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COMM1002 Public Speaking Unit 1 Challenge 3 Sophia
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Caroline told her mother, Lisa, that she didn’t feel well and would probably miss her class at the community college the following afternoon. Lisa knew that Caroline was just nervous. Caroline’s marketing professor had asked all of the students to give a ten minute speech in front of an elementary education class. Caroline is terrified and has no idea what to speak about.
“You have to go to college tomorrow, and you have to do the assignment, Caroline,” said Lisa.
“But Mom, it’s so unfair — he’s just trying to torture us!” Caroline exclaimed.
“You need to stop worrying and start planning. You’ll feel much better when you have a topic and begin writing,” Lisa said.
When planning her speech, it is best for Caroline to think of it as a(n) (A) . It is also especially important for Caroline to scope her speech, because it makes writing easier and increases the likelihood of (B) .
A
inverted pyramid hourglass pyramid diamond square inverted pyramid
B
audience comprehensionaudience comprehension finding evidence smooth delivery confidence a better grade
Lisa told Caroline that she had to speak to groups, boards, and politicians in her role as a public health nutritionist.
“Maybe I should make a speech about nutrition and use some of your research and your speech. You could help me write it, Mom!” Caroline said.
Her mom responded, “You can’t use my research and make a speech about nutrition just because I did one. What about your work at the bakery? You enjoy it and you know a lot about it.”
Lisa finds a recent presentation she made to the school board about school lunches and shows it to Caroline as an example. Connect each speech-writing concept to the example from Lisa’s speech.
Thesis statement
Topic
Purpose
• A.
School nutrition budgets
• B.
To help the school board better understand the school cafeteria's expenses.
• C.
Schools should invest the extra money necessary to provide healthy lunch options for students.
• D.
National public health programs promote healthy eating for young children in schools.
Caroline still felt overwhelmed by the ability to choose any speech topic she wanted.
“It would be easier if my professor just assigned us something to present about,” Caroline moaned while she flicked through her phone.
“Part of the exercise is to learn how to narrow down a topic,” Lisa reminded her. “Sit down, put your phone away, and take out a pen and paper. I’ll time you while you list the most interesting stories you saw posted online this week, and we will see if you can brainstorm yourself a topic.”
Caroline is working on selecting a topic for her speech. Arrange the following speech-planning activities in the order in which Caroline should undertake them.
1. c. Caroline looks back through all of the articles and blog posts she has saved recently, looking to find the topics she has been most interested in.
2. a. Caroline identifies the two subjects from the long list that come up again and again. From this list of two, she thinks about which one will best fit into a ten-minute speech.
3. b. Caroline does some preliminary research so that she can determine the speech's main argument, three main supporting pieces of information, and conclusion.
• a. Caroline identifies the two subjects from the long list that come up again and again. From this list of two, she thinks about which one will best fit into a ten-minute speech.
• b. Caroline does some preliminary research so that she can determine the speech's main argument, three main supporting pieces of information, and conclusion.
• c. Caroline looks back through all of the articles and blog posts she has saved recently, looking to find the topics she has been most interested in.
The kitchen timer buzzed loudly. “Time’s up, pen down!” said Lisa.
“Once I got started thinking about funny, sad, or interesting stories I saw on Facebook, Twitter, and my favorite blogs this week, I had lots of ideas,” Caroline said.
“Great! Now mark your top three ideas,” said Lisa. Caroline thought for a minute, underlined three topics on the paper, and passed it to her mother.
Lisa read the list: an assault in the city park, schoolchildren who visited her bakery, how to wear ankle boots. She and Caroline agreed that the bakery is a safe topic that Caroline is both interested in and knowledgeable about.
Choose the option that would best help Caroline scope her topic.
•
Caroline thinks about the time limit of her speech and her audience and decides to speak about the three most important things she's learned about teaching others by working in the bakery.
•
Caroline asks her mom to taste a variety of items from the bakery and comment on them for her speech on different baked goods.
•
Caroline decides that it is best to talk specifically on what she knows best so she begins to write a speech telling about her first day working at the bakery.
•
After deciding her topic, Caroline is worried that ten minutes is such a short amount of time that she is going to try to cover as much as possible.
•
Since she only has ten minutes to speak, Caroline decides she should leave her topic very broad so that she can decide what she actually wants to say when she gets up to talk.
•
Caroline wants to make sure that her passion comes through in her delivery so she continues to brainstorm ideas for a topic.
