Chapter Thirteen: Invitational Speaking
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Chapter Goals
Chapter 13 introduces a new type of speech, the invitational speech. It includes a discussion of an
invitational environment, and the different types of invitational speeches. As students reach the end of this
chapter, they should understand the following goals:
• To describe public deliberation
• To identify the three conditions for an invitational speaking environment
Chapter Outline
I. Inviting public deliberation (pg. 248).
a. Invitational speaking is a type of public speaking in which a speaker enters into a
dialogue with an audience to clarify positions, explore issues and ideas, or articulate
beliefs and values
b. Public deliberation. Engaging in a process that involves the careful weighing of
information and views.
i. To speak invitationally is to do something other than inform or persuade.
II. The invitational speaking environment (pg. 249).
Invitational environment. Environment in which your highest priority is to understand, respect,
and appreciate the range of possible positions on an issue, even if those positions are quite
different from your own.
Understand the issue fully.
Respect diverse views.
Appreciate the range of possible positions on an issue, even if different from your own.
Engage in dialogue with your audience.
Create a space in which your audience and you can express their views.
a. The invitational environment (pg. 249).
b. The condition of equality. Condition of an invitational environment that requires the
speaker to acknowledge that all audience members hold equally valid perspectives
worthy of exploration (pg. 250).
i. You use language, delivery, and presentation of ideas to let your audience know
c. The condition of value. Condition of an invitational environment that requires the
speaker to recognize the inherent value of the audience’s views, although those views
may differ from the speaker’s views (pg. 250).
i. You let your audience know that they will be encouraged to express their views
d. The condition of self-determination Condition of an invitational environment that
requires the speaker to recognize that people know what is best for them and have the
right to make choices about their lives based on this knowledge (pg. 250).
i. Although you may not make the same choices as your audience, they are free to
III. The invitational speech (pg. 251-253).
a. Speeches to explore an issue occur when you attempt to engage your audience in a
discussion about an idea, concern, topic, or plan of action. (pg. 251)
i. Your goal is to gather information from your audience so you might understand
the subject more fully and from the audience’s perspectives.
IV. Organizational patterns for invitational speeches (pg. 253).
a. Chronological pattern (pgs. 253-255).
i. The chronological pattern allows you to trace a sequence of events or ideas.
b. Spatial organizational pattern (pg. 255).
i. The spatial pattern can help you organize your ideas according to location or
geography.
ii. This pattern can be used with both types of invitational speeches.
c. Topical organizational pattern (pgs. 255-257).
i. The topical pattern allows you to discuss the aspects of your topic point by point.
ii. A topical pattern can work very well in an invitational speech to articulate a
position.
d. Multiple perspectives pattern (pg. 257).
i. The multiple perspectives pattern allows you to systematically address the
many sides and positions of an issue before opening up the speech for dialogue
with the audience.
1. This works well when you want to explore an issue with the audience.
3. There are three guidelines to using the multiple perspectives
organizational pattern.
a. Do your research so you can explain the various sides to your
audience.
V. Tips for giving effective invitational speaking (pg. 259).
a. Use invitational language.
i. Use appropriate language to create an environment of equality.
1. “I came to this view because . . .”
ii. During discussion with the audience, encourage dialogue about differences and
disagreements.
2. Use phrases like “Can you elaborate on that idea?” “How might that
work?” and “Can you explain why you prefer that solution?”
iii. Draw audiences out and get them to elaborate on their views.
iv. A speaker’s language can help diffuse a hostile audience member.
b. Allow time for discussion (pgs. 259-260).
i. Be patient; do not rush through your part of the presentation and/or hurry your
audience through the discussion.
ii. In a classroom, however, you do have time constraints.
c. Respect diverse positions.
i. You must thoroughly research an invitational speech to show respect for a
diverse range of perspectives.
ii. You must take time to understand what each position is, why people have that
view, and why it is correct for them.
VI. Ethical invitational speaking (pg. 260).
a. Stay true to your purpose.
i. Although value, equality, and self-determination can be created in other
b. Share your perspective and listen fully to the perspectives of others.
i. Your topic needs to be one to which you are truly open.
