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Chapter 11
The Speaker and the Audience;
The Occasion and the Subject
ABOUT CHAPTER 11
In this chapter, students learn that public communication occurs in a somewhat formal setting
and requires the communicator to be extremely well prepared. They then consider four stages of
speechmaking: topic selection, topic development, the presentation, and the post-presentation
analysis.
A thorough analysis of the speaker and a thorough analysis of the audience are essential steps in
topic selection. Students are introduced to audience demographics, including such factors as age,
sex, marital status, religion, cultural background, occupation, economic status, education, and
membership in organizations. Students then attempt to predict the attitudes listeners will have
toward them and their presentations. Motivation and homogeneity are additional factors explored
in this chapter.
CHAPTER OBJECTIVES AND CONTENT
Objectives and Content Activities and Resources
LO1 Define public speaking and public
speaking anxiety
In the text:
Pages 292-299
Ethics and Communication: Is Compulsory
Speech Making Fair/
Exploring Diversity: Report Talk and
Rapport Talk
Discussion Starters
In the Instructor’s Manual:
11.4 Skill Builder: Speakers
On the Online Campus:
Self-Inventory
LO2 Explain how to approach public
speaking systematically
In the text:
Pages 299- 301
Review, Reflect, & Apply
Recall
Understanding
Apply
Review Your Life
Consider the Moment
Search the News
Use an Online Topic Generator
The Alphabet Technique
IM 11-1
The Topoi Technique
MYGLO
Skill Builder: Attitude Check
Sidebar Discussion Starters
LO3 Explain why conducting a thorough
self-analysis facilitates the speech-making
process. In the text:
Pages 301-303
Skill Builder: From he Listener’s Point of
View
Review, Reflect, & Apply
Recall
Apply
Analyze
LO4 Analyze your audience and tailor
your speech to them. In the text:
Pages 303-311
Work It Out: Identify
Skill Builder: Topic Evaluation Time
Sidebar Discussion Starters:
In the Instructor’s Manual:
11.1 Skill Builder: The Audience
11.2 Skill Builder: A Class Picture
LO5 Explain how the nature of the
occasion influences a speech. In the text:
Pages 311-313
Review, Reflect & Apply
Recall
Understand
Evaluate
Discussion Starters
LO6 Identify criteria for topic selection. In the text:
Pages 314-315
Review, Reflect & Apply
Recall
Evaluate
Discussion Starters
In the Instructor’s Manual
11.6 Skill Builder: Cybersearch
Online Learning Center
Clips on Informative and Persuasive
Speeches
LO7 Narrow your topic and formulate a In the text:
IM 11-2
thesis statement.. Pages 316-319
Topic Cone
Skill Builder: Subject Evaluation
Review, Reflect, & Apply
Understand
Apply
In the Instructor’s Manual
11.7 SKILL BUILDER: Read and
Respond
11.8 SKILL BUILDER: Service Learning
11.9 SKILL BUILDER: Listen/View
11.5 Skill Builder: Speech Groups
Self-Analysis Scale
Additional Activities On the Online Learning Center (OLC):
Key Term Flashcards
Self-Quizzes
Key Term Crosswords
Self Quizzes
PowerPoint Files (Teacher Area of OLC)
LESSON OUTLINE FOR CHAPTER 11
I. Approaching Speechmaking Systematically
A. Topic Selection
B. Topic Development
C. Presentation
D. Analysis
E. Understanding Your Fears
Incorporate activities from the text and instructor’s manual
II. Considering the Speaker
A. Expectations for Speechmakers
B. Self-Analysis: You and Your Topic
Incorporate activities from the text and instructor’s manual
III. Considering the Audience
A. Beginning Your Audience Analysis
B. Demographics of Audiences
C. Audience Psychographics
D. Predicting Audience Reaction
Incorporate activities from the text and instructor’s manual
IV. Considering the Occasion
A. Date and Time
IM 11-3
B. Location
C. Type
Incorporate activities from the text and instructor’s manual
V. Considering the Subject
A. Criteria for the Topic
B. Narrowing the Topic
C. Formulating a Purpose Statement
Incorporate activities from the text and instructor’s manual
VI. Technology and Topic Selection
Incorporate activities from the text and instructor’s manual
VII. Using Analysis Effectively
Incorporate activities from the text and instructor’s manual
TOPICS FOR DISCUSSION
1. Have students consider the chapter-opening quotation: “In the United States, there are more
than 20,000 different ways of earning a living, and effective speech is essential to every one.”
Do they agree that this is so? Can they think of any occupation that does not require effective
speech?
2. What do you believe is the single most important characteristic of an effective public
speaker?
