Speech 3

Informative Speech, Speech of Definition, or Process Speech This speech is aimed at getting the audience to understand some basically factual material that they either have not understood previously or have understood incompletely. The information presented in this speech should be new and useful to your audience. Trivial or obvious topics will receive a lower grade than significant ones. Audience analysis is important. If you speak on a topic about which your audience is already very knowledgeable, you will have little new information to provide them. On the other hand, if you pick a topic about which they have no knowledge, you must carefully adapt your explanation to their existing knowledge. You should avoid controversial topics in this speech, since what you may intend as informative speaking may be perceived as an attempt to persuade. Nevertheless, you must convince the audience of the importance of the information to their own lives. Your speech may involve describing, demonstrating, instructing, and/or explaining. At least three outside research sources are required for this assignment. Sources must be cited in your outline using MLA or APA style, as well as orally cited in your speech. Informative Speech Option Speaking Objectives • To increase audience knowledge or understanding of some idea, issue, or process • To enhance speaker credibility Learning Objectives for the Assignment • To develop research skills • To practice development and use of effective supporting materials and source citations • To practice the development and use of visual aids to communicate information and relationships • To practice presentational skills • To practice organizational techniques Speech Requirements and Expectations • Time Requirement: 6 minutes • Visual Aids: at least one required • Sources: at least three cited in the speech • Typed, double-spaced outline required Speech Preparation 1. Practice everything you learned in the last speech. Keep organization clear. Use repetition effectively. Emphasize key thesis statements and transitions. 2. In brainstorming topics, you can either focus on something you already know or you might use these speeches to develop an area of interest with which you are not yet familiar. For instance, if you are not familiar with career services on campus and need to begin your own job search, use this speech to develop your own expertise and then share it with your audience. 3. Remember, this speech adds a requirement for research and source citation. This is essential to your credibility while speaking. 4. This speech also requires use of a visual aid. Refer to the advice in the text and your class discussions. Speech of Definition Option The limits of my language are the limits of my world. —Ludwig Wittgenstein Words are symbols in the code called language that allow humans to communicate. Words as symbols have meaning only because a group of people agrees that the symbol represents an object, thought, or feeling. Often we hear the statement, “Meanings are in people, not in words.” Even within the same cultural context, there are many variations in the meaning of a single word. The word or term that you choose may be one in another language. There may not be an exact equivalent or translation directly into English. The purpose of this speech is to challenge you to define an abstract term so that its meaning and your interpretation of that meaning become clear to your audience. You should clearly define the term in a well-organized manner based on careful and thoughtful analysis. Content and Organization Main Point I: This point will focus on the denotation of the term according to various reference books (e.g., thesaurus, common usage reference books, and etymological dictionaries). A. One of your references must be the Oxford English Dictionary or any unabridged dictionary. B. You must select two of the following methods of defining a term. 1. Synonym and antonym 2. Use and function 3. Etymology and historical example 4. Comparisons Main Point II: This point will focus on the connotation of the term according to your own life experience; be as creative as you wish in clarifying the term. A. You may wish to explain what the terms mean to you based on a personal experience. B. You may illustrate your interpretation using several different methods. 1. Telling a story 2. Giving examples 3. Referring to another person 4. Relating the term to a political, social, or moral issue 5. Using anything else you can think of that may give your audience greater insight into the meaning of the word C. You may quote other people as to what the term means to them. 1. Authorities on the subject 2. Credible sources Additional requirements 1. Your speech should be 6 minutes in length. 2. You must include all the parts of the introduction and the conclusion. 3. Your complete, full-sentence outline is due in class on the day that you speak. 4. Your outline should be typed and double-spaced. 