End of Chapter Activities and Discussion Questions
The following questions can be found at the end of Chapter 13.
Review Questions and Activities
1. Can you identify situations in which you might have preferred giving an invitational speech but gave
another type instead? What might have been different if you had given an invitational speech rather
that the type of speech you did give?
2. Imagine you are giving an invitational speech exploring some of the issues individuals face when
fleeing their home countries during times of war and violent conflict. How might you create
conditions of equality, value, and self-determination for your audience in this speech?
Have students address this question in small groups. After you have given students time in class, have
3. Identify a person or group with whom you strongly disagree. Consider whether you might speak
invitationally with that person or group and what benefits or disadvantages might result from such an
interaction.
Many topics are not suited for invitational speeches because a speaker cannot be invitational—they
hold values or positions that are more suited for persuasive speeches than invitational ones. This
4. Suppose that while you are giving the speech you developed in question 3, a member of your audience
strongly disagrees with one of the opinions or ideas you explored. What kind of language could you
use to acknowledge his anger and frustration, but also continue to have a productive dialogue with him
and other members of the audience? (You might role-play this scenario with members of your class.)
Because there are many excellent options for handling this situation, place students into groups of three
Web Activities
1. Hecklers, Hardliners, and Heavy Questions
Harrison’s article, “Hecklers, Hardliners, and Heavy Questions: Handling Difficult Questions and
Questioners with Eloquence and Ease.” Which of his advice agrees with what your book has said about
invitational speaking? Which of his advice disagrees with the advice in the book? How have you
handled hostile audiences? Were you successful? Why or why not?
In general, students will be quite nervous engaging their audience in a dialogue (although they often
Interactive Student and Professional Speech Videos in MindTap
Video Clip 1: Courtney Felton “Four–Day School Week”
1 Watch Courtney’s speech and consider the way that she establishes the conditions of equality, value, and
self-determination. Also, pay close attention to her use of language. Can you identify specific phrases that
she uses in her speech to assist her in creating an invitational speaking environment?
Additional Exercises and Resources
1. Report versus Rapport
Go to http://content.time.com/time/magazine/article/0,9171,988512,00.html
Read linguist Deborah Tannen’s article, “The TV Host: Oprah Winfrey.” What is the difference
between “report–talk” and “rapport–talk?” How does the style of Oprah’s show reflect the ideas we have
discussed about speeches to explore an issue? Is this style beneficial to Oprah’s viewers?
2. Cultural Rhythms
differently about time, visit The Cultural Rhythms of Life web page. The page describes polychronic
and monochronic cultures. Which best describes your general orientation toward time? Which view of
time is reflected in how you think about public speaking and time constraints?
3. Keeping an Open Mind
contains several statements made by people who had a very narrow sense of the future. What do these
statements say about truth and certainty? What lessons can we learn from them?
This website can be valuable for students to read as they prepare their invitational speeches. Students
4. Detecting Hidden Agendas
Purpose: To understand the effects of hidden agendas.
Directions: Access the “Decision Process Guidebook” by the U.S. Department of Reclamation at
here describes hidden agendas. What is a hidden agenda? How can you protect yourself from others
who might have a hidden agenda? How do hidden agendas impede the dialogue that can occur between
a speaker and an audience?
5. The differences between informative, persuasive, and invitational speeches (Prepared by Jennifer
Emerling Bone, University of Colorado, Boulder). Divide students into groups of three. Write a topic
On Board Write: Music
Informative Speech
Specific Purpose: I will inform my audience about the people who shaped jazz music.
Thesis Statement: Duke Ellington and Miles Davis are two of the most important musicians that
helped shape jazz, as we know it.
Persuasive Speech
Specific Purpose: I will persuade my audience that warning labels should be strictly enforced on
record labels.
