CHAPTER 4
DETERMINING AN APPROPRIATE SPEECH GOAL
CHAPTER SUMMARY
This chapter explains the steps to effective speech preparation: identifying topics and
the rhetorical situation, understanding ethical use of audience data, and developing a
specific speech goal. Although we have to discuss each task separately, in practice they
overlap and can be completed in a different order.
CHAPTER OUTLINE
Introduction (p. 57): This chapter describes the steps that help speakers determine a
specific speech goal that is adapted to the rhetorical situation.
I. Because the audience is a crucial component of the rhetorical situation, effective
speech goals are based on audience analysis.
II. Brainstorm and concept map for potential speech subjects and topics (p. 58).
A. Speech topics should come from subject areas in which we already have
some knowledge and interest.
2.
Topic: a narrow, specific aspect of a subject.
B. Subjects.
1.
You can identify potential subjects for your speeches by listing those
areas that:
C. Brainstorming, concept mapping, and Internet searches.
2.
When you brainstorm, you list as many ideas as you can without
evaluating them.
4.
Concept mapping: A visual means of exploring connections between
a subject and related ideas.
III. Analyze the rhetorical situation (p. 60).
A. Analyze your audience. Because speeches are presented to a particular
audience, you need to understand who will be in your prospective
audience.
1.
Demographic data can include: age, education level, sex, occupation,
2.
Subject-related audience data.
a.
Audience knowledge: it is important that you choose a topic geared
to the background knowledge you can expect audience members
to have.
rather than alienate the audience.
d.
Audience perception toward you as a speaker.
i.
Credibility: the perception that you are knowledgeable,
trustworthy, and personable.
B. Data-gathering methods.
1.
You can collect data through surveys. It is the most direct way to
collect audience data. A survey is a questionnaire designed to gather
information directly from people.
a.
Two-sided items: survey items that force the respondent to
2.
You can gather data through informal observation.
3.
You can gather data by questioning the person who invited you to
speak. Ask your contact person to answer the demographic questions.
4.
You can make educated guesses about audience demographics and
C. Ethical use of audience data.
1.
To demonstrate respect for your audience, you will want to avoid
2.
Two potential pitfalls to avoid are:
a.
Marginalizing: the practice of ignoring the values, needs, and
3.
You can minimize your chances of marginalizing or stereotyping by
recognizing and acknowledging the audience diversity, the range of
1.
Essentially the setting, the occasion includes the expected purpose
and location.
a.
What is the intended purpose (exigence) for the speech? Whether
the speech assignment is defined by purpose or by subject, your
topic should reflect the nature of that assignment.
b.
What is the expected length? You will want to choose a topic that is
2.
Consider the factors that may affect your presentation.
IV. Select a topic (p. 71).
A. You will want to select a topic that is appropriate for your audience
V. Write a speech goal statement (p. 72).
A. General and specific speech goals.
1.
General goal: the overall intent of the speech.
2.
Specific goal: a single statement that identifies the exact response the
1.
Write a draft of your speech goal using a complete sentence that
LECTURE IDEAS
1.
Ask students to think about a favorite ad or commercial and to identify the ad’s target
audience. Have them identify the information needed about the target audience
2.
Together in class, do a web search for several keywords. Narrow it down to more
This article shows the interaction of public speaking skills. It describes how audience
DISCUSSION QUESTIONS
1.
After the class has completed Activities 4.4 or 4.5, discuss with them the general
2.
As you begin to formulate your first specific goal statement, are there any topic
areas which would be inappropriate for this audience and situation? What about a
speech advocating satanic cults or hate speech? What about religious evangelism?
3.
Talk with students about how to phrase speech goals and give them several
examples on the board. You may want them to brainstorm as a class for subjects
4.
Although Chapter 4 does not discuss thesis statements and main points, you can
still preview the material that you will touch on in Chapter 7. Discuss with your
5.
Develop three possible topics for your first speech. Based on assumptions you have
made about your student audience what specific area of your topic should be the
focus of your speech? How would that focus change if you had to present your topic
to a different group (e.g., all teachers, grade-schoolers, business executives,
students from other majors)?
