Oral Communication Flashcards
Impromptu Speech
Spur of the moment with no preparation. Less structured and less supported by facts and evidence to allow for spontaneity. Ideas still supported with statements that demonstrate pertinence, variety, and detail.
Extemporaneous Speech
Short, informal speech on a topic that is made without extensive time or preparation. Delivered without test or notes and is improvised rather than composed.
Persuasive Speech
Tightly focused form designed to persuade the audience to believe something, agree with some viewpoint, or take some action. Can be organized in different ways:
Cause and Effect Problem and Solution Comparison and Contrast Assertion and Reasons Motivated Sequence
Monroe’s Motivated Sequence
Attention (getting the audience’s attention)
Need (describing the problem and showing the need for a solution)
Satisfaction (presenting a solution that satisfies the need)
Visualization (visualizing the result of the solution)
Action (requesting the audience to approve or take action)
Expository Speech
Intended to be informative and does not express the speaker’s personal opinion. Presents information that is attempted as factual.
Interpretive Speech
Intended to bring to life a text or piece of literature through the creative use of voice, gestures, and facial expression.
Debate
Structured program or contest of formal arguments that take opposing points of view. Contains opinions that are supported by facts and examples.
Proposition
Beginning of a debate. “Be it resolved: ____” (the issue at hand)
Proposition Side
Advocates adopting the resolution or argues in favor of proposition
Opposition Side
Tries to refute resolution/proposition
Team Policy Debate
Popular in high schools. Each team has two eaters for a total of 4 participants. Eight speeches in all. First four are eight minutes (constructive speeches- teams use them to lay out the main points of argument). Last four speeches are four minutes each (rebuttals- extend, apply, and challenge the arguments that have already been made). May also be a 3 minute cross examination period following the round of constructive speeches. Focuses on ability to gather evidence and organize a response rather than persuading.
Proposition = Affirmative/Aff Opposition = Negative/Neg
Lincoln-Doublas Debate
Based on debate between Illinois senatorial candidates. One-on-one debate consisting of five speeches and two cross-examination periods. Affirmative speaker has one more opportunity to speak than the negative speaker (but both have the same amount of speaking time). Places more emphasis on persuasive speaking, usually in a discussion of competing ethical values or actions.
Performance Skills that make a more effective speaker
Diction, enunciation, volume, rate/pace, pitch, body language and gestures, eye contact, response to audience
Diction
The accent, inflection, intonation, and speech-sound quality employed by a speaker.
Accent and intonation that is easily heard and understood by the audience. (Ex. news anchors, sports announcers, etc.)
Varied intonation. Some sentences rise in intonation (question).
Ability to hit or emphasize important words and phrases to communicate ideas.
Avoids vocal pauses such as “um” or “er” or repeated words that become verbal tics such as “like” or “you know”
Enunciation
Ability to speak clearly and articulate each speech sound without stumbling or saying the wrong words.
Volume
Loudness or softness of speech sounds. Should speak loudly enough to be heard while varying volume levels to emphasize certain points and passages and occasionally jolt the listeners back to attention. Also related to resonance of a voice, speakers should try to maintain a full and rich a sound as their voices can achieve.
Rate/Pace
The speed at which a speaker delivers words. Students must be reminded to slow down when speaking so as not to sound nervous or flustered. Often related to the comfort level of the speaker and the listener.
Pitch
High/low notes. Greater range of speech sounds. Variety avoids monotone. Proper breathing can help. A nervous speaker may take shallow breaths that lead to softer voice. Take deep breath from the diaphragm, calming effect.
Body Language and Gestures
Used to emphasize main points or even to add humor. Should be used sparingly, however, and should not be stilted or artificial. Otherwise, the speaker should stand straight and still without unnecessary or distracting fidgets.
Eye Contact
Maintain a connection with the members of the audience to gauge audience reaction during a speech. Speaker should make eye contact with a variety of listeners, moving gaze around slowly. Look up occasionally if text is written.
Response to the Audience
Speaker being aware of nonverbal signals that indicate something the audience might want or need. Can signal the need to raise volume, restate idea, answer questions. Students should not be defensive to criticism.
Active Listening Skills
Teacher should remind students to listen frequently. Allows classroom discussion. Take notes on speaking.
Various responses speaker should be prepared for
A hostile member of the audience, remain calm and reasonable. Remain polite. Brush it off with humor/remind them that questions will be after.
Dealing with an expert. Change course and allow audience to determine where presentation goes. Might introduce facts/details that you hadn’t planned because they are “insider oriented”
Audience is skeptical. Acknowledge audiences concerns specifically. Demonstrate that you understand why the issue is difficult and find areas of common ground to begin.
