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PART TWO
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Speaking
Assignments
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28 PART TWO—SPEAKING ASSIGNMENTS
here are many kinds of speaking assignments that can be used in conjunction with The Art of
Public Speaking. Most of those described below are keyed to the course outlines presented
in Part One of this manual. When there are two or more options offered for a round of speeches
(Option A, Option B, etc.), you should select one option, so the entire class is performing the
same assignment during that round of speeches.
Introductory Speeches
Option A: A Two–Minute Speech Introducing a Classmate
The speech should be delivered extemporaneously from brief notes that occupy no more than one
side of a single 4 x 6 index card. Stress that students are not to read their speeches and should use
as much eye contact as possible.
In preparation for the speech, have students pair off and interview one another. The interview-
ing can be done in the last 15 to 20 minutes of the first class meeting. The assignment usually
works better, however, if students conduct their interviews out of class. This gives them time to
prepare questions for the interviews and allows for longer, more flexible interviews.
Option B: A Two–Minute Speech Introducing a Classmate
The speech should be delivered extemporaneously from brief notes that occupy no more than one
side of a single 4 x 6 index card. Stress that students are not to read their speeches and should use
as much eye contact as possible.
Unlike Option A above, this speech focuses specifically on the cultural background of the
student being introduced to the class. Possible topics might include social customs, family tradi-
tions, holidays, clothing, food, religious traditions, sporting activities, and the like.
T
SPEECH OPTIONS 29
Option C: A Two–Minute Speech of Self–Introduction
The speech should be delivered extemporaneously from brief notes that occupy no more than one
side of a single 4 x 6 index card. Stress that students are not to read their speeches and should use
as much eye contact as possible.
Option D: A Two–Minute Speech of Self–Introduction
The speech should be delivered extemporaneously from brief notes that occupy no more than one
side of a single 4 x 6 index card. Stress that students are not to read their speeches and should use
as much eye contact as possible.
In their speeches, students explain a significant aspect of their cultural background and how it
has made a difference in their lives. Possible topics might include social customs, family tradi-
tions, holidays, clothing, food, religious traditions, sporting activities, etc. Encourage students to
30 PART TWO—SPEAKING ASSIGNMENTS
Option E: A Two–Minute Speech of Self–Introduction Based on
a Newspaper or Magazine Article
The speech should be delivered extemporaneously from brief notes that occupy no more than one
side of a single 4 x 6 index card. Stress that students are not to read their speeches and should use
as much eye contact as possible.
To prepare for the speech, each student should consult a newspaper from the day they were
born or a magazine such as Time or Newsweek from the week they were born. They should then
select an item—article, advertisement, photograph, editorial, etc.—from the newspaper or maga-
zine that relates to their life in some meaningful way. Using that item as a point of departure, the
Option F: A Two–Minute Speech of Self–Introduction Based on
a Personal Object
The speech should be delivered extemporaneously from brief notes that occupy no more than one
side of a single 4 x 6 index card. Stress that students are not to read their speeches and should use
as much eye contact as possible.
In preparation for this speech, have students select an object that represents a significant as-
pect of their background, personality, values, ambitions, etc. Using the chosen object as a point of
departure, each student should develop a speech that explains how it relates to her or his life. For
example, a journalism major might select a newspaper as a way to explain her or his professional
goals. A new father might select a diaper as a vehicle for discussing his experiences as a parent.
An avid tennis player might settle on a tennis racket to illustrate her passion about the sport.
If possible, students should bring the object of their speech to class on the day of their presen-
tation. If this is not possible because the object is too large, too rare, or too valuable, the student
SPEECH OPTIONS 31
Informative Speeches
Option A: A Speech of 5 to 6 Minutes Informing the Audience
About Some Object, Process, Concept, or Event
If desired, the assignment can be narrowed to concentrate specifically on a particular aspect of
information–giving, such as definition, demonstration, or explanation. Encourage students to se-
lect topics that are useful and interesting. Students should turn in a complete preparation outline,
Option B: A Speech of 5 to 6 Minutes Informing the Audience
About Some Object, Process, Concept, or Event
Use of a visual aid is required. Students should turn in a complete preparation outline, but the
speech itself should be delivered extemporaneously from a brief speaking outline.
This assignment is the same as Option A above, except for the stipulation that the speaker use
a visual aid. Requiring a speech with visual aids gives students experience in a kind of speaking
Option C: A Speech of 5 to 6 Minutes Demonstrating the Steps of a Process
or How to Perform the Steps of a Process
As in Option B above, use of a visual aid is required. Students should turn in a complete prepara-
tion outline, but the speech itself should be delivered extemporaneously from a brief speaking
outline.
Students should make sure they present the steps of their process clearly and systematically,
32 PART TWO—SPEAKING ASSIGNMENTS
Option D: A Speech of 5 to 6 Minutes in Which Students Explain a Significant Aspect of a
Culture Different From Their Own
Possible topics include social customs, family traditions, holidays, clothing, food, religious tradi-
will “visit” as many different countries as there are students in the class.
To help students choose topics as quickly as possible, prepare two sets of 3 x 5 index cards.
Write the name of a different country on each card in the first set. Then write two or three cultural
features on each card in the second set. Put each set of cards in a separate bag and have students
randomly pick a card from each bag. When they are finished, they will have a country card (for
instance, Italy) and a topic card (including, for example, sports, family traditions, and politics).
Persuasive Speeches
Option A: A Speech of 7 to 8 Minutes Designed to Persuade the Audience
For or Against a Question of Policy
Speakers may seek either passive agreement or immediate action from the audience, though they
should be encouraged to seek the latter if there is appropriate action for the audience to take. In
either case, students should be sure to deal with all three basic issues of policy speeches—need,
plan, and practicality. A complete preparation outline should be submitted. Delivery of the speech
is to be extemporaneous.
