Giving Your First
Speech
Chapter Objectives
After reading this chapter, students should be able to:
2. Explain the nature of extemporaneous delivery and how they can work on speaking
extemporaneously as they rehearse their first classroom speech.
3. Explain the elements discussed in the textbook with regard to delivering the first
classroom speech.
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86 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
Chapter Outline
I. The first speech assignment is often called an ice–breaker speech because it is designed to
“break the ice” by getting students up in front of the class as soon as possible.
A. There are many options for this assignment.
B. Whatever the assignment, the speech is usually brief and is often ungraded.
II. The initial step in giving the first speech is deciding on a topic, identifying main points,
and developing those points creatively.
A. Students should make sure their topic is appropriate for the time limit.
B. Once students have a speech topic, they should be creative in developing it.
2. They can think of ways to make the speech mysterious or suspenseful.
4. They can use colorful, descriptive language.
5. They can use humor as long as it is in good taste and grows naturally out of the
speech content.
III. The second step in giving the first speech is organizing the content.
A. The introduction should get the audience’s attention and reveal the topic of the
speech.
B. The body can be organized in a number of ways, including chronological order and
IV. The third step in giving the first speech is working on delivery.
A. Most experts recommend speaking extemporaneously, which involves planning main
points and supporting materials but not memorizing the speech.
B. Effective extemporaneous delivery requires a great deal of rehearsal.
C. There are several things to concentrate on when presenting the speech in class.
2. During the speech, they should gesture naturally.
4. Speaking expressively is important for an effective presentation.
5. Speakers should also remember that nervousness is natural and that the anxiety
CHAPTER 4—GIVING YOUR FIRST SPEECH 87
Exercises for Critical Thinking
(from text page 72)
1. Examine the two sample speeches with commentary on pages 69–70 of the textbook. Choose
one, and answer the following questions about it.
a. How does the opening paragraph gain the attention of the audience, introduce the subject
of the speech, and preview the main points to be discussed in the body?
b. How clearly is the body of the speech organized? What does the speaker do to help lis-
teners follow the progression of ideas?
c. How does the speaker conclude? Does the conclusion reinforce the central theme of the
speech?
Discussion: By analyzing introductory speeches, students get a better idea of how to
construct their own speeches. This exercise will help them focus in particular on what
makes for an effective introduction, body, and conclusion. Given that students are asked
to analyze only one of the introductory speeches—either “The Courtyard,” a speech of
“The Courtyard”
Introduction: The speaker opens with a PowerPoint slide displaying a photograph of the
courtyard at her grandmother’s home in Mexico. Sharp and clear, the photograph
captures attention and, in conjunction with the speaker’s words, draws the audi-
ence in and gives them a scene to visualize throughout the speech. The introduc-
tion ends by previewing the main points to be developed in the body—the
importance of family and the cultures that have shaped the speaker’s life.
As in this case, showing a PowerPoint slide can be an excellent way to begin a
88 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
Body: The body of the speech is organized into two main points. Each begins by stating
what the courtyard symbolizes to the speaker, then proceeds to illustrate the point
with specific examples. In her first main point, the speaker explains how the court-
yard symbolizes the importance of family in her life. As in the introduction, she uses
colorful, descriptive language that helps the audience visualize the family events
that took place there. Indeed, this speech provides an excellent example in general
of how speakers can use linguistic imagery to pull listeners into a presentation.
Throughout the body of the speech, the speaker presents her ideas persona-
bly, with strong eye contact and natural gestures. She has a brief set of speaking
notes, but she is so well prepared that she does not have to rely on them. The im-
portance of the courtyard to her life comes through both in her content and in the
sincerity of her delivery.
Conclusion: The conclusion returns to the photograph displayed in the introduction,
which gives the speech a sense of unity. So, too, does the speaker’s recollection of
the roses in the courtyard and the family celebrations that took place there—both
“Fearless”
Introduction: By starting with dramatic statements about fear—an emotion everyone has
felt at some time—the speaker establishes common ground with the audience and
helps them relate to their classmate Bella. Fear also establishes the central juxta-
position of the speech—namely, fearful Bella at night and fearless Bella during the
day. At the end of the introduction, the speaker previews the body by stating that
Bella is fearless in athletics, fearless in traveling, and fearless in seizing new oppor-
tunities.
CHAPTER 4—GIVING YOUR FIRST SPEECH 89
opportunities, the speaker discusses Bella’s interest in food, academics, and extra-
curricular activities.
2. Are there occasions outside the classroom on which you might give a speech of self–
introduction? Identify such an occasion and explain how you might apply the principles of in-
troductory speeches discussed in this chapter.
Discussion: This is a good exercise to assign for homework or to use for a classroom dis-
cussion. Either way, the goal is to get students thinking about how introductory speeches
Additional Exercises and Activities
1. Show the class one or more of the speeches of self–introduction from the DVD of student
speeches that accompanies this edition of The Art of Public Speaking. Use the DVD to illus-
trate points about how students can prepare and deliver effective introductory speeches.
Discussion: The DVD of student speeches that accompanies this edition of The Art of
Public Speaking contains seven excellent speeches of self–introduction, as well as a
needs improvement version of three of the speeches. In addition to “The Courtyard,” which
2. Show the class one or more of the speeches introducing a classmate from the DVD of student
speeches that accompanies this edition of The Art of Public Speaking. Use the DVD to illus-
trate points about how students can prepare and deliver effective introductory speeches.
