vincent,asksforyouradviceonpolishinghisspeech.Hehasresearchedand organizedhisspeechwell,andpracticeditenoughtofeelcomfortabledeliveringit,butfeels heneedshelpwithhislanguagechoicestomakeitmoreinterestingandmemorable.What advicemightyougivehimconcerningfigurativelanguage,drama,andcadence?Explainat leastonedeviceineachofthosecategories. Answer: Figurativelanguagecreatesinterestbecauseitdeviatesfromtheordinary,expected meaningsofwords.Tousefigurativelanguage,usemetaphors,similes,or personification.Ametaphorisanindirectcomparison.Asimileisacomparisonusing likeoras.Personificationisgivinganobjectorideathecharacteristicsofaperson. Dramacreatesinterestinaspeechthroughcreatingsuspensebywordingthingsinan unexpectedway.Dramamaybecreatedthroughomission,inversion,orsuspension. Omissionisleavingoutawordorphrasethattheaudienceexpectstohear.Inversionis reversingthewordorderofasentenceorphrase,andsuspensioniswithholdingakey wordorphraseuntiltheendofthesentence.Cadenceistherhythmofthespeechthatis createdthroughverbaldevices.Cadencemaybecreatedthroughparallelism,antithesis, repetition,oralliteration.Parallelismiswhenthegrammaticalstructureofseveral phrasesorsentencesisconsistent.Antithesisisatwo-partparallelstructureinwhich thesecondpartcontrastsinmeaningwiththefirst.Repetitionisemphasizingakey wordorphrasebyusingitmorethanonce.Alliterationisrepeatingtheinitialsoundof severalwordsthatareincloseproximitytoeachother.
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98) Inaspeechaboutdevelopingeffectivestudyhabits,yourclassmateGeorgehasconsidered usingvisualaidstoenhancehisaudiencesretentionofhisinformation.Thusfarhehas selected(1)achartsummarizingbasicstepsofcreatinganappropriatestudyenvironment;(2) avideoofastudygroupworkingonpreparationforanexamand(3)abook.Inawell developedessay,identifytheguidelinesforusingeachtypeofvisualaidhehasselected. Answer: Answerswillvary.Possibleanswersincludegeneralguidelinesforvisualaids: (1) selecttherightvisualaid, (2) makeyourvisualaidseasytosee, (3) keepyourvisualaidssimple, (4) polishyourvisualaids, (5) rehearsewithyourvisualaids, (6) maintaineyecontactwithyouraudience,notyourvisualaids, (7) explainyourvisualaids, (8) timeyourvisualaidstocoincidewithyourdiscussionofthem, (9) donotpassitemsthroughtheaudience, (10) usehandoutseffectively, (11) andusetechnologythoughtfully. Thegoalistogetamorespecificanswerfortheparticulartypesofaidsselected. Thestepscouldeasilybeoutlinedonachart.Thechartshouldbelargeenoughtobe seenbytheentireaudience.Itcouldbetransferredtoanoverheadorinsertedintoa PowerPointslide.Itshouldbesimpleandshouldbeclearlytypedorlettered. Thevideomightbeusefultoexplainaconceptorgettheattentionoftheaudience.It shouldbeshownonascreenthatislargeenoughtobeeasilyseenbytheentire audienceandheshouldonlyusebriefclipsorexcerpts.Itshouldcomplementrather thantakeoverhispresentation. Thebookmaynotwork.Hemayuseitasaproporholdituptoshowifheisusingit asareference.Passingitamongtheaudiencememberswillbedistracting.
