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| things like: narratives, descriptions, explanations, definitions, and examples that help solidify your argument. |
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| The most general claim of your speech |
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| The main subdivision of your thesis |
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| Subdivisions of the main points |
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| Primary goal is draw people into the speech. Want to arouse things in the audience as to keep their attention throughout |
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| 1) the general background about the topic such as history, explanations, and definitions 2)the relevance to the audience 3) The background of the speaker |
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| Where you state the thesis and preview the main points |
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| Mirror image of the intro. Repeat thesis and main points. |
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| Provide "up-to-dates" with where you are in the speech and reviews old information. Comes between main point. |
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| Run through of the main point |
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| show what will be discussed in the upcoming main point |
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| Learning a speech by talking yourself through it several times |
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| Memory-enhancing variables |
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| 1) motivations to remember information 2) the nature of the information to be remembered 3) the understanding of the meaning and relationship of the info 4)repetition and rehearsal of the info. |
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| Memory-enhancing strategies |
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Definition
| 1) use both extrinsic and intrinsic motivations to memorize 2) Choose vivid language that emphasizes the dramatic and/or vital nature of what is to be learned 3) Use Humor or entertaining strategies 4) Make the content meaningful 5) point out and/or create associations 6) Incorporate repetition, audience participation and practice |
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| An actual external reward as in praise or a prize |
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| reward that gives someone internal satisfaction |
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| claims that are acceptable because of the meaning of the words in the claim, not because of the way things are in the world |
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| Claims that require evidence. (observation, analysis) |
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| Appeals to a listeners senses to make a claim acceptable. |
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| A statement of fact or opinion, given by a speaker or someone else , which serves as the basis foe belief. |
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| The word of someone who should no what they are talking about. Often on issues where there is not a clear answer |
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| numbers produced from data that has been organized and analyzed, and the number either summarizes the data or describes relationships among the data. |
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| Data produced from measurements, direct observation by an expert, or historical records |
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| data based on quantity analysis |
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| "the even numbered interstates highways run east and west, while the old ones run north and south" |
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| I-35 is an example of an interstate that runs north and south |
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| like photos, artifacts, video or tape recording. |
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| consists of accompanying or attendant facts, events, or conditions that claim a point. |
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| higher order beliefs that guide us in assessing the reliability of evidence. |
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| Evidence that is strong, uses claims that are more certainly true or false. (usually statistics or factual data) |
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| non-definitive answer, not a single right answer |
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| that she or he has a vested interest in establishing a particular point of view or obtaining a particular outcome. |
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Term
| What are the three parts of an introduction transition? |
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Definition
| 1) the general background about the topic such as history, explanations, and definitions 2)the relevance to the audience 3) The background of the speaker |
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| What are the three parts of an introduction? |
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Definition
| 1)Opener 2)introduction transition 3) statements of thesis and main points. |
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Term
| What should be included in the plan of speech at the end of the introduction? |
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Definition
| Thesis and preview of main points |
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Term
| What should be included in the conclusion? |
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Definition
| Thesis / main points / closing lines |
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Term
| What are the 4 memory-enhancing variables? |
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Definition
| 1) motivations to remember information 2) the nature of the information to be remembered 3) the understanding of the meaning and relationship of the info 4)repetition and rehearsal of the info. |
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Term
| What are the 6 memory-enhancing strategies? |
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Definition
| 1) use both extrinsic and intrinsic motivations to memorize 2) Choose vivid language that emphasizes the dramatic and/or vital nature of what is to be learned 3) Use Humor or entertaining strategies 4) Make the content meaningful 5) point out and/or create associations 6) Incorporate repetition, audience participation and practice |
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| What are 2 things to consider when deciding whether to accept someone as an “expert”? |
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Definition
| 1) education and 2) experience |
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Term
| What are 3 conditions for a hypothesis? |
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Definition
| 1)The hypothesis should be phrased affirmatively 2)Must be consistent with the relevant circumstances 3)Should employ no more assumptions than necessary to explain the relevant circumstances |
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Term
| What are the 6 tests of evidence? |
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Definition
| 1) is the evidence obviously relevant 2)are conditions favorable to making clear observations 3) are the testimony or circumstances represented accurately in the speech 4) is the source who is cited in position to know 5)is the evidence most recent 6)Are all the individual pieces of evidence consistent |
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Term
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Definition
| the deliberate study of an individual |
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Term
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| Serve as an abstract way to support an idea or concept, have similarities with history and case study |
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| The organizational structure of a story. Happens over time. |
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| What the story leads to in the end typically restates the message being put across by the whole story. |
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| The time and place in which the story is taking place. |
