POWERPOINT PRESENTATIONS - PUBLIC SPEAKING
Joaquin Perez 
The-Art-of-Public-Speaking-11e-Stephen-E.-Lucas1.pdf
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ISBN 978-0-07-340673-2 MHID 0-07-340673-2
www.mhhe.com STEPHEN E. LUCAS 11e
SPeaking 11e
l u c a
S S P e a k in
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connect to the eXPerience of public speaking
M D
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#1159640 08/31/11 C Y
A N
M A
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The Art of Public Speaking
S tephen E. L ucas University of Wisconsin–Madison
ELEVENTH EDITION
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Lucas, Stephen, 1946— The art of public speaking / Stephen E. Lucas. – 11th ed. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-07-340673-2 (softcover : alk. paper) ISBN-10: 0-07-340673-2 (softcover : alk. paper) 1. Public speaking. I. Title. PN4129.15.L83 2011 808.5’1–dc23 2011035682
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Stephen E. Lucas is Professor of Communication Arts and Evjue-Bascom Professor in the Humanities at the Univer-sity of Wisconsin–Madison. He received his bachelor’s degree from the University of California, Santa Barbara, and
his ma s ter’s and doctorate degrees from Penn State University.
Professor Lucas has been recognized for his work as both
a scholar and a teacher. His first book, Po r tents of Rebellion: Rhetoric and Revolution in Philadelphia, 1765–1776, received the Golden Anniversary Award of the National Communication
Association and was nominated for a Pulitzer Prize. His major
articles include “The Schism in Rhetorical Scholarship” (1981),
“The Renaissance of American Public Address: Text and Co n-
text in Rhetorical Criticism” (1988), “The Stylistic Artistry of
the Declaration of Independence” (1990), and “The Rhetorical
Ancestry of the Declaration of Independence” (1998), for which
he received the Golden Ann i versary Monograph Award of the
National Communication Association. His most recent book is
Words of a Century: The Top 100 American Speeches, 1900–1999 (2009).
Professor Lucas has received a number of teaching awards, including
the Chancellor’s Award for Exce l lence in Teaching at the University of
Wisconsin and the National Communication Association’s Donald Ecroyd
Award for Outstanding Teaching in Higher Education. His lecture course on
“The Rhetoric of Ca m paigns and Revolutions” is among the most popular
on campus and has twice been selected for statewide broa d cast in its
entirety by Wisconsin Public Radio. Professor Lucas is featured in the
Educational Video Group’s program on the hi s t o ry of American public
address, and he has appeared on the History Channel’s documentary on
the Declaration of Independence.
Professor Lucas has directed the introductory public speaking course
at the University of Wisconsin–Madison since 1973. Over the years he has
been responsible for numerous teaching innovations and has supe r vised
the training of hundreds of graduate assistants. In addition to participating
in public speaking workshops and colloquia at schools throughout the
United States, he has served as a judge for the major n a tional English-
language public speaking competitions in China, has lectured at numerous
Chinese universities, and has co n ducted workshops for Chinese instructors
on teaching public speaking. The Art of Public Speaking has been published in China both in translation and in English editions.
Stephen Lucas and his wife, Patty, live in Madison, Wisconsin, and have
two sons, Jeff and Ryan. His inte r ests include travel, sports, art, and
photography.
About the Author
iii
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iv
Contents in Brief SPEAKING AND LISTENING
1 Speaking in Public 3
2 Ethics and Public Speaking 29
3 Listening 47
4 Giving Your First Speech 63
SPEECH PREPARATION: GETTING STARTED
5 Selecting a Topic and a Purpose 77
6 Analyzing the Audience 97
7 Gathering Materials 119
8 Supporting Your Ideas 141
SPEECH PREPARATION: ORGANIZING AND OUTLINING
9 Organizing the Body of the Speech 165
10 Beginning and Ending the Speech 185
11 Outlining the Speech 205
PRESENTING THE SPEECH
12 Using Language 221
13 Delivery 239
14 Using Visual Aids 259
VARIETIES OF PUBLIC SPEAKING
15 Speaking to Inform 277
16 Speaking to Persuade 299
17 Methods of Persuasion 325
18 Speaking on Special Occasions 353
19 Speaking in Small Groups 365
APPENDIX Speeches for Analysis and Discussion A1
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Contents A Note from the Author xvi
Preface xvii
Acknowledgments xxii
Reviewers, Symposium and Focus-Group Participants, and Contributors xxiii
PART ONE SPEAKING AND LISTENING
Chapter 1� Speaking in Public 3 The Power of Public Speaking 4
The Tradition of Public Speaking 5
Similarities Between Public Speaking and Conversation 6
Differences Between Public Speaking and Conversation 8
Developing Confidence: Your Speech Class 9
Nervousness Is Normal 9
Dealing with Nervousness 10
Public Speaking and Critical Thinking 16
The Speech Communication Process 18
Speaker 18
Message 18
Channel 19
Listener 19
Feedback 20
Interference 20
Situation 21
The Speech Communication Process: Example with
Commentary 21
Public Speaking in a Multicultural World 22
Cultural Diversity in the Modern World 22
Cultural Diversity and Public Speaking 23
Avoiding Ethnocentrism 24
Chapter 2� Ethics and Public Speaking 29 The Importance of Ethics 30
Guidelines for Ethical Speaking 31
Make Sure Your Goals Are Ethically Sound 31
Be Fully Prepared for Each Speech 32
Be Honest in What You Say 33
Avoid Name-Calling and Other Forms of Abusive Language 34
Put Ethical Principles into Practice 35
Plagiarism 37
Global Plagiarism 37
Patchwork Plagiarism 38
Incremental Plagiarism 38
Plagiarism and the Internet 40
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vi CONTENTS
Chapter 3 �Listening 47 Listening Is Important 48
Listening and Critical Thinking 49
Four Causes of Poor Listening 50
Not Concentrating 50
Listening Too Hard 50
Jumping to Conclusions 51
Focusing on Delivery and Personal Appearance 52
How to Become a Better Listener 53
Take Listening Seriously 53
Be an Active Listener 53
Resist Distractions 55
Don’t Be Diverted by Appearance or Delivery 56
Suspend Judgment 56
Focus Your Listening 56
Develop Note-Taking Skills 58
PART TWO SPEECH PREPARATION: GETTING STARTED
Chapter 5 � Selecting a Topic and a Purpose 77
Choosing a Topic 78
Topics You Know a Lot About 78
Topics You Want to Know More About 79
Brainstorming for Topics 80
Chapter 4 � Giving Your First Speech 63 Preparing Your Speech 64
Developing the Speech 64
Organizing the Speech 66
Delivering Your Speech 67
Speaking Extemporaneously 68
Rehearsing the Speech 69
Presenting the Speech 70
Sample Speeches with Commentary 71
Guidelines for Ethical Listening 41
Be Courteous and Attentive 41
Avoid Prejudging the Speaker 42
Maintain the Free and Open Expression of Ideas 42
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CONTENTS viiCOO
Chapter 6 � Analyzing the Audience 97
Audience-Centeredness 98
Your Classmates as an Audience 99
The Psychology of Audiences 100
Demographic Audience Analysis 101
Age 102
Gender 102
Religion 103
Sexual Orientation 104
Racial, Ethnic, and Cultural Background 104
Group Membership 105
Situational Audience Analysis 106
Size 106
Physical Setting 106
Disposition Toward the Topic 107
Disposition Toward the Speaker 108
Disposition Toward the Occasion 109
Getting Information About the Audience 110
Adapting to the Audience 113
Audience Adaptation Before the Speech 113
Audience Adaptation During the Speech 114
Determining the General Purpose 82
Determining the Specific Purpose 82
Tips for Formulating the Specific Purpose Statement 84
Questions to Ask About Your Specific Purpose 86
Phrasing the Central Idea 89
What Is the Central Idea? 89
Guidelines for the Central Idea 90
Chapter 7 �Gathering Materials 119 Using Your Own Knowledge and Experience 120
Doing Library Research 120
Librarians 120
The Catalogue 121
Reference Works 121
Newspaper and Periodical Databases 122
Academic Databases 123
Searching the Internet 124
Search Engines 124
Specialized Research Resources 125
Evaluating Internet Documents 127
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viii CONTENTS
PART THREE SPEECH PREPARATION: ORGANIZING AND OUTLINING
Chapter 9 � Organizing the Body of the Speech 165
Organization Is Important 166
Main Points 166
Number of Main Points 168
Strategic Order of Main Points 169
Tips for Preparing Main Points 174
Supporting Materials 175
Connectives 177
Transitions 177
Internal Previews 178
Internal Summaries 178
Signposts 178
Interviewing 129
Before the Interview 130
During the Interview 131
After the Interview 132
Tips for Doing Research 133
Start Early 133
Make a Preliminary Bibliography 133
Take Notes Efficiently 134
Think About Your Materials as You Research 136
Chapter 8 �Supporting Your Ideas 141 Examples 142
Brief Examples 143
Extended Examples 143
Hypothetical Examples 144
Tips for Using Examples 144
Statistics 147
Understanding Statistics 148
Tips for Using Statistics 151
Testimony 155
Expert Testimony 155
Peer Testimony 155
Quoting Versus Paraphrasing 156
Tips for Using Testimony 156
Citing Sources Orally 159
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CONTENTS ix
Chapter 10 � Beginning and Ending the Speech 185
The Introduction 186
Get Attention and Interest 186
Reveal the Topic 192
Establish Credibility and Goodwill 192
Preview the Body of the Speech 194
Sample Introduction with Commentary 195
Tips for the Introduction 196
The Conclusion 196
Signal the End of the Speech 196
Reinforce the Central Idea 198
Sample Conclusion with Commentary 201
Tips for the Conclusion 202
Chapter 11 � Outlining the Speech 205 The Preparation Outline 206
Guidelines for the Preparation Outline 206
Sample Preparation Outline with Commentary 210
The Speaking Outline 213
Guidelines for the Speaking Outline 214
Sample Speaking Outline with Commentary 216
PART FOUR PRESENTING THE SPEECH
Chapter 12 �Using Language 221 Meanings of Words 222
Using Language Accurately 223
Using Language Clearly 224
Use Familiar Words 224
Choose Concrete Words 225
Eliminate Clutter 226
Using Language Vividly 227
Imagery 228
Rhythm 230
Using Language Appropriately 232
Appropriateness to the Occasion 233
Appropriateness to the Audience 233
Appropriateness to the Topic 233
Appropriateness to the Speaker 234
A Note on Inclusive Language 234
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x CONTENTS
Chapter 13 � Delivery 239 What Is Good Delivery? 240
Methods of Delivery 240
Reading from a Manuscript 241
Reciting from Memory 241
Speaking Impromptu 241
Speaking Extemporaneously 242
The Speaker’s Voice 243
Volume 244
Pitch 244
Rate 244
Pauses 245
Vocal Variety 245
Pronunciation 246
Articulation 246
Dialect 247
The Speaker’s Body 248
Personal Appearance 248
Movement 249
Gestures 250
Eye Contact 250
Practicing Delivery 251
Answering Audience Questions 252
Preparing for the Question-and-Answer Session 252
Managing the Question-and-Answer Session 253
Chapter 14 � Using Visual Aids 259 Kinds of Visual Aids 260
Objects and Models 260
Photographs and Drawings 260
Graphs 261
Charts 263
Video 264
The Speaker 264
PowerPoint 265
Guidelines for Preparing Visual Aids 267
Prepare Visual Aids Well in Advance 267
Keep Visual Aids Simple 267
Make Sure Visual Aids Are Large Enough 267
Use a Limited Amount of Text 267
Use Fonts Effectively 268
Use Color Effectively 269
Use Images Strategically 269
Guidelines for Presenting Visual Aids 270
Display Visual Aids Where Listeners Can See Them 270
Avoid Passing Visual Aids Among the Audience 271
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CONTENTS xi
PART FIVE VARIETIES OF PUBLIC SPEAKING
Chapter 15 �Speaking to Inform 277 Types of Informative Speeches: Analysis and Organization 278
Speeches About Objects 278
Speeches About Processes 280
Speeches About Events 282
Speeches About Concepts 284
Guidelines for Informative Speaking 286
Don’t Overestimate What the Audience Knows 286
Relate the Subject Directly to the Audience 287
Don’t Be Too Technical 289
Avoid Abstractions 290
Personalize Your Ideas 291
Be Creative 293
Sample Speech with Commentary 293
Display Visual Aids Only While Discussing Them 271
Explain Visual Aids Clearly and Concisely 272
Talk to Your Audience, Not to Your Visual Aid 272
Practice with Your Visual Aids 273
Check the Room and Equipment 274
Chapter 16 �Speaking to Persuade 299 The Importance of Persuasion 300
Ethics and Persuasion 300
The Psychology of Persuasion 301
The Challenge of Persuasive Speaking 301
How Listeners Process Persuasive Messages 302
The Target Audience 304
Persuasive Speeches on Questions of Fact 305
What Are Questions of Fact? 305
Analyzing Questions of Fact 305
Organizing Speeches on Questions of Fact 306
Persuasive Speeches on Questions of Value 307
What Are Questions of Value? 307
Analyzing Questions of Value 307
Organizing Speeches on Questions of Value 308
Persuasive Speeches on Questions of Policy 309
What Are Questions of Policy? 309
Types of Speeches on Questions of Policy 309
Analyzing Questions of Policy 311
Organizing Speeches on Questions of Policy 313
Sample Speech with Commentary 318
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xii CONTENTS
Chapter 18 � Speaking on Special Occasions 353
Speeches of Introduction 354
Speeches of Presentation 356
Speeches of Acceptance 358
Commemorative Speeches 358
Chapter 17 �Methods of Persuasion 325 Building Credibility 326
Factors of Credibility 326
Types of Credibility 327
Enhancing Your Credibility 328
Using Evidence 330
How Evidence Works: A Case Study 331
Tips for Using Evidence 332
Reasoning 334
Reasoning from Specific Instances 335
Reasoning from Principle 336
Causal Reasoning 337
Analogical Reasoning 337
Fallacies 338
Appealing to Emotions 342
What Are Emotional Appeals? 343
Generating Emotional Appeal 344
Ethics and Emotional Appeal 345
Sample Speech with Commentary 346
Chapter 19 �Speaking in Small Groups 365 What Is a Small Group? 366
Leadership in Small Groups 367
Kinds of Leadership 367
Functions of Leadership 368
Responsibilities in a Small Group 369
Commit Yourself to the Goals of Your Group 369
Fulfill Individual Assignments 370
Avoid Interpersonal Conflicts 371
Encourage Full Participation 371
Keep the Discussion on Track 372
The Reflective-Thinking Method 373
Define the Problem 373
Analyze the Problem 374
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CONTENTS xiii
Establish Criteria for Solutions 375
Generate Potential Solutions 376
Select the Best Solution 377
Presenting the Recommendations of the Group 378
Oral Report 378
Symposium 379
Panel Discussion 379
Appendix� Speeches for Analysis and Discussion A1
I Have a Dream Martin Luther King, Jr. A2
Ramadan A5
The Horrors of Puppy Mills A7
Bursting the Antibacterial Bubble A9
My Crazy Aunt Sue A11
Questions of Culture Sajjid Zahir Chinoy A13
Notes N1
Photo Credits C1
Index I1
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xiv CONTENTS
SPEECHES
There’s an App for That (Sample Speech with Commentary) 72
Fork in the Road (Sample Speech with Commentary) 73
Surrounded by Stuff (Sample Introduction with Commentary) 195
Surrounded by Stuff (Sample Conclusion with Commentary) 201
Service Dogs (Sample Preparation Outline with Commentary) 211
Service Dogs (Sample Speaking Outline with Commentary) 216
Medical Robots: From Science Fiction to Science Fact (Sample Speech with Commentary) 294
Phony Pharmaceuticals (Sample Speech with Commentary) 318
The Dangers of Cell Phones (Sample Speech with Commentary) 346
Presenting the Congressional Gold Medal Bill Clinton 357
Accepting the Congressional Gold Medal Nelson Mandela 358
Elie Wiesel 361
I Have a Dream Martin Luther King, Jr. A2
Ramadan A5
The Horrors of Puppy Mills A7
Bursting the Antibacterial Bubble A9
My Crazy Aunt Sue A11
Questions of Culture Sajjid Zahir Chinoy A13
SPEECHES BY GENRE
INTRODUCTORY SPEECHES
Self-Introduction
There’s an App for That (Sample Speech with Commentary) 72
Introducing a Classmate
Fork in the Road (Sample Speech with Commentary) 73
INFORMATIVE SPEECHES
Surrounded by Stuff (Sample Introduction with Commentary) 195
Surrounded by Stuff (Sample Conclusion with Commentary) 201
Service Dogs (Sample Preparation Outline with Commentary) 211
Service Dogs (Sample Speaking Outline with Commentary) 216
Medical Robots: From Science Fiction to Science Fact (Sample Speech with Commentary) 294
Ramadan A5
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CONTENTS xv
PERSUASIVE SPEECHES
Phony Pharmaceuticals (Sample Speech with Commentary) 318
The Dangers of Cell Phones (Sample Speech with Commentary) 346
The Horrors of Puppy Mills A7
Bursting the Antibacterial Bubble A9
SPEECHES OF PRESENTATION
Presenting the Congressional Gold Medal Bill Clinton 357
SPEECHES OF ACCEPTANCE
Accepting the Congressional Gold Medal Nelson Mandela 358
COMMEMORATIVE SPEECHES
Elie Wiesel 361
I Have a Dream Martin Luther King, Jr. A2
My Crazy Aunt Sue A11
Questions of Culture Sajjid Zahir Chinoy A13
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T he Art of Public Speaking will pass its 30th anniversary in the course of this edition. When I wrote the first edition, I could not have imag-ined the extraordinary response the book would receive. I am deeply appreciative of the st u dents and teachers who have made it the leading
work on its subject at colleges and universities across the United States
and around the world.
In preparing this edition, I have retained what readers have identified
as the main strengths of the book. The Art of Public Speaking is informed by classical and contemporary theories of rhetoric, but it does not pr e sent
theory for its own sake. Keeping a steady eye on the practical skills of
public speaking, it offers full cove r age of all major aspects of speech prep-
aration and presentation.
It also follows David Hume’s advice that one “who would teach elo-
quence must do it chiefly by examples.” Whenever possible, I have tried to
show the principles of public speaking in action in addition to descri b ing them. Thus you will find in the book a large number of narratives, speech
excerpts, and full sample speeches that illustrate the principles of effective
public speaking.
Because the immediate task facing students is to present speeches in
the classroom, I rely heavily on e x amples that relate directly to students’
classroom needs and experiences. The speech classroom, however, is a
training ground where students develop skills that will serve them through-
out life. Therefore, I also include a large number of illustrations drawn from
the kinds of speaking experiences students will face after they grad u ate
from college.
Because speeches are performative acts, students need to be able to
view speakers in action as well as read their words on the printed page.
The Art of Public Speaking has an extensive video program that is available both on DVD and on Connect Public Speaking, the book’s innovative online learning platform. The video program i n cludes 27 full student speeches,
plus more than 60 speech excerpts. Nine of the full speeches and more
than 25 of the e x cerpts are new to this edition.
Connect also provides a wide range of teaching and learning resources in addition to the speech videos. These resources include hands-on study
tools, critical-thinking exercises, speech analysis questions, worksheets,
a s sessment forms, and more. Taken together, the book and Connect pro- vide an interactive public speaking pr o gram that meets the needs of stu-
dents and teachers alike.
The Art of Public Speaking has changed over the years in response to changes in technology, student demographics, and instructional needs. But
it has never lost sight of the fact that the most important part of speaking
is thinking. The ability to think critically is vital to a world in which person-
ality and image too often substitute for thought and substance. While help-
ing students become capable, responsible speakers, The Art of Public Speaking also seeks to help them become capable, responsible thinkers.
A Note from the Author
xvi
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FEATURES OF THE ELEVENTH EDITION
The eleventh edition of The Art of Public Speaking builds on its predecessors with expanded coverage in key areas that students find most challenging— plunging into the first speech, avoiding fallacies, using supporting materials properly, citing sources orally, developing and presenting visual aids, and taking public speaking from classroom to career. These content revisions are combined with a thorough revision of Connect Public Speaking, the pathbrea k ing online learning platform for The Art of Pub- lic Speaking at www.mcgraw-hillconnect.com . The book, Connect, and the other resources available with The Art of Public Speaking are all designed to work hand in hand. They provide an int e grated teaching and learning system that is without parallel among public speaking textbooks.
Helping students make the leap from principles to performance
THE ART OF PUBLIC SPEAKING CONNECTS STUDENTS TO THE PRACTICE OF PUBLIC SPEAKING. Clear, consistent coverage and a friendly, authoritative voice that speaks personably to students and gives them the principles they need to create and deliver dynamic public speeches.
Print and video examples show the principles of public speaking in action rather than just descri b ing them.
■ Every chapter of The Art of Public Speak- ing has been thoroughly revised to pre- sent relevant, easy-to-grasp real-world models that speak to the newest gen- eration of students.
■ Student speeches on DVD and on Con- nect provide models of major speech genres. There are a total of 27 full stu- dent speeches (9 new to this edition), including 5 “Needs Improvement” ver- sions. There are also more than 60 vid- eos (27 new to this edition) that illustrate specific skills and concepts from the book. Icons in the margins of the main text direct readers to the appropriate videos.
■ Written and narrated by Stephen E. Lucas, Introductions, Conclusions, and Visual Aids utilizes the pri n ciples of visual learning
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to reinforce key concepts from the book. Part One of this 30-minute DVD uses excerpts from a wide range of student speeches to illustrate the principles of effective introductions and conclusions. Part Two contains examples of speakers using a variety of visual aids and presentation m e dia.
LearnSmart, Connect’s adaptive diagnostic study tool, helps stu- dents absorb and internalize key ideas from the text. LearnSmart adapts to individual students and, based on their responses, identifies strengths and weaknesses in their grasp of course content. By tracking stu- dent responses, instructors can use class time to f o cus on subjects that stu- dents find most challenging.
Helping students apply principles discussed in the text to the creation of their own speeches
THE ART OF PUBLIC SPEAKING CONNECTS STUDENTS TO CONFIDENCE IN PUBLIC SPEAKING.
Improved coverage of persuasive speaking. Chapter 16, “Speaking to Persuade,” includes many new exa m ples, including a new full speech with commentary. Chapter 17, “Methods of Persuasion,” has a revised discussion of reasoning, plus expanded coverage of fallacies and a new sample speech with commentary.
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A full chapter on “Giving Your First Speech” (Chapter 4). This chap- ter gives students the support they need to present their first speeches at the start of the term—long before most of the principles of public spea k ing have been covered in class. Two new sample speeches with commentary provide models of introductory prese n tations.
More on supporting ideas and source citation. In response to requests from instructors, Chapter 8 provides expanded coverage of how to use sup- porting materials and how to cite sources orally. Chapter 7 takes account of new developments in online research and provides criteria for assessing infor- mation gleaned from the Inte r net.
Revised chapter on visual aids (Chapter 14). Among other changes, the popular PowerPoint appendix has been integrated into the main chapter, providing more streamlined and up-to-date coverage of visual aids.
Interactive assignments and activities in Connect take online ped- agogy to a new level. The latest version of Connect offers a wide range of assignable and assessable online activities. These include exercises for critical thinking, speech videos with questions for analysis, scrambled outline exer- cises, chapter study que s tions, key-term dia g nostics, and speech checklists and worksheets.
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Strong connection between public speaking principles and real- world application. “Using Public Speaking in Your Career”
activities place students in realistic, professional scenarios and help them make the leap from clas s room to career.
Comprehensive chapter-ending pedagogy builds critical thinking skills. Each chapter contains review que s tions and exercises for critical thinking. The exer-
cises require students to work with—and to think about—skills and concepts covered in the chapter. They are vital to the integrated teaching and learning system that has helped make The Art of Public Speaking so successful.
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Student Workbook. This popular supplement contains exercises, check- lists, worksheets, evaluation forms, and other materials designed to help stu- dents master the principles of effective speechmaking presented in the text.
Helping novices gain practice time and become eff ective public speakers
THE ART OF PUBLIC SPEAKING CONNECTS STUDENTS TO SUCCESS IN PUBLIC SPEAKING.
Speech Capture. This cutting-edge tool lets instructors evaluate speeches live, using a fully custo m izable rubric. Instructors can also upload speech videos on behalf of students, as well as create and manage peer r e view assig n ments. Stu- dents can upload their own videos for self-review and/or peer review.
Outline Tool, with enhanced user interface. The Outline Tool guides students systematically through the process of organizing and outlining their speeches. Instructors can customize parts of the outliner, and also turn it off if they don’t want their students to use it.
Topic Helper, as well as access to EasyBib and Survey Monkey online tools. The Topic Helper helps st u dents select a topic for speech assignments. EasyBib is a Web-based tool that automates the fo r matting of citations and bibliographies. Survey Monkey, also a Web-based tool, helps students create and ma n age audience-analysis questionnaires.
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RESOURCES FOR INSTRUCTORS
The Art of Public Speaking has an exceptional set of instructional resources that provide a fully integrated, comprehensive teac h ing and learning program for instructors of all experience levels.
Easier online course management through Connect-Blackboard CMS integration. McGraw-Hill’s partne r ship with Blackboard allows for full integration of McGraw-Hill content and digital tools into Blackboard, fe a turing single sign-on capability for students and faculty.
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PREFACE xxi
Annotated Instructor’s Edition. The Annotated Instructor’s Edition pro- vides a wealth of teaching aids for each chapter in the book. It is also cross- referenced with Connect , the Instructor’s Manual , the Instructor’s R e source CD-ROM, and other supplements that accompany The Art of Public Speaking .
Instructor’s Manual. This comprehensive guide to teaching from The Art of Public Speaking contains su g gested course outlines and speaking assign- ments; chapter outlines; supplementary exercises and classroom a c tivities; feedback for all exercises and activities; and 45 additional speeches for discus- sion and analysis.
Test Bank. The Test Bank furnishes 2,600 examination questions based on The Art of Public Speaking.
PowerPoint Slides with Video Clips. Fully revised for this edition, more than 400 Powe r Point slides include text, photographs, illustrations, and video clips, and can be cu s tomized by instructors for lecture or discussion.
Online Learning Center. The Art of Public Speaking Online Learning Cen- ter, located at www.mhhe.com/lucas11e , enables teachers to download the full roster of teaching resources:
■ Instructor’s Manual
■ Test Bank (Microsoft Word files, as well as computerized EZTest versions)
■ PowerPoint slides
■ Teaching Public Speaking
■ Teaching Public Speaking Online, fully revised for the eleventh edition by Jennifer Cochrane of Indiana Unive r sity and Purdue University at Indianapolis
■ Handbook for Teachers of Non-Native Speakers of English
Instructor’s Resource CD-ROM. The Instructor’s Manual, Test Bank, Power- Point slides, and other items in the O n line Learning Center are also available on this CD-ROM.
The Instructor’s Manual, Test Bank, and PowerPoint slides are available on Connect, the Online Learning Ce n ter, and the Instructor’s Resource CD-ROM.
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ACKNOWLEDGMENTS
“’Tis the good reader,” said Ralph Waldo Emerson, “that makes the good book.” I have been fortunate to have very good readers indeed, and I would like to thank the reviewers, symposium and focus-group partic i pants, and co n- tributors whose names appear on pages xxiii–xxv for their expertise and help- ful comments and suggestions. In addition, I would like to express my gratitude both to the students at the University of Wisconsin whose speeches provided the material for many of the examples in the book and to members of the Communic a tion Arts 100 teaching staff who helped me by collecting sample speeches and by offering feedback on the tenth ed i tion. I am especially grateful to Sarah Jedd, assistant director of Communication Arts 100, for her splendid work in that capac i ty and for her many contributions to the book. Thanks go as well to Margaret Procario for her work on the Instructor’s Manual and the Test Bank; to Jennifer Cochrane for her supplement on using The Art of Public Speaking in an online course; and to Ashley Hinck, who helped with the research for this edition. Above all, I am indebted to Paul Stob, who worked with me on the book and supplements throughout the preparation of this edition. His contributions were indispens a ble. I also owe thanks to The Art of Public Speaking team at McGraw-Hill. David Patterson, Susan Gouijnstook, Mikola De Roo, Suzie Flores, and Jamie Daron joined the book this edition, and they have continued its trad i tion of excel- lence. Now in her fourth edition as marketing manager, Leslie Oberhuber continues to prove why she is one of the best in the business. Mike Ryan, Steve Debow, and Ed Stanford all provided exec u tive support and direction. In this day and age, publishing a textbook involves much more than the book itself. Working with the editorial team, Janet Byrne Smith and Adam Dweck skillfully managed the new version of Connect. Other members of the Connect team included Vicki Splaine, Debabrata Acharya, Pravarna Besa, Manish Gupta, Irina Reznick, Sanjay Shinde, Sujoy Banerjee, John Brady, Priscila Depano, Nidhi Kumari, and Suzy Cho. Meghan Campbell coordinated the addition of LearnSmart to the online resources. As production editor for the book, Carey Eisner handled a thousand details with skill and aplomb. Pr e ston Thomas oversaw the creation of a new design and cover. Natalia Peschiera coordinated the photo program, and Jennifer Blankenship located a wealth of images on a tight schedule. Vicki Malinee helped steer the suppl e ments through production. As always, my biggest debt is to my wife, Patty, whose love and support have sustained me through the years.
Stephen E. Lucas Madison, Wisconsin
xxii PREFACE
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REVIEWERS, SYMPOSIUM AND FOCUS-GROUP PARTICIPANTS, AND CONTRIBUTORS
PREFACE xxiii
Main-Text Reviewers Bob Alexander, Bossier Parish Community College Barbara Armentrout, Central Piedmont Community
College Richard Armstrong, Wichita State University Gretchen Arthur, International Academy of Technology
and Design Leonard Assante, Volunteer State Community College Jennifer Becker, University of Missouri–Columbia Kimberly Berry, Ozarks Technical Community College Patrick Breslin, Santa Fe Community College Christa Brown, Minnesota State University–Mankato Ferald J. Bryan, Northern Illinois University Jack Byer, Bucks County Community College Richard Capp, Hill College Nick Carty, Dalton State University Mary Carver, University of Central Oklahoma Crystal Church, Cisco Junior College Jennifer Cochrane, Indiana University–Purdue
University, Indianapolis Shirley Lerch Crum, Coastal Carolina Community
College Karen Dwyer, University of Nebraska–Omaha Tracy Fairless, University of Central Oklahoma Rick Falvo, College of Lake County Bryan Fisher, Francis Marion University Bonnie Gabel, McHenry County College Paul Gaustad, Georgia Perimeter College Kevin Gillen, Indiana University Donna Gotch, California State University,
San Bernardino Catherine Gragg, San Jacinto College JoAnna Grant, California State University,
San Bernardino Neva Kay Gronert, Arapahoe Community College Omar Guevara, Weber State University Karen Hamburg, Camden Community College Tina M. Harris, University of Georgia Daria Heinemann, Keiser University Marcia Hotchkiss, Tennessee State University Delwyn Jones, Moraine Valley Community College Susan Kilgard, Anne Arundel Community College Amy King, Central Piedmont Community College Patricia King, McHenry County College Linda Kurz, University of Missouri–Kansas City Jerri Lynn Kyle, Missouri State University Kathleen LeBesco, Marymount Manhattan College Mark Lewis, Riverside Community College Sujanet Mason, Luzerne County Community College Peg McCree, Middle Tennessee State University Nicki L. Michalski, Lamar University Marjorie Keeshan Nadler, Miami University Ronn Norfleet, Kentucky Community and Technical
College System–Jefferson Community and Technical Co l lege
Kekeli Nuviadenu, Bethune-Cookman College Holly Payne, Western Kentucky University Theodore Petersen, Helmick Johnson Community College Jeff Peterson, Washington State University–Pullman James (Tim) Pierce, Northern Illinois University Jean R. Powers, Holmes Community College
Barry Poyner, Truman State University William Price, Georgia Perimeter College James E. Putz, University of Wisconsin–La Crosse Jennifer Reem, Nova Southeastern University Belinda Russell, Northeast Mississippi Community
College Diane Ryan, Tidewater Community College Rhona Rye, California State Polytechnic University,
Pomona Cara Schollenberger, Bucks County Community College Jay Self, Truman State University Michael J. Shannon, Moraine Valley Community College Gale Sharpe, San Jacinto College Richard Sisson, Georgia Perimeter College Amy R. Slagell, Iowa State University Katherine Taylor, University of Louisville Cindu Thomas-George, College of Lake County Joseph Valenzano, University of Nevada, Las Vegas Jill Voran, Anne Arundel Community College Linda J. White, Central Piedmont Community College Theresa White, Faulkner State Community College Alan Winson, John Jay College of Criminal Justice Carleen Yokotake, Leeward Community College
S ymposia and Regional Focus-Group Participants Donna Acerra, Northampton Community College Krista Appelquist, Moraine Valley Community College Vera Barkus, Kennedy-King College Barbara Baron, Brookdale Community College Mardia Bishop, University of Illinois–Champaign Audrey Bourne, North Idaho College Karen Braselton, Vincennes University Melissa Broeckelman-Post, California State University–
Los Angeles Cynthia Brown El, Macomb Community College,
Center Campus Kristin Bruss, University of Kansas–Lawrence Bobette Bushnell, Oregon State University Pamela Cannamore, Kennedy-King College Helen Chester, Milwaukee Area Technical College–
Milwaukee Jennifer Cochrane, Indiana University–Purdue
University, Indianapolis Jennifer Del Quadro, Northampton Community College Amber Erickson, University of Cincinnati Kris Galyen, University of Cincinnati Joan Geller, Johnson & Wales University Ava Good, San Jacinto College JoAnna Grant, California State University,
San Bernardino Delwyn Jones, Moraine Valley Community College Amy King, Central Piedmont Community College Bryan Kirby, Ivy Technical Community College, Indiana Steven Lebeau, Indiana University–Purdue University,
Indianapolis Cindy Leonard, Bluegrass Community and Technical
College, Main Campus Tobi Mackler, Montgomery County Community College Molly Mayer, University of Cincinnati James McCoy, College of Southern Nevada–Henderson
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Peg McCree, Middle Tennessee State University Libby McGlone, Columbus State Community College Delois Medhin, Milwaukee Area Technical College–
Milwaukee Stanley Moore, Henry Ford Community College Marjorie Keeshan Nadler, Miami University John Nash, Moraine Valley Community College Ronn Norfleet, Kentucky Community and Technical
College System–Jefferson Community and Technical Co l lege
Edward Panetta, University of Georgia Alexander Papp, Cuyahoga Community College Tim Pierce, Northern Illinois University Sunnye Pruden, Lone Star College, CyFair Jeff Przybylo, William Rainey Harper College Shawn Queeney, Bucks County Community College David Schneider, Saginaw Valley State University Mike Shannon, Moraine Valley Community College Amy R. Slagell, Iowa State University Karen Slawter, Northern Kentucky University Rick Soller, College of Lake County Cindu Thomas-George, College of Lake County Patrice Whitten, William Rainey Harper College Julie Williams, San Jacinto College Josie Wood, Chemeketa Community College Henry Young, Cuyahoga Community College
C onnect Board of Advisors Sam Arenivar, MiraCosta College Katherine Castle, University of Nebraska–Lincoln Jennifer Cochrane, Indiana University–Purdue
University, Indianapolis Rich Jones, Eastern Illinois University Bryan Kirby, Ivy Technical Community College, Indiana Christine Lemesianou, Montclair State University Maria Luskay, Pace University Jeff Przybylo, William Rainey Harper College Mike Shannon, Moraine Valley Community College Julie Williams, San Jacinto College
L earnSmart Contributors Mary Carver, University of Central Oklahoma Jennifer Cochrane, Indiana University–Purdue
University, Indianapolis Ava Good, San Jacinto College Amy King, Central Piedmont Community College Marjorie Keeshan Nadler, Miami University, Lead
Subject Matter Expert
C onnect and LearnSmart Reviewers Brent Adrian, Central Community College–Grand
Island campus Richard N. Armstrong, Wichita State University Frank Barnhart, Columbus State Community College Kimberly Berry, Ozarks Technical Community College Annette Bever, Vernon College Justin Braxton-Brown, Hopkinsville Community College Melissa Broeckelman-Post, California State University–
Los Angeles Drew Butler, Middle Tennessee State University Nick Carty, Dalton State Leslie Collins, Modesto Junior College Paige Davis, Lone Star College, CyFair Denise Elmer, Southeast Community College–Beatrice
Pam Glasnapp, University of Central Missouri JoAnna Grant, California State University,
San Bernardino Stacy B. Gresell, Lone Star College, CyFair Jill Hall, Jefferson Community and Technical College,
Downtown Daria Heinemann, Keiser University Richard Jones, Eastern Illinois University Patti Keeling, Chabot College Tressa Kelly, University of West Florida Darren Linvill, Clemson University Natonya Listach, Middle Tennessee State University Jodie Mandel, College of Southern Nevada–Henderson James McCoy, College of Southern Nevada–Henderson Peg McCree, Middle Tennessee State University Libby McGlone, Columbus State Community College Terri Metzger, California State University,
San Bernardino John Nash, Moraine Valley Community College Maria Parnell, Brevard Community College–Melbourne Jean Perry, Glendale Community College Tim Pierce, Northern Illinois University William Price, Georgia Perimeter College Greg Rickert, Bluegrass Community and Technical College Thomas Sabetta, University of Kentucky Jay Self, Truman State University Michael Shannon, Moraine Valley Community College Susan Silcott, Ohio University Lancaster Richard (Kim) Sisson, Georgia Perimeter College Katherine Taylor, University of Louisville Alice Veksler, University of Connecticut–Storrs Ann Marie Whyte, Penn State University–Harrisburg Julie Williams, San Jacinto College
Design Reviewers Barbara Baron, Brookdale Community College Elizabeth Jill Coker, Itawamba Community College–
Tupelo Ferald J. Bryan, Northern Illinois University Jack Byer, Bucks County Community College Terri Helmick, Johnson County Community College Steven King, Ivy Technical Community College, Indiana Elizabeth Rumschlag, Baker College, Auburn Hills David Simon, Northern Illinois University Katherine Taylor, University of Louisville Kristi Whitehill, Ivy Technical Community College,
Indiana
Public-Speaking Survey Participants Bob Alexander, Bossier Parish Community College Barbara Armentrout, Central Piedmont Community
College Richard N. Armstrong, Brevard Community College–
Titusville Barbara Baron, Brookdale Community College Kimberly Berry, Ozarks Technical Community College Laura Berry, Pearl River Community College Molly Brown, Clinton Community College Ferald J. Bryan, Northern Illinois University Jack Byer, Bucks County Community College Rebecca Carlton, Indiana University Southeast Mary Carver, University of Central Oklahoma Helen Chester, Milwaukee Area Technical College
xxiv PREFACE
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Cerbrina Chou, Chemeketa Community College Melissa Click, University of Missouri–Columbia Ron Compton, Triton College Audrey Deterding, Indiana University Southeast Kelly Driskell, Trinity Valley Community College James Duncan, Anderson University Karen Dwyer, University of Nebraska, Omaha Rick Falvo, College of Lake County Tori Forncrook, Georgia Perimeter College Rebecca J. Franco, Indiana University Southeast Meredith Frank, La Salle University Bonnie Gabel, McHenry County College Jodi Gaete, Suffolk County Community College Colleen Garside, Weber State University Paul Gaustad, Georgia Perimeter College Jeffrey Gentry, Rogers State University Pamela M. Glasnapp, University of Central Missouri Robert Glenn, III, Kentucky Community and Technical
College System–Owensboro Community and Technical College
Ava Good, San Jacinto College Thomas Green, Faulkner State Community College Neva Kay Gronert, Arapahoe Community College William F. Harlow, University of Texas–Permian Basin Kate Harris, Loyola University–Chicago ; Roosevelt
University Tina Harris, University of Georgia Terri Helmick, Johnson County Community College Marcia Hotchkiss, Tennessee State University Dr. David Johnson, University of Maryland Eastern Shore Brenda Jones, Franklin University Kate Kane, Northeastern Illinois University Amy King, Central Piedmont Community College Patricia King, McHenry County College Sandy King, Anne Arundel Community College Vijay Krishna, College of the Canyons Linda Kurz, University of Missouri–Kansas City Abby Lackey, Jackson State Community College Victoria Leonard, Cape Fear Community College Sujanet Mason, Luzerne County Community College Wolfgang Mcaninch-Runzi, University of Texas–
Permian Basin Alison McCrowell Lietzenmayer, Old Dominion
University
Nicki Michalski, Lamar University–Beaumont Diane Miller, Finlandia University; Michigan Techno-
logical University Holly Miller, University of Nebraska–Omaha Stanley Moore, Henry Ford Community College David Moss, Mt. San Jacinto College–Menifee Heidi Murphy, Central New Mexico Community College Ulysses Newkirk, Kentucky Community and Technical
College System–Owensboro Community and Technical College
Ronn Norfleet, Kentucky Community and Technical College System
Dr. Lisa M. Orick-Martinez, Central New Mexico Community College
Maria Parnell, Brevard Community College–Melbourne Jeff Przybylo, William Rainey Harper College Jason Andrew Ramsey, Indiana University Southeast Pamela J. Reid, Copiah-Lincoln Community College Cynthia Robinson-Moore, University of Nebraska–
Omaha Rhona Rye, California State Polytechnic University,
Pomona Thomas J. Sabetta, Cape Fear Community College Jay Self, Truman State University Alisa Shubb, University of California, Davis James Spurrier, Vincennes University Katherine Taylor, University of Louisville Lisa Turowski, Towson University Alice Veksler, University of Connecticut–Storrs Tom Vickers, Embry Riddle Aero University–Daytona
Beach Janice M. Vierk, Metropolitan Community College–
Omaha Myra H. Walters, Edison State College Stephanie Webster, University of Florida, Gainesville Linda J. White, Central Piedmont Community College Theresa White, Faulkner State Community College Cicely Wilson, Victory University (formerly Crichton
College) Alan Winson, John Jay College of Criminal Justice Josie Wood, Chemeketa Community College Tina Zagara, Georgia Perimeter College
PREFACE xxv
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The Art of Public Speaking
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3
Advantages of Visual Aids Kinds of Visual Aids
Guidelines for Preparing Visual Aids
Guidelines for Presenting Visual Aids
Speaking in Public
1
Visual Aids Aids
Preparing
Presenting
The Power of Public Speaking
The Tradition of Public Speaking
Similarities Between Public Speaking and Conversation
Differences Between Public Speaking and Conversation
Developing Confidence: Your Speech Class
Public Speaking and Critical Thinking
The Speech Communication Process
Public Speaking in a Multicultural World
G rowing up in a tough neighborhood in the
South Bronx, Geoffrey Canada had no inten-
tion of becoming a public speaker. A good
student, he went to college at Bowdoin and then to
graduate school at Harvard, where he earned a mas-
ter’s degree in education. After teaching in New
Hampshire and Boston, he returned to New York City,
where in 1990 he founded the Harlem Children’s Zone.
Called “one of the biggest social experiments of
our time” by the New York Times Magazine , the Harlem Children’s Zone seeks not just to educate children, but
to develop a community system that addresses issues
such as health care, violence, substance abuse, and job
training. Over the years, Canada has raised more than
$100 million for the project, and he has helped change
the lives of thousands of kids and families.
How has Canada achieved all this? Partly through
his education, his commitment to children, and his seem-
ingly limitless energy. But just as important is his ability
to communicate with people through public speaking,
which has been a primary vehicle for spreading his mes-
sage. He has been described as a “charismatic, passion-
ate, eloquent” speaker who leaves his audiences “awed.”
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4 CHAPTER 1 Speaking in Public
If you had asked Geoffrey Canada early in his life, “Do you see yourself as a major public speaker?” he probably would have laughed at the idea. Yet today he gives more than 100 presentations a year. Along the way, he has spoken at the White House, has lectured at Harvard and Princeton, and has addressed the Aspen Institute and the Google International Zeitgeist. He has also appeared on 60 Minutes and is featured in the film Waiting for Superman .
The Power of Public Speaking
Throughout history people have used public speaking as a vital means of communication. What the Greek leader Pericles said more than 2,500 years ago is still true today: “One who forms a judgment on any point but cannot explain” it clearly “might as well never have thought at all on the subject.” 1 Public speaking, as its name implies, is a way of making your ideas public— of sharing them with other people and of influencing other people. During modern times, many women and men around the globe have spread their ideas and influence through public speaking. In the United States, the list includes Franklin Roosevelt, Billy Graham, Cesar Chavez, Barbara Jordan, Ronald Reagan, Martin Luther King, Hillary Clinton, and Barack Obama. In other countries, we see the power of public speaking employed by such peo- ple as former British Prime Minister Margaret Thatcher, South African leader Nelson Mandela, Burmese democracy champion Aung San Suu Kyi, and Kenyan environmentalist and Nobel Prize winner Wangari Maathai. As you read these names, you may think to yourself, “That’s fine. Good for them. But what does that have to do with me? I don’t plan to be a presi- dent or a preacher or a crusader for any cause.” Nevertheless, the need for public speaking will almost certainly touch you sometime in your life—maybe tomorrow, maybe not for five years. Can you imagine yourself in any of these situations?
You are one of seven management trainees in a large corporation. One of you
will get the lower-management job that has just opened. There is to be a large
staff meeting at which each of the trainees will discuss the project he or she has
been developing. One by one your colleagues make their presentations. They have
no experience in public speaking and are intimidated by the higher-ranking
managers present. Their speeches are stumbling and awkward. You, however, call
upon all the skills you learned in your public speaking course. You deliver an
informative talk that is clear, well reasoned, and articulate. You get the job.
One of your children has a learning disability. You hear that your local school
board has decided, for budget reasons, to eliminate the special teacher who has
been helping your child. At an open meeting of the school board, you stand up
and deliver a thoughtful, compelling speech on the necessity for keeping the
special teacher. The school board changes its mind.
You are the assistant manager in a branch office of a national company. Your
immediate superior, the branch manager, is about to retire, and there will be a
retirement dinner. All the executives from the home office will attend. As his close
working associate, you are asked to give a farewell toast at the party. You prepare
and deliver a speech that is both witty and touching—a perfect tribute to your
View John F. Kennedy, Martin Luther King, Ronald Reagan, Barbara Jordan, and other speakers in the online Media Library for this chapter (Video 1.1)
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The Tradition of Public Speaking 5
boss. After the speech, everyone applauds enthusiastically, and a few people have
tears in their eyes. The following week you are named branch manager.
Fantasies? Not really. Any of these situations could occur. In a recent survey of more than 300 business leaders, the ability to communicate effectively— including public speaking—was ranked first among the skills of college grad- uates sought by employers. In another survey, the American Management Association asked 2,000 managers and executives to rank the skills most essential in today’s workplace. What was at the top of their list? Communica- tion skills. 2 The importance of such skills is true across the board—for accountants and architects, teachers and technicians, scientists and stockbrokers. Even in highly specialized fields such as civil and mechanical engineering, employers consistently rank the ability to communicate above technical knowledge when deciding whom to hire and whom to promote. Businesses are also asking people to give more speeches in the early stages of their careers, and many young professionals are using public speaking as a way to stand out in today’s highly competitive job market. 3 In fact, the ability to speak effectively is so prized that college graduates are increasingly being asked to give a presentation as part of their job interview. Nor has the growth of the Internet and other new technologies reduced the need for public speaking. In this age of e-mail and Twitter, businesses are concerned that college graduates are losing the ability to talk in a professional way. As career expert Lindsey Pollak states, “It’s so rare to find somebody who has that combination of really good technical skills and really good verbal communication skills. You will be head and shoulders above your colleagues if you can combine those two.” 4 The same is true in community life. Public speaking is a vital means of civic engagement. It is a way to express your ideas and to have an impact on issues that matter in society. As a form of empowerment, it can—and often does—make a difference in things people care about very much. The key phrase here is “make a difference.” This is what most of us want to do in life—to make a difference, to change the world in some small way. Public speaking offers you an opportunity to make a difference in something you care about very much.
The Tradition of Public Speaking
Given the importance of public speaking, it’s not surprising that it has been taught and studied around the globe for thousands of years. Almost all cul- tures have an equivalent of the English word “orator” to designate someone with special skills in public speaking. The oldest known handbook on effec- tive speech was written on papyrus in Egypt some 4,500 years ago. Eloquence was highly prized in ancient India, Africa, and China, as well as among the Aztecs and other pre-European cultures of North and South America. 5 In classical Greece and Rome, public speaking played a central role in education and civic life. It was also studied extensively. Aristotle’s Rhetoric, composed during the third century B.C. , is still considered the most important work on its subject, and many of its principles are followed by speakers (and
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6 CHAPTER 1 Speaking in Public
writers) today. The great Roman leader Cicero used his speeches to defend liberty and wrote several works about oratory in general. Over the centuries, many other notable thinkers have dealt with issues of rhetoric, speech, and language—including the Roman educator Quintil- ian, the Christian preacher St. Augustine, the medieval writer Christine de Pizan, the British philosopher Francis Bacon, and the American critic Kenneth Burke. In recent years, communication researchers have provided an increasingly scientific basis for understanding the methods and strategies of effective speech. Your immediate objective is to apply those methods and strategies in your classroom speeches. What you learn, however, will be applicable long after you leave college. The principles of public speaking are derived from a long tradition and have been confirmed by a substantial body of research. The more you know about those principles, the more effective you will be in your own speeches—and the more effective you will be in listening to the speeches of other people.
Similarities Between Public Speaking and Conversation
How much time do you spend each day talking to other people? The average adult spends about 30 percent of her or his waking hours in conversation. By the time you read this book, you will have spent much of your life perfecting the art of conversation. You may not realize it, but you already employ a wide range of skills when talking to people. These skills include the following:
1. Organizing your thoughts logically. Suppose you were giving someone directions to get to your house. You wouldn’t do it this way:
When you turn off the highway, you’ll see a big diner on the left. But before
that, stay on the highway to Exit 67. Usually a couple of the neighbors’ dogs
are in the street, so go slow after you turn at the blinking light. Coming from
your house you get on the highway through Maple Street. If you pass the taco
stand, you’ve gone too far. The house is blue.
Instead, you would take your listener systematically, step by step, from his or her house to your house. You would organize your message.
2. Tailoring your message to your audience. You are a geology major. Two people ask you how pearls are formed. One is your roommate; the other is your nine-year-old niece. You answer as follows:
To your roommate: “When any irritant, say a grain of sand, gets inside the oys-
ter’s shell, the oyster automatically secretes a substance called nacre, which is
principally calcium carbonate and is the same material that lines the oyster’s
shell. The nacre accumulates in layers around the irritant core to form the pearl.”
To your niece: “Imagine you’re an oyster on the ocean floor. A grain of sand
gets inside your shell and makes you uncomfortable. So you decide to cover it
up. You cover it with a material called mother-of-pearl. The covering builds up
around the grain of sand to make a pearl.”
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Similarities Between Public Speaking and Conversation 7
3. Telling a story for maximum impact. Suppose you are telling a friend about a funny incident at last week’s football game. You don’t begin with the punch line (“Keisha fell out of the stands right onto the field. Here’s how it started. . . .”). Instead, you carefully build up your story, adjusting your words and tone of voice to get the best effect.
4. Adapting to listener feedback. Whenever you talk with someone, you are aware of that person’s verbal, facial, and physical reactions. For example:
You are explaining an interesting point that came up in biology class. Your lis-
tener begins to look confused, puts up a hand as though to stop you, and says
“Huh?” You go back and explain more clearly.
A friend has asked you to listen while she practices a speech. At the end you tell
her, “There’s just one part I really don’t like—that quotation from the attorney gen-
eral.” Your friend looks very hurt and says, “That was my favorite part!” So you say,
“But if you just worked the quotation in a little differently, it would be wonderful.”
Each day, in casual conversation, you do all these things many times with- out thinking about them. You already possess these communication skills. And these are among the most important skills you will need for public speaking. To illustrate, let’s return briefly to one of the hypothetical situations at the beginning of this chapter. When addressing the school board about the need for a special teacher:
■ You organize your ideas to present them in the most persuasive manner. You steadily build up a compelling case about how the teacher benefits the school.
■ You tailor your message to your audience. This is no time to launch an impassioned defense of special education in the United States. You must show how the issue is important to the people in that very room—to their children and to the school.
Many skills used in conversation also
apply in public speaking. As you learn
to speak more effectively, you may
also learn to communicate more
effectively in other situations.
