The Use of Words Words are building blocks for writing sentences.

They represent a writers ideas, purpose, attidude; they also create a mood for readers. Using Words Effectively Choosing Precise Words Recognize the difference between bland or ineffective words and strong, colorful language. Using weak verbs, passive constructions, and vague modifiers weakens the impact of your writing. Learn to recognize such colorless or ineffective words and replace them with vivid and specific language whenever possible. Using Action Words. Action verbs in the active voice enliven your sentences, whereas overuse of linking verbs and passive verbs deadens them. Use action verbs in the active voice whenever possible to make statements precise and lively. Linking Verbs: Steves costume was frightening to the children. Action Verb: Steves costume frightened the children. Linking Verbs: The judges were certain that Alvin was the winner of the race. Action Verbs: The judges declared that Alvin won the race. Sentences may be improved by using verbs that convey strong action. For instance, in some noun/verb/noun constructions, the verb and the second noun can be replaced by a single more vivid verb. NOUN /VERB/NOUN: Baron Von Steuben led the Continental Army in drills at Valley Vorge. Baron Von Steuben drilled the Continental Army at Valley Forge. NOUN/VERB/NOUN: Heavy rains caused a flood in our basement. REVISED: Heavy rains flooded our basement. NOUN/VERB/NOUN: The newspaper gave its endorsement to the incumbent. REVISED: The newspaper endorsed the incumbent. Statements also become more vivid and forceful when active rather than passive voice verbs are used. Active voice allows the subject of the sentence to perform an action. Conversely, the subject of a sentence written in passive voice has the actions performed on it. Frequently, a change from passive to active voice will increase the impact of your sentence. PASSIVE: This new driving test was failed nine times out of ten. ACTIVE: Nine out of every ten people failed this new driving test. PASSIVE: The sunshine was filtered by the fog. ACTIVE: The fog filtered the sunshine. Using Specific Words. Sharpen your meaning and attract your readers attention by using vivid, specific language. When you write, try to use graphic words with crisp, precise meanings rather than bland and general terms that make your writing vague. Use vivid specific words to focus descriptions, relate actions, and convey meanings exactly. Specific concrete words will help you create a more detailed, well-focused picture. For example,
hamburger cookout, astronomer, and split-level house are more vivid and precise than meal, scientist, and family dwelling. Similarly, devoured, assembled, and shouted represent actions more clearly that ate, did, and spoke.

GENERAL: SPECIFIC: GENERAL: SPECIFIC:

The batter pleased the crowd with a hit that won the game. The batter lifted thousands from their seats with a game-winning double. The leader vowed to win against the enemy. The admiral vowed to seize the enemys flagship.

Choosing the Right Connotations. As you write, you often must choose the right word from several possibilities, frequently from a group of synonyms. Although synonyms have similar literal meanings, called denotations, they often have very different of meaning or emotional associations called connotations. For instance, the words pleased and ecstatic both denote strong pleasure, yet their connotations are different. You might used pleased to describe happiness or some kind of satisfaction, but you would probably choose ecstatic to suggest an even more intense and profound feeling, an emotions closer to joy. Because synonyms do not always bring the same ideas to mind, it is wise to check a dictionary for shades of meaning after you have consulted a thesaurus or dictionary of synonyms. This will help you determine the appropriate connotation for a particular context. Choose words with the best connotations for your ideas. In almost any group of synonyms, you will find a whole range of connotations with different tones. The following examples show how synonyms can establish different tones in the same sentence.

FAVORABLE, ADMIRING: STILL POSITIVE, BUT MOVING TOWARD NEUTRALITY: MORE NEGATIVE, SUGGESTING UNREASONABLENESS: VERY NEGATIVE, SUGGESTING RIDICULE:

He is a steadfast man, and nothing can budge him. He is a strong-willed man, and nothing can budge him. He is an obstinate man, and nothing can budge him. He is a pigheaded man, and nothing can budge him.

