Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
Skill Level: Remember the Facts
TB_Q14.43 It is common for most presentations about procedures to begin with
the word “when.”
Answer: false
Learning Objective: LO 14.1 Describe five types of informative speeches.
Topic: Types of Informative Speeches
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.44 In giving an informative speech about a person, your book
recommends including as many details of the person’s life as possible.
Answer: false
Learning Objective: LO 14.1 Describe five types of informative speeches.
Topic: Types of Informative Speeches
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q14.45 Your book suggests that presentations about people must be
organized chronologically.
Answer: false
Learning Objective: LO 14.2 Identify and use appropriate strategies for organizing
informative speeches.
Topic: Strategies for Organizing Your Informative Speech
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.46 A topical organizational pattern is structured around the logical
divisions of the item you’re describing.
Answer: true
Learning Objective: LO 14.2 Identify and use appropriate strategies for organizing
informative speeches.
Topic: Strategies for Organizing Your Informative Speech
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q14.47 “Pace your information flow” means to spread the details out in your
speech, rather than presenting a large number of significant details all at once.
Answer: true
Learning Objective: LO 14.3 Identify and use strategies for making informative speeches
clear.
Topic: Strategies for Making Your Informative Speech Clear
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.48 It is common for people to learn by building on what they already
know.
Answer: true
Learning Objective: LO 14.3 Identify and use strategies for making informative speeches
clear.
Topic: Strategies for Making Your Informative Speech Clear
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.49 Landy gave a speech on making new friends. She began by asking,
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
“Would you like to have two new friends by the end of the semester?” This is an
example of relating new information to old.
Answer: false
Learning Objective: LO 14.3 Identify and use strategies for making informative speeches
clear.
Topic: Strategies for Making Your Informative Speech Clear
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.50 A word picture is a description that helps the audience imagine the
sight, sound, taste, smell, or touch of what you are talking about.
Answer: true
Learning Objective: LO 14.4 Identify and use strategies for making informative speeches
interesting.
Topic: Strategies for Making Your Informative Speech Interesting
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.51 It is NOT possible to create a word picture that describes the sense of
touch.
Answer: false
Learning Objective: LO 14.4 Identify and use strategies for making informative speeches
interesting.
Topic: Strategies for Making Your Informative Speech Interesting
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.52 When you present summaries of data, a line graph is one way to
quickly and memorably reinforce the words and numbers you cite.
Answer: true
Learning Objective: LO 14.4 Identify and use strategies for making informative speeches
interesting.
Topic: Strategies for Making Your Informative Speech Interesting
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.53 As long as your humor is funny, it does not necessarily need to be
“appropriate” for the audience.
Answer: false
Learning Objective: LO 14.4 Identify and use strategies for making informative speeches
interesting.
Topic: Strategies for Making Your Informative Speech Interesting
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.54 In your speech, you should NOT use humorous quotations because
citing the source takes away from the focus of your speech.
Answer: false
Learning Objective: LO 14.4 Identify and use strategies for making informative speeches
interesting.
Topic: Strategies for Making Your Informative Speech Interesting
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.55 According to your book, making yourself the butt of a joke is NOT an
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
effective use of humor.
Answer: false
Learning Objective: LO 14.4 Identify and use strategies for making informative speeches
interesting.
Topic: Strategies for Making Your Informative Speech Interesting
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.56 One way to make an informative speech clear is by providing
signposts at strategic points to give the audience time to process the information
they have just heard.
Answer: true
Learning Objective: LO 14.5 Identify and use strategies for making informative speeches
memorable.
Topic: Strategies for Making Your Informative Speech Memorable
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.57 Repeating your main points several times throughout a speech should
be avoided regardless of the type of speech you are presenting.
Answer: false
Learning Objective: LO 14.5 Identify and use strategies for making informative speeches
memorable.
Topic: Strategies for Making Your Informative Speech Memorable
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.58 Adult learners prefer to deal with more abstract ideas that have
indirect relevance to their lives.
Answer: false
Learning Objective: LO 14.5 Identify and use strategies for making informative speeches
memorable.
Topic: Strategies for Making Your Informative Speech Memorable
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.59 Pausing just before you make an important point in your speech is an
example of reinforcing your key ideas verbally.
Answer: false
Learning Objective: LO 14.5 Identify and use strategies for making informative speeches
memorable.
