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1 | |
Preparation procrastination, jitters, sweating are manifestations of: |
| | A) | Audience anxiety. |
| | B) | Communication panic. |
| | C) | Communication apprehension. |
| | D) | An unprepared speaker. |
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2 | |
Rehearsing and practicing a speech can help the speaker to: |
| | A) | Convince the audience. |
| | B) | Retrieve information from memory. |
| | C) | Get more nervous. |
| | D) | Win over the audience. |
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3 | |
After narrowing down the topic and developing a main idea, the speaker needs to think about: |
| | A) | The conclusion of the speech. |
| | B) | What the audience needs from the speech. |
| | C) | What the audience wants from the speaker. |
| | D) | What the speaker wants and needs from the audience. |
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4 | |
There are four speech goals: |
| | A) | Information, persuasion, request, and entertainment. |
| | B) | Propaganda, persuasion, request, and entertainment. |
| | C) | Information, persuasion, request, and enlightenment. |
| | D) | Information, response, request, and entertainment. |
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5 | |
You go to a meeting where representatives will demonstrate the newest generation of computer software your company has purchased. The speakers' goals will be: |
| | A) | Propaganda. |
| | B) | Persuasion. |
| | C) | Entertainment. |
| | D) | Information. |
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6 | |
"Voice bites" are short statements that: |
| | A) | Are inappropriate in formal speeches. |
| | B) | Can bore an audience. |
| | C) | Can be said in one breath. |
| | D) | Are vocal non-verbal utterances. |
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7 | |
While correct grammar is vital in written language, in speaking, correct grammar may: |
| | A) | Lend credibility to the speaker. |
| | B) | Stiffen the speech. |
| | C) | Impress the audience. |
| | D) | Make the audience pay close attention. |
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8 | |
A catchy story that draws from common experience with which the audience can relate is: |
| | A) | An antidote. |
| | B) | A Fable. |
| | C) | An anecdote. |
| | D) | A Foible. |
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9 | |
Strategically, it is wise to limit the body of a speech to three or four main points because: |
| | A) | The speech would be too long. |
| | B) | Doing so shows that the speaker is confident and in charge. |
| | C) | You don't want to present more than the audience can remember. |
| | D) | Doing so shows the efficiency of the speaker. |
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10 | |
Chronological, topical, spatial, cause and effect, and problem and solution are: |
| | A) | Speech organization tactics. |
| | B) | Speech organization patterns. |
| | C) | Speech strategies. |
| | D) | Speech partitions. |
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11 | |
Appropriate visual aids for a presentation can increase message clarity and: |
| | A) | Amuse the audience. |
| | B) | Decrease audience interest but amuse them. |
| | C) | Extend audience recall of speech information. |
| | D) | Decrease the speaker's fatigue. |
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12 | |
If, at the end of the speech, the audience disagrees with the speaker, the speaker should: |
| | A) | Refuse to take questions. |
| | B) | Ask for a show of hands of those who agree with the speech. |
| | C) | Ask for volunteers to explain their contrasting points of view. |
| | D) | Leave the podium. |
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13 | |
When delivering a speech, a speaker should aim for a conversational pace, which is about: |
| | A) | 100 to 110 words per minute. |
| | B) | 140 to 150 words per minute. |
| | C) | 120 to 130 words per minute. |
| | D) | 101 to 120 words per minute. |
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14 | |
To make a speech clear and conversational, the speaker should use: |
| | A) | Jargon-free language, personal pronouns, and a passive voice. |
| | B) | Personal pronouns, jargon, and an active voice. |
| | C) | Personal pronouns, contractions, and jargon-free language. |
| | D) | Short sentences, active voice, and jargon. |
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15 | |
Knowing why an audience is gathered to hear a speech: |
| | A) | Helps the speaker anticipate opposition. |
| | B) | Helps the speaker to design the message to meet the audience needs. |
| | C) | Has little or no bearing on the speaker's message design or delivery. |
| | D) | Helps the audience to pay close attention. |
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