Ebook Speech Comm CK Study Guide 752991

The
Praxis
Series
eBooks
The Official
Study Guide
Speech Communication:
Content Knowledge Test

Test Code: 0221
Study Topics
Practice Questions Directly From the Test Makers
Test-Taking Strategies
www.ets.org/praxis
This ebook was issued to Guarini Library, order #11600174000. Unlawful distribution of this ebook is prohibited.
Study Guide for the

A PUBLICATION OF ETS
Copyright 2009 by Educational Testing Service. All rights reserved.

EDUCATIONAL TESTING SERVICE, ETS, the ETS logo, GRE, and LISTENING. LEARNING. LEADING. are registered trademarks of
Educational Testing Service (ETS) in the United States and other countries. SAT is a registered trademark of the College Entrance
Examination Board. Praxis and THE PRAXIS SERIES are trademarks of ETS.
Table of Contents
Study Guide for the Speech Communication:

TA B L E O F C O N T E N T S
Chapter 1
Introduction to the Speech Communication: Content Knowledge Test
and Suggestions for Using This Study Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 2
Background Information on The Praxis Series Assessments . . . . . . . . . . . . . . . . . . . . . 5
Chapter 3
Dont Be Defeated by Multiple-choice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Chapter 4
Study Topics for the Speech Communication: Content Knowledge Test . . . . . . . . . . . . . 15
Chapter 5
Practice QuestionsSpeech Communication: Content Knowledge . . . . . . . . . . . . . . . . . 27
Chapter 6
Right Answers and ExplanationsSpeech Communication: Content Knowledge . . . . . . . 46
Chapter 7
Are You Ready? Last-minute Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Appendix A
Study Plan Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Appendix B
For More Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Chapter 1
Introduction to the Speech Communication: Content

Knowledge Test and Suggestions for Using This
Study Guide
CHAPTER 1
Introduction to the Speech Communication: Content

Knowledge Test
The Praxis Speech Communication: Content Knowledge test assesses a beginning teachers understanding
of the essential content of speech communication. Educational Testing Service (ETS) has selected the
content of this test using resources such as the national standards for beginning speech communication
teachers. ETS also refers to current practices as specified by speech communication educator institutions
and national organizations such as the National Communication Association (NCA). In developing
assessment material for these tests, ETS works in collaboration with teacher educators, higher education
content specialists, and accomplished practicing teachers to keep the test updated and representative of
current standards.
The Speech Communication: Content Knowledge test (0221) consists of 120 multiple-choice questions and
covers eight major areas, in the following proportions:
Content Category

Communication Fundamentals
Interpersonal Communication
Group Communication
Public Speaking
Media and Their Influences
Oral Interpretation/Performance Studies
Forensics: Competitive Speech
and Debate
Assessment and Evaluation Issues
Approximate
Number of
Questions
13
16
16
21
16
13
13
Approximate
Percentage of
Total Score
11%
13%
13%
18%
13%
11%
11%
12
10%
Test takers have two hours to complete the test.

The test is not intended to assess teaching skills but rather fundamental knowledge in the major areas of
speech communication.
Study Guide for the Speech Communication: Content Knowledge Test
CHAPTER 1
Suggestions for Using the Study Topics Chapter of This

Study Guide
This test is different from a final exam or other tests you may have taken for other courses because it is
comprehensivethat is, it covers material you may have learned in several courses during your entire
undergraduate program. It requires you to synthesize information you have learned from many sources and
to understand the subject as a whole.
Therefore, you should review and prepare for it, rather than merely becoming familiar with the question
formats. A thorough review of the material covered on the test will significantly increase your likelihood
of success. Moreover, studying for your licensing exam is a great opportunity to reflect on and develop a
deeper understanding of speech communication before you begin to teach or to reflect on previous teaching
experience. As you prepare to take the test, it may be particularly helpful for you to think about how you
would apply the study topics and sample exercises to the experience you obtained during your teacher
preparation program. Your student teaching experience will be especially relevant to your thinking about the
materials in the study guide.
We recommend the following approach for using the Study Topics chapter to prepare for the test.

Become familiar with the test content. Learn what will be assessed in the test, covered in
chapter 4.
Assess how well you know the content in each area. After you learn what topics the test contains,
you should assess your knowledge in each area. How well do you know the material? In which areas
do you need to learn more before you take the test? It is quite likely that you will need to brush up
on most or all of the areas.
Develop a study plan. Assess what you need to study and create a realistic plan for studying. You
can develop your study plan in any way that works best for you. A Study Plan form is included
in appendix A at the end of the book as a possible way to structure your planning. Remember that
this is a licensure test and covers a great deal of material. Plan to review carefully. You will need to
allow time to find the books and other materials, time to read the material and take notes, and time
to go over your notes.
Identify study materials. Most of the material covered by the test is contained in standard
introductory textbooks. If you do not own introductory texts that cover all the areas, you may want
to borrow some from friends or from a library. You may also want to obtain a copy of your states
standards for speech communication. (One way to find these standards quickly is to go to the Web
site for your states Department of Education.) The textbooks used in secondary classrooms may
also prove useful to you, since they also present the material you need to know. Use standard school
and college introductory textbooks and other reliable, professionally prepared materials. Dont rely
heavily on information provided by friends or from searching the World Wide Web. Neither of these
sources is as uniformly reliable as textbooks.
Work through your study plan. You may want to work alone, or you may find it more helpful to
work with a group or with a mentor. Work through the topics and questions provided in chapter 4.
Rather than memorizing definitions from books, be able to define and discuss the topics in your own
words and understand the relationships between diverse topics and concepts. If you are working
with a group or mentor, you can also try informal quizzes and questioning techniques.
Proceed to the practice questions. Once you have completed your review, you are ready to benefit
from the Practice Test portion of this guide.
CHAPTER 1
Suggestions for Using the Practice Questions and

Right Answers and Explanations Chapters

Read chapter 3. This chapter will sharpen your skills in reading and answering multiple-choice
questions. For you to succeed on multiple-choice questions, you must focus carefully on the
question, avoid reading things into the question, pay attention to details, and sift patiently through
the answer choices.
Answer the practice questions in chapter 5. Work on the practice questions in a quiet place
without distractions. Remember that the practice questions are only examples of the way the topics
are covered in the test. The test will have different questions.
Score the practice questions. Go through the detailed answers in chapter 6 (Right Answers and
Explanations) and mark the questions you answered correctly and the ones you missed. Look over
the explanations of the questions you missed and see if you understand them.
Decide whether you need more review. After you have looked at your results, decide whether
there are areas that you need to brush up on before taking the actual test. Go back to your textbooks
and reference materials to see if the topics are covered there. You might also want to go over your
questions with a friend or teacher who is familiar with the subjects.
Assess your readiness. Do you feel confident about your level of understanding in each of the
areas? If not, where do you need more work? If you feel ready, complete the checklist in chapter
7 (Are You Ready?) to double-check that youve thought through the details. If you need more
information about registration or the testing situation itself, use the resources in appendix B: For
More Information.
Note: Every effort is made to provide the most recent information in this study guide. However, The Praxis
Series tests are continually evaluated and updated. You will always find the most recent information about
this test, including the topics covered, number of questions, and time allotted, in the Test at a Glance
booklet available online at http://www.ets.org/praxis/prxtest.html.
Chapter 2
Background Information on The Praxis Series

Assessments
CHAPTER 2
What Are The Praxis Series Subject Assessments?

The Praxis Series Subject Assessments are designed by Educational Testing Service (ETS) to assess your
knowledge of specific subject areas. They are a part of the licensing procedure in many states. This study
guide covers an assessment that tests your knowledge of the actual content you will be expected to teach
once you are licensed. Your state has adopted The Praxis Series tests because it wants to confirm that you
have achieved a specified level of mastery in your subject area before it grants you a license to teach in a
classroom.
The Praxis Series tests are part of a national testing program, meaning that the test covered in this study
guide is required in more than one state for licensure. The advantage of a national program is that if you
want to move to another state, you can transfer your scores from one state to another. However, each state
has specific test requirements and passing scores. If you are applying for a license in another state, you will
want to verify the appropriate test and passing score requirements. This information is available online at
www.ets.org/praxis/prxstate.html or by calling ETS at 800-772-9476 or 609-771-7395.
What Is Licensure?
Licensure in any areamedicine, law, architecture, accounting, cosmetologyis an assurance to the
public that the person holding the license possesses sufficient knowledge and skills to perform important
occupational activities safely and effectively. In the case of teacher licensing, a license tells the public that
the individual has met predefined competency standards for beginning teaching practice.
Because a license makes such a serious claim about its holder, licensure tests are usually quite demanding.
In some fields, licensure tests have more than one part and last for more than one day. Candidates for
licensure in all fields plan intensive study as part of their professional preparation: some join study groups,
others study alone. But preparing to take a licensure test is, in all cases, a professional activity. Because it
assesses the entire body of knowledge for the field you are entering, preparing for a licensure exam takes
planning, discipline, and sustained effort.
Why Does My State Require The Praxis Series

Assessments?
Your state chose The Praxis Series Assessments because the tests assess the breadth and depth of content
called the domainthat your state wants its teachers to possess before they begin to teach. The level of
content knowledge, reflected in the passing score, is based on recommendations of panels of teachers and
teacher educators in each subject area. The state licensing agency and, in some states, the state legislature
ratify the passing scores that have been recommended by panels of teachers.
CHAPTER 2
What Do the Tests Measure?

The Praxis Series Subject Assessments are tests of content knowledge. They measure your understanding
and skills in a particular subject area. Multiple-choice tests measure a broad range of knowledge across
your content area. Constructed-response tests measure your ability to provide in-depth explanations of a
few essential topics in a given subject area. Content-specific pedagogy tests, most of which are constructedresponse, measure your understanding of how to teach certain fundamental concepts in a subject area. The
tests do not measure your actual teaching ability, however. They measure your knowledge of a subject and
of how to teach it. The teachers in your field who help us design and write these tests, and the states that
require them, do so in the belief that knowledge of your subject area is the first requirement for licensing.
Teaching combines many complex skills, only some of which can be measured by a single test. While the
test covered in this study guide measures content knowledge, your teaching ability is a skill that is typically
measured in other ways; for example, through observation, videotaped practice, or portfolios.
How Were These Tests Developed?

ETS began the development of The Praxis Series Subject Assessments with a survey. For each subject,
teachers around the country in various teaching situations were asked to judge which knowledge and
skills a beginning teacher in that subject needs to possess. Professors in schools of education who prepare
teachers were asked the same questions. These responses were ranked in order of importance and sent out
to hundreds of teachers for review. All of the responses to these surveys (called job analysis surveys)
were analyzed to summarize the judgments of these professionals. From their consensus, we developed
guidelines, or specifications, for the multiple-choice and constructed-response tests. Each subject area had a
committee of practicing teachers and teacher educators who wrote the specifications, which were reviewed
and eventually approved by teachers. From the test specifications, groups of teachers and professional test
developers created test questions that met content requirements and satisfied the ETS Standards for Quality
and Fairness.*
When your state adopted The Praxis Series Subject Assessments, local panels of practicing teachers
and teacher educators in each subject area met to examine the tests and to evaluate each question for its
relevance to beginning teachers in your state. This is called a validity study because local practicing
teachers validate that the test content is relevant to the job. For the test to be adopted in your state, teachers
in your state must judge that it is valid. During the validity study, the panel also provides a passing-score
recommendation. This process includes a rigorous review to determine how many of the test questions a
beginning teacher in that state would be able to answer correctly. Your states licensing agency then reviewed
the panels recommendations and made a final determination of the passing-score requirement.
Throughout the development process, practitioners in the teaching fieldteachers and teacher educators
participated in defining what The Praxis Series Subject Assessments would cover, which test would be
used for licensure in your subject area, and what score would be needed to achieve licensure. This practice
is consistent with how professional licensure works in most fields: those who are already licensed oversee
the licensing of new practitioners. When you pass The Praxis Series Subject Assessments, you and the
practitioners in your state will have evidence that you have the knowledge and skills required for beginning
teaching practice.
* ETS Standards for Quality and Fairness (2003, Princeton, NJ) are consistent with the Standards for Educational and Psychological Testing,
industry standards issued jointly by the American Educational Research Association, the American Psychological Association, and the National
Council on Measurement in Education (1999, Washington, DC).
Chapter 3
Dont Be Defeated by Multiple-Choice Questions
CHAPTER 3
Understanding Multiple-choice Questions

When you read multiple-choice questions on the Praxis Speech Communication: Content Knowledge test,
you will probably notice that the syntax (word order) is different from the word order youre used to seeing
in ordinary material that you read, such as newspapers or textbooks. One of the reasons for this difference is
that many test questions contain the phrase which of the following.
In order to answer a multiple-choice question successfully, you need to consider carefully the context set up
by the question and limit your choice of answers to the list given. The purpose of the phrase which of the
following is to remind you to do this. For example, look at this question.

Which of the following is a flavor made from beans?

(A) Strawberry
(B) Cherry
(C) Vanilla
(D) Mint
You may know that chocolate and coffee are also flavors made from beans, but they are not listed, and the
question asks you to select from the list that follows (which of the following). So the answer has to be the
only bean-derived flavor in the list: vanilla.
Notice that the answer can be substituted for the phrase which of the following. In the question above,
you could insert vanilla for which of the following and have the sentence Vanilla is a flavor made from
beans. Sometimes it helps to cross out which of the following and insert the various choices. You may
want to give this technique a try as you answer various multiple-choice questions on the practice test.
Looking carefully at the which of the following phrase helps you to focus on what the question is asking
you to find and on the answer choices. In the simple example above, all of the answer choices are flavors.
Your job is to decide which of the flavors is the one made from beans.
The vanilla bean question is pretty straightforward. But the phrase which of the following can also be
found in more challenging questions. Look at this question:

Which of the following most clearly illustrates feedback?

(A) While one person is saying something, the other person is worrying about a personal problem.
(B) One person conveys ideas to another person by using verbal and nonverbal signals.
(C) While one person is saying something, an announcement is made over the loudspeaker.
(D) After one person says something, the other person smiles.
(E) A disc jockey offers commentary about music over the radio.
The placement of which of the following tells you that the list of choices is a list of examples (in this case,
these are things that might be considered feedback). What are you supposed to find as an answer? You are
supposed to find the choice that best supports the definition of feedback.
CHAPTER 3
Educational Testing Service (ETS) question-writers and editors work very hard to word each question as
clearly as possible. Sometimes, though, it helps to put the question in your own words. Here, you could
paraphrase the question as Which of these examples is the best definition of feedback? The correct answer
is (D). (Feedback is a response to a message. Choices A and C are examples of noise in communication.
Choice E is simply commentary and Choice B is a source communicating to a receiver and does not give an
example of feedback.)
You may also find that it helps you to circle or underline each of the critical details of the question in your
test book so that you dont miss any of them. Its only by looking at all parts of the question carefully that
you will have all of the information you need to answer it. Circle or underline the critical parts of what is
being asked in this question.

Which of the following strategies will best foster multiculturalism in the classroom?
(A) Playing a variety of music from different cultures
(B) Providing foods from various countries in the role-play area
(C) Inviting families to share their customs with the class
(D) Hanging travel posters from various countries in the classroom
(E) Starting a collection of post cards from around the world
Here is one possible way you may have annotated the question:
Which of the following strategies will best foster multiculturalism in the classroom?
(A) Playing a variety of music from different cultures

(B) Providing foods from various countries in the role-play area
(C) Inviting families to share their customs with the class
(D) Hanging travel posters from various countries in the classroom
(E) Starting a collection of post cards from around the world
After thinking about the question, you can probably see that you are being asked to look at a list of
classroom techniques and decide which one gives students the greatest awareness of other cultures. The
correct answer is (C). The important thing is understanding what the question is asking. With enough
practice, you should be able to determine what any question is asking. Knowing the answer is, of course, a
different matter, but you have to understand a question before you can answer it correctly.
10
CHAPTER 3
Understanding Questions Containing NOT, LEAST, or

EXCEPT
The words NOT, EXCEPT, and LEAST can make comprehension of test questions more difficult.
Such questions ask you to select the choice that doesnt fit, that is different in some specified way from the
other answer choices. You must be very careful with this question type because its easy to forget that youre
selecting the negative. This question type is used in situations in which there are several good solutions, or
ways to approach something, but also a clearly wrong way. These words are always capitalized when they
appear in The Praxis Series test questions, but they are easily (and frequently) overlooked.
For the following test question, determine what kind of answer you need and what the details of the
question are.

