129 Speech 7 12 Prep Manual

Texas Examinations
of Educator Standards
(TExES) Program
Preparation
Manual
Speech 712 (129)
Copyright 2016 by Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo
and TEA are registered trademarks of Texas Education Agency. Texas Examinations of Educator Standards,
TExES and the TExES logo are trademarks of Texas Education Agency.
Table of Contents
About The Test ........................................................................................... 3
The Domains .............................................................................................. 4
The Standards ............................................................................................ 5
Domains and Competencies.......................................................................... 7
Domain I Communication Processes ................................................. 7
Domain II Speaking and Listening in Different Contexts ...................... 10
Domain III Speech Education........................................................... 14
Approaches to Answering Multiple-Choice Questions ........................................ 21
How to Approach Unfamiliar Question Formats ...................................... 21
Question Format ................................................................................ 22
Single Questions ................................................................................ 22
Clustered Questions ........................................................................... 25
Multiple-Choice Practice Questions ................................................................ 28
Answer Key and Rationales .......................................................................... 40
Study Plan Sheet ........................................................................................ 55
Preparation Resources ................................................................................. 56
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TExES Speech 712 (129) 2

About The Test
Test Name Speech 712
Test Code 129
Time 5 hours
Number of Questions 100 multiple-choice questions
Format Computer-administered test (CAT)
The TExES Speech 712 (129) test is designed to assess whether a test taker has
the requisite knowledge and skills that an entry-level educator in this field in Texas
public schools must possess. The 100 multiple-choice questions are based on the
Speech 712 test framework and cover grades 712. The test may contain
questions that do not count toward the score.
The number of scored questions will not vary; however, the number of questions
that are not scored may vary in the actual test. Your final scaled score will be based
only on scored questions.

The Domains
Approx.
Percentage
Domain Domain Title of Test Standards Assessed
Speech 712: IIIV,

I.
Communication Processes 31% XIXII
Speaking and Listening in

II. Speech 712: VX
Different Contexts 38%
III. Speech Education 31% Speech 712: I-XII

The Standards
Speech 712 Standard I
The speech teacher knows how to design and implement effective instruction that is
appropriate for all students and reflects the Texas Essential Knowledge and Skills
(TEKS) in speech.
Speech 712 Standard II

The speech teacher understands the importance of using accurate and complete
information as a basis for critical thinking, reasoning, decision making, speaking
and listening; knows how to apply research skills and procedures to gather,
analyze, evaluate and use information from a variety of sources; and teaches
students to apply these skills and procedures in varied communication contexts.
Speech 712 Standard III

The speech teacher understands the communication process and related theories,
knows the purposes and functions of communication and provides opportunities
for students to apply this knowledge to make appropriate and effective choices as
senders and receivers of messages in varied contexts.
Speech 712 Standard IV

The speech teacher understands and promotes students understanding of the
influence of self and culture in making communication choices that determine
the effectiveness of communication in interpersonal, group, organizational and
public contexts.
Speech 712 Standard V

The speech teacher understands oral language, listening and nonverbal
communication skills; knows how to analyze communication interactions; and
teaches students how to apply related knowledge and skills to become competent
communicators in varied contexts.
Speech 712 Standard VI

The speech teacher understands interpersonal communication and teaches students
to apply appropriate and effective verbal, nonverbal, listening and responding skills
in interpersonal interactions in varied contexts.
Speech 712 Standard VII

The speech teacher understands group and organizational dynamics and skills
for communicating in groups and organizations, and provides students with
opportunities to develop and apply appropriate and effective communication skills
for groups and organizations.
Speech 712 Standard VIII

The speech teacher understands concepts and principles of classical and
contemporary rhetoric and teaches students how to plan, prepare, organize, deliver
and evaluate speeches and presentations.

Speech 712 Standard IX
The speech teacher understands argumentation and debate and provides students
with opportunities to apply skills and strategies for argumentation and debate in a
variety of formats and contexts.
Speech 712 Standard X

The speech teacher understands the art of oral interpretation and provides
opportunities for students to develop and apply oral interpretation skills
in individual and group performances for a variety of audiences, purposes
and occasions.
Speech 712 Standard XI

The speech teacher knows how to interpret, analyze and produce various types of
mass media messages and provides students with opportunities to develop skills as
producers and critical consumers of media messages.
Speech 712 Standard XII

The speech teacher understands ethical standards and major legal issues relevant
to varied communication contexts and teaches students about the importance
of freedom of speech in a democratic society and the rights and responsibilities
of communicators.

Domains and Competencies
The content covered by this test is organized into broad areas of content called
domains. Each domain covers one or more of the educator standards for this field.
Within each domain, the content is further defined by a set of competencies. Each
competency is composed of two major parts:
The competency statement, which broadly defines what an entry-level

educator in this field in Texas public schools should know and be able to do.
The descriptive statements, which describe in greater detail the knowledge
and skills eligible for testing.
Domain I Communication Processes
Competency 001: The teacher understands the communication process and

related theories.
The beginning teacher:
A. Understands and analyzes components of the communication process (e.g.,

sender, receiver, message, channel, feedback, encoding, decoding, barriers,
noise, context) and their interrelatedness in various contexts.
B. Understands basic principles of communication and applies knowledge of
communication theory to analyze the communication process.
C. Recognizes purposes and functions of communication (e.g., informing;
persuading; expressing and responding to opinions, ideas and feelings;
participating in social traditions; creating and imagining) and analyzes
purposes and functions of communication in various contexts.
D. Recognizes the role of communication in creating meaning, influencing
thought and making decisions.
E. Applies knowledge of factors that affect communication and distinguishes
between appropriate and inappropriate communication and between effective
and ineffective communication.

Competency 002: The teacher understands factors that influence communication
choices.
A. Understands the importance of making appropriate communication choices

and using effective communication strategies in interpersonal, group,
organizational (e.g., professional, social) and public contexts.
B. Recognizes ways in which intrapersonal communication (e.g., self-esteem,
self-concept, self-talk, personal perceptions) influences communication; the
role of self-esteem and a positive self-concept in effective communication;
and the importance of developing awareness of personal perceptions and
using perception checks.
C. Recognizes the influence of personal attributes and cultural factors (e.g.,
age, gender, knowledge and experience base, ethnic identity, values, beliefs,
disability, socioeconomic factors, nationality) in determining communication
choices and behaviors and analyzes ways in which self and culture influence
communication decisions in a variety of interpersonal, group, organizational
and public contexts.
D. Understands the importance of poise, self-confidence and assertiveness
in communication; strategies for developing poise, self-confidence and
assertiveness; and the importance of exhibiting and modeling sensitivity
to and respect for diversity (e.g., cultural, social, political) in various
communication contexts.
Competency 003: The teacher understands the importance of using accurate

and complete information as a basis for critical thinking, reasoning, decision
making, effective listening and speaking in interpersonal, group, organizational
and public contexts.
A. Demonstrates knowledge of various types of information resources, including

primary, print and electronic resources, and their uses.
B. Identifies and evaluates sources of information and applies criteria for
evaluating source information (e.g., objectivity, source credibility, recency,
accuracy) to meet various communication needs.
C. Understands principles and procedures for locating, gathering, analyzing,
evaluating and using information from primary, secondary and electronic
sources (e.g., interviews, surveys, questionnaires, written texts, technology
and media sources).
D. Understands legal and ethical issues and guidelines related to the use of
information from various sources, including avoidance of plagiarism and use
of appropriate techniques for citing sources.

Competency 004: The teacher understands how to interpret, analyze and produce
various types of media messages.
A. Demonstrates knowledge of different types of mass media (e.g., radio,

television, film, Internet) and the history and development of different
media, including how the development of technologies has influenced
each medium.
B. Recognizes the roles and functions of mass media as sources of information,
entertainment, persuasion and education and recognizes strategies and types
of programming used by media to inform, persuade, entertain and educate.
C. Demonstrates knowledge of media issues (e.g., censorship, violence,
advertising, standards for information gathering and news dissemination),
the role of government agencies in regulating media and the influence of
mass media on media audiences (e.g., in relation to individual values, beliefs
and perceptions; consumer behaviors; societal norms and standards; political
ideas and policies).
D. Understands the roles and responsibilities of various media personnel (e.g.,
producers, directors, technicians, performers).
E. Demonstrates knowledge of skills and strategies used for planning,
organizing, writing, designing, producing and communicating various types of
media messages for a variety of audiences and purposes.
F. Demonstrates knowledge of skills and strategies for interpreting, analyzing
and evaluating media messages; analyzes and evaluates media messages
based on a variety of factors (e.g., content, nonverbal cues, objectivity); and
analyzes the social and cultural contexts in which media content is produced
and the relationships between audiences and media content.
Competency 005: The teacher understands ethical standards and major legal issues
relevant to various communication contexts.
A. Recognizes the importance of freedom of speech in a democratic society and

the role of public speaking, debate and mass media in a free society.
B. Demonstrates knowledge of major legal and ethical issues related to
communication and media (e.g., copyright infringement, fair use principle,
use of various sources of information, propaganda).
C. Recognizes rights and responsibilities of communicators in interpersonal,
group, organizational, public and mass communication contexts.
D. Analyzes how modern public address influences public opinion and policy in
a democracy.

