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Query was: word

Here are the matching lines in their respective documents. Select one of the highlighted words in the matching lines below to jump to that point in the document.

• Title: Art of Lecturing: Lecture I
  Matching lines:
  • directly with the spoken word. And I shall treat this spoken
  • word so as to take into consideration, that he who sets
  • him to want to listen to our words. Essentially it is indeed
  • must be — I hope that this word will not arouse too
  • such a way that we do not formulate the lecture word for
  • word. Of course, matters cannot be taken literally, —
  • automatically. When the lecture is given word for word, from
  • lecture that is spoken word for word as it was worked out and
  • one's words in the usual speaking, when addressing another
  • words, but between the words: in the way in which the words
• Title: Art of Lecturing: Lecture II
  Matching lines:
  • original sense by the word “elocution” has not
  • to distinguish properly between the word and the grasping of
  • the thought conveyed — the word and the thought
  • experience; the word has become abstract, so that it exempts
  • very outset that what is to be clicked in and the word
  • to hear Begreifen in the word Begriff it is
  • activity. If there is an au in the word, this
  • to behold a picture, an imagination in every single word; and
  • grammatical. Here all has swum together: thought and word.
  • which is the word organism is already almost
  • a human being today who still uses his words differently, in
  • finding the adequate or correct use of a word association for
  • the judgment, the concept, the word. The Romans were
  • earlier, but here we make use of the word to characterize.
  • All defining ceases; here we use the word to characterize.
  • The word is so handled that one really feels each word as
  • word, the adequate sentence; one can only conduct oneself as
• Title: Art of Lecturing: Lecture IV
  Matching lines:
  • and word against him. Jokers create too much acidity in the
  • listeners' stomachs. Words precede deeds.
  • and Central Europe, it can be taken quite literally, word for
  • word, the way it stands. But for England and America it would
  • all over how every word and every world-relation calls forth
  • ready word for word. He who has prepared himself often for
  • debate to his preliminary words he could equally have
  • not a matter of words, it's a matter of deeds! I have heard
  • not only in dialogues, but also from various podiums: Words
  • world in the way of actions, everything depends on words! For
  • someone or other through words.
  • [“The words you've bandied are sufficient: 'tis deeds
• Title: Art of Lecturing: Lecture V
  Matching lines:
  • ourselves word for word; rather what we prepare is, in a
  • not coin any word for it, but in reality it was an
  • almost word for word.
  • jot down mere catch-words. Experience shows that neither the
  • verbatim composition nor the mere noting down of catch-words
  • frequently the case when the speech is written down word for
  • word. Catch-words easily mislead one to formulate the whole
  • itself.” (Catch-phrases, with other words.) If you do
  • Then, the desire, as well as the skill, to word the catch-
  • sequence and the word relationships, the breath also
  • regulates itself as a matter of course. In other words, one
  • in front of him with its mouth open. In other words, one
  • floated around you, as if the words flew around you. You can
  • really have a sort of experience of your words. Then,
  • feels the weaving of sounds and the words in one's
  • the words. And one can achieve that particularly through such
  • need to carry before the listeners. In experiencing the word,
  • feeling should pervade us how the word, the sequence of
  • words, the word-formation, the sentence-construction, how
  • and the looking at the word, the seeing of the word.
  • Maximum number of matches per file exceeded.
• Title: Art of Lecturing: Lecture VI
  Matching lines:
  • formulations and word order keep the listeners attentive.
  • For example, take the speaker who, in seeking the right word
  • changing the word order. You should speak some sentences in
  • the second sentence if you interlace your word-order a bit.
  • the right words, for he will know that without the knowledge
  • That will give wings to our words and make us true coworkers