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CHAPTER 11 INFORMATIVE SPEAKING
CHAPTER 11 SUMMARY
Chapter 11 discusses the goals of informative speeches specifically to communicate new information,
help the audience develop new perspectives on the topic, or prompt the audience to have positive or
negative feelings about the topic. Chapter 11 offers tips for selecting an appropriate informative topic
and techniques and also for giving a good informative speech.
CHAPTER 11 OUTLINE
I. Introduction: Telling it like it is
A. Conveying information
B. Could influence audience decisions
1. Add to stock of audience info
2. Improve collective decision-making
II. Goals of informative speaking
A. Primary aim: deliver impartial info
1. Cannot call for change in thinking/action
2. Why Call It “Informative?” (FAQ)
B. Three approaches to info delivery
1. New information
a. Choices on clarity, common ground
b. Audience = different orientations
c. Good speech = start from common base, add new facts and data
d. Audience likes novelty
i. Surprise value of challenging conventional wisdom
ii. Gain attention = listen more carefully to new info
2. New perspective on topic
a. Depends on choices to make audience connect
b. Frame content for new context, reference point
c. Strategic benefit
i. Organize around central theme, help audience link speech elements
ii. Shape how audience understands facts
iii. Make interesting for audience
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2. How present = different audience reactions
a. Shock language
b. Straightforward presentation
c. Personalized content
d. Avoid potentially negative appeal
3. Know the audience
4. Redoing obesity (Try It!)
III. Responsibilities of the informative speaker
A. Choices
1. Present info from different perspectives
2. What to say
3. How to say it
4. What to leave out
B. Best chance for audience learn from info
C. Responsibilities
1. Necessary research, relevant/credible info
2. Essential facts, true to research
3. Clear and accessible
4. Organized presentation
5. Useful and relevant info
D. Principles for composing speech
1. Facts do not speak for themselves; add coherence
IV. Topics for informative speeches
A. Easy to explain
1. Useful and not too complex for audience
2. Within time limits
B. Objects
1. How often encountered
2. Role in lives
3. Profit from knowing more
4. Contrast to demo speech: does not require physical object
C. Events
1. Regular or milestone event
2. Significance of event
3. Improve or solve problems
4. Make it concrete and visual for audience (even > object speech)
D. People
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1. Accomplishments
2. Abilities
3. Famous/infamous
a. New info
4. Unknowns
a. Most relevant quality, characteristic, achievement
5. Bio info (but not just a bio)
E. Processes
1. Uncomplicated or highly complex
2. Abstract or concrete
3. Processes = continuous, so discrete series of chunks or steps
F. Ideas
1. Abstract concept
a. > abstract, > philosophical = > challenging to make real
2. Connect topic to familiar ideas
3. Detailed examples
4. Comparison of two similar cases
G. Good informative topic, questions to ask (FAQ)
V. Techniques of informative speaking
A. Defining
1. Statement of relevant meaning of word, phrase, or term
2. New and unfamiliar = define
a. Audience not impressed with technical
b. Set up arguments and explanations
3. Definitions
a. Logical (abstract)
b. Operational (concept in practice)
c. Authority (based on rule)
d. Negation (contrast to something else)
C. Explaining
1. Statement or account that clarifies process or complex concept
2. Break it down into smaller units (e.g., step–by-step process)
3. Analogies (comparison based on similarities between familiar and unfamiliar)
4. Examples (specific)
VI. Choices that make information effective
A. Clear and interesting
1. Easily understood
2. Audience wants to know more
B. Keep it simple
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1. Often too much info for allotted time
2. Too complex or too much at once = boring, annoying
C. Connect topic to audience
1. Needs, motivations, interests
2. Universal needs
3. Audience knowledge and experience (e.g., start with familiar/similar)
D. Wise use of supporting material
1. Researched-based examples, analogies, explanations
2. Don’t overdo it (e.g., not too many examples)
3. Turn ear into eye (specific concrete language)
4. Own it (personalized info)
E. Effective organizational patterns
1. Topical
F. Effective language
1. Translate technical talk
a. Define abbreviations on first use
b. Not too many
c. If list too long
i. Necessary?
ii. Change topic?