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99) Afterwatchingavideotapeofherspeech,Marisaconcludesthathervocaldeliveryis monotoneanddifficulttounderstand.Usingthefouraspectsofvocaldeliveryinyourtext, giveMarisaadviceonhowshemightimprovehervocaldelivery. Answer: First,Marisamightexaminethevolume ofhervoice.Wassheloudenoughtobeheard onthebackrow?Shemightalsoconsidersofteningorincreasingtheloudnessofher voicetoemphasizeimportantmomentsinherspeech.Next,sheshouldexamineher pitch,whichisthehighnessorlownessofyourvoice.Shemightaskwhetherornotshe changedherpitchatdifferentmomentsinherspeech,suchaswhensheaskeda question.Shemightpracticeexaggeratingherchangeinpitchandthentoningitdown fortheactualpresentation.Shealsoneedstoexamineherrate.Wasittoofastortoo slow?Didherratevary?Ifherratewastoofast,shemightconsideraddinginpauses toslowitdown.Shealsoneedstolookather articulationorenunciationofsounds. Wereherwordscrispanddistinctorweretheymumbledandslurred?Didshe mispronounceanywords.Shecouldslowdownandpracticesayingwordsclearlyand crisplyandthenspeeduponceshegetsthehangofit.Shecouldrecordhervoice severaltimes,listeningtoandevaluatingtheseareas.Shecanmarkhernotecardsfor hernextspeechwithdeliverycuesthatwillremindhertoincorporatetheseideas.
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100) Marcusdeliversapresentation,buthefailstouseanygestures.Youhavebeenaskedtocoach himinordertoimprovethisarea.WhatsuggestionswouldyougivetoMarcus? Answer: First,Marcuscouldsimplyfocusonhiseverydayconversation.Doeshegesture?Ifhe doesnt,hecanbegintopracticeusinggesturesineverydayconversation.Ifhedoes,he shouldsimplystartthinkingofhispresentationasaconversation.Infocusingonhis messages,hisgestureswillnaturallyflowoutofit.Ashebeginstogesture,heneedsto doitwithpurposeandconfidence.Thegesturesneedtobebigenoughtobeseen. However,theyshouldnotbesobigthattheybecomeadistraction.Next,heshouldbe carefulofusingthesamegestureoverandoveragain.Heshouldpracticeusing differentkindsofgesturesthatclearlycoincidewithwhatheissaying.Finally,he shouldconsiderhisaudience,theformalityofthespeakingsituation,andthe culture-basedexpectationsofhisaudiencesohecandecideonthemostappropriate gesturesforhisspecificaudience.
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VOLUME4
Chapter4.4: SpeakingtoInform
1) SatoshigaveaspeechexplainingthreetypesofJapanesewriting.Thisisexampleofaspeech to________. A) inspire B) persuade C) entertain D) inform Answer: D
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13) KellyreallypridedhimselfonhisknowledgeofBritishroyalhistory.Hehadthreemain pointsinhisinformativespeech,hisfirstbeingtheancientlineageofQueenElizabeth.Bythe timehegotthroughhisfirstpoint,fourminutesofhissix-minutetimeallotmentforthe speechhadbeenused.WhatwasKellyserrorinthissituation? A) notrelatingnewinformationtoold B) notreinforcinghiskeyideasverbally C) notreinforcinghiskeyideasnonverbally D) notpacingtheflowofhisinformation Answer: D
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14) MelissaknewthatmostofheraudienceknewverylittleaboutcreatingaPowerPoint presentation,sosherelatedherpresentationtowhatheraudiencealreadyknewaboutusing wordprocessingprograms,andtheprinciplestheyhadlearnedaboutcreatingvisualaids. Whattechniqueissheusingtomakeherpresentationclear? A) paceyourinformationflow B) relatenewinformationtooldinformation C) relatetoyouraudiencesinterests D) useattention-catchingsupportingmaterial Answer: B
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27) Markheardagreatjokeaboutacomputernetworkadministrator.Hedecidedtouseitinhis speechonfinancialaidasawaytogettheaudiencewarmedup.Whenhegavehis introduction,henoticedthathisaudiencelookedsomewhatconfusedwhenhepreviewedhis mainpoints.WhattipforusinghumordidMarkfailtofollow? A) Usehumortomakeapoint. B) Makeyourselfthebuttofthejoke. C) Usecartoonsorquotes,butnotstories. D) Usehumorinthebody,butnottheintroduction. Answer: A
