Gathering Materials
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 poss...
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.
,339 TEST BANK FOR THE ART OF PUBLIC SPEAKING
True-False Questions
1. T F What many teachers refer to as source credibility was called
ethos by Aristotle.
2. T F Competence and character are the most important factors
affecting a speaker’s credibility.
3. T F Education and status are the most important factors affecting
a speaker’s credibility.
4. T F The more favorably listeners view a speaker’s competence
and character, the more likely they are to accept what the speaker
says.
5. T F Credibility is the audience’s perception of whether a speaker
is qualified to speak on a given topic.
6. T F The credibility of a speaker before she or he starts to speak is
called derived credibility.
7. T F The credibility of a speaker before she or he starts to speak is
called initial credibility.
8. T F Derived credibility refers to the credibility of the speaker
produced by everything she or he says and does during the speech
itself.
9. T F Terminal credibility is the credibility of the speaker at the start
of the speech.
10. T F Terminal credibility is the credibility of the speaker at the end
of the speech.
11. T F A speaker can have high credibility for one audience and low
credibility for another audience.
12. T F A speaker’s credibility can change during the course of her or
his speech.
13. T F A speaker could begin a speech with high credibility but end
the speech with low credibility.
14. T F A speaker’s credibility is affected by everything she or he says
and does during the speech.
,CHAPTER 17—METHODS OF PERSUASION 340
15. T F Speakers who explain their expertise on the speech topic are
likely to reduce their credibility with the audience.
16. T F Establishing common ground with an audience is especially
important in the conclusion of a persuasive speech.
17. T F Establishing common ground with an audience is especially
important in the introduction of a persuasive speech.
18. T F Research shows that a speaker’s credibility is strongly
affected by his or her delivery.
19. T F Supporting materials that are used to prove or disprove
something are called evidence.
20. T F Research has shown that speakers with high initial credibility
need to use more evidence than speakers with low initial credibility.
21. T F Studies have shown that speakers with low initial credibility
need to use more evidence than speakers with high initial credibility.
22. T F The two major elements of logos are evidence and reasoning.
23. T F The two major elements of logos are evidence and emotional
appeal.
24. T F One of the reasons to use evidence when speaking to
persuade is that it can enhance your credibility.
25. T F One of the reasons to use evidence when speaking to
persuade is that it can make your listeners more resistant to
counterpersuasion.
26. T F Evidence is especially crucial when your target audience
opposes your point of view.
27. T F Persuasive speakers should imagine how their listeners might
object to what they say and refute those objections with evidence.
28. T F Research indicates that evidence is usually more persuasive
when it is stated in general rather than specific terms.
29. T F Research indicates that evidence is usually more persuasive
when it is stated in specific rather than general terms.
, 341 TEST BANK FOR THE ART OF PUBLIC SPEAKING
30. T F Research shows that skeptical listeners are more likely to be
persuaded by evidence they are already familiar with than by
evidence that is new to them.
31. T F Research indicates that listeners are more likely to be
persuaded by evidence that is new to them than by facts and figures
they already know.
32. T F Evidence from competent, credible sources is more
persuasive than evidence from biased or self-interested sources.
33. T F Evidence from biased or self-interested sources is more
persuasive than evidence from impartial sources.
34. T F According to your textbook, it is redundant for persuasive
speakers to give their evidence and then to state the point the
evidence is meant to prove.
35. T F When you use evidence in a persuasive speech, you can
count on listeners to figure out for themselves what you want the
evidence to prove.
36. T F Reasoning is the process of drawing a conclusion based on
evidence.
37. T F When you reason from specific instances in a speech, you
move from a general example to a specific conclusion.
38. T F Reasoning from specific instances involves progressing from a
number of particular facts to a general conclusion.
39. T F When reasoning from specific instances in a persuasive
speech, you need to make sure your sample of specific instances is
large enough to justify your conclusion.
40. T F When reasoning from specific instances in a persuasive
speech, it is usually a good idea for a speaker to supplement the
specific instances with testimony or statistics showing that the
instances are typical.
41. T F A persuasive speaker who argues that capital punishment
should be outlawed because it violates the constitutional principle
banning cruel and unusual punishment is reasoning from specific
instances.
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