Chapter 13: Ideas & Materials for Instruction
CHAPTER 13: Speaking to Inform
Overview Learning Objectives Ideas for Instruction
Functions of Informative Speeches
Sharing Ideas and Information ·
Raising Awareness ·Articulating
Alternatives
pp. 257–258
13.1 Describe the different funct
ions
of informative speeches.
Discussion questions:
13a
Activities: 13a
Assignment: 13a
Lecture: 13a
Types of Informative Speeches
The Speech of Description ·The
Speech of Demonstration ·The Speech
of Explanation ·The Informative Oral
Report
pp. 258–261
13.2 Compare and contrast the
different types of informative
speeches.
Activities: 13a
Assignment: 13a
Lecture: 13a
Organizing the Informative Speech
A Chronological Illustration ·A
Spatial Illustration ·A Categorical
13.3 Use appropriate strategies to
organize your informative
presentations.
Activities: 13a; 13b; 13c
Ideas for Instruction
As noted elsewhere, you will not be able to cover everything in the text—nor should you attempt to (i.e.,
“The more we teach, the less they learn.”). I always “assume” students have read the assigned reading and
that my job as an instructor is to highlight a few, select ideas from the reading (or to introduce
supplemental material) for students to contemplate, reflect upon, and apply. My goal is to help them build
meaning and internalize what they have learned, retaining it for future use.
What follows are ideas for how some material might be treated through discussion and activity.
My selections are ones I typically highlight in my own classes—depending on how much time I have to
devote to a chapter. In light of larger class sizes (which require more days per speech round), I rarely can
spend more than 50 minutes per chapter. There are only so many days in the semester, after all.
For each activity or discussion item I offer, I also estimate how much time it would require. The actual
Chapter 13: Ideas & Materials for Instruction
Discussion Questions. Use these to stimulate discussion and prompt reflection. As students process the
material at a deeper, more meaningful level, they likely will offer interesting observations or pose
provocative questions of their own. Make note of these, literally! Let students know when you’re
Discussion Question 13a
Approximate time required: 6–8 min.
Help clarify what comprises a good informative speech by posting the following thesis statements, one-by-
one, and discussing them. Ask students to identify which is or is not a good informative speech and why.
We offer suggested feedback you can provide.
I had a productive weekend, tending to housework, homework, as well as hosting a dinner party.
Relatively few Americans made any sacrifices during the war in Iraq.
Type II Diabetes rates are rising throughout the country.
Good. This speech offers information that raises awareness and arouses interest and curiosity. It
No-till farming is better for the soil and the environment.
The Earth’s soil is a storehouse for carbon.
Good. A speech that develops this idea educates the public about something interesting and useful.
The food supply in the United States contains few locally produced foods.
Good. This speech educates the public about something interesting and useful. It likely raises
Chapter 13: Ideas & Materials for Instruction
Discussion Question 13b
Approximate time required: 6–8 min.
What are some ways a speaker can capture and maintain an audience’s attention?
Responses should consist of the following:
Relevance. If listeners see how the topic/coverage pertains to them, they’ll likely pay attention.
Discussion Question 13c
Approximate time required: 10–12 min.
How can a speaker help listeners learn?
Students should recall much of what is covered in the text from previous chapters, as well as the
additional factors mentioned in this chapter.
From previous chapters:
Speak—for the most part—at an energetic pace, yet not so rapidly that listeners cannot process
what you are saying. Slow the rate to emphasize content or to help provide a transition.
From chapter 13:
Limit the number of details. Provide what is essential but not so much as to overwhelm.
Chapter 13: Ideas & Materials for Instruction
Look for ways to involve listeners actively. If listeners find your remarks engaging, they will be
processing them more carefully. In addition to including interesting material and language, you
might pose a provocative question, test them with a short quiz, ask them to write down something,
or even engage them in brief dialogue to break up the speech.
Discussion Question 13d
Approximate time required: 3–5 min.
