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Public Speaking, Evaluate, DeVito, 2014. Figure 2.2, DeVito, 2014. Table 2…

- - - - Attend
        
        Avoid attending to distractions
        
        Focus your attention
      - Hear
        
        Look at the speaker
        
        Focus your attention on what the speaker is saying
    - - Decipher
        
        See the speaker’s messages from the speaker’s point of view
        
        Rephrase (paraphrase)
      - Learn
        
        Relate the new to the old
    - - Recall
        
        Summarize
        
        Repeat
      - Retain
        
        Identify the thesis or central idea and the main points
        
        Identify the organizational pattern
      - Guidelines
        
        Listen Actively
        
        Use your listening time wisely
        
        Work at listening
        
        Take notes if appropriate
        
        Assume there’s value in what the speaker is saying
        
        Listen for Total Meaning
        
        Resist the temptation to filter out difficult or unpleasant messages
        
        See the forest, then the trees
        
        . connect the specifics to the speaker’s
        general theme
        
        Balance your attention between the surface and the underlying
        meanings
        
        Focus on both verbal and nonverbal messages
        
        Listen Politely
        
        Maintain eye contact
        
        Give positive feedback
        
        Give supportive listening cues
        
        Show empathy with the speaker
        
        Listen Ethically
        
        Give the speaker an honest hearing
        
        Give the speaker honest responses and feedback
        
        Listen with Empathy
        
        Don’t distort messages because of the “friend-or-foe” factor
        
        avoid listening for positive statements about friends and negative statements about enemies
        
        Understand the speaker’s thoughts and feelings
        
        See the speaker’s point of view
        
        Avoid “offensive listening"
        
        do not try to find fault
        
        Listen with an Open Mind
        
        Avoid prejudging
        
        Avoid assimilation
        
        Recognize your own biases
        
        Avoid filtering out difficult, unpleasant, or undesirable messages
        
        In the Classroom
        
        Prepare yourself to
        listen
        
        Sit up front where you can see your instructor and any
        visual aids clearly and comfortably
        
        Remember that you listen with your eyes as well as your
        ears
        
        Pay special attention
        to the introduction
        
        this will often contain a preview and will help you outline the lecture
        
        Listen for orienting remarks and for key words and phrases such as “another reason,” “three major causes,” and
        “first.”
        
        Use these cues to help you outline the lecture
        
        Listen for
        understanding.
        
        Avoid taking issue with what is said until you understand
        fully and then, of course, take issue if you wish. When you
        take issue before understanding, you run the risk of missing additional explanation or qualification.
        
        Take notes in outline
        form
        
        Listen for headings and then use these as major headings
        in your outline
        
        When the instructor says, for example,
        “there are four kinds of noise,” you have your heading
        and you will have a numbered list of four items
        
        Assume that what is
        said is relevant
        
        It may eventually prove irrelevant (unfortunately), but if
        you listen with the assumption of irrelevancy, you’ll never
        hear anything relevant
        
        Avoid distractions
        
        Avoid mental daydreaming as well as physical distractions
        like your laptop, smartphone, or newspaper
  - - - When speaker and listener come from different cultures the differences and their effects are naturally much greater.
        
        Here are just a few areas where misunderstandings can occur.
        
        Language and Speech
        
        Different Meanings
        
        Different Accents
        
        Different Native Languages
        
        English as a Second Language
        
        Nonverbal Differences
        
        If their nonverbal messages are drastically different from what you expect on the basis of the verbal message, the nonverbals may be seen as a kind of noise or interference or they may be seen as contradictory messages.
        
        Speakers from different cultures have different display rules, cultural rules that govern which nonverbal behaviors are appropriate and
        which are inappropriate in a public setting.
        
        Different cultures may give
        very different meanings to the same nonverbal gesture.
        
        2 more items...
        
        Ethnocentrism
        
        Evaluating the values, beliefs, and behaviors of your own culture as being more positive, logical, and natural than those of other cultures.
        
        Gender and Listening
        
        Men may seem to assume a more combative
        posture while listening, as if getting ready to argue.
        
        They also may appear to ask questions that are more argumentative or that are designed to puncture holes in your position as a way to play up their own expertise.
        