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30) AndersspokeonthemountainrangesinNewMexico.Inhisintroductionhepreviewedhis mainpoints.Ashegottoeachmainpointheusedaninternalpreviewandaninternal summary.Attheendofhisspeech,hesummarizedhismainpoints.Whichstrategyfor makingyourspeechmemorabledidAndersuse? A) motivatingtheaudiencetolisten B) relatingtheinformationtotheaudience C) reinforcingideasnonverbally D) buildingredundancyintothespeech Answer: D
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32) Margariteisgivingapresentationonlisteningskillstoagroupofpeoplewhoworkforalarge corporation.Sheplansapresentationthatrevolvesaroundactivitiesthattheycanparticipate inandrelatestheseactivitiestosituationstheyencountereverydayatwork.Margariteis usingwhichofthefollowingtomakeherpresentationmemorable? B) usingadultlearningprinciples A) buildinginredundancy C) reinforcingkeyideasverbally D) reinforcingkeyideasnonverbally Answer: B
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35) WhenKikoreviewedthemainpointsinherinformativespeech,shesloweddownherrateof speech,decreasedhervolume,madesuretoarticulateeachwordclearly,andpausedbetween eachpoint.WhattechniqueofmakinganinformativespeechmemorabledidKikoeffectively employ? A) establishingamotivefortheaudiencetolisten B) buildingredundancyintothespeech C) reinforcingkeyideasnonverbally D) pacingtheflowofinformation Answer: C
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Matchtheinformativespeechstrategiestotheexamplesdescribedbelow. A. B. C. D. E. F. G. H. I. J. K. Buildinredundancy Presentinformationthatrelatestothelistenersinterests Reinforcekeyideasnonverbally Reinforcekeyideasverbally Relatenewinformationtoold Simplifyideas Useadultlearningprinciples Useeffectiveattention-catchingsupportingmaterial Usehumor Useinterestingpresentationaids Usewordpictures
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92) Brieflyexplainthepurposeofspeechtoinform.Giveexamplesofatleast3specificsituations (otherthanstudentspeechesinaspeechclass)inwhichinformativespeakingiscommonly used. Answer: Aspeechtoinformisonethatexplains,instructs,orteaches.Itgivestheaudience knowledgeorunderstanding.Speechestoinformarecommonlyusedbyteachersinthe classroomwhentheylecture,onthejobwhenasupervisortrainsanewemployee,orin sportswhenacoachshowsplayershowtodoaparticularskillorimprovetheir technique.
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93) Whatarethethreesuggestionsformakingyourinformativespeechclear?Brieflyexplaineach. Answer: (1)Usesimpleideasratherthancomplexones.Limitnewideastoafew,donttryto givetoomuchcomplexinformation.Followalogicalpatternofexplanationtohelpthe listenerunderstand.(2)Paceyourinformationflow.Spreadnewinformationout.Dont coveranumberofsignificantpointsinashortperiodoftime.(3)Relatenew informationtoold.Welearnbyassociatingwhatwealreadyknowtothenew information.Thinkaboutwhatyouraudiencesknowledgeofyourtopicis,anduse analogiestointroducenewideas.
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94) Discussanyfourofthesixsuggestionsgiveninthetextbookformakingyourspeech interesting.Brieflyexplaineach. Answer: (1)Presentinformationthatrelatestoyouraudiencesinterests.Presentinformationthat thathasacloserelationshiptoyouraudience.Alsoknowingwhyyouareinterestedin thetopichelpsyoutounderstandwhytheymaybeinterested.(2)Use attention-catchingsupportingmaterial.Giveexamplesandanalogiesthatgivethebig picture.(4)Establishamotiveforyouraudiencetolistentoyou.(4)Usewordswell.Use vividlanguage,suchaswordpictures,tohelptheaudienceimagineyourtopic.(5) Createinterestingpresentationaids.Usethebestvisualaidsforaccomplishingyour specificpurpose.Moderntechnologyhasgivenusmanymorechoicesforvisualaids. (6)Usehumorwiselybyusingittomakeapoint,makingyourselfthebuttofthejoke, usinghumorousquotations,andusingcartoons.
