SPE 103 OCC Exploring Public Speaking Appendix B C D E & F Exam Practice

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you will find the answers to the questions within the Appendices (B-F) at the back of your textbook, Exploring Public Speaking, that start on page 330 and end on page 391.

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SPE103 FINAL EXAM (100 Points) EXPLORING PUBLIC SPEAKING APPENDIX B/APPENDIX C/APPENDIX D/APPENDIX E/APPENDIX F Mr. Gynn 1. According to your textbook, what percentage of college students change their majors at least once? How many times does the typical college student change their major? According to your textbook, what are the seven top skills employers look for? Does this class fit one (or more) of the seven? 2. According to the author of your textbook, when must one cite their information in a presentation? According to your textbook, what information must be in the citation of an academic journal article? A magazine article? A web page? A motion picture? According to your textbook, what is GALILEO? 3. An Associate’s Degree is typically limited to how many college hours/credits? A Bachelor’s Degree is typically limited to how many college hours/credits? How many hours/credits are required for “core” classes at Dalton State College (where the author of your textbook teaches communication studies)? 4. According to your textbook, how are college courses more demanding than high school classes? Please identify the four primary differences between college courses and high school classes identified in your textbook? 5. What is the “10-20-30” rule? What are seven tips your author gives for successful online presentations? According to your textbook, what are some positive aspects of humor in a presentation? What are some negative aspects of humor in a presentation? 6. What does the author of your textbook mean when she says colleges/universities are “autonomous?” Please be specific. What was the name of the first university? When was it founded? What was the name of the first British university? When was it founded? 7. According to you textbook, what are four core values of colleges/universities? What are twelve characteristics of most college faculty that it is important for students to know? 8. According to your textbook, what are seven “Don’ts” to avoid with your college professors? What is the one keyword the author of your textbook feels is necessary for success at the college level? What book did she learn this from? 9. What are the six theories of learning the author of your textbook identifies? Please identify each one, and then briefly explain each one. What are the three steps the author idientifies to take to control both speech and test anxiety? 10. According to your textbook, what is the difference between a college and a university? What does the author of your textbook mean when she refers to the term “metacognition?” What does she mean when she refers to the phrase “time on task?” What does SQ3R mean? Please explain. Extra Credit: According to your textbook, what is the one thing that is the “Kiss of Death” when it comes to online speaking? OAKTON COMMUNITY COLLEGE COURSE SYLLABUS EFFECTIVE SPEECH (SPE103) MR. GYNN OFFICE: 2729 OFFICE HOURS: MONDAY: 3:30 to 4:00 and 5:00 to 5:30 WEDNESDAY: 4:00 to 5:00 (by appointment) BY APPOINTMENT (847) 635-1843 Bgynn@oakton.edu I. II. Course Prefix Course Number Course Name SPE 103 Effective Speech Credit Lecture 3 3 Lab 0 Prerequisites: None III. Course Description: Course offers opportunities to develop capability in oral communications. Content includes rhetorical theory, organization and structure of ideas, techniques for general speaking and listening effectiveness, practical experience in individual and group presentations. Recommended: EGL 101 or placement in EGL 101. IV. Learning Objectives: 1. How to use strategies that reduce speaker anxiety. 2. How to deliver extemporaneous speeches using vocal and physical delivery. 3. How to organize ideas using clear structure. 4. How to create speeches that connect with audience demographics. 5. How to collaborate with class members in small groups. 6. How to apply research to support ideas in speeches. SPE 103 V. Page 2 Academic Integrity and Student Conduct: Students and employees at Oakton Community College are required to demonstrate academic integrity and follow Oakton’s Code of Academic Conduct. This code prohibits: • • • • • • • • cheating, plagiarism (turning in work not written by you, or lacking proper citation), falsification and fabrication (lying or distorting the truth), helping others to cheat, unauthorized changes on official documents, pretending to be someone else or having someone else pretend to be you, making or accepting bribes, special favors, or threats, and any other behavior that violates academic integrity. There are serious consequences to violations of the academic integrity policy. Oakton’s policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years. Details of the Code of Academic Conduct can be found in the Student Handbook. Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at www.oakton.edu/studentlife/student-handbook.pdf. VI. Outline of Topics: A. Content Areas: 1. ethics 2. listening 3. audience analysis 4. topic selection 5. support materials 6. research strategies 7. organizing and outlining 8. language: figures of speech, appropriateness, semantics 9. delivery 10. presentation aids 11. informative, persuasive, demonstration, special occasion speeches 12. group dynamics B. Course content of syllabus may be altered due to unforeseen circumstances. C. Content areas covered are the same across sections/instructors; time frames/methodologies vary C:\Users\cloudconvert\server\files\120\343\22\eb1dbb5a-08e7-4e5f-9431- fd7ff2f35144\20201208214650spe103__fall_2020_mw___4_.doc SPE 103 VII. Page 3 Methods of Instruction: A. Lecture/discussion of necessary information, including documentation and source citation B. Instructor examples of effective/ineffective speeches, positive/negative speaker/listener behaviors C. Student presentations: conversation, entertainment; information; demonstration; opinion support (commentary; persuasive-level one; call to action); impromptu; group (panel; symposium; debate). Approximate time limits: Presentation #1: Values Speech (100 points) Presentation #2: Informative Speech with Visual Aids (100 points) Presentation #3: Research Speech with Visual Aids (150 points) *Impromptu: 3-6 minutes 4-7 minutes 5-8 minutes 1-2 minutes D. Feedback on/evaluation of speeches 1. 2. VIII. Course Practices Required: A. B. C. D. E. F. IX. video-taping/self evaluation instructor/audience comments Reading (College Level) Typed speech outlines/typed response papers Writing (College Level) Oral Presentations Critical Thinking Structured peer evaluations Instructional Materials: Text (required) to be selected from most recent editions: Exploring Public Speaking (3rd Edition) by Barbara Tucker, Kristin Barton, Amy Burger, Jerry Drye, and Cathy Hunsicker. C:\Users\cloudconvert\server\files\120\343\22\eb1dbb5a-08e7-4e5f-9431- fd7ff2f35144\20201208214650spe103__fall_2020_mw___4_.doc SPE 103 X. Page 4 Methods of Evaluation: I maintain student grades for course completion for the fall 2020 term based on the provided scale. However, and just as important, students are expected to track their own grades record throughout the fall term to self-monitor assignment completion and progress. Grades are determined by numerical grades received for achievement on the following: Test #1 = Chapters 1-5 (Week #2: 09/28 to 10/04) Values Speech Outline = (Week #3: 10/05 to 10/11) Test #2 = Chapters 6-10 (Week #4: 10/12 to 10/18) Values Speech = (Week #5 and Week #6: 10/19 to 10/25 And 10/26 to 11/01) Test #3 = Chapters 11-15 (Week #7: 11/02 to 11/08) Self-Evaluation #1 (Week #7: 11/02 to 11/08) Informative-Speech with Visual Aids Outline (Week #8: 11/09 to 11/15) Informative-Speech with Visual Aids (Week #9: 11/16 to 11/22) Research Speech Outline (Week #10: 11/23 to 11/29) Works Cited Page (Week #10: 11/23 to 11/29) Self-Evaluation #2 (Week #10: 11/23 to 11/29) Research Speech (Week #11 and Week #12: 11/30 to 12/06 and 12/07 to 12/13) Self-Evaluation #3 (Week #12: 12/07 to 12/13) Final Exam = Cumulative (Week #12: 12/07 to 12/13) 50 points 50 points 50 points Total 1000 points *Speaker Showcase Extra Credit (Week #12: 12/08/20) (25 points)* 100 points 50 points 50 points 50 points 100 points 100 points 50 points 50 points 150 points 50 points 100 points Final Course Grades A 900-1000 B 800-899 C 700-799 D 600-699 F 599 and below *Watch and Review ALL Sample Speeches Several Times—it is the expectation for your own speeches. *Please have potential topics for each of your three presentations ready for class discussions. *Please work ahead as best you can. As you can see, the course becomes more demanding with each passing week. C:\Users\cloudconvert\server\files\120\343\22\eb1dbb5a-08e7-4e5f-9431- fd7ff2f35144\20201208214650spe103__fall_2020_mw___4_.doc SPE 103 XI. Page 5 Other Course Information: A. Attendance: Attendance is required in this course. The Speech Department maintains a formal attendance policy. This policy will be strictly adhered to. Please familiarize yourself with it at this time. Rationale: Speech 103 is a performance course, which requires a prepared, responsive audience to be effective. Attendance is highly encouraged and taken at all ZOOM sessions. Our ZOOM sessions start on Tuesday, August 25th and will then take place on every subsequent Tuesday and Thursday. Please make every effort to attend. Please be on time. All students are expected to demonstrate the proper “Netiquette” at all times. This includes the following: 1. No yelling please: in all situations, typing in ALL CAPS is unnecessary and inappropriate. 2. Sarcasm can (and will) backfire in the virtual world. 3. Don't abuse anyone's mailbox, the chat box in Zoom, or any other like communication tool, this includes both the amount of correspondence you send as well the language you use within your correspondence—tact and diplomacy are two keys to one’s success. 4. Attempt to find your own answer, first. If you’re confused or stuck on an assignment, your first instinct may be to immediately ask a question. But before you ask, take the time to try to figure it out on your own--very important skill and ability to possess within any online forum. 5. Always make an effort to use proper punctuation, spelling and grammar. Trying to decipher a string of misspelled words with erratic punctuation frustrates the reader, distracts from the point of your message and often leads to additional and unnecessary communication. 6. Set and maintain a respectful tone. Use respectful greeting and signatures, full sentences and even the same old "please" and "thank you" you use in real life. I either ignore or address, in a very straight away manner, any language or tone I deem disrespectful or disingenuous. I don't respond to it. 7. Submit all assignments, papers, outlines, files, etc. the right way the first time. You won't be printing assignments and handing to them to me in person, so C:\Users\cloudconvert\server\files\120\343\22\eb1dbb5a-08e7-4e5f-9431- fd7ff2f35144\20201208214650spe103__fall_2020_mw___4_.doc SPE 103 Page 6 knowing how to properly submit your work online is key to your success as an online student as well as a more stress less online experience. 8. Read and/or listen first, understand second, think-over third, think-over again fourth, respond fifth. 9. Think before you type too : ) 10. For each class session, have open simultaneously Zoom and Canvas—we will use both platforms during class sessions. 11. Have paper and pen close (old school) by for taking notes and/or writing comments and questions for Q/A at the end of each Zoom Session. 12. Apply kindness and always maintain professionalism. Good netiquette means conducting yourself in an online class with the same respect, politeness and decency that you would exhibit in a real-life classroom. 13. Please always begin your emails to me with “Prof. Gynn” or “Mr. Gynn” or “Mr. G” as part of proper protocol, and always end your email with your first and last name as well as your course section, especially during the first month of the course, when I’m trying to learn and remember names—after about a month, ending emails with your first name should be good. In a nutshell, behave responsibly and respectfully in all parts and pieces of the classroom and this course. Please act and conduct yourselves accordingly. Think very carefully with the language you use and how you use it. It is extremely easy to be misunderstood within any online environment, and no one likes to be misunderstood. Any behavior deemed unacceptable by the instructor, in any way, shape or form, can and may lead to a prompt dismissal from a class session and/or this course. Finally and most important, please remember that technology has many many limits, and a calm, cool, and collect approach is almost always the best approach to it (as well as in many other facets of life). Grades for any/all late work will receive a 30% grade reduction. All 14 assignments must be submitted via the course. I will not accept any assignments that are emailed to me and not submitted via the course unless I have given you specific permission to do so. Please meet privately with instructor regarding any special or unique circumstances. C:\Users\cloudconvert\server\files\120\343\22\eb1dbb5a-08e7-4e5f-9431- fd7ff2f35144\20201208214650spe103__fall_2020_mw___4_.doc SPE 103 Page 7 B. Course content or syllabus may be altered due to unforeseen circumstances and/or at the instructor’s discretion. C. If you have a documented learning, psychological, or physical disability, you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program. D. Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements. Oakton Community College is committed to combatting sexual misconduct. As a result, college faculty and staff members are required to report any instances of sexual misconduct, including harassment and sexual violence, to the Title IX Coordinator so that all parties involved may be provided appropriate resources and support options. There are two important exceptions to this requirement: 1) A list of the college’s Confidential Advisors who, as counselors and medical professionals, do not have this reporting responsibility and can maintain confidentiality, can be found here: https://www.oakton.edu/studentservices/counseling/contact/ 2) An important exception to the reporting requirement exists for academic work. Disclosures about sexual misconduct that are shared as part of an academic project, classroom discussion, or course assignment, are not required to be disclosed to the college’s Title IX office. Students who have been subjected to any form of sexual misconduct, are encouraged to access these resources: • • • Office of Student Affairs: 847-635-1745 SHARE @ the Wellness Center: 847-635-1885 (8:30 AM TO 5 PM M-F) and 847-635-1880 (after business hours to reach the Counselor on Call) Oakton’s Title IX webpage: https://www.oakton.edu/about/title_ix/index.php If there is a safety concern, please contact Oakton Police Department, 847-6351880. Other reporting information is available here: https://cm.maxient.com/reportingform.php?OaktonCC&layout_id=2 Resources and support for: • Pregnancy-related and parenting accommodations can be found at: https://www.oakton.edu/about/title_ix/pregnancy_parenting.php • Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq F. Electronic video and/or audio recording is not permitted during class unless the student obtains written permission from the instructor. In cases where recordings C:\Users\cloudconvert\server\files\120\343\22\eb1dbb5a-08e7-4e5f-9431- fd7ff2f35144\20201208214650spe103__fall_2020_mw___4_.doc SPE 103 Page 8 are allowed, such content is restricted to personal use only. Any distribution of such recordings is strictly prohibited. Personal use is defined as use by an individual student for the purpose of studying or completing course assignments. For students who have been approved for audio and/or video recording of lectures and other classroom activities as a reasonable accommodation by Oakton’s Access Disabilities Resource Center (ADRC), applicable federal law requires instructors to permit those recordings. Such recordings are also limited to personal use. Any distribution of such recordings is strictly prohibited. Violation of this policy will result in disciplinary action through the Code of Student Conduct. G. Oakton Emergency Building Closures. When an Oakton building is closed due to an emergency (e.g., weather-related closings), that doesn't mean instruction stops. Students should check for communications from their instructor via D2L, other learning environments such as myMathlab, or via email or text. If you don't receive communication from your instructor within 24 hours of building closure, please contact them. C:\Users\cloudconvert\server\files\120\343\22\eb1dbb5a-08e7-4e5f-9431- fd7ff2f35144\20201208214650spe103__fall_2020_mw___4_.doc SPE 103 Page 9 SPE103 Course Schedule Fall 2020 M/W Reading Assignments/Speeches/Outlines/Exams/Evaluations/Other Week #1 (09/21 to 09/23): Review Course Syllabus; Assign/Read Chapters 1 to 5 from Exploring Public Speaking. Week #2 (09/28 and 09/30): Assign Values Speech Outline; Assign Values Speech; Complete/Submit Test #1 (Chapters 1 to 5 = 50 points) from Exploring Public Speaking; ZOOM #1. Week #3 (10/05 and 10/07): Assign/Read Chapters 6 to 10 from Exploring Public Speaking; Complete/Submit Values Speech Outline (50 points); Discuss Values Speech; ZOOM #2. Week #4 (10/12 and 10/19): Complete/Submit Test #2 (Chapters 6 to 10 = 50 points); Finish Discussing Values Speech; ZOOM #3. Week #5 (10/19 and 10/21): Deliver Values Speech (100 Points); Assign/Read Chapters 11 to 15 from Exploring Public Speaking; ZOOM #4. Week #6 (10/26 and 10/28): Deliver Values Speech (100 points); Assign/Read Chapters 11 to 15 from Exploring Public Speaking; ZOOM #5. Week #7 (11/02 and 1104): Complete/Submit Test #3 (Chapters 11-15 = 50 points); Complete/Submit Self –Evaluation #1 (50 points); Assign Informative Speech with Visual Aids; ZOOM # 6. Week #8 (11/09 and 11/11): Submit Informative-Speech with Visual Aids Outline (50 points); Discuss Informative Speech with Visual Aids; ZOOM #7. Week #9: (11/16 and 11/18): Deliver/Submit Informative Speech with Visual Aids (100 points); ZOOM #8. Week #10 (11/23 and 11/25): Submit Research Speech Outline (100 points); Submit Works Cited Page (50 points); Submit Self-Evaluation #2 (50 points); ZOOM #9. Week #11: (11/30 and 12/02): Deliver Research Speech (150 points); ZOOM #10. Week #12 (12/07 and 12/09): Deliver Research Speech (150 points); Submit Self-Evaluation #3 (50 points); Complete Final Exam (100 points); Attend Speaker Showcase (25 points extra credit); ZOOM #11. *Watch and Review ALL Sample Speeches Several Times—it is the expectation for your own speeches. *Please have potential topics for each of your three presentations ready for class discussions. *Please work ahead as best you can. As you can see, the course becomes more demanding with each passing week. Also, I do not advise waiting until Sunday to complete/submit your work. If there are any issues or problems doing so, and it is submitted late, there will be a 30% grade reduction. This happens often with students who procrastinate, fyi. C:\Users\cloudconvert\server\files\120\343\22\eb1dbb5a-08e7-4e5f-9431- fd7ff2f35144\20201208214650spe103__fall_2020_mw___4_.doc GALILEO, University System of Georgia GALILEO Open Learning Materials Communication Open Textbooks Communication Summer 2018 Exploring Public Speaking: 3rd Edition Barbara Tucker Dalton State College, btucker@daltonstate.edu Kristin Barton Dalton State College, kmbarton@daltonstate.edu Amy Burger Dalton State College, aburger1@daltonstate.edu Jerry Drye Dalton State College, jdrye@daltonstate.edu Cathy Hunsicker Dalton State College, chunsicker@daltonstate.edu See next page for additional authors Follow this and additional works at: https://oer.galileo.usg.edu/communication-textbooks Part of the Communication Commons Recommended Citation Tucker, Barbara; Barton, Kristin; Burger, Amy; Drye, Jerry; Hunsicker, Cathy; Mendes, Amy; and LeHew, Matthew, "Exploring Public Speaking: 3rd Edition" (2018). Communication Open Textbooks. 1. https://oer.galileo.usg.edu/communication-textbooks/1 This Open Textbook is brought to you for free and open access by the Communication at GALILEO Open Learning Materials. It has been accepted for inclusion in Communication Open Textbooks by an authorized administrator of GALILEO Open Learning Materials. For more information, please contact affordablelearninggeorgia@usg.edu. Authors Barbara Tucker, Kristin Barton, Amy Burger, Jerry Drye, Cathy Hunsicker, Amy Mendes, and Matthew LeHew This open textbook is available at GALILEO Open Learning Materials: https://oer.galileo.usg.edu/communication-textbooks/1 Exploring Public Speaking i Exploring Public Speaking: The Free Dalton State College Public Speaking Textbook 3rd Edition A Creative Commons Licensed Open Educational Resource for Introductory College Public Speaking Courses Exploring Public Speaking ii Primary Author and Editor: Dr. Barbara G. Tucker Contributors: Ms. Amy Burger Mr. Jerry Drye Ms. Cathy Hunsicker Ms. Amy Mendes Mr. Matthew LeHew Consultants: Mr. Nick Carty Ms. Kim Correll Ms. Jackie Daniels Dr. Clint Kinkead Dr. Sarah Min Dr. Tami Tomasello In Memory of Dr. Kristin Barton, Originator of the Project and First Editor For questions regarding this textbook, contact: Dr. Barbara G. Tucker Department of Communication Dalton State College 650 College Drive Dalton, GA 30720 Lorberbaum Liberal Arts 107B (706) 272-4411 btucker@daltonstate.edu Exploring Public Speaking iii This text exists under a Creative Commons Attribution-Noncommercial-ShareAlike 4.0 License, and as such it may be used for non-commercial purposes. Any portion of this text may be altered or edited; however, author attribution is required, and if you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. Portions of this text were adapted from a free, opensource textbook without attribution as requested by the work’s original creator(s) and licensee(s). The authors of Exploring Public Speaking request that you let them know if you plan to use all or a major part of this textbook as a primary text for your basic communication classes. Exploring Public Speaking: The Free Dalton State Col- lege Public Speaking Textbook by Barbara G. Tucker & Kristin M. Barton is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 4.0 International License. Photographs are used by permission of the Office of Marketing and Communication at Dalton State College and are copyrighted 2017. Exploring Public Speaking iv Introduction to Third Edition of Exploring Public Speaking Exploring Public Speaking: The Free College Public Speaking Textbook began as the brainchild of Dr. Kris Barton, Chair of the Department of Communication at Dalton State College. It also was made possible through a generous Textbook Transformation Grant in 2015 from Affordable Learning Georgia, a highly successful program of the University System of Georgia. Dr. Barton asked me to help him author/compile the text. The goal was to provide a high-quality, usable, accessible, and low-cost textbook for the hundreds of students who take COMM 1110 at Dalton State College every year. This course is required of all degree-seeking students. We have been able to save students hundreds of thousands of dollars already with this text. Unexpectedly and happily, the text has also been downloaded close to 14,000 times (as of August 2018) all over the world and has been adopted at many other institutions. Dr. Barton and I worked on creating the textbook from July 2015 until May 2016, with the goal of going live with the text in Summer of 2016. Tragically Dr. Barton passed away in early May, a reality that still does not seem real. He has been greatly missed as a friend, colleague, father, scholar, teacher, and mentor. The launch of the book proceeded; however, due to the loss of Dr. Barton, the ancillaries were not finished. In Summer 2017 I took on a significant revision and updating which I named the Second Edition. I included in that edition information on college student success in the appendices. In January 2018, a colleague, Matthew LeHew, and I won a grant from the University System to create the ancillaries and improve the format for more accessibility. I decided to remove the “Dalton State” from the title and most examples for wider appeal. An appendix on library research retains the information for specific use of Roberts Library on our campus. Over 90% of the book is original with Dr. Barton, me, or other colleagues at Dalton State College. Some parts, specifically from Chapters 9, 10, and 15, are adapted from another open resource public speaking text whose author prefers not to be cited. This Third Edition, along with including necessary updates and being formatted with different software, includes four more appendices: one on online speaking, one on APA, one on humor and storytelling in public speaking, and one on Dalton State’s Library. I have also tried to clarify concepts, Exploring Public Speaking v to provide “case studies” to show the rhetorical process, and include more outlines and examples. We think this book is especially useful in coverage of PowerPoint, audience responsiveness, ethics in public speaking, special occasion speeches, and structure of speeches. Three ancillaries are available: electronic “flash cards” for study, Powerpoints on the 15 main chapters, and test banks for the 15 main chapters. Thank you for downloading Exploring Public Speaking, and the co-authors and I truly wish you happy teaching and learning with it. We welcome input. If you choose to use it, let us know at btucker@daltonstate.edu. Exploring Public Speaking i Table of Contents Introduction to Third Edition of Exploring Public Speaking.............................................................. iv Chapter 1: The Basics of Public Speaking...............................................................................................1 1.1 – What is Public Speaking?....................................................................................................... 2 1.2 – Anxiety and Public Speaking................................................................................................. 4 1.3 - Understanding the Process of Public Speaking....................................................................10 1.4 – The Value of Public Speaking in Your Life...........................................................................15 1.5 – Getting Started in Public Speaking......................................................................................16 Chapter 2: Audience Analysis and Listening....................................................................................... 20 2.1 – The Importance of Audience Analysis.................................................................................21 2.2 – Demographic Characteristics...............................................................................................21 2.3 – Psychographic Characteristics............................................................................................ 29 2.4 – Contextual Factors of Audience Analysis........................................................................... 34 2.5 – Listening in Public Speaking Settings................................................................................ 36 Chapter 3: Ethics in Public Speaking................................................................................................... 