How to Design & Deliver Speeches, Seventh Edition 0321081765, 9780321081766

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Leon Fletcher

what others are saying about How to Design & Deliver Speeches, 7/e:

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Leon

Fletcher

SEVENTH

EDITION

explicit and down to earth. This text is written so clearly that I believe it could be used self study guide,..the coverage in the text is excellent.”

“Very

as

—Clarissa

a

Pierceall, Technical College of the Low Country

especially liked examples and quotations from popular media figures regarding their experi ences with public speaking.”

“I

—Cary Horvath, Westminster

including exercises, checklists, self-tests, evaluation forms, and diagnosis folders—will enable you to master all the essential skills. The text is organized as a series of 18 lessons on subjects

College

writing keeps the interest of the reader and makes the reading enjoyable while still accomplish ing the objectives of a text.”

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Education 9978032 1°081766'

How To Design & Deliver

Speeches

How To How & Deliver Deliver Design & Speeches Speeches SSEVENTH EVENTH E DITION EDITION

Leon Fletcher Fletcher Leon EMERITUS PROFESSOR PROFESSOR O SPEECH OFF SPEECH EMERITUS PENINSULA CCOLLEGE OLLEGE O N T E R E Y PENINSULA MMONTEREY

Nancy Crochiere EDITORIAL CONSULTANT MASSACHUSETTS AMESBURY, MASSACHUSETTS AMESBURY,

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Publisher: Priscilla McGeehon McGeehon Publisher:Priscilla Editor: Michael Michael Greer Greer Acquisitions Acquisitions Editor: Lisa Pinto Director: Lisa Pinto Development Development Director: Editorial Consultant: Consultant: Nancy Crochiere Editorial Nancy Crochiere Galvin-Fak MarketingManager: Marketing Manager: Megan Megan Galvin-Fak Muller Editor: Kristinn Kristinn Muller Supplements Supplements Editor: Production Manager:Denise Production Phillip Manager: Denise Phillip Text Design, and Electronic Inc. Steele, Inc. Electronic Page Thompson Steele, Page Makeup: Makeup: Thompson Coordination, Text Project Project Coordination, Design, and Fredericks Cover Design Cover Design Manager: Wendy Fredericks Manager: Wendy Petronio Cover Designer: Cover Designer: Kay Petronio Photo Researcher:PhotoSearch, Researcher: PhotoSearch, Inc. Photo Inc. Senior Manufacturing Para Senior J. Para Manufacturing Buyer:Dennis Buyer: Dennis J. and Binder: Binder: Courier/Kendallville, Inc. Printer and Printer Courier/Kendallville, Inc. Inc. Services, Inc. Coral Graphic Cover Printer: Printer: Coral Cover Graphic Services, made tto holders the copyright For permission o the is made acknowledgment is o use For material, grateful use copyrighted copyrighted material, grateful acknowledgment copyright holders permission tto made part of this copyright which are 418, which on are hereby hereby made copyright page. on page page 418, page. part of this

Data Library Cataloging-in-Publication Data Library of Congress Congress Cataloging-in-Publication Leon. Fletcher, Leon. Fletcher,

to om.

How Fletcher. — ed. & deliver deliver aa speech 7th ed. Leon Fletcher. design & speech // Leon H o w to design — 7th

p. ,

cm.

Includes index. index. Includes

0-321-08176-5 ISBN 0-321-08176-5 ISBN Title. and deliver Title: H deliver speeches. Public speaking. How 11.. Public speeches. II. Title. o w tto o design design and speaking. II.. Title: PN4121.F5262000 PN4121.F5262000 N\ . 808.5'1--de21 808.5'1--dc21 00-036262 0C-036262

I.

Fletcher. At 2001 by Leon this seventh the Author's Leon Fletcher. At the Author's request, Copyright seventh edition edition revision revision by Nancy Copyright ©© 2001 Nancy request, this Editorial Consultant. Consultant. Crochiere, Editorial Crochiere,

this

All rights of this publication be reproduced, reserved. N No All o part retrieval system, reproduced, stored rights reserved. s t o r e diin n a retrieval ranspublication may part of may be system, oorr ttrans-

in any form or bbyy any mitted, in mechanical, photocopying, mitted, means, electronic, electronic, mechanical, otherwise, photocopying, recording, recording, or otherwise, any means, any form without the the publisher. written permission of the United States. without the pprior r i o r written r i n t e d iin n tthe h e United States. publisher. PPrinted permission of

0-321-08176-5 ISBN 0-321-08176-5 ISBN 00 12345678%10—CRK—03 123456789 10—CRK—O3 02 01 020100

MY Y WIFE, VIVIAN TO OM T WIFE, VIVIAN

BRIEF CONTEN CONTENTS TS

— Contents Contents

ix ix

Preface Preface About the the Author Author About

xix xix XE xxii

Text-Specific Material Text-Specific Supplementary Supplementary Material

oOdi i

LESSON 11 LESSON

Controlling Nervousness Controlling Nervousness

11

Diagnosis Folder Diagnosis Folder

15 15

2 LESSON LESSON 2

Designing Designing Speeches Speeches

39 39

LESSON LESSON 3

Delivering Speeches Delivering Speeches

67 67

4 LESSON LESSON 4

Preparing Preparing to Speak Speak

79 79

‘LESSON LESSON 55

Selecting Selecting Speech Speech Subjects Subjects

WW m

LESSON LESSON 6

Pinpointing Pinpointing Speech Speech Purposes Purposes

135 135

LESSON LESSON 7

Selecting Data Selecting Data

169 169

LESSON 8 LESSON

Outlining Outlining Speeches Speeches

199 199

LESSON 9 LESSON

Polishing Polishing Delivery Delivery

9 2219

&

Discussions LESSON 1100 Designing LESSON Designing Discussions

241 241

11 Designing Introductions LESSON 11 LESSON Designing Introductions

267 267

12. Designing Conclusions LESSON 12 Designing Conclusions LESSON

293 293

13 Using aa Computer Computer to LESSON 13 to Design LESSON Speeches Design Speeches

309 309

14 Informing LESSON 14 LESSON Informing

317 317

15 Persuading LESSON 15 LESSON Persuading

335 335

LESSON 16 16 Entertaining LESSON Entertaining

357 357

LESSON 17 17 Speaking Speaking impromptu impromptu LESSON

369 369

“And S Conclusion...” So,in LESSON 1188 “And , Conclusion...” oin LESSON

387 387

Credits Credits

418 418

Index Index

19 4419

CONTEN CONTENTS TS Preface Preface About the Author the Author Text-Specific Text-Specific Supplementary Material Supplementary Material

LESSON LESSON 11::

Controlling Nervousness Controlling Nervousness

1=

How To To Control Control Nervousness How Nervousness Nervous About About Giving Nearly Nearly Everyone is Nervous Giving a Speech Everyone is Speech Nervousness ExperienceReduces Experience Reduces Nervousness You Realize Confident Than Than YouFeel Realize You Appear More Confident You Feel Appear More Visualize YourselfSucceeding Yourself Succeeding Visualize What You Want to Say Mind with with What Occupy Your Occupy Your Mind You Want to Say Understand That Nervousness Nervousness Can Can Be Be Controlled Controlled UnderstandThat Settle into into aRoutine forRelaxing Settle Relaxing a Routine for Nervousness Needs Needs an Outlet Nervousness an Qutlet Enjoy Enjoy Speaking Speaking Nervousness StopFighting Stop Fighting Your Nervousness Simply Prepare! SimplyPrepare! ASSIGNMENT Nervousness: Self-Test ASSIGNMENT 1: Controlling Controlling Nervousness:Self-Test Check-off Tip Nervousness: Check-off Controlling Nervousness: Controlling Sheet Tip Sheet Effective Follow Rules Not Rigid Guidelines, Rigid Rules Guidelines,Not Follow Effective Speeches Speeches A Possible Possible Icebreaker Icebreaker Speech A Speech Summary Summary

2 2

1:

Folder Diagnosis Diagnosis Folder This Textbook Textbook Introduction introduction ttoo This This Textbook Textbook Purpose Purpose of This

of

4 5 6 7 7 7 8 8 9 9 10 12 13 13 14

ORavywsanann

15 15 16

Techniques Learning Learning Techniques

16

Prerequisites Prerequisites Effective Speaking “Basic K The “Basic Speaking Key” The e yto " Effective Folder ASSIGNMENT 2: Diagnosis Diagnosis Folder ASSIGNMENT Self-Evaluation ASSIGNMENT Preceurse Self-Evaluation 3: Precourse ASSIGNMENT

17 18 19 31

2: 3:

LESSON 22:: LESSON

xix xix xxii xxii roi xxii

Speeches ~ ~ Designing Speeches Designing of Speeches Types Speeches Types of impromptuSpeech impromptu Speech Speech Extemporaneous Extemporaneous Speech Speech Manuscript Speech Manuscript Memorized Speech MemorizedSpeech Review Review Format for Speech . for aa Speech Format

39 40 40 40 41 42 42 44

X x

CONTENTS C ONTENTS Format for Format for aa Speech—Programmed Speech—Programmed of Speech Essentials of ASSIGNMENT Design: Self-Test ASSIGNMENT 4: Essentials Speech Design:Self-Test Format Content Format Content Sheet Designing Speeches: Check-off Tip Sheet Designing Speeches:Check-offTip

4:

_LESSON 3:

Delivering Speeches

__ Judging Speakers Judging Speakers Delivering Speeches Delivering Speeches Effective Speech Guidelines to to Effective Delivery Speech Delivery Guidelines Before YouSpeak You Speak Before You're Speaking While You'reSpeaking While ASSIGNMENT ASSIGNMENT 5: Delivery:Seif-Evaluation Delivery: Seif-Evaluation Sheet Delivering Speeches:Check-offTip Delivering Speeches: Check-off Tip Sheet

5:

L LESSON ESSON 4 4::

Preparing to Speak How to Cards Note Cards How to Prepare Prepare Note

the TWOPurposes Recall and Card: Aid TWO Purposes of Recognize ofaNote Aid Recall and Add Add Recognize the a Note Card: Confidence Confidence Cards Your Note Cards Limit theNumber the Number of Limit of YourNote Card Good Note Card Study anExample Study an Example of aa GoodNote Card Rather than Use a CardRather than a Siip of Paper Slip of Usea Paper Card Note Card 5-inch Note Use a Standard3 Standard 3 x 5-Inch Usea Write Your MaterialAcross Card Material Across theNarrowDimension the Narrow Dimension ofthe Write the Card Outline Form Use an OutlineForm Usean Cards Number Your Number Your Cards Write out out the Sentence of First Sentence Conclusion Write theFirst introduction and Conclusion ofthe theIntroductionand Be Specific BeSpecific You Plan to Use VisualAids Where YouPlan Note Where Visual Aids to Use Note How Practice totoPractice Three to Six Your Speech Three Go over YourSpeech Times Goover to Six Times from Your ActualNote Actual Note Card Practice from Card Practice Work Remember ideas, Not Words Words to RememberIdeas,Not Work to Your Speech Mentally BeforePracticing Before Practicing Aloud over YourSpeechMentally Aloud Going over Try Going Try Yourself Through theEntire Push YourselfThrough for Each Practice the Entire Speech Push Speech forEachPractice Preparing Preparing to Speak Speak Will Help YOU Gestures ONLYIf You're Practice Gestures YOU Sure it WillHelp You're Sureit Practice ONLY if You'reSure in Front ofaMirror Practice inFront YOU You're Sure it of a Mirror ONLY Practice Will Help YOU It WillHelp Make an Make Audiotape or Two Practices of Perhaps Videotape of or Videotape an Audiotape Perhaps TwoPractices Listen Objectively Your Recordings to YourRecordings Objectively to Listen Practice Using Your Your Aids PracticeUsing Aids Your Speech Time Your Speech Time Write out Don't Write out Your Word for Word Word Don't Speech Wordfor Your Speech of

How

ONLY

if

Don't Memorize Your Your Speech Speech Don'tMemorize

If

80 80 81 81 82 82 82 82 82 83 83

ERE

85 85 85 86 86 86 86 86 87

CONTENTS CONTENTS Note Cards Cards andPracticing: Check-off Tip Sheet Note Sheet and Practicing: Check-offTip 1 ASSIGNMENT ASSIGNMENT 6: 6: Demonstration Demonstration Speech:Speech Speech: Speech 1 for of the Tips CONTENT Tips for the CONTENTofYour Your Demonstration Demonstration Speech Speech ORGANIZATION for the the ORGANIZATION Tips Your Speech Tips for of YourSpeech for theDELIVERY the DELIVERY af Tips Tips for ofYour YourSpeech Speech for thePREPARATIONof Tips Tips for the PREPARATION of Your Your Speech Speech Planner: Speech Speech Speech Planner: Speech 1—Demonstration 1—Demonstration Planner (Outline) for a Sample Sample Speech (Outline) for Demonstration Speech Speech Planner a Demonstration Speech Demonstration Demonstration Speech #1: Check-off Tip Sheet Speech #1:Check-off Tip Sheet A Class Presenting Speech in Class Presenting A Speech 1: Evaluation Form Demonstration Speech—Speech Form Demonstration Speech—Speech 1:Evaluation ASSIGNMENT ASSIGNMENT 7: Demonstration Demonstration Speech:Self-Evaluation Speech: Self-Evaluation

of

7:

LESSON 55:: Selecting LESSON Selecting Speech Speech Subjects Subjects Analyze Situation the Speaking Analyze the Speaking Situation Audience Audience Occasion Occasion Speaker Speaker of Speaking Situation Analysis of ASSIGNMENT ASSIGNMENT 8:Analysis Speaking Situation of Speaking Situation Analysis of Speaking Situation Analysis 8:

6:: LLESSON ESSON 6

Pinpointing Pinpointing Speech Speech Purposes Purposes General Purposes General Speech Purposes ooff a Speech To inform inform To To Persuade Persuade To To Entertain Entertain To Review Review of a Definition of a Specific Specific Purpose Purpose Definition for a Criteria for Specific Speech Speech Purpose Criteria a Specific Purpose Wording the Specific Purpose the Specific Wording Purpose from the the Audience’ Audience’s Viewpoint? Worded from Viewpoint? Worded

Specific? Specific? Attainable? Attainable? Review Review 9: Speech Purpose: Self-Test Self-Test ASSIGNMENT 9: Speech Purpose: ASSIGNMENT Speech: Speech ASSIGNMENT Specific Purpose Speech 2 10: Specific Purpose Speech: ASSIGNMENT Content Tips on on Content Tips on Organization Organization Tips on Tips on Delivery Tips onDelivery Tips Preparation on Preparation Tips Tips on Check-off Tip Sheet Tip Sheet Purpose—Speech Specific Specific Purpose—Speech 2:Check-off Evaluation Form Form Purpose—Speech 2: Evaluation Specific Purpose—Speech Specific Sheet Tip Sheet Speech Speech Purpose:Check-off Purpose: Check-off Tip

10:

2: 2:

89 89 90 20 91 21 94

7 7

100 101 103

104 107 109

111 113

X xii

xxii ii

CONTENTS CONTENTS B

7: Selecting LESSON 7: LESSON Data Selecting Data

169 169

oo

of

Sources of Data Data Sources Your Computer Your Computer Reference Librarians Librarians Reference Search ComputerizedLibrary Computerized Library Search Local Organizations LocalOrganizations and National Organizations State andNational Organizations State Correspondence Correspondence Professors at Your Your College Professors College or or University University Community Community Experts Experts Own Library ofBasic Build Your OwnLibrary References BuildYour of Basic References of Data Data Purposes Purposes of Data Types Types of Data Examples Examples

170 170 170 170 170 170 170 170 170 170 170 170 171 171 171 71 171 171 171 171 172 172 174 174 174 174

of

Stories Stories

175 175

Quotations Quotations Definitions Definitions Comparisons Comparisons

176 176 179 179 180 180

Contrasts Contrasts

182 182

Statistics Statistics

183 183

Audiovisual Aids AudiovisualAids Review Review Data Misleading Data Misleading Bias Bias lie Lie Propaganda Propaganda Sources of of Data the Sources Data Stating Stating the ASSIGNMENT ASSIGNMENT Data: Self-Test 11:Selecting Selecting Data: Self-Test 11: Data; Check-off Tip Selecting Sheet Tip Sheet Selecting Data:Check-off

186 186

\s

8: Outlining LESSON Outlining Speeches Speeches LESSON 8: Outline of aa Speech Example Example of Speech Outline Guides Outlining Guides Illustration of of Outlining Use of of Use Guides llustration Outlining Guides Guides of Outlining Explanation of Explanation Outlining Guides Organization Organization Content Content Mechanics Mechanics Started Getting Getting Started 12: Outlining: ASSIGNMENT 12: Self-Test ASSIGNMENT Outlining: Self-Test Speech for Self-Test Speech for Outlining Self-Test ASSIGNMENT 13; ASSIGNMENT 13: Qutline Outline of Problem Speech: of Community Speech: Community Problem Data Speech 3,Using Speech Using Data

3,

189 189 1191 9 1191 9 192 192 192 192 192 192 194 194 198 198

1199 99 201 201 202 202 203 203 204 204 204 204 2207 07

207 207 209 209 211 2 1 212 212 215 215

CONTENTS Outlining:Chec Outlining: Check-off k-offTip Sheet Tip Sheet

217 217

LESSON 9:: Polishing Polishing Delivery Delivery LESSON9

219

Guidelines for Guidelines Effective Delivery for Effective Delivery Before YouSpeak You Speak Before While You're You're Speaking While Speaking Use Aids Aids Effectively Use Effectively Gesture Effectively GestureEffectively Use Add Interest Your Face Use YourFoce to to Addinterest Move About—Get Out from Behind the About—Get Gut Move Lectern from Behind the Lectern Don’t Pace Don’tPace Appear Appear to to Enjoy Enjoy Speaking Speaking Your Audience Seem ttoo Care Care that Seem AudienceListens that Your Listens with Enthusiasm Speak withEnthusiasm Speak Relaxed Appear Appear Confident Confidentand andRelaxed

221 221 221 221 223 224 224 225 225 226 226 226

the Audience Audience Speak with,Not with, Not at, Speak at, the

227

Don’t Look atthe Don’tLook Floor, out the Window, over Audience’s Heads, at the Floor, the Window, over Audience’sHeads,

the

Back Wall, at t the Back a Wall, etc, etc,

227

Your Speaking Rate andDon't Too Slow Slow and Don't Speak Vary or Too Vary Your Speaking Rate Fast or Speak TooFast Your Voice Pitch and Volume Vary Voice Pitch and Volume Vary Your Enunciate Clearly Enunciate Clearly Pronounce Correctly Pronounce Correctly Goofs Hide, Don’t Emphasize, Your Goofs Emphasize, Your Hide,Don’t Don't Pack up Early Don'tPack up Early Move out with Confidence Move out with Confidence Time Your Your Speech Speech Accurately Accurately Time Problem Speech:Speech 14: Cornmunity ASSIGNMENT 14: Speech: Speech 3, ASSIGNMENT Community Problem Data Using Data Using Data: Check-off Tip 3, Using Data:Check-off Sheet Community Tip Sheet Problem—Speech 3,Using Community Problem—Speech Data: Evaluation Form Form Community 3, Using Problem—Speech Using Data:Evaluation Community Problem—Speech Sheet Tip Sheet Delivery: Check-off Tip Delivery:Check-off Too

3,

3,

Discussions LESSON 110: LESSON 0 : Designing Designing Discussions

227 228 228 229 230 230 230 231 233 235 237 239

241

Main Points Points Your Main 242 Selecting Selecting Your 243 Prospectus Prospectus You Begin Outline Well Before You to Outline 243 Begin to Start WellBefore Start Least 15 15 to 20 Points inchide at Least 243 to 20Points 243 includeat for AddingMorePoints Several Days ~~ 243 Your Prospectus Open 243 Adding More Points for Open for Keep for SeveralDays Keep YourProspectus Your Possible Rather Than Than Trying Points Rather Them 243 243 Write Down Your to Remember Them Trying toRemember Possible Points WriteDown 244 244 Prospectus: TV Complaints Prospectus:TVComplaints Discussion 246 Patterns for 246 h e Discussion for tthe Patterns Time 246 246 TimePattern Pattern 248 248 Space Pattern SpocePatiern 249 Pattern 249 Topic Pattern Topic

CONTENTS C ONTENTS Problem-Solution Pattern Pattern Problem-Solution Combination Patterns CombinationPatterns Language Language WordingTechniques Wording Techniques Parallel Wording Wording Parallel Transitions Transitions Balanced Line BalancedLine Guidelines Guidelines Discussions: Self-Test 15: Designing Discussions:Self-Test Assignment Assignment 15:Designing Discussions: Check-off Tip Sheet Sheet Discussions:Check-offTip

LESSON 11: Introductions Designing Introductions LESSON1 1 : Designing

250 250 252 252 253 253 254 254 255 255 258 258 259 259 260 260 261 261 266 266

267 26 7

=

The Greeting 268 The 268 Greeting for an Effective Intreduction 268 Criteria for Introduction Criteria 268 an Effective for Designing 269 Techniques Techniques for Introduction an Introduction 269 Designing an 269 Attention-Getters Attention-Getters 269 Ask a Question Question 270 Ask . 270 Unusual Fact 271 State an UnusualFact Statean 271 Give an Hlustration,Example,orStory 272 Give Iustration, Example, or Story 272 Present a Quotation 272 Present 272 Quotation Refer Historical Event 273 Referto to an 273 an HistoricalEvent Tell a 275 Tell a Joke Joke 275 Girmmick Use a Gimmick 275 Usea 275 Common Relationships,Beliefs,interests,or Point to to Common 277 Relationships, Beliefs, interests, or Opinions Opinions Point 277 Refer to to theOccasion,Purpose of theMeeting, the Occasion, Purpose of the Meeting, Audience,aLocalEvent, Refer Audience, a Local Event, Some Other the Program or Some OtherPart Part of theProgram Audience Compliment the Compliment the Audience 278 Point out theImportance the importance of Audience Point to the ofthe the Subject the Audience Subject to 278 Transitions Transitions

279

Previews Previews 280 the Point of Your Speech—the State thePoint State Speech—the Central of Your Centralidea, Idea, Viewpoint,orSubject Viewpoint, or Subject 280 List theMain Your Speech Points of the Main Points of YourSpeech List 281 Guidelines Guidelines 282 Don't Apologize Apologize Don't 282 Don't Be Long-Winded Don'tBeLong-Winded 282 Don't Antagonize Offend Your Audience Your Audience Don't Antagonize or Offend 282 Use Irrelevant Material Don't UseIrrelevant Material Don't 284 Going with “TodayI'm Don't Start You About” Talk to Don't Start with “Today I'm Going to YouAbout” to Talk 284 the Audience Don’t Lead the Audience to Take a Negative Attitude Attitude Toward to TakeaNegative Toward Don'tLead Your Subject Subject 284 Attention ofthe Audience First Get the DoGet the Attention the AudienceFirst 284 Confident in Attitude Do Be Confident in Your Attitude Be 284 Get Set Do Get Before YouStart You Start to Do to Speak SetBefore Speak 285

to

Do

Do

of

ONTENTS C CONTENTS Make introduction Consistent Do MakeIntroduction with Do Consistent in Content Content andDelivery and Delivery with Rest ofSpeech Rest of Speech Do Be Be Alert Alert to Tie-ins Do to Tie-ins Do Write Write out Your Your Opening Card Do Sentence on Your Note Card Opening Sentence on YourNote Don’t Overpractice Your introduction introduction Don’t Overpractice Your Make Your Do Make Percent orLess Less of Your Your Speech Do YourIntroduction 15 Percent introduction 15 Speech ASSIGNMENT ASSIGNMENT 16: 16: Designing Introductions: Self-Test Designing Introductions:Self-Test Designing Designing Introductions: Check-off Tip Introductions:Check-off Sheet Tip Sheet

285 285 285 285 285 285

85 2285

or

285 285 287 287 291 291

LESSON 112: Conclusions Designing Conclusions LESSON 2 : Designing Conclusion Purposes of the the Conclusion Purposes of

293 293 294 294 294 294 294 294 295 295

Criteria for for an Effective Conclusion Conclusion Criteria an Effective for Designing Techniques Conclusion Techniques for Designing a a Conclusion Review Review Memorable Statements Statements Memorable

296 296

Guidelines Guidelines

298 298

ASSIGNMENT 17: Conclusions: Self-Test ASSIGNMENT 17: Designing Self-Test Designing Conclusions: Conclusions: Check-off Tip Designing Conclusions:Check-off Sheet Designing Tip Sheet

LESSON LESSON 113: 3:

303 303 307 307

to

309

Using Computer to Design Using aa Computer Design Speeches Speeches Process Process

}

n310 o

Hard Drive, a Folder for the Directory of of Your HardDrive,aFolder Establish, in theDirectory for Designing Designing Establish,in Your Speeches 310 Speeches 310 Your That in Establish File Named SKELETON.DOC 310 in ThatFolder, Folder,Establish a File NamedSKELETON.DOC 310 That File, tn That Enter the 311 the Following: Following: n a File,Enter in Make a SKELETON.DOC as Another File (on the SameSpeech Same Speech (on the of SKELETON.DOC a Copy as AnotherFile Make Copy of 311 Disk) 311 Disk) Name that File So So YouRemember Which Speech in it it New File You Remember Which 311 Speech Is Name that New Is in 311 in the tn the the Copy,Start Your Speech byFilling Basic Specifics the Basic Specifics Copy, Start Designing Designing YourSpeech in Fillingin the Speech:Purpose, 312 Audience, Date, Location, and Event of the 312 Speech: Purpose, Audience,Date,Location,andEvent of Section Headed “Prospectus” 312 Enter Specifics the SectionHeaded“Prospectus” 312 Specifics in the Enter for Your Select theMaterial Your Qutline Outline 312 that Prospectus, From that the Material for 312 Prospectus, Select From Research Additional 312 312 Complete Complete AdditionalResearch Cards You'llRefer You'll Refer to the 3 5-inch Cards While From Your Your Computer,Print to While 3xx 5-inch Computer, Print out the From Speaking 314 Speaking Visuals 314 314 Prepare Visuals Prepare by

LESSON 114: 4: LESSON

Informing | informing

_

~~

_

_

_____

Problems Problems Conclusions and Conclusions Introductions and Differences Between Between Introductions Differences Guidelines Guidelines Your information from YourInformation Your Benefit Can Emphasize How YourListeners Listeners CanBenefit from EmphasizeHow the interest Audience information to the of Your Audience Your information Relate Your interest of Relate Audience Participation Get Audience Create Ways to Get Participation Ways to Create

to

3 1317 7 318 318 318 318 319 319 319 319 320 320 320 320

v X Xv

XVi vi X

CONTENTS CONTENTS Your Material Clearly and Logically Clearly andLogically Organize YourMaterial Organize Speech Communicated in a Speech include Only Information Easily Communicatedina IncludeOnlyInformationEasily Get Point the Get to thePoint Points Main Points Your Main Repeat Repeat Your Make Your information interesting Interesting YourInformation Make Making Points Memorable Memorable Your Points Making Your Acronyms Acronyms Alfiteration Alliteration Numbering Numbering Contrasting Contrasting Internal Summaries InternalSummaries Informative Language Informative Language Review Review Personal Concern 4, informing ASSIGNMENT Concern Speech:Speech Speech: Speech 4,informing 18: Personal ASSIGNMENT Personal Concern—Speech Sheet Informing: Check-off Tip Sheet 4,informing:Check-offTip Concern—Speech Personal 4, Informing: Evaluation Form Form Personal Concern—Speech Personal Concern—Speech 4,Informing:Evaluation Sheet Informing:Check-offTip Informing; Check-off Tip Sheet

to

18:

LESSON 15: Persuading LESSON15:Persuading

4,

er

eee

320 320 320 320 320 320 n a321 321 321 322 322 322 322 323 323 324 324 324 324 325 325 325 325 326 326 327 327 329 329 3331 333 333

335 335

ee.

336 336

Your Appeals Appeals Designing Designing Your

336 336

Logical Appeal Logica!Appeal Psychological Appeal PsychologicalAppeal Personal Appeal PersonalAppeal Emotional Appeal EmotionalAppeal Multi-Appeal Muiti-Appeal x Persuasive Language h Persuasive Language National Problem 19: National 5, Persuading ASSIGNMENT 19; Problem Speech:Speech Speech: Speech 5,Persuading ASSIGNMENT Form Evaluation Form National Problem—Speech Instructor's Evaluation 5:Instructor's National Problem—Speech 5: Form Student’s Evaluation Evaluation Form Nationat Problem—Speech 5,Persuading: National Problem—Speech Persuading: Student’s Sheet Persuading:Check-offTip Persuading: Check-off Tip Sheet

5,

16: Entertaining LESSON LESSON 16: Entertaining

Problems in Humor in Using Problems Using Humor Techniques Techniques Yourself Use Yourself Use Use Other Other Sources Use Sources the Peg Change Change thePeg Build Bridges BuildBridges Guidelines Guidelines Be Creative BeCreative You Expect Them Let Your Audience Know Know YouExpect Them to to Laugh Let Your Audience Laugh Deliver Humor Confidence and Pleasure Humor with Deliver with ConfidenceandPleasure Yourself Be Yourself Be

338 338 341 341 342 342 343 343 343 343 345 345 347 347 349 349 355 355

357 357

.

358 358 358 358 359 359 359 359 360 360 361 361 362 362 362 362 362 362 363 363 363 363

CONTENTS CONTENTS

or

Your Jokes Don't Put Down Don'tPut Down Your Jokes or Yourself Yourself Do Laugh Own Jokes Do Your OwnJokes Laugh at Your Be Sure Your Humeor BeSure Your Humor Relates Your Speech Relates to to Your Speech Subject Subject Types Types of Speeches Speeches to Entertain Entertain After-Dinner Speeches After-Dinner Speeches Travel Talks Travel Tolks Roasts Roasts Theme Talks Theme Talks Entertaining:Check-off Entertaining: Check-off Tip Sheet Tip Sheet

Vii X xvii

363 363 363 363 363 363 364 364 364 364

to

364 364 365 365 365 365 367 367

369 369

LESSON 117: LESSON 7 : Speaking Speaking Impromptu Impromptu

of

Problems of impromptu Problems Speaking impromptu Speaking Preparation Preparation You May May Be Predict When When You Predict BeCalled Called Upon to Speak Speak Upon to with Developments Your Field Keep Keep up Field Developments in Your up with Good Stories andRemarks Have a Few GoodStories Have and Remarks Ready Ready a Few Guidelines Guidelines Content Content Organization Organization Delivery Delivery Review Review 6& &77 ASSIGNMENTS 20 20&21: ASSIGNMENTS & 21: Impromptu Speeches—Speeches 6 Impromptu Speeches—Speeches Evaluation Form Form 6): Evaluation Speech 1 (Speech (Speech 6): m p r o m p t u Speech IImpromptu Evaluation Form 7): Impromptu Speech 2 (Speech Speech (Speech 7):Evaluation Form Impromptu Sheet Speaking Tip Sheet Speaking Impromptu:Check-off Impromptu: Check-off Tip

370 370

a371n 372 372

in

372 372 373 373 373 373 373 373 376 376 377 377 :

1

2

“And So,I Conclusion...” So, In n Conclusion...” 8 : “And LESSON LESSON 118: & 23: Out-of-Class Speeches—Speeches 22 & 23: Out-of-Class ASSIGNMENTS 22 &9 ASSIGNMENTS Speeches—Speeches 88&9 Form Out-of-Class Speech t: Assignment Completion Form Out-of-Class Speech 1: Assignment Completion 1: Out-of-Class Form Comment Out-of-Class Speech Speech 1: Comment Form Form Out-of-Class Speech 2: Assignment Speech 2: Completion Form Out-of-Class Assignment Completion Form 2: Comment Qut-of-Class Speech Comment Form Out-of-Class Speech 2: of Final Outline of Final Speech—Proposing Assignment 24:Outline Speech—Proposing aa Change Change Assignment 24: Final Speech—Speech 25: Proposing a 10 a Change: Change: Final Assignment Speech—Speech 10 Assignment 25:Proposing Evaluation Form Form Final Speech,Proposing a Change:Instructor's Change: Instructor's Evaluation Final Speech, Proposing a Evaluation Form Form Student's Evaluation Final Speech,Proposing Change: Student's Speech, Proposing a a Change: Final The Future Future The

378 378 379 379

81 3381 383 383 385 385

387 389 389 391 391 393 393 399 399 401 401 407 407 408 408 409 409 n a41 417 4117

Credits Credits

418 418

index dex in

19 4419

PREFACE PREFACE

It

This ttextbook This e x t b o o k continues be truly uunique. this book the ddistinctive n i q u e . I t is book is the continues ttoo be i s t i n c t i v e purpose purpose of this actually a t h e r tthan teach, rrather skills of h han m e r e l y present. o w ttoo design actually ttoo teach, deliver n d deliver the skills how design aand merely present. the speeches. speeches. is fulfilled—not YYou'll o u ' l l quickly h a t ppurpose the u r p o s e is quickly see fudfilled—not merely see tthat merely promised—through promised—through the

innovative combination innovative combination of three three well-established well-established teaching teaching techniques: techniques: Measurable Objectives #» Measurable Objectives # IInteraction nteraction # Independent Independent Study Study ©

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BE I B J

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Those effective iin this book of potent because they utilize utilize a variety of T h o s e techniques are n this book because are effective potent instructional tools, instructional tools, including including

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Folder Diagnosis Diagnosis Folder Programmed Programmed Learning Learning Self-Evaluations Self-Evaluations Self-Tests Self-Tests Immediate Follow-Up Immediate Follow-Up Sheets Check-off Tip Sheets Check-off Evaluation Forms Forms Speech Speech Evaluation And more. And more.

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The criteria focus on plattorm-tested, about speaking. Students specifics abour The criteria focus real-world specifics platform-tested, real-world speaking. Students cextbook are successful speakers. of this the study speakers. completing this textbook are successful study of completing the the instructor instructor is released released from this book teaches, the book actually from routine Because this routine presentaactually teaches, Because presenta~ she can and of material. the much much more then concentrate material. H Hee or she tion of can then concentrate on the tion more productive productive and of: tasks of: challenging challenging tasks

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students’ speeches. speeches. Evaluating students’ » Evaluating and weaknesses weaknesses of of those those speeches. the strengths speeches. strengths and Identifying the » Identifying »

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made possible is made another feature feature of of this this book— Such personalized book— possible by another teaching is Such personalized teaching and the the students students benefit benefit from from this. this. Although the instructor instructor and the total Both the total Although the flexibility. flexibility. Both is carefully this textbook of this textbook is individual lessons lessons or structured, individual instructional design carefully structured, design of instructional be studied studied separately. lessons can separately. can profitably profitably be even even parts parts of lessons

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xix

PREFACE PREFACE

in

book the following the book have updated in the following ways: editions, wwee have n recent IIn updated the recent editions, ways:

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and been included have been included more and speakers prominently and Multicultural speaking more prominently speakers have speaking and ’ Multicultural extensively. extensively. be for this which they audiences to which the audiences and the students and this change: they can be Reason for change: our students Reason to speak growing in diversity. diversity. are growing expected speak are expected to

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between Lesson 1, o Lesson 1, is now section between Folder is onn a separate as a presented as - Diagnosis Diagnosis Folder now presented separate section o design how ttoo control and Lesson o w tto 2, o Lesson 2, control nervousness, speeches. design speeches. how onn hhow nervousness, and

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the flexibility increase the of both both learning this change: Reason for this further increase flexibility of learning by o further change: tto Reason the options and teaching the instructor, clear: options are areclear: instructors. For For the students and instructor, the students teaching by instructors.

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aid Folder in its its entirety 1. You You can the Diagnosis a productive as a teaching aid entirety as productive teaching use the can use 1. Diagnosis Folder in the Manual. the Instructors Instructor’s Manual. recommended and and detailed detailed in as as recommended decide are those parts You that yyou Folder that 2. Y the Diagnosis o u decide are parts ooff the o u can 2. assign only Diagnosis Folder only those can assign beneficial for students. for your beneficial particular students. your particular have t o use Folder at You do nnot 3. You the Diagnosis t all. aall. o t have 3. Diagnosis Folder use the

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textbook still provides this textbook Whichever option the instructor instructor chooses, chooses, this Whichever provides option the and productive validity, continuity, accountability, learning. productive learning. accountability, validity, continuity, and >

made easier been made have been Evaluation FForms o use: easier tto use: o r speeches speeches have o r m s ffor Evaluation Now of speeches indicate strengths briefer, clearer clearer system speeches + s ” ) of is a briefer, thereis ow N there (“+’s”) strengths (* system ttoo indicate weaknesses (“—’s”). and weaknesses the previous This simplified replaces the (“—’s”). This and procedure replaces previous simplified procedure five levels. is which provided that itit is Note that cumbersome ““grids” levels. Note g r i d s ” which cumbersome provided grading grading oonn five five o and about evaluate only the same about the recommended you number so strengths recommended only five strengths and same number orr so you evaluate each all be That need of the rated oonn every weaknesses o f each speech. criteria need nnot off weaknesses o t be rated is, a l l the criteria o speech. Thatis, every those criteria few of each of those speech. Rather, suggested you Rather, iitt is suggested criteria each speech. appraise only aa few you appraise be concerned about at level o needs tto off her individual student her oorr student needs the particular concerned about at the o be individual particular level

his development speaker. as aa speaker. his development as

Reason for the speeches, change: t o facilitate facilitate concentrating this change: forthis Reason listening ttoo the speeches, concentrating oonn listening to

make assessing than focusing rather than Evaluation FForm, the Evaluation rather o r m ,and and tto o make assessing speeches focusing oonn the speeches faster. easier and and faster. easier

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been expanded has been - Computer in designing include introductions speeches has introductions expanded t o include designing speeches Computer use use in some of t h a t are o n l i n e resources a n y current the great ofthe o some tto helpful ttoo speakers. current online resources that are helpful great m speakers. many and take Further, students for and watch for the evertake advantage Further, studentsare arealerted alerted ttoo watch advantage of the everof online information and online information wealth of and assistance. assistance. increasing increasing wealth this change: Reason for in resources, continue to change: computers Reason for this to grow expand in use, expand computers continue grow iinn use, resources, aid to and provide and speakers. to speakers. provide greater greater aid

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XM X X

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been added have been Sources of information information have added iinn a brief - Sources brief but but specific listing. specific listing. for this in speech Reason for classes are this change: while students students enrolling change: while Reason are typically enrolling in speech classes typically have mastered skills, they often as a prerequisite, expected, mastered basic expected, as basiclibrary library skills, prerequisite, ttoo have they often local organizations, other unique overlook other information—for eexample, overlook unique sources xample, local sources ooff information—for organizations, relations departments, trade associations. and trade area associations. public relations departments, and area experts, experts, public this edition of course, usual updating, Finally, of edition includes includes the the usual Finally, and updating, including including quotes course, this quotes and

from currently prominent speakers. examples examples from speakers. currently prominent

the first of the Before national national publication edition of textbook, its teaching Before this textbook, of this effecpublication of first edition teaching effec-

its

tiveness was extensive testing. documented through tiveness 1500 student than 1500 More than was documented through extensive student comments testing.More comments received and and most were most were incorporated. were received incorporated.

PREFACE PREFACE

XxXi Xi X

Now, experience 90 percent o experience using Now, students qualified book shows shows that that 90 qualifted tto using this book percent of students the first time study learn 80 n g l i s h learn college-level E study college-level all assignments 80 percent first time of all English assignments the more of percent oorr more they students—in them. Indeed, book, I give they study y when II teach students—in teach with with this this book, the first study them. the Indeed, when first give m my few minutes of the few minutes of that they'll the first meeting the course—a written “guarantee” they'll meeting of the “guarantee” that course—a written become effective become that are effective speakers. the how ttoo do that are presented speakers. Details—brief, Details—brief, casy—on presented iinn the easy—on how Instructor’s Instructor’s Manual. Manual. The result: is a The result: here here is textbook that truly responds a textbook that persistently the plea comes responds t o the persistently comes plea that from so in our from society today—the education. for accountability our society in education. so many accountability in today—the appeal many in appeal for

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Leon Fletcher LeonFletcher

AUTHOR ABOUT THE AUTHOR ABOUT

Fletcher is the most-published author writing about speech Dale Carnegie. since Dale is the Leon Fletcher Leon most-published author speech since Carnegie. writing about his 16thpublished 16th published book. This is book. They include include H Like a Pro, How Pro, published o w to Speak Speak Like is his This published bbyy and, previously, in 1996, Ballantine Books Books as a trade edition edition in mass-market paperback. 1996, and, as a a mass-market previously, as paperback, Ballantine a trade as He has and education, travel, also written 600 articles, articles, mostly written more than 600 travel, and has also He speech, education, mostly on speech, more than diverse magazines TV Writer’s Digest, such diverse radio, published V Guide, amateur radio, Guide, Writer's magazines as as T published iinn such Weekend, Sea Sail, 73 Radio, Education Digest, Times, Amateur Honolulu, Sea Weekend, Honolulu, Radio, Amateur 73 Sail, Times, Education Digest, Monitoring Monitoring in which Classics, and and others. others. For the international international organization which memFor Toastmasters, Classics, Toastmasters, the organization in members help each other he has has written articles and 30 articles other improve their speaking, and ttwo written 30 help each w o traming bers improve their speaking, he training programs. programs. As a he has has guided and columnist columnist for for America Online (AOL), America Online hundreds of of As a mentor mentor and (AOL), he guided hundreds is posted writers. H off tips nonfiction is beginmung His the A i s ccolumn olumn o o r writing AOL OL beginning writers. posted iinn the tips ffor writing nonfiction Heealso Club. H Writers Club. for the writes aa column column for the newsletter newsletter Writingfor Writers also writes Money. Writing for Money. his activicies activities include his aamateur When nnot include talking via his When o t writing, worldwide via mateur writing, his talking ttoo people people worldwide his call: call: AASZG. radio station; AA6ZG. radio station; his and his his wife, and quilter, live near wife, an Hee and mountain village H village an accomplished accomplished organist organist and quilter, live near aa mountain close tto the California California coast. close o the coast.

TEXT-SPECIFIC SUPPLEMENTARY TEXT-SPECIFIC SUPPLEMENTARY MATERIAL MATERIAL

Manual Instructor's Instructor's Manual The Instructor's Manual includes Instructor’s Manual The includes prerequisite each measurable objectives self-tests; measurable for each prerequisite self-tests; objectives for lesson from book; information from the the book; lesson information o schedule speeches; effeco w tto o schedule onn hhow speeches; grade grade speech speech effectiveness; videotape tiveness; speeches (including (includingself-evaluation videotape speeches self-evaluation forms); forms); speech how ttoo outlines; how speech outlines; schedule aa course around the the book book with schedule with different different types course around and semesters oorr quarters, types ooff semesters quarters, and information oonn hhowo w t o use folder. the diagnosis information use the diagnosis folder.

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LESSO LESSONN 1 1

Controlling Nervousness Controlling Nervousness is

fear, mastery resistance to fear,mastery Courage is resistance Courage of fear—not fear—not absence fear. absence of ofoffear. —Mark Twain —Mark Twain

OBJECTIVES)

this lesson, you will be able to:

After completing

1, Name Name the 11 techniques for controlling 1. the 11 nervousness. techniques for controlling nervousness. 2. Use Use all the extent fewer of those that fewer those techniques control your 2. all of to control extent that nervousness t o the techniques to your nervousness

to

of

10 percent of the able ttoo name the students will be be able than 10 students iin class will n your than speech class name any any percent your speech while giving that you significant indications speech. are nervous indications that significant nervous while giving a speech. you are

3. Feel more comfortable about about speaking 3. public. Feel n public. speaking iin more comfortable

Birareiareseer

titosasennetennel

Stage fright. Nervousness. Stage RELEVANCE) fright. Jitters. Nervousness. RELEVANCE) Jitters. Some speech “communication apprehension,” “speech reticence,” reticence,” call it “communication specialistscall speechspecialists Some apprehension,” “speech

such terms. other such anxiety,” or other “speech “performance anxiety,” terms. “speech anxiety,” anxiety,” “performance call iitt “copophobia.” Actors call sweat.” Psychologists call it “flop Actors “flop sweat.” Psychologists call “topophobia.”

NERVOUSNESS NERVOUSNESS

David Letterman, DavidLetterman, here seen here seen

banter exchanging banter exchanging

“Copyright © 2001by Leon Fletcher

..

with Hillary Clinton Hillary Clinton with Night with “Late Night with oonn “Late David Letterman,” Letterman,” David has been been quoted quoted as as has always saying,“I'm saying, “I'm always this doingthis nervous nervous doing show.” show.”

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what That’s what “Panic! That's told me. student told “Don’t soften words!” me. “Panic! those gentle with those o r d s ! ” one it with soften it “Don’t one student gentle w is—PANIC!” iitt is—PANIC!” the biggest, biggest, most most perfrequent, most Whatever you it, nervousness most frequent, callit, Whatever nervousness is certainly certainly the you call peracclaimed professionals firstalmost all professionals ttoo firstsistent concern all speakers—from sistent highly acclaimed speakers—from highly concern ooff almost classes, will confirm that iinn ppublic confirm that u b l i c speaking time speakers. instructors will speaking classes, a n y speech speakers. M time speech instructors Many other topic. about stage asked about topic. about any than about stage fright questions are more fright than are usually more questions usually asked any other such widespread this textfirst topic the very Because o off such textnervousness is the Because topic iinn this widespread concern, concern, nervousness very first book. book.

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Control Nervousness Nervousness o Control H o w tto ‘‘How all our nervousness off all shake off but most about public of us few of Very speaking, but us ever shake public speaking, most peoVery few nervousness about peofacts reduce it, accept learn tto with iit.t . Here Here are control i t , reduce i v e with o control ple are 1111 practical can learn practical facts ple can accept it, llive will help reduce reduce your and techniques stage fright. techniques that will fright. and your stage

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written selfLater i n this lesson you'll this lesson asked ta take a written selfthe following to take you'll bbee asked carefully. Later techniques carefully. Study the Study following techniques that you check that remember them, test ttoo check them, test you remember

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About Giving 1, Nearly Nervous About Giving a Speech 1. Everyone Is Nervous Speech Nearly Everyone field iin San Francisco baseball field booth overlooking In 2a special the San Giants’ baseball In Francisco Giants’ special high-tech n high-tech booth overlooking the Davis settled Candlestick Park, settled into before aa microchair before her chair into her microCandlestick legal secretary Park, legal secretary Sherry Davis female public-address baseball announcer the first in become the first female the phone i n the major phone 1to0 become public-address baseball major announcer she said had tto afterwards. ““II just had leagues. ““II was leagues. out.” was nervous,” said afterwards. o get the jitters out.” nervous,” she get the her stage fright. She was was not alone i n her notalone She stage fright, few days Bill Walsh, earlier Bill A few model o cool as he coached Walsh, the the perfect off cool San the San A coached the as he days earlier perfect model 49ers football Bowl titles, football ream three Super Francisco 49ers Francisco inducted into the Pro Pro into the team ttoo three titles, was was inducted Super Bowl of Fame; he said, Football Hall Hall of last before the Fame; before the ceremonies for the said, “I've Football haunted for been haunted ceremonies he “I've been the last month, losing be ablego how II’m going and receive this award.” month, losingsleep sleep as award.” o how as tto ' m going t o be ablego get receive this get up up and DeBartolo, Jr, Eddie DeBartolo, Eddie the 49ers, Jr., super-millionaire 49ers, was was so super-millionaire owner so nervous owner of the nervous during during his speech he accidently Walsh that the award award ttoo Walsh speech presenting that he his presenting the full ppage accidently skipped a g e of skipped over over afull

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his prepared his prepared talk.

Consider these Need more examples? Consider Need about people these statements who frequently more examples? statements by or about people who frequently and perform speak perform iinn public: speak and Actress Rosie Rosie Perez; successful (at ¥ Actress Perez: ““I1 was when II’d (at auditions) was successful wait auditions) when ' d say, say, ‘Can you you wait minute? I’m aa minute? I ' m really nervous.’” nervous.” + Luciano the first Luciano Pavarotti, ® Pavarotti, world-famous world-famous opera singer: ““|1am am now nervous as the as nervous firse now as opera singer: day II was was on on stage.” stage.” ee Author-activist Gloria Steinem iiss a “natural Gloria Steinem who’s paralyzed Author-activist “natural speaker speaker who's paralyzed by by audiences,” audiences,” according according to to aa news reporter. reporter. © Actress Holly almost petrified Actress this talk Hunter: “I'm talk show],” “ I ' m almost Holly Hunter: petrified [being she said, said, [being on show],” she on this show. interview oonn a TV TV show. during an interview during an has bartled “She has Barbra Streisand: her career,” Streisand: “She Singer battled stage Singer Barbra fright throughout stage fright throughout her career,” reported news service. service. reported aa news scared ttoo ddeath,” “1 was Robelot: “1 said about Jane she said about working was scared Jane Robelot: e a t h , ” she CBS morning a CBS as 2 working as morning news news anchor. anchor. Former Boitano: “He's been really nervous” champion Brian “He’s beenreally Former Olympic Brian Boitano: Olympic champion nervous” serving serving as as ABC sports an ABC an skating titles, 50 skating than 50 despite winning commentator, despite winning more more than titles, sports commentator, writer. according according ttoo aa magazine magazine writer.

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NERVOUSNESS CONTROLLING CONTROLLING NERVOUSNESS

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said the feet grab Recording the “He’s so his feet the stage,” grab the stage,” said Recording artist Kenny Kenny Rogers: Rogers: “He’s so nervous nervous his narrator V profile. TV narrator of aa T Producer Grant Tinker: ““11 was - Producer three terrified tto than three Grant Tinker: o get p aand n d talk tto o more was terrified more than get uup time. Meetings people could induce induce formal events u t more fine, bbut at a time. people at events could Meetings were were fine, more formal close ttoo a something sales pitches attack. Colleagues would breeze breeze through through sales something close panic attack. pitches a panic Colleagues would avoid them.” So wrote oorr presentations the would change them.” So clients; II would o avoid presentations t o clients; change jobs tto wrote the former chairman his bbook Tinker in Television. former chairman ooff N B Ciinn his NBC o o k Tinker i n Television. Actor William William Hurt: and - Actor “ M ylips lips literally started Hurt: “My a c k during started ttoo llack during a performance, performance, and from the IThad had ttoo turn with my the audience audience ttoo pry mouth open fingers,” turn away away from pry my my mouth open with my fingers,” Hurt told Parade magazine. Hurt told Parade magazine. News anchor anchor Diane lock during News Diane Sawyer: started ttoo lock M ylips lipsliterally literally started Sawyer: ““My during aa and performance, performance, and %

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have said said they And ddozens And o z e n s of oother t h e r well-known, r e a t l y experienced p e a k e r s have well-known, ggreatly they experienced sspeakers when speaking nervous the following: nervous when speaking iinn public, public, including including the following:

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Jeff Bridges Montana Bridges Jeff Joe Joe Montana Katie Couric Couric Moore Katie Mary Tyler Moore Mary Tyler Phil Donahue Paul Newman Donahue Phil Newman Paul Mike Nichols Geraldine Ferraro Nichols Ferraro Geraldine Mike Ford O’Brien Conan O’Brien Conan Henry Henry Ford Franklin Graham Graham Rhea Perlman Perlman Rhea Franklin Michelle Pfeiffer Pfeiffer Hoffman Dustin Hoffman Michelle Dustin Erica Jong Poitier Sidney Erica Sidney Poitier Jong Reeve Leno Jay Leno Christopher Jay Christopher Reeve Elaine May Maureen Stapleton Stapleton Maureen Elaine May Matthew McConaughey Matthew McConaughey ~~ James James Taylor Liza Minelli Minelli Oprah Liza Oprah Winfrey Simon Madonna Madonna Carly Simon

ARE NEW NEW STARS STARS NERVOUS? NERVOUS? ARE few newcomers video, film, have noticed noticed that that few the stage; You may TV, video, film, oorr the o TV, You newcomers tto constage; conmay have have been been named named as musicians have comedians; oorr ccurrent as being u r r e n t musicians e m p o r a r y comedians; ttemporary being concon-

cerned about about nervousness. cerned nervousness. considerable self-confidence, of one’s one’s self, self, takes considerable The reason: self-confidence, acceptance The reason: IItt takes acceptance of and one’s o talk candidly about one’s candidly about w n apparent maturity and openness, shortcomings maturity ttoo talk own apparent shortcomings openness, when the spotlight. such as in the spotlight. as nervousness such nervousness when

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classes but Indeed, in of speech but speech classes—mostly college classes classes—mostly community teaching teaching of in Indeed, community college executives tto from seminars for upper-level for junior instruction for also classes classes ranging seminars for o instruction upper-level executives junior also ranging from who have had be student school youngsters—I claimed ttoo be “completely high school high one student whoclaimed “completely youngsters—I have had only one with an That student student was free ooff stage was a yyoung woman blessed an outstandingly blessed with o u n g woman outstandingly r i g h t . ” That free stage ffright.” had been been ssinging she was She had since she voice, She in ppublic old. was six six years u b l i c since i n g i n g in i n g i n g voice, e a u t i f u l ssinging bbeautiful years old. and her of singing student i n a college she was her years a student her, she college speech When II m was a speech course, singing e t her, When course, and met years of led believe in that butterflies her her had stomach, sweaty audiences had apparently for audiences apparently led her ttoo believe that butterflies i n her stomach, for sweaty such routine she did knees were routine feelings that she did nnot consider them them and trembling were such o t consider feelings that trembling knees palms, and palms, unusual. unusual. I’ve ever worked On n the most worked with with was other hand, hand, probably was a a probably the most nervous speaker I've the other O nervous speaker the extensive combat A navy commander commander with with extensive combat experience, honored fighter fighter pilot. pilot. A experience, highly highly honored all m all myy

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F's 4 LESSON LESSON 1 1

duel-to-the-death dogfights for hhis high dogfights high he’d been i s bravery decorated repeatedly been decorated during duel-to-the-death bravery during he’d repeatedly for he tried six-minute when he tried ttoo give give just i m when just a six-minute territories. II met over met hhim enemy territories. over enemy he should enroll determine if he should enroll four fellow officers. His His speech before only four fellow officers. speech was was ttoo determine speech speech before

skies in the the skies in

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advancement ttoo higher for advancement he’d be better prepared that he’d be better seminar so higher comprepared for so that iinn aa speech speech seminar other officers, he would be giving in which officers, presentations which he would be speeches to other presentations ttoo conmands, giving speeches mands, in leaders. could he business But could influential simply he But simply leaders. and business influential o t briefings and committees, briefings gressional gressional committees, Hee started again, again, himself ttoo give that short short diagnostic stalled, started started, stalled, started, speech. H bring himself give that not diagnostic speech. not bring and then then strode strode out of the . m o o r the f o and out room. and stories and is documented documented not of nervousness the extent But the not only by personal personal stories But extent of nervousness is the famous. famous. LLook some statistics. statistics. o o k at some quotes quotes by the freTheir most of?” Their “What are 3000 Americans About 3000 afraid of?” Americans were asked, “What most freare you most afraid About were asked, you most said they afraid ooff speaking before a ggroup.” More people speaking they were r o u p . ” Mare people said reply: “Speaking quent were afraid “Speaking before quent reply: said they feared feared snakes, death. than said snakes, heights, in public than illness, or even heights, illness, even death. in feel uncomfortably 85 percent anxious speakOne researcher of u s feel a b o u t 85 h a t ““about o u n d tthat researcher ffound One uncomfortably anxious speakpercent of about giving alone in in public.” Clearly you in your giving speeches. o t alone speeches. But ing in are nnot nervousness about you are your nervousness because... won't the about same because... give, you speech every about fright stage speech same the suffer won't suffer you you give, fright stage every you

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2. Experience Reduces Nervousness Nervousness 2. Experience Reduces fear o realize that that your off After you've After just one given just speech, you'll fear—your fear you’ve given one speech, you'll realize greatest fear—your your greatest

fear!—is not You'll feel fee! better serious as better for for your than not really speech than first speech really as fear!——is as serious as you'd thought. You'll you'd thought. your first would—and, usually, much better better for for your following speeches. speeches. usually, much o u would—and, o u probably yyou probably thought thought yyou your following I what if my ask. blank?” mind often fumble fumble I “Suppose ask. often speakers beginning blank?” goes mind “But what beginning speakers “Suppose my goes and iitt comes word and Orr insulting? Orr dirty? r . . . ” “Suppose u t funny? aa word Or...” comes o funny? O insulting? O dirty? O out “Suppose II open open my my mouth and and nothing out?” mouth comes out?” nothing comes The fact such problems heard aa speaker Have you who The factis, is, such are rare—very rare. Have problems are ever heard speaker who rare—very rare. you ever had such such problems? Not likely. such goofs TV shows; And often had likely. A goofs o n d ddon’t o n ’ t ppoint o i n t tto o such problems? Not shows; often onn TV the script, planted just have been make the been written those errors written iinto the programs those n t o the errors have seem script, planted just ttoo make programs seem spontaneous. spontaneous. What aabout those horrible horrible ffumbles the hblooper shows aand the bblooper What b o uall t all those umbles o l o o p e r TV shows n d the looper onn the Some those are records? Some records? o f those arereal, real, bbut u t nnoto tall; all; again, again, many are scripted. scripted. many are fumble o fall the most famous fumble time occurred 50 years occurred more than 50 Perhaps when Perhaps the all time most famous hen more than ago w years ago the then Zell introduced then well-known Von Zell well-known radio radio announcer the introduced President President Herbert Herbert announcer Harry Harry Von Hoover by “President Hoobert Hoobert Hever” Hoover Hever.” saying, “President by saying, all the heard over of all Think of the speakers Think the years—TV over the speakers you've you've heard years—TV newscasters, politicians, newscasters, politicians, and such. such. You'll religious religious leaders, be hard-pressed leaders, teachers, You'll be teachers, salespersons, lecturers, and salespersons, lecturers, hard-pressed ttoo remember aa single of a remember single example that you've heard yourself. example of serious, significant a serious, significant goof that you’ve heard yourself. But they such errors Sure, such and m Sure, hard tto are rare, happen. But they are o catch, errors happen. catch, and o s t important, rare, hard most important, very very seldom are serious. seldom are they serious. the slight chance But oonn the But do fumble fumble a word word oorr two, slight chance you easily able ttoo easily two, you you do may beable you may it tto switch it old cover-up switch of the the many o your advantage by delivering that condelivering one one of your advantage many old gags that cover-up gags tinue ttoo get laughs: tinue get laughs:

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that in English.” ““Now N o w I'll try English.” try that need tto “Guess II need untie my “Guess o untie tongue.” my tongue.” flea market.” told me not t o buy teeth aatt aa flea “They told market.” me not buy teeth

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few speeches, After you've After feel m given just just one much you've given speeches, you'll one oorr a few confident. you’ll feel u c h more more confident. live with You'll discover discover tthat You'll with your nervousness—and h a t you survive! You'll nervousness—and survive! You'll find can live find that that you can mind won't blank. ideas wilt your mind Words and won’t really go blank. of you. Words You can and ideas will come go your come out out of can you. You indeed beana effective indeed n effective speaker! speaker! be

ERVOUSNESS ONTROLLING N C NERVOUSNESS CONTROLLING

5 5

3. Realize 3. You Appear Realize You Feel You Feel Confident Than Than You More Confident Appear More There are check that There are ttwo w o readily available ways f o r yyou o u tto o check that out. readily available out. ways for

if as find o u t for for yourself just how nervous you appear Second, you can find Second,

First, few of your ask a friendsin in this speech when class if you First, you can ask a few nervous when speech class you can your friends you look nervous

Class discussions discussions after give a speech. that signs yyou o u give after student verify that student speeches speeches verify signs of nervousspeech. Class nervousdoo nnot ness o t show ness d do. show nearly u c h as speakers think much think they nearly as as m they do.

listeners out yourself just how nervous you appear ttoo your you can your listeners by having aa videotape made of of yourself by having give a videotape recording a speech—a as you speech—a practice practice recording made yourself as you give or class or speech or actualone, one,in i n class out, privately audience. speech or before an an audience. anan privately oorr before actual out, The videotaping The if you sounds quite But if speeches sounds videotaping of speeches people. But quite threatening threatening ttoo many you many people. look with with even look bit of of objectivity aatt aa recording even a a bit giving a a speech, speech, you're recording ooff yourself yourself giving you’re almost certain look certain ttoo agree almost that you much confident than look much may more confident than you may feel. Try tto o agree that feel. you you the tape identify chances are h a t you indications tthat identify oonn the specific indications are you'll you'll were nervous; nervous; chances tape any any specific you were be hard-pressed find any. be Barbara may n o t appear ready t o replace replace Barbara hard-pressed ttoo find not ready to any. While you may you appear Walters oorr Peter and polish Walters different Peter Jennings, really very not really poise and are probably Jennings, your polish are probably not very different your poise theirs, from theirs. from Or, a t h e r tthan confih a n llooking o o k i n g aatt yourself h a t sspeakers much p e a k e r s appear uch m o r e confiOr, rrather yourself ttoo verify verify tthat more appear m take a careful look aatt the dent than than they may feel, dent the speeches feel, take speeches given given by recent they may a careful presidents recent presidents of oour nation, Certainly would of u r nation, o u l d agree b o u t as confident that they confident as as Certainly most most of uuss w they appear agree that appear aabout look a a closer: anyone can. BBut u t look little closer: little anyone can.

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Bill C be seen in TV shots shots Bill l i n t o n , wwhen hen standing at a lectern, Clinton, lectern, giving giving a a speech, can be seen in speech, can standing

have his legs him tto of body from behind behind him some researchers researchers of o have from crossed; according according to some body his legs crossed; He also reveals his his nervousness, that indicates indicates nervousness. language, that language, also reveals nervousness. He some nervousness, some his lips—but he didn’t his 1996 claim, by 1996 observers claim, didn’t seem do that that during by biting observers o do seem tto biting his lips—but he during his television debates. least oone claimed C had “behavior debates. A Clinton “behavior Att least television n e reporter l i n t o n had reporter claimed his weakness. weakness. modification” to of his eliminate tthat sign of modification” t o eliminate h a t sign > George Bush “stood and uneasy smile trying with aa controlled controlled smile “stood nervous assert trying ttoo assert George Bush nervous and uneasy with calmness” just his opponent, Michael Dukakis, before a debate with with his calmness” just before Dukakis, one a debate one reporter opponent, Michael reporter wrote. wrote, = Ronald Ronald Reagan, president, said, Reagan, while as president, while serving said, “ Istill sull get just serving as puckered uupp just get puckered betore II go i n ttoo give speech.” give a before a speech.” while giving his hands hands vogethes, clasped his together, fingers p e e c h , usually fingers Carter, while giving a sspeech, - Jimmy Carter, usually clasped his knuckles knuckles turned turned white. white. intertwined soso tightly his intertwined tightly his lips, Ford twisted twisted his fumbled one-syllable Gerald Ford words. lips, gestured gracelessly, fumbled Gerald gestured gracelessly, one-syllable words. his early and with his Nixon, starting Richard Nixon, debater and speeches as college debater as a a college early speeches starting with Richard suffered such such stage that sweat his career, continuing throughout his sweat poured poured continuing throughout career, suffered stage fright that rivers of of misery. down his misery. faceiinn rivers hisface down his for words, “ah,” struggled words, sprinkled struggled for Lyndon a i d“ah,” Johnson repeatedly repeatedly ssaid sprinkled his Lyndon Johason with long speeches with speeches long pauses. pauses. his index F. Kennedy index finger, clawed the with his for a the air air with finger, nervously a John nervously searching searching for John E. Kennedy clawed word oridea. word idea. Eisenhower’s nervousness so complex produced sentences complex many Dwight sentences so nervousness produced English Dwight Eisenhower's many English understand them. neither diagram teachers could could neither diagram nor teachers nor understand showed his while peakingb Truman showed anxiety while speaking byy repeating repeating one his anxiety - Harry one gesture Harry Truman gesture and d down both hands hands up and unison. almost continually—moving o w ni n unison. continually—moving both almost

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has shown shown signs of oouru r last tten of stage presidents has signs of fright~and e n presidents n e of every oone u m ,every n ssum, IIn stage fright—and add u well over leaders of in of oour service as as leaders over fifty years a t i o n add u r nnation h e i r service ttheir experience in upp ttoo well years of experience

public speaking. public speaking, much confident than than yyou may You, like feel. a yfeel. ou m them, very pprobably u c h more ook m r o b a b l y llook more confident l i s e them, You,

LESSON LESSON 1 1

Yourself Succeeding Visualize Yourself Succeeding 4, Visualize 4. ineffective speaker—and o u ' l l greatly greatly speaker—and yyou'll Look upon o o r speaker—an as a ppoor Look yourself as speaker—an ineffective upon yourself

be. chances of than you can be. effective than lesseffective increase your beingless ofbeing increase you can your chances

and you'll in your visualize yourself you'll the other other hand, succeeding in speaking, and as succeeding Onn the hand, visualize yourself as O your speaking, There’s significant and logic o evidence and logic tto raise your considerably. There's significant evidence effectiveness considerably. speaking effectiveness raise your speaking that. support support that. thinkPeale began Dr. Norman Back iin Vincent Peale the 1950s, Norman Vincent “positive think1950s, Dr. began popularizing popularizing “positive n the Back indeed attain desired goal. attain a desired off telling that you goal. process o telling yourself yourself that ing”—a process ing”—a can indeed you can reasonable quality achieverment—earning higher could be be virtually any higher The goal quality or achievement—earning goal could The any reasonable effective leadership, leadership, obtaining obtaining more effective knowledgeable, developing developing more grades, becoming grades, becoming more more knowledgeable, and so better job, so on. on. job, winning aa better winning more games, games, and in public should To apply success in public speaking, speaking, youn To apply positive thinking ttoo improving improving your positive thinking your success you should tell yourself truth—that: the truth—that: tell yourself the effective in ideas. be effective You will in expressing will be expressing your #6 You your ideas. and be convinced Many convinced of, of, and learn from, » Many will receive, receive, understand, from, be understand, learn listeners will of your # your listeners what much of of w say. h a t you enjoy enjoy much say. you will NOT with your interfere interfere with NOT # Your nervousness speaking. nervousness will your speaking,

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has helped Such mental mental seif-enhancement self-enhancement has the careers of many helped the speakers, actors, Such careers of actors, many speakers, and other Hasselhoff was other performers. When Baywatch television actor David Hasselhoff actresses, was performers. When Baywatch television actresses, and actor David he said, first they from the the show show Rider, he let me said, ““At filming Knight filming A t first me go Knight Rider, they were going ttoo let were going go from because of of my nerves. But II turned turned myself around around through through positive nerves. But because positive thinking.” thinking.” But as effective thinking is, Dr. Peale Peale originated after Dr. about thirty But is, about as positive originated it, positive thinking thirty years as effective as years after he took he developed what he took further. IInn 1982, Hee wrote: 1982, he imaging. H he it aa step hecalls calls imaging. developed what wrote: step further.

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consists of picturing mind a desired goal conscious mind vividly in your objective Imaging Imaging consists picturing vividly goal or or objective a desired your conscious that image until it sinks into your unconscious mind, where it it releases releases great andholding holding that image until mind, where your unconscious great it sinks into When the the imaging and systematically, untapped energies. untapped . . When energies. .... applied steadily steadily and is applied imaging concept systematically, it it concept is solves problems,strengthens and greatly enhances the the solves health and problems, strengthens personalities, personalities, improves improves health greatly enhances chances for kind of endeavor. endeavor. chances for success success in any any kind and

Visualizing yourself Visualizing whatever comparable yourself succeeding, imaging, whatever succeeding, positive thinking, imaging, positive thinking, comparable call iitt o will indeed technique o u call utilize them indeed work—if o u use, them for realistic o u utilize technique yyou work—if yyou orr yyou use, will for realistic

goals. goals.

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about t o give IIff you're shy, quiet first speech, give your quiet person you’re aa shy, a n ’ t simply picspeech, you picyour first person about you ccan’t ture and suddenly, be dramatic, golden-voiced as a ture yourself yourself as a dramatic, golden-voiced spelibinder spellbinder and suddenly, magically magically be turned into into aa crowd-moving But you turned convince yourself o r a t o r . But crowd-moving orator. certainly can you certainly h a t you yourself tthat can convince you will nnot be as have been, will will o t be that you with greater o u have as shy as yyou shy as been, that that i l l speak speak uupp with you w greater assurance, assurance, that be able ideas with able to with greater yyou ou will be And to express fluency. A will convince n d once once you express your your ideas greater fluency. you convince achieve such such goals, that you yourself chances are yourself that indeed much goals, your much greater can achieve that are indeed greater that you can your chances will. you will. you Or rconsider another aspect off visualizing O consider another aspect o When hear visualizing yourself yourself succeeding. h e n yyou succeeding. W o u go go ttoo hear speaker—a lecturer church, a politician aa speaker—a lecturer aatt your a preacher college, a at your preacher at your college, politician at at a a comyour church, whomever—do yyouo uthink, munity meeting, whomever—do munity meeting, think, ““II sure does aa poor hope this this speaker sure hope speaker does job”? poor jab”? Off course As you hear O course not. not. As the go t o hear a speaker, you hope that carry speaker, the hope speaker will thatthe the speaker will you carry be stimulating, be informative, motivating, stimulating, informative, those other and other good characteristics yyou all those motivating, and good characteristics ou effective speaker. from an expect an effective speaker, expect from Extend that that hopeful attitude ttoo the Extend the audience audience you hopeful attitude are tto o speak speak to—they, too, are to—they, too, are you are with aa positive anticipating attitude, anticipating your speech with positive attitude. your speech go

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7 7

NERVOUSNESS CONTROLLING NERVOUSNESS CONTROLLING

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5.. Occupy 5 Your M Mind ind w i t h What Want t o Say You Want with What You Occupy Your Say One ofthe One the traps about fall into is thinking that many speakers, especially especially beginners, beginners, fall thinking about traps that many speakers, concerns focus t h e r than should focus than those o n — t h e content those they should on—the their speeches. concerns oother speeches, they content of their Many their effectiveness such things Many speakers detract effectiveness by thinking detract from their about such as: things as: thinking about speakers of

‘What are my What me? listeners thinking about me? thinking abour are my listeners Can hear m C a n they O.K.? they hear mee O.K.?

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look Does m Does hair look all right? myyhair

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Is my blouse or shirt tucked in properly? Is tucked in properly? my blouse voice sound Does m Does sound squeaky? squeaky? myy voice Was the right word II just Wasthat that the used? just used? right word Should ore? e s t u r i n g mmore? h o u l d II bbee ggesturing S of thinking such details, Instead Instead of details, concentrate the content ooff about such thinking about thoughts oonn the concentrate your your thoughts else aatt this this moment, these people More tthan your p e e c h . Think, h a n aanything n y t h i n g else a n t these o g et people tto Think, More moment, I wwant your sspeech. get

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them. what II have have ttoo say what to them. say to

Can be 6. Understand Understand that 6. Nervousness Can be Controlled Controlled that Nervousness You have You can have ttwo can’t control control your that you convince yourself that w o options: You can convince options: You nervousyour nervousyou can’t of your that yyou indeed master ness, own feelings. o uare feelings. can persuade are indeed ness, or you persuade yourself yourself that master of you can your own Select tthat first option—that can’t overcome nervousness—and your Select h a t first option—that you overcome your you can't your nervousness—and your will likelyi nincrease still more. Los Dr. Jeff Sorg, who operates Sorg, who apprehension l i n i ciinn Los more. Dr. apprehension will likely c r e a s e still operates aa cclinic said: control their anxieties, said: their anxieties, Angeles to Angeles t o help help professionals professionals control

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Tf you make often enough, believe come toto believe iit:t : If yourself often negative statement statement t o yourself enough, you can come you make a negative you can

if these these things do embarrass myself The fact fact is, is, even fall, hiccup, myself (or vornit).” The I ' m going ““I'm things do (or fall, hiccup, vomit).” even if going ttoo embarrass

what if y o u stumble. die from from hiccups. You wwon't o n t dic what hiccups. if you stumble. You bad; it’s And even these miseries. release. You miseries. For For You can isn’t so all of these it's aa reiease. even vomiting And can conquer vomiting isn’t so bad; conquer all and nonperformers, show can cazt go . n o h e show on. nonperformers, tthe performers performers and go

be catastrophic. So needn't be happen, they they needn't catastrophic. So happen,

of your So tturn second option—telling that yyou feelings. o u are o u r s e l f that o u r second o v u r n tto So are master option—telling yyourself master of your feelings. your But also be—nervous, But admit ttoo yyourself e m i n d yourself also rremind will be-—nervous. are—or will h a t you are——or o u r s e l f tthat First, First, admit yourself of live with fact: You You can indeed live with your this fact: nervousness. nervousness. this can indeed your let yourself be oovercome but you won't You may won't let uncomfortable, but hat v e r c o m e by tthat e c o m e uncomfortable, You yourself be may bbecome You may You may drown. You but you won’t but may gasp uncomfortableness. You air, but forair, gasp o n ' t drown. uncomforrableness. perspire, but for may perspire, you w You may few, perhaps but few, audisuffocate. You the audiwon't suffocate. tremble, but i n the no one, one, in perhaps no you certainly won't may tremble, you certainly have if they Your listeners what? there tto do, so hear what what you notice; if to so w are there o hear listeners are ence will h a t ? Your they do, w i l l notice; ence you have hands are didn’t come to see i f your are shaking. come tosee shaking. say; say; they didn’t your hands is tto remember tthat here is control your certainly control The important h a t you o remember The point here certainly important point you can your nerfew ofus eliminate nervousness Carroll O'Connor, entirely. Carroll us eliminate O’Connor, vousness, nervousness entirely. although very very few vousness, although the Heat the Night, TV’s long-time the Family, Heat of the Family, Night, All iinn the n the star ooff IJn actors, star tong-time actors, one one ooff TV’s has a and Archie’s kind of of tension, said, ““A other shows, tension. The The Place, and other shows, said, a kind c t o r has A professional professional aactor Archie’s Place, needs it.” the professional but the thrown by it, but it.” is thrown professional needs amateur is amateur

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Routine for Relaxing into aa Routine Settle into 7. Settle Relaxing 7. used tto his severe late legendary Davis, Jr. Jr. used ease his The late severe stage o ease performer Sammy Sammy Davis, The legendary performer stage fright

he’d wear. Some speakers the jewelry selecting the before aa show show by wear. Some jewelry he’d methodically selecting by methodically speakers pace. before pace. exercises. II catnap. other exercises. Others stretch, do push-ups push-ups or other stretch, do Others catnap.

E S S O N 1T LLESSON

is

routine you can o some before you The point attention before speak tto some easy shift your you can easy routine point is to shift The you speak your attention

mind so o u can clear your can concentrate concentrate That will so yyou will help with little litte oorr nnoo thought. help clear thought. That repeat your mind repeat with speech. about ttoo undertake—your the task task you undertake—your speech. are about o onn the you are

Fast wrote: wrote: Power & Aggression, Julius Fast The Body Aggression, Julius his book Sex, Power book The Body Langwage IInn his Language of Sex, and eyeglasses—little riteyeglasses—litele ritwith pencils, notebooks, and routines with elaborate routines “Many people pencils, notebooks, people use “Many use elaborate nervousness.” absorb their uals of nervousness.” their of movement—to absorb uals movement—to well. Red Sox star Nomar Garciaparra Red Sox have nervous Garciaparra habits as star Nomar as well. athletes have Professional athletes Professional nervous habits between pitches. his toes and taps his batting pitches. gloves and toes between adjusts his batting gloves compulsively compulsively adjusts taps his with Stage entitled “Coping Stage Fright,” article entitled Fright,” “Coping with Policoff, iinn an Author Stephen an article Phillip Policoff, Author Stephen Phillip that you recommended that in Cosmopolitan, someone ttoo massage massage your your Cosmopolitan, recommended published published in you “get someone often eases in others others often tension in eases our else’s. Releasing Releasing tension massage] someone someone else’s. shoulders, or [you shoulders, [you massage] own anxiety.” anxiety.” own relax before before speaking: use t o relax n o w use speaking: h a t speakers some other o u t i n e s tthat other rroutines Here are speakers II kknow Here are some

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hot bath bath taking taking aa hot swimming swimming in which the speaker which the audience arrives, around the the room speaker is before the the audience arrives, wandering before room in wandering around tto o talk talk for example book about about aa complex subject—a subject—a scientific scientific report, example reading aa book report, for for instance instance about a very novel, for book about light topic—a reading topic—a summer summer romance romance novel, reading aa book very light crossword puzzles puzzles doing doing crossword the speaking the scenery location, admiring car, parked admiring the sitting speaking location, parked near near the sitting iinn your scenery your car, music listening listening to music

is

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method for select one of of those those routines routines ttoo use You can, of course, relaxing, or forrelaxing, a method use as as a You can, of course, select Either way, the important other outlet outlet on your develop some some other you important point point is can develop own. Either way, the your own. you can develop a routine. routine. that you that you ddoo develop

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Needs a n Outlet Outlet 8. Nervousness Nervousness Needs 8. There’s no reason back your As we've for hold back we've established, established, for netvousness, As There's reason ttoo try try to hold your neiwvousness. be there, do. So almost all of stage is going So off us, whatever we there, whatever degree of some degree we do. almost all o to be fright is going to us, some stage fright feels best whatever outlet outlet feels best for for you. allow your allow body whatever your body you. feel obliged let iitt tremble. tremble. Don’t Don’t feel Don’t trembles, let ““If I f your on't body trembles, obliged to to try try ttoo stop stop iit.t . D your body strive for be too for relaxation. Don’t and cannot relaxation. D concerned because because you are tense even o n ’ t be even strive too concerned tense and cannot you are relax.” Those medical expert Those are the recommendations recommendations of of aa leading Dr. leading medical relax.” are the nerves, Dr. expert on nerves, Reader’s in Claire Weekes, Claire Weekes, writing Digest. writing i n Reader’s Digest.

9. Enjoy Speaking 9. Speaking

“The first that is his chief in this of man chief business business in this world.” world.” “The first duty speak; that is his duty of man is ttoo speak; That was the vview off 19th-century Scottish author author Robert Robert Louis Louis Stevenson. That iew o Stevenson. Even was the Even ifif 19th-century Scottish since we he was that since we all do so much talking, he well was partly seems that all do partly right, right, iitt seems so much as well talking, we might might as

it.

enjoy enjoy it.

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is more the point But the than that. that. IIff you don’t enjoy But of your more critical critical than point is enjoy speaking, speaking, many you don’t many of your of enthusiasm. will sense lack of listeners will enthusiasm. listeners sense your your lack fake m y students reply. interest!” some students B u t I can ““But can fake reply. interest!” That can skilled, if your audience is not some situations—if That can betrue true iin n some situations—if you're not alert, alert, if you're skilled, your audience the situation casual. the situation is sufficiently sufficiently casual, chances. IIff the is important, But you’re taking the speech have But reluctance you taking chances. speech is important, any reluctance you may have in wanting well jeopardize communicate may in wanting ttoo communicate success. jeopardize your may well your success.

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CONTROLLING CONTROLLING NERVOUSNESS NERVOUSNESS

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less nervous—and effective—if you'll IIn n your nervous—and more just public speaking, speaking, you'll you'll be less you'll just more effective—if your public let yourseif let n j o y speaking. yourself eenjoy speaking.

10. Stop Your Nervousness 10. Nervousness Stop Fighting Fighting Your let yyour be. D “nature’s Just o u r nervousness o n ' t ttry Look oonn nervousness r y ttoo fight t . Look Don’t Just ler fight iit. as “nature’s nervousness as nervousness be.

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be ready of helping way” to be do your best. way” of helping you ready to do you your best. is a like the athletes experibefore aa speech lot like the pre-game Stage fright before tension most Stage a lot speech is most athletes pre-game tension Many in the the major ence. football players, with years ence. Many leagues,will willtell major leagues, tell even professionals players, even professionals with football years in After dramatic game, before aa game. vou t h a t they're After one especially dramatic one you especially they’re extremely nervous nervous before game. game,

that

San Francisco then San Nixon said: 49er cornerback then Francisco 49er cornerback Troy Nixon said: “Was II scared? wasn’t scared? That's That’s the understatement It’s funny the year. the understatement of the “Was funny though—I though—I wasn’t year. It’s like practice, ‘It’s just really really as be. I kept telling myself, just like practice, it’s it’s as nervous nervous as II thought myself, ‘It’s might be. kept telling thought II might like practice. nothing tot olose.’” just like Just relax, relax, challenge hem, a n d yyou o u hhave and a v e nothing lose.” practice. Just just challenge tthem, Such self-encouragement also help Think of Such can also reduce their nervousness. self-encouragement can help speakers speakers reduce nervousness. Think actual sspeech nothing t o lose,” like ppractice.” “have nothing but Besides, you, lose,” but your p e e c h as j u s t like r a c t i c e . ” Besides, o o , “have as ““just your actual you, ttoo, you can gain gain experience, polish. experience, assurance, you can assurance, polish. make their first Athletes aalso first ccontact with an Athletes l s o ppoint oint o u t tthat h a t once o n t a c t with an opposing they make opposing once they out feel far far more far more confident. Similarly, player, Similarly, once player, they as a a speaker they feel more aatt ease, more confident. once you ease, far speaker you as make first direct, with m a k e yyour o u rfirst first contact i t h yyour o u r audience—give h e m tthat h a t first traight-in-thedirect, sstraight-in-theaudience—give tthem contact w will feel look—you, assured. eye o o , will feel more more assured. eye look—vyou, ttoo,

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11. Simply 11. Simply Prepare! Prepare! far!'—the most effective step toward controlling about is—by far!—the Preparation controlling nervousness Preparation is—by most effective nervousness about step toward of And learning how ttoo prepare efficiently—is, of giving speeches—effectively, efficiently—is, giving aa speech. speech. And learning how prepare speeches—effectively, this book, the purpose the purpose book, the this course. o fthis of this course, course. course, the purpose of purpose of But now back on page 2—the alert time tto remember tthat “Alert” presented hat alert tthat h a t “Alert” o remember it’s time now But presented back page 2—the it’s facts and and techniques 11 facts said you'd be tested those 11 for controtling tested on your said techniques for controlling you'd be remembering those your remembering here comes Well, here that test, test. nervousness. comes that nervousness. Well, for the To be be sure look over take aa moment To the test, right now thelist list moment right over the test, take ready for sure you're you’re ready now ttoo look each o the techniques. in particular letter o firstletter thefirst off each again—andnote particular the off the again—and note in techniques. the first of course, and techniques those tips You've noticed, letters tto spell— tips and o those first letters h a t the You've noticed, of techniques spell— course, tthat You're right! what? You're right! what? N-E-R-V-O-U-S-N-E-S-S! N-E-R-V-0O-U-5-N-E-§-§! makes i t easier So easier ffor remember those those techniques. That mnemonic o r you That certainly makes techniques. So mnemonic certainly you 1to0 remember is the the time time ttoo ttake self-test. a k e your o w is nnow your self-test.

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LESSON)1 LESSON

ASSIGNMENT 1 ASSIGNMENT 3

Self-Test Nervousness: Self-Test Controlling Controlling Nervousness:

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and techniques the tips and below, a ACTION: Write, of the techniques for for controlling controlling nervousness. list of nervousness. Write, below, b ACTION: list

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Learned a alittle about why so Learned little about basic experienced speakers follow basic speakers fail so many fail ttoo follow many experienced effective speaking. guides guides tto o effective speaking. is an and consequently Learned that that speech follows general Learned speech is r t and an aart than general guides guides rrather consequently follows a t h e r than rules. strict rules. strict idea o Obtained a better better idea feel off hhow Obtained when o w you feel when you give speech, a speech, if you gave a you give you you gave self-introduction—an icebreaker—speech. self-introduction—an icebreaker—speech.

You are Lesson 2, for Lesson You o w ready are n 2, Designing ready for now Speeches. Designing Speeches.

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15

DIAGNOS IS FOLDER FOLDER DIAGNOSIS

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Have prepared the of your in which which you track of 1. Have Folder in keep track you can can keep Diagnosis Folder prepared the Diagnosis your this course. progress in this course. progress in Have a specific basis—your which ttoo Precourse 2. Have basis—your completed Precourse Self-Evaluation—on specific completed Self-Evaluation—on which skills. your speaking improve speaking skills, improve your 1.

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Your instructor Folder or using other instructions Your Instructor may about preparing instructions about Diagnosis Folder using may give give you you other your Diagnosis preparing your in this book;i the forms forms presented the instructor may book; inn addition, the subject change addition, your or emphasis emphasis subject or your instructor may change presented i n this make other of course,follow of speech assignments ofspeech and may the course.You other changes should, of course, follow changes i n the course. You should, assignments and may make the instructions rather than than those those iinn this this book. book. instructor rather instructions of your the your instructor

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This Textbook Introduction ttoo This Textbook Introduction is probably from what Now that least some relief from what is you've enjoyed biggest conat least t h a t you've Now enjoyed at consome relief probably your your biggest about public public speaking, speaking, it’s nervousness about it’s cern, controlling your cern, controlling your nervousness little about about this truly distinctive—perhaps distinctive—perhaps unique—textbook. this truly litle unique—textbook.

IMPORTANCE OF PUBLIC SPEAKING SPEAKING OF PUBLIC IMPORTANCE

his military Early iinn his Early military career,GeneralColin career, General Colin of Powell was to bbee aninstructor instructor of was selected selected to Powell coveted assignment, officers—"a coveted infantry officers—"a assignment, infantry much after and impressive animpressive and after sought much sought his best best wrote i n his he wrote credential,” as career as he career credential,” American Journey. book M Journey. selling selling book Myy American had classroom, | had could ggoo near “Before || could near aa classroom, “Before to complete instructors course.For course. For complete an an instructors to learned how how to three intense intense weeks,we weeks, we learned " three hands, adopt move before class, use our our hands,adopt before a class,use move hold center center stage, stage, tone, hold authoritative tone, a nauthoritative what was was ourselves, and transmit transmit what project project ourselves,and heads else's.... . else's someone inside our into someone heads inside our into | my on n pivotal thepivotal had to finger o the to put IfIf 1had finger put my my y life, it could learning experience learning life, it could experience of m Years instructors course.. well bbee the the instructors course... .. Years well of before millions millions of when || appeared later, when appeared before later, ...1 Americans was doing television... was doing Americansono ntelevision than using communicating using communicating nothing nothing more more than learned aa quarter of 2a had learned quarter of techniques techniques | had course.” before in the the instructors instructors course.” century century before ~

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FOLDER DIAGNOSIS DIAGNOSIS FOLDER

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This Textbook Textbook Purpose Purpose of This

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Such a effective speaker. speaker. Such a speaker book speaker an effective teach you bean w tobe ‘The purpose is to this book o fthis to teach you h o to purpose of main least the the m ain ideas, to remember at her ideas, his oorr her listeners to at least able tto to remember is able to accept o get most listeners is accept his get most how

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such for such be prepared yon'll be this course, prepared for after completing To put another way, completing this course, you'll To way, after put it another as: situationsas: speaking situations speaking become involved n aa them ttoo become involved iin of fellow students ttoo encourage fellow students ‘Talking tto o a group #® Talking encourage them group of club activity, n change iin activity, oorr to to urge new club community community program, suggest a new urge a change program, to suggest other subjects. for graduation, subjects. graduation, among requirements requirements for among other classes—book reviews, in other other classes—book + Giving reviews, that are Giving the assigned in are assigned oralreports theoral reports that the like. and the like. discussions, historical summaries, summaries, and discussions,historical local such about ideas needs of groups, local o t community your of needs the about ideas your community to Presenting the Presenting your groups, such your 7. Lions. Kiwanis, o of Women Voters, Rotary, Women Voters, the League orr Lions. as Rotary, Kiwanis, League of as the law, in a about views changing law, a a changing or abolishing, establishing, about establishing, abolishing, views Presenting Presenting your your board, or a school or a college board, orcollege administration, a a school council, a city council, a county o a speech speech tto county administration, city official body. similar official similar body. in your future profession— meeting o f specialists specialists in profession— Speaking to - Speaking current oorr future to aa meeting your current executives in in your for example, field—suggesting, for example, college majors perhaps majors or executives perhaps college your field—suggesting, made in entrance be made believe should college should be changes yyou o u believe entrance requirements, requirements, college changes similar subjects. subjects. practices, or similar employment practices, preparation, preparation, employment in your chosen and professional talks required the business business and Delivering the required in Delivering professional talks your chosen i h as employees, public for employees, to management, briefings briefings for as reports occupation—such reports . Ses «af proposals. presentations, company communications, information ‘entertaining them persuading them, informing people, with them with them, or even even entertaining Generally Generally informing people, persuading whatever. of your unusual experiences job, whatever. stories of experiences on abroad, your stories encounters abroad, on aa job, your unusual your encounters To prepare for the and these develop and plan o t situations, ability the develop must you situations, yourself plan these for yourself To must to you prepare Effective speeches: speeches. Effective speeches: effective speeches. present \ present effective 9»

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features of effective speech be summarized in one each: These general summarized in word each: general features of effective These can be speech can one word 1, Content Content 1. 2. Organization 2. Organization 3. Delivery 3. Delivery each of thoseis in each how t obebe those is the the goal Learning of this skilled in skilled this course. goal of Learning how course. to

Learning Learning Techniques Techniques ‘To and deliver deliver effective this book will use book will design and T oprepare prepare you three educaeducaspeeches, this to design effective speeches, use three you to

tional techniques: tional techniques:

1. Measurable Measurable Objectives: tell you that tell 1. and precisely what what you Objectives: statements clearly andprecisely statements that you clearly you each lesson learn from from studying lesson and and assignment. are tto are o learn studying each assignment.

to.

2, Independent allows you 2. that allows Study: instruction learn just fast as instruction that Independent Study: just as as fast as you want t o , you learn you want instructor may schedule Your instructor and other schedule your Your other assignments speeches and assignments according according ttoo your speeches needs of your the needs is organized class, but entire class, but this the this book book is organized so continue ttoo so you your entire can continue you can learn at learn rate. at your your own rate.

FOLDER DIAGNOSIS DIAGNOSIS FOLDER

7 117

review what Interaction: opportunities what you've .. Interaction: o u tto o express ideas, review for yyou you've express your your ideas, opportunities for and design effect, studied, n effect, what you've studied, rest design original presentations. learned, and test what you’ve learned, presentations. IIn be “talking take the the time time ttoo write write out with this this book.” book.” If you’ll you out your you will be “talking with you'll take your book book—i ct with the questions iin with the the book—you'll answers n this book—interact reinforce answers to to the

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and you'll faster pace, faster remember iitt longer. longer. you'll remember pace, and The distinctive fearures of this include: The distinctive features this text text include:

A Diagnosis and your Folder: a 10-page A which you instructor can can keep Diagnosis Folder: 10-page system you and system iinn which your instructor

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been learned. learned. I t includes includes forms track of of what what has has been forms on which which ttoo record record grades, grades, track comments speeches, consultations, consultations, etc. etc. comments oonn speeches, essentials in Check-off Tip Sheets: in speaking—outlining, Sheets: step-by-step for the the essentials Check-off guides for step-by-step guides speaking—outlining, and more. data, data, introductions, introductions, and more. Self-Tests: quizzes evaluate your ideas through and ideas which you Self-Tests: can evaluate techniques and through which quizzes on techniques your you can progress. progress.

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and delivering effective Forms: lists Evaluation Forms: of the Evaluation the guidelines lists of delivering effective guidelines for designing designing and receive specific, immediate feedback feedback on and speeches so specific, immediate speeches strengths and so you on your your strengths you receive weaknesses from and peers. from your weaknesses instructor and your instructor peers. and aids. of note other aids. cards, outlines, examples of outlines, and other Samples: Samples: examples note cards, The teaching in this book is organized into: book is The organized into: teaching in this

18 lessons, with lessons, with 18 25 assignments: speeches assignments: 1100 speeches 25 self-tests 88 self-teses analyses, etc. 7 outlines, etc. outlines, analyses, take but few minutes Some assignments Other assignments— but a minutes ttoo complete. a few Some complete. Other assignments take assignments— detailed for speeches, speeches,for example—need more derailed preparation, example—need more preparation, each assignment each lesson, lesson, What What it Your task 80 percent or more learn 80 assignment and Your task is ttoo learn and each more of each percent of each each lesson lesson and and assignthe start 80 percent takes to that 80 explained to to you at the assignto get takes start of get that percent is explained you at end of there’s either self-test so the end of each, either aa self-test how each, there’s Att the grade yourself so you can grade ment. ment. A yourself on on how you can document well you the other for objectives met some well m e t the objectives or some other way for you t o document your learning. to learning. you your

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Prerequisites Prerequisites and efficiently be qualified from this this book, should be To learn learn effectively efficiently from qualified tto book, you effectively and o study study To you should

able ro: that means English. IIn general terms, are already able means you college-level courses to: n general courses iin n English. college-level terms, that you arealready read. understand what and understand what you've 6 Read Read quickly quickly and you’ve read. # habitually. Use correct correct grammar # Use grammar habitually. &

Take useful useful notes. notes. #» Take

Write effectively. effectively. » Write h t Leon Fletcher i g2001by Copyr&

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Use a library efficiently, library efficiently. »b Use and correctly. distinctly and correctly. ¥> Speak Speak distinctly

still be can’t? Well, of course should still be able able ttoo improve Well, of what if you And what improve your And course you you should your you can’t? have t o take take more this book. book. But you some more time of time on studying this on some speakingskills you may may have speaking skills by studying

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about your preparation concerned about preparation for If you this course, forthis want ttoo meet meet are concerned If course, you you may want you are ask for in the of the self-test in for aa copy the self-test the Instructor’ and, perhaps, Instructor's instructor and, with your perhaps, ask with copy of your instructor will less take this book. That self-test than half-hour ttoo Manual a half-hoor a than less you take will accompanies this book. That self-test that accompanies Manualthat you and yyou grade it yourself. yourself. o u can can grade complete, and complete,

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FOLDER DIAGNOSIS DIAGNOSIS FOLDER offered b in a if yyou college-level English enroll in byy eligible tto o enroll English course a college-level course offered o u are are eligible However, However, if

have no this text. in learning from this text. should have learning from difficulty in no university, you college oorr university, your difficulty your college you should make either In any take aa moment either one ooff o make right now any event, moment right event, you In are encouraged encouraged ttoo take now tto you are

indeed do indeed that you You might decisions. You yourself that acknowledge ttoo yourself might consciously w o decisions. ttwo consciously acknowledge you do in studying above as skills listed basic tto listed above have the the prerequisite o insuring success instudying as basic have insuring your prerequisite skills your success commitment to serious commitment make.a serious this text. not have do not to Or, if you skills, you thoseskills, havethose text. Or, might makea this you do you might real—an intense, sincere, the course sincere, dedicated—try a real—anintense, give the dedicated—try anyway. yourself yourself ttoo give course a anyway.

Effective Speaking The “Basic Key” to Effective The“Basic Key” to Speaking the instruction, and coaching of the All of about how how ttoo speak recommendations, and coaching about All guidance, recommendations, speak instruction, guidance, has been been poured that has for so effectively—advice that effectively—advice so many censo many people for poured out out ttoo so many people many cen-

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be summarized summarized in just words: three words: just ttwo turies—can be just three steps, expressed w osteps, turies—can expressed in in just EFFECTIVE SPEAKING BASIC KEY KEY TO SPEAKING TO EFFECTIVE BASIC 1. Be Be yourself. 1. yourself. 2. Prepare. 2. Prepare.

Be yourself means the counsel counsel that that Shakespeare had Polonius Polonius give Be means following Shakespeare had following the give his son on Laertes in of Hamlet: in Act Act II scene “To thine be true.” scene iii Hamlet: “To thine own own self Laertes true.” Don’t Don’t try iii of self be o imitate imitate try tto that network admire. Don’t talk like network newscaster like that Don’t try tto who lectures newscaster you that that professor o talk lectures professor who you admire. try wait i n line with such such power his or her classes. Don’t that students in his students wait enroll in dream with her classes. Don’t dream in line ttoo enroll power that who is a of speaking who salesman or that guy speaking like TV of like that gal who a gift-of-gab gift-of-gab salesman orthat polished T that gal is aa polished V guy who heed advice Rather, the below. the reporter. Rather, given heed the advice given to t o the sportscaster pictured below. pictured reporter. sportscaster second step That second basic key the basic effective speaking—prepare—is, That key tto the speaking—prepare—is, o effective step of the of course, course, the subject of book. this book. ofthis subject

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BE YOURSELF Eel

Be serious? “Should || bbee funny? Be long? “Should Be serious? Be funny? Be long? Be technical?” technical?” Those questions asked by John Those questions were John Madden, were asked Madden, former head coach coach of the the Oakland former head Oakland Raiders Raiders and and former professional football player, former professional football after hhee player, just just after CBS television signed his with CBS signed hisfirst contract with first contract television ttoo be his book book Hey be a sportscaster.In Wait a sportscaster. In his Hey Wait a he wrote wrote that Minute, Minute, he that television television executives executives told told him,"Don’'t be yourself” him, “Don’tworry. worry. Just Just be yourself.”

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INSTRUCTIONS. INSTRUCTIONS Ass you following steps, check have a each ofthe record A off below below so the following so you'll a record you'll have complete each you complete steps, check i t off each one. verifying done each one. verifying you've you've done

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manila file folder. standard, letter-sized Obtain aa standard, (8% X 11-inch) 11-inch) manila Obtain letter-sized (8Y% file folder.

fill in in the Since you'll Folder a alot, be using your the followfollowSince lot, please please fill you'll be Diagnosis Folder your Diagnosis

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this book five pages follow these these instrucfrom this book the the five forms that that follow instrucRemove from Remove pages of forms

will come The pages out easily. tions. The easily. are perforated so they tions. they will perforated so come out pages are Fill in asked for in the the information information asked for on the the Personal Personal Data Data Form. Form. Fill the left folder. Staple inside ofthe that Personal Personal Data Data Form Form on Staple Staple that Staple left inside thefile file folder. on the raised to the top of of the the form form so i t can be raised additional information information write additional just to write can be at the justat under it, it. under the right side manila folder, of the the manila the Grade Grade Record Record Form, the folder, staple Onn the O Form, the staple the right side of and the the Consultation Consultation Record Record Form (two pages), pages), and Progress Progress Summary Summary Form order listed, in them the with the the Grade Grade Record Record Form Form. (Keep Form on listed, with order the in them Form. (Keep each one can forms at these forms the top raised to top.) Again, Again, staple at the to so each can beraised staple these only so top only have a inside below. (Thus form stapled the forms forms below. you’ll have write on the (Thus you'll a one-page stapled inside one-page form the right.) left and and four manila folder four pages the manila folder on the the left stapled on the right.) the pages stapled fill in in the each assignment, As you the information information on the Grade Grade assignment, fill As complete each on the you complete Record Form. Form. Record Before you class, place the appropriate speech iin place the Speech n class, Before appropriate Speech present a speech you present inside the folder. A each speechis included later the folder. form for for each Evaluation Form Form inside later A form Evaluation speech is included in this this book. book. in class which of the speech, give At give give o give a speech, o u are are tto during which yyou A t the start start o f a class meeting meeting during all the information up-to-date with all the information far as this Diagnosis Folder, with as far as you've this up-to-date as Diagnosis Folder, you’ve the instruction, instructor. instructor. your o t instruction, the n i gone gone to your class meeting of 2a class which you deliver a end of the end meeting during a speech, during which speech, pick pick up At the you deliver up from your Folder from instructor. your Diagnosis Folder your instructor. your Diagnosis delivered a write on your Progress have delivered After you Form a speech, speech, write After Progress Summary Summary Form you have and weaknesses weaknesses of of your words summarizing the major few words major strengths strengths and aa few summarizing the your from: those from: You'll get speech, You'll speech. get those Evaluation Form. Form. Your instructor's instructor's notes (1) Your notes o Speech Evaluation (1) onn your your Speech have made made after instructor m Comments your (2) Comments after your a y have speech. (2) may your speech. your instructor have offered. classmates may have (3) Suggestions Suggestions your offered. (3) your classmates so

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DIAGNOSIS OLDER I A G N O S I S FFOLDER D weaknesses on that particular. particular and weaknesses strengths and (4) Your Your own opinion (4) opinion of your your strengths speech, speech.

have with with your conferences you Folder ttoo any ___13. your Bring your Diagnosis Folder ___13. Bring you have any conferences your Diagnosis

instructor, instructor. each conference summarize on the with your conference with 14. Following instructor, summarize on the ___ 14. Following each your instructer, said. both said. what you Consultation Record Form Form what ConsultationRecord you bath

_.

Inaugural inaugural Speeches Speeches The longest: William Henry The shortest: shortest: 90 hours, by Harrison. The 90 The longest: two by William two hours, Henry Harrison. seconds, bbyy George seconds, Washington, George Washington,

Source: The The GuinnessBook Records Guinness Book of Records Source:

OLDER I A G N O S I S FFOLDER D DIAGNOSIS

Personal

Form Personal Data Data Form

Name: Name:

Employed: Employed:

Position: Position:

Employer: Employ

High school High schoolattended: anended:

Location: Location:

Occupation goal: Occupation or occupational occupational goal:

No. of No. of college college units completed: completed:

date: Grad Graduation date:

Major: Major:

Minor: Minor:

No. of in now: enrolled in No. of units enrolled now:

Other colleges Other colleges or special special training: training:

in speech, drama, debate, Experience speech, drama, debate, leadership, Experience in leadership, etc.: etc.:

Hobbies, travel, Hobbies, travel, interests, interests, ctc.: etc.:

Subjects you speak on right now: Subjects now: might speak you might 1. 1.

2. 2,

had your choice, be doing: what you choice, what would be really had doing: IfTf you really you would

This moment: This week: This week: This

Five years from now: Five now: years from be helpful would be know: Other interesting helpful tto o know: points iitt would o rpoints interesting background background or Other

Fletcher

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2001

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Date: Date:

2 211

2 222

OLDER DIAGNOSIS I A G N O S I S FFOLDER D

FOLDER DIAGNOSIS FOLDER DIAGNOSIS

3 2 23

Form Grade Record Record Form “Grade Number and Assignment Assignment Number and Title Title

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Action Action

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Self-Grade Self-Grade

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Precourse Self-Evaluation Self-Evaluation Precourse

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Self-Test Essentials of of SpeechDesign: Speech Design: Self-Test Essentials

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Self-Grade Self-Grade

Nervousness: Self-Test 1. Controlling Self-Test Controlling Nervousness:

Self-Evaluation Delivery: Delivery: Self-Evaluation Demonstration Speech:Speech1 Speech: Speech Demonstration 1

Demonstration Speech: Self-Evaluation Demonstration Speech: Self-Evaluation

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Self-Grade Self-Grade

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Present Present

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Self-Grade Self-Grade

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Siruation of Speaking . Analysis Speaking Situation Analysis of Self-Test Speech Purpose: ~ Speech Purpose: Self-Test

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Problem Speech: Speech: Outline of Community Outline Community Problem

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Speech 3, Problem Speech: 3, UsingData 14, Community Speech: Speech Using Data Community Problem

235

Present Presem

Discussions: Self-Test 15, Designing Self-Test Designing Discussions:

261

Self-Grade Self-Grade

Self-Test Introductions: Self-Test 16, Designing 16. Designing Introductions:

287

Self-Grade Self-Grade

Self-Test Conclusions: Sclf-Test 17, Designing 17. Designing Conclusions:

303

Self-Grade Self-Grade

4, Informing Speech 4,Informing 18. Personal Speech: Speech Concern Speech: Personal Concern 18.

327

Present Present

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3, Using Data Speech 3,UsingData Speech

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1: Speech Speech 6 20.. Impromptu Speech 1: Impromptu Speech

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All Checked All Checked Assignments Assignments Completed Completed

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Course Course Date Date

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4 2 24

FOLDER DIAGNOSIS DIAGNOSIS FOLDER

OLDER I A G N O S I S FFOLDER D DIAGNOSIS

__ Progress

Summary Form

Name: Name: Speech Speech 1. Demonstration Demonstration 1. Subject: Subject:

Audience: Class Class Audience: Date: Date: Grade: Grade: 2. Specific Specific Purpose 2. Purpose

Subject: Subject: Audience: Date: Grade: 3. Community Problem Problem 3,Community Subject: Subject:

Audience: Audience: Date: Date: Grade: Grade: Personal Concern Concern 4., Personal 4 Subject: Subject: Class Audience: Class Audience:

Date:

Copyright ©2001by LeanFletcher

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National Problem Problem 5. National 5. Subject: Subject:

Audience; Class Class Audience: Date: Date: Grade: Grade:

Strengths Strengths

Weaknesses Weaknesses

2 255

26

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D I A G N O S I S FFOLDER OLDER DIAGNOSIS

FOLDER DIAGNOSIS DIAGNOSIS FOLDER

Speech Speech 1 6. Impromptu 1 6.Impromptu

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Date: Date: Grade: Grade;

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2 A Impromptu Impromptu 2 Subject: Subject: Class Audience: Class Audience:

Date: Date: Grade: Grade: 8. Out-of-Class Out-of-Class 11 8. Subject: Subject:

Audience: Audience: Date: Date: Grade: Grade: Out-of-Class 22 9. Out-of-Class 9. Subject: Subject:

Audience; Audience: Date: Date: Grade: Grade: 10. Final: Final: Proposing 10. Change Proposing a Change Subject: Subject:

Copryrigin © 2001by Lean Fletcher

Audience: Fletcher

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by 2001

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Date: Grade:

Strengths Strengths

Weaknesses Weaknesses

2 277

2 288

FOLDER DIAGNOSIS DIAGNOSIS FOLDER

FOLDER DIAGNOSIS DIAGNOSIS FOLDER

Consultation Record Form _ Consultation RecordForm Name:

Date: Date: Subject: Subject:

Recommendation: Recommendation:

Instructor’s signature: signature: Instructor’s Date: Date: Subject: Subject:

Recommendation: Recommendation:

Instructor’s signature: signature: Instructor’s Date: Date:

Copyright© 2001byLeonFletcher

Subject: Subject:

Fletcher

Recommendation: Recommendation:

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by 2001

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‘Copyright

Instructor's signature: Instructor's signature:

2 299

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FOLDER DIAGNOSIS FOLDER DIAGNOSIS -

FOLDER DIAGNOSIS DIAGNOSIS FOLDER

311 3

and you'll Justo back and and take take n e more preliminary and Just one more preliminary speaking. Step Step back you'll start studying public speaking, start studyingpublic a serious serious look look at before where are at yourself. o u in public exactly where speaking now, are yyou yourself. Just Just exactly public speaking now, before become an effective you effective speaker? studies ttoo become you start your speaker? your studies

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AASSIGNMENT SSIGNMENT 3

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self-evaluation, ACTION: Submit Submit the the following b ACTION: following self-evaluation. OBJECTIVE OBJECTIVE Onn completion this assignment, will have basis o O which to build completion of this to build onn which assignment, you have a specific basis you will specifi your own plan forimproving for improving your speaking s your ownplan your speaking s|

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| RELEVANCE RELEVANCE order ttoo improve from need to establish IIn n order establish abasis skillsiinn public speaking, speaking, you improve your a basis from your skills you need Then, at the which you other words, the which where are n other o w as words, where are to grow. as a speaker? are you speaker? Then, grow. IIn you are you nnow have progressed. the course, how far far you end of the end can measure measure how progressed, course, you you can you have You'll establish establish tthat basis for for determining the first, the w o means: h a t basis You'll means: first, growth through through ttwo determining your your growth and, second, Self-Evaluation Form and, first speech. That speech Precourse Self-EvaluationForm speech. That second, your following speech following Precourse your first will be be the be measured. measured, the major benchmark against which your against which can be will improvement can major benchmark your improvement have been The nine nine questions about to answer oonn the the following The are about questions you following pages pages havebeen you are selected tto about public about where and your feelings where you feelings about selected o start public speaking thinking about start you speaking and you you thinking make well as effectiveness as with regard the qualities that that male as. are are with public speaking, speaking, as for effectiveness as well as the regard to public The next step, those good of course, for you to start incorporating some of those speaker. The course, is is for aa speaker. good incorporating some step, of in your speeches. speaking speaking techniques techniques in your own speeches.

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INSTRUCTIONS INSTRUCTIONS the questions the following pages with specific Don’t generalAnswer the specific responses. Answer generalquestions on on the pages with responses. Don't

the first such as don’t answer with aa vague ize. For “Not a5 good example, don’t For example, as “Not first one reply such good ize. answer the one with vague reply feel describe features or characteristics characteristics you describe name particular Rather, name particular features like.” Rather, as really feel as I ' dlike.” you really I'd

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yourself. yourself. basis o selfwon't give which to build aa selfto build answers won't real basis give you Quick, top-of-the-head answers onn which Quick, top-of-the-head you areal serious analysis Give these of these questions analysis of improvement plan. some thought. thought. Prepare plan. Give Prepare aa serious questions some improvement and introspection. with some depth and introspection. yourself, yourself, with some depth On ncompletion, these questions instructor for for comment replies tto o these give your questions ttoo your comment completion,give O your instructor your replies and reaction. reaction. and

Fletcher

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by 2001

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32

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DIAGNOSIS D I A G N O S I S FFOLDER OLDER

|

FOLDER DIAGNOSIS FOLDER DIAGNOSIS

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Precourse Self-Evaluation Form PrecourseSeif-Evaluation Form

Name: 1, What What image do you tthink 1. h i n kyou you now project image do as a speaker? speaker? project as

2. What What image would you 2. like ttoo project speaker? image would a speaker? as a you like project as

will be in public best skill be your 3. What do you speaking? What do skill in public speaking? 3. expect will your best you expect

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C o p y©r 2001by i g h tLean Fleacher

"4. What d be hardest this course? for you course? hardest for you in this What doo you "4. expect ttoo be you expect

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D I A G N O S I S FFOLDER: DIAGNOSIS OLDER

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Who 5. Who 5. the best best speaker is the have ever heard? heard? speaker you you have Why Why do yyou that speaker “best”? o u rate rate that “best”? do

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6. W about t o study 6. h y are Why are you public speaking? speaking? study public you about

7. What What is commitment to the study 7. is your public speaking? speaking? to the study ooff public your commitment

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9. For For you give this 9. t o give this course have tto have completed would i t have do for for you o do after you what would grade of A after it, what course aa grade completed it, you have you? Very specifically, learn in this course? a n t t o learn what do you specifically, what in this you? Very with aa generalization Don’t respond course? Don't want generalization respond with you w such as “be aa better better speaker”; such as “be thespecific specific qualities speaker”; rather, rather, name name the develop. qualities you want t o develop. you want

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to

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the end of the evaluate the whether i t did below until until the end of the course, the course o did for for you the space (Please save to evaluate (Please save the course, to onn whether space below you

it

what you wanted it tto o do.) what do.) you wanted

Fletcher

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Copyright

388 3

FOLDER DIAGNOSIS FOLDER DIAGNOSIS

3399

2 LLESSON ESSON 2

Designing Speeches Designing Speeches and Sometimes the others. You're asked asked to to speak speak and harder than than others.You're is harder the process Sometimes process is ask them talk about and they them what what they a about and you to talk you want you answer, with a you ask they want they answer,with think this is good cheeriness that that suggests like!” this is cheeriness “Anything you you like!” news, "Anything good news, suggests they think —Author Peggy Noonan in Simply Speaking —AuthorPeggyNoonaninSimplySpeaking

to

OBJECTIVES)

After

you have finished this lesson, you will

be

able

I

to:

1. Name Name the basic types of speeches. 1. the four basic speeches. types of State the 2. State for typical situations. the type 2. typical speaking speaking situations. speech most most appropriate appropriate for type ooff speech 3. Write Write out the basic basic format for a format for a speec 3. speech. out the

Whatever kind kind of of speech need t ostart the basic basic in class, class, you learning the speech you by learning start by first in give RELEVANCE) RELEVANCE) Whatever you give first you need to

of a this lesson. lesson. in this a speech, design of speech, as as presented design presented in essentials you need for for that the beginning the essentials that only the at the this course, Here, Here, at you'll get beginning o fthis course, you'll get only you need be used used ttoo design first speech. these basic basic principles almost any for But these speech. But principles can design almost speech, for first can be any speech, almost any situation. Later lessons will will build build on these these principles, into Later lessons speaking situation. going into almost principles, going any speaking detail and and sophisticated specialized techniques. specialized more and sophisticated more adding and detail greater adding techniques. greater of

’

Copyright© 2001by LeonHetcher

DESIGNING SPEECHES SPEECHES DESIGNING

Fletcher

Leon

by 2001

©

Copyright

most effective Considered one one of effective nation’s most our nation’s ofour Considered F. former President President John Kennedy JohnF.Kennedy speakers ever, ever,former speakers his speeches: speeches: followed these these guidelines designing his for designing guidelines for followed short words, 1, Short words, Short speeches,short clauses, and short speeches, short clauses,and 1. wherever possible; wherever possible; numbered or 2. A A series series of points or propositions propositions in numbered 2. points or wherever appropriate;and appropriate; and logical sequence, logical sequence, wherever 3. The construction construction of phrases, and sentences,phrases,and ofsentences, 3.The such a manner simplify, clarify, manner asas to simplify,clarify, paragraphs i n such paragraphs and emphasize. emphasize. and described by one That was oneofofhis his as describedby plan as Kennedy's plan was Kennedy's That C. Sorenson, in Sorenson's in Sorenson's Theodore C.Sorenson, speech writers, writers,Theodore speech book Kennedy.3

in

to

«

oy

TER

a

H

4 400

LLESSON ESSON 2

Types Speeches Types ooff Speeches in of the basis of the situations classified on the basis of speeches. They are are classified four types speeches. They There are on the situations in There are four types of mode and the the preparation they are given, which they delivery, and required. the style preparation required. or mode which style or ofofdelivery, are given, the ‘The four four types speeches are: are: The types of speeches

of

1, Impromptu f. Impromptu 2, Extemporaneous 2, Extemporaneous 3. Manuscript 3. Manuscript 4, Memorized Memorized 4.

is

for different situaEach the definitions, situations, Here definitions, situaHere are different speaking are the speaking situations. is appropriate Each appropriate for and advantages which each each one in which and disdisused, preparation advantages and one is typically used, tions in required, and tions preparation required,

of

each. advantages of each. advantages

is

1. Impromptu 1. Speech Impromptu Speech

the spur of when you You would would give speak on the called on ttoo speak arecalled p e e c h when You give an an impromptu you are impromptu sspeech spur of be asked talk. of ttime asked tto did nnot ahead of would know ahead o talk. o u l d be ou w h a t yyou i m e tthat o t know and did and of your h e y cona s tthey t u d e n t government For example, college’s sstudent For example, you meeting of are aatt a a meeting you are government as your college’s sider sending action. You You recently conference on political national conference sider sending a recently a representative a national representative ttoo a political action. the same well ask ask vou local scminar seminar on the The chairman chairman might well attended aa local subjcet. The attended same subject. “say you ttoo “say few words” the value value of such seminars. seminars. Since Since you did nnot know words” about about your of such o t know ideas on aa few on the your ideas you did have t o give before the the meeting be asked asked tto would have speak, you o speak, h a t you'd before an impromptu meeting tthat give an you'd be you would impromptu speech. speech. But does n would speak without Your preparation B u that t that does o t mean o u would speak w i t h o u t preparation. mean yyou not preparation. Your preparation for from your feelan an impromptu speech comes mainly from existing knowledge, experience, feelcomes mainly knowledge, experience, impromptu speech your existing and opinions. seminar you develthe seminar ings, ings, and just by n our example, opinions. [In example, just by attending attending the probably develyou probably the value of political value of action, aand some opinions oped o p i n i o n s aabout oped some b o u t the political action, n d ssoo yyou o u wwould o u l d of course course base your remarks on. those views, views, base on those your remarks detailed later Other ways later iin this book for impromptu in book in speeches are Other n this impromptu speeches are detailed ways ttoo prepare prepare for You'll learn learn there Lesson 17. there are 17. You'll and tricks tricks y Lesson use t o give tips, and are many techniques, tips, a o u can give a can use many techniques, you good impromptu speech. good impromptu speech. the iimpromptu There are of the There The mmain w o a advantages d v a n t a g e s of are ttwo m p r o m p t u speech. speech. The a i n advantage h a t by advantage is tthat make an dissemigiving giving an ideas, make p e e c h , you an impromptu can present impromptu sspeech, appeal, o an appeal, orr dissemiyou can present your your ideas, time when information aatt aa time be m nate when iitt may needed b nate information o s t appropriate o s t needed mast appropriate oorr mmost byy your may be your listeners. Consequently, what you have greater value and and impact. listeners. Consequently, what Another say may may have impact. Another you say greater value is that that aa good advantage advantage is good impromptu often ““raise speech can r a i s e yyour impromptu speech can often o u r sstock” t o c k ” —improve —improve minds of audience. the minds your image—in the of your your tmage—in your audience. But there there are Bur w o important the impromptu important disadvantages disadvantages ttoo the are ttwo it’s easy speech. First, First, it’s impromptu speech. easy asked tot o talk o n tthe When asked doo poorly. of the the moment, tto o d poorly. When speakers fecl they talk on h e spur feel moment, many many speakers spur of and speak have nothing must get speak even So they even though they often ramble, ramble, they have get u nothing to to say. they often upp and say. So and hem hem and and haw, wander, and haw, wasting time and and the the audience’s. audience's. The wander, their time second disadvanwasting their The second disadvanis that of us that many tage about having We realize us worry having ttoo give give an tage is an impromptu many of speech. We realize impromptu speech. worry about the situation situation may the still concerned o t come but we're come upoften, often, but concerned we we're still do aa good we might nnot may nnot o t do called on. these disadvantages Both of these if you'll job ifif called job on. Both the techa n beeliminated disadvantages ccan techeliminated if s e the you'll uuse in Lesson this book. Lesson {7 o f this niques niques presented book. presented in oment he m tthe moment

to

to

up

t7

of

be

2. Extemporaneous 2. Extemporaneous Speech Speech An A nextemporaneaus have had extemporaneous speech had an speech is given when you given when an opportunity opportunity ttoo prepare. you have prepare. deliver this this speech You either by Y o u deliver speech either brief notes by referring occasionally tto referring occasionally o brief notes oorr by recalling recalling

411 DESIGNING DESIGNING SPEECHES SPEECHES 4 from memory from the points, and specifics, o t write your ideas, and u t or speech o specifics, but you out points, ideas, memory the you do nnot your speech Hmemorize E MOorize 11. This is is the of the type for m is the the type of speech This situations. lt It is o s t speaking speaking situations. speech appropriate most appropriate for type of type of

it.

delivery delivery most most speakers speakers use use most frequently. most frequently. This is is the the speech hear as the typical This lecture; presentations by speech you usually hear as the typical college college lecture; presentations by you usually Katie Couric TV News— visiting authorities authorities (“Tonight: u t About Network Network TV News— Couriv Speaks (“Tonight: Katie Speaks oout 8:00 P.M."); Auditorium, t o governmental Auditorium, 8:00 agencies; informational speeches informational tto o PM."); reports speeches governmental agencies; reports to civic organizations and clubs; talks about about a a fundcivic clubs; talks trip, aa study, study, aa hobby, hobby, an an event, organizations and event, etc.; etc.; fundtrip, of the the the non-TV) campaign raising informal(in (in general, brief, m n brief, o s t of raising and general, the most and informal speeches. IIn campaign speeches. hear are speeches speeches you specches. are extemporaneous you hear extemporaneous speeches. will teach teach you, Preparation. this course Preparation, this follows an an easy course will 4-step process: you, follows easy 4-step process: 1. Establish Establish a a purpose. 1. purpose.