How does a speaker make sure that she or he is ethical when presenting an informative speech?
Students should recall the following:
Make sure you’re not really trying to persuade but are speaking solely to inform.
Be certain the information you present is accurate.
Think of your speech as an invitation to the audience to investigate the matter further on their own.
Suggested Activities. Use these “hands-on” applications to get students actively involved with the
material. What we suggest often requires students to synthesize what is covered in the chapter, as well as
what they were to have learned from other chapters.
Activity 13a
Approximate time required: 12–14 min.
Conduct an in-class workshop by assigning students a partner to review their potential topics for an
upcoming speech to inform. Have them identify the type of informative speech they envision (i.e., to
Activity 13b
Approximate time required: 14–20 min. (depending on number of groups).
As a small group, in-class activity, assign each group a topic and specific purpose for an informative
speech. Have them determine how they should organize the speech. After eight minutes or so, have them
present the organizational scheme and rationale. Discuss their recommended scheme as well as any others
that might work.
Here is a healthy array of sample specific purposes you might use.
a. “I want my audience to understand the steps involved in obtaining U.S. citizenship.”
Chapter 13: Ideas & Materials for Instruction
b. “I want my audience to become more familiar with free educational offerings at our public
library, community center, and conservation center.”
c. “I want my audience to understand the role of the Consumer Price Index and how it is
calculated.”
Activity 13c
Approximate time required: 10–12 min.
Conduct an in-class workshop by having students work with partner to identify the best organizational
pattern for an informative speech they intend to present in class. Circulate among the partners to gain a
sense of their understanding and application of the patterns. Assist as needed.
Activity 13d
Approximate time required: 10–12 min.
For a quick, in-class activity to stimulate discussion, have students work quickly with a partner to identify
ways one can stimulate audience interest while speaking to inform. Have them proceed as if they were
Activity 13e
Approximate time required: 10–12 min.
Conduct an in-class workshop by having students work with a partner to explore various ways they can
help the audience learn in their upcoming informative speech to the class. Have them use the framework
provided in the section “Helping Listeners Learn,” to guide their inventiveness.
Note: You might want to use this activity in conjunction with Discussion Question 13c.
Lecture Ideas. Some elements in the chapter lend themselves to careful review and/or some
Lecture 13a: Use one or more of the slides from the PowerPoint slideshow that accompanies this chapter
and prepare your own examples as illustrations of the concepts featured on the slide(s). Break up the
Chapter 13: Ideas & Materials for Instruction
“lecture” by including some of the discussion questions we provide and/or an activity or two. Any
individual slide can function as either a preview or review of an activity or discussion item.
Exam Items. Testing, of course, can be an important part of instruction. We provide numerous, high-
quality multiple-choice items in our test bank. We also offer several short-answer items and essay items.
These often can double as in-class discussion items or activities or lecture material (and it is a good idea
to cover something in class, if you are going to test on it later with a short-answer or essay item!)
Assignment Ideas. In order to have the students contemplate more fully and grapple with some of the
concepts discussed in the chapter, consider the following assignment—which you could do early on or
later in the semester.
Assignment (plus activity) 13.1: Have students watch or listen to various news/educational programs, with
an eye/ear toward what is truly newsworthy and worth learning more about. For at least a week, have
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Chapter Outline: Chapter 13: Speaking to Inform
Chapter Intro:
Informative speeches aim to educate or enlighten rather than persuade. Informative
speakers act as a teacher, not an advocate, providing facts and other information but not
taking a stand on controversial issues. Some informative speeches may be preliminary to
persuasion. Speakers may transmit information to build a common ground of
Chapter 13: Ideas & Materials for Instruction
I. Functions of Informative Speeches
Learning Objective 13.1—Describe the different functions of informative
speeches.
