Glossary
- Page ID
- 213239
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)
( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\id}{\mathrm{id}}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\kernel}{\mathrm{null}\,}\)
\( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\)
\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\)
\( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)
\( \newcommand{\vectorA}[1]{\vec{#1}} % arrow\)
\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}} % arrow\)
\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vectorC}[1]{\textbf{#1}} \)
\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)
\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)
\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)| Words (or words that have the same definition) | The definition is case sensitive | (Optional) Image to display with the definition [Not displayed in Glossary, only in pop-up on pages] | (Optional) Caption for Image | (Optional) External or Internal Link | (Optional) Source for Definition |
|---|---|---|---|---|---|
| (Eg. "Genetic, Hereditary, DNA ...") | (Eg. "Relating to genes or heredity") |  |
The infamous double helix | https://bio.libretexts.org/ | CC-BY-SA; Delmar Larsen |
|
Word(s) |
Definition |
Image | Caption | Link | Source |
|---|---|---|---|---|---|
| Sample Word 1 | Sample Definition 1 | ||||
| Absolute Values Perspective | holds that irrespective of person, place, or time, right is right and wrong is wrong. In other words, there are universal ethical values that apply to all people and cultures. | ||||
| Abstract Language | language that evokes many different visual images in the minds of your audience | ||||
| Abstract Word | words that refer to ideas or concepts that are removed from material reality) like “peace,” “love,” “immoral,” “justice,” “freedom,” “success,” and “honor” can have a number of different meanings; each of which is predicated on one’s worldview | ||||
| Academic Books | books that are primarily written for other academics for informational and research purposes | ||||
| Acculturated | learning and using a code that other group members will be able to recognize | ||||
| Achievement-Oriented Leaders | strive for excellence and set challenging goals, constantly seeking improvement and exhibiting confidence that group members can meet their high expectations | ||||
| Action-Oriented Listeners | primarily interested in finding out what the speaker wants | ||||
| Adjourning | this stage of group development occurs when a group dissolves because it has completed its purpose or goal, membership is declining and support for the group no longer exists, or it is dissolved because of some other internal or external cause | ||||
| Ad Hominem | a fallacy that attacks the person rather than dealing with the real issue in dispute. | ||||
| After Dinner Speeches | a humorous speech that makes a serious point | ||||
| Ageism | prejudice or discrimination against a particular age-group and especially the elderly | ||||
| Alliteration | the repetition of initial consonant sounds in a sentence or passage | ||||
| Analysis | making the connection between your support and your argument | ||||
| Analogical Reasoning | drawing conclusions about an object or phenomenon based on its similarities to something else. | ||||
| Anaphora | the succession of sentences beginning with the same word or group of words | ||||
| Antithesis | the juxtaposition of contrasting ideas in balanced or parallel words, phrases, or grammatical structures | ||||
| APA Style | style scholars in the various social science fields (e.g., psychology, human communication, business) are more likely to use | ||||
| Appeal to Tradition | arguing that traditional practice and long-term history is the only reason for continuing a policy. | ||||
| Appropriateness | how persons and groups should be referred to and addressed based on inclusiveness and context | ||||
| Argument | set of logical premises leading to a clear conclusion | ||||
| Argument from Silence | making an converse argument from lack of evidence or information about a conclusion | ||||
| Ascribed Identity | personal, social, or cultural identities that are placed on us by others | ||||
| Assonance | the repetition of vowel sounds in a sentence or passage | ||||
| Assumptions | are gaps in a logical sequence that listeners passively fill with their own ideas and opinions and may or may not be accurate | ||||
| Asynchronously | communication or speech that is recorded and watched at a different time | ||||
| Attention-Getter | first sentence of a speech that is meant to pull the audience's attention to the speaker and topic at hand | ||||
| Audience Analysis | the process of gathering information about the people in your audience so that you can understand their needs, expectations, beliefs, values, attitudes, and likely opinions | ||||
| Audience Anxiety | describes communication apprehension prompted by specific audience characteristics | ||||
| Avowed Identity | personal, social, or cultural identities that we claim for ourselves | ||||
| Backtracking | after you’ve finished reading useful sources, see who those sources cited on their bibliographies or reference pages | ||||