2, Gather data. 2. Gather dara, 3. Organize. 3. Organize. 4. PPractice, 4. ractice.

The The

of aadvantage d v a n t a g e of

the eextemporaneous the xtemporaneous

is tthat sspeech p e e c h is h a t tthrough h r o u g h ppreparation r e p a r a t i o n yyou ou

what yyou’re bbecome confident tthat e c o m e confident h a t yyou o u kknow n o w what o u ' r e ggoing o i n g tto o say, o u are o r e r relaxed elaxed are m more say, ssoo yyou

and self-assured. self-assured. This This ttype the impression sinare really and y p e of delivery h a t you really sindelivery conveys impression tthat conveys the you are

and informed, indeed w audience tto and to informed, tthat concerned, and cere, h a t you a n t your o receive receive and cere, concerned, want you indeed your audience

remember what what you remember say. you say. The disadvantage the speaker's of tthe speaker's specch is The disadvantage of h e extemporaneous is tthat h a t iitt depends on the depends on extemporaneous speech skill in speaking with the the impromptu As with without word-by-word fluently without skill speaking fluently word-by-word preparation. impromptu preparation. As and stumble, hesitate and stumble, even concerned tthat speech, h a t they beginning speakers speakers are they may speech, beginning are concerned even may hesitate delivered. I1ff worried have prepared the material material ttoo be be delivered. worried speakers though r y tto o get speakers ttry though they they have prepared the get the disadvandisadvaninto the mun into by writing speeches speeches o completely, they u t completely, the problem around they run around the problem by out and memorized the manuscript and memorized speeches speeches described next. described next. tages tages of the manuscript is emphasized This is the the speech of speech in this this course. the type that is speech you is the speech that emphasized in This 1s course. This you type of will hind, have found, found, is mmost useful, productive, find, just other speakers practical, usetul, most speakers have will o s t other as m productive, just as is o s t practical, and effective. effective. convenient, convenient, and is

3. Manuscript 3. Speech Manuscript Speech when exact wording is required, such as specch is presented exact wording as iinn presenting A manuscript presented when required, such manuscript speech presenting is written scientific reports. for w and The speech written oout word for word speech is o r d and u t word n d scientific o n t r a c t s , aand policies, policies, ccontracts, reports. The audience. the audience. delivered by reading tthe c r i p t ttoo the h e sscript by reading delivered the m 4 steps ame 4 r o c e s s — t h e ssame -step p o l l o w s aa 55-step p e e c h f follows process—the a n u s c r i p t sspeech o r the manuscript r e p a r a t i o n ffor P Preparation steps additional step: used for for the the extemporaneous plus an speech, plus an additional used step: extemporaneous speech,

Copyright © 2001 by Leon Fletcher

is

1, Establish Establish aa purpose, 1. purpose. data. Gather data. 2. Gather 2. data. 3. Organize the data. Organize the 3. full senpt. Write a full 4, Write script. 4. Practice. 5. Practice. 5.

Fletcher

Leon

by 2001

©

Copyright

obvious: IItt provides of the the manuscript is obvious: speech is you’ll h a t you'll assurance tthat The advantage provides assurance advantage of manuscript speech The present. tot o present. of being difficult ttoo deliver has the serious disadvantage the serious deliver the manuscript disadvantage of being difficult But the speech has manuscript speech But with feeling and emphasis and also alsa It’s hard feeling and hard ttoo present speech with emphasis and manuscript speech effectively. It’s effectively, present 2a manuscript audience. with your audience. maintain contact contact with o maintain tto be the precise words you deliver the ant precise words want o deliver able able tto be you w

42

42

2 LLESSON ESSON 2

It

the is difficult difficult ttoo adapt has another another disadvantage. quickly the disadvantage. I t is The manuscript adapt quickly speech has The manuscript speech conditions the speaking When there there are situation. When of the the speech are conditions speech ttoo the style of thestyle speaking situation. ororthe miss entirely. the speech did not envision when entirely. when writing speech, the speech may the speaker the not envision writing aa speech, speaker did may miss the manuscript recommended for for any but the the most is nnot exacting, Therefore the o t recommended speech is most exacting, Therefore manuscript speech any but structured speaking situation. speaking situation. structured bother t o read the read i t tto o the document seems written document Besides, iiff a Besides, most appropriate, appropriate, why bother a written seems most is impaired. usually and communication and artificial, communication is audience? Delivery is usually artificial, and impaired. Why stilted and audience? stilted read it? be a the audience audience read it? That would be the speech and let let the That would of the distribute copies a speech and not just copies of just distribute not read three than you three oorr more speak. more times faster than timesfaster time-saver; your can read listener can typicallistener time-saver; can speak. your typical you can and memorized recommended for for most situamemorized speeches speeches are o t recommended are nnot Manuscript most speaking speaking situaManuscript and will nnot be and memorized real world. in the world. Manuscript memorized speeches the real speeches probably o t be tions in tions probably will Manuscript and this course, and students the in this them tto students are o get to try assigned in assigned through the use them are urged nnoto tto course, and get through try ttoo use assigned. are t a h t speeches extemporaneous speeches assigned. that extemporaneous are

content content

it

to

Memorized Speech 4. 4. Memorized Speech but rreading rom a e a d i n g ffrom but is committed is inappropriate; the speech therefore the committed ttoo memory. speech is script script is inappropriate; therefore memory. few speaking in which which this this speech There are situations today There speaking situations speech is appropriate. are few today in appropriate. IItt may may be used used aatt presentations welcomes tto of high-level awards, welcomes be o very visiting dighigh-level awards, important visiting presentations of very important is often often used and such. such. I t is used in in contest and oratorical such nitaries, and oratorical competitions nitaries, speaking and contest speaking competitions such those sponsored various civic and fraternal fraternal organizations. civic and as by various as those sponsored by organizations. To prepare, follow the the 4-step used for for an To again follow speech plus an extemporaneous 4-step process prepare, again process used extemporaneous speech for aa manuscript full script), the additional chen add add oone additional step the speech (write n e more step. (write a full more step. manuscript speech script), then step for So there there are memorized speech: So n preparing are 6 steps speech: preparing aa memorized steps iin is uused The memorized speech o r d i n g iiss required h e n exact s e d wwhen h e memorized T speech is exact w wording required

It

Establish a 1. Establish a purpose. purpose. Gather data. data. 2. Gather the data. data. 4. Organize Organize the Write a full full script. 5. Write script. Memorize. 5. Memorize. Practice. 6. Practice. Ne

See

There’s just the memorized There’s just one the manuscript memorized speech. As with d v a n t a g e tto one a advantage o the with the speech. As manuscript speech, speech, ahead best wording you u t ahead of ttime i m ethe the best can plot oout the speech. throughout the speech. wording throughout you can There are There h r e e major disadvantages. The memorized are tthree disadvantages. The memorized speech difficult ttoo deliver deliver speech is difficult and spontaneity. with feeling, with also tthe feeling, sincerity, sincerity, and There's also hazard tthat spontaneity. There's h e hazard h a t you forget you might forget And tthere’s what you the obvious obvious disadvantage what were going going ttoo say. take the h e r e ’ s the disadvantage of hhaving the you were a v i n g tto o take say. And time tto the speech. memorize the time o memorize speech. recommended tthat IItt is nnot o t recommended this course memorized speech h a t you use a a memorized real the real in this in the speech you use course orin world except world in very specialized situations. situations. except in very specialized

of

in

or

Review Review You have have no doubt doubt noticed You noticed tthat the type h a t the should give depends speech you depends on the type of speech on the you should

situation speaking situation. speaking __

it.

ler’s see have learned well yyou Now that principle N o w let’s and hhow see hhow o w well well yyou o u have learned that p r i n c i p l e and o w well o u ccan a n apply apply

The exercise is the the first The following exercise first of of many and this for you this book following opportunities for book ttoo many opportunities you and INTERACT—to reinforce INTERACT—to and remember reinforce your learn faster faster and learning so so you'll remember the your learning you'll learn the matematerial longer. longer. rial

DESIGNING SPEECHES 4 433 DESIGNING SPEECHES

all

Please be be sure im writing. Please the questions rather actually writing sure you answer all the writing. By By actually writing rather questions in you answer than of your thinking of will greatly—greatly—increase learnyour merely thinking greatly—greatly—increase than merely answers, you your answers, your learnyou will iing. ng. After youve book’s answers, After check them written your with the the book's them with you’ve written please check answers, answers, please your answers, follow. Even which follow. which Even iiff you each question answered each are quite question coryou are you answered quite confident that you each of your book’s rectly, should compare with the the book’s rectly, you one by one, one, with answers, one you should compare each your answers, of the responses—by h a t , you'll material, further reinforce reinforce your the material, learning of responses—by doing doing tthat, you'll further your learning the information still more thereby helping in your thereby helping you o implant the information in securely, more securely. you tto your memory memory still in turn, will help recall the the material and easier material faster easier whenever That, That, in fasier and whenever you need help you it as as turn, will you recall you need and deliver deliver your design and you speeches. you design your speeches.

it

You should follow the the same of writing out each each answer, should follow routine of then checking You checking same routine answer, then each response in this this book. each book. self-test in review, reaction, reaction, and and self-test immediately for every response immediately every review, Make that routine and you'll in remembering the routine automatic automatic and greatly yourself help Make help you'll remembering the greatly in and more material longer, longer, more material completely, and accurately. more completely, more accurately.

that

the type of speech the blanks blanks t o the INSTRUCTIONS: Write Wrice the following is, iin each ofthe the following INSTRUCTIONS: speech each type of to the is, n the of

h— .

right. right.

1.

You've been been asked asked ttoo speak week’s lluncheon You've uncheon speak at next next week’s of local business business association association ttoo tell tell how how stores meeting a local stores meeting of could attract students as college students could more college as customers. attract more customers.

a

a

a

member of asked ttoo students asked You're aa member of a group ofcollege college students v You're group of

before the the students school ttoo students at a high school appear a nearby nearby junior high appear before

will ask ask about ideas the youngsters about your answer answer questions questions the youngsters will your ideas of students of students

how different multicultural multicultural backgrounds on different can on how backgrounds can school. in school. improve their success improve their success in

“

roy

entered a national speech You've entered a national speech contest contest for college for college You've studies. The theme for the The theme environmental studies. students iinn environmental for the students the Year America Should Should Be Be iin Year 22000.” 000.” n the W h a t America speeches: speeches: ““What

bl

of the local of directors the local the board board of directors of You're giving o the giving a speech tto a speech » You're the need need for for ideas oonn the r e s e n t your t o ppresent e c r e a t i o n department rrecreation department to your ideas activities. more more activities.

un

and you're the of aa group You're president . You're president of you're announcing announcing the group and strike. of a strike. settlementof ofsettlement terms terms of

wo

a

Copyright & 2001 by Leon Fletcher

a

chairman of “Get-out-the-Vote” You were year’s “Get-out-the-Vote” last year’s oflast were chairman n You of a and now meeting of on a a meeting a now you're you're sitting sitting in on Committee, and Committee,

Fletcher

by

©

Copyright

™

Lean

2001

™

into a hassle similar group neighboring college. a hassle college. They get at a a neighboring similar get into group at include high school students the group should include students whether the high school over over whether group should ask you for aa be exclusively for college students. They exclusively for college students. They ask or be you for handled this this question. of how committee handled how your committee question. summary summary of have dug of amateur who have dug up team of amateur scientists one of a scientists who You're one a team You're up be of of a American woman, and Native American bones which which seem a Native seem ttoo be bones woman, and dated been older than 1000 previous any than older years previous as 1000 as dated they’ve been they've any years the college the area. been asked asked tto You’ve been finding i n the speak to the college o speak area. You've finding inform tthem findings. t the findings. b o u the h e m aabout o inform anthropology class class tto anthropology

of

in

4 4 44

LESSON LESSON22

Answers Answers 1, Extemporaneous 1. Extemporaneous 2. Impromptu 2. Impromptu Memorized 3. Memorized 3. 4, Extemporaneous 4, Extemporaneous 5. Manuscript 5. Manuscript 6, Impromptu 6. Impromptu 7, Extemporaneous 7. Extemporaneous

of the very of a essence of blockbuster of emphasizing the a question—a Now question emphasizing question—a question a blockbuster o w try N very essence ery a on n miss o students miss the type but aa question first thought. thought. first specch tto o use, question many selecting the selecting use, but many students type ooff speech down. before writing Think through carefully before writing itit down. answer carefully Think through your your answer Which is the best type the one speech? Which one best type of speech?

it

And it is is hoped he that tthe down your OK, you’re written down you’ve written answer, And you're committed; OK, committed; you've hoped that your answer.

It

the speaking You can’t can’t situation. You Reason: I t depends “None.” Reason: answer speaking situation. answer you was “None.” depends oonn the gave was you gave of speech have identified is the best type the situation situation iinn until yyou identified the determine which which is the best o u have speech until determine type of

is

be presented. which the the speech which is ttoo be presented. speech is the used b the most is true that used, the that extemporaneous the one used IIt t is frequently used, byy most most frequently most extemporaneous is But that’s awarding it the the different from from awarding speakers n most situations. But that's distinctly different speakers iin most speaking speaking situations. title of of “best.” “best.” title this very ask you about your at this give—right now—a speech about IIff at reactions moment I ask now—a speech your reactions very moment you ttoo give—right this bbook because yyou'd the extemporaneous far, the tto o this o o k so so far, speech ccould o u l d nnot o t bbee “ “best” b e s t ” because o u ' d hhave ave extemporaneous speech You would have time time ttoo do would nnot do the the preparation for an ttoo give give an an impromptu speech. You o t have an impromptu speech. preparation for for aa manuscript memorized speech. speech or for extemporaneous speech. manuscript or aa memorized extemporaneous speech the type of speech the speaking situation. Until Until you Again, speech you speaking situation. Again, the give depends depends on the you give type of you the speaking know what be the what the situation is, determine which which would is, you know would be the best best speaking situation cannot determine you cannot type ofspeech speech t o use. h‘ use. type of .

:

it

I

to

for aa Speech Format for Format Speech Webster's definesformat defines format as Webster's of organization as aa “general “general plan plan of organization or arrangement.” arrangement.” A speech—any speech—any speech—has speech—has a general plan. general plan. Off course, there are all successful, different speech O effective but aalmost are different speech formats, successful, effective formats, but l m o s t all course, there elements. (Later define the the tterm speeches include certain ccommon speeches include certain we'll define o m m o n elements. ( L a t e r we'll effective speech e r m effective speech is one effective speech quite specifically; work with with the specifically; now the definition definition tthat we can can work h a t an effective now we speech is achieves its its purpose. that achieves because you that the audience audience tto wanted the speech because o gave a speech purpose. IIff you you wanted you gave the advantages of contact know about about the and after know lenses, and after your advantages of the audiaudispeech most contact lenses, most iinn the your speech told them, did know know what what you'd effective speech.) ence ence did them, you you'd told speech.) gave an effective you gave So a speech has a basic form, So speech has a format—a format—a basic form, patcern, design. And, we just And, as as we just structure, design. pattern, structure, basic features features are said, certain included in just certain basic said, about every just about are included speech. every speech. The speech about format you're learn is is one The speech format have found about that experienced t o learn you're found one that experienced speakers speakers have for a of speaking most You should most effective effective for this speech should know a variety situations. You know this speaking situations. variety of format speech format and be be able able t orecall perfectly, completely, perfectly, completely, and without aa moment's recall itit without hesitation. moment's hesitation. ‘Two techniques for learning Two the formar techniques for this book. format arc book. First, learning the are presented presented iinn this First, memorize memorize

a

an

an

to

to

the following: the following:

in

DESIGNING 5 DESIGNING SPEECHES SPEECHES 445 BASIC FORMAT FORMAT FOR FOR A SPEECH SPEECH BASIC I.. Introduction Introduction A. Artention-getter A. Attention-getter B. Preview Preview B. Discussion ITl.. Discussion A.. Main Main Points Points A B. Arrange logically B. Arrange logically data C. Support with data C. Support with IH. Conclusion Conclusion ITI. A.. Review Review A Memorable Statement B. Memorable Statement B.

it?

Got Fine. o t it? Fine. G

to

But just t o be be sure, check yourself o the nnext But e x t page. sure, check just onn the page.

Most Overworked Overworked Word Word Most The word“set” word “set” has has more definitions than other English 194 word. IItt has has 194 The than any English word. more definitions any other

10 as 58 as and 10 a verb, a noun, verb, 58 as a a participial participial adjective, adjective, meanings—126 as meanings—126 as a as a noun, and The Guinness Guinness Book Book ofRecords. according tto according o The of Records.

Fletcher

Laon

by 200)

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4 466

LESSON 2 LESSON

the o the referring tto speech—without referring for a speech—without format for the complete write out Below, write complete format Below, out the page. previous page. previous

check your Finished? N with the the previous the one Now version with o w check Finished? previous page. one oonn the page. your version number and the same? the same? same? Exactly same? Including B., both the Are they both letter (I.,B., Exactly the letter(L., and Are Including every every number etc.)? etc.)? basic tto format is this speech Knowing this that you the rest off this speech course rest o w o n are o the is so this format Knowing so basic are now course that you asked tto reinforce your memory second technique learning—the foltechnique of learning—the folo reinforce asked using aa second memory of i t by using has ttwo advantages: w o advantages: unit. I t has lowing lowing programmed programmed unit.

It

of

it

of

1, You'll additional insight each considerable additional the meaning You'll gain of each and value into the gain considerable 1. insight into value of meaning and format. the speech speech format. part part ooff the have a format the in file 2. You'll of You'll have mental 2. imprint speech of a stronger the format for a speech in your mental file a imprint for stronger your

cabinet. cabinet.

DESIGNING SPEECHES 4 477 DESIGNING SPEECHES

For a Speech—Programmed Format Format For Speech—Programmed You may have had material. IItt preYou had some in studying already have some experience experience in studying programmed programmed material. may already presents in small, small, step-by-step sents information information in step-by-step statements. statements.

But Two Two Warnings But Warnings 1. Programmed such small, 1. learningstarts starts oout u t iin that some students get n such Programmed learning small, casy some students steps that get casy steps

that it’s the idea idea that But the and nnot research worth doing. that research the it’s ttoo o o simple o t worth thefact fact is that simple and doing. But shows that kind ofinstruction for learning kinds of of shows t h a tthis this kind certain kinds instruction is very effective for learning certain very effective details such such as about to So do material, especially do go material, t o study. especially for learning learning details study. So as you are about you are go this program through carefully, seriously. carefully, seriously. through this program This pprogram N. This details— r o g r a m i nincludes cludes m a n y more specifics-—examples, applications, applications, details— more specifics—examples, many format itself. than just for than h e sspeech additional points p e e c h format just tthe itself. Thus Thus there there are are many points for new, additional many new, learn the following n i nthe you following program. you ttoo l e a rin program.

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INSTRUCTIONS INSTRUCTIONS 1. Use hide from Use a from yourself each of 1. information below below each of the the of paper a piece all information piece of yourself all paper ttoo hide

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.-broken b r o k e nlines. lines. Read each cach statement and thoughtfully. is easy into quick . Read carefully and o slip slip into statement carefully thoughtfully. IItt is easy tto skimming, bbut learning is greatly reduced. then learning skimming, u t then greatly reduced. is easy to ae. After each statement, for. IItt is react—write oout After reading reading each u t tthe h e answer asked for. answer asked statement, react—write easy take a and just of tthe shortcut and think of off actually a shortcut physical act act o actually take h e answer, u t tthe h e physical just think answer, bbut and strengthens writing it oout increases and further increases writing u t further learning, strengthens your your learning. down reveal the slide the the paper material down bit ttoo reveal Then slide the hiding subsequent the page *. Then subsequent material page a bit the paper hiding time t o figure missed, take Check iitt with with your answer. take tthe h e rime ut figure o answer. IIff you answer. Check out you missed, your answer. different. clearly why your quite clearly answer is different. answer is your La

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and identify number of those look at Most of Most of us can of different different buildings at a a number can look buildings and identify those differences iin there are homes, Even Even though structures h a t are n tthe he are a great are homes, though there structures tthat great many many differences have come we m a n y homes h o m e s we see, we h a t might becalled called aa recognize something might be we have come 1to0 recognize something tthat many see, have a ggreat home. Speeches, “basic fformat” “basic o r m a t ” ffor o r a home. o u , have reat Speeches, ttoo, be identified identified as speeches ccan having a a n be general m most as having o s t speeches general

but iinn many variations, but many variations,

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ts composed virtually all effective speeches formar that these basic format follow is of these The basic speeches follow all effective t h a t virtually . The composed of

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main parts: main parts:

Fletcher

Lean

by 200)

©

Copyright

Introduction IJ.. Introduction Discussion I . Discussion IIL. IIL. Conclusion Conclusion 111. main parts? how many So a includes how So a speech parts? speech includes many main Three Three

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Y The three main The three main parts speech are: are: parts o f a speech

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Conclusion Discussion, Conclusion Introduction, Introduction, Discussion,

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the basic and conclusion conclusion are format of a discussion, and a speech, are introduction, discussion, the introduction, speech, the > IInn the basic format of aa speech. the known as of speech. known as the

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is important, in planning the same for uniformity It is speech, always always tto o use use the same ¥ Ir uniformity in planning aa speech, important, for

of a speech. indicate the main various parts the three three main the various For identifying speech. For symbols ttoo indicate symbols identifying the parts of

have used used the of aa speech the symbols speech we parts of we have symbols

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These, of course, Roman numerals. numerals. Roman numeral [[ identifies identifies the the main main part Roman numeral These, are Roman course, are part

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used to js used Roman numeral Roman the second second part the to identify numeral I I is identify the speech, called called the part ooff a speech, of a speech. part speech. part of

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The final main part of a The final main the speech, the a speech, part of

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talk, i t is soon after speakers are soon is important after they a talk, they begin speakers are o prepare the important tto begin a prepare carefully the

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SPEECHES 4 DESIGNING DESIGNING SPEECHES 499 10. Some Some speech 10. and some main part of aa speechinstructors instructorscall call the textbooks and the second second main speech textbooks some speech part of else. We call it it the We prefer speech the “body,” the speech the the the “main part,” or something prefer ttoo call something else. because it is the of your detail about Discussion because Discussion the part about n which you speech iin go into detail part of your speech you go and really talk about—or main part the main topic. Thus, —yourtopic. subject and your about—or “discuss” Thus, the really talk “discuss”—~your your subject part of aa speech, follows the the Introduction, called the which follows of Introduction, is speech, which is called .

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The last part of 11.. The called the Conclusion. I t is, of course, is called the Conclusion. the part which is, of speech course, the part of aa speech part iinn which close. The draw your of a main parts three main you speech t o aa close. The three a speech, speech, then, then,are: are: parts of your speech you draw

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Introduction Introduction Discussion Discussion

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and Conclusion The Introduction, known as the Conclusion are The Introduction, Discussion, Discussion, and are known as the of aa speech. of speech. Main Mainparts parts

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details o which yyou the details is that 13.. The The longest that iinn which off yyour our o u ggo o i n t o the speech is longest part part ooff a speech called the This main main part of the of aa speech is called This specch

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the first few in the what they first few plan very carefully what o say Most speakers speakers plan are going going tto Most they are say in very carefully because the the opening remarks of have ssuch of aa speech of aa speech speech because speech have u c h a great sentences sentences of opening remarks great in eestablishing speaker’s iimpression a n y speakers hus, m udience. T a n aaudience. Thus, m p r e s s i o n oonnan stablishing a impact speakers a speaker’s impact in many the first of aa speech, considerable ttime the speech, the first part r e p a r i n g the i m e ppreparing p e n d considerable sspend part of

1. Introduction Introduction I.

Copyright © 2001 by Leon Fletcher

15.. Fletcher

Leon

by

2001

©

Copyright

remarks of final remarks of a speaker The final The speaker

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careful planning, oo. planning, ttoo. very very careful

Conclusion 111. II, Conclusion

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also are the effectiveness effectiveness important i n establishing establishing the are important also , requires Tequires

last part the off a speech; speech, the speech; the o f a speech, the last o part of

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LESSON 2 LESSON

used ttoo the symbols include the main parts symbols used (Be sure speech? (Be the main sure ttoo include 16. What What are 16. are the parts of aa speech? each part.) identify part.) identify each

L. Imroduction Introduction I. Discussion Discussion . IIL Conclusion TIL Conclusion II.

The first the Introduction— of the Introduction— first part speech—the first first statement 17.. The presented iinn aa speech—the statement presented part of

We call audience. We it an the audience. be designed interest ooff the call it the interest should be designed to to capture should capture the basis for main basis the main be the what you for selecting selecting what would be h a t would Auention-getter.”WWhat *“Attention-getter.” you might A ion-g! say as aann Attention-getter? say as

audience. be interesting the audience. Must be to the words) Must interesting to own words) (In your your own (In

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with a statement his speech A speaker the who designed tto o get thatisis designed speech with statement that begins his h o begins i . A speaker w get the is using an his subject audience interested subject is interested iinn his audience using an .

Attention-gerter Attention-getter kinds of Attention-getters. Some Some speakers different kinds There are 19. There are many speakers start start a speech speech many different Anrention-getcers, with a fact, o a joke, with statistic, a joke, a fascinating fact, a faserdating a story, stimulating orr aa stimulating story, aa startling statistic, these or other Whichever one kinds of one of these of openings other kinds question. question. Whichever speaker may openings aa speaker use, may use, the Attention-getter of the the purpose is the ion-g purpose of .

of

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To get the audience words) To (In your andience interestedin the subject (In the speech. interested in the own words) subject of the speech. get the your own

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FFor o r example, example, suppose speaker starts the impact starts a speech with speech o o ftelevision television with impact of onn the suppose a speaker this statement: statement: this

Each evening more Americans view the typical view the than have dramatic television television show show thanhave Eachevening more Americans typical dramatic all ofthe viewed all of all of Shakespeare's all of all tthe viewed the stage plays in performances of since in all h e years Shakespeare's plays stage performances years since written. they were they were written. audience would This, most This, and startling would agree, an audience most people people iinn an an interesting interesting and startling agree, is an of

statistic. statistic.

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Such an called an Such statement in a an opening opening statement a speech is called speech an Attention-getter Attention-getter

511 DESIGNING SPEECHES 5 DESIGNING SPEECHES 21. We We are the three 21. o w beginning basic format o expand from the three format for for a speech the basic are n expand the speech from now beginning tto

main parts this point basic format main with which for a speech Att this started. A which we format for we started. speech point our our basic parts with consists of of these items: consists these items:

Introduction I . Tatroduction JL.

A. Artention-getter A. Attention-getter

Discussion IL. Discussion TL.

Conclusion 111. Conclusion MIL.

the Attention-getter? What, iinn your What, should aa speech after the speech present opinion, should Attention-getter? present after your opinion,

Your opinion Your opinion

u r answer was asked for, well, your Our is, well, for, so so your answer. O was asked your answer is, your answer.

be tthat the Attention-getter, the subject would be would should then then preview h a t after subject ooff speech should after the Attention-getter, aa speech preview the

the speech. the speech,

be presented in the the Introduction 22. Thus, how many should be Introduction of of aa speech? many things Thus, how things should 22. speech? presented in

Two Two

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of our basic basic speech looks like this: 23. The format now The opening speech format 23. like this: now looks opening part part of 1. Introduction Introduction 1. A. Autention-getter A. Attention-getter

Preview B.. Preview B of the second part What is the Introduction? Introduction? of tthat the purpose h a t second is the What part of purpose of

audience kknow To llet words) To exactly (In o u r oown w n words) e t tthe h e audience n o w exactly (In yyour aabout bout

what yyou talk what o u are are going going ttoo talk

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be specific and precise Preview Many speakers the Preview specific and 24, Many precise iin n wording wording the effective ttoo be find iteffective speakersfind 24, about a blind blind teacher, with aa short short dramatic dramatic story about for teacher, for After opening of aa speech. speech. After of opening with the with these words: subject words: these with preview subject the example, preview speaker might example, aa speaker it

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the importance what I want talk about about with with you That story emphasizes want to importance of what today— t o talk That you today— story emphasizes the medical research research ttoo prevent blindness. need for for more h e need tthe more medical prevent blindness. T

Fletcher

by

AL A.

2001

©

Copyright

a

the IIntroduction ‘The ttwo are: speech are: n t r o d u c t i o n o f a speech o f the partsof w oparts The of

Leon

B. B. B, Preview A. Attention-getter, Preview Attention-getter, B. A.

LLESSON e s s O N 22 in

the main parts identified bbyy Roman of aa speech Roman numerals, 25. While While the the three three main numerals, the 25. speech are are identified parts of of the which are sections of the Introduction Introduction are identified by are sections symbols, which by symbols, are identified Capitalletters Capital letters

a

be presented in the the symbols sections tto the Introduction Introduction the ttwo o be w o sections 226. Thus, Thus, the symbols ttoo identify the presented in and . and are are

A A,, BB.. nN

The first 27, The be presented in the the Introduction, with the the symbol Introduction, along statement to 27. first statement t o be presented in along with symbol section, is that section, uused s e d tto o identify is identify that .

:

A,. Attention-getter A Attention-getter

The second with the second part the symbolused identify it, is 228. The the Introduction, Introduction, along symbol used tto o identify along with part ofthe it,is of

Preview B. Preview B.

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the Introduction, the next mainpart After the basic format format of 229. After Introduction, the main part of ofthe the basic the of a speech is the speech IL. Discussion Discussion 11.

30. IIn the Discussion, 30. n the should present Discussion, you should the Ma¥n Mal Points, of the the Points, or aspects orideas, ideas, of present the aspects or Main divisions o subject ooff yyour subject the general Points are o u rspeech. speech. M a i n Points off the are divisions general subject subject you are you are about. If, for example, talking about. example, the If, for of your general topic of the general electronic speech is electronic your speech and among communications and communications about in the Discussion the things talk about among the things you Discussion are: i n the are: you talk o

32

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A. Telegraph A. Telegraph B. Telephone B. Telephone C. Radio C.Radio D. .Television Television D

Those four four things be considered Those would be considered the the things would Main points Mainpoints

of your speech, your speech,

3 SPEECHES 553 DESIGNING DESIGNING SPEECHES 31. N 31. o w our Now looks like this: basic form for aa speech our basic like this: speech looks

L Introduction Introduction .

A. Attention-getter A. Attention-getter

B. Preview Preview B.

Discussion IIL I . Discussion A. Main Main Points Points A. ITI, II.

Conclusion C onclusion

The last items we added ttoo this this basic basic format format are the The last items are the we added Main points Main points

32. IIff these these wwere Main Points the Discussion Discussion part 32. e r e tthe h e Main Points iinn the speech: part ooff a speech: A.. M Monitor A onitor Word Processor B. Word Processor B. C. Keyboard C. Keyboard

Drive

DD.DVD-ROM . D V D - R O M Drive E. Modem Modem E.

would most be the subject then the then of aa speech subject of likely be speech would most likely

Computers Computers

to

talk about show business, Main Points be business, what 33. IIff you about show what Main Points might be were give a 33. t o give a talk you were

the Discussion of your the blanks blanks with with in the Discussion part of in the speech? (Please presented (Please fill in fill presented in your speech? vour suggested points.) points.) your suggested A. A. B. B

Cc. C. D. D

(Etc) (Ete)

of

Copyright © 2001 by Leon Fleicher

these: There are, including these: possibilities, including a n y possibilities, There course, m are, of conrse, many

Fletcher

Leon

by 2001

©

‘Copyright

Television A. Television A. B, Movies Movies B. C. Theater Theater C. (Etc) (Etc)

OR OR

A, Actors Actors A. B. Actresses Actresses B. C. Directors Directors C. D. Writers Writers D. (Etc.) (Ete)

OR OR

A. Cost Cost A B, Availability B. (Etc.) (Ete.

2 ESSON 2 LLESSON

of your the subject called speech, are arecalled subject of Such subtopics, 34. Such or parts subtopics, or 34. your speech, parts of the Main points Mainpoints

form outline form in “skeleton,” this in looks like format for Now “skeleton,” or outline 3 5. Now like this speech looks for aa speech basic format ourbasic 35. our all the (Please fill blanks.) the blanks.) fill iinn all (Please LL

A.

Introduction Introduction A, Attention-getter A. Attention-getter B. Preview Preview B. FE Discussion Discussion IT. A. Main Main Points Points A. Conclusion HE Conclusion HI. £ I.

The next guide Main Points the Discussion should of the Discussion should those Main for our speech 36. The Points of speech is tthat h a t those 36. next guide for Main Points be arranged should be in aclear the Main clear or that the Points should That means logically. That or be means that arranged logically. of tthe Main Points Points iinn aa order of order or sequence. For example, example, a expected order h e Main expected a logical sequence. For logical order migration: speech on migration: speech [3

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in

A. Migration before 1925 before 1925 A.Migration B. Migration 1925-1950 B. Migration 1925-1950 C. Migration 1950-1975 1950-1975 C.Migration D..Migration D 1975~present Migration 1975-present what basis? These Main Main Points Points are logically on what basis? These are arranged arranged logically

words;) w n words;) (In (In your your oown

took place migration migration took

A time time sequence, the order which order iinn which chronologically, oorr iin n the A orr chronologically, sequence, o

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time sequence is only one 3 ™ A time be different types of sequences that might 37. one ofseveral several different might be sequences that sequence types of used to Points of order is the MMain whichever order to arrange used, the the speech. BBut used a i n Points o f aa speech. u t whichever is used, arrange the Main Points Points of the Discussion, be arranged Discussion, should speech, presented Main o f a speech, should be presented iinn the arranged iinn a which order, which . is sequence, sequence, or order, of

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Logical Logical

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DESIGNING SPEECHES DESIGNING SPEECHES

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38. Presenting 38. the main main points audience n a logical the audience order helps points o f a speech Presenting the speech iin logical order helps the

remember what remember ou what yyou

the m talk aabout b o uin tin the main a i n part o u r speech, n o w n as tthe he speech, kknown part of yyour

as

TE. Discussion Discussion 11.

39. N 39. Now be presented the Discussion o w wehave have two guides what should should be Discussion part guides to to what presented iinn the part ooff and so “skeleton” of the format for the basic basic format have the “skeleton” your speech, and for aa speech so the speech as as we we have your speech, far looks looks like this (Please fill in all the in all developed developed it so the blanks.): like this (Please fll blanks.): so far we

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Introduction Introduction A. Auention-getter A. Attention-getter B. Preview Preview B.

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Discussion Discussion

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A. Main Main Points Points A. B. Arrange B. logically Arrange logically Conelusion Conclusion

IIT, II,

will notice did in in the You will the Introduction, 40. You notice tthat just as using 40. h a t just Introduction, we as we we did we are are using the subsections of the the Discussion subsections of Discussion part symbols to speech. to identify as identify the as symbols part ooff a speech.

letters Capital Capital letters

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of a the basic basic format There is one format of the additional guide speech tthat 41. There 41. h a t applies o the applies tto guide ttoo the a speech one additional total of of how That means how many for the the DDiscussion many guides Discussion. That means there Discussion. there is aa total guides for iscussion speech? part part of a speech?

is

Fletcher

Leon

by 2001

©

Copyright

the Discussion the Main Main Points Points ooff aa speech, should the Discussion present the speech, arranged 42, N 42, Not arranged o t only only should [5

Copyright © 2001 by Legh Fletcher

Three Three

each M Main but each Point logically, but a i n Point logically,

be supported with data. should be data. Example: Example: A speaker should supported with speaker

ts expanding Main Point educational television She then Point that then rapidly. She television is that educational a Main presents expanding rapidly. as a presents as and today 1954 there 45 stations, there were about 45 there are 260 than 260 stations, and were about are more today there states tthat n 1954 h a t iin states more than

Main Point has ssupported with Point with stations. TThe e r Main u p p o r t e d hher h e speaker stations. speaker has

is a this case in this statistic. The particular type data in case is a statistic. Data. Theparticular Data. type of data

LESSON 2 LESSON

to

the

the music about the importance music program 43. If at your If you 43. speech about were t o give give 2a speech importance ooff the program at your you were

in

that the the of your Main Point Point in the the Discussion Discussion part be that speech might might be school, one school, one Main part of your speech work with with others. others. Following music program build a student's ability helps o work ability tto t o build Following music a student's program helps that should that statement statement you you should

to

that data that Present data Present

Main Point will support Point h a t Main support tthat

zg be arranged Main Points in the in 44, should the the Main the Discussion of aa speech Not only Points in Discussion part speech be 44. only should Not arranged in part of

be. each ppoint should be order, bbut o i n t should u t each logical order, a logical

with data data Supported Supported with wn

4! & this in in a Suppose a y s this 45. 2 speech: Suppose a a speaker speaker ssays speech: .

"There are why y o u should three reasons candidate. First, There o t e ffor or m are three First, hhee iiss ¢expenreasons why experimyy candidate. you should vvote enced. H statewide association of the association last last year, He enced. he has has held held other other e was the statewide president of n d he was president year, aand Second, he elected positions, hard worker. is informed And third, elected worker. And he is informed about about o o . Second, he is aa hard third, he positions, ttoo.

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the needs needs of this this organization, attended the the He attended the planning last mmonth when tthe o n t h when he organization. He planning meeting meeting last needs of our discussed in detail. detail. needs our group were discussed group were the first Is the with data? data? . Is first point point supported supported with

ad Is the second second point supported Is the data? with data? 2, supported with

the third data? third point 3, » IIss the i t h data? point supported supported wwith Yes. (2) Yes. No. (3) (1) Yes. (2) No. (3) Yes. (1)

Ca

5 6 56

446, the Discussion of a speech, each Discussion part s IInn the speech, each part of be supported with data. data. be supported with Main Point Main Point

should should

DESIGNING 7 SPEECHES 557 DESIGNING SPEECHES

it

47. The looks of the The outline far looks basic format of a have developed 47. outline of the basic format of speech as developed it so so far a speech as we we have like this this (Please iil in like the blanks.) (Please fill blanks.) i n the

11 A. B. B.

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Introduction Introduction A. A A. ttention-getter Attention-getter B. Preview Preview B. Discussion Discussion A. Main Main Points Points A. B, Arrange B. logically Arrange logically with data C. Support data C. Support with Concluston Condusion

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the Conclusion We now have have only the in your the first first 48. We What, in Conclusion ttoo plan. 48. plan. What, opinion, is the your opinion,

in

the Conclusion? Conclusion? point point ttoo present present in the

Our accepted. O nr course, accepted. is,is, of course,

The question asked for o u r answer o u r opinion, The opinion, so so yyour answer for yyour qu estion asked the speech. ould be be a reply would Review of the speech. a Review

reply

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hd

449. Often the end something like this toward end Often aa speaker toward the speaker will speech: will say like this of aa speech: say something fed me to believe is a those are the believe that that educational educational television And a reasons that A n d so that led television is so those are the reasons

tool.

teaching those ppoints valuable teaching valuable t o o l . LLet et m v e r those o i n t s oonce n c e again, again, very brietly. mee ggoo oover very briefly.

the that thatshe she starting the isi s starting

like

is aapparent something like that, When aa speaker that, iitt is When pparent speaker says says something of her her speech and speech and CConclu: o n c l u ssion i o n of is ppresenting r e s e n t i n g aa

is

Review (or (or summary) Review summary)

Fletcher

Leon

by 2001

©

Copyright

in the main part of of a the first be presented the main should be Review is the first thing that that should 50. A Review speech a speech presented in 50. . known as the the h a t is known tthat

as

Conclusion Conclusion

.

2 ESSON 2 LLESSON

a is

Main Points When Points oof fhis the Main the general his general subject briefly goes subject oorr the over the 51. When a speaker speaker briefly goes over Conclusion called the the Conclusion the section section ooff the called the speech, he he is presenting speech, presenting the the too). symbol, the (include (include symbol, too). w

.

Review A. Review A.

The last be presented the speech—is thus iinn the Conclusion—and thus the Conclusion—and speech—is last point 52. The presented iinn the point ttoo be have how should We therefore called a Memorable Statement. We which should therefore have how many many items Memorable Statement. items which called in the included in be included Conclusion? the Conclusion? be

Two Two

of a the Conclusion in the review in should Memorable Statement Conclusion of a . After Statement should the review After the speech, tthe h e Memorable a speech, 553. be designed be presented. Statement should the Memorable Statement should be The Memorable designed ttoo emphasize be emphasize the presented. The idea o main idea The Memorable Memorable Statement should Statement should general subject o u r speech. main speech. The subject ooff yyour orr general have said. audience remember what remember w hhelp e l p your h a t yyou o u have said. TTheh elast last thing thing presented presented i n a your audience be a should be . speech speech should a Ww

58

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Memorable Statement Statement Memorable

Memorable Statement Statement should be presented 54, The The Memorable should be the Conclusion Conclusion ooff a speech, 54. speech, presented iinn the the after the right after . .

Review Review

To emphasize audience the main idea, 55. To the general emphasize ttoo your of your general subject, idea, of subject, or main speech as as your audience your speech Review and end with conclude, the the speech should end and a you speech should with a Réview . you conclude, .

Memorable Statement Statement Memorable and a Memorable Review and Statement are .. A Review Memorable Statement sections that the ttwo be that should are the should be w o sections main part the main presented the presented iinn the speech called called the part ooff aa speech Conclusion Conclusion

57, Suppose concludes a 57. with aa statement Suppose aa speaker speaker concludes speech with a speech statement such such this: asasthis: And 5so0 those those are And reasons for schools ttoo use for wanting are my the new of the wanting our techour schools my reasons use more more of new techand technology of teaching. niques niques and Que knowledge technology of doubled since has doubled teaching. Our since today’s knowledge has today’s college college the seniors entered entered the seniors and our grade, and first grade, double again will double first before the our knowledge todthe todknowledge will again before

dlers of today finish high dlers school, today finish high school,

is

She is ending her her speech with a She speech with a technique designed tto technique designed o emphasize her audience audience emphasize ttoo her basic idea the basic of her idea of her speech. the That technique speech. Tha called a technique is called the symbol, (include the (include symbol, too). too).

Memorable Statement B. Memorable Statement B.

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9 DESIGNING SPEECHES 5 59 DESIGNING SPEECHES 58. The The same and 58. used ttoo identify the sections of that were af the the Introduction Intraduction and same symbols the sections were used symbols that the Discussion Discussion arc used ttoo identify the those symbols the sections of of the the sections the Conclusion; Conclusion; those are used symbols are are

Capitalletters Capital letters 39, Can the basic basic format for a 39, Can you brief write oout format for Let’s go u t the speech? Let’s a speech? through aa brief you now write go through review as a final final checkup. will remember, main parts. review includes three three main remember, includes checkup. A speech, speech, you you will parts. They are: They are: as

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Introduction Introduction Discussion Discussion Conclusion Conclusion

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the first o . What be presented 60. main part What should should be first main speech? presented iinn the part ooff aa speech?

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A. B. B. L. Introduction Introduction 1. A, A A. ttention-getter Attention-getter

B.. Preview Preview B

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be included included iin second main of a main part What should should be the second a speech? specch? n the .. What part of Tl. IL.

A A. B. B.

C. CG.

11, Discussion I1.Discussion

Copyright © 2001 by Leon Fletcher

Main Point Point A.. Main A

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B, Arrange logically B. Arrange logically with data data C. Support C. Support with

6 0 60

LESSON 2 LESSON the last of a be included in the main part 62. What What should included in last main should be a speech? 62. speech? part of

IIL. TTL.

A. A. B. B. Conclusion IIT Conclusion HI. A,. Review Review B. Memorable Memorable Statement Statement B.

this all ali together, 63. Putting the know the 63. together, you Putting this you now know

of aa speech. of speech.

Basic format Basicformat

Asa a check, let’s basic format 64. As the complete format of final 64. of aa speech. final check, let’s see u t the speech. see you complete basic you write oout

Introduction 14. Introduction A, Attention-getier A. Attention-getier B. Preview Preview B. IT Discussion IT.Discussion A,. Main Main Points Points A B. Arrange B. Arrange logically logically C. Support with data C. data Support with IIE, Conclusion Conclusion IIL. A. Review Review A. B. Memorable B. Memorable Statement Statement

PEECHES ESIGNING S D SPEECHES DESIGNING

1 6 67

You now have a model—the basic You basic format format for aa specch—to a model-—the as you use as as a a pattern now have specch—to use you pattern as design design your speeches. your own speeches. Students often each of of tthe be?” main parts of Students often ask, H o w lang h e main o f a speech be?” ask, ““How should each long should speech parts The answer be: the lengths The that, iin should be: n general, general, the answer is that, lengths should

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I. I. ITl,I . Tl. ITI.

Introduction Introduction Discussion Discussion Conclusion Conclusion

10% 10% 85% 85% 5% 5%

But those those percentages will vary the But guides only. only. They general guides They will depending on the are general percentages are vary depending

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will learn lessons i n this in later later lessons this book. speaking situation, speaking, situation, as learn in book. as you you will Now else break from this material. material. D N o wyou you are urged take aa brezk from studying Doo something urged ttoo take something eise studying this

are

Copyright © 2001 by Leon Fletcher

check yourself for, say, least [15 and then wait unul until Ltomorrow minutes. Even Even better, then check better, wait o m o r r o w and 5 minutes. for, yourself say, aatt least will help be sure the following following self-test. before you break before o s e l f - t e s t . Taking help yyou o u be sure test yourself Taking a onn the a break yourself will you test have indeed learned the basic for you h a v format e indeed learned the basic format for a speech. speech. a you

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662 2

LESSON 2 LESSON

Maya Maya Angelou... Angelou... intense, powerful, powerful, . is an . ..-is an intense,

commanding speaker. commanding speaker.

is

She is an African She an actress, actress, African American activist, dancer, American conductor, dancer, activist, conductor,

film director, director, historian, playwright, film historian, playwright,

first the first and the writer, and singer, singer, songwriter, songwriter, writer, African American have a American woman a African woman ttoo have book—I Know Why the CagedBird Caged Bird book—1IKnow Why the

best seller Sings—on the Sings—on the best sellerlists. lists.

She has led she has “rollerled aa “rollerShe says she says life.” coaster life.” coaster Born Marguerite in a Johnson in Born Marguerite Johnson a rural area of St. St. Louis, Louis, segregated rural segregated area of in 1928, she broughtherself Arkansas, in1928,she brought herself Arkansas, from broken home, beingraped up being raped a brokenhome, up from a 8 years when 8 mother old, an unwed mother when years old,anunwed

become one of our nation’s 16, tt©o become at 16, at our nation’ one of foremost cultural intellectual and intellectual foremost cultural and leaders. leaders.

became the 1971 she she became In 1971 Black In thefirst first Black have an to have woman original screenplay an original wornan to screenplay produced—Georgia, produced—Georgia, Georgia,She Georgia. She for Emmy for nominated for Awards for Emmy Awards was was nominated her acting and Roots.She Roots, She ber Georgia and acting in Georgia

is fluent fluent in in French, French, Spanish,Italian, is Spanish, Italian, ‘West African well as African Fanti, as well Fanti, as West as

she has of course. And she has English, English, of course. And recorded by BB. music recorded composed by B.B. composed music King. King. African South African married aa South She married She freedom fighter in Cairo, Cairo, freedom lived in fighter and lived she five years Africa she in Africa Egypt.During Egypt. During five years in and

the Arab Observer, The Arab of The editor of Observer, the was was editor

only only English-language weekly English-language weekly the Middle She in the Middle East, East, She newspaper newspaper in feature in Ghana and was Ghana and taught taught in was feature of The editor of The African Review. editor African Review. Ford appointedher President Ford President appointed her ttoo Bicentennial Commission,and the Bicentennial Commission, and the be on President Carter her ttoo be selected her Carter selected President on the the National Commission Commission on theNational on the Observance of International Women’s Women’s Observance of International Year. In she wrote In 1993 delivered and delivered 1993 she Year. wrote and the presidential inauguration inauguration poem thepresidential poem for President Clinton. for Rresident Clinton.

of

One of Ms. Ms. Angelou’s One Angelou’s many many

“The honorary significant quotes: honorary significant quotes: “The of ahumanbeingis love.” duty of duty a human being is vo to love.”

3 DESIGNING SPEECHES 6 63 DESIGNING SPEECHES

4:

AASSIGNMENT SSIGNMENT 4:

Self-Test Essentials Essentials of Speech Design: Self-Test Speech Design:

>

1. Take ACTION: following self-test. Take the the following b ACTION: 1. self-test. 2. Grade Grade your See instructions 2. instructions on next answers. See next page. page. your answers. 3. Enter Enter your on the Grade Record Record Form Form ifif you grade on the Grade 3. using your are using you are your your grade Folder. Diagnosis Diagnosis Folder.

INSTRUCTIONS: Write Write oout the answers without referring INSTRUCTIONS: the following u t the referring ttoo following questions answers ttoo the questions without than your other than any source other any source memory. your memory.

of

1. Name Name the 1. the types speeches. types of speeches.

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basic format Write our tthe format for for aa speech. Write h e basic speech.

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What is the main basis basis on decide which use? the main which you should decide which type of speech ». What speech tto o use? on which you should type of

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of sspeeches classified oonn the the bbasis of tthree features: the style, The types (1) the style, oorr a t u r e s : (1) hree fe a s i s of a r e classified p e e c h e sare > The types of they a r e given, the ssituation mode, of which n d (3) h i c h they nw (3) delivery, {2) (2) the i t u a t i o n iin of delivery, mode, are given, aand

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of speech the The best best type is the . The speech type of

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each of of the situations? of speech be best best for for each the following would be Which ttype speech would following situations? y p e of Which

Copyright © 2001 by Leon Fletcher

work at church group about your work at a summer (1)Reporting summer camp sponsored by (1)Reporting ttoo aa church camp sponsored group about the church: church: the Fletcher

to

did nnot ahead of time you were receive: know ahead of time were t o receive: award you did an award o t know (2)Accepting an (2)Accepting

Leon

by

2001

©

the demands demands your committee will make make aatt the conference the committee will the at a a press (3)Announcing (3)Announcing at press conference about contract details: contract details: evening’s meeting evening's meeting about

Copyright

the next Now next page. answers on the w check your answers o check N page.

LESSON 2 LESSON ANSWERS ANSWERS memorized manuscript, memorized 1, Impromptu, 1. Impromptu, extemporaneous, extemporaneous, manuscript, Introduction 2. 2.1.L Introduction A. Anention-getter A. Attention-getter Preview B. Preview B. Discussion I . Discussion IIL. A. Main Points Points A.Main B, Arrange logically B. Arrange logically with data data C. Support with C.Support III. Conclusion 111.Conclusion A. Review A.Review Memorable Statement B, Memorable Statement B. The speaking situation The speaking situation The preparation required Thepreparation required ne the speaking situation None; it depends depends on the None; speaking situation (1) (1) Extemporaneous Extemporaneous (2) (2) Impromptu Impromptu (3) (3) Manuscript Manuscript goo

4 6 64

it

GRADE YOUR HOW TO GRADE SELF-TEST HOWTO YOUR SELF-TEST be considered each correct To be considered correct, You ust must answer. To o r each n e point answer m o u earn Y correct answer. earn oone point ffor correct, aann answer the format format for well as be complete That means speech, for a speech, r i t i n g out in w thatin c c u r a t e . That as aaccurate. means that be writing out the as well complete as be considered include the the symbol considered correct. for your should include etc.) for symbol! (I. A., etc.) (I.,A., you to be correct. your answer to you should the right sequence Give for a of the the format version of format for should be i n the And your o o . Give speech should a speech And sequence ttoo. your version basis: the following following basis: yourself points points on the be

Question 1: Question 2: 3-5: Question Question 3-5: 6: Question Question 6:

in

of speech each correct 4 points, for each speech 4 correct type points, 11 for type of each correct of format format 10 points, for each line of 10 correct line points, | for each correct for each 33 points, answer points, |I for correct answer for each each ccorrect o r r e c t answer 33 points, answer points, 11 for 1

A perfect—complete—answer Remember that would 20 ppoints. A o u l d earn o i n t s . Remember t h a t your perfect—complete—answer w goal earn you you 20 your goal is tto learn 80 the concepts each lesson. lesson. That 80 percent more That means is o learn o f the t h a t if you means that percent or more concepts iinn each you 16 points earned 16 earned h a t self-test: self-test: points oorr more oonn tthat

of

1. Give “credit.” Give yourself 1. yourself “credit.” 2. Enter Enter that that on your Grade Grade Record Record Form, Form, if 2. if you are maintaining maintaining your Diagnosis you are your Diagnosis Folder. Folder.

earned fewer fewer than 16 points: than 16 IfTf yyou o u earned points: 1. Please the first Please return lesson. 1. first page dus lesson. return ttoo the page ofthis 2. Study the lesson lesson again. 2. again. Study the the self-test Take the 3. Take 3. self-test again. again. of

16 or more a. a. IIff you “credit.” (Don’t points, give more points, give yourself “credit.” (Don’t forget now get forget tto you now get 16 o

enter enter

that on your Grade Record Form, if that Record Form, the Diagnostic if you using the are using your Grade Diagnostic you are

Folder.) Folder.)

b. If second try you If on your don’t pass b. the quiz, should confer confer with pass the with your you don’t your second quiz, you you should your instructor. instructor.

PEECHES ESIGNING S D SPEECHES DESIGNING

5 665

Content Content Format Format Once Once you've for speeches variao t tthat h a t format firmly in in mind, format for consider the the following mind, consider speeches firmly you've ggot following variation tthat h a t some fand more studentsand and speech some students instructors ind helpful. speech instructors more helpful. II.. Introduction Introduction A. Artention-getter A. Attention-getter B. Preview Preview B. II. Discussion Discussion A. Main Main Point #1 Point #1 A. 1. Data Data 1. 2. Data Data 2. data as be needed) (Additional needed) (Additional data as may may be B. Main Main Point #2 B. Point #2 1. D 1. ata Data 2. Dara 2. Data be needed) data as needed) (Additional (Additional data as may may be and data data as C, (Additional C. (Additional points as appropriate) points and appropriate) Conclusion IML Conclusion A. Review A.Review Memorable Statement B. Memorable Statement B. |»

1.

is

of course difference between the ttwo formats is in the way the You of notice tthat in the between the You h a t tthe h e difference w o formats course notice way the is presented. the discussion is aa “structural The first first format for aa speech “structural version,” discussion part format for version,” speech is the presented. The part is the second and the “content version.” second and is 2a “content version.” find m use—the version version you remember—and use—the Orr do do as urged ttoo remember—and You're You're urged helpful. O o s t helpful. as mast you find beneficial: Remember Remember and students say is versions. both versions. use both and many speech students even more more beneficial: use many speech say is even Now TV, play walk, watch from your watch TV, of tenplay aa game studying—go for for aa walk, e s t from take aa rrest ow N tengame take your studying—go this last last lesson whatever. IIff you've lesson seriously, refresh yourself before been studying nis, whatever. nis, seriously, refresh yourself before you've been studying this lesson. You've You've earned the nnext it! e x t lesson. you on ttoo the earned it! go on you go

is

Copyright © 2007 by teon Fletcher

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2 ESSON 2 LLESSON

Check-Off Tip Sheet Designing Tip Sheet Designing Speeches: Speeches: Check-Off

If

in designing INSTRUCTIONS: I f you in remembering need help these steps INSTRUCTIONS: help in remembering these designing your steps in your you need check off each i item off each below as speeches, check o u prepare list below thelist tem o n speeches, the as y your you prepare your speeches. speeches. on

TYPES OF OF SPEECHES SPEECHES TYPES 1. Impromptu 1. Impromptu 2. Extemporaneous 2. Extemporaneous 3. Manuscript 3. Manuscript 4, Memorized Memorized 4. A SPEECH BASIC STRUCTURALFORMAT STRUCTURAL FORMAT FOR SPEECH BASIC FOR A Introduction __. IL.. Introduction A. Adention-getter _ Antention-getter ___ A.

Preview —uw_B. Preview —._ IL Discussion Discussion II. Main Points A. Main — A, Points —_ B. Arrange — Arrange logically logically —— B. C. Support data with data — Support with —— C. Conclusion -—_ — IIH. I I . Conclusion A. Review — —— A.Review B. Memorable Memorable Statement — Statement —— B. 5B.

A

FORMAT FOR BASIC CONTENT CONTENT FORMAT BASIC SPEECH FOR A SPEECH I. Introduction Introduction LL

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N

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A.. Attention-getter — Attention-getter —__ A B. Preview Preview B.

—.

—_

——

— ——

Discussion II. Discussion A. Main Point #1 — #1 —— A. Main Point Data 1. Dara ——1. 2. Data Data 2. be needed) data as (Additional (Additional data needed} as may be B. Main — #2 B. Point Main Point #2 —— 1. Daa — Data 1. —— 2. Data — ~—__ 2. Damn (Additional data as (Additional data be needed) as may needed) may be C. —— and data (Additional points data as points and as appropriate) —— C. (Additional appropriate) Conclusion II. Conclusion II. HL.

A. Review Review — —— A. B. Memorable Statement Statement —__. B. Memorable

—_

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6 666

67

LLESSON ESSON 3

Delivering Delivering Speeches Speeches brief; b seated. Be sincere, sincere, bbee brief; bee seated. Be Roosevelt —Franklin Delano Roosevelt Franklin Delanc —

After OBJECTIVES) fter OB JECTIVES) A

lesson aand in the the subsequent vyou o u hhave a v e c completed o m p l e t e d tthis h i s lesson n d pa r t i c i p a t e d in in-class participated subsequent in-class

class

will aagree that the members members of of vvour pPractice r a c t i c e ssessions, e s s i o n s , 80 e r c e n t oorr m of the 80 ppercent o r e of o u r class will g r e e thar more

able

vvou're o u ' r e able tta: o:

bs

with a stride and and hearing audience your . Step o speak a stride h a t express hearing tthat Step up o your audience speak with up tto express tto your be

enthusiasm and confidence. enthusiasm and confidence,

Establish and and maintain with audience tthat maintain a Establish i t h your communicates your a contact w h a t communicates your audience your individuals. and concern for vour iinterest n t e r e s t in listeners as as individuals, in and concern for your listeners

td

we

and appearance while speaking thar enhance enhance your Maintain a delivery, and a posture, speaking thar . Maintain your appearance while posture, delivery, speech, speech,

RELEVANCE RELEVANCE))

should now learn tthe basic techniques ready for speech, you techniques help you get ready for your first speech, h e basic now learn help you get your first you should before your of how audience, how how 1to0 deliver deliver a how a sp speech—how of e e c h — h o w tto o move o a pposition o s i t i o n before move up up ttoa your audience, To To

and prepared, give vour speech, ‘These t w appear o w tto o give “These are poised and prepared, hhow are appem poised your speech. “mechanics” of of delivering a speech. “mechanics” delivering a speech. wo

SPEECHES DELIVERING SPEECHES DELIVERING

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town hall conducted town hall has conducted Waters has Maxine Waters Congresswoman Congresswoman Maxine the devastating discuss the from coast to discuss devastating coast 10 coast to meetings to coast meetings from ABC-TV America. ABC-TV of drugs effect of across America. communities across effect drugs on on communities “a woman who woman who anchor Peter once called e r“a called hher Peter Jennings Jennings once anchor will not unheard.” not ggoo unheard.” simply simply will

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wwhat hat

the some a l l the some ceall

E S S O N 33 LLESSON

and practical But you'll tips. But you'll specific and practical tips. the following you'll get get many From the many specific following pages, From pages, you'll about these these techniques from reading techniques ttoo much faster reading about move from when you faster when Jearn much much more learn you move more much alert you then, is primarily The value primarily ttoo alert the following of the you ttoo following pages, them. The value of pages, then, actually using actually using them. them later give your later as as you speech. Practicing them these essential your for delivering a speech.Practicing delivering a you give techniques for essential techniques these them. well as using them. comfortable, iinn using become skilled, as comfortable, will help as well skilled, as o u become speeches will help yyou speeches that this o only introduces tto lesson you this point introduces lesson this is important note that for you this point at you to note o t It is It important for you basic 14 basic tips o Now o w you'll onn 14 speech. N you'll get a speech. get tips delivering a techniques for delivering the many some of the some many techniques advanced techniques—for in 19 19 more techniques—for skill in in Lesson Lesson 9, more advanced 9, you'll acquire skill later, in you'll acquire techniques; techniques; later, for effectively. speech total o 33 techniques delivering a speech effectively. off 33 techniques fordelivering aa votal be remember all those those techniques—you’ll not be need tto techniques—you'll not do not o remember But you not need certainly do But you certainly the goal o for delivering speech. Rather, Rather, the of the the techniques write oouta goal is tto delivering a speech. asked tto List of ut a techniques for o write list asked such as of them, know many as them, such Besides, you already know those techniques. many of techniques. Besides, o use get you already get you you tto se those heard easily. be heard easily. be and to enough loudly speaking speaking and loudly posture good good a enough maintaining maintaining posture

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Judging Speakers Judging Speakers bit as o cover!” is every line “Don’t as applicable book byits applicable tto That old its cover!” “Don’t judge judge a a book old line every bit That

by judging judging make ideas or make evaluate a should nnot that we a speaker's o t evaluate would agree speaker's ideas of us we should Most of us would speakers. Most speakers. agree that

the the speech she says he o decisions about speech oonn the what he about what our response anticipate our orr anticipate decisions orr she says o response ttoo the

has unkempt and has sandals and and sandals hair, unkempt hair, basis of a speaker jeans and of appearance. wears torn torn jeans speaker wears basis appearance. IIff a influence us, we'd agree. those things shouldn’t influence us, we'd those agree. things shouldn't don’t we? invalid and For such do exammake examFor hasty we? don't judgments, of us And yet us do make such invalid and hasty judgments, And yet most of this course from the the moment evaluate your for this instructor for moment you didn’t you to evaluate course from ple, ple, didn’t you your instructor you start to classroom? him come first saw the classroom? her or him come into into the first saw her have little Yet unuil and have until such snap validity. Yet tentative and little validity. We recognize are tentative judgments are h a t such We recognize tthat snap judgments off o hold off basis for should hoid have nnoo other for responding. Sure, w other basis wee should onn speaks, we responding. Sure, aa speaker we have speaker speaks, least most don’t. A heard the the speaker Att least we’ve heard the speech. us But until we've u t we speech. B we don’t. most ooff us speaker until evaluating evaluating the .x don't. on’t. make u least for for aa moment—that moment—that you, to make start to Now, Now, assume assume you too, start accept—at least upp you, too, you accept—at the basis them. of your of them. view of mind about first view about speakers basis of speakers on the your your first your mind do, right What are that their presentations, of their the sstart t a r e of speakers do, at the right at w o things What presentations, that are ttwo things many many speakers tend ttoo think think they speakers? help you are good help good speakers? they are you tend 1. 1.

other hand, the other hand, what what are are tewo any w o things the things m many them? even rejecting doubting, doubting, even rejecting them?

On n O ing, ing, 1, 1,

speakers speakers

that start do that o u questiondo start yyou question-

9 DELIVERING SPEECHES DELIVERING SPEECHES 6 69

Deliverin Deliveringg Speeches Speeches Guidelines Guidelines to to Effective Speech Speech Delivery

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The point those questions techo start o u tto e tyyou p o i n t of asking The asking those delivery techwas t o g analyzing the delivery questions was start analyzing get

of your niques You might compareyour with those speakers use. niques speakers those of aa couple use. You answers with couple of your compare your answers classmates. And what classmates. answers? this author and your what would this author and instructor give speech instructor give as as answers? your speech Well, you'll this them oout Well, able ttoo figure u t from points up i n this come up figure them you'll probably soon ttoo come probably be able points soon and iin Let’s see. ttext e x t and n your class. Let’s see. your class.

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You Speak Before Before You Speak 1. Dress Dress toHelp, Your Speech 1. to Help, Not Not Hinder, Hinder, Your Speech

IIt's t ' s nnot ot

hard hard

the eeffect tto o im a g i n e the ffect a p e a k e r ’ s ddress ress imagine a sspeaker’s

if

would would hhave ave o n on

city city

least ssame aatt least ome

council members, members, for council for example, for control of pollution example, i f a control of a speaker speaker presenting an appeal pollution presenting an appeal for dressed in T-shirt. Many well think and dirty T-shirt. council members members might dressed think tthat o r n jeans hat in ttorn jeans and Many council might well

is

the speaker's kind of pollution itself. Whether the speaker's appearance a kind Whether they are are right o orr wrong pollution itself. appearance is a wrong

and most council members members would iin n tthat would h a t oopinion p i n i o n iiss aanother n o t h e r qquestion. u e s t i o n . 11 w would o u l d agree, most council agree, and ideas sshould basis of of evaluated on their oown pprobably r o b a b l y agree, agree, tthat h a t ideas h o u l d bbee evaluated w n merits, ot o h e basis merits, nnot on their onn tthe

in which the package which they are the package in are presented. presented. But i f your purpose, as is tto influence your audience iin But o influence specific way, n aa specific speaker, is way, your purpose, as aa speaker, your audience evaluated by be evaluated then 1 suggest then dress, be including your presentation, including suggest every every aspect aspect of your your presentation, your dress, determine if iitt contributes hinders what achieve, Whether Whether you what you contributes ttoo or you a n t ttoo achieve. or hinders want you ttoo determine you you w don’t make will be make such such an be sure audience will be do or you evaluation, you that your do an evaluation, can be sure that you can you don’t your audience the basis basis of of your least iin ideas, at least judging your n part, hat judging appearance. Arguments tthat your ideas, part, oonn the your appearance. shouldn't are beside the the point. but they valid, but they are valid, are beside they shouldn't point. they are dress to can’t bring off dress bring yourself change your style o to help help support IIff you yourself ttoo change you can’t support your your your style choices: then you have only their ideas, ideas, content, speeches, their speeches, then only ttwo speeches, w o choices: Change Change your you have content, your speeches, ] don’t and points, which 1 don’t recommend, recommend, or select select subjects and audiences audiences tthat will be be subjects and and h a t will points, which o your receptive tto receptive appearance. your appearance.

if

1

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You Use the Number ooff Note Note Cards Cards You Use Limit theNumber 2. Limit 2. 3 X 5-inch note X 5-inch this course, teach this students tto card for for When II teach one 3 use only o use sk m When only one note card course, II aask myy students teacher's technique It’s simply student speakers help student speakers concentechnique tto simply aa teacher's o help e a s o n : It’s a c h speech. eeach speech. RReason:

detailed notes. ideas rather rather tthan v e r l y detailed n ooverly notes. han o n jdeas r a t e oon ttate on will discover discover w card? Students but one what works best best Students will Must—should—you h a t works use but one note Must—should—you use note card? consult their their instructors. instructors. them, bbut for them, h o u l d consult h e y sshould u t tthey for useful card will be in the lesson.) how next lesson.) t x e n the n i presented be will to card e t o n l u f e s u a e r a p e r p o t how on (Tips note presented (Tips on prepare

a

with Confidence Confidence and and Authority to Speak Speak with Authority 3, Step 3. Step uupp to Or rever film star crowd? O television or film Ever see see aa top stage eversee performer sce aa television Ever star walking iinn aa crowd? stage performer in a such as market or eating Often a restaurant? restaurant? Often eating in as shopping everyday situation, shopping iinn aa market situation, such iinn an an everyday that one Somehow you notice that that individual individual standstandcome onc person. e s t on that t o rrest eyes come your you notice person. Somehow your eyes

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or

show business business it’s called “star focus your attention him orher. You focus attention oonn him “star it's called her. IInn show u t . You ing oout. their attention attention on you other people while people tcoo cconcentrate o n c e n t r a t e their ability 1to0 get —the ability quality” get other quality”—the you while conventional, commonplace commonplace things. things. doing conventional, are doing you you are How done? h a t done? o w is tthat H confiand maintaining of your own confimental attitude powerful positive positive mental maintaining 2a powerful attitude of creating and By By creating of yourself inferior, unattractive, weak, inferior, think of yourself as unattractive, importance, If as weak, dence, I f you n dimportance. dence, authority, authority, aand you think will tend tend tto of you the same think of If you think and unsure, other people people will same way. hesitant, and o think you the way. If hesitant, unsure, other you think

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7 700

3 LLESSON ESSON 3 and attractive, then assured, and and deeply, deeply, as important, assured, of yourself, as powerful, powerful, important, sincerely and yourself, sincerely of attractive, then those tend ttoo accept having those and other other people as having those qualities qualities and people tend tend ttoo project accept you you you as project those you tend characteristics. positive positive characteristics. and confident and of myself as think of “OK, I'll tell themselves, Some individuals as confident themselves, "OK, I'll really think individuals tell Some of myself thar chat I’m really think of believe I] am, but P'm don’t really really trying authoritative. II don't trying ttoo think really believe authoritative. am, but will about mental your of negate will reservation bit yourself, that about yourself, reservation that That doubt, doubt, mental of bit negate way.” way.” That your think positively. positively. attempt attempt to think he cconhimself and and what what he oncan tell Most of mental value value of himself speaker’s mental b o u t a speaker’s u c h aabout tell mmuch of us can Most feel him him project. and feel the image Off he says siders the of what what he image we we see see and the significance project. O significance of siders says by the at his looks atathis feet, picks the doubter wha looks fingernails, tugs at doubter wha picks at his fingernails, his feet, rugs at can identify we can course, identify the course, we also he steps We can embarrassment as smiles with with shyness and embarrassment his clothes, speak. We can also clothes, smiles to speak. as he shyness and his steps u upp to individual—th the overconfident, swaggering, coming. identify the swaggering, coming-on-too-strong usually identify usually rong individual—the confident and who gives he’s nnoto really all. a tall. strongat andstrong h a t confident t really tthat feeling he’s us a feeling givesus one one who the lectern. their also get Even their Audiences also lectern. Even o the about speakers speakers as as they move move up Audiences cues about get cues up tto Some tell audiences about about their from chairs confidence. Some their confidence. audiences tell can k of a e p s o t chairs their style style of rising to speak can rising from refucOthers rise chairs with with obvious their chairs obvious eagerness bound ooutu t of their speak. Others slowly, retucrise slowly, o speak. bound eagerness tto listeners they their movements really ddon’t speak. o n ’ t want tantly, tantly, their movements telling telling their listeners they really want ttoo speak.

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4, Get Set 4. Get Set have it If there's its location, it or have it there’s a lectern and and you with its comfortable with location, move If o t comfortable are nnot move it a lectern you are

If

need a table position moved before before you which ttoo display moved speech. I f you begin your display a table position on which you begin your speech. you need

there’s a visual aids, where you want then sstart If there's speak. If some visual want it, some aids, get it, then t a r t tto o speak. a microphone microphone get iitt where visual aids needs adjusting, aids from be from previous that needs speakers tto that o be a projector adjusting, a projector ttoo position, position, visual previous speakers removed, a spotlight of removed, t o turn o off, a glass glass o f water that’s iinn yyour our w pitcher that’s ay— spouight to turn onn o roff, water oorr a pitcher way— all such such details details taken taken care of before before you begin your speech, get care of get all you begin your speech. is a the audience audience iiff the the speaker while distraction ttoo many major distraction speaker starts IItt is starts talking while a major n the many iin the height of the the microphone, with therelease button, pulling the cord adjusting the height of cord microphone, fiddling adjusting fiddling with release button, pulling the and repeating is doing of that few times. All tthat times. All into place, that a place, and repeating all into all of a few h a t speaker doing is providing aa speaker is diversion for for the the audience; few are audience; few words and the words diversion are concentrating on the andideas being spoken. ideas being concentrating on spoken. have the objects and props Once you before objects and Once all the placed physically set, get yourself placed physically before all get yourself you have props set, audience. Decide Decide exactly and, more where and, the posiexactly where your you’re taking taking the important, why you're more important, your audience. are. tion tion you you are. be behind the lectern? Doo you behind the lectern? The D The lectern lectern may t o be want to off aa block block to perbit o you want may bea abit personalized communication, sonalized but many communication, but speakers, especially especially as as they start speech, find find start aa speech, many speakers, lectern confidence. Also, build their their confidence. a le tthat hat a Also, staying helps build c t e r n helps behind iitt seems staying behind seems ttoo convey an convey an of authority image image of authority or reserve. reserve. Doo you want D friendliness as one side well as t o one come ooutu tto sideofo fthe thelectern, lectern, to express as as well express friendliness you want ttoo come confidence? D take a Doo you in front front of confidence? a n tto t o take want be closer so in a step o fthe closer thelectern, lectern, so so yyou'll o u ' l l be you w step o rso and appear talk with with them them as tto o your listeners and individuals, as about whom whom your listeners as individuals, as people people about appear ttoo talk concerned? are concerned? you you are In other other words, choose your in front of your audience consciously, In words, choose front of with reaconsciously, with your spot spot in reayour audience for aa purpose. son, and for son, and purpose. or

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5. EstablishContact Establish Contact with with Your Your Audience 5. Audience Before Before Speaking Speaking

Contact—some speech Contact—some speech professors professors call kind of of bond call iitt focus—is focws—is a bond or relationship a kind a relationship a

is

makes with with the the audience. audience. While While contact speaker bit hard hard ttoo define, speaker makes define, we contact is a a bit we all all recognize recognize achieves it; he he or she who achieves she makes aa speaker makes listeners feel they are speaker who listeners feel are being being spoken spoken ttoo as as

it;

individuals. individuals. Effective contact is projecting Effective contact is projecting a feeling—“vibrations,” call it. it. It’s feeling—“vibrations,” some It’s comsome people people call municating that you are municating ttoo your in them, listeners that in your interested in are interested your listeners in them, in and in subject, and your subject,

PEECHES ELIVERING S D DELIVERING SPEECHES

1 7 71

wanting and your that. Good them and Listeners like like that. Good speakers speakers wanting ttoo bring subject together. together. Listeners bring them your subject can establish when there can establish effective effective contact audience. the audience. there are hundreds of people even when people iinn the contact even are hundreds On n individuals. Look made by O basiclevel, level, contact from the eyes Look from a abasic by looking contact is made looking into the eyes of individuals. person just look toward them. Don’t just toward them, speak. Don't them, but at as you at them. Person t o person person as you speak. Studies conducted the College of Charleston, Studies South Carolina, conducted at that people show that at the Carolina, show Charleston, iinn South people College of who gaze individual while who steadily aatt an be more while they speak sincere. considered ttoo be more sincere. gaze steadily speak are an individual are considered made ar ask Another study, Another North East London Polytechnic, found that that when when people study, made East London at North people ask Polytechnic, found for money donations the of a for in get more donations look if they look in the money for charity, charity, they’ll eye chey they’ll get possible a possible eye of contributor. contributor.

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While You're You're Speaking While Speaking 1. Contact Your Audience 1. with Your Contact with Audience

look aatt your established contact Once you've Once with started ttoo look audience, once you've started once you've contact with you've established your audience, louk away, tthem, hem, y should ccontinue o u should o n t i n u e tto o maintain h a t ccontact. o n t a c t . Of course, a n louk or maintain tthat course, you away, ffor you you ccan refresh need the example, o o k aatt yyour o u r nnotes o t e s wwhen h e n you need about t o example, ttoo l look refresh your memory about t h e nnext ext to you your memory Bur aafter brief look look aatt yyour the nnext point. f t e r a brief o u r n notes—just o t e s — j u s t long e x t point long enough enough ttoo get point. But point iinn get the reestablish ccontact with them intently, with Look aatt them miud—quickly ontact w i t h your listeners. Look intently, with mind—quickly reestablish your listeners. talked with, with, nnoto tat. interest, interest, as at. speak again, again. People being talked as you start ttoo speak People prefer being you start cach will not have time time tto there are audience, you look at IIff there many people people iinn your at cach o look are many not have your audience, you will if you're brief talk. talk. But But try especially if one, you’re giving giving a a brief as many as you can. one, especially contact as many as try ttoo contact you can, the audience audience in in a don’t look look Don’t move about the Don’t move your cyes For example, regular pattern. example, don’t a regular cyes about pattern. For your first row and and then each person the first the people then move at each at eyes to the move your people iinn sequence in the your eyes person iinn sequence the second second row. look around audience at around your random. Rather, look at random. the row. Rather, your audience look o the window back wall, window frequently the back wall, ITff vou u t the feet, or the out frequently or at your you look your feet, nates, your your nates, listeners get with them them personally. a sense Your ccontact personally. Your listeners h a t you t talking with o n t a c t is poor sense tthat are nnoto talking get a you are poor nonexistent. or nonexistent. But looking basic step in establishing the eyes of your the basic is just into the just the establishing conBut looking into listeners is constep in eyes of your listeners still more difficult ttoo pinpoint. The next level is still tact. The next level tact. more difficult pinpoint. Effective ccontact toward your mental attitude listeners. attitude toward comes largely largely through o n t a c t comes Effective through your your listeners. your mental Want them ttoo l listen ideas, tto remember your Care aabout words, ttoo remember Care b o u t tthem. hem. W a n t them i s t e n tto o yyour o u r words, o your ideas, desire. Tell Tell yourself—BELIEVE!-—that believe your views, ttoo rrespond believe e s p o n d as yyou o u desire. o u are yourself BELIEVE!—that yyou are your views, will project and you in your individuals, and better contact. interested in interested listenersas as individuals, contact. project better your listeners you will Without Referring Your Notes to YourNotes 2. Begin Referring to 2. Begin Without The classic looks at of aa poor the one who looks card tto remember example of speaker is o remember at a a note one who is the classic example The note card poor speaker talk wwith “Good evening, pleasure ttoo talk i t h you.” evening, i t iiss aa pleasure o say, tto say, “Good have well in in mind have your opening words mind so won’t have look at should have You should so you won’t at You o r d s well t o look opening w called upon before you When you're the rosspeak, step to the speak, When notes before your to speak, you're calied step u you speak. upp to upon to your notes the lectern them on the them iinn your hand or notes iin place—set them keep them lectern or keep n place—set trum, get your trum, get your hand your notes take a audience, take at someone whatever you long a good long directly at prefer—look directly someone iinn your audience, whatever you prefer—look and then then begin speak. begin ttoo speak. pause, pause, and in hand Don’t keep As you speak, keep to Don’t inconspicuously. hand your n i notes your inconspicuously. carry speak, o t p u get As your notes you get up I’ve seen their anxiousness anxiousness ttoo start speakers, iin speaking, seen many them iinn your pocket. n their start speaking, pocket. I've them many speakers, in the find the their pocket, the notes the lining from their notes caught take nnotes pocket, only only ttoo find caught in lining oorr o t e s from try ttoo take fumble by reaching the ppocket. Other speakers in a n e pocket n t o oone reaching iinto speakers fumble corner of pocket a corner o c k e t . Other of the jammed in jammed avoid and then another pocket. You'll avoid then remember remember they notes iin they put for their their notes n another pocket. You'll their notes put their notes and for in your hand as the embarrassments bbyy keeping as you notes in such embarrassments keeping your to the such step u your notes your hand you step upp to lectern. lectern.

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Fletcher

Leon

by 2001

©

‘Copyright

to

7722

3 LLESSON ESSON 3 Card only Occasionally Refer ttoo YourNote Your Note Card only Occasionally 3. Refer 3.

maintain Refer 10 you'll maintain be apparent. occasionally ssoo you'll card only ‘The reason should be only occasionally to your The your card reason should apparent, Refer audience. with your audience. contact contact with been looking have been their notes, at their thar they have when told told that looking at notes, speakers, when beginning speakers, Many beginning them more didn’t see remember. II didn’t them atall. looked aatt them see them “Oh, no, more all. I remember. often reply, no, II hardly reply, “Oh, hardly looked often times!” off times!” than just couple o just a couple than in their their nervousdifferent. M speakers, in Of course, a n y speakers, nervousare different. Many n d “looking” “looking” are “seeing” aand course, “seeing” Of and so look again. what’s o card and the card again. do nnoto t register look at so must their nnotes but do register what's must look o t e s but onn the at their ness, ness, look of nervous card in in a Many really kind of ritual, nnoto treally their card reassurance ritual, a kind look frequently nervous reassurance Many frequently aatt their look well occasional, if all. just an an occasional, needing t o see However, if you their notes are well prepared, prepared, just notes aatt all. However, needing see their you are recall your will usually brief glance usually recall glance will point. brief your point. much One of the best techniques place from looking is ttoo place notes too the best keep from at your too much looking at techniques ttoo keep One your notes the audiside o the lectern—to audithe side toward the from the lectern—to the them o n then step lectern, then thelectern, them the orr toward step away away from and look of the lectern—so the the someare look o t opportunity the are and front temptation the lectern—so ence the of opportunity to somefront in ence temptation about before the This has has another removed. This another significant advantage—it mmoves before the what removed. o v e s you significant advantage—it what you about visual presentation, and, once t , usutried iit, you've tried audience, gets once you've f variety iinn your i t o variety audience, presentation, and, a bbit gets a your visual relax considerably. considerably. ally helps ally helps you you relax .

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Reading if Reading Not o r Delivering a Memorized Speech Sound Conversational, t as if oas 4, Sound Speech Conversational, N 4.

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delivered with with spontaneity, and sincerity. be delivered should be enthusiasm, and sincerity. I t is very Your speech speech should spontaneity, enthusiasm, very if he he or she she has has memdifficule for these qualities the beginning for the communicate these qualities if difficult membeginning speaker speaker ttoo communicate read iitt from orized the the speech from ascript. speech ortries orized tries ttoo read script. The techniques from memory from aa script the subsubdelivering a speech from The techniquesfor for delivering a speech are the script or from memory are of unending hours of for the the professional. Those techniques professional. Those jects ofpractice practice for a u g h t in jects of are ttaught unending hours techniques are radio and and television television speaking. the subject of this this course usually are subject of courses n radio courses iin speaking. They usually o t the are nnot course in public public speaking. in speaking. for example, Disc jockeys, take considerable and oout pride i n their their ability ttoo move considerable pride jockeys, for Disc example, take n and ut move iin the written material with of aa prepared written material with their their own script, mixing mixing the of prepared script, on-the-spot comments, own on-the-spot comments, make it appear that they and quips, off Their goal remarks, and remarks, is to to try to make quips, Their say is off goal is everything they try to appear that everything say off the and sincerity to head. This This adds adds informality, cuff, off the cuff, the top off the the head. the their informality, authority, authority, and to their cop o But itit is difficult commercials, But do. commercials. is difficult ttoo do. of the Other examples off applications Other examples o a techniques of the techniquesofofreading reading a script applications are b newscastscript are byy newscasters n d commentators. g a i n , mmoving ers aand o v i n g ffrom r o m ttheir written oout heir o w n comments commentators. AAgain, h o s e written ut comments ttoo tthose own for them, fresh words and thoughts, both sound them, making their own fresh skill for for words and making both sound like like their for thoughts, is is aa skill And the of our which high while some sums are which that while are paid. high sums thefact fact is that paid. And some of nationally prominent our nationally prominent television news effective and and aatt ease the air, television news people peopleare arejust just as as effective n person ease iin as they are o they are onn the air, person as there are others w who communicate effectively do nnot ali before before a live there live audience. audience. h o do o t communicate are others effectively aatt all the next lesson, on will be be given details on how IInn the how ttoo prepare on preparation, next lesson, given details preparation, you you will prepare your your and how writing all speech and how ttoo practice speech without writing i t all out, practice i t without memorizing it. without memorizing out, without or

in

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Ya Know, Well, Avoid Ah, So, Well, Okay,Etc. 5. AvoidAh, So, YaKnow, 5. Okay, Etc.

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difficult, probably IItt is difficult, eliminate all such interjecfor aa speaker probably unnecessary, speaker t o try all such unnecessary, for interjectry ttoo eliminate tions. They are however, when become so frequent tions. bad, however, when they become are bad, audience starts the audience that the starts tto o so frequent that listen tto them, them or, listen o them or, worse,for worse, for them. But why does a speaker But is what why does least well, grunts what they u c h . . . well, are? A speaker use use ssuch... Att least they really really are? grunts is communicate little than a grunt. they they communicate little more them? more than use them? Why use grunt. Why Many that we Many feel feel that in our speeches. we m keep saying feel that u s t keep We feel must that speeches. We saying something something in ofweofusus have to anytime we think ooff aa word idea the the audience have word oorr an will get o think to pause restless. audience will pause tto an idea get restless. this only Often we may feel subconscious level. Often we may only at at a feel this a subconscious level.

PEECHES SPEECHES ELIVERING S D DELIVERING

3 773

Bur the fact iiss tthat time tto audience likes Bur the fact in 2a speech. h a t an likes pauses Pauses give givelisteners listeners time o speech. Pauses an audience pauses in tthink h i n k through what the the speaker has said, undertoward agreement, said, ttoo work work toward rejection, underthrough what speaker has agreement, rejection, standing, the speaker’s of the enjoyment of standing, or enjoyment speaker’s points. points. varies greatly. Notice ttwo Notice w o or three people greatly. conversation. Their pace energetic conversation. an energetic people iinn an or three pace varies will talk Often one talk quickly, slow down, Often then slow consider a idea, consider one will quickly, then a down, pause, an idea, through an pause, think through then reject it, and then of expressing word, u t t e r iitt and still another the conword, maybe maybe utter another way seeking still expressing the conreject it, seeking way of And thelisteners the conversafrom the cept. listeners d become bored; o t become doo nnot bored;they they ddo o not disengage conversadisengage from cept. And Rather, they ttion, i o n , Rather, do their s e ssuch u c h pauses their oown w n thinking. they uuse thinking. pauses ttoo do of need pauses in which which tto eliminate most, So eliminate all, of audiences, too, Speech Speech audiences, o think. think. So if not most, if not all, too, need pauses in and such. such. your “ahs,” “sos,” “sos,” and your grunts—your grunts—your “ahs,” the words of Oliver Wendell Holmes: Holmes: Heed the words of Oliver Wendell Heed the

when And conversation's burs, A nd w h e nyou y o u sstick tick o burs, onn conversation's Don't strew with those those dreadful dreadful srs. urs, Don't strew your pathway with your pathway

of them? doo you How H ow d them? getrid r i d of you get of Like so become aware the first first step is tto Like habits, the o w a r d ccontrolling o n t r o l l i n g tthem h e m is o become aware of so many many habits, step ttoward will no students will doubt llet know ifif you fellow speech e t you fellow speech students no doubt use grunts too you know grunts too you use

tthem. h e m . YYour our

The nnext ooften. f t e n . The e x t step u r p r i s i n g l y simple effective. simple yyete teffective. step is ssurprisingly

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bend Take a card and and bend half lengthwise, will stand stand up like an inverted Také i t in half x 55 card so iitt will a33 X lengthwise, so an inverted up like “V." Write colorful letters. letters. The Write your time on The nnext “V.” bold, colorful w nparticular particular grunt it iinn big, e x t rime big, bold, grunt on your oown

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the lectern this card card on before you class, place place this speak. you give aa speech in class, lectern just on the just before specch you give you speak. You see,that’s of the the big class: You You can different techtechbig advantages advantages of speech class: You of aa speech r y different one of can ttry see, that’s one Your classreal in without effectiveness situations. Your niques w speaking niques i t h o u t endangering your effectiveness in real speaking situations. classendangering your find, will also be be trying different of becoming different ways becoming bbetter speakers. mmates, a t e s , you'll soon will also e t t e r speakers. soon find, ways of card up of you will nnot will remind remind you And tthat there in front front of distract them, but will And h a tlittle little card e t distract them, but up there you will you avoid your tto o avoid grunts. your grunts. What scems while you're look aatt the the happen i s tthat actually rarely rarely look What h a t while speaking, you'll actually scems ttoo happen you're speaking,you'll is all. Apparently, for m often, for card, if aatt all. Apparently, just just preparing enough, very warning ost most preparing itit is enough, warning card, very often, almost immediate undcsirable grunts. immediate control control over their unwanted, unwanted, undesirable speakers ttoo get speakers aver their get almost grunts.

is

“UH...UM...” “UH...UM...” science professors 1.39 "uhs™ and college of 1.39 “uhs” per College v e r a g e of minute, and college use an an aaverage professors use College science per minute, 3.5 times “uhs” nearly “uhs” humanities professors nearly 3.5 frequently—4.85 “uhs” mes more use “uhs” humanities professors use more frequently—4.85 Index report. according ttoo a Harper's minute, according e r minute, pper Harper's Index report. who—claims psycholohave some from speakers Burt they speakers who—claims some tough But tough competition competition from psycholothey have of the Nicholas Christenfeld the University of California California aatt SSan a n Diego—typically gist Christenfeld of Diego—typically University of gist Nicholas minute: numbers ooff ““ums” e r minute: u m s ” pper the following following numbers run run u pthe

Copyright © 2001 by Leon Fletcher

up

Fletcher

Leon

by 2001

©

Copyright

9,8—Pat Sajak 9,8—Pat Sajak 8.1—David Letterman Letterman 8.1-—David 2.4—Arsenio Hall Hall 2.4—Arsenio 1.7—Former President Bush President George 1.7—Former George Bush Carson 1.5—Johnny Carson 1.5—Johnny .79—Bill Clinton Clinton .79—Bill .64~Al Gore Gore L4—Al -1—Dan Quayle J—Dan Quayle

7 744

3 LLESSON ESSON 3

at

an

Stop a t theEndo with And,AndAh,Etc. And, And Ah, Etc. Sentences Together the End of fanIdea:Don’tHook idea: Don't Hook Sentences 6. Stop Together with 6.

the previous related ttoo the of course, thoughts closely related is, of one. Tying many This point previous one. This point is, many thoughts course, closely subconscious another subconscious into one seemingly never-ending never-ending sentence together sentence is another rambling, seemingly one rambling, together into have tto feel that because o keep have they that feel o t seem they because o t to resort seem speakers technique technique many many speakers resort to audience. something to that that audience. saying something keep saying going, keep going, STOP idea. this: have a very end directive Wee have idea. n a of d n e the t a STOP this: n o simple directive simple of W the on at an very is one often of your speaking problems, problems, i t is often If using sentences is using hooked-together If hooked-together sentences one of your speaking the instructor audience—unknown ttoo the audience—unknown when the instructor assigns assigns someone someone in the quickly overcome overcome when ahs.” The five-minute speech The record nm the speaker—to speech iin “and ahs.” for aa five-minute the “and record for count the as the you speaker—to count myy you as seconds. 3 seconds. minute, an average 20 “ahs” classes was “ahs” aa minute, than 20 nearly 100, 100, or more was nearly classes more than every 3 an average of 1 every is like habits: difficult like so “ah” habit such habits: difficult ttoo eliminate Ann occaeliminate entirely. habit is The “ah” entirely. A occaThe so many many such ahs” so harmful. The is: Are your is not sional “and ah” is “and ahs” “and ah” The key key question sional so frequent frequent not harmful. question is: your “and from your detract from effectiveness? that they speaking effectiveness? that they detract your speaking

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1

Maintain GoodPosture:Don't Good Posture: Don’t Lean, Cross Legs,Etc. 7. Maintain 7. Lean, Cross Legs, Etc, such sloppiness One technique I’ve found found for for making of such the seriousness seriousness of One technique I've making the sloppiness apparent apparent ttoo is to of their view the student speakers their speeches. the playback, When they view student speakers is to videotape one speeches. When one of playback, will] o showing them audience sees the audience often showing them as sees them, f t e n straighten as the h e i r posture uring them, they they will straighten ttheir posture dduring future speeches. future speeches. . But again, casual but effective iin but nnot indced effective But there are exceptions. A casual are exceptions. again, there o t sloppy posture n posture is indeed that your audience that take a relaxed, relaxed, informal informal approach communicating want t o take communicating ttoo your approach your audience your want is more subject. BBut often aann unconscious unconscious hhabit ttoo your u t poor o s t u r e is a b i t tthan h a n a pplanned lanned more often your subject. poor pposture :

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technique. technique.

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The key then: Is is then: Is yyour attainment key question The o u r posture question is o u r attainment helping oorr hindering hindering yyour posture helping

the effect effect y from your speech? the o u want from you your speech?

8. Don'tPlay Don't Play with with Notes,Pencil, Notes, Pencil, Clothes,Etc. Clothes, Etc. 8.

‘

those other other little unconscious fidgetings—brushing all those hair oout off the little nervous, the fidgetings—brushing hair ut o nervous, unconscious all

And A nd

skirt or trousers, hoisting skirt eyes, elbow, or rubbing bad speakscratching an an elbow, an ear—are ear—are bad eyes, hoisting trousers, scratching rubbing an speak-

the effectiveness effectiveness of ing detract from ing techniques from the of yyour h e n tthey techniques wwhen h e y detract Avoid the the repspeech. Avoid o u r speech. replittle habits habits tthat add up etitious, rather large etitious, distracting, distracting, unnecessary h a t add distraction o a a rather large distraction unnecessary little up tto from what what yyou're from o u ' r e trying trying ttoo say. say.

9. 9.

Loudly Enough to Enough

Speak Loudly

Speak

Easily to Be HeardEasily Be

Heard

If you're in doubt before your doubt before If you’re in first speech, speech, try speaking iin classroom somen an your first an empty try speaking someempty classroom along if y with a friend friend along day, with day, tell you o u meet criterion. this criterion. meet this you if tot otell you

Often aa beginning has difficulty being who has Often beginning speaker speaker who feels that he or she heard feels she is that he being heard is

really almost almost yelling audience. Before really Before even the audience. yelling at at the small group does take even a a small take more more group itit does

does require with more energy, and volume. speaking with force and require speaking volume. But energy, does But obviously the audimore force audiobviously iiff the can’t hear hear you, be expected can’t be ence ence can’t they can’t expected ttoo react them you, they react ttoo your speech as as you want them your speech you want to. to.

Now let’s find ooutu tjust effective you how effective just how in these let’s think you 14 techniques these 14 are in you think techniques of you are this moment, aatt this as you become an effective begin your effective moment, as you begin your program program ttoo become the following The purpose of the speaker. speaker. The self-evaluation is is ttoo help you foltowing self-evaluation become more purpose of more you become these techniques. aware ooff these aware techniques. Now

find

speech delivery delivery speech

an

DELIVERING SPEECHES 5 DELIVERING SPEECHES 775

AASSIGNMENT 5 SSIGNMENT 5

Delivery: Self-Evaluation Self-Evaluation

>

1. Check ACTION: Check below ttoo show these basic basic 1 2 ACTION: 1. each of of these show how you rate yourself on on each you rate before you delivery tips delivery first speech. give your tips before speech. your first you give See instructions Grade yourself. 2. Grade instructions on nnext yourself. See e x t page. page. eh Folder up-to-date, keeping your 3. IIff you're you’re keeping Diagnosis Folder up-to-date, enter enter your your Diagnosis your Grade Record Record Form. grade on your grade Form. your Grade .

.

already II'm ' m already effective effective

Technique Technique

oon n this this

IIneed need ttoo improve improve this this

BEFORE Y YOU SPEAK BEFORE O U SPEAK Dress tto hinder, your 1.- Dress o help, o t hinder, help, nnot speech, your speech.

of

2. Limit Limit the number of nnote cards vou 2. the number o t e cards use, you use. 3. Step with confidence and authority. confidence and 3. Step up speak with authority. up ttoo speak Get set. 4. Get 4. set. Establish contact 5. Establish with your audience. 5. contact with your audience, WHILE YOU'RE YOU'RE SPEAKING SPEAKING WHILE 1. Maintain Maintain contact with your 1. audience. contact with your audience.

without referring . Begin referring ttoo your notes. Begin without your notes. Refer ttoo your card only . Refer only occasionally. occasionally. note card your note

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Sound conversational, . Sound conversational, nnoto tasas i f reading reading or memorized speech. speech. detivering a delivering a memorized

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Avoid ab, well, okay, know, well, okay, etc. Avoid ah, so, etc. 50, ya ya know, the end end of idea: don’t don’t hook of an hook s sentences an idea: Stop entences Stop aatt the with aand, ah, cetc. t. n d ab, n d , aand o g e t h e r with ttogether lean, cross cross legs, Maintain good tc. legs, eetc. o n ' t lean, o s t u r e : ddon't Maintain good pposture: clothes, with notes, pencil, clothes, play with notes, pencil, play

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be easily. heard heard Speak loudly enough Spezk enough ttoo be easily.

etc. etc.

feedback o look at yourself before you As you right now, As yourself right start getting feedback now, before onn your you look you start your and from from your speech from your students and write out speech students specch instructor, instructor, write speeches from fellow speech speeches out your fellow of these these questions: version of your questions: your version delivery are are in delivery strengthsin M ystrengths

Capyright £ 2001 by beon Fletcher

My

Fletcher

Leon

by 2001

©

Copyright

weaknesses in are i n delivery delivery are M Myy weaknesses

6 7 76

LESSON LESSONS3 YOURSELF HOW TO GRADE YOURSELF HOWTOGRADE delivoff your self-evaluation o thisself-evaluation completed this can You f o r having c r e d i t ”for give yourself o u can Y having completed your delivyourself ““credit” give evaluaand written oral comments written evaluabe getting this course Later comments and you’ll be getting oral i n this Later techniques. techniques. course you'll ery ery and extending been i n using, strengths successful you've extending your using, improving, improving, and tions oonn hhow you’ve been your strengths o w successful tions reduce, or well as eliminate o reliminate control, reduce, in delivering to overcome, overcome, control, o w to tips o speech, as as well as tips onn hhow delivering a speech, in weaknesses. your your weaknesses.

in

in

of aa speech, the delivery speech, the design and the Now both the introduction ttoo both delivery of design and got an you've got that you've ow N an introduction that for Lesson Lesson 4, Speak. 4, Preparing you're Preparing ttoo Speak. ready for you’re ready

bad’ ain’t bad aatt public lot of managers But “not ‘not bad’ ain’t good aren’t bad public speaking. speaking. But good “A lot managers aren’t enough.” enough.” Tom Peters, business expert, lecturer, Peters, management consultant, business Tom management consultant, expert, lecturer,

and author of several books, including Jn Search of andsuthor of severalbooks,includingJisSearchofExcellence.

7 DELIVERING SPEECHES DELIVERING SPEECHES 7 77

Check-Off Tip Delivering Sheet Tip Sheet Delivering Speeches: Speeches: Check-Off

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INSTRUCTIONS: If, as INSTRUCTIONS: refresh your o u need to refresh need memto present speeches, y as you your mempresent speeches, you prepare prepare to you each point the basic basic techniques check off of the for delivery, off each ory below. delivery, check point below. techniques for ory of

BEFORE YOU YOU SPEAK SPEAK BEFORE

——

1. Dress ttoo help, hinder, your 1. help, nnot Dress o t hinder, speech. your speech. 2. Limit Limit the number of cards you the number 2. ofnote note cards use, you use.

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with confidence 3. Step confidence and and authority. 3. Step up speak with authority. up ttoo speak

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4, 4.

Getset. e t set. G

Establish ccontact 5. Establish with your audience. — o n t a c t with your audience. ___ 5. WHILE YOU'RE YOU'RE SPEAKING SPEAKING WHILE ——

1. Maintain ccontact with your audience. 1. Maintain o n t a c t with your audience.

2

without referring Begin referring ttoo your notes. Begin without your notes.

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Refer tto card only occasionally. Refer o your o t e card occasionally. your nnote

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Sound conversational, 4. Sound memorized speech. speech. reading or delivering delivering a 4. o t as if reading conversational, nnot a memorized as

Avoid ab, know, well, well, okay, okay, eetc. 5. Avoid tc. ah, so, so, ya ya know, 5.

66.

idea: don’t don’t hook end ofan with and, the end hook ssentences Stop an idea: e n t e n c e s wogether and, Stop aatt the together with ah, eetc. and ab, and tc. of

don’t lean, Maintain good lean, cross 7. Maintain cross legs, 7. posture: don’t legs,etc. etc. good posture: clothes, etc. with notes, 8. Don’t Don’t play etc. play with pencil, clothes, 8. notes, pencil,

to

be heard heard easily. 9. easily. Speak loudly enough Speak 9. enough t o be

Fletcher

Lean

by 2001

©

Copyright

A 7 788

3 LLESSON ESSON 3

Ben Nighthorse Nighthorse Campbell... Senator Ben Campbell... Senator

and with sincerity sincerity and . . speaks with . speaks his interest emphasized by his interest emphasized by eccentricities. eccentricities.

his he wears Elected in in Colorado, Colorado, he Elected wears his

hair in bolo ties, ties, tail, sports i n aa pony hair pony tail, sports bolo

around rides his his motorcycle motorcycle around rides

and resists resists D.C., . C . and Washington, Washington, D

laws. A Att helmet laws, mandatory mandatory helmet horse he often often rides rides his his horse ceremonies, he ceremonies, Indian headdress. headdress. while wearing full Indian while wearing full carries a ceremonial ceremonial Frequently, Frequently, hhee carries feather tuft. tuft. eagle eagle feather

is a Native Senator Campbell Senator Campbell is a Native

in Tokyo special University in Tokyo as a special Meiji Meiji University as a student for four years. research student research for four years.

He was of the U.S. the U.S. w a s captain He captain of 1964 and and in 1964 Team in Olympic Judo Team Olympic Judo four Force for served in the U.S. Air Force in the U.S. Air for four served

of

member o f the the Council Council Hee is is aa member years. years. H Northern Cheyenne of 4444 Chiefs, Chiefs, Northern Cheyenne of

American Quarter Indian Tribe; Tribe; tthe h e American Indian Quarter

American Paint Paint Horse Association; Association; American Horse

American Indian Indian Horse Association; Association; American Horse Education Association; other Association; aand Education n d other

groups. groups. addition t o his legistacive In addition legistative In he’s a rancher rancher and and responsibilities, he’s responsibilities, to

his

of the the Northern Northern Cheyenne American of Cheyenne American attends tribal he attends tribe, Every tribal Every year tribe, year he ceremonies in Montana. Montana. Only Only eight eight ceremonies have ever been of his men his heritage heritage have ever been men of he the of Congress, and he members of Congress, and members is the only one currently serving. serving. only one currently battles with with his his In Congress, Congress, he In he battles about ethics allow that allow colleagues about colleagues ethics thar them ttoo collect unlimited royalties collect unlimited them royalties on on he the books books they while he write, while the is they write, restricted with with limits limits on his income income restricted on his

horse trainer. horse trainer. has come All that that means he has come a long All long means he the small from the small ttown in way,indeed, o w n in way, indeed, from which he he was born and and still still lives, lives, which was born south of of Durango Colorado, south Ignacio, Colorado, Durango Ignacio, the New border. Mexico border. New Mexico near near the is the the first first Campbell is enator Campbell Senator the Indian Indian ‘Native American American ttoo chair chair the Native selected Affairs Committee. Committee. He He was Affairs was selected of by Newsweek magazine byNewsweek magazine as as one one of

recognized recognized designer. designer. Hee is married, married, has children, two children. has two H He has bachelor’s degree from San San He has a2 bachelor’s degree from State University, and and attended attended. Jose StateUniversity, Jose

future of of the and future the American American West.” West.” and A lotmore public speaking speaking cermore public certhe future future of of in the tainly seems tainly to be in seems to Senator Campbell. Senator Campbell.

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from the the jewelry he makes makes as a from jewelry he as a

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for policy watch for o watch twenty “People tto policy twenty “People

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9 779

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LESSON LESSON 4

Preparing Speak Preparing to Speak is preparation. with The fundamental bullet into fundamental rule into space pilots bullet Test pilots rule is The preparation. Test space with know their flutter because a heart heart flutter because they scarcely a business; good public public speakers, speakers, their business;good scarcely they know and effortlessly notes, cheerily and effortlessly rambling glance at their notes, attheir cheerily rambling on without a a glance have also also done and over want over the done their homework—they’ve the points have homework—they’ve gone over and points they want gone over flourishes of of humor. humor. make, the structure of the the flourishes to make,the the speech,even to structure of speech, even the —Barbara Walters Walters ~—Barbara

this lesson, After you've OBJECTI ves)) After OBJECTIVES you've completed completed thislesson, be able able to: will be you to: you will

to

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refer . Prepare usefulnotes notes to refer Prepare useful

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Practice your . Practice speeches in aa your speechesin

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delivery ooff your improve delivery improve your speeches. speeches.

Present an an effective Present effective demonstration speech—a speech—a demonstration least 80 80 at least speech that gets at thatgets speech audience tto percent o percent of your your audience do something they could do could nnot ot something they do before, the subject subject being being before, the do of and relevant, important, relevant, and of important, them. value to t o them. value List at least least three of your three of *. List your of your and three three of strengths strengths and your weaknesses as a speaker, speaker. weaknesses as a and 5.. Describe Describe your feelings and your feelings the actions that display that the actions you you display and reveal your confidence and confidence reveal your about speaking speaking in concerns concerns about public. public. about comfortable about Be more Be more comfortable a speaker. speaker. as a potential as your your potential

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people-incelebrities, politicians, and people-incelebrities,politicians,and the-news. the-news.

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for Walters prepares Barbara Walters carefully for Barbara prepares carefully with her televised interviews with televised interviews her

8 0 80

4 LESSON 4 LESSON

about the lesson—how ttoo this lesson—how ask many w o points first ttwo often ask thefirst Students often points ooff this RELEVANCE) Students questions about RELEVANCE) many questions of and how overall job of while speaking the overall how ttoo practice I n the speech. In speaking and prepare use while practice aa speech. notes ttoo use prepare notes

minor steps, these ttwo but are relatively steps, but relatively minor and delivering speech, these w o procedures designing and delivering aa speech, procedures are designing being better speaker. speaker. them effectively a better effectively can considerably iinn being can help you completing completing them you considerably be presentthese details, in handling details, you'll To give experience in you'll probably practical experience To give you handling these probably be presentyou practical of speech class. It’s It’s a this class. a type likely speech you'll demonstration as in this first speech ing a ing as your you'll likely a demonstration speech your first type of outside this classroom. Employees give the real real world in the demonstration speeches world outside o speeches tto this classroom.Employees give demonstration give give in demonstrate their how do them jobs. new equipnew workers, showing them how t o do their jobs. Managers demonstrate new Managers workers, equipnew to showing demonstration speeches. Executives, professionals, speeches. professionals, virtually everyone ment. Executives, gives demonstration ment. everyone gives will give insights ttoo your capabilities as speaker. speech will addition, your give you first speech as a a speaker. IInn addition, your first you insights your capabilities which t o build You’ll get basis on which build your further development development as a speaker. You'll a speaker. a basis get a your further the “feel” with familiar will first in of Finally, your speech Finally, first speech will get you familiar with the “feel” of speaking in public. public. speaking get you your like it! You'll get believe me, reaction. A audience reaction. off audience And You'll n d believe taste o you'll like me, you'll get a taste it??” yells the “Like it2?” doubter. “Like yells the doubter. havYes! Once the pride, Once you've the power and, yes, experienced the Yes! thethrill, thrill, and, pride, the you’ve experienced even the yes, even power of havaudience listening following yyour ing ing aann audience words, enjoying listening ttoo you, o u r words, stories, learning enjoying your learning your stories, you, following tell from will for chances them that from your are that you explanations, eager eager for you more, chances are your explanations, you to tell them more, you will

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indeed like in public. to speak speak in indeed like to public.

is a bit bit overdone scenario is that scenario for you. overdone for OK-—perhaps that OK—perhaps Still, although keeps n e keeps although nnoo oone you. Still, does seem it does that many many people, score, people, once speech or two—enough seem that give a once they give a speech so they score, it two—enough bit m become a bit comfortable iinn the the speaking situation—find that become that tthey o r e comfortable speaking situation—find really do h e y really more of attention. learn. the center speeches. Speakers enjoy giving enjoy giving speeches. Speakers are attention. They are the can help center of They can help people people learn. let people know what what they ideas. They think. They people know guide listeners They can can let they think. listeners ttoo new can guide They can new ideas. the idea. idea, But don’t make .well, you make up But don’t can well you . . .well, mind right how well can... get the right now on how up your you get your mind you like ttoo speak then in public. few speeches Give a and then public. Give like speak in speeches first and a few that you, see i f it's nnot o t true true that see you, hooked oonn speaking, too, just too, might get just might speaking. get hooked

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1. Recognize TWO Purposes 1. the TWO Card: Aid of a Note Recall and Recognize the Note Card: Add Purposes of and Add Aid Recall Confidence Confidence One purpose is obvious—to One card is purposeofof a nnote obvious—to help you o t e card a speaker what you recall what speaker recall as a want you as you want tto o say. say,

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second purpose The second but it is sometimes overlooked, The is just overlooked, but just as as important—to give purpose is sometimes important—to give of security. you greater sense available can sense of security. Just having notes Just having notes available you agreater considerable give you can give you considerable added assurance and confidence. confidence. You added You know assurance and know that mental block that should should you have block oorr have get aa mental you get the next difficulty remembering difficulty have something remembering the next point state, you want tot ostate, point you which you want something ttoo which you have recall your refer, ttoo help ttoo refer, help recall ideas. your ideas. So you So have them and have are urged urged tto them available o prepare available should notes and you are need them. them. I t should you prepare notes you need is somewhat somewhat more is effective tto more effective o present without referring speech without present a speech but referring ttoo notes, u t most notes, b most audiences do do not audiences not find when a find i t distracting takes brief, a speaker distracting when occasional glances brief, occasional speaker takes glances at at cards. You will probably You will find yourself giving cards. probably find better speech—talking giving a a better with greater speech—talking with greater confidence and have fidence fluency—if you and fluency—if do have ttoo refer notes ready, ready,even don't have even i f you refer tto you do have notes them. o them. you don't

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Limit the Number of Your 2. Limit 2. the Number Your Note Note Cards Cards Students ask, ask, “How cards should “How many Students use?” should II use?” many cards You might want You consult your want t o consult because novice but because novice speakers instructor, but your instructor, often bring speakers often bring stacks of of cards, sheaves of of papers, find it an cards, even stacks even sheaves effective teaching an effective limit teaching technique papers, II find technique t o limit student speakers student one card speakers 1 0 only one for a card for a speech. speech.

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OFf course, is no successful speech card makes makes a h a t using O there is speech just one a successful course, there one card no guaransee using just guarantee tthat is true that using card makes ineffective. BButu t it is o makes aa speech than one using more orr that one card speech automatically true automatically ineffective. more than that those end uupp that those speakers h o step often end with i t h a bbig i g supply who references often speakers w speak w supply oof freferences upp ttoo speak step u playing with their cards audience o r just reading their with cards than talkspeeches az the audience rather rather than talkthe just reading playing or speeches at individuals iin with individuals ing audience, Hence, n the this particular ing with the audience, situation, you learning situation, Hence, iinn this particular learning you are card. are urged o t e card. use only one urged ttoo use one nnote

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than aSlip of Paper Card Rather Rather than Use a Slip of a Card 4, Use 4. Paper will distract audience from from what what you distract your audience You'll with your notes saying. You'll notes will are saying. Playing Playing with you are will be be reduced card. A reduced ifif you with your nnotes find that play with that your tendency use a a card. o t e s will tendency ttoo play find you use and refoid, but the roll, bend, unfold, crumple, crunch, the of paper but to refold, and unfold, fold, fold, crumple, crunch, bend, roll, piece of o t easy is piece easy paper with your the card remind you stiffness of of the card helps notes. helps remind o play o t tto play with very your notes. you nnot very stiffness

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Card 5-Inch Note Standard 3 X< 5-Inch Note Card Use a a Standard 5. Use 5. of what is large hold enough remind m what & 53-inch card is speakers of 5-inch card large enough o s t speakers enough ttoo hold enough ttoo remind most A 33 X

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becomes cumbersome. is nnoto t so large cumbersome. large tthat going h a t iitt becomes t o say, they’re going say, yet is will fit fit iin 5-inch size. the palm 3 X X 5-inch benefits of the 3 hand easof your of the palm of other benefits easThere are n the size. IItt will There are other your hand

Since the the large card sticks sticks out has tto held between be held between your card has while a large card large card fingers. Since out a large ily, while o be your fingers. ily,

8 822

4 LLESSON ESSON 4

whatever audience a a potential potential tip-off ttoo whatever hand, you're beyond presenting ttoo your beyond your you're presenting your audience your hand, will often breeze wave often seem card will have. That in aa breeze That larger seem to wave larger note might have. note card nervousness nervousness you you might And of course full-sized piece of hand. And piece of minor shaking of your when propelled shaking of course a full-sized propelled b even minor when byy even your hand.

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in a hand of of 1a nervous flutter as if in when held heid in in the gale. speaker, flutter a gale. the hand nervous speaker, binder paper will, when binder paper will, as

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Dimension o f the Card Across tthe Narrow Dimension Your Material the Card Material Across h e Narrow Write Your 6. 6. Write if you the narrow card if will fit on your write your More information across the notes across narrow information will More you write your notes your card

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wide. form for for a speech longer than than it i s wide. The outline outline form Reason: The i s usually dimension. Reason: usually longer speech dimension. Form 7. Use Use an Outline Form 7. an Outline

been urged, have used used an outline form form ttoo design If you design your speech, as you’ve been as you've urged, you've you've If an outline your speech, you have

started ttoo already already started

mind. Hence, in your the same h a t structure Hence, using same implant using the own mind. implant tthat structure in your own

reduce your need tto will help refer ttoo your card as speak. o refer form oonn yyour as you card will notecard o u rnote form help reduce your card you speak. your need be able able if yyou have your a t t e r n , you'll o t e s arranged set ppattern, o u have Further, Further, if you'll be an organized, arranged iinn an organized, set your nnotes have to read need them. read card more easily find points You won’t them. You when you won’t have to easily when to find points oonn your your card you need

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of what’s material tto remind yourself what's unstructured material relatively disconnected, o remind disconnected, unstructured through yourself of through relatively in your next in speech. next your speech. will help and present outline fform card will Finally, orm o Finally, using keep and using an help you an outline note card onn your present your note you keep ideas iin form. Remember Remember t h a t your audience audience is is much much more structured form. logical, structured your n aa logical, more your ideas is definite clear ttoo them. wish if the the structure of your speech and clear definite and them. speech is likely tto likely o react react as as you structure of you wish

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Number Your 88.. Number Cards Your Cards 15 minutes minutes or so, need more than just a longer giving a longer speech, speech, say, IIff you're just one you're giving you'll need one more than so, you'll say, 15 When card, When than one one card, of write on only one you'll find one side card, using more than card, you'll find it simpler to write side of using each card. card. Then have and back again find your Then you to won’t cards flipping each won't have t obe be flipping cards over again tto o find over and back you your And with be sure with more more than one card, them prominently. number them nnext e x t point. than one card, be point. And prominently. sure ttoo number

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Write out the First First Sentence 9. Write 9. out the Sentence ooff the the Introduction and Conclusion Conclusion Introduction and

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Before I get such things as about such speak, II worry Before embarrassed bbyy what what the the as being being embarrassed get up up ttoo speak, worry about

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Or if II’m in introducing chair says chair after-dinner speech, introducing me. about me. Or giving an an after-dinner ' m giving speech, II worry about says in the dessert dessert o Or r 1 find before II get find some spilling spilling the myself just just before some other o speak. onn myself speak. O other potenget u upp tto potential calamity tial about. calamity tto o worry worry about. Such tthings But even if almost never still prepared Such h i n g s almost least tto do, I’m ' m still happen. But o never happen. they do, prepared aatt least even if they the first begin my begin speech effectively: write our effectively: II write word for for word word the of the the introfirst sentence intromy speech out word sentence of duction ttoo every duction With tthat confidence is increased; I give. give. With h a t on card, my on my speech increased; every speech note card, my note my confidence decreased. my is decreased. nervousness is my nervousness also write first sentence write the the first II also off tthe card. That's conclusion oonn m That’s helpful sentence o h e conclusion helpful note card. myy note because occasionally the interests because occasionally II aadjust d j u s t my audience as || speak. of my speech tto o the interests of For my speech my audience as speak. For audience seems example, iiff my example, doubrful or confused confused about about aa point seems doubtful my audience point 1I present, may present, I| may add proof restructure speech as when it’s restructure m deliver iit, as Ideliver t , trying But myy speech o rclarity. trying ttoo add clarity. B then, when u t then, it’s proof or time f o r m have some time trouble trying conclude, 1 may the entire some trouble trying tto for mee ttoo conclude, entire speech o bbring r i n g the may have speech tto oa effective ending. that first nice, neat, With that nice, of the ending. With neat, effective the conclusion first sentence conclusion written written oout sentence of ut o onn however, II can my work into notes, however, can easily easily work into aa conclusion conclusion that that brings my notes, the entire entire speech brings the speech and my additions together—my planned points well. together—my planned additions as points and as well.

