Chapter 11: Ideas & Materials for Instruction
Assignment 11a: Video Self-Critique
Instructors often video record students and have them to write a self-critique, based upon what they see
and hear on the tape. If you pursue this option, you may wish to provide directions akin to the following:
We will video record two or more of your speeches, recognizing that the visual record may prove more
instructive than anything I could write on the evaluation form or discuss with you in a conference. The
old sayings, “seeing is believing” and “a picture is worth a thousand words,” hold true with regard to
speech instruction. In this written assignment, you will view your video and write a brief self-critique.
While reviewing your video recording, I’d suggest the following three-part review:
2) Next, replay and watch and listen.
Your critique should consist of two developmental paragraphs:
2) Paragraph two should inventory elements of your speaking that you wish to improve.
Produce a thoughtful, well-written critique, characteristic of a college-level submission. See the
Evaluation Form for Video Self-Critique on the following page. Submit it along with your critique.
[See the sample evaluation form on the following page.]
Chapter 11: Ideas & Materials for Instruction
Instructor’s Evaluation Form for Video Self-Critique Name: _________________
Note: An “X” denotes a problem.
Developmental paragraph one: What you did well. Instructor’s comments:
(substance)
___ Targets and explains significant elements
___ Provides detailed yet concise descriptions
of own behaviors
(structure)
___ Provides a good topic sentence
___ Adequately develops topic sentence without straying
Developmental paragraph two: Elements you’d target for improvement
(substance)
___ Targets and explains significant elements
___ Provides detailed yet concise descriptions
of own behaviors
Overall Quality of Writing:
__ Words well-chosen
__ Sentences well-constructed
__ Free of grammatical errors
__ Punctuated correctly
__ Free of spelling errors
Score: ____/____ pts.
Chapter 11: Ideas & Materials for Instruction
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Chapter Outline: Chapter 11: Delivering Your Speech Effectively
Chapter Intro:
Delivery plays a significant part in public speaking success. Delivery is one of the most obvious
aspects of public speaking, and it shapes listeners’ first impressions of a speaker’s skill.
However, engaging delivery should never compensate for a speech that is poorly structured or
lacking in substance.
I. Sounding Good Versus Being Sound
Learning Objective 11.1—Explain the ethical issues involved in delivering your
speech.
A. Beyond Delivery: Listening to the Message
1. Sometimes, too much weight is given to how a speech is delivered.
3. It is important to distinguish between a speaker who is sound and a
speaker who just sounds good.
5. Listeners need to be on guard against slick, superficial speakers
who try to manipulate or deceive the audience rather than engage
in a discussion of important ideas.
B. The Foundation of Ethical Delivery
1. Ethical delivery grows out of a collaborative, transactional model
of communication.
3. The ethical speaker aims for a mutually beneficial outcome.
4. The ethical speaker speaks sincerely and authentically—always
6. An ethical speaker avoids intentionally using dramatic gestures,
7. Effective and ethical delivery should reinforce rather than compete
with the speaker’s ideas.
9. A speaker may have some compelling reasons for urging an
audience to take an action, but if the speaker, through a dull and
Chapter 11: Ideas & Materials for Instruction
II. Principles of Good Delivery
Learning Objective 11.2—Describe the basic principles of effective delivery.
A. Understand the Situation and Audience Expectations
1. The more a speaker learns about audience members’ needs, norms,
and preferences, the likelihood of effective delivery increases.
2. How a speaker is dressed can also be important.
a. Although there are no fixed rules for attire, listeners
generally expect speakers to look well-groomed and to be
nicely and appropriately dressed.
B. Establish Eye Contact
2. As listeners, we respond more positively to speakers who make
eye contact with us, especially in U.S. culture.
4. Eye contact conveys sincerity. We are more likely to believe a
speaker who looks us in the eyes while speaking.
6. Looking at members of the audience gives speakers a chance to
observe audience reactions to a speech and adjust accordingly.
8. There are several ineffective eye patterns that should be avoided:
a. Staring at just one or two listeners
b. Directing gaze to those of particular interest
c. Directing gaze only to those who are smiling and appear in
agreement with you
C. Reinforce Ideas through Gestures, Movement, and Facial Expressions
1. Most of us use several physical gestures in ordinary conversation.
3. We also communicate a great deal with our faces.
5. If what we say and how we say it contradict each other, listeners
will give more weight to our nonverbal cues.
6. When practicing, use these questions to guide feedback:
a. Does the movement reinforce the flow of the speech?
b. Are the gestures distracting in any way?
Chapter 11: Ideas & Materials for Instruction
c. Is any gesture repeated too much?
d. Does the face convey sincerity and reinforce the meaning
of the speech?
e. Are there different gestures, movements, or facial
expressions that might better communicate the intended
meaning?
8. Make sure that movements are not perceived as nervous or
distracting.