Invitational Speech: Exploring an Issue
Specific Purpose: I will invite my audience to discuss whether warning labels are beneficial in
Invitational Speech: Articulating a Position
Specific Purpose: I will invite the audience to understand why I feel warning labels can be
6. Making a Distinction Between the Types of Invitational Speeches
7. Open Dialogue
Practicing the Open Dialogue (full class period)
In the invitational speech, the open dialogue tends to make students the most anxious. At the end of
this chapter is an activity that students can do in small groups in class to feel more confident about
Facilitating a Dialogue (20 minutes)
(Prepared by Jennifer Emerling Bone, University of Colorado, Boulder)
Using one of the sample speeches in this chapter (or one that you have from previous classes) have
students read a sample invitational outline or view an invitational speech. Ask the class to write down
8. Impromptu Conclusions: (20 minutes, 5 minutes/person)
(Prepared by Jennifer Emerling Bone, University of Colorado, Boulder). Divide students into groups
of four. Have each person in the group select a question from a bag. Spend a minute answering the
Possible Questions:
A. How do you feel about the death penalty and why?
B. How do you feel about making a year round school system mandatory (no summers off)?
C. How do you feel about euthanasia and why?
D. Should fast food be allowed in schools? Why/why not?
E. How do you feel about gay adoption?
F. How do you feel about public schools versus private schools?
G. How do you feel about school uniforms?
H. What is your opinion on the Electoral College system?
I. What is your opinion on censorship in the music industry?
J. What is your opinion on taking the SAT/ACT/GRE to get into school?
9. Being a “Good” Audience Member and Speaker
While it is very important to review speaker strategies to effectively manage an open dialogue, it can
10. Generate a list of possible speech topics for an invitational speech (20 minutes)
(Prepared by Jennifer Emerling Bone, University of Colorado, Boulder, CO)
Place the following list on the board. You can start the list by using the topics listed below, and then
have the class add to it. Discuss what topics may be better for a different speech or not used at all.
Possible topics:
A. Articulate a position on mandatory STD testing.
F. Articulate my perspective on biracial adoption.
G. Discuss a proposal on urban redevelopment to help reduce urban sprawl.
Then discuss whether students could respect and validate others’ opinions on the following topics
(add to this list additional topics many people can’t remain open about):
A. Abortion
B. Death penalty
11. An Invitational Speech Assignment
Following is an example of an invitational speech assignment. Included is a description of the
assignment, a breakdown of the requirements, ideas on how to grade the speech, and a sample
preparation outline. (Note: At the end of the chapter, you will find another sample invitational outline
and a sample critique form.)
Speech Assignment: Invitational Speech.
In the invitational speech, you are not attempting to change your audiences’ perspectives or positions
or to simply offer them new information. You are attempting to come to a fuller understanding of an
This will be a three-part speech: 1) speech; 2) dialogue with the audience; 3) summary/conclusion. In
your introduction, you should clearly identify whether you are articulating a position or exploring an
Time: 10-12 minutes total.
• Opening speech: 5-6 minutes
• Dialogue with audience: 4-5 minutes
• Summary/Conclusion: 1 minute
Sample Invitational Speech: To Articulate a Position
Physician Assisted Suicide
Topic: Physician Assisted Suicide
General Purpose: To invite
Specific Purpose: To invite my audience to join me in a dialogue about their perspectives on physician
assisted suicide.
Thesis Statement: My personal experiences with death and my point of view on the religious, ethical,
Introduction
I. “The tears rolled down her face as she struggled to communicate. Frustrated, she grabbed a pen
and a note pad and tried to write what she so wished me to know ‘I don’t want this anymore.’ My
II. Physician assisted suicide or P.A.S. is an issue I have thought a lot about in the last several years
after facing the deaths of my Grandmother and father-in-law.
A. It is from these two experiences that I set about deciphering my own attitude about P.A.S.
III. One thing that played a major role in my decision-making is my strong belief in freedom of
choice.
IV. I would like to invite you to express your perspectives on P.A.S. after I share with you in greater
detail how and why I arrived at my decision.
A. I will share with you some of my thought process and research about the legal, religious,
and ethical issues surrounding P.A.S. that went into making my decision.
B. I would then like to hear your perspectives on the issue.
Body
I. For both my Grandmother and father-in-law, when the end was near and the suffering became
unbearable it seems to me that they should have had the legal option to end their suffering in a
humane and dignified way.
A. I don’t believe that my Grandmother or Ken’s life would have been less rich had they
spared themselves the very painful end.