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8 CHAPTER 1 Speaking in Public
■ You tell your story for maximum impact. Perhaps you relate an anecdote to demonstrate how much your child has improved. You also have statistics to show how many other children have been helped.
■ You adapt to listener feedback. When you mention the cost of the special teacher, you notice sour looks on the faces of the school board members. So you patiently explain how small that cost is in relation to the overall school budget.
In many ways, then, public speaking requires the same skills used in ordinary conversation. Most people who communicate well in daily talk can learn to communicate just as well in public speaking. By the same token, training in public speaking can make you a more adept communicator in a variety of situations, such as conversations, classroom discussions, business meetings, and interviews.
Differences Between Public Speaking and Conversation
Despite their similarities, public speaking and everyday conversation are not identical. Imagine that you are telling a story to a friend. Then imagine your- self telling the story to a group of seven or eight friends. Now imagine telling the same story to 20 or 30 people. As the size of your audience grows, you will find yourself adapting to three major differences between conversation and public speaking:
1. Public speaking is more highly structured. It usually imposes strict time limitations on the speaker. In most cases, the situation does not allow listen- ers to interrupt with questions or commentary. The speaker must accomplish her or his purpose in the speech itself. In preparing the speech, the speaker must anticipate questions that might arise in the minds of listeners and answer them. Consequently, public speaking demands much more detailed planning and preparation than ordinary conversation.
2. Public speaking requires more formal language. Slang, jargon, and bad grammar have little place in public speeches. As committed as he is to improv- ing the quality of education in urban schools, when Geoffrey Canada speaks to a legislative committee, he doesn’t say, “We’ve got to get every damn incompetent teacher out of the classroom!” Listeners usually react negatively to speakers who do not elevate and polish their language when addressing an audience. A speech should be “special.”
3. Public speaking requires a different method of delivery. When conversing informally, most people talk quietly, interject stock phrases such as “like” and “you know,” adopt a casual posture, and use what are called vocalized pauses (“uh,” “er,” “um”). Effective public speakers, however, adjust their voices to be heard clearly throughout the audience. They assume a more erect posture. They avoid distracting mannerisms and verbal habits.
With study and practice, you will be able to master these differences and expand your conversational skills into speechmaking. Your speech class will provide the opportunity for this study and practice.
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Developing Confidence: Your Speech Class 9
Developing Confidence: Your Speech Class
One of the major concerns of students in any speech class is stage fright. We may as well face the issue squarely. Many people who converse easily in all kinds of everyday situations become frightened at the idea of standing up before a group to make a speech. If you are worried about stage fright, you may feel better knowing that you are not alone. A 2001 Gallup Poll asked Americans to list their greatest fears. Forty percent identified speaking before a group as their top fear, exceeded only by the 51 percent who said they were afraid of snakes. A 2005 survey produced similar results, with 42 percent of respondents being terrified by the prospect of speaking in public. In comparison, only 28 percent said they were afraid of dying. 6 i n a different study, researchers concentrated on social situations and, again, asked their subjects to list their greatest fears. More than 9,000 people were interviewed. Here is the ranking of their answers: 7
Greatest Fear
Public speaking
Speaking up in a meeting or class
Meeting new people
Talking to people in authority
Important examination or interview
Going to parties
Talking with strangers
Again, speechmaking is at the top in provoking anxiety.
NERVOUSNESS IS NORMAL If you feel nervous about giving a speech, you are in very good company. Some of the greatest public speakers in history have suffered from stage fright, including Abraham Lincoln, Margaret Sanger, and Winston Churchill. The famous Roman orator Cicero said, “I turn pale at the outset of a speech and quake in every limb and in my soul.” 8 Oprah Winfrey, Conan O’Brien, and Jay Leno all report being anxious about speaking in public. Early in his career, Leonardo DiCaprio was so ner- vous about giving an acceptance speech that he hoped he would not win the Academy Award for which he had been nominated. Eighty-one percent of business executives say public speaking is the most nerve-wracking experience they face. 9 What comedian Jerry Seinfeld said in jest sometimes seems literally true: “Given a choice, at a funeral most of us would rather be the one in the coffin than the one giving the eulogy.” Actually, most people tend to be anxious before doing something impor- tant in public. Actors are nervous before a play, politicians are nervous before a campaign speech, athletes are nervous before a big game. The ones who succeed have learned to use their nervousness to their advantage. Listen to
stage fright
Anxiety over the prospect of giving a
speech in front of an audience.
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10 CHAPTER 1 Speaking in Public
tennis star Rafael Nadal speaking after his 2010 Wimbledon title match against Tomas Berdych. “I was a little bit more nervous than usual,” he admitted. “But if you are not nervous in the finals of Wimbledon, you are not human!” Putting his butterflies to good use, Nadal beat Berdych in straight sets to claim his second Wimbledon championship. Much the same thing happens in speechmaking. Most experienced speak- ers have stage fright before taking the floor, but their nervousness is a healthy sign that they are getting “psyched up” for a good effort. Novelist and lecturer I. A. R. Wylie once said: “After many years of practice I am, I suppose, really a ‘practiced speaker.’ But I rarely rise to my feet without a throat constricted with terror and a furiously thumping heart. When, for some reason, I am cool and self-assured, the speech is always a failure.” In other words, it is perfectly normal—even desirable—to be nervous at the start of a speech. Your body is responding as it would to any stressful situation—by producing extra adrenaline. This sudden shot of adrenaline is what makes your heart race, your hands shake, your knees knock, and your skin perspire. Every public speaker experi- ences all these reactions to some extent. The question is: How can you con- trol your nervousness and make it work for you rather than against you?
DEALING WITH NERVOUSNESS Rather than trying to eliminate every trace of stage fright, you should aim at transforming it from a negative force into what one expert calls positive nervousness —“a zesty, enthusiastic, lively feeling with a slight edge to it. . . . It’s still nervousness, but it feels different. You’re no longer victimized by it; instead, you’re vitalized by it. You’re in control of it.” 10 Don’t think of yourself as having stage fright. Instead, think of it as “stage excitement” or “stage enthusiasm.” 11 It can help you get focused and ener- gized in the same way that it helps athletes, musicians, and others get primed for a game or a concert. Actress Jane Lynch, talking about her gig hosting Saturday Night Live , said that she got through it with “that perfect cocktail of nervousness and excitement.” Think of that cocktail as a normal part of giv- ing a successful speech. Here are six time-tested ways you can turn your nervousness from a neg- ative force into a positive one.
Acquire Speaking Experience You have already taken the first step. You are enrolled in a public speaking course, where you will learn about speechmaking and gain speaking experi- ence. Think back to your first day at kindergarten, your first date, your first day at a new job. You were probably nervous in each situation because you were facing something new and unknown. Once you became accustomed to the situation, it was no longer threatening. So it is with public speaking. For most students, the biggest part of stage fright is fear of the unknown. The more you learn about public speaking and the more speeches you give, the less threatening speechmaking will become. Of course, the road to confidence will sometimes be bumpy. Learning to give a speech is not much different from learning any other skill—it proceeds by trial and error. The purpose of your speech class is to shorten the process, to minimize the errors, to give you a nonthreatening arena—a sort of laboratory— in which to undertake the “trial.”
adrenaline
A hormone released into the
bloodstream in response to physical
or mental stress.
positive nervousness
Controlled nervousness that helps
energize a speaker for her or his
presentation.
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Developing Confidence: Your Speech Class 11
Your teacher recognizes that you are a novice and is trained to give the kind of guidance you need to get started. In your fellow students you have a highly sympathetic audience who will provide valuable feedback to help you improve your speaking skills. As the class goes on, your fears about pub- lic speaking will gradually recede until they are replaced by only a healthy nervousness before you rise to speak. 12
Prepare, Prepare, Prepare Another key to gaining confidence is to pick speech topics you truly care about—and then to prepare your speeches so thoroughly that you cannot help but be successful. Here’s how one student combined enthusiasm for his topic with thorough preparation to score a triumph in speech class:
Jesse Young was concerned about taking a speech class. Not having any
experience as a public speaker, he got butterflies in his stomach just thinking
about talking in front of an audience. But when the time came for Jesse’s first
speech, he was determined to make it a success.
Jesse chose Habitat for Humanity as the topic for his speech. He had been
a volunteer for three years, and he believed deeply in the organization and its
mission. The purpose of his speech was to explain the origins, philosophy, and
activities of Habitat for Humanity.
As Jesse spoke, it became clear that he was enthusiastic about his subject
and genuinely wanted his classmates to share his enthusiasm. Because he was
intent on communicating with his audience, he forgot to be nervous. He spoke
clearly, fluently, and dynamically. Soon the entire class was engrossed in his
speech.
Afterward, Jesse admitted that he had surprised even himself. “It was amaz-
ing,” he said. “Once I passed the first minute or so, all I thought about were
those people out there listening. I could tell that I was really getting through
to them.”
The need for public speaking arises
in many situations. Here Dr. John
Holcomb updates the media on the
condition of U.S. Representative
Gabrielle Giffords after she was shot
at a meeting in Tucson, Arizona.
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12 CHAPTER 1 Speaking in Public
How much time should you devote to preparing your speeches? A stan- dard rule of thumb is that each minute of speaking time requires one to two hours of preparation time—perhaps more, depending on the amount of research needed for the speech. This may seem like a lot of time, but the rewards are well worth it. One professional speech consultant estimates that proper preparation can reduce stage fright by up to 75 percent. 13 If you follow the techniques suggested by your teacher and in the rest of this book, you will stand up for every speech fully prepared. Imagine that the day for your first speech has arrived. You have studied your audience and selected a topic you know will interest them. You have researched the speech thoroughly and practiced it several times until it feels absolutely comfortable. You have even tried it out before two or three trusted friends. How can you help but be confident of success?
Think Positively Confidence is mostly the well-known power of positive thinking. If you think you can do it, you usually can. On the other hand, if you predict disaster and doom, that is almost always what you will get. This is especially true when it comes to public speaking. Speakers who think negatively about themselves and the speech experience are much more likely to be overcome by stage fright than are speakers who think positively. Here are some ways you can transform negative thoughts into positive ones as you work on your speeches:
Negative Thought Positive Thought
I wish I didn’t have to give This speech is a chance for me to this speech. share my ideas and gain experience
as a speaker.
I’m not a great public speaker. No one’s perfect, but I’m getting better with each speech I give.
I’m always nervous when I give Everyone’s nervous. If other people a speech. can handle it, I can too.
No one will be interested in I have a good topic and I’m fully what I have to say. prepared. Of course they’ll be
interested.
Many psychologists believe that the ratio of positive to negative thoughts in regard to stressful activities such as speechmaking should be at least five to one. That is, for each negative thought, you should counter with a min- imum of five positive ones. Doing so will not make your nerves go away completely, but it will help keep them under control so you can concentrate on communicating your ideas rather than on brooding about your fears and anxieties.
Use the Power of Visualization Visualization is closely related to positive thinking. It is used by athletes, musicians, actors, speakers, and others to enhance their performance in stress- ful situations. How does it work? Listen to long-distance runner Vicki Huber:
Right before a big race, I’ll picture myself running, and I will try and put all
of the other competitors in the race into my mind. Then I will try and imagine
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Developing Confidence: Your Speech Class 13
every possible situation I might find myself in . . . behind someone, being boxed
in, pushed, shoved or cajoled, different positions on the track, laps to go, and, of
course, the final stretch. And I always picture myself winning the race, no matter
what happens during the event.
Of course, Huber doesn’t win every race she runs, but research has shown that the kind of mental imaging she describes can significantly increase ath- letic performance. 14 It has also shown that visualization can help speakers control their stage fright. 15 The key to visualization is creating a vivid mental blueprint in which you see yourself succeeding in your speech. Picture yourself in your classroom rising to speak. See yourself at the lectern, poised and self-assured, making eye contact with your audience and delivering your introduction in a firm, clear voice. Feel your confidence growing as your listeners get more and more caught up in what you are saying. Imagine your sense of achievement as you conclude the speech knowing you have done your very best. As you create these images in your mind’s eye, be realistic but stay focused on the positive aspects of your speech. Don’t allow negative images to eclipse the positive ones. Acknowledge your nervousness, but picture yourself over- coming it to give a vibrant, articulate presentation. If one part of the speech always seems to give you trouble, visualize yourself getting through it without any hitches. And be specific. The more lucid your mental pictures, the more successful you are likely to be. As with your physical rehearsal of the speech, this kind of mental rehearsal should be repeated several times in the days before you speak. It doesn’t guar- antee that every speech will turn out exactly the way you envision it—and it certainly is no substitute for thorough preparation. But used in conjunction with the other methods of combating stage fright, it is a proven way to help control your nerves and to craft a successful presentation.
Know That Most Nervousness Is Not Visible Many novice speakers are worried about appearing nervous to the audience. It’s hard to speak with poise and assurance if you think you look tense and insecure. One of the most valuable lessons you will learn as your speech class proceeds is that only a fraction of the turmoil you feel inside is visible on the outside. “Your nervous system may be giving you a thousand shocks,” says one experienced speaker, “but the viewer can see only a few of them.” 16
Even though your palms are sweating and your heart is pounding, your listeners probably won’t realize how tense you are—especially if you do your best to act cool and confident on the outside. Most of the time when students confess after a speech, “I was so nervous I thought I was going to die,” their classmates are surprised. To them the speaker looked calm and assured. Knowing this should make it easier for you to face your listeners with confidence. As one student stated after watching a videotape of her first class- room speech, “I was amazed at how calm I looked. I assumed everyone would be able to see how scared I was, but now that I know they can’t, I won’t be nearly so nervous in the future. It really helps to know that you look in control even though you may not feel that way.”
Don’t Expect Perfection It may also help to know that there is no such thing as a perfect speech. At some point in every presentation, every speaker says or does something that
visualization
Mental imaging in which a speaker
vividly pictures himself or herself
giving a successful presentation.
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14 CHAPTER 1 Speaking in Public
does not come across exactly as he or she had planned. Fortunately, such moments are usually not evident to the audience. Why? Because the audience does not know what the speaker plans to say. It hears only what the speaker does say. If you momentarily lose your place, reverse the order of a couple statements, or forget to pause at a certain spot, no one need be the wiser. When such moments occur, just proceed as if nothing happened. Even if you do make an obvious mistake during a speech, that is no catastrophe. If you have ever listened to Martin Luther King’s “I Have a Dream,” you may recall that he stumbles twice during the speech. Most likely, however, you don’t remember. Why? Because you were focusing on King’s message, rather than on the fine points of his delivery. One of the biggest reasons people are concerned about making a mistake in a speech is that they view speechmaking as a performance rather than an act of communication. They feel the audience is judging them against a scale of absolute perfection in which every misstated word or awkward gesture will count against them. But speech audiences are not like judges in a violin recital or an ice-skating contest. They are not looking for a virtuoso performance, but for a well-thought-out address that communicates the speaker’s ideas clearly and directly. Sometimes an error or two can actually enhance a speak- er’s appeal by making her or him seem more human. 17 As you work on your speeches, make sure you prepare thoroughly and do all you can to get your message across to your listeners. But don’t panic about being perfect or about what will happen if you make a mistake. Once you free your mind of these burdens, you will find it much easier to approach your speeches with confidence and even with enthusiasm.
Besides stressing the six points just discussed, your teacher will probably give you several tips for dealing with nervousness in your first speeches. They may include:
Like many well-known public figures,
Conan O’Brien often experiences stage
fright before a speech. Most speakers
report that their nervousness drops
significantly after the first 30 to
60 seconds of a presentation.
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Developing Confidence: Your Speech Class 15
■ Be at your best physically and mentally. It’s not a good idea to stay up until 3:00 A.M . partying with friends or cramming for an exam the night before your speech. A good night’s sleep will serve you better.
■ As you are waiting to speak, quietly tighten and relax your leg muscles, or squeeze your hands together and then release them. Such actions help reduce tension by providing an outlet for your extra adrenaline.
■ Take a couple slow, deep breaths before you start to speak. When they are tense, most people take short, shallow breaths, which only reinforces their anxiety. Deep breathing breaks this cycle of tension and helps calm your nerves.
■ Work especially hard on your introduction. Research has shown that a speak- er’s anxiety level begins to drop significantly after the first 30 to 60 seconds of a presentation. 18 Once you get through the introduction, you should find smoother sailing the rest of the way.
■ Make eye contact with members of your audience. Remember that they are individual people, not a blur of faces. And they are your friends.
■ Concentrate on communicating with your audience rather than on worry- ing about your stage fright. If you get caught up in your speech, your audience will too.
■ Use visual aids. They create interest, draw attention away from you, and make you feel less self-conscious.
checklist Speaking with Confidence
YES NO
1. Am I enthusiastic about my speech topic?
2. Have I thoroughly developed the content of my speech?
3. Have I worked on the introduction so my speech will get off to a good start?
4. Have I worked on the conclusion so my speech will end on a strong note?
5. Have I rehearsed my speech orally until I am confident about its delivery?
6. Have I worked on turning negative thoughts about my speech into positive ones?
7. Do I realize that nervousness is normal, even among experienced speakers?
8. Do I understand that most nervousness is not visible to the audience?
9. Am I focused on communicating with my audience, rather than on worrying about my nerves?
10. Have I visualized myself speaking confidently and getting a positive response from the audience?
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16 CHAPTER 1 Speaking in Public
If you are like most students, you will find your speech class to be a very positive experience. As one student wrote on her course evaluation at the end of the class:
I was really dreading this class. The idea of giving all those speeches scared
me half to death. But I’m glad now that I stuck with it. It’s a small class, and I
got to know a lot of the students. Besides, this is one class in which I got to
express my ideas, instead of spending the whole time listening to the teacher talk.
I even came to enjoy giving the speeches. I could tell at times that the audience
was really with me, and that’s a great feeling.
Over the years, thousands of students have developed confidence in their speechmaking abilities. As your confidence grows, you will be better able to stand before other people and tell them what you think and feel and know— and to make them think and feel and know those same things. The best part about confidence is that it nurtures itself. After you score your first triumph, you will be that much more confident the next time. And as you become a more confident public speaker, you will likely become more confident in other areas of your life as well.
Public Speaking and Critical Thinking
That guy at the party last night really owned me when we were talking about
the economy. I know my information is right, and I’m sure his argument didn’t
make sense, but I can’t put my finger on the problem.
I worked really hard on my term paper, but it’s just not right. It doesn’t seem
to hang together, and I can’t figure out what’s wrong.
Political speeches are so one-sided. The candidates sound good, but they all
talk in slogans and generalities. It’s really hard to decide who has the best
stands on the issues.
Have you ever found yourself in similar situations? If so, you may find help in your speech class. Besides building confidence, a course in public speaking can develop your skills as a critical thinker. Those skills can make the difference between the articulate debater and the pushover, the A student and the C student, the thoughtful voter and the coin tosser. What is critical thinking? To some extent, it’s a matter of logic—of being able to spot weaknesses in other people’s arguments and to avoid them in your own. It also involves related skills such as distinguishing fact from opin- ion, judging the credibility of statements, and assessing the soundness of evi- dence. In the broadest sense, critical thinking is focused, organized thinking—the ability to see clearly the relationships among ideas. 19 If you are wondering what this has to do with your public speaking class, the answer is quite a lot. As the class proceeds, you will probably spend a good deal of time organizing your speeches. While this may seem like a purely mechanical exercise, it is closely interwoven with critical thinking. If the structure of your speech is disjointed and confused, odds are that your think- ing is also disjointed and confused. If, on the other hand, the structure is
critical thinking
Focused, organized thinking about
such things as the logical
relationships among ideas, the
soundness of evidence, and the
differences between fact and opinion.
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Public Speaking and Critical Thinking 17
clear and cohesive, there is a good chance your thinking is too. Organizing a speech is not just a matter of arranging the ideas you already have. Rather, it is an important part of shaping the ideas themselves. What is true of organization is true of many aspects of public speaking. The skills you learn in your speech class can help you become a more effective thinker in a number of ways. As you work on expressing your ideas in clear, accurate language, you will enhance your ability to think clearly and accurately. As you study the role of evidence and reasoning in speechmaking, you will see how they can be used in other forms of com- munication as well. As you learn to listen critically to speeches in class, you will be better able to assess the ideas of speakers (and writers) in a variety of situations. To return to the examples at the beginning of this section:
The guy at the party last night—would well-honed critical thinking skills help
you find the holes in his argument?
The term paper—would better organization and a clear outline help pull it
together?
Political speeches—once you get past the slogans, are the candidates drawing
valid conclusions from sound evidence?
If you take full advantage of your speech class, you will be able to enhance your skills as a critical thinker in many circumstances. This is one reason public speaking has been regarded as a vital part of education since the days of ancient Greece.
It’s been three years since you graduated from col-
lege. After gaining experience as an administrative
assistant at a major office equipment manufacturer,
you’ve just been promoted to marketing manager
for office copiers. Though you have oc-
casionally given brief reports to other
members of your work team, you’re
now facing your first speech to a
large audience. At your company’s
annual sales meeting, you will
address the sales force about
the company’s new multifunc-
tion printer/copiers, and how
to sell them to dealers such as
Office Depot and OfficeMax.
You’re pleased to have this opportunity and you
know it shows the company’s faith in your abilities.
Yet the closer you get to the day of the speech, the
harder it is to control the butterflies in your stomach.
There will be 200 people in your audience, including
all the sales managers and regional managers, in
addition to the sales force.
All eyes will be on you. It’s
important that you come
across as confident and well in-
formed, but you’re afraid your
stage fright will send the opposite
message. What strategies will
you use to control your nerves
and make them work for you?
Using public speaking in your CAREER
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18 CHAPTER 1 Speaking in Public
The Speech Communication Process
As you begin your first speeches, you may find it helpful to understand what goes on when one person talks to another. Regardless of the kind of speech communication involved, there are seven elements—speaker, message, chan- nel, listener, feedback, interference, and situation. Here we focus on how these elements interact when a public speaker addresses an audience.
SPEAKER
Speech communication begins with a speaker. If you pick up the telephone and call a friend, you are acting as a speaker. (Of course, you will also act as a listener when your friend is talking.) In public speaking, you will usually present your entire speech without interruption. Your success as a speaker depends on you —on your personal credibility, your knowledge of the subject, your preparation of the speech, your manner of speaking, your sensitivity to the audience and the occasion. But successful speaking also requires enthusiasm. You can’t expect people to be interested in what you say unless you are interested yourself. If you are truly excited about your subject, your audi- ence is almost sure to get excited along with you. You can learn all the techniques of effective speechmaking, but before they can be of much use, you must first have something to say—something that sparks your own enthusiasm.
MESSAGE
The message is whatever a speaker communicates to someone else. If you are calling a friend, you might say, “I’ll be a little late picking you up tonight.” That is the message. But it may not be the only message. Perhaps there is a certain tone in your voice that suggests reluctance, hesitation. The underlying message might be “I really don’t want to go to that party. You talked me into it, but I’m going to put it off as long as I can.” Your goal in public speaking is to have your intended message be the mes- sage that is actually communicated. Achieving this depends both on what you say (the verbal message) and on how you say it (the nonverbal message). Getting the verbal message just right requires work. You must narrow your topic down to something you can discuss adequately in the time allowed for the speech. You must do research and choose supporting details to make your ideas clear and convincing. You must organize your ideas so listeners can follow them without getting lost. And you must express your message in words that are accurate, clear, vivid, and appropriate. Besides the message you send with words, you send a message with your tone of voice, appearance, gestures, facial expression, and eye contact. Imag- ine that one of your classmates gets up to speak about student loans. Throughout her speech she slumps behind the lectern, takes long pauses to remember what she wants to say, stares at the ceiling, and fumbles with her visual aids. Her intended message is “We must make more money available for stu- dent loans.” But the message she actually communicates is “I haven’t pre- pared very well for this speech.” One of your jobs as a speaker is to make sure your nonverbal message does not distract from your verbal message.
speaker
The person who is presenting an oral
message to a listener.
message
Whatever a speaker communicates to
someone else.
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The Speech Communication Process 19
CHANNEL The channel is the means by which a message is communicated. When you pick up the phone to call a friend, the telephone is the channel. Public speak- ers may use one or more of several channels, each of which will affect the message received by the audience. Consider a speech to Congress by the President of the United States. The speech is carried to the nation by the channels of radio and television. For the radio audience the message is conveyed entirely by the President’s voice. For the television audience the message is conveyed by both the President’s voice and the televised image. The people in Congress have a more direct channel. They not only hear the President’s voice as amplified through a microphone, but they also see him and the setting firsthand. In a public speaking class, your channel is the most direct of all. Your classmates will see you and hear you without any electronic intervention.
LISTENER
The listener is the person who receives the communicated message. With- out a listener, there is no communication. When you talk to a friend on the phone, you have one listener. In public speaking you will have many listeners. Everything a speaker says is filtered through a listener’s frame of reference — the total of his or her knowledge, experience, goals, values, and attitudes. Because a speaker and a listener are different people, they can never have exactly the same frame of reference. And because a listener’s frame of reference can never be exactly the same as a speaker’s, the meaning of a message will never be exactly the same to a listener as to a speaker. You can easily test the impact of different frames of reference. Ask each of your classmates to describe a chair. If you have 20 classmates, you’ll probably get 20 different descriptions. One student might picture a large, overstuffed
channel
The means by which a message is
communicated.
listener
The person who receives the
speaker’s message.
frame of reference
The sum of a person’s knowledge,
experience, goals, values, and
attitudes. No two people can have
exactly the same frame of reference.
The powers of critical thinking you
develop in researching and organizing
your speeches can be applied in many
forms of communication, including
meetings and group projects.
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20 CHAPTER 1 Speaking in Public
easy chair, another an elegant straight-backed chair, yet another an office chair, a fourth a rocking chair, and so on. Even if two or more envision the same general type—say, a rocking chair—their mental images of the chair could still be different. One might be thinking of an early American rocker, another of a modern Scandinavian rocker—the possibilities are unlimited. And “chair” is a fairly simple concept. What about “patriotism” or “freedom”? Because people have different frames of reference, a public speaker must take great care to adapt the message to the particular audience being addressed. To be an effective speaker, you must be audience-centered. You will quickly lose your listeners’ attention if your presentation is either too basic or too sophis- ticated. You will also lose your audience if you do not relate to their experience, interests, knowledge, and values. When you make a speech that causes listeners to say “That is important to me, ” you will almost always be successful.
FEEDBACK
When the President addresses the nation on television, he is engaged in one- way communication. You can talk back to the television set, but the President won’t hear you. Most situations, however, involve two-way communication. Your listeners don’t simply absorb your message like human sponges. They send back messages of their own. These messages are called feedback. In public speaking there is plenty of feedback to let you know how your message is being received. Do your listeners lean forward in their seats, as if paying close attention? Do they have quizzical looks on their faces? Do they shuffle their feet and gaze at the clock? The message sent by these reactions could be “I am fascinated,” “I am bored,” “I agree with you,” “I don’t agree with you,” or any number of others. As a speaker, you need to be alert to these reac- tions and adjust your message accordingly. Like any kind of communication, feedback is affected by one’s frame of reference. How would you feel if, immediately after your speech, all your class- mates started to rap their knuckles on the desks? Would you run out of the room in despair? Not if you were in a European university. In many parts of Europe, students rap their knuckles on their desks to show admiration for a classroom lecture. You must understand the feedback to be able to deal with it.
INTERFERENCE
Interference is anything that impedes the communication of a message. When you talk on the telephone, sometimes there is static, or wires get crossed so that two different conversations are going on at once. That is a kind of interference. In public speaking there are two kinds of interference. One, like the static or crossed wires in a phone conversation, is external to the audience. Many classrooms are subject to this kind of interference—from traffic outside the building, the clatter of a radiator, students conversing in the hall, a room that is stifling hot or freezing cold. Any of these can distract listeners from what you are saying. A second kind of interference is internal and comes from within your audience. Perhaps one of your listeners has a toothache. She may be so dis- tracted by the pain that she doesn’t pay attention to your speech. Another listener could be worrying about a test in the next class period. Yet another could be brooding about an argument with his girlfriend.
feedback
The messages, usually nonverbal,
sent from a listener to a speaker.
interference
Anything that impedes the
communication of a message.
Interference can be external or
internal to listeners.
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The Speech Communication Process 21
As a speaker, you must try to hold your listeners’ attention despite these various kinds of interference. In the chapters that follow you will find many ways to do this.
SITUATION
The situation is the time and place in which speech communication occurs. Conversation always takes place in a certain situation. Sometimes the situa- tion helps—as when you propose marriage over an intimate candlelight din- ner. Other times it may hurt—as when you try to speak words of love in competition with a blaring stereo. When you have to talk with someone about a touchy issue, you usually wait until the situation is just right. Public speakers must also be alert to the situation. Certain occasions— funerals, church services, graduation ceremonies—require certain kinds of speeches. Physical setting is also important. It makes a great deal of difference whether a speech is presented indoors or out, in a small classroom or in a gymnasium, to a densely packed crowd or to a handful of scattered souls. When you adjust to the situation of a public speech, you are only doing on a larger scale what you do every day in conversation. (For a complete model of the speech communication process, see Fig- ure 1.1 above.20)
THE SPEECH COMMUNICATION PROCESS: EXAMPLE WITH COMMENTARY The following example shows how the various components of the speech communication process interact:
Situation It was 5:15 P.M., and the fall sales conference of OmniBrands, Inc.,
had been going on all day. A series of new-product presentations
to buyers from the company’s largest customers had taken much
longer than expected.
Speaker Alyson Kaufman was worried. As a marketing manager for fragrances,
she was the last speaker of the day. When Alyson rose to address
situation
The time and place in which speech
communication occurs.
Situation
CHAN NEL
Situation
Interference
Si tu
at io
n
FEEDBA CK
MESSAG E
Situation
FIGURE 1.1
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22 CHAPTER 1 Speaking in Public
the audience, she knew she faced a difficult situation. She had been
allotted 45 minutes to introduce her products, and the meeting was
scheduled to end in 15 minutes. What’s more, holiday sales of her
entire product line depended in large part on this presentation.
Channel Alyson stepped to the microphone and began to speak. She could
see members of the audience looking at their watches, and she knew
Interference they were eager to get to dinner after a long day of presentations.
Adapting to “Good afternoon,” Alyson said, “thanks for your attention. I know
Interference everyone is ready for dinner—I certainly am. I was given 45 minutes
for my presentation—okay, everybody groan—but with your kind
cooperation, I’ll do my best to finish in under half an hour. I think
you’ll find the time well worth your while, because the products I
am going to tell you about will seriously boost your holiday sales.”
Alyson was relieved to see several people smiling as they settled
back in their seats.
Message Now that she had the audience’s attention, Alyson presented each
new product as briefly as she could. She streamlined her planned
presentation to emphasize the features that would be most appeal-
ing to the buyers and the ones they would be most likely to remem-
ber. She ended by handing out samples of the products and
promising to contact anyone who needed more information. She
quickly added her e-mail address to her PowerPoint slides and was
encouraged to see people writing it down.
Feedback As promised, Alyson finished in under half an hour. “And that wraps
it up!” she concluded. “Let’s eat!” Later, the marketing director com-
plimented Alyson on dealing so well with a tough situation. “You
did a great job,” the marketing director said. “Next year, we’ll try to
make all the presentations as concise and efficient as yours.”
Public Speaking in a Multicultural World
CULTURAL DIVERSITY IN THE MODERN WORLD The United States has always been a diverse society. By the middle of the 19th century, it contained so many people from so many lands that novelist Herman Melville exclaimed, “You cannot spill a drop of American blood with- out spilling the blood of the whole world.” 21 One can only imagine what Melville would say today! The United States is the most diverse society on earth. That diversity can be seen in cities and towns, schools and businesses, community groups, and houses of worship all across the land. Consider the following:
■ There are 195 nations in the world, and every one of them has someone living in the United States.
■ Nearly 50 percent of the people in Miami were born outside the United States.
■ More than 55 million people in the United States speak a language other than English at home.
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Public Speaking in a Multicultural World 23
These kinds of developments are not limited to the United States. We live in an age of international multiculturalism. The Internet allows for instant communication around the world. CNN is broadcast to more than 1 billion people globally. Social media connect people across ancient boundaries. Despite political, social, and religious differences, all nations are becoming part of a vast global network. For example:
■ There are 82,000 transnational corporations around the world, and they account for one-third of the world’s economic output.
■ McDonald’s sells twice as many hamburgers and French fries abroad than it does in the United States; Nike makes 63 percent of its sales through exports.
■ France has as many Muslims as practicing Catholics; radio CHIN in Toronto, Canada, broadcasts in 31 languages.
CULTURAL DIVERSITY AND PUBLIC SPEAKING Speechmaking becomes more complex as cultural diversity increases. Part of the complexity stems from the differences in language from culture to culture. Nothing separates one culture from another more than language. Language and culture are so closely bound that “we communicate the way we do because we are raised in a particular culture and learn its language, rules, and norms.” 22 The meanings attached to gestures, facial expressions, and other nonver- bal signals also vary from culture to culture. Even the gestures for such basic messages as “hello” and “goodbye” are culturally based. The North American “goodbye” wave is interpreted in many parts of Europe and South America as the motion for “no,” while the Italian and Greek gesture for “goodbye” is the same as the U.S. signal for “come here.” 23
Public speaking is a vital mode of
communication in most cultures
around the world. Here journalist
Roxana Saberi, who was imprisoned
in Iran for more than 100 days, speaks
at a forum on media freedom held in
Doha, Qatar.
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24 CHAPTER 1 Speaking in Public
Many stories have been told about the fate of public speakers who fail to take into account cultural differences between themselves and their audi- ences. Consider the following scenario: 24
The sales manager of a U.S. electronics firm is in Brazil to negotiate a large
purchase of computers by a South American corporation. After three days of
negotiations, the sales manager holds a gala reception for all the major executives
to build goodwill between the companies.
As is the custom on such occasions, time is set aside during the reception
for an exchange of toasts. When it is the sales manager’s turn to speak, he praises
the Brazilian firm for its many achievements and talks eloquently of his respect
for its president and other executives. The words are perfect, and the sales man-
ager can see his audience smiling in approval.
And then—disaster. As the sales manager closes his speech, he raises his hand
and flashes the classic U.S. “OK” sign to signal his pleasure at the progress of the
negotiations. Instantly the festive mood is replaced with stony silence; smiles turn
to icy stares. The sales manager has given his Brazilian audience a gesture with
roughly the same meaning as an extended middle finger in the United States.
The next day, the Brazilian firm announces that it will buy its computers from
another company.
As this story illustrates, public speakers can ill afford to overlook their listeners’ cultural values and customs. The methods of effective speech explained throughout this book will be helpful to you when addressing cul- turally diverse audiences. Here we need to stress the importance of avoiding the ethnocentrism that often blocks communication between speakers and listeners of different cultural backgrounds.
AVOIDING ETHNOCENTRISM
Ethnocentrism is the belief that our own group or culture—whatever it may be—is superior to all other groups or cultures. Because of ethnocentrism, we identify with our group or culture and see its values, beliefs, and customs as “right” or “natural”—in comparison to the values, beliefs, and customs of other groups or cultures, which we tend to think of as “wrong” or “unnatural.” 25 Ethnocentrism is part of every culture, and it can play a positive role in creating group pride and loyalty. But it can also lead to prejudice and hostil- ity toward different racial, ethnic, religious, or cultural groups. To be an effec- tive public speaker in a multicultural world, you need to keep in mind that all people have their special beliefs and customs. Avoiding ethnocentrism does not mean that you must agree with the values and practices of all groups and cultures. At times you might try to convince people of different cultures to change their traditional ways of doing things—as speakers from the United Nations seek to persuade farm- ers in Africa to adopt more productive methods of agriculture, or as dele- gates from the United States and China attempt to influence the other country’s trade policies. If such speakers are to be successful, however, they must show respect for the cultures of the people they address. They need to adapt their messages to the values and expectations of their listeners. When you work on your speeches, be alert to how cultural factors might affect how listeners respond. As we shall see in Chapter 6, for classroom
ethnocentrism
The belief that one’s own group or
culture is superior to all other groups
or cultures.
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Summary 25
speeches you can use audience-analysis questionnaires to learn about the backgrounds and opinions of your classmates. For speeches outside the class- room, the person who invites you to speak can usually provide information about the audience. Once you know about any cultural factors that might affect your listeners’ response, try to put yourself in their place and to hear your message through their ears. If there is a language difference, avoid words or phrases that might cause misunderstanding. When researching the speech, keep an eye out for visual aids and other materials that will relate to a wide range of listeners. When delivering the speech, be alert to feedback that might indicate the audience is having trouble grasping your ideas. It is also important to avoid ethnocentrism when listening to speeches. When you listen to a speaker from a different cultural background, be on guard against the temptation to judge the speaker on the basis of his or her appearance or manner of delivery. No matter what the cultural background of the speaker, you should listen to her or him as attentively as you would want your audience to listen to you. 26
Public speaking has been a vital means of personal empowerment and civic engage- ment throughout history. The need for effective public speaking will almost cer- tainly touch you sometime in your life. Your speech class will give you train- ing in researching topics, organizing your ideas, and presenting yourself skillfully. This training is invaluable for every type of communication.
There are many similarities between public speaking and daily con- versation, but public speaking is also different from conversation. First, it usually imposes strict time limitations and requires more detailed preparation than does ordinary conversation. Second, it requires more formal language. Listeners react negatively to speeches loaded with slang, jargon, and bad grammar. Third, public speaking demands a different method of delivery. Effective speakers adjust their voices to the larger audience and work at avoiding distracting physical manner- isms and verbal habits.
One of the major concerns of students in any speech class is stage fright. Your class will give you an opportunity to gain confidence and make your nervousness work for you rather than against you. You will take a big step toward overcoming stage fright if you think positively, prepare thoroughly, visual- ize yourself giving a successful speech, keep in mind that most nervousness is not visible to the audience, and think of your speech as communication rather than as a performance in which you must do everything perfectly.
A course in public speaking can also help develop your skills as a critical thinker. Critical thinking helps you organize your ideas, spot weaknesses in other people’s reasoning, and avoid them in your own.
The speech communication process includes seven elements—speaker, mes- sage, channel, listener, feedback, interference, and situation. The speaker is the person who initiates a speech transaction. Whatever the speaker communicates is the message, which is sent by means of a particular channel. The listener receives the communicated message and provides feedback to the speaker. Interference is anything that impedes the communication of a message, and the situation is the
Summary
ain- lf
ge make
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26 CHAPTER 1 Speaking in Public
time and place in which speech communication occurs. The interaction of these seven elements determines the outcome in any instance of speech communication.
Because of the diversity of modern life, many—perhaps most—of the audi- ences you address will include people of different cultural backgrounds. When you work on your speeches, be alert to how such factors might affect the responses of your listeners and adapt your message accordingly. Above all, avoid the ethnocen- tric belief that your own culture or group is superior to all others. Also keep in mind the importance of avoiding ethnocentrism when listening to speeches. Accord every speaker the same courtesy and attentiveness you would want from your listeners.
stage fright (9)
adrenaline (10)
positive nervousness (10)
visualization (13)
critical thinking (16)
speaker (18)
message (18)
channel (19)
listener (19)
frame of reference (19)
feedback (20)
interference (20)
situation (21)
ethnocentrism (24)
Key Terms
After reading this chapter, you should be able to answer the following questions:
1. In what ways is public speaking likely to make a difference in your life?
2. How is public speaking similar to everyday conversation?
3. How is public speaking different from everyday conversation?
4. Why is it normal—even desirable—to be nervous at the start of a speech?
5. How can you control your nervousness and make it work for you in your speeches?
6. What are the seven elements of the speech communication process? How do they interact to determine the success or failure of a speech?
7. What is ethnocentrism? Why do public speakers need to avoid ethnocentrism when addressing audiences with diverse cultural, racial, or ethnic backgrounds?
For further review, go to the LearnSmart study module for this chapter.
Review Questions
1. Think back on an important conversation you had recently in which you wanted to achieve a particular result. ( Examples: asking your employer to change your work schedule; explaining to a friend how to change the oil and filter in a car; attempting to talk your spouse or partner into buying the computer you like rather than the one he or she prefers.) Work up a brief analysis of the conversation.
Exercises for Critical Thinking
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Exercises for Critical Thinking 27
In your analysis, explain the following: (1) your purpose in the conversation and the message strategy you chose to achieve your purpose; (2) the communi- cation channels used during the conversation and how they affected the out- come; (3) the interference—internal or external—you encountered during the conversation; (4) the steps you took to adjust to feedback; (5) the strategic changes you would make in preparing for and carrying out the conversation if you had it to do over again.
2. Divide a sheet of paper into two columns. Label one column “Characteristics of an Effective Public Speaker.” Label the other column “Characteristics of an Ineffective Public Speaker.” In the columns, list and briefly explain what you believe to be the five most important characteristics of effective and ineffective speakers. Be prepared to discuss your ideas in class.
3. On the basis of the lists you developed for Exercise 2, candidly evaluate your own strengths and weaknesses as a speaker. Identify the three primary aspects of speechmaking you most want to improve.
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29
W hen the rumors started, Brian Pertzborn,
chief financial officer for a prominent
charity in the southwest United States,
called a press conference. Dozens of reporters
showed up. Brian looked directly into the cameras
and said, “I assure you that no one at this charity
has taken money away from the children and fami-
lies we work so hard to serve. Embezzlement is ille-
gal and a serious breach of trust. I would never let
either happen.”
Brian’s presentation was highly convincing, and for a time it quieted
the rumors. Unfortunately, his statements were false. Two months later,
he was indicted by the federal government for stealing more than
$2.5 million from the charity.
At the trial, it became clear that Brian was guilty as charged. It also
came out that on the very day of his press conference, he had tried to
cover his tracks by transferring some of the embezzled money to an
overseas bank account.
When the judge sentenced Brian to a stiff prison sentence, she made
it clear that she was influenced partly by Brian’s lies at the press confer-
ence. Had he told the truth, his pleas for leniency might have been better
received.
The Importance of Ethics
Guidelines for Ethical Speaking
Plagiarism
Guidelines for Ethical Listening
2
Ethics and Public Speaking
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30 CHAPTER 2 Ethics and Public Speaking
This is not a happy story, but it shows why public speaking needs to be guided by a strong sense of integrity. Brian Pertzborn was persuasive when speaking to the press, but he was unethical in lying to cover his illegal activities. As a result, he hurt people who relied on the charity, destroyed his reputation, and ended up with a long jail sentence. Perhaps if he had confessed before the cameras that day, he would have received a fine and a reprimand instead of the harshest sentence the judge could impose. The goal of public speaking is to gain a desired response from listeners— but not at any cost. Speechmaking is a form of power and therefore carries with it heavy ethical responsibilities. As the Roman rhetorician Quintilian stated 2,000 years ago, the ideal of speechmaking is the good person speaking well. In this chapter, we explore that ideal by looking at the importance of ethics in public speaking, the ethical obligations of speakers and listeners, and the practical problem of plagiarism and how to avoid it.
The Importance of Ethics
Ethics is the branch of philosophy that deals with issues of right and wrong in human affairs. Questions of ethics arise whenever we ask whether a course of action is moral or immoral, fair or unfair, just or unjust, honest or dishonest. We face such questions daily in almost every part of our lives. The parent must decide how to deal with a child who has been sent home from school for unruly behavior. The researcher must decide whether to shade her data “just a bit” in order to gain credit for an important scientific breakthrough. The shopper must decide what to do with the $5 extra change mistakenly given by the clerk at the grocery store. The student must decide whether to say anything about a friend he has seen cheating on a final exam. Questions of ethics also come into play whenever a public speaker faces an audience. In an ideal world, as the Greek philosopher Plato noted, all public speakers would be truthful and devoted to the good of society. Yet history tells us that the power of speech is often abused—sometimes with disastrous results. Adolf Hitler was unquestionably a persuasive speaker. His oratory galvanized the German people, but his aims were horrifying and his tactics despicable. He remains to this day the ultimate example of why the power of the spoken word needs to be guided by a strong sense of ethical integrity. As a public speaker, you will face ethical issues at every stage of the speechmaking process—from the initial decision to speak through the final presentation of the message. And the answers will not always be easy. Con- sider the following example:
Felicia Robinson is running for school board in a large eastern city. Her oppo-
nent is conducting what Felicia regards as a highly unethical campaign. In addition
to twisting the facts about school taxes, the opponent is pandering to racial
prejudice by raising resentment against African Americans and recently arrived
immigrants.
Five days before the election, Felicia, who is slightly behind in the polls, learns
that the district attorney is preparing to indict her opponent for shady business
practices. But the indictment will not be formally issued until after the election.
ethics
The branch of philosophy that deals
with issues of right and wrong in
human affairs.
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Guidelines for Ethical Speaking 31
Nor can it be taken as evidence that her opponent is guilty—like all citizens, he
has the right to be presumed innocent until proven otherwise.
Still, news of the indictment could be enough to throw the election Felicia’s
way, and her advisers urge her to make it an issue in her remaining campaign
speeches. Should Felicia follow their advice?
There are creditable arguments to be made on both sides of the ethical dilemma faced by Felicia Robinson. She has tried to run an honest campaign, and she is troubled by the possibility of unfairly attacking her opponent— despite the fact that he has shown no such scruples himself. Yet she knows that the impending indictment may be her last chance to win the election, and she is convinced that a victory for her opponent will spell disaster for the city’s school system. Torn between her commitment to fair play, her desire to be elected, and her concern for the good of the community, she faces the age-old ethical dilemma of whether the ends justify the means. “So,” you may be asking yourself, “what is the answer to Felicia Robin- son’s dilemma?” But in complex cases such as hers there are no cut-and-dried answers. As the leading book on communication ethics states, “We should formulate meaningful ethical guidelines, not inflexible rules.” 1 Your ethical decisions will be guided by your values, your conscience, your sense of right and wrong. But this does not mean such decisions are simply a matter of personal whim or fancy. Sound ethical decisions involve weighing a potential course of action against a set of ethical standards or guidelines. Just as there are guidelines for ethical behavior in other areas of life, so there are guidelines for ethical conduct in public speaking. These guidelines will not automatically solve every ethical quandary you face as a speaker, but knowing them will provide a reliable compass to help you find your way.
Guidelines for Ethical Speaking
MAKE SURE YOUR GOALS ARE ETHICALLY SOUND Not long ago, I spoke with a former student—we’ll call her Melissa—who had turned down a job in the public relations department of the American Tobacco Institute. Why? Because the job would have required her to lobby on behalf of the cigarette industry. Melissa did not believe she could ethically promote a product that she saw as responsible for thousands of deaths and illnesses each year. Given Melissa’s view of the dangers of cigarette smoking, there can be no doubt that she made an ethically informed decision. On the other side of the coin, someone with a different view of cigarette smoking could make an ethi- cally informed decision to take the job. The point of this example is not to judge the rightness or wrongness of Melissa’s decision (or of cigarette smoking), but to illustrate how ethical considerations can affect a speaker’s choice of goals. Your first responsibility as a speaker is to ask whether your goals are ethically sound. During World War II, Hitler stirred the German people to condone war, invasion, and genocide. More recently, we have seen politicians who betray the public trust for personal gain, business leaders who defraud investors of millions of dollars, preachers who lead lavish lifestyles at the
ethical decisions
Sound ethical decisions involve
weighing a potential course of action
against a set of ethical standards or
guidelines.
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32 CHAPTER 2 Ethics and Public Speaking
expense of their religious duties. There can be no doubt that these are not worthy goals. But think back for a moment to the examples of speechmaking given in Chapter 1. What do the speakers hope to accomplish? Improve the quality of education. Report on a business project. Pay tribute to a fellow worker. Support Habitat for Humanity. Few people would question that these goals are ethically sound. As with other ethical issues, there can be gray areas when it comes to assessing a speaker’s goals—areas in which reasonable people with well-defined standards of right and wrong can legitimately disagree. But this is not a rea- son to avoid asking ethical questions. If you are to be a responsible public speaker, you cannot escape assessing the ethical soundness of your goals.
BE FULLY PREPARED FOR EACH SPEECH “A speech,” as Jenkin Lloyd Jones states, “is a solemn responsibility.” You have an obligation—to yourself and to your listeners—to prepare fully every time you stand in front of an audience. The obligation to yourself is obvious: The better you prepare, the better your speech will be. But the obligation to your listeners is no less important. Think of it this way: The person who makes a bad 30-minute speech to an audience of 200 people wastes only a half hour of her or his own time. But that same speaker wastes 100 hours of the audience’s time—more than four full days. This, Jones exclaimed, “should be a hanging offense!” At this stage of your speaking career, of course, you will probably not be facing many audiences of 200 people. And you will probably not be giving many speeches in which the audience has come for the sole purpose of listen- ing to you. But neither the size nor the composition of your audience changes your ethical responsibility to be fully prepared. Your speech classmates are as worthy of your best effort as if you were addressing a jury or a business meet- ing, a union conference or a church congregation, the local Rotary club or even the United States Senate. Being prepared for a speech involves everything from analyzing your audi- ence to creating visual aids, organizing your ideas to rehearsing your delivery. Most crucial from an ethical standpoint, though, is being fully informed about your subject. Why is this so important? Consider the following story:
Victoria Nuñez, a student at a large state university, gave a classroom speech
on suicide prevention. Victoria had learned about the topic from her mother, a
volunteer on a suicide-prevention hotline, but she also consulted her psychology
textbook, read several magazine articles on the warning signs of suicide, and
interviewed a crisis-intervention counselor at the campus health service.
In addition to her research, Victoria gave a lot of thought to planning and
delivering her speech. She created a handout for the class listing signs that a
person might attempt suicide and providing contact information for local mental-
health resources. On the day of her speech, Victoria was thoroughly prepared—
and she gave an excellent presentation.
Only a few days later, one of Victoria’s classmates, Paul Nichols, had a con-
versation with his roommate that raised a warning flag about whether the room-
mate might be depressed and in danger of suicide. Based on the information in
Victoria’s speech, Paul spoke to his roommate, got him to talk about his worries,
and convinced him to seek counseling. Paul might have saved his roommate’s life,
thanks to Victoria’s speech.
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Guidelines for Ethical Speaking 33
This is an especially dramatic case, but it demonstrates how your speeches can have a genuine impact on your listeners. As a speaker, you have an ethical responsibility to consider that impact and to make sure you prepare fully so as not to communicate erroneous information or misleading advice. If Victoria had not done such a thorough job researching her speech, she might have given her classmates faulty information—information that might have had tragic results. No matter what the topic, no matter who the audience, you need to explore your speech topic as thoroughly as possible. Investigate the whole story; learn about all sides of an issue; seek out competing viewpoints; get the facts right. Not only will you give a better speech, you will also fulfill one of your major ethical obligations.
BE HONEST IN WHAT YOU SAY Nothing is more important to ethical speechmaking than honesty. Public speak- ing rests on the unspoken assumption that “words can be trusted and people will be truthful.” 2 Without this assumption, there is no basis for communica- tion, no reason for one person to believe anything that another person says. Does this mean every speaker must always tell “the truth, the whole truth, and nothing but the truth”? We can all think of situations in which this is impossible (because we do not know the whole truth) or inadvisable (because it would be tactless or imprudent). Consider a parent who tells his two-year- old daughter that her screeching violin solo is “beautiful.” Or a speaker who tells a falsehood in circumstances when disclosing the truth might touch off mob violence. Few people would find these actions unethical. 3 In contrast, think back to the case of Brian Pertzborn at the start of this chapter. Brian knew he had embezzled money from the charity. Yet he denied
Among current public speakers,
United Nations Secretary General Ban
Ki-moon is well regarded for his
ethically sound goals and public
speaking skills.
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34 CHAPTER 2 Ethics and Public Speaking
that he had done so, even as he was profiting at the expense of people who depended on the charity’s services. There is no way to excuse Brian’s behavior. Such blatant contempt for the truth is one kind of dishonesty in public speaking. But more subtle forms of dishonesty are just as unethical. They include juggling statistics, quoting out of context, misrepresenting sources, painting tentative findings as firm conclusions, citing unusual cases as typical examples, and substituting innuendo and half-truths for evidence and proof. All of these violate the speaker’s duty to be accurate and fair in presenting information. While on the subject of honesty in speechmaking, we should also note that ethically responsible speakers do not present other people’s words as their own. They do not plagiarize their speeches. This subject is so important that we devote a separate section to it later in this chapter.
