fundamental of public speaking
2 years ago 10
InformativeSpeechSelfEvaluation1.docx
InformativeSpeechPeerEvaluationDraft11.docx
InformativeSpeechGuidelinesSummer20162.pdf
OutlineHandout1.pdf
InformativeSpeechSelfEvaluation1.docx
Informative Speech Self Evaluation
Name: Instructor:
Date of Speech: Topic:
1. Describe how and why you selected your topic.
2. When researching your topic, what resources (i.e. the library, magazines, on-line databases, etc.) did you use to find reliable and reputable sources to support your topic? Keep in mind that the internet is not always a reliable source of information.
3. As you outlined your topic, how did you determine the organizational pattern?
4. What method(s) did you use when you practiced your speech? Was that method(s) effective?
5. What one item would you spend more time on – research, outlining, or practicing – in order to improve your next speech, and why?
6. Watch your recorded informative speech and thoroughly evaluate the strengths, weaknesses, and areas of improvement for next time. Use the back of this page if needed.
**Adapted with permission from the University of North Dakota, Director of Public Speaking.
InformativeSpeechPeerEvaluationDraft11.docx
Informative Speech Peer Evaluation Draft
Evaluator’s Name: Instructor:
Speaker’s Name: Title of Speech: Date of Speech:
Note: To get an “A” on an evaluation, you must use specifics and evaluate constructively. Be personal in your evaluation. Be personal in your evaluation.
1. Speech Tailored to the Audience (How did the speaker adapt the speech to this audience?)
2. Introduction (How did the speaker use an effective attention-getter? How was the topic clearly introduced and how was it made relevant to you? How did the speaker establish personal credibility?)
3. Thesis statement (How did the speaker transition into the thesis statement? How did the speaker restate the relevancy of the topic? How did the speaker reveal mainheads?)
4. Body (List and discuss the mainheads. Were the mainheads clearly stated? What sources are cited? Were they done correctly? What transitions were used? What made the information clear and easy to follow?)
(Turn Sheet Over!!!!)
5. Conclusion (How did the speaker summarize the mainheads? How did the speaker provide closure or complete the circular journey?)
6. Delivery (Evaluate the elements of physical delivery – posture, facial expression, eye contact, movement, use of gestures – and the elements of vocal delivery – voice quality, articulation and pronunciation, pitch and inflection, volume, rate and pause. Also evaluate extemporaneous speaking, note card use, vivid language, verbal fillers, confidence, enthusiasm)
7. Additional comments (Give an overall reaction to speech and visual aids – if used, as well as additional feedback.)
InformativeSpeechGuidelinesSummer20162.pdf
Informative Speech Description: A speech designed to provide new information to the audience and enhance the
audience’s understanding of a topic.
Requirements:
3-5 minutes, or as directed by instructor.
2-5 mainheads, or as directed by instructor.
2 sources minimum, other than yourself, a dictionary, or an encyclopedia, or as directed by
instructor.
An audience of at least 3 people is required for this speech.
Characteristics:
Must add knowledge to audience; do not repeat information they already know.
May deepen audience’s understanding of the topic; use examples your audience is familiar
with.
Must show audience practical applications of information.
Guidelines:
Make it clear that the goal of your speech is to inform.
Narrow your topic so that you are speaking in depth and not in breadth.
Define your topic by explaining what it is and what it is not.
Be careful that all information in the speech is central to thesis and not off on a tangent.
Select the organizational pattern that best suits your topic.
Organize your thoughts carefully.
Limit ideas and information so that audience will not experience information overload.
Use transitions that make sense.
Keep technical vocabulary to a minimum, and carefully define any technical terms used.
Make sure all your information is presented clearly.
Make sure all your information is accurate.
Use credible and appropriate sources, carefully checking quotes and citations.
Stay objective. If necessary, show both sides of an issue, but do it impartially.
Become involved, both vocally and physically, in your delivery.
Consider ethics as they apply to the speaker and listeners.
Past Informative Speech Topics: Improving gas mileage diabetes birth order
Sleep habits poker marathons
Bicycles dreams breakfast
Ice cream Garth Brooks Parkinson’s disease
Stress management Mount Rushmore swimming
Caffeine asthma U.S. marshals
Types of Informative Speeches
Speeches about people
o Discuss contributions of a specific person, or discuss a group of people and their impact.
o Compare/contrast individuals/groups, their philosophies and contributions.
Speeches about objects
o Focus on spatial features.
o Highlight the concrete not the abstract.