Discussion: The DVD of student speeches accompanying this edition of The Art of Public
Speaking contains five speeches introducing a classmate, as well as a needs improvement
version of “Fearless.” The final version of “Fearless” is discussed in Exercise for Critical
3. Show students the needs improvement version of “The Courtyard,” which appears on the
DVD of student speeches that accompanies this edition of The Art of Public Speaking. When
showing the needs improvement version, have students focus on the speaker’s organization,
delivery, and development of ideas. Follow with a brief class discussion about each of these
The Courtyard
Needs Improvement Version
1 If you’re like me, you’ve had some trouble thinking of an object to talk about for this
assignment to express yourself. But I was looking through my closet, and I found this photo
in a scrapbook I brought with me to school.
2 This is from a place I went a lot in my childhood. It’s my grandmother’s house in
Mexico.
3 We spent a lot of time there. There’s a lot of lemon trees and guava and really bright
flowers. And my grandmother—she cooked a lot of food. We would all eat here, around this
table. My cousins and I would play around the fountain.
CHAPTER 4—GIVING YOUR FIRST SPEECH 91
Discussion: Students often have a difficult time understanding the difference between an
ordinary speech and a superior one. This is especially true early in the term when stu-
dents are working on speeches of introduction. This edition of The Art of Public Speaking
Introduction: The introduction consists of paragraphs 1 and 2. The speaker’s opening
word is “Hey,” followed by “um”—not a strong way to begin. After this, she com-
ments on the speech assignment and talks about rummaging through her closet to
find an object to discuss. She may have thought this was a good way to relate to
her audience, but the primary impression it leaves is one of poor preparation.
Body: Paragraphs 3–6 constitute the body of the speech. The main points revolve around
the speaker’s family and value system—much as they do in the final version. But in
the needs improvement version, the speaker does not state her main points explic-
itly. In contrast to the final version, which is sharply organized, the needs improve-
ment version has a stream–of–consciousness quality that reflects a lack of
preparation. The speaker alludes to some of the details that will appear in the final
version, but here they seem to arise serendipitously instead of strategically.
92 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
Conclusion: The needs improvement version concludes in paragraph 7. The speaker refers
back to the introduction by saying she’s glad she “stumbled upon” the photograph so
she could share it with “you guys.” Then she says, “So thanks,” and abruptly ends the
speech. In contrast, the final version fulfills all the major functions of a conclusion and
closes the speech on a memorable note.
Delivery: One can see in the needs improvement version that the speaker has the ability
to deliver an effective speech. Her voice is expressive, she gestures freely, and she
seems comfortable in front of the audience. But because she is not fully prepared,
4. Show students the needs improvement version of “Fearless,” followed by the final version of
the same speech. Both versions appear on the DVD of student speeches that accompanies this
edition of The Art of Public Speaking. When viewing the speeches, students should focus on
the speaker’s organization, delivery, and development of ideas. Follow with a class
discussion that compares and contrasts the two versions and explores why the final version is
superior.
Fearless
Needs Improvement Version
1 Hi, everyone. My name is Alex, and I’m from California. Last week Bella and I went
to Starbucks coffee and talked for about forty–five minutes.
2 She told me a lot about her life. For example, she told me that she played varsity soc-
cer for three years in high school—which was very impressive to me because she actually
won state championships her junior and senior year. Which is thrilling for her.
CHAPTER 4—GIVING YOUR FIRST SPEECH 93
5 Bella also loves to travel. For example, she went to New York and the Dominican
Republic for spring break last year. I would love to do some traveling too.
6 But not everything is roses and unicorns for Bella because she has night terrors. She
explained to me that these are dreams that are so scary and vivid that she’ll wake herself up in
the middle of the night.
7 But in most things she’s fearless—just not when she’s asleep.
Discussion: Some students enroll in a public speaking course wracked with anxiety,
needing help even to step in front of an audience. Other students enroll brimming with
confidence, convinced the class will be easy because they’ve given speeches before.
These students have much to learn as well, but their delivery skills may deflect attention
Both versions are available online and on the DVD of student speeches that accompa-
nies this edition of The Art of Public Speaking. Begin by showing the needs improvement
version, followed by the final version. Then ask students to analyze both versions and to
explain why the final version is superior. Text of the final version appears on page 70 of
the textbook; discussion of it appears on pages 88–89 of this manual. Below is a synopsis
of the needs improvement version.
Introduction: The speaker begins with a breezy, “Hi, everyone,” followed by an an-
nouncement that her name is Alex and she is from California. Her introduction ends
in the next sentence, where she reports that she and Bella talked at Starbucks for
45 minutes. After this, she plunges into the first main point of the body, absent ei-
ther a central idea or a preview statement.
94 CHAPTER–BY–CHAPTER GUIDE TO THE ART OF PUBLIC SPEAKING
Body: The body of the speech begins in paragraph 2, where the speaker says that Bella
played varsity soccer and won two state championships. But instead of following
up on these matters, in paragraph 3, the speaker turns to herself, stating that she
doesn’t “know a lot about soccer” and is “terrible at anything athletic.” Paragraph 4
The problem is not that the speaker has nothing of interest to say about Bella.
It is, rather, that she has not taken the time to organize and develop the information
she gleaned from her interview into a fully thought–out speech. This can be seen
not only in what the speaker says, but also in the fact that, while speaking, she flips
back and forth in her notepad to find what she’s going to say next. Many of the
subjects broached in the needs improvement version appear in the final version—
soccer, travel, going to the state fair—but there they center squarely on Bella, and
they cohere in the service of a larger theme. In fact, the content of the final version
provides a good example of how speakers can, with proper preparation, make the
journey from their interview notes to a proficient presentation.
Conclusion: Because the speaker does not signal that the speech is coming to a close, it’s
hard to know exactly where the body ends and the conclusion begins. Is paragraph 6
a new main point in the body, or is it the first part of the conclusion? A case can be
made for either reading. To the speaker’s credit, however, she does come up with a
clever final line, noting that in most things Bella is fearless, “just not when she’s
asleep.”