Speaking on
Special Occasions
Chapter Objectives
After reading this chapter, students should be able to:
2. Discuss the purpose and major themes of a speech of presentation.
4. Indicate the fundamental purpose of a commemorative speech and explain why a
successful commemorative speech depends on the creative use of language.
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CHAPTER 18—SPEAKING ON SPECIAL OCCASIONS 265
Chapter Outline
I. Many special occasions provide opportunities for speechmaking.
A. Ceremonies such as weddings, funerals, and dedications often include speeches.
II. Speeches of introduction present a speaker to an audience.
A. A good speech of introduction achieves three goals.
1. It builds enthusiasm for the upcoming speaker.
3. It establishes a welcoming climate that will boost the speaker’s credibility.
B. There are several guidelines for speeches of introduction.
2. Speeches of introduction should be completely accurate.
4. Speeches of introduction should be adapted to the main speaker.
6. Speeches of introduction should try to create a sense of anticipation and drama.
III. Speeches of presentation are given when someone receives a gift or an award.
A. Speeches of presentation should usually be fairly brief.
B. The main purpose of a speech of presentation is to explain why the recipient is
receiving the award.
1. The speech should point out the achievements for which the recipient is receiving
the award.
2. The speech should discuss the recipient’s achievements in a way that will make
them meaningful to the audience.
C. If the recipient won the award in a competition, the speech of presentation should
consider praising the other competitors as well.
266 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
V. Commemorative speeches are addresses of praise or celebration.
A. Commemorative speeches pay tribute to a person, a group of people, an institution, or
an idea.
B. The fundamental purpose of a commemorative speech is to inspire the audience—to
heighten their admiration for the person, institution, or idea being praised.
C. Although it usually presents information about its subject, a commemorative speech
is different from an informative speech.
2. The aim of a commemorative speech is to express feelings and arouse
sentiments.
D. Commemorative speeches depend above all on the creative and subtle use of language.
1. Some of the most memorable speeches in history are commemorative addresses
that we continue to find meaningful because of their eloquent expression.
2. Two aspects of language use are especially important for commemorative
speeches.
a. The first is avoiding clichés and trite sentiments.
b. The second is utilizing stylistic devices such as those discussed in Chapter 12
to enhance the imagery, rhythm, and creativity of the speech.
Exercises for Critical Thinking
(from text page 355)
1. Attend a speech on campus. Pay special attention to the speech introducing the main speaker.
How well does it fit the guidelines discussed in this chapter?
Discussion: If you use this exercise, you may want to have students complete the work-
2. Observe several speeches of presentation and acceptance—at a campus awards ceremony or
on a show such as the Academy Awards, Grammy Awards, or Emmy Awards. Which
speeches do you find most effective? Least effective? Why?
Discussion: This exercise works especially well if your class meets the day after a pro-
gram such as the Academy Awards. While watching the program, each student should se-
3. Eulogies are among the most common types of commemorative speeches. Imagine that you
have been asked by family members to deliver a eulogy at the funeral for one of your grandpar-
ents. What would be your primary purpose in delivering a speech on such an occasion? What
praiseworthy characteristics would you focus on in eulogizing your grandparent? How might
you adapt your remarks to other family members in attendance?
Discussion: This exercise helps students apply the principles of commemorative speak-
ing to a situation beyond the classroom—a situation they may confront in the near future, if
they haven’t already. Because many students are of the age when grandparents are start-
ing to pass away, they often find the process of eulogizing to be particularly meaningful.
This assignment works best as homework or if students are given 15 minutes in class
4. Analyze “Ida B. Wells,” textbook page 353, in light of the criteria for commemorative speaking
presented in this chapter.
Discussion: “Ida B. Wells” is an eloquent commemorative speech. Its subject is civil–rights
activist Ida B. Wells, who lived from 1862 to 1931. Because Wells is a historical figure, the
speaker has to provide enough information about her for the audience to see why she is
praiseworthy, but not so much as to turn the speech into a biography. Through well–
chosen supporting materials, the speaker shows why Wells should be remembered
alongside famous figures such as Frederick Douglass, Rosa Parks, and Dr. Martin Luther
King. Video of the speech is available online and on the DVD of student speeches that
accompanies this edition of The Art of Public Speaking. Here is a synopsis.
Introduction: Paragraphs 1–2 make up the introduction. The speaker gains attention by
stating the names of Frederick Douglass, Rosa Parks, and Martin Luther King, all of
whom are familiar to the audience. Yet, she says, there is another name that de-
268 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
Body: The body runs from paragraph 3 through paragraph 11 and contains three main
points. The first deals with Wells’ courage to stand up for herself and for equality
under the law (paragraphs 3–5), the second with her courage to speak up for jus-
tice (paragraphs 6–8), and the third with her courage to stay up and to fight for fu-
ture generations (paragraphs 9–11). Each of the first two points is illustrated with a
Conclusion: The speech concludes in paragraph 12. Echoing the introduction, it repeats
that Wells deserves to be remembered alongside Rosa Parks, Martin Luther King,
and Frederick Douglass. The speaker again displays the photograph she had
shown in the introduction, thereby reinforcing both Wells’ resolute character and
Additional Exercises and Activities
1. Have students analyze “Make a Wish,” which appears in the appendix of sample speeches
that follows Chapter 20 of the textbook. Students should focus on how the speech exemplifies
the principles of commemorative speaking discussed in this chapter.