Speeches about places
o Focus on aspects that the audience might not have experienced.
o If it is a familiar place, find information your audience does not already know.
o Use vivid word pictures.
Speeches about events o Focus on chronological development or on causes and effects.
o Highlight the important or not so important occurrence in the world.
Speeches about processes
o Focus on the associations between form and content .
o Help audience understand how something works.
Speeches about conditions
o May be about personal health or medicine; may also be about particular situations:
domestic or international, social, political, or cultural.
o Focus on causes and effects; discuss needs and plans for recovery.
Speeches about concepts o Focus on the abstract rather than the concrete.
o Discuss the visible and hidden characteristics of the idea.
Speeches about issues
o Focus on controversial policies, aspects of the contemporary world.
o Be careful not to lose objectivity or perspective.
OutlineHandout1.pdf
Outlines Guidelines: • Make the outline easy for your instructor to follow, giving an overview of what your
speech is about. • Follow the outline format your instructor gives you as a guideline. There are
examples in this workbook, but you may want to ask your instructor for any specific outline requirements this text does not give.
• Be sure to use the right organizational pattern that’s right for your speech topic and information.
• Follow the keyword format. • Use only two complete sentences in your outline:
o The thesis statement. o The specific purpose statement.
• Never put more on your note card than you have on your outline. • Your outline should include as much development of ideas as necessary. Key Words: • Key words are the important words of/in your speech (for an example look at the
speech outlines in this workbook). • Key words are located in three places in your speech:
• In the thesis statement (introduction). • In the mainheads (in the body). • In the summary (conclusion).
• If your audience does not remember anything else at the end of your speech, they should at least remember your key words.
Note: One effective method of speech presentation is to think of it as taking the audience on a circular journey. You begin the journey by capturing the audience’s attention in the introduction while proceeding to lead them through each of your mainheads right up to the conclusion. At this point, you review where you have taken the audience (by restating mainheads), and then you express your concluding statement, which brings them back to where the journey started (which can be accomplished by restating some aspect of your introduction). Remember: A good outline helps organize the speaker and alleviate nervousness.
Sample Outline Student: Instructor: Comm. 110, Fundamentals of Public Speaking Date:
Title Specific Purpose: One complete sentence that identifies the audience and tells the speaker what he/she wants to accomplish for the audience. This sentence is not stated in the speech. I. Introduction
A. Attention getter B. Background
1. Topical/Subject a. Introduce topic here
(1) Definition (2) History
b. Establish motivation for audience to listen 2. Personal
a. Establish your credibility on this topic b. Establish why the audience should listen to you speak about this topic
C. Thesis Statement: One complete sentence. Begin with a transition, restate relevancy of the topic to the audience; use key words to identify the mainheads from the body of your speech.
II. Body. This is the bulk of your speech. Use two to five mainheads. Coordination
and subordination are imperative in your outline. A. Mainhead 1. Begin each mainhead with a transition, include keywords.
Mainheads should be developed equally; where there is a 1, there must be a 2. 1. Subhead 1 2. Subhead 2
B. Mainhead 2 1. Subhead 1
a. Sub-sub point (1) (a) (b) (2)
b. 2. Subhead 2
a. Further subordination can be shown as illustrated below (1) (a)
(b) (2) (a) (b)
III. Conclusion
A. Summary 1. Restate mainhead #1 2. Restate mainhead #2
B. Concluding Statement 1. Show finality 2. Show closure – complete the circular journey
References
Sample of an “A” Outline_______________________________________ Name: Tricia Vanselow Instructor: Mary Haslerud Opp Comm. 110, Fundamentals of Public Speaking Date: November 3, 2009
Bell’s Palsy
Specific Purpose: To inform the audience of college students about the symptoms, causes, diagnosis, and treatment of Bell’s palsy.
I. Introduction A. Attention Getter
1. Imagine 2. No taste 3. Water in mouth 4. Mirror 5. 40,000 Americans (Mayo Clinic Staff, 2008, online)
B. Background 1. Personal
a. Feb 18, 2004—8th grade b. 1 month
2. Topical (Mayo Clinic Staff, 2008, online) a. Paralysis b. One side c. Swollen nerve d. Facial muscles
C. Thesis Statement: Since many of you may not be aware of Bell’s palsy or that it even existed, it is important to know its symptoms, causes, the diagnosis, and treatment of it.
