Speaking to Inform
Chapter Objectives
After reading this chapter, students should be able to:
2. Explain informative speeches about objects and provide an example.
4. Explain informative speeches about events and provide an example.
6. Apply the six guidelines for informative speaking discussed in this chapter.
15
CHAPTER 15—SPEAKING TO INFORM 205
Chapter Outline
I. Speaking to inform is one of the most important skills a student can develop.
A. Public speaking to inform occurs in a wide range of everyday situations.
1. There are endless situations in which people need to inform others.
2. The ability to convey knowledge and understanding will prove valuable to
students throughout their lives.
B. There are three criteria for effective informative speaking.
2. The information should be communicated clearly.
3. The information should be made meaningful and interesting to the audience.
II. Informative speeches can be classified into four types.
A. Some informative speeches are about objects.
2. Speeches about objects need to be sharply focused.
3. Speeches about objects can use a variety of organizational patterns.
a. A speech about the history or evolution of an object would be arranged in
chronological order.
B. Some informative speeches are about processes.
2. There are two kinds of informative speeches about processes.
3. Speeches about processes often require visual aids.
4. Speeches about processes require careful organization.
a. Speeches that explain a process step by step are arranged in chronological
order.
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C. Some informative speeches are about events.
2. There are many ways to organize a speech about an event.
a. Speeches that recount the history of an event are arranged in chronological
order.
D. Some informative speeches are about concepts.
1. Speeches about concepts convey information concerning beliefs, theories,
principles, or other abstract subjects.
3. Speeches about concepts are often more complex than other kinds of informative
speeches.
a. When discussing concepts, a speaker should avoid technical language and
define terms clearly.
III. There are six guidelines for effective informative speaking.
A. Informative speakers should be wary of overestimating what the audience knows.
1. In most cases, the audience will be only vaguely knowledgeable about the
speaker’s topic.
2. To avoid misunderstanding, the speaker must explain ideas thoroughly and
clearly.
B. Informative speakers should find ways to relate the subject directly to the audience.
2. Effective informative speakers work to get the audience interested—and to keep
them interested.
C. Informative speakers should avoid being too technical.
1. An informative speech may be overly technical because the subject matter is too
specialized for the audience or because of the speaker’s use of jargon.
2. Effective informative speakers select topics that are not too technical for the
audience and use appropriate language.
D. Informative speakers should avoid abstractions.
2. One way to avoid abstractions is through description.
CHAPTER 15—SPEAKING TO INFORM 207
4. A third way to avoid abstractions is with contrast.
E. Informative speakers should personalize their ideas.
2. Whenever possible, informative speakers should try to dramatize their ideas in
human terms.
3. The best way to accomplish this is with examples—real or hypothetical—that
personalize the subject matter.
F. Informative speakers should be creative in thinking about ways to achieve their
objectives.
2. Creativity can also influence any aspect of a speech, including a speaker’s visual
aids.
Exercises for Critical Thinking
(from text pages 288
–
289)
1. Below is a list of subjects for informative speeches. Your task is twofold: (a) Select four of
the topics and prepare a specific purpose statement for an informative speech about each of
the four. Make sure your four specific purpose statements include at least one that deals with
its topic as an object, one that deals with its topic as a process, one that deals with its topic as
an event, and one that deals with its topic as a concept. (b) Explain what method of organiza-
tion you would most likely use in structuring a speech about each of your specific purpose
statements.
hobbies sports education
animals music media
science cultural customs technology
Discussion: This exercise gets students to work on developing specific purpose state-
2. Analyze “Lady Liberty” in the appendix of sample speeches that follows Chapter 20 of the
textbook. Identify the specific purpose, central idea, main points, and method of organization.
Evaluate the speech in light of the guidelines for informative speaking discussed in this chap-
ter.
208 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
Discussion: With engaging delivery, sharp organization, and creative visual aids, “Lady
Liberty” provides an excellent model of how to apply the guidelines for informative speak-
ing discussed in Chapter 15. The speaker turns what could be a mundane topic into a fas-
cinating presentation that combines well–researched content with inventive visual aids
that take listeners inside the Statue of Liberty. A video of the speech is available online
and on the DVD of student speeches that accompanies this edition of The Art of Public
Speaking.
Specific Purpose: To inform my audience about the symbolism, history, and architecture of
the Statue of Liberty.
Central Idea: The symbolism, history, and architecture of the Statue of Liberty make it a
modern marvel.
Method of Organization: Topical
Introduction: The introduction consists of paragraphs 1–3. In paragraph 1, the speaker
gains attention by arousing the audience’s curiosity about a notable object in New
York. Gradually he reveals that he is talking about the Statue of Liberty, a 220–ton
edifice that remains “a powerful symbol of our country.”
Body: Organized topically, the body consists of three main points. Main point one, which
spans paragraphs 4–6, deals with the Statue of Liberty’s symbolism. Although the
body is organized topically, the first main point proceeds spatially, as the speaker
9). As can be seen on the video, the speaker’s visual aids complement his words
and help keep the audience involved.
The third main point explores the architecture of the statue and runs from par-
agraph 10 through paragraph 14. After a transition in paragraph 10, the speaker
heightens interest in the architecture by noting that “looks can be deceiving.” Par-
ny that reinforces the statue’s standing as a modern marvel.
