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Chapter Ten: Delivering Your Speech
____________________________________________________
Chapter Goals
Chapter 10 introduces students to the different methods of delivery, the verbal and nonverbal components
of delivery, and tips for effectively delivering a speech. As students reach the end of this chapter, they
should have an understanding of the following goals:
• To identify and describe four different methods of delivering a speech
Chapter Outline
I. Methods of Delivery (pg. 190).
Delivery. Action or manner of speaking to an audience.
When we are delivering our speeches, we carry our message to others.
Our delivery gives birth to our ideas as we bring our hard work and thoughts to life for our
audiences.
Delivery is a way of connecting with the audience and sharing ideas with them.
a. Extemporaneous delivery.
i. Extemporaneous speech. Speech that is carefully prepared and practiced from
brief notes rather than from memory or a written manuscript.
ii. It is one of the most common methods because it tends to be more natural than
viii. Delivery tips:
2. Practice the speech often before giving it for more confidence.
3. Talk your speech rather than reading it.
ix. Conversational style. Speaking style that is more formal than everyday
conversation but remains spontaneous and relaxed.
b. Impromptu delivery (pgs. 190-191).
i. Impromptu speech. Speech that is not planned or prepared in advance.
v. Delivery tips:
2. Introduce those main points as you would if you had prepared in
advance.
4. Summarize your main points in a brief conclusion.
c. Manuscript delivery (pgs. 191-192).
i. Manuscript Speech. Speech that is read to an audience from a written text.
ii. There may be different reasons a speech might require manuscript delivery.
1. A manuscript can be used when detailed and exact information must be
reported carefully.
3. A manuscript can be used when your speech text will be used later for
some other purpose.
vi. Delivery tips:
1. Working from your preparation outline, speak the words aloud as you
write them on your computer or paper.
2. If you find yourself thinking the speech rather than saying it aloud, go
3. Change the language to reflect spoken ideas rather than written ideas
(goal is to write a speech not an essay).
d. Memorized delivery (pgs. 192-194).
i. Memorized speech. Speech that has been written out, committed to memory,
and given word for word.
vii. Delivery tips:
2. Commit each line of the speech to memory.
3. Every few lines, set the manuscript aside and practice delivering them to
4. Once you’ve learned the full speech, practice it over and over, reminding
yourself to listen to the meaning of your words (bring the words to life
and connect with your audience).
e. Technology and delivery (pg. 194).
i. The explosion of technologies that has helped speakers deliver their messages
ii. Questions to consider about the use of technology:
1. Do I want to move about as I speak? Will I be able to do so with the
technology I selected?
II. Verbal components of delivery (pg. 195).
Vocal variety. Changes in the volume, rate, and pitch of a speaker’s voice that affect the
meaning of the words delivered.
a. Volume is the loudness of the speaker’s voice.
i. Culture affects the meaning of loudness.
ii. In some Mediterranean cultures, a loud voice signals sincerity and strength.
iii. In the United States, loudness may signal aggression or anger.
b. Rate is the speed at which a speaker speaks.
i. The rate at which we speak can convey different feelings.
ii. When we speak quickly we project a sense of urgency or excitement, or even
haste.
iii. When we speak slowly, we convey seriousness, heaviness, or uncertainty.
iv. You can check your rate by taping yourself for several minutes.
c. Pitch and inflection (pg. 197).
i. Pitch. The highness or lowness of a speaker’s voice.
ii. Inflection is the manipulation of pitch to create certain meanings or moods.
2. Both men and women manipulate pitch to create meaning during their
speeches.
3. Variations in pitch can clarify meaning and help catch and keep an
audience’s attention.
iii. Monotone. Way of speaking in which a speaker does not alter her or his speech.
2. When a speaker uses only a high pitch, an audience does not know which
points are the most important.
4. Practice breathing more deeply if you speak with too high a pitch.
5. Speak from the diaphragm rather than the throat.
d. Pauses are hesitations and brief silences in speech conversation (pg. 197).
i. Pauses give us time to breathe and collect our thoughts.
ii. They give the audience time to absorb or process information.
