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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