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98) Thetextbookgivesfoursuggestionsfortheuseofhumorinaspeech.Brieflydiscussthreeof them. Answer: (1)Usehumortomakeapoint.Yourhumorshouldbedirectlyrelatedtoyourspecific purpose.Theconnectionshouldbecleartotheaudience.(2)Makeyourselfthebuttof thejoke.Thisisthebestwaytoavoidoffendingaudiencemembers.(3)Usequotes: quotes,proverbs,orsayingsthatarehumoroussinceyoudidntwriteityourself,you cangiveamoreobjectiveappraisalofthehumorandthesensitivity.(4)Usecartoons a goodwaytobeginaspeech.
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99) Whatarethreeofthefivepreferencesofadultlearners?Brieflyexplainhowthesepreferences couldbetakenintoaccountbyapublicspeaker. Answer: (1)tobegiveninformationtheycanuseimmediately(2)tobeactivelyinvolvedinthe learningprocess(3)toconnecttheirlifeexperienceswiththenewinformationtheylearn (4)toknowhowthenewinformationisrelevanttotheirbusylives(5)toreceive informationthatisrelevanttotheirneeds.Thispointstotheimportanceofaudience adaptation:discovertheirneedswhileresearchingyourspeech.Relatethespeechtothe interestsoftheaudience,useeffectivesupportingmaterial,usewordswell,andcreate interestingvisualaids.Relatetotheaudiencesinbasketbydiscussingtopicsthatare relevantandmeaningfultoyouraudience.
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105) Itiscriticaltothesuccessofaninformativespeechthattheaudiencerememberthespeakers information.Yourtextbooksuggestsfourwaysthataspeakercanworktoenhanceaudience retention.Inawell-developedessay,discusshoweachcanmakeaninformativespeechmore memorable.Selectexamplesfromspeechesyouhaveheardinclass(whetheragoodexample ofthetechniqueorafailuretousethetechnique)toillustrateyouranswer. Answer: (1)Useadultlearningprinciplestoprovideinformationlistenerscanuseimmediately, involvethemactivelyintheprocess,connecttheirlifeexperienceswiththenew information,andprovideandexplaintherelevancyoftheinformation.(2)Buildin redundancy.Tellthemwhatyouregoingtotellthem,tellthem,tellthemwhatyouve toldthem.Theuseofpreviewsandsummarieshelpsaccomplishthis.(3)Reinforcekey ideasverbally.Usephrasessuchasthekeyideaorthemostimportantideais...(4) Reinforceideasnonverbally:usegestures,pauses,vocalinflections,andmovementto emphasizemajorideas.
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107) Describetheimportanceofrelatinginformationinapresentationtotheinterestofyour audience.Giveexamplesofthreestrategiesyoucanusetorelatetoyourlistenersinterests. Answer: Exampleswillvary. Itisimportanttorelatetoyourlistenersinterestbecauseyouwantyouraudienceto listenandbeinterestedintheinformationyouareoffering.Iftheyareinterestedand arelistening,itismorelikelytheywillalsorememberyourinformation. Strategiesinclude: (1)Useactivityandmovement.Listenersaremorelikelytolistentosomeonewhotells anactionpackedstorythatislivelyandfullofmovement.(2)Discussissuesandevents closetoanaudience.Inotherwords,relatetowhatisgoingoninyourlistenerslives. Also,usespecificaudiencemembersnames.(3)Createconflictinyourpresentation. Peoplearemoreinterestedinhearingaboutopposingforcessuchaspittinggood againstevil.(4)Thinkaboutwhyyouareinterestedandestablishcommonbondswith theaudience.