Topic: Strategies for Making Your Informative Speech Memorable
Difficulty Level: Moderate
Skill Level: Understand the Concepts
14.3 Short Answer
TB_Q14.60 Briefly explain the purpose of speech to inform. Give examples of at
least 3 specific situations (other than student speeches in a speech class) in
which informative speaking is commonly used.
Answer: A speech to inform is one that shares information. It gives the audience
knowledge or understanding. Speeches to inform are commonly used by teachers in the
classroom when they lecture, on the job when a supervisor trains a new employee, or in
sports when a coach shows players a particular skill to improve their technique.
Learning Objective: LO 14.1 Describe five types of informative speeches.
Topic: The Introduction prior to: Types of Informative Speeches
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q14.61 When giving a presentation about people, what two organizational
patterns could you possibly use and why?
Answer: You could use a chronological or a topical pattern. Using a chronological
pattern, you could talk about a person’s life based upon a timeline, or using a topical
pattern, you could discuss specific themes or experiences from a person’s life.
Learning Objective: LO 14.2 Identify and use appropriate strategies for organizing
informative speeches.
Topic: Strategies for Organizing Your Informative Speech
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.62 What are three suggestions for making your informative speech clear?
Briefly explain each.
Answer: (1) Use simple ideas rather than complex ones. Limit new ideas to a few, don’t
try to give too much complex information. Follow a logical pattern of explanation to help
the listener understand. (2) Pace your information flow. Spread new information out.
Don’t cover a number of significant points in a short period of time. (3) Relate new
information to old. We learn by associating what we already know to the new information.
Think about the audience’s knowledge of your topic, and use analogies to introduce new
ideas.
Learning Objective: LO 14.3 Identify and use strategies for making informative speeches
clear.
Topic: Strategies for Making Your Informative Speech Clear
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.63 Discuss any four of the six suggestions given in your book for making
your speech interesting. Briefly explain each.
Answer: (1) Present information that relates to your audience’s interests. Present
information that that has a close relationship to your audience. Also knowing why you are
interested in the topic helps you to understand why they may be interested. (2) Use
attention-getting supporting material. Give examples and analogies that provide the big
picture. (4) Establish a motive for your audience to listen to you. (4) Use word pictures. A
word picture is a vivid description that helps your listeners form a mental image by
appealing to one or more of their five senses. (5) Create interesting presentation aids.
Use the best visual aids for accomplishing your specific purpose. Modern technology has
given us many more choices for visual aids. (6) Use humor wisely by being certain it is
appropriate to your listeners, using it to make a point, poking fun at yourself, using
humorous quotations, and using cartoons.
Learning Objective: LO 14.4 Identify and use strategies for making informative speeches
interesting.
Topic: Strategies for Making Your Informative Speech Interesting
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.64 Provide some word picture choices that would express the idea of
sound.
Topic: Strategies for Making Your Informative Speech Interesting
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.65 Explain the concept and importance of using word pictures.
Answer: A word picture is a phrase that vividly describes something by appealing to one
or more of the audience’s senses of sight, sound, smell, touch, or taste. These powerful
images get and keep the audience’s attention by helping them imagine what you are
discussing.
Learning Objective: LO 14.4 Identify and use strategies for making informative speeches
interesting.
Topic: Strategies for Making Your Informative Speech Interesting
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.66 Describe the three ways a speaker can establish a motive for the
audience to listen to them.
Answer: First, a speaker can ask a question. This can be a rhetorical question (“How
many of you would rather be home watching the football game?”) or a legitimate
question (“How many of you are alumni?”). A second way to establish a motive for
listening is to engage the audience by using an anecdote, startling statistic, or another
attention-getting strategy to start off the speech. Finally, a speaker can relate to the
audience by telling the listeners explicitly how the information in the speech will relate to
them.
Learning Objective: LO 14.4 Identify and use strategies for making informative speeches
interesting.
Topic: Strategies for Making Your Informative Speech Interesting
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.67 Your book gives five suggestions for the use of humor in a speech.
Briefly discuss three of them.
Answer: First, it is important to make certain your humor is appropriate to your listeners.
Humor should be used to make a point rather than just to get a laugh. You can use
humor by poking fun at yourself. In this way, the audience will not be the butt of the joke.
Humor quotations can also be used, but sensitivity to the audience must be maintained.