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10. Be Be Specific 10. Specific ‘You certainly have on your cards should nnot You cards mere certainly should o t have such as mere titles titles or headings headings such “attentionas *attentiongetter” Those words will nnot words will getter” or “Joke.” Those o t help you remember exactly had what you exactly what you remember you had the attention planned t o say t o get planned audience o attention ofthe the audience which joke get the just which j o k e yyou o u were orr just tell. were tot otell.

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SPEAK TO SPEAK PREPARING PREPARING TO

3 883

AY SPEAK PREPARINGTO PREPARING TO SPEAK William F. Buckley, Jr, frequent WilliamF.Buckley,jr, frequent public public speaker, speaker,

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author,and author, and syndicated in his his columnist, told in syndicated columnist,told book Overdrive how he he prepared boo rive how his one of his prepared for one had the the whole speeches: speeches:"I" | had whole morning which morning clear, clear,which is is a speech there is Is good,because good, because there rightafter after speech right lunch at has to be the Waldorf, lunch be thought at the Waldorf, which which has thought

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the occasion through,as through, as the occasion doesn't doesn't permit regular permit a regular lecture. | am lecture.| to speak minutes. | for only am to speak for only twenty twenty minutes. looked at the assignment looked calculated the the at the and calculated assignment and time take would take to prepare time it would half forit—say it—say a half prepare for hour, leaning oonn familiar familiar material..." hour,leaning material. ..." “| would make several would make “I several points,beginning the with the points, beginning with failure of live of the the press failure own t o live u p to its o w critical n critical press to I'd illustrate criteria, This illustrate primarily criteria. This I'd primarily bbyy examples examples taken from my television....| taken from television. ...| completed notes, completed my notes, and ate the perfect chicken sandwich.” sandwich.” ate the and perfect chicken

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“statistic” under a will not remember the Similarly, merely merely writing Similarly, the exact a point help you exact writing “statistic” point will not help you remember were t o present. figures y o u were figures present. you

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You Use Visual Aids Where You Note Where Visual Aids o Use Plan tto 1 . Note 111. Plan number of and experienced—will considerable speakers—beginners and o considerable of speakers—beginners A surprising experienced—will go surprising number go tto visual aids, them during aids, then work then forget their speech. find i t t o prepare work speech. Ifind forget ttoo present during their present them prepare visual valuable to note card when when and and where where I’m aid. II simply going valuable simply put I ’ m going to use use an an aid. note oonn m put aa myy card in bright in front of a that will will be be supported with asterisk (*), often in red, just supported with just in front of large asterisk (*), often a point large bright red, point that Lesson in Lesson visual. (Details aids are and specifics (Details o about using selecting aids specifics about a visual. are presented using 7, and a presented in onn selecting Lesson them are are presentedin 9.) them presented in Lesson 9.)

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How Practice o w t oPractice H

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Six Times Your Speech Times Go over Your 1. Go Speech Three Three to Six 1. be about about right for the find that number of the short that number 5short 5Most speakers usually find right for o be practices tto ofpractices speakers usually Most for the the longer, well as 20-minute or more, minute talk speech. longer, say, as well as for talk as more, speech. minute say, 20-minute

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over i t often often enough that yyou deliver Your goal so that o u deliver is ttoo ggoo over Your enough so speech goal in practicing practicing your your speech

© 2001by Leon Pletcher Copyright

and enthusiasm, enthusiasm, recalling mind the the various various points and with spontaneity, fluency, and to mind it with points and recalling to it spontaneity, fluency,

Fletcher

Leon

by

2001

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Copyright

and ease. confidence and But you should not not practice data with much that with confidence speech so so much ease. But it thatit practice your speech dara you should canned. memorized, stilted, sounds memorized, artificial, canned. stilted,artificial, sounds ideas fewer times, than three may failing If you to implant o t failing be may you times, three than fewer practice If implant your you your ideas you practice be and easily face them ttoo berecalled when you easily when quickly and enough iin recalledquickly for them mind n your strongly for strongly enough your mind you face of speaking—concerns well you're about how how well how good speaking—concerns about doing, how the other other concerns good or concerns of you’re doing, the audience how you how receptive be, how other speakers receptive your speakers were were orwill will be, the other poor appear, how you appear, your audience poor the and so is tto so on. on. ideas, and o your is your ideas, is becoming almost memothan perhaps times, your speech is perhaps six memobecoming almost six times, o u practice IfIf yyou practice more more than your speech words rather be remembering remembering specific than ideas. then you rized. By rather thanideas. specific words By then rized. may be you may be

or

8 4 84

ESSON 4 LLESSON

Your Actual Card Actual Note Practice from from Your Note Card 2.. Practice 2 for pracbe made made u Your note The from your h e reason outline. T should be card, remember, remember, should note card, Your reason for pracyour outline. upp from is so and certainly and not from aa script, from your so the card card and from the outline, and script, is certainly not not from ticing ticing from not from your outline, material when used your giving when the speech. giving use same you'll reference reference material you'll use o the same you'll you'll get your speech. get used tto You'll get mental image of your You'll image of notes. a mental get a your notes. Remember Ideas, Words Work tto Not Words Ideas, Not 3.. Work o Remember 3 have fixed fixed in in your The point of mind ttwo be so should be w o things: the practicing things: so you'll you'll have The practicing should your mind point of the and the and, second, the specific data you second, the ideas, points, first, the want to present specific ideas, first, points, concepts, concepts, and data present and, you want remember the and data. data. Y You order of our and order those points the points to remember o u want o f those sequence want to points ooff yyour points and sequence and remember exact, and their You’re not—we specific their sequence. exact, specific speech and speech urge—trying ttoo remember not—we urge—trying sequence. You're each point. words ttoo express words point. express each

to

Your Speech Aloud Before Practicing 4. 4. Try Try Going Practicing Aloud Going over Your Speech Mentally Mentally Before the early this method of practicing find this method helpful, helpful, especially especially iin early stages n the speakers find Many speakers practicing stages of lie on my close my bed, close When rehearsing for example, speeches. When speeches, for example, II lie speeches. rehearsing my my bed, my eyes eyes my speeches, mind only. occasional glance and “give™ in m take an only. o t e s , and glance aatt m speech in t o take except “give” m an occasional myy nnotes, except to myy speech myy mind aloud. That artificial and have nnot That seems and usehelpful ttoo practice found it helpful o tfound I have speeches aloud. seems artificial practice speeches useWhen less ttoo me. what I sound oorr what o w II sound I try less aloud, II soon start me. When thinking ooff hhow start thinking try practicing aloud, when giving of the should wear when dozen things other than the the the speech other than the content should giving the speech or a a dozen content of itself. speech speech itself. Best tip: do prefer aloud. Best both techniques. speakers do practice aloud. Try both However, However, some some speakers up: Try prefer 1to0 practice techniques. Then settle the one one that comfortable for for you. that is most settle on Then on the most comfortable you.

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Yourself Through 5. Push Each Practice Push Yourself Entire Speech for Each 5. Practice Through the Entire Speech for Some beginning the opening off their their speeches times Some speakers practice sentences o speeches many beginning speakers practice the opening sentences many times the rest oftheir don’t get but don’t talks. They around ttoo enough but practice on the They start get around start ttoo practice practice enough practice rest their talks. idea they can’t express speech, come aa speech, come upon a rough smoothly—and stop. rough spot—an stop. they can’t spot—an idea express smoothly—and upon a be stated, of times, how that that point should should be figure o They u t how then times, then stated, practice They figure out practice iitt aa couple couple of the beginning end Op of the the introduction the speech. return to the beginning of speech. They end introduction many return to bp practicing practicing the many times tthan is that the conclusion. conclusion. Often more Often the the result h a n they result is that the the early more times they practice practice the early parts parts of much more their speeches speeches are their than the the endings. are much endings. polished than more polished far more IIvt is far productive ttoo push push yourself yourself through time you entire speech speech every more productive through your your entire every time When you have trouble practice. come practice. When trouble wording, to a o i n t you a ppoint best wording, just express you come you have as best express iitt as and go solve Don’t linger don’t try you the problem; on. Don’t can and linger o right on. then. problem; don’t i t right then. onn the go right you can try ttoo solve because find the can’t Don’t D o n ’ t worry because because you you can't word. Don’t fret because end up find the Don’t fret right with right word. worry you you end up with a sentence have rejected. teacher would would have English teacher sentence your rejected. Just continue oonn Just continue your sixth-grade English through speech. through your complete speech. your complete after you've Later, after Later, of the back tto the entire entire speech, think back you've completed completed a practice speech, think that practice of o that problem Work o n i t . Perhaps needs to beplaced the point in a different problem spor. different location Perhaps the placed in location point needs spot. Work the speech. needs another iin n the another example speech. Maybe Maybe i t needs different one. example o Do whatever repairs o whatever one. D orr a different repairs Then needed. Thenpractice are the speech are needed. its entirety, speech again, from the the opening words right again, in in its practice the entirety, from right opening words of

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the last. through t o the through last.

Each time time you Each find yourself speech, you'll through your you'll probably you go go through probably find your speech, yourself saying saying most most somewhat different That’s good. points That’s one points iinn somewhat different wordings. the major benefits of one of the wordings. That’s good. That's of major benefits this technique this technique of o fpracticing. practicing, all the Bygoing the way going all speeches,in through your in every practice, you're your speeches, way through you're storing every practice, storing iinn your mind not of words, just one mind just one several versions not just versions of one way, but several set of o t just not one set ideas. of your ideas. words, but way, n when you deliver your Then, when Then, mind a a variety of have in in your you get u speech, you your speech, you have your mind variety of ways get upp toto deliver ways

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of expressing of You won’t does not ideas. You the same be stuck if one won't be expressing the same ideas. word does stuck come ttoo particular word not come one particular mind. Rather, your Rather, the best version mind, the best version of your will usually usually pop into your practices will your mind. your mind. your practices pop into after speaker, hand, will works. Speaker Try t ; it works. ‘Try ii, old hand, that pracand old will verify Speaker after speaker, beginner verify that beginner and pracis m ticing your speeches as o s t productive. as complete complete units is most productive. your speeches

Preparing Preparing ttoo Speak Speak

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ONLY If You're Sure I t Will Will Help YOU 6. 6. Practice Practice Gestures YOU You're Sure Gestures ONLY Most speakers Most speakers do nnoto tfind findiitt helpful helpful ttoo practice specific making particular practice making particular gestures gestures aatt specific is usually ppoints o i n t s iin n aa sspeech. p e e c h . IItt is for example, dramatic o t productive r a c t i c e , for usually nnot example, aa dramatic productive ttoo ppractice, of your what the pointing finger as yyou o u pproclaim. r o c l a i m . “ “Listen L i s t e n tto o what the opposition a y s ! ” SSuch uch pointing of opposition ssays!” your finger practice h a are t a r eartificial, artificial, oabviously b v i o u s l y staged. usually produces staged. practice usually produces gestures gestures tthat of and ttoo increase increase yyour BBut u r you p r o v e yyour o u r gestures o u r ffrequency r e q u e n c y of can practice practice ttoo i m improve you can gestures and uusing s i n g ggestures, estures,

is

method the ssame of practice baseball players A good e t h o d 1s tto o apply a m eprinciples principles of h a t many good m apply the players practice tthat many baseball

bat. They'll before tthey slide oonto bat a doughnut”—a n t o their bat o m e up h e y ccome s e just u just before a ““doughnur”—a use They'll slide up ttoo bat. metal of hheavy fits oonn tthe end of of the the bat—or chunk of bat—or they’ll three chunk eavy m e t a l tthat h a t fits h e swinging swinging end they’ll pick pick up up three bats. Then the plate, take several several swings. When they step four eextra Then they’ll oorr four x t r a bats. plate, to the swings. When they'll take step u upp to

aside the the doughnut the extra their own the extra bats, their having having set or the set aside doughnut or (single) own (single) extra weight weight of the extra bats, bat feets feels m bat u c hlighter, lighter,easier easier ttao swing. much swing. how 1to0 apply Practice of practice Here's h a t principle Here's how apply tthat principle of practice ttoo improving improving your gestures. Practice your gestures. in the of your the privacy other place where the the “crazy” privacy of place where drills you in some other “crazy” drills are you are your own room or some do will be observed. observed. Say aloud something such as about ttoo do the alphabet Say aloud simple. such alphabet or o t be will nnot about as the something simple, cach lletter make a numbers. O number, make a very Onn cach For example, exaggerated gesture. example, say e t t e r or number, numbers. gesture. For very exaggerated say and point the sky; and slam slam your hands together; toward the together; sky; say B " and A ” and ““A® threareningly toward point threateningly say ““B” your hands audience. Try of and extend extend your a variety of appealing tto t o use o an C ” and say an audience. Try to use a arms as as if appealing say ““C” your arms and them greatly. greatly. them exaggerate and gestures, exaggerate gestures, The point is such extreme in pubwhen you should use extreme gestures speak in h a t you o t tthat The use such gestures when you should point is nnot you speak is a this is drill ttoo help will loosen up. lic. Rather be more when Rather this a drill help you help you i l l help to be at ease lic. more at ease when up. I t w you to you loosen will also force. also help n d force. help ggive o u r gestures i v e yyour gesturing, I t will gesturing. variety aand gestures greater greater variety shouldn't practice ask, “Why do students ask, do you o m e students SSome specific gesmost speakers speakers shouldn't practice specific you say say most gesfor particular in their their speeches, when everyone knows aactors speeches, when c t o r s practice tures particular points points in practice tures for everyone knows for exact plays?” p o t s in plays?” exact sspots gestures gestures for difference iin the material material tthat’s The answer: p o k e n by actors h a t ' s sspoken n the h e r e ' s aann important The answer: [There's actors important difference which iiss sspoken words Actors written by someone speakers. A speak w else; o r d s written c t o r s speak p o k e n by speakers. h a t which n d tthat aand someone else; least somewhat characters aatt least somewhat different different ffrom usually characters w n perheir o r o m ttheir o l e , usually c t o r s play aa rrole, aactors own hand, are the other their oown other hand, sonalities. Speakers, their own words. words. delivering their Speakers, on the ideas, their wn are delivering sonalities. ideas, for most has shown, makes it difficult difficult for This difference, difference, my shown, makes most speakers speakers experience has This teaching experience my teaching o practice tto particular gestures. gestures. practice particular

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Fletcher

Leon

by 2001

©

Copyright

If

It

ONLY Sure I t Will You're Sure Will Help YOU Mirror Practice iinn Front Front ooff a M I f You're i r r o r ONLY 77.. Practice Heip YOU few students. claim iitt is and is helpful is distracting, students. Most Such practice Most claim helpful 1to0 very distracting, artificial, artificial, and Such practice is very few them: I've could learn learn anything I’ve never found II could from trying ineffective. IJ agree with them: anything from ineffective. never found trying ttoo agree with and figure tried ttoo remember in a mirror as remember myideas figure ooutu teffective watch myself in effective a mirror ideas and also tried as Ialso watch ideas. But But you might in front those ideas. front of of aa for those a practice or ttwo w o in might w a n t ttoo try a want expression expression for does profit from of those it. be one who does those who one of mirror; mirror; you profit from it. you might be my

86

LLESSON ESSON 4

Two Practices or Videotape of Perhaps Practices 8. Make Videotape of Make an Perhaps Two 8. Audiotape or an Audiotape When you from practicing speech mentally o move mentally ttoo saying saying it feel you're When ready tto you’re ready move from practicing your it your speech you feel find their their Some find it speakers Some aloud, practices. your practices. tape-record o t speakers find helpful to helpful it find may you tape-record your aloud, you may made informally—while desks, sit at their desks, effective practice at their they sit informally—while they most are made recordings are mast effective practice recordings and record record their their practices Others find stand uupp and practices as if find itit more o r example. ffor example. Others productive ttoo stand more productive be giving the speech. the actual actual setting in which speech. which they’ll giving the were i n the they'll be they they were setting in audio and and video video of practicing, best tip: both audio of ways The best including both practicing, including Try a variety of tip: Try The a variety ways of for you. Then settle whichever seems But D into using DO O practice! best for practice! seems best settle into recordings. Then using whichever recordings. you. But as

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Listen Objectively 9. Listen Your Recordings 9. Recordings Objectively to Your critical of of yourseif. focus on be overly of the the tongue, occasional Don’t focus slips of Don’t be overly critical Don’t on slips an occasional yourself. Don’t tongue, an

similar concerns. that creeps formal sspeech into a p e e c h you're that practicing, or similar a formal you're practicing, concerns. creeps into of data, weaknesses in oorganization, substantive data, aand logic, uuse t h e r substantive n d oother s e of r g a n i z a t i o n , logic, weaknesses features of features of your speech. your speech.

word slang word slang

Rather, listen listen 1to0 Rather,

Aids 10. Practice Your Aids Practice Using 10. Using Your is a famous story the llegendary There is about a famous alesman e g e n d a r y ssalesman b o u t the levision a live t etelevision oflive a y sof h e ddays r o m tthe There story ffrom audience of millions hhow is tto who of millions w ho w a s showing o w easy o operate e w can was showing aann audience can opener easy iitt is operate a nnew opener More likely, of course, the thing didn’t didn’t work. the salesman salesman didn’t work. More and, of didn’t know know how how ttoo and, likely, the course, the the gadget. While this this rarely television today because because nearly all operate rarely happens nearly all gadget. While happens oonn television operate the commercials are commercials filmed, itit ccould o u l d happen n e of yyour o u r speeches. are videotaped speeches. videotaped o rfilmed, happen during during oone To prevent such a calamity, Practice repeatedly. Be sure To calamity, practice practice using using your aids. Practice repeatedly. Be sure you your aids. prevent such you also everything how with tthem! kknow now n o t only o w they only h u t also h a t can work, bbut r o n g with they work, hem! not everything tthat can ggoo w wrong few little little switches switches or gizmos there are IIff there that you don’t plan are a a few gizmos on your aid that plan 1to0 use use your aid you don't learn in how ttoo operate need them during them anyway—ijust speech, learn how them or during your case you anyway—just i n case your speech, operate them you need asks about about them some listener iinn case them or, and they listener asks into trouble trouble and case some case you they or, worse, run into worse, iinn case you run solve your might solve problem. your problem. Practice putting charts and and practice them down. Practice down, putting up your charts practice taking taking them this book, Lesson 9, Later iinn this detailed instructions Later book, in Lesson and instructions on selecting 9, you'll you'll get selecting and get detailed aids. The indeed is on making The emphasis here is using aids. emphasis here using do indeed making sure them. using them, practice using sure you do practice or

Time Your 11, Time Your Speech 11. Speech Most of front ooff an actual audience audience tthan Most o fus usspeak speakfaster faster iinn front session, We an actual We tend h a n iin n a practice session, tend idea more when iin tto o express real speaking more briefly, an idea directly, more more directly, briefly, when n a real situation than than iinn express an speaking situation

But there 15 p e r c e n t of there are practicing. practicing. But are some, some, perhaps speakers, who do just just tthe perhaps 15 h e oppopercent of speakers, oppobecome much much m site; they site; before 2 live verbose when when they live audience. o r e verbose they become audience. more they get get up up before timing is nnot IInn yyour o u rearly early speeches, speeches, timing o t vvery e r y ccritical. r i t i c a l . BBut should ddevelop u t you the ability e v e l o p the ability you should be within, 5 time tto o be within,say, the t i m eassigned say, 5 percent for your assigned for speech. percent of the your speech.

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12. Don’t Don’t Write 12, Write out Your Speech Word for Word Word out Your Speech Word ‘We're studying We're studying extemporaneous speaking, nnot o t manuscript. students Very rarely can extemporaneous speaking, manuscript. Very can students deliver a for which effectively deliver a speech effectively which they have have prepared speech for full script. But the the major script. But prepared aa full major that we’re point we're studying point is is that speech techniques and useful studying speech the regutechniques that thatare are practical useful iinn the practical and Tegular day-to-day lar day-to-day speaking of teachers, speaking obligations teachers, salespersons, obligations of executives, engineers, salespersons, executives, engineers, lawyers, administrators—all administrators—all types of government, lawyers, and industrial business, and industrial people. types of government, business, people. They They don’t have have time time tto just don’t write just word, o write a for word,even a speech speech o word for u t word deliver i t out could deliver even i f they they could effectively. effectively.

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Don’t Memorize 113. Your Speech 3 . Don’t Memorize Your Speech is difficult. with sincerity, difficult. A memoand fluency Delivering sincerity, polish, memorized speech speech with polish, and fluency is Delivering aa memorized memorized tends memorized. Flat. Flat. Dull. Dull. Uninspired, sound . . . well, rized speech well, memorized. o sound speech tends tto Uninspired, uninteresting. uninteresting. And you're and find the possibility tchat what you're find And h a t you well forget adding the you're adding forget what you’re ttoo say say and may well you may much time ttoo prepare— it tikes takes m mind blocked your u r t h e r , it blocked completely. uch m o r e time completely. FFurther, more your mind prepare— real-tife speakin real-life the task task in memorize—such memorize—such aa speech than almost almost anyone devote ttoo the speakspeech than can devote anyone can ing situations. ing situations. .

.

.

the major folThose, then, the preparation that folthen, are Those, tips for preparing is, the major tips speak—that is, are the preparation that preparing ttoo spcak—that of your l lows o w sthe the designing speech. designing of your speech. this lesson—preparing useful Your success the first first ttwo of this w o objectives n meeting Your objectives of success iin meeting the lesson—preparing useful and practicing best be be determined determined by effectively—uwill best notes notes and by your experispeeches effectively—will practicing speeches your own experideliver speeches. the Check-off Sheet on che following Use the Check-off Tip following page ences ences as as you speeches. Use Tip Sheet a as a on the you deliver page as guide o helping guide tto helping you speeches. productive speeches. you prepare prepare productive

Fletcher

Leon

by 2001

©

Copyright

8 8 88

LESSON LESSON’2

ON SCHEDULE? SCHEDULE? YOU ON WERE YOU WERE

here’s w learnin learnwhen took various various steps If yyou h e n you kid, here’s o u were If an average were an average kid, steps in you took

ing to speak: speak:

weeks: 1+2 weeks: 1-2 months: 2-3 months: months: 33 months: months: 4 months: 4 months: 6 months: 9~12 months: months: 9-12 12-14 months: months: 12-14 18 months: months; 18 2 years: 2 years: 2-3 years: 2-3 years: 455 years: 4-5 years:

* *

cried intensely. intensely. cried cried ttoo communicate communicate aa need—hunger, need—hunger, etc. cried etc. babbled. babbled. shouted. shouted. mimicked simple vowels mimicked sounds, pronounced simple sounds, pronounced most most vowels and some but nnoo words. words. and some consonants, consonants, but imitated simple words. imitated simple words. six words, spoke five or six words, mostly spoke five and “Mommy” and mostly “Mommy” “Daddy.” said simple simple phrases. phrases. said said simple simple sentences. sentences. said learned new words rapidly. learned rapidly. new words in whole talked in whole sentences. taliced sentences.

facts came Those facts Dorothea McCarthy and Elizabeth Elizabeth came o Those u t of a ¢ study out study by Dorothea McCarthy and B. Jurlock, the book book American American Averages, Mike Feinsilber B. Feinsilber Jurlock, reported reported in the Averages, by by Mike and WilliamB. William B. Mead. Mead. and

TO PEAK O SSPEAK REPARING T P PREPARING

8 899

Note Cards Note Cards aand n d Practicing: Practicing:

Check-Off Tip Sheet Check-Off Sheet

As you prepare your speeches, INSTRUCTIONS: As INSTRUCTIONS: off each below. check off each item item below. you prepare your speeches, check

NOTE CARDS CARDS NOTE

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confidence. card: aid aid recall and add add confidence. recall and the ttwo of aa note 1. Recognize Recognize the w o purposes note vard: purposes of

of

Limit the the number number of your cards. Limit note cards. your note of a card. a good Study Study an example of good note an example note card. card rather Use a rather tthan of paper. a card a slip han a Use slip of paper. Use aa standard card. standard 33 X - i n c h card. Use x 55-inch Write yyour material aacross dimension of card. the card. ofthe a r r o w dimension h e nnarrow c r o s s tthe o u r material Write Use aann outline outline fform. orm. Use Number your cards. yourcards. Number of the the Introduction Write oouru tthe and Conclusion. Introduction and Conclusion. first sentence thefirst Write sentence of Be specific. specific. Be

Note where where you use visual aids. visualaids. o use plan tto 11. Note you plan PRACTICING PRACTICING

® BON S Y

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1.

10. Copyright © 2007 by Leon Fletcher

11. Fletcher

Leon

by

2007

8

Copyright

six times. times. Go over three ttoo six speech three over your speech Go card. Practice from from your o t e card. actual nnote Practice your actual Work ttoo remember remember ideas, words. o t words. ideas, nnot Work before practicing aloud. speech mentally mentally before practicing aloud. Try ‘Try going going over over your your speech each practice. Push yourself the entire for each entire speech Push practice. speech for yourself through through the

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ONLY NLY r a c t i c e gestures PPractice gestures O

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will YOU. i l l help sure i t w i f you're help YOU. you’re sure

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will help YOU. of a ONLY if you're Practice iin YOU. front of mirror a m sure it will you’re sure i r r o r ONLY n front Practice Make an off perhaps two two practices. practices. Make an audiotape or or videotape o Listen objectively objectively ttoo your recordings. recordings. Listen aids. Practice using using your Practice your aids. Time your speech. Time your speech.

12.

word. word for write oout for word. u t your Don’t write speech word Don’t your speech

13.

memorize your Don’t memorize speech. Don't your speech.

90

4 LLESSON ESSON 4

all for

it’s

and tips Now the principles, time for for you use all the tips you've you've o use u t tto principles, techniques, techniques, and o w it’s time N you ttoo pput time for you far—it’s time Jearned in this this course speech. give a a speech. learned so far—it’s you t o give course so , . indeed learned realize tthat and yyou'll already, including: lot already, learned alot o u ' v e indeed Think back back and including: h a t yyou’ve o u ' l l realize Think

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for a speech The format format for speech #0 The

b Techniques for delivering speech Techniques for delivering aa speech # speech Tips on preparing #§ Tips preparing aa speech

in this and present this course. them ttoo w work o u prepare Put course. o w as ork n speech in u t them P as yyou now your first speech present your prepare and

first

ASSIGNMENT 6 ASSIGNMENT

Demonstration Speech: Demonstration Speech: Speech Speech 11 5-minute demonstration demonstration speech. > ACTION: Design and deliver a 4 - ttoo 5-minute

D

ACTION:

Design and deliver a 4-

speech.

this textbook this speech and of the other The length Note: The textbook may of the other speeches Note: of this length (rime) (time) of speech and speeches in i n this may be changed be changed b instructor. byy your your instructor. OBJECTIVES OBJECTIVES this assignment, material in this book, will After completing this in this the material After including study assignment, including book, you study ooff the you will to: ableto: beable be

is

1. Present that is effective—that effective—that is, Present aa demonstration demonstration speech 1. that gets speech that is, a speech speech that gets at least 80 80 percent able to doo something could not least listeners able to d something they before, they could not ddoo before, your listeners percent ooff your being of your speech the subject with the and of value ttoo them. subject of speech being with of value them. relevant, important, important, and relevant, Be more 2. Be comfortable about about your 2. speaker. as a a speaker. more comfortable potential as your potential

(These objectives, objectives, you (These this objectives specified actually ttwo for this are actually w oof ofthe thesix six objectives note, are specified for you may may note, lesson. You're lesson. You're making making progress!) .‘ progress!) INSTRUCTIONS INSTRUCTIONS

all

Study 1. Study the tips in this this lesson. lesson. of the 1. ali of tips in Decide on what 2. Decide what you'll 2. demonstrate. you'll demonstrate. 3. Prepare of your outline of 3. the Speech Prepare a rough rough outline speech by using Planner (page using the Speech Planner 100). (page 100). your speech As you 4, As check oft off each each step 4. the Check-off Check-off Tip Sheet Sheet (page you prepare, step on the (page 103). 103). prepare, check 5. Present class. Present your 5. speech i n class. speech your 6. After After your 6. speech, complete Self-Evaluation. Assignment 7: Self-Evaluation. complete Assignment your speech,

in

7:

TIPS TIPS this lesson The tips lesson are much more The n this tips iin are much detailed and and extensive than those more detailed those you'll extensive than for you'll get get for That’s so your speeches. That’s later speeches. so you'll off to your later sure to you'll besure to get start o to a good get off good start first onn your your first these are basic tips speech. Further, speech. Further, these be using, are basic tips tthat and extending h a t you'll using, building you'll be building on, extending to, on, and to, all of of your all future speeches. speeches. your future Some these tips Some tips may But they seem to to you to bequite quite simple. ofof these simple. But you may seem might be bethe they might the very very that the the student tips student sitting tips that sitting nnext thinks are On n the other e x t ttoo you are quite quite important. important. O you thinks hand, the other hand, these tips some of be rather some of these tips may rather complex advanced for t o be for you. may appear Yet someone complex or advanced appear to someone you. Yet the class else iin find those else n the those same class may be very same tips tips ttoo be may find Once you've helpful. Once few given a very helpful. you've given a few have much speeches, speeches, you'll have much greater which tips greaterinsight insightinto into which tips are are m o s valuable t valuable most for you. for you. be

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TO SSPEAK PEAK R E P A R I N G TO P PREPARING

941 9

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CONTENT 11.. Tips Tips for the of Your the CONTENT Your Demonstration Demonstration Speech Speech 1.1, Your SpeechShouldActually 1.1. Tell Them Them inform the the AudienceH o w to Audience How Doo Something, Speech Should Actually Inform NotJust Just Tell to D Something, Not How H o wSomethingIsDone Something Is Done

An example will clarify An this distinction. Select a distinction. A speech Good Tape example will clarify this Tape “How ttoo Select speech on “How a Good

Recorder” be an Recorder” would of the because you could get would be the an appropriate subject because appropriate subject probably could most of get most you probably in this this class students in class tto students do that. that. o do

But a be only a But a speech Are Manufactured” H o w Tape speech on Recorders Are Manufactured” would would be a speech on ““How Tape Recorders speech the subject. about the would be about It would be an this assignment because after after subject. It unsuitable subject subject for this an unsuitable assignment because the audience audience could could nnot be expected able ttoo manufacture be able you manufacture speech, the o t be expected ttoo be gave your you gave your speech, recorders. tape tape recorders. Other suitable Other suitable subjects: subjects: Make a Perfect Taco Taco How H o w tta o Make a Perfect

Jack Correctly Correctly to Useaa CarJack

How H ow

t o Use

Car

1to 0

Tire Change Change aa Tire

Fix a Rain Gutter Leak in a How H o w tto o Fix a Rain Gutter a Leak Get Started HHow a w t o Get Started in Quilting Quilting

to

to Save Time Washing Dishes

How How

t o Save Time

Dishes

Washing

to How to Barbecue Safely How to Make Your Own Qwn Placemats How How Reinforce a Weak Gate Gate a Weak H o w t o Reinforce How

t o Barbecue

Safely

t o Make Your

Placemats

Color Hair How ttoo Color Hair How Traffic Ticket Ticket How tto How o Appeal Appeal a Traffic How Select a Lawyer How t o Select How Plan a Balanced Meal Meal How t o Plan a Nutritionally Nutritionally Balanced Self-Defense Execute Three Moves Three SclfHow ttoo Exccute How Defense Moves How of Pur Fires Three Fires of Types Three t u o Types How t o Pur out Unsuitable subjects: subjects: Unsuitable Our Traffic Work How Courts Work H o w Our Traffic Courts Watch Works Works How H o w an Electronic Watch Electronic Dead Revive the the Dead How Doctors Revive H o w Doctors Cakes How H o w SSara a r a LLee e e BBakes akes C akes How Boat e s i g n aa Boat o w t o DDesign H

to to to

a

an

to

Copyright © 2001 bryLeon Fletcher

this speech need tto for this Thus you some activity—a subject for speech some activity—a process, e l e c t as o sselect Thus as your you need your subject process, audience realistically be expected task—that your audience could be do expected tto o do realistically could technique, procedure, task—that technique, procedure, it tell and and show show your audience how To after another how speech. To put hearing your speech. after hearing way, tell put i t another way, your audience is made, made, done, done, functions, functions, or operates. something is something operates. Fletcher

Leon

by 2001

©

Copyright

for the the Audience Audience and Time 1.2. The Subject Speaking Time and Your Speaking for Be Appropriate Should Be Subject Should 1.2, C a l aides The

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be something audience will will consider know, consider worthwhile worthwhile ttoo know, should be subject should Your subject something your audience Your he designed is ttoo he the students students in class; d doo not speech class; designed ffor in yyour o u r speech o r the Remember, yyour speech is o u rspeech Remember, not audience. Look Look around around at some other students. at your fellow students. are speaking other audience. speaking ttoo some assume assume you your fellow you are the things select as do already. Then select things they likely can already. Then speech subject Think through can do subject as your speech they likely through the Think know how how ttoo do do nnot already. o t know they do already. something something they do

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4 LLESSON ESSON 4 local high be appropriate for 2a local Enroll at This high This College” College” might For o Enroll H o w tto might be appropriate for example, ““How o r example, F classmates iin this school audience audience ooff seniors but your seniors about n this about ttoo attend attend your college, but school your college, your classmates have enrolled; doo what know hhow what yyou roenrolled; they o u pproo d o w tto speech speech course they already already know obviously have course obviously

them. tell them. pose pose tot o tell be introduced be exceptions. introduced enrollment procedure There might be o be procedure is tto There exceptions. Perhaps Perhaps aa new new enrollment real far iin advance tto be of semester—but then of much much real the speech speech ttoo o be n advance o o far giving the then you're next you're giving next semester—but could audience. “humorous” a at a ccololOrr yyou help ttoo your speech o o u c o u l d give give a “humorous” speech help enrolling at onn enrolling your audience. O of this this assignment: be check the the statement But check While aa humorous humorous speech speech may lege. But assignment: While lege. statement of may be for here inform the audience some actually audience the inform o t are actually you here assignments, later some for appropriate are assignments, to later appropriate you be humorous humorous or but aa warning: inform can how ttoo do do something. something. (A (A speech speech tto serious, but orserious, o inform how can be warning: funny is very difficult indeed. See Lesson Lesson 16, indeed. See 16, Entertaining.) being funny being Entertaining.) very difficult Also consider have tto time you consider the the brief brief length of time Don’t Also length of o present speech. Don’t you have present your your speech. involved, complex, attempt h a is t is ttoo o o involved, o r lengthy. subject tthat complex, or lengthy. attempt a subject 125 words about 125 words per That mmeans minute. That O nthe the average, e a n s your speak aatt about we speak speech average, we per minute. your speech will be be about 500 tto 625 words—little about 500 words—little m than the the weekly will o 625 written iinn many o r e than more weekly essay essay written many school English classes. high school high English classes. material Bycarefully carefully selecting selecting yyour o u r ssubject u b j e c t aand n d tthen h e n including iin n your n l y material speech o only your speech will contribute have n that will contribute directly ttoo your that trouble with with the the speech purpose, you'll have noo trouble your speech purpose, you'll time limit. limit. time the other don’t pick that is limited. Granted, other hand, Onn the be O a subject hand, don't there might be pick a is ttoo o o limited. subject that Granted, there this assignment and require meet for this some subjects tthat hat m e e tall some subjects allthe thecriteria criteria for minute or assignment and require only aa minute But then then you so the speech 50 ttoo present. giving yourself an o t giving are nnot an opportunity speech present. But opportunity ttoo apply the you are format in detail o sufficient experience format in detail experience iin speaking. orr ttoo get n speaking. get sufficient

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1.3, Use Visual Aid: The ActualItem, Use a Actual Item, a 1.3. Model, oorr a a VisualAid:The Drawing a Model, a Drawing

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Your speech will be be much much more make good speech will more effective Your visual aid. of aid. The aid effective iiff you The aid a visual use of good use you make make i t easier will make easier for for you will remember the talk, tcoo remember organize your the points points you your talk, want ttoo you ttoo organize you want and be somewhat You'll have present, and t o be relaxed. somewhat more more relaxed. You'll to have something concrete which ttoo present, something concrete on which concentrate attention. concentrate your .¥ your attention. Even more visual aid aid helps Even audience iin helps your more important, important, a visual three ways. will n three First, i t will your audience ways. First, add interest An aid aid will interest ttoo your will also also make make your add talk. An understandyour talk. points clearer, clearer, more more understandyour points able and and apparent able aid helps listeners. Finally, audience Finally, an helps your an aid remember your listeners. what apparent ttoo your audience remember what your said. you've you've said.

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When Appropriate, 1.4, When 1.4. Provide EachMember Each Member o f the Appropriate, Provide the Audience Audience withMaterials with Materials with with which which Practice ttoo Practice

You'll never audience ttoo learn You'll learn h never get tie a how an audience unless they can a necktie o w tto o tie necktie unless get an can practice. practice. Solution: Bring Solution: each member Bring enough tties i e s so audience can member ooff the the audience so each with can practice Practice w i t h one one as as

you step-by-step explanation, explanation. present aa step-by-step you present all subjects However, However, nnot for aa demonstration subjects for o t all demonstration speech that the speech require audience practhe audience require that practice during tice select an speech, Example: how ttoo select during your Example: how honest weight-control salon. an honest your speech. weight-control salon.

1.5, WhenAppropriate, When Appropriate, Show Your Demonstrationitemi 1.5. Show Your Demonstration tem in Various Stages n Various off Preparation, Stages o Preparation, to Speed Demonstration and toSpeedDemonstration and to Increase Increase Clarity Clarity ofExplanation of Explanation

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is “How If your If Make Artificial subject is “How ttoo Make Artificial Flowers of Facial Flowers oout Facial Tissue” your subject u t of Tissue” (and Pve {and Ive several really heard several heard really good good speeches speeches on this), it would be particularly this), it would be effective tto have particularly effective o have some flowers some flowersalready already partially made, others made. Then, others completely partially made, the speech, completely made. Then, during during the speech,

TO SPEAK SPEAK PREPARING PREPARING TO

993 3

need nnot be taken add each time need o t be o add each leaf; little petal, taken tto w o demonstrations each little demonstrations leaf; one petal, each one or ttwo make these these repetitious usually clear enough the audience. audience. usually make repetitious procedures procedures clear enough ttoo the is another Bake a the effective ttoo prepare “How ttoo Bake “How it is is effective another subject subject for which it a Cake” is prepare the visuals before before speaking. the actual actual baking visuals ahead oftime, time, at home, then then concentrate speaking. Do the baking ahead at home, concentrate the speech each of of preparing, of the the steps iinn the Conclude bbyy speech on each mixing, blending, blending, etc. etc. Conclude preparing, mixing, steps of showing the finished product. showing the alrcady baked, finished already baked, product. of

1.6. When When Appropriate, Audience Help in YourDemonstration 1.6. in the the AudienceHelpin Have Someone in Your Demonstration Appropriate, HaveSomeone

how to pputu tono nfalse Showing Showing how false eyelashes, how ttoo sct how tto hair, how o apply a splint, eyelashes, how splint, etc., sct hair, are etc., are

subjects usually demonstrate on someone rather subjects usually presented effectively iiff you else rather someone else presented more more effectively you demonstrate than the speech and perform than try tto o give the same at the give the speech and yourself at same time. time. perform iitt on yourself try for a ask for there are IInn getting o m e o n e t o help w o options: volunteer oorr plant getting ssomeone help you, a volunteer are ttwo options: ask you, there with a cclassmate nme). d oftime). h e aof l a s s m a t e aahead (arrange with someone someone (arrange

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is better? Which do do yyou think is o u think Which better?

Why? Why? Almost all need someone them iin their speeches Almost who need all professional n their speakers who help them speeches someone ttoo help professional speakers for such such assistance assistance ahead ahead oftime. arrange time. arrange for Two problems and usually in asking ask for for volunteers. volunteers. One, for aa Two arise in usually doarise asking for One, you can and problems can you ask ham it up, gag and someone rushes right will ham volunteer and Often tthat’s the person who will volunteer right up. h a t ' s the someone rushes up. Often person who up, gag embellish your than you to embellish speech, attempt to help help you want, or iitt up, r y to o rtry try ttoo more than up, ttry you more you want, attempt to your speech, and confuse, a distract, confuse, distract, n dinterrupt speech. interrupt your your speech. for a Your other sometimes no other potential volunteer: sometimes problem i n asking asking for Your a volunteer: no one one comes comes potential problem forced tto and tthat forward. Then Then you're uncomfortable forward. o coax h a t puts coax someone, an uncomfortable someone, and you're forced puts you you iinn an before your audience. situation before situation audience. your of

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best way what's tthe Therefore, h e best Therefore, what's way ttoo

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speech? help iin gget e t someone n your someone t o help your speech?

lead you hazards of for volunteers volunteers should should lead The hazards asking for of asking The you with someone time. ahead with someone ahead ofoftime.

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in Practice Practice 1.7. When the Audience Audience in When Appropriate,Lead 1.7. Appropriate, Lead the is something like “How Reduce Your is o This is “How ttoo Reduce Your subject is o t necessary bviously n This something like obviously not necessary if your subject is “How Bills.” O the oother Onn the “How ttoo WWrite Common subject is Gasoline Bills.” r i t e Common hand, if your subject t h e r hand, Gasoline similar ssubject, will indeed indeed nneed ractice— e e d p practice— u d i e n c e will o u r aaudience u b j e c t , yyour Greetings Japanese” oorr aa similar Greetings iinn Japanese” be successful successful in in getting them them ttoo acquire led b speech—if you acquire are tto o be ted during your byy you your speech—if you are you during skill. h a tskill. tthat and Examples include Personal Stories andExamples 1.8. IncludePersonalStories 1.8. Fletcher

Leon

by 2001

©

Copyright

class present hear the the other their demonstration demonstration other students students iinn your speech speech class When you When you hear present their and attention—and much your own interest attention—and that that of of m interest and other how much notice o s t other most speeches, n otice how speeches, when a a such things the audience—perk as: things as: audience—perk u says such speakersays members ooff the speaker members upp when

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showing a friend friend how how #b II was was showing that hhe... e... that

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the other of aa sudden he found other day sudden he found day and all of this the dothis all do

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2 944

LLESSON ESSON 4

this kind shocked m One day II was e , One kind of of thing was How into doing me, gotinto o w Igot #% H thing really shocked doing this and II noticed noticed that... the docks docks and that... walking along the walking along

the procedures, and the Make the interested in people. the techniques the steps, people. Make procedures, and techniques People People are are interested steps, the includmemorable, by includdemonstration speech more interesting, interesting, more speech more i n your presentin you more memorable, you present your demonstration that are related ing incidents, what you’re stories that andstories incidents, experiences, ing experiences, and you’re demonstrating, demonstrating. are related ttoo what

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ORGANIZATION Your Speech 2. Tips the ORGANIZATION of Your Tips for the 2. Speech this demonlearned in in Lesson basic format demonfor a which you The basic format for Lesson 2, 2, applies applies tto speech, which The o this a speech, you learned following tips, does tto it does The following take tthat stration speech, speeches, The therefore, take stration just as o m o s t speeches. tips, therefore, hat speech, just as it most and add basic format demonstration speech. format and basic specific applications speech. applications of i t ttoo a demonstration specific add

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2.1. Begin with with aann Effective Effective Attention-getter 2.1.Begin Attention-getter Do o not begin tel] you I’m going going D how tto...” with “Today t o tell begin your o. . . . ” speech with “Today I’m you how your speech not Such a audience the decide strictly on its its own the audience the opportunity Such gives the o decide a statement statement gives opportunity tto Some in the whether or nnot audience may whether o ttot olisten listen ttoo you. think, ““Oh O h boy, boy, a a speech on speech on you. Some may think, in the audience or select chewing how ttoo select will think, what how wanted know!” Others Others will chewing gum—just h a t I] always a n t e d tto gum—just w always w o know!” think, will tune “Who wants hear tthat?" “Who h a t ? ” aand n d they wants ttoo hear they will tune out. out, Your job, the very first words is tto and the words you Your job,in in the the attention utter, is attention and the o try o capture you utter, try tto very first capture the of your lead them interest of You should should lead have ttoo them ttoo wanting interest listeners. You hear what what you your listeners. wanting ttoo hear you have talk ttoo you I’m going leaves the going say. Simply stating decision ttoo about . . ..”” leaves “Today I'm the decision t o talk stating “Today say. Simply you about listen o not audience. listen u the audience. listen r notto to listen upp ttoo the Here are Here are some from recent some examples examples of ofeffective effective attention-getters speeches by sstuattention-getters from turecent speeches this course: dents iinn this dents course:

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few weeks A few weeks ago for all much money off having #» A having to tired o got tired so much to pay out so money soso often for ago II got all often pay out

been receiving. tickets I'd I’d been the parking the parking tickets receiving. hand up near an eye #§ IIff you see someone someone holding a a hand don't andblinking blinkinglike like crazy, you sce up near crazy, don't an eye and this person think this with you. think The person flirt with just putting person is trying t oflirt you. The putting iinn contact contact person is just

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drive a hands? Yet without using this is drive a car car without is the using your hands? the only way some Yet this some physically physically individuals can drive. challenged challenged individuals can drive.

FFor o r many how ttoo get listeners’ attention, tips on on how Lesson 11, attention, see many more tips get your see Lesson 11, your listeners’ Designing Introductions. Designing Introductions.

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2.2, StateExactly State Exactly What 2.2, What the the Audience Why Audience Is to Learn toD Is Important to Learn to Doo a n d Whyit and Is important

The second second point The AFTER you've speech, AFTER point iinn your the audience, the attention attention of of the you've got audience, your speech, got the teli them should tell them iinn specific should what your specific terms subjectis. is. terms what your subject Here are those three Here for those are examples three attention-getters examples for read: just read: attention-getters yyouo ujust

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So worked out #§ So out a new I've worked for parking; I've new system and i t can save saves me parking; itit saves me money, system for save money, and

you too. money, too. you money, who don’t don't wear #% Many Many people people who ask me often ask contact lenses lenses often wear contact some pretty me some weird pretty weird them, so let questions about them, show you questions about how ro me show them. use them. to use so let me you how be § Heres Here’s how how cars # modified to cars can can be specifically modified specifically accommodate drivers drivers who to accommodate who hands, cannot cannot use usetheir their hands,

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be a “fog Don’t D o n ’ t be “fog machine” machine"—giving —giving ooutu t a ltot off vague ot o ideas o o rirrelevant irrelevant ideas vague or words orr words before you before state exactly what your exactly what you state is. One subject is. One student student speaker speaker started your subject demonstrastarted aa demonstrasmall joke tion with aa small speech with tion speech about aa fellow joke zbout fellow who who found in found aa worm Then the in apple. an the worm an apple. Then

95

TO PEAK O SSPEAK REPARING T P PREPARING

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speaker farmers in talked about about the the importance in growing obvious point, speaker talked (an obvious apples (an point, importance of farmers growing apples but, as iitt turned but, he was withlittle little significance the subject Next out, with significance for the toward). Next subject he was talking toward). as turned out, he wandered and he some ideas wandered through about how “saves how raising your own apples “saves money some about apples ideas raising your own through money and “inefprovides the "inefhis views with more healthful food.” Then views on the he talked talked about Then he about his provides you more healthful you with fectiveness of of health fectiveness he ggot his subject: Finally he health inspections how o t tto o his o w t oselect select subject: h inspections of apples.” apples.” Finally good apples. good apples. of the the exact be necessary of your Sometimes, as it may Sometimes, o state state as part exact preview preview of subject, it necessary tto part of may be your subject, is best is important know. Often Often it is best ttoo present what you why what this are demonstrating demonstrating is important ttoo know. present this you are such. That's That’s usually point story,illustration, illustration, example, than effective than more effective point through usually more example, or through astory, or such. such as should know this “You should this because. saying because. . . . ” saying something as “You something such Here are the subjects of effective effective statements the importance Here are some of subjects of cxamples of some examples statements on on the importance of the These would of would be after the demonstration speeches. be stated stated after the aattention-getters, demonstration t t e n t i o n - g e t t e r s , as speeches. These as part of h e subjects. r e v i e w s of tthe h e ppreviews tthe subjects. to

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You m need ttoo know u r n i n g building. n t e r a bburning o eenter o w tto o u need o n d e r i n g why yyou a y bbec w You know hhow wondering building. may home after will But ccan be positive this class class today, after this r i v e home h a t as o u be a n yyou But today, you positive tthat as you you will you ddrive house? drive past o tdrive nnot a flaming flaming house? past a details II'm The or o u can e l l yyou ' m about h e legal T about ttao ttell legal details can bbee very important ttoo yyouo u i f , ffor very important the police for driving example, “stolen” car, but vou’re by the example, you're police for driving a a “stolen” you're you're stopped stopped by car, but friend lent lent ttoo you. really just driving a friend really just a car car a driving a you.

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Do 2.3. Present Present a 2.3. How to to Do off How it Step-by-Step Explanation Explanation o a Step-by-Step

Break down into a series series of of steps. five down what what you Break are demonstrating demonstrating into steps. Usually two to five you are Remember that difficult for for many listeners to mind more plenty, Remember to keep keep iin steps t h a tit’s it’s difficult n mind arc plenty. steps arc many listeners about five than about than five steps. steps. make the the steps be remembered remembered is is ttoo number number more likely Onc wway One a y tto o make likely ttoo be steps you present more you present You might them. You for example: might say, example: them. say, for The first step in 6 The this unit the details). unit is the Now the [followed by details]. Now by the is ttoo . . . (followed ® first step in building this the nnext second step details]. [followed by by the e x t details). o . . . [followed is tto... second step is each step would continue in your number each You would continue ttoo number speech. ¥6 You step in your speech. .

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Order ooffDoing Them the Logical 2.4, Present Present the Steps in the Logical Order Doing Them the Steps 2.4. batches of of cookies the cookies I've with the would not believe hhow I’ve heard heard presented You would o w many You not believe presented with many batches such as this: in some order such points some order as this: points in we w e

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First, get together. n g r e d i e n t s together. First, get your your iingredients

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the ooven When o t enough. v e n is hhot cooking, bbee sure h e n cooking, W sure the enough. mix your batter carefully. carefully. e x t , mix N Next, your batter cool. after they cookies only they are only after h e cookies Decorate tthe are cool. Decorate the package the instructions Follow the carefully. instructions on the package carefully. Follow When kind of be sure. make, which kind of cookie cookie ttoo make, be deciding which When sure.... . . deciding .

the process the steps in the is obvious: obvious: Present Present the The point are demonstrating—the demonstrating—the The steps in you are point ts process you order. Almost in a of your discussion—in Almost always discussion—in some demonstraalways in some logical a demonstramain points logical order. main points of in which the steps be done the thing that’s the the order order in which the done ttoo do do the u s t be must thing you're tion speech speech that's you're tion steps m demonstrating, demonstrating.

by 2001

©

Copyright

with Specific Data Data Detail Each Step withSpecific 2.5, DetailEachStep 2.5, the facts, and examples first lesson, in your facts, statistics, learned in in the lesson, are statistics, and the frst examples in are the Data, Data, you your you learned details of includes the of how each step, the details how ttoo do that includes do each demonstration speech In a speech that speech. In a demonstration speech. step,

2 966

LLESSON ESSON 4 4

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about the doing stories about of other experiences of the experiences it, perhaps in doing of your examples perhaps stories experiences in examples of other your experiences about costs, and equipand information in doing the thing, information about time requirements, costs,time thing, and requirements, and people doing the people in equipneeded. tools that that are and tools ment ment and are needed. of of course, the actual actual showing in a data in demonstration speech is, of Another type of data showing of Another a demonstration course, the speech is, type of be o should be The emphasis actually showing, demonstrating, do your emphasis should showing, demonstrating, o w ttoo do hhow subject. The onn actually your subject. how. not just tellinghow. justtelling not about—is likely talk about—is Each ppoint rather than than just likely dernonstrate—do, rather just talk actually demonstrate—do, o u can oint y Each can actually you and more worklisteners. By interesting ttoo your By workmore easily remembered, and more interesting easily remembered, clearer, more o beclearer, tto your listeners. and in addition audience through addition ttoo hearing—by them see with your hearing—by letting letting them see and senses in ing with through senses ing your audience feel (practice) be more successful in well as will be of the purpose in attaining (practice) as feel as weil 2s hear—you attaining the hear—you will more successful purpose of speech. your your speech. still be hazard: Don’t be mentally of your Another hazard: Don’t llet listeners still e t some Another some of mentally trying trying ttoo figure your listeners needle while while you have progressed in yyour shortcut oonn tthreading o o u r speech h r e a d i n g a needle o u r shortcut u t yyour o speech tto out progressed in you have needle iin such as each another point, how that needle x p l a i n each u t t o n . Try n attaching o w ttoo use another Try ttoo eexplain as h use that attaching a bbutton. point, such and before the clearly and completely step next. completely before moving ttoo the next. step clearly avoid—unless they “You can And you should avoid—unless do apply—such really do figAnd as “You apply—such phrases phrases as they really you should figthis part yourself, iitt is so u t yourself, ure this so easy.” easy.” part oout for a t least Jeast some benefits some of Finally, present Finally, There are story for o fthe the ssteps. t e p s . There w o benefits are ttwo personal story present aa personal at in doing are? what do do you this; what think they in doing this; they are? you think Co

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2. 2. As we have said, said, people interested iinn people. As we have interested iinn you, people are are interested people. They're They’re interested you, your your and people friends, and heard about, read about, family, friends, family, about, read observed. Presenting people you've about, oorr observed. you've heard Presenting makes it the first incidents it much much more personal incidents benin your speech speech more interesting—that’s makes interesting—that’s the personal first benyour efit of this technique. of this technique. efit of us And most remember points, and concepts when And ideas, and relate us remember most of better points, ideas, better when we we can can relate concepts them—tie them in—with a story, incident. them in—with them~—tie example, o story, example, orr incident. the benefits So the benefits of of personal stories iin So add interest that they add and make make a n aa speech speech are personal stories interest and are that a memorable. point point more more memorable. Conclude byyReviewingEach 2.6. Concludeb 2.6. Reviewing Each Step Order Step Briefly,in Briefly, in Order

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learned You've already the basic basic format You've already learned i n the format for for a speech review. IIn speech ttoo present n aa demondemonpresent a review. stration speech, conclude bbyy going stration speech, conclude the same same going aver over the steps, procedures, techniques, etc., procedures, techniques, steps,

etc.,

in the discussion part the discussion you've you've detailed detailed in of your speech. part of your speech. Be sure these review review points Be o present in the sure tto the same order as in points in same order present these them in as you presented them you presented discussion ppart of your the discussion the a r t of the sequence, Don’t change speech, Don't add n change the don't add e w points, your speech. sequence, don't new points, and don’t don’t change wording of your the wording and change the is much. Often points very add much. a Often i t is your points a good idea o add very good idea tto variety reword the speech, ttoo reword variety ttoo your speech, the points, but don’t don’t change the wording change the points, but much so much wording so audience has that the the audience that in identifying has difficulty in the same them as been talksame points identifying them as the points you'd talkyou'd been about earlier in ing about ing earlier i n your speech. your speech. Here are Here are some some examples reviews: examples of ofeffective effective reviews:

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then, are the three These, then, three steps These, sailboat. First, are the o identify identity aa sailboat. the masts; First, count steps tto count the then, masts; then,

look at the comparative look of the at the che masts; height of comparative height and, finally, look aatt the finally, look the placement masts; and, of placement of the masts. masts. the Now know how how ttoo figure #6 N o w you figure out which course sailboat is on—close-hauled, you know out which course aa sailboat on—close-hauled, reaching, reaching, or running. running.

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TO PEAK O SSPEAK REPARING T P PREPARING blower for #§ Follow those four four steps—air o u rboat, boat, run the blower for steps—air yyour Follow those run the have safety and have leaks, and o r gas tfor safety equipment ready—and you'll you'll equipment ready—and gas leaks, all your boating trips. al! trips. your boating

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check five minutes, minutes, check five have a safe safe start have for start for

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2.7. Close Close witha 2.7. with a Memorable Statement M

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To close close with with a basic learned when when you the basic To memorable statement studied the a point a memorable statement is a point you you learned you studied format for well be be format for aa speech. The memorable in aa demonstration demonstration speech memorable statement speech. The speech might statement in might well of what the value value of have just aa story what you demonstrated or an just demonstrated staan interesting pointing up interesting stastory pointing up the you have tistic proving the need need for your audience ttoo remember them. tistic remember what what you've told them. just told you’ve just proving the your audience Remember the drive home home the of your for a memorable sstatement—to Remember the reasons a memorable t a t e m e n t — t o drive the point reasons for point of your and ro audience a tie-in tto them remember remember speech and speech o help help them to give give your a hook, an an interesting interesting tie-in your audience last opportunity This is your attain your therespecch. This your speech. speaking; thereopportunity ttoo attain your last your purpose purpose iinn speaking; memorable fore, sselect tudent r o m sstudent a r e . Here t a t e m e n t with ccare. e m o r a b l e sstatement e l e c t a2 m fore, examples ffrom Here are are some some examples speeches: speeches:

Soo nnext from a hotel hotel window, S e x t ttime i m e yyou window, you, o u see o m e o n e wwaving a v i n g aatt you see ssomeone you, too, too, you from able tto might be able o save life. might be life. save a Is this this really all the the trouble saved just trouble iitt may Well, II saved #b Is worth all really worth just secm ttoo require? require? Well, may seem 13 percent-—some $1600—on used ccar aabout b o u t 13 thelast l a s t used a r II bought. bought. percent—some $1600—on the

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DELIVERY of 3. Tips Your Speech 3. for the the DELIVERY of Your Tips for Speech detailed in in Lesson Lesson 3. 3. Those Those tips Delivery suggestions demonstraDelivery apply ttoo your tips apply suggestions were were detailed your demonstraand tion speech speech and ttoo your following speeches: speeches: tion your following eartier lesson, the tips To rreview lesson, the of your delivery of specch are: h a t earlier e v i e w tthat To tips on on delivery are: your speech with confidence confidence and and authority. 3.1. Step speak with 3.1. Step up authority. up ttoo speak before you Ger set 3.2. Get speak. 3.2. set before start ttoo speak. you start Establish contact audience before before speaking. 3.3. Establish with your speaking. 3.3. contact with your audience without referring 3.4. Begin notes. referring ttoo your Begin without 3.4. your notes. audience. with your Maintain contact 3.5. Maintain 3.5. contact with your audience. Sound conversational, memorized speech. 3.6, Sound reading or delivering delivering a speech. conversational, nnoto tas a memorized as if reading 3.6. cards. Limit note 3.7, Limit 3.7. note cards. Refer tto card 3.8. Refer occasionally. occasionally. only card e t o n o your 3.8. note your Avoid ab, well, okay, 3.9. Avoid know, well, tc. 3.9. okay, eetc. ab, so, so, ya ya know, end of of an don’t hook and, with the end hook sentences 3.10. Stop i t h and, sentences together an iidea: d e a : don’t 3.10. together w Stop aatt the ab, and ab,etc. etc. and lean, cross cross legs, 3.11, Maintain Maintain good etc. legs,etc. o n ’ t lean, o s t u r e : ddon’t 3.11. good pposture: with pencil, clothes, etc. 3.12. Don't etc. Don’t play play with pencil, notes, 3.12. notes, clothes, hinder, yyour speech. o u r speech. o t hinder, elp, n Dress ttoo hhelp, . 1 3 . Dress 33.13. not heard easily. be easily. heard be o 3.14. Speak t loudly enough Speak loudly 3.14. enough

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of

Copyright © 2001 by Leon Fletcher

PREPARATION Your Speech for the 4. Tips for of Your the PREPARATION Speech 4,

Fletcher

Leon

by

2001

©

Copyright

and practicof the the suggestions for preparing combination of notes and suggestions for tips are are a a combination preparing notes practicPreparation Preparation tips The tips are all your speeches, for this useful for for all this lesson. lessan. The this in this speeches, nnot o t only for ing presented in ing presented tips are useful first speech, speech. first follows: in main follows: as The main steps are as The preparing are steps in preparing

41. 4.1. 4.2, 4.2. 43. 4.3. 4.4, 4.4.

the Speech (described below). Planner (described below). Speech Planner Complete the Complete 5-inch note note cards. cards. x 5-inch Prepare Prepare 33 X six times. times. about three Practice your three ttoo six speech about Practice your speech of your practices. practices. w o of Tape-record ttwo Tape-record

98

LLESSON E S S O N a4

4.5, Listen Listen objectively ttoo your recordings. 4.5. your recordings.

4.6. 4.6. 4.7. 4.7. 4.8. 4.8. 4.9, 4.9.

Practice using aids. Practice using your your aids. Time your practice. speech as as you Time you practice. your speech word. for word. word for u t your speech word Don’t write oout Don’t your speech memorize your speech. Don’t Don’t memorize your speech.

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about aa subject—or think about subject—or several several possible started ttoo think By now, i t is hoped, By now, possible hoped, you've you've started find it You'll find it helpful o w to demonstration speech. to get speech. You'll helpful nnow get quite subjects—for quite spesubjects—for your speyour demonstration cific iin n your thinking. cific your thinking. the following sentence: decided oonn a subject, subject, complete If you've following sentence: firmly decided complete the If you’ve firmly :

able ttoo be able audience will After hearing will be hearing my the audience speech, the After my speech,

demonstrate. what you That sentence should state exactly what sentence should state exactly That are to demonstrate. you are have not decision bbyy subject, start coming decided as exact subject, IIff you as yet coming ttoo 2a decision not decided yet oonn your your exact you have below, some might—be able subjects yyou some of possible subjects listing, below, listing, ofthe the possible o u might—just able ttoo ddemonemonmight—just might—be Consider this You’re not off possibilities. exploratory—simply a alisting listing as strate. this listing listing o strate. Consider as exploratory—simply not possibilities. You're these subjects. of them them as of these committed ttoo any Later, you subjects. Later, geting a n to t to rejectall all of as want getting committed may w reject any of you may this particumind as But aatt this for you. different subject just right subject comes aa totally different as just comes ttoo your right for particuyour mind you. Bur lar moment, list some demonstration subjects subjects you speak on: lar possible demonstration on: some possible might speak you might moment, list 1. 1.

2. 2.

3. 3 More? More?

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When you When firmly committed for your committed ttoo aa subject subject for are firmly speech, prepare outrough outyou are your speech, prepare aa rough line of of what talk about, the Speech what you're line later bit later Planner ppresented going tto o talk about, using Speech Planner using the you're going resented a a bir this lesson. iinn this lesson. To help of 101 To help you still more, on page 101 is a an example example of a Planner. completed you still an Speech more, completed Speech Planner. IItt page the introduction and the has, you'll last point the last notice, the the conclusion of the has, introduction and you'll notice, conclusion written written oout u t as point of as full sentences, the rrest while the of the is presented the outline full e s t of outline is and sentences, while words and briefly, iin n key key words presented briefly, phrases. phrases. But one one speech teachers get But speech professor bent out professor wrote ttoo me, when shape when me, “English teachers out ooff shape get bent

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teach students mix students ttoo m forms”—that yyou o u teach teachers say i x forms” —that is, some some teachers shouldn’t use o u shouldn’t use sensay yyou sen-

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and key words or phrases tences tences and key words phrases in the the same same outline. outline. when you’re Well, when Well, is a it is you're first learning outline, it learning ttoo outline, a good outlines ttoo good technique keep outlines technique ttoo keep sentences only, words only, only, or ttoo key sentences key words That’s helpful only, or tto o phrases aid only. That's helpful as phrases only. as a a learning learning aid in tto o maintaining i n your maintaining consistency outlining—your consistency Once youve outlining—your thinking, thinking. Once you’ve developed developed in outlining, some skill some skill in is certainly n mixing sentences and phrases with key outlining, mixing sentences with words and key words phrases is ot a a not crime. There There are crime, are ttwo w oessential essential guides: guides:

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Keep 1. Keep in your 1. the points brief as outlinesas points in as brief as you long as your outlines can—as long as they are the are you can—as detailed for for you sufficiently detailed sufficiently recall the the points quickly, easily easily recall as yyou o u speak. speak. you ttoo quickly, points as

we've suggested As we've 2. As the first 2. before, write suggested before, write oout of the the introductions u t the first sentence so of introductions sentence or so

so

tto o your that speeches so that your speeches

be confident you'll confident you you'll be begin your can begin speeches with with you can your speeches

TO SPEAK SPEAK PREPARING TO PREPARING

9 999

the and write the closing polished, well-structured statements, write out polished, well-structured sentences of the closing sentences out the statements, and end with conclusions canclusions ttoo your be sure worded o end with effectively effectively worded speeches so so you sure tto may be your speeches you may statements. statements.

You for your the Speech Planner as part You are urged of your urged ttoo complete complete the Speech Planner preparation for your preparation your are as partPlanner, ask need some hesitate tto speech. o u need speech. IIff yyou the Speech help iinn preparing o n ’ t hesitate some help o ask Speech Planner, ddon’t preparing the basis But a tthis be your instructor. But this point you should be planning your own speech on the basis speech your instructor, planning the you your of your the Speech all the the points in all of o t sure fill in background. I f you're Speech sure how t o points on the you're nnot your own background. fill later you'll get detailed instructions do your Planner, best; later Planner, do instructions on outlining speech. Here, Here, outlining aa speech. your best; get detailed we're just this outlining we're just introducing speech. designing a speech. introducing you outlining approach approach ttoo designing you t o this Because the the Speech Planner is for your nced additional Because additional is just Speech Planner just for planning, you may nced your own planning, you may make photocopies need them. the form copies; form ifif you them. copies; you of the encouraged ttoo make photacopies of are encouraged you need you are at

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Inaugural Inaugural Speeches Speeches have ears, but few few have have judgment; tickle those those ears, and depend “Most people “Most people have judgment; tickle depend ears, and ears, but such as will catch catch those those judgments, are.” they are.” on it, you judgments, such as they you will on

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Copyright @ 2001 t y Leon Fletcher

Lord Chesterfield,English and author author Lord Chesterfield, English statesman statesman and

Fletcher

Leon

by

2001

©

Copyright

LESSON 4 4 LESSON

1—Demonstration Planner: Speech Speech Speech 1—Demonstration Speech Planner: INSTRUCTIONS: Complete form. the following INSTRUCTIONS: following form, Complete the audience will be be able able tto the audience Speech purpose: Speech After hearing o speech, the hearing m purpose: After myy speech,

Introduction II.. Introduction A.. A

B. B.

Attention-getter: Attention-getter:

it

why Preview (subject and why is important): Preview (subject and it is important):

—

Discussion III.L Discussion A. A.

First step: First step:

1. 1. (Example, illustration, (Example, illustration, technique, technique, etc.) etc.)

2. 2,

(Etc.) (Ete, B. B.

Second step: Second step:

1.

2.

(Ete) C.

Third

step:

1 2. (Ete,) (Etc)

(Additional (Additional steps?) steps?) IIL. IIL, —

1100 00

Conclusion Conclusion A. A.

Review (summarize Review (summarize steps): steps):

B. B.

Memorable statement: Memorable statement:

TO SPEAK SPEAK PREPARING PREPARING TO

01 1101

Planner (Outline) Sample (Outline) Sample Speech Speech Planner For a Demonstration For Demonstration Speech Speech able tto four Speech purpose: the audience audience will be able the four Speech will be o identify speech, the hearing my identify the purpose: After hearing my speech, main types main ofsailboats. sailboats. types of 1. L

Introduction Introduction A,. IItseems of the world’s most beautiful here in in one the world’s that here A r seems strange beautiful seaports, one of strange that seaports, with hundreds of boats boats sailing of the local in and and oout each month, few of hundreds of the local with u t each sailing in month, few residents can sailboat {from another. from another. tell one residents one sailboat tell make you B. Here Here is an sailboats. This This ability way identify sailboats. ability can t o identify B. an easy can make 3-step way easy 3-step you kind oflocal l o c a l expert. a a kind expert. Discussion Discussion A. FFirst A. i r s t sstep: t e p : ccount o u n t tthe h e masts masts f1.. IIff 1 mmast: a s t : sloop sloop (SHOW HOTO) (SHOW PPHOTO) a. Most frequently seen a. Most seen 2 sails: b. Usually 2 sails: main, main, jib jib b. asking boat drying (sails) i f boat inlander asking ¢ c.. Story of inlander drying laundry laundry (sails) few rare boats have have 1 mast: 2. A lew other boats 2. mast: catboat, catboat, dinghy rare other dinghy a. little gear Open, a. Open, little gear b. Carried trailer Carried on o p or on b. on car car ttop on trailer Second step: check height of masts if more B. Second than 1 height of B. masts if more than step: check 1. 2nd (att, schooner (SHOW mast taller: (aft, rear) taller: schooner IIff 2nd 1. rear) mast PHOTO) (SHOW PHOTO) old movie movie pirate ship a. Typical old ship a. Typical pirate b. Rare Rare today b. today can

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c. c.

of TeVega wrecked TeVega wrecked t o r y of SStory

of boats, 2. 2nd mast boats, so shorter; 22 possible mast shorter: possible types o IIff 2nd 2. so go types of go tto

check location location of of aft C.. Third Third step: mast aft mast C step: check of ssteering, ketch (SHOW 1. forward of rudder: ketch waterline, o t e e r i n g , waterline, IIff forward 1. PHOTO) (SHOW PHOTQ) orr rudder: 2. IIff farther farther aaft: a w ] (SHOW f t : yyawl 2. PHOTO) (SHOW PHOTO) ven to o n f u s i n g eeven C Confusing

4.. 4

Sometimes hhard ard to Sometimes

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when broadside l o s e broadside h e n cclose ven w tell eeven tell 5. For For cruising 5. cruising mostly mostly Conclusion Ill. Conclusion 111. these 3 steps tto A. Follow Follow these sailboats: o s t sailboats: most A. steps o identify m Count masts: if 1—sloop Count masts: if [1.. i—sloop aft taller—schooner taller—schooner 2. Check Check mast mast heights: heights: if aft 2. Check mast location: forward—ketch; 3, Check after—yaw! forward—ketch; after—yaw! mast location: 3. stand our this simple B. B you’ll stand simple process, people over many people Byy remembering remembering this out over B. process, you'll lives here here o tell one have spent the coast can’t tell and still entire lives who have who their entire still can’t coast and onn the spent their sailboat from from another. another. sailboat to

3

Fletcher

Leon

by 2001

©

Copyright

salts old salts old

3. 3.

1102 02

LESSON Lesson 4 ideas down least got down on—the on—the off your that you've Now some o at least o w that N completed—or at you’ve completed—or got some your ideas of your detailed preparation time tto is time move Speech Planner, Planner, iitt is into detailed o move Speech speech. preparation of your speech. Ass yyou The next is a Check-off demonstration speech. for your Sheet for Check-off Tip Sheet speech. A The ou next page page is your demonstration visual presentation will give off. That check it it off. of what what you That will complete each tip, check give you each tip, complete you still presentation of you aa visual need tto do ttoo prepare need o do speech. prepare this specch. these points need n You need off the the doo these read through the order order presented. through all o Rather, read You ot d presented. Rather, points iinn the not check each each off off as then check complete it. points first, points first, then as you you complete of any item Write “NA”—meaning front of convinced “Not Applicable” Write —in front item you are convinced are Applicable”—in “NA”—meaning “Not any you be included does not in your speech need ttoo be in planning for your speech. included in speech or in speech. However, does However, planning for not need few ooff the be so items should the items marked. If If you're should be few as o n l y a very so marked. only marking quite as you’re marking quite a few very few selection of of your should rethink rethink your ““NA,” N A , ”you you should planning or perhaps perhaps your subject ttoo your planning your selection your subject

into

still

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all

demonstration speech. that you speech. ensure ensure that are preparing an appropriate preparing an appropriate demonstration you are

Objective Objective this guide, each item item of After completing have prepared of this effective should have After guide, you should completing each an effective prepared an

demonstration speech. speech. demonstration

effective demonstration Again, least 80 demonstration speech defining an Again, we 80 that gets speech as we are are defining an effective as one one that gets at least audience (your doo something percent classmates) ttoo d that they could not (your classmates) something that they could not ddoo percent ooff your your audience before your and relevant, valuable, before speech—something speech—something that is relevant, them. valuable, and significant t o them. significant to that is your

TO P REPARING T O SSPEAK PEAK PREPARING

1103 03

#1: Demonstration—Speech Demonstration—Speech #1: Check-Off Tip Sheet Sheet Check-Off off

INSTRUCTIONS: Check Check off each each item INSTRUCTIONS: item as speech. as you you prepare prepare your your speech.

After hearing audience will will be be able able to Speech Speech purpose: the audience hearing m speech, the to purpose: After myy speech,

1, CONTENT 1.CONTENT audience how Informs audience how ttoo do do some1.1. Informs somedone o w something o t hhow h i n g , nnot t thing, something is done 1.2. Is appropriate and for audience audience and 1.2. Is appropriate for speaking ime speaking ttime

3. DELIVERY 3,DELIVERY confidence with confidence 31, Steps speak with 3.1. o speak Steps up up tto aand n d aauthority uthority

aid: actual actual item, model, UUses s e s vvisual item, model, i s u a l aid:

before speaking, speaking before referring ttoo notes i t h o u t referring Begins notes Begins wwithout audience Maintains contact with audience Maintains contact with Sounds conversational, read or conversational, nnot o t read Sounds memorized memorized cards limits X 5-inch 5-inch note limits 33 X note cards Refers tto occasioncards only occasiono note Refers note cards ally ally Avoids ab, ah, so, know, well, well, okay, okay, so, ya Avoids ya know,

1.3. 1.3.

d rawing drawing

14.

1.4.

audiWhen appropriate, When provides audiappropriate, provides

materials ffor with materials o r practice ence practice ence with

1.5. shows item item in When appropriate, When 1.5. appropriate, shows of preparation various stages various preparation stages of 1.6. has someone When appropriate, When 1.6. appropriate, has someone in audience help help audience leads audience audience in 1.7. When When appropriate, 1.7. appropriate, leads practice practice 1.8. stories and and examIncludes personal personal stories Includes 1.8. examples ples

2. ORGANIZATION 2.0RGANIZATION effective attention-getwith effective Begins with Begins attention-gettter er audience is ttoo States exactly what audience exactly what 2 2 . 2.2. States learn tto do learn o do of 2.3. Presents Presents step-by-step 2.3, step-by-step explanation explanation of how o ddoo i t h o w tto of in the the logical order of 2.4. Presents logical order Presents steps 2.4. steps in them doing doing them data with specific each step Details each specific data 2 5 . 2.5. Details step with each step Concludes by 2.6. Concludes by reviewing reviewing each 2.6. step order briefly, in in order briefly, with memorable memorable statement Closes with 2.7. Closes statement 2.7.

it

Fletcher

Leon

by 2001

©

Copyright

starting

before s t a r t i n g tto Gets set o speak speak set before Gets

3.2. 3.3.

with audience audience Establishes contact Establishes contact with

34 35 3.6 3.7. 3.8. 3.9,

etc. etc. of idea: idea: doesn’t doesn’t hhook 3,10.. Stops ook n d of Stops at at eend and, and and ab, with and, ah, sentences together sentences together with etc, etc. Maintains doesn’t 34 . Maintains good good posture: posture: doesn’t lean, cross lean, crosslegs, legs,ete. etc. with notes, Doesn’t play with 3a N. Doesn’t pencil, notes, pencil, clothes, etc. clothes, exc. 3.13. Dresses hinder, sspeech Dresses tto o help, o t hinder, peech 3.13. help, nnot be heard heard 3.14, Speaks 3.14. Speaks loudly loudly enough enough ttoo be .

easily easily 4. PREPARATION 4.PREPARATION Planner completed Speech Speech Planner completed cards prepared 4.2. Note Note cards prepared three t o six six times times Speech practiced Speech practiced three made of of ttwo Tape recordings Tape w o pracrecordings made practices tices Recording listened Recording listened ttoo objectively objectively Use ofvisual practiced Use aid practiced of visualaid timed Speech timed Speech word for for written out Speech not Speech not written out word word word memorized Speech not Speech not memorized

to

LESSON LESsSON44

in

Class Speech i n Class Presenting Presenting a Speech INSTRUCTIONS: INSTRUCTIONS:

at

asked for Evaluation FForm the Evaluation the top the information 1. Complete orm o information asked for at the onn 1. Complete the top ooff the

107. page page 107.

)

which yyou inside your o u prepared Folder, which prepared iinn Evaluation FForm o r m inside that Evaluation Put that Diagnosis Folder, .. Put your Diagnosis ;

fo] nN

1. Lesson 1. Lesson the day class begins that you Folder, speak, give Before class give your o speak, are tto Diagnosis Folder, day that begins on the . Before your Diagnosis you are mstructor. with the inside, ttoo your the Evaluation Evaluation Form Form inside, with your instructor. the folder folder and and form form end of the class class period =. A the end which you of the speak, pick Att the n which pick uupp the period iin you speak, from your instructor. from your instructor. Evaluation Remember: your other instructions instructions on using instructor may . Remember: give you using Evaluation may give you other your instructor and of should follow follow them. them. of course Forms, and Forms, course you you should

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establish a in the for you for the the the course, Early in sign up will establish a procedure instructor will Early procedure for course, your your instructor you ttoo sign up for which you'll day on which you’ll ppresent speech. r e s e n t your specific day specific your speech. effectiveness. about receive After you effectiveness. its about comments receive you'll speech, speech, your t n e s e r p After you'll comments you present your of—five forms: forms: combination of—five Those comments may be more likely, likely, a combination be iinn any Those comments may one—or, more any one—or,

its

1. Check indicate your Check marks marks on the the rating scale—pluses (* 1. + ” ) ttoo indicate rating scale—pluses (“+”) strengths, your strengths, minuses (“—"} nced tto (“—"} ttoo suggest minuses criteria you o improve on. on. suggest criteria you nced those points that be that your YOU will be Only thosepoints instructorfeels feels are most O U will most important important ttoo Y your instructor That is, the form will be be checked. checked. Thus, marked, That form will marked, is, nnot o t every Thus, you every point on the you may may well receive receive evaluations evaluations o classmates will be different points than some some well o f yyour o u r classmates will be onn different points than evaluated on. evaluated on. You can assume the points marked you You that on the o t marked were probably points nnot probably adequate, adequate, you were can assume that of the about average, the average the points that were marked. equal to about marked. to the points that average, or equal average of Written suggestions the back back of of the the Speech N. Written Evaluation Form. Form. Examples: suggestions on on the Speech Evaluation Examples: effective.” “Try visual was “Your use of the the visual "Your use of bit especially effective.” was especially speak up “Try ttoo speak just a bit just of how audience can louder.” “Good “Good examples how your louder.” benefit from from your examples of can benefit your audience your demonstration.” demonstration.” instructor—during class, after you . Spoken Spoken suggestions o u r instructor—during suggestions from yyour class, right speak, or right after you speak, the end perhaps perhaps at have a t the theclass class period, students speaking that day afterall all students period, after speaking that ofofthe day have their talks. talks. completed completed their = . Spoken Spoken suggestions suggestions from your classmates—many instructors encourage classmates—many instructors general encourage general class discussion least some discussion ofat class a t least some sstudent t u d e n t speeches. speeches. with your 5. Individual Individual conference conference with 5. instructor. your instructor.

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One ofthe of many One biggest concerns classes is that students iinn speech concerns of that the the comments speech classes of t h e biggest many students comments will concentrate the weaknesses they'll The fact weaknesses in in their they'll ger their speeches. concentrate oonn the that m ger will speeches. The fact is that ost most students give students in-class talks. give pretty good speeches from their their first talks. A speeches right from first in-class And n d most pretty good learn more—become instructors know know thar that students instructors students learn more—become better better speakers faster—from ccomspeakers faster—from omthe strengths in students’ m e n t s emphasizing students’ speeches ments emphasizing the rather than than from from comments strengths in speeches rather comments about their weaknesses. Most Most instructors about will point their weaknesses. instructors will four orfive effecout, say, point out, five positive, positive, effecsay, four tive qualities in yyour and o tive qualities in o u r speeches speeches and weaknesses. Most n l y ttwo wo o Most of your only so weaknesses. orr so fellow your fellow will also also probably students will speech students speech value o the value u i c k l y recognize probably qquickly off positive and feedback and recognize the positive feedback their comments, be generally their too, will will most most likely likely be comments, too, generally encouraging. encouraging. But i t seems be the the nature of most But seems ttoo be nature of of us bear more—worry o hear us tto most of more, concentrate concentrate more—worry more, the negative more—about the feedback, You more—about You need need ttoo be be objective negative feedback. in receiving objective in receiving comments comments don't let about your about speeches; don't casual comment minor, casual let some some minor, selfyour speeches; reduce your comment destroy destroy oorr reduce your selor

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SPEAK TO SPEAK PREPARING PREPARING TO

05 1105

Talk with image. and the the other image. Talk class individually—out with your instructor and other students students iinn your your class your instructor realize the the signifiofclass, class, privately—to be sure their comments and realize signifiunderstand their privately—to be comments and sure you you understand cance evaluations. Most important, oftheir cance of their evaluations. need be you need t o be sure know—especially to sure you important, you you know—especially from your from your instructor—exactly instructor—exactly what action you take tto o capitalize strengths what action capitalize on on your can take your strengths you can and perhaps minimize some weaknesses. and some of of your perhaps minimize your weaknesses. of

ALERT!) ALERT!)

NOT GRADING: NOT will b GRADING: every criterion five criterion oonn your Evaluation Form Form will three to kee graded. to five just three graded. Usually just every your Evaluation will be which be marked marked with with a“a+” criteria oonn which major strengths Thase criteria {plus sign). + *(plus strengths will ooff your sign). Those your major minus sign). should work be marked marked wilh vith aa"—” work t o improve improve will not Criteria not sign).Criteria “ — "{(aaminus will be you you should whatever grade marked are earned oonn your speech. marked grade you are equai equal ttoo whatever your speech. you earned

to

Your The following the basis basis on which II assign o speeches. The speeches. Your assign grades grades tto guidelines are following guidelines are the on which follow them. them. and of of course instructor may t h e r guidelines, s e oother instructor should follow guidelines, and course you may uuse you should and ddistinctive Ann i s t i n c t i v e delivery. o n t e n t , outstanding s u p e r i o r ccontent, A means delivery. A means superior outstanding organization, organization, and A sspeech the audience audience thinking, excited and and cconcerned. oncerned. p e e c h gets A almost everyone thinking, excited gets almost everyone i n the hear more, read more, and do do something what you o hear They really about what reatly want want tto something about more, read more, and you said. M the audience audience remember Most said. t of what o s of people in o s tpeople said. remember m what you in the most you said. and memorable memorable delivery. o n t e n t , good significant ccontent, means delivery. good organization, means significant organization, and means pertinent C speech means pertinent content, speech clear delivery. delivery. A C adequate organization, organization, andclear content, adequate heard so harmless. This This is is the the speech OK, pleasant, its... s . . . OK, pleasant, nice, nice, harmless. speech you've so many you've heard many hear hundreds hundreds more The times already—and already—and you'll times lifetime. The you'll hear during your more during your lifetime. audience listens, least now and and then. then. Sometimes hear some Sometimes they tittle point some litle listens, at at least audience point they hear is new, about before. have nnot heard or thought that is creative, something before. o t heard that something they they have thought about new, creative, of the the speech could have have been been said said iin But most dull, often often repetitious, about most of n about is dull, But repetitious, could speech half the When is over, time. When the audience audience are with the the feeling “So left with areleft o s t in the i t is most feeling “So the time. half over, m of hours the general hours later, few can much more remember much than the what?” A couple what?” later, few general can remember couple of more than the speaker had in mind. mind. subject the speaker had subject

in

and

it

is

is

Copyright © 2007 b y Leon Fletcher

delicate process. will no doubt Your speech instructor will doubt give Evaluating speeches speeches is a speech instructor give a delicate Evaluating process. Your how he or she she will will evaluate evaluate your guidelines on speeches. additional guidelines you on how you additional your speeches.

Fletcher

Leon

by 2001

©

Copyright

he

or

Maxine Waters... Waters... Representative Representative Maxine the most outspoken is perhaps . .«is perhaps the most outspoken in Congress. She “brings “brings 1to0 speaker speaker in Congress. She that is her wwork wrath almost a w her ork a r a t h that i s almost and aann insistence she insistence tthat palpable, h a t she palpable, and will herself of will assert assert herself regardless regardless of The Almanac Almanac protocol,” according ttoo The protocol,” according «+

Politics 1996. 1996. American Politics of American of don’t Waters says, Democrat Waters Democrat says, ““II don’t

to

be have time she gets Still, she have time t o be polite.” Still, polite.” gets

results, results,

While in California legislature in the the California While legislature she ledpassage led passage ofbills she bills covering covering women’s rights, rights, minority minority rights, rights, women's tenants’ rights,limits rights, limits onpolice tenants’ strip police strip and more. While in Congress searches, and searches, more. While Congress she has focused focused on shehas on Community Community Reinvestment Act racial quotas, Reinvestment job Act racial quotas, job and counseling for training training and counseling for 17 vo unemployed unemployed youngmen to 3 30,0a, young men 17 for Women Center for within the the Women Veterans Veterans within Center of

on

Veterans Affairs, Affairs, Department of Veterans Department of

low-income veterans in preference o low-income preference tto veterans in and purchasing foreclosed purchasing foreclosed properties, properties, and

more. born Waters w a s born Representative Representative Waters was in St. St. Louis, August Louis, August 31, 31, 1938, 1938, in moved ttoo California California iin Missouri, n Missouri, moved 1961, raised children while while 1961, raised ttwo w o children and working n aa garment factory, and working iin garment factory, earned her her degree earned n sociology degree iin sociology at California State State University. University. California After the the infamous infamous 1965 Watts riot 1965 Watts riot After in Los she became Los Angeles, became 2an0 in Angeles, she Head Start teacher.In assistant HeadScart teacher. In 1976 1976 assistant she won the California California won a a she seat in the seat Waters was Assembly, Waters Assembly. was recently recently reelected to her fifth fifth term in the the to her reelected rerm in House of of Representatives with an House Representatives with an the votes 89 percent overwhelming overwhelming §9 votes percent of the in her her district. district. in MOTE.

in

of

TO PEAK O SSPEAK REPARING T P PREPARING

107

107

1:

Demonstration Demonstration Speech—Speech Speech—Speech 1 : Form Evaluation Evaluation Form

it

INSTRUCTIONS: Complete the top of this this form, form, put INSTRUCTIONS: section of put i t iinn your Diagnosis Complete the your Diagnosis top section

the day and give the folder folder ttoo your instructor on day you Folder, and give the are Folder, on the you are your instructor speak, o speak, tto

Audience: Speech class Date: Date: Audience: Speech class

Speaker: Speaker:

the audience audience will he able able ttoo Speech purpose: Speech speech, the will he hearing my my speech, purpose: After hearing

1. CONTENT 1.CONTENT audience h 1.1. IInforms how done one o m e t h i n g iiss d o w ssomething o t hhow omething, n o w ttoo do s something, n f o r m s audience _ not 1.2. IIss appropriate audience aand 1.2. o r audience n d speaking me speaking i time appropriate ffor visual aid: actual item, 1.3, Uses Uses visual aid: actual model, ddrawing rawing 1.3 item, model, When 1.4. W audience wwith materials ffor ractice o r ppractice i t h materials r o v i d e s audience h e n appropriate, 14. _ appropriate, pprovides of preparation 1.5. When When appropriate, shows item item in various various stages 1.5. — appropriate, shows preparation stages of 1.6. When aappropriate, has ssomeone audience help i naudience o m e o n ein p p r o p r i a t e , has When — — 1.6. help leads audience audience iin 1.7. When When appropriate, LZ. n practice practice appropriate, feads 1.8. Includes personal and examples — 1.8. Includes stories and examples personal stories —_

—_

2, ORGANIZATION 2.ORGANIZATION with effective effective attention-getter Begins with 2.1. Begins attention-getter audience is do States exactly what exactly w 2.2. States h a t audience 151 learn ttoo do 10learn do it how tto Presents step-by-step of how o do explanation of 2.3. Presents step-by-step explanation of doing the logical them Presents steps in the order of logical order doing them 2.4, Presents steps in Details cach each step with specific data specific data 2.5. Derails step with each step briefly, order Concludes by by reviewing 2.6. Concludes reviewing each in order step briefly, in Closes with with memorable memorable sstacement 2.7. Closes tatement

it

DELIVERY 33,. DELIVERY with confidence confidence and and authority 3.1. speak with 3.1. Steps authority Steps up up ttoo speak

Gets set before t a r t i n g ttoo speak speak 3.2. Gets set before sstarting with aaudience Establishes ccontact speaking e f o r e speaking u d i e n c e bbefore o n t a c t with 3.3. Establishes without otes i t h o u t referring egins w 3.4. BBegins referring ttoo nnotes with audience audience 3.5. MMaintains a i n t a i n s ccontact o n t a c t with

read oorr memorized memorized o t read onversational, n o u n d s cconversational, 3.6. SSounds not cards limits S-inch note limits note cards X 5-inch 3.7. 33X cards only Refers tta only occasionally occasionally o note 3.8. Refers note cards Avoids ah, well, okay, know, well, okay, etc. etc. ab, 50, 50, ya 3.9. Avoids ya know, with and, doesn’t hook end of of idea: idea: doesn’t hook ssentences and, e n t e n c e s together together with Stops aatt end 3.10. Stops ah, etc. and ab, ctc. and doesn’t lean, Maintains good posture: cross legs, legs, etc. 3.11, Maintains lean, cross etc. 3.11. posture: doesn’t with pencil, clothes, ete. 3.12. Doesn't ete. Doesn't play play with pencil, notes, notes, clothes, 3.12. Dresses to hinder, speech 3.13. Dresses speech help, nnot o t hinder, t o help, 3.13. be heard heard easily easily 3.14. Speaks Speaks loudly enough 3.14. enough t o be .

Fletcher

Leon

by

to

2001

©

Capyright

for comments Over for Over comments

TO08 108

LESSON LESSON44

4.COMMENTS 4.COMMENTS

Grade: Grade:

TO PEAK O SSPEAK REPARING T P PREPARING

109

109

7 AASSIGNMENT SSIGNMENT 7

Demonstration Demonstration Speech: Self-Evaluation Speech: Self-Evaluation

>

Submit aself-evaluation of your ACTION: Submit first speech. self-evaluation of 1 3 ACTION: speech. your first OBJECTIVE OBJECTIVE have a very specific basis on which which wo Onn completion should have completion of this assignment, ofthis O assignment, vou to very specific basis you should build your build in public public speaking, speaking. improvement in your improvement

a

INSTRUCTIONS INSTRUCTIONS Please write each of folwrite on binder paper a typewriter, Please t o each ofthe the folon a an answer answer to typewriter, computer, computer, or binder paper an The queslowing questions. but specific-—that briel, but is, give specific—that is, particulars. The examples, particulars. questions. Bebrief, give examples, ques tions are, will nnote, of this lesson. for tions a r e , yyou o u will o t e , restatements of o b j e c t i v e s f o r this lesson. objectives restatements Be

List aatt least least tthree of yyour List h r e e of our m a j o r sstrengths t r e n g t h s as public speaker. speaker. as a public major 2. List List aatt least least tthree of vyour 2. h r e e of our m a j o r wweaknesses e a k n e s s e s as speaker. as a public major public speaker. 3. Describe actions you and 3. Describe tthe h e feelings the actions hat displayed tthat feelings you experienced and you experienced you displayed revealed your revealed and those those tthat confidence as aa speaker h a t revealed v e a l e d your re speaker and concerns your concerns your confidence in public. about speaking about speaking in public. fecl mare and more 4. D comfortable—less concerned concerned and confident—about 4. Doo you more comfortable—less more confident—about you now feel has helped What has feel this this way? your potential as How might a speaker? speaker? What helped you way? How might you as a you your potential you feel be be helped about vour speaking? helped ttoo be be still more aatt ease ease about your speaking? 1. 1.

the

still

‘To answer for specifics: these questions, the following draw from from the specifics: following sources To sources for answer these questions, draw 1. Your of your Your tape recordings of 1. speech. tape recordings your speech. and delivering of your Your recollections 2. Your delivering of speech. designing and recollectionsofofdesigning 2. your speech. Your previous 3. Your speaking, experiences in speaking. previous experiences 3. of your after classmates 4. Comments speech. 4. fellow classmates after you gave your Comments of fellow your you gave your speech. have completed. 5. The instructor may The Evaluation Evaluation Form Form onthe completed. the speech speech your 5. may have your instructor on

in

Turn this scli-evaluation self-evaluation tto for comments and suggestions instructor for suggestions tthat hat o your in this Turn comments and your instructor further, o u further, help yyou may may help this course formal speech with yyour N o w , with o u rfirst first formal speech in this ready ttoo move move you’re ready completed, you're Now, course completed, details of of ddesigning and delivering delivering aa speech. speech. e s i g n i n g and m o r e sophisticated t u d ymore o sstudy on sophisticated details on tto

Fletcher

Leon

by 2001

©

Copyright

1110 70

LESSON LESSON44

is

something intelligent the single of element of “Have something most important intelligent ttoo say” important element “Have single most say” is the host of an effective of the Garrison Keillor, humorist, host speech, according to an effective speech,according the to GarrisonKeillor,humorist,

and best-selling radio show author. show A A PrairieHome Prairie Home Companion, syndicated syndicated radio best-selling author. Companion, and

111

LLESSON E S S O N 55

Selecting Selecting Speech Speech Subjects Subjects “You're halfway halfway there know [in planning “You're there [in decide that you planning your speech] once once you you decide your speech] you know what you're talk about. going to what you're going about.Therest restis is just putting to talk together.” putting it together.” —Barbara Jordan —B8arbaraJordan The

OBJECTIVES) OBJECTIVES)

|

this lesson lesson and and you'll be able able to: Complete to: Complete this you'll be Name the factors for each aspect, three main main aspects, least four that for each 1. Name four factors the three aspects, and at least and at aspect, that be included included in useful analysis of a situation. should be a speaking analysis of speaking situation. in aa useful should Write a of any useful analysis analysis of a useful situation you face. speaking situation 2. Write might face. any speaking you might e Use of speaking Use analyses for your analyses of subjects for select appropriate t oselect 3. speaking situations situations to appropriate subjects .

.

speeches. speeches.

Select appropriate for your speeches. subjects for 4. Select speeches. appropriate subjects >

Jast place The last place tto o RELEVANCE) RELEVANCE) The

is the for your the library. Some for subjects subjects for library. Some speeches is start start looking for your speeches with a wander through due, wander stacks, hoping a speech they’ll students, with speech coming coming due, library stacks, thelibrary throughthe students, hoping they'll stumble on an do, But be more But a should be a speech speech should an interesting interesting topic. topic. Occasionally more stumble Occasionally some some do. article or a than a report book. an interesting a fascinating fascinating book. interesting article on an than report on the speaker's views or should present Certainly aa speech should speaker’s own or interpretations. A speech interpretations. Certainly own views present the minds other than the the speaker's. from minds Off course, most can include speaker's. O most other than ideas from facts and and ideas speech can includefacts speech

a

]

SELECTING

SUBJECTS

Copyright© 2001by LeonFetclver

of Montel Williams devoted segments has devoted segments of Williams has Montel show ttoo talk show his nationally-syndicated nationally-syndicated talk -his disease sclerosis, a disease multiple sclerosis,a discussing discussing multiple which hhe esuffers. from which suffers. from

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Leon

by

5 LLESSON ESSON 5

to

ideas. But document or But their ideas. details 1to0 document explain their orexplain research for additional details for additional need t o research speakers need speakers mind. be your should be subjects should speech subjects for your own mind. first—the MAIN—source MAIN—source for the first—the the your own your speech experiences, findings, own interests, findings, interests, experiences, from your After you've speech subject subject from After a speech picked a you've picked your own research. then—should you start research. then—and only you start only then—should background, background, then—and because w volunteer either because into situations speeches either which we o give give speeches We get are tto wee volunteer situations iinn which we are We get into select the subthe subeither asks because In orders we usually case, usually select either In us . o case, we else asks or orders us tto. someone else or because someone without much much real often without real thought. thought. casually, often for our speeches pretty casually, speeches pretty jects for jects basis the This select for basis the teach on speeches the speeches will subjects your how for subjects the select o t how to you teach will lesson lesson This your you and planning. of logical logical thought of planning. thought and in which which you clear-cut. Consider the situation Consider the such planning situation in need for The need are for such The planning is clear-cut. you are asked—or required—to speech. a speech. give a asked—or required—to give learn that order ttoo invitation or order the typical Many beginning that the typical invitation are surprised surprised t o learn beginning speakers speakers are Many NOT idea of what they does N of exactly of an much of exactly what them much are often does give them OT an idea they are give speech very a speech give a very often give something like worded something this: likethis: speak are about. MMany o speak are worded invitations tto speak about. a n yinvitations o speak tto

to

hub? Tell don’t you conference you “So tthat what—why don’t Tell you 0 , hub? e n t 1to, a pretty good conference h a t was “So was a you you what—why you wwent pretty good about it. talk tto little talk OK?” it. OK?” o our give give aa little our group group about

are

boss. But the boss. EXACTLY are you But what can’t turn what EXACTLY down the speak; can’t ” Sure, you'll O K ? Sure, ““OK?” turn down you you'll speak; be What should talk about? of your the emphasis view, the should be about? What emphasis of Start aa speech? Start point, the view, the point, ttoo talk your speech? realize list and in what of you've realize quickly you'll and speech might cover in your list o f what you you'll you've got got aa your speech you might here: few of of down aa few possibilities here: problem. the possibilities problem. Jot down

the

the

the

1. 1.

2. 2, 3. 3 Some ofthe subjects your possible subjects Some speech might cover are: cover are: of the possible your speech

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SYNE

WBNS W E L

1112 12

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the conference conference What happened happened a t the What x learned about What you other companies what other about what What companies are are doing doing you learned What you about new equipment found out about What you found Ways ‘Ways your needs ttoo improve improve company needs your company ahead of How your of others How others company is ahead your company be coming that may Problems that Problems coming may be The value conference the conference The value of the Why staff should the next should attend attend the Why theentire conference. . . entire staff the next conference.

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.

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less

Sometimes you're asked oor r told to basis o Sometimes with even less of a basis give aa speech to give speech w which ttoo you're asked i t h even onn which

select your subject. the previous least had subject, IIn had the the advantage select previous cxample, n the cxample, you of having advantage of having you aatt least

been tto been asked and having asked tto conference and been “about it.” oa having been But you a conference asked be asked speak “about o speak it.” But you may may be and be tto o give speech and give a a speech beleft left entirely on your own tot o subject. Consider Consider these select your these select your own your subject. examples: examples:

of

member of a school, a You're new at school, #§ You're new at club, new iin a club, new member a new the community the n the community or on the and you're “Tell us job, and you're asked, asked, “Tell job, about yourself.” us something Do about: o yyou ou talk about: yourself." D something about talk here? Why you're you're here? Where you from? Where came from? you came done the past? What you've What in the past? you've done the future? Your plans plans for future? Your for the 1? vo?

in

UBJECTS PEECH S E L E C T I N G SSPEECH SSELECTING SUBJECTS

113

113

§ You've asked or and you innovative plan ¥ You've helped helped develop develop an an innovative are asked plan or product, and or product, you are directed ttoo give about it. talk about: about: directed a speech it. D spcech about Doo you give a you talk Its importance? Its importance? for it? The need need for it? The How about? it came How came abour? main features? features? Its main Its ALL much tto (Too much A LL that? (Too o cover?) cover?) that? .? val? » You You are taking church, or are class, attend aa church, taking a class, belong an organization, organization, attend belong ttoo an are or are which tthe in some leader assigns participating h einstructor instructor or assigns or expects some group participating in or leader expects group iinn which oral report, be member discussion make you a k e aann oral be a member of a discussion panel, a make aa panel, you ttoo mmake report, of talk o presentation, g i v e aa talk speech. Presentation, give orr speech.

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Remember, iin asked oorr ttold Remember, n t those h o s e examples ou w e r e asked o l d ttoo give o w ccononNow examples yyou were give a speech. speech. N

sider typical sider i t u a t i o n s iin n wwhich h i c h yyou o u vvolunteer o l u n t e e to r t o speak. speak. typical ssituations

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with the city made by t h e s You're council, the staff, o t u d e n t council, a d e by ecision m i t h aa ddecision nhappy w o u ' r e uunhappy Y student orr city staff, leaders of have tto of ssome o p e a k up o sspeak just have feel you o ufeel n d yyou r g a n i z a t i o n , aand o m e oorganization, h e leaders tthe try tto you just up ttoo try a change. get change. get a made You've made taken part attended aa meeting, v e n t , or helped a trip, You've helped on trip, attended meeting, taken an eevent, onaa part iinn an and vou share vour with others. others. a n t t o share project, you wwant experience with project, and your experience You have believe other hobbies, jobs, other people need—about your information you haveinformation You jobs, people need—about you believe your hobbies, whatever—and you offer ttoo speak studies, interests, interests, whatever—and about what what you experiences, experiences, studies, speak about you you offer

a

to

know. now. ~-

unusual experience, look aatt a You've had had a able tto situation a situation You've o look experience, or you a funny or unusual are able you are draw humor humor from and draw and you moved tto with a people with and fromit, it, and o catertain speech are moved a speech entertain people you are reactions. ideas, reactions. about your feelings, ideas, observations, comments, about comments, feelings, your observations,

for o from situations Since tthe in which ourselves, which wefind subjects for speeches come come from Since h e subjects u r speeches situations in find ourselves, our we

what II'd like tto, have tto, tell them themselves, “Well, “Well, what them speakers simply simply say many ' d like o , or have o , tel] many speakers say ttoo themselves, selected iin the subject of a often selected casual, unstructured Thus the unstructured a speech subject of speech is often i s . . . "" Thus n aa pretty pretty casual,

manner. manner. Here's Here's

is

for make such such decisions—how deci: ons—how tto select ssubjects hhow o w tto o make o select u b j e c t s for

your speeches. your speeches.

Situation Analyze the Speaking Speaking Situation Analyze the There aare three aspects r e three There aspects -.

be analyzed. of aa speaking should be situation tthat analyzed. They h a t should speaking situation of are: They are:

1. Audience Audience 1. 2. O Occasion ccasion 2. 3. Speaker Speaker 3.

Copyright © 2001 hy Leon Fletcher

need ttoo be cach aspect. be considered considered for for cach Several factors factars need Several aspect. Fletcher

Leon

ty 2001

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Copyright

Audience 11.. Audience

of

1.1. ExperienceandKnowledge Subject Experience and Knowledge ofSubject 1.1.

knows about of your speech audience knows before you about the the subject subject of speech before What can assume the the audience What can you you assume you them? o them? speak speak tto would—should—be about of a some speech differexample, a speech about some For example, immigration would—should—Dbedifferaspect of immigration For aspect of lawmakers. lawmakers. That does nnot residents than than ttoo aa group That does ot arrived residents recently arrived ofrecently a group n t 1to0 a eent yroup of group of

1114 14

LLESSON ESSON 5

a

differtake a different should probably select differprobably select stand, IItt does does mean that you different stand. mean that mean mean you'd you'd take you should emphasis, points, reaetc—and perhaps perhaps different different emphasis, points, readata—statistics, examples, storics, etc.—and examples, stories, n t data—statistics, eent sons, logic. sons, logic. audiences. held by the subject the ttwo w o audiences. Because of subject held different knowledge knowledge of the by the of the different Why? Why? Because audience’s prebe designed build on your should be The point speech should designed ttoo build h a t your The point is tthat preyour audience's your speech is no point for you There is about your vious knowledge point for vious subject. There knowledge about present you ttoo simply present your subject. is ttoo ttry has. Thus, determine just what the audience audience already just what o determine r y tto information the Thus, your already has. information your job is least most individuals iinn your audicnce—at least about your subject knowledge most individuals subject your audicnce—at knowledge about your

is

the

of

your your has before stand up before you o speak. audience—probably speak. audience—probably has up tto you stand audience is the who about your the person the best best source information about for information Probably Probably the source for person who your audience about the Ask him him or her the group know about her what what the may already the already know invited vou speak. Ask invited you ttoo speak. group may have a the same had other other speakers Doo they have speakers on the Have they had study or subject. Have same topic? D a study subject. with the the ssubject? made them ask you What made them ask committee cconcerned speak on action committee u b j e c t ? What o n c e r n e d with action to speak you wo the group? the ssubject And .... the well, you there experts . . well, n the u b j e c t iin n the subject? AAre r e there h a t subject? tthat group? And get the experts oon you get idea. idea. is a the group national association, hapter o IIff the association, speak ttoo is are ttoo speak a cchapter some national orr part you are part ooff some group you of your idea of of tthe audience’s knowledge from their their national national subject from h e audicnee’s you can get an idea knowledge of get an your subject you can about your The group a reguinterest, emphasis, ave a activity, activity, interest, emphasis, or or concern topic. The might hhave concern zbout your topic. group mighe regufor lar skim tto lar publication—a example—you could magazine, for example—you could skim o get publication—a monthly monthly magazine, get aann insight members might about the into what what members know oorr think think about the subject. already know into might already subject. there might have been been news the group about the that could could give Further, there Further, might have o u an news reports give y an reports about group that you of the the members’ members’ knowledge of your have sponsored indication of indication topic. They might have a knowledge of They might sponsored a your topic. which you read about. the topic, which about. recent clinic or workshop recent clinic might read workshop on the you mighe when speaking need ttoo know Cenainly, Certainly, when speaking ttoo governmental example, you governmental agencies, agencies, for example, you need members voted voted in previous how members related tto considerations of of problems how o your previous considerations problems related topic. your topic. be good for such such information. look up News reports the official official mininformation. O minNews good sources Orr look sources for may be reports may up the of public before you them. utes of public agencies utes agencies before speak ttoo them. you speak be planning ttoo speak You might the hoard of your board of might be You speak ttoo the them wo college, trying trying ttoo get to get them your college, for parking bikes. stands for bikes. You You shauld provide more provide know, as more stands shauld know, as you plan your speech, you plan your speech, how the the board board voted voted o such expenditures and how for the other such the stands how how paying stands would would onn other expenditures and paying for be decided decided by the board. lose acceptance board. Many by the be often lose of their speakers often Many speakers their proposals by proposals by acceptance of the aattitude finance their recommendations is how taking the taking their recommendations t t i t u d e tthat hat h o w ttoo finance and their cconcern, is nnot o t their o n c e r n , and the ddecision of ttheir so h e yleave leave tthat so tthey h a t ppart a r t of the easier w ecision o u t of There iiss no h e i r speeches. speeches. There out no easier a y ffor or way refuse a an than ttoo say an agency a proposal endorse the the idea, idca, b h a t they proposal than but without agency ttoo refuse u t without they endorse say tthat the proposal financing financing recommendations, be accepted recommendations, the just ccan’t a n ' t be know ssuch o w . IIff you uch accepted nnow. proposal just you know facts aabout audiences as you facts b o u t your plan your speeches, yyour start ttoo plan o u r presentations you start your audiences can presentations can your speeches, include those those points and thereby be more include successful. more successful. points and thereby be

is

1.2. Attitude Attitude TowardSubject Toward Subject 1.2.

Before you audience far Before speak, is your it? Are Are their for your their minds you speak, minds against it? your audience your viewpoint or against made up there or be already already made listen ttoo what are they there really ttoo listen what may different point a different up or of really are point of may be view? Will Will they be favorable, view? favorable, neutral, neutral, or they be hostile toward toward your or hostile subject, toward toward your your subject, your opinion? opinion? Suppose Suppose you were tto a group o speak speak to to a officers to views o ofpolice police officers you were group to present present your onn your views the other of legalizing one side other of one side or the And suppose legalizing marijuana. marijuana. And found out, h a t you after out, after you found suppose tthat you'd them, that the invitation ttoo speak you'd accepted last meeting speak tto o them, their last accepted theinvitation t h a t at their they’d already already meeting they’d voted 1too take take an voted official, group the subject. be an official, Your speech, on che subject. Your position on speech, tto effective o be effective aatt group position indeed have have ttoo take would indeed all, would take into all, into consideration consideration whether whether they voted for for oorr against they voted against your iewpoint, your vviewpoint.

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15 SELECTING SPEECH SPEECH SUBJECTS SELECTING SUBJECTS 1115 difference in of your Again, in your that difference but a o t be be a Again, that view, but would nnot a change speech would change of a your view, your speech

change n how you change iin and what you h a t view, deterview, as view and use 1to0 support as deteryou present you use present your your view support tthat mined by audience's attitude mined the audience’s by the attitude toward toward your subject. speech subject. your speech 1.3, Attitude 1.3. Attitude YowardSpeaker Toward Speaker have the Doo you audience's respect, believe you, be ready D think you'll the audience's h a t theyl as ready ttoo believe you think you'll have they'lll be you, as respect, tthat talk? O will vou have ttoo overcome you s t a r t tto o talk? Orr will antagonism against some antagonism you start against you? you? overcome some you have

have difficulty overcoming For example, if you're 5 "and and weigh 200 pounds, example, if weigh 200 overcoming you're 55°5” you'll have pounds, youTl their doubt doubt about into good their about you condio w to subject iiss hhow t o get speech subject good physical physical condiget into you iiff your your speech if vou weighed Onnthe listen hand, if 300 pounds ttion, ion. O theother other hand, h e yjjust u s t might might listen pounds a year you weighed 300 ago, tthey year ago, tto o you. you.

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1.4, Occupation 1.4. Occupation is m teachers the aaudience made IIff the u d i e n c e is ade u p mmostly o s t l y of sstructural t r u c t u r a l eengineers ngineers o l e m e n t a r y school school te achers orr eelementary up o r a v e l aagents gents o n y oother ther g r o u p tthat h a t wwould o u l d hhave a v e e experiences, interxperiences, e d u c a t i o n , aand n d intereducation, orr ttravel orr aany group build oonnthe audience's ccommon ests n ccommon, o m m o n , yyour o u r speech t h e audience's o m m o n background. background. ests Iin speech can can build On n of of with wide hand, m O the oother t h e r hand, a n y a u d i e n c e s a r e c o m p o s e d of people w i t h a wide variety of audiences a variety are composed peaple the many This makes and makes iitt more difficult for for you occupations. subject and pick aa specific specific speech speech subject more difficult occupations. This you ttoopick that would would appeal of your material that build oon, the common work work backgrouads material o , or build n , the lisappeal tto, backgrounds of your listhese questions: Consider these teners. teners. Consider questions:

What's an audience m have that that of yyour that perhaps What's all, o o u r audience i g h t have might an occupation perhaps all, occupation that most, of orr most, make all cars for you difficult for least 40 would make for requiring all 40 would i t difficult o get give a speech for a speech cars tto yet aatt least you ttoo give miles per gallon of gas? miles per gallonofygas? make an be rather What's an would make audicace be rather recepuive a speech receptive ttoo a speech h a t would What's an occupation an audience occupation tthat that same subject? on that same subject? —_

it

based on actual specific Arc they Think through on any specific experiexperiThink facts or actual answers. Arc through your they based any facts your answers.

have had had with with such such audiences? audiences? O be based based on Orr might vour ences judgment be on ences you your judgment may have you may with a members or tthat Decide for for youra ffew just w a experiences e w members h a t occupation? just one experiences with one o occupation? Decide orr ttwo your-

have enough audiabout tthat about tthat do vou information about self; do enough information really have self; h a t occupation, h a t audioccupation, about vau really need? M What facts mmight make Most judgment? W ence, o m a k e ssuch u c h aa judgment? h a t aadditional d d i t i o n a l facts i g h t yyou o u need? o s t imporimporence, tto could yyou how hem? e t tthem? o u gget o w could ant, h ttant, schools tto either the PParentarento the e a r - r o u n d schools g a i n s t yyear-round or o i t h e r ffor peak e o sspeak e r e tto ou w Suppose were orr aagainst Suppose yyou of the the junior high How et high sschoal o u gget o u l d yyou o w ccould ome. H o u r hhome. e a r e s t yyour Association of c h o o l nnearest e a c h e r Association TTeacher better speech? information aabout e s i g n aa better o u l d ddesign o u ccould so yyou speech? h e i r occupations b o u t ttheir occupations so information

of whoever whoever invited could telephone, ask questions You could could ask Well, you speak. You telephone, o speak. invited you Well, questions of you tto you could who could ask ask someone the group. You could know w call on, the president someone you h o is aa president ooff the or or call may know on, the you may group. You of the the national few capies and the national PTA PTA magazines. could read read a the sstate member. You You could a few magazines. t a t e and copies of member. is nced for such do nced ttoo dig around for specific dig around specific answers answers ttoo such questions The point as The questions as point is you you do

Capyright © 2001 by Leon Fletcher

is

Fletcher

Leon

by

2001

©

Capyright

if

effective speech. these if vou design aann effective specch. are ttoo design these you are Economic Status 1.5. EconomicStatus 1.5.

of the the factors factors thar that are this stage, imagine you can start some of are yourself can start idenutying identifying some BByy this stage, |I imagine you yourself

audience analysis. analysis. an audience part part ooff an

1116 16

5 LLESSON ESSON 5

would o w would instance, hhow o r instance, F For

of your influence your audience influence the economic economic status the status of your your audience

off a speech design o capital punishment? design speech o punishment? onn capital

low-income audience, if y ow audience, hhow e r e ttoo speak ou w Specifically, Specifically, if speak ttoo aa low-income were you influence yyour nomic status design? nomic o u rspeech speech design? status influence

their ecomight might their eco-

how might their economic audience, how If you economic status o a speaking tto If status might their were speaking a high-income high-income audience, you were influence your design? influence speech design? your speech

have raised those questions, you While w make third. While a ffew ew ake a ay m raised a third. IInn answering answering those wee m you may may have may of llow-income different attitudes of tentative, partially nd o w - i n c o m e aand i f f e r e n t attitudes bout d o r r e c t generalizations tentative, partially ccorrect generalizations aabout is economic economic status clear-cut high-income audiences high-income audiences concerning d u c a t i o n a l standards, standards, is concerning e educational status a a clear-cut indication of of an audience’s position this subject? will agree think you that the the indication subject? 1 think position on this an audience’s you will agree that answer is no. answer is no. the difBut suppose the need need for revisions of laws. Then for revisions of tax Then the But were speaking speaking on the diftax laws. you were suppose you ferences iin economic status would be be much much more and more rather clear-cut, status would relevant, rather clear-cut, and ferences n economic more relevant, more the design of your important to design of important t o the speech. your speech. Consider the allowance—a special Consider the capital capital gains those wealthy gains allowance—a special tax tax arrangement for those arrangement for take high the chance risks iin chance they will will get income i f high risks enough enough ttoo take n investing, investing, on the get greater greater income successful. Such Such special their investments allowances are investments are diftheir indeed looked special ttax looked on are successful. a x allowances are indeed on difand low-income audiences. High-income Jow-income audiences. by high-income ferently by high-income and listeners often often High-income listeners believe such such ttax breaks are needed if there of money toxbe sources believe there are a x breaks are needed are tobe money t o develop sources of develop new Low-income listeners look on products, companies, cetc. i c . Low-income the capital products, companies, listeners may capital gains gains on the may look allowance as those with with money which those a loophole allowance have tto do nnot as a loophole through through which o t have o pay some of pay some money do their taxes. taxes. their On n the other audiences might feel feel that O hand, some that iinvestment some audiences should come n v e s t m e n t money the other hand, come money should from the the government, while still from individuals, from n o t from individuals, while others would would ppoint still others government, not o i n t our h a t govout tthat govfact comes eernment individuals. Hence, r n m e n t money from individuals. of audiences audiences are money i n fact comes from attitudes of often Hence, awitudes are often and confusing, complex, complex, conflicting, conflicting, and confusing. Yet least a tittle aabout without knowing at least Y e t without basis of of an audience’s background—in the basis b o u t the a tistle an audience’s background—in this case, their economic economic status—you about their this well be be presenting case, about has specch tthat h a t has status—you may presenting aa speech may well little chance chance for for success. little success. 1

if

if

to

in

1.6. EducationalStatus Educational Status 1.6,

all o Are all Are o s t of your listeners college orr mmost college graduates? graduates? High school students? students? Do your listeners Do they High school they have about the same about the have? Considerably have education you same education Less? more? Less? Considerably more? you have? Obviously, would use different examples, Obviously, you use different different wording, examples, different you would wording, different different emphaemphaif yyou sis if were sis about yyour o u weretalking views o talking about o u r views onn employment a group employment opportunities to a opportunities to group ooff schoo] dropouts high school junior high with speaking dropouts as in college. as compared seniors in compared with speaking to seniors college. not t o suggest Again, Again, this this is not should change h a t you view according change your off view suggest tthat point o you should to your point according to to who in your audience. Rather, is to who this is is in Rather, this to urge consider your audience very your audience. urge you you ttoo consider your audience very

is

to

17 SELECTING SPEECH SPEECH SUBJECTS SELECTING SUBJECTS 1117 stories carefully, will include include material, and stories h a t your carefully, ttoo ensure ideas, examples, material, ideas, speech will examples, and ensure tthat your speech appropriate education. appropriate ttoo their education, 1.7. Culture 1.7. Culture

in

Are most audience likely The New be regular readers of of such such magazines Are likely ttoo be most i n your regular readers magazines as as The your audience Yorker, Atlantic, read National Modern Atlantic, Harper's? Yorker, Orr might they National Enguirer usually read Harper’s? O they usually Enquirer or Modern Romances? Romances? the latest Doothey D watch television they watch television every l a t e s t foreign film screening attend the foreign film screening every night or or attend every every night Friday? Friday? 1.8. Ethnicity 1.8. Ethnicity

is

audience i s ethnicity— factor ttoo consider consider iinn analyzing Probably he m o s t important Probably tthe analyzing an an audience most important factor shared bbackground of a particular tthe h e shared who a c k g r o u n d of ppeople eople w h o aare r e of ligion, o heritage, race, religion, race, r e particular heritage, orr nationality. nationality.

