Beginning and
Ending the Speech
Chapter Objectives
After reading this chapter, students should be able to:
1. Identify the four objectives of a speech introduction.
2. Explain eight methods that can be used to gain attention in an introduction.
3. Identify the major functions of a speech conclusion.
4. Explain the methods a speaker can use to fulfill the functions of a conclusion.
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Chapter Outline
I. Speeches need effective introductions and conclusions.
A. An effective introduction gets the speaker off on the right foot.
B. An effective conclusion ends the speech on a strong note.
II. There are four objectives of a speech introduction.
A. The first objective is to gain the attention and interest of the audience.
1. One method of gaining attention is to relate the topic to the audience.
2. A second method is to state the importance of the topic.
3. A third method is to startle the audience.
4. A fourth method is to arouse the curiosity of the audience.
5. A fifth method is to question the audience.
6. A sixth method is to begin with a quotation.
7. A seventh method is to tell a story.
8. An eighth method is to use visual aids.
9. Other methods of gaining attention include referring to the occasion, inviting
audience participation, relating to a previous speaker, and beginning with humor.
B. The second objective of a speech introduction is to reveal the topic of the speech.
C. The third objective of a speech introduction is to establish the credibility and
goodwill of the speaker.
1. Credibility is a matter of being perceived by the audience as qualified to speak on
a particular topic.
2. Establishing goodwill is a matter of showing that the speaker has the audience’s
best interests in mind.
D. The fourth objective of a speech introduction is to preview the body of the speech.
III. There are five tips for preparing an effective introduction.
A. The introduction should usually be relatively brief.
B. Speakers should keep an eye out for potential introductory material as they research
the speech.
C. Speakers should be creative when devising their introductions.
D. Speakers should not be concerned with the exact wording of the introduction until the
body of the speech is finished.
E. The introduction should be worked out in detail so it can be delivered effectively.
IV. A speech conclusion has two primary functions.
A. The first function is to signal the end of the speech.
150 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
1. One way to signal the end of a speech is with a brief verbal cue such as “In
conclusion” or “One last thought.”
2. Another way to signal the end is by the speaker’s manner of delivery.
B. The second function of a conclusion is to reinforce the audience’s understanding of
or commitment to the central idea of the speech.
1. There are four methods of accomplishing this.
a. One method is to summarize the main points of the speech.
b. A second method is to conclude with a quotation.
c. A third method is to end with a dramatic statement.
d. A fourth method is to refer back to the introduction of the speech.
2. These methods can be used separately or in combination to create an effective
conclusion.
V. There are four tips for preparing an effective conclusion.
A. Speakers should keep an eye out for potential concluding materials as they research
the speech.
B. Speakers should conclude with a bang instead of a whimper.
C. Speakers should not be long–winded in the conclusion.
D. Speakers should prepare the content and delivery of their conclusions with special
care.
Exercises for Critical Thinking
(from text page 195)
1. Here are six speech topics. Explain how you might relate each to your classmates in the in-
troduction of a speech.
roller coasters high blood pressure
performance enhancing drugs Australia
laughter Social Security
Discussion: Students often have difficulty deciding how to relate their speech topics di-
CHAPTER 10—BEGINNING AND ENDING THE SPEECH 151
Roller Coasters:
Your hands grip the bar in front of you. Your knuckles whiten as you climb higher
and higher. Underneath you is that distinct clink, clink, clink. High above the ground,
you’re able to see for miles. The warm sun shinning down, the wind blowing gently
Performance Enhancing Drugs:
Imagine that you’re one of an elite group of students fighting for a spot at the top
of your class. You’re fully aware of the implications of an upcoming exam. If you blow
it, you lose your rank. However, a good grade virtually assures you of prestige and a
comfortable job.
So you look for that extra edge—a little something to push your already strained
Laughter:
The neural circuits in your brain begin to reverberate. Chemical and electrical im-
pulses start flowing rapidly through your body. Your pituitary gland is stimulated.
Hormones and endorphins race through your blood.
Your body temperature rises by half a degree. Your pulse and blood pressure in-
152 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
High Blood Pressure:
It is the most common chronic disease in the United States. Controllable but in-
curable, it is a symptomless disease. You can have it for years and never know until it
kills you. Some 73 million Americans have this disease, and 300,000 will die from it
Australia:
Where can you see numerous plants and animals unique to a single country?
Where can you visit an island that has a cattle ranch bigger than all of Belgium?
Where can you swim next to the world’s largest living organism, the Great Barrier
Reef?