2. When you hear one, anticipate the next one.
4. Wait until your next word of substance is ready to come out and say it
instead.
e. Articulation is the physical process of producing specific speech sounds in order to
make language intelligible (pg. 198).
i. Articulation depends on the accuracy of movement of our tongue, lips, jaws, and
teeth.
ii. Public speaking audiences expect public speaking to be more articulate than
private conversation.
iii. To improve articulation, try the following exercise:
1. Several days before the speech, select a part of the speech text to read
aloud.
3. Repeat the exercise once or twice a day before you give the speech.
f. Pronunciation is the act of saying words correctly according to the accepted standards
of a language (pgs. 198-199).
i. Pronunciation refers to how correctly a word is said.
ii. Articulation refers to how clearly a word is said.
g. Dialect is a pattern of speech shared among ethnic groups or people from specific
geographical locations (pg. 199).
i. Dialects can include specific vocabulary that is unique to a group.
ii. Dialects can include styles of pronunciation shared by members of a group.
iii. Everyone has a dialect but we sometimes view the dialect of others as inferior.
iv. If you know your dialect will be unfamiliar, try the following:
1. Acknowledge your region of birth or ethnic heritage.
2. Talk about how that shapes your use of language by giving examples of
4. Soften your accent associated with your dialect if that accent is fairly
strong and might hinder understanding.
III. Nonverbal components of delivery are those aspects communicated through our bodies and
faces (pg. 199).
Nonverbal communication has a powerful impact on the meanings exchanged between people.
a. Personal appearance is the way you dress, groom, and present yourself physically. (pg.
200).
b. Eye contact is the visual contact with another person’s eyes (pg. 193).
vii. It is a way to greet and acknowledge the audience before the speech begins.
viii. It is a way to gauge and keep our audience’s interest.
ix. It is a way to communicate sincerity and honesty.
c. Facial expression is the movement of your eyes, eyebrows, and mouth to convey
reactions and emotions (pg. 202).
ii. Gestures make our delivery lively, offer emphasis and clarity, and convey our
passion and interest.
iii. Vary your gestures.
iv. Use gestures that fit your message.
v. Stay relaxed.
f. Proxemics is the way we use space to communication (pg. 204).
IV. Rehearsing your speech (pg. 204).
a. The more practice a speaker has, the more natural they will sound.
b. Practice helps a speaker know their speech much better.
c. Speakers will also feel more comfortable with verbal and nonverbal components of
delivery if they rehearse their speech.
d. Speakers will feel more confident as they practice their speech.
e. Here are some guidelines for rehearsing speech delivery:
i. Practice giving your speech aloud using your speaking outline (Chapter 7).
ii. Practice all stories, quotations, statistics, and other evidence until you can deliver
them exactly as you want.
feedback your friend may offer.
vii. Stage a dress rehearsal. Consider your personal appearance by wearing the
clothing you will wear on the day you speak. Set up your practice area so it
resembles the actual speaking situation as closely as possible. Consider
proxemics and the space you want between you and the audience.
End of Chapter Activities and Discussion Questions
The following questions can be found at the end of Chapter 10.
Review Questions and Activities
1. Identify speakers you would consider as having good delivery. What characteristics make their delivery
strong? How many of these characteristics might you incorporate into your style of delivery?
This question can be easily addressed in class as you lecture about delivery. It is also a good question
with which to begin the semester because students generally notice delivery before they notice
2. Which method of delivery will you choose (or have you been assigned) for your next speech? Why?
How will you make that method the most audience centered possible? Now identify the method
of delivery that you actually prefer. If the two don’t match, what will you do to feel more
comfortable with the type of delivery you will use for your next speech?
Often, instructors will assign a specific method of delivery for each speech. However, if you are giving
students the freedom to choose the method of delivery, then have them address this question, identifying
3. Review the discussion in Chapter 1 about nervousness. Are there any tips in Chapter 1 that you can
incorporate into your delivery? Which ones? Why do you think they are useful?