        Men seem to use fewer listening cues in a public speaking situation.
        
        Women are more likely to ask supportive questions and perhaps to offer more positive criticism than men.
        
        Women also use more cues in listening in a public speaking context. They let the speaker see that they’re listening.
        
        Men and women act this way to both men and women; their customary ways of communicating don’t seem to change depending on whether they are addressing a male or a female speaker.
        
        There’s no evidence to show that
        these differences represent any negative motives or any conscious attempt on the part of men to prove themselves superior or of women to ingratiate themselves.
        
        Rather, these differences in listening are largely the result of the ways in
        which men and women have been socialized.
- - - - At the same time that you need to express your criticism effectively, you’ll also want to listen to criticism effectively
      - Seek Clarification
        
        Ask the critic to explain, be careful not to appear defensive or confrontational.
        
        Even when the criticism is favorable, if you don’t understand it or it’s not specific enough, ask for clarification.
        
        In this way you encourage the critic to elaborate.
      - Separate Speech Criticism from Personal Criticism
        
        Recognize that when some aspect of your speech is criticized, your personality or your worth as an individual isn’t being criticized or attacked
      - Listen with an Open Mind
        
        If you block out criticism, you’ll likely lose out on some useful suggestions for improvement
        
        You’re expected to make mistakes.
        
        Let the critics know that you’re really paying attention to what they have to say.
        
        You’ll encourage critics to share their perceptions more freely; in the process you’ll gain greater insight into how you come across to an audience.
      - Accept the Critic’s Viewpoint
        
        Criticism reflects the listener’s perception. Because of this the critic is always right.
        
        If the critic says that he or she wasn’t convinced by your evidence;
        
        Consider why your evidence was not convincing
        
        Perhaps you didn’t make clear how the evidence was connected to your thesis.
        
        Or perhaps you raced through it too quickly.
        
        If you hear yourself saying, “But I did. . . ,” then consider the possibility that you’re not accepting the critic’s point of view.
      - Evaluate the Criticism
        
        Evaluate what the critics suggest; perhaps even try out the suggestions
        
        But then make your own decisions as to what criticisms you’ll follow totally, what you’ll modify and adapt, and what you’ll reject.
    - - 2. You identify something that was not effective (to you)
      - 3. You suggest some way to improve what you suggested was not effective
      - 1. You say something positive
      - Be Objective
        
        See the speech as objectively as possible
        
        Examine the speech
        from the point of view of a detached critic
        
        Evaluate, for example, the validity
        of the arguments and their suitability to the audience, the language, and the
        supporting materials
      - Be Specific
        
        Criticism is most effective when it’s specific
        
        When commenting on delivery, refer to such specifics as eye contact,
        vocal volume, or whatever else is of consequence
        
        When commenting on the
        examples, tell the speaker why they were good
        
        Were they realistic?
        
        Were they
        especially interesting?
        
        Were they presented dramatically?
        
        General statements such as;
        
        “I thought your examples were good,”
        
        “I loved the speech. . . .Really great”
        
        “I thought your delivery was bad,”
        
        “The speech was
        weak”
        
        are poorly expressed criticisms
        
        These statements don’t specify what
        the speaker might do to improve delivery or to capitalize on the examples
        used
        
        When giving negative criticism, specify and justify to the extent that you
        can positive alternatives
      - Stress the Positive
        
        Part of your function as a critic is to strengthen the already positive aspects of someone’s public
        speaking performance
        
        There are always positive characteristics about any speech, and it’s more productive to concentrate
        on these first.
        
        instead of saying;
        
        “The speech
        didn’t do anything for me,”
        
        tell the speaker what you liked first, then bring up
        a weak point and suggest how it might be improved
        
        1 more item...
        
        When criticizing a person’s second or third speech, it’s especially helpful if
        you can point out specific improvements
      - Be Constructive
        
        Your primary goal should be to provide the
        speaker with insight that will prove useful in future public speaking transactions.
        
