Chapter Sixteen: Speaking on Special Occasions
_______________________________________________
Chapter Goals
Chapter 16 introduces students to the different types of special occasion speeches. Students should have
an understanding of the following goals as they finish reading the chapter:
• To learn the four types of special occasion speeches
• To identify at least four tips for giving effective special occasion speeches
Chapter Outline
I. Speeches of introduction (pg. 316).
a. Introductory speech. Speech that provides an audience with a unique perspective on the
person introduced.
b. Speeches of introduction are organized around three goals.
c. To accomplish these goals, speeches of introduction should do the following.
d. Introducing yourself.
i. State your name and any of your credentials or titles.
ii. Identify any qualification, experiences, or expertise.
iii. State your pleasure at being invited to speak.
e. Introducing another person.
i. State your own name and credentials.
f. Be brief and concise.
g. Be accurate.
h. Be appropriate.
II. Speeches of commemoration (pgs. 317-319).
a. Commemorative speech. Speech that praise, honor, recognize, or pay tribute to a
person, an event, an idea, or institution.
b. Speech of tribute. A speech given to honor someone.
c. Speech of award. A speech given to present a specific award to someone and describe
why that person is receiving the award.
i. Speeches of commemoration are organized around two goals.
1. To help an audience appreciate the importance of a person, an event, an
ii. To accomplish these goals, a commemorative speech should do the following:
1. Identify who or what you are commemorating.
3. Identify and describe the contributions made by the person, event, idea,
or institution.
5. Identify and describe your relationship to the person, event, idea, or
institution.
d. Share what is unique and special.
e. Express sincere appreciation.
f. Tell the truth.
III. Speeches of acceptance (pgs. 321-323).
Acceptance speech. Speeches in which you express your gratitude, appreciation, and pleasure at
receiving an honor or a gift.
a. Speeches of acceptance are organized around three goals.
i. First, thank an audience for the award.
b. Understand the purpose of the award.
c. Recognize others.
d. Respect the time limitations.
IV. Speeches to entertain. (pgs. 323-325).
A speech to entertain is a lighthearted speech that addresses issues or ideas in a humorous way.
a. A speech to entertain may be informative, invitational, or persuasive and is organized
around two goals.
b. There are two goals in a speech to entertain:
i. Entertain the audience.
ii. Make the audience think.
c. Humor is one of the most complicated communication phenomena.
i. What is funny to one person may not be funny to another.
ii. Different audiences may not react in the same way to the same joke.
iii. To make something funny is the result of a successful combination of three
elements:
1. Timing is the way you use pauses and delivery for maximum effect.
2. The objective of the joke.
a. Jokes are told to make light of something, to remind us of our
3. The audience also contributes to successful humor.
a. Stay audience centered as you consider humor.
b. Use jokes that respect the different master statuses in your
End of Chapter Activities and Discussion Questions
These questions can also be found at the end of Chapter 16.
Review Questions
1. Pair up with someone in class whom you do not know well. Talk with each other for ten minutes to
discover answers to these questions: Who is this person? What are his or her accomplishments? What
makes those accomplishments significant? Now write a one-minute speech to introduce your partner.
Share your speeches with each other and discuss whether your introductions are accurate and
appropriate.
Use this as a homework assignment or an in-class activity to get students thinking about speeches that
2. Identify an award you would like to receive during your lifetime. What is the purpose of this award? If
you were to receive this award, whom would you identify as playing a significant role in assisting you
in getting the award?
3. Identify your favorite public figure and write an outline for a speech commemorating this person. Check
that your outline identifies the traits that make this person unique and special. Identify the places in
your speech where you express your sincere appreciation for this person. Finally, check to be sure your
representation of this person is true and that your facts and stories are correct.
4. Bring a newspaper or magazine to class. In groups select a topic from one of these sources and use it to
write an outline for a speech to entertain. Identify your audience and the occasion, and then make a list
of the ways you could remain audience centered by using humor carefully and appropriately. Make
another list of the ways in which the topic you have selected is meaningful to your audience and the
public dialogue.
Web Activities
different acceptance speeches. Which do you like the most? Why? What made your favorites more
effective than the others? If speakers used humor, was it used appropriately and in culturally sensitive
ways?
Interactive Student and Professional Speech Videos in MindTap
1. Video Clip 1: Keith, “Water”
Watch this video clip, and consider how Keith delivers his commemorative speech. How does his
delivery and language contribute to the effect of her speech? Which stylistic devices does he rely on
the most in this commemorative speech?