AVOID NAME-CALLING AND OTHER FORMS OF ABUSIVE LANGUAGE “Sticks and stones can break my bones, but words can never hurt me.” This popular children’s chant could not be more wrong. Words may not literally break people’s bones, but they can leave psychological scars as surely as sticks and stones can leave physical scars. As one writer explains, “Our identities, who and what we are, how others see us, are greatly affected by the names we are called and the words with which we are labeled.” 4 This is why almost all communication ethicists warn public speakers to avoid name-calling and other forms of abusive language.
Name-Calling and Personal Dignity Name-calling is the use of language to defame, demean, or degrade individu- als or groups. When applied to various groups in America, it includes such epithets as “fag,” “kike,” “nigger,” “honkey,” “wop,” “jap,” “chink,” and “spic.” Such terms have been used to debase people because of their sexual orienta- tion, religious beliefs, or ethnic background. These words dehumanize the groups they are directed against and imply that they do not deserve to be treated with dignity and respect. In Chapter 12, we will look at ways you can avoid biased language in your speeches. For now, the point to remember is that, contrary to what some people claim, avoiding racist, sexist, and other kinds of abusive language is not simply a matter of political correctness. Such language is ethically suspect because it devalues and stereotypes the people in question. Such language is also a destructive social force. When used repeatedly and systematically over time, it helps reinforce attitudes that encourage prejudice, hate crimes, and civil rights violations. 5 The issue is not one of politics, but of respecting the dignity of the diverse groups in contemporary society.
Name-Calling and Free Speech Name-calling and abusive language also pose ethical problems in public speaking when they are used to silence opposing voices. A democratic society depends upon the free and open expression of ideas. In the United States, all citizens have the right to join in the never-ending dialogue of democracy. As a public speaker, you have an ethical obligation to help preserve that right by avoiding tactics such as name-calling that inherently impugn the accuracy
name-calling
The use of language to defame,
demean, or degrade individuals or
groups.
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Guidelines for Ethical Speaking 35
or respectability of public statements made by groups or individuals who voice opinions different from yours. This obligation is the same regardless of whether you are black or white, Christian or Muslim, male or female, gay or straight, liberal or conservative. A pro-union public employee who castigates everyone opposed to her ideas as an “enemy of the middle class” is on as thin ice ethically as a politician who labels all his adversaries “tax-and-spend liberals.” Like other ethical questions in public speaking, name-calling raises some thorny issues. Although name-calling can be hazardous to free speech, it is still protected under the free-speech clause of the Bill of Rights. This is why the American Civil Liberties Union, a major defender of constitutional rights, has opposed broadly worded codes against abusive speech on college cam- puses. To date, such codes have not survived legal challenges, and many schools are developing more sharply focused regulations that they hope will stand up in court. 6 But whatever the legal outcome may be, it will not alter the ethical responsibility of public speakers—on or off campus—to avoid name-calling and other kinds of abusive language. Legality and ethics, though related, are not identical. There is nothing illegal about falsifying statistics in a speech, but there is no doubt that it is unethical. The same is true of name-calling. It may not be illegal to cast racial, sexual, or religious slurs at people in a speech, but it is still unethical. Not only does it demean the dignity of the groups or individuals being attacked, but it undermines the right of all groups in the United States to be fairly heard.
PUT ETHICAL PRINCIPLES INTO PRACTICE It is easy to pay lip service to the importance of ethics. It is much harder to act ethically. Yet that is just what a responsible public speaker must do. As one popular book on ethics states, “Being ethical means behaving ethically all the time —not only when it’s convenient.” 7
Bill of Rights
The first 10 amendments to the
United States Constitution.
Questions of ethics arise whenever a
speaker faces an audience. Here
former soldier Melissa Stockwell, who
was injured in the line of duty, talks
at the annual Paralympic Military
Sports Camp.
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36 CHAPTER 2 Ethics and Public Speaking
As you work on your speeches, you will ask yourself such questions as “Is my choice of topic suitable for the audience?” “Are my supporting mate- rials clear and convincing?” “How can I phrase my ideas to give them more punch?” These are strategic questions. As you answer them, you will try to make your speech as informative, as persuasive, or as entertaining as possible. But you will also face moments of ethical decision—similar, perhaps, to those faced by Brian Pertzborn, Felicia Robinson, and other speakers in this chapter. When those moments arrive, don’t simply brush them aside and go on your way. Keep in mind the guidelines for ethical speechmaking we have discussed and do your best to follow them through thick and thin. Make sure you can answer yes to all the questions on the Checklist for Ethical Public Speaking below. 8
checklist Ethical Public Speaking
YES NO
1. Have I examined my goals to make sure they are ethically sound?
a. Can I defend my goals on ethical grounds if they are questioned or challenged?
b. Would I want other people to know my true motives in presenting this speech?
2. Have I fulfilled my ethical obligation to prepare fully for the speech?
a. Have I done a thorough job of studying and researching the topic?
b. Have I prepared diligently so as not to communicate erroneous or misleading information to my listeners?
3. Is the speech free of plagiarism?
a. Can I vouch that the speech represents my own work, my own thinking, my own language?
b. Do I cite the sources of all quotations and paraphrases?
4. Am I honest in what I say in the speech?
a. Is the speech free of any false or deliberately deceptive statements?
b. Does the speech present statistics, testimony, and other kinds of evidence fairly and accurately?
c. Does the speech contain valid reasoning?
d. If the speech includes visual aids, do they present facts honestly and reliably?
5. Do I use the power of language ethically?
a. Do I avoid name-calling and other forms of abusive language?
b. Does my language show respect for the right of free speech and expression?
6. All in all, have I made a conscious effort to put ethical principles into practice in preparing my speech?
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Plagiarism 37
Plagiarism
“Plagiarism” comes from plagiarius, the Latin word for kidnapper. To plagia- rize means to present another person’s language or ideas as your own—to give the impression you have written or thought something yourself when you have actually taken it from someone else. 9 We often think of plagiarism as an ethical issue in the classroom, but it can have repercussions in other situations:
Joanne Calabro was in her second year as school superintendent in
the northern New Jersey town of Fort Lee. In the spring, she spoke at a cer-
emony for students being inducted into the National Honor Society. It was a
brief speech—only six minutes—but the repercussions would last much, much
longer.
One of the students at the ceremony recognized some of Calabro’s passages
and decided to check them online. He discovered that she had lifted the entire
speech from a sample induction address posted on About.com. Further evidence
came from a videotape of Calabro delivering the speech.
When confronted with the facts, Calabro admitted to an error in judgment
but insisted she had done nothing illegal. In fact, the speech on About.com was
protected by copyright law, and Calabro might have been liable to legal action
had the Web firm been so inclined. What she could not escape were the ethical
consequences. Facing severe criticism within the school district and from the
press, she had little choice but to resign her post as superintendent. 10
As this story shows, plagiarism is a serious matter. If you are caught pla- giarizing a speech in class, the punishment can range from a failing grade to expulsion from school. If you are caught plagiarizing outside the classroom, you stand to forfeit your good name, to damage your career, or, if you are sued, to lose a large amount of money. It is worth your while, then, to make sure you know what plagiarism is and how to avoid it.
GLOBAL PLAGIARISM Global plagiarism is stealing your speech entirely from another source and passing it off as your own. The most blatant—and unforgivable—kind of plagiarism, it is grossly unethical. Global plagiarism in a college classroom usually occurs because a student puts off the assignment until the last minute. Then, in an act of desperation, the student downloads a speech from the Internet or gets one written by a friend and delivers it as his or her own. The best way to avoid this, of course, is not to leave your speech until the last minute. Most teachers explain speech assignments far enough in advance that you should have no trouble getting an early start. By starting early, you will give yourself plenty of time to prepare a first-rate speech—a speech of your own. If, for some reason, you fail to get your speech ready on time, do not succumb to the lure of plagiarism. Whatever penalty you suffer from being late will pale in comparison with the consequences if you are caught plagiarizing.
plagiarism
Presenting another person’s
language or ideas as one’s own.
global plagiarism
Stealing a speech entirely from a
single source and passing it off as
one’s own.
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38 CHAPTER 2 Ethics and Public Speaking
PATCHWORK PLAGIARISM Unlike global plagiarism, in which a speaker pirates an entire speech from a single source, patchwork plagiarism occurs when a speaker pilfers from two or three sources. Here’s an example:
Daniel Fine chose “Recent Discoveries About Dinosaurs” as the topic for
his informative speech. In his research, Daniel found three especially helpful
sources. The first was a printed guide to a recent museum exhibition about new
dinosaur discoveries in North and South America. The second was Wikipedia,
and the third was Montana State University’s Web site about its dinosaur
research program.
Unfortunately, instead of using these materials creatively to write a speech in
his own words, Daniel lifted long passages from the museum guide, Wikipedia,
and the university Web site and patched them together with a few transitions.
When he was finished, he had a speech that was composed almost entirely of
other people’s words.
When Daniel’s teacher read his speech outline, it did not sound authentic to
her. So she plugged several phrases from the outline into Google. In less than a
minute, she had found both the Wikipedia article and the Montana State Univer-
sity Web site. Soon after, she found an online version of the museum guide.
Daniel was caught red-handed.
This story illustrates an important point about plagiarism. Daniel did not take his speech from a single source. He even did a little research. But copy- ing from a few sources is no less plagiarism than is copying from a single source. When you give a speech, you declare that it is your work—the prod- uct of your thinking, your beliefs, your language. Daniel’s speech did not contain any of these. Instead, it was cut and pasted wholly from other peo- ple’s words. “But,” you may be thinking, “not many students are experts on their speech topics. Why should they be expected to come up with new ideas that even the experts haven’t thought of?” The answer is they aren’t. The key is not whether you have something absolutely original to say, but whether you do enough research and thinking to come up with your own slant on the topic. As with global plagiarism, one key to averting patchwork plagiarism is to start working on your speech as soon as possible. The longer you work on it, the more apt you are to come up with your own approach. It is also vital to consult a large number of sources in your research. If you have only two or three sources, you are far more likely to fall into the trap of patchwork pla- giarism than if you consult a wide range of research materials.
INCREMENTAL PLAGIARISM In global plagiarism and patchwork plagiarism, the entire speech is cribbed more or less verbatim from a single source or a few sources. But plagiarism can exist even when the speech as a whole is not pirated. This is called incremental plagiarism. It occurs when the speaker fails to give credit for particular parts—increments—of the speech that are borrowed from other people. The most important of these increments are quotations and paraphrases.
patchwork plagiarism
Stealing ideas or language from two
or three sources and passing them off
as one’s own.
incremental plagiarism
Failing to give credit for particular
parts of a speech that are borrowed
from other people.
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Plagiarism 39
Quotations Whenever you quote someone directly, you must attribute the words to that person. Suppose you are giving a speech on Malcolm X, the famous African- American leader of the 1960s. While doing your research, you run across the following passage from Bruce Perry’s acclaimed biography, Malcolm: The Life of the Man Who Changed Black America:
Malcolm X fathered no legislation. He engineered no stunning Supreme Court
victories or political campaigns. He scored no major electoral triumphs. Yet
because of the way he articulated his followers’ grievances and anger, the impact
he had upon the body politic was enormous. 11
This is a fine quotation that summarizes the nature and importance of Malcolm’s impact on American politics. It would make a strong addition to your speech—as long as you acknowledge Perry as the author. The way to avoid plagiarism in this instance is to introduce Perry’s statement by saying something like:
In Malcolm: The Life of the Man Who Changed Black America, historian Bruce
Perry says the following about Malcolm’s impact on American politics: . . .
Or,
According to historian Bruce Perry in his book Malcolm: The Life of the Man
Who Changed Black America , . . .
Now you have clearly identified Perry and given him credit for his words rather than presenting them as your own.
Speakers who begin work on their
speeches early and consult a wide
range of sources are less likely to fall
into the trap of plagiarism than are
speakers who procrastinate and rely
on a limited number of sources.
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40 CHAPTER 2 Ethics and Public Speaking
Paraphrases When you paraphrase an author, you restate or summarize her or his ideas in your own words. Suppose, once again, that your topic is Malcolm X. But this time you decide to paraphrase the statement from Bruce Perry’s biography rather than quoting it. You might say:
Malcolm X was not a politician. He did not pass any laws, or win any Supreme
Court victories, or get elected to any office. But he stated the grievances and
anger of his followers so powerfully that the whole nation took notice.
Even though you do not quote Perry directly, you still appropriate the struc- ture of his ideas and a fair amount of his language. Thus you still need to give him credit—just as if you were repeating his words verbatim. It is especially important in this case to acknowledge Perry because you are borrowing his opinion—his judgment—about Malcolm X. If you simply recount basic facts about Malcolm’s life—he was born in Omaha, Nebraska, converted to the Nation of Islam while in prison, traveled to Mecca toward the end of his life, was assassinated in February 1965—you do not have to report the source of your information. These facts are well known and can be found in any standard reference work. On the other hand, there is still considerable debate about Malcolm’s views of other African-American leaders, the circumstances surrounding his death, and what he might have done had he lived. If you were to cite Perry’s views on any of these matters—regardless of whether you quoted or paraphrased— you would need to acknowledge him as your source.
As more than one speaker (and writer) has discovered, it is possible to commit incremental plagiarism quite by accident. This is less offensive than deliberate plagiarism, but it is plagiarism nonetheless. There are two ways to guard against incremental plagiarism. The first is to be careful when taking research notes to distinguish among direct quotations, paraphrased material, and your own comments. (See Chapter 7 for a full discussion of research methods.) The second way to avoid incremental plagiarism is to err on the side of caution. In other words, when in doubt, cite your source.
PLAGIARISM AND THE INTERNET When it comes to plagiarism, no subject poses more confusion—or more temptation—than the Internet. Because it’s so easy to copy information from the Web, many people are not aware of the need to cite sources when they use Internet materials in their speeches. If you don’t cite Internet sources, you are just as guilty of plagiarism as if you take information from print sources without proper citation. One way to avoid patchwork plagiarism or incremental plagiarism when working with the Internet is to take careful research notes. Make sure you keep a record of the following: (1) the title of the Internet document, (2) the author or organization responsible for the document, (3) the date on which the document was last updated, (4) the date on which you accessed the site. You will need all this information for your speech bibliography. You will also need to identify your Internet sources when you present the speech. It’s not enough to say “As I found on the Web” or “According to the Internet.” You need to specify the author and the Web site. In Chapter 8,
paraphrase
To restate or summarize an author’s
ideas in one’s own words.
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Guidelines for Ethical Listening 41
we’ll look more closely at how to cite Internet documents. For now, keep in mind that providing such citations is one of your ethical responsibilities as a public speaker. Another problem with regard to the Internet is the large number of Web sites that sell entire speeches or papers. In addition to being highly unethical, using material from one of these sites is extremely risky. The same technology that makes it easy to plagiarize from the Web makes it easy for teachers to locate material that has been plagiarized and the exact source from which it has been taken. You should also know that almost all the speeches (and papers) offered for sale on the Web are of very low quality. If you are ever tempted to purchase one, keep in mind there is a good chance you will waste your money and get caught in the process. Here, as in other aspects of life, honesty is the best policy.
Guidelines for Ethical Listening
So far in this chapter we have focused on the ethical duties of public speak- ers. But speechmaking is not a one-way street. Listeners also have ethical obligations. They are (1) to listen courteously and attentively; (2) to avoid prejudging the speaker; and (3) to maintain the free and open expression of ideas. Let us look at each.
BE COURTEOUS AND ATTENTIVE Imagine that you are giving your first classroom speech. You have put a great
deal of time into writing the speech, and you have practiced your delivery until
you are confident you can do well—especially once you get over the initial rush
of stage fright.
Having graduated with a degree in public administra-
tion and hoping to pursue a career in politics, you
have been fortunate to receive a staff position with
one of the leading senators in your state legisla-
ture. Since your arrival two months ago, you
have answered phones, ordered lunch, made
copies, stapled mailings, and stuffed enve-
lopes. Finally you have been asked to
look over a speech the senator will
deliver at your alma mater. Surely,
you think, this will be the first of
many important assignments
once your value is recognized.
After reading the speech,
however, your enthusiasm is
dampened. You agree wholeheartedly with its sup-
port of a bill to fund scholarships for low-income
students, but you’re dismayed by its attack on op-
ponents of the bill as “elitist bigots who would
deny a college education to those who need
it most.” You haven’t been asked to com-
ment on the ethics of the speech, and you
certainly don’t want to jeopardize your posi-
tion on the senator’s staff. At the same time,
you think his use of name-calling
may actually arouse sympathy
for the opposition.
The senator would like your
comments in two hours. What will
you tell him?
Using public speaking in your CAREER
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42 CHAPTER 2 Ethics and Public Speaking
You have worked hard on your introduction, and your speech gets off to a
fine start. Most of your classmates are paying close attention, but some are not.
One appears to be doing homework for another class. Another keeps sneaking
glances at his cell phone. Two or three are gazing out the window, and one is
leaning back in his chair with his eyes shut!
You try to block them out of your mind—especially since the rest of the class
seems interested in what you are saying—but the longer you speak, the more
concerned you become. “What am I doing wrong?” you wonder to yourself. “How
can I get these people to pay attention?” The more you think about this, the more
your confidence and concentration waver.
When you momentarily lose your place halfway through the speech, you start
to panic. Your nerves, which you have held in check so far, take the upper hand.
Your major thought now becomes “How can I get this over as fast as possible?”
Flustered and distracted, you rush through the rest of your speech and sit down.
Just as public speakers have an ethical obligation to prepare fully for each speech, so listeners have a responsibility to be courteous and attentive during the speech. This responsibility—which is a matter of civility in any circum- stance—is especially important in speech class. You and your classmates are in a learning situation in which you need to support one another. When you listen to speeches in class, give your fellow students the same courtesy and attention you want from them. Come to class prepared to listen to—and to learn from—your classmates’ speeches. As you listen, be conscious of the feedback you are sending the speaker. Sit up in your chair rather than slouching; maintain eye contact with the speaker; show support and encour- agement in your facial expressions. Keep in mind the power you have as a listener over the speaker’s confidence and composure, and exercise that power with a strong sense of ethical responsibility.
AVOID PREJUDGING THE SPEAKER We have all heard that you can’t judge a book by its cover. The same is true of speeches. You can’t judge a speech by the name, race, lifestyle, appearance, or reputation of the speaker. As the National Communication Association states in its Credo for Ethical Communication, listeners should “strive to understand and respect” speakers “before evaluating and responding to their messages.” 12 This does not mean you must agree with every speaker you hear. Your aim is to listen carefully to the speaker’s ideas, to assess the evidence and reasoning offered in support of those ideas, and to reach an intelligent judg- ment about the speech. In Chapter 3, we will discuss specific steps you can take to improve your listening skills. For now, it is enough to know that if you prejudge a speaker—either positively or negatively—you will fail in one of your ethical responsibilities as a listener.
MAINTAIN THE FREE AND OPEN EXPRESSION OF IDEAS As we saw earlier in this chapter, a democratic society depends on the free and open expression of ideas. The right of free expression is so important that it is protected by the First Amendment to the U.S. Constitution, which declares, in part, that “Congress shall make no law . . . abridging the freedom
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Guidelines for Ethical Listening 43
of speech.” Just as public speakers need to avoid name-calling and other tac- tics that can undermine free speech, so listeners have an obligation to main- tain the right of speakers to be heard. As with other ethical issues, the extent of this obligation is open to debate. Disputes over the meaning and scope of the First Amendment arise almost daily in connection with issues such as terrorism, pornography, and hate speech. The question underlying such disputes is whether all speakers have a right to be heard. There are some kinds of speech that are not protected under the First Amendment—including defamatory falsehoods that destroy a person’s reputa- tion, threats against the life of the President, and inciting an audience to illegal action in circumstances where the audience is likely to carry out the action. Otherwise, the Supreme Court has held—and most experts in com- munication ethics have agreed—that public speakers have an almost unlim- ited right of free expression. In contrast to this view, it has been argued that some ideas are so danger- ous, so misguided, or so offensive that society has a duty to suppress them. But who is to determine which ideas are too dangerous, misguided, or offen- sive to be uttered? Who is to decide which speakers are to be heard and which are to be silenced? No matter how well intentioned they may be, efforts to “protect” society by restricting free speech usually end up repressing minority viewpoints and unpopular opinions. In U.S. history, such efforts were used to keep women off the public platform until the 1840s, to muzzle labor organizers during the 1890s, and to impede civil rights leaders in the 1960s. Imagine what American society might be like if these speakers had been silenced! It is important to keep in mind that ensuring a person’s freedom to express her or his ideas does not imply agreement with those ideas. You can
It is vital for a democratic society to
maintain the free and open
expression of ideas. Here Rabbi Greg
Marx addresses an assembly in
Philadelphia devoted to promoting
religious tolerance.
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44 CHAPTER 2 Ethics and Public Speaking
disagree entirely with the message but still support the speaker’s right to express it. As the National Communication Association states in its Credo for Ethical Communication, “freedom of expression, diversity of perspective, and tolerance of dissent” are vital to “the informed decision making fundamental to a civil society.” 13
ethics (30)
ethical decisions (31)
name-calling (34)
Bill of Rights (35)
plagiarism (37)
global plagiarism (37)
patchwork plagiarism (38)
incremental plagiarism (38)
paraphrase (40)
Key Terms
After reading this chapter, you should be able to answer the following questions:
1. What is ethics? Why is a strong sense of ethical responsibility vital for public speakers?
2. What are the five guidelines for ethical speechmaking discussed in this chapter?
3. What is the difference between global plagiarism and patchwork plagiarism? What are the best ways to avoid these two kinds of plagiarism?
For further review, go to the LearnSmart study module for this chapter.
Review Questions
Because public speaking is a form of power, it carries with it heavy ethical respon- sibilities. Today, as for the past 2,000 years, the good person speaking well remains the ideal of commendable speechmaking.
There are five basic guidelines for ethical public speaking. The first is to make sure your goals are ethically sound—that they are consistent with
the welfare of society and your audience. The second is to be fully pre- pared for each speech. The third is to be honest in what you say. The fourth is to avoid name-calling and other forms of abusive language. The final guideline is to put ethical principles into practice at all times.
Of all the ethical lapses a speaker can commit, few are more seri- ous than plagiarism. Global plagiarism is lifting a speech entirely from a single source. Patchwork plagiarism involves stitching a speech together by copying from a few sources. Incremental plagiarism occurs
when a speaker fails to give credit for specific quotations and para- phrases that are borrowed from other people.
In addition to your ethical responsibilities as a speaker, you have ethical obligations as a listener. The first is to listen courteously and atten-
tively. The second is to avoid prejudging the speaker. The third is to support the free and open expression of ideas. In all these ways, your speech class will offer a good testing ground for questions of ethical responsibility.
Summary
to m th
p
ethica
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Exercises for Critical Thinking 45
4. What is incremental plagiarism? How can you steer clear of it when dealing with quotations and paraphrases?
5. What are the three guidelines for ethical listening discussed in this chapter?
1. Look back at the story of Felicia Robinson on pages 30–31. Evaluate her dilemma in light of the guidelines for ethical speechmaking presented in this chapter. Explain what you believe would be the most ethical course of action in her case.
2. The issue of insulting and abusive speech—especially slurs directed against people on the basis of race, religion, gender, or sexual orientation—is extremely controversial. Do you believe society should punish such speech with criminal penalties? To what degree are colleges and universities justified in trying to discipline students who engage in such speech? Do you feel it is proper to place any boundaries on free expression in order to prohibit insulting and abusive speech? Why or why not? Be prepared to explain your ideas in class.
3. All of the following situations could arise in your speech class. Identify the ethical issues in each and explain what, as a responsible speaker or listener, your course of action would be.
a. You are speaking on the topic of prison reform. In your research, you run across two public opinion polls. One of them, an independent survey by the Gallup Organization, shows that a majority of people in your state oppose your position. The other poll, suspect in its methods and conducted by a partisan organization, says a majority of people in your state support your position. Which poll do you cite in your speech? If you cite the second poll, do you point out its shortcomings?
b. When listening to an informative speech by one of your classmates, you realize that much of it is plagiarized from a Web site you visited a couple weeks earlier. What do you do? Do you say something when your instructor asks for comments about the speech? Do you mention your concern to the instructor after class? Do you talk with the speaker? Do you remain silent?
c. While researching your persuasive speech, you find a quotation from an article by a highly respected expert that will nail down one of your most important points. But as you read the rest of the article, you realize that the author does not in fact support the policy you are advocating. Do you still include the quotation in your speech?
Exercises for Critical Thinking
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47
I t had been a long day at the office. By the time
Jason Whitehawk pulled his late-model car into
the driveway at home, he was exhausted. As he
trudged into the house, he routinely asked his wife,
“How did things go with you at work today?”
“Oh, pretty well,” she replied, “except for the ter-
rorist attack in the morning and the outbreak of
bubonic plague in the afternoon.”
Jason nodded his head as he made his way to
the sofa. “That’s nice,” he said. “At least someone had
a good day.”
This story illustrates what one research study after another has revealed— most people are shockingly poor listeners. We fake paying attention. We can look right at someone, appear interested in what that person says, even nod our head or smile at the appropriate moments—all without really listening. Not listening doesn’t mean we don’t hear. Hearing is a physiological process, involving the vibration of sound waves on our eardrums and the firing of electrochemical impulses from the inner ear to the central auditory
Listening Is Important
Listening and Critical Thinking
Four Causes of Poor Listening
How to Become a Better Listener
3
Listening
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48 CHAPTER 3 Listening
system of the brain. But listening involves paying close attention to, and mak- ing sense of, what we hear. Even when we think we are listening carefully, we usually grasp only 50 percent of what we hear. After 24 hours we can remember only 10 percent of the original message. 1 It’s little wonder that listening has been called a lost art. 2
Listening Is Important
Although most people listen poorly, there are exceptions. Top-flight busi- ness executives, successful politicians, brilliant teachers—nearly all are excellent listeners. 3 So much of what they do depends on absorbing infor- mation that is given verbally—and absorbing it quickly and accurately. If you had an interview with the president of a major corporation, you might be shocked (and flattered) to see how closely that person listened to your words. In our communication-oriented age, listening is more important than ever. According to one study, more than 60 percent of errors made in business come from poor listening. 4 Replacing poor listening with good listening improves efficiency, sales, customer satisfaction, and employee morale. This is why, in most companies, effective listeners hold higher positions and are promoted more often than ineffective listeners. When business managers are asked to rank-order the communication skills most crucial to their jobs, they usually rank listening number one. 5 Even if you don’t plan to be a corporate executive, the art of listening can be helpful in almost every part of your life. This is not surprising when you realize that people spend more time listening than in any other com- municative activity—more than reading, more than writing, more even than speaking. Think for a moment about your own life as a college student. Most class time in U.S. colleges and universities is spent listening to discussions and lectures. A number of studies have shown a strong correlation between listen- ing and academic success. Students with the highest grades are usually those with the strongest listening skills. The reverse is also true—students with the lowest grades are usually those with the weakest listening skills. 6 There is plenty of reason, then, to take listening seriously. Employers and employees, parents and children, wives and husbands, doctors and patients, students and teachers—all depend on the apparently simple skill of listening. Regardless of your profession or walk of life, you never escape the need for a well-trained ear. Listening is also important to you as a speaker. It is probably the way you get most of your ideas and information—from television, radio, conversation, and lectures. If you do not listen well, you will not understand what you hear and may pass along your misunderstanding to others. Besides, in class—as in life—you will listen to many more speeches than you give. It is only fair to pay close attention to your classmates’ speeches; after all, you want them to listen carefully to your speeches. An excellent way to improve your own speeches is to listen attentively to the speeches of other
hearing
The vibration of sound waves on
the eardrums and the firing of
electrochemical impulses in the brain.
listening
Paying close attention to, and making
sense of, what we hear.
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Listening and Critical Thinking 49
people. Over and over, teachers find that the best speakers are usually the best listeners. A side benefit of your speech class is that it offers an ideal opportunity to work on the art of listening. During the 95 percent of the time when you are not speaking, you have nothing else to do but listen and learn. You can sit there like a stone—or you can use the time profitably to master a skill that will serve you in a thousand ways.
Listening and Critical Thinking
One of the ways listening can serve you is by enhancing your skills as a critical thinker. We can identify four kinds of listening: 7
■ Appreciative listening —listening for pleasure or enjoyment, as when we lis- ten to music, to a comedy routine, or to an entertaining speech.
■ Empathic listening —listening to provide emotional support for the speaker, as when a psychiatrist listens to a patient or when we lend a sympathetic ear to a friend in distress.
■ Comprehensive listening —listening to understand the message of a speaker, as when we attend a classroom lecture or listen to directions for finding a friend’s house.
■ Critical listening —listening to evaluate a message for purposes of accepting or rejecting it, as when we listen to the sales pitch of a car salesperson or the campaign speech of a political candidate.
Although all four kinds of listening are important, this chapter deals primarily with comprehensive listening and critical listening. They are the kinds of listening you will use most often when listening to speeches in class, when taking lecture notes in other courses, when communicating at work, and when responding to the barrage of commercials, political messages, and other persuasive appeals you face every day. They are also the kinds of listen- ing that are most closely tied to critical thinking. As we saw in Chapter 1, critical thinking involves a number of skills. Some of those skills—summarizing information, recalling facts, distinguishing main points from minor points—are central to comprehensive listening. Other skills of critical thinking—separating fact from opinion, spotting weak- nesses in reasoning, judging the soundness of evidence—are especially impor- tant in critical listening. When you engage in comprehensive listening or critical listening, you must use your mind as well as your ears. When your mind is not actively involved, you may be hearing, but you are not listening. In fact, listening and critical thinking are so closely allied that training in listening is also training in how to think. At the end of this chapter, we’ll discuss steps you can take to improve your skills in comprehensive and critical listening. If you follow these steps, you may also become a better critical thinker.
appreciative listening
Listening for pleasure or enjoyment.
empathic listening
Listening to provide emotional
support for a speaker.
comprehensive listening
Listening to understand the message
of a speaker.
critical listening
Listening to evaluate a message for
purposes of accepting or rejecting it.
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50 CHAPTER 3 Listening
Four Causes of Poor Listening
NOT CONCENTRATING The brain is incredibly efficient. Although we talk at a rate of 120 to 150 words a minute, the brain can process 400 to 800 words a minute. 8 This would seem to make listening very easy, but actually it has the opposite effect. Because we can process a speaker’s words and still have plenty of spare “brain time,” we are tempted to interrupt our listening by thinking about other things. Here’s what happens:
Elena Kim works in the public communications department of a large insur-
ance company. She attends regular staff meetings with the communications direc-
tor. The meetings provide necessary information, but sometimes they seem to
drag on forever.
This morning the director is talking about the company’s new executive vice
president, who has just moved to headquarters from a regional firm in Florida.
“Mr. Fernandez has never worked in a company this size, but his experience in
Florida . . .”
“Florida,” Elena dreams. “Sun, endless beaches, and the club scene in South
Beach. Maybe I can snatch a few days’ vacation in January. . . .”
Sternly, Elena pulls her attention back to the meeting. The communications
director is now discussing the company’s latest plan for public-service announce-
ments. Elena is not involved in the plan, and her attention wanders once more.
That morning she had another argument with her roommate about cleaning
the kitchen and taking out the garbage. Maybe it’s time to decide if she can afford
to live without a roommate. It sure would make for fewer hassles.
“. . . an area Elena has researched extensively,” the director is saying. Uh oh!
What area does the director mean? Everyone looks at Elena, as she frantically
tries to recall the last words said at the meeting.
It’s not that Elena meant to lose track of the discussion. But there comes a point at which it’s so easy to let your thoughts wander rather than to con- centrate on what is being said. After all, concentrating is hard work. Louis Nizer, the famous trial lawyer, says, “So complete is this concentration that at the end of a court day in which I have only listened, I find myself wring- ing wet despite a calm and casual manner.” 9 Later in this chapter, we will look at some things you can do to concen- trate better on what you hear.
LISTENING TOO HARD Until now we have been talking about not paying close attention to what we hear. But sometimes we listen too hard. We turn into human sponges, soaking up a speaker’s every word as if every word were equally important. We try to remember all the names, all the dates, all the places. In the process we often miss the speaker’s main point. What is worse, we may end up confusing the facts as well.
Shortly after graduating from college, Carlos Molina landed an excellent job
as a Web developer. Knowing he had never been good at budgeting his money,
he signed up for a financial planning workshop.
spare “brain time”
The difference between the rate at
which most people talk (120 to 150
words a minute) and the rate at
which the brain can process language
(400 to 800 words a minute).
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Four Causes of Poor Listening 51
The first session was about retirement planning. Simone Fisher, who was
conducting the workshop, explained that 7 in 10 Americans between the ages of
22 and 35 do not have a monthly budget or a savings plan. Carlos wrote down
every number Simone mentioned.
“To have a retirement income equal to 75 percent of your current salary,”
Simone continued, “you will need to invest at least 6 percent of your present earn-
ings. You also need to account for inflation over time. This afternoon, we will meet
with each of you personally to calculate your individual savings needs. In the
meantime, I want to stress that the most important thing is to start saving now.”
Carlos zealously typed each statistic into his laptop. When Simone opened
the floor for questions, Carlos raised his hand and said, “I have two questions.
When should I start saving for retirement? And how do I figure out how to
account for future inflation?”
This is a typical example of losing the speaker’s point by concentrating on details. Carlos had fixed his mind on remembering all the statistics in Simone’s presentation, but he blocked out the main message—that it is best to start saving now and that he would get help developing an individual plan. Rather than trying to remember everything a speaker says, efficient listen- ers usually concentrate on main points and evidence. We’ll discuss these things more thoroughly later in the chapter.
JUMPING TO CONCLUSIONS Kiah Lee, a recent college graduate, took a job as an editorial assistant in the research department of a regional magazine. Shortly after Kiah arrived, the editor in charge of the research department left the magazine for another job. For the next two months, Kiah struggled to handle the work of the
People spend more time listening
than in any other communicative
activity. One benefit of your speech
class is that it can improve your
listening skills in a variety of
situations.
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52 CHAPTER 3 Listening
research department by herself. She often felt in over her head, but she knew this was a good opportunity to learn, and she hated to give up her new responsibilities. One day Derek Perkins, the editor in chief of the magazine, comes into Kiah’s office to talk. The following conversation takes place:
Derek: You’ve done a great job these last two months, Kiah. But you know we really need a new editor. So we’ve decided to make some changes.
Kiah: I’m not surprised. I know I’ve made my share of mistakes.
Derek: Everyone makes mistakes when they’re starting out. And you’ve been
carrying a lot of responsibility. That’s why . . .
Kiah: I know I’m inexperienced, and this is an important department.
Derek: Yes, it is. And it’s not an easy job. We really need an editor and an assis-
tant to handle all the work. That’s why I wanted to tell you . . .
Kiah: I understand. I knew all along that I was just filling in.
Derek: Kiah, you’re not listening.
Kiah: Yes, I am. You’re trying to be nice, but you’re here to tell me that you’ve
hired a new editor and I’ll be going back to my old job.
Derek: No, that’s not it at all. I think you’ve done a fine job under difficult cir-
cumstances. You’ve proved yourself, and I intend to make you the editor.
But I think you’ll need an assistant to help you.
Why is there so much confusion here? Clearly, Kiah is unsure about her future at the magazine. So when Derek starts to talk about making some changes, Kiah jumps to a conclusion and assumes the worst. The misunder- standing could have been avoided if, when Derek had said, “We’ve decided to make some changes,” Kiah had asked, “What changes?”—and then listened. This is one form of jumping to conclusions—putting words into a speak- er’s mouth. It is one reason why we sometimes communicate so poorly with people we are closest to. Because we’re so sure we know what they mean, we don’t listen to what they actually say. Another way of jumping to conclusions is prematurely rejecting a speak- er’s ideas as boring or misguided. That would be a mistake. Let’s say the announced topic is “Architecture and History.” It sounds dull. So you tune out—and miss a fascinating discussion filled with human-interest stories about buildings and other structures from the ancient pyramids to the latest skyscrapers. Nearly every speech has something to offer you—whether it be informa- tion, point of view, or technique. You are cheating yourself if you prejudge and choose not to listen.
FOCUSING ON DELIVERY AND PERSONAL APPEARANCE Avid readers of American history, Greg and Marissa were thrilled when they saw
a poster at their local bookstore advertising a lecture by the author of a new
book on the Battle of Gettysburg. The book had received good reviews, and Greg
and Marissa made plans to attend the lecture.
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How to Become a Better Listener 53
Arriving at the bookstore, they took their seats and listened while the speaker
discussed his research and major findings. “That was great,” Marissa exclaimed
when they got back to the car. But Greg was scowling. “What’s wrong?” Marissa
asked.
“I know you’re going to think this is stupid,” Greg began. “The guy was a
decent speaker, and he seemed to know his stuff. But did you see the sport coat
he was wearing? It’s so retro—and his tie was atrocious. No matter how I tried, I
kept thinking that he hadn’t gone shopping since the 1980s.”
This story illustrates a common problem. Sometimes we judge people by the way they look or speak and don’t listen to what they say. It’s easy to become distracted by a speaker’s accent, personal appearance, or vocal mannerisms and lose sight of the message. Focusing on a speaker’s delivery or personal appearance is one of the major sources of interference in the speech communication process, and it is something we always need to guard against.
How to Become a Better Listener
TAKE LISTENING SERIOUSLY The first step toward becoming a better listener is to accord listening the seriousness it deserves. Good listeners are not born that way. They have worked at learning how to listen effectively. Good listening does not go hand in hand with intelligence, education, or social standing. Like any other skill, it comes from practice and self-discipline. Check your current skills as a listener by completing the Listening Self-Evaluation Worksheet on page 54. 10 Once you have identified your shortcomings as a listener, make a serious effort to overcome them.
BE AN ACTIVE LISTENER So many aspects of modern life encourage us to listen passively. We listen to our iPods while studying. Parents listen to their children while fixing dinner. Television reporters listen to a politician’s speech while walking around the auditorium looking for their next interview. This type of passive listening is a habit—but so is active listening. Active listeners give their undivided attention to the speaker in a genuine effort to understand his or her point of view. In conversation, they do not inter- rupt the speaker or finish his or her sentences. When listening to a speech, they do not allow themselves to be distracted by internal or external inter- ference, and they do not prejudge the speaker. They take listening seriously and do the best they can to stay focused on the speaker and his or her message. There are a number of steps you can take to improve your skills of active listening. They include resisting distractions, not allowing yourself to be diverted by a speaker’s appearance or delivery, suspending judgment until you have heard the speaker out, focusing your listening, and developing note- taking skills. We’ll discuss each of these in turn.
active listening
Giving undivided attention to a
speaker in a genuine effort to
understand the speaker’s point of
view.
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54 CHAPTER 3 Listening
How often do you indulge in the following bad listening habits? Check yourself carefully in each one.
HABIT FREQUENCY SCORE
Almost Almost
Always Usually Sometimes Seldom Never
1. Giving in to mental
distractions
2. Giving in to physical
distractions
3. Trying to recall
everything a
speaker says
4. Rejecting a topic
as uninteresting before
hearing the speaker
5. Faking paying
attention
6. Jumping to conclusions
about a speaker’s
meaning
7. Deciding a speaker
is wrong before hearing
everything she or he has
to say
8. Judging a speaker on
personal appearance
9. Not paying attention
to a speaker’s evidence
10. Focusing on delivery
rather than on what
the speaker says
TOTAL
How to score: For every “almost always” checked, give yourself a score of 2
For every “usually” checked, give yourself a score of 4
For every “sometimes” checked, give yourself a score of 6
For every “seldom” checked, give yourself a score of 8
For every “almost never” checked, give yourself a score of 10
Total score interpretation: Below 70 You need lots of training in listening. From 71–90 You listen well. Above 90 You listen exceptionally well.
LISTENING SELF-EVALUATION
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How to Become a Better Listener 55
RESIST DISTRACTIONS In an ideal world, we could eliminate all physical and mental distractions. In the real world, however, we cannot. Because we think so much faster than a speaker can talk, it’s easy to let our attention wander. Sometimes it’s very easy—when the room is too hot, when construction machinery is operating right outside the window, when the speaker is tedious. But our attention can stray even in the best of circumstances—if for no other reason than a failure to stay alert and make ourselves concentrate. Whenever you find this happening, make a conscious effort to pull your mind back to what the speaker is saying. Then force it to stay there. One way to do this is to think ahead of the speaker—try to anticipate what will come next. This is not the same as jumping to conclusions. When you jump to conclusions, you put words into the speaker’s mouth and don’t listen to what is said. In this case you will listen—and measure what the speaker says against what you had anticipated. Another way to keep your mind on a speech is to review mentally what the speaker has already said and make sure you understand it. Yet another is to listen between the lines and assess what a speaker implies verbally or says nonverbally with body language. Suppose a speaker is introducing someone to an audience. The speaker says, “It gives me great pleasure to present to you my very dear friend, Ashley Hauser.” But the speaker doesn’t shake hands with Ashley. He doesn’t even look at her—just turns his back and leaves the podium. Is Ashley really his “very dear friend”? Certainly not. Attentive listeners can pick up all kinds of clues to a speaker’s real mes- sage. At first you may find it difficult to listen so intently. If you work at it, however, your concentration is bound to improve.
Effective listeners take their task
seriously. If you approach listening
as an active process, you will
significantly sharpen your powers of
concentration and comprehension.
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56 CHAPTER 3 Listening
DON’T BE DIVERTED BY APPEARANCE OR DELIVERY If you had attended Abraham Lincoln’s momentous Cooper Union speech of 1860, this is what you would have seen:
The long, ungainly figure upon which hung clothes that, while new for this
trip, were evidently the work of an unskilled tailor; the large feet and clumsy
hands, of which, at the outset, at least, the orator seemed to be unduly conscious;
the long, gaunt head, capped by a shock of hair that seemed not to have been
thoroughly brushed out, made a picture which did not fit in with New York’s
conception of a finished statesman. 11
But although he seemed awkward and uncultivated, Lincoln had a powerful message about the moral evils of slavery. Fortunately, the audience at Cooper Union did not let his appearance stand in the way of his words. Similarly, you must be willing to set aside preconceived judgments based on a person’s looks or manner of speech. Gandhi was an unimpressive-looking man who often spoke dressed in a simple white cotton cloth. Renowned physicist Stephen Hawking is severely disabled and can speak only with the aid of a voice synthesizer. Yet imagine how much poorer the world would be if no one listened to them. Even though it may tax your tolerance, patience, and concentration, don’t let negative feelings about a speaker’s appearance or delivery keep you from listening to the message. On the other hand, try not to be misled if the speaker has an unusually attractive appearance. It’s all too easy to assume that because someone is good-looking and has a polished delivery, he or she is speaking eloquently. Some of the most unscrupulous speakers in history have been handsome people with hypnotic delivery skills. Again, be sure you respond to the mes- sage, not to the package it comes in.
SUSPEND JUDGMENT Unless we listen only to people who think exactly as we do, we are going to hear things with which we disagree. When this happens, our natural inclina- tion is to argue mentally with the speaker or to dismiss everything she or he says. But neither response is fair, and in both cases we blot out any chance of learning or being persuaded. Does this mean you must agree with everything you hear? Not at all. It means you should hear people out before reaching a final judgment. Try to understand their point of view. Listen to their ideas, examine their evidence, assess their reasoning. Then make up your mind. The aim of active listening is to set aside “one’s own prejudices, frames of reference, and desires so as to experience as far as possible the speaker’s world from the inside.” 12 It has been said more than once that a closed mind is an empty mind.
FOCUS YOUR LISTENING As we have seen, skilled listeners do not try to absorb a speaker’s every word. Rather, they focus on specific things in a speech. Here are three suggestions to help you focus your listening.
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How to Become a Better Listener 57
Listen for Main Points Most speeches contain from two to four main points. Here, for example, are the main points of a recent speech by Jack Hayes, director of the U.S. National Weather Service: 13
1. The past 50 years have witnessed a number of pioneering innovations in meteorology.
2. Today, meteorologists can provide better weather warnings than at any time in history.
3. Future advances in meteorology will require visionary ideas and economic resources.
These three main points are the heart of Hayes’s message. As with any speech, they are the most important things to listen for. Unless a speaker is terribly scatterbrained, you should be able to detect his or her main points with little difficulty. Often a speaker will give some idea at the outset of the main points to be discussed in the speech. For example, at the end of his introduction, Hayes said he was going to reflect on “where we were, where we are, and . . . where we go from here.” As the speech progressed, Hayes moved from point to point with signposts such as “Let’s take a brief look at how far we’ve come” and “What’s on the horizon for us?” After this, only the most inattentive of listeners could have missed his main points.
Listen for Evidence Identifying a speaker’s main points, however, is not enough. You must also listen for supporting evidence. By themselves, Hayes’s main points are only assertions. You may be inclined to believe them just because they come from an important meteorologist. Yet a careful listener will be concerned about evidence no matter who is speaking. Had you been listening to Hayes’s speech, you would have heard him support his claims with a mass of verifiable evi- dence. Here is an excerpt:
Over the past 20 years, advances in science and technology have enabled us
to increase public preparation for flash floods from 10 minutes to an hour and 10
minutes, a seven-fold improvement.
We’ve improved accuracy in hurricane-track forecasting. In 1970, 48-hour
track error was about 250 nautical miles. In 2009, it was less than 100 nautical
miles. In fact, our current average error at 96 hours is better than our 48-hour
forecast was in 1970, giving coastal residents and businesses two more days to
prepare for the likes of a hurricane Katrina.
There are four basic questions to ask about a speaker’s evidence:
Is it accurate ?
Is it taken from objective sources?
Is it relevant to the speaker’s claims?
Is it sufficient to support the speaker’s point?
In Hayes’s case, the answer to each question is yes. His figures about meteorological advances are well established in the public record and can
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58 CHAPTER 3 Listening
be verified by independent sources. The figures are clearly relevant to Hayes’s claim that improvements in meteorology are saving lives and money, and they are sufficient to support that claim. If Hayes’s evidence were inac- curate, biased, irrelevant, or insufficient, you should be wary of accepting his claim. We shall discuss these—and other—tests of evidence in detail in Chap- ters 8 and 17. For now, it’s enough to know that you should be on guard against unfounded assertions and sweeping generalizations. Keep an eye out for the speaker’s evidence and for its accuracy, objectivity, relevance, and sufficiency.
Listen for Technique We said earlier that you should not let a speaker’s delivery distract you from the message, and this is true. However, if you want to become an effective speaker, you should study the methods other people use to speak effectively. Analyze the introduction: What methods does the speaker use to gain attention, to relate to the audience, to establish credibility and goodwill? Assess the organization of the speech: Is it clear and easy to follow? Can you pick out the speaker’s main points? Can you follow when the speaker moves from one point to another? Study the speaker’s language: Is it accurate, clear, vivid, appropriate? Does the speaker adapt well to the audience and occasion? Finally, diagnose the speaker’s delivery: Is it fluent, dynamic, convincing? Does it strengthen or weaken the impact of the speaker’s ideas? How well does the speaker use eye contact, gestures, and visual aids? As you listen, focus on the speaker’s strengths and weaknesses. If the speaker is not effective, try to determine why. If he or she is effective, try to pick out techniques you can use in your own speeches. If you listen in this way, you will be surprised by how much you can learn about successful speaking.
DEVELOP NOTE-TAKING SKILLS Speech students are often amazed at how easily their teacher can pick out a speaker’s main points, evidence, and techniques. Of course, the teacher knows what to listen for and has had plenty of practice. But the next time you get an opportunity, watch your teacher during a speech. Chances are she or he will be listening with a laptop or pen and paper. When note taking is done properly, it is a surefire way to improve your concentration and keep track of a speaker’s ideas. The key words here are when done properly. Unfortunately, many people don’t take notes effectively. Some try to take down everything a speaker says. They view the enterprise as a race that pits their note-taking speed against the speaker’s rate of speech. As the speaker starts to talk, the note taker starts to write or type. But soon the speaker is winning the race. In a desperate effort to keep up, the note taker tries to go faster and faster. But even this is not enough. The speaker pulls so far ahead that the note taker can never catch up. 14 Some people go to the opposite extreme. They arrive armed with pen, laptop, and the best of intentions. They know they can’t write down every- thing, so they wait for the speaker to say something that grabs their attention.
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How to Become a Better Listener 59
Every once in a while the speaker rewards them with a joke, a dramatic story, or a startling fact. Then the note taker records a few words and leans back to await the next fascinating tidbit. By the end of the lecture, the note taker has a set of tidbits—and little or no record of the speaker’s important ideas. As these examples illustrate, most inefficient note takers suffer from one or both of two problems: They don’t know what to listen for, and they don’t know how to record what they do listen for. 15 The solution to the first prob- lem is to focus on a speaker’s main points and evidence. But once you know what to listen for, you still need a sound method of note taking. Although there are a number of systems, most students find the key-word outline best for listening to classroom lectures and formal speeches. As its name suggests, this method briefly notes a speaker’s main points and sup- porting evidence in rough outline form. Suppose a speaker says:
Hospitals in the United States are facing a serious shortage of nurses. Accord-
ing to the American Hospital Association, the nurse shortage nationwide has
reached an alarming total of 135,000. What’s worse, a recent article in Health
Affairs projects that the shortage will reach 260,000 by 2025. Hospitals in major
cities such as New York, Los Angeles, and Miami have had to reduce services
because of a lack of nurses.
There are four major causes for this shortage of nurses. One cause is that
there are not enough faculty members at nursing schools to train the number of
nurses needed by hospitals. A second cause is that nurses can find employment
at medical facilities other than hospitals. A third cause is that many nurses are
reluctant to stay on the job because of poor working hours that include nights,
holidays, and weekends. A fourth cause is that nurses are burdened with excessive
paperwork.
key-word outline
An outline that briefly notes a
speaker’s main points and supporting
evidence in rough outline form.
Research confirms that listening
carefully and taking effective notes
are vital skills for success in college.
They will also benefit you in countless
situations throughout life.
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60 CHAPTER 3 Listening
A key-word note taker would record something like this:
Serious nurse shortage Total of 135,000 260,000 by 2025 Reduced services at hospitals
Four major causes Low faculty at nursing schools Employment available beyond hospitals Poor working hours Excessive paperwork
Notice how brief the notes are. Yet they accurately summarize the speaker’s ideas. They are also very clear. By separating main points from subpoints and evidence, the outline format shows the relationships among the speaker’s ideas. Perfecting this—or any other—system of note taking requires practice. But with a little effort you should see results soon. As you become a better note taker, you will become a better listener. There is also a good chance you will become a better student. Research confirms that students who take effective notes usually receive higher grades than those who do not. 16
Most people are poor listeners. Even when we think we are listening carefully, we usually grasp only half of what we hear, and we retain even less. Improving your listening skills can be helpful in every part of your life, including speechmaking.
The most important cause of poor listening is giving in to distractions and letting our thoughts wander. Sometimes, however, we listen too hard.
We try to remember every word a speaker says, and we lose the main mes- sage by concentrating on details. In other situations, we may jump to conclusions and prejudge a speaker without hearing out the message. Finally, we often judge people by their appearance or speaking manner instead of listening to what they say.
You can overcome these poor listening habits by taking several steps. First, take listening seriously and commit yourself to becoming a better listener. Second, work at being an active listener. Give your undivided attention to the speaker in a genuine effort to understand
her or his ideas. Third, resist distractions. Make a conscious effort to keep your mind on what the speaker is saying. Fourth, try not to be
diverted by appearance or delivery. Set aside preconceived judgments based on a person’s looks or manner of speech.
Fifth, suspend judgment until you have heard the speaker’s entire message. Sixth, focus your listening by paying attention to main points, to evidence, and to the speaker’s techniques. Finally, develop your note-taking skills. When done prop- erly, note taking is an excellent way to improve your concentration and to keep track of a speaker’s ideas.
Summary
and l We
s
ke dive
on a pe
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Exercises for Critical Thinking 61
hearing (48)
listening (48)
appreciative listening (49)
empathic listening (49)
comprehensive listening (49)
critical listening (49)
spare “brain time” (50)
active listening (53)
key-word outline (59)
Key Terms
After reading this chapter, you should be able to answer the following questions:
1. What is the difference between hearing and listening?
2. How is listening connected with critical thinking?
3. Why is it important to develop strong listening skills?
4. What are the four main causes of poor listening?
5. What are seven ways to become a better listener?
For further review, go to the LearnSmart study module for this chapter.
Review Questions
1. Which of the four causes of poor listening discussed in this chapter do you consider the most important? Choose a specific case of poor listening in which you were involved. Explain what went wrong.
2. Using the Listening Self-Evaluation Worksheet on page 54, undertake a candid evaluation of your major strengths and weaknesses as a listener. Explain what steps you need to take to become a better listener.
