Professional Documents
Culture Documents
4. Explain two methods of narrowing a topic. How can you know if you have narrowed it enough?
5. What is the difference between a captive and a voluntary audience, and what difference does the
distinction make to the speaker?
6. Choose a broad topic and then create your own concept map to narrow that topic.
10. Distinguish among attitudes, beliefs, and values by defining and providing an example of each.
11. What are three methods of audience analysis and how does each work?
12. Explain three ways of gaining information about an audience through questionnaires.
13. How does a speaker adapt verbal and nonverbal codes to a specific audience?
15. How does a speaker adapt the purpose of the speech to a specific audience?
16. What are four ways you can adapt yourself and your message to the audience?
17. Explain the connection between microtargeting and audience analysis.
True False
19. Thinking of as many topics as you can in a limited amount of time is called taking a personal
inventory.
True False
20. You analyze your audience to become more insightful about how you approach your topic.
True False
True False
22. You should evaluate your topic to make sure it is important to both you and your audience.
True False
23. Topic commitment is a stronger predictor of speech effectiveness than preparation time.
True False
24. You should always select a topic area about which you know very little or nothing so you can
learn research skills.
True False
25. A good way to save research time is to narrow the topic when you select it.
True False
26. Moving from abstract to concrete or from general to specific are two ways suggested in the text to
narrow a topic.
True False
27. To get the audience to remember your three main points is an example of a long-range goal.
True False
28. When you happen to hear a commercial announcement in the middle of a program that you
chose to watch, you are a voluntary audience for that commercial.
True False
29. Demographic analysis is the process of discovering whether the audience is captive or voluntary.
True False
30. Level three in audience analysis is determining audience interest and audience knowledge of the
topic.
True False
31. An attitude is a tendency to respond favorably or unfavorably to some person, object, idea, or
event.
True False
True False
33. To make the determination that an audience favors the pro-life position because they are
predominantly Roman Catholic is an example of an observation.
True False
34. Using word concepts in a questionnaire is a way to discover audience attitudes toward specific
issues.
True False
35. A successful public speaker must adapt the message to the specific audience.
True False
36. A new type of audience analysis that brings national issues down to the individual level is termed
A. personal inventory.
B. brainstorming.
C. involvement.
D. microtargeting.
37. Which of the following is not required for individual brainstorming?
38. Which of the following is not recommended in the book as a way to select a topic?
A. individual brainstorming
B. personal inventories
C. use of personal knowledge
D. psychic review
39. Which of the following is not one of the ways of determining if the topic is narrow enough?
40. Which of the following is not one of the four levels of audience analysis?
41. An attitude is
A. a conviction.
B. a predisposition to respond favorably or unfavorably.
C. a deeply rooted set of beliefs.
D. a set conviction.
42. If you ask people to rank their favorite pastimes, you are asking for
A. inferences.
B. attitudinal information.
C. observations.
D. adaptation.
43. Which of the following is an observation about an audience?
A. The audience is meeting in a sorority house at one of their regular Monday night meetings.
B. The audience members are members of the sorority.
C. The audience is interested in hearing about Greek life on campus.
D. The audience is voluntary because the members chose to belong to the sorority.
A. values.
B. attitudes.
C. inferences.
D. beliefs.
45. Which of the following is not a method recommended in the book for gathering inferences about
an audience from questionnaires?
A. Use word concepts to find out the extent to which the audience favors or disfavors them.
B. Ask audience members to rank values.
C. Ask questions that place audience members in identifiable groups.
D. Determine the audience members' astrological signs to indicate their states of mind.
46. In public speaking which of the following are you not expected to adapt to the audience?
47. Which of the following statements about attitudes, beliefs, and values is true?
A. outlining
B. research
C. demographic analysis
D. value analysis
49. Leslie really likes coffee-flavored ice cream. This would be an example of
A. an attitude.
B. a value.
C. a belief.
D. a characteristic.
50. Robert gave his informative speech on "the environment." What is a valid critique of this speech?
Pearson - Chapter 10 #1
Pearson - Chapter 10 #2
Pearson - Chapter 10 #3
4. Explain two methods of narrowing a topic. How can you know if you have narrowed it
enough?