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| Shows the events of a person and how they formed. Can use opinion and different points of view |
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| Essential Narrative Elements |
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Definition
| movement through time and change |
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Definition
The building up of small events or things that thicken the story line
Characters- Entities that make up the stories. Can include places or organizations, or objects depending on how the speaker portrays them |
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| Same story is used in both the introduction and conclusion. |
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Term
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| Uses the established and conventional definition of the word. |
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Term
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| Putting the term into broader categories then specifying until you have what it is. |
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Term
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| Examples of what a term is not. |
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Term
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| Created for brand new terms, prescribed to the word. |
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Definition
| A model and a perfect example of |
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| Example that allows the audience to use its senses. |
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Definition
| Comparison in which, at first glance, items seem similar or alike. |
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| Types of Comparison speeches |
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Definition
| Explanation of complex ideas / explain common experiences in a new way / to assist the audience in making choices. |
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| Organizing something by time. |
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| Organizing by using the senses to break something down |
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| Something that represents a physical or geographical category or organization. |
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| Going from an abstract idea to a concrete thing. |
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| Used to condense or simplify complex ideas or plans we have. |
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| Describe something using only the physical characteristics |
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| Different Class Comparison |
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Definition
| Comparison in which things initially seem different when viewed as a whole. |
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| Organizational Pattern for Comparison speeches |
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Definition
| Two ways are: divided in which you explain one and then the other and alternating where you go back and forth between the two. |
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Definition
| A claim that provides a reason for accepting another claim. |
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| A claim that is implied or follows from the premises. |
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| When a conclusion is drawn from one or more premises |
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Term
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Definition
| words like: after all / and / by contrast / now / nevertheless / since |
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Term
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| Words like: Consequently / Therefore / The point is / So |
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Definition
| informative claims that provide the basis for the conclusion. |
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Definition
| A claim that explains the connection of the data to the conclusion. |
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Term
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Definition
| Indicates the degree of support for the conclusion. Certainly / presumably / likely / possibly |
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| An argument in which the conclusion for one argument becomes a premise for another. |
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Term
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Definition
| An argument that uses several reasons to support the same main conclusion. |
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Term
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Definition
| Employ a form of reasoning that strictly follows the rules of logic and, as a result, the premises prove the conclusion. |
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Term
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Definition
| we sort out evidence from past experience to reason about some new situation. |
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Term
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Definition
| when it is not possible that the premises are true and the conclusion is false. |
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Term
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Definition
| Is an argument that has premises that are actually true and a conclusion that follows necessarily from the premises. |
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Term
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Definition
| arguments that have warrants that assert the existence of a relationship between two or more events such that one event leads to another. |
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Term
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Definition
| The presence of one event is used to indicate the presence of some condition. |
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| Argument by inductive generalization |
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Definition
| A generalization is made from a subset of a population, called a sample, to the whole of a population. |
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Term
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Definition
| Proceeds from the similarity of two or more objects in one or more features to their similarity in some additional feature. |
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Definition
| A is a necessary cause of B, if without A, B does not occur |
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Term
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Definition
| A is a sufficient cause of B, if whenever A occurs, B occurs. |
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Term
| Parts, whole, and their relationship |
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Definition
| An organizational type where you focus on parts to describe and explain the whole. |
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Term
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Definition
| a disagreement or quarrel between among people / something in which reasons are given for some issue |
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Term
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Definition
| how it is different from, or not like, other objects of the same class |
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Term
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Definition
| Further defining a word by defining the terms parts or sub-categories. |
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| Concrete, specific language |
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Definition
| Describing something using well defined, solid terms. |
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| Abstract, general language |
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Definition
| Describing something using very vague/broad terms. |
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Term
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Definition
| Entities that make up the stories. Can include places or organizations, or objects depending on how the speaker portrays them |
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