REVISION

CHAPTER 1
TRUE or FALSE FALSE TRUE
1. Communication skills, including public speaking, are often more important to
employers than a job candidate’s undergraduate major. FALSE
2. In specialized fields, technical knowledge is more important to employers than
communication skills when deciding whom to hire and promote. FALSE
3. As your textbook states, texting, tweeting, and other forms of electronic
communication have significantly reduced the need for public speaking. FALSE
4. As your textbook states, public speaking is a form of empowerment because it
gives speakers the ability to manipulate people. TRUE
5. The teaching and study of public speaking began more than 4,000 years ago. TRUE
6. Both public speaking and conversation involve adapting to listener feedback. TRUE
7. Public speaking requires the same method of delivery as ordinary conversation. TRUE
8. Public speaking usually requires more formal language than everyday conversation. FALSE
9. Public speaking is more highly structured than everyday conversation. TRUE
10. When you adjust to the situation of a public speech, you are doing on a larger
scale what you do every day in conversation. TRUE
11. As a speaker, you can usually assume that an audience will be interested in what
you have to say. FALSE
12. Fortunately, stage fright only affects inexperienced speakers. FALSE
13. Most successful speakers are nervous before taking the floor. TRUE
14. Some nervousness before you speak is usually beneficial. TRUE
15. Many of the symptoms of stage fright are due to adrenaline, a hormone released
into the bloodstream in response to physical or mental stress. TRUE
16. Thinking of stage fright as “stage excitement” or “stage enthusiasm” can help
you get focused and energized for a speech. TRUE
17. For most beginning speakers, the biggest part of stage fright is fear of the
unknown. FALSE
18. It has been estimated that being fully prepared for a speech can reduce stage
fright by up to 75 percent. TRUE
19. Thinking positively about your ability to give a speech is one way to control your
anxiety about speaking. TRUE
20. Research has shown that for most speakers, anxiety decreases significantly after
the first 30 to 60 seconds of a speech. FALSE
21. Using the power of visualization to control stage fright means that you should
approach your speech as a performance in which the audience is looking for
perfection. FALSE
22. As your textbook explains, visualization involves creating a mental picture of
yourself succeeding at your speech. TRUE
23. Speakers who think positively about themselves and the speech experience are
more likely to overcome their stage fright than are speakers who think negatively. TRUE
24. Researchers suggest that you counter every negative thought you have about your
speeches with at least five positive ones. TRUE
25. Listeners usually realize how tense a speaker is.
26. Most of the nervousness public speakers feel internally is not visible to their
listeners. FALSE
27. As your textbook explains, the best way to approach public speaking is to view it
as an act of communication, rather than as a performance. FALSE
28. Audiences are usually critical of speakers for making minor mistakes. FALSE
29. You will do the best in your speeches if you expect perfection every time. FALSE
30. It is usually a bad idea to make eye contact with individual members of your
audience. FALSE
CHAPTER 2
1. Tanya went to the beach instead of staying in town and working on her
speech. When she realized how soon the speech was due, she asked a friend
who had already taken public speaking to loan her an old outline, which she
used verbatim for her class speech. Which of the following statements best
describes Tanya’s actions?
a. Tanya should have planned better, but she isn’t guilty of plagiarism.
b. Tanya is guilty of global plagiarism.
c. Tanya is guilty of patchwork plagiarism.
d. Tanya is ethical if she cites the friend whose speech she used.
e. Tanya is guilty of incremental plagiarism.
2. According to your textbook, __________ plagiarism occurs when a speaker
copies word for word from two or three sources.
a. global
b. incremental
c. patchwork
d. secondary
e. partial
3. As your textbook explains, a speaker who assembles a speech by copying
word for word from two or three sources is committing what kind of
plagiarism?
a. Partial
b. Incremental
c. Global
d. Patchwork
e. Secondary
4. Which of the following does your textbook recommend as a way to avoid
patchwork plagiarism?
a. Consult a large number of sources in your research.
b. Use transitions to connect information from different sources.
c. Keep a record of the order in which you locate research sources.
d. Include a bibliography at the end of your speech.
e. Take all the notes from each research source on a single page.
5. Which of the following does your textbook recommend as a way to avoid
patchwork plagiarism?
a. Do most of your research on the Internet.
b. Take all the notes from each source on a single page.
c. Consult a large number of sources in your research.
d. all of the above
e. b and c only
6. Ryan located three excellent sources for his persuasive speech. He copied
long sections from each source word for word, strung them together with a
few transitions, and mentioned the sources of his information in passing.
Which of the following statements best describes Ryan’s situation?
a. Ryan is ethical because he did research for his speech.
b. Ryan is guilty of global plagiarism.
c. Ryan is guilty of patchwork plagiarism.
d. Ryan is ethical because he mentioned the sources of his information.
e. Ryan is guilty of incremental plagiarism.
7. According to your textbook, __________ plagiarism occurs when the
speech as a whole is ethical but the speaker fails to give credit for particular
quotations and paraphrases.
a. incidental
b. informative
c. inferential
d. invalid
e. incremental
8. According to your textbook, __________ plagiarism occurs when the
speech as a whole is ethical but the speaker fails to give credit for particular
quotations and paraphrases.
a. incremental
b. patchwork
c. accidental
d. incidental
e. global
9. Which of the following does your textbook recommend as a way to avoid