Pearson - Chapter 10 #4
5. What is the difference between a captive and a voluntary audience, and what difference does
the distinction make to the speaker?
Pearson - Chapter 10 #5
6. Choose a broad topic and then create your own concept map to narrow that topic.
Pearson - Chapter 10 #6
Pearson - Chapter 10 #7
Pearson - Chapter 10 #8
Pearson - Chapter 10 #9
10. Distinguish among attitudes, beliefs, and values by defining and providing an example of
each.
12. Explain three ways of gaining information about an audience through questionnaires.
13. How does a speaker adapt verbal and nonverbal codes to a specific audience?
15. How does a speaker adapt the purpose of the speech to a specific audience?
FALSE
Pearson - Chapter 10 #18
19. Thinking of as many topics as you can in a limited amount of time is called taking a personal
inventory.
FALSE
Pearson - Chapter 10 #19
20. You analyze your audience to become more insightful about how you approach your topic.
TRUE
Pearson - Chapter 10 #20
FALSE
Pearson - Chapter 10 #21
22. You should evaluate your topic to make sure it is important to both you and your audience.
TRUE
Pearson - Chapter 10 #22
23. Topic commitment is a stronger predictor of speech effectiveness than preparation time.
FALSE
Pearson - Chapter 10 #23
24. You should always select a topic area about which you know very little or nothing so you can
learn research skills.
FALSE
Pearson - Chapter 10 #24
25. A good way to save research time is to narrow the topic when you select it.
TRUE
Pearson - Chapter 10 #25
26. Moving from abstract to concrete or from general to specific are two ways suggested in the
text to narrow a topic.
TRUE
Pearson - Chapter 10 #26
27. To get the audience to remember your three main points is an example of a long-range goal.
FALSE
Pearson - Chapter 10 #27
28. When you happen to hear a commercial announcement in the middle of a program that you
chose to watch, you are a voluntary audience for that commercial.
FALSE
Pearson - Chapter 10 #28
29. Demographic analysis is the process of discovering whether the audience is captive or
voluntary.
FALSE
Pearson - Chapter 10 #29
30. Level three in audience analysis is determining audience interest and audience knowledge of
the topic.
TRUE
Pearson - Chapter 10 #30
31. An attitude is a tendency to respond favorably or unfavorably to some person, object, idea, or
event.
TRUE
Pearson - Chapter 10 #31
32. A belief is a deeply rooted attitude that governs our values.
FALSE
Pearson - Chapter 10 #32
33. To make the determination that an audience favors the pro-life position because they are
predominantly Roman Catholic is an example of an observation.
FALSE
Pearson - Chapter 10 #33
34. Using word concepts in a questionnaire is a way to discover audience attitudes toward specific
issues.