43 3.1 – Sources of Ethical Stances on Communication and Public Speaking................................ 44 3.2 – Credibility and Ethics..........................................................................................................48 3.3 – Plagiarism............................................................................................................................ 50 Chapter 4: Developing Topics for Your Speech...................................................................................60 4.1 – Getting Started with Your Topic and Purpose.....................................................................61 4.2 – Formulating a Specific Purpose Statement........................................................................ 62 4.3 – Formulating a Central Idea Statement...............................................................................68 4.4 – Problems to Avoid with Specific Purpose and Central Idea Statements............................ 71 Chapter 5: Researching Your Speeches................................................................................................77 5.1 – Primary and Secondary Research....................................................................................... 78 5.2 – Research on the Internet..................................................................................................... 79 5.3 – Conducting Your Own Research......................................................................................... 85 5.4 - Accessing Information Through a Library..........................................................................88 Exploring Public Speaking ii Chapter 6: Organizing and Outlining Your Speech............................................................................. 95 6.1 – Why We Need Organization in Speeches............................................................................ 96 6.2 - Patterns of Organization......................................................................................................98 6.3 – Connective Statements...................................................................................................... 106 6.4 – Outlining.............................................................................................................................111 Chapter 7: Supporting Your Speech Ideas.......................................................................................... 114 7.1 – Why Supporting Materials are Needed.............................................................................. 115 7.2 – Types of Supporting Materials...........................................................................................119 7.3 – Attention Factors and Supporting Material......................................................................133 Chapter 8: Introductions and Conclusions.........................................................................................139 8.1 – General Guidelines for Introductions and Conclusions................................................... 140 8.2 – Structuring the Introduction............................................................................................. 141 8.3 – Examples of Introductions................................................................................................152 8.4 – Structuring the Conclusion................................................................................................154 8.5 – Examples of Conclusions.................................................................................................. 160 Chapter 9: Presentation Aids in Speaking..........................................................................................162 9.1 - What Are Presentation Aids?..............................................................................................163 9.2 – Functions of Presentation Aids..........................................................................................164 9.3 – Types of Presentation Aids................................................................................................172 9.4 – Using Presentation Slides..................................................................................................187 9.5 – Low-Tech Presentation Aids............................................................................................. 198 Chapter 10: Language.........................................................................................................................202 10.1 – What Language Is and Does............................................................................................203 10.2 – Standards for Language in Public Speaking...................................................................206 10.3 – Developing Your Ability to Use Effective Language in Public Speaking.........................217 Chapter 11: Delivery...........................................................................................................................220 11.1 – The Importance of Delivery..............................................................................................221 11.2 – Methods of Speech Delivery............................................................................................ 222 11.3 – Preparing For Your Delivery............................................................................................ 225 Exploring Public Speaking iii 11.4 – Practicing Your Delivery...................................................................................................231 11.5 – What to Do When Delivering Your Speech..................................................................... 234 Chapter 12: Informative Speaking..................................................................................................... 244 12.1 – What is an Informative Speech?...................................................................................... 245 12.2 – Types of Informative Speeches....................................................................................... 246 12.3 – Guidelines for Selecting an Informative Speech Topic................................................... 250 12.4 – Guidelines for Preparing an Informative Speech........................................................... 252 Sample Outline: Informative Speech on Lord Byron................................................................ 254 Sample Outline: Informative Speech on Haunted Places in Gettysburg.................................. 257 Chapter 13: Persuasive Speaking.......................................................................................................260 13.1 – Why Persuade?..................................................................................................................261 13.2 – A Definition of Persuasion................................................................................................261 13.3 – Why is Persuasion Hard?................................................................................................ 265 13.4 – Traditional Views of Persuasion.....................................................................................268 13.5 – Constructing a Persuasive Speech....................................................................................271 Sample Outline: Persuasive Speech on Facebook Usage...........................................................281 Chapter 14: Logical Reasoning...........................................................................................................284 14.1 – What is Correct Reasoning?............................................................................................ 285 14.2 – Inductive Reasoning........................................................................................................286 14.3 – Deductive Reasoning.......................................................................................................290 14.4 – Logical Fallacies............................................................................................................... 293 Chapter 15: Special Occasion Speaking.............................................................................................302 15.1 – Understanding Special Occasion Speeches.....................................................................303 15.2 – Types of Special Occasion Speeches................................................................................ 305 15.3 – Special Occasion Language..............................................................................................317 15.4 – Special Occasion Delivery................................................................................................ 318 Appendix A: Cultural Diversity in Public Speaking........................................................................... 322 Benefits and Challenges............................................................................................................. 322 Implications................................................................................................................................ 325 Exploring Public Speaking iv Appendix B: Succeeding as a College Student................................................................................... 328 Part 1: How To Be a College Student.........................................................................................328 Part 2: Learning to Learn............................................................................................................341 Part 3: Reading Your Textbooks and Other Resources............................................................. 353 Part 4: Effective Memorization.................................................................................................. 356 Part 5: Test Anxiety/Speech Anxiety......................................................................................... 359 Part 6: Test-taking......................................................................................................................360 Part 7: Avoiding Plagiarism........................................................................................................ 364 Appendix C: Public Speaking Online................................................................................................. 369 Preparation for Online Speaking............................................................................................... 369 During the Web Speech...............................................................................................................371 Ending......................................................................................................................................... 372 Speaking for an Online Class..................................................................................................... 372 Appendix D: Humor Appendix (is that anything like the funny bone?)........................................... 374 Humor and Audiences: Positives and Negatives....................................................................... 374 Humorous Speaking Tips........................................................................................................... 375 Appendix E: APA Citation.................................................................................................................. 378 E.1– Citation............................................................................................................................... 378 E.2—When to Cite...................................................................................................................... 379 E.3- Elements of Citation........................................................................................................... 379 E.4-APA Resources.....................................................................................................................380 E.5-Reference List......................................................................................................................380 Appendix F: Research with Dalton State Library Resources............................................................. 384 “GIL-Find,” the Library Catalog.................................................................................................384 GALILEO.................................................................................................................................... 387 What to Do with All These Sources.............................................................................................391 Appendix G: Glossary......................................................................................................................... 392 Appendix H: References.....................................................................................................................403 Exploring Public Speaking 1 Chapter 1: The Basics of Public Speaking Chapter 1: The Basics of Public Speaking Learning Objectives After reading this chapter, the student will be able to: • Define public speaking, channel, feedback, noise, encode, decode, symbol, denotative, and connotative; • Explain what distinguishes public speaking from other modes of communication; • List the elements of the communication process; • Explain the origins of anxiety in public speaking; • Apply some strategies for dealing with personal anxiety about public speaking; • Discuss why public speaking is part of the curriculum at this college and important in personal and professional life. Chapter Preview 1.1 – What is Public Speaking? 