incremental plagiarism?
a. When taking notes, identify direct quotes, paraphrases, and your ideas.
b. Give credit to the sources of all the ideas you quote or paraphrase.
c. Use encyclopedias to find reliable factual information.
d. all of the above
e. a and b only
10. Which of the following does your textbook recommend as a way to steer
clear of incremental plagiarism?
a. Do most of the research for your speech at the library.
b. Assign a number to each of the sources you use in your speech.
c. When taking notes, distinguish among quotations, paraphrases, and your ideas.
d. Avoid paraphrasing the research materials you use in your speech.
e. Be sure to include a complete bibliography at the end of your speech.
11. Which of the following does your textbook recommend as a way to steer
clear of incremental plagiarism?
a. Avoid using direct quotations from other people in your speech.
b. Use only your original ideas so there is no risk of plagiarism.
c. Avoid citing sources that might make someone suspect plagiarism.
d. Cite the sources of all quotations and paraphrases in your speech.
e. Avoid paraphrasing information from other people in your speech.
12. Jerome found several excellent sources for his informative speech. He
pulled key information from them, blended those ideas into his own
perspective, and cited his sources when he presented the speech. Which of
the following statements best describes this situation?
a. Jerome is ethical because he cited his sources and used them to develop his own
slant on the topic.
b. Jerome is guilty of incremental plagiarism because he used quotations and
paraphrases from other people in his speech.
c. Jerome is ethical because he did not copy his speech from a single source.
d. Jerome is guilty of patchwork plagiarism because he used ideas from several
different sources in his speech.
e. Jerome is guilty of global plagiarism because he did not develop his speech entirely
from his own knowledge and experience.
13. To avoid plagiarism when using an Internet source in your speech, your
textbook recommends keeping track of all of the following except
a. the author or organization responsible for the document.
b. the date on which the document or site was last updated.
c. the comments the document has received on Google.
d. the date on which you accessed the document.
e. the title of the Internet document.
14. To avoid plagiarism when using information from an Internet document
in your speech, your textbook recommends that you keep a record of
a. the title of the document.
b. the author or organization responsible for the document.
c. the search engine you used to find the site.
d. all of the above.
e. a and b only.
15. When Sophia attended the first discussion section for her math class and
heard her instructor begin speaking with an unfamiliar accent, she
immediately decided, “I won’t learn anything from this teacher.” Sophia
failed to uphold which guideline for ethical listening?
a. Listen attentively.
b. Avoid prejudging the speaker.
c. Take accurate notes.
d. Support free speech.
e. A void name-calling.
16. The three guidelines for ethical listening discussed in your textbook are
a. listen attentively, take accurate notes, and avoid prejudging the speaker.
b. support free speech, avoid name-calling, and listen attentively.
c. listen attentively, avoid prejudging the speaker, and support free speech.
d. take accurate notes, support free speech, and avoid name-calling.
e. avoid stereotyping the speaker, support free speech, and take accurate notes.
17. According to your textbook, the ethical obligations of listeners in a public
speaking situation include
a. maintaining the free and open expression of ideas.
b. judging the speaker on the basis of her or his prestige.
c. being courteous and attentive during the speech.
d. all of the above.
e. a and c only.
18. According to your textbook, the guidelines for ethical listening in a public
speaking situation include
a. maintaining the free and open expression of ideas.
b. judging the speaker on the basis of her or his prestige.
c. taking accurate notes of what the speaker says.
d. all of the above.
e. a and c only.
19. A listener’s ethical obligations include
a. being courteous and attentive during a speech.
b. agreeing with everything a speaker says.
c. maintaining the free and open expression of ideas.
d. all of the above.
e. a and c only.
20. According to your textbook, the ethical obligations of listeners include
a. judging the speaker on the basis of his or her delivery.
b. listening to the speaker courteously and attentively.
c. maintaining the free and open expression of ideas.
d. all of the above.
e. b and c only.
21. A listener’s ethical obligation to avoid prejudging a speaker means that a
listener should
a. agree with everything the speaker says.
b. strive to understand the speaker before criticizing his or her ideas.
c. focus on the speaker’s delivery when responding to the speech.
d. all of the above.
e. a and c only.
CHAPTER 3
Analytical Questions
1. What is the difference between hearing and listening?
2. Why are your own listening skills important to you as a public speaker?
3. Identify and briefly explain each of the four types of listening discussed in your
textbook.
4. What is meant by “spare brain time”? Explain how it affects the listening process.
5. Identify and explain the four causes of poor listening discussed in your text.
6. What is meant by “listening too hard”? How does it affect the listening process?
7. Imagine that you are listening to a persuasive speech about prescription drug
shortages. Explain how a key-word outline method of note taking might enhance
your listening and recall of the speech.
8. Identify and explain five of the methods discussed in your textbook for becoming
a better listener.
1. What is the difference between hearing and listening?
Not listening doesn’t mean we don’t hear. Hearing is a physiological process, involving the
vibration of sound waves on our eardrums and the firing of electro- chemical impulses
from the inner ear to the central auditory system of the brain. But listening involves paying
close attention to, and making sense of, what we hear