Which of the following terms would NOT be included in a definition of communication?

(A) Sending
(B) Receiving
(C) Cooperating
(D) Encoding
(E) Decoding
Youre looking for the term that would NOT be included in the definition. (C) is the correct answerall
of the other choices are a part of the communication process and could be included in a definition of
communication.

TIP
Its easy to get confused while youre processing the information to answer a question
with a NOT, LEAST, or EXCEPT in the question. If you treat the word NOT,
LEAST, or EXCEPT as one of the details you must satisfy, you have a better
chance of understanding what the question is asking.
11
CHAPTER 3
Be Familiar with Multiple-choice Question Types

You will probably see more than one question format on a multiple-choice test. Here are examples of some
of the more common question formats.
1. Complete the statement
In this type of question, you are given an incomplete statement. You must select the choice that will make
the completed statement correct.

Paralanguage or vocalics includes how a speaker

(A) uses metaphors and similies
(B) cites sources and includes attributions
(C) chooses terminology to meet the needs of the audience
(D) defines concepts and gives examples
(E) adjusts volume and rate
To check your answer, reread the question and add your answer choice at the end. Be sure that your choice
best completes the sentence. The correct answer is (E).
2. Which of the following
This question type is discussed in detail in a previous section. The question contains the details that must be
satisfied for a correct answer, and it uses which of the following to limit the choices to the four choices
shown, as this example demonstrates.

On Monday in an 8:00 A.M. class, most of the students were groggy from lack of sleep and worried
about an upcoming exam. As a result, they remembered little of what the teacher said. Which of the
following elements of the communication process does this example illustrate?
(A) Internal noise
(B) External noise
(C) Channel
(D) Feedback
(E) Source
The correct answer is (A).
12
CHAPTER 3
3. Roman numeral choices

This format is used when there can be more than one correct answer in the list. Consider the following
example.
Which of the following competencies are commonly used for assessing public speaking?
I. Chooses and narrows a topic appropriate to the audience and occasion
II. Uses an organizational pattern appropriate to the topic, audience, occasion, and purpose
III. Uses language appropriate to the audience and occasion
IV. Uses vocal variety in rate, pitch, and intensity to heighten and maintain interest
appropriate to the audience and occasion
V. Uses physical behaviors that support the verbal message
(A) I and III only
(B) I, II, and III only
(C) II, III, and IV only
(D) II, III, IV, and V only
(E) I, II, III, IV, and V
One useful strategy for this type of question is to assess each possible answer before looking at the answer
choices and then evaluate the answer choices. In the question above, all of the listed choices are evaluated by
a speech communication teacher when assessing public speaking. Therefore, the correct answer is (E).
4. Questions containing NOT, LEAST, EXCEPT
This question type is discussed at length on page 11. It asks you to select the choice that doesnt fit.
5. Other formats
New formats are developed from time to time in order to find new ways of assessing knowledge with
multiple-choice questions. If you see a format you are not familiar with, read the directions carefully.
Then read and approach the question the way you would any other question, asking yourself what you are
supposed to be looking for and what details are given in the question that help you find the answer.
Other Useful Facts About the Test

1. You can answer the questions in any order. You can go through the questions from beginning to end,
as many test takers do, or you can create your own path. Perhaps you will want to answer questions in your
strongest area of knowledge first and then move from your strengths to your weaker areas. There is no right
or wrong way. Use the approach that works best for you.
2. There are no trick questions on the test. You dont have to find any hidden meanings or worry about
trick wording. All of the questions on the test ask about subject matter knowledge in a straightforward
manner.
13
CHAPTER 3
3. Dont worry about answer patterns. There is one myth that says that answers on multiple-choice tests
follow patterns. There is another myth that there will never be more than two questions with the same
lettered answer following each other. There is no truth to either of these myths. Select the answer you think
is correct based on your knowledge of the subject.
4. There is no penalty for guessing. Your test score for multiple-choice questions is based on the number
of correct answers you have. When you dont know the answer to a question, try to eliminate any obviously
wrong answers and then guess at the correct one.
5. Its OK to write in your test booklet. You can work out problems right on the pages of the booklet,
make notes to yourself, mark questions you want to review later, or write anything at all. Your test booklet
will be destroyed after you are finished with it, so use it in any way that is helpful to you. But make sure to
mark your answers on the answer sheet.
Smart Tips for Taking the Test

1. Put your answers in the right bubbles. It seems obvious, but be sure that you are filling in the answer
bubble that corresponds to the question you are answering. A significant number of test takers fill in a
bubble without checking to see that the number matches the question they are answering.
2. Skip the questions you find extremely difficult. There are sure to be some questions that you think are
hard. Rather than trying to answer these on your first pass through the test, leave them blank and mark them
in your test booklet so that you can come back to them later. Pay attention to the time as you answer the rest
of the questions on the test, and try to finish with 10 or 15 minutes remaining so that you can go back over
the questions you left blank. Even if you dont know the answer the second time you read the questions, see
if you can narrow down the possible answers, and then guess.
3. Keep track of the time. Bring a watch to the test, just in case the clock in the test room is difficult for
you to see. You will probably have plenty of time to answer all of the questions, but if you find yourself
becoming bogged down in one section, you might decide to move on and come back to that section later.
4. Read all of the possible answers before selecting oneand then reread the question to be sure the
answer you have selected really answers the question being asked. Remember that a question that contains
a phrase such as Which of the following does NOT ... is asking for the one answer that is NOT a correct
statement or conclusion.
5. Check your answers. If you have extra time left over at the end of the test, look over each question and
make sure that you have filled in the bubble on the answer sheet as you intended. Many test takers make
careless mistakes that they could have corrected if they had checked their answers.
6. Dont worry about your score when you are taking the test. No one is expected to answer all of the
questions correctly. Your score on this test is not analogous to your score on the SAT, the GRE, or other
similar-looking (but in fact very different!) tests. It doesnt matter on this test whether you score very
high or barely pass. If you meet the minimum passing scores for your state and you meet the states other
requirements for obtaining a teaching license, you will receive a license. In other words, your actual score
doesnt matter, as long as it is above the minimum required score. With your score report you will receive a
booklet entitled Understanding Your Praxis Scores, which lists the passing scores for your state.
14
Chapter 4
Study Topics for the Speech Communication: Content

Knowledge Test
CHAPTER 4
Introduction to the Test

The Speech Communication: Content Knowledge test is designed to measure the subject-area knowledge and
competencies necessary for a beginning teacher of speech communication in a middle or secondary school.
The topics for questions are typically those covered in introductory courses.
This chapter is intended to help you organize your preparation for the test and to give you a clear indication
about the depth and breadth of the knowledge required for success on the test.
Here is an overview of the areas covered on the test, along with their subareas:
Verbal and nonverbal messages

Effective listening
Basic elements of communication
Communication process
Communication competence
Interpersonal
Communication
Interpersonal and intrapersonal elements of

communication
Relational communication competence
Goals, skills, and outcomes
Gender and culture
Emotional and relational messages
Communication in relationships
Group Communication
Discussion principles
Problem solving and decision making
Group roles and functions
Conflict management
Culture and leadership
Elements of group communication
Types of groups
16
CHAPTER 4
Public Speaking
Purposes, types, and forms

Audience analysis
Organizing content
Style and use of language
Effective delivery
Adaptation to audience
Choosing supporting materials
Delivery
Evaluating speeches
Culture and public speaking
Uses of argument
Critical analysis and evaluation

Media influence
Communication technologies
Environmental influences on media
Types of media
Race, gender, and class issues in media
Oral Interpretation/
Performance Studies
Aesthetic principles
Analysis
Performance techniques
Dramatic theory and criticism
Readers theater
Principles of acting
Forensics: Competitive
Speech and Debate
Writing for and performing in individual events

Identifying individual events
Program management
Argumentation and debate
Assessment and
Evaluation Issues
Teacher responsibility
Curriculum development
Assessment techniques
Test construction
17
CHAPTER 4
Using the topic lists that follow

You are not expected to be an expert on all aspects
of the topics that follow. You should understand the
major characteristics of each topic, recognize the
minor topics, and have some familiarity with the
subtopics. Virtually all accredited undergraduate
speech communication programs address the
majority of these topics, subtopics, and even minor
topics.
Here, for instance, is one of the topic lists in Types
of Media under Media and Their Influences:
Types of Media
Television
Radio
Internet
Newspapers
Referring to textbooks, state standards documents,

or other sources as needed, make sure you can
describe in your own words what types of media
there are. For example, you should be able to think
to yourself that television can be obtained through
cable and satellite, as can radio. The Internet can
be a source of formal or informal information, and
newspapers can be printed or they can be obtained
on the Internet.
You are likely to find that the topics below
are covered by most introductory speech
communication textbooks and textbooks for related
fields such as media, but a general-survey textbook
may not cover all of the subtopics. Consult materials
and resources, including lecture and laboratory
notes, from all your speech communication course
work. You should be able to match up specific topics
and subtopics with what you have covered in your
courses.
Try not to be overwhelmed by the volume and scope

of content knowledge in this guide. An overview
such as this that lists speech communication topics
does not offer you a great deal of context. Although
a specific term may not seem familiar as you see it
here, you might find you could understand it when
applied to a real-life situation. Many of the items on
the actual Praxis test will provide you with a context
to apply to these topics or terms, as you will see
when you look at the practice questions in
Chapter 5.
Special questions marked with stars

Interspersed throughout the list of topics are
questions that are outlined in boxes and preceded
by stars (). These questions are intended to help
you test your knowledge of fundamental concepts
and your ability to apply fundamental concepts to
situations in the classroom or the real world. Most
of the questions require you to combine several
pieces of knowledge in order to formulate an
integrated understanding and response. If you spend
time on these questions, you will gain increased
understanding and facility with the subject matter
covered on the test. You might want to discuss
these questions and your answers with a teacher or
mentor.
Note that the questions marked with stars are not
short answer or multiple-choice, and this study
guide does not provide the answers. The questions
marked with stars are intended as study questions,
not practice questions. Thinking about the answers
to them should improve your understanding of
fundamental concepts and will probably help you
answer a broad range of questions on the test. For
example, the following box with a star appears
in the list of study topics under Communication
Process:
What factors influence the communication

process?
18
CHAPTER 4
If you think about this question, perhaps jotting

down some notes about the factors that influence
the communication process, you will probably
have prepared yourself to answer multiple-choice
questions similar to the one that follows:

Which of the following statements best

describes the way in which competent
communicators manage conflict?
(A) Competent communicators are
competitive.
(B) Competent communicators seek selfadvancementeven at anothers expense.
(C) Competent communicators use a
consistent conflict-management strategy
throughout any given episode.
(D) Competent communicators consider both
short- and long-term implications during
any given episode.
(E) Competent communicators are able to
interact without empathy.
The correct answer is (D). Competent

communicators try to achieve mutually
advantageous solutions for both the short- and longterm. They realize that to achieve their own goals
they must also be sensitive to the goals and needs
of others. Therefore, competent communicators are
cooperative, not competitive, and they are sensitive
to the uniqueness of any given conflict episode
and adjust their conflict-management strategy
accordingly.
How do verbal and nonverbal messages

interact to create meaning?
What types of messages are conveyed by

verbal and by nonverbal cues?
Effective listening
How can people be most effective in

listening?
Basic elements of communication
Components of the communication

process

Context and culture
What are the elements of a communication

transaction?
How does each element contribute

to or detract from the success of the
communication process?
Communication process
Study Topics
communication process facilitate or inhibit

the success of messages getting from one
person to another?
Verbal and nonverbal messages

Types and functions of nonverbal cues

Types of vocal cues
Language and perception
Symbols and signs
Perception
Self-concept
Self-disclosure
Transactional nature of communication
How do the elements and sequences in the
Hearing versus listening

Steps in the listening process
Barriers to effective listening
Types of listening
What factors influence the communication

process?
19
CHAPTER 4
Communication competence
Functions
Development
Adapting to audiences and situations
Assessment
How do gender and culture affect

communication?
Which theories of gender and culture are
relevant to interpersonal communication?
Emotional and relational messages
What makes a person a competent

communicator?
Importance of nonverbal communication

Dimensional and relational-level
meanings
Interpersonal and intrapersonal elements of
communication
Elements and theories of interpersonal

communication
What are the emotional and relational

messages that can be conveyed through
interpersonal communication?
Communication in relationships
What are the interpersonal and intrapersonal

elements of the communication process?
Family
Romantic

Business
Relational communication competence
Which communication elements, processes,

and theories are relevant to different types
of interpersonal relationships?
Characteristics of relational
communication competence
What are the characteristics of relational

communication competence?
Group Communication
Goals, skills, and outcomes
Discussion principles
Types of goals, skills, and outcomes

The roles of various goals, skills, and
outcomes in the communication process
Communicating cooperatively
Playing group roles flexibly
Effective participant-observer skills
Contributing appropriate task-related
messages

Contributing positive relational
messages
What are the goals of interpersonal

communication?
What skills are necessary for effective
interpersonal communication?
What makes for effective group discussion?
What are the outcomes of effective and

ineffective interpersonal communication?
Problem solving and decision making
Difference between gender and sex

Dimensions used to distinguish cultures
from one another
20
Quality of information related to group

problem solving and decision making

Group communication climate where
members can freely disagree
Gender and culture
CHAPTER 4
Effectiveness at managing divergent

points of view within the group

Making optimal use of available time
for group to communicate about a
decision or problem

Organization of group discussion

Group discussion leadership qualities
Culture and leadership
Understanding of leading as a
communication process

Understanding of the basic elements of
models of leading (leaders, followers,
and situations) and how these elements
are connected

Understanding the role of
communication in creating a positive
group climate

Possessing high-quality discussion
facilitation skills

Possessing organizing skills that include
effective agenda setting for meetings

Understanding of group communication
processes related to problem solving,
decision making, and conflict
management
What kinds of communication factors

affect group decision making and problem
solving?
Group roles and functions
Group task rolesrelated to input and

processing of information relevant to the
groups decisions and problem solutions

Group relational rolesrelated to
creating a positive climate among group
members that motivates participation.

Leadershiprelated to the management
of group inputs and processes related
to making effective decisions, creating
effective solutions, and building positive
group climate.
What makes for effective leadership

communication?
How does culture affect communication?
Types of groups
What kinds of roles do group members play

in functional groups?
Conflict management
Approach conflict as mutual problem

(win-win)

Search for areas of common ground

Focus on positions rather than
participants

Create a group communication climate
supportive of respectful disagreement
and mutual understanding

Rely on effective argumentation and
debate skills
Small groups versus large groups

Task committees within organizations
Hostile and countercultural groups
Families
Sports teams
Juries
In what kinds of groups do individuals

communicate?
Public Speaking
Purposes, types, and forms
Special occasion
Informative

Persuasive
What are some of the best practices

group members should follow when
communicating during episodes of conflict?
21
CHAPTER 4
What are the major purposes for public

speaking?
How do written and spoken language differ?

How are they similar?
What are several types of special-occasion

speeches?
What imagery devices are effective for

public speeches?
Effective delivery
Audience analysis
Conversational quality

Impromptu

Extemporaneous
Demographic factors

Situational factors

Gaining audience information
What are demographic characteristics of

audiences?
What are the four methods of delivery for

public speaking?
Why is audience analysis important?
What style of delivery is best suited for

most speeches?
What methods are used to gain information

about an audience?
Adaptation to audience
Listening
Feedback

Hostile, neutral, and supportive
audiences
Organizing content
Introduction
Organizing strategies

Conclusion
Why is feedback important during a speech?
Describe the different methods for

organizing speeches.
Which organizational methods are suitable
for informative speeches?
Which are best for persuasive speeches?
What elements should be contained in an
introduction?
Style and use of language
How can a speaker adapt to various

audiences?
Choosing supporting materials
Supporting topics

Ethics

Visual aids
How can a public speaker avoid plagiarism?
Spoken versus written language

Language devices

Figures of speech
Why should a speaker include supporting

materials in a speech?
Why types of supporting materials are
commonly used in speeches?
How do visual aids enhance a speech?
22
CHAPTER 4
Delivery
Voice
Diction
Pronunciation
Movement

Critical analysis and evaluation
What aspects of a speaker's voice are

commonly used in speeches?
What aspects of the speaker's body are
commonly used to enhance public speaking?
Elections
Media ownership
Democracy
Linkages between entertainment and
information
In what ways are citizens and policy makers

influenced by the way information is
framed?
Evaluating speeches
Criticism
Evaluation
Rhetorical criticism
Assessment
What are the most important elements in

assessing the effectiveness of a speech?
Media influence
Programming

Commercials

Political process
In what ways do mass media impact

peoples lives politically, socially,
economically, and culturally?
How are speeches assessed fairly?

