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CHAPTER 2
From A to Z: Overview of a Speech
CHAPTER CONTENT OUTLINE
I. Analyze the audience.
A. Use techniques such as interviews and questionnaires.
B. Consider demographic characteristics.
II. Select a topic.
A. Use your interests and those of the audience as guidance.
III. Determine the speech purpose.
A. Direct your speech toward one of the three general speech purposes: to inform, to
IV. Compose a thesis statement.
A. Concisely communicate to the audience what the speech is about.
B. Speak with purpose.
V. Develop the main points.
A. Organize the speech around two or three main points.
2. Key claims in a persuasive speech
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VI. Gather supporting materials.
VII. Arrange the speech into its major parts.
A. Introduction
B. Body
C. Conclusion
VIII. Outline the speech.
A. Use the principle of coordination and subordination to better organize the main points of
the speech within the framework of the introduction, the body, and the conclusion.
IX. Consider presentation aids.
X. Practice delivering the speech.
KEY TERMS
Note: The following terms are included for reference here. A more developed discussion of these
terms can be found in the later chapters of A Pocket Guide to Public Speaking, Sixth Edition.
audience analysis process of gathering and analyzing demographic and psychological
information about audience members
general speech purpose statement of the broad speech purpose that answers the question “Why
informative speaking speech providing new information, new insights, or new ways of thinking
about a topic. The general purpose of informative speaking is to increase the audience’s
understanding and awareness of a topic.
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persuasive speaking speech whose goal is to influence the attitudes, beliefs, values, or acts of
others
special occasion speech speech whose general purpose is to entertain, celebrate, commemorate,
inspire, or set a social agenda
main points statements that express the key ideas and major themes of a speech.
Their function is to make claims in support of the thesis statement.
supporting material examples, narratives, testimony, facts, and statistics that support the speech
thesis and form the speech
introduction first part of a speech, in which the speaker establishes the speech’s purpose and its
relevance to the audience and previews the topic and the main points
body part of the speech in which the speaker develops the main points intended to fulfill the
speech’s purpose
conclusion part of the speech in which the speaker reiterates the speech theme, summarizes main
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coordinate points ideas that are given the same weight in an outline and are aligned with one
another; thus Main Point II is coordinate with Main Point I
subordinate points ideas subordinate to others that are thus given relatively less weight. In an
outline, they are indicated by their indentation below the more important points.
organizational pattern different speech structures whose purpose is twofold: to help the audience
follow the speaker’s ideas, and to arrange those ideas to optimum effect
CHAPTER STUDY GUIDE
I. Summary Question
Briefly describe the steps in putting together a speech.
The steps involved in preparing a speech include (1) analyzing the audience; (2) selecting a
topic; (3) determining the speech purpose; (4) composing a thesis statement; (5) developing the
II. Discussion Questions
1. Why is it important to follow a specific overview in constructing a speech? Why not just write
whatever comes naturally?
Although creativity is an important attribute of speechwriters, constructing your first
CONTENT PRESENTATION IDEAS
I. Student Activity
1. Ask students to pick a topic for a short speech and then have them “map” the speech
preparation process, recording the results of each step of the process, including the topic,
general and specific purposes, thesis, and a brief outline. After students deliver their speeches,
2. Begin a discussion about interesting speech topics. Ask students: What topics would you like
to hear about? What topics do you think your classmates should avoid, and why? This
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II. Group Activity
1. To decrease potential apprehension associated with the first speech, have students form small
2. Place students in small groups and ask members to prepare a list of suggestions and advice for
first-time speakers. This activity will get students thinking about their own speeches and the
audience. It will also encourage them to visualize a successful public-speaking experience.
III. Additional Questions and Activities
QUESTIONS
The following questions may help you illustrate important points in the chapter and facilitate
students’ learning of this material. These questions can be used as:
• Homework questions
• Quizzes
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1. List each of the steps in the speechmaking process.
• Analyze the audience.
• Select a topic.
• Review the topic in light of audience analysis.
• Determine the speech purpose.
• Compose a thesis statement.
2. Ask students to practice the preceding steps with different topics they might give speeches
about.