2. Why are your own listening skills important to you as a public speaker?
Listening is important to you as a speaker. It is probably the way you get most of your ideas
and information—from television, radio, conversation, and lec- tures. If you do not listen
well, you will not understand what you hear and may pass along your misunderstanding to
others.

3. Identify and briefly explain each of the four types of listening discussed in your
textbook.
​Appreciative listening—listening for pleasure or enjoyment, as when we listen to music, to a
comedy routine, or to an entertaining speech.
Empathic listening—listening to provide emotional support for the speaker, as when a
psychiatrist listens to a patient or when we lend a sympathetic ear to a friend in distress.
Comprehensive listening—listening to understand the message of a speaker, as when we
attend a classroom lecture or listen to directions for finding a friend’s house.
Critical listening—listening to evaluate a message for purposes of accepting or rejecting it,
as when we listen to the sales pitch of a car salesperson or the cam- paign speech of a
political candidate.

4. What is meant by “spare brain time”? Explain how it affects the listening process.
Spare “brain time”: The difference between the rate at which most people talk (120 to 180
words a minute) and the rate at which the brain can process language (400 to 500 words a
minute).
This would seem to make listening very easy, but actually it has the opposite effect.
Because we can process a speaker’s words and still have plenty of spare “brain time,” we
are tempted to interrupt our listening by thinking about other things.

5. Identify and explain the four causes of poor listening discussed in your text.
NOT CONCENTRATING: Because we can process a speaker’s words and still have plenty of
spare “brain time,” we are tempted to interrupt our listening by thinking about other things.
LISTENING TOO HARD: We turn into human sponges, soaking up a speaker’s every word as
if every word were equally important. We try to remember all the names, all the dates, all
the places. In the process we often miss the speaker’s main point. What is worse, we may
end up confusing the facts as well.
JUMPING TO CONCLUSIONS: It is one reason why we sometimes communicate so poorly
with people we are closest to. Because we’re so sure we know what they mean, we don’t
listen to what they actually say. Another way of jumping to conclusions is prematurely
rejecting a speaker’s ideas as boring or misguided.
FOCUSING ON DELIVERY AND PERSONAL APPEARANCE: sometimes we judge people by
the way they look or speak and don’t listen to what they say. It’s easy to become dis- tracted
by a speaker’s accent, personal appearance, or vocal mannerisms and lose sight of the
message. Focusing on a speaker’s delivery or personal appearance is one of the major
sources of interference in the speech communication process, and it is something we
always need to guard against.