| Bandwagon | asserts that because something is popular (or seems to be), it is therefore good, correct, or desirable | ||||
| Bar Graph | a graph designed to show the differences between quantities | ||||
| Best Example | demonstrates the “best” way someone should behave within a specific context | ||||
| Bias | predisposition or preconception of a topic that prevents impartiality | ||||
| Brakelight | transitional phrase that lets the audience know the speech is coming to a close | ||||
| Bridging Statements | emphasize moving the audience psychologically to the next step | ||||
| Captive Audience | audiences that are required to be present or feel obligated to do so | ||||
| Causal Pattern | organizational pattern that reasons from cause to effect or from effect to cause | ||||
| Causal Reasoning | a form of inductive reasoning that seeks to make cause-effect connections | ||||
| Central Idea | single, declarative sentence that captures the essence or main point of your entire presentation | ||||
| Channel | the means through which the message travels | ||||
| Character | a person's reputation in regards to trustworthiness and goodness | ||||
| Chart | a graphical representation of data (often numerical) or a sketch representing an ordered process | ||||
| Chronocentrism | the assumption that people today are superior to people who lived in earlier eras (Russell, 1991) | ||||
| Chronological Pattern | main points are delivered according to when they happened and could be traced on a calendar or clock | ||||
| Claim | a statement that is supported with evidence | ||||
| Clichés | predictable and generally overused expressions; usually similes | ||||
| Code-Switching | changing from one way of speaking to another between or within interactions; happens most frequently in interracial communication | ||||
| Coercive Power | comes from the ability of a group member to provide a negative incentive | ||||
| Cognitive Dissonance | a psychological phenomenon where people confronted with conflicting information or viewpoints reach a state of dissonance (generally the disagreement between conflicting thoughts and/or actions), which can be very uncomfortable, and results in actions to get rid of the dissonance and maintain consonance | ||||
| Cognitive Restructuring (CR) | changing how you label the physiological responses you will experience | ||||
| Colloquialisms | are words or phrases used in informal speech but not typically used in formal speech | ||||
| Communication | attempts to reproduce what is in our minds in the minds of our audience | ||||
| Communication Apprehension | the broad term that refers to an individual’s “fear or anxiety associated with either real or anticipated communication with another person or persons (McCroskey, 2001) | ||||
| Competence | demonstrated skill or knowledge in a particular area or topic | ||||
| Conclusion | statement that can be clearly drawn from the provided premises | ||||
| Concrete Word | a word that describes a tangible object that can be perceived through the senses | ||||
| Connective Statements | are broad terms that encompass several types of statements or phrases. They are generally designed to help “connect” parts of your speech to make it easier for audience members to follow | ||||
| Connotative | the subjective or personal meaning the word evokes in people together or individually | ||||
| Consensus Rule | a decision-making technique in which all members of the group must agree on the same decision | ||||
| Console | to offer comfort in a time of grief | ||||
| Content | the stuff you add to the book | ||||
| Content-Oriented Listeners | are interested in the message itself, whether it makes sense, what it means, and whether it’s accurate | ||||
| Context | the actual physical setting where communication occurs | ||||
| Context Anxiety | refers to anxiety prompted by specific communication contexts | ||||
| Conversant | being conversant is the condition of being able to discuss an issue intelligently with others | ||||
| Coordination | all of the numbers or letters of points should represent the same idea | ||||
| CRAAP Method | CRAAP stands for “currency,” “relevance,” “authority,” “accuracy,” and “purpose,” or the five ways that you should evaluate each source to determine if it represents the best information available at the time | ||||
| Credibility | the perception the audience holds of you regarding your competence and character | ||||
| Critical Listening | using careful, systematic thinking and reasoning to see whether a message makes sense in light of factual evidence | ||||
| Cultural Dimension | final context dimension Joseph DeVito mentions; we interact with others from different cultures, misunderstandings can result from differing cultural beliefs, norms, and practices | ||||
| Cultural Identity | based on socially constructed categories that teach us a way of being and include expectations for social behavior or ways of acting | ||||
| Culture | the ongoing negotiation of learned and patterned beliefs, attitudes, values, and behaviors | ||||
| Databases | an online searchable collection of information | ||||
| Deductive Reasoning | a type of reasoning in which a conclusion is based on the combination of multiple premises that are generally assumed to be true. | ||||