Bryan and David are two of Caroline’s classmates. They posted a video online of themselves practicing their speeches, which they promised would “make the class fall off their chairs from laughing so hard.” Caroline watched the video in front of her mother, and Lisa looked over her shoulder. Lisa shook her head.
“A public-speaking assignment in college in front of your peers and professors, which will be graded, is not an appropriate time for a comedy skit,” Lisa replied.
Lisa raises a crucial point about the importance of matching the type of speech, content, and format to the occasion, audience, and purpose for speaking. Identify the general purpose of each speech topic below.
= Correct Answer
= Incorrect Answer
Entertain Inform Persuade
Motivational stories from famous chefs.
Bakeries should offer low-sugar options for their younger customers.
The temperature of butter can distinctly change how a cookie turns out.
Caroline’s marketing class and the early education class have slightly different demographics. The average age of the students in both is 25. Many students in both classes are working students who are taking the class to enhance their business or work experience. Most students in the marketing class are male, and most students in the education class are female. While most of the students in the education class are from the local area and share religious and cultural backgrounds, the marketing class is more diverse; in addition, the class includes a group of 30 international students from Japan. The education class has a large group of Young Democrats, and the international students in the marketing class have recently formed the college’s first Japanese society.
Evaluate the advice below, and select the true statement about audience analysis.
•
When considering education, attention should only be paid to an audience's formal education.
•
There is not much of a difference when considering communication styles between male and female audiences.
•
In this setting, Caroline should consider the class's high participation in Young Democrats as the secondary group, with the primary group being their classification as a college student.
•
It is best to assume that your audience knows what you are talking about so that you don't risk talking down to them.
•
When speaking to a mostly female class, Caroline could consider trying to form a relationship and connection to her audience through equity, support, and responsiveness.
•
A speaker should consider group membership in regards to race and ethnicity. However, in our modern world, gender does not need to be considered.
Lisa read Caroline more excerpts from the speech she recently made to the school board about nutrition. Lisa had adapted the speech for the school board, which was mostly made up of volunteers interested in town politics and their local school system. She had given different versions of the speech before to pediatricians and primary care practitioners within the hospital network, and to local public health officials who were developing and implementing city public health programs aimed at children and families.
Select the term that is used incorrectly in the scenario below:
Lisa adapted her speech based on her audience's demographics and how they analyzed her topic. Her goal was to identify with the audience’s perspective and ensure that her message was written in a way to best help her audience decode it. She imagined a theoretical audience in order to practice her speech each time she changed it.
•
analyzed
•
demographics
•
perspective
•
decode
•
message
•
theoretical
After Caroline drafted her speech, she practiced it in front of her parents, her younger brother, and her grandmother. After Caroline finished, everyone gave her some feedback.
“You talked so fast at the start that I missed the background on the bakery, your job, and the preschool groups the bakery hosts. Try to speak more slowly,” Caroline’s father said.
“I thought it was very interesting,” said her grandmother, “but I think you have a few typos in the slides.”
“Those are abbreviations, Granny!” Caroline explained.
Caroline’s speech would need to be written and presented differently if she were presenting to different audiences. Match the demographic factors on the left with the appropriate advice on the right.
Refugee families recently relocated to Caroline's town
Families at the local Jewish Community Center
Grandparents who provide daycare for their grandchildren
• A.
Avoid using too much contemporary slang in the presentation.
• B.
Be sure you are using the term "partner" instead of always assuming the married pair is "husband and wife."
• C.
Avoid using Christmas-related examples in the speech.
• D.
Review the speech for ethnocentric phrases to ensure you avoid any prejudicial information
“I wish I could just record my speech. It would be so much easier!” moaned Caroline.
Lisa replied, “I really don’t see why this is making you so nervous; you post videos and pictures of yourself online constantly. That audience is a lot bigger and much harsher than the one you’re going to speak to tomorrow. Think about the context. You have a friendly and receptive audience tomorrow. Everyone will feel equally nervous. You share many of the same opinions and interests, and kids and baking are topics that usually don’t create controversy,” Lisa said.
Caroline thought for a minute before replying, “You’re right. Thank goodness we don’t have to debate marriage equality or something.”
Match the contextual factor that Caroline should consider on the right to the aspect of her speech that it relates to on the left.
Caroline has decided to use a PowerPoint projected onto a screen at the front of a room.
Caroline's speech begins with a question to the audience about the best way to bake bread.
Caroline is delivering this speech to her class, but she has not had conversations with many of them.
• A.