1.2 – Anxiety and Public Speaking 1.3 – Understanding the Process of Public Speaking 1.4 – The Value of Public Speaking in Your Life 1.5 – Getting Started in Public Speaking Exploring Public Speaking 2 Chapter 1: The Basics of Public Speaking 1.1 – What is Public Speaking? What is your mental picture when you think about “public speaking?” The President of the United States delivering an inaugural address? A sales representative seeking to persuade clients in a board room? Your minister, priest, or rabbi presenting a sermon at a worship service? Your professor lecturing? A dramatic courtroom scene, probably from Law & Order? Politicians debating before an election? A comedian doing stand-up at a night club? All of these and more are instances of public speaking. Be assured that public speaking takes many forms every day in our country and across the world. Now let’s get personal: Do you see yourself as a public speaker? And when you do, do you see yourself as confident, prepared, and effective? Or do you see a person who is nervous, unsure of what to say, and feeling as if they are failing to get their message across? You find yourself in this Fundamentals of Speech course and probably have mixed emotions. More than likely, it is required for graduation in your major. Perhaps you have taken a formal public speaking course before. Although they are not as common in secondary education as in colleges (Education Commission of the States, 2015), public speaking instruction may have been part of your high school experience. Maybe you competed in debate or individual speaking events or you have acted in plays. These activities can help you in this course, especially in terms of confidence and delivery. On the other hand, it might be that the only public speaking experience you have had felt like a failure and therefore left you embarrassed and wanting to forget it and stay far away from public speaking. It might have been years ago, but the feeling still stays with you. This class is not something you have been looking forward to, and you may have put it off. Maybe your attitude is, “Let’s just get it over with.” You might think that it’s just another course you have to “get through” in order to study your major—what really interests you—and start a career in your field. These are all understandable emotions because, as you have probably heard or read, polls indicate public speaking is one of the things Americans fear the most. As Jerry Seinfeld has said in his stand-up comedy routine, According to most studies, people’s number one fear is public speaking. Number two is death. Death is number two. Does that sound right? This means to the average person, if you go to a funeral, you’re better off in the casket than doing the eulogy. Exploring Public Speaking 3 Chapter 1: The Basics of Public Speaking While it is a stretch to think that most people fear death less than giving a short speech, aversion toward public speaking situations and tasks is common. Before we go any further, though, what do we mean by “public speaking?” The most obvious answer is “talking in front of a group of people.” For the purposes of this class and this book, public speaking is more formal than that. Public speaking is an organized, face-to-face, prepared, intentional (purposeful) attempt to inform, entertain, or persuade a group of people (usually five or more) through words, physical delivery, and (at times) visual or audio aids. In almost all cases, the speaker is the focus of attention for a specific amount of time. There still may be some back-andforth interaction, such as questions and answers with the audience, but the speaker usually holds the responsibility to direct that interaction either during or after the prepared speech has concluded. As Stephen A. Lucas (2015) has written, public speaking is an “enlarged conversation,” and as such it has some similarities to conversations but some major differences, too. As a conversation, it has elements of: • awareness of and sensitivity toward your audience (in this case, more than one person); • an exchange of explicit messages about content (facts, ideas, information) and less explicit ones about relationship (how you relate to one another, such as trust, liking, respect);[this content/relationship dichotomy will come up again in this book and is characteristic of all communication]; • a dependence on feedback to know if you are successful in being understood (usually nonverbal in public speaking, but still present); • the fact that the public speaking communication is (almost always) face-to-face rather than mediated (through a computer, telephone, mass media, or writing). As an “enlarged conversation” public speaking needs to be more purposeful (to entertain, inform, or persuade); highly organized with certain formal elements (introduction and clear main points, for example); and usually dependent on resources outside of your personal experience (research to support your ideas). Of course, the delivery would have to be “enlarged” or “projected” as well—louder, more fluid, and more energetic, depending on the size and type of room in which you are speaking—and you will be more conscious of the correctness and formality of your language. You might say, “That sucks” in a conversation but are less likely to do in front of a large audience in certain situations. If you can keep in mind the basic principle that public speaking is formalized communication with an audience designed to achieve mutual understanding for mutual benefit (like a conversation), Public speaking an organized, face-toface, prepared, intentional (purposeful) attempt to inform, entertain, or persuade a group of people (usually five or more) through words, physical delivery, and (at times) visual or audio aids. Exploring Public Speaking 4 Chapter 1: The Basics of Public Speaking rather than a “performance,” you will be able to relate to your audience on the human and personal level. 1.2 – Anxiety and Public Speaking Glossophobia a severe fear of public speaking Why are so many people afraid of public speaking? This is a complex question, and the answer is tied to many personal and psychological factors such as self-efficacy, self-confidence, past experience, training, culture, and context. The term “glossophobia,” combining the two Greek words for “tongue” and “fear or dread,” has been coined to refer to …a severe fear of public speaking. People who suffer from glossophobia tend to freeze in front of any audience, even a couple of people. They find their mouth dries up, their voice is weak and their body starts shaking. They may even sweat, go red and feel their heart thumping rapidly. (“Do You Suffer From Glossophobia?,” 2015) This fear may be in situations such as responding to a professor in class or having to interact with a stranger, not just giving formal speeches as this book is addressing. For many people, fear of public speaking or being interviewed for a job does not rise to the level of a true “phobia” in psychological terms. A phobia is defined by the Diagnostic and Statistical Manual IV as a state where someone experiences “significant and persistent fear when in the presence of, or anticipating the presence of, the object of fear, which may be an object, place or situation” (Grohol, 2013). They are just uncomfortable in public speaking situations and need strategies for addressing the task. Why Anxiety and Public Speaking? Scholars at the University of Wisconsin-Stout (“Public Speaking Anxiety,” 2015) explain that anxiety in public speaking can result from one of several misperceptions: • “all or nothing” thinking—a mindset that if your speech falls short of “perfection” (an unrealistic standard), then you are a failure as a public speaker; • overgeneralization—believing that a single event (such as failing at a task) is a universal or “always” event; and • fortune telling—the tendency to anticipate that things will turn out badly, no matter how much practice or rehearsal is done. Likewise, many new college students operate under the false belief that intelligence and skill are “fixed.” In their minds, a person is either smart or skilled in something, or she is not. Some students apply this false belief to math and science subjects, saying things like “I’m just no good at math Exploring Public Speaking 5 Chapter 1: The Basics of Public Speaking and I never will be,” or even worse, “I guess I am just not smart enough to be in college.” As you can tell, these beliefs can sabotage someone’s college career. Also unfortunately, the same kind of false beliefs are applied to public speaking, and people conclude that because public speaking is hard, they are just not “natural” at it and have no inborn skill. They give up on improving and avoid public speaking at all costs. Modern research by Stanford University psychologist Carol Dweck (2007) and others shows that intelligence and related skills are “malleable,” meaning that they are open to change and growth. Understanding and accepting that your intelligence and skill in different areas is not fixed or “stuck,” but open to growth, will have a significant influence on your success in life. It will also help you see that just because learning a subject or task is hard does not mean you are not good at it. Obstacles and barriers that make learning hard are opportunities for growth, not “getting off places.” There is more to Dr. Dweck’s research. I would recommend her book Mindset. Many students enter a public speaking class thinking “I’m just no good at this and never will be,” just like some students feel about college algebra or science. Dr. Dweck and other learning psychologists show that learning a new skill might be hard work, but the difficulty is not a sign that learning is impossible. Along with the wrong way of thinking about one’s learning and growth, two other fears contribute to anxiety in public speaking. The first is fear of failure. This fear can result from several sources: real or perceived bad experiences involving public speaking in the past, lack of preparation, lack of knowledge about public speaking, not knowing the context, and uncertainty about one’s task as a public speaker (such as being thrown into a situation at the last minute). Exploring Public Speaking 6 Chapter 1: The Basics of Public Speaking It is not the goal of this book to belittle that fear. It is real and justified to some extent, because you might lack understanding of the public speaking task or lack good speaking experiences upon which to build. One of the goals and fringe benefits of this course is that you are not just going to learn about public speaking, but you are going to do it—at least four or five times—with a real audience. You will overcome some of your fears and feel that you have accomplished something of personal benefit. The second fear is fear of rejection of one’s self or one’s ideas. This one is more serious in some respects. You may feel rejection because of fear of failure, or you may feel that the audience will reject your ideas, or worse, you as a person. Knowing how to approach the public speaking task and explain your ideas can help. However, you should ask yourself deep and probing questions as to why you believe that your audience will reject you because this fear is rooted in a belief. You should ask yourself what possibly false belief is causing your anxiety. One of the core attitudes an effective and ethical public speaker must have is respect for and empathy with the audience. Your audience in this class is your peers who want to learn and want to get through the class successfully (just like you do). Your audience also includes your instructor who wants to see you succeed in the course as well. Believe me, public speaking teachers get a lot of pleasure from hearing successful student speeches! Your audience wants you to succeed if for no other reason than a good speech is much easier and pleasant to listen to than a poor one! Again, gaining practice in this class with a real, live audience can help you work through the roots of your fear of rejection. Beyond dealing with the root fears that may cause you to have a “fright or flight” response when it comes to public speaking, there are some practical answers to dealing with fears about public speaking. Of course, fear responses can be reduced if you know how public speaking works, as you will see throughout this textbook. But there are some other strategies, and all of them have to do with preparation. Addressing Public Speaking Anxiety Mental Preparation If your neighbor’s house were on fire, getting to the phone to call the fire department would be your main concern. You would want to get the address right and express the urgency. That is admittedly an extreme example, but the point is about focus. To mentally prepare, you want to put your focus where it belongs, on the audience and the message. Mindfulness and full attention to the task are vital to successful public speaking. If you are concerned about a big exam or something personal going on in your life, your mind will be divided and add to your stress. Exploring Public Speaking 7 Chapter 1: The Basics of Public Speaking The main questions to ask yourself are “Why am I so anxiety-ridden about giving a presentation?” and “What is the worst that can happen?” For example, you probably won’t know most of your classmates at the beginning of the course, adding to your anxiety. By midterm, you should be developing relationships with them and be able to find friendly faces in the audience. However, very often we make situations far worse in our minds than they actually are, and we can lose perspective. One of the authors tells her students, “Some of you have been through childbirth and even through military service . That is much worse than public speaking!” Your instructor will probably try to help you get to know your classmates and minimize the “unknowns” that can cause you worry. Physical preparation The first step in physical preparation is adequate sleep and rest. You might be thinking such a thing is impossible in college, where sleep deprivation