Domain II Speaking and Listening in Different Contexts
Competency 006: The teacher understands oral language, listening and nonverbal
communication skills.
A. Understands the conventions of oral language (e.g., meaning, vocabulary,

syntax, grammar, phonation) and the skills needed to use oral language
appropriately and effectively for diverse purposes, content, audiences and
occasions.
B. Understands types of nonverbal communication and their characteristics,
functions and effects; the relationships between verbal and nonverbal
communication; and the use and significance of nonverbal cues (e.g., voice,
body communication, facial and eye communication, use of space and touch,
paralinguistic cues).
C. Analyzes the nature and purposes of listening, components of the listening
process (e.g., focusing, decoding, interpreting) and barriers to listening and
applies strategies for managing barriers to listening in various contexts.
D. Demonstrates knowledge of types of listening (e.g., critical, deliberative,
empathic, appreciative); processes and requirements of active listening,
including critical listening; and skills and procedures for analyzing context,
self and others in communication interactions.
Competency 007: The teacher understands concepts and principles of classical and
contemporary rhetoric.
A. Recognizes principles of classical and contemporary rhetoric (e.g., invention,

organization, style, memory, delivery) and the influence of classical rhetoric
in shaping Western thought and of contemporary speeches in shaping
personal decisions, political values and current events.
B. Understands the importance of analyzing speaker (e.g., qualifications,
credibility, personal image), audience (e.g., demographics, attitudes, values)
and occasion (e.g., purpose, time, place) as a basis for planning, presenting
and responding to speeches.
C. Demonstrates knowledge of types and purposes of speeches (e.g., to inform,
to persuade, to promote social unity) and elements of speech form (e.g.,
introduction, body, conclusion).

D. Demonstrates knowledge of patterns of organization for informative speeches
(e.g., chronological, topical, spatial) and their characteristics and uses; types
of persuasive speeches (e.g., propositions of fact, value, policy, problem)
and patterns of organization for types of persuasive speeches (e.g., cause-
effect, problem-solution); and methods for analyzing and evaluating the
organization and effectiveness of oral and written speeches.
E. Understands the use of a systematic process to prepare speeches (e.g.,
select and limit topic and purpose, conduct and analyze research, determine
logical and appropriate patterns of organization, construct an outline, prepare
manuscripts and notes, rehearse), skills and strategies associated with steps
in the preparation process and types of speech delivery (e.g., memorized,
manuscript, impromptu, extemporaneous).
F. Demonstrates knowledge of rhetorical strategies (e.g., previews, summaries,
rhetorical questions, transitions) used to enhance clarity and interest in
speeches; stylistic devices and figures of speech used to develop tone,
clarity, interest and appeal in speeches; types of proof used to support
points in speeches (e.g., testimony, statistics, logic, personal experience
and observation); and types of audiovisual communication aids, their
characteristics and their uses in speeches and presentations.
G. Recognizes noise and barriers in the public speaking process (e.g., speakers
failure to project and speak clearly, environmental distractions, listeners
past experiences and attitudes, cultural differences between speaker and
audience), types of communication apprehension and effective strategies for
coping with communication apprehension.
Competency 008: The teacher understands concepts and principles of

argumentation and debate.
A. Recognizes the goals and uses of persuasive speaking, types of persuasive

appeals (e.g., ethos, pathos, logos) and strategies for evaluating persuasive
messages.
B. Understands the role of argumentation and debate in a free society and the
historical and contemporary uses of argumentation and debate in various
contexts (e.g., political, social).
C. Recognizes ethical issues relating to the use of persuasion, elements of
formal debate (e.g., propositions, contentions, presumptions), rules and
principles of formal debate and types of debate formats (e.g., policy, value,
parliamentary).

D. Understands types of propositions used in debates (e.g., fact, value, policy),
forms of support used in debate (e.g., expert opinion, statistics, logic), types
of reasoning (e.g., inductive, deductive, syllogisms, cause-effect), the use of
affirmative and negative strategies and stock issues in debate and guidelines
for effective cross-examination in debates.
E. Understands traditional judging paradigms (e.g., tabula rasa, stock issues,
policy, hypothesis tester) for evaluating debate.
Competency 009: The teacher understands concepts and principles of oral

interpretation.
A. Understands oral interpretation as a communication art; the role of the

interpreter; and ethical responsibilities of the interpreter to the author, the
literary text and the audience.
B. Understands types and characteristics of literature suitable for oral
interpretation, including fiction and nonfiction prose, poetry and drama;
standards for selecting literature for performance (e.g., appropriateness for
reader, audience and occasion; literary merit); and skills and strategies for
adapting literature for performance (e.g., lifting scenes, cutting, writing
introductions and transitions).
C. Demonstrates knowledge of skills and strategies for conducting research for
oral interpretation, including research on the author and the authors body of
work, literary criticism and references, allusions and terms in the text; skills
and strategies for analyzing literary texts as a basis for making performance
choices; and the use of research, analysis, personal experience, insight
and imagination to justify performance choices (e.g., use or nonuse of
manuscript, use of voice, use of body, use or nonuse of props).
D. Analyzes the use of various vocal strategies (e.g., rate, pitch, inflection,
volume, pauses, dialect, pronunciation, articulation) to enhance performance
and analyzes rehearsal techniques used to develop confidence, promote
internalization of the literature and enhance visualization and imagination.
E. Demonstrates knowledge of group decision-making skills and processes for
preparing and presenting group performances.
F. Recognizes the empathic, appreciative and critical-listening skills used to
evaluate and critique performances of literature.

Competency 010: The teacher understands interpersonal communication skills as
they are applied in a variety of contexts.
A. Recognizes the importance of various types of interpersonal relationships

(e.g., personal, professional, social) for individual well-being and success,
the importance of interpersonal communication skills in developing and
maintaining productive interpersonal relationships and the purposes and
goals of interpersonal relationships and interpersonal communication in
various contexts.
B. Demonstrates knowledge of skills for participating in conversation in a variety
of interpersonal contexts and for a variety of purposes (e.g., engaging in
interpersonal rituals such as greetings and introductions, sharing experiences
and ideas, conducting business).
C. Understands verbal, nonverbal, listening and responding skills for developing
and maintaining productive relationships (e.g., using courtesy and tact,
engaging in empathic listening, providing appropriate feedback) and verbal,
nonverbal, listening, responding and critical-thinking skills for analyzing and
managing interpersonal conflicts and problems in relationships.
D. Recognizes the importance of social etiquette, norms and conventions in
interpersonal communication and how these are influenced by factors such
as self-concept, self-talk, perception of others and culture.
Competency 011: The teacher understands group and organizational dynamics and
skills for communicating in groups and organizations.
A. Recognizes the roles and importance of groups and organizations in a

democratic society; types of groups (e.g., social groups, task groups, teams,
professional groups) and their characteristics and functions (e.g., developing
friendships, accomplishing goals, making and implementing plans, solving
problems); types of professional and social organizations and their purposes
(e.g., providing employment, providing professional development, meeting
individual and social needs); and characteristics of organizations (e.g.,
structure, hierarchy, culture) and their effects on employees and members.
B. Understands principles of group dynamics and factors that influence
group effectiveness (e.g., group size, group norms, environment, group
composition, roles assumed by group members) and applies knowledge of
skills and strategies for building effective groups, teams, and organizations
in various contexts.

C. Recognizes roles and responsibilities of individuals in groups and the
effects of individual behavior on group dynamics and communication;
leadership styles and their potential for effectiveness in various group and
organizational situations; and effective communication skills and strategies
used by leaders in various contexts.
D. Applies skills for analyzing the participation and contributions of group
members and for evaluating group effectiveness, identifies and analyzes
effective leadership styles and provides students with opportunities to be
effective leaders and participants in various group contexts.
E. Understands types of group discussions (e.g., panel, symposium, forum) and
their characteristics and functions; verbal, nonverbal, listening, responding,
research and critical-thinking skills needed to participate effectively in
group discussions for various purposes (e.g., presenting ideas, promoting
group cohesion, questioning, agreeing or disagreeing, brainstorming);
and techniques for conducting formal meetings (e.g., use of agendas,
parliamentary procedure).
F. Recognizes the nature of power and conflict and strategies used in groups
and organizations for conflict diagnosis, analysis, management and
resolution (e.g., compromise, negotiation, collaboration, accommodation,
coercion) in various contexts and procedures for group problem solving
(e.g., identify problem, propose alternative solutions, test alternatives,
implement solutions).
G. Demonstrates knowledge of communication skills for developing positive
relationships, networking, participating in groups and teams, making
professional presentations and the importance of professional and social
etiquette, protocol and ethics in group and organizational contexts.
Domain III Speech Education
Competency 012: The teacher understands instruction that is appropriate for all
students and reflects the Texas Essential Knowledge and Skills (TEKS) in speech.
A. Knows strategies for designing and providing speech instruction that

integrates all components of the speech curriculum, actively involves and
engages students in the learning process and promotes all students
achievement of the content and skills in the speech TEKS.
B. Knows how to use assessment methods, strategies and knowledge of TEKS
to plan, adjust instruction and monitor student progress in order to evaluate
student learning of concepts and skills in speech.

