Supporting Your Ideas
he questions for each chapter are organized according to type: true-false, multiplechoice, short-answer, and essay. Within each of these categories, questions are Tclustered by topic, roughly following the order of topics in the textbook.
To provide as much flexibility as po...
T
he questions for each chapter are organized according to type: true-false, multiple-
choice, short-answer, and essay. Within each of these categories, questions are
clustered by topic, roughly following the order of topics in the textbook.
To provide as much flexibility as possible in constructing examinations, there is
deliberate overlap among the questions, both within and across question types. This
enables you to choose the wording and question type that best fits your testing
objectives. In deciding which questions to use, take care to avoid items such as a
multiple-choice question that gives away the answer to a true-false or short-answer
question, or an essay question that covers essentially the same ground as a true-false,
short-answer, or multiple-choice question.
Each type of question—true-false, multiple-choice, short-answer, and essay—has an
automatic numbering system, which means you can copy and paste items from within a
question type, and they will automatically number themselves consecutively, beginning
with “1.” The five answer choices for each multiple-choice question are also ordered
automatically, and so you can add, change, or reorder answer choices without
rearranging the lettering.
If you would like to preserve the fonts, indents, and tabs of the original questions, you
can substitute questions for those in the sample final exams or copy and paste questions
into the Exam Master provided in the final Word file of the Test Bank. In the Exam Master,
spaces for your course name, exam type, and the student’s name and section are
followed by headings and instructions for true-false, multiple-choice, short-answer, and
essay questions. You can add elements unique to your exams and delete elements you
don’t want to use. After you customize the Exam Master, you can save it with your
changes. Then, each time you open it, click “Save As” to give it the name of the exam
you are currently constructing.
,130 TEST BANK FOR THE ART OF PUBLIC SPEAKING
True-False Questions
1. T F The selection and use of supporting materials for a speech
involves critical thinking skills.
2. T F The two basic types of supporting materials discussed in your
textbook are facts and opinions.
3. T F The three basic types of supporting materials discussed in
your textbook are examples, statistics, and testimony.
4. T F Research has shown that examples have little effect on
listeners’ beliefs and actions.
5. T F Although examples work very well to clarify ideas in an
informative speech, they are less effective in a persuasive speech.
6. T F Examples are particularly effective as supporting materials
because they help get the audience involved in a speech.
7. T F Brief examples can be used either one at a time to illustrate a
point or piled one upon another to create an impression.
8. T F Because they tell a story vividly and dramatically, extended
examples are a good way to pull listeners into a speech.
9. T F A hypothetical example describes an imaginary or fictitious
situation.
10. T F Hypothetical examples can be especially powerful as
supporting materials when they create scenarios that involve the
audience.
11. T F Whenever you use a hypothetical example in a speech, it is
usually a good idea to follow it with statistics or testimony to show
that the example is realistic.
12. T F Because of their high credibility, you should use only factual
examples in your speeches.
13. T F As a speaker, you should usually avoid examples when
explaining complex or unfamiliar ideas.
14. T F One of the main reasons to use examples in a speech is that
they put abstract ideas into concrete terms that listeners can easily
understand.
, CHAPTER 8—SUPPORTING YOUR IDEAS 131
15. T F Examples are an excellent way to personalize a speech
because they put abstract facts and figures into vivid, human terms.
16. T F As your textbook makes clear, a vivid, richly textured
extended example is usually effective regardless of how well it is
delivered.
17. T F As your textbook explains, statistics are the most effective
type of supporting material because they are difficult to manipulate
or distort.
18. T F Unlike testimony, which can easily be quoted out of context,
statistics are difficult to manipulate for biased purposes.
19. T F The mean—popularly called the average—is determined by
summing all the items in a group and dividing by the number of
items.
20. T F The median is determined by summing all the items in a
group and dividing by the number of items.
21. T F The median is the middle number in a group of numbers
arranged in order from highest to lowest.
22. T F The mode is the number that occurs most frequently in a
group of numbers.
23. T F As your textbook explains, you need to make sure that the
statistics you use in your speeches come from reliable sources.
24. T F The major advantage of statistics is that they give your ideas
numerical precision.
25. T F Research has shown that the effect of examples is enhanced
when they are combined with statistics that show the examples to
be typical.
26. T F Research has shown that the more statistics you use, the
more effective your speech is likely to be.
27. T F It is seldom necessary to cite the source of statistics in a
speech.
28. T F An advantage of using statistics in your speech is that
numbers speak for themselves.
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