3. How would you practice delivering a speech?
4. Name at least three places where you could gather supporting material.
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• Library
• Internet
5. What is the difference between a general speech purpose and a specific speech purpose?
A general speech purpose is a declarative statement that answers the question “Why am
I speaking on this topic for this particular audience and occasion?” Usually the general
ACTIVITIES
You Never Get a Second Chance to Make a First Impression
Purpose: One of the major factors related to fear of public speaking is evaluation. Students are
afraid that their classmates and/or instructor will perceive them negatively. This activity provides
students with the opportunity to gain a better understanding of the ways in which we present
1. What image of yourself would you like to project?
2. Exactly what impression would you like to make?
3. What is your self-image?
4. Identify nonverbal strategies you can use to reproduce the images you listed above. What
5. Identify and list the aspects of verbal delivery you can use to initiate a positive first
impression.
Discussion: Instructors can use these responses to generate discussion during class. Instructors
should point out that nervousness and apprehension are normal before and during a public
1. Keep the physical responses in a reasonable, manageable range. Sleep and eat well before
your speech. Take care of your health in general. As you prepare for your speech, do yoga,
2. Keep your thoughts positive. As you prepare for the speech, visualize yourself giving your
speech in a confident manner. Counter negative thoughts with positive ones. For example,
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3. Keep your focus on the audience and your message, not on yourself. Audience members
4. Pick a topic that interests you, and let your enthusiasm show. Make scrupulous
5. Act as though you are confident, even if you are not. The audience seldom perceives you to
be as nervous as you know you are, so bluff a little. Here are some helpful behaviors you
can adopt to project confidence.
• Walk to the podium confidently. Arrange your notes and visual aids exactly as you
want them.
• Place your feet squarely on the floor before you begin.
• Establish eye contact with the audience, and pause before starting.
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Baptism by Fire
Purpose: To help students overcome some of their initial fear of public speaking and become
more comfortable with preparing their first speeches. Instructors should use this activity long
before the first speech is assigned.
Materials: Small ball or Koosh ball
Instructions: Ask each class member to go to the board and write down the name of a person,
place, or thing. Then ask one student to volunteer to go first. Toss the ball to that student and
instruct him or her to pick a word from the board. Once the student has chosen the word (the
What Will I Speak About?
Purpose: To help students prepare for their first speech; to reduce anxiety about selecting a topic;
to allow students some brainstorming time in class.
Instructions: Ask students to take five minutes to brainstorm possible speech topics. Encourage
them to write down anything that comes to mind, even if it seems trivial or silly at first. After
students have completed their lists, request that they review their topics and select their top five to
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Getting to Know You
Purpose: To allow students to practice speaking in front of the class and to help students learn
more about their peers. This activity can also help reduce student anxiety about speaking in front
of their classmates.
Instructions: Have students spend five minutes interviewing other students. Questions can range
Locating Supporting Material
Purpose: To get students thinking about where to gather reliable supporting material for their
speeches; to boost students’ confidence about the research process.
Instructions: Ask students what kind of materials they would gather for a speech on the following
topics. Encourage them to be specific as to what kind of research would be helpful and trustworthy
2. Speech on the history of basketball
4. Speech on the benefits of laughter
Discussion: After students have completed the activity individually, place them in dyads or groups
and have them discuss their responses. Each student will approach every topic from a different
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Mini-Speeches
Purpose: To get students in front of the class more frequently; to help students realize that public
speaking can be fun.
Instructions: At the beginning of each class period three to four students should present a
one-minute speech. Instructors can select students at random or allow them to sign up for specific
days. Each mini-speech should require little to no preparation time. These speeches are designed to
get students used to thinking on their feet in front of an audience. Allow students to choose from
the following types of mini-speeches.
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RECOMMENDED SUPPLEMENTARY RESOURCES
Ayres, J., & Hopf, T. (1989). Visualization: Is it more than extra attention? Communication
Education, 38, 1–5.
Motley, M. T. (1995). Public speaking anxiety qua performance anxiety: A revised model and
alternative therapy. Journal of Social Behavior and Personality, 5, 85–104.
Richmond, V. P., & McCroskey, J. C. (1995). Communication: Apprehension, avoidance, and
effectiveness (4th ed.). Scottsdale, AZ: Gorsuch Scarisbrick.