C. Knows how to model and teach the appropriate and effective use of oral and
written language, nonverbal communication and listening skills and how to
apply principles and strategies for communicating effectively with students in
various instructional contexts.
D. Understands the significance of student diversity for instructional planning
and devises strategies for making speech content and skills relevant to
students with diverse backgrounds and needs.
E. Knows how to maintain an appropriate balance of breadth and depth in
implementing the speech curriculum and how to select and use appropriate
materials and technologies to prepare and implement effective, engaging
instruction.
Competency 013: The teacher understands methods for designing and

implementing speech instruction related to communication processes and choices,
ethics, mass media and the evaluation and use of information.
A. Knows how to teach students to apply knowledge of the communication

process to make appropriate and effective communication choices as senders
and receivers of messages and to analyze and evaluate the appropriateness
and effectiveness of their own and others communication.
B. Knows how to teach students that attitudes and perceptions regarding
self and others affect communication choices, ways in which diversity
(e.g., social, cultural, political) influences communication, ways to exhibit
sensitivity to and respect for diversity, ways to communicate effectively
in diverse contexts and how to help students use communication skills
in various contexts, including intrapersonal, interpersonal, group and
public contexts.
C. Knows how to teach students to use perception checks to interpret,
analyze and evaluate communication in various contexts; to analyze
the appropriateness and effectiveness of their communication skills; to
develop assertiveness and self-confidence; and to reduce communication
apprehension.
D. Knows how to teach students to select and use appropriate verbal,
nonverbal, listening and responding skills and strategies in interpersonal,
group, public, professional and social contexts; to use appropriate nonverbal
communication and distinguish between intentional and unintentional
nonverbal messages; and to apply skills for different types of listening in
various situations and settings.

E. Knows how to promote students understanding of the development of
different types of mass media and the roles and functions of mass media
as sources of information, entertainment, persuasion and education and
how to provide students with opportunities to view (or listen to) and analyze
different types of media and different types of programming (e.g., news
program, comedy, drama, commercial, infomercial).
F. Knows how to teach students about production strategies used by the
media (e.g., visual effects, verbal and nonverbal communication strategies,
propaganda and appeals); ways mass media influences individuals,
consumers, society, political ideas and policies; the role of government
agencies in regulating media; and ways to explore and evaluate
media issues.
G. Knows how to promote students understanding of media personnel
and development of skills for planning, organizing, writing, designing and
communicating in media productions; how to promote students ability
to analyze and evaluate their own program choices and those of media
audiences; and how to promote students ability to become critical
consumers of mass media.
H. Knows ways to help students understand the importance of freedom of
speech and the rights and responsibilities of communicators in interpersonal,
group, public, professional and social contexts; to help students apply
appropriate ethical standards when constructing and delivering messages;
and to teach students the importance of assuming responsibility for their own
communication decisions.

implementing speech instruction related to information and oral interpretation.
A. Knows how to teach students to apply systematic strategies for selecting

topics to research; to locate, gather, analyze, evaluate and use information
from a variety of texts and technological resources; and to apply critical-
thinking, reasoning and decision-making skills in rhetorical contexts.
B. Knows how to teach students to use a systematic process to organize
speeches for various purposes; use logical, emotional and ethical proofs and
appeals to support claims in speeches; use effective devices for introductions
and conclusions; and use rhetorical strategies for clarity (e.g., previews,
signposts, transition statements, summaries).
C. Knows how to teach students to use oral language appropriately and
effectively to promote clarity, establish tone and develop style to add interest
and appeal to speeches.

D. Knows how to teach students to apply strategies and skills for rehearsing
and presenting speeches (e.g., promoting memory, selecting and polishing
delivery, using language and nonverbal communication effectively, using
audiovisual communication aids appropriately, responding to audience
feedback) and for overcoming communication apprehension and building
self-confidence with regard to public speaking.
E. Knows how to provide students with opportunities to plan and conduct
research relevant to a variety of speech activities; to apply criteria for
evaluating the quality and credibility of information from various sources,
including the Internet; to develop an understanding of legal and ethical
issues related to the use of information from various sources; and to
apply knowledge of legal and ethical guidelines in using and presenting
information.
F. Knows ways of promoting students understanding of classical and
contemporary speeches and their influence on individuals and society;
ability to analyze speaker, audience and occasion as a basis for decision
making in planning, presenting and responding to speeches; ability to use
critical, deliberative, empathic and appreciative listening skills and knowledge
of rhetoric to analyze and evaluate oral and written speeches; ability to use
language effectively, employing rhetorical and stylistic devices to achieve
a desired effect; and ability to use technology to enhance the effectiveness
of speeches.
G. Knows ways of promoting students understanding of the art of
interpretation, the role of the interpreter and the interpreters relationship
and responsibilities to author, text and audience; types and characteristics of
literature for oral interpretation and how to apply appropriate standards to
select literary texts to perform for a variety of audiences, purposes and
occasions; methods for conducting research for oral interpretation and using
research as a basis for analyzing, adapting, interpreting and performing text;
and ways of analyzing various aspects of a literary text (e.g., literary form or
genre, structural elements, narrative voice, emotional progression, literal and
symbolic meanings, imagery, characterization).
H. Knows how to teach students strategies for adapting literature for individual
and group performance for a variety of audiences, purposes and occasions;
using text analysis, research, personal response and imagination to make
and justify performance choices; and using effective vocal and physical
strategies and rehearsal techniques to enhance performance and achieve
performance goals.
I. Knows how to teach students to use effective decision-making skills and
processes to prepare and present group performances and to use knowledge
of interpretation theory and critical, empathic and appreciative listening skills
to evaluate and critique individual and group performances.

implementing speech instruction related to rhetoric and debate.
A. Knows how to teach students about the value of debate for developing skills
in a variety of areas (e.g., research, public speaking, refutation); the use of
persuasive skills and strategies in informal and formal argumentation; and
ways to analyze and respond to persuasive communications (e.g., ethos,
pathos, logos).
B. Knows how to teach students ways to analyze, phrase and define
propositions, ways to use various debate formats to support propositions
and strategies for debating value and policy propositions (e.g., construct
cases, use valid proofs, evaluate implications of stock issues).
C. Knows ways of promoting students use of critical thinking, logic and
reasoning in debate (e.g., by formulating logical arguments, choosing
appropriate proofs, applying standard tests of evidence, identifying fallacies
in reasoning), application of ethical guidelines for debate research and
use of evidence and ability to demonstrate ethical behavior and courtesy
during debate.
D. Knows ways of promoting students ability to construct affirmative and
negative cases and present a prima facie case; to apply skills and strategies
for refuting, rebutting and defending arguments and for effective cross-
examination; to apply effective communication skills in debating and in the
development of extemporaneous speaking skills; to use critical-listening
skills and note-taking skills in debating contexts; and to apply knowledge
of debate principles to analyze and evaluate debates.

implementing speech instruction related to interpersonal and group communication.
A. Knows how to promote students awareness of the importance of productive

interpersonal relationships in personal, group, organizational and public
contexts; ability to recognize and analyze the influence of verbal, nonverbal,
listening and responding skills and strategies on the quality of interpersonal
relationships; and ability to apply strategies for making appropriate and
effective communication decisions in interpersonal relationships in various
situations, including situations involving problem solving and conflict
resolution.

