978-1260412932 Chapter 5 Lecture Note

Selecting a Topic

and a Purpose

Chapter Objectives

After reading this chapter, students should be able to:

1. Explain four methods they can use to brainstorm for a speech topic.

2. Identify the difference between a general and a specific purpose.

3. Distinguish between the specific purpose and the central idea of a speech.

4. Formulate a specific purpose statement and a central idea in accordance with the

guidelines presented in the text.

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96 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING

Chapter Outline

I. The first step in speechmaking is choosing a topic.

A. Topics for speeches outside the classroom are usually determined by the occasion,

the audience, and the speaker’s qualifications.

B. There are several sources for topics for classroom speeches.

1. Topics for classroom speeches can come from subjects about which students al-

ready know a great deal.

2. Topics for classroom speeches can come from subjects about which students are

interested and want to learn more.

3. Topics for classroom speeches can come from issues about which students hold

strong opinions and beliefs.

4. Students can use several brainstorming procedures to help select a topic.

5. Whatever method students use, they should settle on a topic as early as possible.

II. After choosing a topic, speakers need to determine the general purpose of the speech.

A. There are usually two general purposes for classroom speeches—to inform or to per-

suade.

B. When the general purpose is to inform, speakers act as teachers.

C. When the general purpose is to persuade, speakers act as advocates.

III. Once the general purpose is clear, the next step is narrowing to the specific purpose.

A. The specific purpose should indicate precisely what the speaker wants the audience

to know or believe after the speech.

B. There are five tips for forming a good specific purpose statement.

1. It should be a full infinitive phrase, not a fragment.

2. It should be phrased as a statement, not a question.

3. It should avoid figurative language.

4. It should be limited to one distinct idea.

5. It should not be too vague or general.

C. Once students have a specific purpose statement, they should ask themselves the fol-

lowing questions:

1. Does the specific purpose meet the assignment?

2. Can this specific purpose be accomplished effectively in the time allotted?

3. Is the specific purpose relevant to the audience?

4. Is the specific purpose too trivial for the audience?

5. Is the specific purpose too technical for the audience?

CHAPTER 5—SELECTING A TOPIC AND A PURPOSE 97

IV. The central idea further refines and sharpens the specific purpose statement.

A. The central idea is a concise statement of what the speaker expects to say in the speech.

B. Often called a thesis statement, the central idea encapsulates the main points to be

developed in the body of the speech.

C. Unlike the specific purpose statement, the central idea usually crystallizes late in the

process of preparing a speech.

D. A well–worded central idea should meet four criteria.

1. It should be expressed in a full sentence.

2. It should not be in the form of a question.

3. It should avoid figurative language.

4. It should not be too vague or general.

Exercises for Critical Thinking

(from text pages 92–93)

1. Using one of the four brainstorming methods described in this chapter, come up with three

topics you might like to deal with in your next classroom speech. For each topic, devise a

specific purpose statement suitable for the speech assignment. Make sure your specific pur-

pose statements fit the guidelines discussed in the chapter.

Discussion: This exercise gives students an opportunity to practice brainstorming, to begin

2. Here are several specific purpose statements for classroom speeches. Identify the problem

with each, and rewrite the statement to correct the problem.

a. To inform my audience about Vietnam.

Discussion: This specific purpose statement is too broad. A more effective statement

b. To persuade my audience that something has to be done about the problem of low voter

turnout.

Discussion: This specific purpose statement is too broad; it does not specify what should

98 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING

c. Start an exercise program.

Discussion: This specific purpose statement is written as a fragment. A more effective

d. To inform my audience why arbitrage pricing theory is superior to the capital asset model

for pricing assets in financial markets.

Discussion: This specific purpose statement is too technical for an audience not com-

e. To persuade my audience that the U.S. government should eliminate the Department of

Education and send an astronaut to Mars by 2030.

f. What is biophilic design?

Discussion: This specific purpose statement is phrased as a question. A more effective

g. To inform my audience how to register for classes.

Discussion: Given that students already know how to register for classes, this specific

3. Below are three sets of main points for speeches. For each set, supply the general purpose,

specific purpose, and central idea.

CHAPTER 5—SELECTING A TOPIC AND A PURPOSE 99

General Purpose:

To persuade

Specific Purpose:

To persuade my audience to support the gas tax increase.

Central Idea:

You should support the gas tax increase because it will help pay for road im-

provements, promote fuel–efficient vehicles, and encourage commuting via

mass transit.

Main Points:

I. You should support a gas tax increase because it will help pay for

road improvements.

II. You should support a gas tax increase because it will promote fuel–

efficient vehicles.

III. You should support a gas tax increase because it will encourage

commuting via mass transit.

General Purpose:

To inform

Specific Purpose:

To inform my audience about the three events in a triathlon.

Central Idea:

The three events in a triathlon are swimming, cycling, and running.

Main Points:

I. The first event in a triathlon is swimming.

II. The second event in a triathlon is cycling.

III. The third event in a triathlon is running.

General Purpose:

To inform

Specific Purpose:

To inform my audience about the accomplishments of Muhammad Ali.

Central Idea:

Muhammad Ali was an accomplished boxer, activist, and humanitarian.

Main Points:

I. As a boxer, Muhammad Ali won an Olympic gold medal and the

world heavyweight championship.