Conclusion: Paragraph 15 constitutes the conclusion of the speech. After signaling that he
is coming to an end, the speaker summarizes the main points discussed in the
body and restates his central idea. He creates a sense of psychological unity by
echoing language from the introduction, and his final words—that there is a lot
210 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
Using Public Speaking in Your Career
(from text page 281)
As a financial planner at a local investment firm, you have been asked to speak to a group of re-
cent college graduates about long–term financial planning. After considering what recent college
graduates need to know about saving for their future, you decide to organize your presentation
around four general stages of investing:
2. The years of acquisition, which include balancing investments with large expenses such
as raising children and paying a mortgage.
4. The retirement years, which include living off of savings and adjusting investments as
needed.
As you look over these stages of investing, you think back to the public speaking course you
took in college. You remember that informative speakers should relate their speech directly to the
audience, should not be too technical, should not overestimate what the audience knows about the
subject, and should be creative. How might each of these guidelines influence your presentation
to recent college graduates? Be specific.
Discussion: Like the other Using Public Speaking in Your Career scenarios throughout the
book, this one is designed to show students that the principles of effective public speaking
are as applicable outside the classroom as in it. This scenario is particularly helpful because
it asks students to consider how informative speakers must adapt their remarks to their au-
diences.
CHAPTER 15—SPEAKING TO INFORM 211
Additional Exercises and Activities
1. Have students analyze “Using a Tourniquet to Save a Life,” which is printed in the appendix
of sample speeches that follows Chapter 20 of the textbook. Video of the speech is available
online and on the DVD of student speeches that accompanies this edition of The Art of Public
Speaking. Because this is a demonstration speech, have students pay special attention to how
the speaker uses his body as a visual aid.
Discussion: Demonstration speeches are a subgenre of informative speeches. They re-
quire that speakers communicate information orally while performing actions for an audi-
ence. This can be quite challenging, but when done successfully, as in “Using a
Central Idea: Knowing when and how to apply a tourniquet can help save lives in an emer-
gency situation.
Method of Organization: Topical
Introduction: The introduction consists of the first three paragraphs. Paragraph 1 opens by
describing a scene in which a gunman has shot innocent bystanders. Because the
scene is built around “you” and is set on campus, it grabs the audience’s attention
and leads to the question: “What can you do?” Paragraph 2 states that the speak-
er’s purpose is not to scare his listeners; it is, rather, to demonstrate how they can
Body: Divided into two main points, the body runs from paragraph 4 through paragraph 10.
The first main point (paragraphs 4–5) explains when to apply a tourniquet—namely,
when someone is hemorrhaging or bleeding heavily from a limb. After citing an arti-
cle from the journal Prehospital Emergency Care in paragraph 4, the speaker per-
sonalizes his ideas in paragraph 5 with the use of “you” so the audience can visualize
themselves in a situation where a tourniquet would be needed.
212 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
Conclusion: Paragraph 11 constitutes the conclusion. After signaling its arrival with the
words “In conclusion,” the speaker reinforces his central idea and restates his main
points. He ends by saying that ideally his classmates will never face a situation in
which they need to apply a tourniquet, but now they know how to if the need aris-
es. This closes the speech on a hopeful, helpful note.
Supervolcanoes: The Sleeping Giants
Needs Improvement Version
1 For my speech today, I decided to talk about supervolcanoes. I thought they’d make a
great topic, especially because I went to Yellowstone National Park last summer. You proba-
bly don’t know that Yellowstone is actually a supervolcano.
CHAPTER 15—SPEAKING TO INFORM 213
2 Here is a video I took when I was there—Old Faithful, which is one of the main gey-
sers at Yellowstone. The reason it shoots up like that is because of the supervolcano under-
neath. I also thought supervolcanoes would make a good topic because I studied them in my
geoscience classes.
3 So my central idea for this speech is that supervolcanoes are powerful and impres-
sive.
6 The second main point in my speech is that supervolcanoes are so powerful that they
can change our world. If you ever see big mountains or craters, especially when you go out
West like I did last summer, they might be because of a supervolcano eruption. They also ex-
ist in other places, like you can see from this map.
7 The other thing you need to know is that when they erupt, supervolcanoes shoot huge
amounts of ash into the sky. The ash can stay there for so long that it lowers temperatures all
around the world. Then there are also other disasters like earthquakes and tsunamis which su-
pervolcanoes can cause, according to one of my sources.
8 In conclusion, I hope that someday you get to stand on top of a supervolcano and
understand what’s happening underground, just like I did last summer.
9
One more thing: Supervolcanoes don’t erupt very often, but when they do, we’re
talking like thousands or millions of years. Thank you.
Discussion: When shown in combination with the final version, the needs improvement
version of “Supervolcanoes” can help students see the differences between an ordinary
speech and a superior one. When showing the needs improvement version, have stu-
214 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
vating opening. Throughout the introduction, the speaker talks more about her in-
terests than trying to engage the interests of her listeners. The one exception is
when she says that her classmates probably don’t know that Yellowstone is actually
a supervolcano.
In contrast, the final version’s introduction is creative, fully developed, and
adeptly related to the audience. The opening paragraph pulls the audience into the
speech; the second paragraph states the importance of the topic and establishes
the speaker’s credibility; the third paragraph previews the main points to be dis-
cussed in the body. Taken as a whole, the final version’s introduction conveys the
speaker’s enthusiasm and piques the audience’s interest about what will follow in
the rest of the speech.
Body: The body of the needs improvement speech consists of paragraphs 4–7 and has
two main points; the first appears in paragraphs 4–5, the second in paragraphs 6–7.
In paragraph 4, the speaker says her first main point “is that supervolcanoes
are filled with magma.” In fact, this does not encompass the full scope of the main