Avoiding Clichs. Clichs, such as light as a feather or clean as a whistle, are worn-out expressions that add a frivolous tone to your sentences. Once these expressions were colorful, but they have faded through overuse and no longer create vivid images in readers minds. Clichs only function to weaken your writing, making it sound prefabricated and tired. Replace clichs with fresh, direct words and expressions. As you will see in the following examples, clichs sound dull. You will recognize them easily. Choose fresher, more direct language instead. CLICH: Getting the lead in the play put Roberto on cloud nine. REVISED: Getting the lead in the play exhilarated Roberto. CLICH: The President put his John Hancock on the bill. REVISED: The President signed the bill. Using Varied Words. Still another way to add life to your sentences is to use a variety of words instead of overusing any one word in the passage. If you continually repeat one word for example, one adjective throughout a passage readers will become distracted by that word. They will notice the

repetition of the word and miss your ideas. Notice how the repetition of the word interesting saps the meaning from the first of the following passages, while the varied, specific language in the second communicates more information. Passage with an Overused Word The many interesting concepts in J.R.R. Tolkiens trilogy The Lord of the Rings captured my interest. For example, the magic ring of the title represents some vey interesting ideas. The wizard Gandalf, the chief source of truth in the trilogy, gives the hero Frodo an interesting warning about the power of the ring. Anyone who uses the rings power even for good will be inevitably and increasingly corrupted by it. Passage with Precise Substitutions The many fascinating concepts in J.R.R. Tolkiens trilogy The Lord of the Rings continue to intrigue me. The magic ring of the title illustrates one of the most thought-provoking ideas. The wizard Gandalf, the chief source of truth in the trilogy, warns the hero Frodo that anyone who uses the rings power even for good will be inevitably and increasingly corrupted by it.

Maintaining an Appropriate Tone Your word choices determine the tone of your sentences, which, like the tone of your voice when you speak, indicates your feeling about your subject and your audience. When you write, your language reveals whether you are approaching your topic seriously or lightly, enthusiastically or coolly. Your language also signals whether you intend to explain, instruct, persuade, or entertain your audience. Make your words sound as if they belong together. By choosing appropriate words, you will accurately convey your attitude toward your subject and audience. Be aware that a consistent tone can be undermined by several problems. If your tone is interrupted by trite expressions, self-important words, or slang, readers may become confused or irritated. Therefore, you should learn to recognize these problems and avoid them in your writing. Avoiding Words That May Not Be Understood. Slang is the informal language of a particular social group, while jargon is the specialized vocabulary of a profession or occupation. Both are forms of language with special meanings that may not be generally understood, and both can distort the tone of a passage. Similarly, unnecessary foreign terms can mystify readers who do not understand them. You should replace such language with expressions and explanations that are more widely understood. Replace slang, jargon, and foreign terms with precise, understandable language. Slang can vary from day to day, from place to place, and from group to group. Only a small portion of slang becomes a permanent part of the language. Slang appeals to a limited audience, and although it can sound colorful in speech when it is new, it often sounds obsolete and ridiculous in written communication. For these reasons, it is not effective or acceptable in most writing. In addition, slang gives your writing a careless, overly casual tone, as you can see in the following example SLANG: We decided to beg off from Mr. Lehmans invitation.

REVISED:

We decided to decline Mr. Lehmans invitation.

Like slang, jargon is too specialized a language to be used in formal writing. Each occupation has its own jargon, which usually sounds overly technical to the outsider. If you have to use technical language in your writing, explain your terms carefully. In the following example, the jargon is replaced by a more generally understood expression. JARGON: Cars whose engines are air-cooled do not require water-retentant coolants. REVISED: Cars whose engines are air-cooled do not require radiators. Foreign expressions can puzzle your readers even more than slang and jargon. They can be intimidating because they interjected an inflated tone into your writing. Substitute English equivalent for such expressions, as in the following revision. FOREIGN TERM: He had a gif for choosing the mot juste. REVISED: He had a gift for choosing the right word. Avoiding Self-Important Language. Expressions that sound pompous and self-important distort the tone of writing and mislead the reader. Self-important language tries to impress the reader with flowery expressions, unnecessarily lengthy words, and complicated structures that sound pretentious. It introduces a falseness and emptiness into your writing, therefore, avoid it. Replace self-important language with simpler, more direct words. In the following examples, two different varieties of self-important language one that is too formal and another that is too ornate are replaced by simpler, clearer words. OVERLY FORMAL LANGUAGE: To become competent at their chosen craft, the industrious fledgling artisans worked feverishly seven days a week. REVISED: To improve their work, the young silversmiths labored seven days a week. ORNATE LANGUAGE: Garrulous waiters attempted to obtain inordinately generous tips by acting obsequious and familiar. REVISED: Talkative waiters tried to get very large tips by acting servile and overly friendly.