        Another way you can be constructive is to limit your criticism
        
        Cataloging
        a speaker’s weak points will overwhelm, not help, the speaker
        
        Your guide should be
        the value your comments will have for the speaker.
      - Focus on Behavior
        
        Focus criticism on what the speaker said and did during the actual speech
        
        Try to avoid the very natural tendency to read the mind of the speaker to assume that you know why the speaker did one thing rather than another.
      - Own Your Criticism
        
        Use I messages rather than you messages
        
        Instead of saying;
        
        “You needed better research,”
        
        “I would have been
        more persuaded if you had used more recent research.”
        
        Say;
        
        Employing I-messages also will prevent you from using “should messages,”
        a type of expression that almost invariably creates defensiveness and resentment
        
        By using should messages, you assume a superior position and imply that what you’re saying is correct and that what the speaker did was incorrect
        
        1 more item...
      - Recognize Your Ethical Obligations
        
        The ethical critic separates personal feelings
        about the speaker from his or her evaluation of the speech.
        
        A liking for the speaker shouldn’t lead you to give positive evaluations of the speech, nor should disliking the speaker lead you to give negative evaluations of the speech.
        
        The ethical critic separates personal
        feelings about the issues from an evaluation of the validity of the arguments.
        
        The ethical critic recognizes the validity of an argument even if it
        contradicts a deeply held belief similarly, he or she recognizes the fallaciousness of an argument even if it supports a deeply held belief.
        
        The ethical critic is culturally sensitive,
        is aware of his or her own ethnocentrism.
        
        He or she doesn’t negatively evaluate customs and forms of speech simply because they deviate from her or his own.
        
        The ethical critic does not
        positively evaluate a speech just because it supports her or his own cultural beliefs and values.
        
        The ethical critic does not discriminate against or favor speakers simply because they’re of a particular sex, race, nationality, religion, age group, or affectional orientation.
    - - "I got really interested in your speech when you told the story about the wrongly imprisoned shopkeeper.
        I had trouble relating to the other examples;
        I didn’t feel they were real. I would have preferred fewer examples but told in more detail.
        Then I think I would have been able to feel what it’s like to be wrongly imprisoned."
        
        The frequent use of “I” and the
        total absence of “should.” The critic is
        speaking for the critic and not for the
        other members of the audience.
        
        The critic explains what the speaker might have done to improve the speech. The critic's comment is constructive.
        
        Criticism as Attack and Support
        
        Attack
        
        “You should have put more
        time into the speech.”
        
        “You didn’t care about
        your audience.
        
        “You weren’t interested
        in your topic."
        
        “You didn’t know your topic
        enough.
        
        Support
        
        “I think it would have been more effective if you had
        looked at your notes less.”
        
        “I would have liked to see greater variety in your delivery. It would have made me feel that you were more interested.”
        
        “I would have liked it if you had looked more directly at me while speaking.”
        
        “I would have liked you to tell us more about your research on the topic and your experiences with this issue."
        
        Sandwich Technique
        
        Then, discuss areas for improvement for the speaker.
        
        The critical feedback is sandwiched between positive comments.
        
        1 more item...
        
        Conclude by highlighting additional strengths of the presentation.
        
        Begin the evaluation by highlighting strengths demonstrated by the speaker.
        
        The critic identifies something that could be improved.
        
        The comment is clearly owned by the critic, note the frequent use of "I".
        
        The critic begins with
        something positive.
        
        Notice that the critic focused solely on
        the speech and in no way attacked the
        speaker
        
        The comments are pretty
        specific, which will help the speaker
        more than would overly general ones
  - - - Individualist culture
        
        Emphasizes the individual and places primary value on the individual’s goals.
        
        Those who come from cultures that are highly individualist and competitive may find public criticism a normal part of the learning process.
      - Collectivist culture
        
        Emphasizes the group and places primary value on the group’s goals.
        
        Those who come from cultures that are more collectivist and therefore emphasize the group rather than the individual are likely to find giving and receiving public criticism uncomfortable.
      - The difficulties that these differences may cause can be lessened if they’re
        discussed openly.
        
        Some people may become comfortable with public criticism once it’s explained that the cultural norms of most public speaking
        include public criticism just as they incorporate informative and persuasive speaking and written outlines.
        
        Others may feel more comfortable
        offering written criticism as a substitute for oral and public criticism. Or perhaps private consultations can be arranged.