Communication technologies
Culture and public speaking
Internet

Blogging, Twitter, Skype, podcasts

Ethics
Ethnocentrism
Inclusiveness
How should the speaker make sure

the speech is inclusive of all audience
members?
Uses of argument
Types of reasoning
Types of appeals

Fallacies
What constitutes a communication

technology?
In what ways do communication
technologies affect the way individuals,
volunteer groups, organizations, and
governments interact?
Environmental influences on media
What are the three types of appeals used in

persuasion?
News
Events

Technology
What are the major types of argument

reasoning?
What are fallacies in reasoning?
23
CHAPTER 4
What range of social factors might influence

how news is reported, how commercials are
produced, what music is programmed on the
radio, and how individuals use the Internet?
Oral Interpretation/Performance
Studies
Aesthetic principles
Relationship between reader, text, and

audience

Universality

Individuality
In what ways does the practice of instant

voting and polling using technology suggest
a new paradigm in understanding public
opinion?
What decisions must an oral interpreter

make when selecting and preparing a
piece of literature for performance for an
audience?
Types of media
Television
Radio
Internet
Newspapers
Copyright, programming, and
commercials
Analysis
Text and context

Thinking involved in the interpretation
process
How do people use television, radio,

newspapers, and the Internet to gratify their
needs?
How are peoples different needs fulfilled
through these media?
How do some forms of media fill a need
differently than another medium?
When analyzing literature for oral

interpretation, what are the important
literary elements to consider for cutting
selections for performance and for
conveying the authors intent?
Performance techniques
Voice

Use and handling of manuscripts

Development of character
How do these forms of media operate on a

basic level?
What are the ethical issues involved in
copyright law?
In oral interpretation, how can performers

bring text to life for an audience without
costumes or props and with only a printed
manuscript?
Race, gender, and class issues in media
Representation
Media influence

Social justice
Dramatic theory and criticism
How are race, gender, and class represented

in the media?
24
Forms

Styles

Structures
CHAPTER 4
How do the genre of the literature being

performed and the characteristics of the
genre affect the performance of the literature
and the approach an interpreter takes during
preparation?
Readers theater
Readers theater
Storytelling
Folklore
Oral history
Creative dramatics
How has oral interpretation evolved from

early humankind until today, and what
are some of the specific forms of oral
interpretation that exist today as unique
types of performances and records of human
culture and history?
Identifying individual events
Public address
Interpretation

Extemporaneous speaking
What are the National Forensic League rules

for individual events?
How are competitive speech events different
at the high school level from the collegiate
level?
How is interpretation different from acting?
What is meant by extemporaneous speaking
in competitive speech?
Program management
Tournament and team management

Coaching philosophy

School relations
Principles of acting
Voice
Movement

Characterization
How can performers best use their voices

and bodies to create unique personae and
characters in oral interpretation and bring
literature to life for an audience?
What skills are necessary for effective

coaching of debate and competitive speech?
How can a coach best prepare for hosting a
tournament?
Argumentation and debate
Forensics: Competitive Speech and

Debate
Writing for and performing in individual
events
High school rules for individual events

Interpretation versus acting

Citing sources in speaking events
Lincoln-Douglas debate
Student congress
Policy debate
Public forum debate
What are the stock issues in policy debate?

What differentiates policy debate from
Lincoln-Douglas debate?
What are the major types of debate cases?
At the high school level, which events are

written by students, and which must be
performed from published works?
25
CHAPTER 4
Assessment techniques
Classroom behaviors
Written and oral critiques

Rubrics
Teacher responsibility
Ethics
Promptness of feedback

Objective assessment of performance
What are guidelines for teaching and

modeling ethics to students?
What are guidelines for the timing of
feedback?
What are characteristics of objective
assessment of performance?
Curriculum development
Curriculum development and

implementation

Appropriate assignments

Textbook selection
What are guidelines for managing classroom

behavior?
What are guidelines for providing written
and oral critiques?
What are the principles of rubric
construction and utilization?
Test construction
Tests

Alternate forms of assessment
What are the purposes and elements

of curriculum development and
implementation?
What are the principles of test construction

and administration?
What are types of alternate forms of
assessment, and what are the principles for
their construction and use?
What are guidelines for developing

appropriate assignments?
What is the process of textbook selection?
26
Chapter 5
Practice Questions for the Speech Communication:

CHAPTER 5
Now that you have studied the content topics and have worked through strategies related to multiple-choice
questions, you should take the following practice test. You will probably find it helpful to simulate actual
testing conditions, giving yourself 90 minutes to work on the questions. You can use the answer sheet provided
if you wish.
Keep in mind that the test you take at an actual administration will have different questions, although the
proportion of questions in each area and major subarea will be approximately the same. You should not expect
the percentage of questions you answer correctly in these practice questions to be exactly the same as when you
take the test at an actual administration, since numerous factors affect a persons performance in any given
testing situation.
When you have finished the practice questions, you can score your answers and read the explanations of the
best answer choices in chapter 6.
28
28
TEST NAME:
Content Knowledge
Time 90 minutes
90 Questions
(Note, at the official test administration, there will be 120 questions,

