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Public Communication > exam 2 > Flashcards

exam 2 Flashcards

1
Q

rhetoric

A

all available means of persuasion

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2
Q

sophists (ancient greek influence)

A

speak well in order to conduct business of the community

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3
Q

aristotle (ancient greek influence)

A
  • the father of rhetoric

- wanted to expand the sophists teachings

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4
Q

the rhetoric (ancient greek influence)

A
  • 3 parts: speaker, audience, speach

- guided by two assumptions: consider the audience, and use many proofs

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5
Q

deliberative rhetoric

A
  • originally- speaking in the legislature
  • speakers must convince audience to complete or not complete an action
  • FUTURE behavior
  • personal identification with audience
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6
Q

forensic rhetoric

A
  • originally- speaking in legislature
  • relies on PAST behavior
  • elicit feelings of guilt or innocence
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7
Q

epideictic rhetoric

A
  • speaking in ceremonial situations
  • PRESENT behavior
  • praise or blame
  • virtues and values
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8
Q

Proofs

A

the means used by the speaker to persuade the audience

- ethos, pathos, logos

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9
Q

ethos

A
  • speakers credibility

- 3 Cs: character, competence, caring

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10
Q

logos

A
  • logical dimension of an appeal

- arguments, reasoning, evidence

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11
Q

pathos

A
  • emotional dimensions

- influence audience’s attitude towards a topic or speaker

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12
Q

invention (cannons of rhetoric)

A
  • choose the best possible arguments for your case
  • creatively choose the facts/ evidence that best supports your argument
  • what is the best way to convince someone to agree with your argument?
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13
Q

arrangement (cannons of rhetoric)

A
  • determine the most effective way to organize your arguments
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14
Q

style (cannons of rhetoric)

A
  • using certain language to present your arguments

- word choice, phrasing, imagery, appropriateness, formality

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15
Q

delivery (cannons of rhetoric)

A
  • nonverbally (physical and vocal) presenting your arguments

- originally the voice but also gestures, use of space, eye contact

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16
Q

memory (cannons of rhetoric)

A
  • delivering a speech without notes and recalling important information during a speech
  • rhetoricians disagreed on the cannon of memory and how it should be executed
  • today, noted for structure and deemed acceptable
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17
Q

kairos

A
  • timing

- there is a right time to deliver a persuasive message

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18
Q

public

A

the commonality among people that is based on consumption of common texts (essentially the audience)

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19
Q

public sphere

A

a common place where ideas and information are exchanged

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20
Q

indirect effect

A

the public nature changes what we talk about and how we talk

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21
Q

address

A

the relationship between the speaker and the audience

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22
Q

audience analysis

A

our goal is to know enough about your audience to make your ideas clear and meaningful to them

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23
Q

demographics (audience analysis)

A

age, gender, sexual orientation, race, ethnicity, culture, religion, group membership

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24
Q

situations (audience analysis)

A

number in audience, physical setting, occasion, disposition toward topic

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25
Q

adaptation (audience analysis)

A

connect with audience by choosing arguments, reasons, examples, and speech topics that relate to them

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26
Q

problematic vagueness (language and rhetoric)

A

a word/ expression has an imprecise or unclear meaning

- ex. “Bad student”

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27
Q

problematic ambiguity (language and rhetoric)

A

a word/ expression has multiple meanings

- ex. “shanking” “toboggan”

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28
Q

clarify the intent (language and rhetoric)

A

resolves PV/PA by asking for clarification about the intended meaning

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29
Q

negotiate the meaning (language and rhetoric)

A

negotiates PV/PA by trying to agree on a meaning when there are more than one

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30
Q

introduce qualifications (language and rhetoric)

A

clarify what causes are included/excluded in a claim

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31
Q

stipulate meaning (language and rhetoric)

A

establish what a term will mean

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32
Q

argumentation

A

the process of giving a reason in support of a claim

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33
Q

claim (argumentation)

A

statement that the speaker claims to be true and is seeking to show as true or probably true
- often the conclusion

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34
Q

reasons (argumentation)

A

parts of the arguments that offer support to the truth of claims

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35
Q

argument (argumentation)