B. Knows how to promote students ability to analyze the influence of
intrapersonal communication (e.g., self-concept, self-esteem, self-talk,
personal perception) and cultural factors on interpersonal relationships;
to make appropriate and effective communication choices in response to
personal and cultural differences; and to apply appropriate and effective
listening skills (e.g., empathic, critical, deliberative) and responding skills
(e.g., interpreting, providing feedback) in interpersonal communication in a
variety of contexts.
C. Knows how to teach students to apply appropriate and effective verbal skills
to achieve clarity and to demonstrate tact, courtesy and assertiveness for
various communication purposes (e.g., to inform; to persuade; to express
and respond to opinions, ideas and feelings; to express agreement and
disagreement) and to apply appropriate and effective nonverbal skills (e.g.,
space, touch, voice) in interpersonal conversations in various contexts).
D. Knows how to teach students to apply appropriate social etiquette, norms
and conventions in interpersonal communication; to use appropriate and
effective verbal, nonverbal, listening and responding skills to participate
in social traditions and to initiate, maintain and conclude interpersonal
conversations; and to use appropriate and effective research, verbal,
nonverbal, listening and responding skills to prepare for and participate
in interviews (e.g., gathering and responding to information, asking and
answering questions).
E. Knows how to promote students understanding of types, characteristics
and functions of groups; group dynamics and norms; roles assumed by
group members; verbal, nonverbal, listening, responding, research and
critical-thinking skills; strategies needed to communicate appropriately and
effectively in various group contexts and knows how to promote students
ability to identify and apply strategies for making decisions, solving
problems, resolving conflicts and reaching consensus in groups and teams.
F. Knows how to provide students with opportunities to plan, organize and
participate in group discussions and to make group presentations for a
variety of purposes, audiences and occasions and how to promote students
ability to use research, problem-solving, interpersonal, verbal, nonverbal,
listening and responding skills to be effective leaders and participants in
groups and teams.
G. Knows how to provide students with opportunities to apply techniques for
conducting formal meetings; how to promote students understanding of
types of professional and social organizations, their functions and their
characteristics; and how to promote students ability to recognize and
analyze factors that affect successful participation and leadership in
organizations.

H. Knows how to provide students with opportunities to develop and apply
verbal, nonverbal, listening, decision-making, problem-solving and conflict-
management skills to communicate appropriately and effectively for a
variety of purposes in various organizational contexts (including making
and responding to professional presentations); how to identify norms for
professional and social etiquette, protocol and ethics; and how to teach
students to apply these norms and rules in group and organizational
contexts.

Approaches to Answering Multiple-Choice Questions
The purpose of this section is to describe multiple-choice question formats that
you will typically see on the Speech 712 test and to suggest possible ways to
approach thinking about and answering them. These approaches are intended to
supplement and complement familiar test-taking strategies with which you may
already be comfortable and that work for you. Fundamentally, the most important
component in assuring your success on the test is knowing the content described in
the test framework. This content has been carefully selected to align with the
knowledge required to begin a career as a Speech 712 teacher.
The multiple-choice questions on this test are designed to assess your knowledge
of the content described in the test framework. In most cases, you are expected to
demonstrate more than just your ability to recall factual information. You may be
asked to think critically about the information, to analyze it, consider it carefully,
and compare it with other knowledge you have or make a judgment about it.
Leave no questions unanswered. Questions for which you mark no answer are
counted as incorrect. Your score will be determined by the number of questions you
answer correctly.
The Speech 712 test is designed to include a total of 100 multiple-choice

questions, out of which 90 are scored. The number of scored questions will not
vary; however, the number of questions that are not scored may vary in the actual
test. Your final scaled score will be based only on scored questions. The questions
that are not scored are being pilot tested to collect information about how these
questions will perform under actual testing conditions. These pilot questions are not
identified on the test.
How to Approach Unfamiliar Question Formats
Some questions include introductory information such as a table, graph or reading

passage (often called a stimulus) that provides the information the question asks
for. New formats for presenting information are developed from time to time. Tests
may include audio and video stimulus materials such as a movie clip or some kind
of animation, instead of a map or reading passage. Other tests may allow you to
zoom in on the details in a graphic or picture.
Tests may also include interactive types of questions. These questions take
advantage of technology to assess knowledge and skills that go beyond what can
be assessed using standard single-selection multiple-choice questions. If you see a
format you are not familiar with, read the directions carefully. The directions
always give clear instructions on how you are expected to respond.

For most questions, you will respond by clicking an oval to choose a single answer
choice from a list of options. Other questions may ask you to respond by:
Selecting all that apply. In some questions, you will be asked to choose all
the options that answer the question correctly.
Typing in an entry box. When the answer is a number, you might be asked
to enter a numeric answer or, if the test has an on-screen calculator, you
might need to transfer the calculated result from the calculator into the entry
box. Some questions may have more than one place to enter a response.
Clicking check boxes. You may be asked to click check boxes instead of an
oval when more than one choice within a set of answers can be selected.
Clicking parts of a graphic. In some questions, you will choose your
answer by clicking on location(s) on a graphic such as a map or chart, as
opposed to choosing from a list.
Clicking on sentences. In questions with reading passages, you may be
asked to choose your answer by clicking on a sentence or sentences within
the reading passage.
Dragging and dropping answer choices into targets on the screen.
You may be asked to choose an answer from a list and drag it into the
appropriate location in a table, paragraph of text or graphic.
Selecting options from a drop-down menu. This type of question will ask
you to select the appropriate answer or answers by selecting options from a
drop-down menu (e.g., to complete a sentence).
Remember that with every question, you will get clear instructions on how
to respond.
Question Format
You may see the following types of multiple-choice questions on the test:
Single Questions
Clustered Questions
On the following pages, you will find descriptions of these commonly used question
formats, along with suggested approaches for responding to each type.
Single Questions
The single-question format presents a direct question or an incomplete statement.

It can also include a reading passage, graphic, table or a combination of these. Four
or more answer options appear below the question.

The following two questions are examples of the single-question format. The first
question tests knowledge of Speech 712 Competency 002: The teacher
understands factors that influence communication choices.
Example 1
1. The concept of regional dialect is predicated on the assumption that people

make communication choices based on their
A. genetic predisposition.
B. religious beliefs.
C. cultural conditioning.
D. socioeconomic status.
Suggested Approach
Read the question carefully and critically. Think about what it is asking and the
situation it is describing. Eliminate any obviously wrong answers, select the correct
answer choice and mark your answer.
Note that this question uses regional dialects as a means of considering how human
beings use language. Now look at the response options and consider which of them
accurately describes fundamental assumptions about how people communicate
through speech.
Option A suggests that communication choice is a hereditary trait passed along in

families. While family members typically share at least one language, they may
later acquire others in response to changing needs, interests or location. In such
cases, these new languages may be completely unfamiliar to an individuals family
members or place of origin. Similarly, those who move away from a childhood
home may lose their facility with the language or dialect spoken there, an unlikely
situation if language use were programmed in ones genes. Option A can be
eliminated as the best response to this question.
Option B suggests that communication choice is the result of shared religious

beliefs. While some languages are deeply associated with a given religion (e.g.,
Arabic and Islam, Hebrew and Judaism, Latin and Catholicism), use of those
languages is not limited only to practitioners of those religions. Furthermore, option
B does not account for the fact that so many languages exist independent of a
connection to a specific religion (e.g., English, Japanese, Farsi). Option B is not the
best response to this question.
Option C suggests that communication choice is the result of repeated cultural and
social interactions. This explanation accounts for the many different influences on
language use (e.g., familial speech patterns, educational environment, worship
communities) and for a speakers acquisition and use of new languages. Option C
may be the best response to this question.

Option D suggests that communication choice is the result of socioeconomic status.
In some cases, language choice can be associated generally with wealth or poverty;
however, further investigation typically reveals important influences that are not
strictly and exclusively determined by social class (e.g., familial, social and
educational environment). Option D, like options A and B, offers a fixed notion of
the speakers identity and does not adequately account for the degree to which
speakers can and do modify the way they communicate with others. Option D can
be eliminated as the best response to this question.
Of the alternatives offered, only the one that identifies the concept of cultural
conditioning takes into account the fact that people are always making
communications choices as a result of many different influences. Therefore, the
correct response is option C.
Example 2
The following question tests knowledge of Speech 712 Competency 009: The
teacher understands concepts and principles of oral interpretation.
2. Which of the following best describes the ethical responsibilities of the oral
interpreter to the literary text and to the audience?
A. The interpreter augments the text with improvised elements in response to

audience cues
B. The interpreter offers the text exactly or nearly exactly as written
C. The interpreter edits the text to suit his presentation skills
D. The interpreter rearranges elements of the text to fit his understanding of
the audiences expectations
Suggested Approach
Read the question carefully and critically. Think about what it is asking and the
situation it is describing. Eliminate any obviously wrong answers, select the correct
answer choice and mark your answer.
In this case, the question tests knowledge of the role of oral interpretation and its
ethical obligations in practical terms. Now look at the response options and consider
which of them accurately describes how ethical concerns should influence an oral
interpreters performance decisions.
Option A suggests that the interpreter add material of his own in response to
audience reaction. This approach does the audience a disservice, since they may
not be able to tell new, improvised text from the original. This approach also
misrepresents the intentions of the author of the original text and dilutes the
quality of that authors work. Option A can be eliminated as the best response to
this question.