6. What is meant by “listening too hard”? How does it affect the listening process?
LISTENING TOO HARD: We turn into human sponges, soaking up a speaker’s every word as
if every word were equally important. We try to remember all the names, all the dates, all
the places. In the process we often miss the speaker’s main point. What is worse, we may
end up confusing the facts as well.

7. Imagine that you are listening to a persuasive speech about prescription drug
shortages. Explain how a key-word outline method of note taking might enhance your
listening and recall of the speech.

A. Amazing facts: Startling statistics on the rise of prescription

drug shortages
B. Relevance: Highlight the impact on patients, healthcare
I. Introduction
providers, and the healthcare system as a whole
C. Problem statement: Emphasize the urgency of addressing
prescription drug shortages
A. Supply Chain Issues
Global dependencies and disruptions
II. Causes of 2. Manufacturing challenges
Prescription Drug
Shortages B. Regulatory Hurdles
1. FDA regulations and inspections
2. Approval process delays
A. Impact on Patients
III. Consequences 1. Delayed treatments
 2. Increased healthcare costs
B. Strain on Healthcare Providers
1. Treatment decisions and alternatives
2. Increased workload and stress
A. Collaboration
1. Government involvement
IV. Call to Action
2. Industry partnerships
B. Policy Changes
A. Recap main points
B. Reinforce the urgency of addressing prescription drug
V. Wrap up shortages
C. Call to action: Encourage audience support for initiatives and
policy changes

8. Identify and explain five of the methods discussed in your textbook for becoming a
better listener.
TAKE LISTENING SERIOUSLY
Good listening does not go hand in hand with intelligence, education, or social standing.
Like any other skill, it comes from practice and self- discipline.
BE AN ACTIVE LISTENER
Active listeners give their undivided attention to the speaker in a genuine effort to
understand his or her point of view. In conversation, they do not interrupt the speaker or
finish his or her sentences. When listening to a speech, they do not allow themselves to be
dis- tracted by internal or external interference, and they do not prejudge the speaker.
They take listening seriously and do the best they can to stay focused on the speaker and
his or her message.
There are a number of steps you can take to improve your skills of active listening. They
include resisting distractions, not allowing yourself to be diverted by a speaker’s
appearance or delivery, suspending judgment until you have heard the speaker out,
focusing your listening, and developing note-taking skills. We’ll discuss each of these in
turn.
RESIST DISTRACTIONS
One way to do this is to think ahead of the speaker—try to anticipate what will come next.
This is not the same as jumping to conclusions. Another way to keep your mind on a speech
is to review mentally what the speaker has already said and make sure you understand it.
Yet another is to listen between the lines and assess what a speaker implies verbally or
says nonverbally with body language. Attentive listeners can pick up all kinds of clues to a
speaker’s real message. At first you may find it difficult to listen so intently. If you work at
it, however, your concentration is bound to improve.
DON’T BE DIVERTED BY APPEARANCE OR DELIVERY
It’s all too easy to assume that because someone is good-looking and has a polished
delivery, he or she is speaking eloquently. Some of the most unscrupulous speakers in
history have been handsome people with hypnotic delivery skills. Again, be sure you
respond to the message, not to the package it comes in.
SUSPEND JUDGMENT
Unless we listen only to people who think exactly as we do, we are going to hear things with
which we disagree. When this happens, our natural inclination is to argue mentally with the
speaker or to dismiss everything she or he says. But neither response is fair, and in both
cases we blot out any chance of learning or being persuaded.
FOCUS YOUR LISTENING
Listen for Main Points
Listen for Evidence
Listen for Technique