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- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Speech_101%3A_CCC_DEI-SJ/38%3A_Jenny_Armendarez_-Persuasive_Speaking/38.01%3A_Why_Persuade/38.1.03%3A_Traditional_Views_of_PersuasionIn the speech outline at the end of the chapter about eliminating Facebook time, the speaker appeals to the three central levels of the hierarchy in her three points: safety and security from online t...In the speech outline at the end of the chapter about eliminating Facebook time, the speaker appeals to the three central levels of the hierarchy in her three points: safety and security from online threats, spending more time with family and friends in real time rather than online (love and belonging), and having more time to devote to schoolwork rather than on Facebook (esteem and achievement).
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Speech_101%3A_CCC_DEI-SJ/33%3A_Jenny_Armendarez-_Introductions_and_Conclusions/33.01%3A_Introductions_and_Conclusions_and_Transitions/33.1.04%3A_Structuring_the_ConclusionWhen you preview your main points in the introduction, effectively discuss and make transitions to your main points during the body of the speech, and finally, review the main points in the conclusion...When you preview your main points in the introduction, effectively discuss and make transitions to your main points during the body of the speech, and finally, review the main points in the conclusion, you increase the likelihood that the audience will understand and retain your main points after the speech is over.
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Speech_101%3A_CCC_DEI-SJ/34%3A_Jenny_Armendarez-_Informative_Speaking/34.01%3A_Informative_Speaking/34.1.04%3A_Guidelines_for_Preparing_an_Informative_SpeechWhat defines “interesting?” In approaching the informative speech, you should keep in mind the good overall principle that the audience is asking, “what’s in it for me?” The audience is either conscio...What defines “interesting?” In approaching the informative speech, you should keep in mind the good overall principle that the audience is asking, “what’s in it for me?” The audience is either consciously or unconsciously wondering “What in this topic for me?
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Speech_101%3A_CCC_DEI-SJ/29%3A_Jenny_Armendarez-_Identifying_Topic_Purpose_and_Central_Idea/29.01%3A_Selecting_and_Formulating_Arguments/29.1.01%3A_Problems_to_Avoid_with_Specific_Purpose_and_Central_Idea_StatementsThe third problem happens when the “communication verb” in the specific purpose does not match the content; for example, persuasive content is paired with “to inform” or “to explain.” If you resort to...The third problem happens when the “communication verb” in the specific purpose does not match the content; for example, persuasive content is paired with “to inform” or “to explain.” If you resort to the word “why” in the thesis, it is probably persuasive. He realizes off the bat that he knows a great deal about the subject as far as how to play and be good at it, but not much about the history or origins or the international impact of the sport.
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Speech_101%3A_CCC_DEI-SJ/39%3A_Jenny_Armendarez-_Ethos_Pathos_and_Logos/39.01%3A_Ethics_in_Public_Speaking/39.1.02%3A_Sources_of_Ethical_Stances_on_Communication_and_Public_SpeakingPublic speaking, or “rhetoric” as it was originally called, has long been considered a method in Western culture of building community, facilitating self-government, sharing important ideas, and creat...Public speaking, or “rhetoric” as it was originally called, has long been considered a method in Western culture of building community, facilitating self-government, sharing important ideas, and creating policies. In fact, these are the reasons the ancient Athenian Greeks emphasized that all citizens should be educated in rhetoric: so that they could take part in civil society. Aristotle said that if a man was expected to defend himself physically and his ideas rhetorically.
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Speech_101%3A_CCC_DEI-SJ/37%3A_Jenny_Armendarez-_Delivery/37.01%3A_Delivery/37.1.02%3A_Methods_of_Speech_DeliveryWhat follows are four methods of delivery that can help you balance between too much and too little formality when giving a speech. Each has its own strengths and weaknesses, but you will most likely ...What follows are four methods of delivery that can help you balance between too much and too little formality when giving a speech. Each has its own strengths and weaknesses, but you will most likely want to focus on the extemporaneous approach, since that is probably what your instructor will want from you.
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Speech_101%3A_CCC_DEI-SJ/12%3A_Ethics_and_Public_Speaking_by_Philip_Winston/12.01%3A_Ethics_and_Public_Speaking--Readings_and_Media/12.1.01%3A_Ethics_in_Public_Speaking/12.1.1.03%3A_PlagiarismAlthough there are many ways that you could undermine your ethical stance before an audience, the one that stands out and is committed most commonly in academic contexts is plagiarism. A dictionary de...Although there are many ways that you could undermine your ethical stance before an audience, the one that stands out and is committed most commonly in academic contexts is plagiarism. A dictionary definition of plagiarism would be “the act of using another person’s words or ideas without giving credit to that person” (Merriam-Webster, 2015).
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Speech_101%3A_CCC_DEI-SJ/39%3A_Jenny_Armendarez-_Ethos_Pathos_and_Logos/39.01%3A_Ethics_in_Public_Speaking/39.1.03%3A_Credibility_and_EthicsModern scholars of communication and persuasion speak more about “credibility” as an attitude the audience has toward the speaker, based on both reality and perception, rather than an innate trait of ...Modern scholars of communication and persuasion speak more about “credibility” as an attitude the audience has toward the speaker, based on both reality and perception, rather than an innate trait of the speaker. Audience members trust the speaker to varying degrees, based on the evidence and knowledge they have about the speaker and how that lines up with certain factors.
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Speech_101%3A_CCC_DEI-SJ/30%3A_Jenny_Armendarez_-_Tribute_Speech/30.01%3A_Tribute_Speech_Reading/30.1.03%3A_Special_Occasion_LanguageMore than any other category of speech, the special occasion speech is arguably one where the majority of your preparation time will be specifically allocated towards the words you choose. The use of ...More than any other category of speech, the special occasion speech is arguably one where the majority of your preparation time will be specifically allocated towards the words you choose. The use of “events of the mind” and “treasures of the heart” to compare what is truly important about the college experience is powerful.
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Speech_101%3A_CCC_DEI-SJ/34%3A_Jenny_Armendarez-_Informative_Speaking/34.01%3A_Informative_SpeakingLearning Objectives After reading this chapter, the student will be able to: Recognize opinion versus factual information; Recognize the different types of informative speeches; Decide on the best org...Learning Objectives After reading this chapter, the student will be able to: Recognize opinion versus factual information; Recognize the different types of informative speeches; Decide on the best organizational approach for types of informative speeches; Follow proven guidelines for preparing an informative speech; Construct an informative speech.
- https://human.libretexts.org/Courses/City_Colleges_of_Chicago/Speech_101%3A_CCC_DEI-SJ/33%3A_Jenny_Armendarez-_Introductions_and_Conclusions/33.01%3A_Introductions_and_Conclusions_and_TransitionsLearning Objectives After reading this chapter, the student will be able to: Recognize the functions of introductions and conclusions; Identify the primary elements of a speech introduction; Identify ...Learning Objectives After reading this chapter, the student will be able to: Recognize the functions of introductions and conclusions; Identify the primary elements of a speech introduction; Identify the primary elements of a speech conclusion; Construct introductions and conclusions.