4. Identify the differences among extemporaneous, impromptu, manuscript, and memorized deliveries.
What are the strengths and weaknesses of each type of delivery?
5. Write a quick speech and exchange speeches among classmates. In groups, give that speech as though
it was a tragedy, a surprise, or a hilarious story. Or choose some other approach that will allow you to
work on vocal variety. How well are you able to match the verbal components of your speech to the
mood you have selected?
This activity will take a bit of time in class, so be sure to set aside most of the class period. You can
also have students write a speech with partners to make the process a bit easier and a bit quicker or
6. Check out MindTap to see how other students deliver their speeches. Or record a speech you’re working
on, upload it to MindTap, and ask your peers for their feedback. What feedback could you use to fine-
tune your delivery before you give your speech in class?
Web Activities
1. How to Give a Successful Impromptu Speech
insight into giving an impromptu speech. Read his advice and then consider occasions in which you
have been called on to give an impromptu speech. How prepared did you feel for these occasions? Was
the speech effective? How might you have improved your performance?
2. Memorize, Read, or Extemporize?
Purpose: To consider delivery options.
University of Pennsylvania’s Communication within the Curriculum website has to say about
extemporaneous speaking. Think about a speech you have recently attended, such as a lecture, a sermon,
a political speech, or a sales pitch. Was the speech delivered extemporaneously? Was it effective? How
could it have been more effective? What can you do to improve your effectiveness as an
extemporaneous speaker?
3. Improving Vocal Variety
Purpose: To improve your vocal variety.
Directions: Read Candice M. Coleman’s web article “Improving Vocal Variety” at
particular attention to your vocal variety. Use a video camera or tape recorder to hear your presentation.
To what degree do you achieve vocal variety? What aspects of your delivery could be more varied?
4. Dress for Success
advice on this page about personal appearance in the job interview. How is this advice audience
centered? Are there times when you might disregard this advice? Why or why not? How will you dress
for your next speech?
Interactive Student and Professional Speech Videos in MindTap
1. Video Clip 1: Student Speeches: Shelley and Eric
Compare the delivery styles of two student speakers, Shelley and Eric. How can you tell that Shelley
is using an extemporaneous style? What makes Eric’s delivery look like he is reading from a
manuscript? Which style do you think is more effective? Why? Are there times when an
extemporaneous style is more appropriate than a manuscript style? Are there times when reading from
a manuscript would be more effective than using an extemporaneous style?
2. Video Clip 2: Student Speech, Brandi, Amy, Carol, and Hans, Delivery
Watch this clip and compare the different speaking styles of each speaker. What makes each unique?
How are they similar? How do their speaking styles differ from your own? What adjustment will you
make to your own delivery after having seen these four speakers?
Additional Exercises and Resources
1. Practicing Articulation
Purpose: To learn and practice proper articulation.
Directions: Visit the following site:
Read the Speaking Clearly, Articulation Training section, and then listen to the Articulation
Exercises. Download the Toastmasters International, Your Speaking Voice at
and read the sections on Articulation on page 5 and on pages 10-12. You may keep this publication, it
is a priceless source of reference. Which words do you have difficulties articulating? Why? How can
you improve your articulation of those words using the information on these pages?
Share the topic and specific purpose of your next speech with the class. Let them ask you questions
2. Practicing Your Gestures
Purpose: To practice effective gestures.
speech, paying particular attention to your gestures. Record your rehearsal with a video camera and
then review the tape. Is it difficult for you to gesture effectively? Why or why not? Do you gesture too
much? Not enough? Are your gestures appropriately timed?
3. Different Methods of Delivery
It is a good idea to vary the different methods of delivery for certain speeches. While the most common
method of delivery is extemporaneous, you do not have to require only that method. Varying
assignments can help students use different methods of delivery. For example, special occasion
4. Impromptu Speech Assignments
There are different ways to handle impromptu speech assignments.