Finally, cartoons can be used to also make a point.
Learning Objective: LO 14.4 Identify and use strategies for making informative speeches
interesting.
Topic: Strategies for Making Your Informative Speech Interesting
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.68 Explain the importance of redundancy in a public speaking situation,
and what a speaker can do to build in redundancy.
Answer: Because listeners do not have the opportunity to turn back the pages of your
speech, the speaker should use redundancy, or repetition of key ideas. This helps make
the speech memorable, because we are more likely to remember something if we hear it
three times than if we hear it only once. Redundancy may be accomplished by telling
them what you are going to tell them, tell them, and tell them what you told them.
Learning Objective: LO 14.5 Identify and use strategies for making informative speeches
memorable.
Difficulty Level: Moderate
TB_Q14.69 What are the three preferences of adult learners? Briefly explain how
these preferences could be taken into account by a public speaker.
Answer: (1) relevant information they can use immediately (2) active involvement in the
learning process (3) connections between the new information and their life experiences
This points to the importance of audience adaptation: discover their needs while
researching your speech. Relate the speech to the interests of the audience, use
effective supporting material, use words well, and create interesting visual aids. Relate to
the audience’s “mental in-basket” by discussing topics that are relevant and meaningful
to your audience. Tailor your information to address their agenda.
Learning Objective: LO 14.5 Identify and use strategies for making informative speeches
memorable.
Topic: Strategies for Making Your Informative Speech Memorable
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.70 State the three ways you can reinforce ideas nonverbally.
Answer: (1) You can use gestures to emphasize key points. (2) Pauses can be used
before or after key points. (3) Moving just before a key point can add emphasis.
Learning Objective: LO 14.5 Identify and use strategies for making informative speeches
memorable.
Topic: Strategies for Making Your Informative Speech Memorable
Difficulty Level: Moderate
Skill Level: Understand the Concepts
14.4 Fill-in–the-Blank
TB_Q14.71 The general purpose for a speech in which you share information with
others to enhance their knowledge is a speech to _____.
Answer: inform
Learning Objective: The Introduction prior to: LO 14.1 Describe five types of informative
speeches.
Topic: Types of Informative Speeches
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q14.72 A speech about how nerve synapses connect through the nervous
system is a speech about a(n) _____.
Answer: procedure
Learning Objective: LO 14.1 Describe five types of informative speeches.
Topic: Types of Informative Speeches
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q14.73 Carter brings in his remote control car for his speech on children’s
toys. His speech is about a(n) _____.
Answer: object
Learning Objective: LO 14.1 Describe five types of informative speeches.
Topic: Types of Informative Speeches
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q14.74 A presentation about _____ would use the T-E-A-C-H acronym.
Skill Level: Apply What You Know
TB_Q14.75 A speech about a(n) _____ is one about an abstract concept, theory, or
principle.
Answer: idea
Learning Objective: LO 14.1 Describe five types of informative speeches.
Topic: Types of Informative Speeches
Difficulty Level: Easy
Skill Level: Remember the Facts
TB_Q14.76 A speech about a(n) _____ is one about a particular occurrence such
as the Thanksgiving Day Parade.
Answer: event
Learning Objective: LO 14.1 Describe five types of informative speeches.
Topic: Types of Informative Speeches
Difficulty Level: Moderate
Skill Level: Apply What You Know
TB_Q14.77 A _____ is the vivid use of words to describe a situation that invites
listeners to draw upon their senses.
Answer: word picture
Learning Objective: LO 14.4 Identify and use strategies for making informative speeches
interesting.
Topic: Strategies for Making Your Informative Speech Interesting
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.78 By providing a preview of your message in the introduction and then
developing each main point during the speech before summarizing the key ideas
in the conclusion of the speech, a speaker is using _____.
Answer: redundancy
Learning Objective: LO 14.5 Identify and use strategies for making informative speeches
memorable.
Topic: Strategies for Making Your Informative Speech Memorable
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.79 _____ learners are people who have a learning style who prefer
practical, useful information that is relevant; they seek connections between the
new information and their life experiences.
Answer: Adult
Learning Objective: LO 14.5 Identify and use strategies for making informative speeches
memorable.
Topic: Strategies for Making Your Informative Speech Memorable
Difficulty Level: Moderate
Skill Level: Understand the Concepts
TB_Q14.80 When you add pauses to emphasize a point, you are reinforcing ideas
_____.
Answer: nonverbally
Learning Objective: LO 14.5 Identify and use strategies for making informative speeches
memorable.