II. Body A. Symptoms
1. Myself a. Eye
(1) watering (2) twitching
b. Next morning (1) eye (2) taste (3) smile (4) whole face
2. Ear pain (Health A-Z, 2006, online book) 3. Headache 4. Tears/saliva
B. Causes (Mayo Clinic Staff, 2008, online) 1. Nerve/bone
Vanselow 2 a. 2 branches b. inflamed c. swollen d. pinched e. interference
2. Virus (Health A-Z, 2006, online book) a. Herpes Simplex b. Chicken Pox c. Shingles d. Mono e. Lyme’s Disease
3. Myself C. Diagnosis (Mayo Clinic Staff, 2008, online) 1. no specific test 2. looks 3. X-ray 4. CT scan D. Treatment 1. Full recovery (Mayo Clinic Staff, 2008, online) a. 3 – 6 months b. with treatment (1) Grandma Gray (Kathy Vanselow, 2009, interview) (2) myself c. without treatment (Kathy Vanselow, 2009, interview) 2. Medications (Health A-Z, 2006, online book) a. corticosteroids (1) Prednisone (2) anti-inflammatory (3) myself (4) my grandma b. antiviral (1) stop progression (2) virus (3) Acyclovir (4) Valcyclovir 3. Physical Therapy a. electrotherapy b. massaging c. exercise 4. Surgery (Mayo Clinic Staff, 2008, online) a. open bony passage b. decompress 5. Eye
a. cornea b. tape shut c. gel drops
Vanselow 3
III. Conclusion
A. Summary 1. Symptoms 2. Causes 3. Diagnosis 4. Treatment B. Concluding Statement 1. If you wake up 2. May have Bell’s palsy
References
Mayo Clinic Staff. (2008). Bell’s Palsy. Retrieved October 18, 2009, from
http://www.mayoclinic.com/health/bells-palsy/DS00168
President and Fellows of Harvard College (2006). Health A-to-Z. Retrieved October 20,
2009, from
http://galenet.galegroup.com/servlet/HWRC/hits?r=d&origSearch=true&bucket=r
ef&rlt=1&o=&n=10&1=d&searchTerm=2NTA&index=BA&basicSearchOption=
KE&tcit=1_1_0_0_0_0&c=1&docNum=A169434583&locID=ndacad_58202zun
d&secondary=false&t=RK&s=1&SU=Bells+Palsy
Vanselow, K., Mother of Tricia Vanselow. (personal communication, 2009, October 25).
Sample Note Card
One side of a card for Vaneslow’s speech.
InformativeSpeechSelfEvaluation1.docx
Informative Speech Self Evaluation
Name: Instructor:
Date of Speech: Topic:
1. Describe how and why you selected your topic.
2. When researching your topic, what resources (i.e. the library, magazines, on-line databases, etc.) did you use to find reliable and reputable sources to support your topic? Keep in mind that the internet is not always a reliable source of information.
3. As you outlined your topic, how did you determine the organizational pattern?
4. What method(s) did you use when you practiced your speech? Was that method(s) effective?
5. What one item would you spend more time on – research, outlining, or practicing – in order to improve your next speech, and why?
6. Watch your recorded informative speech and thoroughly evaluate the strengths, weaknesses, and areas of improvement for next time. Use the back of this page if needed.
**Adapted with permission from the University of North Dakota, Director of Public Speaking.
InformativeSpeechPeerEvaluationDraft11.docx
Informative Speech Peer Evaluation Draft
Evaluator’s Name: Instructor:
Speaker’s Name: Title of Speech: Date of Speech:
Note: To get an “A” on an evaluation, you must use specifics and evaluate constructively. Be personal in your evaluation. Be personal in your evaluation.
1. Speech Tailored to the Audience (How did the speaker adapt the speech to this audience?)
2. Introduction (How did the speaker use an effective attention-getter? How was the topic clearly introduced and how was it made relevant to you? How did the speaker establish personal credibility?)
3. Thesis statement (How did the speaker transition into the thesis statement? How did the speaker restate the relevancy of the topic? How did the speaker reveal mainheads?)
4. Body (List and discuss the mainheads. Were the mainheads clearly stated? What sources are cited? Were they done correctly? What transitions were used? What made the information clear and easy to follow?)
(Turn Sheet Over!!!!)
5. Conclusion (How did the speaker summarize the mainheads? How did the speaker provide closure or complete the circular journey?)