3. Watch the lead story this week on 60 Minutes, Dateline, or 20/20 . Using the key- word outline method of note taking, record the main ideas of the story.
4. Choose a lecture in one of your other classes. Analyze what the lecturer does most effectively. Identify three things the lecturer could do better to help stu- dents keep track of the lecture.
Exercises for Critical Thinking
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63
Advantages of Visual Aids Kinds of Visual Aids
Guidelines for Preparing Visual Aids
Guidelines for Presenting Visual Aids
Giving Your First Speech
4
ViViViVisususu lalalal AAA Aididididsss Aids
Preparing
Presenting
Preparing Your Speech
Delivering Your Speech
Sample Speeches with Commentary
Y ou may be surprised to learn that one of the
first assignments in your class is to give a
speech. You say to yourself, “What am I going
to do? I have barely started this course, yet I’m sup-
posed to stand up in front of everyone and give a
speech! I’ve only read a few pages in the textbook,
and I don’t know much about public speaking. Where
do I begin?”
If these are your thoughts, you aren’t alone. Most
beginning speech students have a similar reaction.
Fortunately, giving your first speech sounds a lot harder than it is. The
purpose of this chapter is to help you get started on preparing and
delivering your speech. Later chapters will expand on the subjects
discussed here and will apply them to different kinds of speeches.
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64 CHAPTER 4 Giving Your First Speech
Preparing Your Speech
Usually a brief, simple presentation, the first assignment is often called an ice breaker speech because it is designed to “break the ice” by getting students up in front of the class as soon as possible. This is an important step because much of the anxiety associated with public speaking comes from lack of experience giving speeches. Once you have broken the ice by giving a speech, you will feel less anxious and will have taken the first step on the road to confidence.
DEVELOPING THE SPEECH There are a number of possible assignments for the first speech. One is a speech of self-introduction that provides insight into the speaker’s background, per- sonality, beliefs, or goals. In other cases, students are asked to introduce a classmate, rather than themselves. Some instructors require yet a different kind of speech. Make sure you understand exactly what your instructor requires.
Focusing Your Topic No matter what kind of introductory speech you are assigned, be sure to focus your presentation sharply so it conforms to the assigned time limit. One of the most common mistakes students make on their first speech is trying to cover too much. It would be impossible, for example, to tell your audience everything about your life in a two- or three-minute speech. A better approach would be to focus on one or two events that have helped define who you are—competing in the state track meet, tutoring disadvantaged children, getting your first job, and the like. This allows you to make a few well-developed points about a clearly defined subject. On the other hand, avoid the temptation to narrow the focus of your topic too much. Few listeners would be pleased to hear a two- or three-minute discussion of advanced trumpet-playing techniques. Such a speech would be too specialized for most classroom audiences.
Developing Your Topic Once you have a topic for your speech, be creative in developing it. Think of ways to structure the speech so it will be interesting and meaningful to your audience. Look, for example, at the sample speeches with commentary at the end of this chapter. The first speaker explains aspects of his personality by referring to three of the apps on his cell phone. The second speaker uses the notion of a fork in the road when introducing one of her classmates. In both cases, the speakers found a creative way to frame their information. Another possibility is to think of ways you can make your presentation mysterious or suspenseful. Suppose you are telling the audience about meet- ing a celebrity, visiting a famous place, or participating in a newsworthy event. Rather than identifying the celebrity at the outset, you might save his or her name for the end of your speech. As your story unfolds, tantalize your classmates with clues about your celebrity’s gender, physical characteristics, special talents, and the like, but keep the name secret until the last moment. Audiences are also interested in dangerous situations, adventure, and drama. If your task is to introduce a fellow student, find out if she or he has ever been in danger. Suppose your classmate was caught in a flood or spent
ice breaker speech
A speech early in the term designed
to get students speaking in front of
the class as soon as possible.
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Preparing Your Speech 65
a year in Africa with the Peace Corps. The details would make excellent mate- rial for a speech. If you think about it, every person has faced risk, done the unusual, or triumphed over hardship. Try to find ways to include such fascinating expe- riences in your speech. You can also make your speech interesting by using colorful, descriptive language. One speaker used this technique when introducing a fellow student, named Alexa, to the class. The speaker began by saying:
The spotlight shines. The music blares. The crowd cheers. The colors, bright and
vibrant, bleed together as Alexa and her partner sail around the dance floor. Her
partner touches her hand and her waist, but only briefly. He then spins her away,
and she glides across the floor in what seems like a single motion. Alexa has worked
many weeks for this moment. Alexa, you see, is a championship ballroom dancer.
The speaker could have said, “Alexa is a terrific ballroom dancer and finds it quite thrilling.” Instead, the speaker painted a word picture so listeners could visualize the dance floor, the brilliant colors of the costumes, and the excitement of the competition as Alexa and her partner perform in perfect symmetry. Colorful and concrete illustrations like this are always more inter- esting than dull language and abstract generalizations. You might wonder whether you should use humor to make your first speech entertaining. Audiences love witty remarks, jokes, and funny situa- tions, but like anything else, humor is effective only when done well. It should flow naturally out of the speech content rather than being contrived. If you are not normally a funny person, you are better off giving a sincere, enthusiastic speech and leaving out the jokes. In no case should you include humor that involves obscenity, embarrasses individuals, or negatively stereo- types groups of people. The best kind of humor gently pokes fun at ourselves or at universal human foibles.
View the introduction from “Gotta Dance” in the online Media Library for this chapter (Video 4.1).
Your first speech provides a
foundation for speeches you will give
later. As you develop your skills, you
will find yourself able to speak
confidently and with strong eye
contact in class and out.
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66 CHAPTER 4 Giving Your First Speech
ORGANIZING THE SPEECH Regardless of your topic, a speech usually has three main parts—an introduc- tion, a body, and a conclusion. In Chapter 10, we will discuss each of these parts in detail. Here we focus on what you need to know about them as you prepare your introductory speech.
Introduction Your first job in the introduction is to get the attention and interest of the audience. You can do this by posing a question, telling a story, making a startling statement, or opening with a quotation. The purpose of all these methods is to create a dramatic, colorful opening that will make your audi- ence want to hear more. For an example, look at the speech excerpt on Video 4.2 in the online Media Library for this chapter. The speaker’s assignment was to present a narrative about a significant experience in his life. This is how he began:
I never knew the secret until I took a year off from school, traveled halfway
around the world, and lived for a year in Thailand. I was there to teach English,
but the trip ended up being much more than a job. It was a voyage of discovery.
I didn’t know exactly what I would find, but I came home with a truly valuable
secret.
After this introduction, the audience was eager to hear more about the speak- er’s secret. In addition to gaining attention and interest, the introduction should orient your listeners toward the subject matter of your speech. In the longer speeches you will give later in the term, you will usually need to provide an explicit preview statement that identifies the main points to be discussed in the body of your speech. (For example, “Today I will inform you about the symptoms, causes, and treatment of sleep apnea.”) Because your introductory speech is so short, you may not need a detailed preview statement. But you still need to give your audience a clear sense of your topic and purpose. (Be sure to check with your instructor to see what kind of preview statement he or she prefers for the introductory speech.)
Body After getting the audience’s attention and revealing your topic, you are ready to move into the body of your speech. In some speeches, the body seems to organize itself. If you are telling a story about a significant experience in your life, you will relate the events chronologically, in the order they occurred. But not all speeches follow such a format. Suppose you have been asked to give a presentation introducing a classmate. You could organize the most important biographical facts about your subject in chronological order, but this might result in a dull, superficial speech: “Maria was born in Los Angeles in 1993, attended elementary school from 1998 to 2005, and graduated from high school in 2011.” A better way of structuring your remarks might be to discuss three of the most important aspects of Maria’s life, such as hobbies, career goals, and family. This is called the topical method of organization, which subdivides the speech topic into its natural, logical, or conventional parts. Although there are many other ways to organize a speech, your first presentation will probably use either chronological or topical order.
introduction
The opening section of a speech.
View the beginning of “The Secret” in the online Media Library for this chapter (Video 4.2).
body
The main section of a speech.
chronological order
A method of speech organization in
which the main points follow a time
pattern.
topical order
A method of speech organization in
which the main points divide the topic
into logical and consistent subtopics.
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Delivering Your Speech 67
Regardless of the method of organization you use, remember to limit the number of main points in the body of your speech. In a two-minute presen- tation, you won’t have time to develop more than two or three main points. Once you have selected those points, make sure each one focuses on a single aspect of the topic. For example, if your first point concerns your classmate’s hometown, don’t introduce irrelevant information about her job or favorite music. Save this material for a separate point, or cut it. Try to make your main points stand out by introducing each with a transition statement. In a speech about a classmate, you might begin the first main point by saying:
Rico’s family moved a great deal throughout his childhood.
When you reach the second point, you might introduce it like this:
Moving a lot led to Rico’s outgoing nature and confidence in making friends.
In fact, he has friends all around the world with whom he corresponds regularly
over Facebook.
You have now let your audience know that the first main point is over and that you are starting the second one. The third main point might begin as follows:
Corresponding with people all over the world is more than just a hobby for
Rico, since he is majoring in international relations.
Transitions such as these will help your audience keep track of your main points.
Conclusion When you finish discussing your final point, you will be ready to move into your conclusion. You need to accomplish two tasks in this part of the speech: let the audience know you are about to finish and reinforce your central idea. If possible, end on a dramatic, clever, or thought-provoking note. For example, when talking about his “secret” in the speech mentioned earlier, the student devoted the body of his presentation to explaining his experiences in Thailand and how they opened his eyes to the universality of human experience. Then, in his conclusion, he wrapped up by saying:
I needed to be in an entirely different culture to learn the secret—that despite
differences in ancestry, language, history, and religion, human beings are pretty
much the same wherever they might be. I thought I was going to meet people
who were totally alien to me. Instead, I found that family, friendship, kindness, and
community are as important on one side of the world as on the other.
The final lines end the speech on a strong note and underscore why the speaker’s time in Thailand was so important.
Delivering Your Speech
Once you have selected a subject and organized the content into a clear structure, it is time to work on the delivery of your speech. Because this is your first speech of the term, no one expects you to give a perfectly polished
main points
The major points developed in the
body of a speech.
transition
A word or phrase that indicates when
a speaker has finished one thought
and is moving on to another.
conclusion
The final section of a speech.
View the ending of “The Secret” in the online Media Library for this chapter (Video 4.3).
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68 CHAPTER 4 Giving Your First Speech
presentation. Your aim is to do as well as possible while laying a foundation you can build upon in later speeches. With this is mind, we’ll look briefly at the extemporaneous method of speech delivery, the importance of rehearsing your speech, and some of the major factors to consider when speech day arrives.
SPEAKING EXTEMPORANEOUSLY You might be inclined, as are many beginning speakers, to write out your speech like an essay and read it word for word to your listeners. The other extreme is to prepare very little for the speech—to wing it by trusting to your wits and the inspiration of the moment. Neither approach is appropriate. Most experts recommend speaking extemporaneously, which combines the careful preparation and structure of a manuscript presentation with the spontaneity and enthusiasm of an unrehearsed talk. Your aim in an extem- poraneous speech is to plan your major points and supporting material with- out trying to memorize the precise language you will use on the day of the speech. The extemporaneous method requires you to know the content of your speech quite well. In fact, when you use this method properly, you become so familiar with the substance of your talk that you need only a few brief notes to remind you of the points you intend to cover. The notes should consist of key words or phrases, rather than complete sentences and para- graphs. This way, when you are in front of the audience, you will tell them what you know about the topic in your own words. Prepare your notes by writing or printing key terms and phrases on index cards or sheets of paper. Some instructors require students to use
extemporaneous speech
A carefully prepared and rehearsed
speech that is presented from a brief
set of notes.
When developing your first speech,
plan what you want to say, organize
the material clearly, practice thoroughly,
and use the extemporaneous method
of delivery. You may be surprised at
how much you enjoy the experience.
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Delivering Your Speech 69
index cards because they are small and unobtrusive, don’t rustle or flop over, and can be held in one hand, which allows the speaker to gesture more easily. Other teachers recommend sheets of paper because you can get more information on them and because it is easier to print out computer files on paper. If you are unsure what your instructor prefers, ask well before your speech is due. Whether you use index cards or sheets of paper, your notes should be large enough to read clearly at arm’s length. Many experienced speakers double- or triple-space their notes because this makes them easier to see at a glance. Write or print on only one side of the index card or paper, and use the fewest notes you can manage and still present the speech fluently and confidently. You can see an example of extemporaneous delivery on Video 4.4 in the online Media Library for this chapter. The student is giving a speech of self- introduction using a personal object—in this case, a softball glove—to explain something important about herself. As you view the excerpt, notice that even though the speaker’s points are well planned, she is not tied to a manuscript. When talking about her glove, she sets down her notes and points to things on the glove that reflect different aspects of her life. All the while, she speaks directly to her classmates and makes strong eye contact with them. At first, it may seem very demanding to deliver a speech extemporane- ously. In fact, though, you use the extemporaneous method in everyday con- versation. Do you read from a manuscript when you tell your friends an amusing story? Of course not. You recall the essential details of your story and tell the tale to different friends, on different occasions, using somewhat different language each time. You feel relaxed and confident with your friends, so you just tell them what is on your mind in a conversational tone. Try to do the same thing in your speech.
REHEARSING THE SPEECH When you watch a truly effective extemporaneous speaker, the speech comes out so smoothly that it seems almost effortless. In fact, that smooth delivery is the result of a great deal of practice. As your speech course progresses, you will gain more experience and will become more comfortable delivering your speeches extemporaneously. The first time you rehearse your introductory speech, however, you will probably struggle. Words may not come easily, and you may forget some things you planned to say. Don’t become discouraged. Keep going and com- plete the speech as well as you can. Concentrate on gaining control of the ideas rather than on trying to learn the speech word for word. You will improve every time you practice. For this approach to work, you must rehearse the speech out loud. Look- ing silently over your notes is not enough. Speaking the words aloud will help you master the content of your talk. Once you have a fairly good grasp of the speech, ask friends or family members to listen and to give constructive feedback. Don’t be shy about asking. Most people love to give their opinion about something, and it’s crucial that you rehearse with a live audience before presenting the speech in class. As you practice, time your speech to make sure it is neither too long nor too short. Because of nerves, most people talk faster during their first speech
View an excerpt from “A Heart Worn on My Hand” in the online Media Library for this chapter (Video 4.4).
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70 CHAPTER 4 Giving Your First Speech
than when they practice it. When you rehearse at home, make certain your speech runs slightly longer than the minimum time limit. That way, if your speaking rate increases when you get in front of your classmates, your speech won’t end up being too short.
PRESENTING THE SPEECH Delivering your first speech can be a nerve-wracking experience. As your class proceeds and you gain more experience, your confidence (and skill) will grow by leaps and bounds. We will take a detailed look at speech deliv- ery in Chapter 13, but here are a few things to concentrate on in your first presentation.
Starting Your Speech When it is your turn to speak, move to the front of the room and face the audience. Assume a relaxed but upright posture. Plant your feet a bit less than shoulder-width apart and allow your arms to hang loosely by your side. Arrange your notes before you start to speak. Then take a moment to look over your audience and to smile. This will help you establish rapport with your classmates from the start.
Gestures Once you are into the speech, feel free to use your hands to gesture, but don’t try to plan all your gestures ahead of time. If you don’t normally use your hands expressively during informal conversation, you shouldn’t feel com- pelled to gesture a lot during your speech. Whatever gestures you do use should flow naturally from your feelings. Above all, don’t let your gestures or bodily actions distract listeners from your message. Do your best to avoid nervous mannerisms such as twisting your hair, wringing your hands, shifting your weight from one foot to the other, rocking back and forth, or tapping your fingers on the lectern. No matter how nervous you feel, try to appear calm and relaxed.
Eye Contact During your talk, look at your classmates as often as you can. One of the major reasons for speaking extemporaneously is to maintain eye contact with your audience. In your own experience, you know how much more impres- sive a speaker is when she or he looks at the audience while speaking. If you have practiced the extemporaneous method of delivery and pre- pared your notes properly, you should be able to maintain eye contact with your audience most of the time. Be sure to look to the left and right of the room, as well as to the center, and avoid the temptation to speak exclusively to one or two sympathetic individuals. If you are too nervous to look your classmates directly in the eye, try looking just to the side of each person, or just above his or her head. In this way, you will convey a sense of eye contact while easing your nerves.
gestures
Motions of a speaker’s hands or arms
during a speech.
eye contact
Direct visual contact with the eyes of
another person.
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Sample Speeches with Commentary 71
Voice Try to use your voice as expressively as you would in normal conversation. Concentrate on projecting to the back of the room and, despite your nerves, fight the temptation to race through your speech. If you make a conscious effort to speak up, slow down, and project clearly, you will be on the right track to an effective presentation. Look, for example, at Video 4.5 in the online Media Library for this chapter, which presents excerpts from two ice breaker speeches. Neither speaker had taken a public speaking class before, yet both rose to the occasion by focusing on the basic elements of delivery we have just discussed. As you watch the video, notice how both—despite their nervousness—convey a sense of poise and confidence, establish strong eye contact with their classmates, and use the extemporaneous method of delivery. Work on doing the same in your first speech.
Dealing with Nerves As we saw in Chapter 1, it’s normal to be nervous before delivering a speech of any kind. By applying the tips presented in that chapter for managing stage fright, you can stand up for your speech primed for success. If you have butterflies in your stomach while you wait to go to the lec- tern, sit quietly in your chair and take several slow, deep breaths. You can also help reduce your tension by tightening and relaxing your leg muscles, or by squeezing your hands together and then releasing them. Keep in mind that while you may be anxious about giving your speech, usually your ner- vousness will not be visible to your audience.
All the topics discussed in this chapter are developed in much more detail in the rest of this book. For now, keep your introductory assignment in perspec- tive. Remember that neither your audience nor your instructor expects perfec- tion. You are not a professional speaker, and this is the first speech of the class. Do your best on the assignment and have fun with it. Plan what you want to say, organize the material clearly, practice thoroughly, and use the extemporaneous method of delivery. You may be surprised by how much you enjoy giving your first speech.
Sample Speeches with Commentary
The following presentations were prepared by students in beginning speech classes at the University of Wisconsin. The first is a speech of self-introduction; the second is a speech introducing a classmate. As you read the speeches, notice how clearly they are organized and how creatively they are developed. You can watch the delivery of both speeches in the online Media Library for this chapter.
View excerpts from “Rhymes with Orange” and “My Life from Toe to Head” in the online Media Library for this chapter (Video 4.5).
View “There’s an App for That” and “Fork in the Road” in the online Media Library for this chapter (Videos 4.6 and 4.7).
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72 CHAPTER 4 Giving Your First Speech
A Portuguese dictionary? There’s an app for that. How to cook so she’s impressed? Yeah, there’s an app for that. A game to play when class gets boring? There’s an app for that, too. But is there an app for me, Michael Taylor? I’d like to think there are a few. Some of the things that make me who I am can be found by looking at the Photobucket, ESPN, and Pandora apps on my iPhone.
SPEECH<< <
The introduction captures attention and reveals the topic. By answering questions with the phrase “There’s an app for that,” the speaker provides a cre- ative touch that runs through the entire speech. He ends the introduction by previewing the points he will discuss in the body.
The first app you’d find would be Photobucket, which my little sister made me download. It holds the newest photos of life back home and allows my sister to share her photog- raphy talents with me. My family is warm and caring, and half the time they drive me nuts, but what is family for any- way? I know I can turn to them for anything, and I feel very lucky to have grown up in a family where there was always someone to support me.
Each main point in the body is clearly stated and dis- cussed. As you can see from the online video, the speaker communicates sincerely and with good eye contact. His wry sense of humor about his family adds a nice touch.
COMMENTARY
There’s an App for That
Because I’m an athlete, I’d be lost without my ESPN Score- Center app. It gives me up-to-the-minute scores on any sport. I played football, baseball, and basketball in high school, and I would rather be on a team than compete by myself. Through sports, I have learned the importance of being part of something bigger than myself. I’ve also learned how to lose with dignity and how to win with class.
As the speech proceeds, notice how the speaker uses his favorite apps to provide insight into his life, rather than to talk about the apps themselves.
Finally, there’s the Pandora app, which makes it super easy to explore new songs and groups. I’ve been involved with music ever since I started playing piano as a kid. Now I play jazz guitar, and I sing. While in high school, I performed with a couple of groups around the Twin Cities, and I really enjoyed it. As for here in Madison, I’m still looking for op- portunities to showcase my talents.
The speaker completes the body by explaining his love of music. Information about activities and hobbies is often included in a speech of self-introduction.
So, through the Photobucket, ESPN, and Pandora apps I can answer my initial question: Is there really an app for Michael Taylor? Yeah, there’s an app for that.
The conclusion summarizes the speaker’s main points. It then ties the entire speech together by returning to the question asked in the introduction and answering it with one last refrain of “There’s an app for that.”
<< <
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Sample Speeches with Commentary 73
Inspirational speaker Liz Murray once said, a “fork in the road happens over a hundred times a day, and the choices you make will determine the shape of your life.” At one point or another, we all come to that fork in the road, when we are forced to choose between two paths, not sure where either will lead. Our classmate Bethany is now at that point, forced to decide between her two passions: art and medicine.
SPEECH<< <
This paragraph is the speaker’s introduction. The opening quotation gains attention, while the next sentence relates the quotation to the speaker’s audi- ence. Then the speaker identifies the central idea by noting that her classmate Bethany is facing her own fork in the road.
From an early age, Bethany has been passionate about art. She has been drawing since the age of three and has contin- ued to improve her skills ever since. Over the years, she has won many awards for her drawings, including the Wisconsin Scholastic Art Award. Bethany draws people, places, and things that she sees on a daily basis in the world around her. Drawing allows her to relax and to escape from the stress of life. And now, because of her passion, she is considering making art her career.
The body of this speech contains two main points, each of which deals with a possible direction for Bethany’s life. The first focuses on her passion for art. As is evident from the online video, the speaker presents her ideas extemporaneously. She has strong eye contact, excel- lent vocal variety, and a personable manner of delivery.
COMMENTARY
Fork in the Road
In addition to art, however, Bethany is also passionate about medicine. She dreams about one day doing medical mission work in Africa. She is motivated in part by her friend J.C., a Rwanda refugee whose leg was severely injured in an explo- sion about ten years ago. For eight years, J.C. lived with bomb-shell fragments in his lower leg. It was only two years ago, when he and his mother moved to the United States, that he was finally able to have surgery. Bethany’s friend- ship with J.C. has inspired her to help those who lack suffi- cient medical care and to make her think that a career in medicine is right for her.
The second main point deals with Bethany’s passion for medicine. The story of J.C. explains why Bethany is so interested in medicine as a possible career. When well delivered, stories are an excellent way to make ideas concrete and to get listeners involved in a speech.
It can be said that Bethany has reached her fork in the road. She has a passion for drawing and a passion for medicine. Will she choose to follow her love for art and pursue a career as an artist? Or will she choose to follow her love for medical mission work and pursue a career as a doctor? It’s hard to know right now, but either path Bethany chooses will surely be a road to success.
The speaker concludes by restating the central theme of her speech. Echoing language from the introduction gives the speech a strong sense of unity. The final words end on a positive note by stating that whichever path Bethany chooses, it will be “a road to success.”
<< <
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74 CHAPTER 4 Giving Your First Speech
The purpose of this chapter is to help you get ready for your ice breaker speech. Later chapters will look more closely at all the aspects of speech preparation and delivery discussed here.
Once you know the exact assignment for your ice breaker speech, you can start working out your ideas. Focus on a limited number of main points and
develop them creatively. Your speech will have three parts—introduction, body, and conclusion. Use transition statements to help the audience keep track of your points as the speech progresses. Your teacher will probably ask you to deliver the speech extempo- raneously. This means that the speech is carefully prepared in advance, but the exact language is chosen at the moment of delivery. To be successful, you will need to rehearse the speech multiple times to make sure you have full command of it.
When speech day comes, you will almost surely have butterflies in your stomach. Remember that nervousness is normal. Concentrate on
communicating with your audience, rather than on worrying about your nerves. Try to appear calm and relaxed on the outside, no matter how you
feel on the inside. Establish eye contact with the audience, use your voice expres- sively, and make sure your gestures and mannerisms do not distract from your message.
Summary
start de
i com
nerve
ice breaker speech (64)
introduction (66)
body (66)
chronological order (66)
topical order (66)
main points (67)
transition (67)
conclusion (67)
extemporaneous speech (68)
gestures (70)
eye contact (70)
Key Terms
After reading this chapter, you should be able to answer the following questions:
1. What two major steps are discussed in this chapter for developing your intro- ductory speech?
2. When organizing your introductory speech, you should divide it into what three sections?
3. What method of delivery does this chapter recommend for your introductory speech?
4. What steps should you take when rehearsing your first speech?
5. What five elements of speech delivery are discussed in this chapter with regard to presenting your first speech?
For further review, go to the LearnSmart study module for this chapter.
Review Questions
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Exercises for Critical Thinking 75
1. Examine the two sample speeches with commentary on pages 72–73. Choose one, and answer the following questions about it.
a. How does the opening paragraph gain the attention of the audience, intro- duce the subject of the speech, and preview the main points to be discussed in the body?
b. How clearly is the body of the speech organized? What does the speaker do to help listeners follow the progression of ideas?
c. How does the speaker conclude? Does the conclusion reinforce the central theme of the speech?
2. Are there occasions outside the classroom on which you might give a speech of self-introduction? Identify such an occasion and explain how you might apply the principles of introductory speeches discussed in this chapter.
Exercises for Critical Thinking
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77
Advantages of Visual Aids Kinds of Visual Aids
Guidelines for Preparing Visual Aids
Guidelines for Presenting Visual Aids
Selecting a Topic and a Purpose
5
ViViViVisususu lalalal AAA Aididididsss Aids
Preparing
Presenting
Choosing a Topic
Determining the General Purpose
Determining the Specific Purpose
Phrasing the Central Idea
A s you read through this book, you will find
examples of hundreds of speeches that were
delivered in classrooms, in the political arena,
in community and business situations. Here is a very
small sample of the topics they cover:
acupuncture Native American casinos
breast cancer obsessive-compulsive disorder
Cesar Chavez phony pharmaceuticals
Everglades Québec
free trade Ramadan
Great Wall school vouchers
Habitat for Humanity Underground Railroad
identity theft women’s gymnastics
Jerusalem x-rays
laser surgery Yellowstone
Martin Luther King zoos
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78 CHAPTER 5 Selecting a Topic and a Purpose
Undoubtedly you noticed that the list runs from A to Z. This array of topics wasn’t planned. It happened naturally in the course of presenting many different kinds of speeches. The list is given here to show you that there are literally endless possibilities for speech topics—from A to Z.
Choosing a Topic
The first step in speechmaking is choosing a topic. For speeches outside the classroom this is seldom a problem. Usually the speech topic is determined by the occasion, the audience, and the speaker’s qualifications. When Bill Clinton lectures at a college campus, he often speaks about global citizenship. Christine Amanpour will discuss women and journalism. Stephen Colbert might share his views on current events. The same is true of ordinary citizens. The doctor is asked to inform high-school athletes and their parents about sports injuries, the head of a neighborhood coalition speaks about zoning regulations, the florist discusses how to grow thriving houseplants. In a public speaking class, the situation is different. Students generally have great leeway in selecting topics. This would appear to be an advantage, since it allows you to talk about matters of personal interest. Yet there may be no facet of speech preparation that causes more gnashing of teeth than selecting a topic. It is a constant source of amazement to teachers that students who regu- larly chat with their friends about almost any subject under the sun become mentally paralyzed when faced with the task of deciding what to talk about in their speech class. Fortunately, once you get over this initial paralysis, you should have little trouble choosing a good topic. There are two broad categories of potential topics for your classroom speeches: (1) subjects you know a lot about and (2) subjects you want to know more about. Let’s start with the first.
TOPICS YOU KNOW A LOT ABOUT Most people speak best about subjects with which they are most familiar. When thinking about a topic, draw on your own knowledge and experi- ence. Everyone knows things or has done things that can be used in a speech. Think for a moment about unusual experiences you may have had or special expertise you may have acquired. One student, who grew up in Turkey, presented a fascinating speech about daily life in that country. Another used her knowledge as a jewelry store salesperson to prepare a speech on how to judge the value of cut diamonds. A third student, who had lived through a tornado, gave a gripping speech about that terrifying experience. Too dramatic? Nothing in your life is as interesting? Yet another student, who described herself as “just a housewife who is returning to school to fin- ish the education she started 20 years ago,” delivered a witty speech on the adjustments she had to make in coming back to college—sitting in class with students young enough to be her children, balancing her academic work against her family commitments, and the satisfaction of completing the edu- cation she had begun years earlier.
topic
The subject of a speech.
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Choosing a Topic 79
Here are a few more examples of speech topics based largely on the stu- dents’ personal knowledge and experience:
Interning at a Crime Lab
The Basics of Backpacking
Performing with the Native American Dance Troupe
How to Have a Successful Job Interview
TOPICS YOU WANT TO KNOW MORE ABOUT On the other hand, you may decide to make your speech a learning experi- ence for yourself as well as for your audience. You may choose a subject about which you already have some knowledge or expertise but not enough to prepare a speech without doing additional research. You may even select a topic that you want to explore for the first time. Say, for example, you’ve always been interested in Stonehenge but never knew much about it. This would be a perfect opportunity to research a fascinating subject and turn it into a fascinating speech. Or suppose you run across a subject in one of your other classes that catches your fancy. Why not investigate it further for your speech class? One student used this approach to develop a speech on the subject of neuromar- keting, which uses recent advancements in neuroscience to study the way people respond to products and promotions. After hearing about the subject in her marketing class, the student researched the topic further. In the process, she learned that neuromarketing is currently being used by some of the big- gest corporations in the world. Using what she learned in her research, she put together a captivating speech that kept everyone’s attention from begin- ning to end.
View an excerpt from “Neuromarket- ing: Whispers of the Brain” in the online Media Library for this chapter (Video 5.1).
When you look for a speech topic,
keep in mind special expertise you
may have or sports, hobbies, travel,
and other personal experiences that
would make for an interesting
presentation.
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80 CHAPTER 5 Selecting a Topic and a Purpose
Still another possibility—especially for persuasive speeches—is to think of subjects about which you hold strong opinions and beliefs. They may include national or international concerns such as gun control or climate change. Or perhaps you are closely involved in a local issue such as a school board elec- tion or a proposal to build a new student center. Not all such topics must be “political.” They can deal with anything from graduation requirements to helping people with physical disabilities, from dormitory regulations to build- ing a church recreation center.
BRAINSTORMING FOR TOPICS After all this, you may still be thinking, “I don’t care about neuromarketing. I’ve never been to Turkey. I’m not active in politics. WHAT am I going to talk about?” If you are having trouble selecting a topic, there are a number of brainstorming procedures you can follow to get started.
Personal Inventory First, make a quick inventory of your experiences, interests, hobbies, skills, beliefs, and so forth. Jot down anything that comes to mind, no matter how silly or irrelevant it may seem. From this list may come a general subject area out of which you can fashion a specific topic. This method has worked for many students.
Clustering If the first method doesn’t work, try a technique called clustering. Take a sheet of paper and divide it into nine columns as follows: People, Places, Things, Events, Processes, Concepts, Natural Phenomena, Problems, and Plans and Policies. Then list in each column the first four or five items that come to mind. The result might look like this:
People Places Things
Barack Obama Afghanistan iPad
Hillary Clinton Grand Canyon Twitter
Sarah Palin the moon 3-D TV
Lady Gaga my hometown movies
Events Processes
graduation learning CPR
Passover cooking Indian food
Chinese New Year avoiding credit-card debt
Cinco de Mayo writing a job resumé
Concepts Natural Phenomena
conservatism asteroids
medical ethics lightning
free-speech theories tornadoes
Buddhism earthquakes
brainstorming
A method of generating ideas for
speech topics by free association of
words and ideas.
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Choosing a Topic 81
Problems Plans and Policies
national debt offshore drilling
terrorism charter schools
election fraud domestic partner benefits
campus crime immigration reform
Very likely, several items on your lists will strike you as potential topics. If not, take the items you find most intriguing and compose sublists for each. Try to free-associate. Write down a word or idea. What does that trigger in your mind? Whatever it is, write that down next, and keep going until you have four or five ideas on your list. For example, working from the lists printed above, one student composed sublists for movies, campus crime, and lightning:
Movies Campus Crime Lightning
Academy Awards police thunder
prizes fingerprints noise
lotteries hands traffic
gambling gloves air pollution
Can you follow her trail of association? In the first column, movies made her think of the Academy Awards. The Academy Awards are prizes. Prizes reminded her of lotteries. Lotteries are a form of gambling. Suddenly, this student remembered an article she had read on the problem of gambling addiction in America. The idea clicked in her mind. After considerable research, she developed an excellent speech titled “Gambling Addiction: Why You Can’t Beat the Odds.” That’s a far cry from movies! If you started out free-associating from movies, you would doubtless end up somewhere completely different. This is what clustering is all about.
Internet Search By clustering, most people come up with a topic rather quickly. But if you are still stymied, try an Internet search. Browse through a subject-based Web site, an online encyclopedia, or some other reference portal until you come across what might be a good topic. As an experiment, one student scanned the Merriam-Webster Online Dictionary, limiting herself to the letter m . Within 10 minutes, she had come up with these potential topics:
magic minimum wage Medal of Honor middle ear
Madrid moon martial arts muscular dystrophy
monarchy meteorite maple syrup Mardi Gras
marriage Marine Corps mushroom Mafia
Whatever the means you use for selecting a topic, start early. Pay attention to interesting subjects in conversation, on television and the Internet, in newspapers and magazines. Jot down ideas for topics as they occur to you.
For an additional resource on speech topics, check the Topic Helper under the Library tab in Connect.
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82 CHAPTER 5 Selecting a Topic and a Purpose
Having an inventory of possible topics to choose from is much better than having to rack your brain for one at the last minute. If you get an early start on choosing a topic, you will have plenty of time to pick just the right one and prepare a first-rate speech.
Determining the General Purpose
Along with choosing a topic, you need to determine the general purpose of your speech. Usually it will fall into one of two overlapping categories—to inform or to persuade. When your general purpose is to inform, you act as a teacher or lecturer. Your goal is to convey information clearly, accurately, and interestingly. If you describe how to lift weights, narrate the major events of the latest Middle East crisis, or report on your sorority’s financial position, you are speaking to inform. Your aim is to enhance the knowledge and understanding of your listeners—to give them information they did not have before. When your general purpose is to persuade, you act as an advocate or a partisan. You go beyond giving information to espousing a cause. You want to change or structure the attitudes or actions of your audience. If you try to convince your listeners that they should start a regular program of weight lifting, that the United States should modify its policy in the Middle East, or that your sorority should start a fund-raising drive to balance its budget, then you are speaking to persuade. In doing so, you cannot help but give informa- tion, but your primary goal is to win over your listeners to your point of view—to get them to believe something or do something as a result of your speech. In speech classes, the general purpose is usually specified as part of the speech assignment. For speeches outside the classroom, however, you have to make sure of your general purpose yourself. Usually this is easy to do. Are you going to explain, report, or demonstrate something? Then your general purpose is to inform. Are you going to sell, advocate, or defend something? Then your general purpose is to persuade. But no matter what the situation, you must be certain of exactly what you hope to achieve by speaking.
Determining the Specific Purpose
Once you have chosen a topic and a general purpose, you must narrow your choices to determine the specific purpose of your speech. The specific purpose should focus on one aspect of a topic. You should be able to state your spe- cific purpose in a single infinitive phrase (to inform my audience about . . . ; to persuade my audience to . . .) that indicates precisely what you hope to accomplish with your speech. For example, Duane Winfield, a student at a large state university, decided to give his first classroom speech on a topic from his personal experience. For the past two years, he had volunteered his time to perform music for patients
general purpose
The broad goal of a speech.
specific purpose
A single infinitive phrase that states
precisely what a speaker hopes to
accomplish in his or her speech.
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Determining the Specific Purpose 83
in mental hospitals, nursing homes, and residences for disabled adults. He had seen how enthusiastically the patients responded to music, even when they remained unmoved by other kinds of stimuli. Duane’s experience had given him a better understanding of the benefits of music therapy, and he wanted to share this understanding with his classmates. This gave him a topic and a general purpose, which he stated like this:
Topic: Music therapy
General Purpose: To inform
So far, so good. But what aspect of his topic would Duane discuss? The kinds of facilities in which he had worked? His specific role as a performer? The evidence that music therapy can improve patients’ mental health? The needs of patients with different kinds of illnesses? He had to choose some- thing interesting that he could cover in a six-minute speech. Finally, he settled on describing his most memorable experiences with patients to show how music therapy affected them. He stated his specific purpose this way:
Specific Purpose: To inform my audience about the benefits of music therapy for people with psychological or cognitive disabilities.
This turned out to be an excellent choice, and Duane’s speech was among the best in the class. Notice how clear the specific purpose statement is. Notice also how it relates the topic directly to the audience. That is, it states not only what the speaker wants to say but also what the speaker wants the audience to know as a result of the speech. This is very important, for it helps keep the audience at the center of your attention as you prepare your speech.
Your communication degree has helped you land a
job as spokesperson for the mayor of a medium-
sized city on the West Coast. A year after
starting the job, you are selected to orga-
nize an information campaign explaining
the benefits of a new youth center pro-
posed by the mayor.
To launch this campaign, you’ve
decided to hold a news briefing at the
end of the week. To open the briefing,
you will present a short set of com-
ments on the mayor’s initiative. You
decide to focus on four benefits of the youth
center: (1) It will offer a range of activities—from
sports to the arts—in a safe environment; (2) It will
provide social networks for youths from all walks
of life; (3) It will operate most hours of the day
and night; (4) It will be free and open to
everyone.
Following the format used in this
chapter, state the general purpose, spe-
cific purpose, central idea, and main
points of your comments.
Using public speaking in your CAREER
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84 CHAPTER 5 Selecting a Topic and a Purpose
Look what happens when the specific purpose statement does not include the audience.
Specific Purpose: To explain the benefits of music therapy for people with psychological or cognitive disabilities.
Explain to whom? To musicians? To medical students? To social workers? Those would be three different speeches. The musicians would want to know about the kinds of music Duane played. The medical students would want to hear about research on the benefits of music therapy. The social workers would want to learn how to implement a music program. Com- municating effectively with each group would require preparing a different speech. When the audience slips out of the specific purpose, it may slip out of the speaker’s consciousness. You may begin to think that your task is the general one of preparing “an informative speech,” when in fact your task is the specific one of informing a particular group of people. As we shall see in the next chapter, it is almost impossible to prepare a good speech without keeping constantly in mind the people for whom it is intended.
TIPS FOR FORMULATING THE SPECIFIC PURPOSE STATEMENT Formulating a specific purpose is the most important early step in developing a successful speech. When writing your purpose statement, follow the general principles outlined on the following pages.
Write the Purpose Statement as a Full Infinitive Phrase, Not as a Fragment
Ineffective: 3-D technology.
More Effective: To inform my audience about the three major kinds of current 3-D technology.
The ineffective statement is adequate as an announcement of the speech topic, but it is not thought out fully enough to indicate the specific purpose.
Express Your Purpose as a Statement, Not as a Question
Ineffective: What is Día de los Muertos?
More Effective: To inform my audience about the history of Mexico’s Día de los Muertos celebration.
The question might arouse the curiosity of an audience, but it is not effective as a specific purpose statement. It gives no indication about what direction the speech will take or what the speaker hopes to accomplish.
Avoid Figurative Language in Your Purpose Statement
Ineffective: To persuade my audience that the campus policy on student parking really stinks.
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Determining the Specific Purpose 85
More Effective: To persuade my audience that the campus policy on student parking should be revised to provide more spaces for students before 5 p.m.
Although the ineffective statement indicates something of the speaker’s view- point, it does not state concisely what he or she hopes to achieve. Figurative language can reinforce ideas within a speech, but it is too ambiguous for a specific purpose statement.
Limit Your Purpose Statement to One Distinct Idea
Ineffective: To persuade my audience to become literacy tutors and to donate time to the Special Olympics.
This purpose statement expresses two unrelated ideas, either of which could be the subject of a speech. The easiest remedy is to select one or the other as a focus for your presentation.
More Effective: To persuade my audience to become literacy tutors.
Or:
More Effective: To persuade my audience to donate time to the Special Olympics. Does this mean that you can never use the word “and” in your specific
purpose statement? Not at all. Suppose your specific purpose is “To inform my audience about the causes and effects of epilepsy.” In this case, “and” is appropriate because it connects two related parts of a unified topic. What you need to avoid is not simply the word “and,” but a specific purpose statement that contains two unrelated ideas, either of which could be developed into a speech in its own right.
Choosing a topic is the first step in
speech preparation. One way to come
up with a good topic is to think about
issues on which you hold strong
opinions and beliefs.
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86 CHAPTER 5 Selecting a Topic and a Purpose
Make Sure Your Specific Purpose Is Not Too Vague or General
Ineffective: To persuade my audience that something should be done about unsafe school buses.
More Effective: To persuade my audience that the federal government should impose stronger safety standards for school buses in the United States.
The ineffective purpose statement falls into one of the most common traps— it is too broad and ill-defined. It gives no clues about what the speaker believes should be done about school buses. The more effective purpose statement is sharp and concise. It reveals clearly what the speaker plans to discuss. The more precise your specific purpose, the easier it will be to prepare your speech. Consider this topic and specific purpose:
Topic: Hot-air balloons.
Specific Purpose: To inform my audience about hot-air balloons.
With such a hazy purpose, you have no systematic way of limiting your research or of deciding what to include in the speech and what to exclude. The origins of hot-air balloons, how they work, their current popularity—all could be equally relevant to a speech designed “to inform my audience about hot-air balloons.” In contrast, look at this topic and specific purpose:
Topic: Hot-air balloons.
Specific Purpose: To inform my audience about the scientific uses of hot-air balloons.
Now it is easy to decide what is germane and what is not. The origins of hot-air balloons, how they work, their popularity for recreation—all are inter- esting, but none is essential to the specific purpose of explaining “the scien- tific uses of hot-air balloons.” Thus you need not worry about researching these matters or about explaining them in your speech. You can spend your preparation time efficiently.
QUESTIONS TO ASK ABOUT YOUR SPECIFIC PURPOSE Sometimes you will arrive at your specific purpose almost immediately after choosing your topic. At other times you may do quite a bit of research before deciding on a specific purpose. Much will depend on how familiar you are with the topic, as well as on any special demands imposed by the assignment, the audience, or the occasion. But whenever you settle on your specific pur- pose, ask yourself the following questions about it.
Does My Purpose Meet the Assignment? Students occasionally stumble over this question. Be sure you understand your assignment and shape your specific purpose to meet it. If you have ques- tions, check with your instructor.
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Determining the Specific Purpose 87
Can I Accomplish My Purpose in the Time Allotted? Most classroom speeches are quite short, ranging from four to ten minutes. That may seem like a lot of time, but you will quickly find what generations of students have discovered—time flies when you are giving a speech! Most people speak at an average rate of 120 to 150 words a minute. This means that a six-minute speech will consist of roughly 720 to 900 words. That is not long enough to develop a highly complex topic. Here are some specific purpose statements that would defy being handled well in the time normally allotted for classroom speeches:
To inform my audience about the rise and fall of ancient Rome.
To inform my audience about the role of technology in human history.
To persuade my audience to convert to Buddhism.
You are much better off with a limited purpose that you have some reason- able hope of achieving in the short span of four to ten minutes.
Is the Purpose Relevant to My Audience? The price of retirement homes in Palm Springs might be an engrossing topic for older citizens who are in the market for such dwellings. And the quality
checklist Specific Purpose
YES NO
1. Is the specific purpose written as a full infinitive phrase?
2. Does the specific purpose include a reference to the audience?
3. Is the specific purpose phrased as a statement rather than a question?
4. Is the specific purpose free of figurative language?
5. Is the specific purpose limited to one distinct subject?
6. Does the specific purpose indicate precisely what I plan to accomplish in the speech?
7. Does the specific purpose meet the requirements of the assignment?
8. Can the specific purpose be accomplished in the time allotted for the speech?
9. Is the specific purpose relevant to my audience?
10. Does the specific purpose deal with a nontrivial subject?
11. Is the specific purpose suitable for a nontechnical audience?
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88 CHAPTER 5 Selecting a Topic and a Purpose
of hot lunches in the elementary schools is of great concern to the students who eat them and the parents who pay for them. But neither subject has much relevance for an audience of college students. No matter how well you construct your speeches, they are likely to fall flat unless you speak about matters of interest to your listeners. This is not to say you must select only topics that pertain directly to the college student’s daily experience. Most students have wide-ranging back- grounds, interests, ideas, and values. And most of them are intellectually curious. They can get involved in an astonishing variety of subjects. Follow your common sense and make sure you are truly interested in the topic. Also, when speaking on a subject that is not obviously relevant to your listeners, find a way to tie it in with their goals, values, interests, and well-being. We’ll discuss how to do this in the next chapter.
Is the Purpose Too Trivial for My Audience? Just as you need to avoid speech topics that are too broad or complicated, so you need to steer clear of topics that are too superficial. How to build a fire without matches might absorb a group of Cub Scouts, but your classmates would probably consider it frivolous. Unfortunately, there is no absolute rule for determining what is trivial to an audience and what is not. Here are some examples of specific purposes that most people would find too trivial for classroom speeches:
To inform my audience about the parts of a backpack.
To inform my audience how to tie a bow tie.
To persuade my audience that espresso is better than cappuccino.
Is the Purpose Too Technical for My Audience? Nothing puts an audience to sleep faster than a dry and technical speech. Beware of topics that are inherently technical and of treating ordinary sub- jects in a technical fashion. Although you may be familiar with the principles and vocabulary of international finance or clinical psychology, most of your classmates probably are not. There are aspects of these and similar subjects that can be treated clearly, with a minimum of jargon. But if you find that you can’t fulfill your specific purpose without relying on technical words and concepts, you should reconsider your purpose. Here are some examples of specific purposes that are overly technical for most classroom speeches:
To inform my audience about the solution to Fermat’s Last Theorem.
To inform my audience about the principles of neutrino physics.
To inform my audience about the methods of encryption technology.
We will discuss the details of audience analysis and adaptation in Chap- ter 6. For the moment, remember to make sure that your specific purpose is appropriate for your listeners. If you have doubts, ask your instructor, or circulate a questionnaire among your classmates (see pages 111–113).
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Phrasing the Central Idea 89
Phrasing the Central Idea
WHAT IS THE CENTRAL IDEA? The specific purpose of a speech is what you hope to accomplish. The central idea is a concise statement of what you expect to say. Sometimes it is called the thesis statement, the subject sentence, or the major thought. Whatever the term, the central idea is usually expressed as a simple, declarative sentence that refines and sharpens the specific purpose statement. Imagine that you run into a friend on your way to speech class. She says, “I have to dash to my history lecture, but I hear you’re giving a speech today. Can you tell me the gist of it in one sentence?” “Sure,” you reply. “America’s prison system suffers from three major problems—overcrowding of inmates, lack of effective rehabilitation programs, and high expense to taxpayers.” Your answer is the central idea of your speech. It is more precise than your topic (America’s prison system) or your specific purpose statement (“To inform my audience of the three major problems facing America’s prison system”). By stating exactly what the three major problems are, the central idea sums up your speech in a single sentence. Another way to think of the central idea is as your residual message —what you want your audience to remember after they have forgotten everything else in the speech. Most of the time the central idea will encapsulate the main points to be developed in the body of the speech. To show how this works, let’s take a few of the examples we saw earlier in this chapter and develop them from the topic, general purpose, and specific purpose to the central idea. We can start with the speech about music therapy.
Topic: Music therapy.
General Purpose: To inform.
Specific Purpose: To inform my audience about the benefits of music therapy for people with psychological or cognitive disabilities.
Central Idea: Music therapy developed as a formal mode of treatment dur- ing the twentieth century, utilizes a number of methods, and is explained by several theories that account for its success.
Look carefully at this example. It shows how the speaker might start with a broad subject (music therapy) that becomes narrower and narrower as the speaker moves from the general purpose to the specific purpose to the central idea. Notice also how much more the central idea suggests about the content of the speech. From it we can expect the speaker to address three main points—the first summarizing the development of music therapy, the second looking at methods of music therapy, and the third exploring theories that account for the success of music therapy. This sharpening of focus as one proceeds to the central idea is crucial. Here is another example:
Topic: Día de los Muertos.
General Purpose: To inform.
central idea
A one-sentence statement that sums
up or encapsulates the major ideas of
a speech.
residual message
What a speaker wants the audience
to remember after it has forgotten
everything else in a speech.
View the introduction from “The Benefits of Music Therapy” in the online Media Library for this chapter (Video 5.2).
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90 CHAPTER 5 Selecting a Topic and a Purpose
Specific Purpose: To inform my audience about the history of Mexico’s Día de los Muertos celebration.
Central Idea: Día de los Muertos can be traced to the Aztecs, was moved from summer to fall by Spanish priests, and today is celebrated in a number of ways in different regions of Mexico.
This central idea is especially well worded. We can assume from it that the body of the speech will contain three main points: (1) on the Aztec origins of Día de los Muertos, (2) on how it was changed by the Spanish, and (3) on the ways it is celebrated today. Notice in each of these examples how much more the central idea reveals about the content of the speech than does the specific purpose. This is not accidental. Often you can settle on a specific purpose statement early in pre- paring your speech. The central idea, however, usually emerges later—after you have done your research and have decided on the main points of the speech. The process may work like this:
As an environmental science major, Marcia Esposito had learned that many
experts fear the world may face a severe water shortage by the year 2025. She
decided this would make a good topic for her informative speech. Tentatively, she
adopted the following specific purpose statement: “To inform my audience about the
seriousness of the growing international water crisis.” Then Marcia started her
research.
An article in Time magazine, which she located through LexisNexis, explained
how the population in countries such as China, India, and Pakistan is outstripping
the available supply of fresh water. According to the article, 400 million Chinese
do not have access to suitable drinking water, and two-thirds of India’s 1.1 billion
people lack the water they need.
Next Marcia found a report on the United Nations Web site about the impact
of pollution on the water supply. The report stated that in developing countries
“more than 90 percent of sewage and 70 percent of industrial wastewater is
dumped untreated into surface water.”
Then Marcia hit upon the idea of interviewing one of her environmental sci-
ence professors. In addition to confirming Marcia’s research about the impact of
population growth and pollution, the professor mentioned the problems caused
by mismanagement of water supplies. Around the world, 65 to 70 percent of the
water people use is lost to waste, evaporation, and other inefficiencies.
Marcia digested all this information. Now she was ready to formulate her
central idea: “Population growth, pollution, and mismanagement are creating a
serious shortage of fresh water in many parts of the world.”
GUIDELINES FOR THE CENTRAL IDEA What makes a well-worded central idea? Essentially the same things that make a well-worded specific purpose statement. The central idea (1) should be expressed in a full sentence, (2) should not be in the form of a question, (3) should avoid figurative language, and (4) should not be vague or overly general. Here, for example, are four poorly written central ideas. See if you can identify the problem with each and figure out how each might be phrased more effectively:
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Phrasing the Central Idea 91
Ineffective: Paying college athletes a monthly salary is a good idea.
Ineffective: Problems of fad diets.
Ineffective: What are nanorobots?
Ineffective: Mexico’s Yucatán Peninsula is an awesome place for a vacation.
The first is too general. To say that paying college athletes a monthly salary is a “good idea” does not convey the speaker’s viewpoint sharply and clearly. What does the speaker mean by a “good idea”? A revised central idea for this speech might be:
More Effective: Because college athletes in revenue-producing sports such as football and basketball generate millions of dollars in revenue for their schools, the NCAA should allow such athletes to receive a $300 monthly salary as part of their scholarships.
The second ineffective central idea is also too general, but it suffers further from not being written as a complete sentence. “Problems of fad diets” does not reveal enough about the content of the speech to serve as the central idea. It should be rewritten as a full sentence that identifies the problems of fad diets to be discussed in the speech:
More Effective: Although fad diets produce quick weight loss, they can lead to serious health problems by creating deficiencies in vita- mins and minerals and by breaking down muscle tissue as well as fat.
Unlike the specific purpose, which
you need to settle on early in the
speech preparation process, the
central idea usually takes shape later,
as a result of your research and
analysis of the topic.