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VOLUME4
Chapter4.5: SpeakingtoPersuade
1) Theprocessofchangingorreinforcingattitudes,beliefs,values,orbehavioristheprocessof ________. A) informing B) entertaining C) persuading D) refuting Answer: C
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6) Oneofyourclassmatesarguesinhispersuasivespeech,Whatstarvingpeopleneedfirstis foodandcleanwaternotcounselingaboutthesadstateoftheirgovernments,notadvice aboutwaystoattractnewindustry,andnotpityoverthelossoftheirself -esteem.What principleofpersuasivespeakingisthisclassmembereffectivelyusing? A) cognitivedissonanceandnegativemotivation B) presentingmoreadvantagesthandisadvantages C) basicneedsmustbesatisfiedbeforehigher-levelonesareconsidered D) creatinggradual,ratherthansudden,changeinlisteners Answer: C
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7) Inherpersuasivespeech,MarthaspokeabouttheallegedespionagebytheChinese,andthe possibletheftofU.S.nucleararmamentsecrets.Shegottheaudiencetothinkaboutthe possibilitythatChinacouldonedayriseupandusehigh -technuclearweaponsagainstthe UnitedStatesShechallengedthemtomonitorSenatehearingsontheproblemandtoget involvedbywritingore-mailingtheircongresspersons.WhatformofmotivationdidMartha successfullyemployinherspeech? A) anappealtopatriotism B) anappealtobasicself-esteemandself-actualizationneeds C) apositivevisualization D) afearappeal Answer: D
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B) specificpurpose D) supportingillustration
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18) WhenstudentsarrivedforthespeechbyJoeClark,theyhadalreadyseenpostersaround campuswithhispictureandthementionofamovieabouthim,LeanonMe,whichmanyhad evenseen.Inhisspeechofintroduction,thestudentbodypresidentcomplimentedClarks achievementsandcommenteduponhisawardsandrecognition.Thepublicityandthe introductionenhancedMr.Clarks________credibility. A) initial B) derived C) terminal D) vicarious Answer: A
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D) reasoning
23) Inyourspeechtoagroupofhighschoolstudents,youexplainhowyouhaveseenpeopledo stupidthingsatpartiesasaresultofdrinking,youveseenhowdrunkenpeopleput themselvesatrisk,andyouveheardofpeoplesreputationsbeingruinedbecauseof alcohol-relatedincidents.Becauseofwhatyouveseen,youwanttourgeyourlistenersto avoiddrinkinginsocialsituationssotheywillnotsuffertheconsequencessimilartothoseyou discussed.Whatformofreasoninghaveyouusedinthisspeech? A) deductive B) inductive C) causal D) syllogistic Answer: C
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24) Inaspeechtotheneighborhoodwatchgroup,Mr.Simmonsmadethefollowingstatement:If youseesomeonerunningfullsteamdownthesidewalk,youcansafelyassumethatheorshe hascommittedsometypeofcrimeinthatneighborhood.Somemembersoftheaudience recognizedthisstatementasanexampleof________. A) acausalfallacy B) redherring C) deductivereasoning D) abandwagonfallacy Answer: A
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26) Theaisarguingagainstthebondproposalthatwouldraisemoneytobuildabikelaneonthe mainavenuecomingintotheUniversity.Shedismissestheopposingargument,describing thegroupthatproposedthebondsasliberaldogooders.Bymakingthisclaim,sheisasking theaudiencetobelieveherbasedonwhichtypeofreasoningfallacy? A) redherring B) adhominem C) appealtomisplacedauthority D) nonsequitur Answer: B
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27) TomusedtheInternettochecktheshowtimeforalocalmoviehewantedtosee.Whenhe arrivedatthetheateratthetimeshownonline,hefoundhewaslateforthestartofthemovie. Afterwards,TomtoldhisfriendnottousetheInternetbecauseitwasanunreliablesourceof information.Thisisanexampleofareasoningfallacyof________. A) nonsequitur B) redherring C) causal D) either-or E) hastygeneralization Answer: E
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30) Martyspersuasivespeechwasaboutguncontrolandschoolviolence.Hemadethestatement, Weeithergetridofthegunsinoursocietyorwegetreadyformoreschoolviolence,like whathappenedinKentucky,Arkansas,andColorado.Thiskindofargumentrepresentsa/an ________. B) adhominemfallacy A) bandwagonfallacy C) appealtomisplacedauthority D) either-orfallacy Answer: D