and late nights come with the territory. However, research shows the extreme effects a lifestyle of limited sleep can have, far beyond yawning or dozing off in class (Mitru, Millrood, & Mateika, 2002). As far as public speaking is concerned, your energy level and ability to be alert and aware during the speech will be affected by lack of sleep. Secondly, you would be better off to eat something that is protein-based rather than processed sugar-based before speaking. In other words, cheese or peanut butter on whole grain toast, Greek yogurt, or eggs for breakfast rather than a donut and soft drink. Some traditionalists also discourage the drinking of milk because it is believed to stimulate mucus production, but this has not been scientifically proven (Lai & Kardos, 2013). A third suggestion is to wear clothes that you know you look good in and are comfortable but also meet the context’s requirements (that is, your instructor may have a dress code for speech days). Especially, wear comfortable shoes that give you a firm base for your posture. Flip- flops and really high heels may not fit these categories. A final suggestion for physical preparation is to utilize some stretching or relaxation techniques that will loosen your limbs or throat. Essentially, your emotions want you to run away but the social system says you must stay, so all that energy for running must go somewhere. The energy might go to your legs, hands, stomach, sweat glands, or skin, with undesirable physical consequences. Tightening and stretching your hands, arms, legs, and throat for a few seconds before speaking can help release some of the tension. Your instructor may be able to help you with these exercises, or you can find some on the Internet. Exploring Public Speaking 8 Chapter 1: The Basics of Public Speaking Contextual preparation The more you can know about the venue where you will be speaking, the better. For this class, of course, it will be your classroom, but for other situations where you might experience “communication apprehension,” you should check out the space beforehand or get as much information as possible. For example, if you were required to give a short talk for a job interview, you would want to know what the room will be like, if there is equipment for projection, how large the audience will be, and the seating arrangements. If possible, you will want to practice your presentation in a room that is similar to the actual space where you will deliver it. The best advice for contextual preparation is to be on time, even early. If you have to rush in at the last minute, as so many students do, you will not be mindful, focused, or calm for the speech. Even more, if you are early, you can make sure equipment is working, and can converse with the audience as they enter. Professional speakers often do this to relax themselves, build credibility, and gain knowledge to adapt their presentations to the audience. Even if you don’t want to “schmooze,” being on time will help you create a good first impression and thus enhance your credibility before the actual speech. Speech preparation Procrastination, like lack of sleep, seems to just be part of the college life. Sometimes we feel that we just don’t get the best ideas until the last minute. Writing that essay for literature class at 3:00 a.m. just may work for you. However, when it comes to public speaking, there are some definite reasons you would not want to do that. First, of course, if you are finishing up your outline at 3:00 a.m. and have a 9:00 speech, you are going to be tired and unable to focus. Second, your instructor may require you to turn in your outline several days ahead of the speech date. However, the main reason is that public speaking requires active, oral, repeated practice before the actual delivery. Exploring Public Speaking 9 Chapter 1: The Basics of Public Speaking You do not want the first time that you say the words to be when you are in front of your audience. Practicing is the only way that you will feel confident, fluent, and in control of the words you speak. Practicing (and timing yourself) repeatedly is also the only way that you will be assured that your speech meets the assignment’s time limits, and speaking within the expected time limits is a cardinal rule of public speaking. You may think your speech is five minutes long but it may end up being ten minutes the first time you practice it—or only two minutes! Your practicing should be out loud, standing up, with shoes on, with someone to listen, if possible (other than your dog or cat), and with your visual aids. If you can record yourself and watch it, that is even better. If you do record yourself, make sure you record yourself from the feet up—or at least the hips up—so you can see your body language. The need for oral practice will be emphasized over and over in this book and probably by your instructor. As you progress as a speaker, you will always need to practice but perhaps not to the extent you do as a novice speaker. As hard as it is to believe, YOU NEVER LOOK AS NERVOUS AS YOU FEEL. You may feel that your anxiety is at level seventeen on a scale of one to ten, but the audience does not perceive it the same way. They may perceive it at a three or four or even less. That’s not to say they won’t see any signs of your anxiety and that you don’t want to learn to control it, only that what you are feeling inside is not as visible as you might think. This principle relates back to focus. If you know you don’t look as nervous as you feel, you can focus and be mindful of the message and audience rather than your own emotions. Also, you will probably find that your anxiety decreases throughout the class (Finn, Sawyer, & Schrodt, 2009). In her Ted Talk video, Harvard Business School social psychologist Amy Cuddy discusses nonverbal communication and suggests that instead of “faking it until you make it,” that you can, and should, “fake it until you become it.” She shares research that shows how our behavior affects our mindsets, not just the other way around. Therefore, the act of giving the speech and “getting through it” will help you gain confidence. Interestingly, Dr. Cuddy directs listeners to strike a “power pose” of strong posture, feet apart, hands on hips or stretched over head to enhance confidence. Final Note: If you are an audience member, you can help the speaker with his/her anxiety, at least a little bit. Mainly, be an engaged listener from beginning to end. You can imagine that a speaker is going to be more nervous if the audience looks bored from the start. A speaker with less anxiety is going to do a better job and be more interesting. Of course, do not walk into class during your classmates’ speeches, or get up and leave. In addition to being rude, it pulls their minds away from their message Exploring Public Speaking 10 Chapter 1: The Basics of Public Speaking and distracts the audience. Your instructor will probably have a policy on this behavior, too, as well as a dress code and other expectations on speech days. There are good reasons for these policies, so respect them. 1.3 - Understanding the Process of Public Speaking Earlier it was stated that public speaking is like an enlarged or projected conversation. Conversation and public speaking are two forms of human communication, of which there are also small group communication, organizational communication, mass communication, and intercultural communication. All human communication is a process composed of certain necessary elements: • • • • • • • Communicaton sharing meaning between two or more people People (often referred to as senders and receivers); context; message; channel; noise; feedback; and outcome. With all these elements working together, the act of communication can be very complex. The famous German philosopher Johann Goethe said that if we understood how complex communication really is, we probably would not attempt it! Perhaps here we can demystify some of it. Communication is a process, not a singular event. Later we will look at models of communication, which can be helpful for understanding communication but are basically snapshots because a model cannot capture the dynamic process of communication. A simple, basic definition of communication is “sharing meaning between two or more people.” Beyond a definition, we can break it down into its part or components and examine each. Human communication first involves people. That is pretty obvious, but we do not want to be so focused on the message or channel that we forget that people are at the center of communication. In public speaking it is common to call one person (the speaker) the “sender” and the audience the “receiver(s),” but in the real world it is not always as simple as that. Sometimes the speaker initiates the message, but other times the speaker is responding to the audience’s initiation. It is enough to say that sender and receiver exchange roles sometimes and both are as necessary as the other to the communication process. Human communication and public speaking secondly requires context. Context has many levels, and there are several “contexts” going on at the same time in any communication act. These contexts can include: Exploring Public Speaking 11 Chapter 1: The Basics of Public Speaking • Historical, or what has gone on between the sender(s) and receiver(s) before the speech. The historical elements can be positive or negative, recent or further back in time. In later chapters we will see that these past events can influence the speaker’s credibility with the audience, as well as their understanding. • Cultural, which sometimes refers to the country where someone was born and raised but can also include ethnic, racial, religious, and regional cultures or co-cultures. Culture is defined (Floyd, 2017) as “the system of learned and shared symbols, language, values, and norms that distinguish one group of people from another.” • Social, or what kind of relationship the sender(s) and receiver(s) are involved in, such as teacher-student, co-workers, employer-employee, or members of the same civic organization, faith, profession, or community. • Physical, which involves where the communication is taking place and the attributes of that location. The physical context can have cultural meaning (a famous shrine or monument) that influences the form and purpose of the communication, or attributes that influence audience attention (temperature, seating arrangements, or external noise). Culture the system of learned and shared symbols, language, values, and norms that distinguish one group of people from another Each one of these aspects of context bears upon how we behave as a communicator and specifically a public speaker. Third, human communication of any kind involves a message. That message may be informal and spontaneous, such as small talk with a seatmate on a plane, conversing for no other reason than to have someone to talk to and be pleasant. On the other hand, it might be very formal, intentional, and planned, such as a commencement address or a speech in this course. In this textbook all the chapters will be devoted to the creation of that formal message, but that does not diminish the importance of the other elements. The message is a product of all of them. Fourth, public speaking, like all communication, requires a channel. We think of channel in terms of television or something like a waterway (The English Channel). Channel is how the message gets from sender to receiver. In interpersonal human communication, we see each other and hear each other, in the same place and time. In mediated or mass communication, some sort of machine or technology (tool) comes between the people—phone, radio, television, printing press and paper, or computer. The face-to-face channel adds to the immediacy and urgency of public speaking, but it also means that physical appearance and delivery can affect the receiver(s) positively and negatively. It also means that public speaking is linear in time and we do not always get a “redo” or “do-over.” This element of channel influence structure, transitions, and language choices, which are discussed later in the book. Channel the means through which a message gets from sender to receiver Exploring Public Speaking Feedback direct or indirect messages sent from an audience (receivers) back to the original sender of the message 12 Chapter 1: The Basics of Public Speaking The fifth element of human communication is feedback, which in public speaking is usually nonverbal, such as head movement, facial expressions, laughter, eye contact, posture, and other behaviors that we use to judge audience involvement, understanding, and approval. These types of feedback can be positive (nodding, sitting up, leaning forward, smiling) or less than positive (tapping fingers, fidgeting, lack of eye contact, checking devices). Can you think of some others that would indicate the audience is either not engaged in, confused about, or dis-approving of the message or speaker? Feedback is important because we use it in all communication encounters to evaluate our effectiveness and to decide the next step to take in the specific communication interaction. For example, a quizzical expression may mean we should explain ourselves again. Someone’s turning away from us is interpreted as disapproval, avoidance, or dismissal. These examples are all of nonverbal feedback, which is most common in public speaking. There are times when verbal feedback from the audience is appropriate. You may stop and entertain questions about your content, or the audience may fill out a comment card at the end of the speech. You should stay in control of the verbal feedback, however, so that the audience does not feel as if they can interrupt you during the speech. Noise anything that disrupts, interrupts, or interferes with the communication process The sixth