Why is it important to draw on your own knowledge and experience in gathering material for a speech
- Why is it important to draw on your own knowledge and experience in gathering material for a speech
- List two resources you can use to help you develop your speech.
- When doing library research, students should regard librarians as
- Why should you be careful about using material from personal web pages?
- The two main tasks after a research interview are to review your notes and to
List two resources you can use to help you develop your speech.
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Microstructure is nice. Any statement (assertion) you make must be backed up by proof. However, using as many different forms of support material as possible is also beneficial. A speech that is only statistics or just description would almost certainly bore the audience less than one that contains stories, quotes, analogies, and examples in addition to statistics or explanation. Overuse of explanation is, in reality, a common flaw in speeches.
Using a range of support styles not only keeps listeners engaged, but it also increases your reputation. According to research, speakers who use a variety of types of help are judged to be more knowledgeable and stronger speakers than those who don’t. We ask you to mark the form of each item of support you use in your outline starting with your second speech as a way of motivating you to avoid using only a small variety of support in your speech. Your teacher will address how you can broaden the range of support in your messages; however, the most important factor in obtaining a broad range of support is obtaining a variety of information sources on your subject. Avoid speeches that are purely dependent on “personal information.”
When doing library research, students should regard librarians as
You want your audience to be engaged while you say a story, so you choose a subject that will pique their interest. The same can be said for giving a speech. Consider your target audience when selecting a subject. Consider this: What question or subject would pique the audience’s interest?
Experts are people who have in-depth knowledge of a subject that the majority of people do not. When someone has a wealth of expertise about a specific area, they are said to be an expert. Rocket scientists are professionals, but so are media commentators who discuss football. Consider any fields in which you are an expert when choosing a subject for your speech. Expect to be unable to converse fluently on a topic on which you have little or no knowledge. Your fluency would be proportional to two main factors: your understanding of what you’re about to say and your experience saying what you know to an audience.
Since you are already familiar with your field of expertise, it could be a good subject for a speech. One advantage of this familiarity is that it cuts down on the amount of time you’ll have to spend studying. Instead, training will focus on honing your skills, broadening your knowledge, and ensuring that you are up to date on the latest developments in the field.
Why should you be careful about using material from personal web pages?
Information does far more than aid students in honing their critical thinking skills: it actually facilitates learning. Not only does knowledge accumulate over time, but it also expands exponentially. It is easier to learn more about those who have a large base of factual information — the rich get richer.
“Knowledge is Beneficial.” In the 1978 film Animal House, the motto of the mythical Faber College is read. Even if we were unable to articulate ourselves so eloquently, those of us who work in education would agree. But why is intelligence beneficial? Many teachers have used the metaphor “grist for the mill” when I’ve addressed this topic with them. That is, the purpose of education is viewed as honing cognitive skills such as critical thinking, rather than accumulating information. Knowledge is important because we need to give our students something to think about if we want them to learn how to think critically.
Sure, knowledge gives students something to think about, but a review of the cognitive science literature reveals that knowledge does far more than just help students improve their thought skills: it also makes learning easier. Not only does knowledge accumulate over time, but it also expands exponentially. It is easier to learn more about those who have a large base of factual information — the rich get richer. Furthermore, factual intelligence aids cognitive functions such as problem solving and reasoning. The more diverse the knowledge base, the more smoothly and effectively these cognitive processes — the ones that teachers are trying to improve — work. As a result, as students gain more skills, they become smarter. We’ll start by looking at how knowledge leads to more knowledge, then move on to how knowledge increases the consistency and pace with which we think.
The two main tasks after a research interview are to review your notes and to
This handout will give you a general overview of how to collect and use facts. It will assist you in determining what constitutes proof, incorporating evidence into your writing, and determining whether you have sufficient evidence. It will also have connections to other services.
Many of the papers you’ll write in college will require you to make a case, which means you’ll have to take a stand on the topic and back it up with facts. It’s critical that you use the right type of proof, that you use it efficiently, and that you have enough of it. If, for example, your philosophy professor didn’t like the fact that you based your ethics paper on a public opinion poll, you should learn more about what philosophers consider to be good proof. If your teacher has told you that you need to do more research, that you’re “only listing” points or providing a “laundry list,” or that you need to explain how those points apply to your case, it’s possible that you should do more to completely integrate your facts into your argument. In the margins of your graded paper, comments like “for example?,” “proof?,” “go deeper,” or “expand” indicate that you can need more evidence. Let’s look at each of these points in turn: what constitutes proof, how to use evidence in your case, and whether you need further evidence.