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34) Inhisspeechabouttheriseinterroristattacksthroughouttheworld,Hankshowedenlarged picturesofthebombedoutsubwayinLondonandtheruinsoftheTwinTowersinNewYork City.Fromthisdescriptionofhisspeech,whichpersuasivespeakingstrategydidHank effectivelyemploy? A) Heusednonverbalbehaviortosolidifyhisreasoningandevokeaudienceemotions. B) Heusedconcreteexamplesthatappealedtoaudiencemembersreasoningandlogic. C) Heresortedtologicalfallaciestoeffectivelyarousethepassionsofhisaudience. D) Heusedstrongvisualimagestoevoketheemotionsofhisaudience. Answer: D
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Matchthefollowingfallaciesinreasoningtothedefinitionsgivenbelowinthefollowingquestions. A. B. C. D. E. F. G. H. I. Adhominem Appealtomisplacedauthority Bandwagonfallacy Causalfallacy Either-orfallacy Hastygeneralization Nonsequitur Redherring Refutation
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88) Whatiscognitivedissonance?Howmightaspeakermakeuseofitinapersuasivespeech? Answer: Cognitivedissonanceisafeelingofdiscomfortapersonexperienceswhenheorshe perceivestherenewinformationthatconflictswiththeirpreviouslyorganizedthought patterns.Thisfeelingofimbalancemaypromptachangeintheirattitudes,beliefs, values,orbehavior.Aspeakermaymakeuseofthisbypointingoutsuch inconsistencies,forexample,bypointingoutthatoneswishforgoodhealthis inconsistentwithoneslifestyle.Thepersuaderthenoffersapalatablewaytoreduce thatinconsistency,intheformofasolutionstep.
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89) BrieflydiscusshowaspeakermightapplyMaslowsHierarchyofNeedstoapersuasive speechongettingstudentstovolunteerforacharity.Discussatleasttwospecificwaysit mightbeused. Answer: First,thespeakermustdeterminewhichneedsonthehierarchyarerelevanttothe topic,andwhichneedsonthehierarchyareimportanttohisorheraudience.Ifitcanbe assumedthatthelowerneeds(physiologicalandsafety)aregenerallymet,thenthe speakermaylooktoahigherneed,suchassocialorself -actualization.Then,the speakerdetermineshowhisorherpropositioncanfulfillthatneed.Forthetopicof charity,anappealtoasafetyneedmightemphasizethefuturepossibilitythatthe studentorhisorherfamilymightsomedayneedtheservicesofthatparticularcharity. Thiscouldbeaccomplishedbypointingtoothersimilarpeoplewhohaveneededitin thepast.Anadditionalappealmightbetoonesself-esteemneed,whichmightuse positivevisualizationtohelpthestudentfeelgoodabouthimorherselfthrough volunteering.
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90) Brieflyexplainthreeofthefourstrategiesforusingfearappealseffectivelyinaspeech. Answer: First,thefearappealismosteffectiveifthespeakershowsitspotentialforaffectingthe lovedonesoftheaudience,asopposedtopersonalimpact.Second,thefearappealis mosteffectiveiftheaudiencehasrespectforthespeaker:thisimpliesattentionoughtto bepaidtoonescredibility.Third,thefearappealismosteffectiveiftheaudience believesthethreatisreal;hencethespeakerneedstodemonstratethelikelihoodofthe threattakingplace,perhapsbydescribingillustrationsofrealpeoplebeingaffectedby it.Fourth,increasingtheintensityofthefearappealincreasesthelikelihoodthefear appealwillbeeffective,particularlyifthelistenercantaketheactionrecommendedby thatspeaker.
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91) Brieflydiscussthedifferencebetweenanattitude,value,andabelief.Giveanexampleofeach. Whyarethesedifferencesimportanttoaspeaker? Answer: Anattitudeisapredispositiontoactinafavorableorunfavorablewaytoward something.Forexample,onemighthaveafavorableattitudetowardrecycling.Abelief isthedegreetowhichwethinksomethingistrueorfalse:forexample,thebeliefthat recyclingisaneffectivemethodofprotectingtheenvironment..Avalueisanenduring conceptofrightorwrong,orgoodorbad.Forexample,onemayhavethevaluethat eachindividualshouldenjoytheofprivacy. Knowledgeofthenatureofattitudes,beliefs,andvaluesisimportantbecausetheyvary intheirpermanence.Attitudeschangefairlyeasily,beliefslessso,andvaluesare enduringandnotlikelytochange.Aspeakershouldtakethisintoaccountwhen planninghisorherproposition.Ifheorshewishestoaffecttothevaluesofthe audience,forinstance,thenonlyamodestchangewouldberealistic.Likewise,ifthe speakercansurmisethevaluesoftheaudience,heorshemightbeabletolinkthe propositiontotheirvalues.