element of human communication is noise, which might be considered interruptions or interference. Some amount of noise is almost always present due to the complexity of human behavior and context. There are just so many things that can come into the communication process to obscure the messages being sent. Some of the ways that noise can be classified include: Exploring Public Speaking 13 Chapter 1: The Basics of Public Speaking • Contextual – something in the room or physical environment keeps them from attending to or understanding a message • Physical – the receiver(s)’ health affects their understanding of the message, or the sender’s physical state affects her ability to be clear and have good delivery. • Psychological – the receiver(s) or sender(s) have stress, anxiety, past experience, personal concerns, or some other psychological issue that prevents the audience from receiving an intended message. This short list of three types of noise is not exhaustive, but it is enough to point out that many things can “go wrong” in a public speaking situation, enough to make us agree with Mr. Philosopher Goethe. However, the reason for studying public speaking is to become aware of the potential for these limitations or “noise” factors, to determine if they could happen during your speech, and take care of them. Some of them are preventable; for example, ones related to physical context can be taken care of ahead of time. Others can be addressed directly; for example, if you know the audience is concerned about a recent event, you can bring it up and explain how it relates to your topic. The final element of the communication process is outcome or result, which means a change in either the audience or the context. For example, if you ask an audience to consider becoming bone marrow donors, there are certain outcomes. They will either have more information about the subject and feel more informed; they will disagree with you; they will take in the information but do nothing about the topic; and/or they will decide it’s a good idea to become a donor and go through the steps to do so. If they become potential donors, they will add to the pool of existing donors and perhaps save a life. Thus, either they have changed or the social context has changed, or both. This change feeds back into the communication process. It is common for textbooks on public speaking and communication to provide models of the communication process, depicting the relationship of these factors. There are several varieties of such models, some of which are considered foundational to the field of communication (such as Shannon and Weaver’s original linear, transmissional model from 1949) and some more recent ones. One model that focuses more on the process is the transactional model of communication. In it, the emphasis is more on the relationship between the communicators and co-meanings created between them. This textbook depends on a transactional model. If you go to Google images and search for “models of communication,” you will find many. You can also see an example of a communication model specific to public speaking in Figure 9.2 of this book. What these models have in common is the idea of process in time. They also will often use the word encode to express the process of the sender Encode the process of the sender putting his/her thoughts and feelings into words or other symbols Exploring Public Speaking Decode the process of the listener or receiver understanding the words and symbols of a message and making meaning of them Symbol a word, icon, picture, object, or number that is used to stand for or represent a concept, thing, or experience Denotative the objective or literal meaning shared by most people using the word Connotative the subjective or personal meaning the word evokes in people together or individually 14 Chapter 1: The Basics of Public Speaking putting his/her thoughts and feelings into words or other symbols. Models also use the word decode to express the process of the listener or receiver understanding those words and symbols and making meaning of them for him- or herself personally. Models of communication attempt to show the interplay of the many elements that take place in the communication act. Em Griffin (1987), a professor of communication at Wheaton College and author of several textbooks, compares the communication process to three games, dependent on one’s theory of how it works. Some think of communication like bowling, where the speaker throws a message at an audience in order to knock them down. The audience does not really respond or have very much to say about the act; they only react. Some think of communication like table tennis (ping-pong); there is back and forth between the participants, but the goal is to win. Griffin says the better game metaphor is charades, or Pictionary®, where a team together tries to understand meaning and one player has to make many attempts to get the team to guess the right answer. It is collaborative and involves trial and error. Models of communication that show the value of feedback in recalibrating the message are like the image of charades. An ethical speaker sees public speaking as more than attacking the audience and more than winning. Additionally, communication is referred to a symbolic process. In this context, a symbol is a word, icon, picture, object, or number that is used to stand for or represent a concept, thing, or experience. Symbols almost always have more than one specific meaning or concept they represent. A flag, for example, is a symbol of a country or political unit, but it also represents the history, culture, and feelings that people in that country experience about various aspects of the culture. The word “car” or “automobile” represents a machine with four tires, windows, metal body, internal combustion engine, and so on, but it also represents personal, individual experiences and associations with cars. We call this difference denotative (the objective or literal meaning shared by most people using the word) and the connotative (the subjective, cultural, or personal meaning the word evokes in people together or individually). One of the authors and her husband recently visited the National Corvette Museum in Bowling Green, Kentucky. Nothing like a car museum shows that “car” has deep and broad cultural meanings beyond metal, rubber, and glass. Now that we have looked at the process of communication, let’s apply it to public speaking. The speaker originates and creates a structured message and sends it through the visual/oral channel using symbols and nonverbal means to the audience members as a group , who provide (mostly nonverbal) feedback. The speaker and audience may or may not be aware of the types of interference or noise that exist, and the speaker may try to deal with them. As a result of the public speaking, the audience’s minds, emotions, and/or actions are affected, and possibly the speaker’s as well. Exploring Public Speaking 15 Chapter 1: The Basics of Public Speaking Public speaking as an art form and a social force has been around a long time. Marcus Cicero (106-43 B.C. E.) was the most renowned politician, orator, and advocate of rhetoric in the late Roman Republic. For centuries he was considered the role model for aspiring public speakers. He discussed the process of public speaking in a unique way, proposing that a speaker go through the “canons (laws) of rhetoric” to create a speech. These steps are: 1. 2. 3. 4. invention (creating content), disposition (organization and logic of arguments), style (choosing the right level and quality of vocabulary), memory (actually, memorizing famous speeches to learn good public speaking technique), and 5. delivery (nonverbal communication). This book will take this same basic approach as the canons of rhetoric in helping you walk through the process of constructing a presentation. 1.4 – The Value of Public Speaking in Your Life Despite the long history of public speaking, dating back to at least 500 BCE, it is not unusual for students to question why this course is included in the curriculum of their major. You might have put it off or be taking it in your first semester. You might believe that it will have little use in your future career. The actual experience of completing the course may change your mind, and we would encourage you to do some research on our own about the question of how public speaking fits into your career. Perhaps you could talk to some professionals in your future career field, or perhaps your instructor will discuss this in class or assign a short speech about it. However, here are three reasons why you can benefit from this course. First, public speaking is one of the major communication skills desired by employers. Employers are frequently polled regarding the skills they most want employees to possess, and communication is almost always in the top three (Adams, 2014). Of course, “communication skills” is a broad term and involves a number of abilities such as team leadership, clear writing in business formats, conflict resolution, interviewing, and listening. However, public speaking is one of those sought-after skills, even in fields where the entry-level workers may not do much formal public speaking. Nurses give training presentations to parents of newborn babies; accountants advocate for new software in their organizations; managers lead team meetings. If you are taking this class at the beginning of your college career, you will benefit in your other future classes from the research, organizational, and presentational skills learned here. According to the National Survey on Student Engagement, college freshmen tend to think they will not be giving many presentations in college classes, but that is wishful thinking. Different kinds of presentations will be common in your upcoming classes. Exploring Public Speaking 16 Chapter 1: The Basics of Public Speaking Another reason for taking a public speaking course is the harder-to-measure but valuable personal benefits. As an article on the USAToday College website states, a public speaking course can help you be a better, more informed and critical listener; it can “encourage you to voice your ideas and take advantage of the influence you have;” and it gives you an opportunity to face a major fear you might have in a controlled environment (Massengale, 2014). Finally, the course can attune you to the power of public speaking to change the world. Presentations that lead to changes in laws, policies, leadership, and culture happen every day, all over the world. 1.5 – Getting Started in Public Speaking To finish this first chapter, let’s close with some foundational principles about public speaking, which apply no matter the context, audience, topic, or purpose. Timing is everything We often hear this about acting or humor. In this case, it has to do with keeping within the time limits. As mentioned before, you can only know that you are within time limits by practicing and timing yourself; being within time limits also shows preparation and forethought. More importantly, being on time (or early) for the presentation and within time limits shows respect for your audience. Public speaking requires muscle memory If you have ever learned a new sport, especially in your teen or adult years, you know that you must consciously put your body through some training to get it used to the physical activity of the sport. An example is golf. A golf swing, unlike swinging a baseball bat, is not a natural movement and requires a great deal of practice, over and over, to get right. Pick up any golf magazine and there will be at least one article on “perfecting the swing.” In fact, when done incorrectly, the swing can cause severe back and knee problems over time. Public speaking is a physical activity as well. You are standing and sometimes moving around; your voice, eye contact, face, and hands are involved. You will expend physical energy, and after the speech you may be tired. Even more, your audience’s understanding and acceptance of your message may depend somewhat on how energetic, controlled, and fluid your physical delivery. Your credibility as a speaker hinges to some extent on these matters. Consequently, learning public speaking means you must train your body to be comfortable and move in predictable and effective ways. Exploring Public Speaking 17 Chapter 1: The Basics of Public Speaking Public speaking involves a content and relationship dimension You may have heard the old saying, “People don’t care how much you know until they know how much you care.” According to Watzlawick, Beavin, and Jackson (1967), all human communication has two elements going on at the same time: content and relationship. There are statements about ideas, facts, and information, and there are messages communicated about the relationship between the communication partners, past and present. These relationship message have to do with trust, respect, and credibility, and are conveyed through evidence, appeals, wording (and what the speaker does not say) as well as nonverbal communication. That said, public speaking is not a good way to provide a lot of facts and data to your audience. In fact, there are limits to how much information you can pile on your audience before listening is too difficult for them. However, public speaking is a good way to make the information meaningful for your audience. You can use a search engine with the term “Death by PowerPoint” and find lots of humorous, and too true, cartoons of audiences overwhelmed by charts, graphs, and slides full of text. In the case, less is more. This “less as more” principle will be re-emphasized throughout this textbook. Emulation is the sincerest form of flattery Learn from those who do public speaking well, but find what works best for you. Emulation is not imitation or copying someone; it is