The knowledge of the audience about your topic
• B.
The audience's opinion of you and your topic
• C.
The number of audience members
• D.
Caroline felt pretty confident about how her speech on using baking to promote child development turned out. When preparing her speech, Caroline tried to ensure that her audience was going to be interested in and understand her speech. Luckily, the audience members and Caroline share a lot of similarities; however, Caroline knows that there are a number of students with basic English-language comprehension who usually receive translation help from the college for exams. She hopes they will be able to understand her but she isn’t quite sure what to do because she only speaks English.
Caroline is done with her speech preparation, but she still will have time to make adjustments to her speech while she’s speaking. From first to last, what order should these steps be placed in to correctly utilize audience analysis?
1. d. Caroline discovers a demographic profile of the student population on the community college website. She finds specific information about the department of education and learns that 75 percent of students are younger than 25 and 25 percent are older than 25. She also finds information about the background of the college’s international students and learns that half of the early-education class participated in political lobbying to increase school-system spending on health education.
2. a. Caroline has never gone to school in a country that didn't speak her language; in contrast, some members of her audience experience this language barrier every day. However, she did once attend a church mass delivered entirely in latin. She used that experience and her imagination to determine what parts of her speech might present the most problems for the international students in her class.
3. b. Caroline meets with a small group of international students from her class and asks them to review her diction and vocabulary and highlight tricky words or concepts.
4. c. The Japanese students look confused when Caroline refers to different baked goods by name, so she stops and shows pictures from the internet of each one to illustrate the children’s experiences in the bakery.
• a. Caroline has never gone to school in a country that didn't speak her language; in contrast, some members of her audience experience this language barrier every day. However, she did once attend a church mass delivered entirely in latin. She used that experience and her imagination to determine what parts of her speech might present the most problems for the international students in her class.
• b. Caroline meets with a small group of international students from her class and asks them to review her diction and vocabulary and highlight tricky words or concepts.
• c. The Japanese students look confused when Caroline refers to different baked goods by name, so she stops and shows pictures from the internet of each one to illustrate the children’s experiences in the bakery.
• d. Caroline discovers a demographic profile of the student population on the community college website. She finds specific information about the department of education and learns that 75 percent of students are younger than 25 and 25 percent are older than 25. She also finds information about the background of the college’s international students and learns that half of the early-education class participated in political lobbying to increase school-system spending on health education.
Caroline told her mother, Lisa, that she didn’t feel well and would probably miss her class at the community college the following afternoon. Lisa knew that Caroline was just nervous. Caroline’s marketing professor had asked all of the students to give a ten minute speech in front of an elementary education class. Caroline is terrified and has no idea what to speak about.
“You have to go to college tomorrow, and you have to do the assignment, Caroline,” said Lisa.
“But Mom, it’s so unfair — he’s just trying to torture us!” Caroline exclaimed.
“You need to stop worrying and start planning. You’ll feel much better when you have a topic and begin writing,” Lisa said.
When planning her speech, it is best for Caroline to think of it as a(n) (A) inverted pyramid . It is also especially important for Caroline to scope her speech, because it makes writing easier and increases the likelihood of (B) audience comprehension .
A
inverted pyramid square pyramid diamond hourglass
B
a better grade confidence finding evidence audience comprehension smooth delivery
Lisa told Caroline that she had to speak to groups, boards, and politicians in her role as a public health nutritionist.
“Maybe I should make a speech about nutrition and use some of your research and your speech. You could help me write it, Mom!” Caroline said.
Her mom responded, “You can’t use my research and make a speech about nutrition just because I did one. What about your work at the bakery? You enjoy it and you know a lot about it.”
Lisa finds a recent presentation she made to the school board about school lunches and shows it to Caroline as an example. Connect each speech-writing concept to the example from Lisa’s speech.
Thesis statement
Topic
Purpose
School nutrition budgets
To help the school board better understand the school cafeteria's expenses.
Schools should invest the extra money necessary to provide healthy lunch options for students.
National public health programs promote healthy eating for young children in schools.
Caroline still felt overwhelmed by the ability to choose any speech topic she wanted.
“It would be easier if my professor just assigned us something to present about,” Caroline moaned while she flicked through her phone.
“Part of the exercise is to learn how to narrow down a topic,” Lisa reminded her. “Sit down, put your phone away, and take out a pen and paper. I’ll time you while you list the most interesting stories you saw posted online this week, and we'll see if you can brainstorm yourself a topic.”