Additional Exercises and Resources
1. The Risky Business of Using Humor
guide for how to use humor effectively in speeches. What are the safe ways to use humor in your
speech? What are its benefits? What is the difference between a joke and contextual humor? Can you
think of a recent instance where humor has been used poorly in public communication? What might be
the dangers of using particular types of humor in your next speech?
of humor isolates two important aspects related to the timing of a joke: brevity and surprise. As you
read his paper, consider the importance of brevity and the timing in humor you will use in your speech.
How will you practice the timing of your delivery? What are some common mistakes you’ve heard
people make when telling jokes?
3. Speaking on Special Occasions (based on review questions 2, 3, and 4)
Included in the review questions are ways in which you can incorporate impromptu speaking
assignments in class. Specifically, review questions 2, 3, and 4 for more details. Following, are
some potential speech assignment ideas for different special occasion speeches.
A) Speeches of Introduction
Have students introduce a peer to their classmates, or create a fictional character to introduce. This
B) Speeches of Commemoration
Have students choose a person who they wish to commemorate. Have them focus on the positive
C) Speeches of Acceptance
Have the class decide on certain awards they can present to different peers. Part of the assignment
D) Speeches to Entertain
Have students chose a topic that they feel they often get too serious about. While keeping in mind
4. Positive Qualities Exercise
Students are sometimes challenged by determining the “perfect” qualities for a person, place, or thing.
Divide the class into 4 groups. One group will create positive qualities for people (honorable,
Supplemental Bibliography
“And Now, Heeere’s . . . “ ABA Journal, 74 (Nov 1, 1988): 98-100.
A light hearted and brief look at speeches of introduction.
Black, Edwin. “Gettysburg and Silence.” The Quarterly Journal of Speech, 80 (Feb. 1994): 21-36.
Burrell, Brian. The Words We Live By: The Creeds, Mottoes, and Pledges That Have Shaped America.
New York: Free Press, 1997.
This book contains all types of examples of speeches, oaths, and codes that have influenced
Safire, William (Ed.). Lend Me Your Ears: Great Speeches in History. New York: W.W. Norton,
1997.
A collection of speeches that could be used as examples in classroom discussion.
St. John, Eric. “Famous Last Words.” Black Issues in Higher Education, 17 (June 22, 2000): 30–35.
Theroux, Phyllis (Ed.). The Book of Eulogies: A Collection of Memorial Tributes, Poetry, Essays, and
Letters of Condolence. New York: Scribner, 1997.
This is a collection of memorial speeches and tributes throughout history. From eulogies of Joan
Appendix: Speaking in Small Groups
________________________________________________
Appendix Goals
The Appendix introduces students to small group speaking. Students should have an understanding of the
following objectives as they read this Appendix:
• To explain what small groups are and why people speak in them
Appendix Outline
I. Small group speaking is speaking to give a presentation to a small collection of individuals or
speaking as part of a small group of people (pg. A2).
II. What are small groups? (pg. A2).
a. A small group consists of three to fifteen people who must work together to achieve a
common goal and who have the ability to influence one another through verbal and
nonverbal communication (pg. A2).
III. Why do people speak in small groups? (pg. A2)
a. Important issues can motivate us to decide to speak in groups.
b. You might be asked to speak as a member of a group because you have experiences or
expertise in a particular area.
c. Like other forms of public speaking, you might be required to communicate in a group
context.
IV. Formats for small group speaking (pg. A4).
a. Oral reports are speeches given by an individual that present a group’s findings,
conclusions, or proposals to other members of the group or to a larger audience (pg. A4).
i. Write your general purpose, specific purpose, and thesis statement.
ii. Outline your main points and select your pattern of organization.
iii. Prepare an introduction that accomplishes all group objectives.
2. Reveal the topic.
4. Preview your main points.
1. Reinforce your thesis statement.
2. Bring your presentation to a close.
b. Panel discussions are structured discussions, facilitated by a moderator, among group
members that take place in front of an audience (pg. A5).
i. They begin with a brief opening statement by each panelist.
2. Sometimes the moderator or panel members may wrap up the discussion
and summarize what has been said.
3. Sometimes the discussion ends without resolution or summary.
iv. Panel discussions are ideal for invitational speeches.
v. As a panel member, there are several things you can do.
2. View your participation in the discussion as a series of short speeches.
c. Symposiums are public discussions in which several people give speeches on different
aspects of the same topic (pg. A5).
i. Symposium speakers usually have fully prepared speeches that are formally
presented.
d. Team presentations consist of several members of the group, with each person presenting
a different speech on a single topic (pg. A6).
i. Each of the speeches is formal, with each of the speakers presenting different
components of the speech (a solution, for instance).
ii. There is a continuous flow from one speaker to another.
e. Problem-solving sessions are a discussion among group members that uses the reflective
thinking method to identify solutions to a problem-solving discussion (pg. A6).
i. The reflective thinking method is a five-step method for structuring a problem–
solving discussion (pg. A6).