following a general model. Notice what other speakers do well in a speech and try to incorporate those strategies. An example is humor. Some of us excel at using humor, or some types of it. Some of us do not, or do not believe we do, no matter how hard we try. In that case, you may have to find other strengths to becoming an effective speaker. Know your strengths and weaknesses Reliable personality inventories, such as the Myers Briggs or the Gallup StrengthsQuest tests, can be helpful in knowing your strengths and weaknesses. One such area is whether you are an extravert or introvert. Introverts (about 40% of the population) get their psychological energy from being alone while extraverts tend to get it from being around others. This is a very basic distinction and there is more to the two categories, but you can see how an extravert may have an advantage with public speaking. However, the extravert may be tempted not to prepare and practice as much because he or she has so much fun in front of an audience, while the introvert may overprepare but still feel uncomfortable. Your public speaking abilities will benefit from increased self-awareness about such characteristics and your strengths. (For an online self-inventory about introversion and extraversion, go to http://www.quietrev.com/the-introvert-test/) Exploring Public Speaking 18 Chapter 1: The Basics of Public Speaking Remember the Power of Story Stories and storytelling, in the form of anecdotes and narrative illustrations, are your most powerful tool as a public speaker. For better or worse, audiences are likely to remember anecdotes and narratives long after a speech’s statistics are forgotten.Your instructor may assign you to do a personal narrative speech, or require you to write an introduction or conclusion for one of your speeches that includes a story. This does not mean that other types of proof are unimportant and that you just want to tell stories in your speech, but human beings love stories and often will walk away from a speech moved by or remembering a powerful story or example more than anything. Conclusion This chapter has been designed to be informative but also serve as a bit of a pep talk. Many students face this course with trepidation, for various reasons. However, as studies have shown over the years, a certain amount of tension when preparing to speak in public can be good for motivation. A strong course in public speaking should be grounded in the communication research, the wisdom of those who have taught it over the last 2,000 years, and reflecting on your own experience. John Dewey (1916), the twentieth century education scholar, is noted for saying, “Education does not come just from experience, but from reflecting on the experience.” As you finish this chapter and look toward your first presentation in class, be sure to give yourself time after the experience to reflect, whether by talking to another person, journaling, or sitting quietly and thinking, about how the experience can benefit the next speech encounter. Doing so will get you on the road to becoming more confident in this endeavor of public speaking. Exploring Public Speaking 19 Chapter 1: The Basics of Public Speaking Something to Think About Investigate some other communication models on the Internet. What do they have in common? How are they different? Which ones seem to explain communication best to you? Exploring Public Speaking 20 Chapter 2: Audience Analysis and Listening Chapter 2: Audience Analysis and Listening Learning Objectives After reading this chapter, the student will be able to: • Define audience-centered, audience analysis, and demographic characteristics; • List and explain the various demographic characteristics used to analyze an audience; • Define the meanings of attitudes, beliefs, values, and needs; • Diagram Maslow’s hierarchy of needs and explain its usefulness to public speaking; • Describe contextual factors that should be considered when preparing a speech; • Describe typical barriers to listening in public speaking situations; • Explain ways an individual can improve his/her listening when in an audience; and • Apply what he/she knows about listening to improve personal preparation of a speech. Chapter Preview 2.1 – The Importance of Audience Analysis 2.2 – Demographic Characteristics 2.3 – Psychographic Characteristics 2.4 – Contextual Factors of Audience Analysis 2.5 – Listening in Public Speaking Settings Exploring Public Speaking 21 Chapter 2: Audience Analysis and Listening 2.1 – The Importance of Audience Analysis One of the advantages of studying public speaking and improving your own skills is that you become much more aware of what other speakers do. In one respect, we are able to look for ways to emulate what they do—for example, how they might seamlessly incorporate stories or examples into their speaking, or how they might use transitions to help audiences follow the speech’s logic. In another respect, we become aware of how a speaker might use dramatic delivery or emotional appeals to hide a lack of facts or logic. A course in public speaking should include ways to improve one’s listening to public speaking. This chapter will look at the audience from both sides of the lectern, so to speak. First it will examine how a presenter can fully understand the audience, which will aid the speaker in constructing the approach and content of the speech. Secondly, this chapter will examine the public speaker as audience member and how to get the most out of a speech, even if the topic does not seem immediately interesting. Audience analysis examining and looking at your audience first by its demographic characteristics and then by their internal psychological traits Demographic characteristics the outward characteristics of the audience Stereotyping generalizing about a group of people and assuming that because a few persons in that group have a characteristic, all of them do As discussed in Chapter 1, we have Paul Watzlawick, Janet Beavin, and Don Jackson (1967) to thank for pointing out to us that communication always involves a content dimension and a relationship dimension. Nowhere does that become more important than when we look into what is commonly known as audience analysis. Their concept about content and relationship dimension will guide this chapter. You are not using the speech to dump a large amount of content on the audience; you are making that content important, meaningful, and applicable to them. Additionally, the way the audience perceives you and your connection to them—such as whether there is mutual trust and respect—will largely determine your success with the audience. The speaker must respect the audience as well as the audience trusting the speaker. 2.2 – Demographic Characteristics When we use the term audience analysis, we mean looking at the audience first by its demographic characteristics and then by their internal psychological traits. “Demo-” comes the Greek root word demos meaning “people,” and “-graphic” means description or drawing. Demographic characteristics describe the outward characteristics of the audience. This textbook will discuss eleven of them below, although you might see longer or shorter lists in other sources. Some of them are obvious and some not as much. But before we get into the specific demographic characteristics, let’s look at three principles. First, be careful not to stereotype on the basis of a demographic characteristic. Stereotyping is generalizing about a group of people and assuming that because a few persons in that group have a characteristic, all of them Exploring Public Speaking 22 Chapter 2: Audience Analysis and Listening do. If someone were sitting near campus and saw two students drive by in pickup trucks and said, “All students at that college drive pickup trucks,” that would be both stereotyping and the logical fallacy of hasty generalization (see Chapter 14). At the same time, one should not totalize about a person or group of persons. Totalizing is taking one characteristic of a group or person and making that the “totality” or sum total of what that person or group is. Totalizing often happens to persons with disabilities, for example; the disability is seen as the totality of that person, or all that person is about. This can be both harmful to the relationship and ineffective as a means of communicating. If a speaker before a group of professional women totalizes and concludes that some perception of “women’s issues” are all they care about, the speaker will be less effective and possibly unethical. Avoiding stereotyping and totalizing are important because you cannot assume everything about an audience based on just one demographic characteristic. Two or three might be important. The age of a group will be important in how they think about investing their money, but so will the socio-economic level, career or profession, and even where they live. Even their religious beliefs may come into it. A good speaker will be aware of more than one or two characteristics of the audience. Second, in terms of thinking about demographic characteristics, not all of them are created equal, and not all of them are important in every situation. When parents come to a PTA meeting, they are concerned about their children and playing the important role of “parent,” rather than being concerned about their profession. When senior citizens are thinking about how they will pay for their homes in retirement years, their ethnicity probably has less to do with it as much as their age and socio-economic level. Third, there are two ways to think about demographic characteristics: positively and negatively. In a positive sense, the demographic characteristics tell you what might motivate or interest the audience or even bind it together. In a negative sense, the demographic characteristic might tell you what subjects or approaches to avoid. Understanding your audience is not a game of defensive tic-tac-toe, but a means of relating to them. For example, a common example is given about audiences of the Roman Catholic faith. Speakers are warned not to “offend” them by talking about abortion, since official Roman Catholic teaching is against abortion. However, this analysis misses three points. First, even if most Roman Catholics take a pro-life position, they are aware of the issues and are adults who can listen and think about topics. Additionally, not all Roman Catholics agree with the official church stance, and it is a complex issue. Second, Roman Catholics are not the only people who hold views against abortion. Third, and most important, if all the speaker thinks about Roman Catholics is that they are against something, he or she might miss all the things the audience is for and what motivates them. In short, think about how the Totalizing taking one characteristic of a group or person and making that the “totality” or sum total of what that person or group is Exploring Public Speaking 23 Chapter 2: Audience Analysis and Listening demographic characteristics inform what to talk about and how, not just what to avoid talking about. There is one more point to be made about demographic characteristics before they are listed and explained. In a country of increasing diversity, demographic characteristics are dynamic. People change as the country changes. What was true about demographic characteristics—and even what was considered a demographic characteristic—has changed in the last fifty years. For example, the number of Internet users in 1980 was miniscule (mostly military personnel). Another change is that the percentage of the population living in the Great Lakes areas has dropped as the population has either aged or moved southward. What follows is a listing of ten of the more common demographic characteristics that you might use in understanding your audience and shaping your speech to adapt to your audience. Age The first demographic characteristic is age. In American culture, we have traditionally ascribed certain roles, behaviors, motivations, interests, and concerns to people of certain ages. Young people are concerned about career choices; people over 60 are concerned about retirement. People go to college from the age of 18 to about 24. Persons of 50 years old have raised their children and are “empty nesters. These neat categories still exist for many, but in some respects they seem outdated. According to the National Center for Education Statistics (2015), 38% of college students are over 25 years old. Some women and men wait until their late thirties to have children, and thus at 50 have preteens in the house. More and more grandparents—middle and lower incomes—are raising grandchildren. Combining the longer lives Americans are living with the economic recession of 2008 and following, 62 is not a reasonable age for retirement for many. Therefore, knowing that your audience is 18, 30, 55, or 70 is important, but it is just one of many factors. In your classroom audience, for example, you may find 30-year-old returning, nontraditional college students, young entrepreneurs, 17-year-old dual enrollment students, and veterans who have done three or four tours in the Middle East as well as 18-year-old traditional college students. Gender The second demographic characteristic commonly listed is gender. This area is open to misunderstanding as much as any other. Despite stereotypes, not all women have fifty pairs of shoes with stiletto heels in their closets, and not all men love football. In almost all cases you will be speak- Exploring Public Speaking 24 Chapter 2: Audience Analysis and Listening ing to a “mixed” audience of men and women, so you will have to keep both groups in mind. If you are speaking to a group of all men or all women and you are of the same gender as the audience, you might be able to use ...
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Case Study Outline