A. Sharing Ideas and Information
1. The speaker may decide that the audience needs to be briefed,
B. Raising Awareness
1. Speakers may wish to call an audience’s attention to something
2. In these situations, the speaker’s purpose is to raise your
3. The goal is to promote understanding, not to change listeners’
opinions about controversial issues.
C. Articulating Alternatives
1. Sometimes a speaker will give a presentation aimed at helping
2. In articulating alternatives in an informative speech, the speaker
3. Trustworthy speakers should be able to set aside their own biases
in the interest of helping listeners make good choices from among
the available alternatives.
II. Types of Informative Speeches
Learning Objective 13.2—Compare and contrast the different types of informative
speeches.
A. The Speech of Description
2. Descriptive speakers use precision, clarity, and color in their
language choices.
3. Usually, you will want to use presentational aids.
a. Do your best to fully describe the subject of your speech
Chapter 13: Ideas & Materials for Instruction
capture in words alone.
B. The Speech of Demonstration
2. Demonstration may focus on application along with understanding.
3. In these instances, the speaker may want the audience to apply
4. In other instances, one may be describing a more complicated
6. Many use a sequential pattern of organization (discussing
consecutive steps in a process).
7. To make sure the audience clearly understands the demonstration,
the speaker should allow ample time for questions.
C. The Speech of Explanation
2. The explanatory speech demands that the speaker be extremely
3. Speakers must be able to define the concept’s main features or
4. Because explanations of unfamiliar or difficult concepts can be
challenging, speakers will want to allow plenty of time for
audience questions.
D. The Informative Oral Report
1. In business, professional, and community settings, people are often
called upon to present an informative oral report.
3. On other occasions, the report may be more formal, technical, and
lengthy.
4. Informative reports often provide background information that a
group will use in making decisions or solving problems.
III. Organizing the Informative Speech
Learning Objective 13.3—Use appropriate strategies to organize your
informative presentations.
Section Intro: Several different organizational patterns are particularly well suited for
organizing informative speeches. Table 13.1 may be helpful in selecting the best
Chapter 13: Ideas & Materials for Instruction
A. Chronological/Sequential Patterns
1. Speakers should use a sequential organizational pattern to discuss
B. Spatial Pattern
1. Speakers use a spatial pattern to help the audience visualize
C. Categorical Pattern
1. Speakers use a categorical pattern to emphasize the significance of
D. Causal
1. Speakers use a causal pattern to help audience understand the
IV. How Audiences Learn from Informative Speeches
Learning Objective 13.4—Describe the different ways that speakers can make
information interesting and memorable to an audience.
A. The Role of Listener Motivation
2. The ideal listener is the motivated listener, who is intrinsically
3. When listeners are motivated to listen and learn, the speaker’s job
is much easier.
4. Listening sometimes takes place under less than ideal
circumstances.
5. Usually, audience members are a mixed bag of eager,
knowledgeable, and less motivated listeners.
B. Capturing and Maintaining the Audience’s Attention
2. In general, audiences will respond with interest to ideas and
(1) You will want to deal with relevance right away, in the
(2) Why should your listeners care?
(3) Maintain relevance throughout the speech.
b. Novelty
(2) Novelty gains attention.
(4) Sometimes a speaker can approach a topic in a novel or
(1) Variety is not so much about the topic chosen for a
speech as it is about the way the speaker presents it.
(2) Speakers may mix in humor, use imaginative
presentational aids, vary delivery style, or use a variety
of supporting material.
C. Helping Listeners Learn
2. Provide visual reinforcement as needed to help simplify and
clarify.
4. Limit the number of main points addressed.
6. Translate statistics into terms that listeners can understand.
8. Take time to respond to audience questions.
9. Keep an audience actively engaged helping them see how the
information applies to them.
D. Ethical Considerations
2. Invite the audience to investigate on their own.
4. It is inherently unethical to camouflage a persuasive purpose by
portraying it as informative.
6. Strive for integrity.
Chapter 13: Ideas & Materials for Instruction
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Instructional ideas for Chapter Thirteen
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