If you answered Australia, Australia, Australia—you’re right. It is a land of beauty,
Social Security:
Many of you may think, “What does Social Security have to do with me? I’m young,
healthy, and nowhere near retirement age.”
But Social Security has a lot to do with you. If you don’t have a job today, you will
2. Think of a speech topic (preferably one for your next speech in class). Create an introduction
for a speech dealing with any aspect of the topic you wish. In your introduction, be sure to
gain the attention of the audience, to reveal the topic and relate it to the audience, to establish
your credibility, and to preview the body of the speech.
Discussion: This exercise is designed to give students practice developing a complete in-
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3. Using the same topic as in Exercise 2, create a speech conclusion. Be sure to let your audi-
ence know the speech is ending, to reinforce the central idea, and to make the conclusion
vivid and memorable.
Discussion: This exercise is designed to give students practice in developing a complete
Using Public Speaking in Your Career
(from text page 189)
Your degree in civil engineering has served you well and you are now the chief city planner for a
major metropolis. After studying the issue for more than a year, you and the planning commission
have decided that the best way to relieve the city’s growing traffic congestion is to build a new
downtown freeway. Unfortunately, there is no way to build the freeway without knocking down a
number of houses and businesses.
Not surprisingly, the neighborhood association that represents the area through which the new
freeway will run has expressed a number of concerns about the proposal. Because of your excel-
lent public speaking skills, you have been chosen to represent the city at a meeting of the neigh-
borhood association. You know that if your speech is to be persuasive, you must use the
introduction to establish your credibility and goodwill so your listeners will be willing to listen
receptively to what you say in the body.
Write a draft of your introduction. Be sure to address all four functions of a speech introduc-
tion discussed in this chapter.
Discussion: As with most of the other Using Public Speaking in Your Career scenarios
Additional Exercises and Activities
1. Divide the class into groups of 3 to 5 students. Assign each group a topic on which it must
prepare a complete introduction and conclusion. Give the groups 20 minutes to work on their
introductions and conclusions. Each group should pick one of its members to deliver its in-
troduction and conclusion to the class.
154 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
Discussion: This is an effective alternative to Exercises 2 and 3 on page 195 of the text-
2. Here are four complete introductions from classroom speeches. Each has at least one flaw
that keeps it from fulfilling all the functions of a good introduction. In each case identify the
flaw (or flaws) and make specific suggestions for improving the introduction.
a. It is very hard to cuddle a fish. Fish won’t roll over or fetch the morning paper. You won’t
find them curling up on your lap, chasing a ball of string, or rescuing a child from a burn-
ing building.
Yet despite these shortcomings, lots of tropical fish have found their way into Ameri-
b. We have so much unused human potential. By improving the use of your time, you can
have much more time for social activities. You can use your mental processes more fully,
thereby improving your grades. You can also increase your physical stamina and improve
your health. We must learn to know our bodies.
c. A six–year–old collie lay battered and helpless by the side of the road. The car that hit her
had broken her pelvis, dislocated her hip, and smashed her jaw. It had also blinded her,
and she whimpered in pain and fear.
Unfortunately, this true story happens much too frequently because of the growing
d. Every problem has at least two sides. When one side is right, and the other side is wrong,
the problem is easy to solve. But what if both sides have merit in their arguments? How do
you solve these problems?
Balancing the rights of everyone in an adoption is one of these problems. The parents
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Discussion: This is an excellent exercise because it gets students to focus on all four ob-
jectives of a speech introduction. You can also assign the exercise to students from the
assignments available in Connect. Here is a brief analysis of each of the introductions in
the exercise.
a. This introduction grabs attention with an analogy between fish and other kinds of
3. Develop a file of old introductions and conclusions that you can share with students to demon-
strate the characteristics of effective and ineffective intros and conclusions. Have students iden-
tify which ones work well, which ones do not, and why. Ask them for ways to improve the
ineffective introductions and conclusions.
Discussion: Sharing old introductions and conclusions allows students to see the im-
4. Have the class pay special attention to their classmates’ introductions and conclusions during
the next round of speeches. Afterward, have the class select the three most effective introduc-
tions and the three most effective conclusions.
156 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
Discussion: This is a good way to review the principles of effective introductions and
conclusions. Surprisingly, students usually tend to agree about the most effective intro-
ductions and conclusions. To avoid hurt feelings, though, it is a good idea not to rank–
order the three top choices.
5. Show students Part One of Introductions, Conclusions, and Visual Aids, which is available on
Connect.
Discussion: Introductions, Conclusions, and Visual Aids is a 30–minute video produced