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92 CHAPTER 5 Selecting a Topic and a Purpose
The third poorly written central idea is phrased as a question rather than as a full declarative sentence. Asking “What are nanorobots?” might be a good way to catch the attention of listeners, but it does not encapsulate the main points to be developed in the speech. A more effective central idea would be:
More Effective: Microscopic in size, nanorobots are being developed for use in medicine, weaponry, and daily life.
The final ineffective central idea is flawed by its use of figurative language. To say that the Yucatán Peninsula is an “awesome” place for a vacation does not indicate what characteristics of the Yucatán Peninsula the speaker intends to discuss. A better central idea might be:
More Effective: Mexico’s Yucatán Peninsula has many attractions for vacation- ers, including a warm climate, excellent food, and extensive Mayan ruins.
Notice that in all these examples the more effective central idea sums up the main points of the speech in a single sentence. If you are having trouble phrasing your central idea, the reason may be that you do not yet have a firm grasp on the main points of your speech. Do not worry too much about your central idea until after you have developed the body of your speech (see Chapter 9). If, at that point, you still can’t come up with a clear, concise central idea, your speech itself may not be clear or concise. Keep working on the speech until you can compose a central idea that fits the criteria just discussed. The result will be a sharper central idea and a tighter, more coherent speech.
checklist Central Idea
YES NO
1. Is the central idea written as a complete sentence?
2. Is the central idea phrased as a statement rather than a question?
3. Is the central idea free of figurative language?
4. Does the central idea clearly encapsulate the main points to be discussed in the body of the speech?
5. Can the central idea be adequately discussed in the time allotted for the speech?
6. Is the central idea relevant to the audience?
7. Is the central idea appropriate for a nontechnical audience?
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Review Questions 93
The first step in speechmaking is choosing a topic. For classroom speeches, you can choose a subject you know well or one you research especially for the speech. If you have trouble picking a topic, you can use one of three brainstorming procedures. First, make an inventory of your hobbies, interests, skills, beliefs, and so forth. Second, use clustering to list the first topics that come to mind in several categories. Third, use an Internet subject direc- tory, encyclopedia, or similar reference site to help you scan possible topics.
The general purpose of your speech will usually be to inform or to persuade. When your general purpose is to inform, your goal is to communicate information clearly, accurately, and interestingly. When your general purpose is to persuade, your goal is to win listeners over to your point of view.
Once you know your topic and general purpose, you must focus on a specific purpose statement that indicates precisely what your speech seeks to achieve. The specific purpose statement should (1) be a full infinitive phrase; (2) be worded as a statement, not a question; (3) avoid figurative language; (4) con- centrate on one distinct idea; (5) not be vague or general.
Keep several questions in mind as you formulate your specific purpose state- ment: Does my purpose meet the assignment? Can I accomplish my purpose in the time allotted? Is the purpose relevant to my audience? Is the purpose too trivial or too technical for my audience? The central idea refines and sharpens your specific purpose. It is a concise state- ment of what you will say in your speech, and it usually crystallizes in your think- ing after you have done your research and have decided on the main points of your speech. The central idea usually encapsulates the main points to be developed in the body of your speech.
Summary
topic (78)
brainstorming (80)
general purpose (82)
specific purpose (82)
central idea (89)
residual message (89)
Key Terms
After reading this chapter, you should be able to answer the following questions:
1. What three brainstorming methods can you follow if you are having trouble choosing a topic for your speech?
2. What are the two general purposes of most classroom speeches? How do they differ?
Review Questions
p ing ,
a to h
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94 CHAPTER 5 Selecting a Topic and a Purpose
1. Using one of the brainstorming methods described in this chapter, come up with three topics you might like to deal with in your next classroom speech. For each topic, devise a specific purpose statement suitable for the speech assignment. Make sure your specific purpose statements fit the guidelines discussed in the chapter.
2. Here are several specific purpose statements for classroom speeches. Identify the problem (or problems) with each.
To inform my audience how to sign up for Facebook.
To persuade my audience that the U.S. government should increase fund- ing for stem cell research and support the development of hydrogen-fuel vehicles.
What is an individual retirement account?
To inform my audience why square grooves are superior to U-shaped grooves on golf clubs.
To inform my audience about New Zealand.
Donate blood.
To persuade my audience that something has to be done about the problem of antibiotic-resistant bacteria.
3. Below are three sets of main points for speeches. For each set, supply the general purpose, specific purpose, and central idea.
General Purpose:
Specific Purpose:
Central Idea:
Main Points: I. You should study abroad because it will enhance your per- sonal development.
II. You should study abroad because it will enhance your aca- demic development.
III. You should study abroad because it will enhance your career development.
Exercises for Critical Thinking
3. Why is determining the specific purpose such an important early step in speech preparation? Why is it important to include the audience in the specific purpose statement?
4. What are five tips for formulating your specific purpose?
5. What are five questions to ask about your specific purpose?
6. What is the difference between the specific purpose and the central idea of a speech? What are four guidelines for an effective central idea?
For further review, go to the LearnSmart study module for this chapter.
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General Purpose:
Specific Purpose:
Central Idea:
Main Points: I. The first event in a triathlon is swimming. II. The second event in a triathlon is cycling. III. The third event in a triathlon is running.
General Purpose:
Specific Purpose:
Central Idea:
Main Points: I. As a writer, Thomas Jefferson penned the Declaration of Independence and Notes on the State of Virginia.
II. As President, Thomas Jefferson negotiated the Louisiana Purchase and approved the Lewis and Clark expedition.
III. As an architect, Thomas Jefferson designed Monticello and the University of Virginia.
Exercises for Critical Thinking 95
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97
Advantages of Visual Aids Kinds of Visual Aids
Guidelines for Preparing Visual Aids
Guidelines for Presenting Visual Aids
Analyzing the Audience
6
Visual Aids Aids
Preparing
Presenting
Audience-Centeredness
Your Classmates as an Audience
The Psychology of Audiences
Demographic Audience Analysis
Situational Audience Analysis
Getting Information About the Audience
Adapting to the Audience
W hen President Barack Obama stepped
to the lectern in Tucson, Arizona, on
January 12, 2011, the eyes of the nation
were upon him. Only four days earlier, 19 people had
been gunned down at a grocery store during an
open meeting for Congresswoman Gabrielle Giffords.
Although Giffords survived, six people were killed.
In the wake of this tragedy, Obama knew he had to
reach multiple audiences, including families of the
victims, residents of Arizona, and Americans in
general.
He spent the first part of his speech eulogizing
victims of the shooting. Then he turned to the need
for reasoned public discourse that, instead of plac-
ing blame and pointing fingers, would remind Amer-
icans “of all the ways our hopes and dreams are
bound together.” He ended by referring to Christina
Taylor Green, a nine-year-old girl who had been
killed at the shooting. “I want our democracy to be
as good as she imagined it,” Obama stated. “All of us—we should do
everything we can to make sure this country lives up to our children’s
expectations.”
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98 CHAPTER 6 Analyzing the Audience
The speech garnered almost universal praise. Historian Garry Wills
called it “Obama’s finest hour.” Others deemed it “splendid,” “inspirational,”
and a “remarkable display of oratory.” Even Obama’s critics praised the
speech as “courageous,” “genuine,” and “pitch-perfect for the nation.”
Audience-Centeredness
Obama’s speech points up an important fact: Good public speakers are audience-centered. They know the primary purpose of speechmaking is not to browbeat the audience or to blow off steam. Rather, it is to gain a desired response from listeners. Being audience-centered does not involve compromising your beliefs to get a favorable response. Nor does it mean using devious, unethical tactics to achieve your goal. As with Barack Obama, you can remain true to yourself and speak ethically while adapting your message to the goals, values, and attitudes of your audience. To be audience-centered, you need to keep several questions in mind when you work on your speeches:
To whom am I speaking?
What do I want them to know, believe, or do as a result of my speech?
What is the most effective way of composing and presenting my speech to accomplish that aim?
The answers to these questions will influence every decision you make along the way—selecting a topic, determining a specific purpose, settling on your main points and supporting materials, organizing the message, and, finally, delivering the speech. In many ways, adapting to an audience during a public speech is not much different from what you do in your daily social contacts. Few people would walk into a party and announce, “You know those people protesting at the administration building are way over the edge!” People usually prefer to open controversial topics with a fairly noncom- mittal position. You might say, “What’s going on at the administration build- ing?” Then when you have heard and processed your companion’s response, you can present your position accordingly. (You don’t have to agree with a viewpoint different from your own, but neither do you have to hit your lis- teners over the head with your own opinion.) Effective speakers seek to create a bond with their listeners by emphasiz- ing common values and experiences. Communication scholars call this pro- cess identification. Obama created identification with his audience by honoring the victims of the shooting and by showing how the nation could move forward in the wake of tragedy. “For all our imperfections,” he said, “we are full of decency and goodness, and . . . the forces that divide us are not as strong as those that unite us.” When you make a speech, either in class or in some other forum, keep in mind the need to be audience-centered. Think in advance about your lis- teners’ background and interests, about their level of knowledge regarding the
View an excerpt from Barack Obama’s Tucson speech of January 12, 2011, in the online Media Library for this chapter (Video 6.1).
audience- centeredness
Keeping the audience foremost in
mind at every step of speech
preparation and presentation.
identification
A process in which speakers seek to
create a bond with the audience by
emphasizing common values, goals,
and experiences.
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Your Classmates as an Audience 99
speech topic, and about their attitudes regarding your stance on the topic. As you develop the speech, work on explaining your ideas so they will be clear, interesting, and persuasive to the audience. At this point, you may be nodding your head and saying, “Of course, everyone knows that. It’s only common sense.” But knowing a precept and putting it into practice are two different matters. The aim of this chapter is to introduce the basic principles of audience analysis and adaption. Chapters 15 and 16 will deal with those features of audience analysis unique to infor- mative and persuasive speaking.
Your Classmates as an Audience
There is a tendency—among students and teachers alike—to view the class- room as an artificial speaking situation. In a way, it is. Your speech class is a testing ground where you can develop your communication skills before applying them outside the classroom. The most serious measure of success or failure is your grade, and that is determined ultimately by your teacher. Because of this, it is easy to lose sight of your fellow students as an authentic audience. But each of your classmates is a real person with real ideas, attitudes, and feelings. Your speech class offers an enormous opportu- nity to inform and persuade other people. As one student wrote on her eval- uation form at the end of her speech class, “I thought the speeches would all be phony, but they weren’t. I’ve not only learned a lot about speaking—I’ve learned a lot about other things from listening to the speeches in class.” The best classroom speeches are those that take the classroom audience as seriously as a lawyer, a politician, a minister, or an advertiser takes an audi- ence. You should consider every audience—inside the classroom and out—as worthy of your best efforts to communicate your knowledge or convictions. At the least you show respect for your listeners. At the most you could make a real difference in their lives. The following story demonstrates the latter:
Crystal Watkins gave an informative speech on the subject of small claims
court, where ordinary people can press lawsuits involving up to $5,000 without
lawyers. Part of her speech went like this: “It’s two weeks after you have moved
into a new apartment. A letter arrives from your old landlord. Expecting to get
back your $800 security deposit, you joyfully tear open the envelope. Inside is a
form letter explaining why your security deposit is not being refunded. What can
you do about it? Nothing, right? Wrong! You can file a claim in small claims court.”
Lee Callaway, one of Crystal’s classmates, paid close attention. At the end of
the previous term, he had run into a situation just like the one Crystal described.
Not having money to hire a lawyer, he assumed he would have to forfeit his secu-
rity deposit. But now, as he listened to Crystal’s speech, Lee decided he would
try to get his money back in small claims court. He filed suit the next week, and
within a month he had his money back—thanks in part to his classmate’s speech!
Most of your classroom speeches won’t have this much immediate impact. Nevertheless, any topic that you handle conscientiously can influence your listeners—can enrich their experience, broaden their knowledge, perhaps change their views about something important. 1
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100 CHAPTER 6 Analyzing the Audience
The Psychology of Audiences
What do you do when you listen to a speech? Sometimes you pay close atten- tion; at other times you let your thoughts wander. People may be compelled to attend a speech, but no one can make them listen. The speaker must make the audience choose to pay attention. Even when people do pay attention, they don’t process a speaker’s mes- sage exactly as the speaker intends. Auditory perception is always selective. Every speech contains two messages—the one sent by the speaker and the one received by the listener. As we saw in Chapter 1, what a speaker says is filtered through a lis- tener’s frame of reference—the sum of her or his needs, interests, expecta- tions, knowledge, and experience. As a result, we listen and respond to speeches not as they are, but as we are. Or, to borrow from Paul Simon’s classic song “The Boxer,” people hear what they want to hear and disregard the rest. What do people want to hear? Very simply, they usually want to hear about things that are meaningful to them. People are egocentric. They pay closest attention to messages that affect their own values, beliefs, and well- being. Listeners approach speeches with one question uppermost in mind: “Why is this important to me ?” As Harry Emerson Fosdick, the great preacher, once said: “There is nothing that people are so interested in as themselves, their own problems, and the way to solve them. That fact is . . . the primary starting point of all successful public speaking.” What do these psychological principles mean to you as a speaker? First, they mean your listeners will hear and judge what you say on the basis of what they already know and believe. Second, they mean you must relate your message to your listeners—show how it pertains to them, explain why they should care about it as much as you do. Here’s an example:
Mika Nakamura is a nutritionist who frequently gives presentations to differ-
ent groups about making good food choices. Sometimes she speaks to groups
of schoolchildren and their parents, sometimes to adult clubs and community
organizations. Although her basic message—eat fresh, eat local—never varies, she
has learned how important it is to tailor the message to her specific audience.
When Mika speaks to children, her presentations are very hands-on. With the
children’s help, she typically prepares a nutritious and delicious shake for them to
drink. Rather than telling them to eat more fruits and vegetables, she shows them
a way to do it. She has learned from experience that children respond well to con-
crete learning.
When her audience consists of working parents, Mika focuses on ways to
prepare healthful food quickly and easily. For older adults with more free time,
she presents more elaborate techniques and emphasizes the importance of good
nutrition for healthy aging. When asked to speak to a gourmet club, she tells
them about local sources of grass-fed meats and fresh fruits and vegetables.
As Mika’s experience shows, you need some grasp of what your listeners know, believe, and care about. Saul Alinsky, the noted community orga- nizer, advises, “People only understand things in terms of their experience,” which means that to communicate with them, “you must get inside their experience.” 2
egocentrism
The tendency of people to be
concerned above all with their own
values, beliefs, and well-being.
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Demographic Audience Analysis 101
Of course, you can’t actually get inside another person’s experience. But you can learn enough about your audience to know what you should do to make your ideas clear and meaningful. How you can do this is our next topic.
Demographic Audience Analysis
One of the ways speakers analyze audiences is by looking at demographic traits such as age; gender; religion; sexual orientation; group membership; racial, ethnic, or cultural background; and the like. This is called demographic audience analysis. It consists of two steps: (1) identifying the general demo- graphic features of your audience, and (2) gauging the importance of those features to a particular speaking situation. While demographic audience analysis can be a useful tool in understand- ing your audience, like all tools, it can be used improperly. When analyzing demographic information about your audience, it is essential that you avoid stereotyping. Stereotyping involves creating an oversimplified image of a par- ticular group of people, usually by assuming that all members of the group are alike. Examples of stereotyping include the erroneous notions that all African Americans are athletic or that all Asians excel in science. Looking at demographic factors can provide important clues about your audience, but you must use those factors prudently and responsibly. In addition, as we shall see later in this chapter, you should always com- bine your demographic audience analysis with situational audience analysis.
demographic audience analysis
Audience analysis that focuses on
demographic factors such as age,
gender, religion, sexual orientation,
group membership, and racial,
ethnic, or cultural background.
stereotyping
Creating an oversimplified image of a
particular group of people, usually by
assuming that all members of the
group are alike.
Good speakers are audience-
centered. Whether speaking formally
or informally, they look for creative
ways to communicate their ideas and
keep their audience’s attention.
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102 CHAPTER 6 Analyzing the Audience
The importance of any given demographic factor will vary from audience to audience depending on the occasion and the speech topic. If you keep this in mind, demographic analysis can be a valuable starting point in gauging your audience’s background, interests, values, and beliefs. Here are a few of the major demographic factors you should consider.
AGE As Aristotle noted almost 2,500 years ago and as researchers have confirmed many times since, few things affect a person’s outlook more than his or her age. Of course, no age group is monolithic. There is no generation in which everyone thinks alike, buys the same products, or votes for the same political candidates. Yet each generation has more or less common values and experi- ences that set it apart from other generations. Whatever your age, you are a product of your world. You can see what this means for your speeches. Suppose you address an audience of older people. If you refer to Kanye West, Ke$ha, or Rihanna, your audience may have no idea who you mean. Similarly, if you speak to an audi- ence of young adults and casually mention Watergate, they may not know what you are talking about. Even if younger listeners do recognize the name, it will not produce the same emotional associations as in people who lived through the Watergate break-in and the subsequent resignation of President Richard Nixon. Depending on the composition of your speech class, you may face an audience that is mostly in their late teens and early twenties. If so, you can assume a common level of age experience. On the other hand, 40 percent of college students today are age 25 or older, and some classrooms include stu- dents in their thirties, forties, and beyond. You may then have to tackle two or three generations. This will give you good practice for speeches outside the classroom, where age is usually a major factor in audience analysis.
GENDER Question: What do you call a female doctor? Answer: A doctor.
This probably strikes you as a strange question. Few Americans in the second decade of the 21st century identify their doctor by gender. Yet as recently as 1970, only 8 percent of doctors in the United States were women, and the phrase “female doctor” was often heard. Today, 30 percent of Amer- ican doctors—and 50 percent of medical-school students—are women. The phrase “female doctor” has become extinct. As in medicine, vocational distinctions between the sexes have been erod- ing for many years. Women work in construction trades, run corporations, enlist in the armed forces, and serve as college athletic directors. Men work as receptionists, nurses, flight attendants, and day-care attendants. In addition, the “typical” composition of audiences has changed. At one time, for example, civic groups such as Kiwanis and Rotary clubs were all- male. Today most have sizable contingents of women. Parent associations, which were once composed almost solely of women, now include plenty of interested fathers. Here, as in other areas, the old stereotypes no longer apply. What does this have to do with public speaking? Speakers who fail to take account of current gender attitudes and practices are almost certain to
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Demographic Audience Analysis 103
provoke negative reactions among some listeners, male and female alike. If you’re delivering a speech about small businesses, for example, and you refer to business owners generically as “he,” or to all shoppers as “she,” your word choice will doubtless lead some listeners to squirm in their seats. At the same time, it is important to recognize that men and women are not alike in all their values and beliefs. When it comes to politics, for instance, American women tend to be more concerned about issues such as education, health care, and social justice, whereas men tend to stress eco- nomics and national security. But keep in mind that these are generaliza- tions. There are lots of women who believe that national security comes first, just as there are plenty of men who give priority to social issues. An astute speaker will be equally attuned to the differences and the similarities between the sexes. 3
RELIGION Current events around the world demonstrate that religious views are among the most emotionally charged and passionately defended of all human con- cerns. Even your small speech class might include a wide range of faiths, as well as atheists and agnostics. You cannot assume that your views on religion—whatever they may be—are shared by your listeners. As the United States has become more diverse culturally, it has also become more diverse religiously. The traditional mix of Protestantism, Cathol- icism, and Judaism has been enriched by growing numbers of Buddhists, Muslims, Hindus, Sikhs, Russian Orthodox, and others. One leading scholar on the subject says the United States is “the most religiously diverse nation in the world.” 4
Demographic audience analysis is
vital to successful public speaking in
any situation. Here Tibetan Buddhists
gather at a ceremony celebrating the
900th anniversary of the birth of
spiritual leader Gyalwang Karmapa.
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104 CHAPTER 6 Analyzing the Audience
There is also great diversity within different faiths. You cannot assume that all Catholics support the official view of their church on birth control or women in the priesthood, that all Baptists are being born-again, or that all Muslims favor a subservient status for women. In matters of religion, the United States is truly a nation of many faiths, many voices, many views. Whenever you speak on a topic with religious dimensions, be sure to consider the religious orientations of your listeners. Doing so can help you avoid potentially embarrassing pitfalls. In some cases, it may make the differ- ence between an unsuccessful speech and a successful one.
SEXUAL ORIENTATION Philip Ward, president of a major engineering firm, was hosting his annual awards
banquet to recognize outstanding employees. After presenting all the plaques and
checks, he said: “Now that we have honored these fine people for their career
and community accomplishments, I would like to take a moment to recognize the
spouses and partners who have supported their exceptional efforts.” The room
filled with applause.
After the ceremony, Ward made his way around the room shaking hands and
chatting with award winners. “I want to congratulate you again on your superior
design for the Houston water project,” he said to Joanne Fitzpatrick.
“Thank you for the award,” Joanne replied. “And I want to thank you for
being sensitive to the fact that many of us are supported by partners as well
as by spouses. It really meant a lot to Julie and me to feel recognized and
included.”
As an experienced speaker and a successful businessperson, Philip Ward is aware of the need to adapt to his audience on the basis of sexual orienta- tion. By mentioning “partners” as well as “spouses,” he took an inclusive stance acknowledging that couples can be same-sex or opposite-sex, married or unmarried. When you work on your speeches, keep an eye out for language, examples, and other elements that may unintentionally exclude listeners with same-sex partners. The word “homosexual,” for example, is considered derogatory by lesbians and gay men. So are references to a gay or lesbian “lifestyle.” As there is no single heterosexual lifestyle, there is no single lesbian or gay lifestyle. Just as audiences often include people of varying occupations, ages, races, and religions, so too do they contain people of different sexual orientations. Effective public speakers take all these demographic factors into account when preparing their remarks.
RACIAL, ETHNIC, AND CULTURAL BACKGROUND As we saw in Chapter 1, the United States has long been a multicultural society. Populated originally by Native Americans and then by immigrants from all over the world, it is today a multiracial, multiethnic country of unmatched diversity. The majority of Americans support this diversity as a positive development in today’s globalized world. Attitudes about race and ethnicity are quite different from what they were even a few decades ago. These new attitudes are especially evident among Americans born from 1981 to 2000, often referred to as the Millennial Generation. The most racially and ethnically diverse generation in U.S. history, it is also the most tolerant
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Demographic Audience Analysis 105
of racial and ethnic differences. As time goes by, this tolerance may continue to grow as the nation becomes even more diverse. Yet even if you are speaking to an audience composed primarily of mem- bers of the Millennial Generation, you must be sensitive to issues of race, ethnicity, and cultural background. Despite their similarities as Americans, people of European descent, blacks, Latinos, Asians, and many others have different customs and beliefs that may bear upon your speech topic. Because we live in an age of globalization, you may also find yourself addressing listeners from countries other than your own. Not only does the United States contain a substantial percentage of people born in other lands, but more than 5 million Americans (not including those in military service) live abroad. If all those Americans were placed in one state, it would be the 20th largest state in the Union. This is one reason why employers identify the ability to communicate effectively with people of different cultural backgrounds as one of the most desirable skills for current college graduates. Regardless of where you are speaking, be aware that some of your listen- ers may have racial, ethnic, or cultural perspectives that will affect their attitudes toward your speech topic. Try to gauge what those perspectives are and how they are likely to affect the audience’s response to your message. Adjust your remarks so they will be as clear, suitable, and convincing as possible.
GROUP MEMBERSHIP “Tell me thy company,” says Don Quixote, “and I’ll tell thee what thou art.” For all our talk about rugged individualism, Americans are very group-oriented. Workers belong to unions, businesspeople to chambers of commerce. Hunters join the National Rifle Association, environmentalists the Sierra Club, femi- nists the National Organization for Women. Doctors enroll in the American Medical Association, lawyers in the American Bar Association. There are thou- sands of such voluntary organizations in the United States. Similar groups abound on campus. Some of your classmates may belong to fraternities or sororities, some to Campus Crusade for Christ, some to the Young Republicans, some to the film society, some to the ski club, and so forth. For speeches in the classroom, as well as for those outside the class- room, the group affiliations of your audience may provide excellent clues about your listeners’ interests and attitudes.
Age; gender; religion; sexual orientation; racial, ethnic, and cultural back- ground; group membership—these are just a few of the variables to consider in demographic audience analysis. Others include occupation, economic posi- tion, social standing, education, intelligence, and place of residence. Indeed, anything characteristic of a given audience is potentially important to a speaker addressing that audience. For your classroom speeches, you may want to learn about your classmates’ academic majors, years in school, extracurricular activ- ities, living arrangements, and job aspirations. Perhaps the most important thing to keep in mind about demographic audience analysis is that it is not an end in itself. Your aim is not just to list the major traits of your listeners, but to find in those traits clues about how your listeners will respond to your speech. Once you have done that, you are ready to move on to the next stage of audience analysis.
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106 CHAPTER 6 Analyzing the Audience
Situational Audience Analysis
Situational audience analysis usually builds on demographic analysis. It iden- tifies traits of the audience unique to the speaking situation at hand. These traits include the size of the audience, the physical setting, and the disposi- tion of the audience toward the subject, the speaker, and the occasion.
SIZE Outside the classroom, the size of an audience can, with the aid of television and radio, range in the millions. Most speech classes, however, consist of between 20 and 30 people—a small- to medium-sized audience. This is a good size for beginning speakers, most of whom are terrified at the prospect of addressing a huge crowd. As you gain more experience, though, you may welcome the challenge of speaking to larger groups. Some speakers actually prefer a large audience to a small one. No matter what size group you are addressing, bear in mind one basic principle: The larger the audience, the more formal your presentation must be. Audience size may also affect your language, choice of appeals, and use of visual aids.
PHYSICAL SETTING Which of the following would you rather address?
An audience assembled immediately after lunch, crammed into an over- heated room with inadequate seating
An audience assembled at 10:00 in the morning, comfortably seated in an airy, well-lighted room
Undoubtedly you chose the second option. Any of the adverse conditions listed in the first could seriously impair your audience’s willingness to accept your ideas or even listen to you at all. When you face any speaking situation, it is important to know in advance if there will be any difficulties with the physical setting. For class- room speeches, of course, you already do know. But speeches outside the classroom can present unpleasant surprises unless you do your homework beforehand. When you are invited to speak, don’t be shy about asking questions of the person who arranged the speech. If possible, look over the room a few days in advance, or else arrive early on the day of your speech to inspect the room. If it is too warm or too cold, see about adjusting the thermostat. Check the seating arrangements and the location of the lectern to be sure your audi- ence can see you. In short, do everything you can to control the influence of physical setting on your audience. What about circumstances you can’t control? Your speech is scheduled directly after lunch or dinner. The room is too small for the audience expected. The heat cannot be regulated. Then you are simply going to have to work harder to adapt to these aspects of your listeners’ discomfort. Above all, don’t be influenced yourself by the poor physical setting. If your audience sees that you are energetic, alert, and involved with your
situational audience analysis
Audience analysis that focuses on
situational factors such as the size of
the audience, the physical setting for
the speech, and the disposition of the
audience toward the topic, the
speaker, and the occasion.
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Situational Audience Analysis 107
topic, chances are they will forget their discomfort and come right along with you.
DISPOSITION TOWARD THE TOPIC As we saw in Chapter 5, you should keep your audience in mind when choos- ing a topic. Ideally, you will pick a topic that suits them as well as it suits you. Once you have your topic, however, you must consider in more detail their interest in the topic, knowledge about it, and attitudes toward it.
Interest Outside the classroom, people do not often expend the time and effort to attend a speech unless they are interested in the topic. But the members of your speech class are a captive audience. Sometimes they will be deeply interested in your topic, particularly if it relates directly to them. Most of the time they will range from fairly interested to mildly curious to downright indifferent. One of your tasks will be to assess their interest in advance and to adjust your speech accordingly. Most important, if your topic is not likely to gener- ate great interest, you must take special steps to get your classmates involved. Here is a brief example of how to do this:
Sharon wanted to persuade her classmates to vote on a regular basis. She
started by saying: “Suppose a total stranger was responsible for making life-or-
death decisions about your life. You’d want to have a say in who that person was,
wouldn’t you? Well, total strangers do make decisions that affect you every single
day—those total strangers are called members of Congress, Senators, and the
President. And you can help choose all those people by doing one simple thing—
voting on election day.”
In the chapters that follow, we’ll look closely at all the ways you can develop interest in your topic—by an arresting introduction, provocative supporting materials, vivid language, dynamic delivery, visual aids, and so forth.
Knowledge There is often a strong correlation between interest in a topic and knowledge about it. People tend to be interested in what they know about. Likewise, they are inclined to learn about subjects that interest them. But there are exceptions. Few students know much about handwriting analysis, yet most would find it an absorbing topic. On the other hand, almost all know a lot about checking books out of the library, but few would find it a fascinating subject for a speech. Your listeners’ knowledge about your topic will to a large extent deter- mine what you can say in your speech. If your listeners know little about your topic—whether or not they find it interesting—you will have to talk at a more elementary level. If they are reasonably well informed, you can take a more technical and detailed approach.
Attitude The attitude of your listeners toward your topic can be extremely important in determining how you handle the material. If you know in advance the
View the beginning of “Make Your Voice Heard: Get Out and Vote” in the online Media Library for this chapter (Video 6.2).
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108 CHAPTER 6 Analyzing the Audience
prevailing attitude among members of your audience, you can adjust your speech to address their concerns or to answer their objections. Consider the experiences of the following two students—one who did not account for listener attitude and one who did:
Jen Salerno spoke about family-leave policies in the workplace. On the basis
of her research, she believed there was evidence that such policies unfairly ben-
efited a few parents at the expense of other employees, such as single people
and childless couples. Unfortunately, rather than citing her sources and acknowl-
edging that her point of view was controversial, Jen presented her material as
though it were general knowledge.
The speech was not well received. As one student commented, “You may be
right in what you say, but I have trouble believing it. We’ve heard so much about
the need for businesses to be family-friendly—can it all be wrong? I think you
would have been more persuasive if you had looked at both sides of the issue
rather than just your own.”
Had Jen taken the skepticism of her audience into account and established the credibility of her sources, she might have made her arguments more convincing to her audience. Compare the approach of Bryan Watts, who also espoused a controversial viewpoint:
Concerned about the economic woes of his state, Bryan decided to give a
persuasive speech calling for a sales tax on goods purchased over the Internet.
After distributing an audience-analysis questionnaire among his classmates, Bryan
found that 80 percent of them opposed his plan. They gave two major reasons.
First, they believed they were taxed enough already. Second, they thought an
Internet sales tax would be too difficult to implement.
Although Bryan disagreed with those beliefs, he realized he could neither
ignore them nor insult his classmates for holding them. He knew he would have
to discuss these points logically and with hard evidence if he were to have any
chance of persuading his audience.
As it turned out, Bryan did convince some members of the class to recon- sider their beliefs. He could not have done so without first investigating what those beliefs were and then adapting his message to them. 5
DISPOSITION TOWARD THE SPEAKER Let’s return for a moment to Jen’s speech about family leave. Jen was a first- year student with no special background in workplace issues. It’s not surpris- ing that her classmates took her statements with a large grain of salt. But suppose Jen had been a recognized expert who had conducted research on the impact of family leave on employee attitudes and business productivity. Then her listeners would have found her much more believable. Why? Because an audience’s response to a message is invariably colored by their perception of the speaker. The more competent listeners believe a speaker to be, the more likely they are to accept what he or she says. Likewise, the more listeners believe that a speaker has their best interests at heart, the more likely they are to respond positively to the speaker’s message.
attitude
A frame of mind in favor of or
opposed to a person, policy, belief,
institution, etc.
View an excerpt from “The Internet and Our Future” in the online Media Library for this chapter (Video 6.3).
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Situational Audience Analysis 109
We will come back to this subject in detail when we deal with strategies for persuasive speaking in Chapter 17. For now, keep in mind that your lis- teners will always have some set of attitudes toward you as a speaker. Estimat- ing what those attitudes are and how they will affect your speech is a crucial part of situational audience analysis.
DISPOSITION TOWARD THE OCCASION It was graduation day at Valencia High School. The mood was festive as the
valedictorian spoke eloquently about the special memories of the graduating
class. There was laughter when the principal recounted a well-known prank from
the class picnic.
Then, Russell Merritt, the mayor, rose to say a few words. “What a pleasure
it is to be here,” he said. “I’m so proud of you, the graduates, and you, the parents
who raised such a terrific group of kids.” He continued in this vein for a couple
minutes, interrupted by applause as he heaped praise on the students, their par-
ents, their teachers, and their community.
The listeners’ enthusiasm faded as Merritt began talking about building a new
library to replace the town’s old one. This was a controversial issue, and it was
going to be voted on in an upcoming referendum. The more the mayor talked
about it, the more irritated his audience became. When he concluded, he was met
with grudging applause and quite a few hostile glares.
On other occasions, Merritt’s remarks would not have touched off such a negative response. But graduation day was understood by the audience to be a celebratory occasion that focused on the students and their achieve- ments. The last thing anyone expected to hear was a political speech. What angered the audience was not what the mayor said, but that he exploited the occasion for his own purposes.
Situational audience analysis
provides crucial information that a
speaker can use when preparing the
speech and when adapting to
developments during the speech.
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110 CHAPTER 6 Analyzing the Audience
No matter what the situation, listeners have fairly definite ideas about the speeches they consider appropriate. Speakers who seriously violate those expectations can almost always count on infuriating the audience. Perhaps most important, the occasion will dictate how long a speech should be. When you are invited to speak, the chairperson will usually say how much time you have for your talk. If not, be sure to ask. Once you know, pare down your speech so it fits easily within the allot- ted time. Do not exceed that time under any circumstances, for you are likely to see your audience dwindle as you drone on. (This is one reason why most teachers insist that classroom speeches be kept within the desig- nated time limit. It provides crucial training for speeches you will give out- side the classroom.) There are other audience expectations that apply to your classroom situ- ation. One is that speeches will conform to the assignment. Another is that speakers will observe appropriate standards of taste and decorum. Failure to adhere to these expectations may disturb your classmates and will almost certainly damage your grade.
Getting Information About the Audience
Now that you know what to learn about an audience, the next question is, how do you learn it? A person running for political office can rely on hired professional pollsters. If, as is more likely, you are invited sometime to address a particular group—say a meeting of the local Rotary club—the person who invites you can usually provide a good sketch of the audience. Ask your con- tact where you can find out more about the group’s history and mission. If you know someone who has spoken to the same group, be sure to sound out that person.
As an economics professor, your research on the
Social Security system has attracted media atten-
tion. Aware of your expertise, the local
Rotary club has invited you to speak
on the subject at the club’s weekly
meeting.
Having taken a public speaking
class in college, you know how impor-
tant it is to analyze the audience you
will be addressing. To prepare for
your speech, you have arranged a telephone inter-
view with the club’s president to find out more
about your audience. List (1) the two most impor-
tant questions you want to ask the president about
the demographics of your audience, and (2) the
two most important questions you want to
ask about the situational traits of your au-
dience. Be specific in your questions and
be prepared, if necessary, to explain your
choice of questions.
Using public speaking in your CAREER
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Getting Information About the Audience 111
What about your classmates as an audience? You can learn a lot about them just by observation and conversation, but you may want to know more about their knowledge and attitudes on specific speech topics. Some teachers require students to do a formal audience-analysis questionnaire for at least one of their speeches. In addition to providing information about your class- room audience, such a questionnaire gives you practice in developing the skills of audience analysis you will need for speeches after your class is over. There are three major types of questions to choose from when developing an audience-analysis questionnaire: fixed-alternative questions, scale ques- tions, and open-ended questions. Fixed-alternative questions, as their name implies, offer a fixed choice between two or more responses. For example:
Do you know what the insanity plea is in the U.S. legal system?
Yes
No
Not sure
By limiting the possible responses, such questions produce clear, unambigu- ous answers. They also tend to yield superficial answers. Other techniques are needed to get beneath the surface. Scale questions resemble fixed-alternative questions, but they allow more leeway in responding. For example:
How often do you believe the insanity plea is used in U.S. court cases?
Very seldom Very often
Questions like these are especially useful for getting at the strength of a respondent’s attitudes. Open-ended questions give maximum leeway in responding. For example:
What is your opinion about the insanity plea in U.S. court cases?
Under what circumstances do you think the insanity plea is legitimate in a
criminal trial?
Although open-ended questions invite more detailed responses than the other two types of questions, they also increase the likelihood of getting answers that do not give the kind of information you need. Because each type of question has its advantages and disadvantages, many questionnaires contain all three types. Figure 6.1 (page 112) shows a question- naire that was distributed before a classroom speech on volunteering. By using all three types of questions, the speaker did two things—elicited specific infor- mation about the audience and probed more deeply into their attitudes toward the speech topic. The results broke down as follows:
1. Roughly half of the class had not participated as a volunteer. Therefore, the speaker knew she would have to explain clearly what was involved in this kind of work.
2. Five students knew someone close to them who had benefited from vol- unteer work by a community, religious, or charitable organization; most
fixed-alternative questions
Questions that offer a fixed choice
between two or more alternatives.
scale questions
Questions that require responses at
fixed intervals along a scale of
answers.
open-ended questions
Questions that allow respondents to
answer however they want.
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112 CHAPTER 6 Analyzing the Audience
said they were not sure. Thus the speaker could not depend on a high degree of personal involvement among the audience.
3. All but one of the students who had engaged in volunteer work rated it “very rewarding” or “somewhat rewarding.” Not only would this portion of the audience be inclined to support the speaker’s position, but the speaker could point to their attitude as proof that working as a volunteer is a rewarding experience.
4. Nearly 75 percent of the respondents either “strongly agreed” or “mildly agreed” that people have an obligation to help those in less fortunate circumstances. The speaker could therefore depend on an audience favor- ably inclined to the basic premise underlying volunteer work.
FIGURE 6.1 Sample Questionnaire
2. Have you or anyone close to you ever benefited from the volunteer work of a community, religious, or charitable organization?
Yes No Not sure
3. If you have engaged in volunteer work, how would you rate the experience?
4. Do you agree or disagree with the following statement? To the extent possible, people have an obligation to help those in less fortunate circumstances.
5. If you have worked as a volunteer, do you plan to do so again? Why or why not?
6. If you have not worked as a volunteer, what is your major reason for not doing so? Please explain.
Very rewarding
1. Have you ever engaged in volunteer work for a community, religious, or charitable organization?
Yes No
Somewhat rewarding Neutral Somewhat unrewarding Very unrewarding
Strongly agree Mildly agree Undecided Mildly disagree Strongly disagree
Two fixed-alternative questions establish the listeners’ level of knowledge about and degree of involvement with the topic.
Two open-ended questions help gauge the listeners’ disposition toward volunteer work. The last question is especially important. It probes the specific issues the speaker needs to address for listeners who have not engaged in volunteer work.
Another scale question gauges the listeners’ sense of social obligation.
This scale question is designed to show the attitudes of listeners who have participated in volunteer work.
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Adapting to the Audience 113
5. Answers to the fifth question—“If you have worked as a volunteer, do you plan to do so again? Why or why not?”—were interesting. All the respondents indicated that they planned to engage in volunteer work again, but most said they were not likely to do so while in college because they were too busy with other activities.
6. Nearly 90 percent of the students who had not engaged in volunteer work stated that their major reason for not doing so was a lack of time. In combination with the answers to question 5, these responses showed that the speaker would have to deal persuasively with the time issue if she were to be successful in convincing people to volunteer while they were enrolled in school.
This questionnaire revealed a great deal about the listeners’ knowledge, attitudes, and concerns. In putting together your own questionnaire, keep the following principles in mind:
1. Plan the questionnaire carefully to elicit precisely the information you need.
2. Use all three types of questions—fixed-alternative, scale, and open-ended.
3. Make sure the questions are clear and unambiguous.
4. Keep the questionnaire relatively brief.
Adapting to the Audience
Once you have completed the audience analysis, you should have a pretty clear picture of your listeners. But this does not guarantee a successful speech. The key is how well you use what you know in preparing and presenting the speech. This point deserves special attention because it poses one of the hardest tasks facing novice speakers. Most people can identify the major characteris- tics of their audience, but many have trouble adapting their ideas to the audi- ence. There are two major stages in the process of audience adaptation. The first occurs before the speech, as part of your preparation and rehearsal. The second occurs during the presentation of the speech itself.
AUDIENCE ADAPTATION BEFORE THE SPEECH As we have seen, you must keep your audience in mind at every stage of speech preparation. This involves more than simply remembering who your listeners will be. Above all, it means two things: (1) assessing how your audi- ence is likely to respond to what you say in your speech, and (2) adjusting what you say to make it as clear, appropriate, and convincing as possible. This is not always easy to do. We are all so wrapped up in our own ideas and concerns that we have trouble seeing things from other people’s perspective— especially if their perspective is different from ours. To step outside your own frame of reference and see things from another person’s point of view is a real achievement. Yet this is what a successful speaker eventually learns to do. You must submerge your own views so completely that you can adopt, temporarily,
View how the speaker in Video 6.3 used an audience-analysis questionnaire in his speech (Video 6.4).
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114 CHAPTER 6 Analyzing the Audience
those of your listeners. When you do this, you will begin to hear your speech through the ears of your audience and to adjust it accordingly. Try to imagine what they will like, what they will dislike, where they will have doubts or questions, whether they will need more details here or fewer there, what will interest them and what will not. At every point you must anticipate how your audience will respond. Put yourself in their place and respond to your speech as they would. Here is how one student worked out his problems of audience adaptation:
Juan Ruiz, a junior geology major, decided to give an informative speech
about how earthquakes occur. From his audience analysis, he learned that only a
handful of his classmates knew much about geology. Juan realized that he would
have to present his speech at an elementary level and with a minimum of scien-
tific language.
As he prepared the speech, Juan kept asking himself, “How can I make this
clear and meaningful to someone who knows nothing about earthquakes or geo-
logical principles?” Because he was speaking in the Midwest, he decided to begin
by noting that the most severe earthquake in American history took place not in
California, but at New Madrid, Missouri, in 1811. If such an earthquake happened
today, it would be felt from the Rocky Mountains to the Atlantic Ocean and would
flatten most of the cities in the Mississippi Valley. That, he figured, should get his
classmates’ attention.
Throughout the body of his speech, Juan dealt only with the basic mechan-
ics of earthquakes and carefully avoided technical terms such as “asthenosphere,”
“lithosphere,” and “subduction zones.” He also prepared PowerPoint slides to illus-
trate his points.
To be absolutely safe, Juan asked his roommate—who was not a geology
major—to listen to the speech. “Stop me,” he said, “anytime I say something you
don’t understand.” Juan’s roommate stopped him four times, and at each spot
Juan worked out a way to make his point more clearly. Finally, he had a speech
that was interesting and perfectly understandable to his audience.
As you work on your speeches, try to keep your listeners constantly in mind. Anticipate how they will respond to your ideas. Be creative in thinking about ways to adapt your message to them. Like Juan, you will give a much better speech.
AUDIENCE ADAPTATION DURING THE SPEECH No matter how hard you prepare ahead of time, things may not go exactly as planned on the day of your speech. For speeches in the classroom, you may find that the projector for your visual aids is not available or that another student has the same topic as you. For speeches outside the classroom, you might learn that the audience will be much larger (or smaller) than you had anticipated, or that the amount of time available for your speech has been cut in half because a previous speaker has droned on for too long. If something like this happens to you, don’t panic. Find another way to present your visual aids. Modify your introduction to mention the other stu- dent’s speech on your topic. Adjust your delivery to the changed audience size. If you find that you have less time than you had planned, condense your speech to its most essential points and present them in the time avail- able. Your listeners will sympathize with your predicament and will appreciate
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Adapting to the Audience 115
your regard for their time. This will more than compensate for your lost speaking time. Finally, be sure to keep an eye out during your speech for audience feed- back. If your listeners are sitting forward in their chairs, looking at you with interest, and nodding their heads in approval, you can assume that things are going well. But suppose you find them frowning or responding with quiz- zical looks. Then you may need to back up and go over your point again, as in this example:
Brandi Michaels, an economics major, had worked diligently to make sure her
speech on the U.S. trade deficit was not too technical for her classmates. She
explained everything from the ground up, prepared two excellent visual aids, and
practiced giving the speech to her best friend, a music major and self-confessed
“economics imbecile.”
On the day of Brandi’s speech, everything went well until she got to her
second main point, when she noticed that several of her classmates seemed puz-
zled by the relationship between international trade deficits and the U.S. cost of
living. Knowing they would be lost for the rest of the speech if they didn’t under-
stand that relationship, Brandi paused and said, “I can see some of you are con-
fused by my explanation. Let me try it again from a different angle.”
As Brandi went through the material again, she could see her classmates
nodding their heads in understanding. She could now go on with her speech,
confident that her audience was ready to go with her.
Adapting to your audience is one of the most important keys to suc- cessful public speaking. Like other aspects of speechmaking, it is sometimes easier said than done. But once you master it, you’ll see that it pays divi- dends in more personal facets of your life—when you adapt to an audience of one.
In political campaigns, poll-taking
helps the candidates keep track of
public opinion. For classroom
speeches, you can use an audience-
analysis questionnaire to gauge the
knowledge and opinions of your
listeners.
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116 CHAPTER 6 Analyzing the Audience
Good speakers are audience-centered. They know that the aim of speechmaking is to gain a desired response from listeners. When working on your speeches, keep
three questions in mind: To whom am I speaking? What do I want them to know, believe, or do as a result of my speech? What is the most effective way of
composing and presenting my speech to accomplish that aim? To be an effective speaker, you should know something about the
psychology of audiences. People are egocentric. They typically approach speeches with one question uppermost in mind: “Why is this impor- tant to me ?” Therefore, you need to study your audience and adapt your speech to their beliefs and interests.
The first stage in learning about your audience is to identify demographic traits such as age, gender, religion, sexual orientation,
group membership, and racial, ethnic, or cultural background. The sec- ond stage is identifying traits of the audience unique to the speaking
situation. These traits include the size of the audience, attitudes influ- enced by the physical setting, and your listeners’ disposition toward the
topic, toward you as a speaker, and toward the occasion. For speeches outside the classroom, you can best get information about the
audience by asking the person who invites you to speak. For classroom speeches, you can learn about your audience by observation and conversation. You also can circulate an audience-analysis questionnaire. Once you complete the audience analysis, you must adapt your speech so it will be clear and convincing to your listeners. Put yourself in their place. Try to hear the speech as they will. Anticipate questions and objections, and try to answer them in advance. When you deliver your speech, keep an eye out for audience feedback and adjust your remarks in response.
Summary
believ com
si enc
topic
audience-centeredness (98)
identification (98)
egocentrism (100)
demographic audience analysis (101)
stereotyping (101)
situational audience analysis (106)
attitude (108)
fixed-alternative questions (111)
scale questions (111)
open-ended questions (111)
Key Terms
After reading this chapter, you should be able to answer the following questions:
1. Why must a public speaker be audience-centered?
2. What does it mean to say that people are egocentric? What implications does the egocentrism of audiences hold for you as a public speaker?
3. What are the six demographic traits of audiences discussed in this chapter? Why is each important to audience analysis?
Review Questions
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Exercises for Critical Thinking 117
4. What is situational audience analysis? What factors do you need to consider in situational audience analysis?
5. How can you get information about an audience?
6. What are the three kinds of questions used in questionnaires? Why is it a good idea to use all three in audience analysis?
7. What methods can you use to adapt your speech to your audience before the speech? During the speech?
For further review, go to the LearnSmart study module for this chapter.
1. Advertisers are usually very conscious of their audience. Choose an issue of a popular magazine such as Time, Newsweek, Sports Illustrated, Vanity Fair, Rolling Stone, or the like. From that issue select three advertisements to analyze. Try to determine the audience being appealed to in each advertisement, and analyze the appeals (verbal and visual) used to persuade buyers. How might the appeals differ if the ads were designed to persuade a different audience?
2. Below are three general speech topics and, for each, two hypothetical audiences to which a speech might be delivered. For each topic, write a brief paragraph explaining how you might adjust your specific purpose and message according to the demographic characteristics of the audience.
a. Topic: “Data Encryption”
Audience #1: 50% computer science majors, 30% physics majors, 20% fine arts majors
Audience #2: 40% business majors, 40% history majors, 20% computer science majors
b. Topic: “Sexual Assault: The Biggest Campus Crime”
Audience #1: 80% female, 20% male
Audience #2: 80% male, 20% female
c. Topic: “The Fall of the Berlin Wall”
Audience #1: Day class: 70% age 18 to 22, 30% age 23 and over
Audience #2: Evening class: 50% age 35 and over, 30% age 23 to 34, 20% age 18 to 22
3. For your next speech, design and circulate among your classmates an audience- analysis questionnaire like that discussed on pages 111–113. Use all three kinds of questions explained in the text: fixed-alternative, scale, and open-ended. After you have tabulated the results of the questionnaire, write an analysis explaining what the questionnaire reveals about your audience and what steps you must take to adapt your speech to the audience.
Exercises for Critical Thinking
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119
Advantages of Visual Aids Kinds of Visual Aids
Guidelines for Preparing Visual Aids
Guidelines for Presenting Visual Aids
Gathering Materials
7
Visual Aids Aids
Preparing
Presenting
Using Your Own Knowledge and Experience
Doing Library Research
Searching the Internet
Interviewing
Tips for Doing Research
S uppose you are planning a trip to India. You
want to know the major sites so you can work
out an itinerary. You also need to know what
things will cost, where the hostels are located, and
how the train and bus systems work. How do you go
about gathering all this information?
You can talk to people who have traveled in India
and get ideas from them. You can consult guide-
books. You can search the Internet for information. If
you have traveled to South Asia before, you can draw
on that experience. Since you want your trip to be a
success, you gather as much information as you can
before you leave.
Gathering materials for a speech is like gathering information for any
project. There are many resources available if you take advantage of
them. You can interview people with specialized knowledge. You can do
research on the Internet or in the library. Sometimes you can use your-
self as a resource—whenever you have personal experience or above-
average knowledge about a subject. Let’s turn first to the resource of
your own experience.
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120 CHAPTER 7 Gathering Materials
Using Your Own Knowledge and Experience
Everybody is an expert on something, whether it is video games, child care, or backpacking. As we saw in Chapter 5, we often speak best about subjects with which we are familiar. This is why many teachers encourage students to capitalize on their own knowledge and experience in developing speech topics. When you choose a topic from your own experience, you may be tempted to depersonalize it by relying solely on facts and figures from books and the Internet. Such outside information is almost always necessary. But supple- menting it with the personal touch can really bring your speeches to life. One student, afflicted with diabetes, chose to explain how a person can live with the disease on a daily basis. He cited statistics on the incidence of diabetes in the United States, identified symptoms of the disease, and explained how it is treated. Along the way, he illustrated his points by talking about his personal experiences. Here is part of what he said:
Being a diabetic presents a challenge one cannot afford to lose. On a personal
note, I have tried not to let my diabetes affect my lifestyle. Last year, I spent nine
months traveling in Central and South America. The trip was very memorable, but
I had one particularly frightening experience that quickly makes you realize just
how vulnerable a diabetic is. On the fifth day of a two-week excursion down the
Amazon River, our canoe tipped, dumping everything into the water.
Although I recovered my pack, part of its contents—including my insulin—
were swallowed up by the river. Without insulin, I could not eat any food, for if I
did, my blood sugar level would become too high and I could eventually go into
convulsions, slip into a coma, and die. We returned back up the Amazon and
traveled three days until we reached the first village and I could radio for more
medicine. I was hot and hungry, but alive.
This speech has color and emotion. By drawing on his own experience, the speaker conveyed his point more meaningfully than he could have in any other way. Even if your life stories are not that dramatic, you can still put them to work for you. By thinking over your past experiences—gathering material from yourself—you can find many supporting materials for your speeches.
Doing Library Research
Even in this age of the Internet, you will get some of the information for your speeches from the library. It contains many resources to help you find what you need, including librarians, the catalogue, reference works, and data- bases. We’ll look at each in turn.
LIBRARIANS Too often students waste their time wandering aimlessly in the library because they are afraid to ask for assistance. They don’t want to appear stupid or to
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Doing Library Research 121
“bother” anyone. But would you be as sensitive about asking a doctor for help with a medical problem? Librarians are experts in their own field, trained in library use and research methods. If you have a question, don’t hesitate to ask a librarian. He or she can help you find your way, locate sources, even track down a specific piece of information.