I.

Question 1
A.

Changing majors.

B.

Skills employers look for.

II.

Question 2
A.

When to cite.

B.

Format of citations.

C.

What is GALILEO?

III.

Question 3
A.

Associate’s and Bachelor’s Degrees.

B.

Core classes at Dalton State College.

IV.

Question 4
A.

V.

Question 5
A.

10-20-30 rule.

B.

Tips for a successful online presentation.

C.

Positive aspects of humor.

D.

Negative aspects of humor.

VI.

Question 6
A.

Meaning of autonomous.

B.

First university and when it was founded.

C.

First British university and when it was founded.

VII.

VIII.

How college courses are more demanding than high school classes (4 primary
differences).

Question 7
A.

Core values of colleges/universities.

B.

12 characteristics of most college faculty.
Question 8

A.

Don’ts to avoid with your college professor.

B.

Keyword for success at college.

IX.

Question 9
A.

Theories of learning.

B.

Steps to controlling speech and test anxiety.

X.

Question 10
A.

Difference between college and university.

B.

Meaning of metacognition.

C.

Meaning of “time on task”.

D.

Meaning of SQ3R.

XI.

Extra Credit
A.

“Kiss of Death” in online speaking.


SPE103
FINAL EXAM
(100 Points)
EXPLORING PUBLIC SPEAKING
APPENDIX B/APPENDIX C/APPENDIX D/APPENDIX E/APPENDIX F
Mr. Gynn
1. According to your textbook, what percentage of college students change their
majors at least once? How many times does the typical college student
change their major? According to your textbook, what are the seven top
skills employers look for? Does this class fit one (or more) of the seven?

50-70% of college students are predicted to change their major at least once.
College students typically change their major at least 3 times before graduating.
1. Teamwork Skills
2. Critical Thinking Skills
3. Work Ethic Skills
4. Spoken Comminucation Skills
5. Written Communication Skills
6. Conflict Resolution Skills
7. Group Facilitation Skills
These skills are known as “soft skills”, which are acquired through classroom teachings,
as well as outside the classroom experiences. Thus, this class fits all seven of these skills.

2. According to the author of your textbook, when must one cite their
information in a presentation? According to your textbook, what information
must be in the citation of an academic journal article? A magazine article? A
web page? A motion picture? According to your textbook, what is
GALILEO?
Citations are to be used when making use of someone else’s intellectual property. For
example, when you use their ideas, report their statistics, use information from their
studies, state their concepts or phrases, display their images or tables and quote their
matarials.
-

-

Academic Journal Article: This requires the author’s name, year of the article,
title of the article, title of the journal, volume and issue number of the article, and
the page number(s).
The format is: Author, A.A. (Year). Article title. Title of Journal, Volume(issue),
page(s).
Magazine Article: This requires the author’s name, the year month and day of the
article, the title of the article, the title of the magazine, the volume and issue
number of the magazine, and the page number(s).

-

-

The format is: Author, A. (Year, Month Day). Article title. Title of Magazine,
Volume(Issue). Page(s).
Web Page: This requires the author’s name, the year of the page, the title of the
website, the words “Retrieved from”, and the website URL.
The format is: Author, A. (Year). Title of page. Title of website. Retrieved from
http://thewebsite.com
A Motion Picture: This requires the producer’s name, the word “Producer” in
brackets, the symbol “&”, the director’s name, the word “Director” in brackets,
the year of the motion picture, the title, the words “[Motion picture]”, the country
of origin and the studio.
The format is: Producer, A (Produce...

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