5. Each main point should be clearly identifiable and fully developed in a well-organized manner. 6. Your delivery should be extemporaneous. 7. You may use three or four note cards. 8. Your delivery should include adequate volume, good eye contact, alert posture, and attention to the clear articulation of sounds (vowel hold, blending of words, final consonants). Give it your best effort! Remember: A man (or woman) who has the knowledge but lacks the power clearly to express it is no better off than if he (or she) never had any ideas at all. —Pericles Explaining a Process Option Speaking Objective Your object is to explain a concept or process unfamiliar to your audience. At the end of your speech, the audience should be able to demonstrate a working understanding of the concept or process. Learning Objectives for the Assignment • To practice organizational skills (especially simplicity) • To practice development of supporting materials • To practice language skills • To practice effective design and use of visual aids • To practice delivery skills Steps in Speech Preparation 1. Select the concept or process. • Think of this assignment as a “how to” speech. You want to explain how something works, functions, or is accomplished. • Brainstorm concepts or processes with which you are already familiar. You don’t want to try to explain something that you’re not already confident about. Maybe choose something related to your major or some special interest. Think back to the last time someone told you to do something you didn’t understand. Chances are your classmates might find themselves in the same situation. • Narrow to those concepts less familiar or unfamiliar to your audience. If they already know about the concept or process, there’s no reason for you to explain the concept in a speech. • Narrow further to those concepts of value to your audience. In order for your audience to be interested, the concept must be relevant to their interests. What is their need to know or understand this concept? • From the narrowed list, choose the concept most appropriate to the assignment—to a speech, for the time limit, for visual aids. 2. Develop a clear, narrow objective. Determine clearly what you want your audience to understand at the end of your speech. Develop a speaking objective: “At the end of my speech, my audience will be able to explain why insurance rates are rising so rapidly.” Or “At the end of my speech, my audience will be able to calculate return on investment.” Or “At the end of my speech, my audience will be able to identify poison ivy during the summer and winter.” 3. Develop the strategy. • Identify the basic characteristics of the concept or steps in the process. • Brainstorm ways to frame your explanation. • Choose the simplest and most memorable organizational pattern for your speech (Hint: Most speeches about processes use chronological/time, spatial, or categorical/topical patterns). Remember, you still need an introduction and conclusion. • Decide what form of visual aid will best help your audience to understand the concept or process. 4. Practice, using clear signposting and transitions to guide your audience through your process. Informative Speaking Dr. Martin Informative Speaking 1. Informative Speaking a. Process by which an audience gains new information or a new perspective on old information b. Learning Styles i. Active-------------------------------------------Reflective ii. Sensing-----------------------------------------Intuitive iii. Visual-------------------------------------------Verbal iv. Sequential--------------------------------------Global c. Keys to Effective Informative Speaking i. Audience Involvement—primarily through novelty ii. Audience Appropriateness—taking the audience’s belief systems into account, e.g., stem cell research iii. Audience Accessibility—presenting the content in such a way that the audience can understand it iv. Life Enhancement—how does this speech/topic relate to their lives? d. Types of Informative Speeches (p. 334) i. Explaining a Process ii. Explaining a Concept iii. Demonstration/How To iv. Descriptive Speeches Organizational Patterns for Informative Speeches Main Points of a Speech: the key ideas supporting the central idea, or thesis. There are numerous methods for organizing main points, and how your organize them is often dependent on your topic and audience. 1. Number of Main Points a. Limit yourself to 2-5 main points. b. If you have only one main point, chances are what you really have is a thesis statement, or central idea. c. If you have more than 5, you should reduce the amount of information in your speech or, preferably, try to reorganize the information. d. More than 5 main points are typically too difficult for your audience to remember. e. The magic number for main points (as for written essays) seems to be 3. 2. Organizational Patterns for Main Points a. Temporal Patterns are based on chronological order of events or processes. i. Topic: My European vacation was three weeks long 1. The first week was spent in London. 