THE CATALOGUE The catalogue lists all the books, periodicals, and other resources owned by the library. Although there are many different computer systems for library catalogues, most allow you to search for books by author, title, subject, or keyword. The catalogue also tells you whether the book you want is available or is already checked out. Figure 7.1 above shows a sample catalogue entry for a book. The key to finding the book on the shelves is the call number . Once you have the call number, all you have to do is find the right section of the shelves (or stacks, as they are called in some libraries) and retrieve your book.
REFERENCE WORKS Reference works are usually kept in a part of the library called the reference section. The right reference work can save you hours of time by putting at your fingertips a wealth of information that might be difficult to locate through the library catalogue. The major kinds of reference works you are likely to use for your speeches are encyclopedias, yearbooks, quotation books, and biographical aids.
Encyclopedias We are all familiar with general encyclopedias such as the Encyclopaedia Britannica . But there are also special encyclopedias that cover their fields in more depth than do general encyclopedias. Some of the most frequently
catalogue
A listing of all the books, periodicals,
and other resources owned by a
library.
call number
A number used in libraries to classify
books and periodicals and to indicate
where they can be found on the
shelves.
reference work
A work that synthesizes a large
amount of related information for
easy access by researchers.
FIGURE 7.1 Sample Catalogue Entry for a Book
Author and title.
Use this call number to find the book on the shelves.
Description:
Location:
Status:
Fishman, Charles
The Big Thirst: The Secret Life and Turbulent Future of Water
New York: Free Press, c2011.
388 p.; 24 cm.
Memorial Library Stacks Regular Size Shelving
E185 A446 2011
Not Checked Out
NEXTPREVIOUS
Place of publication, publisher, and date.
Call Number:
Publisher:
Title:
Author:
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122 CHAPTER 7 Gathering Materials
used special encyclopedias are the African American Encyclopedia, the Encyclo- pedia of Religion, and the McGraw-Hill Encyclopedia of Science and Technology .
Yearbooks As the name implies, yearbooks are published annually. They contain an amazing amount of current information that would otherwise be all but impossible to track down. Two of the most valuable yearbooks are Facts on File and World Almanac and Book of Facts.
Quotation Books The best-known collection of quotations is Bartlett’s Familiar Quotations. With more than 25,000 quotations from historical and contemporary figures, it has long been regarded as an indispensable source for speakers and writers alike. Other excellent quotation books include the Oxford Dictionary of Quota- tions, The New Quotable Woman, and Ancient Echoes: Native American Words of Wisdom .
Biographical Aids When you need information about people in the news, you can turn to one of the many reference works that contain brief life and career facts about contemporary men and women. The most popular biographical aids are pub- lished by Who’s Who, which produces such titles as International Who’s Who and Who’s Who in America. More specialized biographical aids include Con- temporary Black Biography, Dictionary of Hispanic Biography, and Who’s Who Among Asian Americans.
NEWSPAPER AND PERIODICAL DATABASES Newspaper and periodical databases allow you to locate articles in thousands of publications, including Time, Atlantic, the New York Times, and the Wall
newspaper and periodical database
A research aid that catalogues articles
from a large number of magazines,
journals, and newspapers.
Library research is vital for most
speeches. Knowing the resources
available in your library and how to
use them efficiently will make the
research process much more
productive.
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Doing Library Research 123
Street Journal. Type a subject in your database’s search box, and citations for articles on your subject will appear on screen. In some cases, you may get an abstract of the article in addition to—or instead of—the full article. Keep in mind that the abstract is only a summary of the article. You should never cite an article in your speech on the basis of the abstract alone. Always consult the full article. The exact databases you can use will depend on what is available through your library. Here are three major databases; odds are that your library will have at least one of them.
ProQuest . An excellent database that indexes thousands of periodicals and newspapers. Figure 7.2 below shows a sample screen from ProQuest with a magazine citation and abstract.
LexisNexis Academic . This database provides full-text access to more than 45,000 information sources, including magazines, legal documents, and television broadcast transcripts. LexisNexis also furnishes articles from more than 500 U.S. and international newspapers.
World News Connection . Provides full-text articles from more than 2,000 international sources, including newspapers, speeches, broadcasts, books, and reports.
ACADEMIC DATABASES At colleges and universities around the world, experts are researching almost every aspect of the natural world and human society. Their work appears in respected, peer-reviewed journals. Academic databases make those journals available to you.
abstract
A summary of a magazine or journal
article, written by someone other
than the original author.
academic database
A database that catalogues articles
from scholarly journals.
Abstract of article. Use this to decide whether you want to read the full text.
Citation: includes title of article, author, name of magazine, place of publication, and date.
Abstract: Self-driving vehicles are paving the way toward truly smart cars. Engineers at Google are testing a fleet of self-driving Toyota Priuses in San Francisco. Such cars are not yet available to consumers, but results to date are impressive and reliable.
Drivers Not Wanted Joe Brown. Wired. San Francisco: Jan 2011. Vol. 19, Iss. 1; pg. 94.
Related subjects. Click on these for additional articles.
Subjects: Automobiles, Technology, Sensors, Product testing, Innovations Source type: Periodical Word Count: 1695
FIGURE 7.2 Sample Periodical Entry from ProQuest
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124 CHAPTER 7 Gathering Materials
The best place to find scholarly research is in one of the following aca- demic databases. Because each searches across different academic disciplines, you should be able to find what you need in one of the databases.
InfoTrac OneFile . Provides access to more than 100 million scholarly arti- cles in areas from economics and sociology to science and medicine.
JSTOR . In addition to cataloguing more than 1,000 academic journals in various disciplines, JSTOR allows you to search images, letters, and other primary documents.
Google Scholar . A fast and easy way to search a broad range of scholarly literature. Advanced search tools let you narrow your search by author, publication, date, and subject matter.
Searching the Internet
The Internet has been called the world’s biggest library. But unlike a library, the Internet has no central information desk, no librarians, no catalogue, and no reference section. Nor does it have a person or department in charge of determining whether materials are of high quality. You can unearth a great deal of information on the Internet, but you cannot always find the same range and depth as in a good library. This is why experts advise that you use the Internet to supplement, not to replace, library research. In this section, we will look at ways you can go beyond browsing the Web and turn it into a powerful research tool for your speeches. After discuss- ing search engines and other resources for conducting efficient, focused inqui- ries, we’ll explain how to evaluate the reliability and objectivity of the research materials you find on the Web.
SEARCH ENGINES Search engines are the key to finding materials on the Internet. There are numerous search engines, but the most widely used by far is Google. In addi- tion to providing access to billions of Web pages, it has specialized search tools devoted to images, video, news, blogs, and finance. The question is: How can you use Google and other search engines system- atically to find what you need? The answer is: Develop a search strategy that will allow you to zero in precisely on the information required for your speech. Suppose you are using Google to look for information about sports inju- ries among college cheerleaders. If you simply enter the word cheerleading in the search box, you will get a list of every document catalogued by Google that contains the word cheerleading —more than 45 million. Some will deal with sports injuries among college cheerleaders, but the vast major- ity will not. Scanning through everything to find what you need would be impossible. How do you limit your search to get manageable results? If you type col- lege cheerleading in Google’s search box, you will still come up with 2.5 million citations. However, if you type “college cheerleading” in quotation marks, you will get only documents that contain the exact phrase “college cheerleading”— 312,000 in all.
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Searching the Internet 125
This is much better, but it’s still too many to go through one by one. So you narrow your search still further. This time you type the following entry into Google’s search box:
“college cheerleading” 1 “sports injury”
The 1 sign limits the search to items that contain both sets of keywords, “college cheerleading” and “sports injury.” This time you get a list of 1,360 documents, all of which deal specifically with sports injuries among college cheerleaders. You won’t be able to look through all 1,360, but usually you don’t need to go past the first few pages of results. After that, you will run into lots of repetition and lower-quality sites. Google also allows you to narrow your search by the kind of research source that will serve you best. Once your search terms are in the Google search box, you can click on news at the top of the page to explore recent news stories that mention “college cheerleading” and “sports injury.” You can also click on images, videos, blogs, scholar, or books to search those kinds of resources. If noth- ing appears for “college cheerleading” and “sports injury” in these specialized categories, try removing the quotation marks and see what happens. Of course, you will have to adjust your search terms depending on the kind of material you’re looking for, but once you learn the basic principles for doing precise, pinpointed searches, you will greatly increase your odds of finding exactly what you need for your speeches.
SPECIALIZED RESEARCH RESOURCES Search engines are extremely helpful, but they are not the only vehicles for finding information. The following specialized resources concentrate on sites that are most likely to be helpful as you work on your speeches. 1
Research gives speakers facts and
figures to support their ideas. Gary
Locke, U.S. Ambassador to China, uses
a wide range of supporting materials
in his addresses to domestic and
international audiences alike.
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126 CHAPTER 7 Gathering Materials
Virtual Libraries Search engines help you find what’s on the Internet, but they don’t evaluate the quality of the sources they retrieve. Librarians and other information spe- cialists are working to make it easier to locate reliable, high-quality Web resources. One result of their efforts is virtual libraries—search engines that combine Internet technology with traditional library methods of assessing data. The best virtual library on the Internet is a merger of two previous virtual libraries—Librarians’ Internet Index and Internet Public Library. Now called ipl2 (www.ipl.org), this site has more than 20,000 entries organized into 12 main topics, including arts and humanities, education, and health and med- ical sciences (see Figure 7.3 below). In addition, ipl2 links to a large number of reference sites, as well as to a wide range of constantly evolving special collections.
Government Resources One of the great strengths of the Internet as a research tool is the access it provides to government documents and publications. Whether you are look- ing for information from the federal government or from a state or local agency, chances are you can find it by starting your search at one of these Web sites:
USA.gov (www.usa.gov). One-stop shopping for all U.S. government infor- mation on the Internet. Provides links to more than 250 million Web pages from federal, state, local, and tribal governments.
Statistical Abstract (www.census.gov/compendia/statab). The standard ref- erence source for numerical information on social, political, and eco- nomic aspects of American life. Compiled by the Census Bureau, its incredible array of facts are organized in table form.
World Factbook (www.cia.gov/library/publications/the-world-factbook). Published annually by the Central Intelligence Agency, the World Factbook is a rich compendium of information on every country in the world. Topics include people, government, economy, communication, transpor- tation, and transnational issues.
virtual library
A search engine that combines
Internet technology with traditional
library methods of cataloguing and
assessing data.
FIGURE 7.3 Subject Screen from ipl2
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Searching the Internet 127
The Special Case of Wikipedia With more than 18 million articles, Wikipedia is the biggest encyclopedia in human history. Each month, some 400 million people access one or more of its articles, making it the seventh most visited Web site in the world. But is Wikipedia a reliable source of information? Several years ago, it was not. Today, however, its reliability ratings are as high as those for print ency- clopedias. 2 Major articles have been edited and refined over time to improve currency and accuracy. Articles still in development are flagged so readers know not to take their information at face value. The most important thing to know about Wikipedia is that it can be a good place to start learning about a topic, but it is not a good place to end. Because of its convenience, Wikipedia is used by many people—including teachers and journalists—as a source of basic information. But experienced researchers know not to rely on it as their sole source of information. One benefit of Wikipedia is that its major articles are followed by an extensive set of additional resources. Those resources include footnotes, a list of references, external links, and, in some cases, video and/or still images. If you take advantage of these resources, they will lead you to a vast amount of information beyond that in Wikipedia.
EVALUATING INTERNET DOCUMENTS When you do research in a library, everything you find has been evaluated in one way or another before it gets to you. Books, magazines, and journals have editorial procedures to determine whether a given work should or should not be published. Once a work is published, it has to be approved by the acquisitions staff for inclusion in the library.
checklist Evaluating Internet Documents
YES NO
1. Is the author of the document clearly identified?
2. If the author is identified, is he or she an expert on the topic?
3. If the author is not an expert, can his or her opinions be accepted as objective and unbiased?
4. If the author is not identified, can the sponsoring organization be determined?
5. Does the sponsoring organization have a reputation for expertise and objectivity?
6. Does the document include a copyright date, publication date, or date of last revision?
7. If a date is included, is the document recent enough to cite in my speech?
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128 CHAPTER 7 Gathering Materials
The Internet, of course, is a very different story. Anyone with a computer and access to the Internet can share his or her opinions with a discussion group, publish an electronic newsletter, or create a personal Web page. Never has the adage been more true than when applied to the Internet: “Don’t believe everything you read.” In Chapter 8, we will discuss how to judge the soundness of supporting materials in general. Here we look at three criteria you can use to help dis- tinguish between the jewels and the junk on the Internet. 3
Authorship Is the author of the Web document you are assessing clearly identified? If so, what are his or her qualifications? Is the author an expert on the topic? Can her or his data and opinions be accepted as objective and unbiased? Just as you should not cite a book or magazine article without identifying the author and his or her credentials, so you should not cite an electronic work in the absence of this information. In a book or magazine article, information about the author is usually fairly easy to find. Too often, this is not true on the Internet. If you can’t find information about the author in the document itself, look for a link to the author’s homepage or to another site that explains the author’s credentials. Often you can learn about an author by typing his or her name in the Google search box. If the author is an accepted authority on the subject, there’s a good chance Google will turn up information about his or her cre- dentials, publications, and affiliation.
Sponsorship Many Web documents are published by businesses, government agencies, public-interest groups, and the like rather than by individual authors. In such cases, you must judge whether the sponsoring organization is impar- tial enough to cite in your speech. Is the organization objective in its research and fair-minded in its statements? Is it economically unbiased with regard to the issue under discussion? Does it have a history of accuracy and nonpartisanship? Over the years, some organizations have developed strong reputations for their expertise and objectivity. Many of these are public-interest groups such as Consumers Union, Common Cause, and the American Cancer Society. Others include the National Archives, Centers for Disease Control, and simi- lar government agencies. Private think tanks such as RAND, the Cato Insti- tute, and the Brookings Institution often have definite political leanings but are usually well respected for the quality and substance of their research. One way to gauge the credibility of an organization is to type its name into Google. If commentators have raised serious questions about an organi- zation, those questions will usually surface in the first few pages of search results. You can also check the About link on the organization’s homepage. Often the resulting screen will identify the site’s founders, purpose, or philosophy. If the homepage does not contain an About link, this may be a sign that the sponsoring organization is less than forthright and does not meet the neces- sary standards of objectivity and expertise. What if you can’t verify the credentials of an author or identify a credible sponsoring organization for an Internet document? The answer is easy: Don’t use the document in your speech!
sponsoring organization
An organization that, in the absence
of a clearly identified author, is
responsible for the content of a
document on the Internet.
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Interviewing 129
Recency One of the advantages of using the Internet for research is that it often has more recent information than you can find in print sources. But just because a document is on the Internet does not mean its facts and figures are up-to- the-minute. The best way to determine the recency of an Internet document is to look for a copyright date, publication date, or date of last revision at the top or bottom of the document. If you are using a source located through a virtual library, you can usually be confident of its currency, as well as its objectivity and reliability. News, government, and academic sites also usually include the date on which a document was last updated. Once you know the date of the document, you can determine whether it is current enough to use in your speech. This is especially important with regard to statistics, which you should never cite from an undated source, whether in print or on the Internet. Of course, the date of a Web page is easy to change, so someone who wants to make information appear up-to-date can easily do so. But if you have already verified the credibility of the author and the sponsoring organi- zation, you can usually assume that the date of the information is valid. If you can’t find the date on which a Web document was created or last mod- ified, search for another work whose recency you can verify.
Interviewing
Most people think of interviewing in terms of job interviews or conversations with celebrities. But there is another kind of interview—the research (or inves- tigative) interview. Among journalists, it is a time-honored way to collect information. It is also an excellent way to gather materials for speeches.
After receiving your master’s degree in education ad-
ministration, you took a job at the state department of
education. At the request of the governor, your
section of the department has developed a
new early childhood intervention program for
children from impoverished households.
Now you have been asked to help
publicize the program and to build
support for it. You will be speaking to
church groups, teachers’ associa-
tions, family advocacy groups, and
others with an interest in children’s
welfare. You want to prepare a talk that makes good
use of statistics and expert testimony to demon-
strate the value of early childhood education pro-
grams, especially for poor children.
As part of your research, you decide to look
on the Web for supporting materials. List three
reputable Web sites that provide useful sta-
tistics or testimony on the value of early
childhood education. Explain why each
Web site is reputable and list one statis-
tic or expert quotation you obtain from
each source.
Using public speaking in your CAREER
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130 CHAPTER 7 Gathering Materials
When done well, interviewing (like many things) looks deceptively easy. In practice, it is a complex and demanding art. The principles of effective interviewing fall into three groups—what to do before the interview, what to do during the interview, and what to do after the interview. To illustrate, we’ll follow the entire interview process for a hypothetical speech about current issues in college athletics.
BEFORE THE INTERVIEW The outcome of most interviews is decided by how well the interviewer pre- pares. Here are five steps you should take ahead of time to ensure a success- ful outcome.
Define the Purpose of the Interview You have done Internet and library research about current issues in college athletics and have a good grasp of the major points of view. But you still have many questions about the situation at your school. You decide that the only way to get answers is to interview someone associated with the athletic program. In that decision you have begun to formulate a purpose for the interview.
Decide Whom to Interview There are several possibilities, but you elect to start at the top—with the ath- letic director. That may seem a bit presumptuous, but in dealing with admin- istrative organizations, it is usually best to go to the leaders first. They are likely to have a broad understanding of the issues. And if you need more specific information, they can get it for you or put you in touch with the right person.
Arrange the Interview Because the athletic director is a busy person, you work out a plan for setting up the interview. Knowing that it’s easier to brush off someone over e-mail or the telephone than in person, you go to the athletic office to request the interview. The athletic director agrees, and you set up the interview for three days later.
Decide Whether to Record the Interview The major advantage of recording an interview is that it gives you an exact record you can check later for direct quotes and important facts. Even if you record the interview, however, you should still take notes by hand in case of technical malfunctions. If the athletic director does not want the interview recorded, you will need to rely solely on your handwritten notes. Whatever you do, never record a conversation without the knowledge or consent of the person being inter- viewed. Not only is it unethical to do so, but the interviewee is bound to find out and you will only cause yourself trouble.
Prepare Your Questions You now face the most important of your preinterview tasks—working out the questions you will ask. You should devise questions that are sensible, intelligent, and meaningful. Here are some types of questions to avoid:
■ Questions you can answer without the interview. (How many sports does your school offer? What is the size of its athletic budget?) Queries like these
research interview
An interview conducted to gather
information for a speech.
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Interviewing 131
just waste the subject’s time and make you look foolish. Research this information before the interview.
■ Leading questions. (Opinion polls show that most Americans believe ath- letics today have little relation to the academic purposes of a college edu- cation. You do think it’s a problem, too, don’t you ?).
■ Hostile, loaded questions. (I think it’s disgraceful that many schools spend gobs of money on salaries for football and basketball coaches. Don’t you think good teachers for all students are more important than coaches for a few athletes? What do you say to that, hmmm?)
You need not shy away from tough questions; just phrase them as neu- trally as possible and save them until near the end of the interview. That way, if your interviewee becomes irritated or uncooperative, you’ll still get most of the information you want. Although some experienced journalists conduct interviews with only a few key-word notes on the areas to be covered, you want to be sure not to forget anything during the interview. So you arrange your questions in the order you want to ask them and take the list with you to the interview.
DURING THE INTERVIEW Every interview is unique. Because the session will seldom go exactly as you plan, you need to be alert and flexible. Here are several steps you can take to make things proceed smoothly.
Dress Appropriately and Be on Time The athletic director has a busy schedule and is doing you a favor by agreeing to an interview, so you show up on time. Since the interview is a special occasion, you dress appropriately. This is one way of confirming that you regard the interview as serious business.
Interviewing people with expertise
on your speech topic can provide
valuable information. When
conducting an interview, be sure
to listen attentively and to take
accurate notes.
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132 CHAPTER 7 Gathering Materials
Repeat the Purpose of the Interview The athletic director invites you into the office; you exchange a few introduc- tory remarks. Now, before you plunge into your questions, you take a moment to restate the purpose of the interview. You are more likely to get clear, help- ful answers if your subject knows why you are following a certain line of questioning.
Set Up the Recorder, if You Are Using One If your subject has agreed to being recorded, keep one principle in mind: The recorder should be as casual and inconspicuous as possible. Most cell phones now offer applications for audio recording, giving you an easy way to capture the interview.
Keep the Interview on Track Your goal in the interview is to get answers to the questions you have pre- pared. Suppose, however, that in answering one of your questions, the athletic director brings up an important point that is not covered on your list of questions. Rather than ignoring the point, you decide to pursue the new issue. You pose a couple questions about it, get helpful answers, then return to your prepared questions. Throughout the interview, you pursue new leads when they appear, improvise follow-up questions when called for, then move on again in an orderly fashion. When the interview is over, you have answers to all your prepared questions—and a lot more.
Listen Carefully During the interview, you listen attentively to the athletic director’s answers. When you don’t understand something, you ask for clarification. Chances are the athletic director will have been misquoted more than once in the press, so he or she will be happy to oblige.
Don’t Overstay Your Welcome Keep within the stipulated time period for the interview, unless your subject clearly wants to prolong the session. When the interview is over, you thank the athletic director for taking the time to talk with you.
AFTER THE INTERVIEW Although the interview is over, the interviewing process is not. You must now review and transcribe your notes.
Review Your Notes as Soon as Possible When you leave the athletic director’s office, the interview is fresh in your mind. You know what the cryptic comments and scrawls in your notes mean. But as time passes, the details will become hazy. Don’t let something like this true story happen to you:
Years ago, a prominent woman—writer and diplomat—was being interviewed
by a young reporter. Among other things, the reporter asked about hobbies and
leisure activities. The woman replied that she enjoyed skeet shooting and raised
Siamese cats. The reporter scribbled in her notes “shoots” and “cats”—but didn’t
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Tips for Doing Research 133
bother to put a comma or a dash between the words. The interview was published.
And ever since, that prominent woman has been trying to live down the reputation
that she “shoots cats.”
In reviewing your notes, try to concentrate on two things—discovering the main points that emerged during the interview and pulling out specific information that might be useful in your speech.
Transcribe Your Notes Once you settle on the most important ideas and information from the inter- view, you should transcribe that material so it is in the same format as the rest of your research notes (see pages 134–136). By putting all your research notes in a consistent format, you can arrange and rearrange them easily when you start to organize your speech. 4
Tips for Doing Research
Few people regard doing research as one of life’s great joys. But there are ways to make it less tedious and more productive. Here are four ways that are guaranteed to help.
START EARLY The biggest mistake students make when faced with a research project is wait- ing too long to begin. The longer you wait, the more problems you will encounter. You may find that a vital book has been checked out of the library or that you no longer have time to arrange a crucial interview. No matter what kind of research you do, you can be sure of one thing: It will always take longer than you expect. Starting early also gives you plenty of time to think about what you find. In researching, you will collect much more material than you will actually use. Preparing a speech is a little like constructing a jigsaw puzzle. Once you gather the pieces, you have to decide how they fit together. The more time you give yourself, the more likely you are to get the pieces to fit just right.
MAKE A PRELIMINARY BIBLIOGRAPHY In your research, you will run across the titles of books, magazine articles, Internet documents, and so on that look as if they might contain helpful information about your speech topic. Enter each item you find in your pre- liminary bibliography, even though you don’t know whether you will use it in your speech. As a result, you may have 15 or 20 works in your preliminary bibliography. But remember that you have not yet examined all those works. Of the 15 or 20 preliminary sources, only 7 or 8 are likely to be of much use. Those final sources will be listed on the bibliography you turn in with your speech outline (see Chapter 11, page 208). There are two major formats for citing documents in a bibliography. One comes from the Modern Language Association (MLA), the other from the
preliminary bibliography
A list compiled early in the research
process of works that look as if they
might contain helpful information
about a speech topic.
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134 CHAPTER 7 Gathering Materials
American Psychological Association (APA). Both are widely used by commu- nication scholars; ask your instructor which he or she prefers. Whichever format you adopt, make sure your bibliography is clear, accu- rate, and consistent. Figure 7.4 (page 135) lists sample MLA and APA citations for 10 kinds of sources that are cited most frequently in student speeches.
TAKE NOTES EFFICIENTLY Asia Marshall started her speech preparation with the best of intentions. She was
excited about her topic, “Great Women of Jazz,” and she started research on the
Internet the same day the assignment was announced. She found several interest-
ing sources and took some notes about them. That evening, she checked out a
fascinating book about Billie Holiday and read it straight through. She didn’t
bother taking notes because she was sure she’d remember it all. The next day,
she looked through the Encyclopedia of Jazz and jotted a few notes on the back
of her syllabus.
Then Asia remembered that she had a test in another class. Somewhat pan-
icked, she put aside her speech research to study. When she got back to the
speech, the deadline was only four days away. She dug out her notes, but what
did they mean? One said, “Medford— important!!! ” But who or what was Medford?
Asia had thought she’d remember all about the Billie Holiday book, but without
notes, it was mostly a blur by now. With a sense of doom, she faced up to the
fact that she would have to start over—and finish in four days.
Sound familiar? This has happened to almost everyone at least once. But once is enough. There’s a better way to take research notes. Here is a method that has worked well for many students:
Take Plenty of Notes Few things are more aggravating than trying to recall some bit of information you ran across in your research but neglected to record. The moral of Asia Marshall’s story is clear: If there is even an outside chance that you may need a piece of information, make a note of it. This will take a little extra time in the short run, but in the long run it can save you much grief.
Record Notes in a Consistent Format You should use the same format for all your research notes, whether they come from Internet sources, library documents, or personal interviews. In each case, record the note, the source of the note, and a heading indicating the subject of the note (see Figure 7.5 on page 136). The importance of the subject heading cannot be overemphasized. It is the first step to more efficient note taking. By telling you at a glance what each note is about, it will simplify the task of organizing your notes when you start to compose the speech. Once you start using subject headings, you’ll see how helpful they can be.
Make a Separate Entry for Each Note Many students try to record all the information from one source on a single note. This is not an effective procedure because it makes your notes almost
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Tips for Doing Research 135
FIGURE 7.4 Sample Bibliography Formats
Book: Single author.
APA:
MLA: Chua, Amy. Battle Hymn of the Tiger Mother. New York: Penguin, 2011. Print.
Chua, A. (2011). Battle hymn of the tiger mother. New York, NY: Penguin.
Signed magazine article.
APA:
MLA: Adler, Jerry. “The Growing Menace from Superweeds.” Scientific American May 2011: 74–79. Print.
Adler, J. (2011, May). The growing menace from superweeds. Scientific American, 304(5), 74–79.
Signed newspaper article.
APA:
MLA: Tucker, Neely. “Your Novel Got Rejected? Join the E-Book Gold Rush!” Washington Post 8 May 2011: E1+. Print.
Tucker, N. (2011, May 8). Your novel got rejected? Join the e-book gold rush! The Washington Post, pp. E1, E4.
Signed article in reference work.
APA:
MLA: Emanuel, Kerry A. “Hurricanes.” Encyclopedia of Climate and Weather. Ed. Stephen H. Schneider, Michael Mastrandrea, and Terry L. Root. 2nd ed. New York: Oxford University Press, 2011. Print.
Emanuel, K. (2011). Hurricanes. In S. H. Schneider, M. Mastrandrea, & T. L. Root (Eds.), Encyclopedia of climate and weather 2nd ed., (pp. 138–141). New York, NY: Oxford University Press.
Personal interview.
APA:
MLA: Hernandez, Claudia. Personal interview. 5 Oct. 2011.
C. Hernandez (personal communication, October 5, 2011).
Speech or lecture.
APA:
MLA: Chung, Cindy. “The Asian Diaspora.” Asian American Studies 160: Asian American History. University of Wisconsin. 16 Sept. 2011. Lecture.
Chung, C. (2011, September). The Asian diaspora. Lecture presented in Asian American Studies 160: Asian American History. University of Wisconsin.
Television program.
APA:
MLA: “Lady Gaga and the Art of Fame.” Narr. Anderson Cooper. Sixty Minutes. CBS. WUSA, Washington, 13 Feb. 2011. Television.
Cooper, A. (Narrator). (2011). Lady Gaga and the art of fame [Television newsmagazine episode segment]. In J. Hamlin (Producer), Sixty Minutes. New York, NY: CBS News.
Online government publication.
APA:
MLA: United States. Dept. of Labor. Bureau of Labor Statistics. “Women at Work.” Mar. 2011. BLS Spotlight on Statistics. Web. 9 May 2011.
U.S. Department of Labor, Bureau of Labor Statistics. (2011). Women at work. In BLS spotlight on statistics. Retrieved from http://www.bls.gov/spotlight/ 2011/women
Online newspaper article.
APA:
MLA: Bowles, Scott. “Can 3-D Technology Save the Moviemaking Business?” USA Today. USA Today, 28 Mar. 2011. Web. 3 Apr. 2011.
Bowles, S. (2011, March 28). Can 3-D technology save the moviemaking business? USA Today. Retrieved from http://www.usatoday.com
Online magazine article.
APA:
MLA: Conley, Dalton. “Wired for Distraction: Kids and Social Media.” Time. Time and Cable News Network, 19 Mar. 2011. Web. 3 May 2011.
Conley, D. (2011, March 19). Wired for distraction: Kids and social media. Time, 177(7). Retrieved from http://www.time.com
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136 CHAPTER 7 Gathering Materials
impossible to review and organize. A better approach is to make a separate note for each quotation or piece of information you record. Although you may end up with several notes from the same document, you will find that this approach allows you to keep better track of your research.
Distinguish Among Direct Quotations, Paraphrases, and Your Own Ideas As we saw in Chapter 2, it’s easy to plagiarize accidentally by not taking care- ful research notes. As you do research for your speeches, be sure to use quo- tation marks whenever you copy the exact words of a source. If you paraphrase, rather than quote verbatim, don’t forget to include the source when you record the note. By keeping track of quotations and paraphrases, you will be able to sep- arate your own words and ideas from those of other people. This will help you avoid the trap of inadvertent plagiarism when you put your speech together.
THINK ABOUT YOUR MATERIALS AS YOU RESEARCH Students often approach research as a mechanical routine that simply involves gathering the materials to be used in a speech or paper. But when done prop- erly, research can be extremely creative. If you think about what you are finding in your research, you will see your topic just a little bit differently with each note you take. You will find new relationships, develop new questions, explore new angles. You will, in short, begin to write the speech in your head even as you do the research. As you learn more about the topic, you will formulate a central idea, begin to sketch out main points and supporting points, experiment with ways of
Subject heading.
Abbreviated author and title reference. Full citation is on the preliminary bibliography.
This note is taken as a direct quotation.
“Some believe that organized crime is a thing of the past. Unfortunately, this is not the case. Traditional criminal syndicates still con, extort, and intimidate American citizens.”
Robert Mueller, “The Evolving Organized Crime Threat.’’
ORGANIZED CRIME IN THE DIGITAL AGE
FIGURE 7.5 Sample Research Note
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Tips for Doing Research 137
organizing your thoughts. You may even change your point of view, as did this student:
Francesca Lopez began her speech preparation with this central idea in mind:
“Wild animals make more interesting pets than dogs and cats.” She went about
her research conscientiously, spending many hours online and in the library. In the
process, she came upon some disturbing information about the capture of wild
animals. She read that young chimpanzees and other apes were literally snatched
out of their mothers’ arms, and that the mothers were afterward heard to cry
almost like humans. Back in her room that night, Francesca couldn’t get her mind
off the baby chimpanzees.
The next day, Francesca found some more disturbing material. One source
told about the extraordinarily high death rate of wild animals during shipment to
the United States. Again, that night Francesca brooded about the young animals
dying of fear and cold in the cargo holds of airplanes.
By the time she finished her research, Francesca’s central idea was completely
different. When she spoke, her central idea was “The importation of wild animals
for use as pets is inhumane.”
This is an example of creative research—and of critical thinking. Francesca kept her mind open, read everything she could find about her topic, and thought seriously about what she found. Because of this thoughtful approach, she changed her mind. 5 Your own speech preparation may not cause you to reverse your position, but it should give you new insights into your topic. If you approach research in this way, you may find that the time you spend researching is the most productive of all the time you devote to preparing your speech.
To take research notes efficiently,
record them in a consistent format;
make a separate entry for each note;
and distinguish among direct
quotations, paraphrases, and your
own ideas.
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138 CHAPTER 7 Gathering Materials
There are many resources you can use when gathering information for a speech. If you have personal experience or above-average knowledge about a topic, you can use yourself as a resource. Most of the time, however, you will need outside infor- mation, which you can get in the library, on the Internet, or by interviewing people with specialized information. Finding what you need in the library is largely a matter of knowing how to search for information. The catalogue lists all the books, periodicals, and other
resources owned by the library. Databases help you find articles in magazines, newspapers, and journals. The reference section includes encyclopedias,
yearbooks, biographical aids, and books of quotations. If you have trouble finding something, don’t hesitate to ask a librarian. When looking for information online, you need a search strategy that will help you find exactly what you need. Given the lack of edi- torial review for most documents on the Web, it is especially impor- tant to evaluate the authorship, sponsoring organization, and recency of the research materials you find there. You can also get information by conducting a personal interview.
Before the interview, you should define its purpose, decide whom you are going to interview, and prepare the interview questions. Once the
interview begins, be sure to listen attentively and to take accurate notes. Afterward, review and transcribe your notes as soon as possible.
No matter what sources you draw upon in gathering information, your research will be more effective if you start early and make a preliminary bibliography to keep track of all the books, articles, and Internet documents that look as if they might be helpful. By learning to take research notes effectively, you will save yourself time and energy every step of the way. And if you think about your materials as you research, you may find that gathering materials is the most creative part of your speech preparation.
Summary
catalogue (121)
call number (121)
reference work (121)
newspaper and periodical database (122)
abstract (123)
academic database (123)
virtual library (126)
sponsoring organization (128)
research interview (130)
preliminary bibliography (133)
Key Terms
After reading this chapter, you should be able to answer the following questions:
1. Why is it important to draw on your own knowledge and experience in gather- ing materials for your speeches?
2. What are five resources for finding what you need in the library?
Review Questions
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Exercises for Critical Thinking 139
3. What are three criteria for evaluating the soundness of research materials that you find on the Internet?
4. What are the three stages of a research interview? What should you do in each stage to help ensure a successful interview?
5. Why is it important to start your speech research early?
6. What is a preliminary bibliography? Why is it helpful to you in researching a speech?
7. What four things should you do to take research notes efficiently?
For further review, go to the LearnSmart study module for this chapter.
1. Using one of the periodical and newspaper databases discussed on pages 122–123, find three magazine or newspaper articles on the topic of your next speech. Prepare a preliminary bibliography entry for each article. Read the full text of the articles and assess their value for your speech.
2. Using Google or another search engine, find three high-quality documents on the topic of your next speech. Prepare a preliminary bibliography entry for each document. Read the full text of the documents and assess them in light of the criteria for evaluating Internet documents discussed on pages 127–129.
3. Plan to conduct an interview for one of your classroom speeches. Be sure to follow the guidelines presented in this chapter for effective interviewing. After- ward, evaluate the interview. Did you prepare for it adequately? Did you get the information you needed? What would you do differently if you could conduct the interview again?
Exercises for Critical Thinking
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141
A n avid tea drinker, Laura Kramer decided
to give her first classroom speech on the
health benefits of tea. Part of her speech ran
like this:
“If your family medical history shows that you
are likely to develop heart disease, high cholesterol,
circulatory problems, or Parkinson’s disease, you
need to be drinking more tea. Black tea and green
tea have been proven to reduce the risk of many
serious health problems. I’ve been drinking tea for
years, and I am extremely healthy. If you start drinking tea, you can
be healthy too.”
After the speech, Laura’s classmates were polite but skeptical. As
one remarked, “Laura made some interesting points, but she’s no doctor.
I’d be more convinced if she had provided medical evidence to back up
her opinion.”
Good speeches are not composed of hot air and generalizations. They need strong supporting materials to bolster the speaker’s point of view. In Laura’s case, there is evidence that tea is helpful in treating some ailments, but most of the claims about its health benefits have yet to be verified by research. So Laura’s listeners were right to be skeptical about her vague, unsupported generalizations.
Examples
Statistics
Testimony
Citing Sources Orally
8
Supporting Your Ideas
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142 CHAPTER 8 Supporting Your Ideas
The problem with generalizations is that they don’t answer the three questions listeners always ask of a speaker: “What do you mean?” “Why should I believe you?” “So what?” Consider the following statements:
General Less General Specific
There are lots of Community colleges According to the Department community colleges enroll a large number of Education, there are more in the United States. of students and play than 1,100 community col- a vital role in leges in the United States. American higher They enroll some 12 million education. students each year, which is 44 percent of all U.S. undergraduates.
Which statement do you find most interesting? Most convincing? Chances are you prefer that in the right-hand column. It is sharp and specific, clear and credible—just what a speech needs to come alive. The skillful use of supporting materials often makes the difference between a poor speech and a good one. In Chapters 15 and 17, we will look at special uses of supporting materials in informative and persuasive speeches. In this chapter, we focus on the basic kinds of supporting materials—examples, sta- tistics, and testimony—and on general principles for using them effectively and responsibly.
Examples
The attack came after daybreak. The Delta Ranger , a cargo ship carrying bauxite,
was steaming through the ink-blue Indian Ocean about 200 miles off Somalia’s
coast. A crewman on the bridge spied two speedboats zooming straight at the
port side of his vessel. Moments later, bullets tore into the bridge, and vapor trails
from rocket-propelled grenades streaked across the bow—pirates.
These lines are from the opening of an article in Smithsonian magazine about modern-day pirates that prey on international shipping. It illustrates a device well known to magazine writers—and public speakers: Get the audi- ence involved. See how skillfully this example accomplishes the goal. It gives us a spe- cific incident to focus on (the attack on the Delta Ranger ). It sets the stage with details of time, place, color, and action. We can almost see ourselves on the bridge of the Delta Ranger, watching the pirates’ speedboats and hear- ing their bullets tear into the ship. We would not be nearly as involved if the article had merely said, “Pirates are a serious menace to international shipping.” Research has shown that vivid, concrete examples have a strong impact on listeners’ beliefs and actions. 1 Without examples, ideas often seem vague, impersonal, and lifeless. With examples, ideas become specific, personal, and lively. This is nowhere better illustrated than in the Bible and the Koran, both of which use all manner of stories, parables, and anecdotes to make abstract principles clear and compelling. There are several kinds of examples you may want to try in your speeches.
supporting materials
The materials used to support a
speaker’s ideas. The three major
kinds of supporting materials are
examples, statistics, and testimony.
example
A specific case used to illustrate or
represent a group of people, ideas,
conditions, experiences, or the like.
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Examples 143
BRIEF EXAMPLES Brief examples—also called specific instances—may be referred to in passing to illustrate a point. The following excerpt uses a brief example to illustrate the miraculous nature of recent advances in creating artificial limbs for acci- dent victims:
Changes in technology have made it possible for doctors to work wonders
that once seemed impossible. Roger Charter, for example, lost both his feet when
they were crushed in a truck accident. Now he has new feet—made of a springy
plastic alloy that duplicates a normal arch. Not only can Roger walk normally, but
he can run and play sports again!
Another way to use brief examples is to pile them one upon the other until you create the desired impression. Here is how one speaker used this technique to reinforce the point that Mexican Americans have made many valuable contributions to U.S. life:
Many of us are familiar with prominent Chicanos and Chicanas such as actress
Jessica Alba, boxer Oscar De La Hoya, and guitarist Carlos Santana. But you may
be less familiar with other Americans of Mexican origin who have made important
contributions to U.S. society. Nancy Lopez played a crucial role in popularizing
women’s professional golf and won 48 tour championships. Dr. Ellen Ochoa is a
former astronaut who logged more than 480 hours in space and invented several
optical methods that greatly aid space exploration. Dr. Mario Molina won the 1995
Nobel Prize in Chemistry for his research on the formation and decomposition of
the ozone layer.
EXTENDED EXAMPLES Extended examples are often called narratives, illustrations, or anecdotes. By telling a story vividly and dramatically, they pull listeners into the speech. Here is such an example, from a speech by Sun Yan, a student at Fudan Uni- versity in Shanghai, China. Participating in China’s national English-language speech competition, Sun Yan used an extended example to illustrate the spirit of the Olympic Games:
In the history of the Olympic Games, there have been many shining stars.
Among them was a European girl. With the lapse of time, her name has faded
from memory, yet her unbending spirit shall never perish. It was she who high-
lighted the Olympic Creed.
In the lead though she had been, she stumbled near the terminus and her
leg was injured. Competitors passed her from behind in succession until finally
only her weak and lonely figure remained on the track. Doctors came and offered
to take her away. Yet she refused. With the only strength left in her, she managed
to get up and shuffled feebly to the endpoint with drops of blood along her trail.
But cheers broke out. Though she failed in the race, the girl won applause
from people all over the world. It was she who elucidated the Olympic creed of
participation. It was she who instilled perseverance in our minds. 2
This long example captures vividly the courage of the Olympic runner and her personification of the Olympic spirit. The speaker could merely have said,
brief example
A specific case referred to in passing
to illustrate a point.
View this excerpt from “Living in America” in the online Media Library for this chapter (Video 8.1).
extended example
A story, narrative, or anecdote
developed at some length to
illustrate a point.
View this excerpt from “The Olympic Spirit” in the online Media Library for this chapter (Video 8.2).
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144 CHAPTER 8 Supporting Your Ideas
“Olympic athletes often display great fortitude,” but the story makes the point far more poignantly.
HYPOTHETICAL EXAMPLES All the examples presented up to now have been factual; the incidents they refer to really happened. Sometimes, however, speakers will use a hypotheti- cal example—one that describes an imaginary situation. Usually such exam- ples are brief stories that relate a general principle. Here is how one student used a hypothetical example to illustrate the use of honor codes to reduce cheating:
Imagine this: You’re taking your psychology exam when you notice the stu-
dent sitting next to you is staring at your answers. You also see his open notebook
under his desk. You feel your cheeks redden as you become angry that he may
get a high score by cheating while you’ve worked hard to earn your grade. And
you feel helpless because you think telling the professor will do nothing.
But now imagine that you attend a school with an honors system. At the
beginning of each exam, you sign a statement that says you will not cheat and
that you accept the responsibility to report cheating. After the professor hands
out the exam, she leaves the room. In this case, you have the power and the duty
to report cheaters rather than feel robbed by them.
Such a system has worked elsewhere and it can work at our school. Professor
Donald McCabe, president of the Center for Academic Integrity, has surveyed
more than 20,000 students at 70 colleges throughout the country, and his
research shows that the level of cheating is significantly lower at schools with
honor codes than at schools without them.
This hypothetical example is especially effective. The speaker creates a realistic scenario, relates it directly to her listeners, and gets them involved in the speech. In addition, she uses figures from the president of the Center for Academic Integrity to show that honor codes help reduce the incidence of cheating on college campuses. Whenever you use a hypothetical example, it is a good idea to follow it with statistics or testimony to show that the example is not far-fetched.
TIPS FOR USING EXAMPLES Use Examples to Clarify Your Ideas You probably use clarifying examples all the time in everyday conversation. If you were explaining to a friend about different body types, you might say, “Look at Professor Shankar. He’s a typical ectomorph—tall, thin, and bony.” Examples are an excellent way to clarify unfamiliar or complex ideas. They put abstract ideas into concrete terms that listeners can easily understand. This principle works exceptionally well in speeches. Suppose you are talk- ing about suspension bridges. You could give a technical description:
The suspension bridge has a roadway suspended by vertical cables attached
to two or more main cables. The main cables are hung on two towers and have
their ends anchored in concrete or bedrock.
If your audience were made up of people familiar with structural systems, they might be able to visualize what a suspension bridge looks like. But
hypothetical example
An example that describes an
imaginary or fictitious situation.
View this excerpt from “College Cheating: A National Epidemic” in the online Media Library for this chapter (Video 8.3).
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Examples 145
for listeners lacking this background, you might want to add a simple example:
Two well-known suspension bridges are the Golden Gate Bridge in San Francisco
and the Brooklyn Bridge in New York.
Because almost everyone has at least seen a picture of the Golden Gate Bridge or the Brooklyn Bridge, using them as examples clarifies your meaning quickly and effectively.
Use Examples to Reinforce Your Ideas In a speech titled “The Dangers of Cell Phones,” one student dealt with the long-term health risks of cell phone use. She cited figures from the World Health Organization noting that people who use a cell phone for more than 10 years double their risk of developing brain tumors. She also discussed other problems associated with long-term exposure to cell phone radiation, includ- ing headaches, dizziness, circulatory problems, nausea, and cancer. To reinforce her ideas, the speaker cited the example of Alan Marks, a father of three who developed a golf-ball-sized tumor in his brain from talk- ing on his cell phone an hour a day for 23 years. She talked of Marks’s health problems and of how he would have used his speakerphone or headset if he had known the perils of holding his phone next to his ear day after day, year after year. This example was very effective. It put the medical facts about the dan- gers of cell phones in vivid, human terms that everyone could understand. When you use such an example, make sure it is representative—that it does not deal with rare or exceptional cases. Your listeners are likely to feel betrayed if they suspect you have chosen an atypical example to prove a general point.
View this portion of “The Dangers of Cell Phones” in the online Media Library for this chapter (Video 8.4).
No matter what the occasion,
personal examples are an excellent
way to clarify ideas and to build
audience interest. To be most
effective, they should be delivered
sincerely and with strong eye contact.
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146 CHAPTER 8 Supporting Your Ideas
Use Examples to Personalize Your Ideas People are interested in people. As social psychologist Elliot Aronson explains, “Most people are more deeply influenced by one clear, vivid, personal exam- ple than by an abundance of statistical data.” 3 Whenever you talk to a general audience (such as your speech class), you can include examples that will add human interest to your speech. So far in this section, we have seen a number of such examples—the heroic Olympic runner, accident victim Roger Charter, and so on. The abstract becomes more meaningful when applied to a person. Which of the following would you be more likely to respond to?
There are many hungry families in our community who could benefit from
food donations.
Or:
Let me tell you about Arturo. Arturo is four years old. He has big brown eyes
and a mop of black hair and an empty belly. In all his four years on this earth,
Arturo has never once enjoyed three square meals in a single day.
Try using examples with human interest in your speeches. You will soon discover why accomplished speakers consider them “the very life of the speech.” 4
Make Your Examples Vivid and Richly Textured The richly textured example supplies everyday details that bring the example to life. Recall the example on page 143 of the Olympic runner. The speaker provided us with many details about the runner’s bravery in the face of adverse conditions. The runner stumbles and injures her leg near the end of the race. She is passed by other competitors until she alone is left on the track. Doctors offer to help, but she refuses their assistance and shuffles to the finish line with drops of blood along her trail. How much less compelling the example would have been if the speaker had merely said:
One Olympic runner courageously completed her race despite being injured
and exhausted.
Instead, the details let us see the runner as she battles through her pain and misfortune. She is much more likely to stay in our minds than a “brave run- ner who completed her race.” The more vivid your examples, the more impact they are likely to have on your audience.
Practice Delivery to Enhance Your Extended Examples An extended example is just like a story or narrative. Its impact depends as much on delivery as on content. Many students have discovered this the hard way. After spending much time and energy developing a splendid example, they have seen it fall flat because they did not make it vivid and gripping for listeners. Look again at the speaker in Video 8.2. Notice how she uses her voice to increase the impact of her story about the Olympic runner. Like that speaker, you should think of yourself as a storyteller. Don’t rush through your exam- ples as though you were reading the newspaper. Use your voice to get listen- ers involved. Speak faster here to create a sense of action, slower there to
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Statistics 147
build suspense. Raise your voice in some places; lower it in others. Pause occasionally for dramatic effect. Most important, maintain eye contact with your audience. The easiest way to ruin a fine example is to read it from your notes. As you practice the speech, “talk through” your extended examples without relying on your notes. By the day of your speech, you should be able to deliver your extended examples as naturally as if you were telling a story to a group of friends.
Statistics
We live in an age of statistics. Day in and day out we are bombarded with a staggering array of numbers: Keith Urban has sold more than 13 million albums. Drowsiness is a factor in 17 percent of U.S. traffic fatalities. Americans spend $60 billion a year on lottery tickets. The BP oil spill released more than 200 million gallons of oil into the Gulf of Mexico. What do all these numbers mean? Most of us would be hard-pressed to say. Yet we feel more secure in our knowledge when we can express it numer- ically. According to Lord Kelvin, the 19th-century physicist, “When you can measure what you are speaking about, and express it in numbers, you know something about it. But when you cannot measure it, when you cannot express it in numbers, your knowledge is . . . meager and unsatisfactory.” It is this widely shared belief that makes statistics, when used properly, such an effective way to clarify and support ideas. 5 Like brief examples, statistics are often cited in passing to clarify or strengthen a speaker’s points. The following examples show how two students used statistics in their speeches:
To document the number of Chinese students in U.S. colleges and universities:
“According to the Institute of International Education, nearly 130,000 Chinese
statistics
Numerical data.
checklist Using Examples
YES NO
1. Do I use examples to clarify my ideas?
2. Do I use examples to reinforce my ideas?
3. Do I use examples to personalize my ideas?
4. Are my examples representative of what they are supposed to illustrate or prove?
5. Do I reinforce my examples with statistics or testimony?
6. Are my extended examples vivid and richly textured?
7. Have I practiced the delivery of my extended examples to give them dramatic effect?
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148 CHAPTER 8 Supporting Your Ideas
students attended school in the United States last year—a 30 percent increase
from the previous year.”
To illustrate the dramatic increase in pay for professional athletes: “ESPN
reports that just 20 years ago, the highest paid baseball player made $5 million.
Today, the highest paid player makes more than $30 million a year.”
Statistics can also be used in combination to show the magnitude or seriousness of an issue. We find a good instance of this technique in a student presentation about America’s crowded roadways. To demonstrate his point that traffic congestion wastes massive amounts of time and money, the speaker cited the following figures:
According to the Urban Mobility Report from Texas A&M University, Ameri-
cans collectively spend 4.2 billion hours stuck in traffic each year. All told, traffic
congestion results in more than $87 billion in wasted fuel and lost productivity.
That number breaks down to about $750 per traveler each year. Clearly, we are
wasting far too much time and money on traffic gridlock.
This is a well-supported argument. But what if the speaker had merely said:
Traffic jams are very costly for the United States.
This statement is neither as clear nor as convincing as the one containing statistics. Of course, the audience didn’t remember all the numbers, but the purpose of presenting a series of figures is to create an overall impact on lis- teners. What the audience did recall is that an impressive array of statistics supported the speaker’s position.
UNDERSTANDING STATISTICS In his classic book How to Lie with Statistics, Darrell Huff exploded the notion that numbers don’t lie. Strictly speaking, they don’t. But they can be easily manipulated and distorted. For example, which of the following statements is true?
a. Enriched white bread is more nutritious than whole-wheat bread because it
contains as much or more protein, calcium, niacin, thiamine, and riboflavin.
b. Whole-wheat bread is more nutritious than white bread because it
contains seven times the amount of fiber, plus more iron, phosphorus,
and potassium.
As you might expect, both statements are true. And you might hear either one of them, depending on who is trying to sell you the bread. One can play with statistics in all kinds of areas. Which of these state- ments is true?
a. The cheetah, clocked at 70 miles per hour, is the fastest animal in the world.
b. The pronghorn antelope, clocked at 61 miles per hour, is the fastest animal in
the world.
The cheetah, right? Not necessarily. The cheetah can go faster, but only for short sprints. The antelope can maintain its high speed over a much greater distance. So which is faster? It depends on what you’re measuring. Put in
View this excerpt from “Stuck in Traffic” in the online Media Library for this chapter (Video 8.5).
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Statistics 149
terms of human races, the cheetah would win the hundred-yard dash, but the antelope would win the marathon. When you are dealing with money, statistics become even trickier. Consider the following facts:
a. In 1940, President Franklin D. Roosevelt earned a salary of $75,000.
b. In 1972, President Richard Nixon earned a salary of $200, 000.
c. In 2010, President Barack Obama earned a salary of $400,000.
Which president was paid the most money? In purely mathematical terms, Obama is the highest earner. But a dollar today does not buy as much as it did in 1940, when Franklin Roosevelt was president. One measure of the inflation rate is the Consumer Price Index, which lets us gauge the value of the dollar in any given year against its purchasing power in 1972. If we apply the Consumer Price Index to the three presidents’ salaries, we can see how much each earned in 1972 dollars:
a. In 1940, President Franklin D. Roosevelt earned a salary of $192,000.
b. In 1972, President Richard Nixon earned a salary of $200,000.
c. In 2010, President Barack Obama earned a salary of $78,000.