6. Delivery (Evaluate the elements of physical delivery – posture, facial expression, eye contact, movement, use of gestures – and the elements of vocal delivery – voice quality, articulation and pronunciation, pitch and inflection, volume, rate and pause. Also evaluate extemporaneous speaking, note card use, vivid language, verbal fillers, confidence, enthusiasm)
7. Additional comments (Give an overall reaction to speech and visual aids – if used, as well as additional feedback.)
InformativeSpeechGuidelinesSummer20162.pdf
Informative Speech Description: A speech designed to provide new information to the audience and enhance the
audience’s understanding of a topic.
Requirements:
3-5 minutes, or as directed by instructor.
2-5 mainheads, or as directed by instructor.
2 sources minimum, other than yourself, a dictionary, or an encyclopedia, or as directed by
instructor.
An audience of at least 3 people is required for this speech.
Characteristics:
Must add knowledge to audience; do not repeat information they already know.
May deepen audience’s understanding of the topic; use examples your audience is familiar
with.
Must show audience practical applications of information.
Guidelines:
Make it clear that the goal of your speech is to inform.
Narrow your topic so that you are speaking in depth and not in breadth.
Define your topic by explaining what it is and what it is not.
Be careful that all information in the speech is central to thesis and not off on a tangent.
Select the organizational pattern that best suits your topic.
Organize your thoughts carefully.
Limit ideas and information so that audience will not experience information overload.
Use transitions that make sense.
Keep technical vocabulary to a minimum, and carefully define any technical terms used.
Make sure all your information is presented clearly.
Make sure all your information is accurate.
Use credible and appropriate sources, carefully checking quotes and citations.
Stay objective. If necessary, show both sides of an issue, but do it impartially.
Become involved, both vocally and physically, in your delivery.
Consider ethics as they apply to the speaker and listeners.
Past Informative Speech Topics: Improving gas mileage diabetes birth order
Sleep habits poker marathons
Bicycles dreams breakfast
Ice cream Garth Brooks Parkinson’s disease
Stress management Mount Rushmore swimming
Caffeine asthma U.S. marshals
Types of Informative Speeches
Speeches about people
o Discuss contributions of a specific person, or discuss a group of people and their impact.
o Compare/contrast individuals/groups, their philosophies and contributions.
Speeches about objects
o Focus on spatial features.
o Highlight the concrete not the abstract.
Speeches about places
o Focus on aspects that the audience might not have experienced.
o If it is a familiar place, find information your audience does not already know.
o Use vivid word pictures.
Speeches about events o Focus on chronological development or on causes and effects.
o Highlight the important or not so important occurrence in the world.
Speeches about processes
o Focus on the associations between form and content .
o Help audience understand how something works.
Speeches about conditions
o May be about personal health or medicine; may also be about particular situations:
domestic or international, social, political, or cultural.
o Focus on causes and effects; discuss needs and plans for recovery.
Speeches about concepts o Focus on the abstract rather than the concrete.
o Discuss the visible and hidden characteristics of the idea.
Speeches about issues
o Focus on controversial policies, aspects of the contemporary world.
o Be careful not to lose objectivity or perspective.
OutlineHandout1.pdf
Outlines Guidelines: • Make the outline easy for your instructor to follow, giving an overview of what your
speech is about. • Follow the outline format your instructor gives you as a guideline. There are
examples in this workbook, but you may want to ask your instructor for any specific outline requirements this text does not give.
• Be sure to use the right organizational pattern that’s right for your speech topic and information.
• Follow the keyword format. • Use only two complete sentences in your outline:
o The thesis statement. o The specific purpose statement.
• Never put more on your note card than you have on your outline. • Your outline should include as much development of ideas as necessary. Key Words: • Key words are the important words of/in your speech (for an example look at the
speech outlines in this workbook). • Key words are located in three places in your speech:
• In the thesis statement (introduction). • In the mainheads (in the body). • In the summary (conclusion).
• If your audience does not remember anything else at the end of your speech, they should at least remember your key words.
Note: One effective method of speech presentation is to think of it as taking the audience on a circular journey. You begin the journey by capturing the audience’s attention in the introduction while proceeding to lead them through each of your mainheads right up to the conclusion. At this point, you review where you have taken the audience (by restating mainheads), and then you express your concluding statement, which brings them back to where the journey started (which can be accomplished by restating some aspect of your introduction). Remember: A good outline helps organize the speaker and alleviate nervousness.