| Decode | involves listening to words, thinking about them, and converting those words into mental images, thoughts, feelings, and ideas | ||||
| Demographic Analysis | compiling information, such as the gender, age range, marital status, race, and ethnicity of the people in your audience | ||||
| Demographic Information | information such as the gender, age range, marital status, race, and ethnicity of the people in your audience | ||||
| Denotative | the objective or literal meaning shared by most people using the word | ||||
| Derived Credibility | how the audience members judge the speaker’s credibility and trustworthiness throughout the process of the speech | ||||
| Designated Leaders | officially recognized in their leadership role and may be appointed or elected by people inside or outside the group | ||||
| Diagram | drawings or sketches that outline and explain the parts of an object, process, or phenomenon that cannot be readily seen | ||||
| Dialectic | a relationship between two opposing concepts that constantly push and pull one another | ||||
| Dialogic Theory of Public Speaking | based on three overarching principles that dialogue is more natural than monologue, meanings are in people not words, and contexts and social situations impact perceived meanings | ||||
| Dialogue | communication between two or more persons | ||||
| Dichotomies | dualistic ways of thinking that highlight opposites, reducing the ability to see gradations that exist in between concepts | ||||
| Digital Divide | refers to the unequal access to technology and related skills that exists in much of the world | ||||
| Direct Quotation | when you cite the actual words from a source with no changes | ||||
| Directive Leaders | provide psychological structure for their group members by clearly communicating expectations, keeping a schedule and agenda, providing specific guidance as group members work toward the completion of their task, and taking the lead on setting and communicating group rules and procedures | ||||
| Distortion | occurs when someone purposefully twists information in a way that detracts from its original meaning | ||||
| Diversity | a key dimension of audience membership and, therefore, of audience analysis; while the term “diversity” is often used to refer to racial and ethnic minorities, it is important to realize that audiences can be diverse in many other ways as well | ||||
| Division | if you have an A, then you need a B; if you have a 1, then you need a 2, and so on | ||||
| Dominant Identities | historically had and currently have more resources and influence | ||||
| Drive-by Quoting | a practice that disorients your audience by not giving them everything they need to understand how the source is relevant to your own claims | ||||
| Elitism | consciousness of being or belonging to an elite | ||||
| Encode | the process of taking ideas, thoughts feelings, or mental images, and associating those with words, and then speaking those words in order to convey a message | ||||
| Encyclopedias | information sources that provide short, very general information about a topic and are available in both print and electronic formats | ||||
| Ends | those outcomes that you desire to achieve | ||||
| Entertaining Narratives | stories designed purely to delight an audience and transport them from their daily concerns | ||||
| Epideictic Speaking | speaking in a ceremonial context | ||||
| Ethics | has to do with social norms regarding right and wrong. It is a branch of philosophy that deals with right and wrong | ||||
| Ethical Listening | rests heavily on honest intentions; we should extend to speakers the same respect we want to receive when it’s our turn to speak | ||||
| Ethical Relativism | on the other hand is the philosophical position that the sense of right and wrong is always relative to the individual and not universal to all people and situations | ||||
| Ethical Pyramid | developed by Elspeth Tilley; involved three basic concepts: intent, means and ends | ||||
| Ethnic Identity | a group an individual identifies with based on a common culture | ||||
| Ethnocentrism | the attitude that one's own group, ethnicity, or nationality is superior to others | ||||
| Ethos | the term Aristotle used to refer to what we now call credibility: the perception that the speaker is honest, knowledgeable, and rightly motivated | ||||
| Eulogy | a speech given in honor of someone who has died | ||||
| Euphemisms | language devices often used to make something unpleasant sound more tolerable | ||||
| Evaluating | fourth stage of the listening process; judging the value of the message | ||||
| Execution | involves actually reading a quotation, paraphrasing a speaker or author’s words, summarizing a speaker or author’s ideas, providing numerical support, or showing pictographic support | ||||
| Expert Testimony | expresses the attitudes, values, beliefs, or behaviors recommended by someone who is an acknowledged expert on a topic | ||||
| Expertise | someone having considerable knowledge on a topic or considerable skill in accomplishing something | ||||
| Extemporaneous Speaking | the presentation of a carefully planned and rehearsed speech, spoken in a conversational manner using brief notes | ||||
| Evidence | |||||
| Eyewitness Testimony | given by someone who has direct contact with the phenomenon of your speech topic | ||||
