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Chapter 11 Introductions and Conclusions
Chapter 11 (Form A)
Name _________________________
T F 1. The part of the introduction that is designed to get your audience’s attention and
interest is called the orienting material.
T F 2. In the conclusion, the speaker should never repeat ideas or information contained in
the introduction.
T F 4. In the introduction, it is acceptable to tell a hypothetical narrative (a story that did not
actually happen).
T F 6. All members of an audience listen attentively for the first 30 seconds of a speech.
T F 7. Saying “In conclusion. . .” as you wrap up your speech is not acceptable in good
speechmaking.
T F 8. You should never bring new main points into the conclusion.
T F 10. If you didn’t have enough time to prepare your speech, the conclusion is a good place
to apologize to the audience.
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
Chapter 11 Introductions and Conclusions
Chapter 11 (Form B)
Name __________________________
___ 2. A speaker says, “How long will America continue to be plagued with child abuse?”
This is an example of ________________ question. (a) a rhetorical, (b) an overt-
response
___ 3. Telling a story, asking a question, and using a visual aid are examples of (a) orienting
material, (b) attention material, (c) evidence, (d) enticement
___ 5. Most attorneys believe that courtroom battles are won because of the effectiveness
of (a) the opening statement, (b) the closing argument, (c) both the opening
statement and the closing argument, (d) the supporting evidence
___ 7. In a speech, which one of the following is a mistake if used in the conclusion? (a) a
quotation by a reputable authority, (b) a new main point, (c) a repetition of key
points, (d) a reference to the introduction
___ 8. You can signal the end of a speech with (a) verbal signals, (b) nonverbal signals, (c)
both verbal and nonverbal signals
___ 9. For the first few sentences in a speech, which one of the following options would be
a mistake? (a) a rhetorical question, (b) a surprising statistic, (c) an announcement of
the topic, (d) a narrative
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
Chapter 11 Introductions and Conclusions
Chapter 11 (Form C)
Name __________________________
___ 1. In career speeches, a few words spoken before your attention material is called (a)
a prologue, (b) an icebreaker, (c) a welcome, (d) an opener
___ 2. A speaker says, “Please raise your hands to answer this: How many of you know
how to swim?” What kind of question is this speaker using? (a) overt-response, (b)
rhetorical
___ 3. The best place to reassure your listeners that you are well-prepared and that you
are not going to waste their time is in (a) the attention material, (b) the orienting
material
___ 4. Which one of the following options fails to serve as orienting material?
(a) grabbing the listeners’ attention, (b) previewing the body of the speech, (c)
giving background information, (d) establishing credibility
___ 5. The text quotes the old speechmaking formula, “Tell ’em what you’re going to tell
’em. Tell ’em. Then tell ’em what you told ’em.” The last sentence refers to (a) the
clincher, (b) the orienting material, (c) the summary, (d) the attention material
___ 6. “My information in this speech comes from Dr. Simone DuPont, chief surgeon at
Baptist Hospital.” This kind of statement is most appropriate in which section of a
speech? (a) attention material, (b) transition, (c) orienting material, (d) summary
___ 7. For a speech on spiders, pulling tarantulas out of a box and letting them walk about
would (a) upset some listeners and put them out a receptive mood, (b) captivate
listeners and make them want to hear the rest of the speech
___ 8. The best way to indicate that you have finished with a quotation is to
(a) say “End of quotation” (b) pause as an “oral” punctuation device,
(c) use both hands to make “finger quotes” in the air, (d) crumple the card on which
the quotation is written
___ 9. Informing the audience of your qualifications to speak on a topic is (a) a form of
bragging to be avoided, (b) recommended to build credibility, (c) not advised unless
you are an expert
___ 10. The text says, “Quotations usually work best when they are ______________.” (a)
cryptic, (b) from an ancient philosopher, (c) risqué, (d) short
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
Chapter 11 Introductions and Conclusions
Chapter 11 (Form D)
Name _______________________
2. If you ask your listeners a question, but you don’t want them to
answer overtly by raising their hands or speaking, you are asking
what kind of question? ___________________________
4. The part of the introduction in which you capture and hold your
audience’s attention is known as ___________________________.
8. The text says that when you prepare a speech, you should work on
which part first: the introduction, the body, or the conclusion?
___________________________
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or
distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in
whole or part.
