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Selecting a Topic and a
Purpose
he questions for each chapter are organized according to type: true-false, multiple-choice, short-
answer, and essay. Within each of these categories, questions are clustered by topic, roughly
following the order of topics in the textbook.
To provide as much flexibility as possible in constructing examinations, there is deliberate overlap
among the questions, both within and across question types. This enables you to choose the wording
and question type that best fits your testing objectives. In deciding which questions to use, take care to
avoid items such as a multiple-choice question that gives away the answer to a true-false or short-
answer question, or an essay question that covers essentially the same ground as a true-false, short-
answer, or multiple-choice question.
Each type of question—true-false, multiple-choice, short-answer, and essay—has an automatic
numbering system, which means you can copy and paste items from within a question type, and they
will automatically number themselves consecutively, beginning with “1.” The five answer choices for
each multiple-choice question are also ordered automatically, so you can add, change, or reorder answer
choices without rearranging the lettering.
If you would like to preserve the fonts, indents, and tabs of the original questions, you can copy
and paste questions into the Exam Master provided at the end of the Test Bank. In the Exam Master,
spaces for your course name, exam type, and the student’s name and section are followed by headings
and instructions for true-false, multiple-choice, short-answer, and essay questions. You can add
elements unique to your exams and delete elements you don’t want to use. After you customize the
Exam Master, you can save it with your changes. Then, each time you open it, click “Save As” to give
it the name of the exam you are currently constructing.
T
5
CHAPTER 5—SELECTING A TOPIC AND A PURPOSE 69
True-False Questions
1. T F The first step in speechmaking is choosing a topic for your speech.
5. T F You should usually avoid choosing speech topics that you feel strongly about.
9. T F After choosing a topic, the next step in speech preparation is determining your central
idea.
14. T F Most often, a speaker’s general purpose will fall into one of two categories—to
inform or to demonstrate.
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70
21. T F The specific purpose of a speech usually “sums up” the main points to be developed in
the body of the speech.
25. T F “To inform my audience of the major steps in responding to a medical emergency” is
an example of an effective specific purpose statement for an informative speech.
26. T F “To inform my audience of the major accomplishments of the space shuttle program”
is a well-worded specific purpose statement for an informative speech.
CHAPTER 5—SELECTING A TOPIC AND A PURPOSE 71
35. T F “The problem of electronics addiction” is an example of an effective specific purpose
statement for a persuasive speech.
39. T F Whether the general purpose of your speech is to inform or to persuade, the specific
purpose statement should contain a reference to your audience.
40. T F “To explain how to keep your Internet data secure” is an example of a well-worded
specific purpose statement.
45. T F “What should you consider when choosing a study abroad program?” is an example of
a well-worded specific purpose statement for a speech.
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72
52. T F The central idea is usually determined after the bulk of the research for a speech is
completed.
53. T F The central idea should encapsulate or sum up the main points to be developed in the
body of the speech.
58. T F “The three most distinctive traits of Chow Chows are their black tongues, their thick
coats, and their manes” is an example of a well-worded central idea for a speech.
CHAPTER 5—SELECTING A TOPIC AND A PURPOSE 73
Multiple-Choice Questions (Students are to indicate the best answer for each
question by circling the correct letter.)
1. According to your textbook, brainstorming is especially helpful when you are having trouble
2. The process of generating ideas for speech topics by free association of words and ideas is
known as
3. Which of the following does your textbook recommend as a method of brainstorming for a
speech topic?
4. After choosing a topic, what is the next step of speech preparation?
5. Which of the following is inappropriate in a speech to inform?
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74
6. Advocating a position is most appropriate when the general purpose of your speech is to
7. When the general purpose of your speech is to __________ , you act primarily as a teacher or
lecturer.
8. When the general purpose of your speech is to __________ , you act primarily as an advocate.
9. According to your textbook, what is the most important early step in the process of developing a
successful speech?