Option B suggests that the interpreter present the text faithfully. The primary aim
in oral interpretation is to bring an authors text to life. By presenting the text as
written (or very close to it), the interpreter gives the audience the opportunity to
appreciate the text as the author intended. Option B describes an ethical way to
present the material and may be the best response to this question.
Option C suggests that the interpreter edit the text to suit his performing skills.
Whenever an interpreter removes substantive parts of the text, even to make a
more entertaining presentation, he gives a distorted impression of the original. The
audience cannot determine where the cuts have been made or how these changes
alter the authors intention. Option C is not the best response to this question.
Option D suggests that the interpreter rearrange the text to meet his audiences
expectations. Like substantive editing, rearranging text creates a misleading
impression of the authors intentions. This approach is especially problematic when
it is taken to meet the audiences expectations, since the audience will not realize
how much the original text may challenge their views. Option D can be eliminated
as the best response to this question.
Of the alternatives offered, only the one that specifies presenting an authors text
exactly or nearly exactly as written describes an ethical approach to interpreting
text orally. Therefore, the correct response is option B.
Clustered Questions
Clustered questions are made up of a stimulus and two or more questions relating
to the stimulus. The stimulus material can be a reading passage, description of an
experiment, graphic, table or any other information necessary to answer the
questions that follow.
You can use several different approaches to respond to clustered questions. Some
commonly used strategies are listed below.
Strategy 1 Skim the stimulus material to understand its purpose, its

arrangement and/or its content. Then read the questions and refer
again to the stimulus material to obtain the specific information you
need to answer the questions.
Strategy 2 Read the questions before considering the stimulus material. The
theory behind this strategy is that the content of the questions will
help you identify the purpose of the stimulus material and locate the
information you need to answer the questions.

Strategy 3 Use a combination of both strategies. Apply the read the stimulus
first strategy with shorter, more familiar stimuli and the read the
questions first strategy with longer, more complex or less familiar
stimuli. You can experiment with the sample questions in this manual
and then use the strategy with which you are most comfortable when
you take the actual test.
Whether you read the stimulus before or after you read the questions, you should
read it carefully and critically. You may want to note its important points to help
you answer the questions.
As you consider questions set in educational contexts, try to enter into the
identified teachers frame of mind and use that teachers point of view to answer
the questions that accompany the stimulus. Be sure to consider the questions only
in terms of the information provided in the stimulus not in terms of your own
experiences or individuals you may have known.
Example 1
The following question contains a description of a womans preparations for an

upcoming speech as stimulus material. The question measures knowledge of
Speech 712, Competency 001: The teacher understands the communications
process and related theories.
Use the information below to answer the question that follows.
Wanda is preparing a speech about the Alamo. She has researched and drafted the
speech and is now in the process of rehearsing in front of her colleagues. To
improve her speech, she will make changes based on their feedback.
In the preceding scenario, which of the following functions as a channel in the

communication process?
A. Wanda
B. The colleagues
C. The research
D. The rehearsal
Suggested Approach
Consider carefully the information presented in the stimulus about how Wanda
prepares for an upcoming speech and then read the question, which asks you to
identify which aspect of that scenario can be described as a channel in the
communications process. Typically, the communications process is described as a
sender transmitting a message by means of a channel to a receiver. Keep in mind
that questions like this one test both knowledge of basic communications theory
and understanding of how that theory applies to a realistic situation. Now look at

the response options and consider which one offers the best understanding of
communications process and terms.
Option A names Wanda as the channel. In the communications process, Wanda

qualifies as a sender, since she is writing and delivering the speech. Option A is not
the best response to this question.
Option B names the colleagues who listen to the rehearsal as the channel. The
colleagues constitute an audience for the speech, so they can best be described as
receivers in the communications process. Option B is not the best response to the
question.
Option C names the research as the channel. As the material used to prepare the
speech, the research is a component of the message that Wanda is trying to send.
Option C can be eliminated as the best response to the question.
Option D names the rehearsal as the channel. The rehearsal is the vehicle that
Wanda uses to present her message to the audience. In the communications
process, channels are the means by which the message reaches an audience.
Option D accurately identifies the channel in the communications process.
Of the alternatives offered, option D is the correct response.

Multiple-Choice Practice Questions
This section presents some sample test questions for you to review as part of your
preparation for the test. To demonstrate how each competency may be assessed,
each sample question is accompanied by the competency that it measures. While
studying, you may wish to read the competency before and after you consider each
sample question. Please note that the competency statements do not appear on the
actual test.
For each sample test question, there is at least one correct answer and a rationale
for each answer option. Please note that the sample questions are not necessarily
presented in competency order.
The sample questions are included to illustrate the formats and types of questions
you will see on the test; however, your performance on the sample questions
should not be viewed as a predictor of your performance on the actual test.

COMPETENCY 001
1. Connie is attending a lecture by a well-known speaker. However, Connie is

having trouble focusing on the lecture because she keeps thinking about an
exam for which she must study. From the perspective of communication theory,
which of the following best describes what Connie is experiencing?
A. Imagination
B. Noise
C. Belonging needs
D. Concentration
Answer and Rationale
COMPETENCY 001
2. Bill has accepted an engagement to speak at a local service organization. He

searches the local newspapers archives for articles about the organization in
order to better understand its beliefs and goals. Bill is engaging in which of the
following?
A. Internal preview
B. Feedback
C. Peer testimony
D. Audience analysis
COMPETENCY 001
3. Carlos is listening to Sally explain why she is upset about an exam she has just
taken. Carlos wants to provide emotional support for Sally. In which of the
following is Carlos engaged?
A. Empathic listening
B. Critical listening
C. Critical analysis
D. Textual analysis

COMPETENCY 002
4. Which of the following is an effective nonverbal communication technique that a

group leader can use to indicate a desire to share authority within the group?
A. Sitting at the head of the table

B. Sitting in the center of a circle
C. Sitting in a circle with the group
D. Sitting in front of the group
COMPETENCY 002
5. Henry believes that foul language is used only by people who have little or no
education. He is surprised that a classmate in his graduate class, Marla, often
uses profanity in casual speech. Henrys interpretation of Marla is influenced by
Henrys
A. world view.
B. self-esteem.
C. semantic focus.
D. self-actualization.
COMPETENCY 002
6. A political candidate is speaking to an organization that represents a specific

group within the society. The candidate does not know that a certain phrase
has been used by the majority population in a derogatory manner about the
group. In the speech the candidate uses the phrase without realizing its
offensive nature. In which of the following areas has the candidate failed to be
thorough?
A. Reaction to feedback
B. Topic selection
C. Nonverbal communication
D. Audience analysis

COMPETENCY 003
7. A student who is searching Internet sources while preparing a speech chooses

to use only blogs that support the students predetermined view of the topic.
This approach fails to provide which of the following in the students research?
A. Honesty
B. Objectivity
C. Quantity
D. Enthusiasm
COMPETENCY 003
8. A student is giving a speech on the Jurassic period and uses a real fossilized
bone to illustrate some traits of the dinosaurs that lived at the time. The
student is using which of the following types of sources?
A. Secondary
B. Indirect
C. Primary
D. Preliminary
COMPETENCY 004
9. When visiting a television station in a large city, the students in a

communications class meet an employee who is responsible for the
performance of everyone working in the news department. This employee also
coordinates all of the technical and nontechnical elements of the newscast. The
employee is most likely the
A. director.
B. producer.
C. chief engineer.
D. on-air talent.

COMPETENCY 005
10. The famous saying about freedom of speech, You cannot (falsely) shout fire in
a crowded theater, paraphrases which of the following?
A. Oliver Wendell Holmes, Jr., in the unanimous opinion in Schenck v. United

States (1919)
B. Edward J. Hart during the hearings of the House Un-American Activities
Committee (HUAC) in 1945
C. A reporter for the Chicago Tribune while summarizing investigations after
the Great Chicago Fire of 1871
D. The United States Supreme Court, in Gravel v. United States (1972),
regarding the leaker of the Pentagon Papers
COMPETENCY 006
11. At the beginning of a speech to an audience of dentists, a speaker smiles and

then makes a joke about teeth. Which TWO of the following communication
techniques are being used?
A. Nonverbal communication
B. Outlining
C. Alliteration
D. Audience adaptation
E. Vocal variety
COMPETENCY 006
12. Which TWO of the following should be stressed when providing instruction
about the listening process?
A. The words hearing and listening are interchangeable.

B. Listening is a skill that develops naturally.
C. Listening to a message means that the message has been understood.
D. A persons attitude can impact his or her listening.
E. People can comprehend faster than they can speak.


COMPETENCY 007
13. A student is writing an informative speech about the process of recycling.

Which of the following organizational methods is most appropriate for the
student to use?
A. Topical
B. Problem-solution
C. Sequential
D. Cause-effect
COMPETENCY 007
14. When offering a student suggestions on how to clarify the main ideas of a
speech, a teacher should encourage the development of strong
A. delivery.
B. signposts.
C. metaphors.
D. rhetorical questions.
COMPETENCY 008
15. A student makes a persuasive claim in a debate round by saying that the
judges ballot has the power to influence change in a decaying world.
The student is making an appeal to which of the following?
A. Logos
B. Ethos
C. Pathos
D. Bathos

COMPETENCY 008
16. In which of the following styles of formal debate does the negative team have
back-to-back speeches?
A. Cross-examination
B. Lincoln-Douglas
C. Public forum
D. Congressional
COMPETENCY 008
17. A member of an audience recalling the speakers final argument rather than the
speakers previous arguments is an example of which of the following?
A. Primacy effect
B. Halo effect
C. Recency effect
D. Motivated sequence
COMPETENCY 009
18. Which of the following is a true statement describing oral interpreters?
A. They perform extemporaneously.