A

built out of claims and reasons

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36
Q

argumentation equation

A

argument = reason + claim

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37
Q

ethos

A

receivers attitude toward a source at a particular time

  • credibility
  • in the mind of the receiver
  • changes over time
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38
Q

multidimensional (multiple separate components)

A
  • 3 separate components: character, competence, caring
  • can have one and not the other
  • need all 3 to be credible
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39
Q

character (multidimensional)

A
  • good person

- honest

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40
Q

competence (multidimensional)

A
  • smart

- knowledgable

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41
Q

caring (multidimensional)

A
  • concerned for others

- audiences best interests in mind

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42
Q

3 types of ethos

A
  • initial
  • derived
  • terminal
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43
Q

initial ethos

A

credibility assignes to a speaker prior to beginning a communication act

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44
Q

what influences your perceptions of a speaker’s initial ethos?

A
  • background: experience, education, reputation

- characteristics: physical attractiveness, race, sex

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45
Q

sponsorship (initial ethos)

A

third party introduces a speaker

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46
Q

halo effect (initial ethos)

A

if we like one thing about someone we attribute other positive qualities

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47
Q

effects of initial ethos in the classroom

A

increases the audiences likelihood for paying attention, learning, and attitude/ behavior change

48
Q

derived ethos

A

credibility assigned to a speaker during the act of communicatoin

49
Q

rhetorical ethos (derived ethos)

A
  • ethos increases
  • evidence, organization, delivery, sincerity
  • humor: ethos increases
  • establishing common ground: ethos increases
  • fear: (depending on initial ethos) ethos can increase or decrease
50
Q

terminal ethos

A
  • credibility at the end of the communication act
51
Q

large terminal ethos

A
  • immediate effects

- ethos/ credibility influence may be psychological, cognitive, affective, and comm outcomes

52
Q

small long term effects of ethos

A
  • high ethos sources lose impact over time

- may need to remind over time

53
Q

ethos and power

A
  • as power increases, credibility increases
54
Q

coersive (french and raven bases of power)

A

punishment

- ex. parents, instructor, boss, police, significant other, coach

55
Q

reward (french and raven bases of power)

A

benefit

  • “if you do this, ill buy you food”
  • ex. significant other, friends
56
Q

legitimate (french and raven bases of power)

A

assigned role

  • has power of you just because of their title
  • ex. boss, police, parents, instructor
57
Q

expert (french and raven bases of power)

A

competence

ex. teacher, coach, doctor

58
Q

reverent (french and raven bases of power)

A

identification

  • most influential and effective use of power
  • do something for them because you like them
  • ex. friends, instructor, role model
59
Q

communication behaviors that improve credibility

A

clarity, relevance, organization, immediacy (personal closeness: look in eyes, use name), handling questions well, facing the audience

60
Q

examples (evidence)

A

specific instance used to illustrate/ represent people, ideas, experiences, conditions, etc.

61
Q

statistics (evidence)

A

numerical data offered to clarify or strengthen a claim

62
Q

testimonials (evidence)

A

quotations or paraphrases used to support a claim

63
Q

syllogism

A

formal statement where two true premises equal a third
- 3 part deductive argument:
major premise - all of the people in this room are students
minor premise - you are in this room
conclusion - you are a student

64
Q

enthymemes

A
  • legitimate persuasive arguments that are missing premises
  • shortened syllogism
  • audience fills in the missing piece
  • usually get rid of the minor premise
65
Q

signs

A

one thing indicates another

66
Q

cause / effect

A

consequences

67
Q

analogies

A

comparing two different things

68
Q

function of a theory

A

to describe, explain, predict, and control

  • describe & explain : necessary for a theory
  • predict & control : good to have but not necessary
69
Q

test of truthfulness (worthiness of an argument)

A
  • recent, enough evidence, reliable source, consistent, ambiguity, relevant to claim
70
Q

test of logical strength (worthiness of an argument)

A
  • it should be logical to make the jump from your reasons to your claim
71
Q

test of relevance (worthiness of an argument)

A
  • the truth of the claim should depend on the truth of the reasons
72
Q

test of non - circularity (worthiness of an argument)