II. As an activist, Muhammad Ali supported civil rights and opposed

the war in Vietnam.

III. As a humanitarian, Muhammad Ali devoted his life after boxing to

charitable causes.

Discussion: The virtue of this exercise is that it clarifies the relationships among the spe-

100 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING

Using Public Speaking in Your Career

(from text page 81)

Your communication degree has helped you land a job as spokesperson for the mayor of a

medium–sized city on the West Coast. A year after starting the job, you are selected to organize

an information campaign explaining the benefits of a new youth center proposed by the mayor.

To launch this campaign, you’ve decided to hold a news briefing at the end of the week. To

open the briefing, you will present a short set of comments on the mayor’s initiative. You decide

to focus on four benefits of the youth center: (1) It will offer a range of activities—from sports to

the arts—in a safe environment. (2) It will provide social networks for youths from all walks of

life. (3) It will operate most hours of the day and night. (4) It will be free and open to everyone.

Following the format used in this chapter, state the general purpose, specific purpose, central

idea, and main points of your comments.

Discussion: As with the other Using Public Speaking in Your Career scenarios throughout

CHAPTER 5—SELECTING A TOPIC AND A PURPOSE 101

Additional Exercises and Activities

1. Below are two central ideas for speeches. For each central idea, provide the general purpose,

specific purpose, and main points of the speech.

General Purpose:

Specific Purpose:

Central Idea:

The four stages of alcoholism are the warning stage, the danger stage,

the crucial stage, and the chronic stage.

Main Points:

I.

II.

III.

IV.

General Purpose:

Specific Purpose:

Central Idea:

You should join a sorority or fraternity because of the social, academic,

and economic benefits.

Main Points:

I.

II.

III.

Discussion: This complements Exercise 3 on pages 92–93 of the textbook and gives

102 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING

General Purpose:

To inform

Specific Purpose:

To inform my audience of the four stages of alcoholism.

Central Idea:

The four stages of alcoholism are the warning stage, the danger stage,

the crucial stage, and the chronic stage.

Main Points:

I. The first stage of alcoholism is the warning stage.

II. The second stage of alcoholism is the danger stage.

III. The third stage of alcoholism is the crucial stage.

IV. The fourth stage of alcoholism is the chronic stage.

General Purpose:

To persuade

Specific Purpose:

To persuade my audience to join a sorority or a fraternity.

Central Idea:

You should join a sorority or fraternity because of the social, aca-

demic, and economic benefits.

Main Points:

I. You should join a sorority or fraternity because of the social benefits.

II. You should join a sorority or fraternity because of the academic ben-

efits.

III. You should join a sorority or fraternity because of the economic ben-

efits.

2. Below are two central ideas for speeches. For each central idea, provide the general purpose,

specific purpose, and main points of the speech.

General Purpose:

Specific Purpose:

Central Idea:

The pyramids of ancient Egypt had three major uses—as tombs for the

burial of monarchs, as temples for worshipping the gods, and as ob-

servatories for studying the stars.

Main Points:

CHAPTER 5—SELECTING A TOPIC AND A PURPOSE 103

General Purpose:

Specific Purpose:

Central Idea:

You should support the school–bond referendum because it will improve

classroom facilities, increase the number of teachers, and upgrade insti-

tutional resources.

Main Points:

104 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING

Main Points:

I. You should support the school-bond referendum because it will im-

prove classroom facilities.

II. You should support the school-bond referendum because it will in-

crease the number of teachers.

III. You should support the school–bond referendum because it will up-

grade instructional resources.

3. Once students start to work on each speech assignment, set aside part of a class session to

discuss the students’ topics. Ask each student to reveal her or his topic and specific purpose.

Ask other classmates to indicate whether they find the topic interesting and what suggestions

they have for the speaker’s approach to it.

Discussion: In some classes this works very well. In other classes—when the students are

4. Divide the class into groups of 5 to 6 students each. Assign each group one of the following

resources to investigate for possible speech topics: (a) the homepage of Time, Newsweek, or

U.S. News and World Report; (b) recent stories in the leading local newspaper; (c) any print

or digital issue of a major national newspaper—The New York Times, Los Angeles Times,

USA Today; (d) the most recent videos posted to CNN’s Web site; (e) the evening news on

ABC, NBC, or CBS. On the basis of these resources, each group is responsible for bringing

into class five speech topics and specific purpose statements for each of those topics. Conduct

a class discussion on the kinds and quality of topics and specific purpose statements generat-

ed by each group.

Discussion: This exercise requires a fair amount of time outside of class and works espe-

5. Have students complete the Clustering Worksheet, which is available on page 105 of this

manual.

Discussion: Selecting a topic can be one of the most difficult—and frustrating—parts of

105

Clustering Worksheet

If you are having a difficult time coming up with a speech topic, you might try brainstorming for a

topic. One method of brainstorming is clustering, which is described on pages 78–79 of your text-

book. Create lists of items that come to mind under each of the following nine headings. If none of

the items on your lists grabs your interest, try creating sublists for those items that seem the most

promising as potential topics.

People

Places

Things

!

_____________________

Events

Processes

Concepts

!

_____________________

Natural Phenomena

Problems

Plans and Policies

!

_____________________