Caroline is working on selecting a topic for her speech. Arrange the following speech-planning activities in the order in which Caroline should undertake them.
a. Caroline sets her phone timer for one minute and makes a list of the most interesting stories she read online in the past week.
c. Caroline remembers that her speech needs to be under 10 minutes long and about a current event, so she narrows her list of topics to ones that meet those criteria.
b. Caroline outlines the speech’s argument, three main ideas, and conclusion after she does some research.
a. Caroline sets her phone timer for one minute and makes a list of the most interesting stories she read online in the past week.
b. Caroline outlines the speech’s argument, three main ideas, and conclusion after she does some research.
c. Caroline remembers that her speech needs to be under 10 minutes long and about a current event, so she narrows her list of topics to ones that meet those criteria.
The kitchen timer buzzed loudly. “Time’s up, pen down!” said Lisa.
“Once I got started thinking about funny, sad, or interesting stories I saw on Facebook, Twitter, and my favorite blogs this week, I had lots of ideas,” Caroline said.
“Great! Now mark your top three ideas,” said Lisa. Caroline thought for a minute, underlined three topics on the paper, and passed it to her mother.
Lisa read the list: an assault in the city park, schoolchildren who visited her bakery, how to wear ankle boots. She and Caroline agreed that the bakery is a safe topic that Caroline is both interested in and knowledgeable about.
Choose the option that would best help Caroline scope her topic.
Caroline decides that it is best to talk specifically on what she knows best so she begins to write a speech telling about her first day working at the bakery.
After deciding her topic, Caroline is worried that ten minutes is such a short amount of time that she is going to try to cover as much as possible.
Caroline thinks about the time limit of her speech and her audience and decides to speak about the three most important things she's learned about teaching others by working in the bakery.
Since she only has ten minutes to speak, Caroline decides she should leave her topic very broad so that she can decide what she actually wants to say when she gets up to talk.
Caroline asks her mom to taste a variety of items from the bakery and comment on them for her speech on different baked goods.
Caroline wants to make sure that her passion comes through in her delivery so she continues to brainstorm ideas for a topic.
Bryan and David are two of Caroline’s classmates. They posted a video online of themselves practicing their speeches, which they promised would “make the class fall off their chairs from laughing so hard.” Caroline watched the video in front of her mother, and Lisa looked over her shoulder. Lisa shook her head.
“A public-speaking assignment in college in front of your peers and professors, which will be graded, is not an appropriate time for a comedy skit,” Lisa replied.
Lisa raises a crucial point about the importance of matching the type of speech, content, and format to the occasion, audience, and purpose for speaking. Identify the general purpose of each speech topic below.
= Correct Answer
= Incorrect Answer
Entertain Inform Persuade
Motivational stories from famous chefs.
Bakeries should offer low-sugar options for their younger customers.
The temperature of butter can distinctly change how a cookie turns out.
Caroline’s marketing class and the early education class have slightly different demographics. The average age of the students in both is 25. Many students in both classes are working students who are taking the class to enhance their business or work experience. Most students in the marketing class are male, and most students in the education class are female. While most of the students in the education class are from the local area and share religious and cultural backgrounds, the marketing class is more diverse; in addition, the class includes a group of 30 international students from Japan. The education class has a large group of Young Democrats, and the international students in the marketing class have recently formed the college’s first Japanese society.
Evaluate the advice below, and select the true statement about audience analysis.
The members of the Japanese society will most likely share the same reaction to any speech because they are part of the same group.
The formal and self-directed education levels in both audiences are examples of secondary group memberships.
Audience members who are part of a primary group that is more long-lasting, such as the political group, will share experiences with the other group members that shape their beliefs, attitudes, and world views.
The speakers need to use the female pronoun when speaking to the education class and the male pronoun when speaking to the business class.
The speakers need to ignore information about gender, ethnicity, age, and religion when writing a speech to ensure that they avoid bias.
Sororities and fraternities are the most important primary group, and their membership will greatly affect the students’ attitudes, values, and beliefs
Lisa read Caroline more excerpts from the speech she recently made to the school board about nutrition. Lisa had adapted the speech for the school board, which was mostly made up of volunteers interested in town politics and their local school system. She had given different versions of the speech before to pediatricians and primary care practitioners within the hospital network, and to local public health officials who were developing and implementing city public health programs aimed at children and families.