CLASS ACTIVITIES
Activity 4.1: Brainstorming
For homework or part of a class activity, ask students based on their individual
experiences from work, school, family, and personal life, to write down at least three
Activity 4.2: Small Group Brainstorming
As a class, have students brainstorm several subject areas as you write them on the
board. Then divide students into groups of 3 or 4 and have each group brainstorm 2 or
3 subjects from the board into 6–10 topics suitable for a speech topic. You also may
Activity 4.3: Brainstorming for Specific Speech Topics and Audience Analysis
Give students a worksheet in which they will brainstorm for topics from prompts that fit
each speech they will give during the quarter/semester. For example, if the first speech
assignment is to give a narrative speech, then have students brainstorm for funny things
Activity 4.4: Find Someone Who
Provide students with a list of descriptors you have chosen or write the descriptors on
the board. Have students move around the room attempting to “find someone who” fits
Possible Descriptors
FIND SOMEONE WHO. . .
1.
is a sophomore
2.
comes from a town that begins with a “J” (or any other letter)
3.
played high school football
4.
was a member of student government (or council) in high school
have all people who were eligible for each item put up their hands so the class gets an
overall view of the background information of class members.
This activity also works well if you turn it into a bingo game, where each question is a
Activity 4.5: Concept Mapping for Topic Ideas
Bring copies of several magazines such as Time, The Atlantic Monthly, Men’s Health,
Shape, or other magazines that you believe will interest your students. Have students
Activity 4.6: Writing a Speech Goal Using Speech Builder Express
For homework, direct students to the Speech Builder Express website, accessed
Activity 4.7: Collecting Demographic Data
Have students use the following worksheet to collect demographic information about the
WORKSHEET: CLASS DEMOGRAPHIC INFORMATION
GENERAL BACKGROUND SURVEY
Each individual fills out this first form.
1.
age
6.
Will you be the first family member to graduate from college? yes no
7.
Which of the following best describes the location of the home you grew up in?
city suburb medium-sized town small town rural
8.
Which best describes your religious background? Catholic Protestant
Jewish Muslim Hindu New Thought Other None
12.
13.
14.
15.
(12–15 are optional questions you may choose to add to the survey)
Activity 4.8: Predicting Audience Interests
This activity can be used in conjunction with Activity 4.7.
Prior to exercise: Take a demographic survey of the class, asking questions such as
Activity 4.9: Writing Speech Goals In Class
This activity can be used in conjunction with Activities 4.2 and 4.6.
GLOSSARY OF KEY TERMS
audience adaptation: the process of tailoring a speech to the needs, interests, and
expectations of your listeners
audience analysis: the study of the intended audience for your speech
credibility: the perception of a speaker as knowledgeable, trustworthy, and personable
general goal: the overall intent of the speech
Internet search: a way to generate a variety of potential topic ideas on a subject area
marginalizing: ignoring the values, needs, and interests of some audience members,
leaving them feeling excluded
beliefs simply because they belong to that group
subject: a broad area of knowledge
survey: a canvassing of people designed to get information about their ideas and
opinions about a specific topic
topic: a narrow aspect of a subject
TEST QUESTIONS
CHAPTER 4
Multiple Choice
1.
A broad area of knowledge is called a(n):
a.
topic
b.
subject
c.
specific goal
d.
thesis statement
2.
A narrow aspect of a subject is called a(n):
a.
topic
b.
subject
c.
specific goal
d.
thesis statement
3.
Travel is an example of a , while international travel with young children is an
example of a .
a.
subject; topic
b.
topic; subject
c.
speech goal; main point
d.
main point; speech goal
ANS: a SEE PAGE 58
4.
Audience analysis is different from audience adaptation because when you, as a
speaker, engage in audience analysis you are .
a.
tailoring your message to the audience and their needs, interests, and
expectations
b.
studying the setting of your speech
c.
studying about the intended audience for your speech
d.
engaging in more concept mapping
5.
The uncritical, nonevaluative process of generating associated ideas is called:
a.
listing topics
b.
brainstorming
c.
audience adaptation
d.
concept mapping
6.