Avoiding Euphemisms. Euphemisms are expressions that attempt to cushion the truth. For example, the expression pass away is a euphemism for die; it softens the impact of the idea of death. The word detained is sometimes used as a euphemism for arrested. These terms are generally used by people who want to sound nice; unfortunately, they frequently distort what is being said, misleading the reader. Replace euphemisms that make your writing sound insincere with direct language. In the following sentences, euphemisms are replaced with more direct language. EUPHEMISM: The representatives of the countries had a frank exchange of views. REVISED: The representatives of the countries had a disagreement. EUPHEMISM: Your room will look neater if you eliminate the refuse.

REVISED: Your room will look neater if you throw out the garbage. Avoiding Overly Emotional Language. Emotional language consists of name-calling, extreme modifiers, and other similar expressions. It disrupts the rational tone you should be aiming for in your writing. In addition, it makes you seem insincere and evokes hostility in readers who disagree with you. Replace overly emotional language with reasonable language. In the following passage, the overly emotional statements sound angry and immature. Notice that the second passage sounds more reasonable and worthy of the readers attention. OVERLY EMOTIONAL LANGUAGE: The Citys most recent cutbacks in garbage removal are just another indication of the idiocy and insensitivity of the demagogues who run the government. Conspiring with the tightwad plutocrats who run the banks, these party hacks obviously care nothing about the health and comfort of the beleaguered residents of this city. The Citys most recent cutbacks in garbage removal are evidence of what could be a disturbing new policy in this administration. Those responsible for such service cuts seem to be more concerned with satisfying the fiscally-conscious bankers of this city than with safeguarding the health and comfort of the average taxpayer.

REVISED:

Using Words Concisely When you write, besides choosing precise words and maintaining an appropriate tone, you should try to be concise. Deadwood, redundancy, and wordiness can cause a reader to lose interest in what you have to say. Good writing uses the right number of words for the ideas being expressed. Recognize when you have used too few words or too many words in your sentences. Eliminating Deadwood. Nonessential words are called deadwood. These words and phrases fill out sentences without adding meaning. Such padding only confuses and distracts a reader. Make your writing concise by eliminating nonessential words. Once you are able to identify deadwood, you can easily eliminate it from your writing. Some deadwood consists of meaningless words. Hedging words, another form of deadwood, are unnecessary qualifiers. Although hedging words may seem safe to use because they are noncommittal, they can lengthen and weaken sentences. The following chart contains words and phrases that are usually deadwood. DEADWOOD Empty Words the thing that to the extent that It is a fact that in the manner that is the one who is

there is (are) the area of by way of a great deal (of) the fact that

of the opinion that what I mean is for the reason that due to while at the same time

somewhat almost rather

Hedging Words it seems (that) tends to in a way

sort of kind of that might or might not

Eliminating these expressions from your sentences makes your ideas stand out much more sharply. Make certain, however, that the sentences continue to make sense. Occasionally qualifying words, such as almost, are necessary for accuracy. Taking out deadwood may involve rephrasing, as in the examples below. WITH DEADWOOD: Rains continued for two more days to the extent that they caused major highways to be closed. CONCISE: Rains continued for two more days causing major highways to be closed. WITH DEADWOOD: Due to the fact that construction workers are on strike, building plans have halted. CONCISE: Because construction workers are on strike, building plans have halted. WITH DEADWOOD: I tend to be made angry when there is a train delay. CONCISE: Time delay angers me. Avoiding Redundancy. Words that repeat ideas in a sentence are redundant. You can easily identify redundancy by looking for words or phrases that repeat the meaning of other words. Write concisely by eliminating redundant words, phrases, and clauses. Notice in the following sentences how redundancy can be eliminated. REDUNDANT: He used a baseball slightly deformed in shape to create a curve in the pitch. (Deformed already refers to shape.) CONCISE: He used slightly deformed baseball to create a curve in the pitch. REDUNDANT: Susan, who is just a beginning horseback rider, over-exaggerates the height of her jumps. (Exaggerate means overstate.) CONCISE: REDUNDANT: Susan, who is just a beginning horseback rider, exaggerates the height of her jumps. My friend, who loves to play musical instruments, enjoys playing the guitar, the piano, and the trumpet. (Enjoys playing and the rest of the sentence convey a love of playing musical instruments.) My friend enjoys playing the guitar, the piano, and the trumpet.