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These general facts now began to be commonly recognized, and
followed into detail. Stukeley the antiquary 14 (1724), remarked an
important feature in the strata of England, that their escarpments, or
steepest sides, are turned towards the west and north-west; and
Strachey 15 (1719), gave a stratigraphical description of certain coal-
mines near Bath. 16 Michell, appointed Woodwardian Professor at
Cambridge 512 in 1762, described this stratified structure of the earth
far more distinctly than his predecessors, and pointed out, as the
consequence of it, that “the same kinds of earths, stones, and
minerals, will appear at the surface of the earth in long parallel slips,
parallel to the long ridges of mountains; and so, in fact, we find
them.” 17
14 Itinerarium Curiosum, 1724.
21 Ib. 72.
23 Fitton, p. 157.
Werner’s distinctions of strata were for the most part drawn from
mineralogical constitution. Doubtless, he could not fail to perceive
the great importance of organic fossils. “I was witness,” says M. de
Humboldt, one of his most philosophical followers, “of the lively
satisfaction which he felt when, in 1792, M. de Schlottheim, one of
the most distinguished geologists of the school of Freiberg, began to
make the relations of fossils to strata the principal object of his
studies.” But Werner and the disciples of his school, even the most
enlightened of them, never employed the characters derived from
organic remains with the same boldness and perseverance as those
who had from the first considered them as the leading phenomena:
thus M. de Humboldt expresses doubts which perhaps many other
geologists do not feel when, in 1823, he says, “Are we justified in
concluding that all formations are characterized by particular
species? that the fossil-shells of the chalk, the muschelkalk, the Jura
limestone, and the Alpine limestone, are all different? I think this
would be pushing the induction much too far.” 24 In Prof. Jamieson’s
Geognosy, which may be taken as a representation of the Wernerian
doctrines, organic fossils are in no instance referred to as characters
of formations or strata. After the curious and important evidence,
contained in organic fossils, which had been brought into view by the
labors of Italian, English, and German writers, the promulgation of a
system of Descriptive Geology, in which all this evidence was
neglected, cannot be considered otherwise than as a retrograde step
in science.
24 Gissement des Roches, p. 41.
26 Lyell, i. 90.
The Italian geologists had found in their hills, for the most part, the
same species of shells which existed in their seas; but the German
and English writers, as Gesner, 33 Raspe, 34 and Brander, 35 had
perceived that the fossil-shells were either of unknown species, or of
such as lived in distant latitudes. To decide that the animals and
plants, of which we find the remains in a fossil state, were of species
now extinct, obviously required an exact and extensive knowledge of
natural history. And if this were so, to assign the relations of the past
to the existing tribes of beings, and the peculiarities of their vital
processes and habits, were tasks which could not be performed
without the most consummate physiological skill and talent. Such
tasks, however, have been the familiar employments of geologists,
and naturalists incited and 517 appealed to by geologists, ever since
Cuvier published his examination of the fossil inhabitants of the Paris
basin. Without attempting a history of such labors, I may notice a few
circumstances connected with them.
33 Lyell, i. 70.
34 Ib. 74.
35 Ib. 76.
Sect. 4.—Advances in Palæontology.—Cuvier.
So long as the organic fossils which were found in the strata of the
earth were the remains of marine animals, it was very difficult for
geologists to be assured that the animals were such as did not exist
in any part or clime of the existing ocean. But when large land and
river animals were discovered, different from any known species, the
persuasion that they were of extinct races was forced upon the
naturalist. Yet this opinion was not taken up slightly, nor acquiesced
in without many struggles.
Before this time, the differences of the races of animals and plants
belonging to the past and the present periods of the earth’s history,
had become a leading subject of speculation among geological
naturalists. The science produced by this study of the natural history
of former states of the earth has been termed Palæontology; and
there is no branch of human knowledge more fitted to stir men’s
wonder, or to excite them to the widest physiological speculations.
But in the present part of our history this science requires our notice,
only so far as it aims at the restoration of the types of ancient
animals, on clear and undoubted principles of comparative anatomy.
To show how extensive and how conclusive is the science when thus
directed, we need only refer to Cuvier’s Ossemens Fossiles; 44 a
work of vast labor and profound knowledge, which has opened wide
the doors of this part of geology. I do not here attempt even to
mention the labors of the many other eminent contributors to
Palæontology; as Brocchi, Des Hayes, Sowerby, Goldfuss, Agassiz,
who have employed themselves on animals, and Schlottheim,
Brongniart, Hutton, Lindley, on plants.
44The first edition appeared in 1812, consisting principally of the
Memoirs to which reference has already been made.