If

More tthan More han o n eout o u t ofevery every ffour our one of

all yyour Americans is is non-White. non-White. I f all Americans o u r aaudiences udiences w ere were 11 ppercent Pacific 4 ppercent 11 e r c e n t Hispanic, e r c e n t AAsian s i a n aand n d Pacific Hispanic, 4 Eskimo, and Eleuts. Indian, a n d Eleuts. Indian, Eskimo,

{3 p e r c e n t w be Black, “ a“average,” v e r a g e , ” 13 o u l d be Black, percent would

American Islanders, e r c e n t American Islanders, §| ppercent

it

Of fcourse is extremely will ever of your be exactly doubtful tthar O c o u r s e i t is h a t aany n y of u d i e n c e s will extremely doubtful exactly ever be your aaudiences

of one ethnic group be speaking Often you'll “average.” h a t are “average.” Often speaking ttoo groups mostly of are mostly one ethnic you'll be group or groups tthat

More frequently, another. More will be audiences will be ofdiverse another. frequently, your diverse backgrounds. backgrounds, your audiences need ttoo consider But you consider your carefully. For example, example, supBut listeners’ ethnicity ethnicity quite quite carefully. you need your listeners’ supabroad. If about traveling speech about mostly pose traveling abroad. I f your listeners were were planning were mostly planning aa speech pose you your listeners you were had never been oout before, your the United of the students who who had States before, United States speech college students college u t of never been your speech of course be quite different the speech would delivery should of from the different from should delivery ttoo college college stustuspeech you course be you would had come from different who had dents who countries. come different countries. school from t o your dents your school of

to

Gender 1.9, Gender 1.9, All-female? O mixed group? audience? All-female? Orr aa mixed all-male audience? An all-male group? An

it

ta

miliobvious that about t o go be obvious chat iiff you Again should be a milispeaking ttoo men men about i t should Again were speaking go ttoo a you were base overseas and swrength of wording differshould use emphasis, and examples, emphasis, tary overseas you use examples, strength of wording differtary base you should

from n t from e ent

of

leaders. Scout leaders. Girl Scout those you would employ employ for of Girl for a those a group group you would

1.10, Age 1.10. Age Varied? What Old? Middle-aged? What range of ages Middle-aged? Varied? l ilisteners s t e n e r s young? ou young? Old? range of ages might yyou if your traveling iin n d if n Europe, b o u t traveling be talking aabout be Europe, aand your be is mostly about how speech wo w o h t u o b a speech receptive mostly ssenior a o t e v i t p e c e r be citizens, tthey t o n a y a hey m e n i o r citizens, is to not to may hastels. select youth select youth hastels. Are your Are your

You in yyour might ight ou m udience? Y o u r aaudience? x p e c t in eexpect udience aaudience

Number 1.11. Number 1.71.

a

Fletcher

ty

1

Leon

© 2607

a

by 2007

Copyright

©

Copyright

be a small group audience be or Will your audience large gathering? gathering? a large a small Will group or be more small audience, would be informore effective audience, you create an With aa smal! o create effective tto an infordecideitit would With you may may decide circle with them. O sit in in a circle with them. mal Onn the the speech as as you situation, ttoo present speaking situation, mal speaking you sit present your speech who observes existing existing hand, you want t o present yourself as one one who strictly observes other hand, yourself as other strictly may want you may take the lectern rather formal before audience, laws. a a Then lectern a stance using audience, the before e c n a t s formal laws. Then you using might take a rather you might the speech with with rather formal, specific rather formal, time, structuring of the the time, specific points, using points, using structuring the all of orall most most or available research, but from from available research, quotafrom personal largely nnot experience but data tthat personal experience are largely o t from h a t are data quotaauthorities, etc. of authorities, etc. tions of tions

to

18 1118

S$ E S S O N 5S LLESSON

so audience as about your as you can, so information about is ttoo get much information you can, Your job, as much then, is your audience job, then, Your get as achieve audience’s background o achieve utilizes the the audience’s background tto effectively utilizes h a t effectively speech tthat design a a speech can design you you can speaking purpose. your your speaking purpose. Review Review be considconsidaudience that should be that should 11 details details about the audience of 11 about the have now We have list of We completed list now completeda still have—remember o w many have—remember hhow You still situation. You of aa speaking ered iin speaking situation. many analysis of n an ered an analysis of a are: situation. They are: speaking situation. a speaking analysis of more aspects aspects ttoo an an analysis more?—two more more?—two 1. Audience Audience 1.

22.. 33..

above are be sure few pages back a that your are correct correct o be Turn back sure that them? Turn a few Got them? Got responses above pages tto your responses The answers: audience, occasion, reinforce your occasion, speaker. speaker. and ttoo reinforce answers: audience, learning. The and your learning. occasion. consider the of need the points occasion. the of analysis analysis your in Now, here consider o t need you here are to Now, are the points you your

in

Occasion 2. Occasion 2, 2.1, P sf eMeeting u r p ooof Purpose Meeting 2.1,

of aa holiday celebration of business occasion, Is it conference, aa celebration oceasion, a a community it aa business holiday or Is community conference,

event? cultural event? a cultural anniversary, anniversary, or a establish their for or against the audience Will the take a their position audience take against a group o t e ttoo establish as a Will a vvote position as group for after you southI’ve even educators iinn southo a group—county spoken tto even spoken speak? I've subject after your your subject group—county educators you speak? take a of my voted ttoo take had voted talk, educational a position the subject subject of California—that had educational talk, ern on the era California—that position on my To kknow that while while II was introduced ttoo speak. television, just lanning speak. To n o w that before 11 was was pplanning just before television, was introduced have influenced what [I intended influenced what intended ttoo say. would have Indeed, iitt probably speech certainly my probably certainly would say. Indeed, my speech have there. would haveinfluenced p e a k there. to sspeak o t h e r to o bbothef v e n tto e c i s i o n eeven influenced my would my ddecision

2.2. Location Location 2.2. Will you classroom? A meeting be speaking hall, diming meeting hall, typical classroom? n aa typical Will speaking iin auditorium, dining room, you be room, auditorium, conference room? small conference room? small location noted the location historic noted for for any that you refer ttoo iinn IIs s the historic or event symbolic e v e n t that symbolic any you might refer the state’s council meets in the the same which the For example, our city room meets in state's in which city council spiech? For your example, our same room your speech? This gives first constitution who are constitution was gives speakers signed. This first speakers who was signed. are proposing new program, proposing aa new program, this in this the opportunity idea, or plan the taken in major, historic, historic, new a major, h a t ““a idea, new step opportunity t o note was taken note tthat step was and now, well over council members have the 100 years very the members have over 100 tonight, you room well now, tonight, very room ago, and years ago, you council take another such historic another significant forward...." opportunity I'm sure historic significant step . . . " I'm h a t such opportunity ttoo take sure tthat step forward. is an overused and and overemphasized. be overused references can Yet iitt is references easily be can vasily h a t many an approach overemphasized. Yet approach tthat many times. speakers findeffective effective at speakers find at times.

in

to

Facilities 2.3. Facilities 2.3. ‘Will there lectern? Public be 2a lectern? address system? Public address there be in rows or chairs chairs Chalkboard? Chairs Whll Chairs set system? Chalkboard? set in have moved for example, for a moved into circle, for you more informal a more into aa circle, can have example, for informal speaking situation? speaking situation? you can Will the the room late in Will will air-conditioned? I f your the speech is given given room beair-conditioned? late in the summer, speech your summer, will air conditioner make the that air conditioner make the room Will it that be it be audience? Will coo! for uncomfortably cool for your room uncomiortably your audience? making it hard hard for audience tto for your noisy, hear you? noisy, making o hear you? your audience be

it

If

is

SPEECH SUBJECTS SELECTING SPEECH SELECTING SUBJECTS What other What otherfacilities—equipment, facilities—equipment, furniture, furniture,

ness ness of your speech? your speech?

of

19 1119

effectiveinflucnce the seating—could the effectiveseating—could influence

for

2.4, Time 2.4. Time ooff Day Time for Speech and Amount o f Time Day andAmount Speech Will you Will tired and and cager o the the end end of their work day, when they're the group speak tto day, when they’re tired you speak cager group aatt the

home? to get get home?

after school, Most faculty of the teachers thinking about Most with many the teachers school, with meetings are faculty meetings are after thinking about many of how they're and what first period how for first o m o r r o w and what they're they’re going ttoo get they're going period ttomorrow graded for get papers papers graded have for for dinner. dinner. Yet Yet this and sessions and time liey going o have going tco have their t h i siiss often their planning often the the time planning sessions they have educational consultant guest consultant trying o present speakers—you, aa student, student, or an some an educational guest speakers—you, trying tto present some idea, What What might full attention? new new idea. their full do ttoo win you do attention? might you win their And hhow Will yyou 5 minutes, have only doo you And o w long a v e tto o sspeak? p e a k ? Will o u have h a t your minutes, so long d only 5 so tthat you hhave your have 20 20 mminutes points u s t beclear-cut, clear-cut, specific, irect? O o u have inutes o o r e , ssoo you Orr do yyou specific, ddirect? points mmust orr mmore, you be mmore can o r e detailed detailed aand n d ccomprehensive o m p r e h e n s i v e iin n yyour o u r ppresentation? can be resentation? be

2.5, Other Other Events 2.5. Events Will tchere be aa business business mmeeting, send aa Will h e r e be e e t i n g ,financial financial reports, whether o t i n g oonn w hether o o t tto o send orr nnot reports, vvoting details ttoo be the be considered audience aatt the delegate o ssome o m e meeting, t h e r details delegate tto considered by your meeting, oorr oother your audience which you same speak? same mecting meeting aatt which are ttoo speak? you are Will there be entertainment? there be Will entertainment? the program before your there other other things that, iiff presented things on IInn essence, are there on the presented before essence, are your program that, that either effectiveness enhances or the potential mood that either enhances detracts from the speech, may speech, set a mood or detracts potential effectiveness may set of your of speech? speech? your Or rafter be an of the winner of a the winner there be a speech might might there O after your exciting announcement an exciting announcement of your speech of a conference in in Hawaii—events Hawaii—events tthat could keep a delegate delegate ttoo a drawing, selection of h a t could keep a conference drawing, orselection forward t o the audience audience tuned of your tuned oout its ending? ending? speech, looking forward u t of the its your speech,

of

or

to

After Your Your Speech 2.6. After Speech 2.6.

Copyright © 2001by LeonFletcher

{rom the the audience? audience? Other the opposite Will there be questions Other speakers there be speakers presenting Will presenting the opposite questions from finished speaking? fine dinner dinner they all want theyall want ttoo get speaking? viewpoint? as soon as you're soon as viewpoint? A fine you're finished get ttoo as after your Will Will they endorse officially they vote Will o t e after speech t o officially endorse your p r o p o s a l ? Will they speech to proposal? vote they vvote your your All these these should, of immediately f t e r you should, of speak or aatt some some subsequent meeting? All immediately aafter subsequent meeting? you speak influence decide in what speech. speech. r u o y n i say o t decide u o y what influence course, to say course, you your of tthe be analyzed about the six items items ttoo be You've just analyzed about the occah e six list of tudying just completed You've occacompleted sstudying a alist the ssecond of The sion o which speech. T e c o n d of i s the m e m b e r ,is c c a s i o n , you'll h e ooccasion, ive a o ggive u a r e tto o are h i c h yyou sion a speech. you'll r eremember, onn w of aa sspeaking in oorder situation tthat the tthree etermine o ddetermine r d e r tto n a l y z e in o aanalyze e e d tto o u nneed hat y p e a k i n g situation h r e e aspects the aspects of you the first in this this l elesson audience. studied the first aaspect, the audience. Earlier in subject. Earlier your p e e c h subject. sson y o u studied s p e c t , the you your sspeech and final final aspect of a be analyzed? that should third and should be Now, what's analyzed? speaking situation a speaking Now, what's tthe h e third aspect of situation that he... Right—it’s Right—it's tthe...

Fletcher

Leon

by 2001

©

Copyright

3. Speaker 3. Speaker of Subject Subject 3.1 Knowledge Knowledge of 3.7 the additional about the additional information information Can you know enough subject? Can all the findall enough about Doo you the subject? you find D you know need? you might need? you might I have this opinion I after came marijuana. example, [ have an an opinion t o this legalizing marijuana. [ came For example, For opinion onlegalizing opinion after few doctors, and listening students, doctors, and some reading, listeming ttoo a great talking ttoo aa few reading, talking doing doing some great many many students, had used whom of marijuana. used had marijuana. some some of whom on

to

20 1120

5 ESSON 5 LLESSON

II dodo not

ut BBut

to

research could research have enough the subject give a speech. subject t o give speech. II could not have knowledge of the enough knowledge

FBI reports a police science science and some before iin Time and read before have read some FBI n Time what II have it—dig out what it—dig reports

used marijuana. even after have used But even all afterall and 1alk lent me who have talk again o people teacher lent marijuana. But again tto teacher me and people who have m while II have be my still not research, i t would are, aatt would still that research, opinions, they are, that subject; while not be my subject; myy opinions, in a speech. be presented time atleast, this time speech. informed enough o t informed presented in this enough ttoo be at least, nnot

it

Time toPrepare 3.2, Time to Prepare 3.2.

the only speakers that they the impression in speech are the often give speakers Students in give the they are courses often Students speech courses impression that due. N who Not when speeches o t so. speeches are so. are due. time pressures havetime h ohave w pressures when has a staff prepare he and his staff and his the president of the a Even the United States, the United States, as speech, has as he Even president of prepare aa speech, address ttoo Congress, the time time comes for that be ready that address he must when the speech deadline; he comes for Congress, speech deadline; ready when must be such. to a to conference, oorr such. a conference, made a a the after youve realistic estimate estimate ooff the You should n l y after should agree realistic you’ve made o give speech o You give a speech only agree tto and considered other factor, and considered your 25 percent need, adding, time you'll safety factor, adding, say, a safety as a time you'll need, say, 25 your other percent as have for time consider don’t aa for asking asking If consider might you properly, prepare to time have don’t you f I obligations. to obligations. you prepare properly, you or ini n real life, in a at all. later date classroom or the speech all. But in date or nnot o t giving later a classroom speech at giving the real life, you you rarely have the off a scheduled work. Better simply scheduled speech. off putting speech. Better the luxury to work. have luxury o simply get putting off get to 3.3. interest Interest iin n Subject 3.3. Subject been assigned, been selected, been talk on the the subject assigned, or been subject you've really want you’ve selected, you really D oyou want ttoo talk well be in trouble. be in trouble. invited ttoo present? o t , you invited present? IIff nnot, may well you may Of stands rule effective hazardous the guides speaking, one guides tto as most o effective speaking, all the O fall one rule stands out most hazardous ttoo out as Do

break:

MUST SINCERELY INTERESTED INTERESTED IIN YOU HE N TTHE BE SINCERELY O U MUST Y BE SPEECH OF YOUR OWN YOUR O W N SPEECH SUBJECT SUBJECT OF

is true fake interest—act some interest—act as IItt is h a t some very polished as iiff they were polished professionalgcan true tthat professionals can fake were very for this in a in which is which they The greatest interested in subject in interested really are o t . The are nnot. a subject this is they really opportunity for greatest opportunity the in of delivering commercials. Yet Yet many radio and and television i n thefield field of delivering radio television commercials. professionals actuactumany professionals sales personnel, ally try ally nsist o n touring h e company, talking ttoo sales they i insist product; they on touring tthe personnel, every product; try every company, talking for aa new before announcing even customers, before even interviewing new product. interviewing customers, product. announcing for and professional Certainly But all announcers that meticulous. professional sales meticulous. But sales speakers speakers are Certainly nnoto tall are that announcers and such a many With about the The many are. The reason: information With such background a of reason: information about the product, product, they they background are. much more sincere interest it, communicate much can ¢an communicate interest iinn jt. effectively aa sincere more effectively

Credentials 3.4, Reputation Reputation a and n dCredentials 3.4.

or

will you be during Are you, and right after after your Are speech, accepted during and audience you, o r will accepted by your audience you be your speech, the subject? as knowledgeable o r as as knowledgeable as an an authority authority oonn the subject?

or

Many Many student speakers speakers respond, is that But is I ' m nnot that o t an an authority respond, ““I’m authority on anything!” student anything!” But

detailed research research on the true? Granted, rather detailed true? the problems Granted, even even some of atomic some rather atomic power problems of power

will nnot make you But are plants o t make an authority. plants will authority. But are you couldn't you now—or couldn’t not now—or easily, you an you not you easily, become—an authority quickly become—an attitudes toward need for toward or against the need authority on your for against the own attitudes your own atomic power atomic plants? power plants? Your credentials for speaking credentials for Your and having ideas speaking o subject and given subject having your onn aa given ideas accepted accepted your include experience might include experience during summer trip, a summer during a trip, training job, participation na training on aa job, a participation iin hobby, reading, reading, or studying. hobby, studying. In other words, the subjects words, the In other subjects you informed on—your already informed are already hobbies, trips, you are trips, peron—your hobbies, personal experiences—comprise sonal of speech speech subjects one category subjects on which which you experiences—comprise one indeed category of you indeed

UBJECTS PEECH S E L E C T I N G SSPEECH SSELECTING SUBJECTS

21 1121

have your the authorhave authorclse, are personal authority. Further, Further, you are the more than anyone your own personalauthority. anyone else, you more

ity ity on your and opinions. ideas, views, own ideas, views, feclings, feclings, attitudes, attitudes, and opinions. your own of your These, then—subjects be the the basis basis of h a t are These, speeches. then—subjects tthat are yours already—shauld be your speeches. yours already-—should You can add ttoo your basic fund fund of of information You information through can add additional reading, reading, studying, studying, through additional your basic and research. research, But observing, But you avoid speaking which you observing, and about which should avoid subjects about speaking on on subjects you you should least somewhat considered at cannot be considered cannot be somewhat authoritative. authoritative. at least Review Review Now let’s of these these points. Now let's reinforce reinforce your learning of points. your learning We've established established that three aspects of a that there there are should We've situation tthat a speaking h a t you speaking situation are three aspects of you should order to select the the subject of your What are analyze in analyze i n order t o select thase aspects? subject of are those speech. What aspects? your speech. 1, 1.

2. 2.

33.. If yyou're back oover in doubt, last few few pages find the the ccorrect o r r e c t responses. t o find the last v e rthe h e c k back o u ' r e in H doubt, ccheck pages to responses. down the blanks blanks above—then above—then them—after wwriting IIff yyou're them down o u ' r e ssure u r e yyou o u kknow n o w them—after r i t i n g them in the check back back oover few pages last few confirm and t o r ereinforce learning. i n f o r c e your the last v e rthe check anyway ttoo confirm your learning. pages anyway the objectives the beginning the lesson, said you be able able ttoo name lesson, we would be IInn the objectives aatt the name we said beginning of the you would Try listing them. least four factors factors tta be analyzed for each each of the the three three aspects. o be aatt least analyzed for listing them aspects. Try and

in to

Andience Audience ((1) 1)

(2) (2) (3) (3) (4). (4)

Occasion Occasion (1) (1) (2) (2)

(3) @) {4) (4) Speaker Speaker

(1) a) (2) (2) (3) (3)

Copyright € 2001 by Leon Fletcher

(4) [C)]

Fletcher

Leon

by

2001

©

Copyright

How did you do? well did ow H well you do? 11 factors with 11 be analyzed audience, 6 6 factors ttoo be about your audience, analyzed about Actually, you were presented Actually, presented with you were

That’s a of 21 and 4 4 factors 21 the occasion, total of factors about about yourself occasion, and a total factors about about the speaker. That's as a speaker. factors yourself as

a

each aspect) realistic task. 12 of of them them (4 task. for each (4 for items, so just 12 like a realistic aspect) seems seems like remembering just so remembering items, need the previous often as Check your answers by referring as often as you Check referring ttoo the previous pages pages as you may may need your answers without back. them unti] you write correctly, back. referring without correctly, t u o them referring out write can can until you be able able ttoo write useful analylesson is this lesson is ttoo be effective, useful write ooutu an objective in this analyYour next Your t a n effective, next objective sis of of aa speaking speaking situation. situation. sis

in

LESSONS LESSONS

ASSIGNMENT ASSIGNMENT 8

Situation Analysis Speaking Situation Analysis of Speaking

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OBJECTIVE OBJECTIVE

of a speakable ttoo prepare be able speakanalysis ofa an analysis should be this assignment, assignment, you After completing prepare an After completing this you should be Specifically, value in in helping speeches. Specifically, ing situation tthat design your would be of value helping you your speeches. ing you design situation h a t would determine: will help help you analysis will your your analysis you determine:

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Your exact speech 1. Your subject 1. exact speech subject Your specific in speaking 2. Your speaking specific purpose 2. purpose in ideas you'll The main main ideas 3. The kB you'll present present include The data 4. include you'll data The 4. you'll Your style 5. Your of delivery delivery 5. style of

INSTRUCTIONS INSTRUCTIONS form that that the form of Analysis of Speaking Situation oonn the the four four pages Analysis of Speaking Situation 11.. Complete Complete the pages of 125. starts on page starts page 125. ask you will ask in designing the analysis N Prepare for use speech. I t will designing your next speech. analysis for use in you ttoo Prepare the your next audience; your some ather specific audience; otherspecific were some classmatesasas i f they were to your speak to speak your your classmates audience. with that achieve a that particular a specific specific purpose o achieve particular audience. is to speech to try specch try tto purpose with additional details would help help you that nnext about that speech assignment e x t speech details about assignment would IIff additional you for it, which end of of the specifics the end check the this analysis, at the specifics for are presented analysis, check presented at prepare it, which are prepare this lesson. the next next lesson. the audience other audience—and an than your speech other than Be sure speech an audience specific audience—and -. Be o assume sure tto assume a specific

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SUGGESTIONS SUGGESTIONS BE SPECIFIC YOUR RESPONSES SPECIFIC IIN RESPONSES | N YOUR BE

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On n 1. O the name the group about which which line, “Audience,” name “Audience,” state exactly the 1. of the state exactly first line, thefirst the group about this analysis. such as audience such “local name Doo nnot analysis. D general audience a general o t name you are preparing as “local preparing this you are businessmen.” businessmen.” such as Small Business Business Association” Association” or Identify as “Monterey identify aa particular particular group, “Monterey Small group, such Small Business be obvious Business Association.” “San Francisco Francisco Small that an obvious that should be Association.” IItr should “San an these ttwo because of audiences should of these different should bedifferent analysis of analysis w o audiences different because ofthe the different business problems, and services of the services of the ttwo distinct groups. business w o distinct problems, procedures, procedures, and groups. x. O Onnthe the specific for which which you the state the t h esecond second specific occasion line, state occasion for are preparing fine, preparing the you are it a Is it Annual installation luncheon meeting? regular weekly analysis. Is analysis. weekly luncheon a regular meeting? Annual installation ofofficers? officers? each of for improved of aa new For each of these Opening new campaign campaign for improved services? oceasions, services? For these occasions, Opening of reveal distinct be important should reveal that would features that distinct features would be your analysis should keep iin n important ttoo keep your analysis mind later prepare as you mind speech. you later your speech. prepare your The “Speaker,” of course, is you. The “Speaker,” of course, is you. establish a such as should establish “Subject” should specific topic, “Subject” topic, not general area a specific broad, general area such as not aa broad, “sales” o “sales” growth” o e w developments.” orr ““growth” developments.” Your statement orr “ n“new statement ooff your proposed your proposed

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SELECTING SPEECH SPEECH SUBJECTS SELECTING SUBJECTS

23 1123

that as subject should bespecific specific so analysis, your subject should so that as you proceed through through your your analysis, your you proceed is you intend relate back back tto what it is responses can relate o just just what speak on. on. responses can you intend ttoo speak the Remember that here you basis of of the Remember t h a t here later, on the a subject; the basis naming a subject; later, are naming you are be

it

will establish establish a for your completed analysis, you a specific speech. completed analysis, specific purpose you will purpose for your speech. Possible specific Business be “How “Is Your Business Possible Increase Sales,” specific subjects subjects might Sales,” “Is “How ttoo Increase might be Growing Too Too Fast?” Small for Saving the Small Fast?” or Growing o r “New Developments for the Saving Money Money for Developments for Business.” Business.” 5. IIn of your be quite 5. n thedetails details of continue ttoo be specific. analysis, continue your analysis, quite specific. the

Now let’s look at a of an effective analysis of aa speaking Now let’s look situation. a sample analysis of sample of part speaking situation. an effective part of Note that the responses and insightful Note t h a t the relevant, and —yetbrief. specific, relevant, insightful—yet brief. are specific, responses are Audience: Jefferson School Multicultural Multicultural Club Audience: Jefferson High School Club Occasion: Regular Occasion: o n t h l y mmeeting eeting Regular m monthly Gomez Speaker: Speaker: MMatilda anlda G Charles College) o m e z(student (student at nearby College) nearby Charles Go o 1 0 College? Should You You G Subject: Subject: Should College?

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11. EExperience, 1.1. x p e r i e n c e , KKnowledge n o w l e d g e of Subject: Subject: friends tthat been told often by Most have and friends told often teachers, and Most have been h a t they by parents, they parents, teachers, is for should go for but they wonder ifif college should continue ttoo wonder college, but they continue college is go t o college, them. them. Toward Subject: £2. Auitude Attitude Toward Subject Questioning, doubtful. 1.2. Questioning, doubtful. 1.3. Anirude Attitude Toward Toward Speaker: 1.3. Speaker: is—like most in the the audience—a audience—a recent because sshe Admiration, h e is—like recentarrival arrival Admiration, because most in is a successful successful from a and is the area, a comparable background, iinn the came from background, and area, came student. college student. college

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the idea. idea. BE BE SPECIFIC. Well, you've SPECIFIC. Well, you've got got the Proceed now Proceed

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form for the following for an of Speaking following form complete an Analysis complete the Analysis of Speaking will That will speech, That e x t speech. your nnext

audience the audience speak tto or o ffor i n t e n d ttoo speak o uintend yyou s i n g the i t u a t i o n , uusing SSituation,

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You ny n aany pick aanyn y r e a l i s t i c aaudience hem o o tthem p e a k tto n d sspeak u d i e n c e aand specific aaudience. a n pick o u ccan udience. Y t h e r , specific oother, on

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detailed iinstructions ou p e e c h , yyou h a t sspeech, o r tthat n s t r u c t i o n s ffar u r t h e r detailed o r tfurther o n s i d e r appropriate. o u cconsider u b j e c t yyou ssubject appropriate. FFor

befare yyou our o u prepare 125) before p a g e 125) assignment {(page h a t assignment t u d y tthat skip aahead n d sseudy h e a d aand o skip a n t tto ay w m want may prepare yyour

Copyright © 2007 by Leon Fletcher

of Speaking Situation. Analysis Speaking Situation. Analysis of

Fletcher

Leon

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2001

©

Cogiyright

1124 24

LESSON 5 LESSONS

Talkers ... Fastest Talkers... Fastest

to

Not t o Be” Shannon (Canada) Sean Shannon “To Be Hamlet's "To recited Hamlet's Be” soliloquy Be or (Canada) recited Sean soliloquy or Not in aa ttime words per minute) seconds (equivalent in 23.8 seconds 655 wordsper words) in {260 i m e of 23.8 o 655 (260 words) (equivalent tto minute) in

1995. Scotland, oonn August Edinburgh, 30, 1995, Edinburgh, Scotland, August 30, A Night the lycics Briers (UK) (UK) recited Steve Briers the album A Steve recited the Queen's album lycics of Queen's Night ar at the $8.44 sec. 9 min. backward in in Tenby, min. 58.44 in 9 Wales, in Tenby, Wales, Opera backward Opera sec. onFebruary 6, 1990. on February 6,1990. World Records 2000,MillenniumEdition Guinness WorldRecords Guinness 2000, Millennium Edition

UBJECTS PEECH S E L E C T I N G SSPEECH SSELECTING SUBJECTS

Situation Analysis Analysis of Speaking Speaking Situation >

for

Submic the the following of the the planning ACTION: Submit e x t speech. i g ACTION: speech. following as planning for your as part part of your nnext Audience: Audience:

Occasion: Occasion: Speaker Speaker (your name): (your name): Subject: Subject: AUDIENCE 11.. AUDIENCE of subject 1.1. Experience, 1.1. n o w l e d g e of s u b j e c t bbefore e f o r e yyou o u sspeak: peak: Experience. kknowledge

before you 1.2. Attitude Attitude toward toward subject subject before speak: 1.2. you speak:

Copyright © 2001 by Leon Fletcher

before yyou 1.3. Attitude Attitude ttoward o u speak: speak: o w a r d speaker 1.3. speaker before

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Leon

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2001

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Copyright

1.4. Occupation: 1.4. Occupation:

125

26 1126

LESSONS Lessons

SUBJECTS SSELECTING E L E C T I N G SSPEECH PEECH S UBJECTS 1.5, Economic Economic status: 1.5. status:

1.6. Educational Educational status: 1.6. status:

1.7. Culture: Culture: 1.7.

1.8. Ethnicity: 1.8. Ethnicity:

Gender: 1.9. Gender: 1.9.

Copyright© 2001 by Leon Fletcher

1.10. Age: Age: 1.10.

Fletcher

Leon

by 2001

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Copyright

Number: 1.11. Number: 1.11.

1127 27

28 1128

LESSONS LESSONS

UBJECTS PEECH S E L E C T I N G SSPEECH SSELECTING SUBJECTS

2. OCCASION OCCASION 2. 2.1. Purpose 2.1. of meeting: meeting: Purpose of

2.2. Location: Location: 2.2.

Facilities: 2.3. Facilities: 2.3.

2.4. TTime: ime: 2.4.

Copyright© 2007 by LeanFletcher

2.5. Other Other events: events: 2.5.

Fletcher

Lean

by 2001

©

Copyright

after your will do audience will the audience do after What the 2.6. What speech: 2.6. your speech:

29 1129

30 1130

LESSONS Lessons

UBJECTS PEECH S E L E C T I N G SSPEECH SSELECTING SUBJECTS

3. SPEAKER SPEAKER 3. 3.1. Knowledge 3.1. subject: Knowledge of subject:

to

Time t o prepare: 3.2, Time 3.2. prepare:

in subject: 3.3. Interest Interest in subject: 3.3.

Copyright © 2001 by Leon Fletcher

and credentials: credentials: Your reputation 3.4. Your 3.4. reputation and

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Leon

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©

Copyright

31 1131

1132 32

LESSONS LESSONS

33 SELECTING SPEECH SPEECH SUBJECTS SELECTING SUBJECTS 1133 detailed Analysis should Now that Now t h a t you've you’ve completed Situation, you a detailed Analysis of Speaking completed a you should Speaking Situation, make such world—outside such an real world—outside beable able ttoo make in the the real give in analysis for speeches may give an analysis speeches you you may this speech and easily. won’t this speech class—quite class—quite quickly and easily. For most situations, you most speaking speaking situations, you won't have ttoo write oout is think through all you will have have ttoo do is ut a have a complete complete analysis. analysis. Usually Usually all through you will cach point. cach point. To help face iin the future, the situations you'll To n the help you speaking situations use the future, you can use analyze speaking you'll face you analyze you can Check-off Tip Sheet Sheet on the nnext Check-off e x t page. on the page. be

of Speech Importance Speech Importance of

is

civilization itself. The word, the m ward, word, even “Speech is civilization itself. The o s t contradictory “Specch contradictory word, most even the is ssilence which preserves ilence w h i c h i isolates.” solates.” contact—it is preserves contact—it

in

Copyright © 2001 by Leon Fletcher

1924 novel Mann in his The Magic Mountain novelist Thomas Thomas Mann his 1924 novel The German novelist Magic Moxntain German

Fletcher

Leon

by 2001

©

Copyright

1134 34

LLESSON E S S O N 55

Situation of Speaking Analysis Speaking Situation Analysis of Check-off Tip Sheet Check-off Tip Sheet relevant points, each of the relevant consider all off each INSTRUCTIONS: To of check off points, check all the help ensure INSTRUCTIONS: ensure you you consider help select a subject the following subject for speech. for a speech. the as you following as you select To

Possible Speech Possible Subject: Speech Subject:

AUDIENCE 1, AUDIENCE 1. —— ——

— ___

—

—

_____

——

and knowledge 1.1. Experience of subject subject 1.1. Experience and knowledge of Attitude toward toward subject 12. Attitude subject 1.2. Attitude toward 13. Artirude toward speaker 13. speaker 14. Occupation L4. Occupation 1.5. Economic 1.5. Economic status status 1.6. Educational Educational status 1.6. status Culture 47. Culture 1.7.

1.8.

_ _ 18. Ethnicity Ethnicity 1.9. Gender — —— 19. Gender

— —— ——

1.10, Age LI10. Age 1.11. Number 1.11. Number

2. OCCASION OCCASION 2.

— —— —— ——

2.1. Purpose of meeting 2.1. meeting Purpose of 2.2. Location Location 2.2. Facilities 23. Facilities 2.3.

Time 24, Time —— 24. Other events — 25. Other events —— 25. 2.6. After — After your 26. speech your speech

—

3. SPEAKER SPEAKER 3. 3.1. Knowledge _—— _ _ 3.1. of subject Knowledge of subject Time t o prepare 3.2. Time ——. 3.2. prepare

to

3.3, Interest in subject —— 3.3. Interest in subject

—

3.4, Reputation and credentials credentials 3.4. Reputation and

‘

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LLESSON ESSON 6 6

Pinpointing Pinpointing Speech Speech Purposes Purposes

|

with your Don't confuse confuse what achieve in in giving what you the speech own Don't to achieve want to giving the speech with your own you want What do result motivation for for doing think as do,feel or audience to do,feel motivation do ! want the audience or think as a a result doing so. so. What want the is your of hearing hearing my to that question Your answer of speech? Your answer to question is purpose. my speech? your purpose. —£d McMahon, The of Public Speaking Art ofPublicSpeaking The —EdMcMahon, Art

to

this lesson, After finishing will be be able able to: OBJECTIVES) After finishing this lesson, you OBJECTIVES) to: you will Name the have. the general 1. Name general purposes speech might might have. a speech purposes a worded speech effectively worded criteria for thecriteria a m ethe 2. NName for aann effectively speech purpose. purpose. for an Determine if a worded an effectively effectively worded criteria for thecriteria 3. Determine speech purpose given speech meets the a given purpose meets and if not, purpose,and speech speech purpose, why. state why. not, state Write effectively worded speech . Write effectively worded speech purposes. purposes. for designing Use effectively worded speech effectively worded speech purposes designing speeches. speeches. basis for thebasis asthe Use purposes as is: class aa 4Present in 4- ttoo 5-minute 5-minute speech thatis: speech i n class . Present that Based on worded purpose. effectively worded Based a. a. ananeffectively purpose. b. than this audience other for an Designed for class. thisclass. other than Designed b. an audience _Effective—out of the concepts and techniques this course far, techniques studied studied in this of the Effective—out c. c. so far, course so concepts and the speech least of the the 38 the 30 38 points speech incorporates (80 percent) listed on of 30 least at the on the incorporates at percent) listed points (80 Form Evaluation Form speech. this speech. Evaluation forforthis .

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LESSONS LESSONS

RELEVANCE) RELEVANCE)

Please state in designing consider the the one step in What do da you speeches? Please designing speeches? state What important step one most most important you consider here: your opinion here: your opinion

asked for, is correct—you Since your of course for, of Since certainly was asked opinion was course your correct—you certainly your reply is your opinion in planview is. is. IIn MY single m what your know what nM Y opinion, t h e single o s t important step in important step opinion, the most your own view of this this lesson: lesson: pinpointing speech your speeches isisthe title of thetitle ning speeches ning pinpointing your speech purpose. purpose. Why Because once chat so of aa the specific specific purpose Why is that figured oout u t the once you've you’ve figured so important? important? Because purpose of listeners— what effect have on effect you to have speech to speech—decided precisely what speech—decidedprecisely that speech on your want that you want your listeners— made ALL of be made the speech then ALL and easily about the then ofyour yourother otherdecisions decisions about quickly and easily ona speech can can be on a quickly logical basis. rational, basis. rational, logical This lesson lesson urges this teaches you how—to design This speeches by using design your using this you—and teaches urges you—and you how—to your speeches 2-step 2-step process: process:

is

1. Pinpoint for the the speech. measurable purpose 1. specific, measurable speech. Pinpoint aa specific, purpose for make Use decisions about specific purpose 22.. U s e that specific all oother t h e r decisions h e speech about tthe speech regarding regarding purpose ttoo make and delivery. its content, delivery. its organization, and content, organization,

all

that

the first this concept students are time they meet with this Frankly, Frankly, many impressed with are not impressed first time meet many students concept the it. II’m deal about Students growl, “What's the the big it. ' m challenged challenged frequently. about that?” that?” big deal frequently. Students growl, “What's value. “Learn and your M yreply reply “Learn that tries to that concept, to emphasize emphasize its its value. i t , use use it, and tries accept it, concept, accept your will be be greatly will become speeches will And designing speeches designing your improved. And become almost almost aa greatly improved. speeches will your speeches cinch,” cinch,” Still students be students express doubt. Still “How doubt. “How can i t be so important? important? It's so so It’s so simple!” express said iitt was didn’t say difficult; [ said ““II didn't was difficult; was important.” say it was important.” “But why is iitt important?” “But important?” “Because iitt gives basis o “Because gives you objective, concrete, which to exact basis an objective, determine to determine you an onn which concrete, exact about your everything—everything!—else everything—everything!—else about speech.” your speech.” “How?” “How?" “Check the Two steps. the concept "Check again. Two First, you write out what your exactly what speech out exactly steps. First, concept again. you write your speech is supposed do for audience. IIn is other words, o u r audience. supposed ttoo do words that describe—in words n other for yyour words, yyou can’t o u describe—in that can’t be twisted twisted or used used tto lot of be of different different points—ijust o cover cover a a lot what your points—just what speech is to your speech the first That’s the accomplish. accomplish. That's firststep.” step.” “And then?” then?” “And ““Then Then y that statement o u use basis for making use that speech purpose the basis all statement of your as the you making all your speech purpose as decisions about your about your remaining decisions time you find a fact and speech. Every time and wonder, your remaining a fact wonder, your speech. you find ‘Should II include include this?’ this?’ every time yyou ‘Should this the ‘Is best figure o u try t o figure out, ‘ I s t h i s to the every time best w a y t o say to out, try say way this?’ all all you check have tto is check this?’ do is o do i t against against your the point speech purpose. you have point you're your speech you're purpose. IIff the will help about will wondering help you wondering about meet your speech purpose, include i t iinn the the speech. If you meet speech. If purpose, include your speech what you're does what contribute questioning you're questioning does not the purpose directly ttoo the not contributedirectly of your speech, purpose of your speech, leave iitt out. out.” leave time t o think take time Students take Students think tthat h a t over. over. hit me The skeptics skeptics soon The me again. again. soon hit that concept and so ““If I f thar and so is so so important clear as make concept is so simple and important and so clear as you o make seem tto it, you seem don’t most don’t it?” speakers already most speakers already use use it?” few do.” do.” “No, “No, very very few “Why?”

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37 SPEECH PURPOSES PINPOINTING PURPOSES 1137 PINPOINTING SPEECH

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“Because it’s is some much an an attitude, “Because techit’s as hard, eexact attitude, an tool or techx a c t tool as much an approach, approach, asas i t is some hard,

nique nique for designing designing a specch.” a speech.” will express silences m That silences doubters. For aa m he o m e n t . Then one o s t doubters. That student will mast one student moment. express tthe of most. thought thought of most. “Huh?” “Huh?” Pause. Pause. said tthat this lesson lesson is is as much an what we’re attitude. .. .. ..”” ““TI said h a t what we're studying studying in this as much an attitude. “T heard thas. that. But what's iitt mean?” But what's mean?” “T heard

in

Let’s try this way. Let's try iitt this way.

Human beings because they reaction from others because from their their Human beings speak o others a n t some specific reaction speak tto some specific they wwant listeners. listeners. such way “Hello” or iinn some classmate, or aa instructor, an classmate, a greet H i ! ” or “Hello” say ““Ei!” Yousay a instructor, some such an way greet because you w these friend because result. Consider Consider these friend obtain some a n t to t o obtain some particular response you want response oorr result. You

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From tthe From h e c classmate, l a s s m a t e , yyou ou m ay w a n t a response o your start a “Hello” ttoostart want a may response tto your “Hello” for a class class a assignment the details details for cconversation o n v e r s a t i o n tthat hat m a ytead tead ttoo yyour o u rgetting getting the s s i g n m e n t yyou ou may

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the instructor You in your Y ou m a y eexpress xpress a r e e t i n g tto o aann i n s t r u c t o r as the first sstep t e p in a ggreeting campaign ttoo first may your campaign or her low grade received on reconsider tthat gethim her t o reconsider h a t low last report. get-him or grade you on your you received your last report.

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of your Your purpose in saying the friend friend may build Your part of effort ttoo build saying “Hello” ttoo the your effort may be purpose in part of yourself, date. favorable image him o for aa dare. her for aa favorable asking him image of yourself, preparatory orr her preparatory t o asking be

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human beings only tto achieve a a purpose; IInn every o achieve beings speak speak only we speak speak we human instance, we every instance, purpase; we because we because a n t tto o communicate we wwant someone. sumething ttoo someone. communicate something when you're the wrench What about alone, working on about when finger gets What car, the slips, aa finger on your wrench slips, you're alone, gets your car,

or

this thing work?!?” “Quch!” ar you work?!” u t , “Why won't this or cry oout, yell, “Ouch!” swear or yell, you swear with a Still, we frustraa purpose—to o express really speaking speaking with relieve tension tension or tto still, we are are really purpose—to relieve express frustrais that the chat iinn this this tcype situation wwee are The are communicating ttion. ion. T h e oonly n l y dilference dilference is y p e ooff situation o r the communicating ffor an effect on ourselves. ourselves. having an only on effect only purpose purpose of having for some we e all speak So w some particular particular purpose. speak for So purpose, the purposes have? then, are Whar, then, speech might might have? What, are the a speech purposes a and you cut, cut, and you

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General Purposes General Speech Purposes o f a Speech have: the tthree These are general purposes speech might might have: h r e e general These are the purposes aa speech 1. 1. 2. 2. 33..

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Too iinform nform T Too persuade T persuade Too entertain T entertain

left of of each blank ttoo the the left cach of the following which general of the following statements, general the blank name which Onn the statements, name O had in mind. in mind. the speaker speaker had purpose purpose the The audience audience will will be be able able to mileage 1. The h a t greater car so so tthat to adjust adjust aa car gas mileage greater gas will be be obrained. obrained. will of mytrip audience will will enjoy The audience some stories o Europe. trip tto enjoy some staries of 2. The Europe. the college’s ‘The audience will will contribute fund. contribute ttoo the coflege’s scholarship 3eh. T h e audience scholarship fund. will be able ttoo name three advantages of owning audience will be able The audience advantages of 4. The name three owning aa sailboat. sailboar. audience will will vote w The the nnext The audience tax plan. e x ttax o r the plan. vote ffor 5. my

Leon

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Copyright

38 1138

LESSONG Lessone

Answers Answers 1. To To inform inform 1. Too entertain entertain 22.. T To persuade 3. To 3. persuade To inform 4. To inform 4. To persuade 5. To persuade 5. each one again o try those purposes, think through figure missed any again tto off those through each IIff you try ttoo figure any o purposes, think you missed

ut o out

disdetailed disdid. The he did. The following, each the why author classified the way following, more more detailed classified each this author why way he this

these general should clarify o u r questions. clarify yyour cussion ooff these general purposes questions. cussion purposes should

To Inform 1. To inform 1.

in

audience to: when you is your “To inform” to: speech when inform” is want your giving a speech “To your audience you want purpose i n giving your purpose do something. skill or their ability ttoo do 1, Acquire improve a skill something. 1. Acquirc or improve of a subject them. 2. Acquire o them. subject new new tto 2. knowledge of Acquire knowledge of a subject know about or Learn more about already know their understanding 3. Learn subject they already increase their orincrease 3. understanding of about. o m e t h i n g about. ssomething them. learn something To learn 4. To 4. something new to them.

a

these examples of specific Read carefully form: o i ninform: speech tto specific purposes carefully these examples of Read purposes for a speech have the able ttoo read read correctly To have audience able the danger the audience #- To appearing on aa correctly the symbols appearing danger symbols chart. navigational chart. navigational have the the research findings able tto audience able To have about the three recent findings about o name the audience name three #= To recent research commercials. impact of television commercials. oftelevision impact based each individual select a career able to select audience able the audience have the To have individual based #7 To career appropriate to each appropriate to

five

criteria. specific criteria. oon n five specific

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the first the second, the purpose skill. iIn have the audience acquire the audience second, example, the acquire a n the first example, IInn the a skill. purpose is ttoo have is to audience learn did nnot the purpose the audience have the learn something to have already o talready the presumably did something they presumably purpose is the audience the third, know. audience will increase théir of aa topic will increase know. IInn the third, the already thir understanding topic they understanding of they already know something (the five about through information (the specific criteria). criteria). five specific know new information through new something about effectiveness of the effectiveness check the those specific You could of those each of for each could easily of speeches speeches given You easily check specific given for listeners on learned. what they testing listeners bytesting purposes on what they learned. purposes by

To Persuade 2. To Persuade 2. is your speech “To persuade” when you “To persuade” is speech purpose a n t your audience tto: o: your audience purpose when you wwant 1. Modify attitudes or opinions. 1. Modify or change change their their attitudes opinions. 2. Accept view. of view. 2. point of Accept or approve approve your your point motivated tto Be motivated 3. Be take some action. some specific specific action. o take 3.

of specific these examples Consider these Consider examples of specific purposes for aa speech speech ttoo persuade: persuade: purposes for have the To have audience impressed with the the audience of a n » To the importance the opening of the impressed with ew importance of opening of new

bank in in town. bank town. the audience have the To have audience agree with your three main reasons three main ® To for voting for more agree with voting for reasons for more for space research. funds for funds space research. have the audience audience volunteer hours next volunteer ttoo work work four TToo have four oorr more next Saturday to more hours Saturday to school. around the the new help plant gardens gardens around help new school.

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will notice You these examples notice tthat Y o u will h a t i n these examples there considerable range there iiss aa considerable range elicit from from your want audience. want t o elicit your audience.

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SPEECH PURPOSES PINPOINTING PINPOINTING SPEECH PURPOSES

1139 39

the first is developing the speaker IInn the first example, of example, the speaker is merely an an imprint an impression, impression, an imprint of developing merely idea, a or attitude. an an idea, notion, concept, attitude, a notion, concept, or

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The third the other end of of the the spectrum. the audience audience is third example The illustrates the other end Here the example illustrates spectrum. Here and observable expected o take take specific expected tto observable action—work specific and action—work iinn the the gardens. gardens. second example The second the middle The middle range audience of audience responses demonstrates the example demonstrates a responses ttoo a range the speaker’s is to speech tto have the the audience audience accept speech o persuade. with Here the persuade. Here speaker’s goal goal is to have orr agree accept o agree with such as but nnot particular o t move action, such points, but particular points, move them toward any voting, petitioning, as voting, petitioning, any action, etc. ete. Thus there three possible Thus there are of a are three possible goals r persuade: goals of speech ttm persuade: a speech

2.1. To impress Tolmpress |.

An example call iitt aa speech An example of aa speech prefer ttoo call o inspire—would speech ttoo impress—some impress—some prefer speech tto inspire—would be the the ppurpose be tto the typical be for w which address, for o m m e n c e m e n t address, h i c h the urpose m typical college a y be o hhave ave college ccommencement may the i m the ooccatthe he g r a d u a t e s impressed—or mspired—with the p o r t a n c eor o rsignificance significance of the ccaimpressed—or inspired—with graduates importance memorials. of sspeech include ssion. ion. O t h e r examples Other ofthis this ttype y p e of peech in c l u d e sermons, u l o g i e s , aand n d memorials. examples of sermons, eeulogies, this level level of of tthe Att this A h e sspeech p e e c h tto o p persuade, e r s u a d e , yyour o u r purpose little m o r e tthan h a n tto o get our more get yyour purpose isislittle audience ttoo strengthen, reinforce, oorr reemphasize audience p i n i o n , concept, ttireemphasize a particular strengthen, reinforce, particular oopinion, concept, aattitude, tude, viewpoint. viewpoint, is indeed effective indeed often Determining difficult, specch was effective is difficult, often impossible. specch impossible. was Determining if your your Reason: The desire iin audience are and subtle The changes subtle mental, affective, affective, and n your Reason: changes you are mental, you desire your audience and demonstrable. rather than than outward, demonstrable. rather outward, apparent, apparent, and

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To Convince 2,2, To Convince 2.2.

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would be be a when you Ann example member of a speech example would speech you might present a member of 2 panel A panel are a you might you are present when discussion. Your Your goal minds, ttoo get is tto goal is change minds, o change discussion. even perhaps even get acceptance, acceptance, support, support, oorr perhaps endorsement of idea. plan oridea. of your endorsement your plan for a in meeting You might determine your by asking asking for might determine a You meeting your speech purpose success in your success your speech purpose by the audience before and audience before and after after your show ofhands short questionnaire a short by giving giving a or by handsor show questionnaire ttoo the your ask a such as intend tto the new educafor the You might a question speech. You as ““Do new educao t e for o v D o you speech. might ask vote question such you intend tional plan?” which you were proposing. plan?” which tional proposing. you were is n such a in mmany give in Obviously, u e s t i o n n a i r e is o t practical o give a n y speaking situations, practical tto speaking situations, a qquestionnaire Obviously, such not in your audience might nnot results would would be be very indeed. SSome and the the results and o m e in ot w a n t tto o rough indeed. want very rough your audience while oothers the speaker their ttrue rreveal e v e a l their r u e convictions, t h e r s might a n tto t o “help” the slanting might w want convictions, while speaker byslanting with more resulted from from the the speech. with enthusiasm than than really And, with their r eresponses really resulted speech. And, s p o n s e s with their more enthusiasm of the be approaching the nnext such a the speech would be speech tto persuade. a polling, o persuade. level of e x tlevel o u would such polling, yyou approaching the or

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To Activate Activate 2.3. To 2.3.

sales manager activate include include a increase the the a sales of aa speech speech tto o increase staff tto Examples of o activate Examples staff manager urging a for a candidate soliciting number of a fund-raising soliciting votes, product, a candidate appeal. fund-raising appeal. orders for votes, or a a product, oforders number audience and measurable action. desired response from The desired specific, action. measurable and an specific, overt, an is audience an from an overt, The response such speeches be identified identified more of the The success of than tthat the usually be easily than h a t of speeches can more easily can usually The success of such after a sales manager increased efforts efforts by of speeches other levels urged increased persuade. If, speeches 1to0 persuade. a sales by If, after levels of other manager urged sales talk talk seemingly for the the product, its orders were sales staff, staff, more orders seemingly m placed for product, the e t its met were placed the sales aa sales solicited vvotes and then the speech If the the then did candidate was speech the votes, more get did was and s e t o solicited candidate votes, If purpose. get purpose. received after after a the a fund-raising appeal, the was received fund-raising appeal, evidently evidently productive. productive. IIff more money was

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achieved. che fund-raising of the speech was was apparently intent of apparently achieved. fund-raising speech intent when you actions from from Still, iin seeking overt speaking situations, even when are seeking situations, even overt actions n many Still, you are many speaking results may demonstrated results identify. difficult ttoo identify. bedifficult firmly demonstrated audiences,firmly your may be your audiences,

40 1140

LESSON 6 LESSONS

within various levels levels within been considering are various considering are confused. What just been we've just What we've Now t get confused. d o n ’ get ow don’t N of ..... .... the general speech purpose general speech the purpose of this. ail this. all in are where know you make where let’s know you are in Well, let’s make sure sure you Well, you of aa speech. are speech. They are general purposes three general established tthat there are h a tthere are three So far, far, we've we've established purposes of So learning): reinforce your o reinforce them out, please, tto out, please, (write them your learning): .

1. 1.

2. 2. 3. 3

written out have—as we out corwe hope you've just written might have—as hope you've speech might The general general purposes The purposes aa speech

inform, t o persuade, or ttoo entertain. entertain. rectly—are ttoo inform, rectly—are to persuade,t o or from “levels” of expected from activity expected of activity three “levels” second general has three The second persuade, has The general purpose, purpose, to persuade, below): them below): write them the persuasive of the (please write Those levels speech are audience. Those are (please persuasive speech levels of the audience. the Most overt overt response: Most response: Least overt Least overt response: response: Midlevel response: Midlevel response:

of the the speeches speeches ttoo persuade the most that the You've answered, answered, we persuade we hope, most overt respanse You've hope, that response of

is tthe he is

least overt the least activate, the n e ttoo activate, oone overt

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the middle the oone and the middle isis n the n e iin impress, and impress,

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convince. o convince. speech speech tto

Too Entertain Entertain 33.. T achieve. be designed the third let’s consider third general designed ttoo achieve. might be speech might consider the general purpose Now let's Now purpose aa speech is the when you of your “To entertain” the purpose o provide intend tto speech when entertain” is pleasure or provide pleasure “To you intend your speech purpose of is the for example, the speech This is that, for remarks. This comedians prespeech that, example, comedians amusement through your remarks. amusement through preof a the joking ard the introduction of humorous speech The humorous speech and a guest joking introduction monologues. The sent as sent as monologues. guest of speeches have entertainment entertainment as their purpose. that have other examples speeches that as their examples of speaker are speaker are other purpose. be: such speeches would be: for such objectives for speeches would Examples of specific objectives ofspecific Examples have visited visited iin audience enjoy have m about unusual some stories enjoy some unusual places n places II have stories about ¢6 TToo have myy audience Europe. Europe.

% of strange audience eentertained have my To have with examples examples of some n t e r t a i n e d with To # ways some strange ways my audience

business. show business. into show broken into a v e broken professional professional performers performers hhave

The is used used iin relaentertain is rather speciabized that relasituations that speaking situations n rather speech ttoo entertain The specialized speaking speech the after-dinner is the few public face. One which such situation One such tively few speakers face. public speakers speech iinn which after-dinnerspeech situation is tively be a humor is used tto of presentakind of show business of entertainment, kind of almost aa show humor is nsed o be a kind business kind entertainment, almost presentais a for a Another situation tion. Another of the celebration of entertain is calling for the o entertain situation typically calling tion. speech tto a speech a celebration such as end of a semester dinner at the task, such the end of study, the completion of after the of aa group completion study, after a dinner as a semester of group task, conclude a group's end o f a trip the end boat, tto of a boat, work launching of at the study, joint a n o work o conclude launching study, group’s ‘To be be tthe club. To taken by such specialized situations is task that a club. by a taken speaker aatt such that comes h e speaker specialized situations is aa task comes ttoo few ofus. relatively few us. relatively ‘The success o is generally obvious. If listeners laugh, entertain is The speech ttoo entertain the generally quite If listeners laugh, the success off a speech quite obvious. effective. O Off course, entertain are speech was intended ttoo get speech speeches ttoo entertain the was effective. some speeches are intended course, some get the be pleased audience ttoo be without laughing pleased without be those speeches audience laughing oout u t loud; loud; evaluating speeches may evaluating those may be listeners may less precise, but listeners such things the speaker less later and precise, but and say come up tto o the speaker later as things as may come say such unusual comments.” comments.” “Really enjoyed “Really enjoyed your your unusual

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41 SPEECH PURPOSES PINPOINTING PURPOSES 1141 PINPOINTING SPEECH Combinations? Combinations? have more Might a speech than one speech have general purpose? one general more than purpose? have as its and ttoo entertain? for example, Might, its purpose entertain? a speech both ttoo inform inform and Might, for example, a speech have purpose both of the subject of shopping Consider, an example, aa speech Consider, as subject of shopping i n the marketplaces an example, speech on as marketplaces of on the and in the the speech such points how tto Nigeria. Included in a shop, specch are bargain, and Nigeria. Included are such as how points as shop, how ttoo bargain, how the be the markets ‘The general of how markets arc scheduled. The would of the speech would the be general purpose speech are scheduled. purpose

as

in

be oobvious the audience since the audience w be aacquiring that since IItt sshould h o u l d be b v i o u s that o u l d be cquiring n e w information, would information, new

be ttoo the general would be general purpose the purpose would

inform. Now assume those points the Nigerian the speaker Now assumethat t h a tin in presenting about the markets, the presenting those speaker points about Nigerian markets,

the stories about his or her her experiences such markets. markets. Does presented n such about his Does the some funny stories presented some experiences iin

humorous stoBecause humorous speech nnow speech o w hhave a v ea adifferent, different, oorr an e n e r a l ppurpose? u r p o s e ? Because stoadditional, ggeneral an additional, ries aare does the the speech also have have the the general included, does ries r c included, entertain? speech also general purpose purpose t o entertain? stories are used ttoo make make tthe basic ppoints the speech No. The Neo. The humorous humorous stories h e basic o i n t s of the speech more are used more and more the speaker still hhave the basic basic main main iinteresting n t e r e s t i n g and would e m o r a b l e . BBut u t the o u l d sull a v e as the more mmemorable. speaker w shop audience would be be more ppurpose u r p o s e tthat the audience informed on hhow h a t the o w tto o shop in Nigeria. Nigeria. more informed Your speech A n o t h e r eexample: Another x a m p l e : Your resents a instructor ppresents emonstration o n hhow o w tto o o utspeech instructor a ddemonstration outon be lline The general would i n c a speech. urpose w o u l d be speech. The general ppurpose inform, tthe the general While showing instrucWhile outline, hhaving o u hhow o w tto o outline, a v i n g the o inform, h einstrucgeneral purpose showing yyou purpose tto the same outlining i s time include some points ttor o r might include some points designed o persuade h a t outlining designed tto persuade you might aatt the same time you tthat is probably the bit of of a bore tto least some since outlining students, the Further, since a bit important. o aatt least outlining is probably a a bore some students, important. Further, students interested. few instructor might humorous might try examples keep instructor t o use a few humorous examples t o keep more students interested. to more to use a try But the inform. basic purpose—of remains to general purpose—the purpose—the primary, speech remains Bul the general primary, basic the speech t o inform. purpose—of the has but basic general while a but one a speech speech has general purpose—to persuade, or Thus, inform, ttoo persuade, Thus, while one basic purpose—to inform, of ccontent considered typical other speech typical of other speech are considered h a t are o n t e n t tthat or types entertain—techniques or ttoo enterlain—techniques types of be included. included. might be might purposes purposes for a speech? speech? Why only one general purpose Why one general purpose for have an hour. You the time You can’t can’t cover limited, even for your specch is is limited, an hour. time for First, First, the even iiff you cover your speech you have all bases—purposes—in effectively. speech effectively. all bases—purposes—in aa speech of need ttoo concentrate the purpose Second, you speech ccontent o n t e n t on achieving achieving the Second, concentrate your you need your speech purpose of Additional purposes broaden your speech, Additional speech, consequently o broaden your require you consequently you tto purposes require your speech, your speech. more thinly, shallowly. spreading your speech more thinly, shallowly. effectiveness by spreading e a k e n i n g your w weakening your effectiveness your speech is tthat should cconcentrate third r reason a sspecch ost hat m general purpose most oncentrate o one general p e e c h should eason a A third only one onn only purpose 1s and cconcentrate audience can absorb and direct goal limited, direct individuals iinn an only a limited, goal oncentrate o can absorb individuals an audience onn only Tt ccan lecture. Tt An exception the t typical college lecture. any reat m over a a n ccover y p i c a l college exception is the p e e c h . An h r o u g h aa sspeech. tthrough a ggreat many is iin the audience audience kknows lisbecause the several ppurposes o n c e n t r a t e d bsn a cconcentrated n o w s i t is u r p o s e s because a v e several n d hhave o i n t s aand ppoints is p physically, tto a k e notes o ttake usually is notes oorr n d physically, e n u l l y aand repared, m n d usually i t u a t i o n aand mentally e n i n g ssituation t tening prepared, the record thelecture. lecture. record

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Review Review Fletcher

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this lesson lesson you have learned, that there there are three general first, that far iin learned, first, So far a are three general purposes n this So purposes a you have have: speech might have: speech 1. To To inform inform 1. To persuade 2. To 2. persuade To enternain entertain 3, To 3.

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and tto of the levels of various levels the speech impress, ttoo convince, o speech ttoo persuade—to The various convince, and persuade—to impress, The basic general effect, different of the the basic all, iin general purpose activate—are all, 1 0 persuade.” degrees of persuade.” different degrees n effect, activate—are purpose ““to

1142 42

LESSON GG 6 LESSON Those three levels merely help clarify the of the range Those three levels elicit elicit expect toto may expect you may range o f activity you

the

audience—all under under the generalpurpose from “to persuade.” m an an audience—all persuade.” general purpose “to have learned have. learned ttoo identify Second, y the general general purposes Second, o u have speech might identify the might have, purposes a speech you each of the that ttoo yourself. Prove that the general What's the the following Prove yourself. What's specific general purpose following specific purpose of each

speech speech purposes? purposes?

1. 1.

have the read a stock audience able stock market with market report TToo have the audience able tto o read ith report w

accuracy. accuracy.

at

have the week’s dance. the andience Too have audience show dance. 2. T show u p at next 2. next week’s Too have audience contribute have the 3, T in the the the audience contribute a recipe for publication 3. recipe for publication in school’s international international cookbook. cookbook. school’s To have have the the audience audience able “Good morning,” 4. To able to repeat correctly “Good morning,” repeat correctly and “Good in three “Good evening,” “Good bye” three languages other than than evening,” and bye” in languages other “Good their own. their own. have the the audience audience support school’s intercultural club. the school’s intercultural club. 5. TToo have support the the audience Too have audience able have the cake. 6. T bake aa cake. able ttoo bake audience convinced have the the audience 7. TToo have in convinced that that they take part should take they should part in local government. local government. have the To have audience join the local local antipollution the audience 8. To join the campaign. antipollution campaign. have the To have able tto audience able the audience modern training 9. To state why more for o state training for more modern the local is needed. needed. the local police is have the Too have audience amused 10. T the audience mathematical tricks. 10. amused by tricks. some mathematical by some up

URPOSES P E E C H PPURPOSES I N P O I N T I N G SSPEECH PPINPOINTING

1143 43

Jesse Jackson... Jackson... Jesse of the the m dramatic, .-+. . iiss oone n e of o s t dramatic, most effective, recognized effective, recognized speakers speakers in

Civil he was in the the Civil was active active in College, College, he After graduating o v e m e n t . After Rights graduating in Rights mmovement.

America. America.

the Chicago he enrolled enrolled in in the 1964, 1964, he Chicago Theological Theological Seminary. Seminary. he w leader a s aa leader h e carly n tthe IIn 1960s, he carly 1960s, was the SCLA—Southern SCLA—Southern Christian Christian in the in Conference—headed by Leadership Leadership Confcrence—headed by Luther King,Jr. Martin Luther Martin Jackson was was King, Jt. Jackson SCLA’s selected by head the the SCLA'S selected by King to head King to Breadbasker in in Chicago, r o g r a m ooff Breadbasker pprogram Chicago, for which obtained obtained jobs services for which jobs aandn dservices African Americans. Americans. African 1970s, Jackson the 1970s, In the Jackson spoke spoke In the United United States States in in 22. throughout throughout the education and for education and against against campaign campaign for abuse and and gangs. drug drug abuse gangs. elected ttoo the the In 1999,Jackson 1990, Jackson was In was elected from Washington, U.S. Senator Senator from Washington, post post of US. office created for created tto advocate for D.C,, an D.C. o advocate an office statehood for for the the District District of of Columbia. Columbia. statehood became the he became second living In 1991, 1991, he In the second living have his his likeness likeness on person o have on aU.S. a U.S. person tto cancellation. pictoral pictoral postal postal cancellation. bas been been oonn the the Gallup Jackson Jackson has Gallup List ooff Ten Ten M Men Most Respected Respected bbyy e n Most List for ten Americans for Americans ten years, years.

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He minister, a He is aa BBaptist a p u s t minister, and President Democratic leader leader and President of of Democratic the National National Rainbow Rainbow Coalition. Coalition. the the Civil an activist Civil IIn n 1971, activist iinn the 1971, as as an he founded founded Rights Rights movement, movement, he United ttoo Save Save I'USH-—People PUSH—Pcople United successhal Humansty—a Humanity—a highly highly successful advance the the interests of interests of program o advance program tto Blacks and and other other disadvantaged Blacks disadvantaged groups. groups. made a astrong the for the He made He strong bid for Democratic presidential nomination Democratic presidential nomination becoming the African in 1984, in thefirst first African 1984, becoming make serious run for American ttoo make a sericus American run for the office. office. He He ran a the n 1988, again iin 1988, on ran again on a for “economic “economic platform platform calling calling for the won 30 justice,” 30 percent justice,” won percent of the and was the runner-up delegates was the delegates and runner-up ttoo Michael Dukakis. Dukakis. nominee Michael nominee born in Greenville, Greenville, Jackson was Jackson was born South Carolina, October 3, 1941. 8, 1941, Carolina, October South While attending North Carolina Carolina While attending North and Technical State Agricultural and Technical State Agricultural

bid

Copyright © 2007 by Lean Fletcher

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6 E S S O N G6 LLESSON Answers Answers 1. To To inform inform 1. To persuade 2. To 2, persuade To persuade 3. To 3. persuade To inform 4. To inform 4. 5. To To persuade 5. persuade

6. 6. 7. 7. 8. 8. 9. 9, 10. 10.

To inform inform To To persuade To persuade To persuade To persuade To inform inform To To entertain entertain To

goal: to this section. Remember your to section. Remember If so, ewo? If please restudy Miss more than your goal: restudy this than two? so, please Miss each lesson. lesson. achieve 80 80 percent or higher higher on each achieve percent or skill in in writing specific specific skill writing your to developing o t developing from general Now general purposes your move from ow w N wee move purposes for speeches. speeches. purposes purposes for

Definition of a Specific Definition Specific Purpose Purpose what yyou ou exactly what A specific sentence—expressing exactly complete sentence—expressing u r p o s e iiss a statement—a A specific ppurpose statement—a complete achieve. speech t o achieve. yourspecch want want your been just been between aa general clear on the general purpose—what you've just difference between Be clear the difference purpose—what you've Be we’re now which we're general purpose discussing. A general purpose is now discussing. specific purpose, studying—and studying—and aspecific purpose, which Your general of the of your the general intent of general purbroad, collective speech. Your general intent collective expression pur2 a broad, expression of your speech.

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r entertain. know, is simply tto inform or persuade o inform persuade oor entertain. pose, as you you know, pose, as

idea of the the goal our from that goal of yyour that general Your job general statement o v e from statement oorr idea o w iiss ttoo m move j o b nnow Your achieve. o achieve. is tto what your of what speech precise statement specific, exact, statement of speech speech ttoo writing exact, precise writing aa specific, your speech

is

for aa Specific Criteria for Specific Speech Criteria Purpose Speech Purpose Such a worded speech a criteria for speech purpose. effectively worded for aa correctly, three criteria correctly, effectively There are There are three purpose. Such is: speech speech purpose purpose is: 1. Worded audience’s viewpoint Worded from the audience’s from the 1. viewpoint.| 2. Specific Specific 2. 3, Atrainable Attainable 3.

bit more. those a is: detail those Let’s detail specific speech speech purpose a bit more. A good Let's good specific purpose is:

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audience is tto audience’s point view. A statement what the the audience of what Worded from the o the audience’s . Wordedfrom statement of point of view. hear your after they able tto be zble do or think orbelieve speech. enjoy after believe or enjoy o do be they hear or think your speech. clear that, wording is ssoo clear were feasible, The wording feasible, thas, iiff it were . Exact, Exact, specific, wording. The specific, precise precise wording. after your audience after determine speech tto o determine could actually e s t your measure or ttest actually measure you you could your speech your audience had been achieved. been achieved. speech purpose iiff your purpose had your speech An attainable The specific realistic, goa!—one specific purpose practical goal. The that goal—one practical realistic, a is attainable goal. . An that purpose is be achieved achieved by by your speech. might actually actually be your speech.

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effective speaker, book’s approach view ofthis the speaker, the an effective this book's Important: approach ttoo becoming becoming an Important: IInn view the specific specific ppurmost important uris establishing n designing step iin importantstep one designing a speech establishing the speech one most of

pose. pose.

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and the that and this point the {ollowing is so critical iitt ccannot be Pardon that but this following repetitions, a n n o t be Pardon so critical point is repetitions, but overemphasized. overemphasized. on n this really should And you much continue And remember should continue to t o remember why so much emphasis is put really o emphasis so you put this Your statement be the The simple the h e reason: should be simple siep. o u r specific speech purpose specific speech reason: Your statement ooff yyour step. T purpose should ALL of your remaining basis for ALL about the remaining decisions design ofyour speech. the design decisions about basis of your speech.

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URPOSES P E E C H PPURPOSES I N P O I N T I N G SSPEECH PPINPOINTING

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That means decide how That should use how ttoo o help means you specific speech use your help you speech purpose you should your specific you decide purpose tto

what would make organize make a should use organize vour speech, what good attention-getter, use a a a good atrention-getter, if you vour speech, you should of delivery— particular Particular statistic, statistic, iiff you should present style of delivery— a chart or diagram, your or aa diagram, you should present a your style such decisions all such decisions about all of be made of vour speech can best about «ff all aspects be best made by turning t o your to by can speech your aspecis turning your the single specific valuable source specific purpose o s t valuable single m as the most source for vour answers. purpose as your answers, be worded Clearly, Clearly, your worded carefully, speech purpose carefully, precisely, precisely, thoughtfully. must be thoughtfully. your speech purpose must

the

Wording the Specific Wording Specific Purpose Purpose achieve in in general, Is think through a n t vour what you broad terms. general, broad speech ttoo achieve terms. Is through what want you w vour speech inform? To To persuade? To entertain? entertain? your speechto t o inform? persuade? To your speech ‘Then write Then write oout ut a t a t e your specific speech sentence t o sstate a sentence speech purpose. your specific purpose. from a recent of aann ineffective Consider C o n s i d e r aann ecxample x a m p l e from t u d e n t speech—an example of ineffective recent sstudent speech—an example urpose: p e e c h ppurpose: sspeech of be tell sailboats. audience The purpose sailboats. about audience y m tell o t be will h c e e p s y m of ¢¢ The about speech will to my my purpose FFirst irst

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hope o u ' r e sstarting tarting hope vvou're

ahead of of m of the the least ssome ttoo get p o t t i n g at least o m e of already sspotting by already mee by get ahead

weaknesses iin weaknesses n tthat h a t speech speech purpose. purpose.

does it How does How see. see.

criteria for for a established above? above? Let's we've established Let's a speech speech purpose the criteria the purpose we've

meet m eet

Audience’s Viewpoint? from tthe Worded from Worded h e Audience’s Viewpoint? the speaker has decided his speech decided tthat be example youll IInn tthat h a t example o t e tthat h a t the speaker has speech purpose h a t his will be you'll nnote purpose will if n o t one tell” the the audience audience something. be successful, His speech successful, even something. His speech can ““to 1 0 tell” can be even if not one person person da—all he audience listens. All the the speaker intends ttao do—all achieve—is “to he wants the audience iinn the listens. All “to speaker intends o achieve—is wants tto needs nnootisteners do tthat. listeners need tell.” Ve need do More important, do nothing— tle needs tell.” listeners ttoa do h a t . More his listeners nothing— important, his need nnot become informed all. informed o t become they they need ata tall. that this course maintains But this should that speeches But maintains design t h a t you should design your speeches so that something so something course you your the listeners. in the minds or abilities ‘The purpose—and the minds actually takes place in listeners. The wakes place actually consepurpose—and conseor abilities of the the speech—should speezh—should belistencr-oriented, o t speaker-oriented. listener-oriented, nnot quently quently the speaker-oriented. Why? Why? in all all human in even casual conversation, human speaking, everyday, casual u r everyday, e c a u s e in BBecause speaking, in speak conversation, we we speak even oour the listener. listener. We this w effect oonn the We do do this without ithout a n i c u l a r effect a v e some o hhave a n t tto ecause w bbecause some pparticular wee w want with onc few about i t as usual, conventional conventional talking thinking we parucipate one o talking with as we thinking about orr aa few participate iinn our usual, This course same approach over t o the esignapproach over h a t same a r r y tthat o u ttoo ccarry o get r y i n g tte e o p l e . This ppeople. course iiss ttrying get yyou to the ddesignof m in speaking of your that aare many situations that speaking situations r e more listeners, in any u d i c n c e of o aann aaudience a l k s tto n g of iing listeners, your ttalks onversation. formal tthan h a n cconversation. formal describes what the speaker what the words “ t otell” does, not So a speech speech purpose So s i n g tthe h e words tell” describes speaker does, not purpose uusing che speech be just the reverse; the listener. listener. The The emphasis should be should speech purpose emphasis should is, the h a tis, just the the reverse; tthat purpose should what it is the audience, the speaker, does. Aneffective establish what audience, nnot is tthat speaker, does. speech purpose effective speech o t the h a t the establish purpose her actions, the speaker and his his or her should center should nnot actions, thoughts, thoughts, etc; speaker and center o t center etc,; iitt should should center on the audience. the audience. on the this first first criterion— he correctly worded on this would be criterion— speech purpose correctly worded specific speech h a t would A specific purpose tthat the audience's audience's viewpoint—would with such such words these: from the words as worded from viewpoint—would start as these: worded start with be

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the audience audience w speech the will... After hearing ill... hearing my After my speech the audience. have the of my audience.... . The purpose is ttoo have speech The my speech purpose of have my audience.... . To have To my audicnce. the listeners After my will... ... speech the listeners will After my speech after listening audience will, 10 me peak... The listening 10 me sspeak... will, after h e audience # T

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1146 46

LLESSON ESSON 6 6

let’s

worded Now first example poorly worded example of a a speech o w let’s return N speech purpose, return ttoo our first purpose, that poorly

statement. statement.

to

be about sailboats. tell my audience about will be » The sailboats. The purpose of my t o tell # speech will my audience purpose of my speech audience’s point To correct the audience’s of view—it view—it from the that speech word it it from To speech purpose—to point of correct that purpose—to word should state: should state:

refinclude tthe “listeners” or some should include word “audience” “audience” or “listeners” other refYour response h e word Your some other response should

are

who be worded those w And should be worded so hear your n d your h o are to erence to those erence to to hear speech. A so your response response should your speech.

it

the

be the audience, do. should be audience, nnot o do. able tto o t the speaker, h a t the o m e t h i n g tthat i t expresses speaker, should able expresses ssomething Here of iimproved have made. made. Remember, Remember, a t H e r e a r e ttwo w o examples m p r o v e d responses i g h t have examples of might you m responses you che this effective for this point criterion for an r e concentrating we aare speech puran effective speech point we concentrating only on the first criterion purof wording audience's viewpoint. wording it from that of from the pose: the audience's viewpoint. pose: that

hat tthat

are

at

first

it

# After the audience audience will sailboats. After hearing hearing my b o u t sailboats. n o w aabout will kknow speech, the # speech, my

Itworded from the

it

but i t is at still has has some weaknesses (we’ll Ieast Comment: Tt still them later), Comment: (we'll get o them some weaknesses at least later), but get tto

worded f r o m

audience’s ppoint the audience’s o i n tof ofview. view.

have the audience informed The purpose about sailboats. of my the audience #§ The informed about speech is is ttoo have sailboats. my speech purpose of This now meets the criterion Comment: This audience’s criterion of of being worded from from the Comment: the audience’s being worded meets the . . B . of vview. (We'll consider consider the the other other ttwo point of i e w . (We'll w ocriteria criteria iinn aa moment.) moment.) N

And A nd

«

there are of course that t h e r possibilities are oother possibilities that course there

have written. written. N yyou ou m might i g h t have o w , aabout Now, bout

the second second criterion for aa correctly the criterion for worded speech speech purpose. correctly worded purpose. Specific? Specific?

of

None of with concerned with None ofour our examples examples of a sailboat is specific. speech purpose a speech the sailboat specific. purpose concerned Our initial the word Our word “about” describe what example uses initial example “about” ttoo try ttoo describe the speech is tto uses the what the speech is o

the

is

do—‘to tell audience about sailboats.” Certainly do—“to tell my about sailboats.” “about” is the word indefiword “about” my audience Certainly the is vague, vague, indefinite, nonspecific. nite, nonspecific. of improved The ttwo The examples of w o examples improved speech speech purposes author are suggested b byy your are corpurposes suggested your author in wording the purpose the audience’s rrect e c t in wording the audience's viewpoint, r o m the but they, they, too, viewpoint, but s e vague purpose ffrom too, uuse vague words—“know” and These are “informed.” These words—"know” and “informed.” useless words indefinite, useless are indefinite, words ttoo try pinpoint try ttoo pinpoint what i t is the the speech just what just is ttoo accomplish. accomplish. speech let's look So let's look aatt our second second criterion So criterion for for aa speech speech purpose: being specific. specific. purpose: being Suppose Suppose your those already speech purpose one of of those already suggested: suggested: your speech purpose is one After hearing audience will will know hearing my % After about sailboats. speech, the know about the audience sailboats. my speech,

it

is

is

%

a

Comment: Again—perhaps bit redundant, Comment: Again—perhaps be sure all our students a bit but ttoo be redundant, but students are sure all are with us—that us—that purpose first criterion, with criterion, that meets our first thatof worded of being purpose meets being worded the audience’s audience’s viewpoint, from the from viewpoint, That purpose the audience That audience will that the will “know” “know” something. says that How purpose says o w might aa speaker something. H speaker his or her determine that that his determine her speech successful? speech was was successful?

SPEECH PURPOSES PURPOSES PINPOINTING PINPOINTING SPEECH

47 1147

had the If you talk with your audience after If how the opportunity, after aa speech, speech, how example, ttoo talk opportunity, for example, you had your audience could could you find ooutu t i f they them ttoo know? know? what you wanted them you find they now “know” what you wanted

if

Some students them.” OK, them what? The point need ttoo ask them what? The Some students respond is, we point is, we need respond “Ask them.” OK, ask

be a bit more more specific than tthat. be specific than a bit hat.

Some students with something audience some such as “Ask the the audience Some students respond as “Ask some questions respond with samething such questions about the bit more That's getting about the speech.” speech.” That's getting aa bit specific. more specific.

Let's aaccept others are, of course, Let's c c e p t tthat h a t reply, v e n though a r e , of reply, eeven possible. though others course, possible. find oout N o w , just what h a t wwould o u l d yyou o u aask s k yyour o u r aaudience u d i e n c e ssoo you'd just w u t if tthey hey n o w ““know” know” Now, you'd find now about sailb sailboats? about

if

with any have ttoo sstart, Well, tto effect, defining “know,” , i n effect, t a r t in o answer Well, specificity you defining “know,” answer with any specificity you have audience tto main types could ask ask tthat You could wouldn't you? the main sailboats oorr ttoo o name h a t audience wouldn't you? You name the types ofsailboats list the the main main describe the the different different ccuts how they work oorr ttoo describe sails oorr ttoo list u t s ofsails summarize they work summarize how need words such question. whatever you sailboat or But whatever of a ask, you'll words tthat a sailboat hat or some parts some such you'll need you ask, parts of question. But “know.” the general word “know.” than the specific than general word are are more specific be with further words that didn’t generalized seem be o t seem t a h t words generalized further some with respond didn’t II hope you some to respond you audience should the audience should but actually some reply For example, h a t the reply tthat o t . For specific but actually are example, some more are nnot. more specific does how sailboats sailboats work.” But what what exactly “understand how work.” But exactly does maybe “understand u n d e r s t a n d , ” mavbe ““understand,” audience “understands” would you mean? H determine iiff your “understands” w what “understand” mean? How hat o w would “understand” you determine your audience been talking bout? talking aabout? you've you've been the audience should Another that under“really “really under” o r“really n o w or kknow” “really should is ttoo suggest e r r o ris Anothererror suggest t h a t the audience these—can’t you?—as further generalizations. stand.” Again, generalizations. just further Again, you stand.” you?—as just can spot you can spot these—can’t is a for will help select effective, the nnext words effective, specific help yyou o r d s for o u select specific w h a t will u i d e tthat a g e is e x t ppage On n the O a gguide in aa speech words should nnot words speech ppurpose n d words u r p o s e aand s e in o t uuse o u should o r d s yyou ists w p e e c h purpose. your purpose. I t llists your sspecch make objective. a specific objective. should speech specific a state purpose help speech your make to help o t use should use you state purpose your you of

of

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Leon

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148

LESSON GS

Words for Speech Purposes Speech Purposes Key Key Words such as: as: AVOID vague words, such vague words, AVOID

know know knowledge knowledge recognize recognize

consider consider convince convince familiar familiar interest interest

acquaint acquaint appreciate appreciate aware aware believe believe

think think understand - understand

sce see

such as: as: words, such specific words, USE more more specific USE

Inform Inform analyze analyze compare compare contrast contrast define define demonstrate demonstrate describe describe design design determine determine discuss discuss document document explain explain identify list list name name plan prepare prepare quote quote recall recall repeat repeat restate restate show show state state

summarize summarize cell tell

Persuade Persuade accept accept agree agree argue argue attend attend buy ontribute ccontribute cooperate cooperate debate debate defend defend disagree disagree follow follow

Entertain Entertain amuse amuse enjoy enjoy entertain entertain ,

excite excite laugh laugh like like please please smile smile welcome welcome

help help join join lend lend move move offer offer Participate participat® teact react select select scrve serve

share share suggest suggest support support switch switch volunteer volunteer vvote ote

there’s another in addition But in another way which a addition ttoo vague speech purpose a speech in which But wording, there’s vague wording, way in purpose useful 1to0 you is not indefinite tthat n planning speech. h a t it is so indefinite can planning your not useful can be you iin your speech. so Consider this example: this example: Consider

it

be

# #

the audience laws concerning for new audience will After hearing hearing my speech, the will vote After new laws drugs. vote for concerning drugs. my speech,

is

fram the audience’s viewpoint. This speech is And iitt is worded from specch purpose the audience’s This viewpoint. And correctly worded purpose is correctly the audience audience i s ttoo take; audience the speaker the audience action tthat take; the specific iin an action h a t the n stating specific stating an wants the speaker wants That’s about “vote for.” about asspecific describe. action as specific an for.” That's o “vote tto an action can describe. as you you can for? The But what laws concerning what are The speech they ttoo vvote t a t e s “new laws o t e for? But speech purpose are they concerning purpose sstates laws? Will Will the the laws laws be be more What new Are they Orr more local, new laws? drugs.” liberal? O strict? Are more liberal? more strict? drugs.” What they local, the speaker laws? Is the state laws?Is city, or speaker proposing national regulations? city, proposing national or state regulations?

is

i

as

I N P O I N T I N G SPEECH PPINPOINTING SPEECH PURPOSES PURPOSES

49 1149

The clear: The of this this speech The subject n d generalized. o o vague urpose is clear: Thepoint subject of generalized. speech ppurpose point is vague aand isis ttoo

laws so would you e c t our h a t speech How How would would mmect word tthat about drug laws speech purpose so iitt would you word purpose about criteria for being criteria being specific? specific?

several possibilities. check your But check our criteria. criteria. there are Again, Again, there possibilities. But against our are several your response response against Is your audience’s viewpoint? worded from tthe no?) {ves h e audience's s t a t e m e n t worded Is (ves or no?) viewpoint? your statement Is your what the audience is tto do? in stating no?) the audience (yes o do? specific in s t a t e m e n tspecific Is (yes or no?) stating what your statement

is

to

if

To ccheck last question, had the Could you, the To h e c k yyour o u r answer h a t last o n s i d e r tthis. h i s . Could answer t o tthat question, cconsider you, if you you had do, think, observe w oopportunity, p p o r t u n i t y , measure, h a t yyou o u expect o u r aaudience u d i e n c e t o do, think, tecl, what measure, t e s t , oorr observe expect yyour

test,

act

the r result of yyour oor r a c t as the e s u l t of o u r sspeech? peech?

no?) (ves oorr no?) ____ (ves still further: further: HHow ituation h e ssituation o u , if tthe o w might i t still might yyou, audience? __ audience? __.

it your

OK, pinpoint K ,pinpoint O

check up check up oonn

your

if

to

fecl,

e r e appropriate, w were appropriate,

the only worded speech only ones o t the Here are Here speech purposes—of ones you are some some correctly worded purposes~of course, course, nnot you could write that purpose laws. further specify specify that u t — t o further write o could drug laws. concerning drug out—to purpose concerning audience will will vote for a law allowing allowing citics their After my the audience a law e t up cities ttoo sset speech, the P After vate for my speech, up their contro! drugs. drugs. oown w n regulations regulations ttoo contro! all audience will the of laws drugs. against the laws all of repeal the for After my vote will audience the speech, specch, vote repeal against drugs. # After my for establishing national audience will After hearing the audience establishing strict national will vote hearing my speech, the # After vote for my speech, the use laws t o outlaw those for medical purposes. outlaw the other than than those for medical all drugs useofofall drugs other laws purposes. ws

to

check over the previous have any about our answer, doubt about (1) check previous pages over the can (1) ITff vou answer, you you have pages any doubt you can with a felcheck your a felfurther insights answer with help you (2) check tor possible possible further insights ttoo help again again for answer, (2) you answer, your answer

low classmate, ask your instructor. or (3) (3) ask classmate,or low your instructor. docs this this speech How g a i n ffrom rom How docs speech purpose, purpose, aagain

student’s sspeech, meet aa student’s pecch, m e e t oour u r criteria? criteria?

be able able tto in their the audience audience will their oown wn u m m a r i z e in o ssummarize will be speech, the e a r i n g my fter h »} AAfter hearing my speech, works. words how w ords h o w aa ssailboat a i l b o a t works.

it

the audience’ audience’s v viewpoint? worded Does i t meet iewpoint? r o m the o r d e d ffrom eing w meet oour criterion o u rcriterion Does onn bbeing no?) (yes o — orr no?) __ (yes and II would would agree that iitt does. does. Certainly Certainly you agree that you and

it

Copyright © 2001 by Leon Fletcher

is tto take? the audience audience is what action action the Does i t meet o take? our criterion specifically what criterion on stating meet our Does stating specifically

Fletcher

Lean

by

2001

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Copyright

_ no?) (yes o orr no?) _ {yes is very specific; don’t we? their own words” words” is we? “Able “Able ttoo summarize summarize iinn their We agree again, don’t We very specific; agree again, does meet criterion. meet our criterion. it does the subject what the subject is? is? our Does i t m specifically what meet stating specifically r criterion o nstating u criterion eet o Docs

it

on

10?) (ves (yes or no?)

‘The speech works” is in agreement? rather broad. broad. The could sailboat works” is rather Are we speech could agreement? ““How a sailboat How a we in Are

sails work, hulls influence influence a material or ppoints how ditferemt-shaped how sails a include material work, how different-shaped hulls o i n t s on how include and other the principles of physics sailboat works, other specific which aa sailboat specific works, and physics on on which boat's sailing, sailing, the principles of boat’s such does So broad “how sailboat works” of information. subject a as does works” a sailboat a “how as t n e m e t a t s subject statement broad a such areas of information. So areas

1150 50

LESSONS LESSONG he or what he determine just what does nnot the speaker because iitt does o t help help the criterion because speaker determine criterion she is tto the speech. speech. in the o present she present in Doo you effective, specific have one specific speech speech purpose. We have criterion ttoo writing an effective, We writing an one more more criterion you purpose. D remember it? remember it? our o t meet nnot meet our

is

Attainable? Attainable? with an example: let's start Again, let’s an example: Again, start with

to

able t o sail will be be able sail a boat. the audience audience will After my speech, the a boat. #» After my speech,

audience’s the audience’s Worded from from the that speech rejected that speech purpose. II hope you’ve already hope you've already rejected purpose. Worded in a boat, Practice in the water, Yes. Specific? Yes. Attainable? Attainable? Hardly. boat, oonn the Specific? Yes. viewpoint? Hardly. Practice water, viewpoint? Yes. make an be able sail boat, be needed in could order ttoo be able ttoo sail aa boat. N would be needed in order Noo speech y itself could make speech b itself an would by

such a complex audience qualified audience skill. complex skill. qualified iinn such chess. heard students five-minute speeches Yet F've I’ve heard students attempt o play chess. o w tto speeches o i v e five-minute Yet onn hhow attempt ttoo ggive the pieces in able ttoo give the audience audience would be able able to move be able would be One might One move the give a speech so a speech so the might be pieces in able distinct from play. o t able being from distinct being play. that's but chess game, that’s aachess to but game, Some other other unattainable unattainable purposes Some speech: a speech: purposes for a

for

» To To have have my audience able able ttoo summarize main features of the summarize the the main features of the national national budget. # budget. my audience and involved involved subject. the speaker Comment: Far ttoo Unless the Comment:Far complex, lengthy, lengthy, and subject. Unless o o complex, speaker defines “main “main features” features” iin limited terms, be named should be named defines n very they should terms, they very limited in a a speech in likethis. this. speech purpose purpose like

After hearing audience will the audience the ecology hearing my #» After speech, the join the ecology activists. will agree o join activists. my speech, agree tto Unless the audience is is composed have already the audience Comment: Unless Comment: who h o have composed ooff people people w already this purpose decided ttoo consider be consider volunteering, decided would seem seem ttoo be volunteering, this purpose would

unattainable. That That is, audience composed a speech unattainable, of aa speech tto is, giving giving a o an an audience composed of is n section of of individuals individuals is take such such a them ttoo take cross likely tto o t likely o get cross section not a get them activists. . step as giant giant step as joining activists,

the County After m speech tto audience will will agree #§ After the audience o the Committee, the County Republican Republican Committee, myy speech agree for the the Democratic candidate. Democratic candidate. vote for ttoo vote

bit from Comment: Again, Comment: from one Again, expecting of course, expecting quite a bit there speech, unless, unless, of quite a one speech, course, there some solid is some held by solid background audience tthat that audience experience held by thar background of experience hat has m them already already a t least least somewhat has somewhat inclined o s tof of them of most inclined ttoo tthat h a t change change of while a speech The point allegiance. The party point is tthac h a t while speech realistically realistically might party allegiance. be expected the minds minds of be of some, well as expected ttoo change raise considerchange the consideras well as raise some, as able doubts doubts in the is doubtful minds of of most, the minds able alone doubtful tthat hat a most, iitt is speech alone a speech will produce such a will in the the minds minds of the audience. audience. produce such a complete change in complete change of the

atis

in

Review Review ‘This lesson lesson has has presented these points This far: presented these so far: points so 1, General General purposes 1, speech might might have. have. purposes aa speech 2, Criteria Criteria for for an 2. effectively worded worded speech an effectively speech purpose—a specific purpose. purpose—a specific purpose. determine if a 3. H How 3. a speech o w ttoo determine speech purpose meets those those criteria. criteria. purpose meets

if

Got them? them? Got Good. Let’s self-test. D Good. Doo you Let's try a self-test. back through take aa look look back ury a first w a n t to take you first lesson want through this this lesson make sure 80 percent the self-test? to to make sure you (24 points) get 80 o n the points) oorr more percent (24 more on self-test? you get

51 SPEECH PURPOSES PINPOINTING PURPOSES 1151 PINPOINTING SPEECH

ASSIGNMENT ASSIGNMENT 9

Speech Self-Test Purpose: Self-Test Speech Purpose:

13 »

ACTION: Take the following self-test. ACTION: Take the following self-test.

1. Name for which the general Name the 1. which a general purposes designed. speech might hedesigned. a speech purposes for he

worded specific Name the 2. Name criteria for for an specific speech the criteria 2. effectively worded speech purpose. an effectively purpose.

each of of the the following is is a worded specific State whether whether each a correctly specific speech speech purpose State correctly worded purpose or is not, sstate briefly why nnot. ot. I f it is not, t a t e briefly

ot. n not.

Sf

it

Copyright © 2001 by Leon Fletcher

the audience audience will will be be able able tto list three the three reasons for the 3. After After hearing reasons for o list speech, the 3. hearing my my speech, inflation. increasing inflation. increasing worded? o r r e c t l y worded? C Correctly IIff not, reason: not, reason:

Fletcher

Leon

by 2001

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‘Copyright

skills iin will tell tell the audience how how ttoo improve VCR. the audience n using improve their their skills 4. M using aa VCR. speech will 4. Myy speech worded? Correctly Correctly worded? Tf not, reason: If not, reason:

LESSONS Lessons

in

hotel i n a foreign audience details details o 5. II'll the audience foreign country. o w to pick ' l l give 5. pick a good good hotel give the onn hhow country.

o-™

worded? Correctly Correctly worded? If not, If reason: not, reason:

ns

.

the audience will know audience will After hearing how t otie three knots— knots— know how speech, the After tie three hearing my my speech, to

overhand, figure bowline. n d bowline. eight, aand figureeight, overhand,

worded? Correctly Correctly worded? Tf not, reason: If not, reason:

™

1152 52

N

.

After listening audience will will be be able able tto the audience After listening ttoo my specch, the their own summarize iinn their o summarize my speech, own be the words what main advantages what II consider consider ttoo be the three words three main of going advantages of going ttoo college. college. worded? Correctly Correctly worded? not, reason: Hnot, reason: Hf

8. After After my 8. speech, mylisteners listenerswill with my will agree my speech, viewpoint. agree with my viewpoint. worded? _ Correctly Correctly worded? If nnot, If o t , reason: reason: my

SPEECH PURPOSES PURPOSES PINPOINTING PINPOINTING SPEECH

53 1153

of

9. After After hearing o o t e tto will vvote listeners, members 9. members of a hearing m specch, m a pacifist pacifist group, myylisteners, group, will myy speech,

outlaw guns. outlaw guns. Correctly worded? Correctly worded? IIff not, reason: not, reason:

_

_

audience w will with off ssome 1¢. uring m speech, tthe h e audience i l l l laugh augh w ith m escriptions o o m e ooff tthe he o DDuring mee aatt ddescriptions myy speech,

at

humorous events humorous events tthat h a t happen a typical station. happen at a typical gas gas station. worded? Correctly Correctly worded? ITff nnot, o t , reason: reasan:

the aaudience will uunderstand need for After hearing for shopping h e need n d e r s t a n d tthe u d i e n c e will s p e e c h , the hearing my 11. After shopping my speech,

for

e w car. a r c t u l l y for aa nnew ccarefully car.

worded? orded? orrectly w C Correctly

Copyright© 200% by Leon Fletcher

ITff not, reason: not, reason:

Fletcher

Leon

by 2005

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Copyright

1154 54

LESSONS Lessons Assume you worded speWrite out the following situations. Write Assume you are ttoo speak speak at at the correctly worded following situations. out 2a correctly speare cific speech each. cific for each. speech purpose purpose for Audience: Board 12. Audience: Board of of trustees of your 12. college trustees of your college Occasion: Regular Occasion: Regular monthly meeting monthly meeting Specific speechpurpose: Specific speech purpose:

Audience: Local 13. Audience: Local Boy Scout troop 13. Boy Scout troop Occasion: Meeting honors Occasion: award honors Meeting ttoo award Specific speech speech purpose: Specific purpose:

scouts outstanding scouts tot o outstanding

Check your Check the page answers iin n the the next. after the page after your answers next,

.

\

PPINPOINTING I N P O I N T I N G SSPEECH P E E C H PPURPOSES URPOSES

Longest Filibuster Longest Filibuster talked For 22 22 hours, 20 minutes, Senator Wayne Morse (Democrat, For hours, 20 minutes, Senator (Demacrat, Oregon) Oregon) talked Wayne Morse record aand Senate. H He action by nonstop, ewing a n d bblocking l o c k i n g a l l action h e Senate. e spoke a record spoke by tthe nonstop, ssetting about aa Tidelands noted in 1953. His Tidelands Oil His speaking speaking abour is noted Bill, oonn April Oi Bill, April 24-25, 24-25, 1953. The Guinness Book of Records. Guinness Book The of Records,

Copyright© 2001by Leon Fletcher

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156

E S S O N 66 LLESSON

ANSWERS ANSWERS 1. Inform, entertain. persuade, entertain. 1. Inform, persuade, audience’s viewpoint, Worded from 2. Worded trom audience’s viewpoint, 2.

attainable, specific, attainable, specific, Yes. 3. Yes. 3. audience’s from audiences worded from 4. No. No. Not Not worded 4. words “will telt,” “willtell,” uses words viewpoint; viewpoint; uses ot describe speaker’s actions, nnot speaker’s actions, which describe audience’s. audience’s.

audience's from audience's worded from 5. N Not worded o . Not No. 5.

I ' l l give,” give,” viewpoint; uses wording viewpoint; uses wording ““I'll describes speaker’s actions, not not speaker’s actions, which describes audience's. audience's. the vague Not specific; specific; uses 6, No. uses the No. Not 6. vague word such should state state something “know”; something such “know”; should tie (those be able able tto “will be o tie (those knots).” as as “will

Yes. 7. Yes. 7. Not specific; 8. No. viewpoint” specific; “my viewpoint” No. Not 8. does not specific subject. subject, state a specific not state does Yes. 9. Yes. 9. Yes. 10. Yes. 10. the vague Not specific; uses the 11, No. No. Not specific; uses vague 11. “understand.” word “understand.” word be should be speech purposes Your speech 12.13. Your 12,13, purposes should of aa subject appropriate ttoo statements subject appropriate statements of occasion, the designated audience, occasion, designated audience, the in the the learned in and speaker (as you and speaker (as you learned be and should should be lesson) and previous previous lesson) audience’s the audience's worded from the worded be be and be specific, and viewpoint, specific, viewpoint, be attainable. attainable.

SCORING SCORING

‘You self-test. 30 points this self-test. onthis points on can get You get up up ttoo 30 can

1,2: Questions Questions 1,2: 3-11: Questions Questions 3-11:

each correct statement. for each cach, 1 for statement. 33 points each, 1

1

of each each statement for your evaluation of cach, || for correct evaluation statement and 1 22 points points cach, your correct each. for the reason for for each. the ccorrect o t r e c t reason for | each 3 for 13: correctly. fulfill correctly. criterion your purposes each, 1 for each criterion purposes fulfill Questions 12, 12, 13: 3 points points each, Questions and

of 80 80 percent— reached your goal of 24 o o r r e c t , you've reached IIff you more points points ccorrect, percent— orr more your goal you got got 24 congrarulations! congratulations! need tto You'll lesson. this fewer than than 24 24 points, o bbee sure If yyou please restudy sure o u got If restudy this lesson. You'll need points, please got fewer be because you'll self-test because this self-test least 80 80 percent have attained o w be attained at you'll nnow at least o u have yyou correct oonn this percent correct this all for i n this course. writing speech purposes course. spegches in coming spegches writing speech purposes for all your coming To start, here's e x t assignment, To assignment. your nnext start, here's your

ASSIGNMENT 1100 ASSIGNMENT

2 Specific Specific Purpose Speech: Speech Speech 2 Purpose Speech: b

in

is

class a Deliver in class 4- ttoo 5-minute a 4ACTION: Deliver h a t is designed ACTION: 5-minute extemporaneous designed specch tthat extemporaneous specch the objective this class of this this and that fulfilis the class and audience other than this for an objective of that fulfills other than for an audience

assignment, assignment, OBJECTIVE OBJECTIVE Your speech should demonstrate feast 80 80 percent demonstrate your Your speech should effective useof o at f at feast o fthe the concepts your effective percent of concepts of public and techniques studied in this course far iin each ofthe public speaking three aspects and techniques of speaking studied in this n each the three course so so far aspects the be determined Effectiveness will of speaking—content, speaking—content, organizations organizations anddelivery. determined on the delivery. Effectiveness will be listed oonn the the EvaluationForm the 38 basis of the 38 points for this this speech, points listed Evaluation Form for which appears basis speech, which on appears on with those defined in this and previous this and this course. in this 165 with page points as those points as defined lessons in previous lessons course. Page 165 use

of

and

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SPEECH PURPOSES 57 PINPOINTING PINPOINTING SPEECH PURPOSES 1157 should: IInn essence, speech should: essence, your your speech 1. Be Be based based on useful analysis of the the speaking 1. situation. analysis of speaking situation. on a a useful

2. Be Be based based on 2. worded speech a correctly speech purpose. on a correctly worded purpose. 3. Present and data. data. Present appropriate 3. appropriate points points and 4, Be Be delivered delivered effectively. 4, effectively. 5. Follow basic format format for Follow the the basic 5. for a speech. speech. INSTRUCTIONS INSTRUCTIONS 1. Be Be sure wo and deliver deliver your before an 1. as iiff vou to design design and speech as speaking before an were speaking vou were your speech audience other this class. class. (You will nnot be asked asked tto this speech other than than this audience (You will o t be o actually actually give speech give this other audience.) tto o tthat h a t other audience.) To pick this speech consider this a subject, 2. Ta subject, consider speech assignment pick a t o give hat assignment vour give tthat opportunity to vour opportunity “1 with specch o u aalways l w a y s wwanted a n t e d tto. o . SSome o m e sstudents tudents re spond w i t h ssuch specch vvou u c h aanswers n s w e r s as “1 respond tell oour do ssomething about aalways l w a y sdid did wwant a n t tto o tell u r ccity i t y ccouncil o u n c i l tthat h a t tthey h e y just a v e tto o do omething a bout just hhave “If I just had aa cchance downtown” the talk ttoothe h a n c e ttootalk o r “If o w n t o w n ” or roblem d h e parking tthe parking pproblem just had do o do e e d tto h e y nnced h i n g s tthey e w t things ut a u r e point o o u l d ssure h a t company, t of tthat a n a g e m e n of mmanagement a ffew out company, I ccould service.” their service.” m p r o v etheir o iimprove tto the pproblems ‘Think tthrough of ggreatest that are o t e r e s t tto r e a t e s t i ninterest o p i c s that roblems o o m e of the h r o u g h ssome Think are of orr t topics “Who else—what in what audience in what kind kind of of aa speaking ¢lse—what audience a s k yourself, h e nask you, yourself, “Who speaking you, tthen classes have have be interested interested in situation—should be t u d e n t s in previous h a t subject?” situation—should subject?” SStudents in tthat previous classes this assignment as: for this speechesfor given such as: given speeches assignment such N

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student’s view of a A college the congregation church. college student’s speaking tto o the as ifif speaking religion,as view ofreligion, a church. congregation of of

of a needs, as the faculty faculty of Education needs, college. a callege. as iiff speaking speaking ttoo the Education

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of the the nearby the local local chamber chamber of Problems of nearby shopping speaking ttoo the Problems e n t e r ,as as if speaking of shopping ccenter, commerce. commerce, class of students. of junior high o a class Smoking, as speaking ttoa high students. as ifif speaking Smoking, Car insurance, of the the area's area’s insurance insurance agents. insurance, as if talking ttoo aa meeting Car meeting of agents.

if Select a particular audience such such as Do n o tselect particular audience. Do generalized audience select some some generalized as a a -. Select the Centerville City but rather, select council, such the “city “city council,” but

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C e n t e r v i l l e City should besensitive he o tthe p e e c h tto h a t aa sspeech a c t tthat h e ftact sensitive wo should to tthe the SSan be the the ssame should nnot Centerville rancisco a n FFrancisco o the p e e c h tto a m e as o t be City CCouncil o u n c i l should e n t e r v i l l e City C as aa sspeech the same basic subject, While yyou Councit. While subject, ppoints, oints, o r e s e n t i n g the b e ppresenting i g h tbe ou m City Council. same basic might orr be ditferent should be for data, your delivery, emphasis, ditferent tor emphasis, and data, speech design, delivery, such should and such design, your speech cities. differentcities. those ttwo verydifferent w overy those is a 167. Its the Check-off for this this speech, =. C Check-off Tip Sheet Sheet for which is speech, which Its o m p l e t e the ann page Complete page 167. of course, each point which this this be sure observe each help you sure 1to0 observe is ttoo help purpose, course, is on which you ttoo be point on purpose, of evaluated and, be evaluated remember the will be and, even help vou the even more speech importantly, ttoo help specch will more importantly, you remember and delivery effective ccontent, of aa speech. delivery of speech. techniques for o n t e n t , organization, f o r effective organization, and techniques the other in your before you this speech, will other students students in speech, the 5.. Just begin tto class will o present Just before your class you begin present this audience you've have ttwo You have need ttoo know you’ve designed for what what audience knew for designed your speech. speech. You wo need options: options: from the Your instructor announce—by reading Evaluation Form Form vou 5,1. Your the Evaluation reading from can announce—by instructor can 5.1. you will have have turned audience you in—iust what turned in—iust what audience speaking tto. o. are speaking will you are bit of of practice in greeting may prefer 5.2. O practice in Orr your greeting h a t you prefer tthat instructor may get a bit 5.2. you get your instructor the ups take a audiences. IIn look aatt the a look greetings, o case, take h a tcase, n tthat audiences. presenting greetings, onn presenting onn tips o 268. page page 268. council,”

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LESSON LessoneG remember to speak, remember 6. Finally, of you Folder, before you for those those of 6. Finally, for using a a Diagnosis Diagnosis Folder,before you speak, you using and of completion, date of in the the appropriate fill in about your information about the information completion, and fill appropriate spaces, your date spaces, the and of the and the the summary each previous the strengths grade strengths and assignment, and for each your grade previous assignment, summary of weaknesses of your first speech. speech. weaknesses your first

for

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eech All appropriate,relevant the previ and techniques your tips and previous c pnspeech—your All techniques suggested for the appropriate, relevant tips will now continue review them, them, you to you followed, It will t o review now bbee uupp to demonstration speech—should t o bbee followed.it speech—should continue demonstration You either the previous fessons, You are to back through expected to them or by looking are now naw expected by recalling previous lessons, eitherby through the looking back recalling them and utilize without their their being being already presented, utilize speaking presented, without start on own t o apply start apply and techniques already on your speaking techniques your own in subsequent relisted or for you reviewed for relisted lessons. subsequent lessons. or reviewed you in For example,even the preparation should use this lesson, lesson, you though they tips use the listed iinn this notlisted are preparation tips theyare For example, even though you should not detail later), in detail outline (we'll tater), (we'll study techniques in study outlining outlining techniques already studied—preparing you've rough outline you've already studied—preparing aa rough card, practicing, etc. note card,practicing,etc. preparing preparing aa note suggested

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1. Tips 1. Tips on Content on Content Your SpeakingSituation Your Speech on 1.1. Base Base YourSpeech Accurate Analysis 1.7. off Your on an an Accurate Analysis o Speaking Situation ‘You learned learned how in Lesson remember. If Lesson 5, If you how ttoo dothat need tot orefresh You t h a t in refresh your 5, you'll you'll remember. you need your lesson. look again some details, at tthat memory details, look h a t lesson. again at memory on some do

Your SpecificSpeechPurposeIs Be Sure Your 1.2. BeSure Worded Correctly 1.2. Specific Speech Purpose Is WordedCorrectly

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1.3. TThe 1.3. Audience he Subject Be Appropriate, Subject Should Be Relevant, Relevant, and and interestingt oto Your Your Designated Designated Audience atalagl Should

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is correct, then of your be situation is should be analysis of IIff your analysis speaking situation subject should corrcct, then your your speaking your subject and interesting But suppose, relevant, and appropriate, listeners. But appropriate, relevant, as you interesting ttoo your your listeners. you plan your your suppose, as that think speech, you hear you speech, think t h a t perhaps your listeners, as they speak, might wonder, perhaps your listeners, as they hear wonder, you you speak, what?” TTheir in yyour what?” ““So S o what?” h e i r ““So either not So w h a t ? ” implies interested in h a t they're implies tthat subject they're either o u r subject not interested has to what it has do with with them. or are to do are wondering wondering what them. what?” comes because they “So what?” their “So in your IIff their they are interested in comes because the problem o t interested are nnot topic, the problem your topic, the speaking of the may be Redo the the analysis. may be a faulty analysis analysis of have situation. Redo speaking situation. analysis. Perhaps Perhaps you you have selected a selected subjectfor forthe situation. the speaking a poor speaking situation. poor subject and decide reexamine your IIff you decide tthat the subject analysis and h a t the indeed appropriate, subject is indeed but you reexamine your analysis appropriate, but feel your “So what?” you still feel listeners may wonder “So then you what?” then you still need t o sstate t a t e iin n your your listeners may wonder may need you may your has ttoo do speech what your speech quite subject has do with specifically what with tthem. after you quite specifically Right after h e m . Right your subject you prepreview your such wordings these: view subject, you might use use such as these: your subject, wordings as you might

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about the #% Why am o you am II speaking speaking tto the problems problems of offar-off far-off Nigeria? Consider these these Nigeria? Consider you about facts of the affairs of how how involved with the facts involved you of that that country... actually are are with affairs of you actually country... 6 Let me tell thac will will help Let me ® how important tell you aa story that help you see just how you see the gold gold important the standard is today. standard today. of this The importance when three # The subject was this subject importance of was emphasized three different different emphasized recently recently when each published national magazines that said, article that national magazines each published an an article effect, . . said, in effect, ...

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And that criterion, meet that A n d t o meet criterion, 11 urge to turn o u once again to ence again two-word question: urge yyou u r two-word turn ttoo oour question: “So what?” what?” “So

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i n the discussion five main points points you'll presentin to consider then as vou consider part each of the bits of part of your your speech, and then As you consider cach of the the ttwo wo cach of As you consider

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the discussion present of each of the bits of d data—the speech, and a t a — t h e s statistics, tatistics, as you those points, “So stories, ask vyourself etc.—you'll present o u r s e l l “So stories, quotations, to support quotations, etc.—vou'll present to support those points, ask ask yourself: what?” For what?” For example, example, ask yourself:

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does this this point have ttoo do with my what docs do with So what subject? speech subject? my speech point have se makes this this point what makes So what audience? important ttoo my my audience? point important So makes this what audience? what makes this point new So new ttoo my my audience? ‘so makes this this fact fact significant audience? what makes So what o my significant tte my audience? So what makes this relevant ttoo mv audicree’s background? what makes So this story background? my audience's story relevant So whar makes this this quotation what makes So interesting? quotation interesting? what... ? So Sowhat...?

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for each each point and each each picee of data data so yourself yourself for so youll point and you'll piece of

able ttoo say does seem “Yes, it be able i t does t h i s is r erelevant.” levant.” O ew. O Orr nnew. Orr seem vo to m ethis yourself, “Yes, be say ttoo yoursell, if search for for a r ereplacement, significant, n dto t o search placement. significant, o continue ttoo think aand new, continue orr new,

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last semester's class came semester's class hours e , yelling in last studentsin w ostudents g o ttwo o u r s aago ew h #6 Just yelling came up Just a ffew me, up ttoo m and claiming hat... and claiming tthat... door faced the problem moved in in nnext The new who moved h o s t s by of gghosts faced the e x t door #9 The neighbors who problem of new neighbors by... what the the ship's said just broke out. fire broke ship's captain just bbefore the fire e t o r ethe listen ttoo what ¥ BButu tlisten captain said out. LL.

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Most people in an audience will listen ttoo you with greater tell h e n e v e r vou r interest wwhenever g r e a t e interest will listen Most people in an audience you tell you with imerested about people. n e r e s i e d iin re im e o p l e aare e a r s repeating: aa story give an example about people. IItt bbears an example repeating: PPeople story or give the Think about about your people. w nreactions r e a c t i o n s wwhen h e n yyou o u hhear e a r ppersonal e r s o n a l sstories t o r e s in in the people. Think your oown almost always become interested what they e r a they t a h w in interested e r o m become speeches always you others; almost speeches given given by by others; in are you more saying. saying. human interest and human have 1 obe incistories” w do nnot By “personal they have wee do By “personal and interest stories” ot m e a n tthat h a t they be ineimean have experienced. be stories dents tthat about people experienced, They They can people vou dents h a t you now yourself have stories about can be vou kknow you yourself read or also be be hypothetical—unes orstories stories you've read heard, They can ep invent as or heard, as rrep can also hypothetical—ones you you invent of actual actual eevents. each point But in in general, of vour should include include resentative of general, cach resentative v e n t s . But speech should point of your speech add i ninterest, make your points oone n e oofr m o r e ppersonal e r s o n a l oorr hhuman u m a ninterest i n t e r e s t sstories, t o r i e s , tto o add t e r e s t , tto o make more points our basic ppoints clearer vorr m memorable, o to eexpl clearer o r e memorable, x p l a in i n tthe h e mmeaning e a n i n g ooff yyour o u r basic ois. more orr 1o to

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belt, yyour both as under your a s With peaker o u r experience n e speech i t h oone W speech under experience both as a speaker your belt,

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tell you how is tthat should tell by nnow n your a v iin o u ssay v e r y t h i n g vyou hat e m p o r t a n t iitt is e r y iimportant o w vvery ow h should everything you by your the specific of vour contributes ttoo the specific purpose speech. specch contributes speech purpose ot your speech. have the the l u the bbrief luxury speaker, yyou -minute r i e f 4 - ttoo 55-minute m e t n the x u r y ooff utime o n ' t have o u ddon't i r s t , as FFirst, as aa speaker, material tthat have the the words oonn material help you o t help now ttoo expend expend words h a t may speeches you're speeches you're now may nnot you have when you Even when in effect you situation {not speaking situation (not in nto a e t i into listeners. Even o u r listeners. a n t on a speaking on vyour effect want you gget vou w time wilt which you have perhaps in which minutes or be this course) 20 minutes course) in longer tto or longer will be o speak, this perhaps 20 you have speak, your your time into slightly wandering into used giving data to rather than than wandering better used giving more dara to support case rather slightly better your case support your material, relaced or nonrelated nonrelated material, related when, for remember how how you listener when, Second, remember a speaker example, a for example, r e a c tasas a listener Second, speaker talking you react India’s transportation, facts about about India’s control in India wanders wanders into into facts about population in India about transportation, population control Many listeners such a speaker. Some drop elections, geography, geography, eetc. speaker. Some ut Listening ttoo such listeners quit t c . Many elections, drop oout quit listening back ttoo the the subject. the speaker But often often aa for only aa short short time, until the subject. But time, until mentally speaker gets mentally for gets back they mentally the speaker loses many refuse ttoo join entirely as many listeners gain. menta retuse as they listeners entirely speaker speaker aagain. join the speaker loses

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Address consists consists o 271 words. off only The Declaration The Gettysburg words. The Declaration ooff Independence only 271 The Independence Gettysburg Address

is a But there for 11,400 federal regulation has but words. But that goes 11,400 a federal but 1,322 olives that there is 1,322 words. has on for regulation onolives goes on words, words. heard You've heard speakers the whom you speakers whom can figure out outguess—that is, You've is, you can outguess—that out the you can you can make faster it, Such Such speakers than they state tend ttoo spin are trying spin out speakers tend point faster than state it. point they are out trying ttoo make when the made the the point. their stories, three stories stories, explain their tell three thefirst first one explain their meanings, one made stories when meanings, tell point. on

because they Then there their there are from their speakers—again, undesirable undesirable because are detracting are speakers—again, Then they are detracting from

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tell you chart of show you effectiveness—who show and proceed the figures, effectiveness—who figures, a chart o f statistics statistics and you proceed to tell you the already before they them. which you’ve which read before to them. they get you've already get to read the speaker there’s the of a movie by who summarizes summarizes the a movie Finally, there’s what by including Finally, the plot plot of speaker who including what details than be more had iin the director the script from which film was the film than the director had which the seem o be seem tto n the more details was script from shot, shot. In brief, audience and detailed. brief, don’t don’t insult insult your their attention attention by In by being lose their being too lose too detailed. your audience and

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SPEECH PURPOSES 61 PURPOSES 1161 PINPOINTING PINPOINTING SPEECH student will this audience,” tell this will proclaim. audience,” a proclaim. a student tell And she may well be be right. article? W the article? A n d she o t simply hy But why off the distribute copies right. But why nnot Why copies o may well simply distribute take the the audience time of audience tot otell of the the time them what take tell them elsehas has already written? what someone already written? someone else Further, there has basic the more is the of the Further, there is basic consideration of t h e moral obligation a speaker has consideration a moral obligation speaker more his or her of steal—those of mouth—in effect, her own ideas, than merely 1to0 express ideas, rather rather than effect, steal—those merely mouth—in express his someone else. someone else. is disYou as disbe presenting least some in your speech You a speaker that is should be speaker should as a speech that some aspect presenting at least aspect in is your's alone. tinctive, that of that is alone. I t might of a tinctive, different interpretation a problem, might be a different problem, way interpretation of way of the problem, the of the the problem stating solution, proof ofits its significance, or relating problem, solution, significance, or relating of stating the problem ttoo the proof of the audience. audience. interests of the interests “But chat “But t h a article t article says what [I just what says just

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1.9. Use Use Visual Audio Aids When When Appropriate Visual oorr AudioAlds 1.9. Appropriate

value of in those aids effectively. The demonstration of using the value illustrated the demonstration speeches But in those The speeches illustrated usiny aids effectively. But and your oriclassmates spoke speeches, you speeches, o s t l y on visually orih a t were subjects tthat spoke mmostly were visually on subjects you and your classmates ented. cnted. is tco aids when visual and when the the sspeech then, hhow subThink, o w important Think, then, o use audio aids p e e c h suband audio use visual important it is is a idea or need o fvisualization in even ject is ject These subjects subjects are visualization so ann idea so or a concept. even greater are in concept. These greater need audience might of your be informed, Your job iinn entertained. Your tthat hat m o r e of informed, persuaded, might be persuaded, or entertained. more your audience is tto the specific, such from tthe the thought, verbal, the subjects is specific, such subjects o attempt h e m from h e verbal, move tthem thought, ttoo the attempt ttao move the here-and-now. actual, the the actual, here-and-now, the visual aids will be be said here is aids later, said about is tto later, tthe about visual Although h e point here o urge to more will Although more you to urge you is detailed data. How detailed in Lesson aids. How them is Lesson 7, How t o choose choose them How ttoo selecting your 7, on selecting use use aids. your data. is presented ahead and aids is in Lesson You Lesson 9, skip 9, on delivery. can usc delivery. You can skip ahead and polishing your use aids on polishing presented in your those lessons aids now. skim those and using like some some specific using aids help onselecting now. skim lessons if you'd specific help selecting and you'd like also help and variety aids also interest and add interest aids not Remember, aids variety ttoo your help specches; aids only add Remember, not only your speeches; and your remember your you listeners remember speech. your speech. your listeners you and of

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Your Audience Remember the Organization 1.10, Emphasize Speech Enough to Help 1.10. the Your SpeechEnough Audience Remember Help Your ofofYour Lg EJ Emphasize

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law. Lirst, econd, . . .; and need this There are three reasons why we reasons why There this new First, . . .; second, we need new law. .; and are three

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let’s look the cause of the disaster, let’s we’ve considered considered the look at doo what wwee can at what Now the disaster, can d t h a t we've o wthat N cause of the solution, The cause, future. The the future. then the the solution, are n d then are the calamities iinn the suchcalamities o prevent tto cause, aand prevent such here today. focus of our concern today. focus concern here

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with the this new the design of this of tthe off Think of design o roughly parallel parallel with designing of new product as roughty h e designing Think product as

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and extremivies—hands and extremities—hands and You have, head, a have, and has, a body, and body. You a body, your and it has, a head, your own body. feet. feer.