In other words, although Obama has the highest salary, the value of his $400,000 is less than half the value of Roosevelt’s $75,000. The point is that there is usually more to statistics than meets the eye. 6
When you track down statistics for your speeches, be sure to evaluate them in light of the following questions.
Are the Statistics Representative? Say that on your way to class you choose ten students at random and ask them whether they favor or oppose banning recreational vehicles on public lands. Say also that six approve of such a ban and four do not. Would you then be accurate in claiming that 60 percent of the students on your campus favor banning recreational vehicles from public lands? Of course not. Ten students is not a big enough sample. But even if it were, other problems would arise. Do the ten students interviewed accurately reflect your school’s proportion of freshmen, sophomores, juniors, and
A speech that is supported by
statistics is usually more persuasive
than an undocumented presentation.
Here California governor Jerry Brown
uses economic data when discussing
plans to reduce the state’s budget
deficit.
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150 CHAPTER 8 Supporting Your Ideas
seniors? Do they mirror the proportion of male and female students? Are the various majors accurately represented? What about part-time and full-time students? Students of different cultural and religious backgrounds? In short, make sure your statistics are representative of what they claim to measure.
Are Statistical Measures Used Correctly? Here are two groups of numbers:
Group A Group B
7,500 5,400
6,300 5,400
5,000 5,000
4,400 2,300
4,400 1,700
Let us apply to each group three basic statistical measures—the mean, the median, and the mode. The mean —popularly called the average—is determined by summing all the items in a group and dividing by the number of items. The mean for group A is 5,520. For group B it is 3,960. The median is the middle figure in a group once the figures are put in order from highest to lowest. The median for both group A and group B is exactly the same—5,000. The mode is the number that occurs most frequently in a group of num- bers. The mode for group A is 4,400. For group B it is 5,400. Notice the results:
Group A Group B
Mean 5,520 3,960
Median 5,000 5,000
Mode 4,400 5,400
All these measures have the same goal—to indicate what is typical or charac- teristic of a certain group of numbers. Yet see how different the results are, depending on which measure you use. The differences among the various measures can be striking. For instance, the mean salary of local TV news anchorpersons is $75,100 a year. But the mean is inflated by the huge salaries (up to $1 million a year) paid to a few star anchors in media centers such as New York, Los Angeles, and Chicago. In contrast, the median salary of local news anchors is $59,000—not a sum to scoff at, but still $16,100 less than the mean. 7 How might a speaker use these different measures? The owner of a televi- sion station would probably cite the mean ($75,100) to show that local news anchors are handsomely compensated for their work. An organization of news anchors might emphasize the median ($59,000) to demonstrate that salaries are not nearly as high as the station owner makes them out to be. Both speak- ers would be telling the truth, but neither would be completely honest unless she or he made clear the meaning of the statistics.
mean
The average value of a group of
numbers.
median
The middle number in a group of
numbers arranged from highest to
lowest.
mode
The number that occurs most
frequently in a group of numbers.
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Statistics 151
Are the Statistics from a Reliable Source? Which is the more reliable estimate of the environmental dangers of toxic waste in a landfill—one from the U.S. Environmental Protection Agency or one compiled by the company that owns the landfill? Easy—the estimate by the EPA, which does not have a vested interest in what the figures look like. What about nutritional ratings for fast foods offered by Consumers Union (a highly respected nonprofit organization) or by Burger King? That’s easy too— Consumers Union. But now things get tougher. What about the competing statistics offered by groups for and against Medicare reform? Or the conflicting numbers tossed out by a governor and the public employee unions protesting against him? In these cases, the answer is not so clear, since both sides would present the facts according to their own partisan motives. As a speaker, you must be aware of possible bias in the use of numbers. Since statistics can be interpreted so many ways and put to so many uses, you should seek figures gathered by objective, nonpartisan sources.
TIPS FOR USING STATISTICS Use Statistics to Quantify Your Ideas The main value of statistics is to give your ideas numerical precision. This can be especially important when you are trying to document the existence of a problem. Examples can bring the problem alive and dramatize it in per- sonal terms, but your listeners may still wonder how many people the prob- lem actually affects. In such a situation, you should turn to statistics. Research has shown that the impact of examples is enhanced when they are combined with statistics that show the examples to be typical. 8 Suppose you are talking about the need for college students to avoid credit-card debt. Part of your speech deals with the large amount of debt the typical college student faces by the time he or she graduates. You give an example, you personalize the subject, you provide many details, as follows:
Travis Blake left college a changed person. Not only had he earned his degree,
but he had racked up almost $4,000 in credit-card debt. Travis was sure he would
be able to pay off his debt once he got a full-time job. But when he received his
first paycheck, he found that after paying his taxes and living expenses, he could
make only the minimum monthly payment on his credit cards. Rather than getting
rid of his debt, he would be paying it off for years.
Confronted with this example, a listener might think, “Poor Travis. But I’m not going to end up in his spot because I don’t plan to leave college with a lot of credit-card debt.” Anticipating just such a response, a sharp speaker would include figures to quantify the extent of credit-card debt among college students in general:
According to an article last month in USA Today , the average credit-card
debt of a graduating college student is $3,100, and new graduates spend almost
25 percent of their income on debt payments. If someone makes only the min-
imum monthly payment on his or her credit cards—which is what most people
do—they will rack up more than $4,073 in interest charges alone before paying
off their original $3,100 debt. Perhaps this explains why in the past few years
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152 CHAPTER 8 Supporting Your Ideas
the number of people under 25 filing for bankruptcy has increased by more than
50 percent.
Now the audience is much more likely to agree that they need to keep a closer eye on their credit-card balance.
Use Statistics Sparingly As helpful as statistics can be, nothing puts an audience to sleep faster than a speech cluttered with numbers from beginning to end. Insert statistics only when they are needed, and then make sure they are easy to grasp. Even the most attentive listener would have trouble sorting out this barrage of figures:
According to the World Factbook, life expectancy in the United States ranks
50th in the world. The United States ranks 47th in the world in infant mortality.
France ranks 9th. Americans spend more each year on health care than any other
nation—$2.5 trillion dollars, or 17.6 percent of gross domestic product—yet the
World Health Organization ranks the U.S. health care system 37th in overall per-
formance among member nations.
Instead of drowning your audience in a sea of statistics, use only those that are most important. For example:
According to the World Factbook, the United States has one of the lowest
life expectancies among industrialized nations—plus one of the highest rates of
infant mortality. Even though we spend more on health care than any other nation,
the World Health Organization ranks 36 nations ahead of us on the overall per-
formance of our health care system.
This second statement makes the same point as the first statement, but now the ideas are not lost in a torrent of numbers.
Identify the Sources of Your Statistics As we have seen, figures are easy to manipulate. This is why careful listeners keep an ear out for the sources of a speaker’s statistics. One student learned this by experience. In a speech titled “Tax Reform: Fact Versus Fiction,” he claimed that the wealthiest 1 percent of U.S. taxpayers pay 38 percent of federal income taxes, even though they account for only 20 percent of all earned income. He also noted that the wealthiest 25 percent of Americans pay 86 percent of federal income taxes. These are startling statistics. But because the student did not say where he got them, his classmates were sure he must be wrong. As it turned out, the figures were quite reliable. They had come from a study by the Internal Revenue Service reported in the New York Times. If the speaker had mentioned the source in his speech, he would have been more successful. 9
Explain Your Statistics Statistics don’t speak for themselves. They need to be interpreted and related to your listeners. Notice how effectively one student did this in a speech about Chinese culture in the United States:
Food is another aspect of Chinese culture that has become part of American
life. According to Jennifer Lee’s new book, The Fortune Cookie Chronicles, there
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Statistics 153
are some 43,000 Chinese restaurants in the United States. That’s more than all
the McDonalds, Burger Kings, and KFCs combined.
Explaining what statistics mean is particularly important when you deal with large numbers, since they are hard to visualize. How, for example, can we comprehend the size of the U.S. national debt, which is projected to hit $20 billion by 2015? We could explain that a trillion is a thousand billion and a billion is a thousand million. But millions and billions are almost as hard to visualize as trillions. Suppose, instead, we translate the huge numbers into terms a listener can relate to. Here is one speaker’s solution:
How much money is a trillion dollars? Think of it this way. If you had $1 million
and spent it at the rate of $1,000 a day, you would run out of money in less than
three years. If you had $1 billion and spent it at the rate of $1,000 a day, you
would not run out of money for almost 3,000 years. And if you had $1 trillion and
spent it at the rate of $1,000 a day, you wouldn’t run out of money for nearly
3 million years!
Whenever you use statistics in your speeches, think of how you can make them meaningful to your audience. Rather than simply reciting figures about, say, the continuing destruction of the world’s rainforests, find a way to bring those figures home to your audience. You might say, as did one speaker:
According to the Rainforest Action Network, rainforest is disappearing at an
alarming rate. Within the next second, we will lose an area of rainforest equal to
two football fields. Within the next fifteen minutes, an area the size of this cam-
pus will be erased. By this time tomorrow, 214,000 acres, an area equivalent to
the size of New York City, will be gone forever.
View this excerpt from “The Rainforests: Nature’s Pharmacy” in the online Media Library for this chapter (Video 8.6).
checklist Using Statistics
YES NO
1. Do I use statistics to quantify my ideas?
2. Are my statistics representative of what they purport to measure?
3. Are my statistics from reliable sources?
4. Do I cite the sources of my statistics?
5. Do I use statistical measures (mean, median, mode) correctly?
6. Do I round off complicated statistics?
7. Do I use visual aids to clarify statistical trends?
8. Do I explain my statistics and relate them to the audience?
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154 CHAPTER 8 Supporting Your Ideas
Be creative in thinking of ways to relate your statistics to your audience. This is probably the single most important step you can take to make statis- tics work in your speeches.
Round Off Complicated Statistics Mount Kilimanjaro is 19,341 feet high; the official world land speed record is 763.065 miles per hour; the population of Libya is 6,461,454 people; the moon is 238,855 miles from earth. These are intriguing figures, but they are too complicated to be readily understood by listeners. Unless there is an important reason to give exact numbers, you should round off most statistics. You might say that Mount Kilimanjaro is 19,300 feet high; the world land speed record is 763 miles per hour; the population of Libya is more than 6 million; and the moon is 239,000 miles from earth.
Use Visual Aids to Clarify Statistical Trends Visual aids can save you a lot of time, as well as make your statistics easier to comprehend. Suppose you are discussing the declining purchasing power of the U.S. dollar over the past century. You could start by explaining that in 1913, before the United States entered World War I, the dollar was at an all- time high. It fell off during the war, but it regained value during the 1920s, and in 1933 it stood at 80 cents of its 1913 value. Beginning in the 1940s, however, the dollar started a long decline that has yet to end. By 2011, it was worth less than four cents compared to 1913. These are interesting statistics, and you could build a good speech around them. But strung together in a few sentences they are hard to digest. Figure 8.1 shows how much more clearly the points can be made with a simple graph. We shall discuss visual aids in detail in Chapter 14. For the moment, keep in mind that they can be helpful in presenting statistical information.
Purchasing Power of the Dollar
$0.00
$0.20
$0.40
$0.60
$0.80
$1.00 January 1913 = $1.00
1913 1923 1933 1943 1953 1963 1973 1983 1993 2003 2013
January 1933 = 80 cents
June 2011 = 3.9 cents
FIGURE 8.1
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Testimony 155
Testimony
Imagine that you are talking with a friend about the classes you plan to take next term. You are not sure whether to sign up for Psychology 230 or Account- ing 181. Both are requirements; both meet at the same time of day. Your friend says, “I took those classes last year. They’re both good, but Professor Hassam was excellent in Psych 230. If she’s teaching it next term, I’d take it for sure.” You check the timetable and find that Professor Hassam is indeed slated for Psychology 230. You sign up for her course. As this story illustrates, we are often influenced by the testimony of other people. Just as you are likely to be swayed by your friend’s recommendation about which class to take, so audiences tend to respect the opinions of people who have special knowledge or experience on the topic at hand. By quoting or paraphrasing such people, you can give your ideas greater strength and impact. The two major kinds of testimony are expert testimony and peer testimony.
EXPERT TESTIMONY In most speeches, you will probably rely on expert testimony—testimony from people who are acknowledged authorities in their fields. Citing the views of people who are experts is a good way to lend credibility to your speeches. It shows that you are not just mouthing your own opinions, but that your position is supported by people who are knowledgeable about the topic. 10 Expert testimony is even more important when a topic is controversial or when the audience is skeptical about a speaker’s point of view. The follow- ing story explains how one student enlisted expert testimony for a speech on phony pharmaceuticals:
The more Leah Giovanni researched her speech topic, the more she became
convinced that the growth of fraudulent pharmaceuticals is a serious problem that
requires action by the U.S. government. Yet Leah was not an expert on the sub-
ject. How could she convince her classmates to accept her ideas?
Statistics helped, and so did examples. But that was not enough. To reinforce
her credibility, Leah cited a wide range of experts who agreed with her—including
investigative reporter Katherine Eban, author of a book on counterfeit medicines;
Graham Jackson, editor of the International Journal of Clinical Practice; Tom Kubic,
head of the Pharmaceutical Security Institute; and U.S. Representative Steve Israel
of New York, who has sponsored legislation in Congress to deal with phony phar-
maceuticals. By citing the views of these experts, Leah made her speech much
more persuasive.
PEER TESTIMONY Another type of testimony often used in speeches is peer testimony—opinions of people like ourselves; not prominent figures, but ordinary citizens who have firsthand experience on the topic. This kind of testimony is especially valuable because it gives a more personal viewpoint on issues than can be gained from expert testimony. For example, if you were speaking about the barriers faced by people with physical disabilities, you would surely include testimony from doctors and other medical authorities. But in this case, the expert testimony would be lim- ited because it cannot communicate what it really means to have a physical
testimony
Quotations or paraphrases used to
support a point.
expert testimony
Testimony from people who are
recognized experts in their fields.
View an excerpt from “Phony Pharmaceuticals” in the online Media Library for this chapter (Video 8.7).
peer testimony
Testimony from ordinary people with
firsthand experience or insight on a
topic.
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156 CHAPTER 8 Supporting Your Ideas
disability. To communicate that, you need a statement from someone who can speak with the voice of genuine experience—as in the following case:
Itzhak Perlman, the world-renowned violinist whose legs are paralyzed, once
said: “When you are in a wheelchair, people don’t talk to you. Perhaps they think
it is contagious, or perhaps they think crippled legs mean a crippled mind. But
whatever the reason, they treat you like a thing.”
There is no way expert testimony could express these ideas with the same authenticity and emotional impact.
QUOTING VERSUS PARAPHRASING The statement from Itzhak Perlman is presented as a direct quotation. Testi- mony can also be presented by paraphrasing. Rather than quoting someone verbatim, you present the gist of that person’s ideas in your own words—as did one student in her speech about America’s potential water crisis:
Writing in Audubon magazine, Dr. Peter Bourne, president of Global Water, a
nonpartisan educational group in Washington, D.C., said most Americans do not
yet realize the extent and urgency of the water problem. At the present rate, he
says, we are headed for a crisis that will change the way we live in every part of
the nation.
When should you use a direct quotation as opposed to paraphrasing? The standard rule is that quotations are most effective when they are brief, when they convey your meaning better than you can, and when they are particu- larly eloquent, witty, or compelling. If you find a quotation that fits these criteria, then recite the quotation word for word. Paraphrasing is better than direct quotation in two situations: (1) when the wording of a quotation is obscure or cumbersome; (2) when a quotation is longer than two or three sentences. Audiences often tune out partway through lengthy quotations, which tend to interrupt the flow of a speaker’s ideas. Since the rest of the speech is in your own words, you should put longer quotations in your own words as well.
TIPS FOR USING TESTIMONY Quote or Paraphrase Accurately Accurate quotation involves three things: making sure you do not misquote someone; making sure you do not violate the meaning of statements you paraphrase; making sure you do not quote out of context. Of these, the last is the most subtle—and the most dangerous. By quoting out of context, you can twist someone’s remarks so as to prove almost any- thing. Take movie advertisements. A critic pans a movie with these words:
This movie is a colossal bore. From beginning to end it is a disaster. What is
meant to be brilliant dialogue is about as fascinating as the stuff you clean out
of your kitchen drain.
But when the movie is advertised in the newspapers, what appears in huge letters over the critic’s name? “COLOSSAL! FROM BEGINNING TO END— BRILLIANT! FASCINATING!”
direct quotation
Testimony that is presented word for
word.
paraphrase
To restate or summarize a source’s
ideas in one’s own words.
quoting out of context
Quoting a statement in such a way as
to distort its meaning by removing
the statement from the words and
phrases surrounding it.
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Testimony 157
This is so flagrant as to be humorous. But quoting out of context can have serious consequences. Consider the following statement by a political candidate:
Creating a national sales tax would provide needed revenue for programs
such as education, health care, and national defense. Several European countries
have such a tax, and it could work here. However, I do not support such a tax
here—in fact, I don’t support new taxes of any kind.
Now look what happens when the first part of that statement is quoted out of context by a competing candidate:
Americans already pay too much in taxes. Yet my opponent in this election
has stated—and I quote: “Creating a national sales tax would provide needed
revenue for programs such as education, health care, and national defense. Several
European countries have such a tax, and it could work here.” Well, my opponent
may think new taxes are good for Europe, but they’re the last thing we need in
the United States.
By quoting the original statement out of context, the competing candi- date has created a false impression. Such behavior is highly unethical. Be sure, when you quote or paraphrase someone, that you represent their words and ideas with complete accuracy.
Use Testimony from Qualified Sources We have all become accustomed to the celebrity testimonial in television and magazine advertising. The professional basketball player endorses a brand of athletic shoes. The movie star praises a hair spray or shampoo. So far, so good. These are the tools of the trade for the people who endorse them.
Citing expert testimony is an
excellent way for students to lend
credibility to their speeches. It shows
that the speaker’s views are shared
by people who have special
knowledge on the topic.
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158 CHAPTER 8 Supporting Your Ideas
But what happens when an Academy Award winner endorses a cell phone company? A tennis player represents a line of cameras? Do they know more about these products than you or I? Probably not. Being a celebrity or an authority in one area does not make someone competent in other areas. Listeners will find your speeches much more cred- ible if you use testimony from sources qualified on the subject at hand. As we have seen, this may include either recognized experts or ordinary citizens with special experience on the speech topic.
Use Testimony from Unbiased Sources In a speech about the use of stun guns by police officers to subdue unruly students in public schools, a student said:
Steve Tuttle, a spokesman for Taser International, said in a statement that “the
Taser device has been shown to be medically safe when used on children” and
that there is no reason to prohibit its use when necessary to maintain security in
the public schools.
As you might expect, the students’ classmates were not persuaded. After all, what would you expect someone at Taser International, the leading manu- facturer of stun guns, to say—that its product is unsafe and should be banned? Careful listeners are suspicious of testimony from biased or self-interested sources. Be sure to use testimony from credible, objective authorities.
Identify the People You Quote or Paraphrase The usual way to identify your source is to name the person and sketch his or her qualifications before presenting the testimony. The following excerpt is from a speech arguing that excessive time spent at work is harming the quality of education for many American high-school students:
In their book, When Children Work, psychology professors Ellen Greenberger
of the University of California and Lawrence Steinberg of Temple University note
checklist Using Testimony
YES NO
1. Do I use testimony to support my ideas?
2. Do I use testimony from qualified sources?
3. Do I use testimony from unbiased sources?
4. Do I distinguish between expert testimony and peer testimony?
5. Do I identify the sources of all testimony?
6. Do I quote and paraphrase all sources of testimony with complete accuracy?
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Citing Sources Orally 159
that intensive levels of work among youth tend to produce higher truancy and
lower grades. According to Greenberger and Steinberg, one study after another
has found that working more than a few hours a week has a negative impact on
teenagers’ academic performance.
Had the speaker not identified Greenberger and Steinberg, listeners would not have had the foggiest idea who they are or why their opinion should be heeded. As we saw in Chapter 2, identifying the source of testimony is also an important ethical responsibility. If you use another person’s words or ideas without giving credit to that person, you will be guilty of plagiarism. This is true whether you paraphrase the original source or quote it verbatim.
Citing Sources Orally
We have mentioned more than once in this chapter the importance of citing the sources of your supporting materials. Careful listeners are skeptical. They keep an ear out both for a speaker’s information and for the sources of that information. The bibliography in your speech outline should state the sources you used in constructing the speech (see Chapter 11, page 208). But listeners do not have access to your outline. You have to identify your sources orally, as you are speaking. Unlike a written bibliography, oral source citations do not follow a stan- dard format. What you include depends on your topic, your audience, the kind of supporting material you are using, and the claim you are making. The key is to tell your audience enough that they will know where you got your information and why they should accept it as qualified and credible. In most cases, you will need to identify some combination of the following:
■ The book, magazine, newspaper, or Web document you are citing.
■ The author or sponsoring organization of the document.
■ The author’s qualifications with regard to the topic.
■ The date on which the document was published, posted, or updated.
Here is an example of a speech citation that includes all the above:
The power of earthquakes can be seen in more than just the damage they
cause. Kenneth Chang, science reporter for the New York Times, reported in the
paper’s March 13, 2011, issue that the recent quake in Japan widened the country
by 13 feet. It also tilted the earth’s axis and shortened the day by a couple mil-
lionths of a second.
Because this speaker was citing statistics, she needed to show that they were up-to-date and came from a credible source. In the following example, the speaker is using testimony, but notice how he also establishes the credibil- ity of his source and the recency of his information:
Human smuggling is big business, and the U.S. government has made little
headway in stopping it. Just ask Scott Hatfield, chief of the Human Smuggling
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160 CHAPTER 8 Supporting Your Ideas
division at Immigration and Customs Enforcement, who was quoted last month
in the Houston Chronicle: “Any time we shut down a smuggling organization,
there’s always somebody to take their place.”
On the other hand, if you were quoting Abraham Lincoln’s Gettysburg Address of November 19, 1863, about “government of the people, by the people, for the people,” you would not need to explain Lincoln’s qualifica- tions (because he is so well known) or the date of his statement (because it does not affect the relevance of his words). The same principles apply if you are citing online sources. It is not enough to say, “As I found on the Web,” or “As the Internet states.” On the other hand, it is not necessary to recite the entire address of the Web page. If you are citing a specific person, you should identify him or her and the name of the Web site on which you found the information—as in this example:
In an article posted on MSNBC.com in March 2011, Harry Johns, president and
chief executive of the Alzheimer’s Association, states: “Alzheimer’s disease doesn’t
just affect those with it. It invades families and the lives of everyone around them.”
If you are citing an organization, rather than an individual, you need to provide the name of the organization:
The U.S. Department of Agriculture explains on its Web site that providing
nutritious meals and snacks to children in low-income areas during the summer
months is critical to improving the health of America’s kids.
Finally, notice how skillfully the speakers quoted above blend their cita- tions into their speeches. They do not always say “According to . . .” or “As stated by. . . .” Nor do they use words like “quote . . . unquote.” Usually you
checklist Citing Sources Orally
YES NO
1. Do I identify all the print documents cited in my speech?
2. Do I identify all the Web documents cited in my speech?
3. Do I identify the authors or sponsoring organizations of the documents I cite?
4. Do I establish the authors’ credentials with regard to the topic?
5. Do I use documents from sponsoring organizations with established expertise and objectivity?
6. Do I include the dates on which the documents were published, posted, or updated?
7. Do I use a variety of methods in citing my sources?
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Citing Sources Orally 161
Book William D. Schanbacher’s 2010 book, The Politics of Food, explains that the Slow Food Movement was established “as an alternative to fast-paced life, specifically with respect to our eating habits, our knowledge of how food is produced, where it comes from, and how it affects the natural environment.”
Newspaper According to the Los Angeles Times, March 9, 2011, the Latino population of California is almost equal to that of the white population. Latinos make up 38 percent of the state’s population, while whites compose 40 percent.
Magazine The problems of the current kidney transplant system are explored by Amanda Glassman, director of Global Health Policy at the Center for Global Development, in last month’s Atlantic Monthly. Glassman notes that while 87,000 Americans are on the waiting list, only 17,000 will receive a kidney transplant. More disturbing, 4,600 people will die this year because they don’t receive a kidney in time.
Academic journal
A recent study published in the Journal of Neuroscience by researchers at Duke University demonstrates just how problematic sleep deprivation can be for compulsive gamblers. The less sleep a person has, the more he or she is willing to take big risks in the hope of a big score. And the result can be huge losses.
Organization or institution
The March 2011 report Women in America, prepared by the U.S. Department of Commerce and other government agencies, reveals that almost 40 percent of single women with children under the age of 18 live below the poverty line.
Interview In an interview I conducted for this speech, Professor Lloyd Jasinski of the Political Science Department said that the impact of lobbyists has so corrupted the American political system that many people have lost their faith in government to serve the public good.
Television program
The October 10, 2010, episode of 60 Minutes explains how much the stock exchange has changed in recent years. The majority of trades are no longer made by humans. In fact, almost 70 percent of trades are done by computers, which can buy and sell thousands of different stocks in the blink of an eye.
Web site Overcrowding is particularly bad in the nation’s community colleges. A February 9, 2011, article on InsideHigherEd.com, which is affiliated with the Chronicle of Higher Education, states that over 30 percent of community college students were not able to enroll in one or more of the classes they needed last semester because of overcrowding.
FIGURE 8.2 Sample Oral Citations
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162 CHAPTER 8 Supporting Your Ideas
Good speeches need strong supporting materials to bolster the speaker’s point of view. The three basic types of supporting materials are examples, statistics, and testimony.
In the course of a speech you may use brief examples—specific instances referred to in passing—and sometimes you may want to give several brief examples in a row
to create a stronger impression. Extended examples are longer and more detailed. Hypothetical examples describe imaginary situations and can be quite effec-
tive for relating ideas to the audience. All three kinds of examples help clarify ideas, reinforce ideas, or personalize ideas. To be most effective,
they should be vivid and richly textured. Statistics can be extremely helpful in conveying your message as
long as you use them sparingly and make them meaningful to your audience. Above all, you should understand your statistics and use them fairly. Make sure your figures are representative of what they claim to measure, that you use statistical measures correctly, and that
you take statistics only from reliable sources. Citing the testimony of experts is a good way to make your ideas
more credible. You can also use peer testimony, from ordinary people who have firsthand experience on the topic. Regardless of the kind of testimony,
you can either quote someone verbatim or paraphrase his or her words. Be sure to quote or paraphrase accurately and to use qualified, unbiased sources.
When citing sources in a speech, you need to let your audience know where you got your information and why they should accept it as qualified and credible. In most cases, this means identifying the document you are citing, its date of publication or posting, the author or sponsoring organization, and the author’s credentials.
Summary
Hypo tiv
c
m hav
you can
supporting materials (142)
example (142)
brief example (143)
extended example (143)
hypothetical example (144)
statistics (147)
mean (150)
median (150)
mode (150)
testimony (155)
expert testimony (155)
peer testimony (155)
direct quotation (156)
paraphrase (156)
quoting out of context (156)
Key Terms
can modify your tone of voice or use brief pauses to let your listeners know when you are making a direct quotation. In Figure 8.2 (on page 161), you will find more examples of how you can cite different kinds of sources in your speeches. Keep in mind, however, that the examples are just that—examples. They are presented to give you a fuller sense of the various methods of oral citation. You can use any of the methods with any of the sources. As with other aspects of public speaking, citing sources orally in your speeches is not a matter of following a rigid formula, but of adapting general principles to specific circumstances.
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Exercises for Critical Thinking 163
After reading this chapter, you should be able to answer the following questions:
1. Why do you need supporting materials in your speeches?
2. What are the three kinds of examples discussed in this chapter? How might you use each kind to support your ideas?
3. What are five tips for using examples in your speeches?
4. Why is it so easy to lie with statistics? What three questions should you ask to judge the reliability of statistics?
5. What are six tips for using statistics in your speeches?
6. What is testimony? Explain the difference between expert testimony and peer testimony.
7. What are four tips for using testimony in your speeches?
8. What four pieces of information do you usually need to provide when making oral source citations in a speech?
For further review, go to the LearnSmart study module for this chapter.
Review Questions
1. Each of the following statements violates at least one of the criteria for effective supporting materials discussed in this chapter. Identify the flaw (or flaws) in each statement.
a. As Taylor Swift stated in a recent interview, U.S. policy toward North Korea should put more emphasis on bilateral negotiations.
b. According to The New York Times Almanac, California has the largest Native American population of any state in the union—421,346. Arizona is second with 294,118 and Oklahoma is third with 287,124.
c. I don’t know why rental car companies don’t like to rent to people under the age of 25. My friends and I all drive a lot, and none of us has been in an accident.
d. In a random survey conducted last month among people visiting Las Vegas casinos, 96 percent of respondents opposed limitations on gambling in the United States. Clearly, then, the American people oppose such limitations.
e. In the words of one expert, “The state education budget has been cut so much in recent years that any further cuts will do irreparable harm to our schools and the children they serve.”
f. Figures compiled by the Bureau of Labor Statistics show that the median sal- ary for petroleum engineers in the U.S. is $108,910. This shows that petro- leum engineers average almost $109,000 a year in salary.
g. According to a study by American Airlines, passenger satisfaction among frequent fliers is growing each year.
2. Analyze “Bursting the Antibacterial Bubble” in the appendix of sample speeches following Chapter 19. Identify the main points of the speech and the support- ing materials used for each. Evaluate the speaker’s use of supporting materials in light of the criteria discussed in this chapter.
Exercises for Critical Thinking
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165
T hink about shopping in a store such as Ikea,
Target, or Best Buy. Many of the items for sale
are organizers —drawer organizers, desk orga- nizers, closet organizers, kitchen organizers, bath-
room organizers, office organizers, audio and video
organizers.
Why all this quest for organization? Obviously,
when the objects you possess are well organized,
they serve you better. Organization allows you to see
what you have and to put your hands immediately on
the garment, the tool, the piece of paper, the DVD you want without a
frenzied search.
Much the same is true of your speeches. If they are well organized,
they will serve you better. Organization allows you—and your listeners—
to see what ideas you have and to put mental “hands” on the most
important ones.
Organization Is Important
Main Points
Supporting Materials
Connectives
9
Organizing the Body of the Speech
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166 CHAPTER 9 Organizing the Body of the Speech
Organization Is Important
In a classic study, a college professor took a well-organized speech and scram- bled it by randomly changing the order of its sentences. He then had a speaker deliver the original version to one group of listeners and the scram- bled version to another group. After the speeches, he gave a test to see how well each group understood what they had heard. Not surprisingly, the group that heard the original, unscrambled speech scored much higher than the other group. 1 A few years later, two professors repeated the same experiment at another school. But instead of testing how well the listeners comprehended each speech, they tested to see what effects the speeches had on the listeners’ attitudes toward the speakers. They found that people who heard the well- organized speech believed the speaker to be much more competent and trust- worthy than did those who heard the scrambled speech. 2 These are just two of many studies that show the importance of organiza- tion in effective speechmaking. 3 Listeners demand coherence. Unlike readers, they cannot flip back to a previous page if they have trouble grasping a speaker’s ideas. In this respect a speech is much like a movie. Just as a direc- tor must be sure viewers can follow the plot of a film from beginning to end, so must a speaker be sure listeners can follow the progression of ideas in a speech from beginning to end. This requires that speeches be organized stra- tegically. They should be put together in particular ways to achieve particular results with particular audiences. Speech organization is important for other reasons as well. As we saw in Chapter 1, it is closely connected to critical thinking. When you work to organize your speeches, you gain practice in the general skill of estab- lishing clear relationships among your ideas. This skill will serve you well throughout your college days and in almost any career you may choose. In addition, using a clear, specific method of speech organization can boost your confidence as a speaker and improve your ability to deliver a message fluently. The first step in developing a strong sense of speech organization is to gain command of the three basic parts of a speech—introduction, body, and conclusion—and the strategic role of each. In this chapter we deal with the body of the speech. The next chapter will take up the introduction and the conclusion. There are good reasons for talking first about the body of the speech. The body is the longest and most important part. Also, you will usually prepare the body first. It is easier to create an effective introduction after you know exactly what you will say in the body. The process of organizing the body of a speech begins when you deter- mine the main points.
Main Points
The main points are the central features of your speech. You should select them carefully, phrase them precisely, and arrange them strategically. Here are the main points of a student speech about the uses of hypnosis:
strategic organization
Putting a speech together in a
particular way to achieve a particular
result with a particular audience.
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Main Points 167
Specific Purpose: To inform my audience about some of the major uses of hypnosis.
Central Idea: Three major uses of hypnosis today are to control pain in surgery, to help people stop smoking, and to help students improve their academic performance.
Main Points: I. Hypnosis is used in surgery as an adjunct to chemical anesthesia.
II. Hypnosis is used to help people stop smoking.
III. Hypnosis is used to help students improve their aca- demic performance.
These three main points form the skeleton of the body of the speech. If there are three major uses of hypnosis, then logically there can be three main points in the speech. How do you choose your main points? Sometimes they will be evident from your specific purpose statement. Suppose your specific purpose is “To inform my audience about the development, technology, and benefits of hydrogen fuel cells.” Obviously, your speech will have three main points. The first will deal with the development of hydrogen fuel cells, the second with the technology behind hydrogen fuel cells, the third with the benefits of hydrogen fuel cells. Written in outline form, the main points might be:
Specific Purpose: To inform my audience about the development, technology, and benefits of hydrogen fuel cells.
Central Idea: Developed as a highly efficient form of energy, hydrogen fuel cells use sophisticated technology and offer a number of economic and environmental benefits.
Main Points: I. Hydrogen fuel cells were developed to provide a highly efficient form of energy.
II. Hydrogen fuel cells produce power through an electro- chemical reaction involving hydrogen gas.
III. Hydrogen fuel cells provide an economically and environ- mentally superior method of powering motor vehicles.
Even if your main points are not stated expressly in your specific purpose, they may be easy to project from it. Let’s say your specific purpose is “To inform my audience of the basic steps in making stained-glass windows.” You know each of your main points will correspond to a step in the window- making process. They might look like this in outline form:
Specific Purpose: To inform my audience of the basic steps in making stained- glass windows.
Central Idea: There are four steps in making stained-glass windows.
Main Points: I. The first step is designing the window.
II. The second step is cutting the glass to fit the design.
III. The third step is painting the glass.
IV. The fourth step is assembling the window.
main points
The major points developed in the
body of a speech. Most speeches
contain from two to five main points.
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168 CHAPTER 9 Organizing the Body of the Speech
You will not always settle on your main points so easily. Often they will emerge as you research the speech and evaluate your findings. Suppose your specific purpose is “To persuade my audience that our state should not approve proposals for online voting.” You know that each main point in the speech will present a reason why online voting should not be instituted in your state. But you aren’t sure how many main points there will be or what they will be. As you research and study the topic, you decide there are two reasons to support your view. Each of these reasons will become a main point in your speech. Written in outline form, they might be:
Specific Purpose: To persuade my audience that our state should not approve proposals for online voting.
Central Idea: Our state should not approve online voting because it will increase voter fraud and disfranchise people without Internet access.
Main Points: I. Our state should not approve online voting because it will increase voter fraud.
II. Our state should not approve online voting because it will disfranchise people without access to the Internet.
NUMBER OF MAIN POINTS You will not have time in your classroom speeches to develop more than four or five main points, and most speeches will contain only two or three. Regard- less of how long a speech might run, if you have too many main points, the audience will have trouble sorting them out. If, when you list your main points, you find that you have too many, you may be able to condense them into categories. Here is a set of main points for a speech about yoga:
Specific Purpose: To inform my audience about the practice of yoga.
Central Idea: Yoga is an ancient practice that involves the whole body.
Main Points: I. Yoga breathing starts with deep inhalation.
II. Yoga breathing requires slow exhalation.
III. Yoga breathing includes prolonged pauses.
IV. Yoga breathing provides many benefits.
V. Yoga postures involve all parts of the body.
VI. Yoga postures increase flexibility.
VII. Yoga postures strengthen muscle tone.
VIII. Yoga postures demand precise movements.
You have eight main points—which is too many. But if you look at the list, you see that the eight points fall into two broad categories: yoga breathing and yoga postures. You might, therefore, restate your main points this way:
I. One part of practicing yoga involves proper breathing.
II. Another part of yoga involves body postures.
View an excerpt from “Yoga: Uniting Mind, Body, and Spirit” in the online Media Library for this chapter (Video 9.1).
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Main Points 169
STRATEGIC ORDER OF MAIN POINTS Once you establish your main points, you need to decide the order in which you will present them. The most effective order depends on three things— your topic, your purpose, and your audience. Chapters 15 and 16 will cover special aspects of organizing informative speeches and persuasive speeches. Here we look briefly at the five basic patterns of organization used most often by public speakers.
Chronological Order Speeches arranged chronologically follow a time pattern. They may narrate a series of events in the sequence in which they happened. For example:
Specific Purpose: To inform my audience how the Great Wall of China was built.
Central Idea: The Great Wall of China was built in three major stages.
Main Points : I. Building of the Great Wall began during the Qin dynasty of 221–206 B.C.
II. New sections of the Great Wall were added during the Han dynasty of 206 B.C. –220 A.D.
III. The Great Wall was completed during the Ming dynasty of 1368–1644.
Chronological order is also used in speeches explaining a process or dem- onstrating how to do something. For example:
Specific Purpose: To inform my audience of the steps in laser-assisted correc- tive eye surgery.
Central Idea: There are three main steps in laser-assisted corrective eye surgery.
chronological order
A method of speech organization in
which the main points follow a time
pattern.
Research studies confirm that clear
organization is vital to effective public
speaking. Listeners must be able to
follow the progression of ideas in a
speech from beginning to end.
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170 CHAPTER 9 Organizing the Body of the Speech
Main Points: I. First, a thin layer is sliced off the surface of the eye to expose the cornea.
II. Second, an ultraviolet laser is used to reshape the cornea.
III. Third, the thin layer sliced off at the beginning of the surgery is reaffixed to the eye.
As this outline shows, chronological order is especially useful for informative speeches.
Spatial Order Speeches arranged in spatial order follow a directional pattern. That is, the main points proceed from top to bottom, left to right, front to back, inside to outside, east to west, or some other route. For example:
Specific Purpose: To inform my audience about the structure of a hurricane.
Central Idea: A hurricane is made up of three parts going from inside to outside.
Main Points: I. At the center of a hurricane is the calm, cloud-free eye.
II. Surrounding the eye is the eyewall, a dense ring of clouds that produces the most intense wind and rainfall.
III. Rotating around the eyewall are large bands of clouds and precipitation called spiral rain bands.
Or:
Specific Purpose: To inform my audience about the three major regions in Italy.
Central Idea: Northern, central, and southern Italy have their own identi- ties and attractions.
Main Points: I. Northern Italy is home to Venice and its world-famous canals.
II. Central Italy is home to Rome and its historical treasures.
III. Southern Italy is home to Sicily and its culinary traditions.
Spatial order, like chronological order, is used most often in informative speeches.
Causal Order Speeches arranged in causal order organize main points so as to show a cause- effect relationship. When you put your speech in causal order, you have two main points—one dealing with the causes of an event, the other dealing with its effects. Depending on your topic, you can devote your first main point to the causes and the second to the effects, or you can deal first with the effects and then with the causes. Suppose your specific purpose is “To persuade my audience that a growing shortage of air-traffic controllers is a serious problem for U.S. aviation.” Then you would begin with the causes of the shortage and work toward its effects:
Specific Purpose: To persuade my audience that a growing shortage of qualified air-traffic controllers is a serious problem for U.S. aviation.
spatial order
A method of speech organization in
which the main points follow a
directional pattern.
View an excerpt from “The Wrath of Hurricanes” in the online Media Library for this chapter (Video 9.2).
causal order
A method of speech organization in
which the main points show a cause-
effect relationship.
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Main Points 171
Central Idea: The growing shortage of certified air-traffic controllers threatens the safety of air travel.
Main Points: I. The U.S. aviation system faces a growing shortage of qualified air-traffic controllers.
II. If this shortage continues, it will create serious problems for airline safety.
When the effects you are discussing have already occurred, you may want to reverse the order and talk first about the effects and then about their causes—as in this speech about the Mayan civilization of Central America:
Specific Purpose: To inform my audience about the possible causes for the collapse of Mayan civilization.
Central Idea: The causes for the collapse of Mayan civilization have not yet been fully explained.
Main Points: I. Mayan civilization flourished for over a thousand years until 900 A.D. , when it mysteriously began to disintegrate.
II. Scientists have advanced three major explanations for the causes of this disintegration.
Because of its versatility, causal order can be used for both persuasive speeches and informative speeches.
Problem-Solution Order Speeches arranged in problem-solution order are divided into two main parts. The first shows the existence and seriousness of a problem. The second pre- sents a workable solution to the problem. For example:
Specific Purpose: To persuade my audience that action is needed to combat the abuses of puppy mills.
The main points of a speech should
be organized to communicate the
speaker’s message. Chronological
order would work very well for a
speech on the history of Mount
Rushmore.
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172 CHAPTER 9 Organizing the Body of the Speech
Central Idea: Puppy mills are a serious problem that can be solved by a combination of legislation and individual initiative.
Main Points: I. Puppy mills are a serious problem across the United States.
II. Solving the problem requires legislation and individual initiative.
Or:
Specific Purpose: To persuade my audience that the electoral college should be abolished.
Central Idea: Because the electoral college does not give equal weight to the vote of each citizen, it should be replaced with direct popular election of the President.
Main Points: I. The electoral college is a serious problem in the U.S. political system because it does not give equal weight to each citizen’s vote in electing the President.
II. The problem can be solved by abolishing the electoral college and electing the President by popular vote.
As these examples indicate, problem-solution order is most appropriate for persuasive speeches.
Topical Order Topical order results when you divide the speech topic into subtopics, each of which becomes a main point in the speech. Let’s say your topic is Josephine Baker, an African-American entertainer and social activist in the middle of the 20th century. You could organize your speech chronologically—by discussing Baker’s exploits during each decade of her career. On the other hand, you could arrange the speech topically—by dividing Baker’s accomplishments into categories. Then your central idea and main points might be:
Specific Purpose: To inform my audience about the achievements of Josephine Baker.
Central Idea: Josephine Baker was a multitalented figure in the fight for racial justice.
Main Points: I. As an entertainer, Baker captivated audiences in Europe and America.
II. As a spy, Baker gathered information on Nazi activities in France during World War II.
III. As a civil rights activist, Baker worked for racial equality on a variety of fronts.
Notice how the main points subdivide the speech topic logically and consistently. Each main point isolates one aspect of Baker’s achievements. But suppose your main points look like this:
View an excerpt from “The Horrors of Puppy Mills” in the online Media Library for this chapter (Video 9.3).
topical order
A method of speech organization in
which the main points divide the
topic into logical and consistent
subtopics.
problem-solution order
A method of speech organization in
which the first main point deals with
the existence of a problem and the
second main point presents a
solution to the problem.
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Main Points 173
I. As an entertainer, Baker captivated audiences in Europe and America.
II. As a spy, Baker gathered information on Nazi activities in France during World War II.
III. During the 1950s, Baker expanded her activities and the scope of her influence.
This would not be a good topical order because main point III is inconsistent with the rest of the main points. It deals with a time period in Baker’s life, whereas main points I and II deal with fields of achievement. The Josephine Baker example refers to an informative speech. But topical order also works for persuasive speeches. Usually the topical subdivisions are the reasons why a speaker believes in a certain point of view. Here, for exam- ple, are the main points for a speech on why the United States should con- tinue its program of space exploration:
Specific Purpose: To persuade my audience that the United States should con- tinue its program of space exploration.
Central Idea: The United States should continue its program of space exploration because it produces scientific knowledge, gen- erates technological breakthroughs, and opens access to natural resources.
Main Points: I. The space program produces scientific knowledge about the nature of the solar system.
II. The space program generates technological break- throughs that benefit many aspects of human life.
III. The space program opens access to natural resources that are in short supply on earth.
Because it is applicable to almost any subject and to any kind of speech, topical order is used more often than any other method of speech organization.
You are the purchasing manager for a large jewelry
manufacturer. The company’s president sent you
abroad to find new suppliers of base metals,
including brass, copper, nickel, and alumi-
num. You were asked to evaluate each sup-
plier based on the quality, availability, and
cost of its products.
You have just returned from a
12-day trip to suppliers in Cambodia,
China, South Korea, and the United
Arab Emirates. You will present your findings and
recommendations to the company’s senior execu-
tives, but you’re not sure how best to organize your
speech.
Your major choices are chronological order,
problem-solution order, and topical order. What
might be the main points of your speech with
each of these methods of organization? Explain
which method you think would be most effec-
tive for your presentation.
Using public speaking in your CAREER
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174 CHAPTER 9 Organizing the Body of the Speech
TIPS FOR PREPARING MAIN POINTS Keep Main Points Separate Each main point in a speech should be clearly independent of the others. Compare these two sets of main points for a speech about the process of producing a Broadway play:
Ineffective More Effective
I. The first step is choosing I. The first step is choosing the play. the play. II. The second step is selecting
II. The second step is selecting the cast. the cast. III. The third step is conducting
III. The third step is conducting the rehearsals. rehearsals and then performing IV. The fourth step is performing the play. the play.
The problem with the left-hand list is that point III contains two main points. It should be divided, as shown in the right-hand list.
Try to Use the Same Pattern of Wording for Main Points Consider the following main points for an informative speech about the ben- efits of karate:
Ineffective More Effective
I. Karate gives you better I. Karate improves your mental mental discipline. discipline.
II. You will become physically II. Karate increases your physical stronger through karate. strength.
III. Taking karate lessons will III. Karate teaches you self-defense. teach you self-defense.
The set of main points on the right follows a consistent pattern of wording throughout. Therefore, it is easier to understand and easier to remember than the set on the left. You will find that it is not always possible to use this kind of parallel wording. Some speeches just don’t lend themselves to such a tidy arrange- ment. But try to keep the wording parallel when you can, for it is a good way to make your main points stand out from the details surrounding them.
Balance the Amount of Time Devoted to Main Points Because your main points are so important, you want to be sure they all receive enough emphasis to be clear and convincing. This means allowing sufficient time to develop each main point. Suppose you discover that the proportion of time devoted to your main points is something like this:
I. 85 percent
II. 10 percent
III. 5 percent
A breakdown of this sort indicates one of two things. Either points II and III aren’t really main points and you have only one main point, or points II and III haven’t been given the attention they need. If the latter, you
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Supporting Materials 175
should revise the body of the speech to bring the main points into better balance. This is not to say that all main points must receive exactly equal empha- sis, but only that they should be roughly balanced. For example, either of the following would be fine:
I. 30 percent I. 20 percent
II. 40 percent II. 30 percent
III. 30 percent III. 50 percent
The amount of time spent on each main point depends on the amount and complexity of supporting materials for each point.
Supporting Materials
By themselves, main points are only assertions. As we saw in Chapter 8, listen- ers need supporting materials to accept what a speaker says. The outline below demonstrates how supporting materials can be integrated into the body of a speech. (In Chapter 11, we’ll look at requirements for a complete speech outline. For now, concentrate on how the supporting materials relate to the main points.)
I. Hypnosis is used in surgery as an adjunct to chemical anesthesia. A. Hypnosis reduces both the physical and psychological aspects of pain.
1. Hypnosis can double a person’s pain threshold. 2. It also reduces the fear that intensifies physical pain.
B. Hypnosis is most useful in cases when the patient is known to have problems with general anesthesia.
1. Quotation from Dr. Harold Wain of the Mayo Clinic. 2. Story of Linda Kuay. 3. Statistics from Psychology Today.
II. Hypnosis is used to help people stop smoking. A. Many therapists utilize hypnosis to help people break their addiction
to cigarettes. 1. The U.S. Department of Health and Human Services considers
hypnosis a safe and effective means of stopping smoking. 2. Success rates are as high as 70 percent. a. Story of Alex Hamilton. b. Quotation from New York psychiatrist Dr. Herbert Spiegel.
B. Hypnosis does not work for all smokers. 1. A person must want to stop smoking for hypnosis to work. 2. A person must also be responsive to hypnotic suggestion.
III. Hypnosis is used to help students improve their academic performance. A. Hypnosis enables people to use their minds more effectively.
1. The conscious mind uses about 10 percent of a person’s mental ability. 2. Hypnosis allows people to tap more of their mental power.
B. Studies show that hypnosis can help people overcome many obsta- cles to academic success.
1. It improves ability to concentrate. 2. It increases reading speed. 3. It reduces test anxiety.
supporting materials
The materials used to support a
speaker’s ideas. The three major
kinds of supporting materials are
examples, statistics, and testimony.
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176 CHAPTER 9 Organizing the Body of the Speech
In Chapter 8, we discussed the major kinds of supporting materials and how to use them. Here, we need stress only the importance of organizing your supporting materials so they are directly relevant to the main points they are supposed to support. Misplaced supporting materials are confusing. Here’s an example:
I. There are several reasons why people immigrate to the United States. A. Over the years, millions of people have immigrated to the United
States. B. Many people immigrate in search of economic opportunity. C. Others immigrate to attain political freedom. D. Still others immigrate to escape religious persecution.
The main point deals with the reasons immigrants come to the United States, as do supporting points B, C, and D. Supporting point A (“Over the years, millions of people have immigrated to the United States”) does not. It is out of place and should not be included with this main point. If you find such a situation in your own speeches, try to reorganize your supporting points under appropriate main points, like this:
I. Over the years, millions of people have immigrated to the United States. A. Since the American Revolution, more than 90 million people have
immigrated to the United States.
checklist Main Points
YES NO
1. Does the body of my speech contain two to five main points?
2. Are my main points organized according to one of the following methods of organization?
Chronological order
Spatial order
Causal order
Topical order
Problem-solution order
3. Are my main points clearly separate from one another?
4. As much as possible, have I used the same pattern of wording for all my main points?
5. Have I roughly balanced the amount of time devoted to each main point?
6. Is each main point backed up with strong, credible supporting materials?
7. Do I use connectives to make sure my audience knows when I am moving from one main point to another?
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Connectives 177
B. Today there are 38 million Americans who were born in other countries.
II. There are several reasons why people immigrate to the United States. A. Many people immigrate in search of economic opportunity. B. Others immigrate to attain political freedom. C. Still others immigrate to escape religious persecution.
Now you have two supporting points to back up your “millions of people” point and three supporting points to back up your “reasons” point. Once you have organized your main points and supporting points, you must give attention to the third element in the body of a speech—connectives.
Connectives
Emily Chen was speaking to her class about the need for medical malpractice reform. She had rehearsed the speech several times, had a well-defined central idea, three sharp main points, and strong evidence to support her position. But when Emily delivered the speech, she said “All right” every time she moved from one thought to the next. After a while, her classmates started counting. By the end of the speech, most were too busy waiting for the next “All right” to pay attention to Emily’s message. Afterward, Emily said, “I never even thought about saying ‘All right.’ I guess it just popped out when I didn’t know what else to say.” We all have stock phrases that we use to fill the space between thoughts. In casual conversation they are seldom troublesome. But in speechmaking they distract listeners by calling attention to themselves. What Emily’s speech lacked were strong connectives —words or phrases that join one thought to another and indicate the relationship between them. Without connectives, a speech is disjointed and uncoordinated—much as a person would be without ligaments and tendons to join the bones and hold the organs in place. Four types of speech connectives are transitions, internal previews, internal summaries, and signposts.
TRANSITIONS Transitions are words or phrases that indicate when a speaker has just com- pleted one thought and is moving on to another. Technically, the transi- tions state both the idea the speaker is leaving and the idea she or he is coming up to. In the following examples, the transitional phrases are underlined:
Now that we have a clear understanding of the problem, let me share the
solution with you.
I have spoken so far of Cesar Chavez the community organizer, but it was
his work as a labor leader that truly etched his name into American history.
Keeping these points in mind about sign language, let’s return to the sen-
tence I started with and see if we can learn the signs for “You are my friend.”
Notice how these phrases remind the listener of the thought just completed, as well as reveal the thought about to be developed.
connective
A word or phrase that connects the
ideas of a speech and indicates the
relationship between them.
transition
A word or phrase that indicates when
a speaker has finished one thought
and is moving on to another.
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178 CHAPTER 9 Organizing the Body of the Speech
INTERNAL PREVIEWS Internal previews let the audience know what the speaker will take up next, but they are more detailed than transitions. In effect, an internal preview works just like the preview statement in a speech introduction, except that it comes in the body of the speech—usually as the speaker is starting to dis- cuss a main point. For example:
In discussing how Asian Americans have been stereotyped in the mass media,
we’ll look first at the origins of the problem and second at its continuing impact
today.