and you will be allowed 120 minutes to complete the test.)
Last Name
(first 6 letters)
FI
Omit spaces, hyphens, apostrophes, etc.
Enter your last name and rst initial.
1. NAME
5. CANDIDATE ID
NUMBER
SIGNATURE:
)
Home
TEST DATE:
First Name (Given)
Country
Center Name
6
7
8
9
7
8
9
Business
7. TEST CODE /
FORM CODE
Answer
Sheet
B
Zip or Postal Code
State or Province
State or Province
Room Number
M. I.
Apt. # (if any)
Copyright 2008 Educational Testing Service. All rights reserved. Educational Testing
Service, ETS, and the ETS logo are registered trademarks of Educational Testing Service.
Praxis and The Praxis Series are trademarks of Educational Testing Service.
City
Center Number
6. TEST CENTER / REPORTING LOCATION
Country
City
P.O. Box or Street Address
Last Name (Family or Surname)
TELEPHONE NUMBER:
(Print)
MAILING ADDRESS:
(Print)
YOUR NAME:
2.
Use only a pencil with soft black lead (No. 2 or HB) to complete this
answer sheet. Be sure to fill in completely the oval that corresponds to
the proper letter or number. Completely erase any errors or stray marks.
DO NOT USE INK
8
9
Nov.
Dec.
750388
10. TEST NAME
9. TEST FORM
4. SOCIAL SECURITY
NUMBER
8. TEST BOOK SERIAL NUMBER
Oct.
Sept.
June
Aug.
May
April
July
Day
Mar.
Feb.
Jan.
Month
3. DATE OF BIRTH
S123456789T
PAGE 1
Q2572-06
mh08266
75430-08916 TF108E260 Printed in U.S.A.
PAGE 2
CERTIFICATION STATEMENT: (Please write the following statement below. DO NOT PRINT.)
I hereby agree to the conditions set forth in the Registration Bulletin and certify that I am the person whose name and address appear on this answer sheet.
DATE:
SIGNATURE:
Month
Day
Year
BE SURE EACH MARK IS DARK AND COMPLETELY FILLS THE INTENDED SPACE AS ILLUSTRATED HERE:
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
FOR ETS USE ONLY
R1
R2
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
R3
R4
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
R5
R6
R7
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
R8
TR
CS
CHAPTER 5
Speech
Speech
Communication:
Communication:
Content
Content
Knowledge
Knowledge
1. Brainstorming
1. Brainstorming
is a technique
is a technique
developed
developed
by Alex
by Osborn
Alex Osborn
that isthat
designed
is designed
to produce
to produce
imaginative
imaginative
approaches
approaches
to a specific
to a specific
problem.
problem.
WhichWhich
of the of
following
the following
is a basic
is a rule
basicinherent
rule inherent
in the in
successful
the successful
use ofuse
brainstorming?
of brainstorming?
(A) Ideas
(A) Ideas
must be
must
presented
be presented
with supporting
with supporting
evidence.
evidence.
(B) Evaluation
(B) Evaluation
of ideas
of is
ideas
encouraged.
is encouraged.
(C) Criticism
(C) Criticism
of ideas
of is
ideas
not is
allowed.
not allowed.
(D) Requests
(D) Requests
for clarification
for clarification
are notare
allowed.
not allowed.
(E) Discussion
(E) Discussion
time must
time be
must
limited
be limited
to fiveto five
minutes
minutes
per person.
per person.
2. Which
2. Which
of the of
following
the following
is trueisoftrue
Lincoln-Douglas
of Lincoln-Douglas
debates?
debates?
(A) They
(A) focus
They focus
on propositions
on propositions
of policy.
of policy.
(B) They
(B) are
They
debates
are debates
between
between
two individuals.
two individuals.
(C) They
(C) emphasize
They emphasize
plan attacks
plan attacks
and and
counterplans.
counterplans.
(D) They
(D) require
They require
that new
thatarguments
new arguments
be be
introduced
introduced
in the in
rebuttal.
the rebuttal.
(E) They
(E) do
They
notdo
include
not include
cross-examination
cross-examination
as partasofpart
their
offormat.
their format.
3. Groups
3. Groups
that are
that
characterized
are characterized
by frequent
by frequent
interaction
interaction
and positive
and positive
reinforcement
reinforcement
are are
best described
best described
as
as
(A)
(B)
(C)
(D)
(E)
diffuse
(A) diffuse
independent
(B) independent
leaderless
(C) leaderless
coercive
(D) coercive
cohesive
(E) cohesive
5. After
5. aAfter
script
a script
has been
haswritten,
been written,
plans plans
for a film
for a film
or television
or television
production
production
are usually
are usually
developed
developed
through
through
the usethe
ofuse of
(A)
(B)
(C)
(D)
(E)
graphic
(A) graphic
logs logs
script
(B) script
graphsgraphs
pic
(C)outlines
pic outlines
storyboards
(D) storyboards
blocking
(E) blocking
scriptsscripts
6. The6.theater
The theater
personperson
who iswho
referred
is referred
to as to as
the audience
the audience
of one
ofisone
the is the
(A)
(B)
(C)
(D)
(E)
playwright
(A) playwright
critic
(B) critic
actor
(C) actor
director
(D) director
designer
(E) designer
7. A student
7. A student
who experiences
who experiences
communication
communication
apprehension
apprehension
could could
be helped
be helped
by which
by which
of
of
the following
the following
techniques?
techniques?
(A) Reading
(A) Reading
the speech
the speech
so thatsoeye
thatcontact
eye contact
with the
with
listeners
the listeners
is minimized
is minimized
(B) Delaying
(B) Delaying
preparing
preparing
and practicing
and practicing
the the
speechspeech
so thatsothere
that is
there
lessistime
lesstotime
be to be
nervous
nervous
(C) Selecting
(C) Selecting
a topica that
topicwill
thatinterest
will interest
the the
listeners
listeners
even ifeven
the student
if the student
cares little
cares little
about about
the subject
the subject
(D) Focusing
(D) Focusing
attention
attention
on theon
audience
the audience
and and
away away
from self
fromtoself
channel
to channel
nervous
nervous
energyenergy
(E) Sharing
(E) Sharing
his or his
heror
fears
her with
fearsthe
with
audience
the audience
in order
in order
to gaintosympathy
gain sympathy
4. Acculturation
4. Acculturation
refers refers
to the to
process
the process
whereby
whereby
individuals
individuals
(A) reject
(A) reject
the opportunity
the opportunity
to interact
to interact
with persons
with persons
from other
from cultures
other cultures
(B) become
(B) become
socialized
socialized
into a into
culture
a culture
(C) learn
(C) only
learnthe
only
nonverbal
the nonverbal
dynamics
dynamics
of a culture
of a culture
(D) become
(D) become
awareaware
of the of
process
the process
of intercultural
of intercultural
communication
communication
(E) learn
(E) to
learn
repress
to repress
the negative
the negative
features
features
of a culture
of a culture
32
CHAPTER 5
8. Informing,
8. Informing,
expressing,
expressing,
imagining,
imagining,
ritualizing,
ritualizing,
and and
persuading
persuading
are competencies
are competencies
indicative
indicative
of which
of which
of the of
following
the following
approaches
approaches
to communication
to communication
curriculum
curriculum
design?
design?
(A)
(B)
(C)
(D)
(E)
Receiver
(A) Receiver
based based
Survey
(B) Survey
Functional
(C) Functional
Conflict
(D) Conflict
Context
(E) Context
9. In policy
9. In policy
debate,debate,
if the negative
if the negative
team argues
team argues
that that
the affirmative
the affirmative
teamsteams
plan does
plannot
does
fitnot
within
fit within
the the
resolution,
resolution,
the negative
the negative
team isteam
using
is using
whichwhich
of the of the
following
following
debatedebate
arguments?
arguments?
(A)
(B)
(C)
(D)
(E)
Advantages
(A) Advantages
Disadvantages
(B) Disadvantages
Rebuttal
(C) Rebuttal
Status
(D) Status
quo quo
Topicality
(E) Topicality
10. One
10.positive
One positive
outcome
outcome
of disagreement
of disagreement
duringduring
small-group
small-group
problem
problem
solving
solving
is thatis that
(A) creative
(A) creative
tensiontension
produces
produces
a better
a better
decision
decision
(B) consensus
(B) consensus
amongamong
the group
the group
members
members
arises arises
faster faster
(C) nonverbal
(C) nonverbal
language
language
can becan
set be
aside
set aside
(D) the
(D)group
the group
is freeistofree
disband
to disband
at anyattime
any time
(E) the
(E)ideas
the of
ideas
the of
majority
the majority
are rubber-stamped
are rubber-stamped
11. During
11. During
a lecture
a lecture
a teacher
a teacher
noticesnotices
a student
a student
talkingtalking
with another
with another
student.
student.
The teacher
The teacher
pauses,
pauses,
turns toward
turns toward
the students,
the students,
lowerslowers
his his
reading
reading
glasses,
glasses,
narrows
narrows
his brow,
his brow,
and squints.
and squints.
After holding
After holding
the expression
the expression
for a moment,
for a moment,
the teacher
the teacher
returnsreturns
to looktoatlook
the at
class
the and
class and
continues
continues
the lecture.
the lecture.
The teachers
The teachers
expression
expression
is an example
is an example
of
of
(A)
(B)
(C)
(D)
(E)
12. Which
12. Which
of the of
following
the following
uses the
uses
advertising
the advertising
technique
technique
bandwagon?
bandwagon?
(A)
(B)
(C)
(D)
(E)
Eat
(A)at Eat
Joes
at Joes
JoesA
(B) JoesA
familyfamily
place place
Two
(C) can
Twoeatcan
as eat
cheaply
as cheaply
as oneasatone
Joes
at Joes
Everybody
(D) Everybody
eats ateats
Joes
at Joes
Enjoy
(E) Enjoy
the elegance
the elegance
of yesteryear
of yesteryear
at Joes
at Joes
13. Imagery
13. Imagery
that appeals
that appeals
to the to
motor
the motor
sense,sense,
specifically
specifically
to the to
tensing
the tensing
and relaxing
and relaxing
of muscles,
of muscles,
is referred
is referred
to as to as
(A)
(B)
(C)
(D)
(E)
auditory
(A) auditory
gustatory
(B) gustatory
kinesthetic
(C) kinesthetic
olfactory
(D) olfactory
tactile
(E) tactile
14. Which
14. Which
of the of
following
the following
is generally
is generally
the best
the best
strategy
strategy
for a speaker
for a speaker
to adopt
to adopt
when when
tryingtrying
to
to
persuade
persuade
a neutral
a neutral
audience
audience
to taketoatake
specific
a specific
action?action?
(A) Advancing
(A) Advancing
both strong
both strong
and weak
and weak
arguments
arguments
in support
in support
of the of
action
the action
(B) Undermining
(B) Undermining
both strong
both strong
and weak
and weak
arguments
arguments
againstagainst
the action
the action
(C) Beginning
(C) Beginning
with weaker
with weaker
arguments,
arguments,
since since
strongstrong
arguments
arguments
tend totend
alienate
to alienate
audiences
audiences
(D) Advancing
(D) Advancing
strongstrong
arguments
arguments
for thefor
action
the action
and ignoring
and ignoring
counterarguments
counterarguments
(E) Advancing
(E) Advancing
strongstrong
arguments
arguments
for thefor
action
the action
and refuting
and refuting
strongstrong
counterarguments
counterarguments
repeating
(A) repeating
conflicting
(B) conflicting
complementing
(C) complementing
substituting
(D) substituting
accenting
(E) accenting
33
CHAPTER 5
15. Which
15. Which
of theof
following
the following
best describes
best describes
the purpose
the purpose
of theof
National
the National
Communication
Communication
Associations
Associations
K-12 K-12
Speaking,
Speaking,
Listening,
Listening,
and Media
and Media
Literacy
Literacy
Standards
Standards
and Competency
and Competency
Statements?
Statements?
(A) To
(A)dictate
To dictate
specific
specific
content
content
for for
communication
communication
teacher-education
teacher-education
training
training
programs
programs
(B) To
(B)emphasize
To emphasize
the priority
the priority
of teaching
of teaching
mediamedia
literacy
literacy
to students
to students
in grades
in grades
K through
K through
12 12
(C) To
(C)provide
To provide
direction
direction
for curriculum
for curriculum
development
development
for those
for those
teaching
teaching
communication
communication
in grades
in grades
K through
K through
12 12
(D) To
(D)provide
To provide
criteria
criteria
for evaluating
for evaluating
the quality
the quality
of communication
of communication
teacher-education
teacher-education
training
training
programs
programs
(E) To
(E)provide
To provide
specific
specific
assessment
assessment
techniques
techniques
for for
measuring
measuring
the progress
the progress
of students
of students
in grades
in grades
K through
K through
12 in 12
communication
in communication
studies
studies
16. Which
16. Which
of theof
following
the following
management
management
strategies
strategies
is designed
is designed
to givetoagive
win-win
a win-win
solution?
solution?
(A)
(B)
(C)
(D)
(E)
Collaborating
(A) Collaborating
Avoiding
(B) Avoiding
Accommodating
(C) Accommodating
Competing
(D) Competing
Compromising
(E) Compromising
substantive
(A) substantive
conflict
conflict
procedural
(B) procedural
conflict
conflict
affective
(C) affective
conflict
conflict
intergroup
(D) intergroup
conflict
conflict
confrontational
(E) confrontational
conflict
conflict
To
(A)motivate
To motivate
To
(B)inform
To inform
To
(C)confirm
To confirm
To
(D)persuade
To persuade
To
(E)dissociate
To dissociate
20. President
20. President
John F.
John
Kennedys
F. Kennedys
famous
famous
quotation
quotation
Ask Ask
not what
not your
what country
your country
can docan
fordo
you;
forask
you; ask
what you
whatcan
youdocan
fordo
your
for country
your country
is an example
is an example
of which
of which
of theof
following
the following
language
language
devices?
devices?
(A)
(B)
(C)
(D)
(E)
Irony
(A) Irony
Personification
(B) Personification
Antithesis
(C) Antithesis
Metaphor
(D) Metaphor
Hyperbole
(E) Hyperbole
21. Which
21. Which
of theof
following
the following
lists the
lists
three
the major
three major
elements
elements
of a problem?
of a problem?
22. To22.
develop
To develop
a strong
a strong
voice voice
production,
production,
it is first
it is first
necessary
necessary
to control
to control
18. When
18. When
a speaker
a speaker
is addressing
is addressing
a hostile
a hostile
audience,
audience,
whichwhich
of theof
following
the following
is most
is likely
most likely
to be to be
persuasive?
persuasive?
(A)
(B)
(C)
(D)
(E)
(A)
(B)
(C)
(D)
(E)
(A) A(A)
goal,
A barriers
goal, barriers
to thattogoal,
that and
goal,approaches
and approaches
to theto
barriers
the barriers
(B) An
(B)agenda,
An agenda,
causes,
causes,
and consequences
and consequences
(C) Limits,
(C) Limits,
topics,topics,
and standards
and standards
(D) Task
(D) dimension,
Task dimension,
socialsocial
dimension,
dimension,
and and
maintenance
maintenance
dimension
dimension
(E) Norms,
(E) Norms,
cohesion,
cohesion,
and primary
and primary
tension
tension
17. Conflicts
17. Conflicts
that arise
that from
arise relationships,
from relationships,
roles, roles,
or personal
or personal
goals goals
are categorized
are categorized
as as
(A)
(B)
(C)
(D)
(E)
19. A19.
speech
A speech
reviewing
reviewing
the history
the history
of nuclear
of nuclear
energyenergy
production
production
in thein
United
the United
StatesStates
is most
is likely
most likely
to to
be given
be given
for which
for which
of theof
following
the following
purposes?
purposes?
(A)
(B)
(C)
(D)
(E)
pitch
(A) pitch
volume
(B) volume
quality
(C) quality
rate
(D) rate
breathing
(E) breathing
Hypothetical
(A) Hypothetical
example
example
Emulation
(B) Emulation
Statistics
(C) Statistics
Rhetorical
(D) Rhetorical
question
question
Narrative
(E) Narrative
34
CHAPTER 5
23. Which
23. Which
of the of
following
the following
defines
defines
a share
a share
in radio?
in radio? 26. Which
26. Which
of the of
following
the following
statements
statements
is trueisoftrue
most
of most
elite press?
elite press?
(A) The
(A)ratio
Theof
ratio
sales
of figures
sales figures
to the to
proportion
the proportion
of
of
(A) Readership
(A) Readership
of eliteofpress
elite is
press
increasing.
is increasing.
the radio
the advertisements
radio advertisements
in a given
in a given
24-hour
24-hour
(B) Elite
(B) press
Elite has
press
thehas
reputation
the reputation
of being
of being
far far
periodperiod
more conservative
more conservative
than the
than
general
the general
publicpublic
(B) The
(B)ratio
Theof
ratio
listeners
of listeners
to a particular
to a particular
stationstation
opinion.
opinion.
to all people
to all people
in the in
market
the market
(C) Politicians
(C) Politicians
do notdo
often
not read
oftenelite
readpress.
elite press.
(C) The
(C)ratio
Theof
ratio
listeners
of listeners
in a market
in a market
to the to
total
the total
(D) Elite
(D) press
Elite influences
press influences
publicpublic
policypolicy
by by
number
number
of radio
of and
radiotelevision
and television
stations
stations
in
in
drawing
drawing
attention
attention
to certain
to certain
issues.issues.
the market
the market
(E) Elite
(E) press
Elite gets
pressmost
gets of
most
its news
of its from
news from
(D) The
(D)ratio
Theof
ratio
listeners
of listeners
to a particular
to a particular
stationstation
other newspapers.
other newspapers.
to the to
total
thenumber
total number
of radio
of listeners
radio listeners
in the in the
marketmarket
27. When
shouldshould
audience-centered
audience-centered
speakers
speakers
consider
consider
(E) The
(E)cost
Theper
cost
minute
per minute
of a radio
of a advertisement
radio advertisement 27. When
the audience?
the audience?
divided
divided
by theby
cost
theper
cost
minute
per minute
of
of
programming
programming
in which
in which
the radio
the radio
(A) While
(A) While
selecting
selecting
and narrowing
and narrowing
the speech
the speech
advertisement
advertisement
is placed
is placed
topic topic
(B) While
(B) While
gathering
gathering
supporting
supporting
material
material
24. At24.
a forensics
At a forensics
tournament,
tournament,
the term
thedouble
term double
(C) While
(C) While
delivering
delivering
the speech
the speech
entryentry
meansmeans
(D) Throughout
(D) Throughout
the entire
the entire
process
process
of speech
of speech
preparation
preparation
and delivery
and delivery
(A) competing
(A) competing
in duoininterpretation
duo interpretation
(E) When
(E) When
soliciting
soliciting
feedback
feedback
about about
the speech
the speech
(B) participating
(B) participating
in twoinevents
two events
after itafter
has it
been
haspresented
been presented
(C) using
(C) using
the same
the selection
same selection
in twoinevents
two events
(D) competing
(D) competing
in twointournaments
two tournaments
on theon the
28. For
28.a speech
For a speech
about about
rock music,
rock music,
a speaker
a speaker
has has
same day
same day
decided
decided
to organize
to organize
content
content
by using
by using
two main
two main
(E) allowing
(E) allowing
two students
two students
from one
fromschool
one school
points.points.
The first
Themain
first point
main is
point
about
is about
hard rock,
hard rock,
to useto
theuse
same
the selection
same selection
and the
and
second
the second
main point
main is
point
about
is about
soft rock.
soft rock.
What What
organizational
organizational
strategy
strategy
has thehas
speaker
the speaker
25. Experts
25. Experts
on conflict
on conflict
believebelieve
that conflict
that conflict
is
is
chosen?
chosen?
best resolved
best resolved
when when
peoplepeople
createcreate
a supportive
a supportive
environment.
environment.
WhichWhich
of the of
following
the following
behaviors
behaviors
(A) Chronological
(A) Chronological
is mostis likely
most likely
to create
to create
a supportive
a supportive
environment?
environment?
(B) Topical
(B) Topical
(C) Spatial
(C) Spatial
(A) Evaluation
(A) Evaluation
(D) Cause-effect
(D) Cause-effect
(B) Control
(B) Control
(E) Problem-solution
(E) Problem-solution
(C) Spontaneity
(C) Spontaneity
(D) Neutrality
(D) Neutrality
(E) Certainty
(E) Certainty
35
CHAPTER 5
29. Which
29. Which
of the of
following
the following
is an important
is an important
point that
point that
teachers
teachers
shouldshould
convey
convey
to theirtostudents
their students
about about
the the
ethicsethics
surrounding
surrounding
blogging?
blogging?
(A) Bloggers
(A) Bloggers
are rarely
are rarely
held toheld
the to
same
the editorial
same editorial
scrutiny
scrutiny
as journalists.
as journalists.
(B) Bloggers
(B) Bloggers
are usually
are usually
more credible
more credible
because
because
of their
ofanonymity.
their anonymity.
(C) The
(C)Supreme
The Supreme
Court Court
has held
hasthat
heldFirst
that First
Amendment
Amendment
rights rights
do notdo
protect
not protect
bloggers.
bloggers.
(D) Most
(D) Internet
Most Internet
users know
users know
that bloggers
that bloggers
are unethical.
are unethical.
(E) Ethics
(E) Ethics
is not is
annot
important
an important
consideration
consideration
when when
using using
the Internet.
the Internet.
30. Many
30. Many
researchers
researchers
have studied
have studied
the role
theofrole
mass
of mass
mediamedia
in the in
development
the development
of social
of social
capital,
capital,
or
or
the relative
the relative
richness
richness
of social
of social
relationships
relationships
in
in
a community.
a community.
Generally
Generally
speaking,
speaking,
this research
this research
arguesargues
whichwhich
of the of
following
the following
about about
television
television
viewing
viewing
amongamong
citizens?
citizens?
(A) It(A)
detracts
It detracts
from social
from social
capitalcapital
by encouraging
by encouraging
violentviolent
behavior.
behavior.
(B) It(B)
detracts
It detracts
from social
from social
capitalcapital
by reducing
by reducing
face-to-face
face-to-face
interaction.
interaction.
(C) It(C)
has It
little
haseffect
little effect
on social
on social
capital.
capital.
(D) It(D)
addsIttoadds
social
to social
capitalcapital
through
through
airingairing
of multiple,
of multiple,
globalglobal
perspectives.
perspectives.
(E) It(E)
addsIttoadds
social
to social
capitalcapital
by encouraging
by encouraging
families
families
to gather
to gather
together
together
to watch
to watch
television
television
31. Which
31. Which
of the of
following
the following
terms terms
best describes
best describes
statements
statements
between
between
partners
partners
in a relationship
in a relationship
such such
as When
as When
Im with
Imyou,
withIyou,
feel relaxed
I feel relaxed
and happy
and happy
and Im
andthe
Im
person
the person
who makes
who makes
decisions
decisions
in thisin this
relationship?
relationship?
(A)
(B)
(C)
(D)
(E)
32. Which
32. Which
of the of
following
the following
actionsactions
does the
does the
gatekeeper
gatekeeper
perform
perform
in a small
in a small
group?group?
(A) Controlling
(A) Controlling
channels
channels
of communication
of communication
and the
and
flow
theof
flow
information
of information
(B) Taking
(B) Taking
minutes
minutes
of group
of group
meetings
meetings
(C) Keeping
(C) Keeping
the group
the group
on track
on and
trackguiding
and guiding
discussion
discussion
(D) Requesting
(D) Requesting
clarification
clarification
and asking
and asking
for suggestions
for suggestions
from group
from group
members
members
(E) Using
(E) Using
humorhumor
to release
to release
tension
tension
amongamong
group group
members
members
33. Which
33. Which
of the of
following
the following
is the is
best
thepractice
best practice
for for
administering
administering
an exam?
an exam?
(A) If(A)
there
If is
there
no clock
is no clock
in the in
room,
the room,
the teacher
the teacher
shouldshould
not distract
not distract
students
students
by keeping
by keeping
track of
track
timeofon
time
theon
chalkboard.
the chalkboard.
(B) During
(B) During
the exam,
the exam,
the teacher
the teacher
shouldshould
remainremain
at the at
front
the of
front
the of
room.
the room.
(C) After
(C) the
After
exam,
the exam,
the teacher
the teacher
shouldshould
allow allow
students
students
to taketohome
take home
the exam
the exam
questions.
questions.
(D) The
(D)teacher
The teacher
shouldshould
ensureensure
that the
that
physical
the physical
settingsetting
is quiet,
is quiet,
well lit,
well
andlit,not
and
crowded.
not crowded.
(E) Students
(E) Students
shouldshould
be encouraged
be encouraged
to have
to have
snackssnacks
duringduring
the exam.
the exam.
34. In34.
communications
In communications
to a large
to a audience,
large audience,
how do
how do
writtenwritten
style and
styleoral
andstyle
oralof
style
language
of language
differ?differ?
(A)
(B)
(C)
(D)
(E)
Oral
(A) style
Oralisstyle
more
is personal
more personal
than written
than written
style. style.
Oral
(B) style
Oralisstyle
more
is formal
more formal
than written
than written
style. style.
Oral
(C) style
Oralisstyle
lessisrepetitive
less repetitive
than written
than written
style. style.
Oral
(D) style
Oralisstyle
more
is planned
more planned
than written
than written
style. style.
Oral
(E) style
Oraluses
stylefewer
uses fewer
channels
channels
than written
than written
style. style.
Foundational
(A) Foundational
assertions
assertions
Instrumental
(B) Instrumental
statements
statements
Exchange
(C) Exchange
parameters
parameters
Relational
(D) Relational
messages
messages
Commitment
(E) Commitment
acts acts
36
CHAPTER 5
35. Which
35. Which
of the of
following
the following
is an example
is an example
of mindful
of mindful
listening?
listening?
(A) Trying
(A) Trying
to understand
to understand
fully what
fullyanother
what another
personperson
is expressing,
is expressing,
without
without
imposing
imposing
ones own
onesthoughts
own thoughts
and feelings
and feelings
(B) Listening
(B) Listening
to the to
content
the content
of another
of another
persons
persons
message
message
but ignoring
but ignoring
the messages
the messages
relational
relational
meanings
meanings
(C) Mentally
(C) Mentally
preparing
preparing
ones own
onesresponse
own response
while while
another
another
personperson
is talking
is talking
(D) Pretending
(D) Pretending
to listen
to while
listen while
ones mind
ones mind
is elsewhere
is elsewhere
(E) Being
(E) Being
afraid afraid
of misunderstanding
of misunderstanding
or
or
misinterpreting
misinterpreting
the spoken
the spoken
messages
messages
of others
of others
36. When
36. When
a nonverbal
a nonverbal
cue contradicts
cue contradicts
an
an
accompanying
accompanying
verbalverbal
message,
message,
peoplepeople
normally
normally
believebelieve
(A) the
(A)
verbal
the verbal
message
message
(B) the
(B)nonverbal
the nonverbal
cue cue
(C) neither
(C) neither
the verbal
the verbal
message
message
nor nor
the nonverbal
the nonverbal
cue cue
(D) previous
(D) previous
verbalverbal
messages
messages
(E) subsequent
(E) subsequent
verbalverbal
messages
messages
37. To37.
present
To present
a film acharacter
film character
as larger-than-life,
as larger-than-life,
whichwhich
of the of
following
the following
techniques
techniques
for filming
for filming
the actor
the would
actor would
be most
beappropriate?
most appropriate?
(A)
(B)
(C)
(D)
(E)
Locating
(A) Locating
the camera
the camera
above above
the actor
the actor
Locating
(B) Locating
the camera
the camera
belowbelow
the actor
the actor
Filming
(C) Filming
the actor
the in
actor
profile
in profile
Backlighting
(D) Backlighting
the actor
the actor
Lighting
(E) Lighting
the actor
the from
actorbelow
from below
39. In 39.
policy
In policy
debate,debate,
the belief
the belief
that the
that
status
the status
quo quo
is adequate
is adequate
unlessunless
the affirmative
the affirmative
team proves
team proves
that a change
that a change
is necessary
is necessary
is called
is called
(A)
(B)
(C)
(D)
(E)
fiat
(A)power
fiat power
presumption
(B) presumption
counterplan
(C) counterplan
minor
(D) minor
repair repair
burden
(E) burden
of rejoinder
of rejoinder
40. Group
40. Group
discussions
discussions
can often
can be
often
dominated
be dominated
by oneby one
participant
participant
who speaks
who speaks
excessively.
excessively.
To facilitate
To facilitate
discussion
discussion
in suchinasuch
situation,
a situation,
the most
theeffective
most effective
strategy
strategy
wouldwould
be for be
thefor
leader
the leader
to
to
(A) assign
(A) assign
the same
the amount
same amount
of speaking
of speaking
time time
to eachtomember
each member
(B) wait
(B)patiently
wait patiently
for other
for members
other members
to express
to express
their discontentment
their discontentment
(C) ask
(C)a quiet
ask a member
quiet member
of the of
group
the group
to rebut
to rebut
some of
some
the of
points
the points
the speaker
the speaker
is making
is making
(D) acknowledge
(D) acknowledge
the speakers
the speakers
point of
point
view
of view
and ask
and
forask
other
for opinions
other opinions
from the
from
group
the group
(E) ask
(E)theask
speaker
the speaker
to elaborate
to elaborate
with specific
with specific
examples
examples
41. The
41.purpose
The purpose
of a eulogy
of a eulogy
is to is to
(A) pay
(A)tribute
pay tribute
to someone
to someone
who has
who
died
has died
(B) celebrate
(B) celebrate
a past aevent
past event
(C) set(C)
theset
theme
the theme
or toneorfor
tone
a meeting
for a meeting
or conference
or conference
(D) officially
(D) officially
recommend
recommend
someone
someone
as
as
a candidate
a candidate
for an for
office
an office
or position
or position
(E) present
(E) present
an award
an award
to a person
to a person
being being
honored
honored
38. According
38. According
to Aristotle,
to Aristotle,
tragedy
tragedy
is supposed
is supposed
to produce
to produce
an emotional
an emotional
cleansing
cleansing
called called
(A)
(B)
(C)
(D)
(E)
mimesis
(A) mimesis
catachresis
(B) catachresis
tragic
(C) tragic
relief relief
empathy
(D) empathy
catharsis
(E) catharsis
37
CHAPTER 5
42. Which of the following is the best guideline

