preparing the public speech. getting started central idea: this is the one idea you want your...

Preparing the Public Preparing the Public SpeechSpeech

Getting startedGetting started

Central Idea: This is the one idea you want Central Idea: This is the one idea you want your audience to remember, long after your audience to remember, long after your speech is over.your speech is over.

General Purpose: To inform or to persuade.General Purpose: To inform or to persuade.

Specific purpose: A one-sentence statement Specific purpose: A one-sentence statement about your goal for what the audience about your goal for what the audience should learn.should learn.

General PurposeGeneral Purpose

1.1. Keep the audience in mind (3 Keep the audience in mind (3 Ws)Ws)

• Whom (To whom am I speaking?)Whom (To whom am I speaking?)• What (What do I want them to know?)What (What do I want them to know?)• HowHow (What is the most effective way to (What is the most effective way to

present my speech?present my speech?

1.1. Create a bond with the audienceCreate a bond with the audience

2.2. Practice in the classroomPractice in the classroom

Analyzing the AudienceAnalyzing the Audience

1.1. Keep the audience in mind (3 Keep the audience in mind (3 Ws)Ws)

• Whom (To whom am I speaking?)Whom (To whom am I speaking?)• What (What do I want them to know?)What (What do I want them to know?)• HowHow (What is the most effective way to (What is the most effective way to

present my speech?present my speech?

1.1. Create a bond with the audienceCreate a bond with the audience

2.2. Practice in the classroomPractice in the classroom

Analyzing the AudienceAnalyzing the Audience

1.1. Keep the audience in mind (3 Keep the audience in mind (3 Ws)Ws)

• Whom (To whom am I speaking?)Whom (To whom am I speaking?)• What (What do I want them to know?)What (What do I want them to know?)• HowHow (What is the most effective way to (What is the most effective way to

present my speech?present my speech?

1.1. Create a bond with the audienceCreate a bond with the audience

2.2. Practice in the classroomPractice in the classroom

Demographic Audience AnalysisDemographic Audience Analysis

AgeAge GenderGender Sexual OrientationSexual Orientation Racial, Ethnic, and Cultural Racial, Ethnic, and Cultural

BackgroundBackground ReligionReligion Group membershipGroup membership

DispositionDisposition

Toward the speaker…Toward the speaker… Be confidentBe confident Act competentAct competent Act interestedAct interested

Toward the occasion…Toward the occasion…• Political SpeechPolitical Speech• SermonsSermons• After Dinner SpeechAfter Dinner Speech

Learning & Adapting about the Learning & Adapting about the audienceaudience

InterviewingInterviewing QuestionnairesQuestionnaires See things from the other person’s See things from the other person’s

point of viewpoint of view Make yourself clear, appropriate, and Make yourself clear, appropriate, and

convincing as possible.convincing as possible.

How to gather your material How to gather your material

1.1. YourselfYourself

2.2. Go directly to the source (primary Go directly to the source (primary resource)resource)

-interview-interview

1.1. Go to another source written by Go to another source written by someone else (secondary source)someone else (secondary source)

-Internet, books, magazines, -Internet, books, magazines, newspapers etc.newspapers etc.

Library research Library research

a.a. LibrarianLibrarian

b.b. CatalogueCatalogue

c.c. Periodical DatabasesPeriodical Databases

d.d. Reference WorksReference Works

Internet ResearchInternet Research

www.google.comwww.google.com www.altavista.comwww.altavista.com www.yahoo.comwww.yahoo.com www.dogpile.comwww.dogpile.com www.metacrawler.comwww.metacrawler.com

* Be sure to use a “valid” site * Be sure to use a “valid” site

Interviewing Interviewing

Do it ahead of timeDo it ahead of time Be prepared with questionsBe prepared with questions Be professionalBe professional Be friendlyBe friendly Be a good listenerBe a good listener Take good notes (or record)Take good notes (or record) Send a “thank you” letterSend a “thank you” letter

Supporting IdeasSupporting Ideas

Decide what ideas you need to supportDecide what ideas you need to support

based on your audience, topic and based on your audience, topic and purpose.purpose.

a.a. ExamplesExamples

b.b. StatisticsStatistics

c.c. TestimonyTestimony

Types of ExamplesTypes of Examples

Referred to in a passage to illustrate Referred to in a passage to illustrate a point; can introduce a topic; pile a point; can introduce a topic; pile them one after the other to create a them one after the other to create a strong impression (brief)strong impression (brief)

Narratives or anecdotes which pull Narratives or anecdotes which pull the listener into the story (extended)the listener into the story (extended)

Describing an imaginary situation Describing an imaginary situation (hypothetical)(hypothetical)

