Transcript Public Speaking: An Audience-Centered Approach – 7th edition

March 10
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JoAnne Folts
Jeff Benedicks
Michael Delfs
Thomas Vielhaner
Erica Shove
Waleed Jared
Alex Gray
David Cooley
Jaqwan Robinson
Terance Williams
Zack Schon
March 12
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Nicole DiNapoli
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Alan Novy
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Brooke Vanderwall
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Brian Wing
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Sara Deats
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Rhea Race
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Bryan Clifford
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Santrese Jones
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Evan Pace
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Kevin Desrosiers
SPEAKING
TO
INFORM
IDENTIFY THE
ORGANIZATION PATTERN
(A)
(B)
(C)
(D)
topical,
Chronological
Spatial, or
Causal
____ 1. “Ways to Cut Your Taxes”
A. Invest in bank certificates of deposit.
B. Get a social security number for children over five.
C. Keep all receipts for unreimbursed business expense.
D. Keep all home-improvement receipts.
IDENTIFY THE
ORGANIZATION PATTERN
(A)
(B)
(C)
(D)
topical,
Chronological
Spatial, or
Causal
____ 2. “Amtrak May not Survive”
A. Amtrak has been hampered by many accidents.
B. Amtrak routes to many major cities have been eliminated.
C. Amtrak fares are often higher than airline fares.
D. Amtrak trains are aging and offer few amenities.
IDENTIFY THE
ORGANIZATION PATTERN
(A)
(B)
(C)
(D)
topical,
Chronological
Spatial, or
Causal
____ 3. “How to Remove Stains”
A. Identify the stain.
B. Pre-treat to loosen the stain.
C. Match the solvent to the stain.
IDENTIFY THE
ORGANIZATION PATTERN
(A)
(B)
(C)
(D)
topical,
Chronological
Spatial, or
Causal
____ 4. “Who’s Involved in Building the US Space Station?”
A. The Goddard Space Flight Center in Greenbelt, Maryland.
B. The Lewis Research Center in Cleveland, Ohio.
C. The Marshall Space Flight Center in Huntsville, Alabama.
D. The Johnson Space Flight Center in Houston, Texas.
IDENTIFY THE
ORGANIZATION PATTERN
(A)
(B)
(C)
(D)
topical,
Chronological
Spatial, or
Causal
____ 5. “Registration Advise”
A. Always preregister.
B. Select classes that will lead toward a degree.
C. Select teachers for ability, not personality.
IDENTIFY THE
ORGANIZATION PATTERN
(A)
(B)
(C)
(D)
topical,
Chronological
Spatial, or
Causal
____ 6. “The Role of the Cherokee Nation in the Civil War”
A. Events preceding the war.
B. The war years.
C. The aftermath of the war.
SPEECH OUTLINE CHECKLIST
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My topic is worthwhile and important to my audience
My topic is appropriate for the assignment
My specific purpose is clearly stated and narrows my
topic.
SPEECHES TO INFORM
•
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Aimed at educating listeners
Convey information to others
Speakers “teach;” they:
1.
2.
3.
4.
define
illustrate
clarify
elaborate.
GOALS OF INFORMATIVE SPEAKING
•
To enhance understanding: convey ideas
that can easily be interpreted and
understood
•
To maintain interest: keep listeners
engaged and intrigued
•
To be remembered: have listeners recall
information long after the speech has ended.
TYPES OF INFORMATIVE SPEECHES
Speeches are about:
1.
2.
3.
4.
5.
Objects or Places
Procedures
People
Events
Ideas or Concepts.
TYPES OF INFORMATIVE SPEECHES
Objects or Places
•
•
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Anything tangible, what
you could see or touch.
Could be arranged topically,
spatially, or chronologically.
Level of detail determined
by speech time length.
TYPES OF INFORMATIVE SPEECHES
Procedures
•
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How something works
Process leading to a
certain outcome
• Goal is to have audience
describe, understand or
follow procedure
• Typically chronological.
TYPES OF INFORMATIVE SPEECHES
People
•
•
Famous or not
Be selective in details
of person’s life
• Pick significant
aspects to discuss
• Could be topical or
chronological.
TYPES OF INFORMATIVE SPEECHES
Events
•
One you experienced
or read about
• Goal: to describe in
concrete terms
• Could be chronological
or cause-effect.
TYPES OF INFORMATIVE SPEECHES
Ideas or Concepts
•
Discussion of abstract or
complex ideas or theories and an
attempt to make them concrete
and understandable.
• More abstract than others.
• Can address principles,
concepts or theories.
• Can be topically arranged.
STRATEGIES TO ENHANCE
AUDIENCE UNDERSTANDING
•
•
•
•
Speak with clarity.
Appeal to adult
learning.
Clarify complex
processes.
Use effective visual
reinforcement.
SPEAK WITH CLARITY
1. Preview ideas in introduction.
2. Show how ideas relate to each other.
3. Frequently summarize key ideas.
4. Provide visual outline to help audience.
5. Provide handouts with room for notes.
6. Stay on message.
7. Don’t present too much information too
quickly.
STRATEGIES TO ENHANCE
AUDIENCE UNDERSTANDING
Appeal to adult learning
•
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Pedagogy: teaching children.
Andragogy: teaching adults.
•
Information is of immediate use.
•
Actively involve listeners.
•
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Show how information
applies to listeners’ lives.
Information should solve problems.
Use effective visual reinforcement
•
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•
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Pictures.
Graphs.
Posters.
DVDs, CDs.
Models.
Establish a motive for
the audience to listen
•
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Explain how topic is
relevant for them.
Pose rhetorical questions.
Use words to
engage listeners
(“you,” “your”).
TELL A STORY
Creates identification with listeners
• Can include conflict
• Can include action-packed details
• Can keep people on the edge of their seats
• Can incorporate
humor.
PRESENT INFORMATION THAT RELATES
TO YOUR LISTENERS
•
Discuss how audience’s
community can be affected
•
Show how topic relates to
them presently or potentially.
BUILD IN REDUNDANCY
•
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Statements in introduction.
Statements in conclusion.
Internal summaries.
Numeric signposts.
PACE YOUR INFORMATION FLOW
•
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Too much too soon is bad
Distribute support evenly
Slow down
Less is more: fewer main
points with more development
is better.
*
Informative Speeches –
Include your audience.
 Don’t use jargon or technical terms. Or, explain! ! !
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Make sure you choose a topic that is narrow or big
enough that you can actually complete it in 3-5 minutes.
Make sure it is a speech –
 Introduction
 Body
 Conclusion
 Transitions
 Supporting

Evidence
Practice, practice, practice!