Fletcher

Leon

by 2001

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visuals, demonstrations) audido (gestures, help your audidemonstrations) ttoo help or do (gestures, visuals, can say Anything Anything you say or you can fulfill the the chances the purpose chances that will increase that you'll remember your points increase the you'll fulfill points will ence ence remember purpose established for for your speech. you've your speech. you've established

Organization 2. Tips Tips on 2. on Organization

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that to be much more be structured should realize be effective, effective, a structured much speech must a speech must be more realize that you should B now, you Byy now,

school. Then, in elementary used tto back in kids used usual class class reports che usual than che Then, give back elementary school. o give carefully than carefully reports kids for examand summarize stand up and had 1to0 do read, for all you do was summarize something examsomething you'd you'd read, was stand about all about you had is what “This the class little would than found about A student more t o the class t h a n “This is what T found out out about say little more l e . A student would pple. say

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LESSONSG6 LESSON had she had what he from what few main he oorr she main points this subject” and then then proceed points from subject” and this proceed to repeat repeat aa few

read someplace. someplace. read

also usually materials are and other written materials other written are also usually Magazine articles, articles, essays, Magazine essays, and differences: few of those those differences: Here are a few from speeches. speeches. Here quite differently from quite differently

are

organized organized

each o in each off often are the points as they article, the are in repeated, as generally are they often are nnoto trepeated, n an article, 1. IInan points generally .

and conclusion. conclusion. of a the three speech—introduction, three parts a speech—introduction, discussion, and discussion, the parts of lead the the “hooks” are from one reader from the reader N. IIn often used article, “hooks” used one paragraph paragraph ttoo the t o lead are often n an an article, listeners tto lead your o your effective ttoo lead usually more it’s usually speech, it’s n aa speech, next. next next. IIn more effective your listeners your next made, then then stating short the point just made, paragraph stating aa short summarizing the point you paragraph by summarizing you just “There’s another for this"—then should vote this”—then another reason transition—such as we should vote for as “There’s transition—such reason we briefly) your next point. (stating briefly) previewing (stating previewing point. your next be in a different from from aa article, the the points presented in that is different a sequence presented an article, a. IInn an points may sequence that may be speech. speech. is readers often think the designed think o t readers get o t designed = IInn an often is organization the article, to get article, to organization read. Speeches successful when when Speeches are independently are generally as they independently as generally more they read. more successful

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will be be added So now and Evaluation Check-off Tip Sheets Evaluation Sheets and added ttoo your Check-off So more point point will one more now ene section on organization: Forms (following the section in the Forms (following pages) pages) in organization: the structure ofspeech,not Uses thestructure class reportor 2.8. Uses article | 2.8. of speech, not ofofold-style old-style class report or artic

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The tips for your demonstration this and all other and all demonstration speech tips given The given for other speeches. speech apply ttoo this speeches. I f Lesson review them, them, see you'd you'd like like ttoo review Delivering Speeches. 3, Delivering see Lesson Speeches.

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4. Tips 4. Tips on Preparation on Preparation ‘These were in Lesson Lesson 4, Use the These were presented Check-off Tip Sheet the Check-off 4, Preparing presented in Sheet on Preparing toSpeak. toSpeak. Use cards and note cards and practicing speech. note practicing your speech. So now you're detailed planning do your detailed So ready tto for your o do you're ready speech—a speech next speech—a planning for speech your next achieve a with a designed 1to a specific designed specific purpose 0 achieve audience other chan your other than designated audience a designated class. purpose with your class. To guide the Check-off To guide your Check-off Tip Sheet planning, use Sheet on the evaluuse the To get the next next page. an evaluyour planning, page. To get an of your the form ation of ation form on speech, use use the the subsequent subsequent page. page. your speech, the on

PPINPOINTING I N P O I N T I N G SSPEECH P E E C H PPURPOSES URPOSES

1163 63

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Specific Purpose—Speech Check-off Tip Sheet Purpose—Speech 2: Check-off Tip Sheet INSTRUCTIONS: Check Check off INSTRUCTIONS: item below below as offeach each item as you plan your speech. you plan your speech.

Audience: Audience:

Speech purpose: Speech purpose:

1.CONTENT 1.CONTENT

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1.2.

Based on a c c u r a t e analysis Based of accurate analysis of situation: speaking speaking situation: Audience HLL. Audience ——- 1.1.I. 11.2. Occasion Occasion ——. L1.2. 1.1.3. Speaker 1.1.3. Speaker worded correctly: Speech Speech purpose correctly: purpose worded _ 121. From audience's From audiences —— L214. viewpoint viewpoint Specific 1.2.2. Speuific 1.2.3, Anainable Attainable 1.2.3. and relevant, and Subject appropriate, Subject appropriate, relevant, audience interesting interesting ttoo audience and data data nnew Points and Points e wand andsignificant significant audience tto o audience and human Includes personal human personal and Includes stories i ninterest t e r e s t stories All material material clearly contributes ttoo clearly contributes All purpose Purpose ot u i c k l y — d o e s nnot Gets ttoo ppoint o i n t qquickly—does Gets verdetail ooverdetail ideas, e n g i n a l ideas, w n ,original Presents aown, Presents nterpretation structitre, structure, oorr iinterpretation audio aids aids wwhen Uses visual hen visual oorr audio Uses ppropriate aappropriate enough organization enough Emphasizes Emphasizes organization remember points audience remember points help audience o help tto .

1.2.2.

1.3.

1.4.

1.5,

1.6.

1.7.

1.8.

1.9.

1.10. .

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ORGANIZATION 2. ORGANIZATION 2, with effective effective attentionattentionBegins with 2.1. Begins getter getter Previews subject subject o iewpoint 2.2, Previews orr vviewpoint 2.2, and clearly clearly specifically and specifically specific points 2.3. Presents Presents 22 ttoo 55 specific points 2.3. ____ 24. 2.4, Arranges i s c u s s i o n points points iinn Arranges ddiscussion order logical order logical

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3, DELIVERY 3.DELIVERY with confidence to speak i t h confidence speak w 31. Steps Steps uupp to and authority and authority Gets before 3.2. speak 3.2. Getsset set before starting starting ttoo speak Establishes ccontact audience with audience 3.3. Establishes o n t a c t with 3.3. before speaking before speaking without referring Begins without notes 3 4 . Begins referring ttoo notes with audience audience Maimains contact 3.5. Maimaing contact with Sounds conversational, read o conversational, nnot o t read 3.6. Sounds orr memorized memorized

3.6. 3

3.7. _____

_____

X 5 5 note few 33 xX cards Uses few Uses note cards

3.7. 3.8. 3.8.

Refers tto Refers o note a r d s oonly nly note ccards

3.9.

occasionally occasionally Avoids know, well, well, okay, A v o d s ah, ab,50, so, ya okay, ya know,

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hook of idea: i d e a : ddoesn’t o e s n ’ t hook with and, and s sentences e n t e n c e s together and, and together with ah, eetc. ah, tc. Maintains good does not 3.11.. Maintains good posture: not posture: does lean, cross cross legs, legs, etc. lean, ete. with notes, 3.12.. Does Does nnoto tplay pencil, play with nores, pencil, clothes, cetc. te. clothes, Dresses tto 3.13. Dresses hinder, speech help, nnot o help, speech o t hinder, be heard heard 3.14. Speaks Speaks loudly enough enough ttoo be easily; easily . SStops t o p s aatt eend nd

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each discussion discussion point 25. Supports point Supports each with data with dara 2.6. Reviews iewpoint, a vviewpoint, subject, subject, Reviews orr discussion points discussion points 2.7, with memorable Concludes i t h memorable oncludes w C statement statement of the structure Uses the o t of Uses structure of speech, speech, naot class report article old-style class report o rarticle

_____

1164 64

LESSON 6 LESSONS

Your Personality? Personality? Your before vyou five oorr so words before Were you o u were Were talker—saying five so words were aa year early talker—saying year you aann carly old? old? chances aare somber. When Then chances in When yyou restrained, somber. o u were o u are r c yyou Then intelligent, restrained, were in are intelligent, known the 30 school, likely o u ' r e 30 i m e yyou're as an o u were high egghead. B likely yyou high school, Byy t h e ttime were k n o w nas an egghead. old yyou and conservative. be—or are—practical, will be—or conservative. o u will years prudent, and are—practical, prudent, years old 15 months after you talker—not speaking until after late talker—not old? months old? Orr were O speaking until were you were 15 you aa late you were Then you are—if typical—active, rebellious. uninhibited, perhaps rebellious. Then typical—active, uninhibited,perhaps you are—if

to

15 months 12 tto first spoke If you when 12 months old, up be old, you If o 15 spoke when to be probably grew you first you probably grew up

conventional. conventional.

Such are the claims of a claims of book American the book a study American Averages, Such study reportedin reported in the are the Averages, B. Mead, Mike Feinsilber and written by William B. and William Mead. written by MikeFeinsilber

PPINPOINTING I N P O I N T I N G SPEECH URPOSES SPEECH PPURPOSES

1165 65

Specific Purpose—Speech Form 2: Evaluation Evaluation Form Purpose—Speech 2: INSTRUCTIONS: Complete INSTRUCTIONS: the top topsection section of of this this form, put and give the Folder, and n the Diagnosis Folder, give iitt iin Complete the put iitt in your your Diagnosis the day folder ttoo vour vou are instructor oonn the day you are ttoo spea speak. vour instructor

Speaker: Speaker: Speech purpose: Speech purpose: __

Audience: Audience:

Date: Date:

1. CONTENT 1.CONTENT

1a 1.1

1.2. 1.2.

Based eona accurate Based analysis ooff speaking ituation: accurate analysis speaking ssituation:

.1 1Ltd. LL2. 1.1.2. 11.3. __ L1L.A Speccl Speech purpose purpose 1.2.1, 1.2.1.

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Audience Acdience Qeccasion Occasion Speaker Speaker worded correaly: correctly: worded From audience's audience's viewpoint From viewpoint

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and data Points and data n emeww and audience significant to audience Points and significant Includes ppersonal tories ni n t e r e s t sstories u m ainterest n d hbumtan e r s o m i l aand Includes clearly contributes conuibutes ttoo purpose l l marerial clearly AAllinaterial purpose verdutail o t ooverderail l o e s nnot u i c k l y . sdoes p o m t qquickly: e r e point G Getto Presents oown, Presents w n , onginal ideas, sstructure, t r u c t u r e , or interpretation orginal ideas, interpretation audio aids and audio when appropriate Uses visual aids when visual and 1.9. Uses appropriate audience remember remember ppoints oints help audience n o u g h t ohelp r g a n i z a t i o n eenough I C . Emphasizes LLIC. Emphasizes oorganization

114.4 . 15. 1.5. 16. f.6. 17. 1.7. L18.E

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ORGANIZATION 22..ORGANIZATION with elective cHective atiention-gerter 2 1 . Begins Begins with attention-gerter 2.2.) and clearly Previews sulsieet subject wm or viewpoint Previews 2.2. specifically and clearly viewpornt spuciheally © specific points Presvms 224.3 Present2 1055 specific points discussion ppoints rder logical oorder o n n s i n logical Arranges 4. 224. Arranges discussion with data data o i n t with i s c u s s i o n ppoint a c h ddiscussion 5 . Supports _ _ 225. Supports ecach discussion points viewpoint, points ubjeci. e v i e w s ssubject. 6 . KReviews 226. cewpoini, or discussion _. memorable statement with inemorable Concludes with statement 2.7. Concludes class report article off old-style the sstructure 2.8. Uses old-seyle class ot o ooff speech. tructure speech, nnot s e s the U 2.5. report oorr article

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3.8. 3.8.

9. 33.9, 3.10. 3.10. 3.11, 3.11. 3.12. 3.12. 3.13. 3.13. 3.14. 3.14.

with authority n dauthority o n f i d e n c e aand i t h vconfidence peak w up up troo sspeak betore sstarting Gets set speak t a t i n g wospeak Gers set betore with audience before speaking audience before Establishes ccontact speaking o n t a c t with Establishes without relerning referring 1to o notes notes Begins Begins without audience with i t h audience Maintains ccontact ontact w Maintains emorized e a d oorr mmemorized o t rread o n v e r s a t i o n a l , nnot o u n d s c conversational, SSounds cards o w cards Uses ffew e w 3 # 35 nnote Uses occastenally only oceastonally cards only Refers ttoo nnote o t e cards Refers 50, 3 well, kay, Avoids ah, so, nkay, etc. etc. u o w , well, 34a kkuow, v o i d s ab, A and ab, with ab, ex. of idea; evc. idea; ddoesn't and, and end tagether w i t h and, at e sentences together o o k sentences o v s n ’ t hhook n d of Stops Stops at does nnot lean, cross te. legs, eete. cross legs, Maintains good o t lean, posture; does Maintains good posture; clothes, etc. play with pencil, clothes, etc. Doesn't plav with notes, notes, peacil, Doesn't hinder, speech speech o t hinder, Dresses ttoo help, help, nnot Dresses be heard heard easily loudly enough enough ro to be easily Speaks Speaks loudly teps SSteps

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LESSON LessonsG6

4. COMMENTS 4.COMMENTS

Grade: Grade:

PPINPOINTING I N P O I N T I N G SSPEECH P E E C H PPURPOSES URPOSES

Speech Sheet Check-off Tip Tip Sheet Speech Purpose: Purpose: Check-off PROCESS PROCESS 11..

2. 2.

a

measurable purpose Pinpoint the speech. Pinpoint a specific, specific, measurable speech. purpose for the make Use tthat decisions about the speech—its Use h a t specific all other other decisions about the speech—its content, specific purpose content, all purpose ttoo make and delivery. organization, delivery. organization, and

GENERAL PURPOSES PURPOSES OF A SPEECH GENERAL SPEECH OF A

i. i.

Inform Inform

2. DPersuade Persuade 2. 2.1. Impress 2.1. Inypress (inspire) (inspire) 2.2. C 2.2. onvince Convince 2.3. AActivate ctivate 2.3.

—

3. Entertain 3. Entertain

A SPECIFIC A SPEECH CRITERIA OF OF A SPECIFIC PURPOSE PURPOSE FOR FOR A SPEECH CRITERIA

audience’s vviewpoint from tthe iewpoint h e audience's Worded from 1. Worded 1.

2. Specific Specific _ 2.

13

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3.

Attainable Anainable

67 1167

1168 68

LESSONS LEssone

Gesture! Gesture! the word, the action.” the word word tto the action “Suit the action.” action ttoo the word, the o the “Suit William Shakespeare, Hamlet William Shakespeare, Hamlet

69 1169

1

3

L LESSON ESSON 7

Data Selecting Selecting Data “The stories and facts should should be chosen "Thestories the and facts chosen carefully that they further strengthen carefully so so that strengthen the they further throw inI n make. If you argument you're trying irrelevant irrelevantstories trying to stories orfigures, figures,your to make.If argument you're your you throw audience will this flaw flaw and audience will immediately immediately pick decide, This and decide, This guy pick up disorganized!” guy is disorganized!” up this —Art Linkletter —ArtLinkletter

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able to: After completing this lesson, will be be able lesson, you After completing this to: you will

OBUECTIVES) OBJECTIVES)

1, Name Name the main types 1. theeight eight main ofdata. data. types of of data, data, identify 2. Given the type. Given examples 2. examples of identify the type. the main methods of misleading main methods audience. 3, Name Name the 3. misleading an an audience. data effectively 4. Use Use data in your 4. effectively in speeches. your speeches.

of

mind’s made made up!” “Don’t confuse confuse me with facts—my facts—my mind's RELEVANCE) RELEVANCE) “Don’t me with up!” of your audiences will will admit But some Few members members of admit that that statement their creed. Few is their statement is some your audiences creed But mind closed mind their proudest people act people act as is their possession. as though though a closed proudest possession. swith achieve your lesson iiss tto The purpose help you such lisspeech purpose The ofthis this lesson o help such lispurpose of you achieve your speech purpose audience who will accept and with ideas and and viewviewwith the who will the majority teners majority ooff your teners and accept your your audience your ideas documented. more readily points readily ifif they are effectively they are points more effectively documented. of this this lesson; it includes includes how select document your how ttoo select lesson; it the subject subject of How ttoo document How yourpoints points is the of data of types and how in your speech. how ttoo present data and them effectively effectively in speech. aa variety of types of present them

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7 ESSON 7 LLESSON idea. B will sell But u t using sell aann idea. o u will won't guarantee using speech won't effectively iin n a speech data effectively guarantee yyou Using Using data will accept viewthe likelihood listeners will that your likelihood that increase the your viewaccept your data effectively your listeners effectively can can increase data of their own. merit or validity own. have merit validiry of points points that have of win many chances are the chances are you'll not win you'll not data poorly, On n the other hand, if you many of poorly, the use data O you use the other hand, to your viewpoint. over to listeners over your your viewpoint. your listeners

Sources ooff Data Data Sources in a a skilled iin data in n finding finding data already pretty this course, student in As a are probably probably already a student in this As pretty skilled course, you you are find data for your data for information ttoo find valuable sources of information there are other valuable But there sources of your library. But fibrary. are other Consider: speeches. Consider: speeches.

Your Computer 11.. Your Computer mines of data you Web can Wide Web offer you World Wide can gold mines of data and World the lnternct can offer Internet and Accessing you can Accessing the you gold research your in your more tips tips on using using your speeches, (For computer t o research (For more incorporate your your computer incorporate in your speeches. Speeches.) Lesson 13, Design Speeches.) o Design 13, Using a Computer Using a see Lesson speeches, see speeches, Computer tto

to

Librarians Reference Librarians 22.. Reference have specially school, libraries well as trained professionals Many public, professionals available available ttoo specially trained libraries have public, as Many as school, as well information. specific information. help you find specific help you find research questions—if the calls from Many libraries from patrons asking research questions—if the libraries accept Many phone calls accept phone patrons asking is a That service the answers and the who a big help ttoo speakers big help service is brief. That speakers who questions specitic and answers brief. are specitic questions arc the United in the live in States?” Bur like “How of have specific United States?” But of “How many have specific questions Hispanics live questions like many Hispanics ask broad such as reference librarian broad questions librarian to ask should nnot as o t phone questions such course phone aa reference course you you should trends?” about iimmigration “What ccan m m i g r a t i o n trends?” tell mmee about o utell a n yyou “What 3. Computerized Search Library Search 3. Computerized Library Many college, have computers libraries have and community which you college, university, Many university, and through which community libraries computers through you for your search expanding databases for speeches. And And many can expanding databascs thoselibrary library computcan scarch many o fthose computyour speeches. from via your accessed from from your example, 1I can, home, via o r example, w n computer. ers can bbee accessed ers can can, from computer. FFor your oown your home, home the the this in main office, use m at the main library use my contact the computer office, library i n this myy home my computer computer at computer ttoo contact for particular and information search on-line books, magazine information about on-line for about then search articles, and magazine articles, arca, particular books, area, then local organizations. local organizations, of

Local Organizations 4, 4, Local Organizations historic society, town’s historic staff, amateur Your town’s club, or business radio club, business person’s society, museum Your person’s museum staff, amateur radio who have members associations, usually members who useful information. often provide usually have information. associations. can often provide useful can such groups, find such To find of files of often help—many To Itbrary can maintain files help—many libraries can often libraries maintain groups, your your library local groups, and phone of people addresses, and including names, You local numbers of phone numbers names, addresses, contact. You people ttoo contact. groups, including find many such groups in the of your the yellow pages can also find listed in book. local phone also phone book. many such groups listed your local pages of can

and National State and National Organizations 5. 5. State Organizations relations departments, service representatives, TThe h epublic public relations departments, customer staff, marketing representatives, sales customer service sales staff, marketing of m personnel, advertising agencies n d advertising personnel, aand businesses, companies, agencies of a n y businesses, trade companies, manufacturers, manufacturers, trade many industrial associations, and industnal associations, or government and often eager informaagencies are often provide informagovernment agencies eager ttoo provide

if

are

tion if your speech speech might and services. might help tion help promote their products services. promote their products and number of IInn addition, and tourist addition, aa surprising have ofstates, states,cities, cities, towns, surprising number tourist attractions attractions have towns, and of commerce, their own chambers chambers of their tourist information information bureaus, travel centers that bureaus, or travel commerce, tourist centers that

SELECTING DATA DATA SELECTING

71 1171

disseminate disseminate information. of them them love love tto o provide information. Most of o speakers—stuinformation tto speakers—stuprovide information

dent or professional. the dent these institutions o n t a c t these professional. Increasingly, institutions through Increasingly, you through the can ccontact you can

Internet. Internet.

6. Correspondence 6. Correspondence E-mail, fax, fax, write, E-mail, businesses asking write, or phone for asking for leaders, companies, phone ttoo experts, companies, or businesses experts, leaders,

both general and answers both information and will respond t o specific quickly. specific questions; respond quickly. answers to general information questions; many many will

7. Professors 7. Your College Professors at Your College or University University AfricanPreparing Asian culture? specific aspect some specific about some culture? About Africanspeech about Preparing aa speech aspect of Asian American leaders? leaders? About the of Verdi? Verdi? Many American lite of professors (like o s t people) (like m Many professors life people) enjoy most enjoy fields ooff k nknowledge. also refer colbeing s k e d aabout b o u ttheir t h e i r fields refer vyou being aasked o w l e d g e . SSometimes o m e t i m e s they a n also o u ttoo colthey ccan be in their classes; who You ddon’t in their l eleagues agues w h o hhave a v e additional o n ’ t hhave a v e tto additional specifics. o be classes; just just use specifics. You use find specialists the subin the yyour o u r college college ccatalog suba t a l o g as n o t h e r reference reference book ttoo help o u find help yyou specialists in as aanother ject ject matter. matter. the

8.. Community 8 Community Experts Experts talk local chef. chef. Planning Mexican cooking? a speech about Mexican P reparing a Interview aa local speech about Preparing Planning aa talk cooking? Interview

safety checks checks on local mechanic. mechanic. For car? Interview a about safety about preservaabout a car? a local For aa speech speech about on a preservation of with the the manager forests, you tion of forests, some interesting interesting insights of aa insights by by talking talking with you might get get some manager of local lumber lumber yard. lacal yard. To find find such such authorities, book, the local resources files at consult your To the local authorities, consult at your resources files phone book, your phone your the subject—in friends, or organizations concerned with with the library, area library, subject—in area newspapers, organizations concerned newspapers, friends, around your diy around backyard. essence, community's own backyard. essence, dig your community's

Build Your Basic References Your Own Own Library of Basic References 9. Build 9. Library of bookshelves include—not include—not listed in References students have on students are their oown likely 1to0 have References w n bookshelves listed in are likely on their order of usefulness: order of importance or usefulness: importance or Goad Dictionary 9.1, A Recolly 9.1. Really GoodDictionary is u p tto this case, that you comfortable using, “Really ggood” using, is are comfortable i n this o o d ” means, “Really means, in a dictionary dictionary that case, a you are up o

extensive. n d extensive. date, date, aand the features features of of your dictionary. dictionaries Be sure For example, dictionary. For example, some some dictionaries n o w the o u kknow Be sure yyou while oother list the the ooldest first, while word ldest c t i o n a r i e s list t h e r d idictionaries o r d first, a w And there first. And there aare o c e d tto o u nneed h a t yyou i c t i o n a r i e s tthat e t w e e n ddictionaries i f f e r e n c e s bbetween t h e r ddifferences r e oother meaning, meaning first. order to productively. h e m most t o use use tthem n order n o w iin kknow most productively. he can reviews of reference l ilibrarian; dictiocan ppoint of dictioo u t o reviews o i n t yyou he o b r a r i a n ; sshe o n s u l t your Again, Again, cconsult orr he your reference the dictionary select the and reference books that will help reference books naries and h a t can can help help you help you that will dictionary tthat naries you select you most. most. also buy dictionaries for via your be sure check them for use them You can to check use via sure to You computer. u t be buy dictionaries can also your computer. BBut leave the document in which the document which you before you invest—some require require tthat are h a t you u t before o out you leave you are you invest—some be time-consuming, and frusfruslook up a word word which which can order ttoo look awkward, and can be time-consuming, awkward, writing writing iinn order trating, trating. list the the mmost e a n i n g of o p u l a r mmeaning o s t ppopular list

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Fletcher

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Thesaurus Good Thesaurus 9.2. A Really Really Good 9.2. favor listings thesaurus listing words alphabetically; others favor alphabetically; others by listings by students prefer Some students prefer aa thesaurus listing words Some is Before you buy slow, etc. fast and and slaw, cold, fast buy one, sure it is one, be topics—hot and be sure e t c . Before and cold, contrasting contrasting topics—hot that will words. in a help you finding words. a way most t in finding o s in will help organized organized in way that you m

it

1172 72

7 LLESSON ESSON 7 also buy and you have a built-in thesaurus, can also buy thesaurus, and Many word-processing a built-in word-processing programs you can programs have

of

have much much those programs words. BBut some o f those off words. u t some listings o software providing separate providing listings programs have separate software

of

be sure the books; selections than audition your than some some of the books; be limited selections computerized more more limited sure ttoo audition your computerized

thesaurus before before you thesaurus buy. you buy.

9.3, A GoodStyleManual Good Style Manual 9.3.

of

The Chicago such as Manual of Style and Libel Libel Associated Press Stylebook Books such Style o Books Stylebook and as The Chicago Manual orr AssociatedPress will answer bothersome questions and w about grammar Manual will usage. o r dusage. questions about o u r bothersome Manual word answer yyour grammar and

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William Strunk, Strunk, Jr., and and E White. E.. B B.. White. The Elements Elements of of Style, 9.4. The Style, b 9.4. byy William

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This reference reference does does nnot material in the previous in the books; i t is a the material w o books; o t simply duplicate This duplicate the previous ttwo and specificness, and fun details elementary rules of of brevity and read, woo. fun tto of gem It details specificness, and o read, elementary rules too. It gem of of composition, misused words and expressions, and words and form, commonly usage, principles of commonly misused compasition, form, usage, principles expressions, and ore. mmore,

Good Dictionary of o f Quotations 2 . 5AA. Good 99.5, Dict:

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is comprehensive and has has an extensive cross-referenced index tto Here, cross-referenced index Here, “good” means means it is an extensive o comprehensive and find appropriate and easily. help help you easily. . appropriate quotations quotations quickly and you find A World 9.6. A Almanac 9.6. World Almanac

several good the market. There are marker. Skim Skim them them and the onc There are several good ones and select ones on the that seems select the o onc that seems tto

have the the most material material o is wise Since they off interest have interest to wise to get come out to you. they come outyearly, yearly, iitt is you. Since get 2a the start of That’s an one at the new almanac on new one but an an expenditure, expenditure, but an almanac on your every year. year. That's start of every your own in handy bookshelf comes for example, bookshelf when most libraries are comes in Sunday evenings, evenings, for handy Sunday example, when are most libraries closed and and you need more closed for your facts for more facts speech. Monday morning you need morning speech. your Monday

at

9.7, SpecializedReference Books 9.7. Specialized Reference Books

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Audiences like like statistics statistics tthat Audiences and contrasts, h a t are and are presented presented through through comparisons comparisons and contrasts, and such statistics statistics longer. And listeners remember such they usually remember they usually like stories, longer. And and stories, examples, listeners like examples, and facts. To To find find tthat kind of unusual facts. check American of iinformation, unusual h a t kind American Averages, n f o r m a t i o n , check Guinness Averages, Guinness Book of Records, Famous Firsts, Book of Days, Book Records, Famous Firsts, Book Facts About The Presidents, About The Days, Facts Nautical Presidents, Nautical and Books Books ofLists. Lists. Dictionary, Dictionary, and

of

Now wait wait aa moment—don’t moment—don’t panic. Now panic. II’m ' m nnot should rush o t suggesting suggesting you rush you should

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stack of of books nnow o w ttoo buy aa stack books for for your w nlibrary. Rather, consider library. Rather, of consider tthe words of h e words your oown

and statesman English essayist English essayist and statesman Augustine Augustine Birrell: Birrell:

“Libraries are “Libraries they grow.” o t made; made; they are nnot grow.”

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Purposes Data Purposes o f Data You know, of course, know, of You be used that data data can used as course, that can be evidence, documentation. as proof-—as proof—as evidence, documentation. For For example, consider aa speaker example, consider convince a city council speaker attempting council that attempting ttoo convince should expand that iitt should expand the local local airport. To prove the the speaker her case, airport. To prove her case, the might well speaker might well present such data data as estithe estas the present such

a

SELECTING DATA DATA SELECTING

1173 73

mated cost, of a and the recommendation mated of aa ttransransrecommendation of experience of a comparable city, and cost, the experience comparable city,

portation portation expert. expert. Each of of these these three three kinds kinds of of data data would would help her viewpoint. the speaker Each substantiate her help the speaker substantiate viewpoint. But data also be be used used for other in another data can other purposes. another Another speaker say, in But can also might say, speaker might purposes. Another speaking speaking situation: situation: because itis believe we should efficient. should expand Next, II believe educational television Next, theuse use of educational t e l e v i s i o n because it is efficient. expand the

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the telephone. how ttoo know you're the you're not interested in listening Therefore, I know telephone. Therctore, not very listening ro to tips tips on how very interested 1ald vyou II told o u tthat h a t ffor o r aabout b o u thalf half aann hhour's our's w o r keach e a c hday day work could easily easily earn $300 or That works works oout you earn $300 ut a month—just month—just bbyy using phone? That of more more a you could using your your phone? have ttoo get off bed! bed! hour, aand ut o o u l d n ' t even o u wwouldnt n d yyou e r hour, 2 0 pper o $$20 tto even have get oout L

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memorable. After in the the audience audience After tthat h a t speech. point memorable. speech, many many in

then their those figures and mention their then their their doubt, their checking would mention checking those figures and their surpnse, would doubt, then surprise, then

h e m correct. finding tthem finding correct. used iin be used four purposes for which which data data might be then, you know the the four n n summary, IIn you now know summary, then, purposes for remember them): them): They are (see iiff you speech. They can remember are (see aa speech. you can

11. Hetcher

Leon

2. 2 3. 3 4 4.

by 2001

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in

add interest, data in a and ttoo make make The purposes clarify, ttoo add speech are: are: ttoo prove, interest, and t o clarify, a speech of data The prove, to purposes of for you tto these four it’s important know these four purposes. As you'll soon memorable. As you’il soon o know see, it’s memorable. important for purposes. see, of data various types let’s look look at the various data you at the use. Now can use. o w let’s N types of you can

1174 74

LESSON7Y LESSON7

of Data Types Data Types of main types: There are eight main There are eight types:

1. Examples Examples Stories 2. Stories ae 3. Quotations Quotations Definitions 4. Definitions 5. Comparisons Comparisons Contrasts 6. Contrasts Statistics 7. Statistics Audiovisual aids 8. Audiovisual aids Oe

SO

them. each of them. Here are using each Here are suggestionsfor suggestions for using

1. Examples 1. Examples data. IItt is used—and misused—types is an of the of data. the most Examples are Examples an are one one of frequently used—and misused—types of most frequently when a speaker example when example says: speaker says: the is » I for Our in asked and The there and asked for some other day day I was right on on theball, some was in there # Ourlibrary library is right ball. The other of travel, And And there, stacked o material o shelf, was a variety special shelf, there, stacked variety of material was a onn space onn aa special space travel. references all ready tto references all ready o go. go.

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USING EXAMPLES USING EXAMPLES “| do not consider myself a “Ido not consider myself a

But I'm still the I'm still trend setter. the trend setter.But member of Congress only only member Congress who goes to work on who on a goes to motorcycle,hates neckties, motorcycle, hates neckties, and accused of and is never never accused the Senate Senate barber barber using using the shop." Ben Colorado Senator Senator Ben Colorado Nighthorse Nighthorse Campbell Campbell

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Ann cxample A illustrative i ninstance s t a n c e or case,”t case,” o cxample i s a a “typical, to quote “typical, representative, representative, or illustrative quote Webster again. our friend our friend Webster again. An example valid and and effective data in effective way of the the four purposes of data inaa An three of example is aa valid mect three way ttoo meet purposes of An example he used used ttooclarify, add interest, make a speech. clarify, ttoo add speech, An interest, or example can memocan be a point or ttoo make point memorable. But But an heard speakers such as: rable. You've heard NOT validproof! is NOT an example example is proof! You've as: speakers say something such valid say something

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The army soldiers. [I know because because of of what what # The army is unfair iinn how iitt t treats r e a t s new new soldiers. the army. happened brotherin in the happened ttoo my my brother army. ©

soldiers” each year. of ““new Your brother the army brother is only af thousands in the Your n e w soldiers™ in thousands of only one one of year. army each

What happened him proves show that brother is What t h a t your is unless—#nless—you show happened ttoo him nothing, unless—unless—you proves nothing, your brother in tact fact typical in tthe in h e qualities under consideration. consideration. typical o representative, in qualities oorr experiences experiences under orr represemative, Your be used as be established established as least about the the same Yourbrother, brother, ttoo be used same proof, must must be just about at least as at as proof, as just as half of all all those those other half other new soldiers. new soldiers. indeed legitimate of yyour [Itt iiss indeed legitimate ttootell tell of o u r bbrother's r o t h e r ' s e experiences x p e r i e n c e sas aann example h a t might example tthat might tell of of explain explain oorr darify h a t yyou ou m e a n by ome specific statement. f f e c t i v e tto o tell clarify wwhat by ssome mean statement. IItt iiss eeffective specific will be since yyour o u rbrother's b r o t h e r ' s experiences listeners so y o u r p o i n t will b e m o r e piteresting t o your listeners since to more so point experiences your iteresting your And it is is ccorrect of yyour tell of always like people about brother's eexpelike ttoo hhear ear a b o u t ppeople. e o p l e . And o r r e c tto t o tell o u r brother's xpepeople always in yyour r riences i e n c e s tto o hhelp e l pvyour o u r aaudience u d i e n c e r eremember member y o u r sspeech peech o o i n t in o u r sspeech, peech. orr aa ppoint your unless individual case—does the But aann eexample—an case—does not But x a m p l e — a n isolated, i s o l a t e d , individual the not prove anything unless prove anything least m of those those ppeuple be representative is sshown situo rsitue o p l eor all, of if nnoto tall, o s t ,if a t least ofat 1 0 be h o w nto example example is most, representative of is whatever from. drawn ations the example ations or experiences example is drawn from. experiences or whateverthe

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2. Stories Stories 2. of events Stories are incidents. Here w o examples: Here are c c o u n t s of examples are aaccounts events or incidents. Stories are ttwo &

Vd like with [the who was [the sstory of] a was repeatedly repeatedly putting t o r y of] t a r t today t o sstart likeco I'd a woman woman who today with putting the floppy and then her credit credit card card imo into the then palling her computer, of her u t very drive of pulling it oout floppy drive her very computer, and she was she replied: asked what what she the When asked quickly. When replied: ““JI was quickly. u i n g , she was ddoing, was shopping on the shopping on and they for my card number—so number—so I'm the ATM ATM Tnternet, and they asked Internet, asked for credit card I ' musing using the my credit thingy.” thingy.”

William T. T. Estey, Chairman and and Chief Chief Executive Officer of Sprint William Executive Officer Sprint Estey, Chairman address aatt Networld Las Vegas, Nerworld + Interop, Nevada KKeynote e y n o t e address Vegas, Nevada Interop, Las -.

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the SSunday A mminister sing h a n k s g i v i n g uusing efore T u n d a y bbefore e r m o n the h i l d r e n ’ s ssermon iving a a s ggiving inster w A was a cchildren’s Thanksgiving asked the the cchildren with minister asked o h i l d r e n tto h e minister r u i t . TThe i t h ffruit. verflowing w ornucopia o a r g e ccornucopia a l large overflowing fill iitt with with wwhatever liked. The the cornucopia The they liked. h a t e v e rthey o u l d fill imagine they ccould imagine the cornucopia empty empty ssoo they items like and mayonnaise. with items asked Hee asked mayonnaise. H pizza, and like popcorn, e s p o n d e d with h i l d r e n rresponded cchildren popcorn, pizza, with their he suggested in them to their f afavorite Then he suggested putting or games. o y s or v o r i t e ttoys e s p o n d with t o rrespond them putting in games. Then which was from God. God, One small child child answered, answered, One small invisible—something from was invisible—something something something which the American American Gas Gas Association. Association. “Natural gas!” colleagues at at the congratulate my “Natural gas!” 1 congratulate my colleagues

Copyright © 2001 by Lean Fletcher

1

Fletcher

Lean

by

2001

©

Copyright

L. R. Health andPhysics R. Wallis, Wallis, Health and Physics Consultant, L. Consultant, Electric Company General eneral Electric Company Waste Management Arizona Conference, Tucson, Tucson, Arizona Speech aatt Waste Speech Management Conference,

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like to main values values ini ntelling hear One that people the main stories iinn yyour people like to hear is that o u r speech telling stories speech n e o f the O others, Some of your Some of of others, should beselected from incidents incidents about the selected from experiences of stories should the experiences about your stories of read in But stories of be should research. hear usually some of be should stories your of some usually But research. you your may hear or read i n your you may experiences. PETICACES. W N EX OUL O yyour own audience interested in stories, interested in but most tend ttoo remember remember stories, but Not only most listeners listeners tend is an onlyis Not an audience they leads us of the But tthat the major, when they told vividly. major, most vividly. But us tto one of most especially when o one h a t leads are told stories, especially stories, are be

1176 76

LESSON? LESSON7

TELLING A STORY A STORY TELLING

father never to “My father went to “My never went

At 16,h 16, he e quit college. quit college. At and went school and o went tto high high school work for railroad ttoo therailroad forthe work widowed his widowed support support his mother two sisters, and twosisters, motherand here and later job here and later got got a job the local local bank, bank, at the at pennies” as hhee “shining "shining pennies” his He worked called it.He worked his called until way uup... p . . . until the eventually was the eventually hhee was shareholder. majority majority shareholder. that’s the American the American Now that’s Now dream.” dream.” New Jersey Former New Former Jersey Bradley, Senator Bill BillBradley, Senator City, speaking speakingIn Crystal Crystal City, MO. MO.

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he know, he the motor—you the car. he got And § So, in the like II say, he turns turns started the So, like n d he started car. A ® got in motor—you know, say, he

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and then then he then So wedrive in gear, and then the key anche goes. drive away, key on, puts it in heputs on, and the away, and goes. So gear, and-he we

he doesn’t doesn’t looks like he looks and then and then then we then he we like maybe street, and thisstreet, upthis goup maybe he turn, and we we turn, go

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back little nervous—cause where he’s noticed, back know where getting a little nervous—cause II noticed, So II start going. So he’s going. know start getting and getting the key this car, and putting he was in, and when he there when ready tto key in, o was starting starting this getting ready there putting the car, and he drives then that drives he... noticed then he.... . as he that as go, go, I noticed I

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tuned out out such a speaker. speaker, tuned such a

3. Quotations 3.Quotations who the subsubauthoritative or experienced by persons statements by Quotations are experienced in the Quotations are statements persons who are authoritative are and used be very used quotations. heard and In everyday You’ve heard inforspeech, they ject. You've ject. can be they can everyday speech, quotations. In very inforthis morning because II was and line at stand this mal—“Must be the snack snack stand was standing at the mal—"Must betrue true because standing in line morning and know, too, of a weakness of You can You know, the weakness almost a quotation. overheard aa guy overheard . . ” You too, the can almost quotation. You guy say. ....” with aa statement always find view. the exact to quote always find someone else to exact opposite someone else presenting the statement presenting opposite view. quote with value of of aa quotation the source—his her repusource—his or her Essentially the depends largely Essentially the value largely on on the quotation depends repuand honest. objective, and tation as honest, knowledgeable, objective, tation as knowledgeable, A major will reject with that some major problem some listeners A the statewith using using quotations reject the listeners will quotations is that problem statebecause ooff apparent of objectivity lack of of experts due tto vested interests. ments interests. For ments of For o vested objectivity due experts because apparent lack when talking has been been fashionable in recent it has about nuclear nuclear safety, example, example, when talking about fashionable in safety, it recent years years ttoo made by reject statements by nuclear reject nuclearscientists. scientists. statements made

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DATA 77 1177 SELECTING DATA SELECTING

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Att the the same about time, many listeners believe, A without questioning, believe, without many listeners same time, statements about questioning, statements who made by nuclear safety safety made nuclear untrained. by people h oare are inexperienced inexperienced o people w orr untrained. the words words of words oof f all specialists the words TToo reject reject the o fall all specialists i iss as to accept as unjustified as to unjustified as accept the

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novices. novices. As is tto select the the quotations influthat are As a speaker, o select likely ttoo influspeaker, your are most most likely problem is quotations that your problem

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However you the quotations decisions in your However youselect select the speeches, your to use are to use in quotations you you are your decisions your speeches,

be based based o facts about the sources the statement should be of the about the rather than than oon nfeelings, should feelings, sources of statement rather onn facts about those those sources, emotions, sources. opinions about emotions, oorr opinions used in in speeches: Here are off quotations Here examples o speeches: are some some examples quotations used When Harry the death death of of Franklin D., Roosevelt, Truman was Franklin D that Roosevelt, that Harry Truman wasnotified, notified, on ’ When on the he was of the felt like like the President of the United United States, the moon, the he said, ““II felt States, hesaid, was now now President moon, the and all all the had fallen fallen o While II don’t don’t actually feel that me.” While the planets that way,I stars, actually feel planets had stars, and onn me.” way, have said than ever how Mr. Truman could it. understand more now understand now Mr. Truman could have said it. ever how more than %

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Bureau o then Acting Federal Bureas III, then Director, Federal L .Patrick Patrick Gray, Gray, III, Acting Director, off Investigation Investigation Thomas More D.C. More Society, Speech to to Thomas Washington, D.C. Society, Washington, Speech A4

L.

F. Kennedy decades ago, issued forth More than three decades forth aa summons. Kennedy issued summons. “It John FE More than three “ I t iiss aa ago, John this task of of every build a road for for the the next a road next generation.” task said, ““to t o build generation.” this generation,” hesaid, every generation,” be the leaders of of credo must the yardstick which we the leaders our success. We, the by which must be we measure measure our credo success. We, yardstick by leaders of nothing today, tomorrow, notingless. today, owe you, the leaders of tomorrow, less. you, the he

Snowe o Maine Senator enator Olympia Olympia Snowe off Maine School of Government Harvard’s John ?E. Kennedy Government Speech at Kennedy School Speech at Harvard'sJohn

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“Seamus Heaney wrote *Seamus Heaney wrote that became became the the something that something husband for my hope for guiding guiding hope my husband around the the work around and | . . . Iinn our our work and world . . . ‘History ‘History says,don't world says, don’t of the hope on the grave. this side of thisside on hope grave. But then, the lifetime,the But then,once once i n alifetime, for tidal justice tidal wave wave of o fjustice longed longed for and can rise hope and rise up,and can up, and hope rhyme.” history history rhyme.” the Clinton, speaking at at the Hillary Clinton,speaking Hillary of ireland. Ireland. University of University

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C o p y r i©2001by g h t Leon Fletcher

in

Fletcher

Leon

by 2001

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1178 78

7 LLESSON ESSON 7 find quotations?” doo you some students ““How How d studentsask. ask. quotations?” some you find has quite of books main sources. books conselection of There are First, your There w o main library has are ttwo sources. First, quite aa selection your library

known of is Familiar best known books is Familiar Quotations hundreds of quotations. taining h e best ofthese these books taining hundreds Quotations quotations. TThe

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detailed index—some index—some 600 valuable is its covering just its detailed 600 pages Bartlett. Especially by John by just Especially valuable John Bartlett. pages covering need for your about every about speeches. every topic you your speeches. you might need several second major The second via your computer. is via of quotations The source of provides several major source quotations is computer. IItt provides search produced and enter Get on the Internet the word One search word “Quotations.” Internet and options. on the options. Get “Quotations.” One produced enter the following results: the following the results: :

land, com author... topic, by every on every every topic, every author... quoteland. corn - Quotations on - AA gargantuan ions

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of quotations and author author as well database of dauahase humorous quotaas humorous quotations organized organized by topic and quotaas well as Perfect for the toastmaster and the for the tions. Perfect the quotation tions. afficionado and alike. toastmaster alike. quotation afficionado http://www.quoteland.com/index. html http://www.quoteland.com/index.html

Guide - Quotations AAnnabelle’s n n a b e l l e ’ s _ Q Quotation Guide & author. author. Quote of Quotations organized organized by topic & Quote of and quotes week and the week newsletter. the quotes newsletter. ion

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Always Up! -links links ttoo quotations, Always Up! maxims, proverbs quotations, maxims, proverbs http://www bers.zol http://www.members.aol.com/suzee449/index.html /suzee449/index.heml ole’ Quotables - A A quotations includes a number number of Cole's and fairly that includes quotations resource that oflarge large and fairly collections of well-attributed collections well-attributed of quotes. quotes. http://www2.x1dl.com/~scole/ http://www2.xtdl.com/~scole/

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love, lust, covering covering women, and romance. marriage, love, lust, passion, men, marriage, flirting, dating, passion, flirting, women, men, dating, and romance.

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Quotations Quotations by Topic Topic Love, Friends, Love, Friends, Dreams, Life, Dreams, Life, Happiness... Happiness ...

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Humorous Quotations Humorous Quotations Foreign Mistranslations, Stupid Stupid Foreign Mistranslations,

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“Bartlett's Familiar Quotations”: “Bartlett’s Quotations”: htip://www.columbia.edu/acis/bartleby/bartlett htip://www.columbia.edu/acis/bartleby /bartlett There are also various various collections collections of of quotations disk or C CD-ROM t h a t you D-ROM are also There on disk quotations on you may that may from software purchase software companies. purchase from companies. “But how do you deliver a have ttoo say ask. ““Do a quotation?” “But students otten D o you otten ask. quotation?” students say you deliver you have what about And what about “unguote’; use?” ‘quote’? And h a t OK t o use?” is tthar ‘quote’? ‘unquote’; is time a indicate simply should beable Most ofthe Most the time a speaker able 1100 indicate speaker should by a slight slight o r by by a pause simply by pause the words from somechange of voice—inflection, voice—inflection, ttone, change words are o n e , ppace, ace, o are from placement—that the someorr placement—that else, ‘That ‘That ddoes should become become a n aactor oone n e else. the sspeaker o e s not e a n the p e a k e r should n d ttry r yto a t o pproject roject a not m mean an chteo rp eaand wha imitate oorr iimpersonate ccompletely ompletely d different i f f e r e n t vvoice oice o m p e r s o n a t e tthe rson w h o i s bbeing eing orr try try ttoo imitate person will usually ler the the audience audience know Rather, aa slight know tthat quoted. hat slight change change in delivery delivery will usually ler quoted. Rather, yyou're o u ' r e ppresenting r e s e n t i n g aa qquotation. uotation. is using further signal the such phrases A turther signal tthat h a t you're I n the using such beginning aa quotation phrases as as ““In you're beginning quotation is of ....” “As sso-and-so said r e words w o r d s of . . ” oorr “As o - a n d - s o said cemly...” o L i s t e n tto o w h a t oone n e eexpert xpert what recently...” orr “ “Listen reported . reported .....” and “unquote.” seldom need need ttoa use those troublesome troublesome words words “quote” Thus, Thus, you use those “unquote.” “quote” and you seldom add emphasis However, a n t tto o point up significance ttoo aa quotation, However, iiff you using, you wwant emphasis orsignificance up or add quotation, using is usually will help. added the word word “quote™ Further emphasis saying by added is usually help. Further the something “quote” will saying something emphas “And let such as let me this expert’s words dircctly—quote direetly—quote . . . . " as “And give you such me give expert’s words you this what do you introduced by ost Now Now what by “quote”? “quote”? IInn mmost complete aa quotation quotation introduced say ttoo complere you say is certainly there are Sure, there situations, “unquote” speaking situations, certainly acceptable. acceptable. Sure, speaking are some some so so strict “unquote” is claim “ u“unquote” word. Sume the niceties niceties of they object Sume claim about the of expression object ttoo tthat is n g u o t e ” is h a t word. h a t they about expression tthat is n of Webster, in my and the word is noted as in the Webster, and the dictionary; the word o t even is in o t in n my copy even noted as dictionary; itit is not not copy of usable w word. but as a good, ord. slang, but just a slang, good, usable as just But if you are foraudience might in doubt doubt how how your might accept But can go “unquote,” you you can go foryou are in your audience accept “unquote,” close a of quote.” To To me, mal and with the the words “end of of quote” or “close “close of and close words “end a quotation mal me, quotation with them i f |f were overformal phrases, but I[’d awkward, overformal phrases, but speaking, use them were speaking, ' d probably are awkward, they are probably use Teachers Association. Association. the NNew English Teachers e w England e f o r e the x a m p l e , bbefore for eexample, England English OK

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toward marketing internationalism. By Our world heading toward By my world is heading # Our marketing internationalism. term my term flow across national the two-way internationalism,” [ mean mean the across national “marketing “marketing internationalism,” two-way flow of marketing and marketing boundaries of people. practice, and boundaries marketing people. thought, marketing marketing practice, marketing thought, ®

Copyright € 2001 by Leon Fletcher

I

Fletcher

G. Keane, Keane, President, Inc. Change, Inc. John President, Managing Managing Change, John G. First Brazilian Brazilian Marketing and Speech at First Speech Marketing and Rio deJaneiro, de Janeiro, Brazil Commercialization Congress, Brazil Commercialization Congress, Rio

Leon

by

2001

©

Copyright

1 is “The of Capitalism.” of the the future future of When 1speak of capitalism, “The Future speak of Future of Capitalism.” When capitalism, #My M ysubject subject is free enterprise the future of competitive future of capitalism. competitive capitalism-—a capitalism—a free enterprise capitalism. II mean mean the

Economist Milton Friedman, Friedman, Economist Milton Angeles, California Pepperdine University, Uniwersity, LLos Speech a o s Angeles, Speech att Pepperdine

California

80 1180

Lesson7

LESSON?

A DEFINITION PRESENTING A DEFINITION PRESENTING

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know “| know few years last few the last *I years about lot about heard aa lot have heard w wee have ‘family something called called family something And of values.’ And like many values’ like many of have struggled you, struggled ttoo you, | have that means, what that out what figure out figure means, my y and since accident,|| since m and accident, that definition that found aa definition have found have make sense. think sense.|think seems to make seems

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we all have that we all have family.And family. And that value.” value.” Christopher Reeve, speaking speaking ChristopherReeve, the National National Democratic Democratic at the at Convention, Convention.

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of the the terms and many which II this talk World Development] talk [Third title of this The title terms which [Third World # The Development] and many of the interests offend some well offend will use but iina the clarity, some some purists, interests ofclarity, some purists, but will use may may well ©

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of World” is definition i s necessary. The “Third “Third World” perceived as as consisting generally perceived i s generally definition consisting of necessary, The

of the the nations left over nations of industrialized what is the “First World”—the industrialized “First World”—the over after after the i s left what World”—the centrally “Second World*—the democracies—and the the “Second planned socialist socialist centrally planned democracies—and

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for. economies of eastern accounted for. eastern Europe—have been accounted Europe—have been economies

M. .Cleary, Sean M Consul General General ofSouth Africa Sean Cleary, Consul of South Africa

Town Hall Los Angeles, the Town Hall ooff California, California Angeles, California Speech at at the Speech California, Los of a the audience establish with in a audience a with the a definition definition in a speech The major speech is major value a comThe value of is ttoo establish comListen carefully of your for views. mon basis carefully tto mon basis for o ttwo w oor or more friends arguing views. Listen more of arguing vigorously vigorously your friends If yyou from getting their opposing involved, yyou keep from identify a viewpoints. If their o u can ou m a y identify can keep getting involved, opposing viewpoints. may the difference of disagreement basic point difference in definition of some definition of disagreement as simply the basic as simply key word, some key word, point of idea. So, audience from from objecting So, 1to0 prevent some iin phrase, n your phrase, oorr idea. to aa viewpoint objecting to viewpoint your audience prevent some be helpful offer a definition. helpful to speech, it may you in aa speech, t o offer may be present in you present a definition.

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5. Comparisons 5. Comparisons that are similar, features, oorr qualities Comparisons presentcharacteristics, characteristics, features, Comparisons present are similar. qualities that the unknown the known. clarify the help clarify Comparisons unknown byreferring known. The The speaker referring ttoo the Comparisons help speaker refers tto ideas, processes, audience already and uses actions, or events that the refers the audience o ideas, events that already knows, knows, and processes, actions, uses by

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for developingtheaudience’s basis for those points a basis those points as a of aa new developing the audience’s knowledge new knowledge or acceptance acceptance of idea, proposal, etc. idea,proposal, etc.

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SELECTING DATA DATA SELECTING of comparisons: Hereare Here are a couple examples of comparisons: couple of examples

is a This is for New - This time of economic opportunity of extraordinary New Hampshire. # extraordinary economic a time Hampshire opportunity for When I came the election election year came here New Hampshire When here seven in the 1992, New ago seven years Hampshire years ago year 1992, 10,000 jobs was losing the strongest than 10,000 was losing more jobs a year. Today, our economy economy is the more than year. Today, strongest created here here each each year. with more than 16,000 ever 16,000 jobs ever with jobs created more than year.

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Vice-President A All Gore Gore Vice-President the University Remarks a t the New Hampshire, Durham Remarks University o offNew Hampshire, Durbam

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the crest of a To succeed abatement or - To a inpollution orsurfing, surfing, you've ride the crest of succeed in pollution abatement got tot o ride you've got

and you and you’re Too early, can’t get Too late, late, and early, and swamped. In In wave. Too going. Too good wave. you’re swamped. get going. you can’t for resource conservation. indeed, is is up” conservation. It, control today “the surf is pollution up” forresource It, indeed, is pollution control today “the idea whose whose time has come. time has an an idea come. T. Ling, Vice President, President, 3 3M Company Ling, Vice M Company Joseph Joseph T. Treatment of National Conference Conference on Speech at of Disposal Disposaloof Speech on Treatment at National Texas Wastewaters andResidues, Industrial Wastewaters and Residues, Houston, Industrial Houston, Texas

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In using is important that the the features features being using comparisons speech, it is being presented In comparisons in a a speech, presented important that

relevant. Comparisons made between the points be made between virtually but the subjects, but are relevant. virtually any are can be Comparisons can any subjects,

that sailing claim that could claim be appropriate. that are may not be For example, example, you sailing aa that are compared compared may appropriate. For you could notHawaii like driving York boat from from California California ttoo Hawaii California ttoo New from California a car New York is like boat driving a car from because you'd about the the distance distance traveled traveled is But the same distance, a significant significant ot a is nnot distance. But the same because you’d go go about differences in in the the pivotal time needed needed tto there are features—the time rather, there pivotal features—the o quality; are great quality; rather, great differences the journeys, the presence of others the route, the availability of assisassisothers along along the availability of journeys, the complete complete the route, the presence of of the the traveler traveler on his or her her own the complexity of the dependence complexity of on his tance, dependence of tance, the own resources, resources, the and so those ttwo would be be an ineffeckeeping on trips would Therefore, equating on course, so on. on, Therefore, an ineffeckeeping w o trips course, and equating those tive comparison. tive comparison. often be the making enjoyable humorous, as Comparisons can often be humorous, thereby making the point enjoyable as well Comparisons can as well as thereby point One national memorable. One vivid and and memorable. humorous especially adept adept at at humorous speaker was vivid nationalpolitical political speaker was especially his speeches speeches lines like: lineslike: including in his comparisons, including comparisons,

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PRESENTING A COMPARISON A COMPARISON PRESENTING

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when | think think "There are times when are times “There the that solving territorial territorial solving the that is the Middle Middle East East is disputes iinn the disputes almost as as challenging as almost as challenging a parking parking spot fighting for a spot in fighting Harvard Square.” Square.” Harvard Queen Noor of Jordan ofJordan QueenNoor Harvard's speaking at Harvard's speaking School of F. Kennedy School John F.Kennedy of John Government. Government.

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but now racehorse but old racehorse old racehorse that was like a a great old racehorse that was a tired old now Our economy a tired economy is like # Our his legs. has arthritis arthritis in legs, in his has national one-fourth, ooff our 25 percent, our gross consumes25 Our government gross national #» Our percent, oorr one-fourth, government consumes worth? Isn’t Isn't think you're money’s worth? do you is, do y question you’re getting question is, getting your product. My product. M your money’s you think and you're the box, in the fourth-rate front-row seat sad? You box, and seeing aa fourth-rate You bought you’re seeing that sad? seat in bought a front-row that %

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show from vaudeville show the balcony. from the balcony. vaudeville

Ross Perot, the Reform leader of the Reform Pa Perot, leader Ross Party D.C. Washington, D . Better Government, to Better Speech to Government, Washington, Speech

Contrasts 66.. Contrasts that are different. characteristics that features, or characteristics of course,present qualities, features, are different. Contrasts, Contrasts, of course, present qualities, the following: include the following: Examples of o f contrasts Examples contrasts include

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about results, Education is about not intentions. about knowledge, intentions. theories; about results, not knowledge, not #§ Education not theories; Bush Texas Governor, W. Bush Governor, George Texas George W. Business Association Luncheon Latin Latin Business Association Luncheon » There who talk and those There are and promise, kinds of those who those who who talk and politicians: those ofpoliticians: w o kinds are ttwo # promise, and listen and and do. do. II know which one know which . listen am. one I am. I

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Bill Bradley Former Senator Bradley Senator Bill Former kick offbisfall1999 in Crystal U.S, presidency to kick Speech Speech in presidency the U.S. Crystal City to off his fall 1999 campaignfor campaign for the

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had ended, the new and the Formal apartheid of a about being ended, and is about citizens of #6 Formal apartheid had fight is equal citizens being equal new fight

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the right have the live and where all have and hunger fear and and dream, in fear dream, not state where right t o live state hunger and not in

a of MotherAfrica. Africa. fulfillment, to our cornerof

of in hope and stability, illness, but that brings and but in future that hope of illness, brings peace stability, prosperity a future prosperity and peace and

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South Africa” presented Women in in South the Women’s Women’s D Luncheon ““On O n Women to the presenged to a y Luncheon Day

A CONTRAST PRESENTING A CONTRAST PRESENTING

“Democracies ddoo not war against not war against “Democracies another, Democracies make make one another.Democracies one better partners. Democracies ddoo better partners. Democracies the environment, not ignore not ignore the environment, shelter terrorists, shelter terrorists,or or spawn spawn honor refugees.Democracies refugees, Democracies honor human rights.” rights.” human before the Statement before the Foreign Statement Foreign Affairs Committee,U.S. of House of Committee, U.S. House Affairs Representatives,by Bette Bao Representatives, by BetteBao Lord, Chairwoman,Freedom Chairwoman, Freedom Lord, York; writer andproand proHouse,New House, New York;writer human rights and human democracy democracy and rights activist. activist.

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83 1183

SELECTING DATA DATA SELECTING

77.. Statistics Statistics statistic is is_aa numerical numerical fact fact or figure, A statistic figure. make statisStatistics are do much much tto Statistics But a people, But o make statisare boring speaker can boring ttaa many a good speaker can do many people. tics interesting, be remembered. remembered. and likely tics o be likely tto interesting, comprehensible, comprehensible, and find crime. You You find about crime. Suppose Suppose you're designing a speech on some a speech specific aspect some specific you're designing aspect about this statistic statistic tthat could use in your this h a t vou speech: use in your speech: vou could Each year, of Americans crime. 24 percent Americans are the victims victims of about 24 of crime. ® Each are the year, about percent of is such that statistic such a in a statistic might be rather because it is Presented in a speech, rather impressive speech, thar Presented might be impressive because Bur tthat could be be worded much more powerfully. would high percentage. high h a t ffact a c t could worded much How ow w ould powerfully. H percentage. But it be be stated stated in in a have greater vou would have listeners? a speech speech ssoo iitt would impact on on your suggest it your listeners? you suggest greater impact Your answer, Your please: answer, please: ©

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several possibilities. You T h e r e are, o u ccould o u l d personalize h a t percentage it possibilities, Y personalize tthat are, ooff course, course, several percentage a bbit w ay: way: sre

by stating this bv s t a t i n g iitt this

the vvictim ch yyear, of every crime. Americans is four Americans #o1Lach e a r , oone ne o u t of is the i c t i mof of aa crime. out every four

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make could make still more audience. You You could You might You i t still relating iitt ttoo your personal by by relating might say more personal say your audience.

such as: something as: something such

is typical here in this this audience audience is of you in this of af America, four of America, one typical of #Dif I i this u t of every four one oout every you here crime the victim audience today be the audience will be victim of aa crime this year, today will year,

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is the actual actual Another way same fact change tthat Another o express h a t same fact is tto o change h a t percentage percentage ttoo the way tto express tthat could louk the nation’s nation’s total total population and compute number, You 24 You could ook up number. (248,709,873) and population (248,709,873) up the compute 24

could say: of that. Then you percent t h a t . Then percent of you could say:

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of crime. Lach year, Americans are the crime. the vvictims about 39,690,369 59,690,369 Americans ¥& Each i c t i m s of year, about be more number, iitt may because, as a number, than That might more attention impressive than might get as a attention because, That more impressive get more may be is a the percentage. because it Further, because individuals, iitt may number representing it is a number the seem percentage, Further, may seem representing individuals, than the the percentage. personal than more personal percentage. be more hand, s sometimes more effective Onn the oother ather s e a percentage effective ttoo uuse o m e t i m e s iitt may t h e r hand, O may he percentage rrather it w would be effective those figures For taten a sstatefigures iina r e s e n t those o ppresent e f f e c u v e tto o t be o u l d nnor x a m p l e , it o r eexample, umbers. F h a n nnumbers. tthan u c h as: e n t ssuch m as: ment

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of the the 248,709,873 Fach year, Americans, 248,709,873 Americans, # Each year, of &

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the victims victims of ccrime. 59,690,369 are rime. o m e 59,690,369 ssome are the

audience will remember listeners will remember ssuch Besides, mmany Obviously, ffew n aann audience a n y iin figures. Besides, u c hfigures. e w listeners Obviously.

Copyright© 2001 by Leon Fletcher

when they the i mimportance of nnumbers hear them chem in a have trouble trouble understanding understanding the they hear a u m b e r s when p o r t a n c e of may may have the speaker continue ttoo ponder speaker goes ponder the statistics as thestatistics as the some may speech. Consequently, speech. Consequently, some goes on may continue

Fletcher

Leon

by 2001

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Copyright

well. the following therein missing the nnext following statements statements as as well. missing the o i n t , therein e x t ppoint, ttoo the likelihood tthat audience will will grasp and remember remember the the statistics the likelihood statistics To increase h a t your To increase the grasp and your audience million dollars” the numbers. numbers. The “more than dollars” is more The statement statement “more than half aa million off the use, round you more round off you use, chittered exact remembered than than the the unnecessarily be remembered figure “$527,737.00.” “$527,737.00.” unnecessarily cluttered exact figure likely ttoo be likely The stock stock example statistics tthat listeners may doubr statistics seem overprecise. example is: overprecise. The h a t seem some listeners Indeed, some Indeed, may doubt

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children. family has 2.3 children. American family The average has 2.3 » The average American &

child!” the old old quip, with the “But I’ve Some listeners one-third of of aa child!” quip, “But never seen seen one-third respond with I’ve never listeners respond Some memorable if they're in a a speech rounded speech are are more Generally, large large figures figures presented they're rounded Generally, more memorable presented in crime statistic ts stated listeners will wil] remember remember the stated this this way: of your listeners off. More More of statistic ifif it ts the crime off. way:

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LESSON7 LEssOoN7

USING

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84 1184

STATISTICS

“Other nations significant nations spend spend significant “Other to encourage their budgets portions budgets to portions ofoftheir encourage

their shores. shores. The Bahamas visitors to The Bahamas to their visitors $125 per visitor. the We, in about $125 n the spend spend about per visitor.We,i

56th and and spend United States,rank spend aa States, rank 56th United dismal 5 Italy While italy visitor.While S cents dismal cents per per visitor.

dollars iin n 1990,the 1990, the billion dollars spent over abillion spent over

million.” $14 million.” States spent United States United spent $14 U.S. Those statistics statistics were Those presented bbyy U.S. were presented Daniel K. Inouye (Democrat, Senator DanielK.Inouye (Democrat, Senator the Hawaii Hawaii to the Hawaii), speaking to Hawaii),speaking Chamber of Commerce. Commerce. Chamber

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crime. § Each victims of million Americans Americans are 60 million the victims Each year, of crime. nearly 60 are the ® year, nearly be expressed it can But it Got a more interestingly. a suggestion? interestingly. Got stillmore can be But suggestion? _ expressed still

several possible the popYou m there are for example, look up possible answers. Again, there ight, for Again, example, look are several answers. You' might, up the pop-

in these be presented various states, fact could Then that for various that same these ulation figures same basic figures for could be states. Then basic fact ulation presented in words: words: Each year, Americans are victims of the total number total number the victims nearly as as the as many crime as ofcrime are the # Each year, nearly many Americans and three of our most York, and of residents residents in all three most populated populated states—California,New states—California, New York, all %

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Or r you could that same same crime this way: O crimefigure figure this way: present that you could present

than Each year, the victims victims of Americans are crime than number of #6 Each total number are the of crime more Americans the total ofall all year, more the in 30 30 ofour states. ourstates. residents in theresidents the

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bit of of data data iinn aann especially fashion by that bit especially striking by namthat striking fashion namthose states—Wyoming, each ooff those ing Alaska, Vermont, ing each and o North Dakota... Vermont, North Dakota... and states—Wyoming, Alaska, onn list. through the entire list. theentire through look at Let’s look few more be presented Let’s at a a few in examples ooff hhow statistics can o w statistics more examples can be presented dramatically dramatically in Assume you're speeches. speeches. Assume the poor about the in speech about working oonn aa speech you’re working condition roads in the roads poor condition ofo fthe You could our nation our today. You nation today. out thar: could point that: point out

Indeed, Indeed, yyou o u might might present present

§ Back Back in when the the mid-1970s, the United #® mid-1970s, when States was its peak in the in building United States peak in at its was at roads, building roads, each year were built each world three roads were times. In built ttoo go the world around the In three three enough roads three times. year enough go around road from years, that’s equal from here t o building here ttoo the the moon. building aa road years, that’s equal to moon,

DATA SELECTING SELECTING DATA

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effective techstatistics with techvisualized facts with other Comparing factsis a particularly other casily easily visualized Comparing statistics particularly effective

in specches. safe driving, nique For example, speeches. For about safe example, if you speech abour driving, were preparing preparing aa speech nique in you were this fact: include this likely include you'd fact: you'd likely » This wrecks in will die This year, die iin in the States. ® n auto United States. 40,000 people the United some 40,000 people will auto wrecks year, some

That figure be stated stated more this comparison: That figure can impressively by presenting comparison: presenting this more impressively can be » This This year, wrecks iin will die States die iin the United 30 percent ® United States n auto n the people will auto wrecks year, 30 percent more people

the ttotal of during the than the American soldiers 25 years of American number of than o t a l number soldierskilled killed during theentire entire 25 years of involvement in the Vietnam Waa. our country’s the Vietnam Wa. country’s involvement

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another example Here’s another of adding the number number of Here's t o the ofpeople people likely likely example of adding impact impact to in aauto accidents this in u t o accidents this year: year:

killed be killed ttoo be

who will This year, die iin wrecks iin the United States number of United States the number # This of people will die n auto n the people who auto wrecks year, the will be be more well-known cities of such such well-known than thetotal will t o t a l population cities as as more than population of West Virginia, York, or Monterey, Virginia, Poughkeepsie, e w York, Wheeling, West California, or Wheeling, Monterey, California, Poughkeepsie, NNew or Bremerton, Bremerton, Washington. Washington. ®

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make statistics them illuscreative illusAnother way Another t o make statistics more interesting is ttoo present i n aa creative more interesting way to present them his book Toffler wrote: Alvin Toffler tration. In Shock, Alvin book Future Future Shock, tration. I n his wrote:

the last divided into of man’s last 50,000 lifetimes of existence were man’s existence of into lifetimes 50,000 years #¥ IIff the were divided years of such lifetimes. lifetimes. O been about have been Off these 800 such these 62 years each, there about 800 there have aapproximately p p r o x i m a t e l y 62 years each, 650 were 800, fully fully 650 caves. 800, in caves. were spent spent in

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is popular But i t is in some statistics completely. some circles Someone once completely. Someone reject statistics But circles today once today ttoo reject popular in but it is is so liars can That’s a and liars clever turn said, “Figures a clever figure.” That's words, but said, lie and so can figure.” turn of words, “Figures can lie decide has little little value listener decide value iin broad a that itit has a speaker helping a broad n helping a generalization speaker or aa listener generalization that whether to statistic. particular whether t o use a particular s t a t i s t i c . use o orr accept accept is as is to ridiculous to reject all statistics have tto statistics as it is You have develop your reject all o develop all. You to accept IItt is as ndiculous accept all. your for accepting in a them as should for a a speech, own standards specch, just accepting them as a as you own standardsfor forusing usingstatistics statistics in just as you should and nnot of credibility, honest and reader. IIff a listener or reader. credibility, iiff iitt seems a figure meets your seems honest figure meets ot t e s t of listener your test should use and accept make sense, because then you misleading, if it. Just use and i f iitt seems misleading, seems ttoo make Just because sense, then you should accept it. need nnot all govheard oone reject all o treject incorrect, you h a t was s t a t i s t i c tthat was incorrect, n e government you've you've heard government statistic govyou need is questionable will make make an and also also important a figure figure is an questionable and statistics. IIff a r n m e n tstatistics. eernment important ttoo me, me, |I will check [ statistic—if have If I other the have basis informaeffort no basis ttoo question effort ttoo checkit.it. I f I have no question the statsuc—if I have no other informabefore—I accept from tthat figure from source before—I tion or it. acceptit. h a t source a ffaulty a u l t y figure experience ofreceiving receiving a no experience tion or no make statistics To review, these are the major techniques speech more more interreview, these interstatistics iinn aa speech are the techniques ttoo make To valuable: relevant, valuable: memorable, relevant, esting, memorable, esting,

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SD Personalize. Personalize. 1.

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interests o r situations. situations, Relate statistics audience's interests statistics to to your 2. Relate your audience's

numbers. 3. Change Change percentages percentages ttoo numbers. numbers t o percentages. 4. Change Change numbers percentages. numbers. Round off large large numbers. 5. Round other statistics. with other statistics. 6. Compare Compare with visualized facts. facts. with easily easily visualized 7 . Compare Compare with Develop creative illustrations. creativeillustrations. 8. Develop MWAH

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all statistics all speaking techwork on situations. A techAll these won’t work these techniques on all speaking situations. in all statisticsororin techniques won't All

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others. for some some purposes may effective for y beeffective purposes a n d nnoto for others. a be nique nique m

LLesson7 ESSON?

Aids Audiovisual Aids 8. Audiovisual 8. audiovisual aids: aids: main types There are are eight eight main There types of audiovisual 1, Objects 1. Objects 2. Models Models 2. 3. Overhead Overhead projections 3 projections 4, Chalkboards Chalkboards 4, etc. diagrams, maps, 5. Graphs, charts, diagrams, 5. maps, etc. Graphs, charts, video recordings motion pictures, 6, Slides, Slides, motion recordings pictures, video 6. 7, Audio Audio recordings 7. recordings graphics 8. Computer-genera ted graphics 8. Computer-generated

that aids: aids: are that data tto point are audiovisual aids o support The advantages of using as data aids as using audiovisual advantages of support aa point The 1, Make Make a clearer a point point clearer 1. Make a memorable 2. Make a point 2. point more more memorable 3. Emphasize Emphasize a point 3. point 4, Add speech interest ttoo aa speech Add interest 4, the audience audience 5. Concentrate the attention attention ooff the Concentrate the 5.

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additional an additional allow y aids allow to present a speaker through an case through o u as as a speaker to IInn essence, essence, aids your case present your you well as audio commuvisuals—as well commuas help you expand your channel—the visuals—as communication channel—the communication your audio you expand nication. nication. aids are: off audiovisual audiovisual aids main features the various are: various types features ooff the The h e main T types o

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radio oorr simply 1. Objects. describe aa two-way than merely talking Rather than simply talking merely trying trying t o describe Objects. Rather 1. two-way radio and clearer be much clearer ttoo your about one, listeners, if much more would be interesting, and more interesting, one, i t would about your listeners, them actual unit. showed unit. actual an them an showed you you small replica able tto be able about vil borrow aa small Models. For wells, you o borrow For aa specch oil wells, specch about might be n. Models. you might well from oil well the public relations from the of an department of relations department of a petroleum of petroleum company an oil company or about the from the speech about brain, the brain, department of school; for a speech of your the engineering engineering department from your school; borrow medical center local medical from aa local brain from recreation of a brain you plastic recreation center or aa a aplastic you might borrow doctor. doctor. have cardboard, for Even a could have model, ccut a modest from colored modest model, colored cardboard, for example, example, could u t from Even than novisual more listeners than visual atall. all. on your impact on more impact your listeners and Because overhead fast, and overhead projections Overhead projections, Because . Overheadprojections. areeasy, easy, fast, projections are have several make, they inexpensive highly recommended. o make, they are are highly recommended. They have several significant inexpensive tto significant the aid as You ccan talk—adding statistics, for example; write on advantages: You advantages: a n write statistics, for example; on the aid as you you talk—adding face in need nnot the which audience you can face your audience as you write; the room in which you ot as you write; speak need room your you can you speak be darkened used. darkened when overhead projectors when overhead be are used. projectors are had students Bur a warning: I’ve had be students watch But watch speakers warning: I’ve overhead using overhead projection, projection, be speakers using and then drew up so their own h a t they drew then try so impressed impressed tthat charts oonn regular o regular paper own charts up their try tto paper and those paper charts use charts directly on overhead an overhead use those projector. an Original drawings nwust must projector. directly Original paper called a sheet ofplastic beprinted printed on orcopied a transparency. copied ttoo aa sheet plastic called is Equipment is transparency. Equipment available today almost every office and available and library today iinn almost school, college, college, office library to r i n t oorr copy to pprint every school, copy and inexpensively. your work t o transparencies inexpensively. transparencies readily and your work » . Chalkboard. Here are Chalkboard, Here aid. this familiar are a ffew familiar aid. e w suggestions for uusing s i n g this suggestions for If draw aa rather extensive o rather extensive such as to draw If you are to visual, such detailed as a detailed you are complex visual, orr complex don’t take take too time with much speech map, with the of drawing. the act speech time too much Consider act of map, don’t drawing. Consider drawing i t o before yyou board before the board drawing o u speak, with a sheet sheet ooff onn the speak, perhaps perhaps covering covering iitt with the time in your paper until the time you need i t in you need speech, paper until your speech.

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bit have not used a IIff you chalkboard before, t opractice practice aa bit need to not used before, you a chalkboard you have you might need unless you skilled artist. unless artist. Chalkboard Chalkboard drawings seem that many are a a skilled so easy seem so many easy that you are

and consequently, speakers their scribbled scribbled key skip any speakers skip words, consequently, their key words, preparation, and any preparation, from more than contribute rough etc. may detract from contribute ttoo their speeches. graphs, etc. speeches. rough graphs, more than may detract You've probably of so chalkboard: the You've probably noticed noticed one the tendency hazard in using tendency of so one hazard using a a chalkboard: talk ttoo the have tto the board, audience. O many speakers t o talk o t tto o their audience. Off course, o board, nnot many speakers course, you you have back ttoo your audience during tturn u r n your the time the board. board, time you're during the you're writing writing on the your back your audience But while while you’re writing—with hack ttoo your But shouldn’t go listeners—you shouldn’t writing—with your go your listeners—you your hack Worse: Speakers contimuc talking tto on giving speech. Worse: after o the the board board after who continue giving your Speakers who your speech. When you're material o the board, they’ve Better: When board, they've completed completed writing. writing. Better: putting material you're putting onn the finished then when pause speech; when you're finished writing, then turn speech; again wo your in your to again pause in you're writing, turn your your and r resume audience and audience esume y o u r speech. speech. your . Graphs, charts, diagrams, Graphs, charts, h e m ssimple. i m p l e . DDon't, diagrams, maps, o n ' t , for f o re:example, umple, use etc. Keep use aa Keep tthem maps, etc. detailed sstreet of LLos with ttiny blocks aand detailed treet m a p of o s AAngeles n g e l e s ccovered o v e r e d with i n y blocks nd m i n u t e nnames ames minute map is oonly show aa route of Rather, ddraw tto o show h a t is n l y a ffew e w bblocks l o c k s llon. o n g . Rather, r a w a l large a r g e vversion e r s i o n of route tthat the m just tthat h a t pportion o r t i o n of the ap y o u are talking about. about. just are talking map you don’t clutter such such vvisuals with m needed. Further, i s u a l s with o r e information h a n is needed. information tthan Further, don’t more Round off al! i items Round off figures; o n ’ tlabel label al! t e m sin in ([ull u l l sentences; s e aabbreviations bbreviations o figures; ddon’t sentences; uuse orr whenever symbols w clarity. will improve h e n e v e r they symbols they will improve clarity. used iin Slides, motionpictures, video recordings. These are what otherwise h a t otherwise nw f t e n used Slides, motion pictures, video recordings. These are ooften would be be straight The ccolor, the impact, the emphasis, and the the motion motion o l o r , the would speeches. The emphasis, and impact, the straight speeches. add much much t o a speech. add toa speech. music “ . Audio Audio recordings. CIs, cassettes, present mood t e . can cassettes, eete, can present recordings. CDs, mood or background background music for example. would enhance enhance a a Hawaii, for about Hawaii, example. IIff you're talk about h a t would tthat presenting quite talk you're presenting few quotations have some read them them o inaa speech, speech, you might have n o aa tape; friends read aa few some friends quotations in onto tape; you might could play the simulated simulated expressions of the the people then you play the people you're then expressions of you're quoting. quoting. you could skilled in in using (CGGs). Gs). IIff you're a computer, graphics (CG Computer-generated graphics you're skilled e. Computer-generated you using a computer, you of diagrams, bar graphs, and easily diagrams, pie easily design design a a variety quickly and h a r t s , bar can can quickly graphs, variety of pie ccharts, and other visuals—in a variety of colors—to in your other visuals—in colors—to support drawings, variety of drawings, and support points points in your speeches. speeches. the market the several several software market ttoo help software programs design help you Among on the Among the you design programs now on Freelance. and LLotus CGGs Corel These C G G sare are PPowerPoint, owerPoint, C o r e l Presentations, o t u s Freelance, These Presentations, and slides nd aand t x e t to g n i n i a t n o c slides e t a e r c o t u o v w o l l a s m text a r g o r p n o i t a t n e s e r p allow computer create containing presentation programs you computer of wways: be used used in a nnumber ays: u m b e r of a n be h a t ccan graphics graphics tthat

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slides slides ttoo prepared o u rprepared how y a n sshow o u ccan r o u p , yyou mall g p e a k i n g ttoo aa ssmall r e sspeaking o u aare IIff yyou your group, rger a v a i l a b l e computer. a p t o p o r available of aa llaptop c r e e nof the sscreen u d i e n c e oonnthe vour computer. FFoso r a l alarger your aaudience need ttoo use would need projection C Dprojection rojector o o m p u t e r pprojector o u would u d i e n c e , yyou aaudience, use aa ccompuier orr LLCD need available either connected ttoo aa laptop need you'll case, cither n I computer. available or panel connected or panel you'll laptop case, computer. In medium (Hoppy ZIP disk, disk, etc.) etc.) disk. ZIP (floppydisk. slides oonn a medium presentationslides o save tto save your your presentation the computer will be will also need check You for the to using, check o t need also will You using. be will u o y appropriate appropriate for computer you software program the software (PowerPoint, for example) is using (PowerPoint, is for example) are using h a t the tthat you are program you the computer available o intend ttoo use. use. available onn the computer you you intend from your sending i t tto lab have 35mm You can 35mm slides a lab o a disk bbyy sending yourdisk slides developed developed from can have - You electronic files into 35 slides. (Note slides 35 mm that slides mm slides. files into specializing (Note that specializing iinn converting converting electronic When it’s time for be ssent lab electronically.) the for your speech, often be electronically.) When speech, the a lab can e n tto to a i t ' s time can often audience with with the the aid aid of a slide slide projector. slides can be presented the audience slides presented ttoo the can be projector. the slides of the hand oout You can some or listeners. o your u t tto o hand slides tto all of orall u t some can print oout You your listeners. chuose ttoo print slides per threeslides w o o rthree u t ttwo save on cost, Often, speakers choose print oout Often, ttoo save cast, speakers per pagepage. #»

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Fletcher

Leon

by 2001

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LESSON LESSON77

INTEREST ADD INTEREST AIDS ADD VISUAL AIDS VISUAL

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At York opening New York opening of the New At the Restaurant i n City Restaurant Television City Television Plaza, Regis Rockefeller Plaza,Regis Rockefeller and soap-opera star Philbin and Philbin soap-opera star Lucci were aided by Susan Lucci by aa were aided Susan smiling) TV set. (and smiling) TV set. walking walking (and

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from your make overhead slides by by overhead transparencies Finally, you computer slides can make transparencies from #» Finally, your computer you can (Please be careful ttoo use careful copier. (Please printer or copier. use in your paperin using transparency using your printer transparency paper in most office supply most office supply the correct paper—available in the correct type transparency paper—available type ooff transparency If you inside the melt o the printer it melt stores—lest it are copier.) If rollers inside printer oorr copier.) stores—lest onn therollers you are take the this on your audiovisual the printout do this an audiovisual unable ttoo do printer, take printout ttoo an unable your printer, and should convert able to to convert your service, and they able photocopy service, they should be department department oorr photocopy your standard overhead overhead for projection into aa transparency copy into paper projection oonn a standard Paper copy transparency for projector. projector. be

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of designing; formats CGGs include the variety The advantages advantages of CGGs ease of includeease variety of formats The designing; the

and labels; labels; the the the facility sizes, formats, formats, and different colors, available; the shapes, sizes, colors, shapes, facility tto o try available; try different of color; and the increased power the increased especially color; and visuals prepared ofvisuals greater prepared especially impact of power of greater impact audience. for your particular audience. for your particular

aids for in your select audiovisual for use data in audiovisual aids intended ttoo help Those tips as data help you tips are Those are intended use as your you select

few suggestions Now, here are a few on: speeches. Now,here are a speeches. suggestions on: Your Aids Aids Designing Your Designing

are

Use aids be seen the audience. audience. that are large in the all in to be and by all easily a large enough 11.. Use aids that nd clearly by seen easily enough to clearly Best guide: large is large how large But how large enough? version guide: Try Try out But enough? Best rough, preliminary out aa rough, preliminary version

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in the the aid aid in in which actual room in the actual which you speak o of the are to speak room in orr aa room comparable in room comparable you are size. size.

XN Make Avoid aids aids that and neat. Avoid with detailed that are cluttered with detailed precise andneat. 2. Makeaids aidsprecise are cluttered talk about about anyway. details that that explanations explanations or orlabels labels you're going tto general, details o talk In general, you're going anyway. In

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the aid. aid sho need not not be the aid mention need should going tto you’re o mention be on aid.Rather, Rather, the you’re going on the Use straight, something that heard. Use better seen than heard. communicate something communicate thatis is better seen than straight,traditional traditional block avoid fancy block fancy script lettering; avoid specialized lettering. script or specialized lettering. lettering; Make aids Use cartoons, and make visually interesting. Make aids visually interesting. Use symbols, and drawings tto o make symbols, drawings cartoons, vivid and and memorable, memorable, as long add tto these add speech vivid your than detract rather than detract as these o rather your speech as long as the effectiveness from the from effectivenessofofthe theaid. aid.

SELECTING DATA DATA SELECTING

89 1189

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4, Use Use an aid shows what you 4. aid only when it shows Too often a will use only when a speaker to. Too use speaker will want it to. you want and present feeble apology such as aa map, for example, example, and “his gives rough gives you a rough as “L'his apology such map, for present a feeble you a idea of the land doesn’t doesn’t quite the area of the idea the land ' m talking about, about, although area II’m although aa good part quite part of

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does show onthis The solution, of course, show this particular o get that does map.” The solution, of particular map.” is tto course, is get a map map that shaw what don’t bother aid simply because what you show a n t tto o show; show; don't bother using because iitt want using an an aid you w happens happens t o beavailable. available. Get skilled aids. Many from elementary Get skilledhelp schools, from help inpreparing Many schools, elementary through through preparing aids. and many businesses or government their own university, and university, have their now have many businesses agencies now government agencies such a for o graphic artists orvisual graphic artists visualaids aids department. a ar r t o such speaking for you’re speaking department. [Iff you're the who could from friend group, you could get help from the staff. a O r perhaps vou have Or a friend help who is an staff. have an you perhaps get group, you who talented in such such work. art major or who is talented work. art major The elaborateness elaborateness ofthe be appropriate the aid should situation. The should be the aid to the speaking situation. ta speaking Just Just appropriate be oout offer ttoo as a n be u t ofplace place ttoo offer o o fformal o r m a l aann iintroduction as iitt ccan n t r o d u c t i o n ttoo your specch if tthe he your speech small o aids also also ccan be ttoo casual, aids ssituation i t u a t i o n is rrather a t h e r small a n he o o f formal. ormal. orr casual,

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this ccourse, in this aids much in yyour For yyour For o u r speeches speeches in ourse, w re m uch m o r e i ninterested t e r e s t e d in our u s i n g aids wee aare more using aids tthat be timeoften, often, ffor than wwee aare o r ppractice, r a c t i c e , than r c iin n sseeing e e i n g eelaborate, l a b o r a t e , eextensive x t e n s i v e aids h a t might might be timeis sufficient sufficient cconsuming o n s u m i n g aand n dexpensive expensive ttoo pprepare. r e p a r e . Just i m p l e ggraph r a p h oonn aa bbinder i n d e r page is Just aa ssimple page for yyour this speech will be be good {or o u r in-class i n - c l a s s ppractice r a c t i c e iin n this goud enough envugh ttoo give o u expespeech course. give vvou course. IItt will experience in and using aid. After for a After all, all, you've rience a speech in selecting, selecting, designing, designing, and signed up speech using an an aid. you've signed up for add to aids whenever But do whenever they do use course, speech. an art course. course. But they can can add to your use aids course, not an your speech.

Review Review Now let's learned so this far—as a review, nnot what you've Now let's start o t as as this so far—as a review, start ttoo bring bring together together what you've learned lesson’s self-test. achieve in this lesson. lesson. Let's consider consider thefirst objective you i n this o achieve first objective self-test. Let's lessons were tto you were data: Name the af data: types of thetypes Name

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look back this lesson. lesson. back through "To check check vour through this To answers, look your answers, for this the second lesson? second objective Now, how about the this lesson? how about Now, abjective for

Fletcher

Leon

by 2001

©

‘Copyright

of the following examples. each of the following the type examples. data in each ofdata Identify type of Identify the by increased by and 1990, the Asian Asian population 1. IIn 1980 and between 1980 1990, the 3.1 California, between population increased n California, 1. 3.1 million, million.

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data: Type of dara: Type who faced He'd been of mine such a tell you mine who decision. He'd a decision. about aa friend friend of 2. Let been faced such Let me me tell 2. you about

he should his boat than three three hours. hours. By should for more boat through then, he fog for heavy fog By then, sailing his sailing through heavy more than

90 1190

LESSON? LESSON? land. Still no land. Hee another hour. hour. Still for another had not. have sighted he had but he sailed sailed on for land, but sighted land, not. H have the Coast Coast radio ttoo the had but had ttoo radio he had alternative—he had he decided but one decided he one alternative—he Finally, he Finally, Guard. Guard. data: of data: Type of Type It’s popular 3. It’s Hawaii to say, it!” forit!” G ofor 3. popular iinn Hawaii say, ““Go

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data: Type o f data: Type its budget needs to the same within its 4, Our federal government Our federal to stay same reasons budget for the reasons wwee 4. stay within government needs this meeting need tto here at within our own personal personal budgets. o stay here at this budgets. meeting today today need our own stay within data: of data: Type Type of collectors—of shells, humans are 5. A great books, stamps, shells, money, are collectors—of 5. great many stamps, money, books, many humans kinds. all kinds. o s s e s s i o n s ofall miniatures, miniatures, paintings, antiques, ppossessions paintings, antiques, of

data: Type Type of data: licensed tto be licensed of day for children; o care 6. Operators children; however, however, iinn day care centers must care for care centers Operators of must be who provide homes are their homes individuals who many states, day care care iinn their states, individuals many are not provide day required ttoo not required have a license. license. have 6.

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data: of data: Type of Type the page the next. after the Check your with those oonn the i t h those Check next. answers w page after your answers

is composed the world world is have something who “Half and can’t, “Half the h o have people w composed of people o say something tto can’t, say and

half w other half the other have nothing and the who and keep it.” and h o have nothing ttoo say keep oonn saying saying it.” say and

Robert Frost, Robert Frost, poet poet

1191 91

DATA SELECTING SELECTING DATA Answers Answers 1. Statistic Statistic 1.

4. Comparison 4. Comparison 5. Examples Examples 6. Contrast Contrast 6.

2. Story Story 2. 3. Quotation 3. Quotation

5.

have attained first ttwo lesson. You You should should the first BByy now should have attained the w o objectives objectives ofthis this lesson. you should now you be able able ttoo name and you the type data iin should beable be types ofdata, data, and able ttoo identify of data n name thetypes identify the type of you should given example. aa given example. But as you have observed as be data can some speakers, to some But probably observed listened to speakers, data can be as you you have probably you listened as used not only mislead but data data can also be be used used to idea, but usednot to support only to to mislead can also point oorr prove support aa point prove aann idea, of

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Data Misleading Misleading Data

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audience. They are and propaThere are main methods three main bias, lie, lie, and of misleading methods of are bias, There are three misleading an an audience.They propaganda. ganda.

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Bias 11.. Bias

is defined distortion in of o Bias is defined as idea, unreasoned o runfair favor of a person, Bias unfair distortion against a in favor as unreasoned orr against person, idea, or

o proposal. orr proposal.

POINTING TO MISLEADING DATA DATA POINTINGTOMISLEADING

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army against "The indictment indictment drawn drawn u p b y the the army against “The six separate stated iinn six Lieutenant Calley charges Calley stated Lieutenant separate charges Lai murder ‘Oriental human human that hhee ddid murder four Myy Lai four ‘Oriental at M i d at that than 30‘Oriental 30 ‘Oriental less than notless beings’-—murder beings’—murder not human beings’—murder unknown number number of of beings'—murder an human an unknown than 70—and human not so ‘Oriental 70—and less than so less not beings’ ‘Oriental human beings’ 102. Thus, the army army did not charge d i d not charge Thus,the ‘on, numbering on, numbering 102, human beings him with with the the murder murder of human beings as him been the case had have been would have case had presumably presumably would instead charged been involved, Caucasians been charged involved,but Caucasians but instead offense of lesser offense f killing mere o killing mere apparently lesser h e apparently tthe human beings.” ‘Oriental human beings.” ‘Oriental Thirtieth Anniversary the Thirtieth address at the Anniversary ooff Kéynote Kéynote address American Citizens Los Angeles Citizens the West West Los Japanese American Angeles Japanese the member of the the Takemoto Mink, member Patsy TakemotoMink, League, by Patsy League,by U.S. House of (Democrat, Hawaii) of Representatives Representatives (Democrat,Hawaii} U.S.House

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Copyright © 2001 by Léon

Fletcher

Leon

by 2001

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1192 92

7 ESSON 7 LLESSON

that supports information that the information bias most exists when In essence, when only often exists In only the most often parsupports one paressence, bias crucial ttoo aa isis crucial

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is presented is withheld withheld even view is though it information is when information ticular view even though ticular presented oorr when point. point.

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Le. audience is t o tell a mislead an simple, straightforward Another way straightforward le. a simple, Another an audience way ttoo mislead to

lies get new—aimost glamawarded w with old-fashioned lies i t h new—almost glamsome circles circles today, u t iinn some BBut today, old-fashioned get awarded called “misinformation” —zpparsometimes called o d a y iiss sometimes i e ttoday o r example, example, a llie orous—names. “misinformation”—apparorous—names. FFor less damaging is chat belief 3-letter tterm the 3-letter than the somehow ia erm word is somehow less the belief that aa 14-letter 14-letter word damaging than ently in the been referred have been “lie.” Recently, lies have referred ttoo as Recently, lies “misspeak“lie.” as “strategic misrepresentation,” “misspeak“strategic misrepresentation,” and other exotic terms. other exotic withholding information,” ing,” information,” and terms. ing,” “misleading,” “misleading,” ““withholding in be sure you have a Ass a speaker, not present moral responsibility present lies in to be speaker, you A a moral responsibility to you ddoo not you have

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be positive that every speeches is true. statement i n your speeches—to be your true. positive that your speeches every statement your speeches—to

lies

3. Propaganda 3. Propaganda is by usingpropaganda. deceive your third way The third using propaganda. listeners is The your listeners way ttoo deceive of facts, the use been defined has been facts, ideas, ideas, o defined as Traditionally, propaganda Traditionally, as the use of propaganda has orr allegations is slanted, incomplete, While tthat otherwise misleading. definition 1s h a t definition distorted, slanted, aredistorted, h a tare tthat misleading. While incomplete, or otherwise still valid, define propaganda valid, today of propaganda analysts of still today analysts sophisticated terms. propaganda iinn mare terms. propaganda define more sophisticated and R. Pratkanis their bbook Pratkanis and n t h o n y R. o o k Age n their IIn Age o off Propaganda, professors AAnthony Propaganda, psychology psychology professors Elliot Aronson influence through Aronson wrote Elliot h a t propaganda “mass ‘suggestion’ or influence means “mass ‘suggestion’ or wrote tthat through propaganda means the psychology of the and the the manipulation of symbols the individual. Propaganda the individual. Propaganda is the the manipulation of symbols and psychology of of the of with view of the of aa point ultimate the the communication of communication of view goal with the ultimate goal of having the recipient having point recipient of this position his o come her own.” appeal come own.” ‘voluntarily’ accept as if iitt were accept this to ‘voluntarily’ appeal were his position as orr her defined by such Until recently, recently, propaganda as such techniques specific of Until by a was defined specific a variety propaganda was techniques variety as card stacking feature described card described aterac(unfair statistic), statistic), glittering stacking (unfair ateracglittering generality (vague feature generality (vague and such. such. While flag waving tively), tively), flag White those waving (undeserved techthose techappeal ttoo patriotism), (undeserved appeal patriotism), and be used used by some continue ttoo be (and a great niques continue off much niques some speakers uch o speakers (and advertisers), m great many many advertisers), today’s propaganda propaganda is considerably today’s considerably more complicated. more complicated. Of fcourse, section about brief section about misleading data is not O course,this this brief teach you how ttoo use misleading data o teach use not tto you how and propaganda in your bias, and lies, bias, lies, the purpose speeches; rather, rather, the propaganda in o t tto o your speeches; guide vou purpose is ttoo guide you nnot methods. these methods. use use these

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Sources ooff Data Stating Data the Sources Stating the Students—indeed, Students—indeed, experienced experienced speakers—often ask, “Should in my “Should [I say where speakers—often ask, speech where say in my speech

my yinformation?” information?” II got got m

Answer: Depends. Answer: Depends. there’s no need need tto such a make such IIn n most speaking situations, most speaking situations, there’s a statement o make statement as as “According “According World Almanac Book o The World Almanac and 371, in the and Book Facts 1999, wo 1999, page to The offFacts ‘Noted section titled “Noted titled page 371, in the section the listing headed ‘Original Personalidies,” Selected Entertainers,’ Personalities,’ iinn the listing headed of Selected ‘Original Names Names of the Entertainers,’ iinn the column, in the second right-hand second entry i n the down the right-hand column, list, Whoopi the list, real name name Whoopi Goldberg's entry down Goldberg's real is All you need is “Whoopi need tto given as given as Caryn Johnson.” All Caryn Johnson.” real name o say “Whoopi Goldberg's Goldberg's real say is name is CarynJohnson.” Caryn Johnson.” will accept Nearly reliable. Hence, what you Nearly always listeners will always your your listeners as reliable. accept what Hence, usually say as usually you say need not in aa speech the sources yyou o u need data. not state spcech the off your state in sources o your data. BBut u t if yyou o u are are presenting presenting a statement h a t many statement tthat yourlisteners listeners might then doubr, then might doub, many ofyour should mention the source, mention the you Example: “Despite source. Example: belief, automobile you should automobile driving “Despite popular popular belief, driving

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SELECTING DATA DATA SELECTING

93 1193

is actually far safer n is o w than far safer 30 years Over eleven than iitt was eleven thousand thousand more was just 30 now more peoyears ago. ago. Over peo-

killed in in aauto in 1997. t h a t there u t o wrecks ple wrecks iinn 1970 1970 than ple were 1997. That means than in there are were killed are now means that

fewer deaths deaths by 24 percent than 24 just aa quarter more wrecks than than there there were by car more than car wrecks were just century percent fewer quarter century World That’s according latest figures the 1999 available as in the 1999 World the latest ago. figures available as reported according ttoo the ago. That's reported in Almanac.” Almanac.” of of The major advantages the The of stating information the sources advantages an are adding adding an sources of your stating your information are of authenticity, of statand reliability. factualness, and impression The major disadvantages reliability. The impression of statauthenticity, factualness, disadvantages of data include include presenting the sources of your details, unnecessarily ing the ing unnecessarily sources of presenting uninteresting uninteresting details, your data able ttoo remembe able lengthening speech,telling telling your listeners more than they lengthening your rememthey might be more than your speech, your listeners basic information. and detracting ber comfortably, from your ber intormation. comfortably, and detracting from your basic the nnext lesson for for tips outline when you're how ttoo outline Now, e x t lesson ready, start Now, when tips o start studying studying the you're ready, onn how speeches. your your speeches. a

Long Speeches Long Speeches measured by the hour hour die die with with the the hour.” hour.” by the “Speeches measured “Speeches

Copyright @ 2001 by Leon Fletcher

Thomas Jefferson ThomasJefferson

Fletcher

Leon

by 2001

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Copyright

1194 94

LESSON LESSON77

AASSIGNMENT S S I G N M E N T 1111

Self-Test Data: Self-Test Selecting Selecting Data: >

following self-test. ACTION: Take b ACTION: Take the following self-test. the of daca. 1. Name Name the data. 1. the types types of

Name 22.. N ame

main m methods the main the e t h o d sof of misleading misleading aann audience. audience.

S SELECTING E L E C T I N G DDATA ATA

the blank of each each of IIn n the blank ttoo the of dara. the right of the the following, data. name the the type following, name right of type of 3. The world’s longest The world’s 3. sailboard is longest sailboard is 165 feet. feet. 165

4. According is “how the problem 4. Time, the “how ——. According ttoo Time, problem is balance between strike an ttoo strike between an acceptable acceptable balance employment and inflation.” employment and inflation.” While listening for . While listening for

aa signal signal on on my my amaamaT was radio gear teur teur radio was suddenly one day, day, T suddenly gear one hear a a fromaa surprised station calling calling from station surprised ttoo hear heard oonnthe talked country seldom heard theair. air. TI talked country seldom with the with t h ecaller briefly, tthen caller briefly, h e n telephoned telephuned of m friends w sseveral e v e r a l of who h o aare r e hhams ams so myy friends talk with with this this rrare they, ttoo, station. they, o o , ccould o u l d talk are s tation. Turned outall had already Turned friends had o u t all my already my friends with bbeen e e n in ccontact ontact w i t h tthis h i s ““rare” r a r c ” sstation tation

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smaller than than Only w o nations Only ttwo are smaller nations are and Monaco. Vatican and Monaco. Nauru—the Vatican Nauru—the

world, virtually . Throughout the world, virtually all Throughout the live where have where they wealthy wealthy people people live they have choices of what what tthey almost unlimited unlimited choices almost h e y can can while every of however, while citizen buy; however, buv; citizen of every and Nauru i s exceptionally wealthy and Nauru exceptionally wealthy be a few years, millionaire in aa few a millionaire expected ttoo be years, expected have nearly which tto o nearly nothing they they have nothing on which their money. spend spend their money.

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works. know educational We know television works. educationaltelevision We students can IInn Chicago, can earn earn community Chicago, students community n weleviston. IIn e g r e e s by o l l e g e ddegrees ccollege by television. students can high Philadelphia, can earn Philadelphia, students earn high TV. sschvol c h o o l diplomas by TV. diplomas by

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the strengths 10.. By “criticism,” II mean mean the as strengths as By “criticism,” weabsnesses of of the well as the weaknesses the plan. plan. well as the

Copyright © 2001 by Leon Fletcher

.

Fletcher

Leon

by 2001

©

Copyright

is generally TV is generally passive—the Watching TV passive—the Watching and looks; the usually just just sits viewer usually looks; on sits and on the viewer other o o k is typically hand, reading other hand, reading a bbook typically involves active—the reader reader customarily active—the customarily involves his own mind, his his mind, his imagination, his imagination, his creativity, creativity.

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1196 96

LLESSON ESSON 7

Mink... Representative Patsy Mink... Representative Patsy the United United States in the States House House . speaks speaks in for the interests of the interests Representatives for of Representatives +. .

+.

Hawaii. Hawaii.

che state Her district includes all all of the district includes Her state t h e near-metropolis except near-metropolis of except the is concerned concerned Honolulu. Thus, she is Honolulu. Thus, she with the the farmlands farmlands north with north oof fPear] Pearl ranches oonn the huge cattle ranches Harbor, Harbor, the huge cattle the island island of Hawaii, the fastestfastestHawaii, the the and Kauai, developing island Kauai, developing island of Maui, Maui, and 1991 the island island devastated the 1991 devastated by the by the hurricane. hurricane. Democrat M Mink born iin 1927, Democrat i n k was n 1927, was born Maui, is married, has one married, has one child. on child. on Maui, She attended the University of She attended the University of her bachelor’s bachelor’s degree Nebraska, got Nebraska, degree aatt got her the University of of Hawaii, and earned earned Hawaii, and theUniversity her doctor doctor of the her ofjurisprudence jurisprudence at the Law School School in University Chicago Law University of Chicago 195}. 1951.

is

in

She was a She practicing attorney, was a a practicing attorney, a

Hawaii the University lecturer ar University of Hawaii Jecturer at the for seven served in in the the Hawaii Hawaii for seven years, years, served

for ttwo House ooff Representatives wo House Representatives for four the Hawaii and iin Hawaii Senate Senate four n the years, years, and

years, years, Congresswoman Congresswoman

is Mink is Mink

“exubecant aand n d enthusiastically “exuberant enthusiastically The Almanac Almanac o liberal,” liberal,” according according to to The off And ““she American Politics. And AmericanPolitics. s h e helped helped feminism grow from a feminism fringe cause a fringe cause ttoo grow from the main main rallying cries for for one of the one rallying cries She sponsored Democrats.” She Democrats.” sponsored a gender a gender healthcare women’s healthcare equity equity act, act, women’s other innovations. innovations, measures,and measures, and many many other Mink chairs chairs the the Congressional Mink Congressional Pacific Caucus Asian Pacific and co-chairs Caucus and co-chairs Asian the Education Education Task Task Force for the the Force for the Democratic Caucus. Caucus. IIn 1997-8, she Demacratic n 1997-8, she the Democratic Democratic Regional w a g the was Regional Whip. Whip. bY x

of

DATA SELECTING SELECTING DATA

97 1197

Answers Answers 1. Types data: of data: 1. Types of Examples Examples Stories Stories Quotations Quotations Definitions Definitions Comparisons Comparisons Contrasts Contrasts Statistics Statistics aids Audiovisual aids Audiovisual

of mmisleading isleading of

2.. M Main methods 2 ain m ethods udience: an an aaudien

3. 3. 4. 4. 5. 5. 6. 6. 7. 7. 8. 8

Statistic Statistic Quotation Quotation Story Story Comparison Comparison Contrast Contrast Examples Examples aid 9. Audiovisual Audiovisual aid 9, 10. Definition Definition 10. 11. Comparison 11. Comparison

Lies Lies Bias Bias PPropaganda ropaganda

Scoring Scoring Give yourself credit as follows: Give yourself credit as follows: 1: for cach cach type data you named correctly. of data Question 88 points, correctly. Question 1: points, || for type of you named cach type of misleading data you for cach Question named correctly. 2: 33 points, Question 2: correctly. misleading data points, 1| tor you named type of each made. 3-9: identification for Questions o r r e c t identification you Questions 3-9: | point point for each ccorrect you made. [

Your 20 points. remember, is Thus, Thus, if your o u rggoal, oal, you answers are are correct, carn 20 correct, you you carn points. Y you remember, your answers have {16 least 80 80 percent should have at least orrect 6 or o r r e c t , so o ger tto so you or more ccorrect get ar you should percent or more ccorrect, and iiff you Grade Record Record Form, response. are maintaining give yourself Form, give so, and maintaining your response. [f[f so, you are your Grade and retest didn’t get 16 or more correct “credit.” IIff vou please restudy retest your“credit.” correct answers, restudy and answers, please get 16 you didn’t yourself until until you do. self you do. Your final for this this lesson lesson is is ttoo use To data effectively objective for effectively iin Your final objective speeches. To n your speeches. use data will be evaluate vvour these four be added attainment of tchat added ttoo your objective, these h a t objective, o u r attainment evaluate new points four new points will your Forms: Evaluation Forms: Speech Evaluation Speech |

includes variety 111. Includes 1.11. data—statistics, variety of of data— statistics, quotations, etc. etc, q

jons,

1,12. Data Data sseem 1.12. e e r accurate,honest accurate, honest Points seem 1.13. Points valid conclusions from data presented 1.13. seem valid includes examples 1.14, includes interest, etc., not 1.14. d dinterest,etc, not tto o examples to clarify,a clarify, add prove peints prove points

Copyright© 2001 by Leon Fletcher

to

Leon

2001

©

Copyright

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{

The First First Speaker... The Speaker...

Fletcher

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Dr. Weir Weir Cadyle radio was address an Ketler, president Cadyle Ketler, president organization by by radio was Dr. . t o address an organization

talked ttoo the the 1920. He He talked 20, 1920. Grove City April 20, City College, College, in Pennsylvania, on on April in Pennsylvania, of Grove

Club in miles away. in New New Castle, 25 miles Castle, 25 Rotary Rotary Club away.

1198 98

LESSON 7 LESSON

Sheet Check-Off Tip Data: Check-Off Tip Sheet Selecting Selecting Data: PURPOSES

Proof 1. Proof

2

Clarify aa point point

a

|

Make 3. Make point interesting a point interesting

4

Make aa point memorable Make point memorable

1

Examples Examples

TYPES

LTT

2

Stories Stories

3

Quotations Quotations

4

Definitions Definitions

5. Comparisons Comparisons

6

Contrasts Contrasts

Statistics 7. Statistics

8

aids Audiovisual aids Audiovisual 8.1. Objects 8.1. Objects 8.2. Models Models 8.2. —

.

N

8.3. Overhead Overhead projections 8.3. projections 8.4, Chalkboards Chalkboards 8.4.

8.5. Graphs, charts, diagrams, Graphs, charts, ete. diagrams, maps, ——___. 8.5. maps, ete. 8.6 Slides, — — 8.6. video recordings Slides, motion motion pictures, pictures, video recordings —__— 8.7. Audio Audio recordings recordings ______. 8.7. 8.8, Compurer-genera 8.8. ted graphics Computer-generated graphics MISLEADING DATA DATA MISLEADING 1. Bias Bias 1.

2. Lies Lies 2. 3. Propaganda 3. Propaganda

h a da

1199 99

LESSON 8 peso’ 8

Outlining Outlining Speeches Speeches

|

“First ofall, of my refresh my take aa “First all,| refresh earlier thinking on . . l then then take on the subject.. subject. ...| my memory earlier memory of large yellow large and,under yellow pad under the the heading‘Random down whatever whatever new new Notes,’ put down pad and, heading ‘Random Notes,’put of almost like come into mind that of thoughts into my in whatever theyoccur, occur,almost like that whatever sequence thoughts come my mind sequence they free association.| with such such random notes.” association. may random notes.” free cover many may cover many pages pages with which points is to examine related to one "My next next step “My are related these notes and decide decide which examine these points are notes and one step is another and mind, this iinn mind,| form a of the another and how theyare arerelated related tto o form unit of the speech.With speech. With this a major major unit they down brief skeletal skeletal outline of the then put down form, indicating then on paper the speech in topical topical form,indicating paper a brief speech in on what should four should constitute introduction, what what should be covered covered in the introduction, what should constitute the the three three or or four of the speech,and conclusion.” what should for the major sections major should beleft left for sections of the peroration or conclusion.” speech, and what peroration or Listen How —Mortimer Adler, How —MortimerJ. to Listen Speak, J. Adler,How to Speak,How of

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that is finished this be able able tto this lesson, outline that lesson, you After you've speech outline OBJECTIVES ) After will be o prepare you've finished you will is prepare aa speech useful and the outline incorthat the outline incorBy technically correct. By technically correct, we mean mean that useful technically correct. and technically correct, we the correctly for outlining off the guidelines 80 percent (32) or guidelines for or more more o porates outlining presented presented iinn porates correctly 80 percent (32)

this lesson. lesson. this

PREPARING SPEECHES SPEECHES PREPARING

talk show show or When not her ownTV or emceeing own TV talk emceeing hosting her nothosting When out for for ks out awards ceremony,RosieO'Donnellspea an awards an ceremony, Rosie O'Donnell speaks

Kids” All Kids" “For All and promotes her“For gun.control and promotes her gun.control

Foundation. Foundation.

Fletcher

Leon

by 2001

©

Copyright

2 000 0 2

LESSONS LESSONS

ire) RELEVSshee)

and of speech layout and speech outlining including layout teach you will teach technical aspects outlining including lesson will the technical This lesson aspects of This you the presented iinn data, etc.—are etc—are presented The creative aspects—selecting aspects—selecting points, points, patterns, symbols. The symbols. patterns, data, and and introduction, the introduction, lessons 12, discussion, discussion, the how and design o t how on Lessons lessons the design 12, to 10, and 11, Lessons 10, 11, the of aa speech. conclusion of speech. conclusion have do I ttoo have I do Why me. o t that outline something me. do means I can that “Bue 1 something means to outline an do an already “But already can students say. another wway?” learn another a y ? ” some learn some students say. that those that here are those the outlining presented here First, the There are techniques presented reasons. First, outlining techniques There are two reasons. situathe majority have found o r the i n preparing found most speaking situahelpful in majority ooff speaking speakers have o s t speakers m preparing ffor most helpful most in learning and but in the “only way” outline, but offered as learning and These tips as the tions, These tips are way” ttoo outline, are not not offered tions. be successful for been successful have been other speakers, for other these techniques, which have speakers, you applying you may techniques, which may be applying these able tto own speaking. n w o o improve able improve your speaking. your has is additional this speech outline has an class, your second reason. an additional duty duty There is aa second n this There reason. IIn speech class, your outline what you instructor what communicates ttoo your o you. helpful tto being helpful merely being beyond beyond merely you your instructor you. IItr communicates she can he or she of a have iin mind for for the the structure can help you h a t he speech so improve your so tthat a speech n mind have structure of your you improve designing. speech speech designing. is to a cruise, an chart is a house, is ttoo a what aa blueprint an a cruise, a speech house, aa chart outline is A noutline blueprint is ttoo a speech what effective has an tends tto An outline speech has outline tends h a t your is tto o ensure an effective o a meeting. An agenda agenda is a meeting. ensure tthat your speech and and that that t t n a direction w you t a h t everything (like t a h t and cruise) a cruise) (like house) n o i t c e r i a d and house) a too o r m (like fform want you (like everything . (like a included (like a good meeting). mecting). is included present present is An last “tends But note, outline that ensure.” even outline, n that A ensure.” o t outline, “tends outline an that said even sentence sentence last that an But to said note, results. Even will nnot Even with with aa good an especially o t guarantee especially good ane, an blueprint aa carpengood blueprint one, will guarantee results. carpenwith an chart aa sailor sailor ccan.... house; even ' m sure build aa poor a n . . . . II’m an accurate ter even with sure you can build accurate chart ter can you poor house; h e point. get point. get tthe have a tends tto of an value of The value is tthat outline is logical presentaa logical h a t you'll o ensure h a t iitt tends The an outline you'll have ensure tthat presentais a is too! for and data Ann outline the points for planning. data iinn your outline is a too} It is tion ooff the speech. A a tion planning. Tt points and your speech. the data and the visual representation ideas and of the which you audience the ideas data through a n t your audience visual through which want representation of you w be entertained. informed, persuaded, o be informed, tto persuaded, or entertained.

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A speech for the of speeches broad plan the design format is aa broad speech format speeches i n general. plan or guide design of A general. guide for for aa particular outline is a specific specific plan speech outline AAspeech particular speech. plan for speech.