2. The second week we traveled to France. 3. The third week we visited Germany. ii. Topic: Learning to ski 1. Choose equipment appropriate for you 2. Invest your time in lessons to learn the basics 3. Continue to practice once lessons are completed b. Spatial Patterns are based on physical space or geography. i. Topic: During my European vacation I progressed in a Southern direction to make travel more efficient. 1. We flew into London 2. Then traveled South to Paris, France 3. Finally, we traveled SE to Munich ii. Topic: Feng Shui can be used to achieve a harmonic flow of chi throughout your home. 1. Chi enters the home through the main doorway 2. Chi flow must be able to flow in a regulated manner 3. Chi must be allowed to exit freely from your home c. Categorical Patterns are based on natural or customary divisions of information in the subject matter. i. Topic: Structure of the Federal government 1. The Legislative branch 2. The Judicial branch 3. The Executive branch ii. Topic: Global Climate Change 1. What is global climate change? 2. Models of global climate change 3. Possible effects of global climate change 4. Scientific uncertainties related to global climate change iii. Topic: Choosing a good skiing program 1. Choose a package that emphasizes the basics of stopping, turning, and controlling your speed. 2. Choose a package that is geared to the proper age group. 3. Choose between group and private lessons. 4. Weigh the costs of various packages. d. Causal Patterns organize information from cause to effect or from effect to cause. They are most often used for persuasion, but have some application for informative speaking. i. Topic: Sleep Apnea 1. Causes a. Anatomical differences deviated septum, enlarged tongue, unusual shape of head or neck) b. Obesity or being overweight c. Use of alcohol or sedatives before bed d. Chronic snoring 2. Effects a. Anatomical differences create a smaller airway b. Thickening of tissues due to fatty deposits restricts airway or overly flaccid throat or tongue muscles c. Alcohol or sedative use creates overly flaccid throat or tongue muscles d. Snoring can cause the soft palate to lengthen, which in turn can obstruct the airway 3. Focus of Main Points a. Main Points should be clearly related to the thesis or central idea of the speech. b. Thesis: The population of United States schools is more diverse than ever. i. The children in U.S. schools come from all over the world. ii. Many cultures are represented in American schools. iii. There are many different languages being used by students in our schools. iv. Not clearly related: Education is growing more and more expensive. 4. Structuring Main Points a. Main points should be clear, concise, and memorable b. Unlike reading an essay, when listening to a speech the audience cannot always simply look back at the previous or introductory paragraph to know where they are or remember where they’ve been. c. Parallel structure is one technique for making main points clear, concise, and memorable. i. School populations in the United States are international. ii. School populations in the United States are intercultural. iii. School populations in the United States are multilingual. 5. Simplicity of Main Points 6. Balancing of Main Points Outline Format Title of Speech Name of Speaker General Purpose: To [Inform, Persuade, Entertain…] Specific Purpose: To [inform my audience of the causes and effects of sleep apnea.] Introduction I. Open With Impact: [I remember was looking up to find the back bumper of the truck rushing towards me. As the front of my PT Cruiser struck the back of the truck the car’s hood and fenders seemed to crumple, accordion-style, in slow motion. Then there were load popping noises as the charges in the airbags went off, followed by the smell of gunpowder and silence as the car finally came to a stop.] II. Focus on the Thesis Statement: [Enter your thesis statement.] III. Preview: [Enter your preview here. It could be one sentence, or several.] Body I. [Enter your main point here as a complete sentence.] A. [Enter your first detail, or sub-point, here as a complete sentence.] B. [Enter your second detail, or sub-point, here as a complete sentence.] 1. [Enter your first supporting detail here as a complete sentence.] 2. [Enter your second supporting detail here as a complete sentence.] C. [Enter your 3rd detail, or sub-point, here as a complete sentence.] Signpost: [Now that we have seen some of the causes of sleep apnea, let’s look at how sleep apnea can affect you.] II. [Enter your main point here as a complete sentence.] A. [Enter your first detail, or sub-point, here as a complete sentence.] 1. [Enter your first supporting detail here as a complete sentence.] 2. [Enter your second supporting detail here as a complete sentence.] B. [Enter your second detail, or sub-point, here as a complete sentence.] C. [Enter your 3rd detail, or sub-point, here as a complete sentence.] Signpost: [Despite the seriousness problems sleep apnea can cause, there are several steps you can take to reduce your risk.] III. [Enter your main point here as a complete sentence.] A. [Enter your first detail, or sub-point, here as a complete sentence.] 