12
Using Language
T
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, and 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 substitute questions for those in the sample final exams or copy and paste questions
into the Exam Master provided in the final Word file 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.
,229 TEST BANK FOR THE ART OF PUBLIC SPEAKING
True-False Questions
1. T F The words we use to label an event determine to a great
extent how we respond to that event.
2. T F If the meaning of a word is clear to you, you can assume that
it is also clear to your audience.
3. T F The denotative meaning of a word includes all the feelings,
associations, and emotions that the word touches off in different
people.
4. T F The connotative meaning of a word is more variable,
figurative, and subjective than its denotative meaning.
5. T F The connotative meaning of a word includes all the feelings,
associations, and emotions that the word touches off in different
people.
6. T F Connotative meaning is precise, literal, and objective.
7. T F One way to think of a word’s denotative meaning is as its
dictionary definition.
8. T F Denotative meaning gives words their emotional power.
9. T F The more abstract a word, the more ambiguous it will be.
10. T F A public speaker needs to use big words to impress the
audience.
11. T F It is often possible to use words accurately without using
them clearly.
12. T F You can usually assume that if the words you use are clear to
you, they are also clear to your audience.
13. T F A speaker should avoid using familiar words because they
make a speech sound trite.
14. T F As your textbook explains, if you want to sound eloquent, you
should use words that are unfamiliar to the audience.
15. T F In dealing with technical topics, a speaker has little choice but
to use technical language.
, CHAPTER 12—USING LANGUAGE 230
16. T F Abstract words are usually clearer to listeners than are
concrete words.
17. T F A speech dominated by abstract words will almost always be
clearer than one dominated by concrete words.
18. T F Abstract words are easier to misinterpret than are concrete
words.
19. T F Concrete words add to the imagery of language use by
creating sensory impressions.
20. T F Both similes and metaphors compare things that are
essentially different yet have something in common.
21. T F “He argued like a rabid dog, angry and unreasoning,” is an
example of simile.
22. T F “He argued like a rabid dog, angry and unreasoning,” is an
example of metaphor.
23. T F “The Olympic flame burns inside every competitor, igniting
their desire to win gold” is an example of metaphor.
24. T F “The Olympic flame burns inside every competitor, igniting
their desire to win gold” is an example of simile.
25. T F “Family is a well of compassion we return to for comfort in
times of need” is an example of metaphor.
26. T F “Family is a well of compassion we return to for comfort in
times of need” is an example of a simile.
27. T F “She darted around the bookstore like a hummingbird in a
flower garden” is an example of metaphor.
28. T F “She darted around the bookstore like a hummingbird in a
flower garden” is an example of simile.
29. T F “His smile flashed on and off like a neon sign” is an example
of simile.
30. T F “His smile flashed on and off like a neon sign” is an example
of metaphor.
31. T F “Silence settled over the audience like a block of granite” is
an example of metaphor.
Using Language
T
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, and 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 substitute questions for those in the sample final exams or copy and paste questions
into the Exam Master provided in the final Word file 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.
,229 TEST BANK FOR THE ART OF PUBLIC SPEAKING
True-False Questions
1. T F The words we use to label an event determine to a great
extent how we respond to that event.
2. T F If the meaning of a word is clear to you, you can assume that
it is also clear to your audience.
3. T F The denotative meaning of a word includes all the feelings,
associations, and emotions that the word touches off in different
people.
4. T F The connotative meaning of a word is more variable,
figurative, and subjective than its denotative meaning.
5. T F The connotative meaning of a word includes all the feelings,
associations, and emotions that the word touches off in different
people.
6. T F Connotative meaning is precise, literal, and objective.
7. T F One way to think of a word’s denotative meaning is as its
dictionary definition.
8. T F Denotative meaning gives words their emotional power.
9. T F The more abstract a word, the more ambiguous it will be.
10. T F A public speaker needs to use big words to impress the
audience.
11. T F It is often possible to use words accurately without using
them clearly.
12. T F You can usually assume that if the words you use are clear to
you, they are also clear to your audience.
13. T F A speaker should avoid using familiar words because they
make a speech sound trite.
14. T F As your textbook explains, if you want to sound eloquent, you
should use words that are unfamiliar to the audience.
15. T F In dealing with technical topics, a speaker has little choice but
to use technical language.
, CHAPTER 12—USING LANGUAGE 230
16. T F Abstract words are usually clearer to listeners than are
concrete words.
17. T F A speech dominated by abstract words will almost always be
clearer than one dominated by concrete words.
18. T F Abstract words are easier to misinterpret than are concrete
words.
19. T F Concrete words add to the imagery of language use by
creating sensory impressions.
20. T F Both similes and metaphors compare things that are
essentially different yet have something in common.
21. T F “He argued like a rabid dog, angry and unreasoning,” is an
example of simile.
22. T F “He argued like a rabid dog, angry and unreasoning,” is an
example of metaphor.
23. T F “The Olympic flame burns inside every competitor, igniting
their desire to win gold” is an example of metaphor.
24. T F “The Olympic flame burns inside every competitor, igniting
their desire to win gold” is an example of simile.
25. T F “Family is a well of compassion we return to for comfort in
times of need” is an example of metaphor.
26. T F “Family is a well of compassion we return to for comfort in
times of need” is an example of a simile.
27. T F “She darted around the bookstore like a hummingbird in a
flower garden” is an example of metaphor.
28. T F “She darted around the bookstore like a hummingbird in a
flower garden” is an example of simile.
29. T F “His smile flashed on and off like a neon sign” is an example
of simile.
30. T F “His smile flashed on and off like a neon sign” is an example
of metaphor.
31. T F “Silence settled over the audience like a block of granite” is
an example of metaphor.