When it had thus been established, that the strata of the earth are
characterized by innumerable remains of the organized beings which
formerly inhabited it, and that anatomical and physiological
considerations must be carefully and skilfully applied in order rightly
to interpret these characters, the geologist and the palæontologist
obviously had, brought before them, many very wide and striking
questions. Of these we may give some instances; but, in the first
place, we may add a few words concerning those eminent
philosophers to whom the science owed the basis on which
succeeding speculations were to be built.
The three persons who must be looked upon as the main authors
of geological classification are, Werner, Smith, and Cuvier. These
three men were of very different mental constitution; and it will,
perhaps, not be difficult to compare them, in reference to those
qualities which we have all along represented as the main features
of the discoverer’s genius, clearness of ideas, the possession of
numerous facts, and the power of bringing these two elements into
contact. 521
[2nd Ed.] [Sir Charles Lyell (B. i. c. iv.) has quoted with approval
what I have elsewhere said, that the advancement of three of the
main divisions of geology in the beginning of the present century was
promoted principally by the three great nations of Europe,—the
German, the English, and the French:—Mineralogical Geology by
the German school of Werner:—Secondary Geology by Smith and
his English successors;—Tertiary Geology by Cuvier and his fellow-
laborers in France.] 523
CHAPTER III.
I Freferred,
our nearness to the time of the discoveries to which we have just
embarrasses us in speaking of their authors, it makes it
still more difficult to narrate the reception with which these
discoveries met. Yet here we may notice a few facts which may not
be without their interest.
The impression which Werner made upon his hearers was very
strong; and, as we have already said, disciples were gathered to his
school from every country, and then went forward into all parts of the
world, animated by the views which they had caught from him. We
may say of him, as has been so wisely said of a philosopher of a
very different kind, 46 “He owed his influence to various causes; at
the head of which may be placed that genius for system, which,
though it cramps the growth of knowledge, perhaps finally atones for
that mischief by the zeal and activity which it rouses among followers
and opponents, who discover truth by accident, when in pursuit of
weapons for their warfare.” The list of Werner’s pupils for a
considerable period included most of the principal geologists of
Europe; Freisleben, Mohs, Esmark, d’Andrada, Raumer, Engelhart,
Charpentier, Brocchi. Alexander von Humboldt and Leopold von
Buch went forth from his school to observe America and Siberia, the
Isles of the Atlantic, and the coast of Norway. Professor Jameson
established at Edinburgh a Wernerian Society; and his lecture-room
became a second centre of Wernerian doctrines, whence proceeded
many zealous geological observers; among these we may mention
as one of the most distinguished, M. Ami Boué, though, like several
others, he soon cast away the peculiar opinions of the Wernerian
school. The classifications of this school were, however, diffused
over the civilized world with 524 extraordinary success; and were
looked upon with great respect, till the study of organic fossils threw
them into the shade.
46 Mackintosh on Hobbes, Dissert. p. 177.
Smith, on the other hand, long pursued his own thoughts without
aid and without sympathy. About 1799 he became acquainted with a
few gentlemen (Dr. Anderson, Mr. Richardson, Mr. Townsend, and
Mr. Davies), who had already given some attention to organic fossils,
and who were astonished to find his knowledge so much more exact
and extensive than their own. From this time he conceived the
intention of publishing his discoveries; but the want of literary leisure
and habits long prevented him. His knowledge was orally
communicated without reserve to many persons; and thus gradually
and insensibly became part of the public stock. When this diffusion
of his views had gone on for some time, his friends began to
complain that the author of them was deprived of his well-merited
share of fame. His delay in publication made it difficult to remedy this
wrong; for soon after he published his Geological Map of England,
another appeared, founded upon separate observations; and though,
perhaps, not quite independent of his, yet in many respects much
more detailed and correct. Thus, though his general ideas obtained
universal currency, he did not assume his due prominence as a
geologist. In 1818, a generous attempt was made to direct a proper
degree of public gratitude to him, in an article in the Edinburgh
Review, the production of Dr. Fitton, a distinguished English
geologist. And when the eminent philosopher, Wollaston, had
bequeathed to the Geological Society of London a fund from which a
gold medal was to be awarded to geological services, the first of
such medals was, in 1831, “given to Mr. William Smith, in
consideration of his being a great original discoverer in English
geology; and especially for his having been the first in this country to
discover and to teach the identification of strata, and to determine
their succession by means of their imbedded fossils.”