A) As a Graded Speech, Worth Significant Points
Some instructors assign an impromptu speech as a significant speech assignment. If this is
your approach, you will want to make sure you spend quite a bit of time discussing
5. Manuscripts
There are several different options for effective manuscripts. Each instructor’s perspective will vary
and you can encourage students to go beyond the “staple my pages together” manuscript. Here are
some options that might be helpful.
A) Plastic Page Protectors
The plastic page protectors will help students turn each page. They also minimize paper
B) Binders
Students can place their plastic page protectors in binders. The binder provides a nice solid
C) Construction Paper
Some students might like the construction paper option. They can choose a color of
Structuring the Manuscript
An effective way of actually “structuring” the manuscript is to have the introduction of the speech
on one page, then the first main point on the next, and so on. The page turns in between parts of the
speech and main points can help the timing and rhythm of the speech.
The Student’s Manuscript and the Manuscript Given to the Instructor
Encourage students to make the manuscript work for them. For instance, some students will need
to use a larger font so they don’t lose their place while others are fine with a regular font but more
Impromptu Speaking
10 points
You will be surprised to learn that many of the speeches you give throughout your professional and personal
lives will be impromptu speeches. Responding to something a peer or instructor says in a class, responding
to a coworker or supervisor at work, responding to your parents about finances, etc. All of these scenarios
can be considered impromptu speeches because you speak with little or no preparation. During the course
of the semester, everyone will be required to give an impromptu speech. The speeches will, however, be
more structured than perhaps the scenarios listed above. DON’T WORRY! This structure will actually
make it easier for you (and improve your future impromptu speeches) and may be familiar to you already.
Impromptu speeches are worth 10 points. This is how they work:
Step One
You will choose between three categories:
➢ A quote (from a book of quotes)
Step Two
You will then have three minutes to prepare a two-minute speech. You can write a speaking outline as
Step Three
You will deliver the speech to the class. You can speak from the outline/notes you prepared.
Helpful Hints
Use the critique sheet as you prepare. You might even want to look over the critique sheet at home to
Impromptu Critique Sheet
3 minutes to prepare a 2 minute speech
Name _______________________________ Time _________ Points ________
Key: + = Excellent; = Satisfactory; − = Needs improvement; 0 = Failed to complete
INTRODUCTION
Captured attention and interest/related to the audience _____
Introduced the topic _____
Established credibility _____
Previewed main points _____
BODY
Main points clear _____
Connectives _____
Main points balanced _____
Reasoning sound _____
CONCLUSION
Signaled the finish _____
DELIVERY
Eye contact _____
Volume _____
Avoided distracting mannerisms _____
Additional comments:
Supplemental Bibliography
DeVito, Joseph A., and Michael Hecht (Eds). The Nonverbal Communication Reader. Prospect Heights,
IL: Waveland Press, 1990.
An excellent volume of articles with essays on the range of different aspects of nonverbal
Jacobi, Jeffrey. The Vocal Advantage. Englewood Cliffs, NJ: Prentice Hall, 1996.
McCallion, Michael. The Voice Book: For Everyone Who Wants to Make the Most of Their Voice. New
York: Theater Arts Books/Routledge, 1999.
This book is comprised of exercises to improve verbal components of delivery. You can use these
Mino, Mary. “The Relative Effects of Vocal Delivery During a Simulated Employment Interview.”
Communication Research Reports, 13 (1996), 225-238.
Mino offers an interesting article that relates good vocal delivery skills to the real-life situation of
Remy, Mark. “Two Stress-Busters You’ll Really Love.” Prevention 50 (Sep 1998): 34-35.
Robbins, Jo. High Impact Presentations: A Multimedia Approach. New York: John Wiley and Sons, 1997.
Chapters 8 and 9 cover verbal and nonverbal communication. Robbins includes checklists and
Stuart, Cristina. How to Be an Effective Speaker. Chicago: NTC Publishing Group, 1989.