TRUE
Pearson - Chapter 10 #34
35. A successful public speaker must adapt the message to the specific audience.
TRUE
Pearson - Chapter 10 #35
36. A new type of audience analysis that brings national issues down to the individual level is
termed
A. personal inventory.
B. brainstorming.
C. involvement.
D. microtargeting.
Pearson - Chapter 10 #36
A. individual brainstorming
B. personal inventories
C. use of personal knowledge
D. psychic review
Pearson - Chapter 10 #38
39. Which of the following is not one of the ways of determining if the topic is narrow enough?
40. Which of the following is not one of the four levels of audience analysis?
41. An attitude is
A. a conviction.
B. a predisposition to respond favorably or unfavorably.
C. a deeply rooted set of beliefs.
D. a set conviction.
Pearson - Chapter 10 #41
42. If you ask people to rank their favorite pastimes, you are asking for
A. inferences.
B. attitudinal information.
C. observations.
D. adaptation.
Pearson - Chapter 10 #42
43. Which of the following is an observation about an audience?
A. The audience is meeting in a sorority house at one of their regular Monday night meetings.
B. The audience members are members of the sorority.
C. The audience is interested in hearing about Greek life on campus.
D. The audience is voluntary because the members chose to belong to the sorority.
Pearson - Chapter 10 #43
A. values.
B. attitudes.
C. inferences.
D. beliefs.
Pearson - Chapter 10 #44
45. Which of the following is not a method recommended in the book for gathering inferences
about an audience from questionnaires?
A. Use word concepts to find out the extent to which the audience favors or disfavors them.
B. Ask audience members to rank values.
C. Ask questions that place audience members in identifiable groups.
D. Determine the audience members' astrological signs to indicate their states of mind.
Pearson - Chapter 10 #45
46. In public speaking which of the following are you not expected to adapt to the audience?
47. Which of the following statements about attitudes, beliefs, and values is true?
A. outlining
B. research
C. demographic analysis
D. value analysis
Pearson - Chapter 10 #48
49. Leslie really likes coffee-flavored ice cream. This would be an example of
A. an attitude.
B. a value.
C. a belief.
D. a characteristic.
Pearson - Chapter 10 #49
50. Robert gave his informative speech on "the environment." What is a valid critique of this
speech?
Category # of Questions
Pearson - Chapter 10 50
Another random document with
no related content on Scribd:
[Inhoud]
ZEVENDE HOOFDSTUK.
Al ’n half uur zat vrouw Hassel, stom-suf op punt van d’r stoel haar
rokken los te frommelen, die wegzakten slap onder haar beenen uit,
toen ze opstond op de vraag van Guurt. Ze hoorde wel, maar
begrijpen deed ze niks, niks vanavond. Er was allemaal zwarte
dofnis in ’r kop, stil gegil, gesuis en gedruk. Maar besef had ze d’r
niet veel van. Alleen angst, jagende angst, angst als ze’r naam maar
hoorde. Dan duizelde ontzetting in d’r, waarop onmiddellijk weer
dofte plofte, grauwig-zwart alles voor d’r oogen, zonder besef.
Gerrit gromde en vloekte uit z’n hoek, dat ie ’t licht weer op z’n snoet
kreeg. Ze hoorde en grabbelde door, niet merkend dat ze d’r
slaapmuts al opgezet had.
—Kristis moeder wa’ stink je.… Is d’r weer.… hai je weer fuil dàan?
Vrouw Hassel was weer vergeten waarvoor d’r dochter zoo dreigde.
Uit het kastje slierde Guurt ’r ’n hemd en broek toe, die ze rillend
over ’r goor lijf liet zakken, in kakenbibbering.
Moeder Hassel hoorde niet meer, staarde besefloos voor zich uit,
krabbend ’r hoofd, onder smalle schuifbanden van ’r puntige
kromgekreukte slaapmuts.
Guurt had de heele pan op ’n stoel gesmeten, alleen het vuile stank-
walmende hemd naar het achterend geschopt, grommend en
vloekend op ’r moeder, dat se puur daas leek. Vrouw Hassel stond
verschoond, beef-grienerig, goorder in ’r schoon wit hemd en broek,
sjokte huil-schokkend nog, op bedderandje, in langzame onzekere
tasting verdwijnend in donker, naast den Ouë, in d’r slaapkuil. In eng
ruimtetje lagen stille oogen van twee menschen te turen in het
duister, klaar wakker. Op ’r peluw snikte ze dóór, lang niet meer
beseffend waarom, uitkroppend ’n kramp van smart die door d’r
borst en beenen schokte.
—Koest.… koest! dreigde stem van Piet die thuis kwam, wat vroeger
dan Dirk na de paar weken gedwongen rust met z’n beenen. De
hond buiten bromde nog zacht.