B. They use limited movement.
C. They use the same techniques that actors do.
D. They play only one role in each performance.

COMPETENCY 009
19. The major differences between staged drama and group oral interpretation
include which THREE of the following?
A. Performers in a group oral interpretation choose literary works and bring

them to life, while actors in a staged drama use a playwrights dramatic
script.
B. Performers in a group oral interpretation make eye contact with each other,
while actors in a staged drama focus slightly above and beyond the
audience.
C. Performers in a group oral interpretation are more likely than actors in a
staged drama to use a lectern.
D. Performers in a group oral interpretation represent characters, while actors
in a staged drama act out characters.
E. Performers in a group oral interpretation may participate in choral speaking,
while actors may not.
COMPETENCY 010
20. A firefighter visits schools regularly to talk about fire safety. Although the
messages are always the same, the firefighter selects different words, gestures,
and examples to suit the grade level of the students hearing the presentation.
The firefighters selection process is called
A. encoding.
B. decoding.
C. receiving.
D. interfering.

COMPETENCY 011
21. Which of the following best describes a group that is organized around a hobby
or interest?
A. Task group
B. Social group
C. Committee
D. Delegation
COMPETENCY 011
22. A leader is most likely to assign someone to play the role of devils advocate
within a group to avoid which of the following?
A. Conflict
B. Group tension
C. Group cohesion
D. Groupthink
COMPETENCY 012
23. When evaluating a students oral presentation, a teacher should do which of the
following?
A. Point out the students weaknesses that tend to recur over time
B. Focus only on the areas of the presentation that need improvement
C. Focus only on the positive aspects of the presentation
D. Point out the students strengths and the areas that need improvement

COMPETENCY 013
24. Which of the following is the best way for a teacher to help reduce the
communication apprehension of students who are assigned an extemporaneous
speech?
A. Have students practice their speeches in front of small groups before the
actual presentations
B. Have students write out their entire speeches to read from while speaking
C. Have students memorize their speeches verbatim
D. Have students watch their classmates speeches to identify moments of
discomfort
COMPETENCY 014
25. Which of the following theories of persuasion proposes that individuals seek
balance in their lives, become uncomfortable when things are out of balance,
and seek to restore balance?
A. Elaboration-likelihood model
B. Cognitive dissonance theory
C. Narrative paradigm
D. Social judgment theory
COMPETENCY 014
26. A class listens to recordings of speeches by three famous people. The students
determine the strengths and weaknesses of the speeches. Which of the
following types of listening are the students engaged in?
A. Listening for enjoyment

B. Empathetic listening
C. Reflective listening
D. Critical listening

COMPETENCY 015
27. When a speech teacher is instructing students in the effective use of persuasive
skills and strategies, it is most appropriate to have students do which of the
following?
A. Use only pathos in formal argumentation

B. Focus on logos and ethos alone in formal argumentation
C. Use logos, pathos, and ethos in every formal and informal argument
D. Use logos, pathos, and ethos only when appropriate in formal and informal
arguments
COMPETENCY 015
28. Which of the following should a speech teacher tell students to look for first
when they are analyzing a proposition of value to construct a case?
A. Ideas for a plan

B. Values and criteria
C. Descriptive term and evaluative term
D. Arguments on each side
COMPETENCY 015
29. Which of the following is the most appropriate advice for a teacher to give
students when discussing ethical guidelines for debate research and the use of
evidence during a debate round?
A. Have complete source information ready for the judge and opponents for
any evidence they present in the round
B. Read aloud complete source information for each piece of evidence they
present in the round
C. Read aloud full source information only for evidence they present in the
affirmative case
D. Present only those parts of a piece of evidence that are favorable to their
side and to leave out words that hurt their argument

COMPETENCY 015
30. In a debate round, the most widely endorsed strategy is to flow, or take notes,
during which of the following speeches?
A. Rebuttals only
B. Constructives only
C. Constructives and rebuttals
D. The other teams speeches only
COMPETENCY 016
31. In a one-on-one conversation, a teacher gives a student a set of directions to

follow for an assignment. Which of the following is the most appropriate way for
the student to respond to the teachers directions?
A. Paraphrasing the directions

B. Listening for further directions
C. Focusing solely on the minor details
D. Refraining from asking questions
COMPETENCY 016
32. A parent wants to address the school board on an issue involving math tutorials
and have the board discuss the matter. The school board follows parliamentary
procedure. Which of the following should the parent do to ensure that the
school board will address his or her concerns
A. Contact the board secretary at least three days before the meeting and ask
to have the issue put on the agenda
B. Attend the meeting and speak about the issue during the open-discussion
period
C. Wait for the new-business portion of the agenda to be announced and rise to
speak about the issue
D. Contact a school board member directly and ask for time to speak about the
issue at the meeting

Answer Key and Rationales
Question Competency Correct

Rationales
Number Number Answer
1 001 B Option B is correct because noise describes anything that interferes with the
effective reception of a message by a receiver, including the internal noise that is
causing Connie to be distracted. Option A is incorrect because although Connie
may be imagining her performance on the upcoming exam, imagination does not
describe what is happening in the scenario in terms of communication theory.
Option C is incorrect because the scenario does not address Connies need to
belong and how this might be a barrier to communication. Option D is incorrect
because Connie is not concentrating but is suffering from a deficit in
concentration brought about by internal noise.
Back to Question
2 001 D Option D is correct because Bill is using research to analyze the audience and
adapt his message to that audience. Option A is incorrect because an internal
preview is part of the structure of a speech. Option B is incorrect because
feedback is part of the interaction model of communication, not part of speech
construction. Option C is incorrect because the scenario does not describe Bills
peers or a situation in which they provide evidence.
Back to Question

Rationales
3 001 A Option A is correct because empathic listening is based in part on adopting an

appropriate emotional position to support a speaker. Options B, C and D are
incorrect because the scenario does not suggest that Carlos is evaluating or
analyzing Sallys explanation.
Back to Question
4 002 C Option C is correct because by positioning himself or herself in a circle formed

by the group, the group leader demonstrates through nonverbal communication a
shared authority with, and mutual respect for, team members. Options A, B and
D are incorrect because a leader who sits at the head, in the center, or in front
of the group demonstrates to team members a desire to be in control and a need
for individual authority.
Back to Question
5 002 A Option A is correct because Henrys system of beliefs, including who might use
foul language, is a part of his world view, which is commonly defined as the way
someone sees and interprets the world. Option B is incorrect because the
situation does not refer to Henrys assessment of his own value. Option C is
incorrect because semantic focus describes how a person understands the use
of metaphors in language, not what he or she believes about the use of
language. Option D is incorrect because Henrys interpretation does not relate
to any of the elements of Abraham Maslows theory of self-actualization.
Back to Question

Rationales
6 002 D Option D is correct because the speaker has not sufficiently analyzed the
audience to help adapt the message to ensure a positive response. Option A is
incorrect because the speaker was able to confirm that the audience interpreted
the message incorrectly. Option B is incorrect because a particular phrase was
derogatory, not the speakers topic selection. Option C is incorrect because the
offensive message was a verbal phrase, not part of the speakers nonverbal
communication.
Back to Question
7 003 B Option B is correct because the student is not taking into account all of the
possible points of view that are likely to be discovered in the process of
conducting more comprehensive research. Blogs in particular do not adhere to
the more objective review standards of academic and professional research.
Option A is incorrect because neither the students research agenda nor the
blog post is necessarily untrue or dishonest. Option C is incorrect because the
scenario does not address the number of sources that the student uses or should
use; more blogs that support the students view will not make up for a lack of
objectivity. Option D is incorrect because the scenario does not address the
students emotional attitude about the research.
Back to Question

Rationales
8 003 C Option C is correct because a primary source is an original source, one that
was created or written during the time under study, and is not itself a historical
account; archaeological artifacts are often used as a primary source material.
Options A and B are incorrect because secondary (or indirect) sources
interpret primary sources, something a fossilized bone cannot do. Option D is
incorrect because preliminary sources are what a student may compile before
narrowing a topic, and the student in the scenario has already written the
speech.
Back to Question
9 004 B Option B is correct because a producer is responsible for all elements of a

newscast and those working in the news department. Option A is incorrect
because a director oversees the technical aspects of a newscast, including angles
and number of cameras, but is not responsible for everyone working in the news
department. Option C is incorrect because a chief engineer focuses on the
maintenance and proper functioning of the equipment involved in television
production. Option D is incorrect because on-air talent refers to the people in
front of the camera, such as newscasters.
Back to Question