CONCISE:

Avoiding Wordiness. The words that allow writers to form phases and clauses can often be eliminated to make sentences more concise. Adjective and adverb clauses, for example, can frequently be reduced to single-word modifiers. Whenever you can shorten or eliminate a lengthy phrase or clause without changing the meaning of the sentence, take the opportunity to do so.

When possible, reduce wordy phrases and clauses to shorter structures. The chart on the next page shows you how you can tighten sentence structures by reducing wordy structures, including phrases and clauses, into more concise structures. REDUCING WORDY STRUCTURES He spoke from an objective viewpoint. He spoke objectively. (Phrase reduced to a single-word modifier.) Mr. Bloom will send roses to his wife. Mr. Bloom will send his wife roses. (Phrase reduced to a noun and modifier.) Michael is an excellent singer, and he is also a member of the orchestra. Michael is both an excellent singer and a member of the orchestra. (Clause reduced to part of a compound complement.) At the door was a man who was selling magazines for charity. At the door was a man selling magazines for charity. (Clause reduced to a participial phrase.) Nicholas II, who was the czar of Russia, was overthrown during the revolution of 1917. Nicholas II, czar of Russia, was overthrown during the revolution of 1917. (Clause reduced to an appositive.) For biology experiments, we need specimens that are fresh. For biology experiments, we need fresh specimens. (Clause reduced to a single-word modifier.)

Wordy Phrase Concise Wordy Phrase Concise

Wordy Phrase Concise

Wordy Clause Concise

Wordy Clause Concise

Wordy Clause Concise

Using Words in Special Ways When you want o communicate an idea in a way that gives it particular emphasis or to express feelings in a way that truly brings them to life, you can use certain special stylistic devices to help you. This section explores additional possibilities for word choices. It explains how to use stylistic devices, such as figures of speech, sensory impressions, and symbols. It also encourages you to study professional writing to develop your own use of language. Using Figures of Speech Similes, metaphors, personification, and analogies are figures of speech that strengthen your writing by appealing to a readers imagination. Using Similes. A simile uses the words like or as to link two different items on the basis of certain shared qualities.

Use similes to emphasize the shared qualities of otherwise dissimilar items. Notice how the following similes give the reader a new way of looking at the destructive power of a colony of ants and the fragility of a broken umbrella. SIMILE: SIMILE: Like a wave of brush fires, droves of army ants swept across hundreds of acres of grasslands. The umbrella turned inside out as limply as a flower.

Speaking and Listening Skills Communication is a tow-way process. It involves both the ability to speak and the ability to listen. Communication is also a complex process. Whether you are involved in communication with one other person, with a group, or with larger numbers of people, you need to master certain skills in order to communicate effectively. Interviews An interview is a forma kind of communication in which one person has a definite purpose for speaking with another person. One person, the interviewer, speaks to another, the interviewee, for the purpose of obtaining information. Conducting an Interview When you are preparing a speech or a report, speaking with someone who is an expert can be a good source of information about your topic. As the interviewer you need to be in charge of the interview. You will need to prepare for, manage, and follow-up the interview. Conducting an interview requires careful preparation, management, and follow-up. The following chart lists the steps to follow-up when you conduct an interview. CONDUCTING AN INTERVIEW 1. Research the topic that you need information about. 2. Learn about the interviewees background and expertise. This will help determine what questions to ask. 3. List the questions you want to ask the interviewee. Ask only those questions that cannot be answered from other sources. 1. Come prepared to the interview with paper and pencil and/or tape recorder to record the interviewees responses. 2. Arrive promptly and greet the interviewee by introducing yourself and explaining the purpose of the interview. 3. Encourage the interviewee to express his or her ideas freely, but keep the conversation related to the interview topic. 4. End the interview when your questions have been answered and you have the information you need. Thank the person. 1. If you conducted the interview as part of your research for a school report or speech, send a copy of your report or speech to the interviewee. 2. Include a letter that shares the outcome of the interview such as favorable comments by the audience. Close the letter by expressing your thanks for the persons assistance.