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95) Brieflyexplainwhattherefutationorganizationalpatternisandgiveanexampleofit. Answer: Refutationisanorganizationalstrategybywhichyouidentifyobjectionsandthen refuteeachoftheseobjectionswithargumentsandevidence.Thisisaneffective organizationalmethodifyouknowyourlistenersprimaryobjectionstoyour proposition.Sincetheaudiencewillprobablythinkoftheseobjectionsanyway,itis effectivetorecognizethemandsupportyourargumentwithcrediblefactsandstatistics ratherthantheuseofanemotionalappeal. Exampleswillvarydependingontheaudienceandtopic.
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98) Inawell-definedessay,explainwhataspeakercandotoenhanceinitialcredibility,derived credibility,andterminalcredibility. Answer: Alltypesofcredibilityrequirethoughtfulplanning.Forinitialcredibility,thespeaker shouldbemindfulofhisorherdressanddemeanorpriortothespeech.Havenotesand visualaidspreparedandreadytosetupbeforeenteringtheroominviewofthe audience.Provideasummaryofyourcredentialstobeusedinyourintroduction. Nervouslyrunningaroundtryingtoadjustvariousitemswilldiminishonesinitial credibility,whereasacalm,confidentappearancewillenhanceit.Whenwalkingtothe lectern,lookpoisedandconfident,pausebeforebeginning,andlookattheaudience directlywhilebeginningyourspeech. Derivedcredibilityiscreatedduringthecourseofthespeech,andisadirectresultof preparation,creatingcommongroundwiththeaudience,andpractice.Makinguseof thenotionsofcompetence,trustworthiness,anddynamismwillenhanceonesderived credibility.Forexample,forcompetencethespeakermightmentionpersonal experience,presentthespeechinanorganizedfashion,andusecrediblesources.For trustworthiness,thespeakerneedstobesincere,andfordynamism,thespeakerneeds toshowenthusiasmforthetopic. Terminalcredibilityisbaseduponthespeakersabilitytoprepareaconclusionand deliveritwell,maintaineyecontactwiththeaudience,andbepreparedtoanswer questions.
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99) Yourtextbookprovidessomeexcellentstrategiestoadaptyourmessagetoappealtothe positionofyouraudience.Inathorough,detailedessay,firstidentifythethreetypesof audiences.Explaintwostrategiesthatarerecommendedtoenhancepersuasionforeachtype ofaudience. Answer: Areceptiveaudienceisonethatisalreadybasicallyinagreementwiththespeaker.The speakershouldidentifywiththeaudienceandemphasizecommoninterests.The speakershouldbeveryclearabouthisorherobjectives,andaskforanimmediateshow ofsupport.Astheaudienceisalreadyreceptivetowardyourtopic,youcanutilize emotionalappealstomovethemtoaction. Aneutralaudienceisonethatislargelyindifferenttothetopic.Aspeakercanhook theaudiencewithanengagingintroduction,refertobeliefsandconcernsthatare importanttotheaudience,andshowhowthetopicaffectstheaudienceandthepeople theycareabout.Itisimportantthatthespeakerberealisticaboutwhatcanbe accomplishedwithaneutralaudience.Gettingthemtotakeactiononsomethingthey areinitiallyblaseaboutisprobablyunrealistic. Anunreceptiveaudienceisonethatisindisagreementwiththespeakersproposition. Inordernottoprompttheaudiencetotune-outthespeaker,thespeakershouldnot explicitlystatehisorherpurposeuntilacommongroundhasbeenachieved.The speakershouldusetheprimacyprinciple,presentingthestrongestargumentfirst.The speakershouldacknowledgeopposingpointsofview,andthenrefutethemoroffer additionalinformation.Otherwise,theaudiencewillbeconstantlythinking,Yeah,but whatabout...?Finally,thespeakershouldberealisticabouthisorhergoals.Expecting amajorshiftinattitudesisunrealistic.Gettingtheaudiencetoconsideronespositionas areasonableonemightbeahugesuccess.