for using gestures effectively?
(A) Gestures should be formal, and even tense,
to emphasize a point.
(B) Gestures should draw attention to themselves.
(C) Gestures should be timed so as not to
coincide with the verbal message.
(D) Gestures should be appropriate to the verbal
content of a speech.
(E) Gestures should appear scripted to
demonstrate preparation to the audience.
43. Which of the following best explains the
relationship between hearing and listening?
(A) Hearing and listening are two words
for the same process; therefore there
is no substantive difference.
(B) Hearing is the physical process of receiving
sound stimuli; listening is the mental
process of receiving and assigning meaning
to sound stimuli.
(C) Hearing is the mental process of assigning
meaning to sound stimuli; listening is the
physical process of receiving sound stimuli.
(D) Hearing involves both the speaker and the
listener; listening involves only the listener.
(E) Hearing involves attending to sound stimuli
only; listening involves receiving sound
stimuli only.
44. A group using the program evaluation and review
technique (PERT) will
(A) systematically implement a decision by
determining steps and establishing a time
for each step
(B) hold a special meeting after the groups task
has been completed to assess the quality
of the work and determine ways to improve
their performance on future assignments
(C) rank order the groups goals according to
importance so members can focus attention
on the issues
(D) prepare an agenda for each meeting and post
it where all members can see it for
continuous reference during the meeting
(E) review a different groups work to assess that
groups product quality and check for errors
or bias in their decision making
38
38
45. Which of the following is more likely to be

emphasized in readers theater than in traditional
drama?
(A)
(B)
(C)
(D)
(E)
Characterization
Costume
Narration
Rate of speech
Volume
46. If a director asks an actor to open up, which

of the following does the director want the actor
to do?
(A) Be more aware of visual and audio stimuli
in rehearsals
(B) Listen to the other actors more carefully
in rehearsals
(C) Listen to the director more carefully in
rehearsals
(D) Make changes to characterization by
adjusting to other actors
(E) Turn his or her body to face the audience
more directly
47. Original oratory is generally considered to
be which of the following types of speeches?
(A)
(B)
(C)
(D)
(E)
Informative
Impromptu
Manuscript
Persuasive
Acceptance
48. Which of the following best describes

androgynous individuals?
(A) They pay careful attention to how others
are acting and adjust their behavior to
match.
(B) They exhibit qualities associated with
both masculinity and femininity.
(C) They do not display much emotion.
(D) They have a detailed and complex
understanding of personal relationships.
(E) They adapt their listening effectively to
their communication goals.
CHAPTER 5
49. Describing relationships as stormy,

battlegrounds, or prisons refers to relational
(A)
(B)
(C)
(D)
(E)
trajectories
metaphors
uncertainties
closeness
histories
50. A civic group wants to convert a vacant lot

into something useful for the community and
begins the process by asking who owns the
land. Verifying the ownership of the land
involves which of the following types of
question?
(A)
(B)
(C)
(D)
(E)
Policy
Value
Fact
Conjecture
Action
51. In theater, a Fresnel is

(A) an arch that frames the stage
(B) scenery that is raised from or lowered
to the stage from above
(C) a lighting instrument that uses a particular
type of lens
(D) a trapdoor set in the stage floor
(E) a filter that gives color to a spotlight
52. According to Edward T. Halls theory of
proxemics, which of the following accurately
describes the appropriate distance to position
oneself during conversations with friends?
(A)
(B)
(C)
(D)
(E)
Social distance
Intimate distance
Public distance
Personal distance
Conversational distance
53. In small-group decision making, which of the

following would be unique to the nominal group
technique?
(A) Group members must identify each possible
solution with a name for that option.
(B) Group members do not talk and sometimes
do not even meet.
(C) At least half of the group must agree that
an idea is worth discussing before it can
be talked about.
(D) Decisions can be made only by secret ballot.
(E) If a group does not come to a consensus, it
must wait until the next meeting to make
a final decision.
54. Which of the following would be considered
folklore or folklife?
I.
II.
III.
IV.
(A)
(B)
(C)
(D)
(E)
Traditional songs
Fairy tales and ghost stories
Personal histories
Riddles, proverbs, and figures of speech
I and II only
II and III only
III and IV only
II, III, and IV only
I, II, III, and IV
55. George Gerbner is known for developing