Preparing

Managing

Following Up

Group Discussion and Parliamentary Procedure Group discussion takes place when three or more people meet to work together for a specific purpose or to achieve a common goal. Large groups often use parliamentary procedure to conduct meetings in a direct and democratic manner. Recognizing Different Kinds of Group Discussions The members of all groups work together to reach a common, group goal rather than that of any particular individual. A group discussion is formed to achieve a specific common goal. Discussion groups can be organized in several different ways. Four major kinds of Discussion 1. A round-table discussion involves a small group whose goal is to share information or to inform those taking part. 2. A committee is a small group of a larger organization whose goal is to discuss specific ideas and perform certain tasks. A leader keeps the discussion on tack. A secretary or recorder takes notes from which a report is made to the organization. 3. A panel is a group of several informed people whose goal is to share ideas with an audience. Members may meet before the discussion to work out each speakers strategy, the amount of time each can speak, and whether the audience will participate. 4. A symposium is a group of people each of whom delivers a short prepared speech on the topic under discussion. Each member is an authority on a particular aspect of the topic. There may be a discussion among members after the speeches are given. Audience participation may follow. Holding a Group Discussion For a group discussion to be productive the topic must be appropriate. The topic must be: 1. must be one that is of mutual interest to all the members; 2. one that is timely, interesting, and one that the group can manage within the discussion time; and 3. the topic must be researched thoroughly by each member so that the discussion is informed. A group discussion should focus on a topic that is timely, interesting, and one the members are involved with and prepared to discuss. Planning. Most good group discussions are the result of careful planning. The following chart can help you to plan one.

1. 2. 3. 4.

PLANNING A GROUP DISCUSSION Hold a prediscussion meeting to determine the discussion topic. The topic should be timely and interesting. Define the topic precisely. After it is defined, phrase the topic as a question, not a statement. Make an outline of points to be discussed. Include a history of the problem, alternatives, or solutions, and possible action to be taken. Research the topic by reading, thinking, and getting as much information as possible before the discussion.

Leading. In less formal discussions, such as a round-table discussion, the leadership roles can be assumed by several of the members. In more formal discussions, such as a committee, a panel, or a symposium, leadership roles are signed to a chairperson. Duties of a Discussion Leader LEADING A DISCUSSION Introduce members of the group to each other and to the audience if one is present. Introduce the topic. Phrase it as a question. Invite and encourage all members to speak freely, especially a member who is silent. Keep participation balanced by tactfully diverting discussion from a member who is talking too much to one who has said less. Keep the discussion on track. Summarize for the group after they have completed major parts of the discussion. Watch the time limit. Move on to a major point not yet covered to speed things up. Conclude the discussion by summarizing main ideas. Allow time for any member to add summary points or opinions.

1. 2. 3. 4. 5. 6. 7.

Participation. Members of a discussion group should remember the following: 1. Do not monopolize the discussion. Be brief in your statements and stay on track. 2. Keep the discussion goal in mind even if you are opposed to it. Using Parliamentary Procedure When a meeting of more than ten members is held, it is difficult for each member to be recognized and heard. Using parliamentary procedure makes orderly discussion possible. Parliamentary procedure guarantees that the rights of the majority and minority are respected and that a meeting is conducted in an orderly way. Basic Principles. Parliamentary procedure is based on five basic democratic principles that provide for rule by the majority while at the same time guaranteeing the rights of the minority PRINCIPLES OF PARLIAMENTARY PROCEDURE 1. One issue at a time can be debated and voted on. If an issue is not voted on, it must be disposed of in some way before members can consider another issue. 2. The decision of the majority rules. A simple majority consists of more than one half of the

people voting on an issue. 3. Minority rights are protected in part by allowing those in the minority to present their views and to change the minds of those in the majority. 4. Every member has a right to speak or remain silent, to vote or not to vote. 5. Open discussion of every issue is protected so that members can vote in an informed way in an informed way on every issue. A two-thirds vote is needed to limit debate or to end it completely.

Rules of Order. Parliamentary rules of order specify the way the business of a meeting is conducted and also the duties of the chairperson. The rules are fully outlined in a book called Roberts Rules of Order, but the main rules are given here. 1. The chairperson or presiding officer must decide if a quorum is present. A quorum is the agreedupon number of persons that must be present to hold the meeting, say one-third of the active membership of the group. 2. The meeting follows certain steps called the order of business. The order of business is listed in an agenda that the presiding officer has prepared. The chairperson brings up each item on the agenda at the meeting. The chairperson also helps maintain order during the meeting and sees that the members are heard impartially. STEPS FOR CONDUCTING A MEETING 1. Call to order 2. Roll call 3. Reading and approval of minutes from last meetings 4. Reading of reports of officers 5. Reading of reports of committees 6. Consideration of old (unfinished) business 7. Consideration of new business 8. Adjournment 3. The business of a meeting is conducted through the making of motions. A motion is a formal suggestion or proposal by a member that something be discussed and acted upon. There are eight steps involved in introducing a motion, discussing a motion, and then voting on it, as is shown in the following chart. STEPS FOR CARRYING OUT A MOTION A member asks to be recognized by the chairperson and introduces the motion by saying, I move _____________. Some other member must second the motion, that is, agree to its introduction for discussion. The chairperson restates the motion so that all members will clearly know what has been proposed for discussion. Discussion of the motion begins; members may agree, disagree, explain, or attempt to change the motion.

