Introduction to Public Speaking Coursera Quiz Answers

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In business, in school, and in public life, we are often called upon to “make a few comments.” Often, people tasked with such speeches become flummoxed. They might not know what to talk about, or ramble without making a point, or simply be confusing to listen to.

This course is designed to help you shine where others falter. We’ll learn how organize talks clearly, write them memorably, and deliver them confidently. By the end of the course, you should be able to significantly reduce your fear of public speaking, use rehearsal techniques to develop a strong, vibrant speaking voice, and perform speeches with dynamic movement and gestures.

The speech model that we’ll practice is useful for briefings, elevator talks, interviews, and even as a structure for hour-long presentations. If you’re a beginner, this course will help you quickly master the fundamentals of speaking. If you’re a seasoned speaker, this course will help you better understand public speaking and push you to the next level.

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Introduction to Public Speaking Coursera Quiz Answers

Week 01 : Rhetoric

Q1. At the broadest level, this course will focus on:

  • correcting problems of accent in spoken English.
  • identifying delivery problems and proposing appropriate solutions.
  • designing clear presentations and delivering them in an engaging way.
  • honing in on a single successful genre of public speaking that encompasses all specific types of presentations.

Q2. We will study public speaking as an art, which means balancing:

  • application, delivery, and communication.
  • input, performance, and output.
  • instruction, imitation, and practice.
  • modeling, delivery, and reflecting.

Q3. Based on the lecture, the five main parts of a study of public speaking include:

  • style, invention, arrangement, delivery, audience.
  • arrangement, invention, style, gestures, movement.
  • invention, arrangement, style, memory, delivery.
  • gestures, movement, vocalization, articulation, projection.

Week 1 Quiz

Q1. Read this scenario before attempting the question.

Leonardo works at nonprofit science education organization called Kid-periment, which helps elementary schools in low income neighborhoods develop strong science programs. Kid-periment helps teachers develop lesson plans and provides them with teaching and lab materials for some exciting experiments.

Leonardo requested that a grant agency give $10,000 to Kid-periment. The grant agency’s board invited him in to deliver a talk in support of his application. Leonardo delivered the 5-minute presentation he gives to schools to get them excited about partnering with Kid-periment. The board denied him the funds.

A week later, he asks one of the board members why they didn’t give him the money. His organization is doing great things. The board member replies, “We didn’t hear how Kid-periment aligns with our donation strategy. It was a fun talk and you showed us some neat experiments, but it didn’t feel like a serious presentation for a substantial amount of money.”

If we were analyzing this case with the rhetorical canons, what would we say misfired in Leonardo’s presentation?

  • Memory and Invention
  • Invention and Style
  • Arrangement and Style
  • Memory and Delivery

Q2. In public speaking, invention refers to:

  • designing a mnemonic device for remembering the speech.
  • creating the speech’s organization.
  • coming up with ideas for a speech.
  • designing the props for a speech.

Q3. Writing is ________, but language is ________.

  • designed; spontaneous
  • spontaneous; designed
  • learned; acquired
  • acquired; learned

Q4. Let’s say that you and your friend are talking about a movie currently playing in theaters. He asks you how you liked the movie. You could say, “the ending was lousy” (implying most other parts were pretty good) or “the ending waaass LOOUUSSSYYY!!!” (it was really not a good ending and you have somewhat strong feelings about this). The two responses have different meanings because of:

  • syntax.
  • lexical content.
  • prosody.

Q5. We typically want to avoid speaking in a monotone voice. Why?

  • Monotone voices suffer from the problem of bad arrangement. When the ideas are not organized appropriately, the voice tends to flatten out.
  • Monotone voices are boring.
  • Monotone voices don’t provide the prosodic cues that vibrant ones do.
  • Monotone voices reveal a lack of enthusiasm on the part of the speaker.

Week 2 Quiz

Q1. Based on the readings and the lectures, a claim is:

  • the logical connection that your audience must make in order to understand your argument.
  • a statement that you want the audience to accept as valid.
  • the most important piece of evidence in the argument.
  • the assertion you don’t have support for.

Q2. Read this short argument from a person arguing for city action at a council meeting:

“We should build a separate bike lane on 15th Ave because the current road is dangerous to bicyclists. Currently, bicyclists like myself can’t get to work on time. I end up having to rush and might lose my job due to chronic tardiness.”

There are lots of problems with this from an argument standpoint. Select the most pressing problem.

  • The support doesn’t relate to the claim.
  • The speaker doesn’t present statistics in support of their claim.
  • The arrangement is confusing.
  • The phrasing is too wordy.

Q3. Based on the lectures, select the most appropriately arranged speech.