The creation of a visual means of exploring connections between a subject and
related ideas is called:
a.
concept mapping
b.
brainstorming
c.
web mapping
d.
topic charting
7.
Before you can decide on a speech topic, you need to examine your .
a.
topic
b.
speech setting
c.
audience
d.
subject
8.
A speaker would like to present an informative speech about lucid dreaming. Which
of the following is NOT a piece of demographic audience analysis?
a.
the audience ranges from 18-25 years old
b.
the majority of the audience are female
c.
the audience does not know anything about lucid dreaming
d.
the majority of the audience are college students
9.
The process of tailoring your speech to your listeners’ unique needs, interests, and
expectations is called:
a.
audience analysis
b.
speech setting
c.
audience adaptation
d.
presentation
ANS: c SEE PAGE 57
10.
To find out about the attitudes of your audience, what could you, as a speaker, do?
a.
talk to them
b.
look at published opinion polls
c.
survey them
d.
conduct a demographic audience analysis
11.
A speaker is concerned that his speech about video gaming may some
members of his audience who are from an older generation. They may feel ignored
or excluded from the speaking situation.
a.
stereotype
b.
marginalize
c.
personify
d.
generalize
12.
You want to present a persuasive speech on adopting a vegetarian lifestyle, and you
are concerned that your class meets right after lunch. Your concern shows that you
are trying to answer this question in analyzing the occasion.
a.
What are the special expectations?
b.
Where will the speech be given?
c.
When will the speech be given?
d.
What is the length of time for this speech?
13.
Assuming all members of a group have similar knowledge, behaviors, or beliefs
simply because they belong to that group is called:
a.
stereotyping
b.
marginalizing
c.
personifying
d.
analyzing
14.
Survey items that encourage respondents to elaborate on their opinions without
forcing them to answer in a predetermined way are called:
a.
two-sided
b.
multi-response
c.
scaled-down
d.
open-ended
15.
The range of demographic and subject-related differences represented in an
audience is called:
a.
audience analysis
b.
audience adaptation
c.
audience diversity
d.
subject-related information
16.
The following are methods of data-gathering EXCEPT:
a.
conduct a survey
b.
use two-sided items
c.
use multiple-response items
d.
negative-response items
17.
The overall intent of a speech is known as the:
a.
thesis statement
b.
speech goal
c.
specific goal
d.
general goal
18.
The perception of a speaker as knowledgeable, trustworthy, and personable is
called:
a.
personality
b.
credibility
c.
sociability
d.
processing
19.
A single statement that identifies the exact response a speaker wants from the
audience is called a(n):
a.
general goal
b.
thesis statement
c.
specific goal
d.
audience adaptation strategy
20.
The statement which lays the foundation for organizing your speech is called a(n):
a.
general goal
b.
specific goal
c.
potential goal
d.
planning goal
True/False
21.
T F Audience age, interest, attitude, and perception are all subject-related
audience data.
22.
T F A good specific goal statement indicates the overall intent of a speech.
23.
T F Knowing the size, lighting, and seating arrangement of the venue where your
speech will be delivered is important to the success of your speech.
24.
T F The rhetorical situation is composed of you, the speaker, your audience, and
the occasion for your speech.
25.
T F Two-sided, multiple-response, and scaled items are methods of gathering
data for audience analysis.
26.
T F You should collect subject-related audience disposition data, including your
audience’s knowledge level of, initial interest level in, and attitude toward the
potential topics you are considering.
ANS: F SEE PAGE 66
27.
T F Credibility is an important factor concerning your audience’s perception
toward the speaker.
28.
T F Addressing the needs and expectations of your audience is integral to the
rhetorical situation.
29.
T F If your goal statement includes the word “and,” you do not need to
narrow it down further.
30.
T F Open-ended items allow for elaboration and force audiences to answer
in a predetermined way.
ADDITIONAL RESOURCES
Paradi, D. (2005). Speaker’s notes: What infomercials and other TV shows
can teach us about presenting. Presentations, 19(2), 42.
Terreri, A. (2005). What are they thinking? Presentations, 19(2), 36–40.