—Waa’n meelsak, nou weer bikke, driftte Guurt uit ’r bed stappend.
—Wa’ f’r werk he’ jai doar an je hemmitje hange? potdikke Abram.…
Prikkie!
Met z’n hand wees ie naar Guurt’s borst waar strikjes om laag-
uitgesneden kantbaan pronkten.
—F’r jou ’n froag f’r main ’n weut,—bitste ze terug, met één hand ’r
borsten bedekkend en gauw op ’r slaapstoel onder de dekens
woelend. Piet bromde nog wat in zichzelf, van ’n luiwammes.… wat
’n maid-meroàkel.… niks van bloed-beuling had, draaide ook
langzaam uit naar z’n bed.
[Inhoud]
II.
Doodstil lag ie, toch hartebons hamerde raak door z’n lijf. Z’n kop en
handen gloeiden en binnen-in zanikte weer ’n lekker angstig gevoel
rond, dat ie altijd had als ie bang was betrapt te worden.…
Moar fe’nacht most et.… Sachies an moar Ouë.… soo aa’s je sain
dâ altaid lapt.… sekuur an.… fain werk.…—Zacht had ie zich
overeind gewurmd. Plots rammelden uit den stal, stooten van koe-
ringen tegen het rem, dof-bonzend. [186]En klagelijk vanuit stemme-
diepte loeide koegeschrei òp, akelig in de starende nacht-stilte.
Ouë Gerrit schrok, wurmde weer even onhandig terug en keek in het
donker of ie z’n vrouw’s oogen kon zien.… Da’ f’rfloekte beest!.…
daa’s nou puur de heule weuk, dattie skreeuwt ’s nachts.… aa’s tie
hullie wakker moakt goan ’t weer nie.… gòan ’t weèr nie.…
Zacht nu woelde ie op, òver z’n vrouw heen. Boe! wa’ stank.… wa’
donker.… dondersjin, ’t skol nie veul of ie trapte ’t waif op d’r
beene.… soo.… kràk!.…
Het lampje had ie in z’n hand genomen en zacht afgedraaid, dat het
vlam-spetterde, dood-strijd van ’t pitje. Even spiesten bleeke
lichtpijltjes op het slaapgezicht van Guurt, dat zwàklijk oplichtte en
weer wegdoezelde in de duisternis. Het lampje eerst uit, dat wou ie
nou eenmaal, zoodat ie niemand zien kon. Dan voelde hij zich ook
zekerder.… Nou had ie ’t.… nou zacht.… zacht ’t achterend
inschuifelend, precies tast-wetend hoe ie langs het beschot te gaan
had. Daar ’n drempeltje, daar ’n stoel.… dan ’n inham, nou de
dorsch, d’r achter langs.. sachies an, mooi.… da’ gong, da’ gong.
[188]
Er begon weer wilde jubeling en ijl-drang door z’n lijf te gloeien, maar
hij dwong zich kalm te zijn, kalm. Nou stond ie voor het luik.… Doar
had ie f’navend al ’n blokkie hout onder set.… ’t kroakte aêrs aastie
ophieuw!.… Soo.… soo.… heere! wa’ donker.… stikke,
stikkedonker.….. Wacht!.… gong da’ nies?.… hoorde ie doar nies in
de bedstee?.… neenet.… hoho! de jonges ronkte aas varkes, konne
’t huis omhakke, hoorde sullie nog nies.
Juist stram-bukte ie naar het blokje hout vóór het kelderluik, tast-
schurend met z’n hand langs den grond, toen diepe koeien-loei door
den nacht schreien kwam, uit den donkeren stal, met ’n onderdrukt-
bang nagehuil, dat hangen bleef in het duister. Bonk-stooten van
ringen tegen ’t rem klonken nà.
