Assignment: Refuting Misperceptions
Assignment: Refuting Misperceptions
Assignment: Refuting Misperceptions
Assignment: Refuting Misperceptions
Assignment: Refuting Misperceptions
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Uninterested Junior-high students attending a lecture about retirement benefits
Make it a high priority to tell your lis- teners why your message should be of interest to them. Remind your listeners throughout your speech how your mes- sage relates to their lives.
Favorable A religious group that meets to hear a group leader talk about the importance of their beliefs
Use audience interest to move them closer to your speaking goal; you may be more explicit in telling them in your speech conclusion what you would like them to do.
Unfavorable Students who attend a lecture by the university president explaining why tuition and fees will increase 15 percent next year
Be realistic in what you expect to ac- complish; acknowledge listeners’ oppos- ing point of view; consider using facts to refute misperceptions they may hold.
Voluntary Parents attending a lecture by the new principal at their children’s school
Anticipate why listeners are coming to hear you, and speak about the issues they want you to address.
Captive Students in a public-speaking class Find out who will be in your audience and use this knowledge to adapt your message to them.
audience is uninterested, you need to find ways to hook the members. In Chapter 14, we describe ways to motivate an audience by addressing issues related to their needs and interests. Given our visually oriented culture, consider using visual aids to gain and maintain the attention of apathetic listeners.
You may also want to gauge how favorable or unfavorable your audience may feel toward you and your message before you begin to speak. Some audiences, of course, are neutral, apathetic, or simply uninformed about what you plan to say. We provide explicit suggestions for approaching favorable, neutral, and unfavor- able audiences in Chapter 15 when we discuss persuasive speaking. But even if your objective is simply to inform, it is useful to know whether your audience is predisposed to respond positively or negatively toward you or your message. Giv- ing an informative talk about classical music would be quite challenging, for ex- ample, if you were addressing an audience of die-hard punk-rock fans. You might decide to show the connections between classical music and punk in order to arouse their interest.
Your Speech Class as Audience You may think that your public-speaking class is not a typical audience because class members are required to attend: Your speech class is a captive audience rather than a voluntary one. A captive audience has exter- nally imposed reasons for being there (such as a requirement to attend class). Because class members must show up to earn credit for class, you need not worry that they
96 CHAPTER 4 Analyzing Your Audience
will get up and leave during your speech. However, your classroom speeches are still real speeches. Your class members are certainly real people with likes, dislikes, beliefs, and values.
Your classroom speeches should connect with your listeners so that they forget they are required to be your audience. Class members will listen if your message gives them new, useful information; touches them emotionally; or persuades them to change their opinion or behavior in support of your position.
You will undoubtedly give other speeches to other captive audiences. Audi- ences at work or at professional meetings are often captive in the sense that they may be required to attend lectures or presentations to receive continuing-education credit or as part of their job duties. Your goal with a captive audience is the same as with other types of audiences. You should make your speech just as interesting and effective as one designed for a voluntary audience. You still have an obligation to address your listeners’ needs and interests and to keep them engaged in what you have to say.
Analyzing Attitudes toward You, the Speaker Audience members’ atti- tudes toward you in your role as speaker is another factor that can influence their re- action to your speech. Regardless of how they feel about your topic or purpose, if members of an audience regard you as credible, they will be much more likely to be interested in, and supportive of, what you have to say.
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
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Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
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