Rationales
10 005 A Option A is correct because Justice Holmes, writing for the unanimous United
States Supreme Court in the case, asserted that the most stringent protection of
free speech would not protect a man falsely shouting fire in a theater and causing
a panic. . . . The question in every case is whether the words used are used in
such circumstances and are of such a nature as to create a clear and present
danger. . . . Options B, C and D are incorrect because the saying does not
originate from these.
Back to Question
11 006 A, D Options A and D are correct because the act of smiling is a form of nonverbal
communication, and the speaker is adapting to the audience of dentists with the
joke about teeth. Option B is incorrect because outlining occurs during the
writing process, before the performance takes place. Option C is incorrect
because the scenario does not describe the speakers repetition of an initial
sound in a series of words. Option E is incorrect because vocal variety is
achieved by varying the voice pitch, tone, pace and volume while speaking.
Back to Question

Rationales
12 006 D, E Options D and E are correct because people should acknowledge that they
filter all messages through their own experiences and that those experiences
affect their ability to listen effectively. Listeners can and should use the additional
time the process of comprehension grants them to ensure that they achieve as
full an understanding as possible of the senders message. Option A is incorrect
because hearing is a physical process and listening is a mental process. Option B
is incorrect because people must work to develop appropriate listening
strategies. Option C is incorrect because listening is a mental process whereby
listeners must provide feedback through verbal or nonverbal actions to
demonstrate that they have understood a message.
Back to Question
13 007 C Option C is correct because a process implies a temporal description, which a

sequential organization will provide. Option A is incorrect because topical
organization does not imply a particular order; it only discusses different aspects
of recycling. Option B is incorrect because problem-solution organization is
unique to persuasive speeches. Option D is incorrect because the description of
a process only includes a set of steps; it does not argue why an action causes a
particular response.
Back to Question

Rationales
14 007 C Option C is correct because speakers use metaphors to clarify the meaning of
ideas since metaphors help make abstract concepts more accessible by appealing
to the senses. Option A is incorrect because although delivery may support the
emphasis of a main idea, it cannot clarify a main idea. Option B is incorrect
because signposts signal transitions between main ideas instead of clarifying
them. Option D is incorrect because rhetorical questions usually serve as
introductions or transitions instead of enhancing the clarity of main ideas.
Back to Question
15 008 C Option C is correct because pathos is an emotional appeal; in this case, the
student is using emotion-laden languagea decaying worldin an attempt to
arouse the judges emotions and affect his or her decision. Option A is
incorrect because the argument does not contain inartistic proofs (e.g., facts,
examples, statistics) to appeal to the judges sense of logic. Option B is
incorrect because neither the scenario nor the debaters words suggest that the
credibility, expertise, or authority of the debater is at stake. Option D is
incorrect because the student is not moving from a serious argument to a trivial
one.
Back to Question

Rationales
16 008 A Option A is correct because in a cross-examination debate, the second negative

constructive speech is followed by the first negative rebuttal speech. Option B is
incorrect because a Lincoln-Douglas debate consists of a single person on each
side of the resolution, and each debater takes turns. Option C is incorrect
because in a public forum debate, the pro and con sides take turns throughout
the round. Option D is incorrect because after the authorship speech, a
congressional debate alternates speeches in support of and in negation of the
proposition.
Back to Question
17 008 C Option C is correct because the recency effect, a type of serial position effect,
describes a situation in which items at the end of a list of information, such as
the arguments presented in a speech, are more likely to be recalled than those in
the middle. Option A is incorrect because although the primacy effect is also a
kind of serial position effect, it describes the same situation with respect to the
beginning, not the end, of a list. Option B is incorrect because a halo effect
describes a cognitive bias in which an observer has a positive disposition toward
something based on liking one aspect of it. Option D is incorrect because
motivated sequence describes a technique for organizing persuasive speeches
but does not concern the serial position effect described.
Back to Question

Rationales
18 009 B Option B is correct because oral interpreters use symbolic movements to

communicate physical actions that would be more elaborate in a theater
performance. Option A is incorrect because interpreters use specific texts that
they have prepared instead of creating scenes without preparation. Option C is
incorrect because interpreters combine elements of acting and public speaking.
Option D is incorrect because interpreters may play a number of different
characters in the same performance according to the demands of the text.
Back to Question
19 009 A, C, D Options A, C and D are correct because oral interpretation is based on limited
movement with few or no costumes or hand props; the interpretation can bring
many different forms of literature to life and can be read from a lectern.
However, stage actors become their characters based on a playwrights dramatic
script and do not generally use a lectern. Option B is incorrect because nothing
theoretically keeps either stage actors or oral interpreters from focusing on each
other or on audience members (i.e., both groups can use all of the various kinds
of focus). Option E is incorrect because both actors and group oral interpreters
may participate in choral speaking according to a playwrights stage directions or
a directors interpretation of the text.
Back to Question

Rationales
20 010 A Option A is correct because during encoding, a person may choose from a wide
variety of verbal, paraverbal, and nonverbal symbols to create a message.
Option B is incorrect because decoding occurs when a person receives a
message; the firefighter in the scenario is sending a message. Option C is
incorrect because the firefighter is encoding and sending a message, not
receiving a message. Option D is incorrect because the firefighter is attempting
to enhance communication, and interference implies a decrease in
communication.
Back to Question
21 011 B Option B is correct because social groups are often formed through a sense of
unity derived from the mutual interests of their members. Options A and C are
incorrect because task groups and committees are formed often by a leader
to achieve an organizational goal. Option D is incorrect because a
delegations primary goal is to reach out to another person or group.
Back to Question

Rationales
22 011 D Option D is correct because groupthink is caused by members underestimating

the groups task and reaching consensus without an appropriate amount of
discussion. A devils advocate pushes the group to address issues that may need
to be resolved but that have not been raised or that have not been discussed
thoroughly enough from a variety of perspectives. Option A is incorrect
because a devils advocate deliberately causes conflict in a group. Option B is
incorrect because a devils advocate may increase tension in a group. Option C
is incorrect because group cohesion is a positive social process that must occur
before groupthink; a devils advocates goal is not to decrease group cohesion but
rather to question the groups final decisions.
Back to Question
23 012 D Option D is correct because an evaluation as an educational tool should be

balanced, incorporating both positive and negative comments. Option A is
incorrect because focusing only on recurring weaknesses does not provide a
balanced assessment. Option B is incorrect because focusing only on
weaknesses may decrease the students self-esteem and does not advance the
goal of providing balanced criticism. Option C is incorrect because focusing
only on student strengths gives the student a false sense of accomplishment and
skews the students perception of the performance.
Back to Question

Rationales
24 013 A Option A is correct because practicing before an audience assists students in

familiarizing themselves with an actual speaking situation and thus decreases
performance anxiety. Option B is incorrect because extemporaneous speeches
are based on outlines, so reading an entire speech does not replicate the
performance situation. Option C is incorrect because extemporaneous speeches
are based on outlines instead of memorization, so a memorized speech would not
replicate the performance situation. Option D is incorrect because audience
members cannot accurately identify times when speakers are uncomfortable, and
this information would not serve to decrease a students own anxiety.
Back to Question
25 014 B Option B is correct because cognitive dissonance theory outlines ways of

creating emotional tension and then giving audience members strategies to
decrease that tension. Option A is incorrect because the elaboration-likelihood
model emphasizes changes in attitudes toward objects or people, not seeking
balance. Option C is incorrect because the narrative paradigm views persuasion
through a descriptive lens based on storytelling, not through the restoration of
balance. Option D is incorrect because social judgment theory describes
persuasion as depending on the receivers preexisting attitudes rather than his or
her desire to restore balance.
Back to Question

Rationales
26 014 D Option D is correct because critical listening involves the analysis of arguments.
Option A is incorrect because listening for enjoyment entails listening that
supports or changes emotions. Option B is incorrect because the student
listeners are not necessarily expected to become emotionally affected by the
speakers messages. Option C is incorrect because the student listeners are not
instructed to summarize the arguments and repeat them to the speakers.
Back to Question
27 015 D Option D is correct because a speaker should choose the best available means
to form an argument regardless of its formality. Option A is incorrect because
any argument may use pathos, not just a formal argument; also, using only
pathos may not be appropriate when other means are available and suitable.
Option B is incorrect because pathos may also be important in formal
argument. Option C is incorrect because speakers should not simply use all
three persuasive modes uncritically.
Back to Question
28 015 C Option C is correct because all research extends from the understanding,
analysis, and definition of descriptive terms and objects of evaluation in the
proposition. Option A is incorrect because value debate does not advocate a
plan; policy debate advocates a plan. Option B is incorrect because the choice
of values and criteria extends from a discussion of terms in the resolution.
Option D is incorrect because arguments on each side are circumscribed by the
discussion of terms in the resolution.
Back to Question