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the speech outline oonn speech outline Study Study the

is a a carefully. IItt is tthe h e nnext e x t page page carefully.

effective outline, typical effective outline,

such as class iin for aa five-minute in a five-minute speech suitable for suitable a class speech such usually present n public speakas you speakyou usually present in

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For a longer speech, add more would simply add ing. ing. For speech, you build a more more specifics specifics to to build detailed, more detailed, you would

This outline outline illustrates all the the techniques of outlining. powerful, illustrates all case. This powerful, convincing convincing case. techniques of outlining. long Bur don’t such a that such don’t worry of techniques But “sounds overwhelming, looks a long list of techniques “sounds overwhelming, looks worry that list it. You You are professor put speech professor as one speech overwhelming,” put it. o t expected are certainly certainly nnot expected ttoo memoverwhelming,” as all those become skilled 40 techniques. those 40 orize all orize You're only ttoo become them. M off techniques. You're skilled iin n using using them. any o Many will quickly those techniques know; m those mind automatitechniques you o s t will automatialready know; come tto o your quickly come you already most your mind is absolutely no reason why outlines. cally as cally of there your as you prepare outlines. And, And, of course, there is reason course, your prepare you the list look at the outlines, need tto can’t Jook often as yyou o u can’t work list as as yyou o u need as often o as ou w as y ork u o u r outlines, you upp yyour

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PEECHES UTLINING S O SPEECHES OUTLINING

201

201

Example Outline Example of a a Speech Speech Outline Audience: New Audience: New York School Schoal Boards Boards Association Association the aaudience will After Speech Speech PPurpose: urpose: A f t e r hhearing earing m u d i e n c e will speech, the myy speech, their instruction. guarantee their instruction. guarantee

agree h a t sschools chools agree tthat

should should

Tatroduction Introduction A. Would Would you clean half knew tthat A. e wdishwasher dishwasher if you h a t iitt would would only clean buy a a nnew you buy you knew Yer that's that’s just schools. what we do when when we your dishes? Yet fund our public schools. just what we fund our public we do your dishes? B. Schools Schools should should guarantee their instruction instruction B. guarantee their Discussion Discussion A. Need Need for for gguaranteed earning u a r a n t e e d llearning A. 1. Students are half nnever 1. Students areill-prepared ill-prepared ttoo eenter n t e rcollege; c o l l e g e ; half e v e r bbecome ecome ophomores ssophomores level school with with only 2. SSome e a d i n g level high school r o mhigh graduate ffrom ome 2. fourth-grade rreading only aa fourth-grade graduate We spend have 3. We $4770 per 3. than $4770 e r student, student, yet an average spend an average of more than yet have per year year pper of w what roduce will pproduce o n e ywill hat m h a t tthat s s u r a n c e of nnoo a assurance money How works —4 steps: guaranteed learning o w guaranteed B. H learning works—4 steps: 1. school set broad goals 1. Community and school set broad goals Community and Teacher establishes 2. Teacher measurable objectives, objectives, stating: stating: establishes specific, 2. specific, measurable What the the student student is he o she has has “learned” do ttoo show show he “learned” is ttoo do a. a. What orr she is tto show it—conditions b. H it—conditions How o show she is o w he b. oro rshe Levels he he o achieve orrshe she is ttoo achieve Levels ¢c.. Teacher then 3. Teacher then designs instruction ttoo attain those objectives attain those designs instruction 3. abjectives Teacher tests effectiveness of instruction, 4. Teacher learning redesigns tto o ensure tests effectiveness 4. instruction, redesigns ensure learning occurs occurs of guaranteed C. Successes Successes of learning C. guarantecd learning 1. Indiana: entire 400 students students school, 400 entire K-6 K-6 school, Gary, 1. Gary, Indiana: First in in nation, 2. Texarkana, Texas: First reduced dropout Texarkana, Texas: 2. nation, reduced rate significantly dropout rate significantly 3. More More than 200 projects than 200 3. across country projects across country Conclusion onclusion C schools be pprovided A. Guaranteed should be Guaranteed llearning all schools r o v i d e d by e a r n i n g should A. all

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1 s aclear, [[tis specific 4-step aclear, specific 4-step process process Tt w works orks Tt wide variety We guarantee B. We dishwashers, a wide juice, cough r a n g e juice, B. cough drops, drops, dishwashers, variety cars, oorange guarantee cars, of our products—why education? n o t education? products—why not of

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used in in the the above above outline. for outlining. 40 techniques one is used There are outline. There techniques for outlining. Every one are 40 then the the nnext which lists those guidelines, and then guidelines, and the following Now study lists those e x t page, Now study the following page, page, page, which

in

Copyright© 2001 by Leon Fletcher

this same outline. of those which illustrates the use those guidelines specch outline. guidelines i n this same speech illustrates the which use of Fletcher

Lean

by 2001

©

Copyright

LESSONG® LESSONS

Guides Outlining Outlining Guides the nnext e x t page. with anasterisk are illustrated illustrated oonn the marked with asterisk are Points marked Points page. an

. Organization Organization for whom whom speech *1.1, Name Name specific audience for specific audience designed *1.1. speech is designed State specific for speech *1.2. State speech specific purpose #1.2. purpose for view audience’s of view “1.2.1. Worded from point audience’s #1.2.1. Worded from point of in specific 2.2, Expressed specific terms #1.2.2. Expressed in terms *1.2.3. Realistically attainable Realistically attainable #1.2.3. Maintain consistency with: of speech speech purpose 13, Maintain 1.3. consistency of purpase with: 1.3.1. P of ssubject Preview I.B.) u b j e c t {point r e v i e w of 1.3.1. (point LB.) of sspeech Main points ILA., B., B., eetc.) tc.) p e e c h (points 1.3.2. 13.2. Main points of (points ILA., Review o 1.3.3. Review off subject {point IEA.) 1.3.3. (point ILA.) “1.4. with aattention-getter A. o i n t LLA. t t e n t i o n - g e t t e r as t a r t with “1.4. SStart as ppoint

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r e v i e w speech . 5 . PPreview 1"1.5, speech as point 1.B. as point “1.6. the discussion discussion Present 22 1too 55 points *1.6. Present points iinn the *1.7, Present Present discussion discussion points that are *1.7. Jogical parts subject are Jogical parts of the points that the subject "1.8. in logical discussion points order *1.8. Arrange logical order Arrange discussion points in with data *1.9. Support discussion points data *1.9. Support discussion points with "1,10. Review Review speech speech as *1.10. I I I . A. point IILA. as point *1.11. Review Review main main points TILA. discussion under under point *1.11. points of discussion point TILA. *1.12. Present memorable statement IIT.B. Present memorable *#1.12. as point statement as point II1B. short—too brief ttoo communicate 1.13. D communicate specifics Don’t 1.13. o n ’ t mmake a k eoutline o u t l i n e ttoo o o short—too specifics make outline 1.14. D outline ttoo Don’t 1.14. o n ’ t make o o long—approaching long—approaching a afull fullscript script make outline 1.15. Don’t Don’t make 1.15. outline ttoo o o general—lacking specifics gencral—lacking iinn specifics make outline 1.16. Don’t involved or overstructured outline ttoo Don’t make 1.16. overstructured o o involved

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Content Content 2.1, Appropriateness material t o : of material 2.1. Appropriatencss of 2.1.1. Audience Audience 2.1.1. 2.1.2. Oceasion Occasion 2.1.2.

2.1.3. Speaker 2.1.3. Speaker Relevance of of material 2.2. Relevance material tto 2.2. o aaudience udience 2.3. Significance of material material ttoo audience 2.3. Significance of audience Accuracy offacts 24. Accuracy 24. facts 2.5. Justification of conclusions, 2.5. Justification of conclusions, opinions opinions 2.6. Stating 2.6. when Stating ooff sources, h e n appropriate appropriate sources, w Mechanics 3. Mechanics *3.1. Identify main parts of speech *3.1. with Roman Roman numerals speech with Identify main numerals (1., (I., IIT., L , etc.) ete.) parts of main points with capital *3.2. Identify letters (A., Identify main capital letters (A., B,, B., etc.) points with etc.)

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2202 02

*3.3. Identify subpoints (usually (usually data) Identify subpoints with Arabic Arabic numerals numerals (1., data) with (1., 2., 2., etc.) etc.) lowercase letters with Identify Identify sub-subpoints b., etc. i t h lowercase sub-subpoints w (a., b., etc.) letters (a., Place periods each identification *3.5. Place periods after identification (for example, after cach A. example, II.. Introduction; Introduction; A. Need Need for guaranteed learning} guaranteed learning) “3.6. Name main parts of speech #3.6. Name main speech (Introduction, (Introduction, Discussion, Discussion, Conclusion) parts of Conclusion) Indent lower lower points 3.7. 3.7. Indent under superior points under superior points points *3.8, Line Line up line of of second #3.8. second line of aa statement start of statement directly under start of first line directly under first line up start start of t h a t statement ofthat statement Have tewo 3*3.9. . 9 . Have whenever indenting w o or more more points points whenever indenting *34.

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03 OUTLINING OUTLINING SPEECHES SPEECHES 2203

Illustration of Use Use of Outlining Illustration Guides Outlining Guides

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Submit an ACTION: Submit for your Db ACTION: an outline for next speech. speech. your next OBJECTIVE OBJECTIVE effecAfter completing this assignment, be able able tto After outline aa speech o outline assignment, you expected ttoo be speech effeccompleting this are expected you are least 32 32 (80 of the the 40 is, ttoo use ttively, i v e l y , tthat h a t is, 40 techniques use correctly (80 percent) you’ve just just correctly aatt least techniques you've percent) of sstudied. tudied.

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INSTRUCTIONS INSTRUCTIONS 1. Prepare submit ttoo yyour n d submit o u rinstructor i n s t r u c t o r an e x t speech. 1. speech. an outline for your Prepare aand your nnext is detailed detailed aatt tthe 2. That of the That speech, which is 2. the nnext h e eend n d of e x t l elesson, s s o n , sshould: houl speech, which Be ddesigned deliver the the speech 2.1, Be for aa specific r g a n i z a t i o n (but you’ll o c a l oorganization e s i g n e d for 2.1. specific llocal speech you'll deliver in class) class) tn 2.2. Be about a 2.2. Be about a community community problem problem data effectively 2.3. Use Use dara 2.3. effectively be one data firsthand firsthand by the data Your SUBJECT which you should be SUBJECT should by getting gather the v. Your one in which getting you gather is new observe aa problem experience or observe o u t iin n your h a t is o you. new tto community ttoo experience out problem tthat your community you. For example: example: For for three the money feed Live for welfare mother mother receives three days 3.1. Live days on the money a typical typical welfare 3.1. receives ttao feed onc one person. person. the rounds rounds of with your 3.2, Spend a few days Spend afew days doing the meetings with of meetings 3.2. mayor, police your mayor, schoo! principal, chief, school minister, etc. ete. chief, principal, minister, for a of the volunteer assistant teacher of the 3.3. Work Work for a day day or a volunteer o a assistant tto or so 3.3. so as as a a teacher bus driver. driver. hospital nurse, handicapped, handicapped, aa hospital nurse, or bus friend’s—with Follow 3.4. complaint—yours or shop, store, store, city city o r a friend’s—with a repair 3.4. Follow up repair shop, up a complaint—yours wall, o agency, ete. uuntil n t i l yyou o u get e f u n d , replacement, adjustment, bblank l a n k wall, replacement, adjustment, orr get a rrefund, agency, ete. ccomplete o m p l e t e frustration! frustration! the ssame of aa the pprices for the 3.5. C charged by vvarious 3.5. o m p a r e the r i c e s charged a r i o u sstores s t o r e s for a m e bbrands r a n d s of Compare television set, tennis racquet, television t h e r product. product. toothpaste, tennis set, toothpaste, racquet, oorr oother faith quite service of a faith different from from your Attend aa cchurch wn. h u r c h service 6 . Auend 33.6. quite different your oown. Travel with with an 3.7. ‘Travel insurance aadjuster, 3.7. d j u s t e r , process c o l l e c t i o n agent, server, collection an insurance agent, police process server, officer, oorr hhome officer, o m e nurse. nurse. such as a Take an article tthat needs repair, several 3.8. Take tire, toaster, radio, ttoo several repair, such 3.8. h a t needs an article toaster, o orr radio, as a tire, charges, time customer relations, shops o compare relations,etc. etc. time required, required, customer shops tto compare charges, the SPECIFIC of your the beginning of Be sure SPECIFIC AAUDIENCE 4. Be state at at the outline the U D I E N C E {or sure ttoo state your outline is designed the specch and the PURPOSE of the SPECIFIC SPECIFIC PURPOSE For whom the speech ts designed and whom ofyour yourspeech. speech. For example: example: audience—the association— After 4.1, After hearing local taxpayers’ association— 4.1. local taxpayers’ hearing my speech, my my audience—the my speech, needs more money. will agree town’s police force needs the town’s will h a t the police force money. agree tthat audience—a meeting local merchants— After listening of local merchants— 4.2. After meeting of speech, my listening ttoo my speech, 4.2. my audience—a used bbyy complaint will be be able able to four copouts often used to name will name four complaint departments departments copouts often firm. each and the how customers one firm. the against customers turns one each and how turns against

a

a

Copyright © 2001 by Leon Fletcher

ba

of

Fletcher

Leon

by

2001

©

Copyright

a

tor

LESSONS LESSONS

are

If you 5. If how tto 5. additional suggestions o organize want additional speech, you organize your you are suggestions on on how you want your speech, ahead tto which gives Lesson 10, urged tto 10, Designing urged o skip ahead o Lesson gives you Discussions, which Designing Discussions, you various patterns guidelines use. might use. guidelines oonn various patterns you you might well before Submit your evaluation well before you instructor for for evaluation . Submit outline ttoo your are speech instructor your outline your speech you are will be be sufficient be returned time for then there there will sufficient time for your outline ttoo be returned ttoo you speak; then tto o speak; your outline you whatever offers SO o u can use whatever comments your instructor offers t o improve your so y instructor comments your to improve your you can use and thereby outline and speech. outline thereby improve improve your your speech.

on

2216 16

To Speak,o Not tto To o Speak? Speak, orr Not Speak? be better better than than silence, “Let thy “Let silence, or thy speech speech be silent.” or besilent.” be

the Elder (430-3678.C.) Dionysus Dionysus theElder (430-367 B.C.)

PEECHES UTLINING S O SPEECHES OUTLINING

217

217

Outlining: Check-off Tip Sheet Tip Sheet Outlining: Check-off off

INSTRUCTIONS: Check Check off each INSTRUCTIONS: each item item as outline your as you speech. you outline your speech.

B., B . , etc.) etc.) of subject 1.3.3. Review of subject 1.3.3.Review {point ULA. (point 1IL.A.) 1.4.. Start Start w with i t h attention-getter oint as ppoint attention-getter as Preview speech LB. 1.5. Preview speech as as point point LB. in the the 1.6. Present Present 22 ttoo 55 points points in ddiscussion, iscussion.

1

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. P r e s e n t ddiscussion i s c u s s i o n ppoints o i n t s tthat h a t are Present are .

of the the subject. subject. logical logical parts parts of

in

logical points i n logical Arrange discussion points

1, te .. A r r a n g e d i s c u s s i o n

order. order.

with data. data. 1.9, Support o i n t s with discussion ppoints Support discussion IIL.A. Review speech 1.10. Review specch as as point point 1ILA. Review main of discussion 1.11. Review main points points of discussion :

1.12.

Copyright © 2001 b y Lean Fletcher

1.13. Fletcher

Lean

by 2001

©

‘Copyright

____ 14.

ILA. under point under point I1LA. memorable statement Present memorable as Present statement as IT1.B. point point I11.B. make outline outline ttoo short— o o short— Don’t make Don’t brief ttoo communicate communicate ttoo o o brief specifics. specifics. make outline o o long— Don't make outline ttoo Don't full script. script. p p r o a c h i n g aa full aapproaching

CONTENT 2. CONTENT 2. of material material tto: 2.1. Appropriateness o: 2.1. Appropriateness of 2.1.1. Audience Audience 2.1.1. 2.1.2. O Occasion ccasion 2.1.2. 2.1.3, SSpeaker peaker 2.1.3. Relevance of of material material tto audience 2.2. Relevance o audience 2.2. material tto audience 2.3. Significance of material o audience 2.3, Significance of facts 2.4. Accuracy 24, Accuracy of facts of conclusion, 2.5. Justification 2.5. conclusion, opinions Justification of opinions when appropriate 2.6. Stating of of sources, 2.6.Stating appropriate sources, when 3. MECHANICS MECHANICS 3. main parts of speech with speech with 33.1, 1. Identify Identify main parts of Roman numerals numerals (1, etc.). Roman L , etc.). (1, IIL, 3.2. Identify main points with capital 3.2. capital Identify main points with B., etc.). letters (A., (A., B., etc.). letters 3.3, Identify (usually data} 3.3. data) Identify subpoints subpoints (usually Arabic numerals with Arabic numerals (1., with (1., 2., 2., etc.). etc.). 3.4. Identity with 3.4. Identify sub-subpoints sub-subpoints with lowercase letters b., etc.). l e t t e r s (a., lowercase (a., b., etc.). Place periods 3.5. Place afteridentification. identification. periods after 3.5. main parts of speech 3.6. Name Name main 3.6. speech parts of (introduction, discussion, discussion, (introduction, conclusion). conclusion). Indent llower under superior o w e r points 33.7.. Indent points under superior points. points, of a line of Line up start of of second 33.8.. Line second line a start under start of first first statement start of statement directly under line of of tthat line h a t statement statement 3.9. Have whenever Have ttwo w o or more 3.9. points whenever more points indentung indenting N

vview iew 1.2.2, Expressed 1.2.2. specific Expressed iinn specific tterms erms 1.2.3. Realistically 1.2.3. Realistically aattainable ttainable 1.3.. Maintain Maintain consistency of speech speech consistency of with: purpose purpose with: 1.3.1, Preview of of subject 1.3.1.Preview subject 1.B.) (point L.B.) Main points 1.3.2. Main of 1.3.2. points of speech (points IILA., LA, speech (points

make outline 1.15. Don’t outline too general— Don’t make 1.15. too general— lacking iin specifics. n specifics. lacking make outline involved 1.16. Don’t outline ttoo Don’t make o o involved 1.1¢. overstructured. or or overstructured.

20

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Name 1.4. N audience for 1.3. a m especific for w specific audience whom hom is designed. speech speech is designed State specific for speech, 11.2, . . State specific purpose speech, purpose for from 1.2.1, Worded 1.2.1. Worded trom of audience's point audience's point of

BANIARRR

ORGANIZATION 11.. ORGANIZATION

up

2218 18

LESSON 8 8 LESSON

FASTEST SPEAKER SPEAKER FASTEST

The fastest life is been President said tto is said in public have been President JohnFitzgerald The fastest speaker o have John Fitzgerald speaker in public life when, in he zoomed he delivered December 1961, delivered iinn December zoomed ttoo more Kennedy, when, a speech speech he Kennedy, in a 1961, he more 300 words than 300 words per minute. than minute. per for fastest world’s record is 637.4 The present 637.4 words record for held words per The fastest speaking minute, held speaking is present world’s per minute, Steve Woodmore, Britain, attained Woodmore, of Great the TV showMotorMonth show Motor Month Great Britain, by attained during by Steve during the 1990. 22, 199C. on September 22, on September ‘Those records in the The GuinnessBook the The World Records, Guinness Book of WorldRecords. Those recordsare are reported reported in 175 words 150 tto But most around 150 words per and few few can But most ofus o 175 speak around minute, and us speak speak can speak per minute, than 300 words words per minute. clearly at at more more than300 per minute.

of

2219 19

LESSON 99 LESSON ~

Polishing Delivery Polishing Delivery

“Select one of how how many the room—regardless i n the “Select or two people people in people are are one or room—regardless of many people

there—and seduce normal conversational conversational tone.” them. Talk in a tone.” them in Talk to them seduce them. a normal there—and —Willie Brown, Mayor of San Francisco —WillieBrown,MayorofSanFrancisco

OBJECTIVES)} Complete this lesson will be lesson and and you able tto: be able OBJECTIVES o: Complete this you will Deliver aann extemporaneous 1 Deliver with appropriate confidence, 1. speech with style, confidence, appropriate style, extemporaneous speech enthusiasm, and sincerity. andsincerity. enthusiasm, in your and techniques in the concepts . Incorporate effectively in techniques studied speech the studied in Incorporate effectively concepts and your speech To be and previous should use this and evaluated asaseffective, this lessons. To be evaluated effective, your previous lessons. speech should use your speech the three off aa speech— 80 percent for the three aspects more of speech— correctly o fthe thecriteria criteria for correctly 80 aspects o percent oorr more and delivery—listed the Speech Evaluation Form Form at delivery—listed on Speech Evaluation at on the content, organization, and content, organization, »

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DELIVERY TECHNIQUE DELIVERY

TECHNIQUE

“off-the-wall” has tuned his “off-the-wall” Actor Jim finely tunedhis e yfinely a r rhas Carrey Jim C Actor comedic personna. comedic personna.

Fletcher

Leon

by 2001

©

Copyright

-

»

4

20 2220

9 ESSON LLESSON

RELEVANCE ) RELEVANCE)

to

in

that

about t o present class and and are this class are about have delivered Now speeches i n this your delivered two speeches present your o w that you N you have

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and improve delivery. third, it is time time for for you your delivery. improve your third, polish and you ttoo polish that you for delivering speech that basic techniques 14 basic delivering aa speech lesson builds This lesson the 14 you builds on the techniques for This be presented, for a will be 19 nnew presented, for e w tips tips will Lesson 3, in Lesson Now, 19 Speeches. Now, 3, Delivering acquired Delivering Speeches. acquired in speech. 33 guides of 33 to delivering total of guides to total delivering a speech. skills iinn delivering delivering a y o u rskills the most o improve a y tto improve your o t the e x t iiss nnot productive w Studying most productive Studying a ttext way from: far more learn far You'll learn speech. You'll speech. more from: and in-class speech speech practices and in-class and analyzing 1. Listening recordings ooff your to and 1. analyzing tape your practices Listening to tape recordings presentations. presentations. and speeches classmates speeches by and analyzing speeches presented by your presented by 2. analyzing speeches S Observing your classmates and Observing and activities, church activities, lecture courses, hearing iinn lecture professional courses, church speakers you’re hearing professional speakers tc. meetings, eetc. organization organization meetings, and class and this class after your in this speeches in forms you receive after the evaluation evaluation forms you receive 3. » Studying Studying the your speeches classmates’ comments about your speeches. of your notes of your comments about your speeches. your notes your classmates’ that in your those techniques » Working techniques that speaking those 4. incorporate in earnestly ttoo incorporate Working earnestly your speaking also working working diligently and also effective in in your diligently ttoo tell you speeches and observers tell are effective abservers your speeches you are weaknesses. reduce or eliminate weaknesses. oreliminate reduce .

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and speaking few moments skills about your speaking skills feelings and first, please h i n k about take a few moments t o tthink But first, please take But your feelings

this stage off your speech course. course. at this at stage o your speech

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should help help brief bbutu tspecific the following Your answers Write brief o the replies tto specific replies answers should questions. Your Write following questions. goals to improve and perhaps skills. speakingskills. new goals plan new instructorplan you improve your perhaps your your speaking your instructor you and

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do abilities right now? about your speaking abilities feel about you How do How right now? feel your speaking you

have improved? do you what ways abilities have speaking abilities feel your IInn what improved? you feel ways do your speaking

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have deteriorated? In what do you deteriorated? what ways speaking skills skills may have feel your In you feel your speaking ways do

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abilities? YOU What might O U do t o improve speaking abilities? might Y improve your your speaking do

What might skills? might your What yourinstructor instructordo d o to help you improve your speaking skills? help you improve your speaking to

have ttwo with your IIff talking with channels of of communication might help, instructor might help, you w o channels communication your instructor you have her. Y ask questions You class. B with hhim with im o o u can But can ask questions in students are i n class. u t many orr her. comfortable are nnot o t comfortable many students front of talking i n front classmates about their their about So consider talking and o f their classmates feelings their feclings a n d speaking speaking consider skills. So skills. in channel: make make an the second second channel: with your the an appointment discuss your to discuss appointment with instructor to your instructor conyour conwill probably You about speaking. do, that speaking. Y cerns cerns zbout o u will students do, find, as as most probably find, that talking speech students most speech talking will be be very with your instructor will helpful. with your instructor very helpful. Now for improving took at at tips N ow let's look tips for speech delivery. delivery. let's improving your your speech

DELIVERY POLISHING POLISHING DELIVERY

2 21 221

Guidelines Guidelines for Effective Delivery Delivery Let’s restate 14 techniques the 14 Lesson 3, mastered—those presented Let's 3, restate the techniques you've you've already already mastered—those presented iinn Lesson

here tto and so Delivering reinforce your them and o reinforce of them Speeches. They're Delivering Speeches. They're repeated so repeated here your memory memory of

have the full list—thc list-—the essentials essentials and and the the full this lesson— you'll the more advanced tips lesson— of this you'll have tips of more advanced clear on any check back back for together in together i n one presentation. IIff you're of them, one presentation. o t clear for aa quick them, check you're nnot any of of Lesson refresher of Lesson 3. 3. refresher

Before you Before speak you speak 1. Dress Dress ttoo help, 1. hinder, your help, nnot o t hinder, speech, your speech. 2. Limit the number number of cards you Limit the 2. of nnote o t e cards use. you use. 4, Step and authority. with confidence confidence and 3. Step up speak with authority. up ttoo speak 4. Get Get set. 4. set. 5. Establish audience. 5. Establish contact with i t h yyour o u r audience. contact w

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While you're While you're speaking speaking audience. . Maintain Maintain contact with your contact with your audience. Begin i t h o u t referring r e f e r r i n g tto o your notes. Begin wwithout your notes. card Reter ttoo your Refer o t e card only occasionally. occasionally. your nnote Sound conversational, memorized speech. a memorized Sound conversational, nnoto tasas i f reading speech. or delivering a reading or Avoid ah, 10. Avoid know, well, well, okay, okay, cetc. 10. ab, so, ic. so, ya ya know, 11. Stop end of of an idea: don't don’t hook the end hook sentences with 11. i t h and, n d ab, Stop at the and, aand ah, etc. an idea; sentences together etc. together w don’t lean, Maintain good posture: 12. Maintain legs, ete. lean, cross 12. cross legs, etc. posture: don’t with 13. D clothes, etc. Don’t 13. o n ' t pplay lay w i t h notes, pencil, clothes, etc. notes, pencil, heard easily. be heard 14, Speak Speak loudly enough enough t o be 14. easily, Pogo

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We'll pick the new, and additional tips Now N o w the delivery. We'll u r numbering pick up tips o numbering system new, additional onn delivery. our up o system and 15. with 15. bepin with begin

Aids Effectively Use Aids 15, Use 15. Effectively with how handle and and display concerned with how you Here we aids. Suggestions Here we are are concerned Suggestions on display your you handle your aids. aids are of tthe in LLesson because aids aids are 7, Sclecting Selecting Data, designing aids he n e of e s s o n 7, r e s e n t e d in designing Data, because are ppresented are oone data. data. of types types of detailed tips isn’t as the following that isn’t subject that a t h e r detailed e ' r e on Again, as complex as the on a a subject tips Again, wwe’re following rrather complex as Yet tthere make your much ttoo make doo much h a t can e c h n i q u e s tthat little ttechniques e v e r a llittle h e r e are might suggest. are sseveral can d suggest. Yet your effective. o r eeffective. speeches speeches m more

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Your Modelo Works Model r item Make Sure item Works Sure Your 15.1. Make 15.1.

television getting Yet we've we've already Obviously! already pointed speakers on television Obviously! Yet pointed ttoo professional professional speakers getting n this. caught on o this. caught classmates had had problems during the demonstration demonstration specches? some of speeches? your classmates ofyour Perhaps during the Perhaps some You Know HowIt Works Sure YouKnow How it Works Be Sure 15.2, Be 15.2.

Fletcher

Leon

by 2001

©

Copyright

what that Sure. But But ttry sometime what button a salesperson asking a simple? Sure. that lonely button r y asking salesperson sometime Childishly Childishly simple? such questions. does, Your ask such the bottom down at the audience, too, bottom daes. Your audience, questions. way too, might ask way down

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Place Before Speaking Aids in PlaceBefore Get Your Your Aidsin Speaking 15.3. Get 15.3.

to

wall clips, the wall easel, hang the easel, those maps the charts on the Set those clips, pin your graphs those charts graphs t o the hang those Set maps on the and draw visuals on the the chalkboard chalkboard before deliver draw your visuals before you board, and o deliver t a r t tto display display board, you sstart

speech. your your speech.

2222 22

E S S O N 99 LLESSON

visuCover your such details the meeting before the details before best tto starts. Cover It’s usually attend ttoo such meeting starts. o attend It’s your visuusually best sheet als with of paper—for even tape example, you blank piece with aa blank can even piece of paper—for example, als newspaper sheet tape aa newspaper you can refer tto o the point which you want t o refer speech at at which chalk drawings—until point iinn your over your drawings—until che you want your speech your chalk and during aids before before and will be be studying our during yyour audience will the audience them. Otherwise, studying your Otherwise, the them. your aids and start time looking. start looking. i t dull, dull, they'll listening and they'll stop the program speech. Every speech. gets a bbit Every time stop listening program gets additional distractions. audience additional distractions. Don’t give give your Don't your audience

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Your Visuals Visuals Parts o off Your Attention toParticular Direct YourListeners’ to Particular Parts Your Listeners’ Attention 15.4, UseaPointer Use a Pointer to Direct 15.4. and you has greater with a finger, and has than pointing finger, and is more A pointer dramatic and pointing with A impact than pointer is you more dramatic greater impact

it.

use it. be aa more as you polished, professional speaker as more polished, professional speaker appear you use appear ttoo be

need ttoo support with with a finger—which More important, o s t speakers speakers need More most finger—which m pointing with important, pointing support with and yyour visual and lot of yyour audience. A between yyour o u r audience. o u r visual extended arm—puts o d y between o u r bbody i g extended a bbig arm—puts 1 lot hide far less less of your will hide aid. aid. pointer pointer will your

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Your Aids You've FinishedthePoint Soon as Finished the Paint TheySupport Remave Your 15.5 Remove They Support Aids os 15.5 as Soon as You've

listeners keep aid up about iitt iiff they want But you've the listeners the aid o . But keep thinking lets the Leaving you've Leaving the want tto. thinking about lets and you them with with you. another point, moved on keep them o keep a n t tto o another moved on tto want point, and you. you w when you've finished your is especially It is aids when Tt especially important remove aids speech—particimportant ttoo remove you've finished your speech—particdebate situation. all controversial discussion oorr debate the subject controversial or iiff you're situation, ularly subject is aatt all you're iinn aa discussion ularly iiff the for someone win a There’s probably with aa viewpoint opposing better way There's a probably no better opposing yours someone with yours t o win way for view. than to the opposite aids ttoo support to use case case than use your opposite view. your aids support the few years A few the board board ooff trustees southern before the college iin n southern Example: Example: A trustees ooff a college years ago, ago, before make an citizens’ committee wellof aa citizens’ watched tthe chairman of committee make an elaborate, California, 1 watched h e chairman California, elaborate, wellhis for building a particular documented case location. H Hee supported college at at a documented new college case for building aa new particular location. supported his fine and that with his and data supporting the key the and reasons his listed that visual a and map fine a h t i w case key data case visual listed reasons supporting map the board each reason. seemed convinced. When he board seemed convinced. finished, the cach reason. When finished, the board he stepped asked ttoo address But one As he address the board before before they voted. As But one new new speaker speaker asked they vored. stepped all the fine visuals—started with all aside. the previous the fine visuals—started ttoo move up, them aside. speaker—the one move them previous speaker—the ane with up, the leave them; all right,” said the the newcomer, in the the way.” “That's all them; they're “That’s o t in right,” said way." They they're nnot They newcomer, “just leave why used tto and were then different location were left then used build aa point-by-point of why were left and o build case of a different location point-by-point case be selected. had illustrated selected. The for the the new should be The map for illustrated tthe desirable nearcollege should new college h a t had h e desirable map tthat nearthe traffic the existing used tto of the show the ness existing library o w used result o show ness of traffic problems was nnow would result h a t would library was problems tthat such centralization of buildings. from such Each point visual now served 1to0 focus centralization of the visual from buildings. Each focus point on the now served the reverse o the point. attention oonn the attention point. reverse off the The well-documented well-documented case was lost. The lost. case was up

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Your Audience,Not Talk ttoo Your 15.6. Talk Audience, Not to Your 15.6. Your Aid Aid

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is acceptable Certainly it is from your Certainly o turn audience occasionally. What we acceptable tto turn away occasionally. What are we are away from your audience about here the speaker concerned about visual ffor bit of of a speech who concerned here iiss the uses a visual h o uses o r qquite speaker w u i t e a bit nd speech aand ends uptalking his or her it, with with his audience or head head turned ends her back back ttoo the talking t o it, the audience turned away from away from time. them for m much them u c h ofthe the time. Hard Then either of yyour aid? Then without Hard 1 0 ppoint oint w i t h o u t ggetting e t t i n g i n ffront r o n t of the oother o u r aid? from the e i t h e r ppoint o i n t from ther side of visual or point of the the visual side backward. point backward. add numbers, draw details, Hard ttoo draw details, add Hard etc. without without turning back on your numbers, etc. auditurning your your back your audience? TTwo few moments Take the ence? the few w o options: learn hhow options: Take moments i t requires stand to to learn one side o w tto o stand to one requires to side and write backward, and need to, backward, or pause write what what you back speech, write then turn your speech, pause iinn your turn back to, then you need audience and continue tto o your audience and continue speaking, speaking, your up

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23 2223

DELIVERY POLISHING POLISHING DELIVERY 15.7. AvoidHolding 15.7. Avoid Holding Visuals Visuals

the hold charts, Speakers often turn audiences tto Speakers who hold charts, diagrams o see diagrams or see often pictures for their audiences turn the or pictures visuals from from one Such of the the audience audience tto visuals view. Such side of the other, o the one side other, trying give everyone trying ttoo give everyone a view. time often keep those speakers those visuals listeners visuals in motion, giving speakers often motion, their listeners little time t o see clearly. clearly. keep little see giving much them o YYou'll easel, o o u ' l l bbee m more uch m o r eeffective effective iin n sshowing h o w i n gvisuals visuals if yyou o u place place them onn a onn aann easel, in the table, in of the able chalkboard, or be able audience will the tray the chalkboard, Your audience table, orother otherstable stable location. will be location. Your tray of and attention. them with with greater ttoo see attention. see them case and greater ease

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15.8. D Doo Not Not GiveMaterial Give Material to the 15.8. the Audience Audience While While You're You're Speaking Speaking

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had its sales sales representatives FForo ryears, years, aa nnationally a t i o n a l l y recognized o m p a n y has had insurance ccompany recognized insurance representatives faculties about the latest latest provisions of speak about the college faculties The representative speak ttoo college its policies. policies. The representative provisions of who his w h ocame c a m e t o oour u r college of aa brochure brochure college aalways l w a y s bbegan e g a n h i s speeches speeches by distributing copies of distributing copies his aaudience. brochure listed talks. his talks. he presented in his just about listed just u d i e n c e . That brochure o his tto about everything presented in everything he what his We all studied while he did while he spoke? brochure, trying Know hislisteners l i s t e n e r s did Know whar studied tthe h e brochure, trying Right! We spoke? Right! find benefits benefits w details tthat tto o find we'd for other other e ' d l lost, o s t , details hat w e r e ggoing o i n g tto o ccost o s t uuss more, e a r c h i n g for were more, ssearching Afl tthat of points u e s t i o n . All 20 minutes—the hat s p e a k e r did was minutes—the length his about 20 give us points ttoo qquestion. was give us about length of speaker him. t talk—to a l k — r o prepare prepare ttoo challenge challenge him. materials ttoo yyour divides their their Giving o u r listeners l i s t e n e r s aand n d tthen h e n ccontinuing o n t i n u i n g tto o speak speak simply divides Giving materials is bbeing while it it is interest. IJff yyou interest. ou m u s t ddistribute i s t r i b u t e something, o n ’ t ggoo o e i n g passed must passed samething, ddon’t talking while onn talking in your until everyone has a Then give around; around; just listeners speaking until give your a copy. just pause pause in copy. Then your listeners your speaking everyonc has it over time tto look it before you And don’t don’t distribute material tthat continue. And distribute material just repeats time o look h a t just over before repeats you continue. such what you before you hand out such what o say talk. IIff you a n t tto o hand going tto are going want you are say before your talk. you w present your you present will have take w Listeners will have a summary material ssoo yyour leave, do do with when material o u r listeners i t h tthem hem w h e n they they leave, summary ttoo take

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after your so speech. so after your speech. also distracting audience just It’s also of something—a model, a sample, just one It’s a sample, give your one of something—a model, distracting ttoo give your audience

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Some listeners wonder if they'll such—to pass talk. Some around as continue t o talk. o pass around o u continue listeners may as yyou they'll orr such-—to may wonder finish speaking; of what the thing before before you others may the point what speaking; others get o sec see the point of get tto may nnoto t get the you finish

get

the visual visual and and you lose them; them; still others may until they’ve you're still others saying until seen the they've seen you're saying you may may lose may stop stop

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before it gets about its while they marked up being dropped listening i t s being getting marked dropped o rgetting listening while they worry gets worry about up before divided your audience’s aattention. them. Again, tto o them. ttention. Again, you've you’ve divided your audience's hold the aid up what the aid listeners about, you’re so can see IIt’s t ' s bbetter e t t e r 1to0 hold s o your l i s t e n e r s c a n sec w h a t y o u ' r e talking abou, talking your up look. O have enough better look. after your Orr have them ttoo come a better come speech tto tthen h e n iinvite n v i t e them up after o get enough get a your speech the item time. O look aatt the the same Orr perhaps rawitem aatt the same time. copies copies so can look perhaps a photo photo oorr ddraw~so everyone everyone can well. the point would communicate the just as well. o u l d communicate ing ing w point just or

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16. Gesture Gesture Effectively 16. Effectively Lesson 4, You'll remember remember tthat tips on 4, Preparing we gave some tips on gesturing h a t we You'll gesturing iinn Lesson Preparing to gave you you some

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for you ttoo sstart Now time for gesturing. on improving t a r t working o w it’s time Speak. working diligently on improving your Speak. N your gesturing. classes start students often often ask, ask, When speech classes o r k i n g oonn gestures, h e n speech W start w working gestures, students

Copyright © 2001byLeonFletcher

while II speak?” hands while with m speak?” with myy hands

Fletcher

Leon

by 2001

©

Copyright

“What do do II do “What

is my reply. of your the end end of leave them arms!” is them there there at at the “Just leave my reply. your arms!” is indeed the first first hands is indeed the That's nnot flip put-down. ignore your hands That's o t just just aa flip Learning ttoo ignore put-down. Learning like many effective gesturing, “hand conscious,” but iiff you toward effective conscious,” like students, are “hand step gesturing, but you are many students, step toward difficult. let hands be “be.” about them just them; Try to Forget “be.” just them; hands your let o t Try difficult. be may them about forgetting Forget forgetting may place. i n place. they'll they'll stay stay in dictates. mood dictates. around as Then start them around as your start moving them Then your mood move!” says the shy ‘Don’t move!"” shy one. mood says one. says the says ‘Don’t M y mood ““My like it,” II reply. it, you'll “Try “Try it, you'll like it,” reply.

2224 24

ESSON 9 LLESSONS

relax. Most that find that have three values. First, Most speakers three great Gestures have Gestures speakers find First, they help you you relax. great values. and confident. feel more confident. comfortable and once they start gesturing, theystart once they feel more comfortable gesturing, they That’s important relax. That's that because iitt seems Second, gestures listeners relax. Second, important because seems that help your your listeners gestures help is more is comfortable said. what is audience is is said. when an with aa speaker, likely to accept comfortable with speaker, i t is more likely when an audience accept what And, third, what h eor says. shesays. o rshe third, gestures And, help a speaker emphasize what speaker emphasize gestures help head and A Gestures of nod hands and arms, include not Gesturesinclude only movements not only movements ooff your arms, A n o d o f your your head your hands smile can floor the floor communicate your glance a t the emphasize a can can emphasize a point. can commurncate point. A smile agreement. A glance your agreement. used be feet doubt. Sometimes o gesture. can can express Fast, surc even your can be used tto movesure moveexpress doubt. Sometimes even gesture. Fast, your feet can words yyou the words o u are ments can suggest are saydepending oonn the ments can suggest assurance, assurance, concern, anger, depending concern, oorr anger, saymay indicate Slow, plodding ing. Slow, hesitancy, or questioning, indicate caution, ing. caution, hesitancy, plodding movements movements may questioning. I want is a frequent know II ddon’t How start?” is o Istart?” ow dI o. H ut T o n ' t gesture, ““II know frequent question question ooff want tto. gesture, bbut earlier: offered earlier: Remember the the tips beginning speakers, Remember tips w beginning speakers. wee offered

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Practice when alone. when you are alone. 1. Practice you 2. Practice Practice exaggerated 2. exaggerated gesturing, gesturing. in Practice 3. but general, but 3. Practice gesturing gesturing i n general, 1.

used with be used don’t practice with specific gestures don’t o be practice specific gestures tto particular particular wording. wording. of a 4, Practice if will front of mirror only Practice iinn front sure 4. a mirror i f you're sure i t will help yox. ony you're you.

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find that You'll find will help you, that gestures And once You'll speak more more effectively. o o , speak effectively. And gestures will once you you, ttoo, you become quite start start gesturing, quite polished you'll likely become relaxed. relaxed. gesturing, you'll polished and and

Use Your Your Face Add Face tto 117, 7 . Use Interest oA d d Interest facial expression We mentioned mentioned facial form of We of gesture, expression as but we a form as a a n t tto emphasize its o emphasize we w want gesture, but Smile. IItt won't Or r if y o u are importance. won't hhurt. serious subject, about a serious importance. Smile. urt. O then speaking about subject, then you are speaking let yyour face show show yyour let o u r face o u r concern. concern. is n The point point here The here is o t tto o urge not rehearsed feelings through through any urge you your feelings you ttoo portray portray your any rehearsed facial expressions. the point Rather, the facial expressions. Rather, point is simply ttoo urge t olet let your face do its thing— you to urge you your face what you communicate what tto o communicate youfeel. feel. Many hide their Many emotions, Even studentspeakers their emotions. Even today’s speakerstry try ttoo hide student television network today’s television network newscasters newscasters no work at no longer appear face.” Follow “the great at being lead being “the Follow the the lead stone face,” appear ttoo work great stone and let of professional let your of face, along professional speakers and your voice and speakers and with your along with words, comyour face, your voice your words, municate your municate feelings. your feelings.

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Move About—Get O u t from 118, 8. M o v e About—Get Behind from B e h i n d the Lectern Lectern You can use body You much as entire body t o gesture, and nod nod your your entire as you hand and wave a gesture, much can use your a hand head. you wave your head. You can You can emphasize a point, emphasize a add interest and variety clarify your ideas, add point, clarify interest and your ideas, o your variety tto your presenpresentation by tation about. by mmoving o v i n g about. first sstep IT's t ' s a bbig i g hrst t e p ffor o r mest most bbeginning e g i n n i n g speakers from behind o get behind tthat speakers tto u t from lectern. h a t lectern. get oout Lecterns seem kind of Lecterns of fortress seem t oserve serve as as aa kind behind which fortress behind which speakers o m e h ofeel w fee)safer. speakers ssomehow safer, But once have taken taken tthat first move But once you h a t first off that that apparent move out o will you have stronghold, you apparent stronghold, you will with the likely agree likely the majority of speakers who say, agree with majority of effect, “Getting speakers who n effect, and there and u t there say, iin “Getting oout talk right down ttoo talk the audience—that going going down with the right with makes speaking audience—that makes lot easier!” easier!” That's That's speaking aa lot difficult ttoo believe, believe, many difficult beginners point point out. many beginners out. One novice speakers One like ttoo stay reason novice speakers like behind their their lectern, reason lectern, they l a i m , is ssoo they they cclaim, stay behind they be near near their can can be need them, their notes, I n case notes, ““In case 1] need be right them, II want to take a there ttoo take fast llook to be right there a fast ook at at tthem.” there arc h e m . ” BBut considerations that u t there are two two considerations that question the validity that. question the validity ooff that. First, First, most do not not really look at good speakers most good speakers do really look their notes much. Mostly at their notes very very much. Mostly notes notes provide safeguard, a feeling off assurance provide a safeguard, feeling o that help handy if needed. assurance that needed. help iiss handy

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DELIVERY POLISHING POLISHING DELIVERY

FACIAL EXPRESSION EXPRESSION FACIALAL

Oprah Winfrey and Katie Oprah Winfrey and Katie Couric Couric convey convey their their interest iinn the the discussion discussion through interest through gestures gestures and facial and facial expressions. expressions.

—3

1

when you check your need tto Second, when do need from the the after you've notesafter o check Second, stepped away you’ve stepped your notes away from you do of course, take the in your few steps the few lectern, you calmly take just pause lectern, speaking, calmly can, of course, just you can, steps pause in your speaking, and find needed to find the the material. material. That does not take anywhere That does lectern, and thelectern, return ttoothe t oreturn needed anywhere near not take near does. Besides, much time listeners like like pause in speeches, Besides, listeners speakers feel speeches, so as time as feel it does. as many as much so many speakers pause in have a what the think through speaker has a moment moment to said. hassaid. the speaker t o think they through what they have down closer lectern, Move audience. D Move down the lectern. what you away from So, move Doo what move away closer ttoo your audience. from the So, you lectern standing block of the physical of a and your eliminate the between you a lectern physical block listeno eliminate can can tto standing between your listenyou and Some speakers the audience—moving audience—moving to speak speak to to aisle, stopping u p anaisle, right into goright speakersgo ers. ers. Some stopping to into the up

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but still audience. the entire entire audience. individual, but addressing the still addressing an individual, an first steps from the take those those first lectern, your will the lectern, o take hard as is tto A shard movement will steps away away from your movement while speaking relax yyou. around aa bbiti t while build your helps y wn o u build speaking helps o v i n g around o u . MMoving actually relax actually you your oown confidence speaking effectiveness. effectiveness. speaking r u o y thereby improves and thereby improves your confidenceand As

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Don’t Pace 19. Don’t Pace 19.

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who describe the the speaker the w lion” iiss the some listeners caged lion” “Like aa caged path. set path. speaker w paces a set h opaces listeners describe a y some *Like way is so is started, is distracting because it is once i t is many listeners. started, is listeners. so predictable distracting ttoo many predictable once Pacing, Pacing, because loses many and stimulating who has the speaker the audiaudimany significant and Even the in the stimulating message has a significant Even speaker who message loses Some listeners will mentally the speaker's speaker’s movements mentally start projecting the by pacing. start projecting movements listeners will pacing. Some ence ence by

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Leon

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devote t o the ideas. the speaker’s than they devote involvement than intellectual involvement with greater speaker's ideas. with greater intellectual

Enjoy Speaking to Enjoy Speaking 20. Appear 20. Appear to talk with them, if if you usually tell with them, are enjoying want to Audiences can truly want enjoying your can usually if you to talk tell if Audiences you are your you truly with your pleased with own speech. speech. to you're pleased ideas, ifif you're Opportunity your ideas, opportunity t o express express your your own this? Mostly How communicate this? is through Mostly it through your attitude. i t is you communicate ow H your attitude. dodoyou

2226 26

LLESSON ESSON & 9

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in fact, difficult ttoo fake o u are is difficult fact, yyou fake enjoyment. not want t o speak, o u do not speak, if yyou If, in not want are not enjoyment. If, IItt is them, if you comfortable of them, ideas and and your o t comfortable with your are nnot happy expression of happy with you are your own ideas your expression is very the opposite difficult ttoo project image. with what what yyou opposite image. o u are saying, i t is project the with are saying, very difficult The time solve this this problem o t as during your as you time t o solve speak oorr during The certainly nnot problem is certainly get up your you get up ttoo speak be back basis for when you back when for projecting select your The basis presentation. you select must be enjoyment must presentation. The projecting enjoyment your comfortable with your and If of with comfortable t o n you're If speech. your of t speech. n e t n o c and subject, purpose subject, not you’re content your your purpose those concerns when you speech as likely project speak. as you speech you'll very project those concerns when prepare it, you'll very likely you speak. you prepare safe way solve the There’s only one the problem There's during your one safe problem during out: solve preparation. your preparation, way out: This concept is quite the next related to closely related to the This as you next yourself as speak is quite closely enjoying yourself concept ooff enjoying you speak point. point.

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21. Seem Your Audience Listens Seem to Care That Audience Listens 21. That Your to Care Two questions arise. First, how do do you know iiff you “I-don’t-care” Two are projecting an “I-don’t-care” First, how questions arise. projecting an you are you know is the of the of a class is and open the advantages Well, oone honest and image? the honest evaluation n e of image? Well, advantages of speech class a speech open evaluation is one class members; this is members; they’ll by class of your weaknesses. soon tell tell you they'll soon you i f this one of your weaknesses. is h ‘The second second question how do you weakness? The o w do o v e r c o m e this w e a k targely a n e s s ? Again, i t is largely Again, overcome a question is this you old IIBM Use the mental attitude. attitude. Use the old Think aabout mental audience. B M slogan—“THINK.” b o u t yyour o u r audience. slogan—“THINK.” Think them as Think of of them Think individuals. Really w as individuals. a n t tthem h e m t olisten. listen. want is difficult difficult tto fake, Your And again, attitude tthat Your concern audience for your audience And again, i t is aann attitude h a t is o fake. concern for has tto and be be turned off by, turned off usually usually has many listeners o be real, or counterfeit caring. listenerswill will spot, or many real, caring. by, counterfeit spot, and

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with Enthusiasm 22. 22. Speak Enthusiasm Speak with achieved without Waldo Emerson. without enthusiasm,” “Nothing enthusiasm,” wrote “Nothing great was cver ever achieved Emerson. great was wrote Ralph Ralph Waldo include speeches in that would include Many listeners would Many tisteners that statement, speeches in that most u t thar statement, pointing pointing oout most sucsuccessful speakers communicate enthusiasm. enthusiasm. speakers communicate cessful is n However, However, aa speech specch course the shy, violet into going to to change change the o t going into a shy, shrinking course is not shrinking violet a sparkling, of enthusiasm dramatic, powerful be based based sparkling, dramatic, speaker. Projection enthusiasm must powerful speaker. Projection of really be must really a ppositive largely largely on and a sincere concern toward your o s i t i v eattitude a t t i t u d e Loward on a subject and a sincere that your kisconcern that your subject your lishave tot o say. receive what what you teners teners receive \x you have say. Some students who Some “fire uup” students w when h oare are llow o win i n enthusiasm, feel enthusiasm, w often feel h e n urged bit, often urged ttoo “fire p ” aa bit, told the audience.” they Not so. are being audience.” Not they are being told ttoo “yell “yell aatt the volume does does nnot so.First, First, volume o t necessarily necessarily enthustasm. o m m u n i c a t e enthusiasm, ccommunicate Some speakers and sill still convey Some speak quietly and speakers speak enthusiasm—news anchor anchor Peter Peter convey enthusiasm—news is ditheult for example. Jennings, Second, it is difficult for example. Second, Jennings, tor tor many speakers ttoo recoglow-key speakers quiet, low-key many quiet, recognize tthat h a t they sound unenthusiastic; they sound unenthusiastic; they often think think they fire of with the they often the fire of are speaking they are speaking with sandlot sportscaster. aa sandlot sportscaster. ‘Yo find find ooutu tfor To f o r yourself enthusiastic yyou just hhow o w enthusiastic watch and yourself just o u ssound, o u n d , watch and listen l i s t e n tto o ttape ape of your recordings have been and classmates speeches. If classmates have recordings of I f your instructor and beentelling telling you your speeches. your instructor you ttoo sound more enthusiastic, sound those tapes enthusiastic, try what it is that feel you that they feel just what try ttoo spot tapes just spot on those are you are volume? Projection? lacking, lacking, Is Is itit volume? Or, is Speed? Ox, Projection? Speed? Is your is itit aa problem attitude? Is problem ofattitude? unenyour unenthusiastic delivery from your thusiastic delivery coming n o tgetting coming from involved iinn your getting yourself yourself involved your not subspeech subyour speech from jects or from your jects of concern lack of that your receive you? listeners receive your lack concern that your listeners you? ITfit’s f it’s aa problem select speech attitude,try problem ofattitude, of greater t r y tto o select speech subjects h a t are subjects tthat are of interreal intergreater real Then try est ttoo you. est commitment to yourself absolute commitment an absolute you, Then try making an to really really get yourself to lisget your your listo teners interested. teners interested.

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23. 23. Appear Confident and and Relaxed Appear Confident Relaxed

The fact is tthat The fact is almost always speakers almost h a t speakers always appear much uch m confident tthan o r e confident h a n they more appear m l a i m tto they cclaim o feel. YYou'll this repeatedly confirm this feel. class with o u ' l l confirm repeatedly in class with your student speakers. fellow student speakers. your fellow

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will say, Speaker after speaker Speaker after knees were shaking!” “I“I was speaker will was so so nervous were shaking!” nervous |I say, “But my my knees hold my could could hardly “Didn’t you notes.” “Didn't hardly hold sweating?” my notes.” see me me sweating?” you sce The response audience is us.” The coo! tto the audience “You looked o us.” almost always looked coo! “No.” “You is almost always “No.” response from the “Nerves hardlycame “Nerves bit.” through a bir.” hardly came through We go back ttoo your be more We attitude again—if vou're confident, again—if you'll confident, vou’ll thik vou're you'll be go back you'll think more your attitude confident. confident. IIff you'll relax, vou’ll you'll tend tend ttoo relax. relax. you'll think relax, Some Breathe deeply. Some techniques help. Be concerned listeners, nnot o t youtconcerned about about vour help. Breathe deeply. Be techniques vour listeners, yourself. Clear bed mind self. Clear your mind of thoughts the content other than the other than speech. Go ttoo bed thoughts content of your your your speech. before y the night early o u speak. early the speak. night before you is recognizing But the main help that you do the main But confident do actually appear pretty confident help is up actually recognizing that you up appear pretty there—at least, much more there—at least, much confident than than you feel. you feel. morc confident Then there’s teacher of all—experience. ‘The more the more thar ggreatest Then t h e r c ’ s thar reatest te a c h e r of all—experience. ‘The speak, the more you more you speak, will become and yyou ou w i l l ccome o m e tto o understand, e w speakers understand, accept, adjust 1100 speaking. speaking. FFew speakers become accept, and adjust But c completely o m p l e t e l y r relaxed e l a x e d aand n d ccuntident. onfident. B u t during h i s ccourse ourse m o s t sstudents t u d e m s do gget et o op during tthis most onn ttop this problem. of this Bet vou of will, ttoo. oo. problem. Bet you will, [EIS

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24. Speak 24. the Audience Audience with, Not at, Speak with,Not at, the Some sspeakers che only tthrowing and ideas ideas aatt the Some peakers p r o j e c t an h a t they words and hrowing words image tthat an image are only they are project for catch as with the the audience audience aaudience, u d i e n cfor e , tthem h e m tto o catch The better better speaker a l k s with they can. as they can. The speaker ttalks them. rather than than at rather at them. mental aattitude individthe speaker. Once again, of the Look aatt individOnce again,it it is ttitude o the part is largely a mental onnthe largely a speaker. Look part of uals in of them be in your them t olisten and ttoo be individuals. Want Want them think of them as audience, think uals as individuals. your audience, to listen and informed, persuaded, entertained. or entertained. persuaded,or informed, the more Huent, the image that tuent, smooth, smooth, polished polished speakers speakers project the t r a n g e l y , some SStrangely, some of the image that listeners. IIn such speakers, they are talking wwith speaking aatt ttheir i t h some n talking h e i r listeners. they are only speaking speakers, as some such as we we such an have noted seem noted tthat why they they seem h a t many o analyze r y tto jointly try image. || have an image. analyze why many tot o project such of their of the the value value of what what they their facts, convinced of they are facts, or so convinced are saving, are are so so sure sure of or so 50 conconsaving, so vineed of their their vviewpoints, have developed kind of aloobness. aloofness. They their vinced i e w p o i n t s , tthat h a t they have a kind developed a They teel teel their be endorsed and acted words will acted upon. endorsed and certainly, unquestioningly, words will certainly, unhesiratingly be unquestioningly, unhesitatingly upon. do n o t care who just all. I've had some Onnthe Pve had hand, there other hand, there are speakers who O the other just do tuare speakers some sstunot care aatt all. audience wwants dents s a y tthat it’s up them.” The The point will, it's is tthat dents h a t ““if i f aann audience a n t s ttoo listen, listen, it will, hat point is up 1to0 them.” the sspeaker the rresponRather, the $0 ppercent af the iitis t is nnot o t “up tto o tthem.” h e m . ” Rather, p e a k e r sshould h o u l dtake t a k eat a t l least e a s t 50 e r c e n t of esponh e message. l i s t e n c r s receive t the h a the o r ensuring sibility ffor receive tthe listeners ensuring tthat message. with your audience. Look Look at of them them as individuals. them, think think of So work work aatt talking at them, as individuals. So talking with your audience. only

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Look a t the the Floor, Audience’s Heads, Floor, oout Window, over Audience’s Don't Look h e Window,over Heads, u t tthe 5 . Don’t 225. Back Wall, Etc. Wall, Etc. a the Back att the is The reason The reason is apparent. apparent. had as About as the floor the eye. floor or oout Look your as talking talking ttoo the Look audiencestraight straight in the as bad ut eye. About your audience few selected individuals in the audience. audience. Make in the Make window is talking ttoo just just one the window one u selected individuals the orr a few with him him orher audience feel a person. that you her as as a feel that are talking with everyone you are everyone i n your your audience person.

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Copyright © 2001 by Leon Fletcher

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Fletcher

Leon

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Don’t Speak Too Fast Too Slow Slow Your Speaking Fast or Too and Don’t Rate and Speak Too 26. Vary Speaking Rate Vary Your 26. the next heard the who plods of the word so the speaker plods along, along, thinking next word hat You’ve heard so slowly tthat thinking of speaker who You've the he or she she is is going You've heard, what he heard, ttoo, often figure oout going tto o o , the e x t . You've o say u t what can often you say nnext. you can

with words words faster than you them. who bombards bombards you absorb them. mmile-a-minute ratler can absorb faster than rater who mile-a-minute you can you with

off by been wrned by bath bath extremes. Asa a turned off extremes. you’ve probably probably been listener, you've listener, As fast nor and also also varies varies the the neither ttoo who speaks Ideal is the the speaker speaks neither nor w tooo slowly and o o fast speaker who Ideal slow down, and then, and should slow down, and for variety Onn some then, for of delivery. variety and delivery. O some points, points, you should of

rate rate

2228 28

9 LLESSON ESSON

both your with a and fluency fluency of both times speed should aatt times a quickness speak with speed up, quickness and impact, impact, you your up, speak you should mind. and your tongue your mind. tongue and characteristic iin other specific n speaking—is specific characteristic Overdoing speaking—is as overdoing overdoing any either—just as Overdoing either—just any other effective. of techniques, But variety, techniques, is i s especially especially effective. variety, an distracting. an intermixing distracting. But intermixing of Voice Pitch Your Voice 27. Vary Volume and Volume Pitch and 27. Vary Your and lowness and the lowness ooff the highness loudness ooff your the loudness the concern Here the Here highness and speaking and concern is the your speaking

your voice. your voice.

student has vivid examples yolume by speakers. misuse of volume the misuse examples iin Every has experienced n the Every student speakers. experienced vivid

of

of some close. Some Some students Think of draw ttoo aa close. students get some Think of your class periods restless. as they draw periods as get restless. your class that their belongings, They get I siitt not depart. Is noisy as as they pack u not true that belongings, preparing preparing ttoo depart. get noisy upp their class gets and louder? louder? louder and many teachers, noisier, begin many teachers,as as a begin to speak louder to speak a class gets noisier,

observe, especially than during rather than But observe, television especially during But in-person appearances during in-person during television appearances rather

and actors. To quiet an audience they programs, talented comedians, singers, and comedians, singers, most talented actors. To an audience they your most programs, your the opposite. volume of the volume speak louder—they ddo o not just the o ftheir their expreslouder—they ddo ojust not speak opposite. They drop drop the expresSome will sion. Some above a down tot ojust sion. will suddenly suddenly go whisper. just above a whisper. go down effective speaker, be an such professional can use speaker, you TToo be an effective professional techniques. use such techniques. too can you too

28. Enunciate Enunciate Clearly 28. ‘To enunciate words clearly enunciate means To articulate, ttoo utter means to and distinctly. t o articulate, clearlyand distinctly. utter your your words :

includes dropping the g end of words,Poor enunciation enunciation includes Poor the end at the words, for example, dropping the example, g at “wishin” instead of “coming,” “comin’,” “goin’,” “wishin” “comin’,” “goin’,” instead of “coming,” “going,” “wishing.” “going,” “wishing.”

the middle in the of words, is another Slurring over even syllables, middle of or even another examconsonants, or over consonants, syllables, in words, is examenunciate. ple offailure ple failure to enunciate. What can about it? do about What it? can you you do Move your and jaw. Here’s a will help. Move that will jaw. Here's lips, tongue, from one aloud from Count aloud help. Count a drill that your lips, tongue, and one much as tto o ten slowly, overenunciating ten slowly, word the w For as much as yyou o u can. can. F overenunciating as o r the o r d “one,” “one,” start by pushpushstart by into if the forward form—as if ing your ing lips exaggerated kissing the person kissing form—as an exaggerated your lips forwardinto an were ttoo you were person you kiss remained remained aa couple and you're front ooff you} reach him kiss him o inchesin couple o finches i n front her you and you’re trying trying ttoo reach orr her of

of

VOICE VOICE “Once you “Once own voice, youstart to your start listening listening to voice,you your own you

tisk becoming affectation. The risk becoming trapped trapped into into affectation. The last concern should bbee hhow speaker's speaker's last he concern should o w he sounds. The the speaker,should sounds. Thelistener, not the listener, not speaker, should bbee aware o f how the voice how the voice sounds. sounds. The aware The speaker speaker should bbee concerned concerned with what he with what he seeks should seeks to to communicate by the the sound communicate sound ofhis voice.” of his voice.” as “one Acclaimed as“one Acclaimed of tthe h e great great actors actors ooff our our time” and renowned distinctive time”and renowned for forhis his distinctive voice, voice, James Earl Jones gave his advice In his that advice JamesEarlJones gave that and Silences. autobiography, autobiography, Voices Voices and Sitences.

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the w by moving word lips. Now Now complete o r d “one” “one”bby y letting jaw pull pull moving only your letting your your lips. complete the your jaw down and and open—open down four or more far enongh enough to t oget get iinn four fingers. more fingers. open—open far with such such eextreme Should you h i sisis an x t r e m e movements? Should speak with movements? Of course an exercise. exercise. not; tthis course not; you speak is much his the example earlier of baseball player who practices of tthe practices his h e baseball like the IItt is much like example we we gave player who you carlicr gave you is practicing bats or swings w o or three enunciation bbyy three extra swings using using ttwo It is or weights. weights. Ic extra bats practicing your your enunciation verarticulating. ooverarticulating. the alphabet, and For mere lips, tongue, For practice, run again moving through the alphabet, again run through more practice, moving your your lips, tongue, and far as half a the spot jaw just where your jaw a minute, just as Atter half possibly can. jaw joins joins minute, iiff the as far as vou you possibly can. After spot where your jaw skull is not then you're it, possibly ot still nnot your feeling it, possibly even even creaking you're still not feeling creaking or hurting, hurting, then your skull extending extending yourself yourself enough. enough. such practices for only each twice 2a day done just about three three minutes Surprisingly, minutes each just twice Surprisingly, such day for only about practices done will significantly improve Sounds like time will time e n days. like aa comdays. Sounds in just enunciation in just tten improve your enunciation mercial for some had classes classes I’ve had but ttry mercial r y it n d see. Actually, I've some high-powered it aand see. Actually, high-powered product, product, but tthat h a t hhave a v e ppointed o i n t e d oout them withwhose u t sstudents tudents w h o s e eenunciation n u n c i a t i o n improved—pointed t h e m o u t withimproved—pointed out indeed practicing. or a s indeed h a t the n o w i n g tthat u t kknowing oout the student student wwas The results results come come quickly practicing. The quickly ffor who do n o t hhave who which inhibits (and w a inhibns which p a c i d n a h l a c i s y h p a e v a h o do e r i o u s l y {and p r a c t i c e sseriously h opractice ost w m physical mast handicap not nunciation). eenunciation). is somewhat established drill drill tthat There’s aanother in improving clarh a t is old established n o t h e rold There's somewhat helpful, helpful, too, improving clartoo, in heard many reliables: twisters. You've You've heard with tongue many old reliables: theold ity ity of speech—practicing speech—practicing with tongue twisters. ofofthe Jb 4

She sells seashells by the seashore. seashore. - She by the sells seashells Rubber baby Rubber buggy bumpers. baby buggy bumpers. black bug. black bear bear aate a big big black te a A big big black bug. Grass grew Grace Gray's on the grandfather’s graveyard. graveyard. the graves Grass in Grace Gray’s grandfathers grew green green on graves in The sixth sheik’s sixth sixth sheep’s sick. sheep’s sick. sixth sheik’s The

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few minutes twice and regularly, for just minutes aa day, day, twice just a practice conscientiously regularly, for IIff you a few conscientiously and you practice results will will be be apparent few weeks. weeks. a few daily, results only a daily, apparent in only That is for enunciation. select or tto There’s one more source material for for practice enunciation. That o is ttoo select There's practice material source for becomes your enunciation practice materown lifetime write aa poem materwrite or paragraph h a t becomes lifetime enunciation paragraph tthat poem or your own and Sullivan Sullivan operetta: settled on this bit from ial. Years from aa Gilbert Gilbert and Years ago this bit ial. ago | settled operetta:

I

in solemn silence To sit sit in solemn silence To dark dock; dull, dark dock; IIna n a dull,

IIna n a ppestilential e s t i l e n u a l pprison rison

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With W i t h a life-long lock; life-long lock;

the sensavion sensation Awaiting Awaiting the Off aashor, shock, short, sharp O sharp shock, From aa cheap n d chippy cheap aand chippy chopper chopper From Ona black block. block. O n abig, big, black 1 feel or am is getting sloppy, told tthat enunciation is Whenever 1I feel sloppy, 1 run h a t my am told Whenever through run through my enunciation times aa day. lines maybe times, several those old dozen times, day. maybe half several times half aa dozen old lines those Does it help? help? Does and find find ooutu tfor for yourself. Try it and yourself.

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Fletcher

Leon

by 2001

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Copyright

Pronounce Correctly 29, Pronounce Correctly 29. is closely related ttoo the the pprevious of ppronunciation characteristic of closely related The speech n e of r e v i o u s oone r o n u n c i a t i o n is The speech characteristic enunciation. enunciation. refers tto refers tto words clearly. Pronunciation refers words saying words Enunciation refers saying words o saying clearly. Pronunciation o saying Enunciation correctly. correctly.

2230 30

9 LLESSON ESSON % even do not correctly even least tto how many is surprising, not pronounce speakers do o me, It is at least pronounce correctly It me, how surprising, at many speakers their speeches. main point speeches. the subject point of their the subject or main doubt, look in doubt, If in look itit up. If up. tell me how ttoo pronounce what the to tell can’t figure out me on “But I can’t the dictionary on how trying to “But dictionary is trying out what pronounce of a without regular a dictionary, brave but regular use students say. dictionary, honest students but honest True, without use of word,” some some brave 2 a word,” say. True, and signs and those is a struggle what nd signs a and determine symbols those what symbols for many many determine o t o try o f us us tto to itit is struggle for try marks mean. marks mean. ask someone ask someone. Another solution solution seems someone someone. But ask seems more Another practical for many: more practical many: ask have will tturn same lack who lack another student the same student w h o may students will authoritative. M u r n ttoo another a n y students authoritative. may have Many word. of how the word. how ttoo pronounce can version of incorrect version of knowledge an incorrect knowledge and give only an and can of give pronounce the in of signals especially a key word, word, in your Incorrect pronunciation a key speech signals Incorrect word, especially pronunciation of any your speech any word, of your carelessness or subject. laziness iinn your orlaziness carelessness preparation, if not ignorance of not ignorance your subject. your preparation,

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Your Goofs Goofs Hide, Don’t Emphasize, 30. Hide,Don’t 30. Emphasize, Your such as Rather. Brokaw oorr D Dan Tom Listen carefully a n Rather. o m Brokaw o a top Listen as T carefully some some evening evening tta newscaster such top newscaster find that and then, You'll find then, occasionally fumble aa word word now that they, a phrase. even a they, too, phrase. You'll occasionally even now and too, fumble have developed then. Professionals Professionals have developed skill iin goofs nnow Every o w aand n d then. n m inimizing minimizing speaker goofs Every speaker

skill

such errors, such errors. the fumbled word with often repeat additional emphawith special fumbled word special or additional Beginning emphaspeakers often Beginning speakers repeat the the error necded. Beginners often sound dissis, making stand oout sound angry or disthan needed. Beginners often sis, u t more than making the error stand themselves. as they correct themselves. appointed appointed as casual or usual usual their goofs with other hand, with only casual the other hand, correct Professionals, Professionals, on the correct their will often smile at, will nnoc call attenoff, aann error. often smile emphasis. o t call emphasis, They laugh off, even laugh error. They They will attenThey will at, o orr even ton t o iitt through words or some expression—either tion expression—either words or inflection—of inflection—of concern anxiety. through some concern or anxiety. There’s also also a and difference between between hhow a difference There’s continue after o w amateurs and professionals professionals continue after amateurs the crror, to hide tend ttoo speed Amateurs tend speed u error. Amateurs an error. correcting hide the correcting an perhaps ttoo get get away error, perhaps upp to away the distasteful from the slow control their down of event. BBut from distasteful event. u t professionals s l o w d o w n t o get control o f t h e i r speakprofessionals to get speakadditional errors. have Professionals know that once know that ing, tto to ensure against additional ing, o try errors. Professionals ensure against once they have try to chances are made one will soon make still still the chances that they fumble, the made are greatly one fumble, increased that greatly ingreased they will soon make the other another one. other hand, hand, by work themselves one. Amateurs, themselves by speeding another likely work Amateurs, on the speeding up, up,will will likely fumbles. into more into more fumbles.

to

Don’t Pack 31. Don’t Pack up 31. Early up Early

Don’t nice neat them into D o n ' start t start to gather into aa nice juggling them gather your pile, pocketing notes, juggling neat pile, them, pocketing them, your notes,

while you're while still speaking. speaking. you're still Remember the the conclusion few Remember conclusion ooff your the importance speech. IItt sums importance ooff the sums uupp iinn a few your speech.

words the of your succinct words and presents succinct the essence essence of worth remembert a t e m e n t worth rememberspeech and your speech presents aa sstatement

audience any don’t give ing. ing, Therefore, Therefore, don’t have give your than they excuse than more excuse they may already have any more your audience may already their attention. for getting and hold there before before them them and for getting restless. restless. Stay Stay up hold their attention. up there

Move 32. with Confidence 3 2. M o v e out Confidence out with Conclude your Conclude speech,utter take a slight utter your last words, with aa right-in-the-eye words, take your speech, slight pause your last right-in-the-eye pause with look the smile o audience, of your modest at t h e audience, ggive look at is appropriate ive a m nod of o d e s t smile head ifif iitt is orr a nod your head appropriate ttoo and your and then, speech and your style, and then, as as adrill drill sergeant “Move out your speech out smartly!” your style, smartly!” says, “Move sergeant says, be the of a Don’t be the picture Don’t a disappointed speaker, taking picture of disappointed speaker, notes iina n a gruff mantaking uupp your your notes back tto head, shuffling ner, ner, shaking o your shaking your shuffling back seat. your head, your seat. false confidence Keep projecting confidence—even a false projecting your confidence if yyou o u must—as your confidence—even must—as you you and through return about your speech seat and discussion about return ttoo your follow. through any your seat that may any discussion may follow. your speech that After concluding After feel w speech, most have done done better.” most of o f us concluding a speech, us fee] e c o u l d have we ““could And better.” A n d most most ooff have “if oonly....” uuss ccould o u l d have find a million n l y . . . . ” Speakers Speakers can million excuses can find that excuses tto o complete complete that

DELIVERY POLISHING POLISHING DELIVERY

23171 237

had more phrase. time, more material, practiced phrase. IIff only we we had more, prepared prepared more, more time, more material, practiced more, more, Yet all and o and on. all of his staff staff worked more, with all worked of us—the of his all of himself, with us—the president on. Yet more, and president himself, onn and of speech and technicians his preparation and practice— of technicians ttoo help speech writers, researchers, and writers, researchers, help his preparation and practice— “could dobetter “could better if only .....” ...” So take offered your the best best that have offered audience. IItt was take pride iinn what S0 could that you what you was the you have you could your audience. the conditions existed for time. If bring under the conditions tthat for you h a t existed a the t the time. I f iitt was, bring yourself ttoo present was, you at present under then still fact, “not good and resolve, iinn fact, confidence and still express do resolve, sincerely, sincerely, ttoo do enough,” then good enough,” express confidence time. bbetter etter n e x t time. next do

Your Speech 33. Time Your 33. Speech Accurately Accurately be within 10 time. That 10 percent of your IInn general, That means should be general, your allotted time. speech should means your allotted your speech percent of usual 4for your less than 4- ttoo 5-minute for 5-minute cclass should nnot than l a s s sspeech, p e e c h , generally o t speak generally you speak less your usual you should 25 ppercent aabout b o u t 3'/, i n u t e s nnor That o rlonger longer tthan h a n aabout bout 5 inutes. T h a t gives o u aa 25 ercent m ar5'/,, mminutes. 3'/, mminutes gives yyou maris often difficult ttoo fair. A shorter for error—certainly realistic, generous, gin shorter speech gin for often difficult speech is error—certainly realistic, generous, fair. effecuive speech and can be hard hard tto evaluate. A A llonger ppresent r e s e n t iin n aann effecuve o r m a t and o evaluate. o n g e r specch ay speech fformat specch m can be may who well bore is u talk aafter bore your well unfair l i s t e n e r s aand n d is n f a i r tto o sspeakers peakers w h oare a r e t o talk f t e r yyou. ou. your listeners The solution Time your be warned: warned: But be The s o l u t i o n is b v i o u s : Time is oobvious: speeches during practices. But during your your speeches your practices. find they and eexpress Many their i ideas beginning speakers Many beginning x p r e s s their deas m ore speakers find speak more they speak more quickly and more briefly wwhen sessions. And briefly h e n they r e bbefore their ppractice e f o r e aa llive i v e aaudience u d i e n c e tthan And h a n during r a c t i c e sessions. they aare during their also love in the the there are those who there are also those speakers speakers who truly love ttoo talk-——they talk—they may caught up get caught may get up in material they'd of the the speech and add add details, wander into excitement of excitement details, points, into material they’d speech setting setting and points, wander talk about. planned n o t planned t o talk about. not to

to

WATCH YOUR YOUR LENGTH LENGTH WATCH

Bill Clinton Michael Dukakis be the When then-Governor then-Governor Bill Clinton nominated nominated Michael Dukakis to the When to be he talked 1988 convention, 32 mincandidate aatt the the 1988 for 32 Democratic presidential talked for minDemocratic convention, he presidential candidate when he double hisallotted time. He his biggest ovation when He got biggest ovation In said, ““In hesaid, his allotted time. utes, nearly double got his utes, nearly closing .....” ...” closing

with 19 So there 19 new there you the delivery of your tips tto help you delivery of o help So are with new tips improve the you are you improve your 14 tips been added added ttoo the the 14 with on started with speeches. They've speeches tips you on your earlier speeches speeches. They've been you started your earlier cotal of this course, 33. of 33. for aa total iinn this course, for memorizing the But there's there's considerable considerable benefit benefit ttoo keeping hist. But thelist. n memorizing a l u e iin h e r e ’ s little TThere’s keeping lite vvalue because they those tips either your mind those especially important they are are either o you h a t are iinn mind tips tthat are especially important tco you because your weaknesses. Take back the to previous the over back go o t t n e m o m 2 Take weaknesses. or p e c i a l strengths sspecial a strengths moment previous pages, go pages, feel yyou’ve Jist bbelow the techniques o s t effectively astered m l r e a d y mmastered o u ' v e aalready effectively o u feel e l o w the t h e n list and techniques yyou and then most o strengthen. e e d tto o u nneed h o s e yyou n d tthose aand strengthen. best at: at: I ' m best Delivery techniques techniquesI’m Delivery

Copyright © 2001 b y Leon Fletcher

ve Fletcher

Lean

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More? ore? M

2232 32

LESSON 9 LESSONS

should improve Delivery on: techniques II should Delivery techniques improve on:

More? M ore?

And mental note, Make aa mental A n one d one thing more. work oonn the the more. Make right now, now, to really go note, right go to work the ones which you should improve. techniques h a t second list, the second list, ones on which See if you techniques on tthat improve. See can you should you can

list

from your off strengths. off weaknesses But don’t move weaknesses tto don’t move one o list o o your orr more more from strengths. Bur your list your list o

slight them even slight your them, improve strengths—capitalize on them, improve them even more. more. your strengths—capitalize

Now N ow start preparing demonstrate your next speech speech so so you can demonstrate preparing your improvements— your next you can start your improvements— also iin and organization. your but also ot o n l yiinn delivery, delivery, but n content improvements nnot only content and organization. your improvements

DELIVERY POLISHING POLISHING DELIVERY

33 2233

ASSIGNME 14 NT 14 ASSIGNMENT

Community Problem Speech: Community Problem Speech: Speech Speech 3 , Using Data Using Data

3,

ACTION: Deliver Deliver in class a 4- to i n class 5-minute extemporaneous speech o to 5-minute community onn a community > ACTION: extemporaneous speech

b

a

a

data effectively. the problem, skill iinn using using datz effectively. Design problem, demonstrating demonstrating your Design the your skill local group with the concerned with the subject. speech for a local subject. specch for group concerned

a

OBJECTIVES OBJECTIVES this assignment, Onn completion be able able ttoo present O that completion ooff this assignment, you speech that expected ttoo be are expected you are present a speech is effective effective in in that that it: 1s iu:

[#1]

ra

poy

Uses data 1.. Uses 7. detailed in in LLesson dataeffectively, effectively, as e s s o n 7. as detailed 2.. IIss ddelivered and sincerity, eltvered w with i t h appropriate t y l e , eenthusiasm, n t h u s i a s m , and e t a i l e d iin n tthis his sincerity, as ddetailed appropriate sstyle, lesson. lesson. well before . IIss bbased submitted ttoo your before you ased o f f e c t i v e outline, instructor well outline, submitted ann aann eeffective your instructor you be eevaluated time for returned tto for you the specch ppresent r e s e n t the h a t i t ccan a n be v a l u a t e d aand n d returned o you speech so so tchat you i n time you make possible ttoo make possible improvements speech. improvements oon n the speech. the speaking skills yyou first two this attained iinn yyour Includes the > Includes o u attained speaking skills o u r first speeches i n this two speeches course, course, t h a t is, is, iit: based on a useful analysis of the 4.1. Is Is based the speaking a useful speaking situation. situation. analysis of 4.1. based on a Is based 4.2, Is worded speech a correctly speech purpose. 4.2. correctly worded purpose. and data. data. Presents appropriate 43. Presents 4.3. appropriate paints paints and basic format the basic for a 4.4, Follows Follows the format for 4.4. speech. a speech. we

he

it

in

the

in

that

EVALUATION EVALUATION of the the speech the correct the should demonstrate 80 percent demonstrate the speech should correct use bebeeffective, use ofataleast t least 80 effective, the To percent of thus far of speaking three aspects studied thus this course. Those each of guides for speaking as in this farin h e three of tthe tor each guides as studied course. Those aspects of Form have 55 this lesson. lesson. You the Evaluation You now 55 guides: Evaluation Form guides: guides are the end of this atthe listed on arelisted guides now have on the To

of

at

end

of

14 guides 14 o content guides tto content 88 guides guides ttoo organization organization 33 guides o delivery guides tto 33 delivery be oonn your in tthe The emphasis will be data. evaluation will emphasis in use of data. h e evaluation The your use INSTRUCTIONS INSTRUCTIONS of direct direct concern 4- tto Deliver aa 4speech on o on aa topic of x t e m p o r a n e o u s speech - m i n u t e eextemporaneous o 55-minute . Deliver concern tto of this this area. the rresidents e s i d e n t s of the area. is concerned local organization the speech for a that is concerned with with or specific local a specific specch for . Design organization that Design the for the the subject. subject. responsible responsible for if you were Be. Deliver in class, that particular the speech bur as class, bur speaking tto Deliver the speech in o that as if were speaking particular I)

oe

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.

LT]

oN

wha

audience. audience. is tto based on tthe this speech be based and Remember that outline you speech is Remember t h a t this o be h e outline prepared and you prepared for Assignment submitted 13. Assignment 13. submitted for for that select a 215. that outline, the instructions instructions for To select outline, starting a subject, subject, see see the . To starting on page page 215. the nnext the Check-off Check-off Tip Sheet on the the speech, speech, use e x t page. use the Tip Sheet . IInn planning planning the page. and suggestions about your speech, receive from from your To receive suggestions about comments and speech, instructor comments To your instructor the EEvaluation 237-238. orm o v a l u a t i o n FForm use use the onn pages pages 237-238.

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need ttoo try ttoo memarize memorize all those guidelines; guidelines; your goal is just tto o use use Once again, all those again, no no need Once your goal them—effectively. tively. them—effec

34 2234

LESSONS LESSON?

ENGLISH? ARE YOU SPEAKING ENGLISH? YOU SPEAKING ARE Not always. always. Not

but a ffew skunk, a and ew n d squaw Chipmunk, are but Chipmunk, pecan, pecan, skunk, squaw are from various various Native American languages. Native American from languages.

taken the words have taken words we have of the

and mattress from the the Arabic language. Admiral, Admiral, almanac, harem, and language. almanac, harem, are from mattress are and tycoon from the Chinese. the Chinese. Catsup, silk, tea, Catsup, silk, are from tea, and tycoon are kimono are Japanese. Geisha, karate, and kimono Geisha, karate, and are Japanese.

Arabic

and sarong Bamboo, gingham, Malay. Bamboo, are Malay. gingham, orangutan, orangutan, and sarong are and yogurt Shish Kebab Kebab and Turkish. Shish are Turkish. yogurt are

'

ELIVERY O L I S H I N G DDELIVERY PPOLISHING

35 2235

Problem: Speech Community Speech 3, Data 3, Using Using Data Community Problem: Check-Off Tip Sheet Check-Off Tip Sheet INSTRUCTIONS: Check off each each item item as INSTRUCTIONS: Check off speech. as you your speech. you prepare prepare your

Audience: Audience:

Speech purpose: Speech purpose:

CONTENT 1, CONTENT 1. . Based on aaccurate of speaking 1.1. Based c c u r a t e analysis analysis of speaking situation situation worded audi— 1.2. Purpose correctly: ffrom r o m audiPurpose wordedcorrectly: ence’s viewpoint, and attainable attainable ence’s specific, and viewpoint, specific, and inter_ _ 1.3. 13. Subject relevant, and Subject appropriate, appropriate, relevant, audience esting o audience esting tto data new, 1 4 Points, udience significant ttoo aaudience Points, data new, significant —14 and human human interest Includes personal 15. Includes —— 1.5. interest personal and — stories stories All material material contributes contributes ttao purpose 16. All — 1.6. purpose — 1.7. Gets t o point Gets quickly point quickly Presents own, structure, oort 18, Presents ideas,structure, original ideas, own, original — 1.8. interpretation interpretation aids when when appropriate audiovisual aids 19. Uses Uses audiovisual 1.9. appropriate — help ___ 1.10. organization enough Emphasizes organization enough t o help — 1.10, Emphasizes audience remember remember points audience points of data data FAL Includes Includes variety — 1.11. variety of honest a r a seem 1 . 1 2112. seem accurate, accurate, honest — . DData from data data Points valid conclusions from valid conclusions ___ 1.13. Points add interest, Includes interest, examples clarify, add o t examples Includes _ _ 1.14. to clarify, o Prove O t tto &tc., points etc., Nnot prove points

1.4.

Uses structure off speech, 2.8. Uses speech, not structure o 2.8. not ooff

class report article orarticle old-style old-style class report or

.

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17,

to

to

a113.

1.14,

Copyright © 2001 by Leon Fletcher Leon

by 2001

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Copyright

with confidence i t h confidence Steps speak w Steps u upp ttoo speak Gets sset before speaking Gets e t before speaking Establishes ccontact speaking e f o r e speaking o n t a c t bbefore Establishes without referring otes o nnotes r e f e r r i n g tto Begins Begins without Maintains ccontact audience with audience o n t a c t with Maintains read or Sounds extemporancous, o t read ___ 3.6. Sounds extemporancous, nnot

_ _ 32. — 32. ___ 3.3. —33. , 3 . 4 34, __ ____ 3.5.

3.5. 3.6.

memorized memorized 3 XX cards few 3 Uses few o t e cards x 55 nnote ___ 3.7. Uses Refers tto occasionally 3.8. Refers o notes notes only occasionally know, well, Avoids ah, okay, etc. etc. well, okay, ah, so, 3.9. Avoids so, ya ya know, end of of idea: idea: doesn't doesn’t hook hook sen3.10. Stops a t end sen___ —— 3.10. Stops ah, etc. with and, and ab, etc. and, and tences together tences together with Maintains good — 3.11. Maintains good posture posture — 3.12, clothes, etc. with notes, 3.12, Doesn't Doesn't play etc. play with notes, clothes, — Dresses ttoo help, hinder, speech 3.13. Dresses speech help, nnot o t hinder, — 3.13. — heard easily be heard easily 3.14. Speaks Speaks loudly 1 0 be _ _ 3.14. loudly enough enough 10 __ Uses aids effectively aids effectively ___ 3.15. — 3.15. Uses Gestures effectively — 3.16. Gestures effectively Uses add iinterest nterest o add face tto s e sface _ _ 3.17. — 347. UMoves about about _ _ 3.18. Moves Doesn’t pace 3.19 Doesn't ___ 3.19. pace — 3.20. 3.20, Appears speaking Appears t o enjoy speaking —__ audience listens Seems tot ocare listens h a t audience care tthat ___ 3.21. Seems with enthusiasm enthusiasm 3.22, Speaks Speaks with ___ __ 3.22, relaxed and relaxed confident and 3 , Appears . 2 3.23. 3—— Appears confident audience with, nnoto tat, Speaks with, ___ 3.24, Speaks a t , audience look aat tfloor, Doesn't look te. floor, eetc. ___ 3.25. — 3.25. Doesn't fast or too Varies speaking rate—not too t o o fast ___ 3.26. Varies speaking rate—not too slow slow and volume voice pitch Varies voice volume 3.27. Varies ___ 3.27. pitch and Enunciates clearly clearly 8 . Enunciates . 2 3.28. 3—_

37. 3.8. 3.9.

—_

at

ll.

3.16.

3.18.

ORGANIZATION 2. ORGANIZATION effective attenuion-getter with effective attention-getter 2.1. Begins Begins with iewpoint Previews subject 22. Previews subject or vviewpoint 2.2. — specific points Presents 22 ttoo 55 specific points ___ 2.3. Presents logically o i n t s logically Acranges ppoints 24. Arranges —_ 2.4. data: each point with data: point with _ _ 2s. Supports Supports each Example Example ___ 25.1. __ 2.5.1. 5 . 2 . Scory _ _ 22.5.2. Story __ Quotation . Quotation . 5 32.5.3. 2 _— Definition Definition ___ 2.5.4. __ 2.5.4, Comparison . Comparison 2 . 5 . 52.5.5. __ Contrast _ _ 2 5 % . Contrast Statistic Pronounces correctly Statistic correctly ___ 2.5.7. ___ 3.29. Pronounces __ 2.5.7. Audiovisual aid Hides goofs 2.5.8. Audiovisual aid ___ 3 . 3 3.30. 0 . Hides goofs ___ 25.8. —_ 3.31. discussion _ 2.6. Reviews viewpoint, or discussion Doesn't pack Reviews subject, subject, viewpoint, Doesn't pack up early 2.6. 31. up early — 3.32. Moves Moves out with confidence confidence o u t with points points memorable statement with memorable Time: Concludes with statement 3.33, Time: 27. Concludes ___ 3.33, 2.7.

21. 23. 25.

Fletcher

ne

DELIVERY 3, DELIVERY 3.

3.21.

3.24, 3.26.

2.5.6,

_. 3.29.

332.

—

to

2236 36

LESSONS LESSONS

Speak! Speak! made to hide him; and not him; to Speech to open Speech was was made not tto o hide to promote man to to man, man, and open man promote

it.”

and not not betray commerce, betray it.” commerce, and

British biographer David Lloyd, British DavidLloyd, biographer

DELIVERY PPOLISHING O L I S H I N G DELIVERY

2237 37

3,

Community Problem: Speech Data Speech 3, Using Using Data Community Problem: Form Evaluation Form Evaluation Audience: Audience:

Speaker: Speaker:

Date: Date:

Speech purpose: Speech purpose:

CONTENT 11.. CONTENT of speaking — 1.1. onaccurate a c c u r a t e analysis analysis of speaking Based on — 1.4. Based situation situation _ _ 1.2. Purpose worded correctly: audifrom audicorrectly: from Purpose worded and aattainable eence’s n c e ’ s viewpoint, ttainable specific, and viewpoint, specific, 1.3. Subject intern d interl e v a n t , aand _ Subject appropriate, appropriate, r erelevant, — 1.3. e s t i n g tto o aaudience udience esting data new, 14. Points, ___ 1.4. sigmhicant Points, data new, significant — human interest Includes ppersonal 1_— 5 . 1.5. Includes e r s o n a l aand n d human interest stories stories Alll l material material contributes 1.6. A contributes ttoo purpose _ 1.6. _—~ purpose 1.7. Gets Gets tto o point point quickly — 1.7. 1.8. Presents ideas, structure, Presents own, originalideas, _ _ 1.8. own, original structure, or interpretation interpretation aids when Uses audiovisual audiovisual aids when appropriate — 1.9. Uses appropriate 1.10. Emphasizes help Emphasizes organization organization enough enough t o help __ 1.10. remember points audience remember points audience of data data 1.11. Includes Includes variety _ L111. _—— variety of honest Data seem Data _ _ 1.12. seem accurate, accurate, honest __ 1.12. valid conclusions conclusions from data 1.13. Points Points valid from data ___ 1.13. __ add interest, Includes 1.14. examples clarify, add interest, . 1 4 . Includes examples t o clarify, 1___ eetc. t e . , nNOt o t Ltoo Prove points prove points

1.2.

Uses structure of old-style of speech, 2.8. Uses speech, not n o t of structure of old-style _ 2.8 ____ article class report class report oorr article

3. DELIVERY DELIVERY 3. 3____3.1. SSteps 1 teps u p up

—_

_. 1,9.

to

—_

3.9. ___

__

to

2. 2.

ORGANIZATION ORGANIZATION

2.1. 2.2. 2.3. 2.5.

2.1L

_—

Copyright © 2001 b y Leon Fletcher

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©

2.5.3.

__

2.5.7.

by

Copyright

Example ___ 525.1. Example —~ 25.1. ___252 __.2.5.2. Story

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Leon

___

___ ___

logically points logically Arranges Arranges points data: with data: each point Supports each Supports point with

uotation Quotation ___ 2.5.3. Q Definition 2.5.4. Definition __ 2.5.4. 2.5.5, Comparison 2.5.5. _ — Comparison —Contrast ontrast 5.6. C ____ 22.5.6. Statistic _ _ 2.5.7. Statistic

Fletcher

2001

2.4.

effective aattention-getter with effective ttention-getter Begins Begins with Previews subject Previews viewpoint subject or viewpoint 5 specihc specific points Presents 22 tto o 5 Presents points

aid Audiovisual aid 2.5.8. Audiovisual ___ ___ 25.8. discussion 2.6. Reviews Reviews subject, subject, viewpoint, viewpoint, or discussion 2.6. points points memorable sstatement with memorable tatement Concludes with 2.7. Concludes 2.7.

___ ___

of

__ __

at

5.

3.27.. 3.28.. 3.29.. ___ 3.30.. ___ 3,31.. 3.32.. 3.33.. ___

to

with confidence confidence t o sspeak p e a k with Gets set before speaking Gets set before speaking before speaking Establishes ccontact Establishes o n t a c t before speaking without referring Begins referring tto o nnotes otes Begins without with audience audience Maintains contact Maintains contact with Sounds extemporancous, Sounds extemporancous, nnoto tread read or memorized memorized X 5 3,7, 5 n Uses few few 33 X cards Uses o t e cards note Refers tto 3.8. Refers cards only occasionally o t e cards o n occasionally note ah, so, Avoids ab, know, well, well, okay, okay, etc. etc. so, ya Avoids ya know, end ofidea; doesn’t look hook sen3.10 Stops idea; doesn't at end senStops at with and, and ah, tences ab,etc. ec. and, and tences together together with 3.11,. Maintains Maintains ggood osture o o d pposture with notes, clothes, etc. 3.12.. Doesnt Doesn’t play etc. play with notes, clothes, hinder, speech 3.13.. Dresses Dresses ttoo help, speech help, nnot o t hinder, be heard heard easily 3.14.. Speaks casily Speaks loudly enough enough ttoo be Uses aids 3.15.. Uses aidseffectively effectively 3.16,. Gestures Gestures cffectively effectively face ttoo add add interest Uses face interest 3.17,. Uses Moves aabout 3.18.. Moves bout 3.19.. DDoesn't o e s n ' t ppace ace 3.20,. Appears t o enjoy Appears to speaking enjoy speaking audience listens Seems tto 3.21,. Seems listens h a t audience o care care tthat enthusiasm 3.22.. Speaks with enthusiasm Speaks with and relaxed relaxed confident and 3.23.. Appears Appears confident audience 3.24.. Speaks with, not Speaks with, at, audience not at, look floor, etc. Doesn’t look 3.25. Doesn't etc. at floor, Varies speaking 3.26.. Varies fast oorr too too rate—not rate—not too too fast speaking IOW Sslow

and volume Varies voice voice pitch volume Varies pitch and Enunciates clearly clearly Enunciates Pronounces correctly correctly Pronounces Hides goofs goofs Hides Doesn’t pack Doesn't early pack up up early with confidence Moves out confidence Moves out with Time: Time:

2238 38

LESSONS LESSONS

4. COMMENTS 4.COMMENTS

Grade: _ _ _ Grade:

ELIVERY O L I S H I N G DDELIVERY PPOLISHING

Delivery: Sheet Delivery: Check-Off Tip Sheet BASIC TECHNIQUES LEARNED BASICTECHNIQUESLEAR NED IN LESSON LESSON 3,DELIVERING SPEECHES 3, DELIVERING SPEECHES IN BEFORE YOU YOU SPEAK BEFORE SPEAK 1. Dress t o help, 1. hinder, your Dress o t hinder. help, n speech. not your speech. 2. Limit the number Limit the 2, number ofofnote cards vou note cards use. you use. 3. Step 3. with confidence and authority. Step up confidence and speak with authority. up ttoo speak Get set. 44 Get set. 55. Establish Establish contact audience, with your contact with your audience,

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RE SPEAKING WHILE Yours SPEAKING WHILE vow" audience. Maintain Maintain ccontact o n t a c t with with vyour o u r audience. ;. Begin without without referring 5 Begin referring ttoo your notes. your notes. 8. Refer Refer ttoo yyour B. o u r nnote o t e ccard ard o n l y occasionally. occasionally. only 9. Sound 9. Sound conversational, memorized speech. as if reading conversational, nnoto tas reading or delivering delivering a speech. a memorized Avoid ab, 10, Avoid ah, 5so, well, okay, 10. know, well, 0 , ya tc. okay, eetc. ya know, idea: ddon't of an hook sentences and ab, h e eend n d of a n idea: o n ' t hook ab,etc. etc. 11. and, and sentences together Stop aatt tthe together with and, 1. Stop 12, Maintain Maintain good lean, cross don’t lean, posture: don’t legs, etc. 12. etc. cross legs, good posture: with notes, 13. Don’t Don’t play 13. clothes, ete. play with pencil, clothes, etc. notes, pencil, be heard heard easily. 14, Speak Speak loudly enough easily. 14. enough ttoo be TAUGHT IN ADDITIONAL TIPS THIS LESSON LESSON ADDITIONAL TIPS TAUGHT INTHIS aids effectively. Use aids 15, Use effectively. 15. work. Make sure aids work. 5.1. Make 15.1. sure your your aids 15.2. Be Be sure know how how they work. 15.2. they work. sure you you know Get your 15.3. Get before speaking. place before speaking. 15.3. aids iinn place your aids Use a pointer direct attention. 15.4. Use 15.4. to d i r e c t your listeners’ attention. pointer to your listeners’ the point. Remove your 15.5. Remove you've finished finished the aids as 15.5. as soon as you've point. soon as your aids Talk tto 15.6. Talk audience, nnot aids. o t ttoo your o your 15.6. your aids. your audience, holding Avoid 15.7. visuals. 15.7. Avoid holdingvisuals. while you're audience while material ttoo audience 15.8. D speaking. Doo nnot 15.8. o t give give material you're speaking, Gesture effectively. 16. Gesture effectively. add interest. interest. 17. Use face 1to0 add o u r face Use yyour from behind behind lectern. lectern. 18. Move about—gert about—get from 19, D Don’t o n t pace. pace. 20.. Appear speaking. speaking. enjoy o t to enjoy Appear audience listens. Seem tto listens. h a t your audience care tthat o care . Seem with enthusiasm. enthusiasm. 22.. Speak Speak with confident and 23.. Appear confident relaxed. relaxed. audience. not at, the 24,. Speak with, not Speak with, at, the audience. the back wall, etc. audience’s head, the window, back wall, head, at the floor, floor, out at the etc. look aatt the window, over over audience’s 25.. Don’t Don’t look out the slow. don’t speak o o slow. fast or ttoo 26.. Vary speak ttooo ofast rate; don’t speaking rate; Vary your your speaking and volume. 27.. Vary voice pitch pitch and volume. Vary your your voice Enunciate clearly. clearly. TLLE 28.. Enunciate Pronounce correctly. 29.. Pronounce correctly. goofs. don’t emphasize, emphasize, your goofs. Hide, don’t . Hide, early. Don’t pack 31.. Don’t pack up up early. confidence. with confidence. Move out 32.. Move o u t with accurately. Time your speech 33,. Time speech accurately.

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Speak Speak Up! Up! heard by Concerned about about being audience? Well, the farthest farthest the the typical Well, the Concerned typical being heard by your your audience? is one thar a feet. Still, there is still air voice can in still air is is 600 600 feet. Still, there sale voice male one report a can carry report that carry in heard—over still still water, fellow was under ideal ideal conditions—10.5 conditions fellow was heard—over night, under water, at night, is the Such is miles! Such the claim claim of of The The GuinnessBook Records, Guinness Book of miles! ofRecords. —10.5

LLESSON E S S O N 110 0

Discussions Designing Designing Discussions aa Mend your little, speech yourspeech Mend little, Lest you mar your fortunes. yourfortunes. Lest you may may mar —William Shakespeare Othello Othello —WilliamShakespearein

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OBJECTIVES) will be this lesson, be able able to: lesson, you After completing OBJECTIVES to: ) After completing this you will peril Fr

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the most used patterns of 2 for organizing the discussion discussion part Name .N a m ethe frequently used a most frequently organizing the part of patterns for

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speech. speech, the pattern of organization for a of mainpoints. main points. outline of a given Identify given outline Identify the organization for pattern of

is not, between alist and one one that logically organized that is main points ». Distinguish Distinguish between organized and not, points logically a list of main

basis for for your and state aa correct decision. state correct basis your decision. and

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for speeches. Select appropriate main points . Select appropriate main points for speeches. those points logical and Organize clear pointsin in aa logical clear pattern. Organize those pattern.

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SPEECH ORGANIZING A SPEECH LOGICALLY ORGANIZING LOGICALLY

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LESSON LESSON 1100 is to design deliver an and deliver lessons that have established an design and that your goal is established iinn previous have previous lessons your goal other effective speech have defined effective speech, and we defined an that, among as one an effective speech, and we have speech as effective one that, among other

We RELEVANCE) We RELEVANCE)

and logically. is organized logically. characteristics, characteristics, is clearly and organized clearly

achieve this. teaches you lesson teaches This lesson how ttoo achieve this. This you how the main the selection main and organization with the selection and here with concerned here Specifically, Specifically, we organization ooff the are concerned we are basic topic or subject of your divisions of the basic speech, speech—the divisions of the subject of points points of your your speech. your speech—the is the You'll remember about main part of your discussion is remember that the discussion the main that the You'll usually about speech, usually part of your speech, of In the 80 percent main points, the substance, the discussion discussion you 80 ofits its length. substance, or main length. In points, of percent of present the you present data t o prove, explain, make memorable the main points. and the data memorable the speech and your points. your speech prove, explain, or make is tthat smal! percentage listeners usually what of The problem remember only a The h a t listeners of what a small usually remember problem is percentage Salafia of Fairfield University, of Fairfield Professor Ronald Ronald Salafia person’s speakers A person’s speakers say. According ttoo Professor University, ““A say. According information a t o short-term memory handle seven short-term a n only n e ttime.” ime.” pieces of information seven separate only handle one memory ccan separate pieces lecfew exceptions. such as There are situations such college lecspecialized speaking There a few are a as college speaking situations exceptions. IInn specialized listeners may factors. hear, primarily what they hear, because ooff two factors, retain more ooff what tures, primarily because tures, listeners may retain listeners often situations; the often take take notes instructional situations; First, the aact c t of note-taking clearly instructional notes in clearly First, listeners note-taking ideas and of ideas increases their and specifics. their memory doo not Second, even take notes, increases specifics. Second, even iiff they d not take notes, memory of listeners often because they often rremember either want listeners e m e m b e r more n o w they are expected they either they are want ttoo oorr kknow expected more because hear. remember what what they ttoo remember they hear. listeners’ remembering which you the that which general, you IIn n general, o u n t on your can ccount as the remembering only that you can your listeners’ you as memories. Arranging their memories. discussion points speaker successfully implant speaker successfully implant iinn their points iinn a Arranging your your discussion and logical clear and will clear will help considerably. logical pattern considerably. pattern Here’s how how ttoo do do that. that. Here's

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Main Points Your Main Points Selecting Selecting Your For purposes For of circumstances. the following of illustration, circumstances. Look illustration, assume Look at them set of assume the at them following set purposes of because we'll be w this situation situation for for some lesson. we'll be carefully, with this carefully, because o r k i n g with this lesson. some time time i n this working Assume that that yyou consider many many television Assume o u consider television programs childish, poorly poorly preprograms ttoo bbee childish, pretime. IIn words of a of time. the words student I recently helped sented, sented, aa waste n the a student waste of design a spcech helped 1to0 design a speech on lot more programs be a should be subject, “There “There should on this subject, about art, of quality—programs a lot this quality—programs about programs of art, and dance; on music, and dance; programs music, important issues; for adults, really important issues; programs for o t for adults, nnot really programs on programs for child-minds.” child-minds.” belong t o a local Assume also local action that you Assume also that action group. you belong group. do Assume you've Assume and react you've heard heard thattelevision that television network officials do network officials listen and listen react tto o thoughtthoughtconstructive criticism. ful, constructive ful, criticism. You these You put about television, all these together—your put all television, your together—your concern concern about an membership iinn an your membership fact that listen to action group, executives listen that executives action the fact to viewers—and viewers—and yyou decide to group, the o u decide to present present aa members i n the speech the action t o your fellow members action group. speech speech purpose: your fellow group. TTheh espeech purpose: After hearing audience will #© After speech, the hearing my of complaint send letters the audience will agree my speech, o send letters of agree tto complaint about television each of the president about television programs the three of the three networks. president of each networks. programs t o the have gathered Assume, too, that you Assume, few specifics gathered together about television too, that specifics about together quite television quite a few you have programs consider poor. You’ve made made summaries you consider of several summaries of programs you childish programs several childish that poor, You've programs that for adult designed for were adult audiences; audiences; you've found some were designed be what seem you’ve found some figures figures on seem tto o be on what pretty for producing high costs and you costs for have a of studies shows; and producing shows; pretty high studies about about the a couple the couple of you have showing violence and the many the numerous violence and commercials. many programs programs showing numerous commercials. So, you've So, and ((2) speech purpose (1) speech you've got data. NNow 2 ) data. need the the points your (1) o w yyou for got your o u need purpose and points for discussion part the discussion the These are speech. These ideas o are your specific ideas part ooff your your speech. your specific general topic onn your your general topic about television of “complaints “complaints about television programs.” programs.” Where do do you Where these points? points? get these you get

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DESIGNING DISCUSSIONS DESIGNING DISCUSSIONS

43 2243

Some points have iin mind. They came about o you n mind. Some points you already have came tto thought about as you you already you as you thought You found Same points topic. You your found others others as data. Same occurred ttoo you as you your topic. gathered your points occurred you gathered you your data.

research studies. studies. read the the research as as you you read

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Now should prepare N o w you should prospectus. prepare aprospectus.

Prospectus Prospectus is a list of for designing IInn our a speech, of the the points designing a a prospectus a list speech, a our program points you you might program for prospectus is

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‘want to present want speech. present iinn your your speech,

down all the points mind. At write down that come Simply write Simply all the speech that come ttoo your concerning your points concerning your speech your mind. this stage, which inhibit your bother—don’t inhibit determine which this o n ’ t bother—don’t thinking—by trying trying ttoo determine stage, ddon’t your thinking—by valid o What you points which points o t worth down. What ant n ow worth writing are most points are are nnot most valid want now orr which writing down. you w points are long list of is a of which later. is possible points from which you can a good possible select later. select good long points you list focus at this While our the main main points, While o u r speech i s oonn selecting selecting the points, specch preparation preparation is our focus stage ooff yyour at this stage their p prospectus bits of ddata many o e l a t e tto h a t rrelate a t a tthat r o s p e c t u s bits in their n c l u d ein l s o iinclude find i t helpful s p e a k e r sfind a n yspeakers m helpful ttoo aalso their pprospectus will be if than if be more their sspeech. useful, than r o s p e c t u s will o , their p e e c h . By ther complete, more By doing more complete, more useful, doing sso, lists—one main and another data. tthey h e y prepare t w o prospectuses—two lists—one of main points a n d another of data. two points prospectuses—two of of prepare four brief these four will help: brief guidelines IInn preparing guidelines will help: preparing aa prospectus, prospectus, following these can

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Well Before You Begin tto 11.. Start Start Well Before You Outline o Outline

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make every least a few You should should make effort ttoo develop a few develop your at least You period of at every effort prospectus aver aa period your prospectus will before you days. Preparing immediately before t a r t outlining days. speech will outlining your Preparing aa prospectus you sstart your speech prospectus immediately and logic the completeness, of your from the detract seriously validity, and usually detract logic of usually planning. seriously from completeness, validity, your planning, Your ideas, be more and dara need time time tto mind so data need so they can o run through ideas, points, Your can be through your points, and your mind worded, sequenced. evaluated, pruned, effectively evaluated, sequenced. selected, worded, effectively pruned, selected,

Include at Points 2.. Include Least 1155 ttoo 2200 Points 2 at Least

will usually include just five points. But You'll remember remember that just ttwo o five w o tto itself will t h a t your speech You'll points. But speech itself usually include the early planning of much longer list of of your speech, preparing now, in the longer preliminary now, in preparing aa much early planning of preliminary list your speech, data, in the of will be and of points, and of data, will be of significant help t o you i n the n next significant help e x t step of preparing your to of preparing your points, you step find it easier easier tto the struggle ttoo nnarrow e l e c t only the o sselect list, you’ll a r r o w your speech. Then, as speech. Then, you'll find as you your list, you struggle for your valuable points for relevant, valuable speech. e s t , most very mast potent, potent, relevant, your speech. very bbest,

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for Adding Points for for Several 3. Keep Your Prospectus More Points Several 3. Adding More Open for Prospectus Open Keep Your Days Days much ideas as they will facilitate facilitate adding This will r o d u c t i v e process o r e pproductive uch m ou—a m c c u r ttoo yyou—a This adding ideas they ooccur more process mind time and and trying material from your mind down one best material pull from than simply sitting one time than the best sitting down the trying ttoo pull for your speech, for your speech. be concerned about listing other points. concerned about overlap o Don’t be Don’t listing points h a t overlap orr repeating repeating other points. points tthat with data. data. Your should Your prospectus about wording mixing points Don’t worry Don’t wording oorr mixing points with prospectus should worry about material. later select select the working list the best best material. be a working from which which you'll list from you'll later merely merely be Fletcher

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Than Trying to Your Possible Rather Than Possible Points Points Rather Remember to Remember Write Down Down Your 4. Write 4. Them Them like mine, when you've mine, when a speech mind works works anything speech coming up, you’ve got a you're anything like IIff your up, you're your mind

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deal of what to include in that of the the ime—while that speech time—while driving a great deal about what speech a driving ttoo t o include thinking thinking about great commercials ttoo conclude in a for T TV conclude so school, standing shopping line, work or school, V commercials waiting for a shopping so line, waiting standing in work fall asleep—virtuback tto the football football game, asleep—virtuto fall teeth, trying brushing your trying to can get o the o u can yyou game, brushing your teeth, get back best thoughts mind those periods. And some o f y always! A i n d during come ttoo m thoughts may during those periods. ally always! o u r best n d some ally may come your

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0 E S S O N 110 LLESSON

That’s lot ooff time. chew uupp a lot later can remember those those passing thoughts can chew thoughts later time. That's Trying Trying ttoo remember and why can quickly quickly and so you handy so o keep much more it is much why keep your productive tto you can more productive prospectus handy your prospectus first you when when down point a do down ideas jot If not first do add you you a point list. I f you not latest ideas ttoo your easily add your easily your list. your latest it. of think of likely tto o forget it. it, you're think you're likely Your listing television. Your that speech for that listing Now, let’s speech on on television. let's try developing Now, developing aa prospectus prospectus for this: like this: looklike might look might

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Prospectus:TV Complaints Prospectus: TV Complaints 1. Too violence much violence Too much 1. 2. Not culture Not enough 2. enough culture

art,

music, etc. on 3. Need Need more etc. art, music, 3. more programs programs on 4ouee

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is alisting Remember, this of possible listing of this is Add some of your possible points— points— some Add suggestions. Remember, own suggestions. your own

be thinned and structured reworded and later. thinned out, structured later. o be tto out, reworded

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PONDER

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such points Your prospectus Your include such might include as: points as: prospectus might

Networks spend too much 1. Networks too much adult mind Not programmed mind 2. Not for adult programmed for wasteful 3. Daytime especially wasteful Daytime soap soap operas operas especially Good aired only occasional specials 4. G o o dplays plays usually specials as occasional usually aired only as Game shows cchew hours 5. G a m e shows h e w up morning morning hours Children conned for cheap 6. Children conned into into asking asking for cheap toys Some shows far come out 7. Some but shows goodideas ideas come outon shows, but o ntalk talk shows, far too too sleazy sleazy good Cartoons a wasteland 8. Cartoons a major major wasteland Studies show audience watching show audience hour hour after 9. Studies watching hour after hour 10. Movies, fill in in between 10. way Movies, repeated between commercials cheap way repeated frequently, frequently, just just cheap t o fill commercials Some 11, Some shows are the worst 11. the longest-running longest-running shows are the worst ofofthe Broadway plays 12, Current Current Broadway 12. plays rarely seen except onpay rarely seen paystations stations except on NAN

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DESIGNING DESIGNING DISCUSSIONS DISCUSSIONS

45 2245

13. Commercials childish, irritating 13. Commercials repetitious, irritating repetitious, childish, 14. Educational Educational programs 14. commercial stations stations rare on commercial programs rare Now balance your ideas. Your thinking N o wreview review tthat h a list t list tto o balance data with your thinking might go go your data your ideas. like this: this: like

dislike those those commercials. commercials. That That should should be Well, [[ really be aa big in my Let’s see, Well, really dislike speech. Lets big point point in see, my speech. what proof have? (Flip do I have? cards containing what proof do (Flip through o t e cards Here’s tthat h a t study data.) Here's study oonn through nnote containing your your data.) I

number of commercials, That's part how do do II show commercials are commercials, length, but how show commercials number length, etc. etc. That's are it, but part of it, distasteful? [[ don’t don’t remember remember finding data on betCould check check library distasteful? h a t . Could finding any No, betlibrary again. again. No, on tthat. any data watch make nnotes TV aand commercials II see. tter er w a t c h ssome o m e TV n d make otes o h e commercials onn tthe see. another big Well, wwhat's Those ralk talk shows—1really shows—I really w Well, h a t ' s another big point a n t tto o point in my want prospectus? Those my prospectus? but still, them. Sure Sure aa lot lot ooff wasted wasted talk, solid ideas ideas come talk, but point point ttoo them. still, some come through good, solid through some good. and tthen. nnow o w and hen. M a y b e II ccana find n find articles, ddata ata o hem. Maybe articles, onn tthem. On n hand, it’s those davtime shows—the soap the air air O theother other hand, the it’s those waste the daytime shows—the operas—that really really waste soap operas—thar With nno oclasses Wow! days. W ow! e w days. u n e d i n aa ffew o r n i n g s II ttuned h i s semester classes tthis i m e . With ttime. semester oonn Tuesday Tuesday mmarnings bad. Hospitals and divorces divosces and and crime calls back back and forth crime and and phone and forth Unbelievably Unbelievably bad. Hospitals and phone calls dumb characters what tthat the dumb said aabout this ggay bbetween e t w e e n the c h a r a c t e r stelling telling this u y what h a t guy b o u t ssome o m e oother t h e r guy. guy. 1I guy said talk aabout the sspeech. really a v e 1to0 talk b o u t tthose h o s c in the peech. really hhave

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such mulling over in your mind, some become more Eventually, over in some points Eventually, through through such points become more your mind, the above above meditation these points dominant. From From the meditation these dominant. points might appear: appear: 1. Commercials Commercials 1. Talk shows 2. Talk shows 2. 3. Daytme Daytime soap 3. soap operas operas

check back back ttoo the the speech established earlier earlier ttoo mmake Now N o w it’s it’s ttime i m e ttoo check speech ppurpose u r p o s e yyou o u established ake fulfill ic. Reread your it. Reread still heading toward aa speech speech purpose heading toward caret o fulfill sure sure you're speech you're still purpose careyour speech considering its word by word: fully, considering by word: i t s implications fully, implications word

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of complaint the audience will agree send letters letters of After hearing audience will speech, the ® After hearing my complaint my speech, agree ttoo send each of of tthe about television of each networks. three networks. h e three h e president television programs about president of programs t o tthe ©

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will send send will will be the letters letters your audience will be about “television proLet’s see, about “television Let's see, iitt says says the your audience probe talkingabout—using should be That means grams.” examples, illustrations, talking aboutr—using as o u should as your examples, illustrations, means y grams.”That you the the speech such—television programs. three of the Check of points likely t s o m e e r h t the again Check n d such—television aand again most speech points likely programs. talk shows, and (3) of arrived aat:t : {1) commercials, (2) shows, and w o of e ' v e arrived w (1) commercials, (2) talk (3) daytime we've daytime soap soap operas. operas. TTwo the first commercials. concerned with with programs, centers oon n commercials. n e centers first oone u t the h o s e points tthose are concerned points are programs, bbut is nothing back tto Remember that sacred aabout Check back speech purpose. it; b o u tit; there is thatthere o your Check nothing sacred purpose. Remember your speech But what what would would you to? speech. But change it to? plan your change i t as you can change as you certainly can you plan your speech. you certainly you change and programs? Commercials only? Commercials and Commercials only? programs? Commercials be: D have enough decide? Some would be: Some considerations Doo you have for a considerations would How a H o w tto o decide? time for enough time have enough talk shows? shows? O data on commercials? O both? D Doo you Onn talk about both? Onn on commercials? speech about speech enough data you have Will speaking thin? Are Are the the programs both spread spread your speech speech ttoo soap o o thin? speaking on both operas? Will programs or soap operas? commercials worthy of aa speech the commercials speech individually? the worthy of of course, and there are other considerations—your And, of own preferences, interests, and are other preferences, interests, And, considerations—your own course, there of should keep back ttoo that that audience, audience, trying all, keep thinking But thinking back you all, of t s o m But concerns. trying 1to0 most concerns. you should have the hear, but what they but what what might have the what you decide nnot o hear, a n t tto want t o say, o t what they w want o t what decide say, nnot you want back ttoo tthat influence oonn tthem. h a t Analysis o u ggoo back this, yyou h e m . FForo rthis, Analysis of positive, productive most most positive, productive influence the very of planning Situation you speech. start of planning your speech. Speaking Speaking Situation very start prepared a t the you prepared main points the stage how 1to0 organize whatever main of deciding Now just how are aatt the o w you organize whatever points you deciding just N you are stage of you here? decide t o present What are do decide speech. What are your finally do options here? finally present iinn your your options your speech.

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2246 46

LESSON LESSON 1100

Discussion for the Patterns Patterns for the Discussion four There are used here is used are four here ttoo mean design, configuration, “Pattern” is configuration, oorr sequence. mean a design, “Pattern” sequence. There They used patterns discussion part the discussion are: speech. They o r organizing frequently used most most frequently organizing the part ooff a speech. patterns ffor

are:

1, Time Time 1.

22.. Space Space 3. Topic Topic 3.

4, Problem-solution Problem-solution 4,

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detail. each of Consider each these in detail. ofthese Consider

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would appear outlines ooff points Note: The following complete they would Note:The partial outlines as they examples are partial points as following examples appear i n a complete be identified heading letters under the main under the of aa speech. main part outline of would be outline They would identified by Il. speech. They capital letters by capital part heading discussion would followed bby yill. Introduction and the discussion and followed outline ooff the would bbee preceded Discussion. D i s c u s s i The oThe n . outline b y LIntroduction ill. preceded by

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Conclusion, Conclusion, that the included iinn the the data Also note data are the examples. note that not included Also examples. are not We the discussion two tofive here oonn the the two discussion part main points speech. We are focusing t o five main points ooff the focusing here part ooff a speech.