Tips for Using ExamplesTips for Using Examples

1.1. Clarify unfamiliar and complex Clarify unfamiliar and complex ideasideas

2.2. Reinforce ideasReinforce ideas

3.3. Personalize ideasPersonalize ideas

4.4. Make examples vividMake examples vivid

5.5. Practice deliveryPractice delivery

StatisticsStatistics

Use these to create an overall impact Use these to create an overall impact on listenerson listeners

Often cited in passing to strengthen Often cited in passing to strengthen or clarify a pointor clarify a point

Life examples can be stacked to Life examples can be stacked to show seriousness of an issueshow seriousness of an issue

Tips for using statisticsTips for using statistics

1.1. Use them to quantify ideasUse them to quantify ideas2.2. Use them sparinglyUse them sparingly3.3. Use them for most important pointsUse them for most important points4.4. Identify the sourcesIdentify the sources5.5. Explain the statisticsExplain the statistics6.6. Round off complicated statsRound off complicated stats7.7. Use visual aids to clarify statistical Use visual aids to clarify statistical

trendstrends

Where to find statisticsWhere to find statistics

Statistical Yearbook ( by the U.N.)Statistical Yearbook ( by the U.N.)

www.census.gov/stab/wwwwww.census.gov/stab/www

Guinness Book of World Records Guinness Book of World Records

TestimonyTestimony

1.1. Expert testimonyExpert testimony

2.2. Peer testimonyPeer testimony

3.3. Quoting vs. ParaphrasingQuoting vs. Paraphrasing

Use quotations when….Use quotations when….

a. They are brief.a. They are brief.

b. They convey meaning better than you b. They convey meaning better than you can.can.

c. They are eloquent, witty or c. They are eloquent, witty or compelling.compelling.

Tips for Using TestimonyTips for Using Testimony

Quote or paraphrase accuratelyQuote or paraphrase accurately

Use testimony from qualified sourcesUse testimony from qualified sources

Use testimony from unbiased sourcesUse testimony from unbiased sources

When using quotes…When using quotes…

Identify the people quoted or Identify the people quoted or paraphrased.paraphrased.

State the full name and qualifications State the full name and qualifications the first time a person is quoted.the first time a person is quoted.

Sources of testimonySources of testimony

BOOKSBOOKS

JOURNALSJOURNALS

SPECIFIC EXPERTS IN A FIELDSPECIFIC EXPERTS IN A FIELD

e.g. faculty members, board e.g. faculty members, board members, researchers, professionals, members, researchers, professionals, etc.etc.

Speaking to InformSpeaking to Inform

Speaking to InformSpeaking to Inform

Things to keep in mind when speaking Things to keep in mind when speaking to inform…to inform…

a)a) Limit a speech to 2-5 main pointsLimit a speech to 2-5 main points

b)b) Keep the main points separateKeep the main points separate

c)c) Try to use the same pattern of Try to use the same pattern of wording for each main pointwording for each main point

d)d) Balance the amount of time for Balance the amount of time for each main pointeach main point

An informative speech also…An informative speech also…

1. Must be presented clearly1. Must be presented clearly

2. Must be presented accurately2. Must be presented accurately

3. Must be engaging and keep the 3. Must be engaging and keep the audience interestedaudience interested

Four major types of Informative Four major types of Informative SpeechesSpeeches

A speech that talks about visible, A speech that talks about visible, tangible and stable objects (e.g. tangible and stable objects (e.g. specific people, trains, comic strips specific people, trains, comic strips and the U.S. army)and the U.S. army)

A speech about processes (e.g. how A speech about processes (e.g. how to set a table, how to put a resume to set a table, how to put a resume together, how hurricanes develop, together, how hurricanes develop, how rugs are made)how rugs are made)

A speech about events (anything that A speech about events (anything that happens or is regarded as a happening)happens or is regarded as a happening)-e.g. Holocaust, civil rights movement, -e.g. Holocaust, civil rights movement, mountain climbing, Battle of Little Big mountain climbing, Battle of Little Big HornHorn

A speech about concepts (typically things A speech about concepts (typically things that are abstract like ideas, principles, that are abstract like ideas, principles, beliefs, theories beliefs, theories -e.g. Confucianism, religious beliefs, -e.g. Confucianism, religious beliefs, theories of psychologytheories of psychology

Process of Organizing the Speech Process of Organizing the Speech

1.1. Develop a purpose statement for the Develop a purpose statement for the speech in order to focus on one aspect of speech in order to focus on one aspect of the topic or subject.the topic or subject.

Examples:Examples:a)a) To inform my audience about the major To inform my audience about the major

achievements of Fredrick Douglas.achievements of Fredrick Douglas.b)b) To inform my audience of the major To inform my audience of the major

steps in the classic Japanese tea steps in the classic Japanese tea ceremonyceremony

c)c) To inform my audience about why so To inform my audience about why so many lives were lost when the Titanic many lives were lost when the Titanic sanksank

Identify the Central Idea of the Identify the Central Idea of the SpeechSpeech

Examples:Examples:

1.1. Fredrick Douglas became one of the Fredrick Douglas became one of the greatest figures in American history even greatest figures in American history even though he was born into slavery.though he was born into slavery.