2. Define terms if simpler one = misunderstanding
VII. Alternative speech formats
A. TED Talks
1. Technology, Entertainment, and Design (TED)
a. Linked to Silicon Valley, politicians, visionaries
b. Experts talk to experts and public
2. 18 minutes
4. Avoid boring
a. Short, focused, visual
b. 3 laws of communication
i. Emotional
ii. Novel
iii. Memorable
5. TED process
a. Familiar with 18-minute form
b. Develop idea
c. Outline and script
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d. Slides
e. Rehears
f. Give talk
g. Savor the glory
B. PechaKucha
1. Developed in 2003 by architects because go on too long
a. Similar to Ignites, Lightning Talks
b. Japanese for chit-chat
2. 20 slides shown for 20 seconds each, automatic advance
a. 6 minutes 40 seconds
b. Quick and relaxed
c. Typically at PK night
d. Series of talks and possibly music
3. Good ones—unexpected talent, ideas, great stories, all different
4. Main point (narrow thesis), storyline/plot
a. Keep audience interested in story
4. PK = infotainment
READING TARGET FOR CHAPTER 11
This is the instructor-assigned goal for students to consider in their writing, discussion, and individual
reflections:
Read the chapter to explain what an informative speech is and the choices entailed in delivering
a good informative speech.
LEARNING ACTIVITIES FOR CHAPTER 11
General strategies and techniques
Use the Questions for Review and Questions for Discussion at the end of Chapter 11 as prompts
for writing or discussion (in class, online, before and after class).
Use the Try It activities in the chapter as the basis for points of discussion, in-class activities, or
assigned work outside of class.
Chapter learning objective: Analyze the goals of informative speaking
Share informative speech story. Ask students to share a time when they heard a speech that
met one of the informative goals (present new information, provide new perspective, elicit
positive or negative feelings).
Feelings and reaction. Review the possible speech excerpts about obesity that are designed to
elicit feeling described in the chapter. Ask student pairs to discuss (or ask individual students to
write about) the approach that made them most interested in hearing the speech and why.
Positive and negative terms. Examine Table 11.1, which compares positive and negative terms.
As a large group, generate three to four additional negative terms, and ask small groups to
create positive counterparts. For example, thin undeveloped muscles could be described
positively as “lean.” Cantankerous could be described as “feisty.”
Chapter learning objective: Outline the responsibilities of informative speakers
Practical actions. Review the list of informative speaker responsibilities in the text, and have the
class generate practical and concrete steps for meeting those responsibilities. For example, what
exactly can students do to find relevant and credible information? Note that this is a great time
to introduce campus-specific resources.
Demonstrate need for a coherent picture. Provide the class with two statements that can stand
alone or be related. For example, “Today is June 8. Yesterday was June 7.” Tell students to
Chapter learning objective: Choose appropriate topics for informative speeches
People points. Ask students to identify two main points that they would use in a speech about a
person whom they admire. Remind students that they need to convey the essence of the person
rather than just listing biographical information.
Informative topics. As individuals, brainstorm a potential topic for each of the informative topic
types presented in the chapter (i.e., object, event, people, process, idea). Ask students to share
their lists with partners. This discussion can be used as an introduction to an informative speech
assignment and can start students thinking about an appropriate topic.
Chapter learning objective: Master the techniques of informative speaking
Value of definitions. Students can reference the list of possible definitions in the text while
working to define a term such as journalism in two or three ways. Have students share their
definitions with the large group and then discuss the effect of different definitions. For example,
when answering a question about “bloggers as journalists,” the definition of a journalist can
provide an important foundation for an argument that bloggers should (or should not) have the
same legal protections as journalists (e.g., they cannot be compelled to reveal their sources).
Practice describing. Ask students to work in small groups. Each group member takes a turn to
describe an item in a book bag or purse, using concrete details. Ask students to avoid describing
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version. Compare what people create and discuss when a description can go too far and hinder
the speech.
Creating analogies. Ask students to create analogies to explain an aspect of the value of
exercise, such as why personal self-defense classes are important or a preference for certain
foods. Ask for a few volunteers, and for each analogy, tell the class to identify the information
that they already understand that is related to the topic through the use of this analogy.
Visual similes. The book uses the example of a yoga pose looking like a pretzel. Ask students to
create or remember other visual similes that helped to create an image of an abstract concept.
For example, someone stood as still as a statue; the shape of the sport utility vehicle was like a
trash truck; the tension filled the room like fog.
MINDTAP AND CENGAGE RESOURCES FOR CHAPTER 11
Chapter 11 support materials in MindTap include the following:
Quiz questions that reinforce student learning and understanding
General resources cited at the beginning of Part II
GLOSSARY OF TERMS FOR CHAPTER 11
Analogy: a comparison based on similarities between something familiar and something unfamiliar
Definition: a statement of the relevant meaning of a word, phrase, or term
Description: a set of vivid and concrete details that characterize an object, event, person, or idea