Rationales
29 015 A Option A is correct because debaters are expected to be able to provide all
information required, including full MLA or APA citations as well as the
qualifications of the author, for all evidence they introduce in a debate. Option B
is incorrect because debaters are expected to deliver orally only the authors
last name, source, and year of publication when they present evidence in a
round. Option C is incorrect because in all debate events, debaters are
expected to deliver source information orally. Option D is incorrect because if a
meaningful piece of evidence is left out, it does not constitute evidence.
Back to Question
30 015 C Option C is correct because all topics, issues, and arguments must be flowed
from the first part of the debate round and from the second part of the debate
round, when it is vitally important that no new arguments are brought up.
Option A is incorrect because if debaters do not begin taking flow until the
rebuttals, it is more likely for them to allow opponents arguments to be dropped.
Option B is incorrect because while it is important to begin flow during the
constructive speeches, flow needs to continue throughout the debate. Option D
is incorrect because failure to flow their own arguments can result in having
debaters drop some quality arguments.
Back to Question

Rationales
31 016 A Option A is correct because paraphrasing is a particularly important and

appropriate response to show that the receiver understood the message. Option
B is incorrect because listening for further directions does not clarify the
students understanding of the teachers message. Option C is incorrect
because focusing solely on the minor details does not clarify the students
understanding of the directions and may not enable the student to understand
the larger context of the directions. Option D is incorrect because if the student
does not ask any questions, he or she may misunderstand the directions.
Back to Question
32 016 A Option A is correct because an item must be on the agenda in order to be

discussed by the school board. Option B is incorrect because board members
cannot discuss an item during the open-discussion part of the meeting. Option C
is incorrect because members of the audience (visitors) who are not on the
agenda may not speak during the regular part of the meeting. Option D is
incorrect because individual board members cannot set the agenda without
taking due process steps, such as contacting the secretary in advance to request
a topics inclusion on the agenda.
Back to Question

Study Plan Sheet
STUDY PLAN
What What
material do material do
I have for I need for Where can Dates
Content How well do studying studying I find the planned for
covered I know the this this materials study of Date
on test content? content? content? I need? content Completed

Preparation Resources
The resources listed below may help you prepare for the TExES test in this field.
These preparation resources have been identified by content experts in the field to
provide up-to-date information that relates to the field in general. You may wish to
use current issues or editions to obtain information on specific topics for study
and review.
JOURNALS
Communication Education, National Communication Association.
http://www.tandfonline.com/toc/rced20/current
Quarterly Journal of Speech, National Communication Association.
http://www.tandfonline.com/toc/rqjs20/current
OTHER RESOURCES
Baxter, L. A. (2010). Voicing Relationships: A Dialogic Perspective. Thousand Oaks,
Calif.: Sage.
Braithwaite, D. O., and Schrodt, P. (Eds.) (2015). Engaging Theories in
Interpersonal Communication: Multiple Perspectives, Second Edition. Thousand
Oaks, Calif.: Sage.
Beebe, S. A., and Beebe, S. J. (2014). Public Speaking: An Audience-Centered
Approach, Ninth Edition. New York, N.Y.: Pearson.
Beebe, S., and Masterson, J. T. (2014). Communicating in Small Groups: Principles
and Practices, Eleventh Edition. New York, N.Y.: Pearson.
Biagi, S. (2015) Media/Impact: An Introduction to Mass Media. Eleventh Edition.
Belmont, Calif.: Wadsworth.
DeVito, J. (2015). The Interpersonal Communication Book, Fourteenth Edition. New
York, N.Y.: Pearson.
Dixon, N. (2010). Readers Theatre: A Secondary Approach. Winnipeg, Canada:
Portage & Main Press.
Duck, S., and McMahan, D. T. (2015). Communication in Everyday Life, Second
Edition. Thousand Oaks, Calif.: Sage.
Edwards, R. (2008) Competitive Debate: The Official Guide. New York, N.Y.: Alpha
Books.
Engleberg, I., and Wynn, D. R. (2013). Working in Groups, Sixth Edition. New York,
N.Y.: Pearson.
Fassett, D. L., and Warren, J. T. (Eds.) (2010). The Sage Handbook of
Communication and Instruction. Thousand Oaks, Calif.: Sage.
Freeley, A. J., and Steinberg, D. L. (2014). Argumentation and Debate: Critical
Thinking for Reasoned Decision Making, Tenth Edition. Boston, Mass.:
Wadsworth/Cengage Learning.
Griffin, E., Ledbetter, A., and Sparks, G. (2014). A First Look at Communication
Theory, Ninth Edition. New York, N.Y.: McGraw-Hill.

Gura, T. and Lee, C. L. (2009). Oral Interpretation, Twelfth Edition. New York, N.Y.:
Routledge.
Herrick, J. (2012). History and Theory of Rhetoric: An Introduction, Fifth Edition.
New York, N.Y.: Routledge.
Koch, A. and Schmitt, J. (2014). Speaking with a Purpose, Ninth Edition. Boston,
Mass.: Pearson.
Lewis, T. V. (2011). Communicating Literature: An Introduction to Oral
Interpretation, Fifth Edition. Dubuque, Iowa: Kendall Hunt.
Littlejohn, S.W., and Foss, K. A. (2011). Theories of Human Communication, Tenth
Edition. Long Grove, Ill.: Waveland.
Lucas, Stephen E. (2014). The Art of Public Speaking, Twelfth Edition. New York,
N.Y.: McGraw-Hill.
Meyers, S. A., and Anderson, C. M. (2008). The Fundamentals of Group
Communication. Thousand Oaks, Calif.: Sage.
Palmer, E. (2011). Well Spoken: Teaching Speaking to All Students. Portland,
Maine: Stenhouse.
Rybacki, K. C., and Rybacki, D. J. (2012), Advocacy and Opposition: An
Introduction to Argumentation, Seventh Edition. Boston, Mass.: Allyn and
Bacon.
Simonds, C. J., and Cooper, P. J. (2010). Communication for the Classroom
Teacher, Ninth Edition. Boston, Mass.: Allyn and Bacon.
Trenholm, S. (2014). Thinking Through Communication, Seventh Edition. Boston,
Mass.: Allyn and Bacon.
Vangelisti, A., Daly, J., and Friedrich, G. (Eds.) (2013). Teaching Communication:
Theory, Research, and Methods, Second Edition. New York, N.Y.: Routledge.
Wood, J. T. (2015). Gendered Lives: Communication, Gender, and Culture,
Eleventh Edition. Boston, Mass.: Wadsworth/Cengage.
Zarefsky, D. (2014). Public Speaking: Strategies for Success, Seventh Edition.
Boston, Mass.: Pearson.
ONLINE RESOURCES
National Communication Association www.natcom.org
National Speech and Debate Association www.speechanddebate.org
Texas Speech Communication Association www.etsca.com

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Texas Examinations

Speech 712 (129)

The Domains .............................................................................................. 4

The Standards ............................................................................................ 5

Domains and Competencies.......................................................................... 7

Domain I Communication Processes ................................................. 7

Domain II Speaking and Listening in Different Contexts ...................... 10

Domain III Speech Education........................................................... 14

Approaches to Answering Multiple-Choice Questions ........................................ 21

How to Approach Unfamiliar Question Formats ...................................... 21

Question Format ................................................................................ 22

Single Questions ................................................................................ 22

Clustered Questions ........................................................................... 25

Multiple-Choice Practice Questions ................................................................ 28

Answer Key and Rationales .......................................................................... 40

Study Plan Sheet ........................................................................................ 55

Preparation Resources ................................................................................. 56

TExES Speech 712 (129) 2

Test Name Speech 712

Test Code 129

Number of Questions 100 multiple-choice questions

Format Computer-administered test (CAT)

TExES Speech 712 (129) 3

Speech 712: IIIV,

Speaking and Listening in

III. Speech Education 31% Speech 712: I-XII

TExES Speech 712 (129) 4

Speech 712 Standard II

Speech 712 Standard III

Speech 712 Standard IV

Speech 712 Standard V

Speech 712 Standard VI

Speech 712 Standard VII

Speech 712 Standard VIII

TExES Speech 712 (129) 5

Speech 712 Standard X

Speech 712 Standard XI

Speech 712 Standard XII

TExES Speech 712 (129) 6

The competency statement, which broadly defines what an entry-level

Domain I Communication Processes

Competency 001: The teacher understands the communication process and

The beginning teacher:

A. Understands and analyzes components of the communication process (e.g.,

TExES Speech 712 (129) 7

The beginning teacher:

A. Understands the importance of making appropriate communication choices

Competency 003: The teacher understands the importance of using accurate

The beginning teacher:

A. Demonstrates knowledge of various types of information resources, including

TExES Speech 712 (129) 8

The beginning teacher:

A. Demonstrates knowledge of different types of mass media (e.g., radio,

The beginning teacher:

A. Recognizes the importance of freedom of speech in a democratic society and

TExES Speech 712 (129) 9

The beginning teacher:

A. Understands the conventions of oral language (e.g., meaning, vocabulary,

The beginning teacher: