Caroline told her mother, Lisa, that she didn’t feel well and would probably miss her class at the community college the following afternoon. Lisa knew that Caroline was just nervous.
Question 1 Caroline told her mother, Lisa, that she didn’t feel well and would probably miss her class at the community college the following afternoon. Lisa knew that Caroline was just nervous. Caroline’s marketing professor had asked all of the students to give a ten minute speech in front of an elementary education class. Caroline is terrified and has no idea what to speak about.
“You have to go to college tomorrow, and you have to do the assignment, Caroline,” said Lisa.
“But Mom, it’s so unfair—he’s just trying to torture us!” Caroline exclaimed.
“You need to stop worrying and start planning. You’ll feel much better when you have a topic and begin writing,” Lisa said.
Caroline should consider her knowledge and interests when choosing a speech topic. Two ways to think of a topic are to consider interests or (A) expertise . She also needs to identify the (B) purpose of her speech to appropriately scope the topic.
Askills hobbies expertise ideas evidence
Bthesis length argument venue purpose
Question 2
Lisa told Caroline that she had to speak to groups, boards, and politicians in her role as a public health nutritionist.
“Maybe I should make a speech about nutrition and use some of your research and your speech. You could help me write it, Mom!” Caroline said.
Her mom responded, “You can’t use my research and make a speech about nutrition just because I did one. What about your work at the bakery? You enjoy it and you know a lot about it.”
Lisa finds a recent presentation she made to the school board about school lunches and shows it to Caroline as an example. Connect each speech-writing concept to the example from Lisa’s speech.
Thesis statement
Topic
Purpose
A.School nutrition budgets
B.To help the school board better understand the school cafeteria’s expenses.
C.Schools should invest the extra money necessary to provide healthy lunch options for students.
D.National public health programs promote healthy eating for young children in schools.
Question 3
Caroline still felt overwhelmed by the ability to choose any speech topic she wanted.
“It would be easier if my professor just assigned us something to present about,” Caroline moaned while she flicked through her phone.
“Part of the exercise is to learn how to narrow down a topic,” Lisa reminded her. “Sit down, put your phone away, and take out a pen and paper. I’ll time you while you list the most interesting stories you saw posted online this week, and we will see if you can brainstorm yourself a topic.”
Caroline is working on selecting a topic for her speech. Arrange the following speech-planning activities in the order in which Caroline should undertake them.
a. Caroline identifies the two subjects from the long list that come up again and again. From this list of two, she thinks about which one will best fit into a ten-minute speech.
b. Caroline looks back through all of the articles and blog posts she has saved recently, looking to find the topics she has been most interested in.
c. Caroline does some preliminary research so that she can determine the speech’s main argument, three main supporting pieces of information, and conclusion.
Question 4
The kitchen timer buzzed loudly. “Time’s up, pen down!” said Lisa.
“Once I got started thinking about funny, sad, or interesting stories I saw on Facebook, Twitter, and my favorite blogs this week, I had lots of ideas,” Caroline said.
“Great! Now mark your top three ideas,” said Lisa. Caroline thought for a minute, underlined three topics on the paper, and passed it to her mother.
Lisa read the list: an assault in the city park, schoolchildren who visited her bakery, how to wear ankle boots. She and Caroline agreed that the bakery was a safe topic that Caroline was both interested in and knowledgeable about.
Choose the option that would best help Caroline scope her topic.
Caroline decides she should make her topic very detailed because she’s afraid of not having enough to say and would rather run over than under her speech time.
Caroline finds a blog she really likes by a mother who bakes with her children and decides to read recipes from the blog in her speech.
Because Caroline’s audience is elementary-education students and she only has 10 minutes, she decides to present on how baking can be used to teach preschool children physical and cognitive skills.
Caroline creates a survey to distribute to her audience so that she can identify what aspect of baking they would be most interested in hearing about.
Lisa writes an outline for Caroline based on her ideas for low-sugar alternatives to favorite baked goods.
One of her friends tells her that no one eats gluten anymore so Caroline decides to narrow her topic to gluten-free options that are available at the bakery.
Question 5
Bryan and David are two of Caroline’s classmates. They posted a video online of themselves practicing their speeches, which they promised would “make the class fall off their chairs from laughing so hard.” Caroline watched the video in front of her mother, and Lisa looked over her shoulder. Lisa shook her head.
“A public-speaking assignment in college in front of your peers and professors, which will be graded, is not an appropriate time for a comedy skit,” Lisa replied.
Lisa raises a crucial point about the importance of matching the type of speech, content, and format to the occasion, audience, and purpose for speaking. Identify the general purpose of each speech topic below.
Entertain
Inform
Persuade
Motivational stories from famous chefs.
Bakeries should offer low-sugar options for their younger customers.
The temperature of butter can distinctly change how a cookie turns out.
Question 6
Caroline’s marketing class and the early education class have slightly different demographics. The average age of the students in both is 25. Many students in both classes are working students who are taking the class to enhance their business or work experience. Most students in the marketing class are male, and most students in the education class are female. While most of the students in the education class are from the local area and share religious and cultural backgrounds, the marketing class is more diverse; in addition, the class includes a group of 30 international students from Japan. The education class has a large group of Young Democrats, and the international students in the marketing class have recently formed the college’s first Japanese society.