cultivation analysis theory, which seeks
to explain
(A) how media audiences respond to
dissonant or conflicting messages
(B) how individuals use and are gratified
by media
(C) imbalances of power between media
owners and audiences
(D) the decline of verbal communication
in society with the introduction of
television
(E) the effects of long-term media consumption
on individuals beliefs about the world
39
CHAPTER 5
56. According
56. According
to mean
to mean
world world
syndrome,
syndrome,
whichwhich
of the of
following
the following
is true?
is true?
(A) Frequent
(A) Frequent
viewers
viewers
tend totend
be less
to beeducated
less educated
and thus
andmore
thus vulnerable
more vulnerable
to influence
to influence
by by
targeted
targeted
mediamedia
messages.
messages.
(B) Frequent
(B) Frequent
viewers
viewers
focus focus
more on
more
theon
negative
the negative
aspects
aspects
of television
of television
programs
programs
than do
than
light
do light
or moderate
or moderate
viewers.
viewers.
(C) Frequent
(C) Frequent
viewers
viewers
turn toturn
specific
to specific
mediamedia
forms,forms,
such as
such
television,
as television,
in order
in to
order
fulfill
to fulfill
a number
a number
of different
of different
needs.needs.
(D) The
(D)overrepresentation
The overrepresentation
of violent
of violent
behavior
behavior
and crime
and crime
on television
on television
shapesshapes
a heavy
a heavy
viewers
viewers
perception
perception
of the of
world.
the world.
(E) Media
(E) Media
owners
owners
have the
have
power
the power
to shape
to shape
the representation
the representation
of people
of people
and events
and events
on television
on television
programs.
programs.
57. When
57. When
listening
listening
to a speech,
to a speech,
a student
a student
tries totries to
determine
determine
whether
whether
information
information
is true,isreliable,
true, reliable,
and useful.
and useful.
WhichWhich
listening
listening
goal isgoal
bestisillustrated
best illustrated
by theby
student?
the student?
(A)
(B)
(C)
(D)
(E)
Listening
(A) Listening
for pleasure
for pleasure
Listening
(B) Listening
to empathize
to empathize
Listening
(C) Listening
to evaluate
to evaluate
Listening
(D) Listening
for information
for information
Listening
(E) Listening
for meditation
for meditation
58. In58.
educational
In educational
theater,
theater,
directors
directors
often often
ignoreignore
general
general
castingcasting
guidelines
guidelines
used inused in
professional
professional
and amateur
and amateur
theaters.
theaters.
This gives
This gives
students
students
opportunities
opportunities
to playtoroles
play available
roles available
in productions,
in productions,
ignoring
ignoring
factorsfactors
such as
such
age,as age,
race, or
race,
body
or type.
body Which
type. Which
of the of
following
the following
most accurately
most accurately
describes
describes
this practice?
this practice?
(A)
(B)
(C)
(D)
(E)
59. Which
59. Which
of the of
following
the following
are true
areoftrue
connectives
of connectives
as elements
as elements
of a speech?
of a speech?
I. They
I. strengthen
They strengthen
speechspeech
organization.
organization.
II. They
II. include
They include
transitions
transitions
and signposts.
and signposts.
III. They
III. are
They
necessary
are necessary
only for
only
persuasive
for persuasive
speeches.
speeches.
IV. They
IV. help
Theythe
help
audience
the audience
understand
understand
the the
speech.
speech.
(A)
(B)
(C)
(D)
(E)
I (A)
and II
I and
onlyII only
I (B)
and III
I and
only
III only
I,(C)
II, and
I, II,IVand
only
IV only
II,(D)
III,II,
and
III,IVand
only
IV only
I,(E)
II, III,
I, II,
and
III,IVand IV
60. Which
60. Which
of the of
following
the following
is the is
most
the compelling
most compelling
advantage
advantage
of Deweys
of Deweys
approach
approach
to reflective
to reflective
thinking?
thinking?
(A) The
(A)method
The method
takes into
takesconsideration
into consideration
both both
the internal
the internal
and external
and external
factorsfactors
causing
causing
a problem.
a problem.
(B) The
(B)method
The method
can becan
used
betoused
solve
to solve
problems
problems
relatedrelated
to mass
to media
mass media
consumption.
consumption.
(C) Using
(C) Using
the method,
the method,
one can
oneapproach
can approach
complex
complex
problems
problems
more systematically
more systematically
than simple
than simple
problems.
problems.
(D) Using
(D) Using
the method,
the method,
one can
onetest
canpotential
test potential
solutions
solutions
and show
and them
show to
them
work
to in
work in
practice.
practice.
(E) The
(E)method
The method
does not
does
rely
notonrely
potentially
on potentially
misleading
misleading
communication
communication
with other
with other
people.
people.
Blinded
(A) Blinded
castingcasting
Educational
(B) Educational
castingcasting
Free
(C) casting
Free casting
Liberal
(D) Liberal
castingcasting
Nontraditional
(E) Nontraditional
castingcasting
40
CHAPTER 5
61. Elisabeth
61. Elisabeth
Noelle-Newman
Noelle-Newman
developed
developed
the spiral
the spiral
of silence
of silence
theorytheory
to explain
to explain
the reactions
the reactions
of
of
variousvarious
groupsgroups
to communication
to communication
about about
social social
issues.issues.
The theory
The theory
holds that
holds that
(A) people
(A) people
who have
whomajority
have majority
viewpoints
viewpoints
on on
a public
a public
issue remain
issue remain
in the in
background,
the background,
wherewhere
their communication
their communication
is constrained
is constrained
(B) mass
(B) media
mass media
exert little
exertgenuine
little genuine
influence
influence
on an individuals
on an individuals
publicpublic
opinions
opinions
(C) society
(C) society
threatens
threatens
minority
minority
view holders
view holders
with with
isolation,
isolation,
motivating
motivating
them to
them
avoid
to avoid
sharingsharing
their opinions
their opinions
(D) supporters
(D) supporters
of a majority
of a majority
opinion
opinion
are afraid
are afraid
to reveal
to reveal
their views
their views
for fear
foroffear
not of
being
not being
uniqueunique
(E) individuals
(E) individuals
do notdo
want
notto
want
findtoout
find
what
out what
publicpublic
opinion
opinion
on social
on social
issues issues
might might
be because
be because
they fear
theybeing
fear being
isolated
isolated
62. Which
62. Which
of the of
following
the following
is predicted
is predicted
by by
uncertainty
uncertainty
reduction
reduction
theory?
theory?
(A) As(A)
uncertainty
As uncertainty
decreases,
decreases,
information
information
seeking
seeking
increases.
increases.
(B) As(B)
uncertainty
As uncertainty
decreases,
decreases,
liking liking
increases.
increases.
(C) As(C)
uncertainty
As uncertainty
decreases,
decreases,
perceptions
perceptions
of dissimilarity
of dissimilarity
increase.
increase.
(D) As(D)
uncertainty
As uncertainty
increases,
increases,
nonverbal
nonverbal
expressiveness
expressiveness
increases.
increases.
(E) As(E)
uncertainty
As uncertainty
increases,
increases,
perceptions
perceptions
of similarity
of similarity
increase.
increase.
63. To63.
create
To create
cadence,
cadence,
a student
a student
speaker
speaker
said, We
said, We
must care.
mustWe
care.
must
Weact.
must
We
act.
must
Wehelp
mustour
help
fellow
our fellow
brothers
brothers
and sisters.
and sisters.
The student
The student
best illustrated
best illustrated
whichwhich
of the of
following
the following
structures
structures
of language?
of language?
(A)
(B)
(C)
(D)
(E)
Parallelism
(A) Parallelism
Antithesis
(B) Antithesis
Alliteration
(C) Alliteration
Personification
(D) Personification
Onomatopoeia
(E) Onomatopoeia
64. Which
64. Which
of the of
following
the following
activities
activities
can enhance
can enhance
listening
listening
skills?skills?
(A)
(B)
(C)
(D)
(E)
Jumping
(A) Jumping
to conclusions
to conclusions
Listening
(B) Listening
too hard
too hard
Prejudging
(C) Prejudging
a speaker
a speaker
Taking
(D) Taking
notes notes
Focusing
(E) Focusing
on delivery
on delivery
65. If 65.
group
If group
members
members
are arguing
are arguing
about about
a pointa point
that has
that
been
hasdiscussed
been discussed
previously,
previously,
the most
the most
effective
effective
way for
way
a leader
for a leader
to handle
to handle
the situation
the situation
wouldwould
be to be to
(A) remind
(A) remind
the group
the group
of the of
previous
the previous
discussion
discussion
and review
and review
the facts
theand
facts
reasons
and reasons
alreadyalready
mentioned
mentioned
(B) ask
(B)theask
various
the various
sides to
sides
again
to personally
again personally
defenddefend
each opposing
each opposing
position
position
(C) offer
(C) support
offer support
for thefor
side
theofside
the of
conflict
the conflict
that best
thatreflects
best reflects
the leaders
the leaders
personal
personal
experience
experience
(D) point
(D) out
point
that
outquestions
that questions
regarding
regarding
the the
cause cause
of the of
current
the current
conflict
conflict
are irrelevant
are irrelevant
(E) suggest
(E) suggest
that the
that
group
the group
disband
disband
since itsince
cannot
it cannot
resolveresolve
the conflict
the conflict
66. Which
66. Which
of the of
following
the following
mass media
mass media
theories
theories
explains
explains
why a why
person
a person
who watches
who watches
a lot ofa lot of
realityreality
television
television
programs
programs
featuring
featuring
the police
the police
and other
and law-enforcement
other law-enforcement
agentsagents
in the in
line
the line
of dutyofbelieves
duty believes
that crime
that crime
rates are
rates
higher
are higher
than they
thanactually
they actually
are? are?
(A)
(B)
(C)
(D)
(E)
Uses
(A) and
Uses
gratifications
and gratifications
Agenda
(B) Agenda
settingsetting
Media
(C) Media
convergence
convergence
Cultivation
(D) Cultivation
analysis
analysis
Two-step
(E) Two-step
flow flow
41
CHAPTER 5
67. In67.
social
In social
exchange
exchange
theory,theory,
comparison
comparison
level level
CL
CL
refers
refers
to
assessment
to
assessment
of
of
of alternatives
of alternatives
( alt() alt )
(A)
(B)
(C)
(D)
internal
(A) internal
rewards
rewards
minusminus
costs costs
costs
(B) minus
costs minus
past costs
past costs
rewards
(C) rewards
minusminus
past rewards
past rewards
current
(D) current
relationships
relationships
as compared
as compared
with with
realistic
realistic
chances
chances
for other
for relationships
other relationships
(E) present
(E) present
costs and
costspast
andcosts
past costs
68. A 68.
student
A student
speaker
speaker
who says,
who The
says, soun
Thedint
soun dint
wake him
wakeuphim
in the
up in
morning
the morning
insteadinstead
of
of
The sound
The sound
didntdidnt
wake him
wakeuphim
in the
up in
morning
the morning
needs needs
to improve
to improve
whichwhich
of the of
following
the following
aspects
aspects
of delivery?
of delivery?
(A)
(B)
(C)
(D)
(E)
Pitch
(A) Pitch
Rate
(B) Rate
Articulation
(C) Articulation
Volume
(D) Volume
Use
(E)ofUse
pauses
of pauses
69. Which
69. Which
of the of
following
the following
ways of
ways
speaking
of speaking
is disrespectful
is disrespectful
to diverse
to diverse
audiences?
audiences?
(A) Focusing
(A) Focusing
on issues
on issues
rather rather
than personalities
than personalities
(B) Addressing
(B) Addressing
issuesissues
only from
only ones
from ones
own point
own point
of view
of view
(C) Avoiding
(C) Avoiding
in-group
in-group
and out-group
and out-group
distinctions
distinctions
(D) Allowing
(D) Allowing
the audience
the audience
the power
the power
of rational
of rational
choicechoice
(E) Adapting
(E) Adapting
the message
the message
so thatsoit that
is clear
it is clear
and achieves
and achieves
the speechs
the speechs
objective
objective
70. Which
70. Which
of the of
following
the following
statements
statements
is an accurate
is an accurate
description
description
of the of
process
the process
of communication?
of communication?
(A) Communication
(A) Communication
is primarily
is primarily
based based
on sending
on sending
verbalverbal
messages.
messages.
(B) Communication
(B) Communication
requires
requires
feedback
feedback
from multiple
from multiple
audiences.
audiences.
(C) Communication
(C) Communication
involves
involves
transactions
transactions
between
between
perceiving
perceiving
and remembering.
and remembering.
(D) Communication
(D) Communication
is a way
is aofway
transmitting
of transmitting
channels
channels
of thought.
of thought.
(E) Communication
(E) Communication
involves
involves
encoding
encoding
and decoding
and decoding
messages.
messages.
42
71. Which
71. Which
of the of
following
the following
terms terms
refers refers
to a public
to a public
speakers
speakers
use ofuse
bodily
of bodily
action?
action?
(A)
(B)
(C)
(D)
(E)
Proxemics
(A) Proxemics
Semiotics
(B) Semiotics
Chronemics
(C) Chronemics
Kinesics
(D) Kinesics
Haptics
(E) Haptics
72. Which
72. Which
of the of
following
the following
most accurately
most accurately
describes
describes
the research
the research
on self-monitoring
on self-monitoring
in interpersonal
in interpersonal
communication?
communication?
(A) High
(A) self-monitors
High self-monitors
behavebehave
in ways
in ways
compatible
compatible
with their
withtrue
theirselves.
true selves.
(B) High
(B) self-monitors
High self-monitors
are more
are motivated
more motivated
than than
low self-monitors
low self-monitors
to manage
to manage
conversation.
conversation.
(C) Low
(C) self-monitors
Low self-monitors
typically
typically
select select
specific
specific
friendsfriends
for particular
for particular
activities.
activities.
(D) Low
(D) self-monitors
Low self-monitors
typically
typically
preferprefer
high high
self-monitors
self-monitors
as friends.
as friends.
(E) The
(E)differences
The differences
between
between
high and
highlow
and low
self-monitors
self-monitors
are insignificant.
are insignificant.
73. Research
73. Research
on theon
implications
the implications
of
of
argumentativeness
argumentativeness
for interpersonal
for interpersonal
relationships
relationships
is mostis accurately
most accurately
characterized
characterized
as indicating
as indicating
that people
that people
who are
who
high
areinhigh
argumentativeness
in argumentativeness
(A) are
(A)more
are likely
more likely
to attack
to attack
the self-concept
the self-concept
of their
ofpartners
their partners
verbally
verbally
with the
with
intention
the intention
of causing
of causing
hurt hurt
(B) are
(B)perceived
are perceived
as more
as competent
more competent
and likable
and likable
(C) are
(C)more
are motivated
more motivated
to argue
to argue
when when
their their
partners
partners
are low
areinlow
argumentativeness
in argumentativeness
(D) are
(D)more
are likely
more likely
to useto
physical
use physical
violence
violence
in theirininterpersonal
their interpersonal
relationships
relationships
(E) have
(E) difficulty
have difficulty
in sustaining
in sustaining
close close
interpersonal
interpersonal
relationships
relationships
CHAPTER 5
78. Which
78. Which
of the of
following
the following
is mostisapplicable
most applicable
to
to
74. James
74. James
avoidsavoids
joiningjoining
groupsgroups
because
because
he is afraid
he is afraid
the communicative
the communicative
management
management
of conflict
of conflict
that hethat
willhemisinterpret
will misinterpret
what others
what others
want of
want
him,of him,
in a business
in a business
setting?
setting?
he willhenot
will
benot
ablebetoable
fullytounderstand
fully understand
what others
what others
expectexpect
of him,ofand
him,
heand
willhenot
will
benot
ablebetoable
adjust
to adjust
(A) Cascade
(A) Cascade
modelmodel
of dissolution
of dissolution
by Gottman
by Gottman
psychologically
psychologically
to what
togroup
what group
members
members
may tell
may tell
(B) Chilling
(B) Chilling
effect effect
by Roloff
by Roloff
and Cloven
and Cloven
him. Which
him. Which
of the of
following
the following
communication
communication
traits traits
(C) Stage
(C) Stage
modelmodel
of coming
of coming
together
together
and coming
and coming
best describes
best describes
James?James?
apart by
apart
Knapp
by Knapp
and Vangelisti
and Vangelisti
(D) Conflict
(D) Conflict
style theory
style theory
by Putnam
by Putnam
and Wilson
and Wilson
(A) Personality
(A) Personality
conflict
conflict
(E) Relationship
(E) Relationship
maintenance
maintenance
typology
typology
by by
(B) Conversational
(B) Conversational
sensitivity
sensitivity
CanaryCanary
and Stafford
and Stafford
(C) Receiver
(C) Receiver
apprehension
apprehension
(D) Communicative
(D) Communicative
adaptability
adaptability
79. The
79.validity
The validity
of a test
of means
a test means
that the
that
tests
the tests
(E) Extroversion
(E) Extroversion
questions
questions
75. A 75.
three-part
A three-part
argument
argument
consisting
consisting
of a major
of a major
(A) measure
(A) measure
student-learning
student-learning
concepts
concepts
premise,
premise,
a minor
a minor
premise,
premise,
and a conclusion
and a conclusion
in the in
testthe test
is called
is called
(B) accurately
(B) accurately
measure
measure
the concepts
the concepts
tested tested
over time
over time
(A) an(A)
enthymeme
an enthymeme
(C) occur
(C) occur
in a randomized
in a randomized
patternpattern
(B) a (B)
syllogism
a syllogism
(D) are
(D)
equivalent
are equivalent
on all on
forms
all forms
of the of
testthe test
(C) an(C)
elaboration
an elaboration
(E) assess
(E) assess
all levels
all levels
of learning
of learning
(D) a (D)
red herring
a red herring
(E) a (E)
refutation
a refutation
80. In 80.
1994
In scholar
1994 scholar
Jean Baudrillard
Jean Baudrillard
observed,
observed,
In a world
In a world
wherewhere
there isthere
more
is and
more
more
and more
76. In 76.
the In
introduction
the introduction
to his persuasive
to his persuasive
speechspeech
on on
information,
information,
there isthere
less isand
less
less
andmeaning.
less meaning.
the advantages
the advantages
of becoming
of becoming
an avidangardener,
avid gardener,
Baudrillards
Baudrillards
criticalcritical
view of
view
advertising
of advertising
is
is
John tells
Johnhis
tells
audience
his audience
that hethat
is ahe
strict
is a strict
most reflective
most reflective
of which
of which
of the of
following?
the following?
vegetarian.
vegetarian.
WhichWhich
of the of
following
the following
functions
functions
does the
does
statement
the statement
serve?serve?
(A) Commodification
(A) Commodification
of communication
of communication
(B) Accommodation
(B) Accommodation
of communication
of communication
(A) Stating
(A) Stating
the purpose
the purpose
(C) Hegemonic
(C) Hegemonic
framesframes
of communication
of communication
(B) Previewing
(B) Previewing
the main
the point
main point
(D) Monotheistic
(D) Monotheistic
framesframes
of communication
of communication
(C) Startling
(C) Startling
the audience
the audience
to gaintoattention
gain attention
(E) Reductionist
(E) Reductionist
communication
communication
(D) Establishing
(D) Establishing
credibility
credibility
(E) Creating
(E) Creating
goodwill
goodwill
77. Which
77. Which
of the of
following
the following
theories
theories
arguesargues
that that
individuals
individuals
learn to
learn
be masculine
to be masculine
or feminine
or feminine
(among
(among
other things)
other things)
through
through
communication
communication
and observation?
and observation?
(A)
(B)
(C)
(D)
(E)
Psychodynamic
(A) Psychodynamic
theorytheory
Social
(B) Social
learning
learning
theorytheory
Biological
(C) Biological
theorytheory
Standpoint
(D) Standpoint
theorytheory
Cultivation
(E) Cultivation
theorytheory
43
CHAPTER 5
81. Compared
81. Compared
to norm-referenced
to norm-referenced
evaluation,
evaluation,
criterion-referenced
criterion-referenced
evaluation
evaluation
is preferred
is preferred
because
because
the latter
the latter
83. In83.
a debate
In a debate
tournament
tournament
a judge
a judge
shouldshould
do all do all
of the of
following
the following
EXCEPT
EXCEPT
(A) compares
(A) compares
one students
one students
progress
progress
with that
with that
of his of
or his
heror
peers
her peers
(B) involves
(B) involves
rank ordering
rank ordering
of student
of student
performance
performance
with grade
with grade
cutoffscutoffs
influenced
influenced
by highby or
highlow-achieving
or low-achieving
students
students
(C) focuses
(C) focuses
students
students
on outperforming
on outperforming
their peers
their peers
(D) gives
(D) gives
all students
all students
the opportunity
the opportunity
of earning
of earning
a highagrade
high grade
(or failing
(or failing
to do so)
to do so)
(E) may
(E) encourage
may encourage
students
students
to underperform
to underperform
collaboratively,
collaboratively,
knowing
knowing
that a that
low-a lowperforming
performing
group group
will bewill
rewarded
be rewarded
with with
upward
upward
grading
grading
adjustments
adjustments
or curving
or curving
82. Which
82. Which
of the of
following
the following
guidelines
guidelines
best maximizes
best maximizes
the constructiveness
the constructiveness
of peeroffeedback
peer feedback
after student
after student
speeches?
speeches?
(A) Peers
(A) Peers
shouldshould
avoid avoid
givinggiving
any negative
any negative
feedback
feedback
to the to
student
the student
speaker.
speaker.
(B) A(B)
peerAshould
peer should
be assigned
be assigned
to critique
to critique
the the
speaker
speaker
who speaks
who speaks
immediately
immediately
beforebefore
the peers
the peers
turn toturn
speak.
to speak.
(C) A(C)
peerAshould
peer should
be assigned
be assigned
to critique
to critique
the the
speaker
speaker
who speaks
who speaks
immediately
immediately
after after
the peers
the peers
turn toturn
speak.
to speak.
(D) Peers
(D) Peers
shouldshould
be required
be required
to givetodetailed
give detailed
oral feedback
oral feedback
immediately
immediately
after the
after the
student
student
speechspeech
they critique.
they critique.
(E) Peers
(E) Peers
shouldshould
give feedback
give feedback
aligned
aligned
with with
coursecourse
goals goals
and standards.
and standards.
44
(A) make
(A) make
at leastatone
leastwritten
one written
suggestion
suggestion
for improvement
for improvement
(B) make
(B) make
at leastatone
leastpositive
one positive
comment
comment
(C) intervene
(C) intervene
and provide
and provide
arguments
arguments
in
in
the debate
the debate
(D) focus
(D) focus
the critique
the critique
on exploration
on exploration
of
of
alternatives
alternatives
rather rather
than absolutes
than absolutes
(E) rank,
(E) rate,
rank,and
rate,sign
andthe
sign
ballot
the ballot
84. Which
84. Which
of the of
following
the following
is NOT
is an
NOT
option
an option
that that
can becan
used
beby
used
a person
by a person
arguing
arguing
the negative
the negative
side inside
a policy
in a policy
debate?
debate?
(A)
(B)
(C)
(D)
(E)
Counterplan
(A) Counterplan
Defense
(B) Defense
of the of
present
the present
systemsystem
Defense
(C) Defense
of the of
resolution
the resolution
Repair
(D) Repair
of the of
status
the status
quo quo
Denial
(E) Denial
of affirmative
of affirmative
solution
solution
85. All85.
ofAll
the of
following
the following
interpersonal
interpersonal
communication
communication
tacticstactics
are intended
are intended
to avoid
to avoid
face-threatening
face-threatening
situations
situations
EXCEPT
EXCEPT
(A) not
(A)mentioning
not mentioning
topicstopics
that might
that might
embarrass
embarrass
(B) changing
(B) changing
a humiliating
a humiliating
topic topic
(C) pretending
(C) pretending
not to not
notice
to notice
when when
a degrading
a degrading
statement
statement
is made
is made
(D) challenging
(D) challenging
an undignified
an undignified
remarkremark
(E) conveying
(E) conveying
compliments
compliments
CHAPTER 5
86. According
86. According
to the to
standard
the standard
parliamentary
parliamentary
procedure
procedure
as written
as written
in Roberts
in Roberts
Rules Rules
of
of
Order,Order,
whichwhich
of the of
following
the following
does NOT
does NOT
requirerequire
a second?
a second?
(A)
(B)
(C)
(D)
(E)
Main
(A) motion
Main motion
Amendment
(B) Amendment
Nomination
(C) Nomination
Subsidiary
(D) Subsidiary
motionmotion
Reconsider
(E) Reconsider
87. Which
87. Which
of the of
following
the following
principles
principles
is NOT
is NOT
recommended
recommended
for giving
for giving
feedback
feedback
on student
on student
speeches?
speeches?
(A)
(B)
(C)
(D)
(E)
Be(A)
idealistic.
Be idealistic.
Be(B)
specific.
Be specific.
Be(C)
sensitive
Be sensitive
Be(D)
descriptive.
Be descriptive.
Be(E)
timely.
Be timely.
89. All89.
of All
the of
following
the following
are factors
are factors
in demographic
in demographic
audience
audience
analysis
analysis
EXCEPT
EXCEPT
the the
(A)
(B)
(C)
(D)
age
(A)ofage
the of
audience
the audience
gender
(B) gender
of the of
audience
the audience
ethnicity
(C) ethnicity
of the of
audience
the audience
disposition
(D) disposition
of the of
audience
the audience
towardtoward
the speaker
the speaker
(E) education
(E) education
of the of
audience
the audience
90. Which
90. Which
of the of
following
the following
is NOT
is aNOT
function
a function
of a course
of a course
syllabus?
syllabus?
(A) To(A)
inform
To inform
students
students
of the of
scope
the scope
of the of
work
the work
(B) To(B)
identify
To identify
the sequence
the sequence
the work
the will
workfollow
will follow
(C) To(C)
inform
To inform
students
students
about about
the teachers
the teachers
background
background
(D) To(D)
describe
To describe
the tasks
the by
tasks
which
by which
success
success
will will
be determined
be determined
(E) To(E)
identify
To identify
the goals
the and
goals
objectives
and objectives
of the of the
coursecourse
88. Which
88. Which
of the of
following
the following
practices
practices
wouldwould
NOT NOT
be considered
be considered
important
important
in preparing
in preparing
a manuscript
a manuscript
for oral
forinterpretation?
oral interpretation?
(A) Typing
(A) Typing
up a performance
up a performance
versionversion
of the of the
manuscript
manuscript
insteadinstead
of reading
of reading
from the
from the
sourcesource
material
material
(B) Holding
(B) Holding
the script
the script
at a height
at a height
that allows
that allows
for eyefor
contact
eye contact
and reading
and reading
(C) Breaking
(C) Breaking
pages pages
in unique
in unique
placesplaces
to
to
emphasize
emphasize
meaning
meaning
and script
and script
sections
sections
(D) Using
(D) Using
a brightly
a brightly
colored
colored
binderbinder
to contain
to contain
the manuscript
the manuscript
for thefor
reading
the reading
(E) Practicing
(E) Practicing
enoughenough
that the
that
reader
the reader
can look
can look
away from
awaythe
from
manuscript
the manuscript
often often
45
Chapter 6
Right Answers and Explanations for the Speech

