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Speaking to Inform
Chapter Objectives
After reading this chapter, students should be able to:
1. Identify the three general criteria for judging informative speeches.
2. Explain informative speeches about objects and provide an example.
3. Explain informative speeches about processes and provide an example.
4. Explain informative speeches about events and provide an example.
5. Explain informative speeches about concepts and provide an example.
6. Apply the six guidelines for informative speaking discussed in this chapter.
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CHAPTER 15—SPEAKING TO INFORM 205
Chapter Outline
I. Speaking to inform is one of the most important skills a student can develop.
A. Public speaking to inform occurs in a wide range of everyday situations.
1. There are endless situations in which people need to inform others.
2. The ability to convey knowledge and understanding will prove valuable to
students throughout their lives.
B. There are three criteria for effective informative speaking.
1. The information should be communicated accurately.
2. The information should be communicated clearly.
3. The information should be made meaningful and interesting to the audience.
II. Informative speeches can be classified into four types.
A. Some informative speeches are about objects.
1. Speeches about objects describe something that is visible, tangible, and stable in
form.
2. Speeches about objects need to be sharply focused.
3. Speeches about objects can use a variety of organizational patterns.
a. A speech about the history or evolution of an object would be arranged in
chronological order.
b. A speech about the main features of an object might be arranged in spatial
order.
c. Most informative speeches about objects will fall into topical order.
B. Some informative speeches are about processes.
1. Speeches about processes explain how something is made, describe how
something is done, or convey how something works.
2. There are two kinds of informative speeches about processes.
a. One type explains a process so the audience will understand it better.
b. The other type explains a process so the audience will be able to perform the
process themselves.
3. Speeches about processes often require visual aids.
4. Speeches about processes require careful organization.
a. Speeches that explain a process step by step are arranged in chronological
order.
b. Speeches that focus on the major principles or techniques involved in
performing the process are usually arranged in topical order.
c. Whichever method of organization is used, each step in the process must be
clear and easy for listeners to follow.
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CHAPTER 15—SPEAKING TO INFORM 207
208 CHAPTER-BY-CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
Discussion: With engaging delivery, sharp organization, and creative visual aids, “Lady
Liberty” provides an excellent model of how to apply the guidelines for informative speak-
ing discussed in Chapter 15. The speaker turns what could be a mundane topic into a fas-
cinating presentation that combines well-researched content with inventive visual aids
that take listeners inside the Statue of Liberty. A video of the speech is available online
and on the DVD of student speeches that accompanies this edition of The Art of Public
Speaking.
When discussing “Lady Liberty,” you may also want to show students the needs im-
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210 CHAPTER-BY-CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
CHAPTER 15—SPEAKING TO INFORM 211
specific examples throughout the speech would also help ensure that the information is not
Additional Exercises and Activities
1. Have students analyze “Using a Tourniquet to Save a Life,” which is printed in the appendix
of sample speeches that follows Chapter 20 of the textbook. Video of the speech is available
online and on the DVD of student speeches that accompanies this edition of The Art of Public
Speaking. Because this is a demonstration speech, have students pay special attention to how
the speaker uses his body as a visual aid.
Discussion: Demonstration speeches are a subgenre of informative speeches. They re-
212 CHAPTER-BY-CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
2. Show students the needs improvement version of “Supervolcanoes: The Sleeping Giants,”
which appears on the DVD of student speeches that accompanies this edition of The Art of
Public Speaking. Have students analyze the speech by focusing on how well the speaker de-
velops the introduction, body, and conclusion. Students should also pay attention to the speak-
er’s delivery and visual aids.
Supervolcanoes: The Sleeping Giants
Needs Improvement Version
1 For my speech today, I decided to talk about supervolcanoes. I thought they’d make a
great topic, especially because I went to Yellowstone National Park last summer. You proba-
bly don’t know that Yellowstone is actually a supervolcano.
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214 CHAPTER-BY-CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