  • Topic: The history of Seattle

I. The Duwamish tribe in the 1700s

II. The first permanent European settlement in 1852

III. The great fire of 1889

IV. The bust era of the 1970s

V. Seattle in 2016

  • Topic: The history of Seattle

I. Early Seattle before European settlers

II. The founding of Seattle and early growth (1852-1914)

III. Seattle as a stable timber and aerospace town (1917-1980)

IV. The tech industry kicks off another growth spurt (1990-today)

  • Topic: The history of Seattle

I. Early Seattle until the first European settlers (1600-1852)

II. Key events in pre-war Seattle (1852-1914)

III. The inter-war years (1917-1941)

IV. Seattle goes to war (1942-1945)

IV. The values of a modern port city

VI. The role of religion in Seattle

Q4. Rewrite this claim for conciseness. “It is essential that students of MOOCs often engage the lectures more by taking notes while participating and watching the videos.”

  • Its Good For Students

Q5. Look at this basic argument.

Topic: Online education will never replace traditional universities.

I. Only traditional universities offer student services like mentoring, certification, and social networking

II. Online education doesn’t allow students to get to know their professors

Based on the lectures, the biggest problem with the main points below would be that the two points:

  • don’t feel balanced with one another (a coordination problem).
  • don’t both work to advance the topic. (a subordination problem).
  • cover the same topics and thus overlap too much (a discreteness problem).

Week 3 Quiz

Q1. Which of the examples below would be the best option to use for support item B?

Thesis: Plagiarism at universities should be dealt with more harshly.

I. Plagiarism can undermine a University’s reputation

A. Talk about how the Air Force Academy boosted its reputation by instituting a zero tolerance policy on cheating and plagiarism

B.

  • Talk about the time that a teacher friend of mine caught a plagiarized paper by a student.
  • Talk about the policy on cheating and plagiarism at Indiana University.
  • Talk about how the cheating and plagiarism scandal at the University of Virginia hurt its reputation.
  • Give a hypothetical example about a friend who plagiarized a paper.

Q2. Let’s say you’re doing a key point speech on the benefits of MOOCs and you come up with this basic outline:

Topic: A public speaking MOOC helps you develop skills.

I. It can help you grow personally.

II. It can help you excel academically.

III. It can help you advance professionally.

Which version of point III would you NOT want to use?

  • III. It can help you advance professionally.

A. you can perform better presentations

B. you can write better reports

  • III. It can help you advance professionally.

A. you can engage in better internal communication

B. you can engage in better external communication

  • III. It can help you advance professionally.

A. example of how it helped you on the job

B. example of how it helped you at your Star Trek fan club

Q3. At a minimum, your transitions should:

  • break up the sound of the presentation.
  • highlight where you are in the speech.
  • include physical movement.
  • provide the audience a chance to ask a question.

Q4. Let’s say you’re doing a 5-7 minute key point speech on the benefits of a public speaking MOOC. You come up with this basic outline:

Topic: A public speaking MOOC help you develop skills.

I. It can help you grow personally.

II. It can help you excel academically.

III. It can help you advance professionally.

Based on the lectures, which is probably the best conclusion?

  • Personally, professionally, and academically. All the ways that a MOOC can help you. Close your eyes. Envision yourself with the skills of a strong public speaker. That can be yours. Or not.
  • Given my experiences, I think a public speaking MOOC can help you develop an impressive set of skills. It can help you personally, academically, and professionally. I recently finished my first speech MOOC experience and I plan on doing the whole course again very soon.
  • I think a public speaking MOOC can help you develop skills. As we discussed, it can, first, help you grow personally. Then I talked about how it can, second, help you academically. And I concluded my speech with a third point about how it can help you with profession development. I recently finished my first speech MOOC experience and I plan on doing the whole course again very soon. It has been a valuable experience that I look forward to repeating.

Q5. Let’s say you’re doing a key point speech on the benefits of MOOCs for lifelong learners (that is, people who routinely try to improve knowledge areas and skill; professional development).

Topic: MOOCs are better than universities for lifelong learners

I. MOOCs offer more courses that are appropriate to lifelong learners.

II. MOOCs better respond to the learning needs of lifelong learners.

Read the discussion of point II below and then select the option that best represents the content.

MOOCs better respond to the learning needs of lifelong learners. I mean their needs as professional working adults. Why is this? Universities operate on an established timeline with set content. MOOCs don’t. MOOCs have flexible timelines and content. And this flexibility is exactly what lifelong learners need most. Traditional academic courses are dominated by their calendars. It could be 10 weeks or 15 weeks, but the course has to begin and complete at the same time. All students, regardless of experience or prior exposure are expected to master the same content at the same rate. I had this experience back in college. I took an Astronomy course. I liked it, but I wasn’t good at the math. I went in regularly to get help. I spent an inordinate amount of time working on the course, but my progress was simply too slow. I ended up dropping that course. Why? Same reason many students drop courses. The Midterm. I could grasp the material, but the class was moving too fast for me. The professor didn’t have a choice. He had to determine how quickly an “average” student in his class could grasp the material and build the syllabus to fit 15 weeks. I was below that average; others, no doubt, were above it. Didn’t matter. The calendar ruled us all. It’s not their fault, but it is inflexible. Contrast this to a MOOC. A MOOC is almost entirely self-paced. Students work on a MOOC when they have the time and move on only when they grasp something. This is sometimes called mastery learning. Learners advance to the next stage when they have mastered the current stage. My son goes up for karate belts in the same way. I took a nutrition MOOC a couple of years ago. I was able to move through the material I already knew very quickly (taking quizzes along the way). I sped through the first weeks of material in a few nights. Then I spent weeks on the next few lessons because they were challenging and I was busy. In a traditional class, I would have had to sit through weeks of material I already knew. Lifelong learners need the flexibility at the core of MOOCs. The vast majority of MOOC learners already have bachelor’s degrees and lots of work experience. Demanding that they sit in a lecture hall with 200 other students at 200 different levels doesn’t work for them. MOOCs work better for lifelong learners because they better respond to their learning needs.

  • II. MOOCs are better for learners.

A. Universities don’t understand the needs of professional students

B. MOOCs do understand the needs of professional students

C. Professional students should take MOOCs

  • II. MOOCs better respond to the flexible learning needs of lifelong learners.

A. University learning requires set content and timing

B. MOOCs allow for self-paced learning

C. Lifelong learners need these self-paced learning options

  • II. MOOCs are more flexible

A. Universities aren’t flexible

B. MOOCs are flexible

C. Lifelong learners need flexibility

Week 4 Quiz

Q1. Jurgen is a mechanical engineer. He has always been a bit shy. He has lots of close friends but tends not to be too outgoing in new social settings. To make matters worse, he had a really bad public speaking experience in the past year. He was a designer on some custom glass cutting equipment for a local production facility. He was demonstrating the new equipment for customer, walking them through the process, when he forgot everything he was going to say. He became very flustered and the audience became noticeably annoyed. He has to deliver another product demonstration in two weeks and is feeling a huge amount of apprehension.

Chun is also a mechanical engineer. Unlike Jurgen, she is pretty outgoing and tends to speak up in social situations. She doesn’t necessarily love public speaking, but she doesn’t dread it either. She also worked on the new glass cutting equipment. She was asked to deliver a short demonstration to another production facility that might be interested in contracting work with her company. Two days before the presentation, her supervisor confided to her that this new contract is very important to the overall financial well-being of the company. They really need this new contract. On the day of the presentation, it becomes clear that one of the potential customers is antagonistic. During the presentation, he keeps peppering Chun with sarcastic questions about the equipment and snide statements like, “how can this possibly cost what you’re charging?” Chun is getting very apprehensive as she continues.

Which of the following best describes Jurgen and Chun’s apprehension?

  • Jurgen has high state speech apprehension. Chun has high trait apprehension, but is experiencing low state apprehension.
  • Jurgen has high state speech apprehension. Chun has low state apprehension, but is experiencing trait state apprehension.
  • Jurgen has low state speech apprehension. Chun has high trait apprehension, and is experiencing high state apprehension.
  • Jurgen has high trait speech apprehension. Chun has low trait apprehension, but is experiencing high state apprehension.
  • Jurgen has high trait speech apprehension. Chun has low state apprehension, but is experiencing high trait apprehension.

Q2. We talked about systematic sensitization as a treatment for public speaking apprehension. Here is an example of how you might use this technique.

Find a comfortable chair and start with some relaxation techniques. Breathe slowly and think about each part of your body relaxing, moving slowly from your legs to your head. Once thoroughly relaxed (but not asleep), imagine a public speaking encounter. To begin with, imagine a relaxed speaking encounter. Let’s say you picture telling a story to a group of friends. The more detailed you can make this visualization, the better. Next, imagine a slightly more stressful speech. Let’s say you picture yourself explaining your last work project to a small handful of colleagues in a relaxed office setting. Still relaxed? If not, recognize that and relax your muscles again. Move on to a more stressful event, and so forth, increasing the formality, size, and prestige of the audience.

Why is this supposed to work?

  • You are visualizing yourself doing well.
  • You are increasing the stimulus while maintaining a relaxed state.
  • You are calmer.

Q3. For fluency, which is more important? Articulation Rate (how fast you say individual words) or Speech Rate (how many words you say in a span of time)?

  • Speech Rate
  • Articulation Rate

Q4. Which of the following are situational factors that can make certain speeches more apprehensive inducing than others?

  • Degree of evaluation
  • Novelty
  • Formality
  • Status

Q5. The main resonating areas are the:

  • vocal folds, oral cavity, and larynx.
  • pharynx, larynx, and vocal folds.
  • nasal cavity, vocal folds, and pharynx.
  • nasal cavity, oral cavity, and pharynx
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