Speaking on
Special Occasions
Chapter Objectives
After reading this chapter, students should be able to:
1. Explain the guidelines for an effective speech of introduction.
2. Discuss the purpose and major themes of a speech of presentation.
3. Discuss the purpose and major themes of a speech of acceptance.
4. Indicate the fundamental purpose of a commemorative speech and explain why a
successful commemorative speech depends on the creative use of language.
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Chapter Outline
I. Many special occasions provide opportunities for speechmaking.
A. Ceremonies such as weddings, funerals, and dedications often include speeches.
B. Speeches are part of what makes these occasions special and memorable.
C. The primary aim of speeches on special occasions is neither to inform nor to
persuade but to fulfill the special needs of the occasion.
II. Speeches of introduction present a speaker to an audience.
A. A good speech of introduction achieves three goals.
1. It builds enthusiasm for the upcoming speaker.
2. It generates interest in the speaker’s topic.
3. It establishes a welcoming climate that will boost the speaker’s credibility.
B. There are several guidelines for speeches of introduction.
1. Speeches of introduction should be brief.
2. Speeches of introduction should be completely accurate.
3. Speeches of introduction should be adapted to the occasion.
4. Speeches of introduction should be adapted to the main speaker.
5. Speeches of introduction should be adapted to the audience.
6. Speeches of introduction should try to create a sense of anticipation and drama.
III. Speeches of presentation are given when someone receives a gift or an award.
A. Speeches of presentation should usually be fairly brief.
B. The main purpose of a speech of presentation is to explain why the recipient is
receiving the award.
1. The speech should point out the achievements for which the recipient is receiving
the award.
2. The speech should discuss the recipient’s achievements in a way that will make
them meaningful to the audience.
C. If the recipient won the award in a competition, the speech of presentation should
consider praising the other competitors as well.
IV. Speeches of acceptance give thanks for a gift or an award.
A. A speech of acceptance should thank the people who are bestowing the gift or award.
B. A speech of acceptance should also acknowledge the people who helped the recipient
win the award.
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V. Commemorative speeches are addresses of praise or celebration.
A. Commemorative speeches pay tribute to a person, a group of people, an institution, or
an idea.
B. The fundamental purpose of a commemorative speech is to inspire the audience—to
heighten their admiration for the person, institution, or idea being praised.
C. Although it usually presents information about its subject, a commemorative speech
is different from an informative speech.
1. The aim of an informative speech is to communicate information clearly and
accurately.
2. The aim of a commemorative speech is to express feelings and arouse
sentiments.
D. Commemorative speeches depend above all on the creative and subtle use of language.
1. Some of the most memorable speeches in history are commemorative addresses
that we continue to find meaningful because of their eloquent expression.
2. Two aspects of language use are especially important for commemorative
speeches.
a. The first is avoiding clichés and trite sentiments.
b. The second is utilizing stylistic devices such as those discussed in Chapter 12
to enhance the imagery, rhythm, and creativity of the speech.
Exercises for Critical Thinking
(from text page 355)
1. Attend a speech on campus. Pay special attention to the speech introducing the main speaker.
How well does it fit the guidelines discussed in this chapter?
Discussion: If you use this exercise, you may want to have students complete the work-
2. Observe several speeches of presentation and acceptance—at a campus awards ceremony or
on a show such as the Academy Awards, Grammy Awards, or Emmy Awards. Which
speeches do you find most effective? Least effective? Why?
Discussion: This exercise works especially well if your class meets the day after a pro-
CHAPTER 18—SPEAKING ON SPECIAL OCCASIONS 267
3. Eulogies are among the most common types of commemorative speeches. Imagine that you
have been asked by family members to deliver a eulogy at the funeral for one of your grandpar-
ents. What would be your primary purpose in delivering a speech on such an occasion? What
praiseworthy characteristics would you focus on in eulogizing your grandparent? How might
you adapt your remarks to other family members in attendance?
Discussion: This exercise helps students apply the principles of commemorative speak-
4. Analyze “Ida B. Wells,” textbook page 353, in light of the criteria for commemorative speaking
presented in this chapter.