1. [Enter your first supporting detail here as a complete sentence.] 2. [Enter your second supporting detail here as a complete sentence.] i. [Enter more detailed information or support here as a complete sentence.] ii. [Enter more detailed information or support here as a complete sentence.] iii. [Enter more detailed information or support here as a complete sentence.] B. [Enter your second detail, or sub-point, here as a complete sentence.] C. [Enter your 3rd detail, or sub-point, here as a complete sentence.] Conclusion I. Summarize or Review: [Today I have discussed what causes sleep apnea, how it can affect us, and some ways to prevent it.] A. [Sleep apnea can be caused by…] B. [Sleep apnea can affect us by…] C. [Sleep apnea can be reduced by…] II. Close with Impact: [Enter your closing statement here as complete sentence.] A. [Enter any subsequent closing statement here as a complete sentence.] B. [Enter any subsequent closing statement here as a complete sentence.] C. [Enter any subsequent closing statement here as a complete sentence.] References O’Connor, W. (2007). Sleep apnea and daytime sleepiness. American Sleep Apnea Association. Washington, D.C. Presentational Media 1. Function of Presentational Media a. Signposting and Cueing b. Illustrating the Spoken Word c. Simplifying Spoken Examples d. Complementing the Spoken Word or Topic 2. Criteria for Selecting the Right Medium a. Context: Rhetorical Situation b. Content: Choice of Medium c. Skill: Choose a medium with which you have some skill 3. Available Media a. Objects b. Models c. Flip Charts d. Photographs and Slides e. Audio f. Video g. Poster Boards h. Overheads i. PowerPoint 4. Guidelines for Media a. Keep it simple b. Make it visible—no smaller than 1 inch per 30 feet c. Use a sensible layout d. Use color e. When in doubt, leave it out! f. Plan ahead 5. Common Mistakes a. Overreliance of visual media b. Too much hard-to-see info c. Using the wrong type of presentational aid Delivery 1. Delivery Methods: Advantages and Disadvantages Method Advantages Disadvantages Manuscript Accuracy Precision May be quoted Loss of eye contact Written rather than oral style Easy to lose your place Memorized Keeps eye contact with the audience Freedom of movement Easy to forget Can appear “canned” Extensive preparation required Lack of spontaneity Impromptu Spontaneous Maintains eye contact with audience Adaptable to the situation Lack of time to prepare Can be anxiety arousing Can be embarrassing if speaker fails to anticipate possible questions Extemporaneous Combines preparation and spontaneity Maintains eye contact Adaptable Allows for accuracy in wording where necessary Excessive use of note cards can inhibit spontaneity Poor use of note cards can limit your ability to gesture 2. Personal Style a. Remember, there is no one “correct” delivery style b. You must develop your own style c. Based on your natural speaking style in everyday conversation d. Most stylistic characteristics of delivery have to do with nonverbal communication 3. Characteristics of Nonverbal Communication a. Nonverbal communication is continuous b. Nonverbal communication uses all nonverbal channels simultaneously c. Nonverbal communication is spontaneous d. Nonverbal communication functions in relation to verbal communication i. Repeating ii. Complementing iii. Substituting iv. Accenting v. Regulating vi. Contradicting vii. Deceiving e. Environment i. Your physical surroundings as you speak ii. The physical distance separating you from your audience iii. Zone of Interaction: the area in which speaker and audience can interact—based largely on seating arrangement f. Appearance—first impressions are based largely on physical appearance, including i. Body type and height ii. Skin and hair color iii. Clothing, accessories, and other “props” iv. Eyes v. Face and facial expressions—six basic types 1. Sadness 2. Anger 3. Joy 4. Fear 5. Disgust 6. Surprise g. Kinesics—body position, gesture and movement 1. Body position can indicate inclusion or exclusion 2. Body posture can convey or fail to convey confidence 3. Types of Gestures a. Emblems—gestures having specific meanings b. Illustrators—gestures that accompany speech, which function to “show” what is being talked about c. Regulators—gestures used to influence the speech transaction, such as holding your hand palm out to the audience to indicate they should “stop” or be quiet d. Adaptors—largely unintentional, often body-oriented gestures that are often used to cope with nervousness h. Time—your own and your audience’s sense of time 4. Proactive Delivery—plan and rehearse your delivery, including nonverbal elements! a. Take control of your appearance b. Use natural gestures c. Time your speech d. Limit or avoid self-adapting behaviors