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| the process of sending and receiving messages to achieve understanding. |
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| communication within yourself |
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| communication between people |
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involves three or more people with a common purpose
fewer than 15
committee meeting
conference
workshop |
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| a form of public communication which includes oral interp. or drama or literature |
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type of interpersonal comm in which one or more people communicate with an audience
ex: public speaking or oral interpretation |
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involves talking with one other person
ex: face to face, telephone, and interviews |
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one person or perhaps several senders communicate with a large number of listeners. usually these listeners are physically present when the sending takes place.
ex: newspapers and magazines/ radio television |
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| characteristics of an effective communicator |
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sincerity
knowledge
organization
listening
confidence
language
nonverbal communication
goal setting |
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| the process in which sound is made |
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| the basic meaning of a word |
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| the meanings people attach to words that are beyond the dictionary definition |
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| a process that translates signals of information |
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| the process of translating symbols and signals in communication |
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| the role of using the body's motions to communicate |
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| the study of spatial communications |
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a category included as a part of nonverbal communication. it consists of the ways in which you say words.
includs
volume
pitch
speaking rate
voice quality
volume and and pitch work together to crate stress (the emphasis you put on words) |
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| poetry that tells a story or describes something that has happened. |
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| deals with what happened or is happening inside of the poet. used to express deep thoughts or feelings, lyric poetry takes the form of sonnet, ode, hymn, or elegy. very musical. lyric means song-like. |
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| closer to the language of everyday use. when an author writes in prose, he is generally trying to duplicate the way someone would speak aloud. the most common form of literature. |
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| traveled from village to village bringing news and entertaining people with their stories. |
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stories and poems that deal with problems or experiences that everyone can easily recognize and identify with.
growing up
loneliness
parent child relationships
love |
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| having particularly clear understanding of something |
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| claims of fact, value, policy |
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claims of fact
occurrences and the reasons that they have happened, are happening, or will happen in the future
claims of value
involve claims of fact, but go deeper. they call for judgments about right or wrong, eithical and unethical, good and bad, proper and improper, etc. answering of such questions depends on moral values
questions of policy
deal with whether certain courses of action should be taken. they include matters of both fact and value within themselves, but go beyond them to consider what should or should not be done. |
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ethos
the way in which an audience perceives the character and personality of the speaker. (reputation, credibility)
logos
the listener's own thinking process (logic, reason)
pathos
the listener's personal needs, drives, and desires (emotion - most advertisements are pathos driven) |
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| tasks: attacking the way things are at present (status quo), and arguing the specific changes that should occur |
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| the basic tasks of the negative side are to refute the attacks on the status quo made by the affirmative side. they must prove the status quo is satisfactory or that the plan for change by the affirmative side will not work. |
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| the topic of the debate; a statement that the affirmative side affirms, and the negative negates. |
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| a person's own summary outline written in a continuous manner to show how the arguments on the issue progress throughout the debate. |
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greeks among first to recognize value of debate
perhaps most challenging form of oral communication
reap benefits from debating
a decision-making process as means of of persuasive arguement.
formal debate - used in school contests
informal - political candidates, neighbors, speak for or against school budget, take a stand on energy issue |
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| the responsibility the affirmative side has in proving that a problem exists and that the solution stated int he proposition would work better than the present system. |
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| the way things are at present |
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| last four to five minutes each. they are used to refute the oppositions arguments and to answer objections to one's own case |
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| major points of disagreement. they are the key arguments on which acceptance of rejection of the debate proposition hangs. you can find major issues by asking questions (see pg 419) |
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glittering generality - so vague in meaning that everyone can agree
testimonial - opinion of some well-known person, may not be expert on subject
begging the question - speaker never proves the point they are trying to make. they take for granted that their ideas are true without proving them
non sequitur - an idea which does not follow
hasty generalization - speaker does not have enough evidence to support the broad conclusions drawn. look for words like always, never, and everyone.
begging the question, non sequitur, and hasty generalization do not usually occur because speakers are attempting to deceive their audience but because they have not given enough thought to what they are saying. |
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distractions
close-mindedness
overemphasizing the source |
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each debater is trying to convince a judge that they did the better job of persuading
rounds begin with coin toss - winner choses who goes first
no presumption favoring either side and the burden of proof is equally placed on both sides
presentations should be controversial and extempore in style |
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| both debaters "hold the floor." but the first question must be asked by an opponent to the speaker who just finished speaking. after that question and answer, either debater may question and/or answer at will. |
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| All four debaters have the floor to interact with questions and answers. This is a real test of teamwork. The first question is asked by the team that had the first summary to the team which had the last summary. After that, any debater may question or answer. |
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| Too often debates are muddled by racing rebuttals trying to cover every point and failing to crystallize the key issues: the "last shot" allows one speaker on each team to argue only one point -- the point that the debater believes will win the debate. This speech might begin "judge this is why should should vote (pro or con)" and then present one's single best argument. "last shot" trains students to choose what is vital to decision-making. if more than one argument is presented in the last shot period, that team is given a loss! |
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| the same as a rebuttal. each team should summarize key arguments it is winning and refute the important arguments it is losing. |
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| a comparison. when using one, you prove the truth of something by showing its similarity to something else. |
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| a story that helps support the points of the affirmative or negative side. it may be persuasive and emotional |
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| an example/description that supports a point |
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| A question that does not necessarily require an answer. In debate, it is a way to make a statement that the debater is not completely sure of without making an outright declaration. it is a way of implying what something should be, without really saying it. |
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