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100) Selectoneofthetopicsgivenbelowforthisquestion.Usingthetopic,developan organizationalplanusingthemotivatedsequence.Includeandexplaineachstepinthe sequence. Topics: 1. Audiencemembersshouldvolunteertobeabonemarrowdonor; 2. TheBoardofRegentsshouldvotetolowerthetuitionatthisuniversity; 3. Audiencemembersshouldmakeacommitmenttoexerciseatleastthirtyminuteseach day. Answer: Answerswillvary.Thestepsofthemotivatedsequenceare:(1)Attention:inthisstep, thespeakergetstheaudiencesattentionthroughuseofinterestingmaterial,byusing anappropriateattentiongettingdeviceasinanyspeech.Anexamplewouldbetellinga personalstoryabouthowoneimprovedonesownhealthandappearancethroughan exerciseprogram.(2)Need.Thisstepinvolvesdemonstratingthatanundesirable situationexists.Inthisstep,thespeakermustuseevidencetosupporttheexistenceofa need,andperhapscreatecognitivedissonanceintheaudience.Anexamplemightbe pointingtothesusceptibilityoftheaudiencememberstocatchingcolds;theinabilityto handlestress,theworn-outfeeling,andperhapsalessthanperfectbodyshapeas examplesofproblemscausedbylackofexercise.(3)Satisfaction:inthisstep,the speakerprovidesasolution,orawaytosatisfytheneedthatwasdemonstratedinthe needstep.Demonstratehowthesolutionsatisfiestheneed.Thespeakermightoutlinea simpleplanforexercisingthatwouldbeappropriateforhisorheraudience.(4) Visualization:inthisstep,thespeakerdescribesthefuturefortheaudience.Apositive visualizationisoneinwhichthespeakerdescribeswhatwillhappeniftheaudience followsthesolution(Whenyouarefiftyyouwillbeasactiveasyouarenow).A negativevisualizationisoneinwhichthespeakerdescribeswhatwillhappenifthe audiencedoesnotfollowthesolution.(Whenyouarefiftyyoumightbetoooutof shapetoenjoyahike,orworse,youmighthavedevelopedhighbloodpressureand highcholesterol.)(5)Action:here,thespeakeroffersspecificbehavioralstepsforthe audiencetofollow.(Themulti-purposeroomisfreetostudentsandoffersavarietyof typesofexercises.Therecreationdepartmentsponsorsanumberofintramuralevents. Theyare....)
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101) Thereareeightlogicalfallacieslistedinyourtext.Identify,defineandgiveanexampleofsix oftheeight. Answer: Exampleswillvary. (1)Causalfallacyismakingafaultycauseandeffectconnectionbetweentwothingsor events.(2)Bandwagonfallacysuggeststhatbecauseeveryoneelseisdoingsomething, youshouldtoo.(3)Eitherorfallacyoversimplifiesanissuebyofferingonlytwo choices.(4)Hastygeneralizationiswhenyoureachaconclusionwithoutadequate supportingevidence.(5)Personalattackoradhominemisattackingthepersonrather thantheissuesathand.(6)Redherringisusingirrelevantfactstodistractsomeonefor theissue.(7)Appealtomisplacedauthorityisusingsomeonewithouttheappropriate credentialsorexpertisetoendorseanideaorproduct.(8)Nonsequituriswhentheidea orconclusiondoesnotlogicallyfollowthepreviousideaorconclusion.
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102) Explainandgiveexamplesofthethreewaystomakeemotionalappealsinapersuasive presentation. Answer: Exampleswillvary. Useanemotionarousingverbalmessage.Youcanuseemotionaltriggerwords, patrioticslogans,etc.Second,youcanuseconcreteillustrationsanddescriptions.These storiesordescriptionsofeventscanhaveastrongemotionalimpact.Nonverbal messagescanalsoappealtoaudiencesemotions.Thesemayincludevisualaidssuchas emotionalphotographsorvideoimages.Thesecanarousebothpositiveandnegative emotions.
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