Communication: Content Knowledge Practice Questions
CHAPTER 6
Right Answers and Explanations

Now that you have answered all of the practice questions, you can check your work. Compare your answers
to the multiple-choice questions with the correct answers in the table below.
Question
Number

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
Correct
Answer
C
B
E
B
D
D
D
C
E
A
D
D
C
E
C
A
C
C
B
C
A
E
D
B
C
D
D
B
A
B
D
A
D
A
A
B
B
E
B
D
A
D
B
A
C
Content Category
Question
Number
Forensics
Group Communication
Media and Its Influences
Oral Interpretation
Public Speaking
Forensics
Group Communication
Oral Interpretation
Public Speaking
Group Communication
Group Communication
Public Speaking
Public Speaking
Public Speaking
Oral Interpretation
Forensics
Public Speaking
Public Speaking
Group Communication
Public Speaking
Oral Interpretation
Forensics
Group Communication
Public Speaking
Public Speaking
Group Communication
Oral Interpretation
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
Correct
Answer
E
D
B
B
C
C
D
B
E
E
D
C
E
C
D
C
B
A
D
A
D
D
C
B
E
D
B
B
C
B
D
B
D
A
A
D
E
C
C
D
C
A
D
D
C
Content Category
Oral Interpretation
Forensics
Group Communication
Oral Interpretation
Group Communication
Oral Interpretation
Public Speaking
Oral Interpretation
Group Communication
Public Speaking
Group Communication
Public Speaking
Public Speaking
Group Communication
Public Speaking
Group Communication
Forensics
Forensics
Forensics
Public Speaking
Oral Interpretation
Public Speaking
47
CHAPTER 6
Explanations of Right Answers

1. This question asks about basic rules of
brainstorming. One of the key rules is that the
ideas presented during a brainstorming session
should not be critiqued during the session,
because criticism of any ideas has a tendency
to inhibit the people involved in the session,
thus limiting the number of ideas generated.
The correct answer, therefore, is (C).
2. This question requires knowledge of the
format and content of Lincoln-Douglas
debates. Lincoln-Douglas debates involve two
speakers discussing and debating a proposition
of value, not policy. Thus, the correct answer
is (B).
3. This question asks you to apply your
knowledge of group dynamics. Cohesive
groups are those whose members tend to be
actively involved in the sharing of information
and recognition of the contributions of all
group members. This openness and sharing
of information and feedback allows group
members to feel good about being a part of the
group. The correct answer, therefore, is (E).
4. In this question, you are asked to
demonstrate your understanding of the idea
of acculturation, or the process by which
an individual from one culture becomes
fully integrated into another, new culture.
Acculturation occurs when individuals from
different cultures come into first-hand contact
with one another, causing subsequent changes
in the cultural attitudes of one or both groups.
The correct answer, therefore, is (B).
5. For this question, you need to know the
basics of film/television production. When a
film or television script is being prepared for
development, the director generally prepares
storyboards, or a series of illustrations that
visually represent how the story in the script
will be presented on film. The correct answer
for this question is (D).
48
6. This question asks you about the

responsibilities of various people involved
in a theatrical production. One of the
responsibilities a director has is to serve,
during rehearsals, as the representation of
the audience members. The correct answer,
therefore, is (D).
7. To answer this question, you need to
understand the concept of communication
apprehension and the basic techniques teachers
use to help students overcome this obstacle.
One of the basic techniques used to help
students who experience communication
apprehension involves asking them to focus on
the audience instead of on themselves. Doing
so helps prevent the speaker from thinking too
much about him or herself and to channel any
nervous energy. Thus, the correct answer is
(D).
8. This question deals with different approaches
to curriculum design for communication
courses. A communication curriculum that
focuses on competencies like informing,
expressing, imagining, ritualizing, and
persuading would be considered a functional
communication curriculum. This type of
curriculum focuses on the functionality of
various acts of communication (e.g., informing
or persuading an audience). The correct
answer, therefore, is (C).
understanding of policy debate process.
During a policy debate, the affirmative team
assumes the burden of proof and must argue
the agreed-upon topic. All of the other choices
are debate terms; however, they are incorrect
in this instance. The correct answer, therefore,
is (E).
10. This question tests your understanding of
problem solving in a small-group situation.
Frequently, when a small group is asked to
work out the solution to a problem, there are
disagreements among group members. Such
disagreements often generate creative tension
and lead to a better decision. Thus, the correct
answer is (A).
CHAPTER 6

understanding of nonverbal behavior in the
communication process. The teacher, in this
case, is using nonverbal behavior as a way
to communicate to the talking students. He
is substituting his nonverbal expression for
verbal communication to get the students to
stop talking. The correct answer, therefore, is
(D).

understanding of different management
strategies. In order to work toward a win-win
solution, a manager needs to collaborate, or
work closely, with all sides involved in any
problem or dispute. Other strategies might
lead to solutions that satisfy only some of the
affected parties. The correct answer, therefore,
is (A).

understanding of different advertising
techniques. The bandwagon technique involves
an appeal to the fact that many other people
are doing something, thus suggesting that the
target of the advertisement should do the same.
The claim is that a product or service must be
good if a large number of people are using it.
Thus, the correct answer is (D).

understanding of conflict within groups.
The three main sources of group conflict are
because of relationships, roles, and personal
goals. These conflicts are characterized by
affect, or emotions, which are an essential
part of all human relating. The correct answer,
therefore, is (C).
13. This question asks about different types

of imagery. Kinesthetic imagery refers
to movement; often the term is used in
particular to refer to bodily movements
caused by tensing and relaxing the muscles
(as in kinesiology, or the study of human
movement). The correct answer, therefore, is
(C).
18. This question tests your understanding of the

strategies of persuasive speaking. If a speaker
is trying to persuade an audience that already
sides with a different point of view, many
common strategies may not be effective.
However, statistics and other verifiable
information can be persuasive because they
provide hard evidence to support the speakers
position. Thus, the correct answer is (C).
14. To answer this question, you need to have an

understanding of persuasive speaking. If an
audience is neither for nor against the action
at the outset of the speech, the best way to
persuade them to take a specific action is by
advancing strong arguments for the action and
refuting any strong counterarguments against
it. The correct answer, therefore, is (E).

understanding of the types of public speaking.
This example asks you to associate the topic
with a type of public speaking and the reason
for the speech. In this case the topic would be
used to inform the audience because it would
simply recount events. The correct answer,
therefore, is (B).
15. This question deals with the National

Communication Associations official
document entitled K-12 Speaking, Listening,
and Media Literacy Standards and
Competency Statements. This document is
intended as a resource for teachers, one that
can be used to enhance and support curriculum
development. It does not dictate specific
content or provide criteria or assessment
techniques, but it does offer direction. Thus,
the correct answer is (C).

understanding of language and its uses. In this
example an antithesis is used, which is the
juxtaposition of contrasting ideas. The correct
49
CHAPTER 6
21. For this question, you need to demonstrate

an understanding of issues related to problem
solving. In particular, you need to identify
major elements of a problem. Any problem can
be seen as an obstacle or a barrier that stands
between a person or group and a particular
goal. Every problem also has different
approaches, or potential solutions, that can
be used to address the barriers. The correct
answer, therefore, is (A).
understanding of vocal production techniques.
The key to strong vocal production lies in
providing appropriate support through the
breath. Breathing is an essential element that
supports all vocal production, including pitch,
volume, quality, and rate. Thus, the correct
answer is (E).
23. This question requires knowledge of audience
rating systems for radio. A radio stations
share of the audience is determined by the
ratio of its listeners to the total number of radio
listeners in the market. The correct answer,
therefore, is (D).
understanding of a forensics program and the
associated events. The example asks for a
definition of the term double entry, which
means that one person will compete in two
events in the same tournament. The correct
answer, therefore, is (B).
understanding of skills used during
interpersonal communication. The question
asks for the behavior most likely to create a
supportive environment. All of the choices
except spontaneity cause a defensive
environment. Spontaneity creates a supportive
environment for communication. The correct
understanding of the influence newspapers
have in the media. The question focuses on
the elite press and how it is used to shape
public opinion. The elite press can influence
public policy by focusing on certain issues
and bringing those issues to the forefront. The
correct answer, therefore, is (D).
50

understanding of a speakers relationship to his
or her audience. The question narrows the topic
down to an audience-centered speaker and
when the speaker should relate to the audience.
If the speaker is audience-centered, he or she
should consider the audience throughout the
entire process of the speech preparation and
delivery. The correct answer, therefore, is (D).
understanding of organizing ideas in a speech.
In the question, the speaker has decided to
organize the content by using two different
main points: hard rock and soft rock. The
main points are presented in a topical fashion
and not in any other way. The correct answer,
therefore, is (B).
29. This question focuses on ethical considerations
related to blogging, or documenting ones
opinions and ideas on an Internet-based
blog (Weblog). Because blogs are often
self-published and unregulated, bloggers
generally do not receive the same level of
editorial scrutiny given to editorial writers at
a newspaper, for example. The correct answer,
therefore, is (A).
30. To answer this question, you need to
demonstrate your understanding of current
research into the effects of mass media in
society. Many theorists have argued that mass
media, and television in particular, detract
from social interaction because they encourage
solitary consumption. Thus, the correct answer
is (B).
understanding of relational messages.
Relational messages, whether conveyed
verbally or nonverbally, tell the listener
how the speaker sees the relationship. The
other choices are terms used in interpersonal
communication, but only relational messages
can be the answer because the statements given
in the question do indicate how the speaker
sees the relationship. The correct answer,
therefore, is (D).
CHAPTER 6

understanding of what a gatekeeper does
within a group. A gatekeeper controls the
channels of communication within the group
so that others within the group must seek the
gatekeepers approval for their ideas to be
heard by the appropriate audience. The correct
understanding of the proper procedures for
administering an exam and creating the proper
environment for the test taker. Of the available
choices, best practice for administering an
exam is to make sure the room is quiet,
well lit, and not crowded. Teachers should
help students budget time and should move
through the classroom to answer questions
and discourage cheating. Students should not
have snacks during the exam because they can
be distracting to other students and messy.
Teachers should also retain test questions to
ensure that future classes study from notes and
the textbook and not from old tests. The correct
answer, therefore, is (D).
understanding of the differences between an
oral and a written style of language. Oral style
is more personal than written style. Speakers
try to make personalized contact with their
audience since connection with the audience
helps speakers achieve their goals. Written
style is more formal overall. The correct
understanding of mindful listening. Mindful
listening occurs when a person listens fully and
completely to another without commenting or
interrupting. The correct answer, therefore, is
(A).
understanding of the difference between verbal
and nonverbal messages. Communications
research suggests that people tend to believe
nonverbal cues when they contradict the
accompanying verbal message, in part because
nonverbal cues often reflect the emotions of the
speaker. Thus, the correct answer is (B).