Evaluate the advice below, and select the true statement about audience analysis.
The speakers need to use the female pronoun when speaking to the education class and the male pronoun when speaking to the business class.
Audience members who are part of a primary group that is more long-lasting, such as the political group, will share experiences with the other group members that shape their beliefs, attitudes, and world views.
The members of the Japanese society will most likely share the same reaction to any speech because they are part of the same group.
The speakers need to ignore information about gender, ethnicity, age, and religion when writing a speech to ensure that they avoid bias.
The formal and self-directed education levels in both audiences are examples of secondary group memberships.
Sororities and fraternities are the most important primary group, and their membership will greatly affect the students’ attitudes, values, and beliefs.
Question 7
Lisa read Caroline more excerpts from the speech she recently made to the school board about nutrition. Lisa had adapted the speech for the school board, which was mostly made up of volunteers interested in town politics and their local school system. She had given different versions of the speech before to pediatricians and primary care practitioners within the hospital network, and to local public health officials who were developing and implementing city public health programs aimed at children and families.
Select the term that is used incorrectly in the scenario below:
Lisa adapted her topic based on her analysis of the audience’s demographics. She was able to work within her perceptual framework to understand her audience’s views on the topic. Her aim was to identify with the audience’s perspective and ensure that her message was written in a way to best help her audience decode it. She imagined a theoretical audience in order to practice her speech each time she changed it.
within
demographics
perspective
decode
message
theoretical
Question 8
After Caroline drafted her speech, she practiced it in front of her parents, her younger brother, and her grandmother. After Caroline finished, everyone gave her some feedback.
“You talked so fast at the start that I missed the background on the bakery, your job, and the preschool groups the bakery hosts. Try to speak more slowly.” Caroline’s father said.
“I thought it was very interesting,” said her grandmother, “but I think you have a few typos in the slides.”
“Those are abbreviations, Granny!” Caroline explained.
Caroline’s speech would need to be written and presented differently if she were presenting to different audiences. Match the demographic factors on the left with the appropriate advice on the right.
Teachers with five years of experience
Families of preschoolers
An active retirement group
A.Propose specific baking activities that link to learning objectives in the early-education curriculum.
B. Use dictionary English rather than abbreviated text spellings and emojis.
C.Avoid using Christmas-related examples in the speech.
D.Avoid jargon and lingo particular to the local school system, and define terminology.
Question 9
“I wish I could just record my speech. It would be so much easier!” moaned Caroline.
Lisa replied, “I really don’t see why this is making you so nervous; you post videos and pictures of yourself online constantly. That audience is a lot bigger and much harsher than the one you’re going to speak to tomorrow. Think about the context. You have a friendly and receptive audience tomorrow. Everyone will feel equally nervous. You share many of the same opinions and interests, and kids and baking are topics that usually don’t create controversy,” Lisa said.
Caroline thought for a minute before replying, “You’re right. Thank goodness we don’t have to debate marriage equality or something.”
Match the contextual factor that Caroline should consider on the right to the aspect of her speech that it relates to on the left.
Caroline has decided to use a PowerPoint projected onto a screen at the front of a room.
Caroline’s speech begins with a question to the audience about the best way to bake bread.
Caroline is delivering this speech to her class, but she has not had conversations with many of them.
A.The knowledge of the audience about your topic
B.The audience’s opinion of you and your topic
C.The number of audience members
D.The physical context of the speech
Question 10
Caroline felt pretty confident about how her speech on using baking to promote child development turned out. When preparing her speech, Caroline tried to ensure that her audience was going to be interested in and understand her speech. Luckily, the audience members and Caroline share a lot of similarities; however, Caroline knows that there are a number of students with basic English-language comprehension who usually receive translation help from the college for exams. She hopes they will be able to understand her but she isn’t quite sure what to do because she only speaks English.
Caroline is done with her speech preparation, but she still will have time to make adjustments to her speech while she’s speaking. From first to last, what order should these steps be placed in to correctly utilize audience analysis?
What is Caroline’s goal in learning about her audience? How does audience analysis affect the speech-writing process?
How to: Drag items from the right column into the left column. Order appropriately.
1.
2.
3.
4.
a. Caroline has never gone to school in a country that didn’t speak her language; in contrast, some members of her audience experience this language barrier every day. However, she did once attend a church mass delivered entirely in latin. She used that experience and her imagination to determine what parts of her speech might present the most problems for the international students in her class.
b. Caroline meets with a small group of international students from her class and asks them to review her diction and vocabulary and highlight tricky words or concepts.
c. Caroline discovers a demographic profile of the student population on the community college website. She finds specific information about the department of education and learns that 75 percent of students are younger than 25 and 25 percent are older than 25. She also finds information about the background of the college’s international students and learns that half of the early-education class participated in political lobbying to increase school-system spending on health education.
d. The Japanese students look confused when Caroline refers to different baked goods by name, so she stops and shows pictures from the internet of each one to illustrate the children’s experiences in the bakery.
Collepals.com Plagiarism Free Papers
Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Get ZERO PLAGIARISM, HUMAN WRITTEN ESSAYS
Why Hire Collepals.com writers to do your paper?
Quality- We are experienced and have access to ample research materials.
We write plagiarism Free Content
Confidential- We never share or sell your personal information to third parties.
Support-Chat with us today! We are always waiting to answer all your questions.