3. List five topics that would not be appropriate for you to discuss in your speech class. Can you
think of a speaker for whom each of these topics would be appropriate?
4. Name five topics you feel would be of little interest to the members of your class. How could
you approach those topics to make them interesting to the class members?
DISCUSSION STARTERS
1. Susan Faludi noted, “Public speaking can be a horror for the shy person, but it can also be the
ultimate act of liberation.” In what ways can it be liberating?
2. Choose a topic of current interest. How would you approach the topic for an audience of
college students? How would you change it for a senior citizen? For an audience of high
school students?
3. Check the website www.greatspeaking.com. How do you react to the speaking advice given
there?
ADDITIONAL SKILL BUILDERS
11.1 SKILL BUILDER: The Audience
Assume you are going to deliver a speech on “Eliminating Grades” to two different audiences:
one composed of students from your college, the other composed of faculty members and
administrators. How will demographic and attitudinal variables affect your task?
11.2 SKILL BUILDER: A Class Picture
IM 11-4
Make a demographic analysis of your class. What conclusions can you draw about this particular
“audience”?
11.3 SKILL BUILDER: Current Topics
Divide the class into groups. Have each group select a current issue in the news. Identify several
people involved in each issue, and consider how they might address audiences who either
support or oppose their point of view.
11.4 SKILL BUILDER: Speakers
Ask students to videotape a broadcaster or another speaker they like. Have them show a one-
minute segment of the tape to the class, and discuss what the speaker does that seems to be
effective. What suggestions does the class have for the speaker?
11.5 SKILL BUILDER: Speech Groups
If your students need to work with others, try this for group work.
1. Select a current political topic. Ask student groups to go to the library to research the who,
what, where, when, and why of the topic.
2. Have the student groups report on their findings. Make it clear that any speech begins with
similar research.
3. Each group is to select a famous American “Mystery” from the following list:
Mad Cow disease
Sacco and Vanzetti
Lindbergh baby kidnapping
Amelia Earhart
Ethel and Julius Rosenberg
JFK assassination
Watergate: What did Nixon know?
11.6 SKILLBUILDER: Cybersearch
Use Internet resources to conduct a search for information on the following general subjects or a
subject of your choosing.
E-mail
High-tech presentations
Workforce diversity
Gender and communication styles
Make notes about what you found and how you found it. Then select one of the topics you
researched and narrow it, so that it becomes possible for you to use the topic as the basis of a
three-minute speech you could deliver to your class. Compare and contrast your topics with
those formulated by other students.
11.7 SKILLBUILDER: Reflect and Respond
Agree or disagree with the following statement; supply reasons and examples that support your
stance:
IM 11-5
Effective public speaking is nothing more than one side of an extended conversation.
With the exception of preparation time, public speaking and conversation demand the
same skills.
11.8 SKILLBUILDER: Focus on Service Learning
Using a variety of research sites including www.cdc.gov/flu/avianflu/ or www.cdc.gov/westnile/
explain how you can apply what you have learned in this chapter to help a community group
share its understanding of avian (bird) fly, swine flu, or West Nile virus with an audience of
senior citizens.
11.9 SKILLBUILDER: Listen and View
Ask students to work in groups. The group should select and bring in music and/or films or film
clips that they feel relate to the content of this chapter. Ask them to play the clips and discuss
why they feel they are related to the chapter
IM 11-6
WORKSHEETS
Worksheet for Skill Builder: From the Listener's Point of View
Describe behaviors exhibited by the most effective speaker you've ever heard. Contrast these
with the behaviors of the least effective speaker you've heard.
Effective speaker's behaviors:
Ineffective speaker's behaviors:
IM 11-7
Worksheet for Attitude Check
1. Identify a set of controversial topics, and ask students to select one for the Attitude Check
exercise.
2. Each member of the class should fill out the following four scales for the topic:
If a speech were being given on this topic, would you want to attend?
Only if required to 1 2 3 4 5 Have a desire to attend
Do you feel that your attitudes and values are similar or dissimilar to those of other
members of your group?
Similar 1 2 3 4 5 Dissimilar
(homogeneous) (heterogeneous)
Do you support this issue?
Favor 1 2 3 4 5 Disapprove
Is your involvement in or commitment to this issue active or passive?
Passive involvement 1 2 3 4 5 Active involvement
3. Using your knowledge about the class members, estimate where on each scale the average
response will fall. Add up the scores for each of the four questions, and, then divide the
figure by the number of participating class members to determine the class average for each
question.
4. How accurate were your predictions? Would you have been off-base in terms of predicting
their attitudes if you had spoken to the class on the chosen topic? Why or why not? How can
the information you gathered help you become a more effective speaker?
IM 11-8