| Fact | a truth that is arrived at through the scientific process | ||||
| False Analogy | a fallacy where two things are compared that do not share enough (or key) similarities to be compared fairly | ||||
| False Cause | a fallacy that assumes that because something happened first, that subsequent events are a result | ||||
| False Dilemma | a fallacy that forces listeners to choose between two alternatives when more than two alternatives exist. | ||||
| Feedback | when a receiver sends a message back to a source | ||||
| Frame of Reference | the unique set of perspectives, experience, knowledge, and values belonging to every individual | ||||
| Free Speech | entails “the right to express information, ideas, and opinions free of government restrictions based on content and subject only to reasonable limitations | ||||
| Figurative Analogies | compare two ideas or objects from two different classes, or a group that has common attributes, characteristics, qualities, or traits | ||||
| Figurative Language | language that does not use comparisons like similes and metaphors | ||||
| Five Cannons of Rhetoric | invention, disposition, style, delivery, memory | ||||
| Focus Group | a small group of people who give you feedback about their perceptions | ||||
| Frame of Reference | the unique set of perspectives, experience, knowledge, and values belonging to every individual | ||||
| Free Speech | according to Merriam Webster’s Dictionary of Law, free speech entails “the right to express information, ideas, and opinions free of government restrictions based on content and subject only to reasonable limitations (as the power of the government to avoid a clear and present danger) esp. as guaranteed by the First and Fourteenth Amendments to the U.S. Constitution” (Freedom of speech) | ||||
| General-Interest Periodicals | magazines and newsletters published on a fairly systematic basis | ||||
| Generalization | a form of inductive reasoning that draws conclusions based on recurring patterns or repeated observations. | ||||
| Globalization | a complex system of interconnecting structural and cultural forces that aid the spread of ideas and technologies and influence the social and economic organization of societies | ||||
| Glossophobia | a subset of social phobia, the fear of social situations | ||||
| Goodwill | refers to the degree which an audience member perceives a speaker as caring about the audience member | ||||
| Graph | a pictorial representation of the relationships of quantitative data using dots, lines, bars, pie slices, and the like | ||||
| Gustatory | of or relating to the sense of taste | ||||
| Hasty Generalization | a fallacy that involves making a generalization with too few examples. | ||||
| Headings | a title at the head of a page or section of a book | ||||
| Hearing | an accidental and automatic brain response to sound that requires no effort | ||||
| Hero Speech | a motivational speech given by someone who is considered a hero in society | ||||
| Heterosexism | a system of attitudes, bias, and discrimination in favor of female–male sexuality and relationships | ||||
| Hyperbole | intentional exaggeration for effect | ||||
| Idiom | a word or phrase where the meaning cannot be predicted from normal, dictionary definitions | ||||
| Imagery | language that makes the recipient smell, taste, see, hear, and feel a sensation; also known as sensory language | ||||
| Impromptu Speaking | the presentation of a short message without advance preparation | ||||
| Inductive reasoning | a type of reasoning in which examples or specific instances are used to supply strong evidence for (though not absolute proof of) the truth of the conclusion; the scientific method. | ||||
| Informative Narratives | provide information or explanations about a speaker’s topic | ||||
| Informative Speaking | primary purpose is to share one’s knowledge of a subject with an audience, teaching and providing information for the purpose of expanding the audience’s knowledge. | ||||
| Initial Credibility | the speaker’s credibility at the beginning of or even before the speech | ||||
| Intent | to be an ethical listener or speaker, one must begin with ethical intentions; for example, if we agree that honesty is ethical, it follows that ethical speakers will prepare their remarks with the intention of telling the truth to their audiences | ||||
| Interactional Model of Public Speaking | a theory of public speaking that includes the source, channel, receiver, encoding, decoding, and feedback | ||||
| Interlibrary Loan | a process where librarians are able to search other libraries to locate the book a researcher is trying to find | ||||
| Internal Previews | let your audience know what is coming up next in the speech and what to expect with regard to the content of your speech | ||||
| Internal Summaries | emphasize what has come before and remind the audience of what has been covered | ||||
| Interview | a one-on-one exchange in which you ask questions of a respondent | ||||
| Irony | the expression of one’s meaning by using language that normally signifies the opposite, typically for humorous or emphatic effect | ||||
| Jargon | language used in a specific field that may or may not be understood by others | ||||
| Journals | a scholarly publication containing articles written by researchers, professors and other experts | ||||
| Keywords | a word or concept of great significance | ||||
| Lament | to express grief or sorrow | ||||
| Language | a system of symbols we use to form messages | ||||
| Lectern | a small raised surface, usually with a slanted top, where a speaker can place notes during a speech | ||||
| Lexical Definition | specifically states how a word is used within a specific language | ||||
| Line Graph | a graph designed to show trends over time | ||||
| Linear Model of Communication | a model of public speaking that includes the source, channel, and receiver | ||||
| Listening | at its best, is active, focused, concentrated attention for the purpose of understanding the meanings expressed by a speaker | ||||
| Listening or Receiver Apprehension | the fear that you might be unable to understand the message or process the information correctly or be able to adapt your thinking to include the new information coherently | ||||
| Literal Analogies | compare two objects or ideas that clearly belong to the same class | ||||
| Literal Language | language that does not use comparisons like similes and metaphors | ||||
| Logical Fallacy | mistakes in reasoning; erroneous conclusions or statements made from poor inductive or deductive analyses. | ||||
| Logos | logical and organized arguments and the credible evidence to support the arguments within a speech; arguments based on logic | ||||
| Main Points | the main ideas in the speech | ||||
| Manuscript Speaking | the word-for-word iteration of a written message | ||||
| Means | the tools or behaviors we employ to achieve a desired outcome | ||||
| Media Convergence | refers to the merging of technologies that were previously developed and used separately | ||||
| Media Imperialism | the domination of other countries through exported media and the values and ideologies they contain | ||||
| Media Literacy | involves our ability to critique and analyze the potential impact of the media | ||||
| Mediated | visual images or items to help the speaker communicate or clarify their message | ||||
| Memorized Speaking | the rote recitation of a written message that the speaker has committed to memory | ||||
| Mental Dialogue | an imagined conversation the speaker has with a given audience in which the speaker tries to anticipate what questions, concerns, or issues the audience may have to the subject under discussion | ||||
| Message | involves verbal and nonverbal behaviors enacted by communicators that are interpreted with meaning by others | ||||
| Metaphors | a figure of speech that identifies something as being the same as some unrelated thing for rhetorical effect, thus highlighting the similarities between the two | ||||
| MLA style | the style scholars in the various humanities fields (e.g., English, philosophy, rhetoric) are more likely to use | ||||
| Monologue | a prolonged speech by a single person | ||||
| Monotone | too little variation in pitch | ||||
| Monroe’s Motivated Sequence | organizational pattern used for persuasive speeches involving five steps: attention, need, satisfaction, visualization, and action | ||||
| Motivational Speech | a speech designed not only to make an audience experience emotional arousal (fear, sadness, joy, excitement) but also to motivate the audience to do something with that emotional arousal | ||||
| Narratives | stories that help an audience understand the speaker’s message | ||||
| Negative Example | used to illustrate what not to do | ||||
| Noise | refers to anything that interferes with message transmission or reception | ||||
| Nonexample | used to explain what something is not | ||||
| Non Sequitur | a fallacy where the conclusion does not follow from its premise. | ||||
| Nonverbal Communication | the transfer of information through the use of body language including eye contact, facial expressions, gestures and more | ||||
| Note of Finality | last statement that wraps up your entire presentation and lets the audience know the speech is finished | ||||
| Numerical Support | citing data and numbers within a speech | ||||
| Olfactory | of or relating to the sense of smell | ||||
| Opinions | a personal view, attitude, or belief about something | ||||
| Parallelism | the repetition of grammatical structures that correspond in sound, meter, or meaning | ||||
| Paraphrase | to take a source’s basic idea and condense it using your own words | ||||
| Pathos | the use of emotions such as anger, joy, hate, desire for community, and love to persuade the audience of the rightness of a proposition; arguments based on emotion | ||||
| Peer-Reviewed Sources | an article that has been reviewed by a group of experts in the field, sometimes called a board of editors | ||||
| People-Oriented Listeners | interested in the speaker; listens to the message in order to learn how the speaker thinks and how they feel about their message | ||||
| Periodicals | works that are published on a regular, ongoing basis, such as magazines, academic journals, and newspapers | ||||
| Persuade | to convince, motivate, or otherwise persuade others to change their beliefs, take an action, or reconsider a decision | ||||
| Persuasion | symbolic process in which communicators try to convince other people to change their attitudes or behavior regarding an issue through the transmission of a message, in an atmosphere of free choice (Perloffl 2003, p.8) | ||||
| Persuasive Definitions | motivate an audience to think in a specific manner about the word or term | ||||
| Persuasive Narratives | stories used to persuade people to accept or reject a specific attitude, value, belief, or behavior | ||||
| Persuasive Speaking | the primary purpose of persuasive speaking is to convince, motivate, or otherwise persuade others to change their beliefs, take an action, or reconsider a decision | ||||
| Physical Dimension | involves the real or touchable environment where communication occurs | ||||
| Physical Noise | consists of various sounds in an environment that interfere with a source’s ability to hear | ||||
| Physiological Noise | refers to bodily processes and states that interfere with a message | ||||
| Pictograph | a graph using iconic symbols to dramatize differences in amounts | ||||
| Pictographic Support | any drawn or visual representation of an object or process | ||||
| Pie Graph | a graph designed to show proportional relationships within sets of data | ||||
| Pitch | the relative highness or lowness of your voice | ||||
| Plagiarism | using someone else’s words or ideas without giving credit | ||||
| Popular Sources | (also called non-scholarly) sources inform and entertain the public or allow practitioners to share industry, practice, and production information | ||||
| Positive Example | used to clarify or clearly illustrate a principle, method, or phenomenon | ||||
| Post Hoc Ergo Propter Hoc | Latin phrase means “After the fact, therefore because of the fact.” Also called historical fallacy, this one is an error in causal reasoning | ||||
| Powerless Language | language that communicates a lack of power | ||||
| Premise | statement that is designed to provide support or evidence | ||||
| Preparation Outline | used to work through the various components of your speech in an organized format | ||||
| Presentation Aids | the resources beyond the speech words and delivery that a speaker uses to enhance the message conveyed to the audience | ||||
| Preview | a sentence that provides a clear outline of the main points that will be discussed in the presentation | ||||
| Preview Statement | the part of the speech that literally tells the audience exactly what main points you will cover | ||||
| Primary Research | carried out to discover or revise facts, theories, and applications and is reported by the person conducting the research | ||||
| Primary Source | information that is original and first-hand or straight from the source; information that is unfiltered by interpretation or editing | ||||
| Proposition | central idea statement in a persuasive speech; a statement made advancing a judgment or opinion | ||||
| Psychographic Analysis | compiling information on the beliefs, attitudes, and values that your audience members embrace | ||||
| Psychographic Information | involves the beliefs, attitudes, and values that your audience members embrace | ||||
| Psychological Noise | mental states or emotional states that impede message transmission or reception | ||||
| Public Speaking | the process of designing and delivering a message to an audience | ||||
| Public Speaking Anxiety (PSA) | one of the most commonly reported social fears | ||||
| Purpose Statement | clearly states what it is you would like to achieve | ||||
| Racism | a belief that race is a fundamental determinant of human traits and capacities and that racial differences produce an inherent superiority of a particular race | ||||
| Rate | how quickly or slowly you say the words of your speech | ||||
| Receiver | the audience members listening to the speech | ||||
| Receiver Biases | can refer to two things: biases with reference to the speaker and preconceived ideas and opinions about the topic or message | ||||
| Receiving | first stage of the listening process; the intentional focus on hearing a speaker’s message, which happens when we filter out other sources so that we can isolate the message and avoid the confusing mixture of incoming stimuli | ||||
| Red Herring | a fallacy that introduces an irrelevant issue to divert attention from the subject under discussion. | ||||
| Regionalisms | are customary words or phrases used in different geographic regions | ||||
| Religious Speech | a speech designed to incorporate religious ideals into a motivational package to inspire an audience into thinking about or changing aspects of their religious lives | ||||
| Remembering | third stage of the listening process; begins with listening; if you can’t remember something that was said, you might not have been listening effectively | ||||
| Representative Sample | a group or set chosen from a larger statistical population or group of factors or instances that adequately replicates the larger group according to whatever characteristic or quality is under study | ||||
| Research | scholarly investigation into a topic in order to discover, revise, or report facts, theories, and applications | ||||
| Research Log | step-by-step account of the process of identifying, obtaining, and evaluating sources for a specific project, similar to a lab note-book in an experimental setting | ||||
| Responding | fifth and final stage of the listening process; also referred to as "feedback;" the stage at which you indicate your involvement; almost anything you do at this stage can be interpreted as feedback | ||||
| Reverse Outline | tool you can use to determine the adequacy of your speech’s support by starting with your conclusion and logically working backward through your speech to determine if the support you provided is appropriate and comprehensive | ||||
| Roast | a humorous speech designed to both praise and good-naturedly insult a person being honored | ||||
| Scholarly Sources | are written by experts in their field, usually professors in a specific discipline | ||||
| Scrutiny Fear | anxiety resulting from being in a situation where one is being watched or observed, or where one perceives themselves as being watched | ||||
| Secondary Research | research carried out to discover or revise facts, theories, and applications—similar to primary research—but it is reported by someone not involved in conducting the actual research | ||||
| Secondary Source | information that is not directly from the firsthand source; information that has been compiled, filtered, edited, or interpreted in some way | ||||
| Selective Exposure | the decision to expose ourselves to messages that we already agree with, rather than those that confront or challenge us | ||||
| Semantic Noise | refers to message interference that results from different meanings people attach to messages | ||||
| Setup | sentence or phrase in which you explain to your audience where the information you are using came from | ||||
| Sexism | prejudice or discrimination based on sex | ||||
| Sign Post | transition using just a word or short phrase | ||||
| Sign Reasoning | a form of inductive reasoning in which conclusions are drawn about phenomena based on events that precede (not cause) a subsequent event. | ||||
| Similes | a figure of speech involving the comparison of one thing with another thing of a different kind (specifically using the terms “like” or “as”), used to make a description more emphatic or vivid | ||||
| Situational Analysis | compiling information on characteristics related to the specific speaking situation | ||||
| Situational Anxiety | the communication apprehension created by “the unique combination of influences generated by audience, time and context” (McCroskey, 2001) | ||||
| Slang | a type of language that consists of words and phrases that are specific to a subculture or group that others may not understand | ||||
| Slippery Slope | a fallacy that assumes that taking a first step will lead to subsequent events that cannot be prevented. | ||||
| Social Learning Theory | claims that media portrayals influence our development of schemata or scripts, especially as children, about different groups of people | ||||
| Social-Psychological Dimension | refers to “status relationships among participants, roles and games that people play, norms of the society or group, and the friendliness, formality, or gravity of the situation” (DeVito, 2009) | ||||
| Socioeconomic Status | refers to a combination of characteristics including income, wealth, level of education, and occupational prestige | ||||
| Source | the person who is giving the speech | ||||
| Spatial Pattern | useful organization pattern when the main point’s importance is derived from its location or directional focus | ||||
| Speaking Outline | much more succinct than the preparation outline and includes brief phrases or words that remind the speakers of the points they need to make, plus supporting material and signposts | ||||
| Special Occasion Speech | a speech designed to address and engage the context and audience’s emotions on a specific occasion | ||||
| Special-Interest Periodicals | magazines and newsletters that are published for a narrower audience | ||||
| Specific Purpose Statement | builds on your general purpose (such as to inform) and makes it more specific by stating intended outcome or goal of the speech. | ||||
| Speech of Acceptance | a speech given by the recipient of a prize or honor | ||||
| Speech of Commencement | a speech designed to recognize and celebrate the achievements of a graduating class or other group of people | ||||
| Speech of Dedication | a speech delivered to mark the unveiling, opening, or acknowledging of some landmark or structure | ||||
| Speech of Farewell | a speech allowing someone to say goodbye to one part of his or her life as he or she is moving on to the next part of life | ||||
| Speech of Introduction | a mini-speech given by the host of a ceremony that introduces another speaker and his or her speech | ||||
| Speech of Presentation | a brief speech given to accompany a prize or honor | ||||
| Speeches to Entertain | involves an array of speaking occasions ranging from introductions to wedding toasts, to presenting and accepting awards, to delivering eulogies at funerals and memorial services in addition to after-dinner speeches and motivational speeches | ||||
| State-Anxiety | derived from the external situation within which individuals find themselves | ||||
| Statistics | mathematical subfield that gathers, analyzes, and makes inferences about collected data | ||||
| Stereotyping | taking for granted that people with a certain characteristic in common have the same likes, dislikes, values, and beliefs | ||||
| Stipulative Definition | assigned to a word or term by the person who coins that word or term for the first time | ||||
| Straw Man | a fallacy that shows a weaker side of an opponent’s argument in order to more easily tear it down. | ||||
| Subheadings | a heading given to a subsection of a piece of writing | ||||
| Subordination | a hierarchy to the order of the points of a speech | ||||
| Success Speech | a speech given by someone who has succeeded in some aspect of life and is giving back by telling others how they too can be successful | ||||
| Summary | clear sentence that restates the preview statement in past tense, outlining the main points that were addressed in the speech | ||||
| Summary of Support | involves condensing or encapsulating the entire text as a form of support | ||||
| Support | range of strategies that are used to develop the central idea and specific purpose by providing corroborating evidence | ||||
| Support-Manipulation | when speakers attempt to find support that says exactly what they want it to say despite the fact that the overwhelming majority of evidence says the exact opposite | ||||
| Survey | a set of questions administered to several—or, preferably, many—respondents | ||||
| Survivor Speech | a speech given by someone who has survived a personal tragedy or who has faced and overcame serious adversity | ||||
| Synchronicity | describes whether your digital oratory will be delivered live or recorded for people to use late | ||||
| Syllogism | a three-sentence argument composed of a major premise (a generalization or principle that is accepted as true), a minor premise (and example of the major premise), and a conclusion. | ||||
| Symbol | is a word, icon, picture, object, or number that is used to stand for or represent a concept, thing, or experience | ||||
| Systematic desensitization | is a behavioral modification technique that helps individuals overcome anxiety disorders | ||||
| Target Audience | the members of an audience the speaker most wants to persuade and who are likely to be receptive to persuasive messages | ||||
| Temporal Dimension | “has to do not only with the time of day and moment in history but also with where a particular message fits into the sequence of communication events” (DeVito, 2009) | ||||
| Terminal Credibility | credibility at the end of the speech | ||||
| Theoretical Definitions | used to describe all parts related to a particular type of idea or object | ||||
| Thesis | single, declarative sentence that captures the essence or main point of your entire presentation | ||||
| Thought Leader | individuals who contribute new ideas; to achieve thought leader status, individuals must communicate their ideas to others through both writing and public speaking | ||||
| Time-Oriented Listeners | prefer a message that gets to the point quickly | ||||
| Toast | a speech designed to congratulate, appreciate, or remember | ||||
| Tone | the attitude of a given artifact (humorous, serious, light-hearted, etc.) | ||||
| Topic Sentence | The first sentence of each paragraph is the topic sentence, which is basically a paragraph’s thesis statement: well-written topic sentences tell the reader what the entire paragraph is about. | ||||
| Topical Pattern | main points are developed according to the different aspects, subtopics or topics within an overall topic | ||||
| Trait-Anxiety | measures how people generally feel across situations and time periods | ||||
| Transactional Model of Communication | basic premise of the transactional model is that individuals are sending and receiving messages at the same time | ||||
| Transitions | serve as bridges between seemingly disconnected (but related) material, most commonly between your main points | ||||
| Trustworthiness | the degree to which an audience member perceives a speaker as honest | ||||
| Two-Tailed Arguments | persuasive technique in which a speaker brings up a counter-argument to their own topic and then directly refutes the claim | ||||
| Understanding | second stage of the listening process; we attempt to learn the meaning of the message, which is not always easy | ||||
| Verbal Communication | refers to the production of spoken language to send an intentional message to a listener | ||||
| Visualization | is the process of seeing something in your mind’s eye | ||||
| Vividness | speaker’s ability to present information in a striking, exciting manner | ||||
| Vocal Cue | the subtle but meaningful variations in speech delivery, which can include the use of pitch, tone, volume, and pace | ||||
| Vocalized Pauses | sounds in pauses to make it appear that we haven’t actually paused. Another term for them is "fillers" or “nonfluencies" | ||||
| Volume | the relative softness or loudness of your voice | ||||
| Voluntary Audience | gathers because they want to hear the speech, attend the event, or participate in an event | ||||
| Warrant | the inference that can be drawn from the claim and evidence | ||||
| World Wide Web | an interconnected system of public webpages accessible through the Internet | ||||
| Worldview | is the overall framework through which an individual sees, thinks about, and interprets the world and interacts with it | ||||