978-1457663536 Chapter 2 Part 1

2

Giving It a Try: Preparing Your First Speech

<A> OBJECTIVES

To construct and deliver your first speech using an overview.

<A> CHAPTER CONTENT OUTLINE

I. A brief overview of the speechmaking process

A. The speaker should begin by analyzing the audience.

1. Because audiences are composed of people with unique characteristics,

every audience is unique.

2. Audience analysis is the process of getting to know your listeners

relative to the topic and the speech occasion.

3. Consider simple audience demographics, and focus on ways to relate.

B. Select a suitable topic.

1. What are your audience’s needs and wants relative to the circumstances

and occasion?

2. Utilize your own interests and expertise as a guide.

C. The next step is to determine the general and specific purpose of the speech.

1. General purposes: to inform, persuade, or to mark a special occasion.

2. Specific purpose: what you want the audience to learn or do as a result

of the speech.

D. The specific purpose of the speech should be used to create a thesis statement that

clearly expresses the central idea of the speech.

E. Next, the speaker should organize the speech around two or three main points, which

will serve as the primary content of the speech.

F. Researching and gathering supporting materials from a wide variety of sources for the

main points of the speech is important because these materials influence the

credibility of the message.

G. Next, the speaker should separate the speech into its major parts: the introduction,

speech body, and the conclusion.

H. Outlining allows the speaker the chance to examine his or her thought processes and

to better organize the main points of the speech.

1. Outlines are based on the principle of coordination and subordination.

2. Outlines should include coordinate points and subordinate points.

3. Choosing an organizational pattern and developing both working and

speaking outlines allows the speaker to better arrange and deliver the

speech.

I. Speakers should consider using visual, audio, or a combination of different

presentation aids to help the audience better understand important speech content.

J. Practicing the speech allows the speaker to become comfortable with what he or she

plans to say, and with the use of presentation aids.

1. In an attempt to appear “natural,” speakers need to focus on vocal delivery

as well as nonverbal delivery, such as eye contact and gestures.

2. Speakers should practice at least six times for optimum effectiveness.

II. Take the plunge

A. Fulfill all of the steps in the speechmaking process.

B. Note your progress, and feelings about the process, from beginning to postspeech.

<A> KEY

TERMS

audience analysis the process of gathering and analyzing demographic and psychological

information about audience members.

general speech purpose

a statement of the broad speech purpose that answers the question

“Why

am I speaking on this topic for this particular audience and occasion?” Usually the general

speech goal is to inform, to persuade, or to mark a

special occasion. See also specific speech

purpose.

specific speech purpose

a statement of precisely

what you want the audience to gain from the

speech: “To inform (or persuade) my

audience about the factors to consider when purchasing an

electric

car.” See also general speech purpose.

thesis statement the theme, or central idea, of a speech that serves to connect all the parts of the

speech in a single line. The main points, supporting material, and the

conclusion all bear upon

the thesis.

main points statements that express

the key ideas and major themes of a speech. Their function

is to make claims in support of

the thesis. See also

subordinate

points.

supporting material

examples, narratives, testimony, facts, and statistics that support the speech

thesis and form the speech.

introduction

the first part of a speech, in which the speaker establishes the speech purpose and

its relevance to the audience and previews the topic and the main points.

body (of speech) the part of the speech in which the speaker develops the main points intended

to fulfill the speech purpose.

conclusion

the part of the speech in which the

speaker reiterates the speech theme, summarizes

main points, and leaves the audience with something to think about or act upon.

coordination

the logical placement of ideas relative to their importance to one another. Ideas

that are coordinate are

given equal weight.

subordination

the logical placement of ideas relative to their importance to one another. An idea

that is subordinate to another is given relatively less weight.

coordinate points ideas that are

given the same weight in an outline and are aligned with

another; thus, Main Point

II is coordinate

with Main Point

I.

subordinate points the alignment of points within a speech outline that have somewhat lesser

weight than main points; they provide support for or extend the more central ideas of main

points.

organizational pattern

a form of arrangement used to structure the main points, transitions, and

subordinate points of a speech to obtain the speaker’s intended purpose; Seven common

organizational patterns described in this text are topical, causal (cause-effect), chronological,

spatial, problem-solution, narrative, and circular, plus three forms applicable to persuasive

speeches: Monroe’s Motivated Sequence, refutational, and comparative advantage.

presentation aids objects, models, pictures, graphs, charts, video, audio, or multimedia, used

alone or in combination to illustrate speech points.

CHAPTER STUDY

GUIDE

I. SUMMARY QUESTIONS

Briefly describe the steps in putting together a speech.