B. I believe that laws that make suicide illegal actually deny us the right to live and make
choices about our own lives.
2. I believe as Thomas Bowden does, an attorney who authored Assisted Suicide: A
3. The Declaration of Independence proclaimed that each person exists as an end in
{The next issue I needed to consider for myself related to my religious beliefs.}
II. From a religious standpoint, I personally believe that life is a gift from God but I do not believe
that God punishes those who commit suicide under these circumstances.
A. We know that not all people believe in the same religious doctrines, some people believe
in none at all, and that is, after all, each person’s choice.
B. I wonder, however, is it fair to assume that every human considers suicide as something
that goes against their faith or that, every faith subscribes to the same point of view or
that every person subscribes to some type of faith?
1. Part of my religious belief is supported by a quote from the Ninth Circuit Court
2. The Court of Appeals goes on to discuss that people, however, do not have the
right to force their religious beliefs onto others.
a. As members of a democratic society, we should have the right to make
{The last issue I have considered is that of ethics}
III. I do not believe suicide is wrong under these circumstances, nor do I believe that to allow
physician assisted suicide is to have doctors murdering patients.
A. In my view, the protocol that doctors would follow would be one that does not reflect
murder, but, rather, guidance.
2. Doctors such as Richard MacDonald, oncologist, also agree with this perspective.
a. In an article to the editor of the Journal of the American Medical
Association, Dr. MacDonald stated “Sometimes physicians not only must
B. If my Grandmother and Ken had the choice, then it may have saved them from
experiencing the most excruciating pain.
1. Ultimately, the question I ended up asking myself was, who has the final right to
make decisions about my life and body: is it God, society, the government, or
me?
2. If you were to ask yourself that question, what would your answer be?
[ENGAGE THE AUDIENCE IN AN OPEN DIALOGUE]
Conclusion
I. I have shared with you my perspectives on P.A.S. and I have invited you to share yours with me.
A. I began by telling you about my experience with two deaths related to a terminal disease.
II. We entered into a dialogue that provided me with the basis to see this issue from your
perspective.
Recommendations for the Length of the Invitational Speech Round
There are various methods for scheduling the invitational speech. For the sample speech on
Recommendations for Grading the Invitational Speech
The invitational speech can be the speech that is worth the most points in the semester, or it can
accordingly. Whatever your preference, you will use some of the same criteria with this speech as
you would for the other speeches, which might include, but is not limited to the following:
✓ A clear introduction
✓ A clear organizational pattern
✓ Clear connectives
✓ Appropriate use of reasoning
✓ The required number of credible sources
The additional elements you will need to consider when grading the invitational speech include
the following:
✓ Did the speaker clearly indicate the TYPE of invitational speech?
✓ Is there a consistent organizational pattern? (NOTE: Students often get so
focused on the open dialogue that they lose sight of the need for clear
organization in an invitational speech.)
✓ Did the speaker create conditions of equality, value, and self-determination at all
points of the speech (the introduction, body, open dialogue, and conclusion)?
The F speech
The F speech will be a speech that students actually do not give, a speech that is of
The D speech
In this speech, the student may have prepared ahead of time (they do have sources,
they do engage their audience in an open dialogue); however, the student is, in fact,
The C speech
This is perhaps the hardest to describe, but the most common speech we hear. In a C
speech, students usually have a clear statement of purpose, an introduction that
satisfies the basics of our criteria, and during the speech the student does one or two
of the following (doing most or all of the following usually results in a D grade): has
a sloppy or weak organizational pattern; does not use the required number of sources;
goes significantly over or under the time requirements; relies on a manuscript delivery
The B speech
Students have an engaging introduction and clear statement of purpose, a clear
organizational pattern, an effective use of invitational language, shows evidence of
careful research and sound reasoning, and a clear understanding of the different
The A speech
While it is easy to say that the A speech is perfect . . . we would be kidding ourselves
and we would not be good public speaking instructors! The A speech satisfies all basic
requirements, and does so with creativity and an “above average” effort. The student
12. Frequently Asked Questions (Prepared by Jennifer Emerling Bone, University of Colorado, Boulder).