Topic: Strategies for Making Your Informative Speech Memorable
Difficulty Level: Moderate
Skill Level: Understand the Concepts
Beebe/Beebe/Ivy Communication: Principles for a Lifetime, 6e Test Bank
14.5 Essay Questions
TB_Q14.81 Give categories of speech topics that correspond to these five types of
informative speeches: (1) speeches about objects; (2) speeches about
procedures; (3) speeches about people; (4) speeches about events; and (5)
speeches about ideas.
Answer: Answers will vary on this question. An object should be a tangible item that can
be touched or seen such as a globe. A procedure should explain a process such as how
to extract a tooth. A speech about a person should be about a human being—for
example, a local news anchor. An event should be a particular occurrence like the
attacks of September 11th and an idea should be an abstract concept, such as a theory
or philosophy—Islamism.
Learning Objective: LO 14.1 Describe five types of informative speeches.
Topic: Types of Informative Speeches
Difficulty Level: Difficult
Skill Level: Analyze It
TB_Q14.82 Your book suggests that you use the T-E-A-C-H model when
instructing people how to do something (procedure). Choose a skill and explain
how you would use the model to teach it to your audience.
Answer: Answers will vary but all should apply the steps of T-E-A-C-H. The T-E-A-C-H
model includes the following steps: (1) Tell: describe what you want your audience to
know; (2) Example: show your audience an example of how to perform the skill; (3)
Apply: give listeners an opportunity to perform the skill themselves; (4) Coach: provide
positive reinforcement to encourage listeners; and (5) Help: assist listeners learn by
correcting their mistakes.
Learning Objective: LO 14.1 Describe five types of informative speeches.
Topic: Types of Informative Speeches
Difficulty Level: Difficult
Skill Level: Analyze It
TB_Q14.83 Why are speeches about ideas considered more abstract than other
forms of informative speeches?
Answer: Speeches about ideas are about concepts that cannot be seen. Speeches
about people, procedures, events, and objects are all about things that can be seen or
processed using one of our other senses, including sound, smell, touch, and taste. Ideas
cannot be seen. Thus, speeches about ideas are more abstract than are speeches about
people, procedures, events or objects.
Learning Objective: LO 14.1 Describe five types of informative speeches.
Topic: Types of Informative Speeches
Difficulty Level: Difficult
Skill Level: Analyze It
TB_Q14.84 How might word pictures be used to enhance a speech about an
event?
Answer: A word picture is a vivid description that helps your listeners form a mental
image by appealing to one or more of their senses of sight, sound, smell, touch, and
taste. These types of powerful images can gain and hold an audience’s attention, thus
painting a picture for the audience of what the sights and sounds were at time of the
event and what the smells were, and how one could taste something, if only the air. A
word picture can also describe what it would have been like to touch an object or a
person during that event.
Learning Objective: LO 14.4 Identify and use strategies for making informative speeches
Difficulty Level: Difficult
Skill Level: Analyze It
TB_Q14.85 Relate the three organizational patterns that can be used when
presenting a speech about a procedure.
Answer: Speeches about procedures can be organized chronologically by
demonstrating the series of steps it takes to do a procedure. It can also be organized
topically by talking about the natural subdivisions within the procedure. Finally, it can be
organized by complexity—talking about a general overview of the procedure and then
going into more detail.
Learning Objective: LO 14.2 Identify and use appropriate strategies for organizing
informative speeches.
Topic: Strategies for Organizing Your Informative Speech
Difficulty Level: Difficult
Skill Level: Analyze It
TB_Q14.86 Darin is speaking to inform his audience about car alarms. Describe
one way he could reinforce his key ideas verbally, then two ways he could use to
reinforce ideas nonverbally.
Answer: To reinforce verbally, use words to let the audience know what is important.
“The most important thing to consider in purchasing a car alarm is...” Do not overuse
this. To reinforce the ideas nonverbally, use gestures, pauses, and movement to indicate
transitions to important or different points in the speech.
Learning Objective: LO 14.5 Identify and use strategies for making informative speeches
memorable.
Topic: Strategies for Making Your Informative Speech Memorable
Difficulty Level: Difficult
Skill Level: Analyze It