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Time Pattern 11.. T i m e Pattern time pattern is useful useful for about aa process, hisfor structuring A time an activity, speech about activity, or an an hisstructuring aa speech process, an pattern about television torical event. the speech For example, these main main points speech about torical event. For television might present example, the points present these in the discussion: the discussion: in

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A. Early-morning A. Early-morning programming programming B. Midday B. Midday programming programming C. Evening C. Evening programming programming D.. Late-night D Late-night programming programming That list of discussion time units is effective several reasons. effective for discussion points for several That list of The time those units are reasons. The are those points is television itself itself often time segments that television often uses. The time the logical which peouses. The that logical periods are the periods iinn which segments are peotelevision. There tend rtoo watch differences iinn programming There are watch television. ple tend in ple the are significant significant differences i programming n the time scgments. I n sum, divide the time the subject units divide thetime time units television programming subject of television into programming into segments. In sum, the and logical four manageable, time pattern, four manageable, related, related, and logical points—a points—a time pattern. time pattern, Consider some some other Consider applications of other applications of aa time pattern. Your first is one time demonstration speech, Your first speech, for which which the the time speech, is frespeech, aa demonstration pattern is freone for pattern is changing For example, quently main points example, i f your subject tire, your changing a tire, quently appropriate. appropriate, For subject is points your main might be: might be: of

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A. Secure Secure by braking and blocking A. braking and blocking B. Raise Raise car B. by jacking jacking car by C. Remove Remove damaged tire C. damaged tire D. Replace with D. Replace w i t h spare spare E. Lower Lower car E. car is a time This is time pattern because the This the actions actions should should ooccur ccur pattern because

the sequence and iin n the listed and sequence listed

be emphasized that would would be that of your emphasized bbyy your speech points. wording of points. your wording your speech

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Another example: Another be that Your topic might face a crisis example: Your that the the United States seems United States crisis might be seems to t o face

decade. every every decade. be: The points The points might be:

A. In 1950s, threats In 1950s, and external from internal A. internal and threats from external sources sources B. IIn B. n 1960s, 1960s, a a lingering lingering war C. In In 1970s, C. 1970s, economic economic problems problems D.. In deficit In 1980s, the federal federal deficit D 1980s, the E. IIn and terrorism E. 1990s, guns n 1990s, terrorism guns and

ISCUSSIONS E S I G N I N G DDISCUSSIONS D DESIGNING

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247

of IIff your the general how to take aa trip, speech topic were general subject logical use use of subject of how were the trip, aa logical your speech

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of course, be: There are, would be: There a n y possibilities. One n e would possibilities. O are, of course, m many A.. Before the trip Before the A B. Start of the the trip Start of B. C. During During the C. the trip D.. After the trip After the D

that with different different wording, of aa time for that n structure, a r i a t i o n iin A slight ime pattern slight vvariation wording, of structure, with pattern for be: same trip would be: same trip would A. A. B. B. C. C.

Pretrip Pretrip During During trip Post-trip Post-trip

list of of points Check your suggested yourself: asking yourself: suggested list Check points by asking 1. Are time segments? Are my 1. points time segments? my points the rime time segments 2. Are about equal Are the equal or comparable? 2. comparable? segments about

3. Are Are they they logical? logical? 3.

Are they 4. Are the subjecc? they related 4. related directly ttoo the subject?

Look Consider the the negative. Consider negative. Look

at at

of the the time the following of poor time examples of uses of the following examples poor uses

pattern. pattern.

had these this hints about about operating student had these points on-line, one For For a speech speech o one student points iinn this onn hints operating on-line,

sequence: sequence: don’t run up A. Check Check your regularly, so so you don’t an expense billing regularly, beyond your A. expense beyond your billing up an your means. means, is easy tto remember. Pick a screen B. Pick name that remember. o that is B. screen name easy when the C.. Leave Leave a chat chat room talk gets thetalk C rough. gets rough. room when talk before chat room and and break know the the topic the talk before you D.. Don't into aa chat into the Don't go copic D break into go into you know discussed. being discussed. being

it

Time time pattern because ““you But the the student student thought thought i t was was a you a time pattern? Hardly. Time Hardly. But pattern because pattern? True—but not the order in an order presented order.” True—but there. have tto do those those things an order.” n the n o t iin things in presented there. o do have should come about leaving chat room, about entercome after C,, about a chat leaving a after point D, about point DD, enterCertainly Certainly point point C room, should should be i n adifferent other points different sequence. chat room. points in list should h a tlist in tthat room. Indeed, Indeed, other ing aa chat sequence. of a historical highlights Another poor was this speech o n selected a ttime selected historical this speech a t t e r n was i m e ppattern highlights s e of p o o r uuse Another radio broadcasting: of radio broadcasting: of be

Fletcher

in

on

Leon

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‘Copyright

A.. Before Before 1920s—experimentation A 920s—experimentation 1920s—commercial development B, 1920s—commercial B. development 1927—first network network C.. 1927—first C of nationwide of 1935-1945—height nationwide programs Decade of D.. Decade 1935-1945—height of D programs 1960s—talk shows shows develop E. LLate develop a t e 1960s—talk E.

48 2248

0 E S S O N 110 LLESSON

the time time of the the irregularity of the because of irregularity of time pattern is an a time This is ineffective use an ineffective ‘This use of a pattern because Then aa 1920. Then all the before 1920. effect all the years i n effect period, in A, a a long For point long period, years before units presented. point A, units presented. For that spans really “decade” that Then “decade” a Then B. year. spans really specific the a specific Next Next of 1920s B. t n i o p f o 1920s decade, year. the decade, point Such variety does 1960s.” Such “late 1960s.” variety does usual sense. half-decade, “late decades iin the usual Finally, a half-decade, sense. Finally, n the w o decades ttwo with follow along the points along with audience remember speech, follow remember the little to points ooff your help your to help little your speech, your audience and accept ideas. you, your ideas. accept your you, and 2. Space Pattern 2. Space Pattern with concerned with is useful useful for subjects concerned for organizing speeches presenting presenting subjects organizing speeches A space space pattern pattern is sectional, o topics. comparable topics. governmental, sectional, orr comparable physical, geographical, governmental, physical, geographical, main points, the main television programming, talk about basic example points, about television of a programming, the example of a talk For our basic For

be: could be: in a space organized organized in space pattern, pattern, could

small towns of America America A. Programs A. towns of Programs iinn small of America B. Programs America cities of largecities B. Programs ini nlarge C. Programs countries Programs i n foreign C. foreign countries

in

characteristics ooff a n characteristics equal equal iin For the point or speech. F o u r speech. o t bbee important a y nnot his m u t tthis point ooff yyour geographical geographical nature, important ttoo the may nature, bbut local programlack of of creative document the lack creative local these points within these might document example, within example, points you programyou might of could could small you in Finally, Finally, production. then the city large large of production. o w n s , then the banality ming i n small ttowns, banality you telecast in what is telecast in foreign countries. them both both w with i t h what compare foreign countries. compare them if be in in a space would o u l d be If y o u r speech oints w subject were were recreation, speech subject recreation, your If space pattern pattern if your ppoints This has the ot three points the three the defect that the defect that are nnot listing has This points are listing

the

is

your these: they were were these:

in the A. Recreation the mountains mountains Recreation in A. B. Recreation the seashore seashore Recreation at at the B. C. Recreation the deserts deserts Recreation iinn the C. of colleges and characteristice of the United States, and United States, the characteristics subject were colleges iin speech subject n the IIff your were the your speech

to

a

be .. . . well, use a space were to use some: points might be you listing some: your points space pattern, pattern, your you were .. well, utryy listing

A wp

B. C. oO

D. More? More? Your points could be colleges the West, and East. East, Or, Your West, Midwest, colleges iin n the Midwest, and Or, they might paralmight paralpoints could be

lel the the areas athletics: Ivy into which Pacific Coast, which colleges for athletics: divided for lel colleges are areas into are divided League, Pacific Coast, Ivy League, etc.

the

about the following How select a for a speech H o w about following use use ooff aa space o w to speech oonn hhow to select a space pattern pattern for

for purchase: house for house purchase:

look for What to A. What tiving room A. t o look forin i n aa living room B. Important B. Important features features ooff a yard yard C. Important of a kitchen kitchen C. features of Important features look D. Good in roofing Good qualities D. to look qualities to for in roofing for

DESIGNING DISCUSSIONS DESIGNING DISCUSSIONS

49 2249

effective or ineffective? ineffective? Would you consider that that effective you consider

Why? Why?

to

is tthat Among the weaknesses you the points could point from aa room, Among the weaknesses h a t the point t o is points jump from room, ttoo you could back ttoo a of the the house—consequently, then to o t logioutside, the top logioutside, back a room, to the are nnat house—consequently, they are room, then top of divisions of cal, eequal the subject. of the q u a l divisions cal, subject. weak “what t o look ffor” Those points o “imporo r ” tto e c a u s e they e a k bbecause lso w r e aalso Those change from “what “imporpoints aare they change to features” aand ttant a n t features” n d tthen h e n tto o ““good g o o d qualities.” qualities.”

3 3.. Topic Pattern Topic Pattern is particularly useful iinn speeches classes, aspects, a t t e r n is A topic ppattern speeches presenting particularly useful orr presenting types, aspects, o types, classes, is sometimes sometimes called the “catch-all” is, iiff no other This is “catch-all” pattern; other pattern qualities. called the t h a t is, qualities. This pattern; that pattern is of your some topical subject. appropriate, figure oout u t some topicaldivisions divisions of speech subject. always figure can always appropriate, you you can your speech basic example, the speech Let's rreturn Let's e t u r n again o o u r basic television. A good example, the speech o ntelevision. again tto good topic patour patbe: would be: tern tern would

is

on

Talk shows shows A. Talk A. B.. Soap B Soap operas operas C. Game Game shows shows C. comedies D.. Situation Situation comedies D E. News News programs E. programs

Dramas F Dramas FE

such as of programs educational programs, Additional types could belisted, Additional listed, such as educational variety types of programs, variety programs could musical programs. remember that, But remember speech is more general, a shows, musical a speech more effective shows, that, iinn general, effectiveifif it programs. But be

it

audience ttoo five ppoints; difficult for than tthat for your just ttwo are difficult h a t are o i n t s ; more than o five w o tto presents your audience presents just

remember. remember.

be: Another topic would be: our television television subject would topic pattern Another pattern oonn our

Violence A. Violence A. for adults adults B. Childish Childish programming B. programming for C.. LLack off programs significance o fsignificance ack o C programs of This is is This

main points for the the discussion discussion part but iitt set ooff main speech, but an acceptable set points for an acceptable part ooff a speech,

of the divisions of the basic basic weakness tthat have the does have the weakness equal divisions are nnot o t comparable they are comparable or equal h a t they does be divided the topics divided into into strictly always be speeches the topics cannot cannot always However, iinn many topic. topic. However, many speeches

parts. equal equal parts. of of a speech subject subject is problems another example Assume your example of problems of a topic pattern. Try ‘Try another pattern. Assume your speech You might present these points: pollution. points: pollution. You present these Fletcher

Leon

by 2001

©

A. A. B. B. C. C.

individuals Pollution by by individuals Pollution Pollution by government agencies Pollution government agencies Pollution by industry industry Pollution

have the the topic pattern, but they do have the weakness weakness of the they do an application These points application of are an points are These pattern, but

bit of of ground, rather lengthy for aa rather speech, they they cover quite aa bit ground, probably probably more cover quite lengthy speech, even for that, that, even Copyright

2250 50

LESSON LESSON 10 to

in

shown one we're shown be presented danger in using suitable depth. than could could be Hence, we're using than depth. Hence, one danger presented iinn any any suitable

too

be broad. inclusive, too that m too inclusive, a y be a topic too broad. designing points points that topic pattern: pattern: designing may

What points how toselect college. What select aa college. Assume you Assume are designing speech oonn how designing 2a speech points might might you are ;

.

to

would demonstrate demonstrate a logical, that would discussion part the discussion logical, you speech that present iinn the part ooff your you present your speech effective use of of a topic effective topic pattern? pattern? A. A. B, B,

C. C D.. D

More? More? be any of a could be Your answer could off points. check your Your reply, answer a great points. TToo check answer great variety o any of your reply, these questions these self: questions ttoo your your self: 1. Are my 1. points actually actually topics? topics? my points Are they 2. Are of the the speech 2. they logical, appropriate speech subject? appropriate parts subject? allalllogical, parts of 3, Are Are they of that divisions of that speech equal or comparable 3. they equal comparable divisions speech subject? subject? 4. Are Are they restricted—not covering much? 4. they sufficiently restricted—not covering too too much?

4.. Problem-Solution Problem-Solution Pattern 4 Pattern A problem-solution useful iinn speeches A for change problem-solution pattern speeches presenting proposals for presenting proposals change pattern isis useful lati dures, laws, laws, concepts, aand iincluding n c l u d i n g nnew e w procedures, n d regulations. p weaknesses in television, For our speech For television, a speech on weaknesses could prea problem-solution problem-solution pattern pattern could premain points this way: the main sent sent the points iinn this way:

in

pts,

Problem: poor A. Problem: A. poortelevision television programming programming B. Solution: Solution: action action group B. letters ooff complaint write letters networks t o networks complaint to group ttoo write But there But there is one those points, one problem problem iinn those the preone o f the pointed t o iinn one points, a problem problem w epainted previous examples. vious Can you examples. Can What weakness is? spotit? would you it? What would that weakness you spot is? suggest thar you suggest

is

we

to

of

is

If your If that the the points answer is that broad, you're are too broad, you're right points are with us. your answer right with us. A speaker BBut u tthere’s there's a ssolution. olution. A divide the the ppoints speaker can and present can divide o i n t s of a speech speech and present a before getting subpoints data. F the data. subpoints before For getting ttoo the the points o r example, above m example, the ight points above might become: become: series series ooff

A. Problem: Problem: poor A. poortelevision television programming programming 1. LLack of mature 1. a c k of mature programs programs 2. Lack of programs Lack of 2. onsignificant significantissues issues programs on 3. Lack Lack of of cultural 3. cultural programs programs B. Solution: Solution: action action group B. write letters letters of of complaint networks group 1to0 write complaint ttoo networks

Only The speech is another problem: ow w wee have problem: The have another Only nnow rather out balance, with with three speech is rather three out ooff balance, and none subpoints under point A. and under point subpoints under B. Again theres there’s a solution. none under point B. point A. solution. TThe outline h e outline

become: could become: could

DESIGNING ISCUSSIONS E S I G N I N G DDIscuSsIONS D

251

251

Problem: poor A. Problem: A. poortelevision television programming programming

1. Lack of mature Lack of 1. mature programs programs Lack of programs 2. Lack issues 2. significant issues programs o nsignificant

te

on

be .

Lack o 3. Lack cultural programs off cultural 3. programs

Solution: action action group networks letters of Solution: write letters of complaint ttoo networks group ttoo write

to

1. Networks audience Networks do respond 1. from audience comments from respond t o intelligent comments Networks are 2. Networks in improving interested in 2. are interested programming improving their programming have changed 3. Lerters other groups from other Letters from network programming 3. changed network programming groups have

a

have balanced outline—the each major of subpoints Now outline—the same N ow w a balanced wee have n d e r each number of same number major subpoints uunder have exactly need not each number of subpoints Outlines need point. for each the same always have exactly the point. Outlines not always same number subpoints for main point, be about but they should usually main about equally distributed. usually be they should point, but equally distributed. Why? Why? asked. IIff you several subpoints Glad you and only one Glad under one one one point point and subpoints under you asked. present several you present under another, have a under s t e n e r s may h a t you another, some rightly, tthat some ooff your assume, perhaps perhaps rightly, may assume, your l ilisteners you have offer is for the all you detailed point the more rather weak weak case strong when all but aa rather case for can offer case when more detailed point but strong case is you can one point. one point. it on the You may there arc But there the But exceptions. You are exceptions. want t o present point simply ttoo get may want get it present a point detail that need nnot there’s a record. For dactors you that there's record. example, in For example, in a speech tto a shortage o doctors o t detail a speech shortage you need medical service of medical service in in rural But you rural areas; know tthat. of h a t . But a n tto t o just just certainly know want they certainly areas; they you might w mention basis ffor solution t o that the basis establish the that pproblem. order ttoo establish m e n t i o n it iin n order o r pproposing r o p o s i n g a nnew e w solution roblem. Assume your speech Consider another the problem-solurion another application speech Consider problem-solution pattern. application of the pattern. Assume is the need tto be: the need instruction. Your points topic is o improve college instruction. improve college points might be:

of

to

it

to

Problem: college effective A. Problem: instruction nnoto tsufficiently A. college instruction sufficiently effective 1. Need for more Need for learning 1. individualized learning more individualized 2. Need Need for better teachers teachers for better 2. w funds t o colleges Solution: more colleges B. Solution: more funds with inflation 1. To To keep of operating keep up 1. inflation of operating expenses expenses up with better facilities To provide 2. To 2. and better facilities more and provide more

to

.

of the be aann effective effective application that oouttine the pprobfirst reading, On reading, that seem ttoo be O n first utline m a y seem robapplication of may of the The does present the speech lem-solution pattern. subject. The logical points specch subject. lem-solution points oorr parts present logical parts of pattern. IItt does and with order. They be handled handled clearly with clearly and specific enough logical order. enough ttoo be points n aa logical are specific They are are iin points are And each for each distributed, ttwo the speech. direction iinn the equally distributed, speech. And w o subpoints are equally the points subpoints for points are direction the and the about as main points main points. the subpoints the main of the as Finally, the as equal the ttwo are about subpoints are w o main of points and points. Finally, equal as be iin could be n importance. importance. they could weakness o serious weakness the most and serious illustrates the outline illustrates Yet that most frequent that partial frequent and off many partial outline Yet many is a that try tto in speeches that appears often in weakness that a new procedure speeches that a weakness procedure speeches, IItt is speeches. get a appears often try o get And is a weakness weakness particularly common in speeches speeches organized adopted. A policy adopted. particularly common organized iinn n d i t is o orr policy the pattern. problem-solution the problem-solution pattern. have you ahead of What have of me the again? What weakness is That weakness as the me again? are you ahead spotted as . . . or are That is... you spotted last partial weakness in that last outline? partial outline? in that major major weakness

it

in

Fletcher

Leon

bry 2001

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Copyright

stated something such as the solution dinner tonight solution dessert at Have an something such at dinner as the tonight ifif you x t r a dessert an eextra Have you stated

solve the the problem necessarily solve presented. problem presented. does not not necessarily does

2252 52

LESSON 1100 LESSON ‘The first learn“Need for more the “Need the problem individualized learnof the more individualized 1.) is the (A. 1.) first aspect The problem (A. aspect of is concerned with that. that. concerned with Yet neither the solution solution is neither of of the the ttwo w o subpoints ing.” ing.” Yet subpoints presented presented i n the two things do two funds”—is ttoo do the solution—“more solution—“more funds”—is pointed ttoo as things not as problems. not pointed problems. Rather, the Rather, be true funds aare that more well be weakness from from another another angle. the weakness Consider the angle. IItt m Consider a y well re true that more funds may and tto of those those particuneither of inflation and needed ttoo keep But neither with inflation provide facilities. facilities. But o provide keep up needed particuup with is established the disdisthe first established as first part the speech. lar points earlier iinn the speech. IInn the as a a problem problem earlier points is part ooff the need for individualized learning better for individualized the problems the need identified are cussion, n d better are the cussion, the learning aand problems identified teachers. teachers. solves the weakness—the failure the problem solution that that solves This weakness—the This failure to present presented— problem presented— present a solution here for such an for ttwo unrelated don’t present iiss emphasized w o reasons. as a speaker, speaker, don’t reasons. First, First, as an unrelated emphasized here present such solve. And second, asas be taken the problem don’t be And second, solution ttoo the taken solution o solve. listener, don’t a a problem you're trying tto listener, you're trying the many in by the and offer solution a who that in speakers who point t o a leginmate problem and offer point a solution that a problem legitimate speakers many does nnot but does contribute directly ttoo solving the the problem seems realistic, but o t contribute seems realistic, problem presented. presented. This weakness is more a matter of substance than pattern. i s weakness did Our substance than Qur example d i d satisfy example matter of pattern, still inadequate. the problem-solution organizational o u use organizational requirements, use the requirements, bbutu t i t iiss still inadequate. IIff yyou problem-solution have the correct be sure your do have form and pattern, offer aa and ddoo offer subpoints do organizational form the correct organizational pattern, be your subpoints be strengthened? this presensolution. H could that that partial true outline be How o w could One way way true solution. is this partial outline strengthened? One presenthe same the solution solution using tation ooff the same structure: tation structure: using the

in

a

to

it

is

A. Problem: effective Problem: college A. instruction not not sufficiently college instruction sufficiently effective for more Need for individualized learning t1.. Need learning more individualized Need 2. Need teachers better teachers 2. for better B. Solution: funds t o colleges Solution: more B. colleges more funds 1. To finance the high To finance of designing high cost 1. individualized learning cost of designing individualized learning Too pay 2. T salaries demanded for higher demanded by 2. qualified people higher salaries more qualified by more people pay for

for

the

to

the

Now relate directly solution relate N o w the two points of the two ofthe the solution the problem. two points directly ttoo the two points points ooff the problem.

is what it is “each-to-each” relationship; what might Further, it Further, might be becalled called an that is, the first point is, the an “each-to-each” relationship; that point

the first solved by of the is solved the problem and the of the solution, by the problem is the second first point second point solution, and of the the point iinn the point of solved by the second problem second point problem i s solved point of by the ofthe the solytion. solytion. This, then, the logic o another way for you This, then, suggests check oonn the as a a speaker suggests another speaker ttoo check way for you as logic off your your outline when when you and also also for outline use a problem-solution for you be problem-solution pattern listener to you use to be pattern and you asa alistener alert tto the logic and consistency alert logic and o the the presentations The consistency iinn the speakers. T solution ttoo a presentations ooff speakers. h e solution easier to casier and problem problem is easier is understand, follow t o follow and understand, if there to accept, there is a direct direct point-toaccept, easierto point-topoint between the the problem the presentation relationship between point relationship and the of the the presentation presentation of of the the problem and presentation of this is nnot solution. If If this solution. clear, check check again o t clear, the correct, again the correct, effective effective application feature this feature application ofthis in the the previous in partial outline. outline. previous partial

is

as

is

if

of

5. Combination Combination Patterns 5. Patterns Can you Can combination of, of, say, use a combination in the the same you use two patterns Yes, you can, same speech? say, two speech? Yes, patterns in ut can, bbut

is not it is recommended. it not recommended. Consider the Consider the following outlines: following partial partial outlines:

Subject: Ecological Ecological Problems Problems ooff O Subject: Our u rRivers Rivers A. Pollution Pollution of of eastern rivers A. eastern rivers of our central B. Neglect central rivers B. rivers Neglect of C. Destruction of western Destruction of rivers C. western rivers what pattern are In what these points In points organized? organized? pattern are these

you

DESIGNING DISCUSSIONS DESIGNING DISCUSSIONS

53 2253

Rivers Subject: Ecological Problems of O Subject: Ecological Problems Our u r Rivers A., Eastern rivers are Eastern rivers A being polluted. are being polluted. B. Central rivers are Central rivers B. neglected. are being being neglected. C. Western rivers are Western rivers C. being destroyed. are being destroyed. these points What pattern in? What are these points in? pattern are You can and a space the distinction You that the distinction between between a topic for can see sce that topic pattern space pattern, pattern and pattern, for The first example, may example, of points o t be clear-cut. The firstlist list of clear-cut. topics first—pollution, names topics first—pollution, points names may nnot be

and destruction. and rememis named destruction. Whatever be emphasized neglect, and neglect, Whatever is tends ttoo be first tends named first emphasized and remem-

list

the first list can classified as bered. Thus, be classified best be bered. off first list Thus, the The second can best second list o as a topic pattern. pattern. The

the emphasis points changes the emphasis by naming features first—eastern, gcographical features first—eastern, central, central, points changes naming geographical western, pattern. western. The points a space are arranged points are space pattern, arranged in a consider one But consider outline. Bus partial outline, one more more partial

in

Our Rivers Problems of Subject: Ecological of Qur Subject: Ecological Problems Rivers rivers. A.. Pollution Pollution ofeastern eastern rivers. A B. Central rivers are Central rivers B. neglected. being neglected. are being is rivers in C. West. in the the West. C. Manufacturing Manufacturing is destroying destroying rivers of

is in

What pattern this listing? used in this pattern is used What listing? have ttoo say first point is a combination The first wouldn’t you? The You'd have combination pattern, You'd point mensay iitt is pattern, wouldn't

feature first— tions aa topic second ppoint mentions aa geographical geographical feature tions h e second o i n t mentions first— first—pollution, TThe topic first—pollution. mentions a topic first—manufacturing. The third central. The third point central. first—manufacturing. point mentions lacks clarity. make As you Combination patterns combination ofpatterns clarity. Combination a combination patterns lacks As can see, see, a you can patterns make difficult for follow your for your points. listeners to follow itit more more difficult your points. your listeners the structure Such Combination patterns add variety variety tto o the Combination structure ooff your presentation. Such patterns ddoo add your presentation. is often desirable iin such as article or an But variety matertal, such often desirable written material, n written variety as an an article an essay. variety variety is essay. But the patterns of the tends to listeners hinder, rather rather than than help, speech tends help, your to hinder, points in i n a speech iinn the patterns of the points your listeners remember the present. ou o i n t s yyou the ppoints remember present. have often develops Another problem develops iin a y have ou m o m b i n a t i o n patterns. s i n g ccombination n uusing Another problem often may patterns. YYou is n the wording last pattern, of the in the smooth as the points the that iinn tthat noticed that o t as h a t last noticed as in as smooth wording of not points is pattern, the first ttwo w o patterns. first patterns. avoid combining should avoid So yyou the points speeches. combining patterns o u should So points iinn your sequence the patterns ttoo sequence your speeches. less clear, understand and clear, harder harder ttoo understand and follow, Combination patterns o more difficult difficult tto follow, more are less Combination patterns are be worded can’t be remember, and worded smoothly. smoothly. usually can’t and usually remember,

a

of

Language Language is different the language in writing, in speaking different from from the we use language we The language use in as we use use in writing, as The speaking is language we

Fletcher

Leon

by 2001

©

Copyright

differences are those differences what those have nnoo ddoubt exactly what help y ou are can can help n o w i n g exactly noticed. K Knowing o u b tnoticed. o u have yyou you When we and your both your we speak we usually use: speak we usually use: writing. When speaking and improve your speaking improve both your writing. 1. Shorter words Shorter words 1. smailer vocabulary 2. A smaller vocabulary 2. 3, Fewer adjectives Fewer adjectives 3. and expressions words and informal words 4. More More informal expressions 4. 5. Shorter Shorter sentences 5. sentences

54 2254

0 LESSON LESSON 110 on

when idea when words ttoo express take more an idea text—we generally generally take more words complete text—we longer complete ”. AA longer express an

N

when we wee than when write we write speak than w speak

™

More statements that are examples: ““II want egocentric—about ourselves; want ttoo ourselves; examples: statements that More are egocentric—about

“In my me add...”» “Let me opinion...” “Let myopinion...” think...” a y . . . ” I“Ithink ssay...” ..,” “In More partial sentences partial (fragment) 8. More (fragment) sentences More repetitions, digressions, rewordings, rewordings, false false starts repetitions, digressions, 9. More starts .

20.

ag

seeking agreement,, understanding, questions More questions 10. understanding, etc.; seeking 0. More “Right?” ec; examples: “Right?” “Ya know?” “With me?” know?” “Agree?” “Follow?” “With me?” “OK?” “Ya “OK?” “Agree?” “Follow?” Less structure 11. Less 11. structure les:

You can differences yourself many easily spor those differences You can easily by comparing yourself by newspaper's comparing aa newspaper’s spot many ofofthose

accithe accihow your with how accident, for example, witnessed the report example, with an auto friend wwho h o witnessed auto accident, your friend report of an describes it. dent describes it. dent

Wording Techniques Wording Techniques

This topic door t o entire and experience This the courses lifelong practice topic opensthe in the experience in practice and courses and lifelong opens the door to entire delicate and and sensitive selection o sensitive selection detail only off words. we'll detail words. Here delicate Here we’ll three techniques only three techniques espeespevaluable iin cially valuable cially n public speaking: public speaking: Parallel wording 1 Parallel 1. wording 2. Transitions Transitions 2. Balanced line 3. 3 Balanced line and

~ N

po—

EFFECTIVE WORDING WORDING EFFECTIVE

not

| of

afraid, | have have faith in my country “I“1amam not afraid. and the the faith inmy country and and women good good men women American generation men and of every every Americangeneration honor of who know know the the honor who of defending defending our our cause. cause.

:

not afraid, learned long |1am how powerful am not afraid.|| learned long ago powerful ago how

%

is when when she America is America her has hasthe the courage courage of of her

ot.

she

convictions. convictions.

that

My lam not me not afraid. has taught 1am afraid.My the life has taught me that the life

and courage strength strength and courage of ofothers always helpmein help me in otherswill will always hour of need. of need. an an hour

|

~

a

because not afraid, know that,as |1am am not afraid,because that, as we | know we prepare to prepare to

take on the challenges the next take on the challenges of next century,enough of the century, enough Americans will Americans will serve serve together together a glorious glorious cause cause

a

our narrow greater than our self-interests.” narrow self-interests.” greater than Senator John McCain, announcing SenatorJohnMcCain,announ for the the cing hisbid bid for his

presidency presidency

2000

UU

YV

DESIGNING DESIGNING DISCUSSIONS DISCUSSIONS

2255 55

PARALLELWORDING PARALLEL WORDING

rol

“We must with “We theright to aa job must expect right to job with expect the We must adequate adequate wages.Expect the must expect expect the wages. Expect it.We health care. right right ttoo adequate adequate health Expect it. care.Expect it. We We the affordable housing, must must expect right to affordable expect the housing. right We must Expect it. Expect must expect it.We expectthe the right right ttoo education. Expect Expect it.” education. it.” Those are but but a few few of the the many dramatic uses Those uses many dramatic of parallel wordings in the of parallel wordings in the speechesof speeches of Jesse Jesse Jackson, minister,activist,and former Jackson, minister, activist, and former candidate. presidential candidate. presidential

er ull

it. to

yb

are

VE

a

A»

Parallel Wording 11.. Parallel Wording

is

Parallel wording wording i s the ideas bbyy repeating series ofpoints the stating of aa series of points or ideas Parallel signifikey, o stating of repeating key, orr signifithe repetition in wording wording i n the for aa the following words. For For example, notice the cant, example, notice cant, words. repetition in following points points for about of speech ecology. about problems speech problems o f ecology.

in

A.. Rivers Rivers are are being A being destroyed. destroyed.

B. Forests Forests are B. being destroyed. are being destroyed. C. Beaches Beaches are being destroyed. are being C. destroyed.

The repetition of will strengthen “are being the key key phrase being destroyed” speech sigThe sigphrase “are destroyed” will strengthen aa speech repetition of the much stronger, and more clearer, and how much Notice how memorable the the points than nificantly. Notice nificantly. are than points are more memorable stronger, clearer, the same in our previous the same the points same subject. same points examples on the the subject.Essentially Essentially the points are are points in previous examples will be be driven driven home much more the speech home much but n o w the point more directly, speech will presented, directly, presented, but point ooff the now

strongly. strongly.

the

the speech about television Let’s return In the the section section about about the the speech about Let’s television programming. return ttoo the programming. In

time pattern, we could be be used used for these points for that that reason: suggested these reason: time points could pattern, we suggested

A.. Early-morning A Early-morning programming programming B. Midday B. Midday programming programming C.. Evening C Evening programming programming D. Late-night D. Late-night programming programming

a

it

And also uses effective application in That is time pattern. parallel wording uses parallel application o f a time That i s aann effective n d it also wording in pattern. A which isis the the word basic subject of the word “programming,” the basic the speech. subject of speech. “programming,” which repeats the itit repeats time segments—early used tto is used the time Additional parallel parallel wording wording is Additional o express segments—early morning, morning, express the This is repetition not the night. This even though evening, late through comparable, comparable, even though not midday, evening, midday, late night. the is repetition through of

that that

exact same, wording, exact same, wording.

it

So follows a is arranged in logical is a of points, a specific specific pattern, logical a good arranged in listing of it is So points, iitt follows good listing pattern, is be strengthened that parallel could be parallel wording parallel wording. order, aand wording. BBut wording could uses parallel u t that strengthened by by n d uses order, this the points points this way: wording wording the way:

Fletcher

Leon

by 2001

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Copyright

Weaknesses iin A. Weaknesses n early-morningprogramming early-morning programming A. Weaknesses iin B. Weaknesses midday programming programming n midday B. C.. C

Weaknesses iin evening programming n evening programming Weaknesses

in

Weaknesses i n late-night D.. Weaknesses late-night programming D programming

is

effective techniques wording is one of the the most Parallel wording speech design. design. techniques ooff speech most effective one of Parallel the structure of of the material differs differs in which which the the ways is, incidentally, incidentally, one one of spoken material t is, IIt structure of spoken ways in is not material in it often effective, not written often parallel as as from as it effective, as all at written; wording is material written in wording from written; parallel

at all

2256 56

LESSON 1100 LESSON

a

Ca

ia]

b '

> PARALLEL WORDING PARALLEL WORDING Luther King, Dr. Martin Luther Jr, used parallel wording parallel wording King,Jr,used Dr.Martin famous “I his famous“I most effectively, by his illustrated by effectively,asillustrated most A Dream”speech below. Dream” speech quoted Have A quoted below. Have as

in your and unimaginative. reader as But use parallel wording wording in as boring a reader use parallel appears boring and unimaginative. But your appears to a

but value. IItt not audience but and you'll helps your its value. recognize its only helps speeches, and not only speeches, you'll quickly quickly recognize your audience remember your the speaker, also helps points. yourpoints. helps you, speaker, remember also you, the in recent in ttwo noted speeches used especially Parallel wording speeches in effectively in w o noted especially effectively recent Parallel was used wording was and continue listeners and their listeners remembered, continue t o be had great decades. Both Both speeches on their speeches had impact on decades. great impact to be remembered.

audience ooff some millions One of 210,000 people; speeches was to an some 210,000 an audience the speeches people; millions ofthe One was presented presented to be an and radio. radio. That television and continues tto historic speech That historic speech continues o be an inspiramore heard inspiraheard it on television more television have seen often. Although and has has been been rebroadcast rebroadcast often. tion and seen television tion probably have Although you you probably this brief of this this speech, in even of at its power least parts brief speech, its even this at least replays of comes through replays through in power comes parts of

it

excerpt: excerpt: and frustrations difficulties and of frustrations of spite ofthe today, ® II say friends,that thatin in spite the difficulties friends, say ttoo you you today,my is a dream. It in the still have have a the American a dream the moment dream deeply It is a dream. American deeply rooted moment I still the rooted in

I

dream, dream. * ®

my

of

:

\x

day this nation dream that rise up that one the true and live one day I Thave have aa dream will rise live out out the true this nation will up and these truths “We hold creed: "We meaning ofits all men that all meaning hold these truths t o beself-evident; self-evident; that are men are of its creed:

to

created equal.” equal.” created

be

of

the red hills dream that that one the sons sons of former former day on I Thave have aa dream one day on the red hills of Georgia Georgia the and the slaves and be able slaveowners will able tto former slaveowners the sons sons of sit down slaves down together of former will be o sit at together at the table of brotherhood. brotherhood. the table of dream that have a dream that one of Mississippi, I have even the desert state thestate one day state of day even Mississippi, a a desert state heat of injustice the heat with the and oppression, be transformed sweltering sweltering with into oppression, will transformed into. will be of injustice and oasis of of freedom freedom and and justice. an an oasis justice. day live in dream that will one that m yfour I Thave have a dream children will fourlittle little children where nation where one day live in aa nation will not be judged the color color of skin but they by the they will but bbyy the of their the content their not be oftheir their skin judged by content of T

my

~

character. character. dream today. IThave have aa dream today. the state of dream that that one I Thave have aa dream day the whose governors one day Alabama, whose lips are are state of Alabama, governor’s lips with the presently the words words of of interposition will be dripping with presently dripping and nullification, be nullification, will interposition and transformed into where little transformed into will be be able black boys situation where able little black a asituation boys and andblack blackgirls girls will little white with little hands with tto o join join hands and white white boys and walk walk together white girls boys and girls and as together as sisters and and brothers. brothers. sisters dream today. I Thave have aa dream today. dream that that one IThave have a dream shall be hill and and one day every beexalted, exalted, every hill valley shall every valley made low, the shall be be made mountain shall mountain will be be made made plains, and the low, the roughplaces the plains, and rough places will

a

DESIGNING DISCUSSIONS DESIGNING DISCUSSIONS

57 2257

made will be made shall be be crooked places and the crooked straight, and the glory of the the Lord Lord shall places will straight, revealed and flesh shall shall see revealed and all flesh see iitt together. together.

all

King, Jr. Dr. Martin Luther King, Martin Luther Dr. Jr. and Freedom, Speech Speech a Washington for Jobs att March on Jobs andFreedom, on Washingtonfor D. C. C. Washington, D. Washington,

Parallel wording make another effective. IIn Parallel another speech n 1972, 1972, a speech particularly a great wording helped helped make particularly effective. great many politicians many politicians gave remembered. But But this speech Few are speeches. Few a great are remembered. speech great many gave a many speeches. moved many moved Note Americans. Note dramatic its dramatic Americans. use use of parallel wording. many its of parallel wording.

in

% So join this campaign, lend m me e in this with m ¢ So j o i n with n d your campaign, lend give mee your strength aand support, give your strength your support, voice—and together, will call call America founding ideals home t o the me America home the founding me your ideals together, we we will your voice—and the beginning. us nourished us tthat h a t nourished i n the beginning. ¢ From From and deception America. secrecy and deception in high high places, places, come home, America. come home, secrecy * From in Indochina, well as maims our which maims From aconflict conflict in our ideals our soldiers, Indochina, which ideals as soldiers, as well as our America. ccome o m e hhome, o m e , America. entrenchment of special and ttax the entrenchment From the From a x favoritism, special privilege privilege and favoritism, come home, come home, America. America. weakens our From military spending wasteful that that iitt weakens From home, so wasteful nation, come come home, spending so our nation,

to

in

in

of

America. America. hands ttoo the America. the waste of useful From the the job of useful labor, labor, come idle hands From waste ofofidle home, America. come home, and sex, America. of race the prejudice home, America. From the From race and come home, prejudice of sex, come the loneliness of the and the the aging sick, From the of the neglected sick, neglected the of despair the and loneliness of From aging poor despair poor America. home, America. come home, come have a dream. home t o the the affirmation affirmation tthat Come home # Come h a t we we have a dream. the conviction Come home conviction tthat forward. # Come home to the h a t we we can can move move our our country country forward. home the belief belief tthat seek a world. Come home we can Come t o the h a t we can seek a newer newer world.

to to to

% ®

» &

South Dakota Dakota Senator, South George McGovern, former Senator, George McGovern,former Florida Beach, Florida National Convention, Democratic National Miami Beach, Democratic Convention, Miami

be an effective technique Here’s another Parallel wording for speakers. another continues ttoo be speakers, Here's Parallel an effective technique for wording continues example: example:

it

America that that is endless possibility. of endless Ann America [still see America of possibility. A as generous is as see an an America # 1still generous asas i t is s t r o n g . A that is, is prosperous, that decent as Abraham America that is, as as it is is as is as decent as Abraham prosperous, thatts strong. Ann America last best best hope “the last of mankind.” mankind.” said, “the Lincoln said, Lincoln hope of &

Bill Bradley,Former New Jersey Senator Senator Bradley, Former NewJersey Bill kick offpresidential Missouri campaign, Crystal City, Missouri Speech to to kick off presidential campaign, Crystal City, Speech

is

in

but i n all effective not all types wording is effective Off course, speeches, but parallel wording only iinn political political speeches, O not only course, parallel types talks. For For example: example: of talks. of

» §

Fletcher

Lean

by

with three three n context o n eiin necessity—be ddone context with [Control ooff pollution} must—by necessity—be [Control pollution} must—by environmental realities: realities: environmental issues ¢ emotional. Environmental are emotional. are s e u s e Environmentali s decisions are Environmental decisions political. arepolitical. »© Environmental technical. Environmental solutions solutions are are technical, Environmental ¢¢

2001

T. Ling, Vice President, 3M Company; President, 3M Ling, Vice Joseph Joseph T. Company;

© ‘Copyright

of

National Conference Treatment and and Conference on Speech a on Treatment Speech att National

Texas Wastewaters aand Residues, Houston, Houston, Texas Disposal ndus] Wastewaters n d Residues, Disposal o f IIndustrial

2258 58

LESSON 10 LESSON 110 2. Transitions Transitions 2. Lesson 11, 11, Designing in Lesson Designing transitions in additional tips be given will be You will tips oonn transitions given some some additional You that part of speech. They are are imporimpori n that important in especially important are especially as they Introductions, they are Introductions, as part of aa speech. different different take somewhat somewhat a take y a but m they but too, of speech a they f in o part discussion the discussion speech tant too, may tant i n the part form. form.

introduce do. Don’t use titles titles oorr headings headings ttoo introduce Don’t simply use what not Let’s start with what not ttoo do. Let's start with such as: points; as: points; such for cost figures Well, nnow o w for # Well, cost figures roof 6 Next, the roof # Next, the The Internet Internet # The %

%

for

in a an article. heads for an effective in are not the bold-print not effective article. They They are Those are Those bold-print paragraph are the paragraph heads lead your is tto audience's thinking find a ffew thinking will lead words h a twill o r d s tthat ew w o find j o b is Rather, your speech. Rather, speech. your audience’s your job and the the structure the logic logic and structure of another smoothly from one o another so they one point tto recognize the they recognize from smoothly so effective transitions those poor replace those transitions ttoo replace some typical typical effective Here are are some your poor presentation. Here your presentation. above: ones ones above:

point

be getting but you needed iin what is n our know what getting is needed Now o w you # N our new program, may be you may program, but you know let’s nnow will cost. look at all these at these proposals o w look much u c h all ow m Well, let’s b o u t hhow concerned concerned aabout cost. Well, proposals will thecost costfigures. figures. used house foundation o f a used house you those are the foundation main things So those the main n the inspect iin - So are the things to inspect you for more be thinking before we move inside about buying. inside for we move inspection more inspection may Now, before buying. Now, thinking about may be main problem the outside outside let’s take the other other main take moment o o k at t o l look at the problem area points, moment to area of the points, let's house, the roof. older house, off an the roof. o an older indeed valuable, is indeed there are but there valuable, but The Internet are problems. Internet is #» The problems. ©

the

of

the previous relates the that relates As those should present transition that those examples show, you As previous examples show, you should present aa transition

the next, point o f your speech to next, to the point of your speech

few points, when you h a t present For more subjects or speeches speeches tthat For points, or when more complex complex subjects you present quite aa few each point, be very audience remembers remembers each a specialized can use use a want want t o be point, you specialized sure your you can very sure your audience transition called type of transition called an internal summary. an internalsummary. type of all the each time summaries restate the points the speech the time the internal summaries IInn essence, speech each restate all points ooff the essence, internal be a in excerpt, bit confusing confusing tot oillustrate the nnext a bit This may speaker o the e x t point. illustrate in moves on on tto point. This speaker moves excerpt, may be but let’s but lets try. try. in your and three points—need, list, say, In tthe In h e preview introduction, you points—need, cost, preview in say, three cost, and your introduction, you list, effect. ((Of be specific and detailed, the prewould but w specific and we're effect. O f course, o u l d be e ' r e condensing detailed, but they w condensing the course, they prefor clarity.) first ppoint As the the first of the of discussion sentation for sentation build clarity.) As o i n t of the discussion part speech, you part of your speech, you build the need. finish the the first need. As As you usual transition, for the first point, the usual your case for as suggested transition, as point, the your case suggested you finish would link above, would However, using the second above, link tthat h a t point second point inter(need) tto o the (cost). However, point (cost). using an point (need) an interwould such as: nnal a l summary, ou w o u l d say as: something such summary, yyou say something

to

then, is #» That, is w hy That, then, why

remember that need this w this n e w program. wee need o w , yyou'll o u ’ l l remember that as as II new program. NNow, this speech, started this started there were speech, II told you talk with three things with you were three wanted t o talk things II wanted you there you aabout b o u this t t h i s evening—the of oour need,the evening—the need, the cost, d the effect of effect u r nnew e w program. ow cost, aandn the program. NNow you need—so let us now m n thefirst first point—the the second second point—the need—so us turn thinking o the myy thinking to the turn to you kknow consideration, the consideration, thecost. cost.

to

let

on

the

After presenting for the After the second presenting the case second point, case for might say: o u might say: point, yyou

the

this

You about the cost #$ Y see oour can n o u can o w see u r concerns now We've talked talked concerns about new program. cost oof f this new program. We've

lets turn o let’s turn tto

far this this evening need aand ssoo far the need of oour b o u t the the cost n d the u r proposal. evening aabout ow cost of Proposal. NNow third point that third mentioned, the effect effect o thar this program. I ' v e mentioned, off this point I’ve

the

program.

DISCUSSIONS DESIGNING DESIGNING DISCUSSIONS

2259 59

a be redundant redundant oversimplification, down do the audience. However, However, many oyersimplification, even talking down be

These brief full speech, brief summaries, taken oout These u t of of context summaries, taken speech, may context oof f a full you ttoo appear ttoo you may appear the

even

audience.

many

best speakers of our these internal of because they certainly internal summaries, help an an summaries, because use these our best certainly do help speakers use audience see the direction of a follow along in the with the the sequence direction of the speech, audience speech, see the a speech, speech, follow along with sequence in and remember remember the the speech and for and thepoints pointsof for a longer o f the longer time. time. speech more precisely and more precisely

Line 3.. Balanced 3 Balanced Line The typical political lasts 20 4500 and includes includes about minutes and 3000 tto 20 ttoo 30 30 minutes about 3000 o 4500 The political speech speech lasts

But usually, off those words. But words will end u national television those words television will end usually, only words. a score only a score o so o orr so upp oonn national heard by be heard millions rather few who who were news programs, rather than than therelatively relatively few t o be programs,to news by millions were present present has the speech delivered. Barbara television interviewer, when the interviewer, has Barbara Walters, network television Walters, network when speech was was delivered. include i n their that many their speeches brief statepolished political u t that pointed political speakers speakers include speeches brief statepointed oout many polished be selected selected for the news reports for telecasting of their their n the o be mentswritten telecasting iin especially tto ments written especially reports of the

in

speeches, speeches,

is a balanced the brief line—a sound survives is Often the brief statement that survives balanced line—a bite. AA balanced Often sound bite. a balanced statement that of a line is is the the deliberate of rhythmic and “is “is the the “most deliberate writing “most quotable line a quotable of rhythmic techniques” techniques” and writing of William Safire. and word former presidential word expert writer and Safire. quote,” presidential speech speech writer quote,” according according ttoo former expert William Here are Here examples: are some some examples:

for your for you; ask what do for what you do for Ask not what what your can do can do # Ask you; ask country can your you can your country country. country. F. Kennedy,President United States Kennedy, President ofthe John of the UnitedStates John F, D.. C. C. Address, Washington, Washington, D Inaugural Inaugural Address, ®

5

.

Vo BALANCED LINE LINE BALANCED

>

the is to make sure sure the to make "The purpose posterity is ofposterity *The purpose of

heart. The dream touches touches every willing heart.The American dream everywilling American is to leave nnoo one out—to to leave one out—to posterity is ofposterity purpose purpose of behind.” no one one behind.” leave leave no Latin Business Business the Latin W. Bush, speaking at at the George W,Bush,speaking George Luncheon Association Luncheon Association

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Leon

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‘Copyright

ho

60 2260

LESSON 10 LESSON 10 the slave the championship! We can 6 We from the championship! slave ship ship ttoo the ® move from can move the uppermost! the guttermost From the From uppermost! guttermost ttoo the outhouse t o the courthouse! the courthouse! the outhouse r o m the FFrom the statehouse White House! House! the White From the statehouse ttoo the From The ReverendJesse Reverend Jesse Jackson The Jackson Methodist First African Speech to to Congregation African Methodist Speech Congregation of First Los Angeles, California Angeles, California Church, Los Episcopal Church, Episcopal

to

write—and effective balanced lines. fun ttoo write—and n your effective iin hand at lines. Theyre at writing ‘Try your Try They're fun writing balanced your your hand

speeches. speeches.

Guidelines Guidelines in previessentials you've studied in three essentials refresh your here are Briefly, just just ttoo refresh are three Briefly, previyou’ve studied memory, here your memory, recall them make sure disthe disthem as here ttoo make design the ous lessons. as you lessons. They're ous They’re repeated repeated here sure you you design you recall of your cussion part cussion speeches. part of your speeches. 1. The be about about 80 of should be of your The length 80 percent discussion part thediscussion ofthe 1. speech should length of percent of part of your speech the entire entire speech. speech, . the The style of your discussion be tthe that of the the introduction should be introduction aand same as that nd h e same n. The style your discussion should as calls for for aa casual, conclusion of your casual, whatsituation calls whatthe conclusion the speaking speech. IIff the the speaking situation your speech. the-heck presentation, then maintain the that style Onn the maintain that speech. O the-heck style throughout throughout your presentation, then your speech. the introduction in which hand, if you're formal speaking other hand, which the introduction speaking situation, other situation, in you're iinn aa formal discussion part the discussion then the part is appropriately restrained, then speech appropriately restrained, part ooff your your speech part ooff your your be formal, the conclusion conclusion to should be should speech should formal, too. speech speech should to your too. Of course, course, the your speech the style o also be be consistent with the consistent with also speech. the rest rest ooff your style of fthe your speech. that you've Now discussion part .N o w that the discussion speech planned, remember to you’ve got got the planned, remember to part ooff your your speech card yyou'll when speaking, Your notes prepare that card, the note o u ' l l use speaking, Your use when ou'll card, yyou'll note card notes oonn that prepare the be in in outline form so recall, should should be outline form recall, and so you specifics on iitt quickly find specifics can find quickly and you can easily. easily.

N

.

is

Ww

if

we

.

it’s

Now time for well you for you this lesson. how well lesson. But the objectives for this see how N o w it’s time meet the But objectives for you ttoo see you meet take the before you that starts the next before may find theself-test self-test that find iitt helpful starts oonn the next page, helpful ro to you take page, you you may lesson so review this this lesson that you're the 80 of review so that attain of goa! sure t o attain the goal of a score a score of 80 percent you’re sure to percent or

higher. higher.

DESIGNING DESIGNING DISCUSSIONS DISCUSSIONS

2 61 261

AASSIGNMENT S S I G N M E N T 1155

Self-Test Designing Discussions: Self-Test Designing Discussions:

>

Take the ACTION: Take following self-test. I g ACTION: the following self-test. 1. Name the patterns could be be used used for Name the for organizing the discussion discussion part 1. h a t could organizing the part ooff your your patterns tthat

speech: speech:

of organization Name the for a t t e r n of the ppattern Name organization for

each each

following lists lists of points. che following ofche points. of

Sailboat 2. Subject: 2. Subject: Choosing a Sailboat Choosing a sail it in in A. AAppropriate h e area o tthe p p r o p r i a t e tto A. area you'll you'll sail B. LLarge number of people accommodate mmaximum ikely o u ' d l likely a x i m u m number n o u g h ttoo accommodate a r g e eenough B. people yyou'd have aboard aboard have by C. Condition Condition determined determined by boat surveyor licensed boat C. licensed surveyor Pattern: Pattern:

of

w Subject: M Subject: 3. Experiences in Snorkeling Snorkeling Myy Experiences A. IIn California waters n California A. waters Siam B. IIn Bay of of Siam n Bay B. C.. IIn Hawaiian a w a t i a n waters nH C waters

Pattern: Pattern:

Rental Car Subject: Car Selecting a Selecting 4. a Rental * Subject: condition of cars A. Great Great variety n condition A. variety iin cars from a B. Best Best way nationwide company famous, nationwide way is tto e n t from o rrent B. a famous, company

Pattern: attern: P a 5.

ubject: SSubject:

A, A.

is

of

Television Educational Television Educational

Started iin 1950s a r l y 1950s n eearly Started

B. Until Until about about 1960, 1960, emphasis stations more stations emphasis o B. building more onn building Since then, C. Since then, emphasis emphasis on program C. improvement program improvement

Pattern: Pattern:

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Leon

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Satlboat Under Under Way Subject: Getting Way an Auxiliary Satlboat Getting an 6. s Subject: Get sails hoist A. Get ready to t o hoist sails ready A. Start m B. Start otor B. motor C. Cast Cast off off C. channel D.. Proceed Proceed oout u t channel D When sails hoist sails E. When traffic, hoist oftraffic, o u tof E. our

Pattern:

Pattern:

62 2262

LESSON LESSON 1100 Sailboats of Sailboats 7. Subject: Types of 7. Subject: Popular Popular Types Day sailers A. Day sailers A. B. Cruisers Cruisers B. Racers C. Racers C.

Pattern: Pattern:

a

Sailboat Cruise oon n a Sailboat for a Cruise Food for Loafer Prepares 8.. Subject: the Loafer How o w the Subject: H Prepares Food before sailing, Well before A. Well sailing, plan A. menus plan menus

aboard food aboard B. Just before departing, r i n g food B. departing, bbring Just before C. During cook as cruise, cook as possible little as possible aslittle C. During cruise, meal at have a bbig D.. Upon a top i g meal at a restaurant arrival, have D Upon arrival, top restaurant Pattern: Pattern:

of a main points of main For each speech, state discussion part the discussion stare a speech, sets of the following each ofthe For points for the following sets part of and the for your is o whether it is the reason is not decision. logically and organized logically whether reason for your decision. not organized orr is of

it

Car Selecting a Subject: Selecting a Car Subject: A. Checking the m otor A. Checking the motor B. Checking dealer the dealer B. Checking the C. Checking the body C. body Checking the D. Checking the equipment D. equipment Checking the 9. Organized no?) (Yes o logically? (Yes 9. Organized logically? orr no?} decision: 10. Reason for your Reason for 10. your decision:

Basis for Vacation Spot for Selecting Subject: Basis Subject: Selecting a a Vacation A. Cost Cost Activities B. Activities B. C, Location Location C.

‘ A

logically? 11. Organized Organized logically? WU.

decision: 12. Reason for your Reason for 12. your decision:

TV Too Much Much Advertising Subject: Too Subject: Advertising on on TV is critical A. The critical of too The problem TV much advertising V is advertising on T A. too much problem of 11.. Distracting Distracting time Waste o 2. Waste off time 2. 3. IIn 3. n poor taste poor taste by solved by Could be solved B. Could B. establishing government controls establishing government controls 1. Could Could improve 1. content improve content 2. Could Could ensure worthwhile 2. products are are worthwhile products ensure Could limit 3. Could number per program the number 3. limit the per program

be

13. Organized logically? 13. Organized logically? decision: 14, Reason for your Reason for 14. your decision:

DESIGNING DISCUSSIONS DESIGNING DISCUSSIONS

2263 63

Subject: Improving Subject: School Teaching off English Teaching o High School Improving High

A. Need Need for for more A. reading assignments assignments more reading B. Southern in other Southern schools schools behind behind those those in B. other areas areas C. Senior freshmen C. Seniorclasses classes not as freshmen as good not as good

as

15. Organized 15. logically? Organized logically? 16. Reason decision: 16. Reason for your your decision:

For each the dismain points of the the following disfor the For each of speech purposes, name appropriate following speech points for appropriate main purposes, name

used. cussion part of aa speech. Then state cussion h e pattern speech. Then state tthe you used. part of pattern you

audience (voters in Virginia will vote After hearing the audience for s p e e c h , the n 1860) 1860) will vote for Virginia iin hearing my (voters in my speech,

of

the United States. Abraham for ppresident United States. r e s i d e n t of the i n c e l n for b r a h a m LLincoln A 17. Points: 17. Points:

18. Pattern: Pattern: 18. will be be able able tto audience (tourists from New New York) the audience York) will After hearing o sumspeech, the After (tourists from sumhearing my my speech, be seen in a visit tto main ffeatures California. should be the main o California. h a t should marize the e a t u r e s tthat marize seen in a visit

Points: Points:

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Pattern: Pattern:

2264 64

LESSON LESSON 1100

Answers Answers

8.

Time

5

6. 7.

Topic Time

2“

SwmNOUALN

1. Time, space, space, topic, Time, 1. problem-solution topic, problem-solution 2. Topic Topic 3. Space Space 4. Problem-solution Problem-solution Time 5. Time

9 No

—t

10.

— Na .

11. 12.

13, 13. 14. 14.

about the speech for the be, for 18. Points Points might speech about 17., 18. 17., might be, Lincoln: Lincoln: A. Experienced A. Experienced B. Popular B. Popular C. Understanding C. Understanding This is This is aa topic pattern. pattern. Orr O A. In this: did this: Lincoln did In 1840s, 1840s, Lincoln A. this: B. IIn did this: Lincoln did 1850s, Lincoln n 1850s, B. this: do this: C. IIn Lincoln can 1860s, Lincoln n 1860s, C. can do is a time pattern. This is This a timepattern. Orr O For his this: A. For did this: Lincoln did A. his town, town, Lincoln For his this: B. For did this: Lincoln did B. his state, state, Lincoln For his this: C. For Lincoln can do this: C. his nation, can do nation, Lincoln This is This is aa space space pattern. pattern.

Not equivalent Three points (A, C Not equivalent points. C,, points (A, points. Three B is with car is concerned with D)) are D caritself; itself; point are concerned point B not. not. Yes Yes the logical parts Equal, clear, specific, Equal, clear, specific, logical parts ooff the subject subject Noo N doo not the not solve Proposed solutions d Proposed solutions solve the under For example, problems presented. problems presented. For example, under 20, 19., 20. 19, there are that there point A, i t was established that point A, are was nnoto testablished the commercials, yet too limiting the too many yet limiting many commercials, the suggested number is benefits o off the off number i s one suggested benefits one o the solution. solution. the Noo N che subject and a Not equal Not divisions of the a subject and equal divisions is a mixture o f patterns. A is mixture o r example, example, ppoint oint A patterns. FFor and B is topic point, point B is aa space point, point point, and space point, time or a topic, be either could be either aa time C could point point C topic, emphasis. depending depending oonn emphasis.

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might be: might be: A. Disneyland A. Disneyland B. Yosemite Yosemite B. C. San Francisco C. San Francisco This is is a This a space space pattern. pattern. Orr O A. Scenic A. Scenic spots spats B. Historic Historic centers B. centers C.Shops C..Shops D.. Restaurants Restaurants D This is aa topic pattern, This pattern, Orr O A. First A. First day, day, visit... visit... Second day, B. Second travel tto... B. day, travel o... C. Third Thied day, C. day, ttour our... D.. Fourth Fourth day, D day, visit visit... .. . .

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Scoring Scoring 1: Question Question 1: 2-16: Question Question 2-16: 17: Question Question 17: 18: Question Question 18: 19: Question Question 19: 20: Question Question 20: Total Tozal

each correct 1 point point for for each correct answer answer each correct 1point point for for each correct answer answer 22 points almost perfect, point if almost miss points if perfect, perfect, 1 point points if you perfect, 0 points you miss 1 point point if perfect, 22 points almost perfect, point if almost points if perfect, 1 point miss perfect, 00 points o u miss points if yyou 1 point point 25 points 25 points 1

1

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DESIGNING DISCUSSIONS DESIGNING DISCUSSIONS

65 2265

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better. 20 o earned 20 goal of getting e t your IIff you 80 percent met more points, orr more points, you getting 80 you earned percent or better. you m your goal IIff you lesson again, earned fewer, fewer, recycle recycle yourself through this lesson through this again. you earned That self-test lesson. the six checked you Thar self-test checked o u t on only this three of the six objectives for lesson. three objectives you out The rremaining The e m a i n i n g three three objectives—concerned a i n points with selecting objectives—concerned with points selecting appropriate appropriate mmain for speeches, for and using those main points speeches, organizing logically, and wording specialized wording organizing those using specialized points logically, be evaluated in your techniques—will evaluated in techniques—will be speeches. coming speeches. your coming So now, based o the following So the content lesson, the o fthis this lesson, Speech o u r Speech content of now, based onn the following points points oonn yyour have already forms—have additional EEvaluation v a l u a t i o n Forms—points been oonn those h a t have additional those forms—have already been Forms—points tthat and tips be graded: which they concepts tips on which they will will be graded: concepts and 1, Content Content 1. and data data new and significant 1.4. Points audience Points and 1.4. new and significant to to audience

Alll l material material clearly related ttoo subject 1.6. A 1.6. clearly related subject

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1.8. Presents 1.8. Presents own, ideas, structure, original ideas, own, original interpretation structure, oorr interpretation remember points 1.10, Emphasizes audience remember points n o u g h ttoo help r g a n i z a t i o n eenough 1.10. help audience Emphasizes oorganization valid conclusions 1.13. Points conclusions from from data 1.13. Points seem data presented seem valid presented . Organization Organization 2.3. Presents Presents ttwo 2.3. wo to five specific specific points five 22.4. . 4 . Arranges i s c u s s i o n ppoints o i n t sin in l logical o g i c a l oorder rder Arranges ddiscussion 2.8 of old-style class report Uses the the structure 2.8 Uses article speech, not structure ooff speech, not of old-style class report o rarticle The will now be be added the Evaluation section on Forms, in added ttoo the Evaluation Forms, the section Thefollowing following points in the points will contents. contents. N

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Points parallel and equal, as appropriate 1.15, Pointsparallelandequal,as appropriate 1.15.

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from point with smooth 1.16, Moves Moves from smooth transitions 1.15. o i n t with transitions point to p point balanced line Includes a at tleast 1.17, Includes 1.17. least one one balancedline

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The Lesson 7. related tto 7. The the tips thase points tips, data, presented tips o are the o those Closely presented iinn Lesson Closely related points are onn data, tips, basic ttoo designing and concepts lessons are the discussion discussion part both lessons designing the techniques, are basic techniques, and part ooff concepts iinn both your peech. your sspeech. the Check-off To help Check-off Tip Sheet oonn the the next those tips, use the as help you To tips, use Tip Sheet next page pinpoint those page as you pinpoint class. this class. speeches ini nthis future speeches o u rfuture p l a n yyour ou yyou plan the nnext When you're lesson, oonn ddesigning art h e introductory e s i g n i n g tthe e x t lesson, move on ttoo the o v e on eady, m y o u ' r e rready, introductory ppart When of aa speech. speech. of

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2266 66

LESS50N 0 LESSON 110

Discussions: Sheet Discussions: Check-off Check-off Tip Tip Sheet INSTRUCTIONS: Check Check off each i item INSTRUCTIONS: off each the discussionparts t e m as discussion parts of your as you speech. you prepare prepare the your speech. 1. PRELIMINARY 1.PRELIMINARY

5.DATA 5.DATA

Some data data collecred collected L1.1. l . Some

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Some points in 1.2. Some mind 1.2. points in mind

of types used (statistics, Variety of (statistics, types used quotation, illustration,etc.) etc.) quotation, illustration,

bit of does at 5.2. Each Each bit of data data does of atleast least one 5.2. one of the following: the following:

2. PROSPECTUS 2.PROSPECTUS Started well well before 2.1. Started before you 2.1. begin tto o you begin outline 2.2. 2.2.

5.2.1. Proves Proves aa point 5.2.1. point —

Includes atleast 15 ttoo 20 20 points Includes least 15 points

at

2.3. Available Available for several for additions additions for 2.3. for several days days

Makes point 5.2.4. Makes 5.2.4. point memorable memorable

2.4. Written, mental 2.4. just mental Written, not not just Dr

3. SELECTING POINTS 3.SELECTINGPOINTS 3.1. Logical of speech 3.1. Logical parts speech subject subject parts of 3.2. About About equal — — 3.2. significance in significance equal in 3.3, About About equal ———— 33. equal iinn comprehensiveness comprehensiveness

— —

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3.4. 2 34. t o 5 points 2to5 points

5.2.2. Clarifies a point 5.2.2. Clarifies point

Adds interest 5.2.3. Adds 5.2.3. interest

——t

——

About equally 5.3, About each 5.3. distributed for each equally distributed point point 5.4, 5.4.

No propaganda No propaganda

No o 5.5. N 5.5. lies lies No o 5.6. N bias 3.6. bias

6. WORDING 6.WORDING

each other 33.5. 5 . Comparable other Comparable ttoo each

6.1. Parallel Parallel when when appropriate 6.1. appropriate

3.6. Related each other Related to each other 3.6.

62. Smooth Smooth transitions transitions 6.2.

3.7. Not Not o 3.7. broad o broad too

— 3.8.

3.8.

—

3.9. Speech 39. checked ttoo ensure Speech purpose ensure purpose checked ic fulfill it points help fulfill points help

——

3.10. Situation checked for Situation analysis 3.10. analysis checked for appropriateness appropriateness ooff points points

Specific Specific

4. PATTERN 4.PATTERN 4.1, Time Time 4.1. 4.2. Space 4.2. Space

43. Topic 4.3. Topic 4.4. Problem-solution Problem-solution 4.4. 4.5. 4.5.

combination Not Notaa combination

Ar tleast balanced line 63. A 6.3. least one included line included one balanced

7.GENERAL 7.GENERAL

7A Length about 8800 percent 7.1. Length about speech percent of speech 7.2. Style 7.2. consistent with with introduction Style consistent introduction and conclusion conclusion and

7.3. 73. Note Note card card prepared, prepared, in outline in outline form form

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LLESSON E S S O N 1111

Designing Introductions Designing Introductions with something something interesting in your “Begin with “Begin interesting in first sentence. sentence, your first First!” Not the F-I-R-S-T, First!" second. Not the third. The the second.Not First! F--R-S-T, TheFirst! the third. Not —Dale Carnegie,How Develop Self Confidence Carnegie, —Dale toDevelop SelfConfidence Public and andInfluencePeoplebyPublic Speaking Influence People by Speaking How

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1. Name effective introductory Name the 1. thecriteria criteria for an part speech. an effective a speech. introductory pa part of a of the the attention of your audience. 2. N Name the 1111 techniques attention of 2. a m eatatleast least 88 of techniques for getting getting the your audience. and state the basis Decide introduction effective o basis for 3. for your 3. Decide if aa given state the given introduction is effective orr not, not, and your

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effect y audience. thee effect want on o n your o u want you your audience. the spotlight focuses o first words words ddoo When you Your very speak, the p ttoo speak, step uup When spotlight focuses onn you. you step very first you. Your much tot o empathy, your establish a speaker—your speaker—your validity, sinvalidity, your empathy, as position establish your much as a position your sinyour value as worth listening listening ttoo wholeheartedly. Hence, cerity, your as someone interest, your value cerity, wholeheartedly. Hence, someone worth your interest, introduction is critical critical tto of your the success speech. speech. o the effective success of effective introduction presenting presenting an your

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LESSON 1111 LESSON

The Greeting The Greeting

introduction part the introduction remember that speech. You'll remember there are to the sectionsto w osections that there are ttwo You'll part ooff aa speech. A.. Attention-getter A Attention-getter B. Preview Preview B.

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A brief brief ““Good and lengthy evening” i s usually usually G o o d evening” are rare. rare. A openings are Today, flamboyant flamboyant and lengthy openings Today, sufficient. sufficient. has AFTER the speaker stated AFTER when few words words are often Even those h e n stated effective w those few speaker has f t e n more are o more effective Even Your first task as the attention-getter. o Remember: Your begin your first task as you delivered the speech is tto delivered attention-getter. Remember: your speech you begin is tto let them know exactly them know of your o let Your second task is the attention attention of listeners. Your second task capture your listeners. capture the in imporis secondary talk about. about. A greeting, secondary in imporwhat you o talk going tto what appropriate, is are going greeting, ifif appropriate, you are of your does nnot in so it does from the the primary detract from work iitt in o t detract Therefore, work so it tance. tance. Therefore, primary purposes your purposes of ntroduction. i introduction. ]

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for aann Effective Effective Introduction Introduction Criteria for Criteria four criteria: criteria: meets four n t r o d u c t i o n meets effective iintroduction Aneffective An

and your 1. IIt own style the occasion, occasion, and relevant—to your style audience, the t is relevant—to 1. subject, your your own your subject, your audience, of speaking, speaking. of kind heard speakers, You've heard who open then mumble mumble a I'm sure, with aa joke, joke, then speakers, I'm a kind You've sure, who open with have much of apology the joke doesn’t really much ttoo do do with with really have joke doesn’t h a t the u t tthat of as they apology as they point oout enjoy the audience audience would would enjoy Solution: their speech, but they specch, but it.” Solution: in the their they “thought “thought you you in it.” relevant. You'll You'll learn learn how few pages. Find aa joke or story how iinn aa few t is relevant, h a is Find pages. story tthat who have perhaps And you wondered about about speakers present aa smooth, And smooth, perhaps wondered speakers who you have present and precise and then become quite introduction and casual, informal, then become polished, precise introduction quite casual, informal, even polished, and even have Your should have wandering—changing wandering—changing their style iin their style n midspeech. Your speech midspeech. speech should in content, Each aspect of your speech delivery. Each consistency consistency in speech content, in structure, structure, iinn delivery. aspect of of the should berelevant the other other aspecss. should relevanttot oall all of aspects. audience involved—gets them thinking . IItt gets o u r audience b o u t your involved—gets them speech; gets thinking aabout gets yyour your speech; gets them to talk with with tthem. to participate doo them as you mentally as h e m . Again, Again, tips tips o o w ttoo d participate mentally onn hhow you talk this are this are coming. coming. them ttoo think think positively about about your . IItt gets them ttoo think think with with subject—teads them gets them your subject—leads you, n o t against introduction should should nnot against you. o t antagonize audience, you, not antagonize your you. Your introduction your audience, why them off, off, nnot them ttoo think nnot o tturn turn them think abour about why o t spark with you, they disagree spark them disagree with they you, this? Read do you do this? How Read on. o w do H on. you do = . IIt stimulates t s t i m u l a t e s your them eager, hear your audience—gets them o hear speech; gets wanting tto eager, wanting your audience—gets gets your speech; them excited, excited, concerned, them concerned, happy, happy, or angry them (with you, at you); not at you); gets angry (with gets them you, not and tuned turned on and raned in. in. turned ~N

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Those, then, the four four criteria for an criteria for Those, effective introduction. then,are You should are the introduction. You an effective should rememremember them them so ber them iinn designing so you can apply them introductions as well as designing your you can as well as iin n own introductions your own the speeches of others. Here’s an evaluating others. Here's speeches of evaluating the remember them. them. The The key an easy key easy way way ttoo remember words are: are: words

Relevant Relevant Involved Involved Positive Positive Stimulate Sumulate

DESIGNING DESIGNING INTRODUCTIONS INTRODUCTIONS

2269 69

You want audience, that introduction tthat You an introduction h a t RIPS t h a tis, is, an hat introduction tthat RIPS into your want an an introduction your audience, will “slash of your will “rush will “slash orslit” into the the thoughts “rush headlong” slit” into listeners, one h a t will one tthat thoughts of headlong” ttoo your listeners, will alert them. Webster’s definition them. Those definition of rips. The acronym Those quotations alert are from Webster's rips. The quotations are acronym will remember the help you thecriteria. criteria. you remember Ir’s time effective for an time what are criteria for It’s t o react, ' m sure h e criteria So, what guessed. So, are tthe an effective you've guessed. react, II’m sure you've introduction? speech speech introduction? or

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Techniques Introduction Techniques for Designing Designing aann Introduction about your wait for for aa speaker Think for for aa mmoment attitude as Think o m e n t about speaker ttoo begin. begin. Usually, Usually, as you you wait your attitude the speaker will be be powerful and dradrayou're forthe the speech t a r t , hopeful h a t the powerful and speech ttoo sstart, hopeful tthat speaker will you're cager eager for for you listen tto. he or she she will will have have something valuable for relevant, significant, o. matic, tthat significant, valuable h a t he something relevant, to listen matic, you to is also If also But your other arrived mind subjects. But mind is spinning through many other subjects. I f you've just arrived you've through spinning many just your and wonder look around the audience audience and others came— around the wonder why so the hall, hall, you came— at the at so many many others you may may look audience is so be that this speaker wonder why the the audience that good? Orr you so iinn this going ttoo be speaker going good? O may wonder you may be worthwhile? worthwhile? YYou did yyou ay ou m was ttoo be h i s was h i n k i n g tthis n t o tthinking o o k e d iinto o u get m a l l — h o w did ssmall—how may get hhooked Your thoughts entered. Your think for for aa moment about someone think thoughts may saw as as you wanmoment about someone you may wanyou centered. you saw back tto windows up and car—did you remember ttooroll the windows der back der o your roll the did you u r the n the you tturn you remember your car—did up did here? off? Will Will y be stuck off here? stuck iinn a traffic traffic jam ut o jam getting o u be lights off? lights getting oout you be heard what was another said, was what reviewing be may you speaker, just speaker, reviewing another heard just IIff you've thinking said, thinking you've you may about why included, or wondering o t included, was nnot about why your wondering why anyone particular pet point was pet point anyone your particular bore 1to0 speak. iavite tthat would h a t bumbling speak. o u l dinvite w bumbling bore the audience audience are while m n the o s t iin eagerly The point begin, while most h a t as is tthat The are cagerly as a a speaker point is speaker steps steps up up ttoo begin, is rushing of listener is wide vvariety of value, value, aalmost hear something a r i e t y of l m o s t every hoping rushing aa wide hoping ttoo hear something of every listener task iiss ttoo clear clear those those mminds her mmind. Ass aa speaker, then, your inds speaker, then, ind. A h his o h r o u g his h o u g h t s tthrough tthoughts orr her your task focus them them oonn yyou o u r speech. n d yyour o u aand speech. o focus n d tto aand How? How? and

Attention-getters Attention-getters .

Copyright © 2001 by Leon Fletcher

-

Fletcher

Leon

by 2001

©

Copyright

audience: the attention 11 basic basic techniques of your audience: attention of There are techniques for for getting There getting the are 11

Ask aa question, 1. Ask question. State an fact, an unusual unusual fact. 2. State Give an example, or story. 3. Give an illustration, example, story. illustration, Present aa quotation. 4. Present quotation. Refer historical event. event. historical an 5. Refer t o an Tell a joke, a joke. 6. Tell gimmick. Use aa gimmick. 7. Use interests, oorr opinions. opinions. beliefs, interests, relationships,beliefs, o m m o nrelationships, o ccommon o i n t tto 8. PPoint YN

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LLESSON E S S O N 1111 hl

local event, Refer to the the meeting, audience, a local 9,. Refer the occasion, occasion, purpose meeting, audience, event, oorr some purpose of the

of the the program. other pan other program. part of

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10. Compliment audience. 10. Compliment the audience. the importance 11, Point Point out 11, importance of out the

audience. the audience. the subject subject ttoo the of the

be able able ttoo name each. Remember, should be We'll now detail specific for each. at Remember, you tips for We'll specific tips name ar now detail you should

8 o least 8 these attention-getters and use speeches. off these least use an an appropriate appropriate one one ttoo open attention-getters and your speeches. open your

Ask a Question 1. Ask 1. Question in opening is tthat value in focus The value asking a h a t you The speech by asking a question immediately focus question is opening aa speech can immediately you can

in a and yyou that in the attention attention ooff your o u can listeners o the can usually usually ddoo that particular point, point, and onn a particular your listeners

few words. words. very very few their speeches rhetorical questions. Most Most questions speeches are questions. are rhetorical speakers use questions speakers use ttoo open open their defines a Webster's defines asked merely effect with rhetorical qquestion for effect with no Webster's u e s t i o n as a question a rhetorical as ““a merely for question asked asks an rhetorical question when heororshe audience answer she asks expected.” A speaker uses a a rhetorical an audience speaker uses answer expected.” question when such questions had your live over again, what would you such l f you life ttoo live h a t would as ““If again, w questions as change?” your life you had you change?” listeners tto views, Rather, the speaker with their their views. the Clearly the o t expecting o respond Rather, the speaker is nnot respond with expecting listeners each individual he o she would speaker individual ttoo think think through what he would want to change. change. speaker expects through what want to expects each orr she Some speakers their speeches with genuine Some speakersfind find i t eeffective f f e c t i v e tto o open speeches with h a t are are genuine guestions questions tthat open their actual responses audiences. A politician intended ttoo get from their their audiences. intended begin a politician may a camget actual cammay begin responses from such as a question speech by by asking The paign asking a continue?” The D o you high taxes o continue?” as ““Do taxes tto paign speech question such want high you want and the back ““NO!” the audience audience roars The speaker speaker often follows follows with with a N O ! ” The speaker pauses a roars back speaker often pauses and of questions series of the same series same response: D o you questions evoking evoking the want government waste ttoo response: ““Do government waste you want continue?” Audience: Audience: ““NO!” continue?” N O ! ” ““Do D o you continue?” “NO!” want bad planning t o want continue?” “ N O ! ” ““Do Do planning to bad you continue?” you present mayor want your your present you want mayor ttoo continue?” Such questions audience committed, help get Such emotional. can help committed, involved, involved, oorr emotional. an audience questions can get an Questions introduce any Good questions are easy design ttoo introduce Questions are bit a bir subject. Good are a questions are easy to design any subject. And it’s harder. And ask a bad question—one off many a bad harder. that may it’s casy may many listeners. t u r n For off listeners. For question—one that casy ttoo ask turn ask, “Would “Would you example, dollars tomorrow?” example, iiff you tomorrow?” this earn amillion a million dollars like ttoo earn you like this type you ask, far from of question from reality that many will mentally—sometimes of listeners will so far reality that question is so mentally—sometimes even even many listeners asking it. the speaker audibly—scoff at audibly—scoff a t the speaker asking Another type of is “How Another “How much much do do you each think you distracting question question is spend each you think type of distracting you spend such as year videos, candy, nonessentials, such for nonimportant as videos, candy, gasoline gasoline for trips, aand n d magyear oonn nonessential, nonimportant trips, magazines you read?” This This may well get don’t read?” azines audience thinking, u t some some may get your you don’t thinking, bbut may well your audience get may get involved iin so n trying so involved their answer follow along t h a tthey answer that they cease with what trying ttoo compute o follow cease tto along w compute their i t h what yyou ou say next speech. next iinn your your speech. say You should also avoid avoid asking should also You that disparage oarr embarrass asking questions embarrass oorr divide divide your questions that your audience. Such Such a be “How would be audience. have enjoyed, “How many many a question of you question would have, a enjoyed, as as II have, a trip you have “All of favor ofcapital ttoo Hawaii?” or “All of you of capital punishment, would you raise your you in favor please punishment, would raise please you your hands?” hands?” the other good question, A good other hand, hand, can question, on lead your on the audience ttoo think can quickly lead think along along your audience become involved with you, with t o become with your involved with speech. Examples of you, to these: ofeffective effective questions are these: your speech.Examples questions are he

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What bugs bugs you What classes? about your college classes? most about you most your college If you had to—live to—live the If could—or had the life life of of someone whom would would you someone else, else, whom you could—or you choose? choose? think What do What do you the biggest is the of multicultural biggest concern multicultural students? students? concern of you think been since How H o w llong since y o n ghas has itit been visited a wilderness? o u visited Heard a bird wilderness? Heard bird chirp? you chirp? Watched a Watched alone with sunset? Wandered Wandered alone a sunset? with not not a single mile of within aa mile single person of person within you? you?

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DESIGNING DESIGNING INTRODUCTIONS INTRODUCTIONS

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Unusual Fact State aann Unusual 22.. State Fact Here are Here are some examples: some examples:

the typical evening of the the TV show than Today more than haveseen » Today see the V show seen all of evening T people see more people all have

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of Shakespeare’s since 400 years the more than than 400 stage performances of ofall all of n the Shakespeare’s plays plays iin stage performances years since he wrote them. he wrote them. - Deadly also and from but fish, some poisons o t only from some snakes, spiders, come nnot Deadly poisons come spiders, and fish, but also snakes, and attractive flowers as from such morning glories, from such delicate delicate and attractive flowers irises, glories, irises, sweet peas, as sweet peas, morning least nine other and a t least other common and flowers, common flowers, widows at 27 girls - IInn Hawaii Hawaii during there were typical year, girls who were a typical already widows were 27 during a were already year, there the tender had been been married times or more and were 43 girls tender age of 14, who had married ttwo 14, 43 girls who the w o times more and were age of still only 15 and 15 had been been divorced 15 years 15 boys 14 who had divorced and still and still still were boys who were only 14 years old, and old. years old. years first—-abourt the audiences aatt Shakespeare's of audiences The first——about be used used tto the ssize The i z e of Shakespeare’s plays—could o plays—cauld be introduce of subjects, in troduce a v a r i e t y of cluding: subjects, i nincluding: variety

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classical ddrama in classical interest in rama ofofinterest of potential watch commercials The gigantic number of who t e l e v i s i o n commercials a t c htelevision ha w ustomers w The gigantic number potential ccustomers need for for bbetter on television The need drama on The e t t e r drama television the intimacy of the the theater and the the impersonality The contrast of television between the theater and The television contrast between intimacy of impersonality of The T h eloss loss

The second example—about T h e second poisons—might introduce speech oon: introduce aa speech n: example—about poisons—might be” what they always what “Things are o t always are nnot they appear appear ttoo be” Gardening Gardening from peisons How family from to protect H u w to protect your poisons your family in your Dangers in Dangers backyard your backyard such subjects The third third example—about Hawaii—could introduce introduce aa speech subjects aas... speech on such s... The example—about Hawali—could let’s exercise exercise your well, let’s well, using attention-getters. creativity in using attention-getters. your creativity four subjects be introduced those statistics introduced by about Hawaii. Hawai. Name four by those might be statistics about h a t might subjects tthat Name 1. NS

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and aassume for aa Now reverse ccourse N o w llet’s e t ’ s reverse o u r s e and s s u m e you're ttention-getter for seeking a good good aattention-getter you're seeking And let’s listed. And each of of these these subjects further assume assume tthat speech on on each you've just speech just listed. let’s further h a t you've subjects you've you've those facts facts about criteria for about Hawaii. Hawaii. D for an Doo they meet stumbled on those meet our an our 4-point criteria just stumbled each of effective attention-getter, for each of your four subjects? subjects? effective attention-getter, appropriate appropriate for your four have a handy first write checklist to To answer, write out below so criteria below to use. use. so you'll h e criteria To you'll have handy checklist out tthe answer, first after an the minds minds of of your into the introduction tthat RIPS into listeners. h a t RIPS Remember, you're an introduction Remember, you're after your listeners. The criteria an attention-getter are: o r an criteria ffor The atrention-getter are:

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back aa check back take aa moment stated, take moment ttoo check correctly stated, Now, t o be are correctly Now, sure your your criteria are to be sure

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than aa the only with the light more after sundown, more than only light well after side street street with sundown, oon an aside Last night, night, well #» Last the library, I| noticed woman's purse home from while walking home from the purse block away, library, noticed aa woman's block away, while it uup... leaned over p... As II leaned stdewalk. As the sidewalk. over ttoo pick it lying on the

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We Park. We in Yellowstone National Park. Yellowstone National while backpacking the hiker who disappeared hiker who backpacking in the disappeared while hiker’s wife, wife, lost hiker's the lost with the read the We read the interviews interviews with search parties. about the read about parties. We the search read said who said... who for and seriously If three together, ttoo prepare study together, students meet three students meet regularly seriously ttoo study regularly and If prepare for could they class, could for a particular each other write reports other write particular class, help each tests together, to help tests together, to reports for same thing the same is thatis Isn’t that thingthat that just exactly the just exactly their grades? grades? Isn’t o improve expect improve their expect tto when our happening our government. happening when government.... .

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not? Why? Or, why not? Why? Or,

listen to audience will the point. here. BBut to have tto Ann audience will listen No, you don't have u t you point. A o answer here. you don't No, get the you get

because people people are interested iinn people. areinterested people. example, or story, illustration, example, aa good good illustration, story, because each ofthose introducthree introducAnd be interesting where each think about those three about just just where would be to think n d i t would A interesting to each? Obviously, there are of for each? the speech are led yyour tions led the subject speech for What's the Obviously, there i n d . What's o u r mmind. subject o f the tions many possibilities. possibilities. many those A about don’t well-told of You well-told hear more o w don’t you? doo want stories, nnow each o f thosestories, you? A You d more abouteach want ttoo hear humorous, releunfolds a dramatic, reledramatic, interesting, h a t unfolds example or r illustration tthat o illustration interesting, humorous, story story oorr example people listening: vant, significant situation situation gets listening? vant, orsignificant gets people

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4. Present Present aa Quotation Quotation 4. for ttwo w o reasons. are always speech for First, people are a a good way Quotations people are reasons. First, Quotations are way ttoo open open aa speech have said. the famous, said. Second, in what almost what others, interested in especially the Second, you can almost others, especially interested famous, have you can view find a who enthusiastic always find always by someone w h o supports your view and is enthusiastic or a quotation quotation someone supports your about your concerned or authoritative authoritative about concerned subject. your subject. But that for the reason for second reason But t h a t second forusing using a quotation the major reason for not using major not quotation suggests using reason suggests who also ccan almost always famous a4 quotation. o u also a n almost alwaysfind find someone h o is a quotation, YYou authority oorr famous ann authority someone w made has made view. who the opposite oorr popular, h o has a statement t o express just the statement to popular, w opposite view. express just does not You know, of course, know, of skim You h a t finding certainly does quotations certainly finding quotations course, tthat not require require you you ttoo skim volumes ttoo ddig Look aatt Bartlett’s through ig o u t aann aappropriate p p r o p r i a t e statement. Familiar Bartlett’s Familiar out through volumes statement. Look will find find thousands There you will of quotations the famous thousands of from the famous throughout Quotations. Quotations. There quotations from throughout Or, i f you it valuable intend ttoo use often, you history. Or, valuable ttoo buy history. may find use quotations find it quotations often, buy one one you may you intend collections of those inexpensive those inexpensive There are of paperback of quotations. There specialized ones paperback collections are specialized of ones on for speakers, and others. the market market just speakers, teachers, the just for others. teachers, ministers, ministers, salespersons, salespersons, and Then there the valuable valuable sources for quotations several of Then there are of which are the which are Internet, several are sources for on Internet, quotations on in Lesson Lesson 7, addresses, in with addresses, 169. mentioned, 7, Selecting mentioned, with Selecting Data,page Data, page 169. Examples? Examples? Well, we're public speaking, we're studying how about Well, about 2a couple from my my collection speaking, so studying public so how collection of couple from hundred quotations about speaking: more than aa hundred more than speaking: quotations about and

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smallest words into hasthe thegift gift ooff compressing has the smallest the largest into the largest amount compressing the amount ooff words amount of thought. amount of thought.

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Winston Churchill, Churchill, Winston British statesman British statesman about him] htm] him, not [said by by him, [said not about be better better tthan #» LLet e t thy speech h a nsilence, silence, o r be silent. speech be or silent. be

Dionysius, Dionysius, Greek rhetorician rhetoriaan Greek

be relevant. relevant. Don’t those speakers w the quotation be one who O b v i o u s l y the off those ho Obviously Don’t be must be one o quotation must

states, states,

of myfavorite liked “Let me t a r t by quoting Well, II always favorite authors, me sstart . . . . Well, always liked one of authors,.... quoting one anyanymy

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my do with thing with my o do talk today.” thing tto today.” talk

Refer ttoo aann Historical 55.. Refer Historical Event Event Here's aann example: Here's example: historic battleground—Detroit! *6 Tonight wwee mmeet e e t on an Here we successfully an historic we successfully battleground—Detroit! Here

for all Dr. Ossian and established established for American’s home, Sweet and time tthat defended Dr. Ossian Sweet defended all time h a t an home, an American’s whether he is white white or black, his castle! castle! Here decisions were black, was whether he is Here great legal decisions was his were great legal achieved by and Ira the famous famous counsel Ira W. Frank Murphy counsel for for by Judges achicved W.Jane. Jane. Here, Judges Frank Murphy and Here, the made his his closing the NAACP-Sweet in the the defense, Clarence Darrow, defense, Clarence NAACP-Sweet the closing argument Darrow, made argument in will live live forever forensic classic. forever as 1925, and and i t will classic. n 1925, case as a a forensic case iin

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G. Spotswood, Bishop Stephen Stephen G. Bishop Chairman, Spottswood, Chairman, NAACP National Board ofDirectors; National Board NAACP of Directors; 63rd A Annual NAACP Convention, Speech a n n u a l NAACP Convention, Speech att 63rd Michigan Detroit, Michigan Detroit, check the in some You might check the special books iinn aa library or special columns in special books special columns You some newspanewspaday. Frequently significant events events in pers h a tlist list significant in history h a t happened particular day. history tthat happened o na aparticular Frequently pers tthat of your find something relate tto the subject birth or subject of vou a n find h a t you o the speech—the birth can relate something tthat your speech—the you can you ccan end of of a the signing individual; the off aa f famous off some the sstart death ddate tart o signing o some agreement; a m o u s individual; ate o death a orr end agreement; the land, or principle. c i e n t i h eprinciple. o r a sscientific the discovery reign, strike, aa war; discovery o f a land, reign, a strike, war; the on

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Let's get Let's specific. get specific. local paper, find a 20. Looking October 20. the local short write this, this, it is October a short As I write Looking iinn the paper, II find Almanac.” I t lists, other points: lists, among entitled “Today’s “Today’s Almanac.” entitled points: among other As

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day of the Today is the 72 days the 294th 294th day the year, with 72 days tto come. o come. Today year, with this day born. educator John Onn this day iinn 1859, 1859, educator was born. O John Dewey Dewey was War I. end World World War Wilson’s tterms President Wilson's 1918, Germany accepted President IIn n 1918, e r m s ttoo end Germany accepted the Philippines 1944-—American troops of the from Japan. started recapture 1944—American Philippines from Japan. troops started recapture of 90. Hoover died 1964—Former President died aatt age President Hoover 1964—Former age 90. married Greek Greck shipping Aristotle 1968—Mrs. Jacqueline shipping magnate 1968—Mrs. Kennedy married Jacqueline Kennedy magnate Aristotle Onassis. Onassis. Concorde airline York’s Kennedy 1977—first takeoff from New takeoff by supersonic New York’s airline from # - 1977—Afirst Kennedy supersonic Concorde Airport. Airport. resolution for United Canada. 1995—Canadian mayors a Canada. United a for resolution adopted # 1995—Canadian adopted mayors be iintroduced varied the broad of speech these varied broad range subjects tthat speech subjects Consider the can be n t r o d u c e d by these h a t can Consider range of Wilson’s tterms of the the event President Wilson's the G German event of example, the erms incidents. FFor e r m a n acceptance o r example, incidents. acceptance of President

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World end World o end tto

such introduction ttoo such used as the attention-getring well be used attention-getting introduction as the War 1I might might well

varied speech as: varied speech topics as:

inevitable? Is war inevitable? Is when signing for when contract. signing a contract. watch oout u t for What to to watch What are spread. How spread. o w prejudices H prejudices are these: like these: be worded worded like The full introductions might might be full introductions The

with received acceptance contract with Wilson received President Wilson acceptance ooff aa contract today President Sixty-six years ’b Sixty-six ago today years ago America and America War I . Yet Yet not later, Germany Germany and World War not many years later, many years ending World Germany, Germany, ending cannot countries countries If great cannot o w t f I worthwhile? worthwhile? two contracts Are Are war, at again great at were war. contracts again were the be sure as a sure the how can a consumer, can you, of aa contract, the provisions consumer, be observe the you, as observe contract, how provisions of suit are are purchasing a suit leasing an for buying an apartment, car, leasing buying a a sign for apartment, purchasing contracts contracts you sign car, on? written on? the paper are written worth the they are worth paper they States the United United States of aa century On n h a n three-quarters ago, the day, more tthan three-quarters of this very O century ago, this very day, there are Yet today, are World War II. Yet today, there Germany came and Germany ending World came to agreement and agreement oonn ending even Germans as hostile, even gruff, hostile, as unfeeling, characterize Germans still Americans who unfeeling, gruff, h o characterize Americans w still about hold peoples, about many hold us f o those y n peoples, a m us similar Such generalizations to those warlike. Such are similar to warlike. generalizations are than our own. our own. speaking other than behaviors, or ways characteristics, behaviors, occupations, ways of speakingother occupations, characteristics, deal with such prejudices? with such how can prejudices? we deal can we Just Just how

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such used tto be used introduce such death o The item o introduce the death off President i g h t be President HHoover oover m might about the item about The

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States facing another depression? Is the facing another the United United States depression? Is his achievements. his times, achievements. Hoover—his life, times, his life, his President Hoover—his President lifetime short short oorr long? 90 years—is long? 90 years—is a lifetime How health? health? How is your your live more than aa century? making i t possible medicine making Is medicine possible ttoo live century? more than Is 65 wasting 60 or 65 years? u r productive productive years? at age retiring at Isretiring too many wasting too age 60 many ofoour leaders of the the leaders of the of the leaders how former from thelives identify the lives of former leaders how ttoo identify Can welearn learn from Can future? future? it? one earn n t o it? r fall iinto earn it o fall Leadership—does Leadership—does one why role of the president and why of the the role has the How o w and H president changed? changed? has

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be the the awention-getter incident tto Now, t o exercise o be an incident creativity iinn adapting Now, adapting an attention-getter your creativity to exercise your

and develop select another October 20, for October of those those events 20, and another of for aa speech, listed for events listed please select develop aa for speech, please the listings above. Select any the than the such as list of of possible other than related topics, as the list possible related topics, such any event other listings above, Select

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have just been used as been used that have examples. as examples. ttwo w o that

the list 20: Event selected for October from the October 20: list for selected from Event

be introduced Possible topics incident: that incident: that might be introduced by that Possible topics that

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historical event—just that aa particular fact or aa quotation— particular historical event—just as as an quotation— an unusual unusual fact point is that be used used effectively can be effectively as subjects. as the attention-getter speech subjects. attention-getter for quite aa variety of speech The point The

6.. Tell Tellaa Joke 6 Joke have yyour Examples? Well, y o n have o u r oown w nfavorites. favorites. Examples? Well, you But we'll who remind you don’t be be tthat But we'll remind h a t speaker the joke about ttwo tells the joke about w oflying flying again, don’t speaker who you again, fish and and then, then, after down, says, “Well, have much doesn’t have fish after the the laughter quiets much down, h a t really quiets really doesn’t laughter says, “Well, tthat what I’m talk about do with with what of property taxes.” about roday—the 1to0 do going I ' m going t o talk today—the problems problems of property taxes.” is tthat The point be related The should h a t your joke should be directly related For t o subject. your speech subject. speech For point is joke to your your here’s one example, Francisco’s that caught Caen (San example, here’s It’s stolen stolen from Herb Herb Caen smiling. It’s me smiling. (San Francisco’s caught me one that stand aatt a The soft soft drink drink stand top national theater was the national columnist). The straw vote o a theater was taking taking a straw top columnist). onn the election. When soda you select one When you it would election. could select would represent bought 2 soda t r a w aand n d it one sstraw you could you bought represent aa for the could cchoose v o t e for the Democratic Democratic candidate candidate for ppresident, resident, o o u could h o o s e aanother n o t h e r sstraw traw vote orr yyou and it it would the Republican would ccount candidate. But, and o u n t as a o t e ffor o r the a vvote But, someone Republican candidate. pointed out, someone pointed out, “That survey tells hhow “That those w i s e n f r a n c h i s e s those h o drink straight who h e ccup. u p . I t only ow only tells straight ooutu t of tthe survey ddisenfranchises will vvote.” the suckers suckers will the ote.” be That joke wide rrange with of speech ties iin That joke can r e l a t e d 1to0 a wide a n g e of speech ssubjects. u b j e c t s . Obviously, n with Obviously, it tes related can be be used could it be used if your But could elections, politicians, elections, public opinion subject politicians, or public opinion surveys. surveys. But your subject have tto end up like so well, say, were . . . well, would you o end speakers, so many gardening? Or, Or, would were... say, gardening? up like many speakers, you have for telling a be has No, could do with that apologizing a joke that has nothing t subject? o de with your subject? No, it could be to apologizing for joke nothing telling your used by pointing the fact fact tthat make selections— selections— uscd h a t gardening, o o , requires o make requires you pointing ttoo the gardening, ttoo, you tto selections of what t o plant, when tto of what etc. o plant, selections plant, etc. plant, when Is that of the the point creative designer that stretching the joke? the creative Is joke? Perhaps. Perhaps. Only stretching the point of Only you, designer you, as the of your of your determine tthe of Later, of speech, can t t e n t i o n - g e t t e r . Later, h e appropriateness of can determine appropriateness of your speech, your aattention-getter. when you will decide audience will decide whether the audience what you whether or nnot course, speech, the o t what course, when give your you give your speech, you have selected indeed appropriate, and interesting—helping relevant, and have selected is indeed appropriate, relevant, interesting—helping you hindering you or hindering in speaking. Follow the the advice advice of of freelance freelance speech from attaining speaking. Follow speech you attaining your you from your purpose purpose in in a he presented the National B. Rackleff, Robert B. National Association Rackleff, given writer Robert a speech Association writer speech he given in presented ttoo the whether of there’s Executives: there’s nnoo “If Bar about then there’s joke, of B a r Executives: “If there’s aany n y qquestion u e s t i o n a b o u t w h e t h e r t o use use a joke, then

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the attention of detailed for We've nnow 6 ofthe for you attention of techniques for We've o w detailed the 11 for getting tips on 6 tt techniques getting the you tips be able able tto least 88 of list of of ttheh etotal should be And remember remember yyou yyour o u r aaudience. u d i e n c e . And o u should o nname a m e a t least t o t a l list refresh your have here—at the the halfway So here—ar of those should refresh 41. So 11. memory of those we have halfway point—you we point—you should your memory below. covered s far. List them them below. o far. List covered of

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those first first 6 now the previous Check your responses referring ttoo the previous pages. Learning those Check pages. Learning responses byreferring 11 a easier. of 11 will make the complete make learning complete list little easier. little list of will learning the OK, let’s continue. let’s continue. OK, by

Fletcher

Leon

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Gimmick Use a 7. Use a Gimmick 7. visual. Examples: Gimmicks are openings—distinctive, creative, usually visual. Examples: creative, usually novelty openings—distinctive, are novelty Gimmicks talk on for aa talk fire ttoo capture controlled fire safety on safety attention for Starting a controlled Starting capture attention

2276 76

LESSON LESSON 1111 introduce aa speech whistle ttoo introduce speech on refereeing Blowing Blowing aa whistle on refereeing

train speech onhow the room,introducing around the t o train a speech fly around room, introducing a Releasing a Releasing on how to a pigeon pigeon ttoo fly

birds birds talk on half, leading a talk on banking leading to to a b i l ilinn half, Tearing banking Tearing aa $10bill Such openings in m students in from speeches Those examples classes. Such speeches given given by Those openings examples are are from by students myyclasses. like effective because and creative. creative. II like different, unexpected, are they different, and because usually very effective are are are usually they unexpected, very them, too. such attention-getters; audiences like such like them, too. most audiences attention-getters; most But there the examples Consider the listed. examples listed. disadvantages. Consider there are are disadvantages. But $10

fire may in your Some in audience than concentration. concentration. Some Starting a Starting cause more a fire concern than more concern may cause your audience be more interested or than they about possible worried about damage or danger may are interested possible damage they are danger than more worried may be And, of involved in the their concern the topic involved of course, justified. speech. And, concern is justified, topic of your course, their your speech. hazards in small the typical other examples whistle in the other There are There in the examples too. a whistle in the are hazards typical small Blowing a too. Blowing fine reverberation and chalkboards closed, windows doors closed, windows and chalkboards making reverberation centers, classroom, doors classroom, making fine centers, real pain in the the ears in the audience. Indeed, student in off some often produces the audience. often pain in Indeed, aa student ears o produces real some in another of of m yclasses track meet a track another classes opened talk oonn hhow o w ttoostart start aa race at a meet bbyy firing race at firing aa opened atalk with its shell. Much its regular much confusion much pain, starter’s gun blank shell. Much echo, starter’s echo, much pain, much confusioniinn regular blank gun with classrooms. N other classrooms. recommended. Not other o t recommended. that after involved that The pigeon was interesting—got the speech the audiThe audiflying was interesting—gotus usso speech the so involved after the pigeon flying take off, circle, and watched watched the and head outside and head ence pick oout'a ence went thebird bird take u t a direction, went outside direction, and off, circle, pick The speaker home. The and two document the for home. off in two students, in a for took off heada car students, ttoo document the event, speaker and car headevent, took for the the pigeon’s when they the banded ing for ing they got pigeon’s roost; identifithere, there, the pigeon, banded for for positive identifipigeon, roost; when positive got already settled its roost. cation, was cation, settled inits was already roost. The the bill the speaker But the and the he The for aa bank, Illegal. But tearing ooff money? worked for bank, and speaker worked money? Illegal. bill he tearing used bank because ofthe the bank was recall of going bills. certain bills. used was was one replace because of certain one the was going t o replace the recall

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baseball to Miami.!| to bring commission commission to try to to Miami. bring baseball had ttoo make make aa speech the City council, had o n it ttoo the council, speech on like n Miami City is like the Miami and the Council is other. Itt and City Council noo other.I had has always has always had a great public attendance, great public attendance, because lots would go the because lotsof ofretired retired people people would to the go to and for meetings entertainment and for entertainment t o lobby meetings for lobby for senior citizens’ citizens’ programs. the come for the senlor They'd comefor programs. They'd sandwiches, and out pastrami day,pass day, pass out pastrami sandwiches, and if aa didn’t affect them they'd affect them kibbitz subject subject didn't they'd kibbitz among themselves.” among themselves.” “| got up my make and not to “1got to make not aa my presentation,and up presentation, because || was soul was was talking soul about waslistening listening because talking about baseball. head ooff baseball.So yelled:‘Attention! The head | yelled:‘Attention!The the American favor of American League of Medicare!’ Medicare!’ || League is iin the n favor ovation.” got standing ovation.” got aa standing himself that story told that about himselfin his LarryKing Larry King told his story about book Larry King. bookLarryKing.

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All gimmick don’t get BBur u r don't undesirable oorr o t dangerous gimmick openings mee wrong. are n dangerous oorr undesirable openings are not get m wrong, All

be. Think illegal. Consider trying illegal. But But they Think through trying it oout ut dream up. they may through any any you may dream up. Consider may be. you may is safe before you safe and and o But even then, first friends before be sure that i t is a speech. first be speech. Bur onn friends use iitt in a even then, sure that you use Make it relevant relevant to the speech, legal. legal. Make speech, too. t o the too.

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Relationships, C 8. Point 8. Point to Relationships,Beliefs,Interests, Beliefs, to Common or Opinions Opini

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audience. Here you views o establish aa sharing ooff the the views with Here i t h your experiences w orr experiences attempt t o establish you attempt your audience.

often appropriate This opening when you which you This is often opening is subject on which speaking on are speaking on a a subject appropriate when you you are

and the audience are in rather This opening be used used by, the audience rather strong by, say, and are in disagreement. This upening might be strong disagreement. say, Democratic candidate candidate speaking student speaking aa Democratic o tthe he speaking ttoo a a Republican meeting; a a student speaking tto Republican meeting; of a athletic department classes should be faculty of a college education classes should be why physical physical education on why department on college athletic civilian speaking the city board on should discontinued; discontinued; aa civilian speaking tto o the police board city police on why policemen policemen should local veterans’ veterans’ group h e m ttoo r g e tthem the local i t i z e n talking u n s ; a ccitizen cease cease carrving carrying gguns; talking with ‘the group ttoo uurge all examples situaeendorse n d o r s e amnesty conscientious objectors, These are of speaking examples of speaking situaare all objectors. These amnesty for conscientious which this be appropriate, ttions i o n s iin n which this type ateention-getter may appropriate. type of attention-getter may be be: A typical oopening would o u l d be: pening w A Ladies aand and II both know tthat this m hold exactly o m e n t we h a t aatt this n d gentlemen, #b Ladies exactly gentlemen, you moment hold you and views on the the subject of my is iitt nnot both you Yet, 1s h a t both l s o true o t aalso p e e c h . Yet, opposite subject of true tthat opposite views my sspeech. you and II agree basic almost the considerations behind my behind considerations basic the of many on completely almost and many completely my agree proposal? proposal? Then you Comment: Then might point desire ttoo save Comment: save money common desire point ttoo aa common you might money or all citizens citizens o community o rbe other equally better community equally accepted accepted fair ttoo all create orr other create a better or befair principles. principles. we

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is obvious—you least start of such such as The advantage can a t least The obvious—you can advantage of as opening start bbyy getting agreeopening ts agreefew related related points. e n t on a m a few ment points. also clear. It’s The much of aa grabber of an audiOne: disadvantages are also clear. One: It's nnot really much of o t ceally The disadvantages an audigrabber of audience may of reasons ence’s attention. Some iin the audience disagree attention. Some t a r t thinking n the ence’s reasons why they thinking of they disagree may sstart have and which thase to agreement. quick and complete have o t expect d ' u o y which n o points those n o you'd complete quick points on on agreement. expect be successful, this opening successful, but backfire, too. but iitt can IInn essence, can be can backfire, too. opening can essence, this

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Local the Meeting, Refer to of the 9. Refer Audience, a Local to the Occasion, Purpose of 9. the Occasion,Purpose Meeting, Audience,a Other Part of the Some Other Part of Event, the Program Event, or Some Program audience’s pride of opening used often. often. IIrt builds the audience’s builds on This type reviously This on the pride oorr ppreviously opening is used type of

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is effective effective because because it can be timely interest or knowledge. and relevant. established interest timely and relevant. knowledge. I t is can be established overused, trite, obvious, or insincere. insincere. Ies disadvantage often t r i t e , obvious, disadvantage is tthat f t e n overused, h a t i t is o Its or The classic—which, is n has in in fact fact happened— sad sstory but just a The classic—which, unfortunately, o t just tory b u t has a sad happened— unfortunately, is not his speech such as: is the who oopens with something candidate who the traveling speech with as: p e n s his is traveling candidate something such

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in your fine town, be here here this this evening which I've indeed aa pleasure I've Ivis indeed evening in #» Itis pleasure ttoo be town, which your fine in your here for so admired for famous as many welcome, here as you are, years, famous admired so many are, generous generous in your welcome, years, make where he has his he then he has ttoo glance is). heis]. just where [and then o make sure glance aatt his notes notes tto . [and sure just .

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speaker, yyou ou speaker,

the ppaper should check check the l i s t e n ttoo o rlisten a p e ror should

local newscast before newscast before a local

local story, event, can find tie iinn directly Often you angle tto o tie speech. Often find aa local presenting event, or angle presenting aa speech. you can

speech subject. with your with subject. your speech is surprising indeed, i t is when giving debate how many giving a speech on some speakers fail some debate fail when a speech Indeed, surprising how many speakers latest news consult the the latest because they did nnot then discussion topic, outlets, then news outlets, o t consult simply because they did or discussion topic, simply that either Jearned aatt their their speaking either thar day h a t very something happened day t h a t something speaking engagement happened tthat learned engagement that very have capitalized detracted from from their view (they should have their point their view it) o on it) (they should capitalized on orr detracted point supported supported their have bolstered bolstered their presentation should have against that latest development). thatlatest development). {they should presentation against {they

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LESSON LESSON 1111 other fairs or such as shows, or other as fairs events such or shows, Local celebrations, anniversaries, upcoming upcoming events celebrations, anniversaries, Local reladirect relaused. tto make aa more be used o help you such events more direct can be events can situations—all such speaking you make speaking situations—all and listeners. views of listeners. the experiences and the between your experiences and views o f your ideas and your tionship tionship between your ideas Here are examples: are some Here some examples:

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the have, the this meeting, the news, heard on coming t o this as you 4 Just before coming meeting, II heard on the news, as you may have, # Just before Of course, month. Of last month. food prices wee that once again again food course, w prices rose last government's government's report report that both disappointed. are both that report. wee are a r e say disappointed. are are not by that not surprised surprised by say w report. BButu t I ddare in some specific specific problem Into some now? Into Where can problem in speech go Comment: Where can your Comment: go now? your speech misused; broadcasting, used oorr misused; broadcasting, news, statistics are are gathered news, government; gathered or used statistics government; how great many how with disappointment—a disappointment—a great o w to to cope newscasters, etc.; h many newscasters, reporters, cope with reporters, etc.; different subjects. subjects. different the The installation officers here this evening here this of your parallels exactly evening parallels exactly the installation of The new officers your new installation—the installation of aa here for for an installation of o o , am am here an installation—the speech. I , ttoo, purpose purpose of my my speech. I adopt. that organization your idea, adopt. suggesting am I suggesting that am new idea, a new concept, your organization concept, voice of the beautiful beautiful voice this evening's here aand n d enjoyed as II sat Earlier iinn this r o g r a m ,as sat here - Earlier enjoyed the evening’s pprogram, theme of her her song find that that the the theme was startled ttoo find singer, | was talented guest your was startled song was guest singer, your talented like to present the point the speech would like similar to the of the point of tonight. so speech II would so similar you tonight. present ttoo you

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10. Compliment the Audience Audience 10. Compliment the and women—just of men here such a To speak - To men and speak tto standing here a finc-looking women—just standing o such fine-looking group ® group of be areally audience. . . . tell you're going out at you really great to be can tell looking you’re going looking out great audience. at you Ican ...

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talk know. Yet those television Yet those Too most To me. student speakers speakers 11 know. television talk Pretty me. T most student Pretty corny. corny. To and time show masters the time again. that type And the from their time and their tongues twirl that again. And of tripe from show type masters twirl tongues time the TV TV performers audiences love just as love it, react react just audiences as the performers want. want. do be complimented—when of course, sincere, especially, complimented—when to be especially, it’s sincere, like to First, of Why? Why? First, people do course, people

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is not. but at times when times even those professionals on television Second, those professionals on television can obviously is not. Second, i t obviously can but even when

with apparent such lines such speeches deliver such lines with sometimes give do deliver Orr they give such speeches sincerity. O and do they sometimes apparent sincerity. loves it anyway. audience knows humor so tthe with just it’s being but loves knows it's just enough being kidded, with enough humor kidded, but anyway. so h e audience Try i t iiff you think off. IIn don’t recommend i n one n general pull i t off, Try recommend it, except one you can you think you pull general I don’t except in due. If yyou indeed sincerely when aa compliment audience ttoo o an o u are sincerely due. is indeed case: compliment is an audience case: when are speaking speaking tto ask their in some have just and they been awarded, their participation community effort, just been effort, and ask some community awarded, say, they have participation in say, had a local paper, about them the local them iinn the television news, a plaque, a story television plaque, oorr had news, coverage o n story about paper, oorr coverage successful work for their their recent work on some of course, other community for some other then, of recent successful community project, project, then, course, and appropriate be aa good, the audience audience m or a effective, and a y be complimenting good, effective, complimenting the appropriate opening opening ffor may speech. speech. that last But note be.” The be sure The point the compliment But last sentence point is “may be.” is ttoo be compliment is note that sentence says sure the says “may with sincerity. well worded, and presented deserved, and appropriate, sincerity. worded, deserved, presented with appropriate, well

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hesitant even this as is so because it is II'm ' m hesitant for aa speech to suggest even to weak, an opening speech because as an so trite, opening for trite, weak, suggest this

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is included But it is and unstimulating. because so unsuccessful, and unsuccessful, included primarily speakers so many unstimulating, But primarily because many speakers chat its it that be emphasized. its weaknesses weaknesses should those weaknesses should be Yet those be obvious. weaknesses should use emphasized. Yet use it should be obvious. needs ttoo be audience needs be told is important, told something is either IIff an an audience it probably either not important, it something is probably is not that it is. is. Further, know that really really important important or they audience somethey already already know just telling Further, just an audience telling an someis important unthinking listener the most thing such a statement. important gets thing is only the listener to to accept most unthinking gets only statement. accept such show the least show the audience audience the Better ttoo at the importance Better at least of the the subject other importance of subject through through some some other clearly its importance that clearly few unusual, technique—a illustrates its technique—a story illustrates unusual, dramaric, importance or aa few dramatic, story that stimulating statistics. statistics. stimulating

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DESIGNING DESIGNING INTRODUCTIONS INTRODUCTIONS

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feel that audience If yyou that yyou If o u feel o u absolutely o u r audience speech by informing absolutely must must start start your your speech informing yyour the importance of of the of then a tleast topic, then least say jazz iitt up. something ttoo jazz your topic, importance of your up. say something at

Your 11 techniques there’s your So, there’s audience’s attention. af 11 attention. Your So, list of f o r getting job, techniques for getting your your list job, your audience’ able ttoo name 8 of remember, is be able of them. it: you'll name at is ttoo be them. Try a least t least 8 you'll remember, Try it:

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11. I. with the listing All of them? them? Congratulations. l i s t i n g oonn l i s t by comparing o u rlist h e c k yyour All Congratulations. CCheck comparing iitt withthe Review and and reinforce of them the previous reinforce your them as the learning of need. as you previous pages. pages. Review your learning you need. introduction is, the preview of your of your know, the The nnext section of speech. as you preview of i s , as e x t section The you know, your speech. your introduction have just been—a transition But you have it from from where where you transition just been—a design a But a way get ttoo it you have way ttoo get you have ttoo design from your attention-getter ttoo your your attention-getter from preview. your preview.

Transitions Transitions show o need be be only a should show transition need sentence. IItt should A transition o t n necessarily e c e s s a r i l y eeven v e n a sentence. phrase, nnot a phrase, orr Do the between your o the leave i t tto o tleave o nnot preview. D o u rpreview. n d yyour r e l a t i o n s h i p between t therelationship u g g e s the ssuggest opening aand your opening will recognize make the the logic of do nnot the cconnection; recognize the logic of t h a t they audience 1to0 make s s u m ethat ot a o n n e c t i o n ; do audience assume they will of your the sequence thinking. the your thinking. sequence of this ttransition Often this as: s u c has: statement such r a n s i t i o n 1s aa statement Often

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need for for the That true the need the new tax o a n t t o suggest tax proposal want l l u s t r a t e s the story iillustrates truestory proposal II w That suggest tto

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fellow’s flip makes a like that, that, yyet Wee can flip rremark a good laugh at at aa joke heme e m a r k makes h a fellow’s e t tthat joke like W good ttheme can laugh this serious serious subject for this o present a n t tto subject |I w e n t e n c e for ssentence want present ttoo you. you. what’s happening in some facts of what of what's the shocking some hospitals. Those are Now, what happening in hospitals. Now, Those shocking facts are the

be done offer some Let me them? Let done about about them? suggestions. some suggestions. me offer can can be let me incident i s rare, show you how but let You may just how think that that incident me now You now show rare, but may think you just

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become here has become the problem hereiinn our community. our community. widespread widespread the problem has Thus we that... Thus we can can see see that... The clear... . .. is clear pointis Thepoint have come realize that come that... . .. You, ttoo, to realize o o , may have You,

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che relationship or The transition, between your show, emphasize then, is is tto relationship between emphasize or clarify the o show, clarify transition, then, The your and the basic theme theme of your the basic speech. attention-getter and opening opening attention-getter your speech.