Select the term that is used incorrectly in the scenario below:
Lisa adapted her topic based on her analysis of the audience's demographics. She was able to work within her perceptual framework to understand her audience's views on the topic. Her aim was to identify with the audience’s perspective and ensure that her message was written in a way to best help her audience decode it. She imagined a theoretical audience in order to practice her speech each time she changed it.
within
demographics
perspective
decode
message
theoretical
After Caroline drafted her speech, she practiced it in front of her parents, her younger brother, and her grandmother. After Caroline finished, everyone gave her some feedback.
“You talked so fast at the start that I missed the background on the bakery, your job, and the preschool groups the bakery hosts. Try to speak more slowly,” Caroline’s father said.
“I thought it was very interesting,” said her grandmother, “but I think you have a few typos in the slides.”
“Those are abbreviations, Granny!” Caroline explained.
Caroline’s speech would need to be written and presented differently if she were presenting to different audiences. Match the demographic factors on the left with the appropriate advice on the right.
Refugee families recently relocated to Caroline's town
Families at the local Jewish Community Center
Grandparents who provide daycare for their grandchildren
Avoid using too much contemporary slang in the presentation.
Be sure you are using the term "partner" instead of always assuming the married pair is "husband and wife."
Avoid using Christmas-related examples in the speech.
Review the speech for ethnocentric phrases to ensure you avoid any prejudicial information
“I wish I could just record my speech. It would be so much easier!” moaned Caroline.
Lisa replied, “I really don’t see why this is making you so nervous; you post videos and pictures of yourself online constantly. That audience is a lot bigger and much harsher than the one you’re going to speak to tomorrow. Think about the context. You have a friendly and receptive audience tomorrow. Everyone will feel equally nervous. You share many of the same opinions and interests, and kids and baking are topics that usually don’t create controversy,” Lisa said.
Caroline thought for a minute before replying, “You’re right. Thank goodness we don’t have to debate marriage equality or something.”
Match the contextual factor that Caroline should consider on the right to the aspect of her speech that it relates to on the left.
Caroline emphasizes the educational benefits of baking with children since she is presenting to her education class.
Caroline has decided to show some images that best explain the baking process in a large bakery.
Caroline wrote an email to the teacher, asking if she can use a microphone during her speech.
The knowledge of the audience about your topic
The audience's opinion of you and your topic
The overall psychology of the audience
The physical context of the speech
Caroline felt pretty confident about how her speech on using baking to promote child development turned out. When preparing her speech, Caroline tried to ensure that her audience was going to be interested in and understand her speech. Luckily, the audience members and Caroline share a lot of similarities; however, Caroline knows that there are a number of students with basic English-language comprehension who usually receive translation help from the college for exams. She hopes they will be able to understand her but she isn’t quite sure what to do because she only speaks English.
Caroline is done with her speech preparation, but she still will have time to make adjustments to her speech while she’s speaking. From first to last, what order should these steps be placed in to correctly utilize audience analysis?
a. Caroline has never gone to school in a country that didn't speak her language; in contrast, some members of her audience experience this language barrier every day. However, she did once attend a church mass delivered entirely in latin. She used that experience and her imagination to determine what parts of her speech might present the most problems for the international students in her class.
b. Caroline meets with a small group of international students from her class and asks them to review her diction and vocabulary and highlight tricky words or concepts.
c. The Japanese students look confused when Caroline refers to different baked goods by name, so she stops and shows pictures from the internet of each one to illustrate the children’s experiences in the bakery.
d. Caroline discovers a demographic profile of the student population on the community college website. She finds specific information about the department of education and learns that 75 percent of students are younger than 25 and 25 percent are older than 25. She also finds information about the background of the college’s international students and learns that half of the early-education class participated in political lobbying to increase school-system spending on health education.
a. Caroline has never gone to school in a country that didn't speak her language; in contrast, some members of her audience experience this language barrier every day. However, she did once attend a church mass delivered entirely in latin. She used that experience and her imagination to determine what parts of her speech might present the most problems for the international students in her class.
b. Caroline meets with a small group of international students from her class and asks them to review her diction and vocabulary and highlight tricky words or concepts.
c. The Japanese students look confused when Caroline refers to different baked goods by name, so she stops and shows pictures from the internet of each one to illustrate the children’s experiences in the bakery.
d. Caroline discovers a demographic profile of the student population on the community college website. She finds specific information about the department of education and learns that 75 percent of students are younger than 25 and 25 percent are older than 25. She also finds information about the background of the college’s international students and learns that half of the early-education class participated in political lobbying to increase school-system spending on health education.