SPEECH OPTIONS 33
Option B: A Speech of 7 to 8 Minutes Designed to Persuade the Audience
on Either a Question of Fact or a Question of Value
A complete preparation outline should be submitted. Delivery of the speech is to be extemporaneous.
As with Option A above, this speech will require considerable research and skillful handling
of the methods of persuasion. Also as with Option A, this is an excellent assignment for stressing
Commemorative Speech
A Speech of 4 to 5 Minutes Paying Tribute to a Person, a Group of People,
an Institution, or an Idea
The subject may be historical or contemporary, famous or obscure. A preparation outline is not
required. This speech should be written out and delivered from manuscript. Students should hand
in their manuscripts after their speeches.
Online Speeches
If you are teaching an online or blended course, any of the assignments discussed in this part of
the Instructor’s Manual can be presented as online speeches. To deliver an introductory, informa-
tive, persuasive, or commemorative speech online, the challenge is working through the logis-
tics—where students will speak, what camera and software they will use, what platform will host
34 PART TWO—SPEAKING ASSIGNMENTS
Option A: A Two–Minute Online Speech to a Hiring Committee
The speech should be delivered extemporaneously from a brief set of notes that occupy no more
than one side of a single 4 x 6 index card. Stress that students are not to read their speeches and
should use as much eye contact as possible.
While this speech does not require the same amount of research as the informative or persua-
sive speech, students should learn enough about the company to which they are applying that they
can relate their qualifications to the company’s objectives and culture. The speech should be care-
fully prepared, extensively rehearsed, and effectively delivered—just as if students were address-
ing a real hiring committee with a job on the line.
are talking on a given day may need to speak from their dorm room, home, or apartment while
you and the rest of the class access their presentations from a remote location.
Because this speech is shorter and requires less research than the informative or persuasive
assignments, it should be worth fewer points than either of those presentations. Yet rehearsing the
speech for online delivery—especially if you assign a real–time presentation—is more demanding
Option B: A Four–Minute Online Speech Designed to Persuade the Audience
to Make a Charitable Donation
A complete preparation outline or manuscript should be submitted, but the speech should be de-
livered extemporaneously and adjusted to the online environment.
SPEECH OPTIONS 35
A real–time online speech designed to fill this assignment can be found at the end of Chapter
19 of the textbook; a video of the speech is available on Connect, as well on the DVD of student
speeches that accompanies this edition of The Art of Public Speaking. The sample speech illus-
trates how students can respond to the unique demands of a real–time online speech, but the as-
signment can also be used for recorded online speeches. Requirements for content, structure,
visual aids, and audience adaptation are essentially the same for both types of speeches. The dif-
Visual aids are strongly encouraged; some instructors require them.
If you assign a recorded online speech, stress that students should talk directly into the cam-
era. Have them record the speech and upload it to a course–management platform where it can be
viewed by the rest of the class.
If you assign a real–time online speech, be sure to work out the logistical details well ahead of
time. If you are teaching a traditional in–person class, one option (depending on the technology at
Final Speeches
Option A: A Speech of 8 to 10 Minutes That May Be Either Informative
or Persuasive
A complete preparation outline should be required. Delivery of the speech is to be extemporaneous.
You can allow students to choose individually whether to give an informative speech or a
persuasive speech. Usually, however, it is best to assign the entire class one or the other kind of
speech. Whichever kind you assign, let students know that this speech is particularly important.
36 PART TWO—SPEAKING ASSIGNMENTS
Option B: A Speech of 8 to 10 Minutes That Is to Be a Major Revision of an Informative
or Persuasive Speech Given Earlier in the Term
A complete preparation outline should be required. Delivery of the speech is to be extemporaneous.
Because time is often cramped at the end of the term, this assignment provides for a full–
length speech without requiring that students start from scratch in choosing and researching an
entirely new topic. It also gives students an opportunity to learn more about the revision process,
which is essential to speeches outside the classroom.
Option C: A Speech of 8 to 10 Minutes Informing the Audience
About a Prominent Public Speaker
A complete preparation outline should be required. Delivery of the speech is to be extemporaneous.
Students can choose either a historical figure or a contemporary speaker for this assignment.
In either case, students should deal with the following points in their speeches, though not neces-
sarily in this order: (a) biographical background about the speaker; (b) the importance of public
speaking in her or his career; (c) major ideas of her or his speeches; (d) analysis of the speaker’s
techniques, including organization, language, and delivery.
Complex and challenging, this speech requires substantial research and allows students to ap-
ply the principles learned in class to established public speakers. Although it usually works best in
more advanced classes, it can succeed in the introductory course as well.
SPEECH OPTIONS 37
Impromptu Speech
A Two–Minute Speech to Be Delivered Impromptu
The focus of the speech may be informative, persuasive, or entertaining.
Create a set of topics such as my family, my hometown, my best friend, my favorite sport, my
most embarrassing moment, my worst class, my biggest thrill, my biggest complaint, etc. Have
students draw three topics and choose one to speak about. Give each speaker a few minutes to
Problem–Solving Group Discussion with Symposium
Divide the class into small groups of four to six members. First, each group will be responsible for
a problem–solving project in which they investigate a question of policy and recommend solutions
to it. In their deliberations, the group should follow the reflective-thinking method of decision–
making explained in Chapter 20. Members of the group should understand that this project will
require research and group meetings outside of class.
Second, the group will be responsible for organizing and conducting a symposium in which
the group presents its report to the class. One way to structure the symposium is to allow each