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80 2280

LESSON LESSON 1111

Previews Previews and precise. There are are only be clear, precise. There The preview part of clear, specific, specific, and should be speech should The preview part of your your speech possible. techniques possible. wo ttwo techniques

Central idea, idea,Viewpoint,or Your Speech—the Viewpoint, or Point of Your 1. State the Point State the Speech—the Central 1. Subject Subject

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few brief, made Here are direct sentences. be made sentences. Here are brief, direct should be just one The i n just only a few h e statement one oorr only T statement should speeches: effective previews ofeffective examples of some some examples previews of speeches:

the issues affecting with you like tto some of 6 Today critical issues thecritical o fthe affecting the would like o explore ® explore with Today II would you some

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affect the those issues the design, the way detail the and examine examine in detail design, issues affect professions professions and way those building field. and building field. engineering, engineering, and Associates and Associates Bobrow/Thomas and Julia Thomas, President, Bobrow/Thomas Julia Thomas,President, Annual Convention, Society for for peech at Annual Speech Convention, Society California Services, Coronado, Coronado, California Marketing Professional Services, Marketing Professional

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talk about look at with you § That's at our what II want about with That's what want t o look teday—I want want t o talk our society # you today—I

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in. now in terms world environment live in. environment we the threatening of the we now terms of in threatening world

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Force Logistics Air Force Command; Logistics Command; Commander, Air u l l i n s , Commander, James P. MMullins, James Caucus of the the Arizona Arizona the Joint Caucus Arizona Legislature, Legislature, Phoenix, Phoenix, Arizona Speech to theJoint Speech to

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be the Because they of speeches? the first sentences those statements couldn’t those speeches? Because are they are Why couldn’t sentences of statements be only who are The statements listeners who are already t o listeners are interesting not statements are already interesting only attention-getters. The not attention-getters. The statements, iiff they be a To others, the topics bore. The the subjects. interested iinn the a bore. subjects. To others, the interested topics may may be statements, they have left the decision first words had been been the of speeches, whether t olisthe very words of would have decision whether speeches, would lisleft the had very first audience. That's the audience. That’s why we've with an we've urged ten an speech with not up urged you ten oorr not you ttoo open your speech open your up ttoo the and exactly. then introduce introduce your clearly, specifically, exactly, specifically, and subject clearly, attention-getter; attention-getter; then your subject and exaddy™? What's meant What's “clearly, specifically, specifically, and exattly”? meant bbyy “clearly, selected from of speech from recent student speeches. Here are speech subjects, speeches. previews of are some Here some previews subjects, selected recent student them, notice read them, As yyou You is. Y what tthe just what can be ou h e subject o n d e r i n g just left wwondering o u can o w yyou n o t i c e hhow o u read As subject is. left wonder if the for or against the speakers speakers are may against a are for a particular even wonder particular proposition. proposition. may even

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talk about about multicultural multicultural developments. are growing, like ttoo talk They are we like developments. They growing, we that. Lots all know of those know that. those problems Lots of problems are all some places, are increasing. n some places,ata tleast, least, increasing, IIn

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be working them. more o be seem tto more t o help them. people seem working more more people

is the of that the subject what is that speech? Comment: Just Comment: Multicultural Just what subject of speech? Multicultural of multicultural The growth developments? multicultural developments? Multicultural developments? The growth of developments? Multicultural problems? People working multicultural on multicultural developments, problems? People working developments, or people working or people working on multicultural problems? multiculwural problems?

the speaker about the around ttoo speaking Actually, the speaker finally Actually, academic successes finally got off the academic successes o speaking about got around is certainly of various students of various races. That subject students that poor related ttoo that races. That subject is introduction ttoo aa certainly related poor introduction the speaker but the his speech wandered around speech, but his audience speech, before telling speech before speaker sure telling his around i n his sure wandered audience he wanted the precise which he focus. wanted ttoo focus. precise subject the subject oonn which

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in America Business is important and here’s here’s why. ® Business America today, why. important in today, and is business Why Comment: Why WHAT? business important? Comment: WHAT? Why is America? Why i n America? important? Why today? today? $

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‘There is 2 effective w second effective There introduce the the subject a yto to introduce subject of your speech. way is a second your speech.

NTRODUCTIONS DESIGNING E S I G N I N G IINTRODUCTIONS D

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t PREVIEWING POINTS POINTS BY ASKING QUESTIONS BY ASKING PREVIEWING QUESTIONS

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“This is certainly “This certainly an an exciting times of time, no question.But exciting time,no question. But times be can also great change can also be times of anxiety, individuals great change for individuals times anxiety, for and societies. How can and we e societies.How find our place in a can w a rapidly our place rapidly find How world? How changing How can changing world? remain who who || am? am? How can || remain can | can maintain m off values and priorities? maintain values and sense o of priorities? M Myy quality myy sense quality of My life? My life? individualidentity? individual identity? Canada Prime Minister Jean Canada Jean Cretien,speaking Prime Minister Cretien, speaking at at Michigan Michigan State University State University

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List the Main Points 2. List Your Speech the Main Points of of Your 2. Speech

Here are the use speakers: examples of Here of the this technique are some some examples use ofthis technique by by experienced experienced speakers: of

consider the following five want t o consider ¢6 II want the following five questions: questions:

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Paul I I see his mission mission ttoo the the world? world? How H o wdoes does Pope John Paul Pope John II see his does he he mean What does by peace? What mean by peace? What in his view the obstacles view are obstacles ttoo peace? What in his are the peac Should wenot avoid war? war? give everything Should not give everything ttoo avoid and the the arms What is his race? arms race? What armaments and position oonn armaments is his position we

Camilla Mullay,Former Mother General, Mullay, Former Mother General, Camilla

Dominican Sisters St. Mary the Springs, Mary o Springs, of St. Congregation Sisters of off the Congregation of Dominican

Columbus, Columbus, Obio; Ohio;

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will discuss discuss the the U.S.-Japan the importance both countries, U.S.-Japan relationship countries, try relationship ttoo both I will importance ooff the try of our problems, and make make some the major for some suggestions causes of suggestions for problems, and identify the major causes ttoo identify I

unfortunate situation. situation. improving this this unfortunate improving

C. Angel,President, Robert C. Angel, President, Robert Economic Institute Japan Institute ooff America; ipan Economic America; iM Town Hall of {California Los Angeles, the TownHall California Speech to Angeles, California to the Speech California, Los

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is a detail why hand. will will will begin economic recovery why economic in. some begin by by outlining some detail att hand.I outlining in I will recovery is will look like. focus on what the that II am Finally, tto then focus o prove like. Finally, am not the upturn then not on what upturn willlook prove that the legitimate risks and and possible will seek seek tto legitimate risks identify the blindly optimistic, possible o identify optimistic,II will blindly economic horizon. that loom loom oonn the the economic horizon. surprises surprises that Earl Bederman, the Permanent; Bederman, ChiefEconomist, Ear] Chief Economist, theP British Columbia Columbia Vancouver, British Speech iin n Vancouver, Speech L

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82 2282

LESSON LESSON 1111

Guidelines Guidelines the have listed introduction, the the ttwo w o main parts We have listed specific specific techniques We techniques for the parts of your your introduction, them. Now, between them. and commented transition between and preview, Now, commented on the transition attention-getter preview, and attention-getter and and delivering introduction. let’s review for preparing review some guides for delivering your general guides preparing and let’s some more your introduction. more general on

the

1. Don’t Don't Apologize 1. Apologize kind ooff speech this kind heard this You've heard with an their speeches speech Many speakers apology. You've speeches with an apology. begin their speakers begin Many

opening: opening:

talk with but I1 do be here do want ttoo with you here ttoo talk today, but glad tto people today, o be ' m certainly glad #> II’m you people

those slides have those don’t have slides your before II begin, really sorry begin, that I ' m really thatI’m explain, before explain, your sorry II don’t been a week. It’s about last chairman told It’s been last week. week, not told you a busy not only busy week, program you about program chairman had to. .. . . this speech, but Ialso for this also had ready for getting speech, but getting ready ., today > ITill about this but II just information about the information of the this subject, subject, but t o give give you ' l l try you a lot of try today have all time II wanted and d the time back from didn’t all the wanted t o get i d n ’ t have from aann important got get meeting and important meeting got back this speech for you. speech ready this ready for you. be able have today this cough able ttoo [hack hack]. hack}. II hope about this - II'm ' m sorry hope you'll you'll be today [hack cough II have sorry about and that with me. bear with that {hack hack] you'll {hack hack] hear me OK me. K and hear me O you'll bear

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And usually much the the same. all pretty areall same. And Apologies Apologies are usually inapproptiate. inapproptiate. pretty much ts better it is have something do have better ttoo explain for, it explain your If you o apologize legitimate tto If apologize for, something legitimate your you do

take she should should take moderator. H chair, o the chair, before the the program Hee oorr she r o b l e m before pproblem orr moderator. starts, ttoo the program starts, the apology—for and explain need tto You may initiative and the initiative o explain your the problem—offer the apology—for you. you. You may need your problem—offer

be done. this be done. request request this

made every the example have made missing slides, should have the speaker of the effort ttoo the missing IInn the slides, the example of speaker should every effort least a have them; have informed them; failing he should the informed the should have before the chair at the chair at least h a t , he failing tthat, have a day before asked the and asked audience i n the the audience chair ttoo give the introduction the chair of introduction of speech and give an speech an explanation explanation ttoo the h e speaker. tthe speaker. of aa cough, the chair does nnot offer the the case the apology, chair does but cough, if the apology, you case of very but might, o t offer IInn the might, you very make i t sound intensive care outof che Best ofall, don’t make ward. Best briefly; don’t briefly; just got out®of the intensive sound asas i f you all, care ward. you just all until until your don’t mention mention itit aatt all without undue undue emphasis, don’t first cough. Then, without cough. Then, emphasis, say someyour first say somethe I such as be coughing let me coughing later as ““I’m thing I ' m sorry. laterin i n thespeech, speech,too, too, so thing such so let me apologize apologize sorry. [ may be for any future coughs which may right now, may interrupt once, for interrupt our now, once, coughs which Or, thinking together.” together.” Or, our thinking any future like TV suits your TV comic could uuse Vernon’s line, a joke, iiff itit suits comic Jackie joke, like se a Jackie Vernon's line, ““If style, you I f iitt your style, you could this coughing, for this exercise atall!” weren't for coughing, I'd weren't I'd get all!” noo exercise get n

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Be Long-Winded Don't Be 2. Don’t Long-Winded

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kill a fast and and early way speech fast A good t o kill good way early is ttoo present a speech nondirected long, rambling, rambling, nondirected present aa long, the attention need tto of your introduction. Certainly introduction. make your but make o get attention of Certainly you audience, but get the you need your audience, your and ttoo the short and illustration short the point. opening opening joke, joke,story, story, illustration point. There’s nnoo need need for There's detailed explanation for a detailed in what got interested subyou explanation ooff what interested i n your you got your subhow you it, or how how you ject, found your ject, or how rescarched it, how you're topic so you researched so valuable, valuable, or how your topic you're you found become fascinated listeners, ttoo, sure o u r listeners, with w o o ,will what will become going fascinated with tatk about. sure yyour h a t you're about. t o talk you're going Rather, Rather, get specifically, directly and and briefly. get t o it; present briefly. present your your topic specifically,

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3. Don’t Your Audience Don’t Antagonize 3. Offend Your Audience Antagonize or Offend Thac’s the the general But iinn some That's some special guide. But blunt statements speaking situations, special speaking situations, blunt general guide. statements may may America’s auto work. N Not work. long ago, o t long makers were iinn great defects trouble—sales low, low, defects auto makers ago, America’s great trouble—sales Plants which which manufactured high. manufactured parts for high. Plants all for the country; cars closing cars were closing all over the parts nearly country; nearly

DESIGNING DESIGNING INTRODUCTIONS INTRODUCTIONS

2283 83

his workers million auto head of one called his workers lost lost their their jobs. aa million The head workers jobs. The auto workers plant called one plant them, in together and told told them, in part: together and part:

You're going hear things going but they're r u e . . . .. [The like, but o t going o hear #% You're going tto things you’re nnor they’re ttrue... tot olike, in quality, and they're makers] are Japanese beating you are beating cost. quality, and auto makers) Japanese auto beating you they're beating you iinn cost. you in do and do will be last guy Either we work as be a Either e a m and the last thejob, job,oro r i t will case of the the we work as a a tteam a case out, guy out, the please turn please o u t the lights. turn out lights.

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Marvin Craig, Director, Livonia Marvin Livonia Craig, Director,

Transmission Plant, Transmission Plant, Ford Motor Motor Company; Ford Company;

Plant, Livonia, Speech Speech aatt Plant, Livonia, Michigan Michigan

At tthe end of and applauded. of thar that speech, the workers that workers stood stood up A the end Even though speech, the though that applauded. Even up and the audience, he would scem what he audience, Craig's speech realized tthat n t a g o n i z e the listeners realized h a t what sccm 1to0 aantagonize speech would Craig’s listeners said was his ideas, and today ideas, w said c c e p t e d his e n t tto o work, was true. h a t plant work, and true. They aaccepted pointed ttoo went today tthat plant is pointed model of as ofeffictency. efficiency. as a model But I've heard speakers with ssuch l i n e s as: u c hlines I've heard But speakers open speeches with as: open speeches have failed For far the petroleum realize the the long, you failed ttoo realize o o long, far ttoo ¢6 For petroleum industry industry have you people iinn the

of petroleum. importance importance of petroleum.

Unless yyou o u intentionally Unless intentionally

insult them, seek to shock your audience, insult seek to shock them, oorr present some present some your audience,

such a line usually of view information oorr point work. Usually, won’t work. view iinn aa startling information usually won't Usually, a line point of startling way, way, such

listeners turn the speaker. speaker. listeners against the turn against doo intend intend to shock your should attempt doo so audience, you to try to shock to d IIff you so only only you d try to attempt to your audience, you should have clarified careful consideration. Even after in after careful consideration. Even after you “real” thinking, clarified your after some in thinking, some your “real” you have well remain the audience audience may remain skeptical skeptical o the orr antagonistic. antagonistic. may well One his speech class ffor with trainees, opened speaker, iin O n estudent student speaker, n a class o r management ith opened his speech w management trainees, what he intended ttoo bea astartling what he intended startling statement: statement: be

I, one of the most uscless, unproductiveofofallall fields. employed employed i n one

b You You and the management about to be and I , as to be as we we prepare are about P field, are enter the management field, prepare ttoo enter

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of the m o s t useless,

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with examples then went Hee then examples aand specifics, w to give give reasons, H n dother o t h e r specifics, h y “managewhy went oonn to “managereasons, with

made the he made end ofhis the end other speech, he h a t other the point his speech, the point tthat is would anagechaotic, conflicting—if m u s e l e s s ” —coafused, chaotic, o r e ““uscless”—confused, still m o u l d be occupations still occupations w more manageBut this this ““reverse twist” came the came too there ttoo provide r e v e r s e twist” t o olate late iinn the there provide leadership. leadership. But had decided after most decided they didn’t agree. speech, long most listeners l i s t e n e r s had long after speech, they didn’t agree. such as: audience are Other statements are ones ones such as: that are Other statements that are insulting an audience insulting ttoo an

value.” Finally, toward of nnoo value.” Finally, toward ment e n t is of m

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m ent w e r e nnot ot were ment

have time time tto tell you To tell the truth, didn’t have much of speech II the speech ofthe truth, II really didn’t o prepare # To prepare much you the best II can what little have let me with what the best do the wanted ttoo give but let can with give ttoo you, wanted little II have me do you, but prepared. prepared. That’s telling the audience think them them important audience yyou didn’t think Comment: That's telling the Comment: o u didn’t important for them. them. enough enough t o prepare prepare for is this is lot of of you, > This but take take m word for This may forit, it, this seem pretty myy word pretty simple ttoo aa lot may seem you, but important. important. leads into inca something such an then leads such as Comment: Usually telling astelling an opening something such Comment: Usually such opening then film is teachers that is important that the correct important or telling teachers ortelling h a t using photographers using the correct film photographers tthat for such school is such audiences, audiences, subjects for Those are simple” subjects are “pretty is important. school “pretty simple” important. Those unless unless you and distinctive are you are are unless or distinctive and new something presenting are unless something presenting you you with special information. special or unique authoriry—again, with as a a recognized speaking recognized authority—again, unique information. speaking as &

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by 2001

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LLESSON E S S O N 1111

Material Irrelevant Material Use Irrelevant Don’t Use 4. Don’t 4, with aa joke who opens this rule the speaker We've talked joke rule before—by talked about about breaking speaker who before—by the We've breaking this opens with that “Well, II thought then says, about a rainstorm York City and then in New you'd enjoy that thought you'd New York rainstorm in about City and says, “Well, much tto have much with m 0to do with today—how subject y doesn’t have today—how o do little humor, subject little even though humor, even though iitt doesn’t my reduce the of funerals.” funerals.” the costs reduce costs of is related your to related legitimately other not is the joke If the attention-getter of type legitimately other not joke oorr any If attention-getter your type any obvious that that speech. for that is nnot should bbee obvious o t appropriate that itit is speech. subject, appropriate for subject, itit should

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Going to Talk You About” “Today I’m About” Don’t Start Talk to 5. Don’t to You with “Today Start with I'm Going 5.

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audience tto That leaves all u hear your decide iiff they want o decide speech or not. not. leaves i t all That want ttoo hear your speech your audience upp to your lead them them to want hear you. with an o lead designed tto want t o hear Instead, an artention-getter Instead, open attention-getter designed you. open with

to

Your Take a Lead the Don’t Lead Toward Your Attitude Toward Audience to 6. Don't a Negative the Audience to Take Negative Attitude Subject Subject lose your their interest interest oorr audience with with a poor Once Once you obtaining their attention-getter, obtaining poor attention-getter, your audience you lose will be be difficult indeed. difficult indeed. speech will agreement later iinn your agreement later your speech is distribsuch as ask a oil is distriba broad wondered hhow broad question Don’t ask Don't H a v e yyou o u ever o w oil ever wondered as ““Have question such

lead at least well lead least some of your and 1 I don’t uted?” Thar don’t That may uted?” listeners ttoo think, think, “No, “No, and some of may well your listeners then tturn their minds than your know!” They'll other than minds ttoo subjects want u r n their speech, figurThey'll then subjects other want ttoo know!” your speech, will that with ing, probably ing, a starter, as a question as probably correctly, correctly, with t h a t corny probably speech will probably starter, your corny question your speech continue t o be be dull, dull. continue lead your of poor that may Another type audience ttoo think think your Another attention-getter that type of poor attention-getter may lead your audience your views are the ridiculously is the time is student opened overstated point. One worth their views their time n e student are not not worth ridiculously overstated point. O opened this line: with this aa speech line: speech with

to

and you You may may notrealize with me, but actually the most #§ You actually the not agree me, but may not most agree with you may not realize iit,t , and

in

is the color of the color of your important important thing thing i n your life is tie. your life your tie.

on

He e went on tto talk about the importance about the color as of color H indicator of o talk of personal attian indicator as an importance of personal attiwent weak opening and preferences. tudes and led many that weak of his preferences. But But that tudes he listeners ttoo think think he opening linte litte led his listeners many of and they of aa molehill, mountain oout molehill, and was was making u t of making aa mountain listening seriously. they stopped seriously. stopped listening

of

7. Do Do Get Attention of the Audience First 7. the Attention Get the the Audience First

such as: all preliminary explanations, Doskip skip allpreliminary explanations, such as: Do

#§

Now, before into m Now, before II really take 2a moment speech, I want really get t o explain moment to get into to take want to myy speech, explain

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will help know, before It will to know, help you this before Ireally really start, o w II got interested iinn this you vo got interested start, hhow subject. subject.

»

1

what I mean what .... mean by. by .... Te

lost some, Too late—you’ve and you're Too fast. Start late—you've already already lost others fast. you're losing losing others with that Start with some, and that the very first words attention-getter of your words of as the (the only possible attention-getter as is speech (the possible exception very first your speech exception is the rare that requires situation that the rare speaking brief greeting). speaking situation requires aa very how notice how greeting). Incidentally, very brief Incidentally, notice ends up focus point often ““I” the focus often such preliminary I ” ends of such as the remarks by so point of preliminary remarks up as so very very many many speakers. speakers.

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Confident i n Your 8.. DDoo BBee Confident Your Attitude 8 Attitude confidence, speak with confidence, Step and clearly, Step u speak loudly clearly, move with assurance, loudly and move with sound authoriauthoriupp with assurance, sound Send out—zhink!—positive and pleasant. pleasant. Send tative tative and vibrations. out—think!—positive vibrations.

DESIGNING DESIGNING INTRODUCTIONS INTRODUCTIONS

85 2285

Doo Get You Start 9.. D Before You 9 Get Set Set Before Start ttoo Speak Speak been distracted You've seen, the spezker the introducYou've introducseen, aand n d been distracted by, who h o spends by, the speaker w good part spends aa good part of the down sometimes the micromicrointo discussion tion, sometimes right tion, the discussion part, right down into the arranging notes, adjusting the notes, adjusting part, arranging the lectern and on ard the other, clothes, moving ard on. phone, phone, straightening straightening clothes, lectern ttoo one other, and side or the one side on. moving the When it’s all set—and When speak, it’s your turn 1 0 speak, get all your things sct—and go! go! get your turn to your Your Introduction Doo Make 110. 0. D Make Your I n t r o d u c t i o n Consistent n d Delivery Consistent iinn Content Content aand Delivery with Rest with Rest ooff Speech Speech be oone of those Don't those speakers worded ddrawho with, ffor rao r example, h o opens n e of o n ' t be D carefully worded example, a carefully speakers w apens with, matic story, then slips informal discussion discussion of of your a jargon-packed matic nto a slips itnto speech topic. jargon-packed informal topic. story, then your speech of substance and introduction should the Instead, introduction should use the same style of substance Instead, your and style presentation as use same presentation as your the discussion that which which you'll discussion part of your that r e s e n tlater later in the speech. you'll ppresent part of your speech.

in

Doo B Tie-Ins Bee Alert 111. 1. D Alert ttoo Tie-Ins few words is the the use idea from A “tie-in” iinn an words or an from aa previous ntroduction a few is an i introduction use of a an idea previous w n speech. our o o begin p e a k e r tto sspeaker begin yyour specch. own is g o i n g o of wwhat make them M a n y speakers around speakers m a k e ppoor o o r use h a t is n Many use of a r o u n d t h e m r i g h t bbefore e f o r e they on they right going of listening sspeak. their introduction introduction by Instead of p e a k . Instead chair, they listening ttoo aa previous h e chair, by tthe or their they previous speaker speaker or You about -what what they go clothes, think again o say. they plan plan tto again about adjust their clothes, notes, adjust over their notes, go over say. You listen ttoo what's said just instead, t o listen before y what's said Often you are o u step are urged, speak. Often urged, instead, just before step up up t o speak. you you releidea make that timely, pick up phrase can a phrase o r idea t h a t you can use t a make your opening more timely, relecan pick a can use ta you up your opening of effective effective tie-ins tie-ins from from student's student's vvant, ani, o Here are examples of are some some examples orr appropriate. appropriate. Here speeches: speeches:

to

to

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heard just before || was introduced—about your That announcement #6 That just before was introduced—about we heard announcement we your with your for our ecology trip—impressed Saturday concern for me with Saturday morning trip—impressed me morning ecology your concern interest iinn your interest relates ttoo your too, relates Myy speech, speech, too, community. community. M community. your your community. > At of your mind the opening brief prayer, were led At the led iinn aa brief mecting, as as we we were opening of my mind your meeting, prayer, my is a because i t is used, because focused on one minister used, a good one particular particular phrase focused good phrase your your minister talk about with you I’m here You may what I’m here ttoo talk about with remember today. You of what summary you today. may remember summary of he said said . . that he that ....

it

Your Note 12. Do Do Write out Your Opening Card Note Card Sentence on Your 12. out Your Opening Sentence chat this Lesson 4, recall that this s suggestion You'll recall 4, Preparing Speak. o you r e s e n t e d tto a s ppresented uggestion w You'll was Preparing ttoo Speak. you iinn Lesson is tthat The value first sentence word for w word confidence o u confidence i v e yyou a n ggive o r d ccan o r d for u t your h a t writing v a l u e is The writing oout sentence w your first You'll have have something something specific begin your tto o speak speech. You'll specific ttoorefresh refresh speak smoothly as you smoothly as your speech. you begin But remember: remember: After After tthat p e n i n g , your hat o o . But e e d tto. o u nneed n case s t a r t iin as you e m o r y as o u r mmemory yyour case yyou opening, you start your have just of w should have outline of what card should h a t you're just aann outline note going ttoo say. you're going say. note card

Your introduction Don’t Overpractice introduction 13. Don’t 13. Overpractice Your

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and over again the first few sentences and over and first few their Some speakers again the sentences ooff their Some speakers go go over and few times. times. Remember the rrest of their Remember their speeches speeches just just a few Then, they e s t of they practice speeches. Then, speeches. practice the their packages, packages, complete speeches entirety—as their in that you to speeches your entirety—as complete are practice o t urged are that urged practice your you as fragments. not fragments. not as

in

Less of Your Speech of Your 15 Percent Your Introduction Introduction 15 Do Make Percent or Less Make Your 14, Do Speech 14. is only about the typical introduction 10 tto 15 perabout 10 that the introduction ttoo aa speech speech is established that We've established o 15 We've per-

of 150 150 words words per that at of aa speech. That means the length rate of at an of the an average speech. That means that length of average rate cent of per

2286 86

LLESSON E S S O N 1111 5 minutes, for aa speech introduction would would be be aa maximum 4 tto of 4 the introduction maximum ooff only o 5 minute, minute, for minutes, the only speech of this lesson: lesson: all fewer 113 words. words. Note the examples off introductions introductions presented all use 113 Note the examples o use fewer presented iinn this than 80 80 words. words. than This lesson lesson has has been been a bit long the introduction introduction ttoo aa speech critiThis because the long because a bit so very speech is so very critical. A have been been shown, shown, it iiss yyour Ass yyou that colcolt o turn o u start job, as o u r job, o u have cal. speech, to as yyou start your turn that your speech, diverse individuals lection ooff daydreaming, individuals into lection into a concentrating, stimulated, thinking daydreaming, diverse thinking concentrating, stimulated, audience. participating participating audience. Time now of the the delicate of designing check yourself delicate art introTime art of yourself on your now ttoo check designing introyour mastery mastery of for all for all Remember that, ductions. Yuppp, the objectives ductions. self-test ttime i m e again. that, as all ooff the Yuppp, self-test again. Remember as for objectives for all lessons in this course, in this achievement of tthem the lessons the demonstrate your o u are are expected hem expected ttoo demonstrate course, yyou your achievement without referring back tto lesson or tto the lesson without referring back o the o any other than than your own notes or source own source other any notes your memory. memory.

it

of

DESIGNING DESIGNING INTRODUCTIONS INTRODUCTIONS

2287 87

AASSIGNMENT S S I G N M E N T 116 6

Self-Test Designing Introductions: Self-Test Designing Introductions:

>

Take the following self-test. ACTION: Take the following > ACTION: self-test. Name effective iintroduction for a speech. 11,. N ame thecriteria criteria ffor o r aann effective n t r o d u c t i o n for the speech.

11 techniques the attention audience: 2. Name Name atatleast of the the 11 for getting of your least 88 of 2. attention of techniques for getting the your audience:

(1) () (2)) 2

3(3)) (4) (4) (5} (5) (6) (6) {7) (7)

((8)8 {9) {9) (10) (10)

(ty (11) of introductions introductions are effective and and which which are which ofthe examples of are effective are the following examples Identify Identify which for your basis for decision. State the the basis nnot. o t . State your decision. of

tell

Alan King used t o tell aa story Las Vegas King used Las o m e d i a n Alan bout Vegas ccomedian story aabout to

for

has bbeen who aa tteenager eenager w h o has e e n trytry-

time the the kid’s kid’s about But every about ttoo go the months. But hhome o m e for months, u t the every time go oout is indeed have bbecome in indeed true the pphone d e c i s i o n - m a k e r s in e c o m e decision-makers h o n e s have h a t pphones h o n e r i n g s ! IItt is o o r , the door, d true tthat

iing n g tco o rrun u n aaway w a y from from

lives.

rings!

five wways off five which you become master o a y s iin n which can become phone master ooff your you can your phone of yyou. it be be the of letting the ruler ruler of ou. l e t t i n g it of

here’s a list But here's a list oour u r l i v e s . But nstead iinstead

ot? ffective o 33.. FEffective arr nnot?

Reason: 4. Reason: 4.

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It

is subject is very important is an Tt is about ttoo you that is unusual subject speak about subject that subject 1I speak today. I t is an unusual Tt important you today.

insurance. ttoo you—life insurance. Effective or not? not? 5. Effective 5. Reason: 66.. Reason:

2288 88

LESSON LESSON 1111

are

5,

order are the numbers in? 0. Give 1, 7, 6, the following What order Give up? 6, 3, 2, 0. 3, 2, 9, 1,7, 4, 9, What in?8,8, 5,4, up? They They are following numbers are iinn the classification and also needed Order order. O automobile tires, needed iin classification of automobile n the r d e r i s also alphabetical tires, and alphabetical order. here how about. that I ’ m here t o suggest o bring bring t h a t about. suggest h o w tto

'm

to

Effective or not? 7. Effective 7. not? Reason: 8. Reason: 8.

is

DESIGNING INTRODUCTIONS DESIGNING INTRODUCTIONS

Importance Speech importance ooff Speech is revealed character is revealed by his speech.” man’s character ““A A man’s by his speech.”

Greek poet Menander (343-292B.C) Greek (343-292 B.C.) poet Menander

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89 2289

90 2290

LESSON 1111 LESSON

Answers Answers Stimulate. 1. Relevant, Relevant, Involved,Positive, 1. Involved, Positive, Stimulate. 2. (1) Aska question. (1) Aska 2. question. fact. State an unusual fact. (2) State an unusual (2) Give an illustration, {3} Give example, or story. (3) story. an illustration, example, Present aa quotation. (4) Present (4) quotation. historical event. Refer ttoo an event. (5) Refer (5) an historical Tell 2a joke. joke. (6) Tell (6) Use a gimmick. gimmick. (7) (7) Use beliefs, interests, relationships,beliefs, interests, oorr opinions. Poiat ttoo common (8) Point (8) opinions. common relationships, audience, a local local event, Refer tto the meeting, of the the occasion, occasion, purpose o the (9) Refer (9) event, oorr meeting, audience, purpose of the program. of the some other part of otherpart some program. audience. (10) Compliment the audience. (10) Compliment the audience. the subject the audience. the importance Point oout (11) Point u t the subject ttoo the (11) importance of the Effective 3. Effective 3. is relevant, clear, Reason: Autention-getter 4, Reason: relevant, interesting, interesting, transition transition ttoo preview 4. preview is clear, Attention-getter is stated specifically, briefly. logical: subject subject is is stated specifically, briefly. logical: Not effective. 5. Not effective. 5. is routine; Reason: Attention-getter 6. Reason: stated transition is subject is is stated 6. routine; subject uninteresting; transition Attention-getter is uninteresting; listeners interested. but without without any interested. specifically but to get specifically get listeners attempt to any attempt Not effective. 7, Not effective. 7. 8. Reason: Reason: Attention-getter continue tot o try to audience ttoo continue the 8. to figure figure out Attention-getter may out the get audience may get is 2a has bbut gimmick; transition is somewhat big gimmick; transition u t slight leap; subject a somewhat relationship 10 big leap; slight retationship subject has to the attention-getter. the attention-getter.

a

try

Scoring Scoring worth: Your answers answers are are worth: 1: Question Question {:

each of the 4 critegia the 4 1point correctly named correctly point for each criteria named 1

each of of 88 techniques have point for 11 point techniques recalled for each (You didn’t didn’t have recalled accurately. accurately. (You remember all bonus o f 2 ttoo remember 2 take aa bonus all 1111 techniques, did, take o u did, techniques, bbutu t if yyou points.) points.) each correct and 4 for each each ccorrect 3-8: 4 points Question evaluation and 22 points for each Question 3-8: points for correct evaluation orrect points for reason reason Total: 30 points 30 Total: points 80 percent, Needed tto 24 points Needed o pass: 80 points pass: percent, or 24 2: Question Question 2:

if

or

If you the same missed, the same old If here again: oldline l i n eiiss here again: Restudy. Restudy. you missed, If you passed, congratulations! If congratulations! you passed,

of

NTRODUCTIONS E S I G N I N G IINTRODUCTIONS D DESIGNING

91 2 291

Designing Introductions: Check-off Tip Sheet Sheet Designing Introductions: off

INSTRUCTIONS: INSTRUCTIONS: Check off each each item Check item as introductions for for your specches. as you you prepare prepare the introductions your speeches. 1. CRITERIA CRITERIA 1.

i

|

1A. Relevant Relevant 1.1. To subject LAL. To subject 1.1.1. To audience audience 1.1.2. To 1.1.2. To occasion oceasion 1.1.3. To 1.1.3. To speaker 1.1.4, To 1.1.4. speaker 1.2. Tavolves audience 1.2. audience Involves

audience thinking thinking initiated 1.3. 13. Positive Positive audience initiated

audience 1.4. 14, SStimulates t i m u l a t e s audience ATTENTION-GETTER 2. ATTENTION-GETTER

idea States subject central idea subject or central 44, States 4.1. Lists main main points 4.2. Lists 4.2. points GUIDES 5. GUIDES 5. 5A. Don’t Don’t apologize 5.1. apologize be long-winded 5.2, Don’t Don’t be 5.2. long-winded offend 5.3. Don’t Don’t antagonize 53. antagonize or offend material Don’t use 5.4. Don’t i r r e l e v a n t material u s eierelevant 5.4.

24. Question 2.1. Question

with “Today Don’t start 5.5 Don’t ' m going “Today II'm start with 5.5 going talk tto about” tto o talk o you you about”

Unusual fact 2.2, Unusual fact 2.2.

5.6,

2.3. 2.3.

Ulustration, etc. etc. [lustration,

2.4, Quotation 2.4. Quotation 2.5. Historical Historical event event 2.5.

e256.

4. PREVIEW 4.PREVIEW

5.7.

Do sect before before you speak D o get set start ttoo speak you start

Gimmick

5.10,

of subject 2.11. Importance subject 2.11. Importance of TRANSITION 3. TRANSITION

with 3.1, Connects Connects attention-getter attention-getter with 3.1. preview preview

Brief 3.2. Brief 3.2.

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Do confident i n your attitude o be confident D your attitude

5.9.

2.10. Compliment 2.10. Compliment

Leon

be get

5.8.

Joke

2.7. 2.7.

5.11.

Occasion, ete, 2.9, Occasion, etc. 2.9.

by

Do audience of the attention of the audience D oget getthe the attention first rst

2.6.

Common relationships, 2.8, Common etc. relationships,ete. 2.8.

Fletcher

lead the the audience audience tto take aa Don’t lead o take Don't attitude negative negative attitude

5.12,. 5.13, 5.14,

Do D obebealert alert t otie-ins tie-ins to

make introduction introduction consistent consistent Doo make D with rest with rest of speech speech Do D owrite write oout u t opening opening sentence sentence on on card nnote o t e card

introduction Don’t overpractice Don’t overpractice introduction or less make introduction 15% or introduction 15% Doo make D less of speech speech of

2292 92

LESSON LESSON 1111

Like This? You Know Know People This? You People Like is one much is well another.” another.” thing, ttoo speak “To speak one thing, speak much speak well

Greek dramatist, about 400 400 B,C. B.C, dramatist, aboxt Sophocles, Sophocles, Greek

293

LESSON LESSON 1122

Co,

.

Conclusions Designing Designing Conclusions Tell them all yours.Even weakest tip-off them you're be all the weakest you're ending,and Tell tip-off they'll be ending, and they'll yours. Even the “In conclusion,” awake.” conclusion,” or one of bland variations,snaps variations, snaps people “In ofits its bland or one people awake.” —wWilliam The Eloquent Executive Parkhurst, TheEloquentExecutive —WilliamParkhurst,

OBJECTIVES OBJECTIVES) Tm

have completed this lesson, be able able to: After you lesson, you After to: will be you have completed this you will

a

if a

is

Decide if a given 1. Decide effective o and state the correct conclusion ttoo a speech 1. is effective given conclusion state the correct speech orr not, not, and basis for for your lesson. the suggestions basis suggestions of ofthis this lesson. judgment, applying applying the your judgment,

for your 2. Design conclusions for 2. effective conclusions speeches. Design effective your speeches.

that is important enough Should you a speech television o covered bbyy television RELEVANCE) speech that ever give give a RELEVANCE) Should orr you ever is important enough toto becovered be

the papers, know of used in in covering such events. should know special technique events. a special of a the technique used covering such you should papers, you alert for for the the conclusion conclusion of that Usually they be especially know that speech. They know of your especially alert will be theywill Usually your speech. of your conclusion that the basic basic points As in your bring together is in speech. As together all all the that you'll itit is you'll bring points of your speech. your conclusion will be be taking detailed their most taking their conclusion, many many good reporters will into your you most detailed go into your conclusion, good reporters you go and cameras be focused focused most likely be cameras will most intently. intently. will likely notes, notes, and is Of fcourse, the conclusion of our speeches conclusion is speeches are Nevertheless, the are nnot most of o t newsworthy. course, most O newsworthy. Nevertheless, the purpose of your it is is your last chance attain the because it chance tto speech. o attain important important because your speech. your last purpose of

CONCLUSIONS STRONG STRONGCONCLUSIONS

Gloria Feminist-activist Gloria Feminist-activist concluded a a Steinem concluded Steinem address at commencement address commencement with the the Tufts University University with Tufts dramatic words: words: following dramatic following want t o do, do, “Whatever you "Whatever you want do is For and time, life life is time,and now. d o it now.For

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there is.” time isisall is.” all there time

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94 2294

LESSON 1122 LESSON few, they conclusion are are they are relatively few, arerelatively o design o w tto while the the tips oonn hhow design a conclusion Consequently, Consequently, while trulyly important. important.

of

Conclusion the Conclusion Purposes Purposes of the can’t really call a “conclua “conclureally call what you end their with what their speeches speeches with You've heard heard speakers speakers who end You've you can't

is conclusion is But the the conclusion talking. But “last words.” words,” They seem to simply but merely simply stop seem to sion,” but sion,” merely “last stop talking.

effective left o be left off an can’t be ut o an effective the speech of the with specific specific purposes. out main part speech with a main purposes. IItt can’t part of speech. eech. of two consist of should consist remember that your You'll remember conclusion should You’ll your conclusion

that

sections: sections:

A.. Review Review A B. Memorable Memorable statement B. statement have the three purposes: ‘These tewo the following following three sections have w osections These purposes: 1. To To emphasize the ppoint o i n t of your speech 1. emphasize the your speech climax your Too climax 2. T speech 2. your speech audience remember To help remember your 3. To the audience speech help the 3. your speech

is

a

kind of there’s one sales talk, further purpose talk, there's one further of a sales when your speech is any addition, when IInn addition, purpose any kind your speech

also want from such speeches, action from achieved iin be achieved to ger conclusion. IInn such o u also the conclusion. speeches, yyou want to n the to be to get action

listeners. your your listeners.

for aann Effective Conclusion Effective Conclusion Criteria for Criteria for aa good for the the criteria criteria for we offered the acronym remember the Doo you offered for good attention-getter attention-getter D acronym we you remember is supposed what RIPS RIPS is Remember what for the introduction ttoo yyour the introduction spcech? Right—RIPS. o u r speech? supposed for Right—RIPS. Remember mind? ttoo bring bring ttoo mind?

we

Relevant to the speaking t o the Relevant situation speaking situation Involves the audience the audience Involves audience Positive thinking Positive thinking by audience Stimulates audience audience Stimulates .

CT

\x

RIPS into audience—that’s what should ddo. The the mind what a good mind of yyour he o. T o u r audience—that’s into the RIPS good opening opening should RIPS conclusion also same criteria—a the same conclusion should should meet lisinto your also RIPS criteria—a good good conclusion conclusion meet the your lisinto

minds, teners’ minds. teners’

Conclusion for Designing Techniques Techniques for Designing a Conclusion member of has been Once again, think of The speaker of yourself as audience. The as 2a member an audience. talking of an again, think Once speaker has talking been

has become become less few last few than thrilling. for aa half-hour The speech half-hour or so. the last For the speech has less than for so. The thrilling. For be But now, been only half-listening. the speaker to be moments half-listening. But seems to speaker finally seems you've been moments you've now, the end. You become alert You figure you'd berter become better start ready tto ready again, better o end. alert again, you'd better start listening listening more more said in in case the conclusion. carefully, just important case something conclusion. the n i said is important just in carefully, something is far ttoo scenario fits that’s why the that scenario And that’s Unfortunately, the concluspeeches. And conclufits far o o many Unfortunately, that many speeches. of your such an is such conclusion is yyour sion is The conclusion chance to speeches, The an important sion important part o u rlast last chance part of your speeches, the purpose of your speech, attain the here can attain a sagging save a use here speech. Techniques Techniques you can save speech sagging speech purpose of you use successful speech make a memorable. speech truly memorable. or make a successful

is

2295 95

DESIGNING DESIGNING CONCLUSIONS CONCLUSIONS

Review Review

or

1. Summarize Summarize Your Subject 1. Subject o r Viewpoint Viewpoint

few words, of the the subject of your IIn n just just aa few brief, an abstract of subject or viewpoint words, present an abstract viewpoint of present aa brief, your You’ve heard heard many speech. speech. You've examples: many examples:

I

Thus, I have have built built the the case for eliminating billboards along Thus, along our highways. highways. case for eliminating billboards about the lack of of controls Now understand my controls on bicycle bicycle N o w you can understand the lack you can concern about my concern riders. riders. federal licensing for urging you then, are for federal o vote for licensing ofall all - Those, Those, then, are my reasons for my reasons you tto boat operators. boat operators. + A And different Thoreau's Thoreau's thinking from n d so, o u can o w recognize o w very can n was from recognize hhow thinking was so, y now you very different of the antiwar activists of the the antiwar 1970s. the 1970s. tthat h a t of a c t i v i s t s of Such the true this whose critical of others. Such is the background of this man whose writings a r e s o critical of others. background man so true writings are

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A ssummary of ttwo forms, A u m m a r y c a be n be p r e s e n t e d i n eeither i t h e r of w o forms. presented of your You can the sstatement for word word the You word for t a t e m e n t of subject or viewpoint speech subject can repeat repeat word your speech The idea in yyour the aaudience likely ttoo o r elikely u d i e n c e is m h a t the idea is tthat r e v i e w . The o u r ppreview. t in r e s e n t e d iit o u ppresented just aass yyou more just and concepts rremember e m e m b e r words, hear repeated. h a t they words, sentences, they hear repeated. sentences, and concepts tthat the ssame You ccan different wordwordidea iinn different a m e content t a t i n g the o u r preview, a n rephrase You rephrase yyour preview, sstating content o ridea Some listeners hen u t wwhen une o i g h t ttune listeners m h e expression. a r i e t y ooff tthe h e vvariety The advantage n g . The iing, advantage i s tthe might expression. Some out the same different hear the words over but may may listen listen alertly they begin ttoo hear again, but alertly to to a new, same words over again, they begin new, different There is also also the the possibility did nnot understand or accept some listeners o t understand listeners did h a t some statement. statement. There possibility tthat accept those listeners the words words might the changing the might capture l i s t e n e r s now initial statement, your so changing now at the statement, so your initial capture those of your speech. ending ending of your speech. can

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Your Main Points Points 2. Repeat Repeat YourMain 2.

for

this technique the ttwo five main main points the conclusion, conclusion, you technique for the o five w o tto IInn this rephrase the points you repeat repeat or rephrase of yyour in the the discussion discusston ppart For o r example: speech. F example: o u r speech. a r t of o u presented yyou presented in

then, are the three successful savings—commitment, three keys - These, keys tto regularity, These, then, o successful arc the # savings—commitment, regularity, and growth. and growth. = Thus examined the the evidence evidence on what and what caused crash and Thus w ehave caused this have examined this tragic tragic plane plane crash the effect crash had and the had o the passengers the company. the crash both the effect the the onn both passengers and company. And from thinking writer progresses finally v a l u a t i n g , t o finally t o eevaluating, doing, to so aa writer And thinking ttoo doing, progresses from to mailing e r manuscript. mailing hher manuscript. and gentlemen, stand oout the Four reasons, let the n o tlet u s tnot o why w u t as gentlemen, stand ladies and reasons,ladies Four as tto wee m must because he office. He continue because He m incumbent mayor he is o t continue u s t nnot c o n t i n u e in office. incumbent must mayor continue because He continue dishonest. continue c t o n He m he is prejudiced. o t c o n t i n u e becausehe u s t nnot must not o n t i n u e dishonest. He prejudiced. He must must is behind is hard because he he is hard ttoo work with. And he m behind because he work with. continue because he is o t continue u s t nnot And he because must

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Fletcher

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them exactly Like a review of stated them them of your exactly as can repeat as you Like a summary, paints can repeat them summary, a review you stated your points Which is better is generally better is earlier iinn yyour ependgeneraily arbitrary, speech o h e m . Which arbitrary, ddependo u r speech carlier rephrase tthem. orr rephrase own feeling style. feeling andstyle. ing o ing onn your own the last last ttwo used in in the about the the writer writer aand the parallel examples, about construction used nd Note the parallel construction w o examples, Note effective iin the conclusion. conclusion. often particularly such repetitive phrasing is often n the the mayor; repetitive phrasing particularly effective the mayor; such

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with a Combine a 3. Combine Repetition Summary with 3. a Summary a Repetition and ttoo present effective tto combine the the ttwo w o techniques techniques and o combine speakers find find iitt most Many most effective Many speakers present of their and a of the idea of main their speeches the main of the the main speeches and main subject both 2a summary a repeat subject or idea both repeat of summary of

points. points.

LESSON LESSON 12 12 few examples: A few examples: »

»

6

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2296 96

in mutual led me have led funds. mutual funds. invest in the three three reasons Those, then, are reasons that have me to invest Those, then, are the in diversity; the First, they second, they First, they provide provide participation participation iinn the provide safety they provide safety in diversity; second, and with money. nation’s industry; growth third, they me with provide me they provide growth of our nation’s industry; and third, money. candidate’s background—her her Think again e r experience, training, hher background—her training, u r candidate's again of o Think experience, her our achievements, Then for her her with enthusiasm. with enthusiasm. Then certainly o u ' d vote achievements. certainly yyou'd vote for the research, in this this way—through the expedition, the then the And so and finally finally the research, then And so in expedition, and way—through the all of the evidence—we know that Columbus’s Columbus’s ship analysis o w k n o w positively of all of the evidence—we nnow analysisof positively that ship lies here, this very here, at this our chart. chart. lies very spot spor oonn our

also use and rephrasing. The examples illustrate both both repetition examples illustrate parallel conThe rephrasing. They also repetition and use parallel conadd interest, struction ttoo emphasize make memorable. struction n d tto om a k e ppoints o i n t s more emphasize points, interest, aand points, ttoo add more memorable.

Memorable Statements Memorable Statements 1. Use One of Use One 1. o fthe the Attention-getter Attention-getter Techniques Techniques

of the 11 techniques For your memorable memorable sstatement the 11 For t a t e m e n t you aimed ar can use use any at getting techniques aimed getting you can any of of your the attention attention of remember them: the the iintroduction of your You remember audiencein in the n t r o d u c t i o n of speech. You them: your audience your speech. 1, Ask Ask a 1. a question. question. 2. State State aann unusual 2. fact, unusual fact. Give an illustration, 3. Give 3. example, or story. story. an illustration, example, 4. Present Present aa quotation. 4. quotation. 5. Refer Refer ttoo an historical event. 5. event. an historical Telt a 6. Teli 6. joke a joke 7, Use Use a gimmick. 7. a gimmick. 8. Point Point ttoo common 8. beliefs, interests, relationships, beliefs, common relationships, interests, or opinions. opinions. Refer tto 9. Refer the occasion, of the audience, a local 9. the meeting, local event, o the occasion, purpose meeting, audience, some event, or some purpose of other part of of the the program. other program. part

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10. Compliment audience. 10. Compliment the audience. N . 11. P Point the importance the subject audience. 11. the audience. o i n t out out the subject ttoo the importance ooff the

in the the conclusion, these in the same IInn using using these conclusion, apply same general that you generalguides learned for for apply the guides that you learned them iinn your using using them introduction. your introduction. Theme of 2. Return Return ttoo the the Theme 2. o Your f Your Attention-getter Attention-getter

effective iin IIeis t is particularly n closing particularly effective speech tto closing aa speech o present the same again the same story, story, incident, incident, present again used as quotation, joke, eetc. t c . tthat quotation, joke, h a t you but now as your attention-getter, with aa different you used attention-getter, but different now with line or perhaps additional line another insight ending ending or an an additional perhaps another insight or explanation. explanation. these examples: Consider these Consider examples:

so

And ?§ And the need so wesce farm our need for see the how ttoo farm for learning learning how You'll remember remember our oceans. oceans. You'll that family in Hawaii family in that Hawaii that that { told told you about as I started started this this speech. You'll speech. You'll you about remember that the father remember that II quoted fatheras as saying the federal federal farm quoted the farm adviser, adviser, saying ttoo the “Mahalo—thanks—for showing “Mahalo—thanks—for how tto showing us our lands.” us how o sow tell But what what II didn’t lands.” But didn’t tell sow our farmer said yyou o u was h a t oour was tthat in the u r farmer said tthat back in 1920s. N hat w the 1920s. a y back than half o w , more half a Now, way more than later, that farmer’s son that farmer’s century his father’s father’s words, century later, son may able to to repeat words, may soon beable repeat his saying saying "Mahalo—thanks— “Mahalo—thanks—for for showing how ttoo sow us how showing us our seas.” seas.” sow our Those, then, - Those, some special, insider’s tips on how then, are are some special, insider's how ttoo make make aa good good speech. speech. Remember the the two Remember ewo simple simple guidelines guidelines II suggested the opening suggested at this speech— at the opening o f this have a a good give a to give specch, have a good good speach, and have have a good beginning There’s beginning and a good good ending. ending. Theres close together! one more them close tip: keep more tip: keep them together! we

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DESIGNING DESIGNING CONCLUSIONS CONCLUSIONS

2297 97

3. Look Look to 3. the Future to theFuture F. Kennedy and his his brother closed ttheir Both B President John brother Robert often closed o t h President Robert often speeches h e i r speeches John F. Kennedy and

these words, with these Robert Browning: with written by poet words, written Browning: poet Robert

Some men and ask, of things dare ttoo dream dream of that # Some ask, “Why?” men see see things as they things as they are, “Why?” II dare things that are, and and ask, “Why not?” ask, “Why never not?” never were, were, and &

the invitation the future extends ttoo your audience the future extends Pointing o the invitation ttoo consider, consider, explore, Pointing tto explore, your audience and think further about look about your and of speech Other examples conclusions tthat subject. Other examples of speech conclusions h a t look your subject. the future future are: ttoo the are: 0 T have seen of oour Thus the present ¥ hus w h e past n d the u r pproblems r o b l e m s of mass wee have seen tthe mass past aand present of

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is iin hands, ladies and gentlemen; the future? future? I t is But what what of of the transportation. n your ladies and gentlemen; transportation. But your hands, the ffuture the write the of mass you, as oouru rcity city council, a n write u t u r e of council, ccan r a n s p o r t a t i o n through mass ttransportation through the you, as be based based o decision nnot look your o t be misty look onn aa nusty your decision to be But the ppresent. decision blurred glance a blurred be decision your u t rather, resent. B ot a h e past, aatt tthe glance aatt the rather, may your past, nnot may based oonn aclear of oouru rfuture. future. r v i s i o n of c l e a vision based far we've So far boat for - So covered four four points how t osail And we've covered sail a boat for greater speed. And points oonn how greater speed. five points. that final been teliing let’s get So n II’ve there are v e been o w let’s final telling you are five onn ttoo that points. So now get o you there boats are Let’s go. point—practice! are waiting. waiting. Let's point—practice! Your boats go.

about t o cast. vvote o t e yyou o u are cast. May May are now about a

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Call for for Action Action 4. Call 4.

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that is a sales is tto of aa speech sales talk talk is action—to move speech that TThe h epoint point of buy, o get h eaudience audience t o buy, move tthe get action—to sales talk is is usually march, eetc. the memorable memorable statement statement for usually for a sales t c , Consequently, o t e , march, join, vvote, join, Consequently, the

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talk

action. foraction. an an appeal appeal for commercials: of examples l e v i s i o n commercials: is t etelevision o n c l u s i o n sis u c h speech o r ssuch A plentiful speech cconclusions plentiful source examples ffor source of time you're So nnext of . . . . package of e x t time # So you're in your store, pick up your grocery grocery store, up aa package .... Call this this number. number. Call Call now!! Call n now!! special invitation. invitation. Call o get o w tto #6 Call now get your special fast this this spray show your works. Now, You've just how truly fast how family how Now, show seen how just seen # You've spray works. your family fast you rid of for them help bugs by going fast can help them get rid of bugs by going o u t right now t o buy aa can can can for out to now get you home. yyour o u r home. ®

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Of fcourse, of speeches also present for action—the action—the minister minister other types appeal for O course, other speeches also an appeal types of present an the teacher his congregation teacher urging you special meeting, meeting, the study, t o study, a special ttend a spurring congregation ttoo aattend you spurring his For example: example: o t e . For seeking your h e politician tthe politician seeking your vvote.

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this mmoment and with with innovation, with courage, with Let us innovation, with meet change... with o m e n t of change... us m e e t this Let courage, and of nations, As a than equal the heart. As equal tto global community o the heart. nations, we a global we are are more community of more than I the will make real face. is 21* know the That great the real challenges we we face. That is why I know the 21* Century challenges Century w i l l make great seek. wee all seek. romise w ppromise Vice President All Gore President A Vice Gore World Economic Economic Forum, Remarks aatt World Davos Remarks Forum, Davos

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Fletcher

Leon

hy 2001

©

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to

is that that ooff the the “overpress”—an hazard ooff presenting action is appeal One an appeal “overpress”—an appeal n e hazard O presenting an appeal t o action include the car salesman pushing Examples include beyond realistic for something car salesman expectation. Examples pushing realistic expectation. something beyond for

the

become aa three-year decision” on what what would would become “immediate decision” commitment ttoo payfor an three-year commitment for an “immediate payall uses but m is the the overpress favorite is of the the Not all are by salespersons, but uses of by salespersons, ments. ments. Not overpress are myy favorite

the late-late Jate show movie along the early-morning show (actually, about (actually, the along about early-morning movie late-late late announcer announcer on the

had him him trying down ttoo m whose script me tto 2:45 A.M.) A.M.) whose o go down script had trying ttoo get store 2:45 get me myy grocery grocery store this new, bread.” for this improved bread.” new, improved “right “right now now for

2298 98

LLESSON E S S O N 112 2

it

make is needed, realistic but make it aa realistic action is when action needed, but action when do make make an appeal for action So, do So, an appeal be fulfilled. that can fulfilled. can be appeal, one appeal, one that

Guidelines Guidelines 1, Don’tMerelyStopat End of YourMaterial Your Material Don't Merely Stop at the theEndof 1.

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is helpful think ooff aa smooth, polished You should to think ending. I t is should bring polished ending. helpful to You speech to a a smooth, bring your your speech

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all up That is, and neatly. is, and the neatly. That conclusion as the conclusion wrapping i t all package and speech a package as a as wrapping speech as up nicely and have unity. is the that brings the conclusion should have together all conclusion that all you've It is your unity. It speech should you’ve prebrings together preyour speech well as subthat subabout that the specific specific points sented—your basic basic subject as the sented—your as well points about subject or viewpoint, viewpoint, as and the used to the points. data used the data ject and to support points. ject support the bit o final point its last then and then off data last bit data and with its don’t simply present Therefore, Therefore, don’t point with present your your final well-worded conclusion. conclusion. coherence Rather, stop. Rather, bring coherence through a a well-worded through bring stop. 2. Don’t Apologire 2.Don't Apologize such lines Don’t say Don’t linesas: as: say such have all the that’s about and II’m So that’s didn’t have that for that it, and about it, really sorry ’ m really # So figures for all the figures sorry II didn’t kinda getthe and II hope there just time, and but there wasn’t time, budget, just wasn’t o u kinda idea. budget, but hope yyou get theidea. close by let m able tto So let this up how that II wwasn’t work by ssaying #§ So aying h o w ssorry o r r y II aam m that a s n ' t able o w o r k this mee close as a up as about all that’s about teft any questions and iiff II left But that’s speech. Bur wanted t o say, regular all II wanted regular speech. questions or say, and have questions, could try maybe if you really regret doubts, doubts, II really that, only only maybe questions, 1I could to regret that, try to you have them. answer answer them. ©

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fact you have an for the of your speech, the start do have suggested for speech, i f iin Just we suggested as we Just as honest, n fact an honest, start of you do

is usually duc the the audience, have the audience, iitt is legitimate apology better to have legitimate rather than chair rather the chair than apology duc usually better

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be the other other hand, the ttwo Onn the me you above don’t don’t seem hand, the examples above w o examples o me to be seem tto jusexpress i t . O you express jus-

have been tified; the the speakers should have tified; been prepared. speakers simply should prepared. Don't Stretch It Ow 3. Don'tStretchit Out 3.

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The rambling, is one The I-don’t-know-when-to-sit-down speaker of the the most rambling, 1-don’t-know-when-to-sit-down speaker is one of most annoying annoying

listen to. is enough. One example people people to to. One t o listen example is enough.

Well, that that pretty much covers #6 Well, what II wanted can’t add wanted ttoo say. covers what add anything. really can’t pretey much anything. say. II really Ass 1 said already, I said doo think A think we idea and this idea need already, 1 d vote for to vote and get iitt going, for this we need even if get going, even in m lot, as a lot, iitt costs costs a explained in as II explained not sure, but I hope speech. I’m I'm not sure, but feelas as 1I myy speech. hope you you feel that’s about doo about about all about this, and—well, that’s d have any this, and—well, If yyou I’ll all | cansay. say. If o u have questions I'll any questions is important, give give them try. IItt is however, and... important, however, and... w e l l . . . 50. . . . well...so.. a atry.

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Get ttoo your Get point. your point. Summarize specific, Summarize specific, precise precise points. points. with something Finish with remember. we'll remember. Finish something we'll But most all—finish! Please!! Please!! But of all—finish! most of 4, Don’tIntroduceNewP Don’t introduce New Points 4. oints Avoid: Avoid: § A And one thing wanted to ® n d one thing more to say more II wanted was... say was... Oh, and § Oh, tell you # forgot t o tell and II forgot that.... . . you that.

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in fact fact overlook did in If really critical critical point, If you overlook a really into the you did the point point, try ease into point smoothly. smoothly. try to ease

This may This happen following following aa question-and-answer in which question-and-answer period, may happen which aa question from period, in question from

DESIGNING CONCLUSIONS DESIGNING CONCLUSIONS

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99 2299

the audience basic point audience might had not the work You might work that you uncover a basic might uncover point that not presented. presented. You you had wording i t so iitt iinto the conclusion n t o the conclusion you after the hat discussion by wording the discussion so tthat planned ttoo present present after you planned have a relationship with the rest of the new point of the your speech. For example: For seems t o have example: speech. point seems relationship rest your

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fire covered these these three basic features—location, of the the new fire features—location, size, I've covered and cost three basic # I've size, and cost of Let’s now add add just have station. Let’s Now, of station. just one of course, one more—appearance. we have course, we more—appearance. Now, will be invited tto be invited committee, too, recommendations on tthat. recommendations h a t . And your t o o , will o help design design your committee, and suggest will come But they will critical thecritical later. Right features. But and come later. now, the Right now, suggest appearance appearance features. those oflocation, and cost. Sa . . [into memorable statement]. size, and location,size, points [into a statement]. are those cost. Sa. points are a memorable &

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Wanted 5, Don'tSay Don't Say “AndOne “And One ThingMore 5. to Say” Thing More || Wanted Say”

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This point the ttwo extension of the stretch itit oout This is aann extension Don’t point is w o pprevious r e v i o u s guidelines: o n ’ t stretch guidelines: D u t aand n d ddon’t on’t its o because this this unpleasant introduce new introduce w n paragraph irritating new points. points. IItt gets paragraph because unpleasant andirritating own gets its used so phrase is used phrase is often. often. and

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6. Don'tPack Don’t Pack uupp Early 6. Early This is a You'll in the the l elesson s s o n on polishing o in n t r o d u c e d tto e r e iintroduced This tip you delivery. You'll a tip polishing your were you w your delivery. before the ideas the audience, remember tthat should stay there before remember audience, presenting h a t you presenting your stay uupp there you should your ideas finished speaking. idea that until you're until that you've h e m tthe h e idea speaking. Don’t give give tthem you’ve quit thinking you’re finished thinking in about your them subject starting packet, your n i them putting notes, r u o y up picking by subject about by picking your up your notes, putting your pocket, starting audience. toward your otherwise deserting before your seat, or otherwise toward deserting your your seat, your spot spot before your audience. 7. Don’t You Leave the Don't Continue Continue to the Lectern Lectern 7. to Speak Speak as as YouLeave is another This is another tip when you and studied delivery delivery techniques This tip tthat h a t was was presented techniques and presented ttoo you you studied you when before the is repeated the audience, audience, maintaining here for for emphasis. there before emphasis. Stay is Stay up repeated here maintaining contact, contact, up there Then, take and move words are ut. take a slight u t . Then, final words slight pause, o u rfinal n t i l yyour uuntil are o move o out. out. pause, and Your Conclusion Work oonn Your Conclusion Carefully 8. D Doo Work 8. Carefully is most alert during the smart the good concluRemember, the listener or the Remember, during your smart listener good reporter most alert reporter is your concluof your who start be misled misled by the the shallow, members of audience who shallow, unthinking Don’t be sion. Don’t start sion. unthinking members your audience do. before you do. out” before “move out” o “move tto the sounds of an audience getting leave as intimidated bbyy the sounds of ready tto o leave getting ready speakers are an audience as are intimidated Many speakers time allotment. This is especially the end end ofhis her time especially apparent allotment. This his or her p e a k e r gets a sspeaker near the gets near apparent iinn will usually those last classes. But But the hardest during the ttop lecture classes. last usually cconcentrate o n c e n t r a t e hardest t u d e n t s will o p sstudents lecture during those in the the cclass closing binders, binders, zipping l a s s are e w minutes, ffew are audibly closing even though minutes, even though many zipping up up many in retractable desk desk into their their pockets, briefcases, clipping books, lowering lowering retractable briefcases, pockets, sorting sorting books, clipping pens pens mto and ssuch. will usually Even an lecturer will their sshoes, r y wo an average u c h . Even h o e s , and n t o their arms, usually ttry shuffling iinto to average lecturer arms, shuffling the ppoints that eend review—and very are the nd u o i n t s that h o s e are as quesf t e n t those resent a a summary, ppresent very ooften summary, aa review—and upp as questions oonn aann exam. exam. tions

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That You Are About toFinish,If Out That to Finish, Helpful Helpful 9. DoPoint Do Point Out YouAreAbout 9.

have reached reached the the conclusion conclusion part of of your speech with such such that you speech with You can signal that You can signal you have as p o i n t e r phrases” ““pointer phrases” as Fletcher

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in conclusion. conclusion . . . And so, so, in #» And Now three main main ppoints... oints... . let's restate ow #» N restate our three let’s of these these points... To this all together, think again ¥ To again of points . . together, think bring this all # bring have we what have today? First. . . . we said And so, said today? #» And so, what .

Leon

by 2001

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First...

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is you whe audience. (But remember, it is restless audience. them (But remember, often help quiet These often a restless These quiet a you who got got them Such pointer often help points. Such emphasize your points. These statements help emphasize restless.) These are phrases are pointer phrases statements often restless.)

3300 00

LLESSON E S S O N 112 2

heads usuthe better better heads but the tune out, but minds ttoo tune the weaker weaker minds usuo the sometimes recognized sometimes as cues cues tto recognized as

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listen harder. harder. ally listen ally 10. 10.

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Do Look for Opportunities DoLook Opportunities

What May Follow Tie in with with WhatMayFollow to Tiein

will help is tto words that that will the opposing be presented view is r y to If the help to present o be H next, ttry presented next, opposing view present some words and the the next. For example: example: r views and the gap between yyour o u views next. For bridge bridge the gap between be helpful this plan. be hearing » IIna the reasons helpful plan. IItt might might be o u ' l l be against this n a moment, # hearing the reasons against moment, yyou'll

have this mind this plan—in for you plan—in mind points—the reasons must have for reasons why we must you ttoo keep m myy points—the this plan hear. Remember, about to need this and compare them with with those those you're Remember, we t o hear. we need and you’re about compare them and because, first.... make this do make this comparison, fairly, and first . . . . IIff you because, objectively, fairly, comparison, objectively, you do need for be evident. evident. {Then, for w what into your the need will be (Then, into wee recommend hat w recommend will honestly, honestly, the your memorable statement. memorable statement.)

have ttwo is ttoo follow, conclude follow, yyou If a question-and-answer w o options. o u have First, conclude period is If options. First, question-and-answer period the only and then handle the the questions. then handle Orr second, especially iiff you're speech, and your second, especially questions. O you’re the your speech, the questions the discussion discussion part Give aa speaker, o n s i d e r the as part speaker, cconsider speech. Give questions as part ooff the part ooff your your speech. Kind of of internal finish handle the internal summary the discussion of the handle speech, your f o part discussion the hnish speech, u o y as kind as part semmary you your and the structured then wrap the question with aa regular, speech and questions, regular, structured period with questions, then question period wrap up up your your speech conclusion. concluston.

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DooMake Make the the Conclusion Conclusion 10 Percent o r Less Less o 11, D 10 Percent Your Speech off Your 11. Speech Recall the the three for the the length of the the guidelines three parts of your guidelines for Recall speeches: length of parts of your speeches:

Introduction IL.. Introduction IL. Discussion Discussion IL. Conclusion I I . Conclusion ITI.

10-15 percent 10-15 percent 80 percent 80 percent 10 percent less orless 10 percent or

of 150 That means the average 150 words have words aa minute, speak at at the That means that that iiff you speak rate of minute, you average rate you have 75 words about 75 words for for the the conclusion conclusion for for aa 5-minute 5-minute speech. only about that's not speech. Clearly, Clearly, that's not very very much. successful w much.Still, with Still, many campaigns are televisions commerare highly advertising campaigns i t h televisions highly successful commermany advertising cials of of even words. SoSo fewer words. that you work carefully cials even fewer the design it's important it’s carefully oonn the important that design ooff you work the conclusions conclusions tto o your the speeches. your speeches. Of fcourse is only 10 percent O course tthat h a t 10 be orless less is Sometimes your conclusion can guide. Sometimes only a guide. can be percent or your conclusion is of such as of ggreat when the shorter, the subject shorter, such interest ttoo your audience. For as when r e a t interest For example, subject is example, your audience. students oonn hhow concluding financial aid speech 1to for some new financial aid college students 0 college concluding aa speech apply for o w ttoo apply be very need not the other certainly need Onn the other hand, long. O with the the purpose not be speech with hand, a speech very long. purpose ooff perperaudience ttoo take take some suading is undesirable—such action tthat some specific an audience specific action suading an h a t is undesirable—such as o t i n g tto o as vvoting increase their in an their own well need dues in need a increase an organization—may conclusion. own dues organization—may well a longer longer conclusion. The like the Thepoint pointis that, long long or short, the rest is that, short, your of your conclusion, like should rest of speech, should your conclusion, your speech, basis of the basis of some calculated jjudgment bedesigned some rational, designed oonn the specific, calculated rational, specific, udgment o onn your your part, part. 12, DoMake Do Make Your Consistent with 12. with the the Resto YourStyle Rest off Your Speech Style Consistent Speech be

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The reason is obvious. obvious. The reason needed because, because, strangely, The guide guide is needed few otherwise The strangely, quite otherwise fluent, fluent, polished quite aa few polished speakspeakand structured formal and in cconcluding structured in ers ers bbecome e c o m e quite quite formal when seconds before before they oncluding w h e n seconds they were were casual and and easy. Your cconclusion be presented casual should be o n c l u s i o n should the same same tone, easy. Your tone,style, form, aand style, form, presented i n the nd and discussion. wording introduction and discussion. as your wording as your introduction

in

DESIGNING CONCLUSIONS DESIGNING CONCLUSIONS

01 3 301

13. Do Do Write of Your Conclusion Write out theFirstSentence Card 13. Conclusion on Your Note Card the First Sentence of on YourNote

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find it most helpful the first IT find u t word for word card the first sentence, word on note card most helpful ttoo write oout sentence, oorr on my my note least the of the of that the conclusion. the beginning first sentence, ar t h a t first at least conclusion. IItt helps helps me begin my me begin beginning of sentence, of my

and with confidence. become more As you conclusion smoothly confidence. As conclusion a as a smoothly and experienced as more experienced you become audience’s reaction speaker, well begin begin ttoo “read” vour speaker, you speak. IIff they reaction as they as you you speak. may well you may vour audience’s bored at one add a joke, seem come t o add seem bored story, a startling stajoke, an one spot, an unusual unusual story, startling stamay come spot, you you may well informed be well shorten i t considerconsiderustic. IIff they informed on istic. o be o i n t , you anther ppoint, they seem seem tto on anther may shorten you may have a and significant ably. IIff you ably. a question significant points arise. new and period, new question period, points may may arise. you have bring To be for a these in variables a uniTo be prepared t o bring uniall these possible variables in my speech possible prepared to together for my speech together all skillful conclusion, Arse ssentence the conclusion. fied, skillful conclusion. Then, ate n t e n c e of the h a t Arst u t tthat fied, matconclusion, II write oout Then, no no m bring far |I may all back [ how far tter e r how roam in my speech, I can always s t a r t t o bring i t all speech, always back together, can together. start to my may roam far. B have ttoo refer refer ttoo tthat because | don't don’t really But Frankly, h a t script, h a t far. ut rarely have really roam Frankly, 1 rarely script, because roam tthat the assurance, all if [I need need it, writing u t the i v e s me h a t II can the sentence it, tthat can bring me the bring iitt all writing oout sentence ggives assurance, if together. together. of yyour the rest of yyour be iin The T h e rest o u r c conclusion, o n c l u s i o n ,like l i k e the o u r speech, h o u l d be n ooutline u t l i n e fform orm rest of speech, sshould rest of o n your n o t e ccard. ard. on your note lesson o look aatt these these cconclusions And nnow, And o w ,to t o cconclude o n c l u d ethis t h i s lesson o n c l u s i o n s ffrom rom conclusions, aa look onn conclusions, professional may help. help. speeches may professional speeches

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conclude: et m LLet mee conclude:

is based based on historical vision vision of America’s role; role; of America’s Our [foreign] [foreign] policy policy is Our on an an historical derived from view of is derived from alarger of global globat change; change; larger view IItt is in our moral moral values; values; rooted in IIvt is rooted material wealth wealth and and by is reinforced reinforced bbyy oour ower; u r military u r material by o IItt is military ppower; our is designed designed t o save mankind; save mankind; IItt is be make you American. hope will that I hope And iitt is isaa policy American. be o t proud to will make policy that And proud you President of the the United United States; States; Former President Jimmy Carter, Carter, Former Jimmy South Bend, Indiana Bend, Indiana Notre Dame Dame University, Speech aatt Notre University, South Speech

to

1

-

close with with one - LLet e t me me close one thaught. thought. will all all be be competing fervent hope within m ylifctime that within on a a is m lifetime we we will Iv is competing on hope that myy fervent being and chat level playing that successfully field, no longer successfully treated differently, differently, and level playing field, longer being treated will be much the will be be the be so the nnorm the longer will there no h a t there o r m tthat managed diversity managed so much no longer diversity will hold a such asthis. conference such a conference this. o hold e e d tto nneed will and a v e accomplished something i l l hhave friends, w Then, Then, m yfriends, wee truly w something very great and very great will be be the the beneficiaries. beneficiaries. which your children will for which for something special, very very special, something your children Thank you. Thank you. Executive Officer, Farah M President and and Chief M.. Walters, Walters, President Officer, Farah Chief Executive Health System, Cleveland; Hospitals of of Cleveland; University System, University Hospitals Health University Hospitals University Hospitals the Effective Conference Effective Diversity Speech a Speech Diversity Management Management Conference att the Research University, Ohio. Case Western Western Research Cleveland, Obio. a University, Cleveland, att Case Te

my

as

Copyright £ 2001 by Leon Fletcher

my

Fletcher

Leon

by 2001

©

‘Copyright

find out. of conclusions? Let’s find conclusions? Let’s o w a master Are you master of out. you nnaw

302

LESSON 12

Eccentric English Eccentric English blackboards can be In our our language, language, blackboards In can be

is neither neither pine blue o rgreen, there is green,there blue pine and no ham in in pineapple, in nor apple apple in nor pineapple, and no ham done be done Homework can hamburger. hamburger. Homework can be in school, in school, boxing boxing rings are square, rings are square, made of paper, be made tablecloths can tablecloths can be paper, dialed by most telephones are most telephones being by being are dialed or

woman can punched or pushed, 2a woman can punched or pushed, but a station but can’t woman man a station man woman man can’t a man

don’t fing, fingers don’t stings—but fingers fing, grocers stings—but grocers don’t groce, ham. don’t ham. hammers don’t don’t groce, hammers teacher taught, doesn’t aa IfIfaa teacher why doesn’t taught, why Werecite recite at preacher praught? We at a play preacher praught? play recital. Privates cat in a a recital.Privates at a play at and eat in a play while generals inaa general general mess generals eat mess while eat in and

private ptivate mess. mess.

a

hundreds more and hundreds Those and such Those more such and confusions confusions are contradictions and contradictions are

writer is a who writes, a person writes, A writer person who

the fascinating in the noted in book Crazy noted fascinating book Crazy

one. one.

is that and a is something and a stingeris something that stinger

Richard Lederer. English by by RichardLederer. English

DESIGNING DESIGNING CONCLUSIONS CONCLUSIONS

03 3303

AASSIGNMENT S S I G N M E N T 117 7

Conclusions: Self-Test Designing Self-Test Designing Conclusions:

>

b

this

ACTION: Take self-test. ACTION: Take this self-test.

INSTRUCTIONS INSTRUCTIONS

if

For each is a the tips For each ofthe the following, conclusion tthat utilizes the following, state a conclusion state if iitt is h a t cffectively cffectively utilizes tips ‘we've suggested this lesson lesson or i f it does does nnot. basis for your we've o t . SState t a t e the basis judgment. suggested i n this your judgment. of

in

or

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And in conclusion, conclusion, let recall the the three three highlights summarized briefly And so, in we've summarized let us highlights we've briefly us recall so, the life of C adherence t o the ttoday o d a y i n the life of e s a r Chavez—his r i n c i p l e s of nonviolence, Cesar Chavez—his adherence the pprinciples nanviolence, his lleadership of ffarm his receiving the P Presidential Medal of Freedom. labor, his As his e a d e r s h i p of a r m labor, r e s i d e n t i a l Medal Freedom. As receiving the himself said, need tto “We need said, “We C e s a r Chavez Cesar Chavez himself students aand o help n d parents h e r i s h aand nd help students parents ccherish this ccomand sstrengthens cthnic nourishes and preserve he e t h n i c aand n d ccultural u l t u r a l diversity diversity tthat h a t nourishes t r e n g t h e n s this ompreserve tthe mmunity—and u n i t y — a n the d the nnation.” ation.”

in

to

1, Effective Effective or 1. not? or not?

Reason: 22.. Reason:

in my the need need for this main reasons I’ve presented the three three main for the for this Again, the speech for Again, presented in reasons I've my speech is ddifficult of date, the present that the date, aand unfair, iitt iiss oout ifheult n d iitt is change iin u t of a w iiss unfair, are that a ware n llaw change present llaw is costly tto And also ttrue the law law is administer. So be sure So please enforce. And please be o administer. h a t the r u e tthat it’s also o enforce. tto sure the election election nnext week. for this change in the e x t week. this change o t e for o v tto vote

it’s

in

Effective or nor? 3. Effective not? 3. Reason: 4, Reason: 4.

about this of motor. So I've I’ve talked talked tto this new type of o you So motor. Any questions? questions? you about

Copyright & 2001 b y Lech Fletcher

Effective or not? 5. Effective not? 5.

Fletcher

Leon

by 2001

©

Copyright

Reason: 66.. Reason:

3304 04

LESSON 1142 LESSON 2 and distinctive features features and motor—its distinctive know little about this new motor—its N o w you little more Now more about you knowa its economy. its economy. Effective or not? 7. Effective 7. not? Reason: 88.. Reason:

this proposition. the third third reason Three reasons the against this o r vvoting o t i n g against reason ffor proposition. Three reasons be enough make up mind, first, should certainly be sure for you should first, be certainly be enough for sure ttoo vote; vote; you ttoo make up your your mind, second, vote second, and third, We’re h e proposition; friends tto against tthe third, get o vvote. o t e . We're vote against proposition; and get your your friends election. counting o u rvote vote aatt tomorrow's tomorrow’s election. counting oonn yyour that’s So that's So

Effective o 9. Effective 9. not? orr not? 10. Reason: Reason: 10.

for

‘Well, those the three those are three reasons this proposition. is n o t Well, are the reasons for voting against against this First, iitt is proposition. First, not the interest interest of of your second, i t will will cost iinn the and third, third, it is poorly students; second, us more; cost us your students; more; and poorly written. w ritten.

it

it

Effective or not? 11, Effective 11. not? 12, Reason: Reason: 12.

ITtt scems o me scems tto me we we must start o n must start this project the old old proverb this project soon. soon. AAss the A proverb says, says, ““A time saves sstitch t i t c h iin n time this pproject, nine.” With With this saves nine.” r o j e c t , we times as nine times we might save save nine as many many students from from dropping of school. school. students u t of dropping oout on

Effective o 13. Effective 13. not? orr not? 14. Reason: Reason: 14.

DESIGNING CONCLUSIONS DESIGNING CONCLUSIONS

05 3305

‘We've gone each of of the need to take We've the steps checked take to get through each car checked steps you get your gone through you need your car

and they detailed them, There are Wee detailed o four steps, u t . There them, are just just four out. won’t take take very ong. W they won't steps, and very l long. have no charshould have explained trouble. Remember, them, so explained them, so you Remember, as as some some cartoon no trouble. cartoon charyou should safe car acter said, “A A safe happy car.” car.” acter said, car is a a happy 15, Effective Effective or not? 15. not? 16. Reason: Reason: 16.

this speech. Picture aagain unfortunate family Picture g a i n tthat described ttoo you started this h a t unfortunate family II described speech. A as II started you as old and and handicapped father, aand n d triplets o w eight mother, an unemployed father, an unemployed handicapped mother, eight years triplets nnow years old But I tell the stricken blind just those stricken just one e a r ago. B u t 1 didn’t tell you the names of t h o s e tthree hree one yyear names ago. you is Hope. the third One is nnamed third is could ttheir girls. a m e d Grace, h e i r pparents arents girls. One one is Joy, How could Grace, one Joy, the Hope. How such appropriate hhave a v e possibly picked such names eight possibly picked appropriate names cight long long years ago—names, years ago—names, have used used ttoday each ooff the the three which three reasons words, h i c h II have o d a y tto o summarize words, w summarize each or o ur reasons ffor our of help families. Grace, tributes. program o needy Grace, Joy, joy, Hope—indeed living tributes. help tto Hope—indeed living needy families. program of

is

Effective or not? 17. Effective 17. not? 18. Reason: Reason: 18.

try

what I’ve we three things we do for for review, then, then, what IIn n review, I've presented try ttoo do today are are three presented to you you today

We help We help them them identify trades trades or students. We them identify their their strengths. help them students. strengths. We technical them ttoo identify we help those strengths. thar utilize utilize those And we help them identify aa technical strengths. And be best school or college best for for them them iin their strengths that would would be n turning college that school strengths into turning their I’m sorry detail, but couldn’t go into m but there there just wasn’t asn't just w o r e detail, skills. I'm employment employment skills. more go into sorry II couldn’t in sstone and displayed carved in time. But But the the motto of our organization, the t o n e and over the displayed over time. motto of organization, carved succeed!” “You can door of student: “You all, says building, says o every can succeed!” says i t all, u r building, of oour door every student: says iitt tto

pprofessions rofessions that

or

it

Effective or not? not? 19. Effective 19.

Copyright © 2001 by Leon Fletcher

Reason: 20. Reason: 20.

Fletcher

Leon

by 2001

©

Copyright

3306 06

LESSON LESSON 1122

Answers Answers 1. Effective. Effective. 1. and main Reason: reviews reviews subject and memorable statement. 2. Reason: main points; statement. 2. points; presents presents aa memorable Not 3. 3. Noteffective. effective. Reason: introduces 4, Reason: introduces new point. 4, point. Not effective. 5. Not effective. Reason: merely stops; memorable statement. review; no memorable 6. Reason: statement. stops; no review; Not effective. 7. Not effective. Reason: no memorable memorable statement. 8. Reason: statement. Not effective. 9. Not effective. does nnot in discussion. Reason: does that the discussion. Note the review same Note that points as 10. Reason: o t review as presented same points presented in this proposition,” the next but the first sentence first restates a o r ““voting v o t i n g against sentence restates a reason next against this proposition,” but reason ffor for the three reasons three reasons the review, gives sentence, sentence, the the review, gives three o t three reasons for reasons ttoo vote, vote, nnot viewpoint. viewpoint. Not effective. 11. Not 11. effective. Reason: nno 12. Reason: memorable statement. 12. o memorable statement. Not 13. N 13. o t effective. effective. Reason: no 14. Reason: 14. noreview. review. Not effective. 15, Not 15. effective. 16. Reason: Reason: no restatement 16. restatement of of points. points. Effective. 17. Effective. 17. Reason: reviews 18. Reason: and presents reviews subject and main main points, 18. memorable statement. subject and points, and statement. presents a memorable Note thecreative review with the memorable of review with the Note the creative intermixing memorable statement. intermixing of statement. 19. Not Not effective. 19. effective. 20. Reason: Reason: includes 20. apology. includes apology. RH

POON

Scoring: Scoring: each correct for each 11 point point for correct answer answer 20 points 20 »‘ points Needed t o pass: 80 percent, 16 points Needed points pass: 80 percent, oorr 16

1-20: Questions Questions 1-20: Total possible: possible: Total

to

the

15 o redo fewer points, If you Hf lesson. IIff you please redo 19 points, the lesson. 16 tto orr fewer o 19 points, please got 15 you got points, congot 16 you got

Perfect score? score? Congratulations! gratulations! gratulations! Perfect Congratulations! look through the Check-off Now, Check-off Tip Sheet Now, look is on Sheet on which is through the the next conclusions, which on conclusions, on the next is available Remember that available should page. should you that i t is need a reminder reminder oorr two page. Remember as you two as plan you need you plan for your conclusions for future speeches. conclusions speeches. your future On n t o the the next O next lesson. lesson.

it

to

ONCLUSIONS ESIGNING C D DESIGNING CONCLUSIONS

07 3307

Designing Conclusions: Check-Off Tip Sheet Sheet Designing Conclusions: CRITERIA 11..CRITERIA

3.1.6. Joke 3.1.6. Joke

VA Relevant Relevant 1.1.

Gimmick 3.4.7. Gimmick 3.1.7.

1A.

Common relation3.1.8. Commoen relation3.1.8.

To subject 1.1.1. To subject

_

1.2.

IInvolves nvolves

To occasion occasion 1.1.3. To 1.1.3.

Occasion, ete. 3.1.9. Occasion, etc, 3.1.9.

To speaker 1.1.4. To 1.14. speaker

3.1.10. Compliment 3.1.10. Compliment

1.3, Positive audience thinking 1.3. Positive audience thinking ccontinued ontinue

1.4, Stimulates audience Stimulates audience 1.4.

241 Summarize speech subject or Summarize 2.1 speech subject viewpoint viewpoint

2.1.1, Repeat speech 2.1.1. Repeat speech word for for preview preview word word word 2.1.2. Rephrase speech 2.1.2. Rephrase speech preview preview main points 2.2. Repeat 2.2. points Repeat main

word 2.2.1. Repeat 2.2.1. points word Repeat points word for word for 2.2.2, Rephrase 2.2.2, Rephrase points points Use parallel 2.2.3. Use parallel 2.2.3. when construction when construction appropriate appropriate

3, 223.

with repetition Combine summary Combine repetition summary with

main points of main points

STATEMENT E M O R A B L E STATEMENT 33..MMEMORABLE

31. Fletcher

Leon

by 2001

©

Copyright

3A.

subject subject 3.2. 3.2

Return ttoo ttheme attention-getter h e m eofo f attention-getter Return

33.3. 3

the ffuture uture o o k t o the LLook

to

Call for for action action 3.4 34, Call

REVIEW 2. REVIEW 2.

__

3.1.11. Importance 3.1.11. Importance ooff

audience audience

Use attention-getter technique Use attention-getter technique

LAL

3.1.1. Question Question

3.1.2.

3.1.2.

Unusual fact fact Unusual

Iilustration, etc. etc. 3 . 1 . 3 . 3.1.3. Iilustration,

3 . 1 . 4 . 3.14, Quotation Quotation

Historical event 3.1.5. ‘Historical event 3.1.5.

4, GUIDELINES 4.GUIDELINES Don’t merely sstop t o p aatt o n ’ t merely D material o u r material yyour

4.1. 4.1

of end of the end the

4.2, Don't Don't apologize 4.2. apologize

stretch iitt oout Don’t stretch 43, Don't ut 4.3. introduce new Don’t introduce 44, Don’t 4.4. new points points

I

Don’t 445. 5. D o n ’ t say A n d oone n e tthing hing m more ore | say ““And wanted ttoo say” say” wanted

up 4.6. Don’t Don’t pack pack up early 4.6. early

47. Don’t Don’t ccontinue 4.7. o n t i n u e tto o speak speak as as you you leave the the lectern lectern leave 4.8. D work on conclusion conclusion carefully Doo work 4.8. carefully Do 4.9, D about ttoo 4.9 opoint pointout o u t you are about you are finish, if helpful finish, helpful

if

to

Do in 4.10, tie in for opportunities 0. D 4.1 look for olook opportunities t o tie with w what follow h a t may with may follow

make conclusion 4.11, conclusion 10 10 percent Doo make 4.1 1. D percent or fess of of speech speech less make style 4.12, Doo make consistent with with rest 2. D style consistent rest 4.1 of speech speech of Do o first sentence 4.13, D of write first 4.1 sentence of write card conclusion on note conclusion note card

bd

1.2.

etc. ships, etc. ships,

audience To audience 1.1.2. To 1.1.2.

08 3308

LESSON 12 12 LESSON

“Tr’s not loves freedom,’ ‘America loves freedom,’ it’s not interesting it’s interesting ttoo say "It’s speech) ‘America say {in a speech)

the that everyone ‘Freedom tto is newspapers interesting ttoo say o us interesting buy on can buy us is on the say ‘Freedom newspapers that everyone can that get about anything about street cornet, just about to say street anything about comer, newspapers get to say just newspapers that real.” Make itit real.” Be specific,personalize. ..’ Be anybody. .." specific, personalize. Make anybody., .

I Sawat theRevolution

book What writer, in her book speech writer,inher What I PeggyNoonan, Peggy Noonan, speech

Saw

at the Revolution

" L E LESSON S S O N 13 13

Using a Computer Using a Computer to to Design Speeches Design Speeches is

is a “Our greatest hope here where using that there there is using aa here is that “Our a generation growing up greatest hope generation growing up where mail and using second nature.Where nature. Where browsing Internet and electronic mail is second computer browsing the Internet using electronic computer is is not here.” will be be the lead the some foreign the ones the charge They will foreign thing. is not some thing. They charge here.” ones that lead

—Bill Gates —BillGates

OBJECTIVES)

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RELEVANCE)

A

computer

this lesson,

can be

a

will be able to design

a

greatest aid in preparing

a

you

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speech.

computer.

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of a of points and data. data Convenient and fast compiling and fast a prospectus #» Convenient compiling of points and prospectus of and simple outline. o u r outline. simple entering a t a in n d ddata points aand in yyour # Quick Quick and entering ofpoints %

of

IMPORTANCE OF COMPUTERS IMPORTANCE OF COMPUTERS is opening opening up Age is Information Age “TheInformation up “The

”

all o for our for all off us, possibilities for our us, for e w possibilities nnew

and for entire nation.” nation.” children and the entire forthe children

for Bill Gates, Chief Executive Officer for Executive Officer BillGates,Chief A

CEO the 1999 1999 CEO Microsoft, speaking at at the Microsoft,speaking

C o p y r i©g2001by h t Lege Fletcher

Summit. Summit.

Fletcher

Leon

by 2001

©

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include:

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09 3309

A 10 3310

LESSON LESSON 1133

J

J

and data. data. and ease ease iinn adding points and Speed and Speed adding new points and data. data. the sequence of your points in changing points and Flexibility changing the Flexibility in sequence of cards. and note outlines and rewrite your note cards. Not having having to repeatedly Not repeatedly retype your outlines retype oorr rewrite and accurate version of your latest accurate version neat, and your latest smooth, complete, complete, neat, Always having aa smooth, of course, can screen—from which, the scrcen—from which, of for your outline for outline right on the course, you speech right you can your speech and easily “hard” (printed) easily get (printed) copy. quickly copy. quickly and get a “hard” and organization. o u r thoughts Increased clarity organization. thoughts and clarity ooff yyour - Increased

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LAB

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Your Hard Folder for Hard Drive, Drive, a 1. Establish,i a Folder 1. the Directory Establish, inn the Directory of Your Your Speeches Designing Speeches Designing Your should put: folder yyou o u should h a t folder IInn tthat put: #6

for outline for s k e l e t o n outline file containing Afile containing aa ““skeleton

for

to fill

is,

with outline with —that is, aa partial speeches” speeches”—that partial outline

is

outline is in as skeleton outline That skeleton blanks for you speeches, That as you t o fill in blanks you you prepare prepare speeches. presented following pages. presented oonn following pages. each of different file » A of your A different for each speeches. file for your speeches. » Data Data you future speeches. that you speeches. n future come across want to use use iin across that P you might want you come

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folder: that folder: three advantages There are There advantages t o establishing are three establishing that

You will of your materials. track of # You will simplify speech materials. simplify keeping keeping track your speech able tto be able from one one speech include iinn another another borrow information speech t o include information from o borrow o u ' l l be # YYou'll and more more easily. speech quicker easily. speech quicker and able tto and be able You'll be of the outlines speeches side side speeches various your of outlines the contrast and o compare # You'll various contrast your compare well as the other—whichever other—whichever you one after prefer. after the side, as byside, as well as one you prefer.

to

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hard drive, also maintain, drive, you folder on that folder addition ttoo that should also maintain, preferably n addiuon IIn preferably on your hard you should usual backup of tthat for storage one disk disk, your disk for h a t folder. oonn a separate By designating designating one backup of folder. By your usual storage separate disk, need them. them. them when when you materials, you'll speech materials, finding them all your ofall you'll simplify your your finding your speech you need of

File N SKELETON.DOC Establish a File Named a m e d SKELETON.DOC t Folder,Establish h a Folder, n TThat 22.. IIn That file for a speech.” That file for “skeleton “skeleton outline outline for That file name t a n d s for name obviously name will file name will obviously sstands speech.” That for either work for Word” or ““Word name Perfect.” IIff tthat work either ““Microsoft M i c r o s o f t Word” W o r d Perfect.” h a tfile file name is nnot o t acceptacceptthe software able ttoo the file some software you then of course, the file other name that mmeets able give the eets some other name that use, then course, give you use, the file software. Whatever the specifications of your software. the it, the Whatever you remind you should remind file should specifications of name it, you name you is the that i t is outline for the place that provides with apartial place that for yyou that speech, ready o u with partial outline provides yyou for a speech, ready for o u tto o fill in in as speech. fill as you design aa speech. you design

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A COMPUTER COMPUTER TO USING TO DESIGN DESIGN SPEECHES USING A SPEECHES

3 11 311

That File, 3. 3. IInn That File,Enter the Following: Enter the Following:

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such an this case, that’s a form stored stored iinn a sset template. IIn e t form Computer users an entry a n this a template. call such userscall Computer case, that’s

the blanks blanks on the the form. And form. And word processor filling iin . your h a t you simply filling n the by simply can use use by you can your word processor tthat of course, what we to do—design do—design your speeches bbyy entering tthat h a t iis, s , of we urge entering your course, what urge you you to your speeches your outline. and that skeleton data outline. skeleton t a h t n o data and points points on of the the sskeleton need ttoo ccreate You need outline ffor shown o r a speech k e l e t o n outline w n template r e a t e your You speech as as shown template of your oown Perfect” while word “Microsoft Word™ Word” or “Word “Word Perfect” word processors above u c h as as “Microsoft e c a u s e while b o v e bbecause a processors ssuch do nnot include templates ot u r c h a s e orders, brochures, ppurchase orders, eic., l e t t e r s , envelopes, include envelopes, brochures, they do etc., they templates fforo rletters, of the for aa speech the outline outline for here. are studying speech as studying here. as you provide you are template of provide aa template basic format for aa sspeech the basic format for That template hat p e e c h tthat e r t a i n l y recognize, o u ccertainly contains, as That as yyou template contains, recognize, the of this this book. learned back back iin the second second lesson lesson of book. n the you you learned

as

Copyrigh ©t2001 by Leon Fletcher

SKELETON.DOC Another File of SKELETON.DOC Same Make aa Copy File (on the the Same as Another Copy of 4, 4, Make Disk) Speech Speech Disk)

Fletcher

Leon

by 2001

©

Copyright

You should will be be the should keep This copy the template that design your speech. You keep that use ttoo design This template you'll use your speech. copy will will be be available available version of the template, SKELETON.DOC, without of the first version entriessoso i t will withoutentries template, SKELETON.DOC, first when for disk designing speeches. speeches. subsequent designing when copy subsequent o t speech you for disk speech your n o to on your copy

it

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File

in

New You Remember So You Remember Which Name that New Speech IsIs i n IItt Which Speech File So 5. 5. Name is compatible of course, be one select must, The file with whatever whatever softsoftone tthat h a t is compatible with name you file name The must, of course, be you select for word word processing. using for processing. ware you're using ware you're

3312 12

LLESSON E S S O N 113 3 by Filling in Basic Your Speech the Copy,Start Speech by 6. IInn the 6. Copy, Start Designing Filling in the the Basic Designing Your Event Location, and Event of the the Speech:Purpose,Audience,Date Specifics of Specifics Speech: Purpose, Audience, Date,,Location,and of your will help ensure plan, will speech plan, the top of you, front of ensure at the i n front those specifics specifics in Keeping your speech Keeping those you, at top of that’s appropriate for your speaking situation. situation. that you'll that appropriate for you'll design speech that’s design a speech your speaking

Headed “Prospectus” the Section Section Headed 7. Enter Specifics “Prospectus” 7. Enter Specifics iinn the in back in that were use—the tips presented back Remember—and use—the tips on developing were presented Remember—and developing aa prospectus prospectus that Lesson 10,Designing Discussions: 10, Designing Discussions: Lesson .

outline. before yyou make entries ¥, Start begin your o u begin entries iinn yyour o u r prospectus Start ttoo make 1. your outline. prospectus before

at

data. and data. least 15 Include at least 20 points 15 ttoo 20 2. Include 2. points and

ideas come to your several days, list over a mind. on this of several 3. Work as ideas Work on this list days, as 3. a period period of your mind.

and data the points remember them; than simply trying data rather 4. Actually enter rather than them; 4. trying ttoo remember points and enter the lose many down. them down. don’t write write them you'll you'll [osc many iiff you you don’t

leave tthe Many he o leave i m p l y tto find iitt helpful designing speeches people designing a n ypeople speeches o M helpful ssimply onn a computer computer find whenever you're of your the screen template screen of you're working on open template you're you're working computer whenever your computer open on the of it. “screen that kind of “screen saver®—a saver’—a design should use around it. (Of design that around (Of course, use some some kind course, you you should the life few minutes of of no action—to minutes of action—to help preserve life of fter a n automatically comes comes oon a few automatically aafter preserve the is much the template much more before you, With the likely always before more likely screen.) With your template always computer's screen.) you, it is your computer’s ideas for and that before yyou them immediately, for your that you'll that you'll ou immediately, before speech and that you'll enter you'll get enter them get ideas your speech time t o forget have time them. have forget them.

it

to

Your Outline From that Material for 8. From Outline 8. for Your the Material that Prospectus,Select Prospectus, Select the select the and select Ass you've the most learned, llook A o o k through through your most interesting, interesting, you've learned, prospectus and your prospectus will shock hold will hold that will that will the story shock yyour listeners, the specific—the statistic unusual, statistic that o u r listeners, unusual, specific—the story that them spellbound, will get them nnodding the quotation that will That becomes, becomes, them spellbound, the o d d i n g agreement. quotation that get them agreement. That of course, attention-getter. your attention-getter. course, your material from from iitt into into Continue working Continue working your way through your your prospectus, prospectus, moving material way through

your outline. your outline.

‘

\

this process is iin that one the biggest for word processor IIet is n this biggest advantages advantages ooff aa word one ooff the process that processor for shines through. a speech designing designing a speech shines call iitt “massaging” users call processing through. Computer Computer users “massaging”—processing and data data from data, moving points from one one place until you to another, data, place to h a t seems another, until points and seems you develop wwhat be the And have on your combest possible the best the time, time, you tto o you all the possible arrangement. all you have you ttoo be arrangement. And smooth, polished, puter outline. Gone screen a smooth, polished, complete, Gone complete, accurate presentation puter screen presentation ooff your your outline. thase messy handwritten inserts, are inserts, sloppy botherare those indicating new arrows indicating locations, bothersloppy arrows messy handwritten new locations, and such. some crossouts, such. some crossouts, jumbled reentries, and jumbled reentties,

9. Complete Research Additional Research 9. Complete Additional

of

mine As you be a As for your gold mine information for of information probably know, your can be a gold your computer computer can you probably your limitless, On-line resources speeches. On-line speeches. seem limitless. resources seem

Examples: Examples: is detailed detailed at culture is » Hispanic at gopher://latino.sscnet.ucla.edu. Hispanic culture gopher://latino.sscnet.ucla.edu.

The search found 4,885,432 “Excite” found engine “Excite” documents oonn public 4,885,432 documents # The search engine speaking. public speaking. will provide with stories smiles ttoo your stories tto # news:rec.humor.funny help bring provide you news:rec.humor.funny will o help bring smiles you with your ewe

audience. audience.

the many and sites be tedious sites can and costly, Digging tedious and menus, routes, through the Digging through routes, and but can be costly, but many menus, valuable information. often provides information. FFor often o r example: example: provides valuable

A COMPUTER USING A 13 TO DESIGN DESIGN SPEECHES SPEECHES 3313 COMPUTER TO Fa

fr

fl for information for your Searching210 speeches? your sp £

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“search engines” Here are search the Web will search Web for h a t will —places tthat are some Here for information information you some “search engines”—places you

for. ask for. ask

http://wwrw.excite.com http://www.excite.com http://lycos.com hetp://lycos.com http://webcrawler.com http://webcrawler.com hrtp://www.altavista.digital.com hutp://www.altavista.digital.com http://www.goto.com http://www.goto.com htep:// www.yahoo.com hup://www.yahoo.com http://www.infoseek.com http://www.infoseek.com basic sources of material for your material for Or, you t h e biggest ofthe w oof o n s u l t ttwo Or, biggest basic speeches: sources of you might cconsult your speeches: Library Congress: http://catalog.loc.gov Library ooff Congress: http://catalog.loc.gov Britannica: hutp://www.britannica.com Encyclopedia Encyclopedia Britannica: http://www.britannica.com this encyclopedia allows yyou before subscribing.) o u t o try A t present, ((At for 3300 days days before encyclopedia allows subscribing.) present, this try iitt for

to

for

Looking books that don’t have have andand are Looking forparticulor o u don’t that yyou particular books

not

in your focal libraries? of the

t

in

your

focal

libraries?

The addresses below below wwill what are off T h e addresses i l l get o u tto o what o f the biggest listing o same biggest listing are reportedly reportedly some get yyou

if

book search by You can books anywhere. then order order the the book books title, author, subject, then if you author, or subject, anywhere. You can search title, you the books books listed have comments and some have statements from readers, readers, and w a n t . Many of the listed have Many of some have comments from statements want. about this from their their authors. authors. (Yes, book are there.} (Yes, comments from this book are there.) comments about by

httpi/fwww.amazon.com http://www.amazon.com http://www.barnesandnoble.com http://www.barnesandnoble.com Words for for Your Your Speeches? Seeking Specific Specific Words Speeches? Seeking these reference reference works: online versions versions of the online of these works: Check the Check Thesaurus: hup://www.thesaurus.com Thesaurus: hup://www.thesaurus.com find definitions and Webster’s Dictionary: definitions and (But I can Webster's can find http://www.m-w.com (But Dictionary: http://www.m-w.com faster tn a synonyms by looking a conventional—"hardcopy“—dictionary looking in conventional—“hardcopy”—dictionary or synonyms faster by thesaurus.) thesaurus.)

Roget's Roget’s

I

for

Hunting Phone Numbers, Addresses, efc.? Addresses, etc.? for PhoneNumbers, Hunting

Individuals: hup://www.bigbook.com Products, Services, Services, Individuals: Companies, hup://www.bigbook.com Companies, Products, Individuals: http://www.switchboard.com http://www.switchboard.com Individuals: Address Finder: Finder: huep://wrorw.iaf.net Internet Address Internet bitp://www.iaf.net

Copyright © 2007 by Leon Fletcher

for Magazines? Looking forMagazines? Looking

Fletcher

Leon

by 2007

©

Copyright

Week: http://www.businessweek.com Business Week: Business http://www.businessweek.com World: hutp://www.computerworld.com Computer bttp://www.computerworld.com Computer World: Newsweek; htp://newsweek.com Newsweek: http://newsweek.com American: http://www scientificamerican.com Scientific American: http://www.scientificamerican.com Scientific Time: http://www.pathhnd /time Time: http://www.pathfinder.com/time varied magazines few examples of the the many These are but aa few magazines now available examples of available through These are but through many varied your computer. your computer. now

14 3314

LESSON 13 LESSON 13 for Newspapers? Searching Searching forNewspapers? in thenation: the nation: well start the biggest with the just as biggest in Might just Might as well start with Times: htip://wrerw.nytimes.com York Times: New York New hup://www.nytimes.com

of

are

also on-line. give you on-line. Just an local newspapers Just to give number o f local But a surprising you an But newspapers are also surprising number

idea of the consider: the range, idea range, consider:

AlbuquerqueJournal: http://www.abgjournal.com Albuquerque Journal: htrp://www.abgjournal.com

Bulletin: hrep://www.starbulletin.com Star Bulletin: Honolulu Star Honolulu htp://www.starbulletin.com

un.com Sun: htep://wrww.lasvegass Las Vegas Vegas Sun: Las http://erww.lasvegassun.com com http://www.ocregister. (California); http://www Orange Register (California): Orange County County Register oO

(Illinois): htep://www.pjstar.com Peoria Journal Star (Illinois): http://www. pjstar.com PeoriaJournalStar San Jose Mercury-News (California): www.sjmercury.com SanJose www.sjmercury.com Mercury-News (California): Want

Other Colleges and Universities? Colleges andUniversities? information About Other

details about about courses, and facilities. facilities. have w Many web e b pages schools have providing details a n yschools M courses, and pages providing

Brigham University: hup://www.byu.edu/home1.ktml Young University: http://www.byu.edu/homet bunl Brigham Young Los Angeles: Angeles: http://worw.ucla.edu of, at Los htp://www-ucla.edu . University of, California, California, University Columbia University: Columbia hup://www.columbia.edu University: hup://www.columbia.edu Kansas State State University: Kansas hup://www.ksu.edu University: htp://www.ksu.edu of: hup://www.umn.edu Minnesota, University Minnesota, hutp://www.umn.edu University of: of: hup://www.unt.edu University of: Nevada, Nevada, University hip://www.untedu Pepperdine hup://www.pepperdine.edu Pepperdine University: University: http://www.pepperdine.edu York: http://www.poly.cdu Polytechnic University of New York: Polytechnic hup://www.poly.edu University ofNew San Jose State State University (California): huep://www.sjsu.edu htp://www.sjsu.edu SanJose University (California): .

All Media? Digging Through Digging Through AllMedia?

.

x

all USA, media directory, TV, radio, listing all For an radio, newspapers, USA, TV, all-in-one media For all-in-one directory, reportedly reportedly listing newspapers, and more, and Hispanic media, syndicates, to: networks, and magazines,Black magazines, Black and syndicates, networks, Hispanic media, more, go to: an

go

hetp://www.gebbieinc.com hitp://www.gebbieine.com few samples Those are, of but aa few of course, of many information you Those samples of sources ooff information many sources course, but you can access access through through your computer. your computer.

are,

Your Computer,Print From Your 10. From You'll Refer Cards You'll Refer to 10. to the 3 XX 5-Inch Cards Computer, Print the While Speaking While Speaking will depend and printer the software software and How may take take you t may print will o w you H using. IIt depend on the you print printer you're you're using. you aa few trial-and-error size and and placement the size trial-and-error attempts for few outline tto o the placement yon want for get your your outline attempts 1to0 get you want have another cards, bbut those out, another step once you've u t once your figured those note cards, you'll have you've hgured out, you'll your note step iinn your your eased by computer. speech designing designing cased speech computer. 11. Prepare Visuals 11. Prepare Visuals software has of pproducing visuals tto software add visuals hasthe the capability r o d u c i n g graphics, capability of o your graphics, you can add you can your with surprising speeches with ease. speeches surprising ease. Some conventional be used software can conventional word-processing used tto Some simple statistical can be o create word-processing software statistical create simple charts. O bar graphs, Orr you pie charts. charts, the truly charts, bar one of graphs, oorr pie might want o f the want ttoo try truly sophistisophistiyou might try one

If your If your

PEECHES ESIGN S O DDESIGN TO OMPUTER T SING A C U USING SPEECHES COMPUTER

315

315

cated software overheads, slides, software packages cated slides, 33-that create with overheads, packages that impressive presentations create impressive presentations with

sound, and D charting, D andvideo videoclips. clips. charting, sound, E. There are three advantages o computer-produced There advantages tto Jerrold E. are three according ttoo Jerrold computer-produced graphics, graphics, according Kemp and K.. Dayton Media: Kemp and Deane Deane K book Planning and Producing Instruction Media: Dayton in their book Planning and Producing Instruction

in

Increased speed #§ Increased speed of production production Ease of revision #§ Ease of revision

6 Increased and structures be generated Increased emphasis colors and emphasis on design—because design—because colors so ® can be generated so structures can each visual visual can be considered. for each considered. formats for quickly on aa computer, can be computer, a great great many many formats

a

is

the m of aa computer for presentation Perhaps o s t practical practical use as most use of images for Perhaps the presentation as preparing images computer is preparing of your via be shown The images part shown on aa computer speech. The images can projected via can be screen, projected part of your speech. computer screen, made into for overhead overhead slides, or into slides, u t as computer or printed as transparencies projector, made printed oout transparencies for computer projector,

projection. Projection. the ssection Your visuals, see For more e c t i o n titled “Designing g g e s t i o n s on preparing For “Designing Your see the more s usuggestions preparing visuals, Lesson “Selection Data.” Aids” iinn Lesson Aids” Data.” 7, “Selection

7,

and more faster and p e e c h e sfaster o u r sspeeches r e p a r e yyour o u pprepare a n help h a t computers l e a r tthat It’s cclear IInn sum: help yyou sum: It’s computers ccan Both computers and software software continue easily. continue ttoo become become more powerful—another easily. Both reapowerful—another reacomputers and advised be well son why you’d be well advised t o start now t o use design speeches, a computer to start to design your you'd to use computer to your speeches, continue t o capitalize their advantages. SO advantages. capitalize on their so you can continue you can

Copyright © 2001 by Leon Fletcher

to

Fletcher

Leon

by

2001

©

Copyright

3316 16

LESSON LESSON 123 13

to

Using Using A Computer Speeches: Computer to Design Design Speeches: Sheet Check-Off Tip Sheet

that file, the recommended In that recommended template. In file, enter template. enter the another file. that template Make aa copy Make file. as another template as copy of that

A

Name that Name thatfile. file.

ENE A

PF

in that that file audience, etc. the specifics Enter in about your Enter file the specifics about etc. speech purpose, your speech purpose, audience,

ND

LT

| |

folder for for designing Designate speeches, Designate aa folder designing your your speeches. that folder, In that file named establish a a file In named SKELETON.DOC. folder, establish SKELETON.DOC.

YN

in the Enter specifics Enter the “Prospectus.” specifics in “Prospectus.” material for that prospectus, From that From for your outline. select material prospectus, select your outline.

be

research. additional research. Complete Complete additional

eb OO

we

X 5-inch 5-inch cards cards t o refer 3 X Print oout Print refer to ut 3 while speaking. to while speaking.

5 ..

visuals. . Prepare Prepare visuals.

— =

.

to

A 17 3317

LLESSON E S S O N 114 4

Informing Informing

“It’s always tell the board or when aa guy shame when always a the board or a a shame a “It's with great talentcan’t can't tell guy with great talent his head.” head.” in his what's in committee what's committee

—Lee lacocca lacocca —Lee

OBJECTIVES) OBJECTIVES)

able to: lesson, you this lesson, be able After you've to: After will be completed this you've completed you will

of remember the 1, Name listeners tto Name six techniques helpful 1. six techniques helpfulin in getting o remember the points points of getting your your listeners

your speeches. your speeches. in your Use those those techniques speeches. 2. Use techniques in your speeches. effective 4be Present an 4- to 5-minute extemporaneous to 5-minute 3. Present an effective speechto toinform. inform. TToo be extemporaneous speech detailed in considered this should incorporate the in this speech should effective considered effective the speech incorporate correctly, as detailed correctly, as the criteria each of in each of the the three least 80 80 percent three the at least and theprevious previouslessons, lessons, at o f the criteria in percent of the Speech features of aa speech—content, Speech delivery—listed oonn the features organization, delivery—listed speech—content, organization, Evaluation Form. Form. Evaluation eR

and

Sesruseatnserasorssesressespune!

RELEVANCE)

According

to an

old college line:

a

information travels from the the mouth which information mouth of o f a professor travels from professor n which lectureisis aa process #» Alecture process iin minds of the minds the notes into the of students without passing students without passing into notes of tto o the ofeither. either.

”~

INFORMING

4

and Diane Gibson andDiane Charles Gibson Charles made careers have made careers Sawyer have Sawyer

Copyright ©2001 by Leon Fletcher

the public public informing the ooff informing

Fletcher

Leon

by 2001

©

Copyright

,

TV news news programs programs through TV through like“Good Morning “Good Morning like

Minutes.” America" and “60 Minutes.” America”and“60

q

!

18 3318

LESSON Lesson 1144 also of a other ‘Too but also a great lectures but classroom lectures that’s true of classroom o t only of many other great many often, that’s Too true nnot often,

administrators briefing school administrators briefing parents include speeches speeches by inform. TThey h e y include by school speeches to inform. speeches to parents

for

talks by telling citizens officialstelling citizens their children, by government children, talks about new programs government officials about programs for their and staffs about about nnew e w procedures, telling staffs procedures, and speeches by about nnew e w regulations, by managers about regulations, speeches managers telling situations. other situations. speaking other many speaking many how in that do, inform that talks ttoo inform do, in The point ofthis then, is give talks teach you t o give is ttoo teach lesson, then, The you how pointof this lesson, lesson informanot only this lesson That is, only present is to to help achieve their is, this help you fact, achieve their purposes. fact, present informayou not purposes. That have that but also listeners. remembered by information remembered by your that information also have tion, tion, but your listeners. inform-—a speech o inform—a definition ooff a speech speech tto speech the definition in Lesson Back in learned the 6, yyou o u learned Lesson 6, Back skill, o increase their their knowledge, listeners; tto the listeners; o increase orr instruct the knowledge, skill, designed to enlighten or instruct designed about a subject new. know more them ttoo know something new. subject oorr something understanding; more about get them understanding; t o get all of 58 techniques of the the 58 is o this lesson, In this techniques the emphasis unify all lesson, the In helping you onn helping emphasis is you ttoo unify this course. in this Those and practicing been studying speeches in course. Those previous speeches you've studying and practicing iinn your you've been your previous of yyour the general t o inform, inform, speech—whether o u r speech—whether general purpose regardless of the apply regardless techniques techniques apply purpose of six new learn six especially new techniques entertain. IInn addition, o entertain. o persuade, tto addition, you'll techniques especially you'll learn persuade, or tto inform. f o r speeches speeches t o inform. helpful for helpful

is

to

a

to

to

to

Problems Problems the pseudonym alarm uus,” author using unknown author s , ” wrote an Junius. “Facts “Facts are pseudonym Junius. an unknown using the are apt apt ttoo alarm ‘The reasons diverse. such hesitancy for such are diverse. reasonsfor The hesitancy are Smith itself. English information itself. Some people English essayist distrust information Sydney Smith simply distrust Some essayist Sydney people simply facts.” Automobile believe facts.” tell me manufacturer Henry Automobile manufacturer “Don't tell facts, |I never wrote, never believe me offacts, Henry wrote, “Don't is bunk.” bunk.” said, “History Ford said, Ford “History is of our knowledge of us much of because someone Another problem: someone else gained much else Another Many of us gained knowledge because problem: Many have developed about that welearn, feelings about negative feelings learn. Consequently, developed negative required Consequently, wwee may required that may have is acquired which claimed, “Knowledge Plato claimed, Greek philosopher information. Greek h i c h is new new information. acquired philosopher Plato “Knowledge w the mind.” hold on the obtains no hold mind.” under compulsion under compulsion obtains That’s unsettling believe. That's whaswe information may challenge w already believe. h a awealready Further, new information Further, new unsettling may challenge have tto for some writer people: They might have change their English writer their opinions. o change for some people: opinions. According According ttoo English W. Somerset “an exaggerated Somerset Maugham, one’s mind.” mind.” o t changing is “an thereis W. on nnot stress on exaggerated stress Maugham, there changing one’s of concentration There’s also also the lack of the problem what you of your listeners’ lack There's concentration on what problem of your listeners’ you say. say. mind tends “The mind Harris pointed Columnist Sydney tends ttoo wander wander during u t , “The Columnist J. Harris lectures, pointed oout, during lectures, Sydney J. while the in large because while the brain 300 brain can absorb information off about information at in large part, about 300 can absorb at a rrate ate o part, because one-third that that rate.” normal speech words aa minute, little as along aatt aslittle words plods along speech plods as one-third minute, normal in it’s for many Finally, for many situations, it’s more Finally, comfortable, more people, in manysituations, more comfortable, convemore convemany people, resist new information. is one Locke wrote, information. English nient, English philosopher nient, ttoo resist I t is John Locke philosopher John one wrote, ““It in error, and another another t o put show aa man man that thing o show thathehe is in him iinn possession truth.” thing tto put him possession oftruth.” error, and to that’s your and deliver Yet that’s deliver aa speech when you Yet inform—to put design and speech ttoo inform—to your job when you design put your your audience ““in truth.” i n possession audience possession of truth.” face some be overcome. some real But they Clearly, Clearly, you Here are challenges. But real challenges. can be are some they can overcome. Here some you face techniques inform. techniques t o help help you speeches tto present effective speeches o inform. you present effective of

we

as

is

of

to

Between Introductions Differences Between Differences Introductions aand n d Conclusions Conclusions is ttoo engage the introduction IInn the in introduction ttoo your speeches, your interest in listeners’ interest your listeners’ engage your your speeches, your job is the conclusion about t osay. what you're is tto conclusion ttoo your speeches, what say. IInn the task is speeches, your task you’re about review o review and most said, summarize, what you've what you've said, guide your summarize, and listeners ttoo remembermost importantly, rememberimportantly, guide your listeners have told them. what you ing ing what told them. you have to

INFORMING INFORMING

is

19 3319

is

The introduction conclusion is a back. forward looking, the conclusion look back. The introduction is forward looking, the a look builds anticipation, the the conclusion implants introduction TThe he introduction builds implants retention. call tto listen tto what’s coming, The introduction iiss aa “heads-up,” The o what’s alert, ttoo listen o b ealert, h e introduction T “heads-up,” aa call coming. The anticipation,

lusion

be

is

conclusion i s a conclusion a “wrap-up.” “wrap-up.”

will learn learn the this lesson, effective introductions lesson, you the techniques for planning introductions ttoo IIn n this techniques for planning effective you will the next will learn informative speeches. learn h how speeches. IIn informative n the lesson, you o w to next lesson, to design design productive productive conconyou will

clusions. clusions.

Guidelines Guidelines How Your Can Benefit Your Information Benefit from from Your Information 11.. Emphasize YourListeners Listeners Can Emphasize How make their them time. time. It tasks easier. easier. IItt might save their tasks information might make Your information It might save them might both. IItt might them money work or n more bringiin orbring lives or work theirlives improve improve their might save save them money or or both. more money. money. from well, just information m how could your benefit what Your information listeners you what from benefit listeners o w could i g h t. . . well, Your might just h your you

.

.

.

tell them? them know them? Let Let them know asspecifically specifically as tell as you can. you can. in oone of my student in classes, giving speech classes, n e of example, aa student FForo rexample, giving a speech intended for stua speechintended stumy speech talk to audience about dents planning his audience about new inform his dents careers as as journalists, to inform journalists, gave new planning careers gave aa talk in computers. in his his speech said: developments Early in speech he said: developments in computers. Early as

he

is

off you think that that aa new know that that many new computer too immediately think will immediately #» II know you will computer is too many o

keep listening for you. and I'll But keep I'll explain how you expensive for explain just how listening and expensive can get one get one you. But you can the price asked for in any 50 percent 15 percent than the for in for about about 15 price asked less than for even 50 percent less any percent ttoo even

store. computer computer store. end of That certainly his audience audience listening! his speech, he told of his told the end speech, he Finally, at at the listening! Finally, certainly kept That kept his

much money: could save the cost their computer them hhow as save so so much o w they them they could deducting the cost ooff their money: bbyy deducting computer as income taxes. from either their oown (Please educational expense either their parents’ income taxes. (Please an educational their parents’ w n oor rtheir an expense from check with with aa tax before you this.) tax expert try this.) check you try expert before

THE INTERESTS TO RRELATING E L A TTO I NTHE G INTERESTS

AUDIENCE YOUR AUDIENCE

OF YOUR

OF

like tto... talk o . . . talk “Tonight, I'd like “Tonight,I'd

about why why we—as we—as about

educators— and educators— employers and employers and should should get involved can can and get involved the the power intapping in-tapping the power o f the unleash creativity Internet ttoo unleash creativity Internet ways.” ways.” productive productive in more more Ivan Seidenberg,Chairman Seidenberg, Chairman ivan CEO and CEO Atlantic, at f Bell Atlantic,at o Bell and New York New YorkInternational International Festival the Arts Arts Festivalof of the of Future of Conference oonn The The Future Conference Education Arts Education Arts

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