1. Identify the problem.
3. Suggest possible solutions.
a. Group can use brainstorming at this stage (see Chapter 3).
4. Consider the implications of the solutions.
5. Reach a decision about the best solution.
f. Meetings are a formal gathering of a group to discuss an issue or solve a problem (pg. A8).
i. Guidelines for conducting a successful meeting include:
2. Specify the time and location of the meeting.
V. Question-and-answer sessions in small group formats (pg. A9).
a. Preparing for questions (pg. A9).
i. Identify potential questions.
ii. Formulate and practice answers.
b. Managing the question-and-answer session (pg. A10).
i. Explain the format.
ii. Listen and clarify.
VI. Tips for speaking effectively and ethically in small groups (pg. A12).
a. Consider the group’s purpose and audience when selecting a presentation format.
End of Appendix Activities and Discussion Questions
The following questions can be found at the end of the Appendix.
Review Questions and Activities
1. Working in a small group, give a twenty-minute team presentation on an issue affecting the nation
today. How will you divide the presentation and structure your speeches? What kind of delivery style
will you use? What kind of visual aids will you use? Why do you think your presentation will be a
success? In what ways can you strengthen the presentation?
2. Share the topic and specific purpose of your next speech with the class. Let them ask you questions
about your topic and purpose, and practice answering those questions as though you were conducting
a question-and-answer session.
3. Check out MindTap to see student groups speak in various small group settings. 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 small group speech before you give it in class?
Additional Exercises and Resources
John Dewey and his works. You can learn more about Dewey at this site and access additional
information about the philosopher behind reflective thinking. Apply reflective thinking to a specific
problem you face and use it to help you make a decision about that problem.
2. Avoiding Groupthink
Purpose: To understand groupthink, its effects, and solutions.
Directions: Review the following article on groupthink and think of some examples of groupthink.
What were the implications of groupthink in these situations? How might groupthink have been
3. Small Group Speech Assignments
You can have students develop small group presentations around any of the different types of speeches
(to inform, to invite, to persuade). Have them follow the guidelines provided for the different types of
small group presentations. If you are conducting service learning as an option, then you might consider
4. Answering Difficult Questions
Purpose: To practice responding to difficult questions.
read Craig Harrison’s article “Hecklers, Hardliners, and Heavy Questions.” With your classmates, role–
play a question-and-answer session in which you take turns presenting your speech and asking and
answering questions. What types of questions pose the most difficulty for you? What can you do to feel
better able to answer these types of questions?
5. Question-and-Answer Periods
Many of the speeches given in class have strict time limits so that all students can speak during a certain
period of time. Question-and-answer sessions that go overtime can be very disruptive to this tight
schedule. When you are incorporating question-and-answer sessions into a speech, it is important for
students to know exactly what information they will present and how long they want their audience to
engage them in dialogue (or for the instructor to set these time restrictions clearly for them). Because
Supplemental Bibliography
Barker, Larry L., Wahlers, Kathy J., and Watson, Kittie W. Groups in Process: An Introduction to
Small Group Communication, 6th ed. Boston: Allyn and Bacon, 2001.
Bottger, Preston C., and Yetton, Philip W. “Improving Group Performance by Training in Individual
Problem Solving.” Journal of Applied Psychology, 72 (Nov. 1987): 651-657.
Ellis, Donald G., and B. Fisher, Aubrey. Small Group Decision Making: Communication and the
Group Process, 4th ed. New York: McGraw-Hill, 1994.
Frey, Lawrence R., Group Communication in Context: Studies of Natural Groups. Hillsdale, NJ:
Lawrence Erlbaum and Associates, 1994.
Frey approaches the study of group communication by looking at actual groups such as gangs,
Garside, Colleen. “Look Who’s Talking: A Comparison of Lecture and Group Discussion Teaching
Strategies in Developing Critical Thinking Skills.” Communication Education, 45 (July 1996):
212-227.
Garside shows that both lecture and group discussion methods of teaching have advantages,
Harris, Thomas E., and Sherblom, John C. Small Group and Team Communication, 2nd ed. Boston:
Allyn and Bacon, 2002.
Johnson, Scott, and Iacobucci, Christine. “Teaching Small Group Communication with The Dream
Team.” Communication Education, 44 (April 1995): 177-182.
This article proposes using the movie The Dream Team as a tool for presenting group
Meyers, Renee A., and Brashers, Dale E. “Expanding the Boundaries of Small Group Communication
Research: Exploring a Feminist Perspective.” Communication Studies, 45 (Spring 1994): 68-85.