Discussion: A heartfelt speech celebrating a commendable organization, “Make a Wish”
exemplifies the best practices of commemorative speaking. It is clearly organized, sincere-
ly delivered, and designed to inspire the audience. Video of the speech is available online
CHAPTER 18—SPEAKING ON SPECIAL OCCASIONS 269
Introduction: The speaker gains the audience’s attention by relating the story of a little
girl’s trip to Disney World. The vivid imagery of the opening paragraph helps create
an emotional bond with the audience. In paragraph 3, the speaker reveals that the
Body: Paragraphs 4–9 constitute the body of the speech. Notice that the speaker does
not get bogged down in details that are more appropriate to an informative
speech. Instead, she uses statistics and examples about the Make-A-Wish
Foundation to illustrate its generosity, selflessness, and ability to heal through
hope.
Paragraphs 4–5 deal with generosity. After noting that Make-A-Wish paid for
everything in her family’s trip to Disney World, the speaker praises the donors, busi-
ness partners, and philanthropists who help contribute the money that allows Make-
A-Wish to spend $140 million each year granting the wishes of children in need.
270 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
2. Have students analyze “Elie Wiesel,” textbook pages A10–A11, in light of the criteria for
commemorative speaking presented in Chapter 18.
Discussion: Gracefully composed and confidently delivered, “Elie Wiesel” pays tribute to
the internationally known writer, teacher, and human rights activist. Video of the speech is
available online and on the DVD of student speeches that accompanies this edition of The
Art of Public Speaking. Below is a synopsis.
Introduction: The repetition of “A–7713” in paragraph 1 gains the audience’s attention and
arouses curiosity about the topic of the speech. In paragraph 3, the speaker reveals
that A–7713 is Elie Wiesel. The recitation of Wiesel’s major awards establishes his
Body: Paragraphs 4–6 constitute the body of the speech. Paragraph 4 deals with Wiesel’s
accomplishments as an eloquent leader. The focal point of the paragraph is a moving
quotation from Wiesel’s acclaimed book Night that illustrates his “compelling prose
and brutal honesty.” The quotation also sheds light on the horrors of Auschwitz,
where Wiesel was imprisoned during World War II.
Paragraph 5 begins with a transition noting that Wiesel is a fearless leader as
well as an eloquent one. The speaker illustrates the point with a series of brief ex-
Conclusion: The conclusion consists of paragraphs 7–8. In paragraph 7, the speaker men-
tions Wiesel’s ongoing “fight against the night,” a reference to the novel mentioned
in paragraph 4. Also in paragraph 7 the speaker returns to A–7713, originally men-
tioned in the introduction, thereby giving the speech a sense of psychological unity.
Paragraph 8 closes with a final quotation from Wiesel. Combined with the speaker’s
CHAPTER 18—SPEAKING ON SPECIAL OCCASIONS 271
3. Assign a speech in which each student introduces a famous person to the class. Tell students
they should imagine themselves being able to invite any well-known figure, living or dead, to
speak to the class on any topic of the student’s choice. The task of each student is to prepare a
one-minute speech introducing his or her chosen person to the class. In their speeches, students
should (a) provide some biographical information about the person and her or his contribu-
tions, (b) identify the topic of the person’s speech, and (c) explain why the person’s speech
topic is important for this audience. Speeches should follow the guidelines for speeches of in-
troduction discussed in the chapter.
Discussion: This assignment gives students practice in creating and presenting a speech of
introduction. Unlike a speech introducing one of their classmates, however, this speech re-
quires research so students can learn more about the person they are introducing.
When making this assignment, it is extremely important to encourage students to be
4. Have students complete the Special Occasion Speech Self-Assessment, which appears on page
273 of this manual.
Discussion: There is a great deal of research confirming the pedagogical value of self–
assessments. The Special Occasion Speech Self–Assessment asks students to write a full,
objective evaluation of their special occasion speech. Assessment items include topic and
purpose, organization, audience adaptation, language, supporting materials, delivery, and
overall performance.
272
Speech of Introduction Observation Worksheet
Your name
Name of speaker you observed
Where was the speech presented?
Who was the speaker introducing?
Evaluate the speech of introduction as follows:
1. How long was the speech? Was it too long? Too short? About right? Explain.
2. As far as you can tell, was the speech accurate in its remarks about the main speaker? Explain.
3. Was the speech well adapted to the occasion? Explain.
4. Was the speech well adapted to the main speaker? Explain.
5. Was the speech well adapted to the audience? Explain.
6. Did the speech create a sense of anticipation and drama about the main speaker? Explain.
Special Occasion Speech Self–Assessment
Your task is to review your special–occasion speech and to reach a full, objective assessment of
its major strengths and weaknesses. Write a thoughtful, objective evaluation of the speech in full–
sentence and paragraph form with an introduction and a conclusion.
Be specific and concrete in your comments. Note in particular the areas in which you believe
Topic
Was the topic appropriate for the occasion?
Was the topic appropriate for the audience?
Did you deal with the topic creatively?
Organization
Did your introduction gain the attention and interest of the audience?
Were the main ideas of the speech easy to follow?
Did you use connectives effectively?
Did you conclude the speech in a memorable fashion?
Language
Was your language clear and concrete?
Was your language vivid and colorful?
Was your language appropriate to the topic, audience, and occasion?
Delivery
Did you begin and end your speech without rushing?
Did you use pauses, rate, pitch, and vocal variety effectively in delivering the speech?
Did your physical action add to or detract from the speech?
Did you maintain strong eye contact throughout the speech?
Overall Assessment
What were you most pleased with in the speech? What were you least pleased with?
If you had an opportunity to deliver this speech again next week, what changes would you
make? Be specific.