Sample Outline Student: Instructor: Comm. 110, Fundamentals of Public Speaking Date:
Title Specific Purpose: One complete sentence that identifies the audience and tells the speaker what he/she wants to accomplish for the audience. This sentence is not stated in the speech. I. Introduction
A. Attention getter B. Background
1. Topical/Subject a. Introduce topic here
(1) Definition (2) History
b. Establish motivation for audience to listen 2. Personal
a. Establish your credibility on this topic b. Establish why the audience should listen to you speak about this topic
C. Thesis Statement: One complete sentence. Begin with a transition, restate relevancy of the topic to the audience; use key words to identify the mainheads from the body of your speech.
II. Body. This is the bulk of your speech. Use two to five mainheads. Coordination
and subordination are imperative in your outline. A. Mainhead 1. Begin each mainhead with a transition, include keywords.
Mainheads should be developed equally; where there is a 1, there must be a 2. 1. Subhead 1 2. Subhead 2
B. Mainhead 2 1. Subhead 1
a. Sub-sub point (1) (a) (b) (2)
b. 2. Subhead 2
a. Further subordination can be shown as illustrated below (1) (a)
(b) (2) (a) (b)
III. Conclusion
A. Summary 1. Restate mainhead #1 2. Restate mainhead #2
B. Concluding Statement 1. Show finality 2. Show closure – complete the circular journey
References
Sample of an “A” Outline_______________________________________ Name: Tricia Vanselow Instructor: Mary Haslerud Opp Comm. 110, Fundamentals of Public Speaking Date: November 3, 2009
Bell’s Palsy
Specific Purpose: To inform the audience of college students about the symptoms, causes, diagnosis, and treatment of Bell’s palsy.
I. Introduction A. Attention Getter
1. Imagine 2. No taste 3. Water in mouth 4. Mirror 5. 40,000 Americans (Mayo Clinic Staff, 2008, online)
B. Background 1. Personal
a. Feb 18, 2004—8th grade b. 1 month
2. Topical (Mayo Clinic Staff, 2008, online) a. Paralysis b. One side c. Swollen nerve d. Facial muscles
C. Thesis Statement: Since many of you may not be aware of Bell’s palsy or that it even existed, it is important to know its symptoms, causes, the diagnosis, and treatment of it.
II. Body A. Symptoms
1. Myself a. Eye
(1) watering (2) twitching
b. Next morning (1) eye (2) taste (3) smile (4) whole face
2. Ear pain (Health A-Z, 2006, online book) 3. Headache 4. Tears/saliva
B. Causes (Mayo Clinic Staff, 2008, online) 1. Nerve/bone
Vanselow 2 a. 2 branches b. inflamed c. swollen d. pinched e. interference
2. Virus (Health A-Z, 2006, online book) a. Herpes Simplex b. Chicken Pox c. Shingles d. Mono e. Lyme’s Disease
3. Myself C. Diagnosis (Mayo Clinic Staff, 2008, online) 1. no specific test 2. looks 3. X-ray 4. CT scan D. Treatment 1. Full recovery (Mayo Clinic Staff, 2008, online) a. 3 – 6 months b. with treatment (1) Grandma Gray (Kathy Vanselow, 2009, interview) (2) myself c. without treatment (Kathy Vanselow, 2009, interview) 2. Medications (Health A-Z, 2006, online book) a. corticosteroids (1) Prednisone (2) anti-inflammatory (3) myself (4) my grandma b. antiviral (1) stop progression (2) virus (3) Acyclovir (4) Valcyclovir 3. Physical Therapy a. electrotherapy b. massaging c. exercise 4. Surgery (Mayo Clinic Staff, 2008, online) a. open bony passage b. decompress 5. Eye
a. cornea b. tape shut c. gel drops
Vanselow 3
III. Conclusion
A. Summary 1. Symptoms 2. Causes 3. Diagnosis 4. Treatment B. Concluding Statement 1. If you wake up 2. May have Bell’s palsy
References
Mayo Clinic Staff. (2008). Bell’s Palsy. Retrieved October 18, 2009, from
http://www.mayoclinic.com/health/bells-palsy/DS00168
President and Fellows of Harvard College (2006). Health A-to-Z. Retrieved October 20,
2009, from
http://galenet.galegroup.com/servlet/HWRC/hits?r=d&origSearch=true&bucket=r
ef&rlt=1&o=&n=10&1=d&searchTerm=2NTA&index=BA&basicSearchOption=
KE&tcit=1_1_0_0_0_0&c=1&docNum=A169434583&locID=ndacad_58202zun
d&secondary=false&t=RK&s=1&SU=Bells+Palsy
Vanselow, K., Mother of Tricia Vanselow. (personal communication, 2009, October 25).
Sample Note Card
One side of a card for Vaneslow’s speech.