2.2. There are five major steps in the classic There are five major steps in the classic Japanese tea ceremony.Japanese tea ceremony.

3.3. Inability to remove passengers and crew Inability to remove passengers and crew from the Titanic caused 2/3rds of those from the Titanic caused 2/3rds of those on board to die.on board to die.

Organize the main pointsOrganize the main points

A.A. SpatialSpatialEx: Northwest Ohio is largely farmland. Northeast Ex: Northwest Ohio is largely farmland. Northeast

is largely Industrial. Southwest Ohio has a is largely Industrial. Southwest Ohio has a service economy.service economy.

A.A. TopicalTopicalEx: Cars can be powered by electricity; cars can be Ex: Cars can be powered by electricity; cars can be

powered by a mix of electricity and gas; cars powered by a mix of electricity and gas; cars can be powered by hydrogen.can be powered by hydrogen.

A.A. ChronologicalChronological

Things to keep in mind when Things to keep in mind when speaking to informspeaking to inform

1.1. Don’t overestimate what the Don’t overestimate what the audience knows.audience knows.

2.2. Relate the subject directly to the Relate the subject directly to the audience.audience.

3.3. Don’t be too technical or use too Don’t be too technical or use too much jargon.much jargon.

4.4. Avoid abstractions.Avoid abstractions.

Speaking to PersuadeSpeaking to Persuade

Three things to keep in mindThree things to keep in mind

A.A. Of all the kinds of public speaking, Of all the kinds of public speaking, persuasion is the most complex and the persuasion is the most complex and the most challenging.most challenging.

B.B. Persuasive Speaking occurs in a hostile Persuasive Speaking occurs in a hostile environment where listeners try to find environment where listeners try to find every reason not to agree with you.every reason not to agree with you.

C.C. No matter how expert you are on the No matter how expert you are on the topic, no mater how skillfully you prepare topic, no mater how skillfully you prepare the speech, no matter how captivating the speech, no matter how captivating your delivery is, some listeners will not your delivery is, some listeners will not agree with you.agree with you.

Three types of persuasive Three types of persuasive speechesspeeches

A.A. Persuasive speeches on questions Persuasive speeches on questions of fact. of fact.

-Present one view of the facts as -Present one view of the facts as persuasively as possible (e.g. persuasively as possible (e.g. persuading the audience that persuading the audience that genetically engineered crops pose genetically engineered crops pose serious dangers to the environment serious dangers to the environment and to human health).and to human health).

A.A. Persuasive speeches on questions of Persuasive speeches on questions of value.value.

-Establish the standards for your value -Establish the standards for your value judgment and then apply those standards judgment and then apply those standards to the subject of your speech (e.g. if your to the subject of your speech (e.g. if your argument is argument is bicycle riding is the ideal form bicycle riding is the ideal form of land transportation, of land transportation, you first need to you first need to identify the standards for an ideal form of identify the standards for an ideal form of land transportation and then show how land transportation and then show how biking measures up against those biking measures up against those standardsstandards

A.A. Persuasive speeches on questions of Persuasive speeches on questions of policy. Questions of policy inevitably policy. Questions of policy inevitably involve questions of fact and may involve questions of fact and may also involve questions of value.also involve questions of value.

FIVE STEPS IN MONROE’S FIVE STEPS IN MONROE’S MOTIVATED SEQUENCEMOTIVATED SEQUENCE

INTRODUCTIONINTRODUCTION1. ATTENTION: get the attention of your audience 1. ATTENTION: get the attention of your audience

with a detailed story, shocking example, with a detailed story, shocking example, dramatic statistic, quotation, etc.dramatic statistic, quotation, etc.

BODYBODY2. NEED: state the problem with the existing 2. NEED: state the problem with the existing

situation and illustrate it with strong supporting situation and illustrate it with strong supporting materials, such as statistics, examples, and materials, such as statistics, examples, and testimonytestimony

3. SATISFACTION: present your plan/solution to 3. SATISFACTION: present your plan/solution to the problem and show how it will workthe problem and show how it will work

4. VISUALIZATION: show how the audience will 4. VISUALIZATION: show how the audience will profit from your policy listeningprofit from your policy listening

CONCLUSIONCONCLUSION

5. ACTION: Say exactly what you want 5. ACTION: Say exactly what you want the audience to do and how to do it. the audience to do and how to do it. Then conclude with a final stirring Then conclude with a final stirring appeal that reinforces their appeal that reinforces their commitment to act.commitment to act.