10. Many nonverbal behaviors should be avoided.
a. Pacing nervously
b. Moving for no reason
D. Strive for an Effective Speaking Voice
1. When we use our voices effectively, we can emphasize key ideas,
2. Vocal features can be modified by recognizing their importance,
paying attention to them in oral practice, and monitoring them
while speaking.
a. Volume
(1) If listeners cannot hear you, they obviously cannot
benefit from your message.
(2) The volume of delivery should be determined by the
setting.
b. Rate
(1) Keep in mind that the audience needs time to absorb
(3) Speak at a rate that reflects personal style and allows
the audience to process the information.
(5) Pausing gives the audience the opportunity to absorb
ideas.
(7) A varied rate enhances the chances of delivering a
Chapter 11: Ideas & Materials for Instruction
c. Pitch
(1) Pitch refers to the highness or lowness of your voice on
a musical scale.
(3) An unvarying pitch is called a monotone—a vocal
quality guaranteed to put an audience to sleep.
(5) Being tense tends to raise one’s pitch, something
relaxation techniques can help manage.
(1) Strive for distinctness in articulation, articulating each
word carefully so that every syllable is discernible.
(3) Try to avoid disruptive vocal mannerisms, such as
frequently saying “uh” or “you know.”
E. Remain Flexible
1. Even when you carefully plan and practice your speech, some
2. The foundation of flexibility is spontaneity and open-
mindedness—a willingness to recognize that there are many
F. Practice Your Speech
1. If you have not practiced your speech aloud several times, chances
are you are not prepared to speak.
2. Here are a few guidelines for practicing your speech:
a. Deliver the speech aloud with the keyword outline.
b. Practice the speech all the way through.
G. Seek Out Opportunities to Speak
1. Gaining experience and confidence as a public speaker leads to
more effective delivery.
III. Speaking Extemporaneously
Learning Objective 11.3—Explain the advantages of delivering your speech
extemporaneously.
Chapter 11: Ideas & Materials for Instruction
A. In most speaking situations, an extemporaneous style will be most effective.
B. Extemporaneous speaking should not be confused with impromptu speaking,
or speaking with no preparation at all.
E. Advantages of Speaking from a Keyword Outline
2. This outline keeps the speaker on track, but it does not provide
every word of the speech.
3. A speaker will still need to think on their feet and interact with the
5. Last-minute fine-tuning of a speech demonstrates respect for
fellow speakers and the audience.
6. Practicing with notes (as well as revising and refining them during
practice) is essential.
F. Why Use Extemporaneous Delivery?
2. Extemporaneous speaking forces us to be our best, demanding
focused concentration.
4. You are able to interject spontaneous comments and better connect
with the audience.
5. It contributes to your ethos as a committed and effective advocate.
IV. Alternative Styles of Delivery
Learning Objective 11.4—Compare and contrast different styles of delivery,
listing the strengths and weaknesses of each.
A. The Impromptu Speech
2. In general, never choose to make an impromptu speech if given
time to prepare in advance.
3. Guidelines for Impromptu Speeches
a. Anticipate the possibility of being called on to speak, and
make some preparations.
Chapter 11: Ideas & Materials for Instruction
b. Practice active listening.
c. Increase feelings of confidence by remembering that no one
B. The Manuscript Speech
2. Some settings may call for manuscript speeches because of their
formal nature.
3. Using a manuscript allows a speaker to exercise considerable
control.
4. The underlying principles of good public speaking still apply to the
manuscript speech.
5. Guidelines for Giving Manuscript Speeches
a. Use a manuscript for the right reasons.
b. Use good oral style.
C. The Memorized Speech
2. Guidelines for Giving Memorized Speeches
a. Stay focused on the specific purpose and key ideas to be
conveyed rather than exact phrasing.
V. Responding to Audience Questions
Learning Objective 11.5—Anticipate audience questions and explain appropriate ways of
responding to them.
Chapter 11: Ideas & Materials for Instruction
Section Intro:
A speaker must recognize the importance of the Question-and-Answer Period. If a
speaker does not respond effectively to questions, her or his credibility can be diminished
A. Preparing for the Question-and-Answer Period
1. Expect questions about controversial ideas.
3. Be familiar with all sources.
4. Try to think of additional examples that might further explain
difficult concepts from your speech.
B. Show Respect for Your Listeners
2. As the speaker, you establish the tone for the exchange. You will
want to maintain a civil, respectful tone even with “hostiles.”
C. Conducting the Question-and-Answer Period
1. Decide where to stand.
3. Standing at the side of the podium allows for more direct
interaction.
5. General guidelines for the question-and-answer period:
a. Listen carefully to each question.
b. If appropriate, repeat each question so that everyone can
hear it and keep track of what is happening.
c. Do not allow one person to dominate.
d. Do not try to fake your way through a response.
Chapter 11: Ideas & Materials for Instruction
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Instructional ideas for Chapter Eleven
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