10. The __________ expresses precisely what you hope to accomplish with your speech.
11. According to your textbook, the specific purpose for a speech should
CHAPTER 5—SELECTING A TOPIC AND A PURPOSE 75
12. According to your textbook, the specific purpose statement for a speech should be
13. “To inform my audience about the history of the Super Bowl” is an example of a
14. “To inform my audience about the three basic steps in preventive medicine” is an example of a
15. “To inform my audience about the symptoms, causes, and treatment of Hodgkin’s disease” is an
example of a
16. “To inform my audience about the four major elements in rope climbing” is an example of a
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76
17. “To inform my audience about the contributions of Navajo code talkers to the U.S. military
during World War II” is an example of a
18. “To inform my audience about the history of the congressional filibuster” is an example of a
19. “To inform my audience about how police dogs assist law enforcement officers in combatting
crime” is an example of a
20. “To inform my audience about the history and rules of curling” is an example of a
21. “To inform my audience about the development, technology, and benefits of hydrogen fuel
cells” is an example of a
22. “Improving our sleep habits” is a poorly phrased specific purpose for a speech because it is
CHAPTER 5—SELECTING A TOPIC AND A PURPOSE 77
23. “Learning how to deal with stress” is a poorly phrased specific purpose for a classroom speech
because it
24. “To explain the three major benefits of cycling as a form of exercise” is a poorly phrased
specific purpose statement because it
25. “To explain how to write an effective job résumé” is a poorly phrased specific purpose statement
because it
26. “To inform my audience that learning digital photography is a piece of cake” is a poorly phrased
specific purpose statement for a speech because it
27. “To persuade my audience that continuing to spend money on the space program is like throwing
good money after bad” is a poorly phrased specific purpose statement for a speech because it is
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78
28. “Abandoning nuclear power because of accidents would be like throwing the baby out with the
bathwater” is a poorly phrased specific purpose statement for a persuasive speech because it
29. “To persuade my audience to give blood regularly and to become an organ donor” is a poorly
phrased specific purpose statement for a classroom speech because it
30. “To inform my audience about the basic steps in car maintenance and how to protect their
investment with auto insurance” is a poorly phrased specific purpose statement for a classroom
speech because it
31. “To persuade my audience to volunteer regularly in their community and to join the Peace Corps
after college” is a poorly phrased specific purpose statement for a classroom speech because it
32. Identify the flaw in the following specific purpose statement for a classroom speech: “Should
juvenile prisons be eliminated?”
CHAPTER 5—SELECTING A TOPIC AND A PURPOSE 79
33. Identify the flaw in the following specific purpose statement for a classroom speech: “Should
stand-your-ground laws be repealed?”
34. As a specific purpose statement, “To inform my audience about computer technology” is too
35. Identify the flaw in the following specific purpose statement for a classroom speech: “To inform
my audience about the solar system.”
36. Identify the flaw in the following specific purpose statement for a classroom speech: “To inform
my audience about the stock market.”
37. As a specific purpose statement, “To inform my audience about climate change” is too
38. Identify the flaw in the following specific purpose statement for a classroom speech: “To inform
my audience about Hinduism.”
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39. The specific purpose of Stephanie’s informative speech is “To inform my audience about
economics.” Are there any flaws in Stephanie’s specific purpose?
40. Charity’s specific purpose statement for her classroom informative speech is “To inform my
audience about the changes in Medicare benefits for next year.” According to your textbook, are
there any flaws in Charity’s specific purpose?
41. Cesar’s specific purpose for his classroom informative speech is “To inform my audience how to
load apps onto their cell phones.” According to your textbook, are there any flaws in Cesar’s
specific purpose?
42. Sky’s specific purpose statement for his classroom informative speech is “To inform my
audience how to change a tire.” According to your textbook, are there any flaws in Sky’s specific
purpose?
43. The __________ is a one-sentence statement that sums up or encapsulates the major ideas of a
speech.