Nou skrok ie nie meer.… loa moar skreeuwe.… ronke tùg deur.…
tjonge, tjonge woar da blokkie tug sit?.… o joa hardstikke
middenin.… Ouë paa’s op, Ouë! paa’s op.… ’t lampie.… f’r wa’ hat ie
self tùg nie ’n lampie kocht?.… bài s’n rommel,.… nee gong nie.…
gong nie.… rooit na’ niks.… most ie fulle en weer fulle en dan ruike
sullie.… neenet da’ gong nie.
Daar was ie nou bij al z’n rijkdom, en niemand die ’t wist, hij.… hij.…
alleen.… van hem.… van hem.…
Met ’t lampje, èven voor zich uit, boven z’n grijzen kop, die nu strak
stond en wit van hevigen hartstocht, in fellen gloed, schoof ie langs
de groezelende stil-morrende kelder-dingen, die schuw in
voortkruipende glanzing òplichtten in stilte-angst, uit hun vuilen,
zwarten slaap van eeuwig-vunzen nacht. Voort schoof ie, tusschen
vaten, touw, manden en turfstapels, lijf-ingebukt, met z’n hoofd de
zoldering rakend, overal rondom, rossige adem verdampend. Zacht
stapvoets vooruit, verdrong ie den huivernacht in den diepen kelder,
met z’n licht, z’n bloedrood ondergoed, met z’n zware haararmen, uit
opgestroopte mouwen fel beschenen, tot ie eindelijk pal bij z’n
spullen stond.
Nou, nou.… nou sou ie ’t sien.… sien!.… Waa’s d’r? waa’s d’r?.…
allegoar?.…
Even ’t lampje op den grond. Wild nu joeg licht om z’n eerst donkere
beenen over killen vloer. Fel bloedde pijpenrood van z’n broek en
smerig z’n plompe voeten lichtten òp, in vervuiling van de lange
roetige nagels. In donkeren val zwenkte ’t licht van de wanden op
groezelgrond en lage rommel-stapels, dreig-schaduws tuimelden,
trillende lichtkringen boorden zoldering in. En angstig, de dingen
stonden in nieuwen lichtglans weer. Groot-zwaar verdeukt, reuzigde
’t schaduw-lijf van Gerrit in donkere vlakken tusschen vaten en
mandjes, afgebroken, met gekneusde beenen, verplet hoofd en
verminkte armen.… Dreigend silhouetteerde één reuzige arm en
kabballistische schaduw-hand, in woest gebaar tegen de stomme
dingen [191]van kelder in. Plots was Ouë Gerrit ingehurkt, graaiden
z’n belichte handen en haar-armen in de laagte, op de steenen. En
z’n kop, gloeide vlak bij de lamp-vlam, dat z’n baard in zilveren brand
stond, z’n rooie schonken bloedden, z’n vingers grabbelden in beef-
gretigen hartstocht, tusschen molm-vuil, boven z’n gestolen rommel
rondgestrooid.
Weer beef-greep ie naar z’n lampje, zette ’t neer op den vloer, lichtte
bij, pal op den rommel, dat ie àlles, alles zien kon.
—F’rjenne.… wa’ waa’s tie nou moei.… dood op.… en roar in s’n
kop.… moar nou terug.… godskristis Ouë!.… f’rsichtig.
Zacht schoof ie de kamer in, vóór Guurtjes bed.… Even gleed licht
over z’n slaapholletje.… Nou zou ie ’t lampie neersette in ’t
vochtkringetje, woar ’t stoàn had, op vloer.… En nou d’r in.… d’r
in.… aa’s ’n aisklomp sain bast.… en nou effe nog denke.… an.…
alles.… alles.…
Plots schrok ie òp.… Nou zag ie eerst dat ie de deurtjes van z’n
bedstee had laten openstaan. Godskristis.… da’ ha je’t!.…
—Komp hier Ouë.… rauwde Dirk, met z’n grooten, wreeden kop de
bedstee uitgedraaid naar Gerrit toe,—sai begin weer strak-en àn!.…