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| the skills one needs to locate information efficiently and to evaluate what one learns |
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| an understanding of the major feautres, issues, inormation, latest developments, and local application relevant to a topic |
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| an internet search engine that allows you to enter a key-word and find related websites |
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| a search engine that combines the results from several general serach engines |
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| an organized list of links to web sites on specific topics |
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| high-quality databases generally not included in the seraches conducted by general or metaserach engines |
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| techniques that can help one limit or expand research on the internet |
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| a web site whose major purpose is to change attitudes or behaviors |
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| a website designed to provide factual information on a subject |
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| a web site designed and maintained by an individual; contains whatever that person wishes to place on it |
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| criterion for evaulation the correctness of information by checking it against other information |
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| criterion for evaluating the credentials of the author |
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| crieterion for evaluationg whether or not a source is free from bias |
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| criterion for evaultaion whether or not the information on a web site is up to date |
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| criterion for evaluating the breadth of information on a topic |
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| questions that ask someone being interviewed to elaborate on a response |
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| questions that repeat part of a previous response to encourage further discussion |
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| a statement by an interviewr confirming the meaning of what has just been said by the person being interviewed |
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| a comment or action that encourages further communication from comeone being interviewed |
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| records kept of the author, title, place and date of publication, and page reerences for each research source |
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| reserach notes on fcts and ideas obtained from an article or book |
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| teh facts and figures, testimony, examples, and narratives that are the building blocks of successful speeches |
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| information that can be verified by ovservation or expert testimony |
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| deliberately false fragmented, irrelevant, or superficial information designed to influence policies or opinions |
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| a translation of an unfamiliar word into understandable terms |
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| discussion that helps clarify a topic or demonstrates how a process works |
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| word pictures that help listeners visualize what you are talking about |
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| citing the opinions or conclusions of other people or instituions to clarify, support, and strengthen a point |
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| offers judgements from those who are qualified by training or experience to speak as authorities on a subject |
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| highly credible form of suporting material in which sources speak against their apparent self-interest |
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| citing the views of ordinary people on a subject |
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| citing the views of somone who is highly regarded but no necessarily an expert on a topic |
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| a story used to illustrate some important trugth |
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| stories inserted within speeches that illustrate the speakers point |
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| using supporting material to point out the similarities of the unfamiliar or controversial issue to something the audience already knows or accepts |
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| to substantiate ideas with information to ground ideas in reality |
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| to substantiate ideas with information to ground ideas in reality |
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| to illustrate size, to make predicions, to demonstrate trends, to show relationships |
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| to clarify unfamiliar or technical terms to reflect yourw ay of seeing something |
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| to clarify an idea or process to explain how something works |
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| to present word pictures to evoke vivid images |
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| to further substantiate ideas to verify information to support a controversial position |
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| to hmanize a topic, to present how people feel about something |
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| use of prestige testimony |
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| to eloquently express support for your ideas to provide distinction for your speech |
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| to arouse and sustain attention, to clarify concepts, to emphasize what is important, to aid understanding, to make a speech interesting |
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| to invovle listeners with your topic, to enhance identification among topic, speaker, and listeners, to make a speech interesting, to clarify abstract ideas |
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| to point out similarities between ideas, to make unfamiliar ideas clearer |
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| to point out differences between things to make your points stand out |
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| to point out similarities between things that are essentially dissimilar, to establish a frame of thinking |
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| suggests that a speech has a limited number of main oints and that that are short and direct |
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| suggests that the introduction, body, and conclusion recieve their proper share of the time alloted for the speech |
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| a consistent pattern used to develop a speech |
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