What is the difference between a general speech purpose, a specific speech purpose, and a

thesis statement?

II. DISCUSSION QUESTIONS

According to Chapter 2, speakers should follow a specific procedure when preparing a

speech. Why not simply write whatever comes naturally instead?

Why should you conduct audience analysis before you decide on a topic?

Sometimes the topic is not in your control; for example, you may be assigned or invited to speak

Why should you

determine the purpose of the speech before the thesis?

In a

general sense, you need to know whether your goal will be to share information with your

audience

(inform them), influence their attitudes, beliefs, values, or behavior (persuade them), or

Why should you gather supporting materials before you decide what belongs in the

introduction, body, and conclusion?

Supporting material provides evidence

for the claims you will make in your main points. As you

are researching

your speech to find supporting material, you will find various forms of support—

Why should you outline your speech before you consider presentation aids?

Presentation aids are used to assist in the support of the points you are presenting. Until

you

know what those points are, you can’t know what presentation aids will be effective and

appropriate. Some points are almost impossible to make without pictures—photos, drawings,

III. ADDITIONAL QUESTIONS

AND ACTIVITIES

QUESTIONS

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

facilitate students’ learning of this material. These questions can 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

List each of the steps in the speechmaking process.

1. Analyze the audience

2. Select a topic

What is the difference between a general speech purpose and a specific speech purpose?

A general speech purpose

answers the question: “Why am I speaking on this topic for this

particular

audience

and occasion?” Usually the general speech purpose is to inform, to

ACTIVITIES

As Mothers Always Say: You Never Get a Second Chance to Make a First Impression

Purpose: One of the major factors related to fear of public speaking is evaluation. Students are

afraid that their classmates and/or the instructor will perceive them negatively. This exercise

provides students with the opportunity to gain a better understanding of the ways in which we

present ourselves to others and how we can create favorable impressions.

Instructions: Because audiences quickly form impressions of speakers, it’s a good idea to plan

ahead for the kind of impression you would like to make on your audience. Students should

provide written responses to the following statements and questions.

1. What image of yourself would you like to project when delivering your speech?

2. What nonverbal behaviors, clothing, or artifacts would you use to accomplish those first

impressions with your audience?

3. What verbal strategies can you use to initiate a positive first impression?

Discussion: Compile the answers of the class members by asking them one by one to share their

answers, either writing them on whiteboard/blackboard or displaying a working word processing

document. Create three columns: Image, Nonverbal, and Verbal, and note students’ answers for

each question. Enlist a student to help write or type them if needed. Condense the wording so not

much writing is necessary but the point is clear. If more than one person has the same answer,

put a tick mark next to that answer and add one for each similar answer. When all of the answers

have been compiled, have the class look over the answers, and ask what they notice (agreement

on particular issues, for example). Discuss people’s answers, asking for elaboration, clarification.

Ask if anyone disagrees with something someone else has said. Play devil’s advocate, if

necessary, to encourage discussion. (“Is it really so great to be confident? Can’t that be perceived

as cocky or arrogant?”)

Baptism by Fire

Purpose: To help students overcome some of their initial fear of public speaking and become

more comfortable with preparing their first speeches. Instructors should use this activity long

before the first speech is assigned.

Materials: The instructor should bring a small ball or Kooshball to class.

Instructions: First, the instructor asks each class member to go to the board and write down the

name of a person, place, or thing. Second, the instructor asks a student to volunteer to go first.

Next, the instructor tosses the ball to that student and instructs him or her to pick a word from the

board. Once the student has chosen the word (the instructor should cross off each word after it is

used), he or she should start telling a story and incorporate the word that was picked. After about

thirty seconds, the student should toss the ball to a classmate. That student picks another word to

incorporate into the story and then continues the story. This process should go on until every

student has had a chance to contribute to the story. This activity is usually met with enthusiasm

from most students, but there will also be students who are very anxious and uncomfortable. Use

discernment about whether each student must participate. Another possibility is to ask students to

complete the activity in smaller groups.

Getting to Know

You

Purpose: To allow students to practice speaking in front of the class and to help students learn

more about their peers; to help reduce student anxiety about speaking in front of their classmates;

to introduce guidelines for strong delivery.

Instructions: Have students spend five minutes interviewing another student. Questions can

range from where the student grew up, what his or her major is, what type of food they like best,

or extracurricular activities in which they engage. Then each student should stand and introduce

the interviewee to the class and state one or two interesting things about that person.

Note: It is helpful to present a brief introduction to good delivery before these introduction

speeches are delivered. Rather than giving students advice outright, ask them what they know