Discussion: “Ida B. Wells” is an eloquent commemorative speech. Its subject is civil–rights
268 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
the body brings the introduction to an end as the speaker clicks off the photograph
so it will not distract the audience as the speech proceeds.
Body: The body runs from paragraph 3 through paragraph 11 and contains three main
points. The first deals with Wells’ courage to stand up for herself and for equality
under the law (paragraphs 3–5), the second with her courage to speak up for jus-
tice (paragraphs 6–8), and the third with her courage to stay up and to fight for fu-
ture generations (paragraphs 9–11). Each of the first two points is illustrated with a
specific example from Wells’ career. The examples are dramatic and sharply drawn.
Concrete language and vivid description bring them to life and pull listeners into
the speech. The final main point identifies three organizations created by Wells to
advance suffrage and racial equality.
In addition to its imagery and clear, concise organization, this speech is
distinguished by its use of repetition and parallelism. Both are present in the
introduction and conclusion, but they play an especially crucial role in the body.
Each main point of the body begins with the same wording (“Ida B. Wells had the
courage to . . .”). Each has a middle paragraph that amplifies the point. Each ends
with a paragraph that compares Wells with one of the three historical figures
mentioned in the introduction—Rosa Parks, Frederick Douglass, Dr. Martin Luther
King. This structural parallelism, along with the linguistic repetition and parallelism
that run throughout the speech, lend an elegance that is perfectly suited to the
commemorative genre.
Conclusion: The speech concludes in paragraph 12. Echoing the introduction, it repeats
that Wells deserves to be remembered alongside Rosa Parks, Martin Luther King,
and Frederick Douglass. The speaker again displays the photograph she had
shown in the introduction, thereby reinforcing both Wells’ resolute character and
the speech’s sense of structural unity. The final words connect Wells’ achievements
with the ongoing quest for racial justice. As with other parts of the speech, the con-
clusion is strengthened by the speaker’s delivery, which conveys dignity, grace,
conviction, and controlled emotion.
Additional Exercises and Activities
1. Have students analyze “Make a Wish,” which appears in the appendix of sample speeches
that follows Chapter 20 of the textbook. Students should focus on how the speech exemplifies
the principles of commemorative speaking discussed in this chapter.
Discussion: A heartfelt speech celebrating a commendable organization, “Make a Wish”
CHAPTER 18—SPEAKING ON SPECIAL OCCASIONS 269
and on the DVD of student speeches that accompanies this edition of The Art of Public
Speaking. Below is a synopsis.
Introduction: The speaker gains the audience’s attention by relating the story of a little
girl’s trip to Disney World. The vivid imagery of the opening paragraph helps create
an emotional bond with the audience. In paragraph 3, the speaker reveals that the
little girl in the story is her sister, Trisha. She then reveals the subject of the speech
and previews the praiseworthy characteristics of the Make-A-Wish Foundation that
she will discuss in the body.
Body: Paragraphs 4–9 constitute the body of the speech. Notice that the speaker does
not get bogged down in details that are more appropriate to an informative
speech. Instead, she uses statistics and examples about the Make-A-Wish
Foundation to illustrate its generosity, selflessness, and ability to heal through
hope.
Paragraphs 4–5 deal with generosity. After noting that Make-A-Wish paid for
everything in her family’s trip to Disney World, the speaker praises the donors, busi-
ness partners, and philanthropists who help contribute the money that allows Make-
A-Wish to spend $140 million each year granting the wishes of children in need.
Paragraphs 6–7 deal with the Make-A-Wish Foundation’s selflessness. As in
the other two main points, the speaker introduces this one with a signpost
(“Second”), followed by a clear statement of the trait of the foundation discussed in
the main point (in this case, selflessness). This structure helps the audience track
the speaker’s development of ideas. The speaker illustrates the foundation’s
selflessness by mentioning several well–known personalities who volunteer on its
behalf. She also notes that there are 25,000 unsung volunteers who give their time
to Make-A-Wish. She ends the second main point with the phrase “That’s
selflessness.” She uses the same pattern of wording at the end of main point one
(“That’s generosity”) and at the end of main point three (“That’s healing”). The
parallel structure reinforces the speaker’s ideas and lends elegance to her speech.
