978-1457663536 Chapter 15

Unlock access to all the studying documents.

View Full Document

15 Developing the Conclusion

<A> OBJECTIVES

 To use the conclusion to serve several functions.

 To make the conclusion meaningful and memorable.

<A> CHAPTER CONTENT OUTLINE

I. Functions of conclusions

A. The first function of the conclusion is to signal to the audience that the speech

is coming to an end and to provide closure.

1. Use transitional words and phrases to cue the audience to where you

are: “in summary,” “in conclusion,” “finally,” “let me close by

saying.”

2. You can also use your manner of delivery—including tone, pitch,

rhythm, pauses, and rate of speech—to signal that the speech is

coming to a close.

B. The second function of the conclusion is to summarize the key points and

goals of the speech.

1. Recap what you’ve told your listeners by summarizing the main

points.

2. A restatement of main points helps give the audience a sense of

completion.

C. The third function of the conclusion is to reiterate the topic and purpose of the

speech.

1. This imprints your topic and speech purpose on the audience’s

memory.

2. Reviewing your purpose also allows your audience to determine how

well they have comprehended your central idea and links their frame

of reference to yours.

D. Finally, the conclusion should challenge the audience to respond.

1. In informative speeches, the speaker challenges listeners to use what

they’ve learned in a way that benefits them.

2. In persuasive speeches, the challenge usually takes the form of a call

to action.

3. A concluding challenge shows listeners that the problem or issue

addressed is real and is personally relevant to them.

II. Making the conclusion memorable

A. As in the introduction, the speaker can make the conclusion memorable by

closing with a quotation, a story, or a rhetorical question to make the

conclusion memorable.

1. Quotations can be drawn from many sources, including famous

people, popular culture, or poetry.

2. Stories or anecdotes can bring the entire speech into focus by helping

the audience to visualize the speech.

3. Just as rhetorical questions focus attention on the introduction, they

can drive home the speech theme in the conclusion.

4. “Bookending” your speech by picking up a story or idea that was

mentioned in the introduction can be a memorable way to close the

speech and bring the presentation full circle.

<A> KEY TERMS

call to action a challenge to audience members to act in response to a speech, see the

problem in a new way, change their beliefs about the problem, or change both their

actions and their beliefs with respect to the problem; placed at the conclusion of a speech.

CHAPTER STUDY GUIDE

I. SUMMARY QUESTIONS

What are the functions of conclusions?

Conclusions serve five functions: Signal to the audience that the speech is coming to an

What guidelines should you follow when preparing the conclusion?

Guidelines include keeping the conclusion brief (about one-sixth of the overall speech),

How does a speaker alert an audience that the speech is about to end?

Audiences like to know whether the speaker is at the beginning, middle, or end of the

Why is it important to challenge the audience to respond to the speech?

A concluding challenge is important because it shows listeners that the problem or issue

II. DISCUSSION QUESTIONS

To what extent does a speaker’s personal style affect the type of conclusion he or she

selects? Should a serious person try a humorous conclusion or stick with a quotation

or a rhetorical question instead? Should someone who has a keen sense of humor

take advantage of it or try something like a somber story or an anecdote instead?

Students might try to remember speakers they have heard and the types of introductions

What types of appeals, be they emotional or logical, would be most effective in

motivating you to accept a persuasive speaker’s concluding challenge?

This question could lead to a discussion about the differences between emotional and

III. ADDITIONAL QUESTIONS AND ACTIVITIES

QUESTIONS

The following questions may help you illustrate important points in the chapter and

facilitate students’ learning of this material. These questions can also be used as:

 homework questions

 quizzes

 in-class work (individually or in groups)

 topics to generate discussion

 question-and-answer sessions between instructor and students

What are the five functions of a conclusion?

 Signal to the audience that the speech is coming to an end and provide closure

What are some of the techniques a speaker can use to give closure to a speech? What

is one technique a speaker can use in a conclusion?

Quotations, stories, imagery, humor, and rhetorical questions can be used by a speaker to

Explain what a call to action is, and provide an example of ending a speech with one.

Call to action: A challenge to listeners to act in response to the speech, see the problem in

ACTIVITIES

How Does It End? (also for online courses)

Purpose: To gain experience in creating conclusions.

Instructions: In the space provided, write a creative conclusion for each of the following

speech topics using the strategy specified.

 a persuasive speech on recycling (call to action)

 my favorite U.S. president (famous quotation—you can make up a quote for

this exercise)

 texting while driving (challenge the audience to respond)

 informative speech on eating disorders (relate a story)

 volunteering (ask a rhetorical question)

 cooking for one (humor)

Conclusions Workshop

Purpose: To help students prepare for their upcoming speeches.

Instructions: Students should come to class with their speech topics in mind. Organize

students in groups of four or five, and ask them to brainstorm appropriate conclusions for

each of the group members’ topics. Following this, the groups should present their ideas

to the class. The class then selects one conclusion that it believes is especially creative for

each topic.

I Spy: Identifying Good Conclusions

Purpose: To identify effective and ineffective conclusions.

Instructions: For completion outside of class. Students need to find a speech in Vital

Speeches of the Day (or another printed source), on audio- or video-recording, or on

www.ted.com or www.youtube.com. Ask students to evaluate the speech’s conclusion to

determine its effectiveness or lack of effectiveness. Students can use the following

questions to help guide their evaluations:

 Who is the speaker, and what is the topic he or she is speaking about?

 Did the conclusion achieve the three functions described in the chapter (alert

listeners to the end of the speech, summarize key points, leave them with

something to think about)?

 Did the speaker leave the audience with something to think about? How was

this accomplished?

How Effective Is Your Conclusion?

Purpose: To be sure students can check off every item in the “How Effective Is Your

Conclusion” checklist as they evaluate their speech conclusion.

Instructions: Consider the checklist titled “How Effective Is Your Conclusion?” in the

chapter. Evaluate your own speech conclusion.

Students could turn in a copy of their outline with each step from the checklist numbered

or labeled. You could also ask students to work in pairs or small groups to evaluate

outlines.

Concluding a Speech on a Current Event

Purpose: To allow students to practice crafting speech conclusions on potential speeches

about current events.

Instructions: Think of two current events or news stories in your community, state,

country, or world. If you were to write an informative or persuasive speech about them,

how would you create an appropriate conclusion?

Have them think of various ways to end a speech on the selected topic based on material

presented in this chapter.

IV. GROUP ACTIVITIES

Critiquing Congress

Purpose: To give students experience observing the introduction and conclusion

techniques used in political speech.

Instructions: As part of a small group exercise, tune in to C-SPAN or locate speeches on

www.youtube.com delivered by members of the Senate or the House of Representatives.

Make a list of the most common methods of introducing a speech in Congress. Do these

speakers use effective introductions and conclusions? Why, or why not? In a short report,

give examples that support your conclusions.

Encourage students to make a list of characteristics they should look for in any

introduction or conclusion. This list will serve as a guideline when they report on the

congressional speeches. This activity also works well as an online assignment, although it

would require students to work independently.

Watching for Introductions and Conclusions in Live Speeches

Purpose: To train students to watch for introduction and conclusion techniques used by

live speakers.

Instructions: Form a small group of students, and have each member separately observe

a speaker on campus, at a community center, or at a religious gathering. Have the group

meet and discuss how each speaker uses introductions to gain attention. How does each

speaker use conclusions to reinforce the message?

As an alternative to this activity, have students prepare a short presentation highlighting

the speaker(s) observed and encouraging others to see these speakers in the future.