understanding of basic filming techniques. If
an actor is filmed from below, the low angle
of the camera makes the actor appear larger,
thus giving the character the illusion of being
larger-than-life. The correct answer, therefore,
is (B).
38. This question tests your knowledge of
Aristotelian terminology. In his work Poetics,
Aristotle discusses the proper effect of a
tragedy, which is to purge the audience of
the emotions of pity and fear, an emotional
cleansing referred to as a catharsis. Thus, the
correct answer is (E).
understanding of the parts in a policy debate.
Presumption is the belief that the status quo
is adequate unless the affirmative team meets
its burden of proof. Because the affirmative
team is advocating a new policy, it must
prove during the debate that the status quo is
inadequate. The correct answer, therefore, is
(B).
understanding of facilitating a group meeting.
The key to being an effective leader in a small
group is to make sure that everyone in the
group participates actively in the discussion.
The correct answer, therefore, is (D).
understanding of a eulogy. A eulogy is a
speech that is given in order pay tribute to
someone who had died. The correct answer,
therefore, is (A).
understanding of the use of gestures while
delivering a speech. Gestures should be
consistent with the verbal content of the
speech and should be natural. Gestures should
be unobtrusive in that they should emphasize
and not distract from the message and should
be timed so as to coincide with the verbal
message. The correct answer, therefore, is (D).
51
CHAPTER 6
43. To answer this question, you must understand

the difference between the two processes
hearing and listening. Hearing is the physical
process by which sound stimuli are received,
whereas listening is a mental process that
describes the assignation of meaning to those
sound stimuli. The correct answer, therefore,
is (B).
understanding of the program evaluation
and review technique (PERT). PERT is a
systematic method for implementing decisions.
It involves determining what steps must be
taken to complete implementation and then
working backward from the final deadline to
determine which steps need to be completed
by a given time. This method gives groups
a clear sequence of steps and a timeline for
completing their work. The correct answer,
therefore, is (A).
understanding of the difference between
characteristics in a readers theater production
and those in the production of a traditional
drama. Readers theater, by definition, focuses
on a narrated story with some other dramatic
elements included. Rate, volume, and
characterization should be no more or less
emphasized in either type of production, and
costumes should be emphasized less in readers
theater, where the focus is on narration. The
correct answer, therefore, is (C).
understanding of basic acting terminology. The
term open up means that the actor should
stop showing his or her profile or back to the
audience and face more toward the audience.
The correct answer, therefore, is (E).
understanding of original oratory. The question
is a basic definition, and, by definition, original
oratory is a persuasive speech. The correct
52

understanding of how gender issues affect
communication. An androgynous individual
is someone who exhibits the qualities of both
male and female personalities. The correct
understanding of relational metaphors in
interpersonal communications. A metaphor
describes two seemingly unrelated subjects
and implies that the first thing is equal to the
second thing in the description. The correct
understanding of discussion principles. The
question involves a verification of who owns
the land, which upon verification is a fact. The
51. This question deals with basic terminology
related to theater technology. A Fresnel is a
type of lighting instrument that produces a
beam of light with a soft edge, often used as
a general wash to cover the stage. Fresnel
lighting instruments get their name from the
Fresnel lenses they use. Thus, the correct
answer is (C).
knowledge of Edward T. Halls theory of
proxemics. According to Hall, the distance
between people when they are interacting is
influenced by the type of relationship those
people have. Personal distance (between
18 inches and 4 feet) is the term Hall used
to describe the distance between friends in a
conversation. The correct answer, therefore,
is (D).
understanding of nominal group technique.
This technique involves individuals thinking of
ideas and presenting them. The group members
do not interact while coming up with ideas, but
all of the ideas generated by the individuals are
considered. The correct answer, therefore,
is (B).
CHAPTER 6

understanding of folklore. As it pertains to oral
interpretation, folklore consists of traditional
songs, fairy tales and ghost stories, personal
histories, and riddles, proverbs, and figures of
speech. The correct answer, therefore, is (E).
understanding of cultivation analysis theory.
George Gerbners cultivation analysis theory
seeks to explain the effects of high levels of
media use on the beliefs of individuals. The
correct answer, therefore, is (E).
understanding of mean world syndrome.
The definition of mean world syndrome is that
someone who watches a lot of television will
have his or her views of the world shaped by
the overrepresentation of crime and violence
as seen in television shows and movies. The
correct answer, therefore, is (D).
understanding of ways of making informed
decisions based on listening to a public
speaker. Listening to evaluate involves listening
to make a judgment about the content of a
speech and being able to determine whether the
information is reliable, true, and useful. The
understanding of basic theater terminology.
The term nontraditional casting means that
when a director is casting a production, actors
are cast in roles in such a way that the age, sex,
body type, or other characteristics are ignored.
understanding of connectives in a speech.
Connectives connect ideas and points within a
speech, and are essential in both informative
and persuasive speeches. They also help the
audience understand the organization of the
speech. The correct answer, therefore, is (C).

understanding of Deweys approach to
reflective thinking. Deweys approach is most
effective in resolving questions of policy,
decisions about which will result in action.
Three of the other choices are questions of
fact, and one is a question of value. The correct
understanding of the spiral of silence theory.
Elisabeth Noelle-Newman developed the
theory to explain that people who hold
minority viewpoints remain in the background
and experience constrained communication.
The theory also says that the media exerts
a major influence on public opinion and
that those who hold majority opinions are
unafraid of communicating their viewpoints.
understanding of uncertainty reduction theory.
This theory is used to describe the development
of relationships and communication between
two people meeting for the first time, when
there is a high level of uncertainty. High levels
of uncertainty cause information seeking;
similarities decrease uncertainty, and nonverbal
expressiveness decreases uncertainty. As
uncertainty decreases, then, liking increases.
understanding of how language and style are
used in public speaking. Parallelism in public
speaking is used to get a point across by using
the same language to introduce new ideas. The
speaker in the question uses we must at the
beginning of each sentence to accomplish this
goal. The correct answer, therefore, is (A).
understanding of listening skills. Taking notes
is a way to overcome listening barriers. All of
the other choices are barriers to good listening.
53
CHAPTER 6

understanding of group communication
processes. In group discussion it is important
to keep the discussion on a task level rather
than a personal level in order to minimize
or avoid conflict. All of the other choices
encourage personal responses that will escalate
rather than diffuse the conflict. The correct
understanding of cultivation analysis theory.
This theory seeks to explain the effects of
high levels of media use on the beliefs of
individuals. Thus, individuals who watch a lot
of television programs depicting police work
might be influenced to believe that crime rates
are higher than they truly are. The correct
understanding of the comparison level of
alternatives in social exchange theory. By
definition, the comparison level of alternatives
refers to comparing the current relationship to
chances for better ones outside the current one.
understanding of articulation. Articulation is
the production of clear and distinct speech
sounds. The student in the question has a
problem with articulation. Pitch, rate, volume,
and pauses are not addressed in the question.
understanding of audience analysis. Speakers
who refuse to acknowledge and address
other points of view are often considered
disrespectful to their audiences. When speakers
focus on substantive issues, avoid group
distinctions, and allow the audience the power
of making their own rational choices, they are
usually viewed as credible. The correct answer,
therefore, is (B).
54
70. This question focuses on the basic definition

of communication. At its heart, communication
involves a process of encoding and then
decoding messages. These messages can be
communicated verbally or in many other ways,
and feedback may or may not come from one
or more people. Remembering does not have
to be a part of the communication process, and
channels of thought are not necessarily part
of the communication process. The correct
answer, therefore, is (E).
understanding of kinesics. By definition,
kinesics refers to the interpretation of
movements of the body, whereas the other
choices do not relate to bodily action.
Proxemics refers to the relationships and
distances between bodies; semiotics is the
study of signs and symbols; chronemics refers
to the use of time in nonverbal communication;
and haptics refers to communication based
on the sense of touch. The correct answer,
therefore, is (D).
understanding of self-monitoring in
interpersonal communication. High selfmonitors are highly motivated to ensure that
conversation flows smoothly and that others
take turns talking. They use immediacy
behaviors to convey closeness, and humor
and other skills to enhance conversation. The
correct answer, therefore, is (B).
understanding of argumentativeness.
Argumentativeness is an important skill
that is sometimes confused with verbal
aggressiveness. While an argumentative
person attacks the idea, a verbally aggressive
person attacks the other persons self-concept.
Argumentativeness has been shown to be a
developmental and constructive attribute linked
to outcomes such as competence and likability.
CHAPTER 6

understanding of group communication
processes. The qualities displayed in the
question (fear of misinterpreting, fear of
misunderstanding, and fear of not being able
to adjust) define receiver apprehension. The
understanding of argumentation in public
speaking. By definition, a syllogism is a threepart argument consisting of a major premise, a
minor premise, and a conclusion. The correct
76. This question tests your understanding of the
terminology related to persuasive speaking.
One way that a speaker may attempt to
persuade an audience is by establishing
credibility. In this case, the speakers ability to
convince audiences of the advantage of being a
gardener is enhanced by the credibility derived
from the fact that he is a vegetarian. Thus, the
correct answer is (D).
understanding of the effect of gender on
communication. Social learning theory
highlights the role of communication and
observation in individual learning and cognitive
development in regard to gender identity. The
correct answer, therefore, is (B).
understanding of conflict management.
Conflict style theory has been frequently
applied to romantic, family, and business
settings. The cascade model of dissolution
is relevant only to marital relationships. The
chilling effect, the stage model of coming
together and coming apart, and the relationship
maintenance typology are relevant only to
romantic relationships. The correct answer,
therefore, is (D).

understanding of Baudrillards theories
of advertising and communication. For
Baudrillard, the development of technology
has led to a proliferation of information. There
is now so much information that we no longer
have sight of what is real behind the signs
and symbols that make up the information we
receive. Because this information is mediated
through technologies such as television and
the Internet, it becomes part of the economic
realm, a commodity that can be bought, sold,
or traded in various ways. The correct answer,
therefore, is (A).
understanding of norm- and criterionreferenced assessments. Criterion-referenced
evaluation judges each student on whether
he or she has met a specific criterion (e.g.,
demonstration of specific knowledge,
demonstration of a particular ability). In
a criterion-referenced evaluation, then, all
students have the opportunity to receive a
high grade. The other choices all refer to
norm-referenced evaluations. Thus, the correct
answer is (D).
knowledge of appropriate uses of peer
feedback in a speech class. It is important that
teachers ensure that the feedback given by
peers stays focused on the goals and standards
of the course, as all course feedback should be.
understanding of the role of a judge in a
debate tournament. It would be unethical and
far beyond the bounds of a judges role to
provide arguments for the competitors in the
debate. The other choices are responsibilities
of a judge in a debate tournament. The correct

understanding of basic assessment terminology.
Test validity refers to the degree to which the
test questions actually measure the concepts
they are designed to measure. Test reliability
refers to how well the questions hold up over
time or across different forms. The correct
55
CHAPTER 6

understanding of the roles of the affirmative
and negative sides in a policy debate. Because
the affirmative side argues that the policy
resolution should be implemented, the negative
side would never speak in defense of the
resolution. The other choices all present viable
ways that the negative side can argue against
the resolution. Thus, the correct answer is (C).
understanding of the communication process.
Challenging an undignified remark is a
direct tactic which would make it more facethreatening, while the other choices are
all avoidance tactics. The correct answer,
therefore, is (D).
86. To answer this question, you must be familiar
with Roberts Rules of Order. Of the choices
presented, the only one that does not require a
second is a nomination. A group that follows
parliamentary procedure would require a
second before considering a main motion,
an amendment, a subsidiary motion, or a
reconsider. The correct answer, therefore,
is (C).
understanding of the criticism and evaluation
of speeches. When giving feedback on student
speeches, teachers should not be idealistic.
Instead, they should try to be realistic and
provide information that the student speaker
can use and over which the speaker has
control. The correct answer, therefore, is (A).
56

understanding of preparing manuscripts for
oral interpretation. In this case you are asked to
identify the incorrect answer. Using a brightly
colored binder to house the manuscript would
be irrelevant to preparing a manuscript for an
oral interpretation. All of the other choices are
important factors to consider when preparing
a manuscript. The correct answer, therefore,
is (D).
understanding of audience analysis.
Disposition of the audience toward the speaker
is a situational audience analysis factor, while
all of the other choices are demographic
factors. The correct answer, therefore, is (D).
understanding of a syllabus. The syllabus is
considered a contract between teachers and
students. It specifies details about the course,
and although specific content varies, virtually
all syllabi describe the scope of the work and
the sequence the work will follow. A syllabus
does not give information about the teachers
background. The correct answer, therefore,
is (C).
Chapter 7
Are You Ready? Last-Minute Tips
CHAPTER 7
Checklist
Complete this checklist to determine whether youre ready to take the test.
Do you know the testing requirements for your teaching field in the state(s) where you plan to
teach?
Have you followed all of the test registration procedures?

Do you know the topics that will be covered in each test you plan to take?
Have you reviewed any textbooks, class notes, and course readings that relate to the topics covered?
Do you know how long the test will take and the number of questions it contains? Have you
considered how you will pace your work?
Are you familiar with the test directions and the types of questions for the test?
Are you familiar with the recommended test-taking strategies and tips?
Have you practiced by working through the practice test questions at a pace similar to that of an
actual test?
If you are repeating a Praxis Series Assessment, have you analyzed your previous score report to
determine areas where additional study and test preparation could be useful?
58
CHAPTER 7
The day of the test

You should have ended your review a day or two before the actual test date. And many clichs you may have
heard about the day of the test are true. You should
Be well rested;
Take photo identification with you;
Take a supply of well-sharpened #2 pencils (at least three);
Eat before you take the test to keep your energy level up;
Be prepared to stand in line to check in or to wait while other test takers are being checked in.
You cant control the testing situation, but you can control yourself. Stay calm. The supervisors are well
trained and make every effort to provide uniform testing conditions, but dont let it bother you if the test
doesnt start exactly on time. You will have the necessary amount of time once it does start.
You can think of preparing for this test as training for an athletic event. Once youve trained, and prepared,
and rested, give it everything youve got. Good luck.
59
Appendix A
Study Plan Sheet
APPENDIX A
Study Plan Sheet

See chapter 1 for suggestions on using this Study Plan Sheet.
Study Plan
Content covered
on test
How well do I
know the content?
What material do
I have for studying
this content?
What material do
I need for studying
this content?
Where could I
find the materials
I need?
Dates planned
Dates
for study
completed
of content
61
Appendix B
For More Information
APPENDIX B
For More Information

Educational Testing Service offers additional information to assist you in preparing for the Praxis Series
Assessments. Tests at a Glance booklets and the Registration Bulletin are both available without charge. You
can also obtain more information from our website: http://www.ets.org/praxis/index.html.
General Inquires
Phone: 800-772-9476 or 609-771-7395 (MondayFriday, 8:00 A.M. to 7:45 P.M., Eastern time)
Fax: 609-771-7906
Extended Time
If you have a learning disability or if English is not your primary language, you can apply to be given more
time to take your test. The Registration Bulletin tells you how you can qualify for extended time.
Disability Services
Phone: 866-387-8602 or 609-771-7780
Fax: 609-771-7906
TTY (for deaf or hard-of-hearing callers): 609-771-7714
Mailing Address
ETSThe Praxis Series
P.O. Box 6051
Princeton, NJ 08541-6051
ETSThe Praxis Series

Distribution Center
225 Phillips Blvd.
P.O. Box 77435
Ewing, NJ 08628-7435
79103-79103 WEBPDF99
Overnight Delivery Address
63
Study Guide
$22.95
USA
ets.org/praxis
752991
Copyright 2009 by Educational Testing Service. All rights reserved. ETS, the ETS logo, LISTENING. LEARNING. LEADING., PPST and
PRAXIS III are registered trademarks of Educational Testing Service (ETS) in the United States and oher countries. THE PRAXIS SERIES
is a trademark of ETS. 10212

Ebook Speech Comm CK Study Guide 752991

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Ebook Speech Comm CK Study Guide 752991

Încărcat de

Drepturi de autor:

Formate disponibile

The

Content Knowledge Test

Practice Questions Directly From the Test Makers

Study Guide for the

Copyright 2009 by Educational Testing Service. All rights reserved.

Study Guide for the Speech Communication:

Introduction to the Speech Communication: Content

Introduction to the Speech Communication: Content

Test takers have two hours to complete the test.

Study Guide for the Speech Communication: Content Knowledge Test

Suggestions for Using the Study Topics Chapter of This

Study Guide for the Speech Communication: Content Knowledge Test

Suggestions for Using the Practice Questions and

Study Guide for the Speech Communication: Content Knowledge Test

Background Information on The Praxis Series

What Are The Praxis Series Subject Assessments?

Why Does My State Require The Praxis Series

Study Guide for the Speech Communication: Content Knowledge Test

What Do the Tests Measure?

How Were These Tests Developed?

Study Guide for the Speech Communication: Content Knowledge Test

Dont Be Defeated by Multiple-Choice Questions

Understanding Multiple-choice Questions

Which of the following is a flavor made from beans?

Which of the following most clearly illustrates feedback?

Study Guide for the Speech Communication: Content Knowledge Test

(A) Playing a variety of music from different cultures

Study Guide for the Speech Communication: Content Knowledge Test

Understanding Questions Containing NOT, LEAST, or

Which of the following terms would NOT be included in a definition of communication?

Study Guide for the Speech Communication: Content Knowledge Test

Be Familiar with Multiple-choice Question Types

Paralanguage or vocalics includes how a speaker

The correct answer is (A).

Study Guide for the Speech Communication: Content Knowledge Test

3. Roman numeral choices

Other Useful Facts About the Test

Study Guide for the Speech Communication: Content Knowledge Test

Smart Tips for Taking the Test

Study Guide for the Speech Communication: Content Knowledge Test

Study Topics for the Speech Communication: Content

Introduction to the Test

Verbal and nonverbal messages

Interpersonal and intrapersonal elements of

Study Guide for the Speech Communication: Content Knowledge Test

Purposes, types, and forms

Media and Their Influences

Critical analysis and evaluation

Writing for and performing in individual events

Study Guide for the Speech Communication: Content Knowledge Test

Using the topic lists that follow

Referring to textbooks, state standards documents,

Try not to be overwhelmed by the volume and scope

Special questions marked with stars

What factors influence the communication

Study Guide for the Speech Communication: Content Knowledge Test

If you think about this question, perhaps jotting

Which of the following statements best

The correct answer is (D). Competent

How do verbal and nonverbal messages

What types of messages are conveyed by

How can people be most effective in

Components of the communication