1. 2. 3. 4.

5. When the chairperson feels that the motion has been thoroughly discussed, he or she asks the members if they are ready to vote. If two-thirds of the members agree, discussion is ended. 6. The chairperson restates the motion which may now include an amendment, a change in the original motion; such an amendment would be included only if a majority present had voted to include it during the discussion. 7. The chairperson asks the members to vote. 8. The chairperson announces the result of the vote by saying, The motion carried if the majority favored the motion or The motion is lost if the majority was against the motion.

Public Speaking Many people feel less confident when speaking alone in front of an audience than they do when speaking in a group discussion. As you practice and improve your public speaking skills, you will be able to communicate your ideas more effectively and confidently. Recognizing Different Kinds of Speeches Once you think about the purpose of a speech you want to give and the audience who will listen to your speech, you can then decide on the kind of speech to prepare. Choose the kind of speech you will give by considering both the purpose of the speech and your audience. You can choose among four main kinds of speeches, depending on your purpose and your audience 1. An expository speech uses facts to explain an idea, a process, or an object. 2. A persuasive speech uses opinion supported by facts to persuade the audience to agree with the speakers position or to take some action. 3. An entertaining speech offers the audience something to enjoy. Humor can offer variety or emphasis when it is part of another kind of speech. 4. An extemporaneous speech requires the speaker o rely on knowledge and speaking skills to speak without a formally prepared manuscript.

Giving a Speech After you have decided on the kind of speech you will give and an appropriate topic, you can go through the steps that lead to giving your speech. The chart below lists suggestions for ways to gather information, outline your speech, prepare note cards, practice, and deliver your speech.

1. 2. 1. 2. 3. 1. 2. 3. 4. 5. 6. 1. 2. 3.

1. 2.

GATHERING INFORMATION Research the subject using the library or other sources, especially if the speech is expository or persuasive Consider interviewing authorities on the topic. PREPARING AN OUTLINE Begin with any necessary background material. Arrange information in a logical sequence. Include major points and supporting details. PREPARING NOTE CARDS Use only a few small index cards. Print all information in the order used in the outline. Write beginning and ending statements. Rely mainly on key words and phrases to jog your memory. Letter and indent all details under the ideas they support. Use underlining and capital letters to make important information stand out. PRACTICING YOUR SPEECH Study outline and note cards until you know the material. Be aware of the verbal form of language you are using, such as the pitch, and loudness of your voice, the rate at which you speak, and pronunciation of words. Be aware of the nonverbal forms of language you are using, such as the way you move, posture, facial expressions, gestures, and appearance. DELIVERING YOUR SPEECH As you stand in front of your audience, try to establish eye contact with several people. Look over your note cards to refresh your mind before speaking; and refer to them only if needed as you speak.

Evaluating a Speech The main purpose of evaluation is to let the speaker know which public speaking skills were successful and which skills need more work. A secondary purpose is to apply the successful skills to your own speaking. Evaluate a speech in a way that offers benefits to the speaker and to yourself. Make a copy of this checklist to use for evaluating a speech. CHECKLIST FOR EVALUATING A SPEECH What was said? 1. What type of speech was givenexpository, persuasive, entertaining, or extemporaneous? 2. Did the speaker introduce the topic clearly, develop it well, and end in a conclusive fashion? 3. Did the speaker support main ideas with appropriate details? How was it said?

1. Did the speaker approach the platform confidently and establish eye contact with the audience? 2. Did the speakers gestures and movements confirm or contradict his or her own words? Where? How? 3. Did the speaker project his or her voice loudly enough? 4. Did the speaker vary the pitch of his or her voice? 5. Did the speaker vary the rate of his or her speaking? 6. Did the speaker pronounce all words clearly and correctly? Public Debate You probably have engaged in informal debate with one or more people. If you have ever taken a stand on or defended an issue, you have informally debated. Similarly, in a formal debate people argue ideas and issues in open compcussionsetition. The Nature of Debate A debate is similar to other formal group dis