A
  • the truth of the reason should not depend on the truth of the claim
73
Q

common fallacies

A

deceptive arguments that appear logical and may seem persuasive however with logical reasoning they fall apart

74
Q

appeals to ignorance

A

absence of reason is used to reject a claim

75
Q

appeals to mob

A

(bandwagon) assumes that because others are doing it its correct

76
Q

Proposition (pre-invention)

A

a positional statement on a controversial issue

77
Q

Proposition of fact (pre-invention)

A

whether some is true or not

78
Q

Proposition of value (pre-invention)

A

whether something is better or worse

79
Q

Proposition of policy (pre-invention)

A

whether someone should or shouldn’t do something changes

80
Q

Tips for Effective Invention

A
  • narrow list of issues and choose relevant ones
  • determine how much emphasis each issue should receive
  • credible sources
81
Q

Accuracy

A

words should refer to the meaning intended

82
Q

Clarity

A

words should contribute to audience’s understanding

83
Q

Propriety

A

language should be appropriate to the source, topic, and audience

84
Q

Economy

A

use only as many words as necessary

85
Q

Vivacity

A

audience interest depends on the language chosen

86
Q

Metaphor (Vivacity)

A

compare two things

87
Q

Antithesis (Vivacity)

A

juxtaposition of contrary or contrasting ideas

Ex. “It was the best of times, it was the worst of times…”

88
Q

Rhyme (Vivacity)

A

ends of clauses have same or like sound

89
Q

Isocolon (Vivacity)

A

succession of clauses of approximately equal length and corresponding structure
Ex. Many will enter few will win

90
Q

Anaphora (Vivacity)

A

repeating same word/phrase at the beginning several clauses

91
Q

Manuscript (memory)

A

speech is read

92
Q

Memorization (memory)

A

speaker learns/memorize speech

93
Q

Extemporaneous (memory)

A

prepared and practiced but conversational

94
Q

Impromptu (memory)

A

delivered with little/no prep

95
Q

Categorical or Topical (arrangement)

A

group together similar ideas

96
Q

Sequential (arrangement)

A

order chronologically from first to last

97
Q

Spatial (arrangement)

A

organize left to right

98
Q

Cause-Effect (arrangement)

A

in either order

99
Q

Goals Advantage (arrangement)

A

proposed plan does a better job of satisfying the original goal

100
Q

Problem-Solution (arrangement)

A

existence of problem and solution

101
Q

Attention (Monroe’s Motivated Sequence)

A

get attention of audience

102
Q

Need (Monroe’s Motivated Sequence)

A

establish why topic is important

103
Q

Satisfaction (Monroe’s Motivated Sequence)

A

providing solution

104
Q

Visualization (Monroe’s Motivated Sequence)

A

paint picture of benefits

105
Q

Action (Monroe’s Motivated Sequence)

A

call audience to action

106
Q

appeals to emotion

A

relying on emotional response (rather than on a valid logic) to make an argument

  • usa chant
  • “choosey parents choose jif”
107
Q

ad hominem attack

A

an attack towards a person rather than his/her ideas (verbal aggression)

108
Q

straw man fallacy

A

distorting the oppositions argument or attacking an argument that they did not make
- it upset me that you didnt invite me to dinner
are you saying im a bad friend?!

109
Q

playing with words

A

exploiting the vagueness of ambiguity of an argument or using slanted language
- “I did not have sexual relations with that woman”
(what woman? what qualifies as sexual relations?)

110
Q

misuse of authoruty

A

believing a claim because a powerful or respected person says it
- 9 out of 10 doctors approve

111
Q

guilt appeals

A

occurs when an internalized norm is valued

ex. loyalty, respect, purity, helping others

112
Q

how to use a guilt appeal in public communication

A
  • be subtle
  • use a familiar likable source
  • provide an easy clear solution to alleviate guilt
  • anticipated guily
113
Q

anticipated guilt

A

how the audience can avoid guilt in the future

114
Q

humor appeals

A

taps into happiness or joy

  • attention getter
  • can be a distraction
  • may not be immediately persuasive
115
Q

sleeper effect

A

we remember and think about funny things -> long term effect

Public Communication (3 decks)

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