Paragraphs 8–9 constitute the third main point, which deals with how Make-A-
Wish heals through hope. After citing several examples in paragraph 8 of children
receiving their wishes, the speaker returns in paragraph 9 to the story of her sister.
This is a particularly moving and heartfelt portion of the speech. Not only does it il-
lustrate how Make-A-Wish can heal through hope, but it answers a potential ques-
tion raised in the introduction: What happened to the speaker’s sister? Paragraph 9
provides a happy answer.
Students who watch the video of the speech should note how integral the
speaker’s delivery is to her overall effectiveness. Delivered with sincerity, simplicity,
and a smile, “Make a Wish” quickly establishes an emotional connection with the
audience, a connection that continues through the conclusion. The sparkle in the
270 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
speaker’s eyes indicates that she cares deeply about Make-A-Wish, and the audi-
ence is moved to care as well.
Conclusion: The conclusion is presented in paragraph 10. Though brief, it is just right for
this speech. In two succinct sentences, the speaker refers back to the introduction,
reminds the audience of the main points discussed in the body, and closes moving-
ly by noting that dreams really do come true.
2. Have students analyze “Elie Wiesel,” textbook pages A10–A11, in light of the criteria for
commemorative speaking presented in Chapter 18.
Discussion: Gracefully composed and confidently delivered, “Elie Wiesel” pays tribute to
CHAPTER 18—SPEAKING ON SPECIAL OCCASIONS 271
elevated language and poised delivery, the use of Wiesel’s own words—here and
throughout the speech—gives voice to the moral principles that make him such an
admirable figure.
3. Assign a speech in which each student introduces a famous person to the class. Tell students
they should imagine themselves being able to invite any well-known figure, living or dead, to
speak to the class on any topic of the student’s choice. The task of each student is to prepare a
one-minute speech introducing his or her chosen person to the class. In their speeches, students
should (a) provide some biographical information about the person and her or his contribu-
tions, (b) identify the topic of the person’s speech, and (c) explain why the person’s speech
topic is important for this audience. Speeches should follow the guidelines for speeches of in-
troduction discussed in the chapter.
Discussion: This assignment gives students practice in creating and presenting a speech of
4. Have students complete the Special Occasion Speech Self-Assessment, which appears on page
273 of this manual.
272
Speech of Introduction Observation Worksheet
Your name
Name of speaker you observed
Where was the speech presented?
Who was the speaker introducing?
Evaluate the speech of introduction as follows:
1. How long was the speech? Was it too long? Too short? About right? Explain.
2. As far as you can tell, was the speech accurate in its remarks about the main speaker? Explain.
3. Was the speech well adapted to the occasion? Explain.
4. Was the speech well adapted to the main speaker? Explain.
5. Was the speech well adapted to the audience? Explain.
6. Did the speech create a sense of anticipation and drama about the main speaker? Explain.
273
Special Occasion Speech Self–Assessment
Your task is to review your special–occasion speech and to reach a full, objective assessment of
its major strengths and weaknesses. Write a thoughtful, objective evaluation of the speech in full–
sentence and paragraph form with an introduction and a conclusion.
Be specific and concrete in your comments. Note in particular the areas in which you believe
you did especially well and those areas in which you want to make special improvement in the
next speech. Explain why you had difficulty with certain aspects of this speech, and indicate the
specific steps you plan to take to improve your next presentation.
Use the following questions to guide your self–assessment, though you do not need to answer
each question individually in your paper. Be specific and concrete in your comments.
Topic
Was the topic appropriate for the occasion?
Was the topic appropriate for the audience?
Did you deal with the topic creatively?
Organization
Did your introduction gain the attention and interest of the audience?
Were the main ideas of the speech easy to follow?
Did you use connectives effectively?
Did you conclude the speech in a memorable fashion?
Language
Was your language clear and concrete?
Was your language vivid and colorful?
Was your language appropriate to the topic, audience, and occasion?
Delivery
Did you begin and end your speech without rushing?
Did you use pauses, rate, pitch, and vocal variety effectively in delivering the speech?
Did your physical action add to or detract from the speech?
Did you maintain strong eye contact throughout the speech?
Overall Assessment
What were you most pleased with in the speech? What were you least pleased with?
If you had an opportunity to deliver this speech again next week, what changes would you
make? Be specific.