Regarding speeches of description,

• they answer questions of "why" and "how" instead of "what"

• they may also center on questions of whom, where, and when

• they transfer knowledge from speaker to listener

• their objective is to create an image in the mind of the listener

Regarding speeches of explanation,

• they are intended to teach

• they are primarily concerned with the relationship among things, particularly inasmuch as cause and effect are concerned

• they attempt to answer the question "what" regarding features of the things being described

• they are meant to share knowledge about facts, findings, or events

Regarding speeches of instruction,

• they attempt to answer the question "what" regarding features of the things being described

• they are meant to share knowledge about facts, findings, or events

• they are primarily concerned with the relationship among things, particularly inasmuch as cause and effect are concerned

• they are intended to teach

The "Principle of Complexity" dictates that

• one should start out simple and keep getting simpler

• complexity of content should peak near the middle of one's speech

• information is presented in a fashion that provides the best arguments and evidence up front

• information is initially familiar and easy for the audience to understand, then progresses to new and more complex information

Tags

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.11-12.1

CCSS.RL.8.1

CCSS.RL.9-10.1

The chronological method of organizing a speech

• might be used to explain complex systems, or relationships between objects, ideas, or people

• is taken from storytelling, wherein events build upon one another successively

• allows the speaker to impose his or her own logic on how the speech is organized

• None of the answers apply

The spatial strategy of organizing a speech

• might be used to explain complex systems, or relationships between objects, idea, or people

• is taken from storytelling, wherein events build upon one another successively

• allows the speaker to impose his or her own logic on how the speech is organized

• None of the answers apply

The topical strategy of organizing a speech

• might be used to explain complex systems, or relationships between objects, ideas or people

• is taken from storytelling, wherein events build upon one another successively

• allows the speaker to impose his or her own logic on how the speech is organized

• None of the answers apply

When the author speaks of "information gaps" that need to be crossed to effectively reach your audience, by "information gaps" she is referring to (Choose any that apply)

• information that is irretrievable and that you must find a way to present effectively without

• the gap between what you know at the start and what you need to know for your speech

• the gap between what you think, know, and believe about your topic and what your audience thinks, knows, and believes

• the gap between a train and the passenger platform

For richer results, one can

• insert Boolean operators (AND, OR, and NOT) between initial search terms

• replace your initial search term with a synonym or related term

• first check the articles that show up in multiple searches

• All of the above

We are advised to evaluate our evidence carefully because

• we have a responsibility to use older sources as well as some newer ones

• we have a responsibility to fill in details some of which may not be directly relevant

• while we are certainly grateful for all this information, we needn't cite every source we make use of in our presentation

• because we have the responsibility to be accurate

Tags

CCSS.RI.8.1

CCSS.RI.8.8

CCSS.RL.11-12.1

CCSS.RL.8.1

CCSS.RL.9-10.1