After hearing this, the audience knows exactly what to listen for as the speaker develops the “problem” main point. Internal previews are often combined with transitions. For example:
[ Transition ]: Now that we have seen how serious the problem of faulty credit
reports is, let’s look at some solutions. [ Internal Preview ]: I will focus on three
solutions—instituting tighter government regulation of credit bureaus, holding
credit bureaus financially responsible for their errors, and giving individuals easier
access to their credit reports.
You will seldom need an internal preview for each main point in your speech, but be sure to use one whenever you think it will help listeners keep track of your ideas.
INTERNAL SUMMARIES Internal summaries are the reverse of internal previews. Rather than letting listeners know what is coming up next, internal summaries remind listeners of what they have just heard. Such summaries are usually used when a speaker finishes a complicated or particularly important main point or set of main points. For example:
In short, palm reading is an ancient art. Developed in China more than five
thousand years ago, it was practiced in classical Greece and Rome, flourished
during the Middle Ages, survived the Industrial Revolution, and remains popular
today in many parts of the world.
Internal summaries are an excellent way to clarify and reinforce ideas. By combining them with transitions, you can also lead your audience smoothly into your next main point:
[ Internal Summary ]: Let’s pause for a moment to summarize what we have
found so far. First, we have seen that firearm sales at gun shows too often put
weapons in the hands of criminals. Second, we have seen that there is almost no
accountability for gun-show dealers who sell to criminals. [ Transition ]: We are now
in a position to see what can be done to close the gun-show loophole.
SIGNPOSTS Signposts are very brief statements that indicate exactly where you are in the speech. Frequently they are just numbers. Here is how one student used
internal preview
A statement in the body of the
speech that lets the audience know
what the speaker is going to discuss
next.
internal summary
A statement in the body of the
speech that summarizes the
speaker’s preceding point or points.
signpost
A very brief statement that indicates
where a speaker is in the speech or
that focuses attention on key ideas.
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Connectives 179
simple numerical signposts to help her audience keep track of the major causes for the continuing problem of famine in Africa:
The first cause of this problem is inefficient agricultural production.
The second cause is recurrent drought in the affected countries.
The final cause is mismanagement of available food resources by local leaders.
Another way to accomplish the same thing is to introduce your main points with a question, as did one student in his speech on mail-order fraud. His first main point showed that mail-order fraud continues to be a serious problem despite the growth of the Internet. He introduced it this way:
So just how serious is the problem of mail-order fraud? Is it just a few isolated
cases, or is it widespread enough to require serious measures to protect consumers?
His second main point dealt with ways to curb mail-order fraud. He intro- duced it by saying:
So how can we solve this problem? Is there a way to protect the rights of
legitimate mail-order companies while attacking the fraudulent ones?
Questions are particularly effective as signposts because they invite subliminal answers and thereby get the audience more involved with the speech. Besides using signposts to indicate where you are in the speech, you can use them to focus attention on key ideas. You can do this with a simple phrase, as in the following example:
The most important thing to remember about abstract art is that it is always
based on forms in the natural world.
Experienced speakers include
transitions and other connectives
to help listeners keep track of their
ideas. Here Adam Savage, co-host of
MythBusters, addresses the media at
the White Hose Science Fair.
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180 CHAPTER 9 Organizing the Body of the Speech
The underlined words alert the audience to the fact that an especially sig- nificant point is coming up. So do phrases such as these:
Be sure to keep this in mind . . .
This is crucial to understanding the rest of the speech . . .
Above all, you need to know . . .
Depending on the needs of your speech, you may want to use two, three, or even all four kinds of connectives in combination. You needn’t worry too much about what they are called—whether this one is a signpost and that a transition. The important thing is to be aware of their functions. Properly applied, connectives can make your speeches more unified and coherent.
Clear organization is vital to speechmaking. Listeners demand coherence. They get only one chance to grasp a speaker’s ideas, and they have little patience for speakers
who ramble aimlessly from one idea to another. A well-organized speech will enhance your credibility and make it easier for the audience to understand
your message. The process of planning the body of a speech begins when you
determine the main points. You should choose them carefully, phrase them precisely, and organize them strategically. Because listeners can- not keep track of a multitude of main points, most speeches should contain no more than two to five. Each should focus on a single idea, should be worded clearly, and should receive enough emphasis to be clear and convincing.
You can organize main points in various ways, depending on your topic, purpose, and audience. Chronological order follows a time pattern,
whereas spatial order follows a directional pattern. In causal order, main points are organized according to their cause-effect relationship. Topical order
results when you divide your main topic into subtopics. Problem-solution order breaks the body of the speech into two main parts—the first showing a problem, the second giving a solution.
Supporting materials are the backup ideas for your main points. When organiz- ing supporting materials, make sure they are directly relevant to the main points they are supposed to support.
Connectives help tie a speech together. They are words or phrases that join one thought to another and indicate the relationship between them. The four major types of speech connectives are transitions, internal previews, internal sum- maries, and signposts. Using them effectively will make your speeches more uni- fied and coherent.
Summary
who ra enh
yo
t wh
point
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Exercises for Critical Thinking 181
strategic organization (166)
main points (167)
chronological order (169)
spatial order (170)
causal order (170)
problem-solution order (172)
topical order (172)
supporting materials (175)
connective (177)
transition (177)
internal preview (178)
internal summary (178)
signpost (178)
Key Terms
After reading this chapter, you should be able to answer the following questions:
1. Why is it important that speeches be organized clearly and coherently?
2. How many main points will your speeches usually contain? Why is it important to limit the number of main points in your speeches?
3. What are the five basic patterns of organizing main points in a speech? Which are appropriate for informative speeches? Which is most appropriate for persua- sive speeches? Which is used most often?
4. What are three tips for preparing your main points?
5. What is the most important thing to remember when organizing supporting materials in the body of your speech?
6. What are the four kinds of speech connectives? What role does each play in a speech?
For further review, go to the LearnSmart study module for this chapter.
Review Questions
1. What organizational method (or methods) might you use to arrange main points for speeches with the following specific purpose statements?
To inform my audience of the causes and effects of Parkinson’s disease.
To inform my audience about the major kinds of symbols used in Native American art.
To persuade my audience that the state legislature should enact tougher laws to curb the problem of predatory lending to college students.
To inform my audience about the major stages of the civil rights movement from 1955 to 1970.
To inform my audience about the educational philosophy of Jean Piaget.
To inform my audience about the geographical regions of Brazil.
Exercises for Critical Thinking
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182 CHAPTER 9 Organizing the Body of the Speech
2. Turn to the outline of main points and supporting materials for the speech about hypnosis on page 167. Create appropriate transitions, internal previews, internal summaries, and signposts for the speech.
3. Identify the organizational method used in each of the following sets of main points.
I. Fraudulent charity fund-raising is a widespread national problem. II. The problem can be solved by a combination of government regulation
and individual awareness.
I. At the top of the rainforest is the emergent layer, where trees can be 200 feet tall.
II. Below the emergent layer is the canopy, where vegetation is so dense that it filters out 80 percent of the sunlight.
III. Beneath the canopy is the understory, where trees are less than 12 feet tall and grow large leaves to collect the small amount of sunlight.
IV. At the bottom is the forest floor, where there are almost no plants because of the lack of sunlight.
I. Sonia Sotomayor is best known as the first Hispanic justice of the U.S. Supreme Court.
II. Sonia Sotomayor is also an accomplished communicator who has given hundreds of public speeches.
I. Founded in 1948, NASCAR was limited primarily to the South through the 1950s and 1960s.
II. The modern era of NASCAR began in the 1970s with the development of the points system to crown a yearly champion.
III. Today NASCAR is one of the most popular spectator sports in America.
I. Caused by an antibiotic-resistant strain of staphylococcus bacteria, MRSA is prevalent among college students.
II. The effects of MRSA include skin infections, damage to internal organs, pneumonia, and, in some cases, death.
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185
O n the night of January 26, 1988, a conductor
stepped to the podium at the Majestic Theatre
in New York City, tapped his baton, raised his
arms, and signaled the orchestra to play. Moments
later, American theatergoers first heard the dramatic
opening chords of The Phantom of the Opera. Today, this scene has been repeated more than 9,500 times
and Phantom has become the longest-running musical in Broadway history.
Like most classic musicals, Phantom of the Opera begins with an overture—an orchestral introduction that captures the audience’s atten-
tion and gives them a preview of the music they are going to hear.
Without such an introduction—if the characters simply walked onstage
and began singing or speaking—the beginning of the play would seem
too abrupt, and the audience would not be suitably “primed” for the
entertainment.
Similarly, most musicals end with a finale, when the whole cast is
onstage, elements of the dramatic plot are resolved, portions of the
principal songs are recalled, and the music is brought to a dramatic
climax. If there were no such conclusion, if the actors merely stopped
and walked offstage, the audience would be left unsatisfied.
Just as musical plays need appropriate beginnings and endings, so
do speeches. The beginning, or introduction, prepares listeners for what
The Introduction
The Conclusion
10
Beginning and Ending the Speech
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186 CHAPTER 10 Beginning and Ending the Speech
is to come. The conclusion ties up the speech and alerts listeners that the
speech is going to end. Ideally, it is a satisfying conclusion.
In this chapter, we explore the roles played by an introduction and a
conclusion in speechmaking. We also discuss techniques aimed at fulfilling
those roles. If you apply these techniques imaginatively, you will take a big
step toward elevating your speeches from the ordinary to the splendid.
The Introduction
First impressions are important. A poor beginning may so distract or alienate listeners that the speaker can never fully recover. Moreover, getting off on the right foot is vital to a speaker’s self-confidence. What could be more encourag- ing than watching your listeners’ faces begin to register interest, attention, and pleasure? A good introduction, you will find, is an excellent confidence booster. In most speech situations, the introduction has four objectives:
■ Get the attention and interest of your audience.
■ Reveal the topic of your speech.
■ Establish your credibility and goodwill.
■ Preview the body of the speech.
We’ll look at each of these objectives in turn.
GET ATTENTION AND INTEREST “Unless a speaker can interest his audience at once, his effort will be a failure.” So said the great lawyer Clarence Darrow. If your topic is not one of extraor- dinary interest, your listeners are likely to say to themselves, “So what? Who cares?” A speaker can quickly lose an audience if she or he doesn’t use the introduction to get their attention and quicken their interest. Getting the initial attention of your audience is usually easy—even before you utter a single word. After you are introduced and step to the lectern, your audience will normally give you their attention. If they don’t, wait patiently. Look directly at the audience without saying a word. In a few moments all talking and physical commotion will stop. Your listeners will be attentive. You will be ready to start speaking. Keeping the attention of your audience once you start talking is more difficult. Here are the methods used most often. Employed individually or in combination, they will help get the audience caught up in your speech.
Relate the Topic to the Audience People pay attention to things that affect them directly. If you can relate the topic to your listeners, they are much more likely to be interested in it. Suppose, for example, one of your classmates begins her speech like this:
Today I am going to talk about collecting postcards—a hobby that is both
fascinating and financially rewarding. I would like to explain the basic kinds of
collectible postcards, why they are so valuable, and how collectors buy and sell
their cards.
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The Introduction 187
This is certainly a clear introduction, but it is not one to get you hooked on the speech. Now what if your classmate were to begin her speech this way— as one student actually did.
It’s Saturday morning, and you are helping clean out your grandmother’s attic.
After working a while, you stumble upon a trunk, open it, and discover hundreds
of old postcards. Thinking about getting to the football game on time, you start
tossing the cards into the trash can. Congratulations! You have just thrown away
a year’s tuition.
This time the speaker has used just the right bait. Chances are you will be hooked. Even when you use other interest-arousing lures, you should always relate your topic to the audience. At times this will test your ingenuity, but it pays dividends. Here is an excellent example from a student speech about dreams. The speaker began by saying:
You’re being chased by an object of unspeakable horror, yet your legs can
only move in slow motion. Each step takes unbearably long, and your frantic
struggle to run faster is hopeless. Your pursuer gets closer, and your desperation
turns to terror. You’re completely helpless—eye to eye with death.
Then you wake up, gasping for air, your heart pounding, your face clammy
with sweat. It takes a few minutes for your heart and breathing to slow down.
You reassure yourself that it was “just a dream.” Soon you drift back to sleep.
By using vivid language to describe something all his classmates had experi- enced, the speaker made sure of an attentive audience.
View the beginning of “In Your Dreams” in the online Media Library for this chapter (Video 10.1).
A good introduction will get your
speech off to a strong start. To be
most effective, it should relate the
topic to the audience and be
delivered from a minimum of
notes—as in this speech by British
anthropologist Jane Goodall.
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188 CHAPTER 10 Beginning and Ending the Speech
State the Importance of Your Topic Presumably, you think your speech is important. Tell your audience why they should think so too. Here is how Judith Kaye, Chief Judge of the State of New York, used this method to involve her audience in a speech to the American Bar Association Center on Children and the Law:
We know that a child is born into poverty in the United States every 36 seconds,
and we see 12.8 million children living below the poverty line. . . . A child dies from
neglect or abuse every six hours, a child is killed by gunfire almost every three
hours, and the number of neglected or abused children each year would fill up
the city of Detroit. 1
These are striking statistics. By citing them in her introduction, Kaye emphasized the importance of her topic and captured the attention of her audience. Clearly this technique is easy to use when discussing social and political issues such as child abuse, endangered species, terrorism, and stem cell research, but it is appropriate for other topics as well. Here is how one student handled it in a speech about starting a home aquarium:
It is very hard to cuddle a fish. Fish won’t roll over or fetch the morning paper.
You won’t find them curling up on your lap, chasing a ball of string, or rescuing
a child from a burning building.
Yet despite these shortcomings, 150 million tropical fish have found their way
into 14 million American homes. Each year $60 million of tropical fish are sold in the
United States, and they have earned a spot next to the all-American dog and the
cuddly kitten in the hearts of millions of people. Today I would like to explain how
you can start a home aquarium and discover the pleasures of owning tropical fish.
Whenever you discuss a topic whose importance may not be clear to the audience, you should think about ways to demonstrate its significance in the introduction.
Startle the Audience One surefire way to arouse interest quickly is to startle your listeners with an arresting or intriguing statement. Everyone in the audience paid close atten- tion after this speaker’s introduction:
Take a moment and think of the three women closest to you. Who comes to
mind? Your mother? Your sister? Your girlfriend? Your wife? Your best friend? Now
guess which one will be sexually assaulted during her lifetime. It’s not a pleasant
thought, but according to the U.S. Department of Justice, one of every three
American women will be sexually assaulted sometime during her life.
Notice the buildup to the speaker’s arresting statement, “Now guess which one will be sexually assaulted during her lifetime.” This statement startles the audience—especially the men—and drives home at a personal level the prob- lem of sexual assault against women. This technique is highly effective and easy to use. Just be sure the startling introduction relates directly to the subject of your speech. If you choose a strong opening simply for its shock value and then go on to talk about some- thing else, your audience will be confused and possibly annoyed.
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The Introduction 189
Arouse the Curiosity of the Audience People are curious. One way to draw them into your speech is with a series of statements that progressively whet their curiosity about the subject of the speech. For example:
It is the most common chronic disease in the United States. Controllable
but incurable, it is a symptomless disease. You can have it for years and never
know until it kills you. Some 73 million Americans have this disease, and
300,000 will die from it before the year is out. Odds are that five of us in this
class have it.
What am I talking about? Not cancer. Not AIDS. Not heart disease. I am talking
about hypertension—high blood pressure.
By building suspense about his subject, the speaker pulls his audience into the speech. Notice how much less effective the introduction would have been if he had simply said, “Today I am going to talk about high blood pressure.”
Question the Audience Asking a rhetorical question is another way to get your listeners thinking about your speech. Sometimes a single question will do:
How would you respond if a loved one was the victim of terrorism?
What would you think if you went to the doctor because you were ill and she
told you to watch Modern Family as part of your treatment?
In other circumstances, you may want to pose a series of questions, each of which draws the audience deeper and deeper into the speech. Here is how one speaker used this method:
Have you ever spent a sleepless night studying for an exam? Can you remem-
ber rushing to finish a term paper because you waited too long to start writing
it? Do you often feel overwhelmed by all the things you have to get done at
school? At work? At home?
If so, you may be the victim of poor time management. Fortunately, there are
proven strategies you can follow to use your time more effectively and to keep
control of your life.
When using this technique, be sure to pause for just a moment after each question. This adds dramatic impact and gives the question time to sink in. The audience, of course, will answer mentally—not out loud.
Begin with a Quotation Another way to arouse the interest of your audience is to start with an attention- getting quotation. You might choose your quotation from Shakespeare or Con- fucius, from the Bible or Talmud, from a poem, song, or film. Here is how one student used a humorous quotation to begin a speech about the need for polit- ical reform in the U.S. Congress:
Mark Twain once said, “It could probably be shown by facts and figures that
there is no distinctly American criminal class except Congress.”
rhetorical question
A question that the audience answers
mentally rather than out loud.
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190 CHAPTER 10 Beginning and Ending the Speech
You need not use a famous quotation. The following made an effective introduction for a speech about bird watching:
“It is a moment I will never forget. I glimpsed a flash of color in the thicket,
and then I saw it—a Bachman’s Warbler, one of the rarest birds in all of America.
I was so excited I could barely keep my binoculars from shaking.”
This statement was made by my father. He is just one of the millions of
people who have discovered the joys of bird-watching.
Notice that both of the quotations used here as examples are relatively short. Opening your speech with a lengthy quotation is a sure way to set your audience yawning.
Tell a Story We all enjoy stories—especially if they are provocative, dramatic, or suspense- ful. Consider the story one student told to open his remarks about the dev- astating earthquake and tsunami that struck Japan on March 11, 2011:
A young couple clutched their four-month-old baby girl as a tidal wave
smashed into their home in northern Japan. The wave, caused by a massive 9.0
earthquake earlier in the day, was simply too powerful. It ripped the baby girl
checklist Speech Introduction
YES NO
1. Do I gain the attention and interest of my audience by using one or more of the methods discussed in this chapter?
2. Do I relate the speech topic to my audience?
3. Do I clearly reveal the topic of my speech?
4. Do I establish my credibility to speak on this topic?
5. If my topic is controversial, do I take steps to establish my goodwill toward the audience?
6. Do I define any key terms that will be necessary for the audience to understand the rest of my speech?
7. Do I provide a preview statement of the main points to be covered in the body of the speech?
8. Is the introduction limited to 10–20 percent of my entire speech?
9. Have I worked out the language of my introduction in detail?
10. Have I practiced the delivery of my introduction so I can present it fluently, confidently, and with strong eye contact?
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The Introduction 191
from the arms of her parents and carried her off amidst piles of debris. The parents
could not stop weeping at the thought of their dead child.
Three days later, rescue workers were combing through mounds of wood, metal,
and rock when they heard a faint cry. Working frantically, they pulled the lost baby
out of the rubble—alive. “Her discovery put a new energy into the search,” one of
her rescuers told a local news crew in a story later reported by Time magazine.
Not everyone was as fortunate as that little girl—or as the parents who were
reunited with her. But as Japan tried to overcome the devastation, any sign of
hope was welcomed with open arms.
Like many good introductions, this one does a double job—it arouses the interest of the audience and gets listeners emotionally involved in the speech. You can also use stories based on your personal experience. Here is how one pre-med student used such a story. She began by recounting the first time she observed doctors performing surgery in the operating room:
There I stood, wearing a surgical mask, in the middle of a large, brightly lit
room. In the center of the room were five figures huddled over a table. I found
it difficult to see since everything was draped in blue sheets, yet I didn’t dare
take a step toward the table.
Then one of the figures called to me, “Angela, get over here and take a closer
look.” My knees buckled as I walked through the sterile environment. But eventu-
ally I was there, standing over an unconscious body in the operating room.
The effectiveness of any story—especially a personal one—hinges on the speaker’s delivery as well as on the content. As you can see from the excerpt of this speech on Video 10.2 in the online Media Library for this chapter, the speaker uses pauses, eye contact, and changes in her tone of voice to help draw her audience into the speech. See if you can do the same in your introduction.
The seven methods discussed above are the ones used most often by stu- dent speakers to gain attention and interest. Other methods include referring to the occasion, inviting audience participation, using audio equipment or visual aids, relating to a previous speaker, and beginning with humor. For any
View the beginning of “Hoping to Heal” in the online Media Library for this chapter (Video 10.2).
As you research your speeches, keep
an eye out for quotations, stories,
and other materials you can use to
craft an introduction that will capture
the attention of your listeners.
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192 CHAPTER 10 Beginning and Ending the Speech
given speech, try to choose the method that is most suitable for the topic, the audience, and the occasion.
REVEAL THE TOPIC In the process of gaining attention, be sure to state clearly the topic of your speech. If you do not, your listeners will be confused. And once they are con- fused, your chances of getting them absorbed in the speech are almost nil. This is a basic point—so basic that it may hardly seem worth mentioning. Yet you would be surprised how many students need to be reminded of it. You may hear speeches in your own class in which the topic is not clear by the end of the introduction. So you will know what to avoid, here is such an introduction, presented in a public speaking class:
Imagine taking a leisurely boat ride along a peaceful waterway. The sun is
high in the sky, reflecting brightly off the ripples around you. The banks are lush
with mangrove and cypress trees. You see a stately pelican resting on a low-lying
branch. You grab your camera, snap a shot, and check the result. The picture is
perfect. But will it be perfect in the future?
What is the topic of this speech? Nature photography? No. Birding? No. Tourism in the tropics? No. The student was talking about efforts to restore the natural beauty of the Florida Everglades. But she did not make that clear to her audience. Suppose, instead, she had begun her speech differently:
Alligators, panthers, otters, brown pelicans—these and other creatures have
lost 50 percent of their habitat in south Florida over the past few decades. Now,
however, there is an $8 billion program to preserve their home in the Florida Ever-
glades. The largest restoration effort in the history of the world, it will rejuvenate
one of America’s most diverse ecosystems and protect it for future generations.
This opening would have provided a way to get the audience’s attention, but it also would have related directly to the speech topic. If you beat around the bush in your introduction, you may lose your listeners. Even if they already know your topic, you should restate it clearly and concisely at some point in the introduction.
ESTABLISH CREDIBILITY AND GOODWILL Besides getting attention and revealing the topic, there is a third objective you may need to accomplish in your introduction—establishing your credibil- ity and goodwill. Credibility is mostly a matter of being qualified to speak on a given topic—and of being perceived as qualified by your listeners. Here is how one student established her credibility on the subject of weight lifting without sounding like a braggart:
Once seen as an exclusively male activity, weight lifting has crossed the gen-
der barrier—and with good reason. Regardless of whether you are male or female,
weight lifting can give you a sense of strength and power, enhance your self-
esteem, and make you look and feel better.
I started lifting weights when I was in high school, and I have kept at it for the
past eight years. I have also taught weight lifting in several health clubs, and I am
a certified instructor through the Aerobics and Fitness Association of America.
credibility
The audience’s perception of whether
a speaker is qualified to speak on a
given topic.
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The Introduction 193
Using some of my experience, I would like to explain the basic kinds of
weights and how to use them properly.
Whether or not you lift weights, you will probably be more interested in the speech when you realize that the speaker knows what she is talking about. Your credibility need not be based on firsthand knowledge and experi- ence. It can come from reading, from classes, from interviews, from friends— as in these cases:
I have been interested in the myth of Atlantis for several years, and I have
read a number of books and articles about it.
The information I am going to share with you today comes mostly from my
biology class and an interview with Reyna Vasquez of the local Audubon Society.
Whatever the source of your expertise, be sure to let the audience know. Establishing your goodwill is a slightly different challenge. It is often crucial outside the classroom, where speakers have well-established reputations and may be identified with causes that arouse hostility among listeners. In such a situa- tion, the speaker must try to defuse that hostility right at the start of the speech. Occasionally you may have to do the same thing in your classroom speeches. Suppose you advocate a potentially unpopular position. You will need to make a special effort to ensure that your classmates will consider your point of view. This is how one student tried to minimize her classmates’ opposition in the introduction of a speech urging them to change the way they use their cell phones:
Now, don’t worry, I’m not going to try to persuade you to abandon your
constant companion. I still use mine on a regular basis, and I probably always will.
But I do hope to persuade you to make one simple change in the way you use
your cell phone—a change that will protect your health and could even make the
difference between a long life and premature death.
goodwill
The audience’s perception of whether
the speaker has the best interests of
the audience in mind.
View this portion of “The Dangers of Cell Phones” in the online Media Library for this chapter (Video 10.3).
Telling a story is an excellent way
to gain attention in a speech
introduction. The story should be
clearly relevant to the topic and
should be delivered expressively
with strong eye contact.
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194 CHAPTER 10 Beginning and Ending the Speech
The speaker was clear about her intentions and reasonable in her expecta- tions. By the end of the introduction, the audience knew she had their best interests at heart.
PREVIEW THE BODY OF THE SPEECH As we saw in Chapter 3, most people are poor listeners. Even good listeners need all the help they can get in sorting out a speaker’s ideas. One way to help your listeners is to tell them in the introduction what they should listen for in the rest of the speech. Here is an excellent example, from a speech by U.S. Secretary of Defense Robert Gates at the U.S. Military Academy, West Point, on February 25, 2011:
Today, I’d like to focus on three interrelated issues—the future of conflict and
the implications for the Army; how best to institutionalize the diverse capabilities
that will be required; and the kinds of officers the Army will need for the 21st
century. 2
After this introduction, there was no doubt about Gates’s topic or the main points he would cover in his speech. In some types of persuasive speeches, you may not want to reveal your central idea until later in the speech. But even in such a situation you must be sure your audience is not left guessing about the main points they should listen for as the speech unfolds. Nearly always, you should include a preview statement like the following:
The goal of my speech today is to inform you about Ramadan—specifically
its history and practices. In the end, I hope you’ll have a better understanding of
this sacred time for Muslims in the United States and around the globe.
I am convinced that we need to take action to combat the problem of phony
pharmaceuticals. Later in my speech, I’ll share a plan with you for curbing the
spread of these dangerous drugs. But let’s start by taking a closer look at the
problem.
Preview statements such as these serve another purpose as well. Because they usually come at the very end of the introduction, they provide a smooth lead-in to the body of the speech. They signal that the body of the speech is about to begin. There is one other aspect you may want to cover in previewing your speech. You can use your introduction to give specialized information— definitions or background—that your listeners will need if they are to under- stand the rest of the speech. Often you can do this very quickly, as in the following example:
A triathlon is a race made up of three different events completed in succession.
The events are usually swimming, biking, and running, though canoeing is some-
times substituted for one of these.
In other circumstances, you may have to explain an important term in more detail. Here is how one student handled the problem in a speech about the Underground Railroad used by slaves to escape from the South before the Civil War:
preview statement
A statement in the introduction of a
speech that identifies the main points
to be discussed in the body.
View these preview statements from student speeches in the online Media Library for this chapter (Video 10.4).
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The Introduction 195
The term “Underground Railroad” was first used about 1830. But in fact, the
Underground Railroad was neither underground nor a railroad. It was an informal
network that provided runaway slaves food, clothing, directions, and places to
hide on their escape routes to the North and to Canada.
Why was it called the Underground Railroad? Because of its secrecy and
because many of the people involved used railroad terms as code words. Hiding
places, for example, were called “stations,” and people who helped the slaves were
called “conductors.” Over the years, the Underground Railroad helped thousands
of slaves make their way from bondage to freedom.
SAMPLE INTRODUCTION WITH COMMENTARY So far we have seen many excerpts showing how to fulfill the various objec- tives of an introduction. Now here is a complete introduction from a student speech. The side comments indicate the principles used in developing the introduction.
View this introduction in the online Media Library for this chapter (Video 10.5).
For my Aunt Josefina, life can be empty, even though she’s surrounded by tons of stuff. Walking into her living room, you’ll see stacks of magazines and newspapers, piles of clean and dirty laundry, and boxes of collectible figurines. But you won’t find a place to sit down. In her kitchen, you’ll see towers of dishes, scores of empty two-liter bottles, and over a dozen trash bags. But you won’t see a kitchen table.
Some people say Aunt Josefina is lazy. Others say she’s just dirty. But my family and I know the truth: Aunt Josefina suffers from a mental disorder known as Collyer’s Syn- drome, or disposophobia. But you probably know it by its most common name: compulsive hoarding. Those who suf- fer from compulsive hoarding can’t bring themselves to get rid of anything. It doesn’t matter if the things are valuable; it only matters that they hold on to them.
SPEECH << <
The speaker uses a story to gain attention. This story works particularly well because it is richly detailed and is high in human interest. The frequent use of “you” helps relate the story to the audience.
Now the speaker reveals her topic and defines the meaning of hoarding. The way she gradually reveals Aunt Josefina’s malady helps build the audience’s interest. Her personal involvement with the topic increases her credibility and goodwill.
COMMENTARY << <
Surrounded by Stuff
Over the years, my family and I have become painfully aware of what life is like for a compulsive hoarder. But until researching the topic for this speech, I had no idea how widespread the disorder was. Gail Steketee and Randy Frost, authors of Stuff: Compulsive Hoarding and the Meaning of Things, report that anywhere from 6 million to 15 million Americans are compulsive hoarders.
The speaker uses statistics to show the importance of her topic. Mentioning her research for the speech further bolsters her credibility.
Today I would like to introduce you to the world of compul- sive hoarding. I will show you the seriousness of the prob- lem, the impact it can have on individuals and families, and the ways it can be treated.
The introduction ends with a clear preview of the main points to be discussed in the body.
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196 CHAPTER 10 Beginning and Ending the Speech
TIPS FOR THE INTRODUCTION 1. Keep the introduction relatively brief. Under normal circumstances it should not constitute more than 10 to 20 percent of your speech.
2. Be on the lookout for possible introductory materials as you do your research. File them with your notes so they will be handy when you are ready for them.
3. Be creative in devising your introduction. Experiment with two or three different openings and choose the one that seems most likely to get the audience interested in your speech.
4. Don’t worry about the exact wording of your introduction until you have finished preparing the body of the speech. After you have determined your main points, it will be much easier to make final decisions about how to begin the speech.
5. Work out your introduction in detail. Some teachers recommend that you write it out word for word; others prefer that you outline it. Whichever method you use, practice the introduction over and over until you can deliver it smoothly from a minimum of notes and with strong eye contact.
6. When you present the speech, don’t start talking too soon. Make sure the audience has quieted down and is focused on you before you begin. Establish eye contact with the audience, smile, and then launch into your opening words. Give yourself every chance to make sure your introduction has the desired impact.
The Conclusion
“Great is the art of beginning,” said Longfellow, “but greater the art is of ending.” Longfellow was thinking of poetry, but his insight is equally appli- cable to public speaking. Many a speaker has marred an otherwise fine speech by a long-winded, silly, or antagonistic conclusion. Your closing remarks are your last chance to drive home your ideas. Moreover, your final impression will probably linger in your listeners’ minds. Thus you need to craft your conclusion with as much care as your introduction. No matter what kind of speech you are giving, the conclusion has two major functions:
■ To let the audience know you are ending the speech.
■ To reinforce the audience’s understanding of, or commitment to, the cen- tral idea.
Let us look at each.
SIGNAL THE END OF THE SPEECH It may seem obvious that you should let your audience know you are going to stop soon. However, you will almost certainly hear speeches in your class in which the speaker concludes so abruptly that you are taken by surprise. Too sudden an ending leaves the audience puzzled and unfulfilled.
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The Conclusion 197
How do you let an audience know your speech is ending? One way is through what you say. “In conclusion,” “My purpose has been,” “Let me end by saying”—these are all brief cues that you are getting ready to stop. You can also let your audience know the end is in sight by your manner of delivery. The conclu- sion is the climax of a speech. A speaker who has carefully built to a peak of interest and involvement will not need to say anything like “in conclusion.” By use of the voice—its tone, pacing, intonation, and rhythm—a speaker can build the momentum of a speech so there is no doubt when it is over. One method of doing this has been likened to a musical crescendo. As in a symphony in which one instrument after another joins in until the entire orchestra is playing, the speech builds in force until it reaches a zenith of power and intensity. 3 (This does not mean simply get- ting louder and louder. It is a combination of many things, including vocal pitch, choice of words, dramatic content, gestures, pauses—and possibly loudness.) A superb example of this method is the memorable conclusion to Martin Luther King’s “I’ve Been to the Mountaintop,” the speech he delivered the night before he was assassinated in April 1968. Speaking to an audience of 2,000 peo- ple in Memphis, Tennessee, he ended his speech with a stirring declaration that the civil rights movement would succeed despite the many threats on his life:
Like anybody, I would like to live a long life. Longevity has its place, but I’m
not concerned about that now. I just want to do God’s will, and he’s allowed me
to go up to the mountain, and I’ve looked over and I’ve seen the Promised Land.
I may not get there with you, but I want you to know tonight that we as a people
will get to the Promised Land. So I’m happy tonight. I’m not worried about anything;
I’m not fearing any man. Mine eyes have seen the glory of the coming of the Lord.
Another effective method might be compared to the dissolve ending of a concert song that evokes deep emotions: “The song seems to fade away while the light on the singer shrinks gradually to a smaller and smaller circle until it lights only the face, then the eyes. Finally, it is a pinpoint, and disap- pears with the last note of the song.” 4 Here is a speech ending that does much the same thing. It is from General Douglas MacArthur’s moving farewell to the cadets at the U.S. Military Academy:
In my dreams I hear again the crash of guns, the rattle of musketry, the
strange, mournful mutter of the battlefield. But in the evening of my memory
always I come back to West Point. Always there echoes and re-echoes: duty,
honor, country.
Today marks my final roll call with you. But I want you to know that when I
cross the river, my last conscious thoughts will be of the Corps, and the Corps,
and the Corps.
I bid you farewell.
crescendo ending
A conclusion in which the speech
builds to a zenith of power and
intensity.
View the ending of Martin Luther King’s “I’ve Been to the Mountaintop” in the online Media Library for this chapter (Video 10.6).
The conclusion is your last chance to drive home your ideas. Here Geena Davis
concludes her keynote address at the Spark Summit rally at Hunter College in
New York City.
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198 CHAPTER 10 Beginning and Ending the Speech
The final words fade like the spotlight, bringing the speech to an emotional close. You may think that you couldn’t possibly end a speech with that much pathos—and you’d be right. MacArthur was an eloquent speaker discussing a grave issue with extraordinary poignance. This combination rarely occurs. But that doesn’t mean you can’t use the dissolve ending effectively. One student used it with great effect in a speech about the immigrant experience in the United States. During the body of the speech, the student spoke about the numbers of immigrants and the challenges they faced. Then, in her conclu- sion, she created a moving dissolve ending by evoking the emotional images of her grandfather’s arrival in the United States:
On a recent trip to Ellis Island, where my grandfather first stepped on American
soil, I saw his name etched into the wall along with the names of tens of thousands
of other immigrants. I saw the entry hall where he lined up to process his forms. I
saw the room where he underwent a physical examination. I sensed the fear and
insecurity he must have felt. But I could also sense his excitement as he looked
forward to life in a land of opportunity—a land he came to think of as home.
Both the crescendo and the dissolve endings must be worked out with great care. Practice until you get the words and the timing just right. The benefits will be well worth your time.
REINFORCE THE CENTRAL IDEA The second major function of a conclusion is to reinforce the audience’s understanding of, or commitment to, the central idea. There are many ways to do this. Here are the ones you are most likely to use.
dissolve ending
A conclusion that generates
emotional appeal by fading step by
step to a dramatic final statement.
Your degree in civil engineering has served you well
and you are now the chief city planner for a major
metropolis. After studying the issue for
more than a year, you and the planning
commission have decided that the best
way to relieve the city’s growing
traffic congestion is to build a new
downtown freeway. Unfortunately,
there is no way to build the freeway
without knocking down a number of
houses and businesses.
Not surprisingly, the neigh-
borhood association that repre-
sents the area through which
the new freeway will run has
expressed a number of concerns about the pro-
posal. Because of your excellent public speaking
skills, you have been chosen to represent
the city at a meeting of the neighbor-
hood association. You know that if your
speech is to be persuasive, you must
use the introduction to establish
your credibility and goodwill so
your listeners will be willing to
listen receptively to what you say
in the body.
Write a draft of your introduc-
tion. Be sure to address all four
functions of a speech introduction
discussed in this chapter.
Using public speaking in your CAREER
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The Conclusion 199
Summarize Your Speech Restating the main points is the easiest way to end a speech. One student used this technique effectively in his persuasive speech about the AIDS epi- demic in Africa:
In conclusion, we have seen that the AIDS epidemic is having a devastating
effect on African society. An entire adult generation is slowly being wiped out.
An entirely new generation of AIDS orphans is being created. Governments in
the nations most afflicted have neither the resources nor the expertise to counter
the epidemic. Many African economies are being crippled by the loss of people
in the workplace.
Before it’s too late, the United Nations and developed countries need to
increase their efforts to halt the epidemic and bring it under control. The lives
and well-being of tens of millions of people hang in the balance.
The value of a summary is that it explicitly restates the central idea and main points one last time. But as we shall see, there are more imaginative and compelling ways to end a speech. They can be used in combination with a summary or, at times, in place of it.
End with a Quotation A quotation is one of the most common and effective devices to conclude a speech. Here is a fine example, from a speech on volunteering for Big Broth- ers or Big Sisters:
None of us have the extra time that we’d like. But whatever time you can
spare, you’ll be making a world of difference in the life of an underprivileged child.
In the words of the poet Henry Wadsworth Longfellow, “Give what you have. To
someone, it may be better than you dare to think.”
The closing quotation is particularly good because its urgency is exactly suited to the speech. When you run across a brief quotation that so perfectly captures your central idea, keep it in mind as a possible conclusion.
Make a Dramatic Statement Rather than using a quotation to give your conclusion force and vitality, you may want to devise your own dramatic statement. Some speeches have become famous because of their powerful closing lines. One is Patrick Henry’s legendary “Liberty or Death” oration. It takes its name from the final sen- tences Henry uttered on March 23, 1775, as he exhorted his audience to resist British tyranny:
Is life so dear, or peace so sweet, as to be purchased at the price of chains
and slavery? Forbid it, Almighty God! I know not what course others may take;
but as for me, give me liberty, or give me death.
Although your classroom speeches are not likely to become famous, you can still rivet your listeners—as Henry did—with a dramatic concluding state- ment. What follows is a particularly striking example, from a speech on suicide prevention. Throughout the speech, the student referred to a friend
View the conclusion of “AIDS in Africa: A World Crisis” in the online Media Library for this chapter (Video 10.7).
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200 CHAPTER 10 Beginning and Ending the Speech
who had tried to commit suicide the previous year. Then, in the conclusion, she said:
My friend is back in school, participating in activities she never did before—and
enjoying it. I’m happy and proud to say that she’s still fighting for her life and even
happier that she failed to kill herself. Otherwise, I wouldn’t be here today trying to
help you. You see, I am my “friend,” and I’m more than glad to say I’ve made it.
As you can imagine, the audience was stunned. The closing lines brought the speech to a dramatic conclusion. The speaker made it even more effective by pausing just a moment before the last words and by using her voice to give them just the right inflection.
Refer to the Introduction An excellent way to give your speech psychological unity is to conclude by referring to ideas in the introduction. Here is how one student used the method in her speech about carbon monoxide poisoning:
Introduction It was supposed to be a time of celebration. Five friends had
gathered in a south Florida hotel room to celebrate a birthday.
Juchen Martial, one of the five, was turning nineteen. But the
day after the birthday party, a maid passing by the hotel room
glanced through a window and saw five dead bodies. All five
friends had been killed.
Their killer was silent, invisible, odorless, and tasteless. Their
killer was carbon monoxide. The friends had left their car running
checklist Speech Conclusion
YES NO
1. Do I signal that my speech is coming to an end?
2. Do I reinforce my central idea by:
Summarizing the main points of my speech
Ending with a quotation
Making a dramatic statement
Referring to the introduction
3. Is the conclusion limited to 5–10 percent of my entire speech?
4. Have I worked out the language of my conclusion in detail?
5. Have I practiced the delivery of my conclusion so I can present it fluently, confidently, and with strong eye contact?
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The Conclusion 201
in a carport directly beneath their hotel room. Carbon monoxide
seeped into the room and took their lives—as it does the lives
of 400 people a year in the United States.
In the body of her speech, the student looked in detail at the problem of carbon monoxide poisoning and explained ways to head off the problem. Then, in her closing words, she tied the whole speech together by returning to the story described in her introduction:
Conclusion Remember those five friends I mentioned in the introduction
of my speech? Their deaths were tragic and unnecessary. I
hope the information I have provided today will help you avoid
their fate. By understanding where carbon monoxide comes
from, by recognizing the warning signs of carbon monoxide
poisoning, and by following the simple preventive steps I’ve
discussed, you can make sure that you don’t fall victim to the
silent killer.
Summarizing the speech, ending with a quotation, making a dramatic statement, referring to the introduction—all these techniques can be used separately. But you have probably noticed that speakers often combine two or more in their conclusions. Actually, all four techniques can be fused into one—for example, a dramatic quotation that summarizes the central idea while referring to the introduction. One other concluding technique is making a direct appeal to your audi- ence for action. This technique applies only to a particular type of persuasive speech, however, and will be discussed in Chapter 16. The four methods covered in this chapter are appropriate for all kinds of speeches and occasions.
SAMPLE CONCLUSION WITH COMMENTARY How do you fit these methods together to make a conclusion? Here is an example, from the speech about compulsive hoarding whose introduction we looked at earlier (page 195).
View the beginning and ending of “The Silent Killer” in the online Media Library for this chapter (Video 10.8).
View this conclusion in the online Media Library for this chapter (Video 10.9).
Today we have seen that compulsive hoarding is a serious mental disorder whose effects can be devastating for indi- viduals and families. It’s also difficult to treat, which means that millions of Americans are left living a life of clutter and chaos.
CONCLUSION << <
The speaker gives an excellent summary of her speech. This is particularly important when speaking to inform because it gives you one last chance to make sure the audience remembers your main points.
COMMENTARY << <
My Aunt Josefina is one of those people. She says: “People look at my apartment and know I have a problem. I look at my apartment and know I have a problem. I’m trying to get it under control, but it’s a really long road.” For my Aunt Josefina and millions of others, the good news is that understanding the problem is the first step toward conquering all the stuff.
By referring to her Aunt Josefina, whom she had mentioned in her introduction, the speaker unifies the entire speech. The quotation from Aunt Josefina and the speaker’s final sentence end the speech on a strong note.
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202 CHAPTER 10 Beginning and Ending the Speech
TIPS FOR THE CONCLUSION 1. As with the introduction, keep an eye out for possible concluding materials as you research and develop the speech.
2. Conclude with a bang, not a whimper. Be creative in devising a conclu- sion that hits the hearts and minds of your audience. Work on several possible endings, and select the one that seems likely to have the greatest impact.
3. Don’t be long-winded. The conclusion will normally make up no more than 5 to 10 percent of your speech.
4. Don’t leave anything in your conclusion to chance. Work it out in detail, and give yourself plenty of time to practice delivering it. Many students like to write out the conclusion word for word to guarantee it is just right. If you do this, make sure you can present it smoothly, confidently, and with feeling—without relying on your notes or sounding wooden. Make your last impression as forceful and as favorable as you can.
First impressions are important. So are final impressions. This is why speeches need strong introductions and conclusions.
In most speech situations you need to accomplish four objectives with your introduction—get the attention and interest of the audience, reveal the
topic of your speech, establish your credibility and goodwill, and preview the body of the speech. Gaining attention and interest can be done in several ways. You can show the importance of your topic, especially as it relates to your audience. You can startle or question your audience or arouse their curiosity. You can begin with a quotation or a story.
Be sure to state the topic of your speech clearly in your introduc- tion so the audience knows where the speech is going. Establishing
credibility means that you tell the audience why you are qualified to speak on the topic at hand. Establishing goodwill may be necessary if
your point of view is unpopular. Previewing the body of the speech helps the audience listen effectively and provides a smooth lead-in to the body of
the speech. The first objective of a speech conclusion is to let the audience know you are
ending, which you can do by your words or by your manner of delivery. The second objective of a conclusion is to reinforce your central idea. You can accomplish this by summarizing the speech, ending with a quotation, making a dramatic statement, or referring to the introduction. Sometimes you may want to combine two or more of these techniques. Be creative in devising a vivid, forceful conclusion.
Summary
you to
y the
the spe
rhetorical question (189)
credibility (192)
goodwill (193)
preview statement (194)
crescendo ending (197)
dissolve ending (198)
Key Terms
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Exercises for Critical Thinking 203
After reading this chapter, you should be able to answer the following questions:
1. What are the four objectives of a speech introduction?
2. What are seven methods you can use in the introduction to get the attention and interest of your audience?
3. Why is it important to establish your credibility at the beginning of your speech?
4. What is a preview statement? Why should you nearly always include a preview statement in the introduction of your speech?
5. What are six tips for your introduction?
6. What are the major functions of a speech conclusion?
7. What are two ways you can signal the end of your speech?
8. What are four ways to reinforce the central idea when concluding your speech?
9. What are four tips for your conclusion?
For further review, go to the LearnSmart study module for this chapter.
Review Questions
1. Here are six speech topics. Explain how you might relate each to your classmates in the introduction of a speech.
Social Security laughter
coffee steroids
illiteracy blood donation
2. Think of a speech topic (preferably one for your next speech in class). Create an introduction for a speech dealing with any aspect of the topic you wish. In your introduction, be sure to gain the attention of the audience, to reveal the topic and relate it to the audience, to establish your credibility, and to preview the body of the speech.
3. Using the same topic as in Exercise 2, create a speech conclusion. Be sure to let your audience know the speech is ending, to reinforce the central idea, and to make the conclusion vivid and memorable.
Exercises for Critical Thinking
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205
T hink what might happen if you tried to build a
house without a floor plan or an architect’s
blueprint. You install a cathedral ceiling so you
can have big windows and a huge ceiling fan, but the
roof is so high it blocks your bedroom window
upstairs. You put in sliding doors to the yard, but they
can’t be opened because they’re too close to the fire-
place to slide back without hitting it. You think it’s a wonderful idea to
have almost no interior walls. But when the first snowfall comes, your
(unsupported) roof collapses.
Plans and blueprints are essential to architecture. So, too, are outlines
essential to effective speeches. An outline is like a blueprint for your
speech. It allows you to see the full scope and content of your speech
at a glance. By outlining, you can judge whether each part of the speech
is fully developed, whether you have adequate supporting materials for
your main points, and whether the main points are properly balanced.
An outline helps you make sure that related items are together, that
ideas flow from one to another, that the structure of your speech will
“stand up”—and not collapse.
Probably you will use two kinds of outlines for your speeches—one
very detailed, for the planning stage, and one very brief, for the delivery
of the speech.
The Preparation Outline
The Speaking Outline
11
Outlining the Speech
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206 CHAPTER 11 Outlining the Speech
The Preparation Outline
The preparation outline is just what its name implies—an outline that helps you prepare the speech. Writing a preparation outline means putting your speech together—deciding what you will say in the introduction, how you will organize the main points and supporting materials in the body, and what you will say in the conclusion.
GUIDELINES FOR THE PREPARATION OUTLINE Over the years, a relatively uniform system for preparation outlines has developed. It is explained below and is exemplified in the sample outline on pages 211–213. You should check with your teacher to see exactly what for- mat you are to follow.
State the Specific Purpose of Your Speech The specific purpose statement should be a separate unit that comes before the outline itself. Including the specific purpose makes it easier to assess how well you have constructed the speech to accomplish your purpose.
Identify the Central Idea Some teachers prefer that the central idea be given immediately after the purpose statement. Others prefer that it be given and identified in the text of the outline. Check to see which your teacher wants.
Label the Introduction, Body, and Conclusion If you label the parts of your speech, you will be sure that you indeed have an introduction and conclusion and have accomplished the essential objec- tives of each. Usually the names of the speech parts are placed in the middle of the page or in the far left margin. They are technical labels only and are not included in the system of symbolization used to identify main points and supporting materials.
Use a Consistent Pattern of Symbolization and Indentation In the most common system of outlining, main points are identified by Roman numerals and are indented equally so as to be aligned down the page. Subpoints (components of the main points) are identified by capital letters and are also indented equally so as to be aligned with each other. Beyond this, there may be sub-subpoints and even sub-sub-subpoints. For example:
I. Main point A. Subpoint B. Subpoint
1. Sub-subpoint 2. Sub-subpoint
a. Sub-sub-subpoint b. Sub-sub-subpoint
preparation outline
A detailed outline developed during
the process of speech preparation that
includes the title, specific purpose,
central idea, introduction, main points,
subpoints, connectives, conclusion,
and bibliography of a speech.
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The Preparation Outline 207
II. Main point A. Subpoint
1. Sub-subpoint 2. Sub-subpoint
B. Subpoint 1. Sub-subpoint 2. Sub-subpoint
The clear visual framework of this outline immediately shows the relation- ships among the ideas of the speech. The most important ideas (main points) are farthest to the left. Less important ideas (subpoints, sub-subpoints, and so on) are progressively farther to the right. This pattern reveals the structure of your entire speech. Once you have organized the body of your speech (see Chapter 9), you should have identified the main points. You need only flesh out your outline with subpoints and sub-subpoints, as necessary, to support the main points. But suppose, as sometimes happens, you find yourself with a list of statements and are not sure which are main points, which are subpoints, and so forth. Such a list might look like this:
There were 13 people at the Last Supper—Jesus and his 12 disciples.
Many superstitions revolve around numbers.
In the United States, 13 is often omitted in the floor numbering of hotels and skyscrapers.
The number 13 has meant bad luck as long as anyone can remember.
Which statement is the main point? The second statement (“Many super- stitions revolve around numbers”), which is broader in scope than any of the other statements. This would be one of the main ideas of your speech. The fourth statement is the subpoint; it immediately supports the main point. The other two statements are sub-subpoints; they illustrate the subpoint. Rear- ranged properly, they look like this:
I. Many superstitions revolve around numbers. A. The number 13 has meant bad luck as long as anyone can
remember. 1. There were 13 people at the Last Supper—Jesus and his
12 disciples. 2. In the United States, 13 is often omitted in the floor numbering
of hotels and skyscrapers.
Above all, remember that all points at the same level should immedi- ately support the point that is just above and one notch to the left in your outline.
State Main Points and Subpoints in Full Sentences Below are two sets of main points and subpoints for the same speech on the life of Martin Luther King.
visual framework
The pattern of symbolization and
indentation in a speech outline that
shows the relationships among the
speaker’s ideas.
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208 CHAPTER 11 Outlining the Speech
Ineffective More Effective
I. Montgomery I. King began his civil rights career in the Montgomery bus boycott of 1955–1956.
II. 1960s II. King’s greatest triumphs came during the early 1960s.
A. Birmingham A. In 1963, he campaigned against segrega- tion in Birmingham, Alabama.
B. March B. Later that year, he participated in the famous march on Washington, D.C.
1. 200,000 1. More than 200,000 people took part. 2. “Dream” 2. King gave his “I Have a Dream”
speech. C. Prize C. In 1964, he received the Nobel
Peace Prize. III. Final years III. King faced great turmoil during his final
years. A. Criticized A. He was criticized by more militant blacks
for being nonviolent. B. Vietnam B. He protested against the war in Vietnam. C. Assassination C. He was assassinated in Memphis,
Tennessee, on April 4, 1968.
The sample at left might serve as a speaking outline, but it is virtually useless as a preparation outline. It gives only vague labels rather than distinct ideas. It does not indicate clearly the content of the main points and sub- points. Nor does it reveal whether the speaker has thought out his or her ideas. But there is no concern about any of these matters with the outline on the right. In sum, a skimpy preparation outline is of little value. Stating your main points and subpoints in full sentences will ensure that you develop your ideas fully.
Label Transitions, Internal Summaries, and Internal Previews One way to make sure you have strong transitions, internal summaries, and internal previews is to include them in the preparation outline. Usually they are not incorporated into the system of symbolization and indentation but are labeled separately and inserted in the outline where they will appear in the speech.
Attach a Bibliography You should include with the outline a bibliography that shows all the books, magazines, newspapers, and Internet sources you consulted, as well as any interviews or field research you conducted. The two major bibliographic formats are those developed by the Modern Language Association (MLA) and the American Psychological Association (APA). Both are widely used by communication scholars; ask your instructor which he or she prefers. No matter which format you adopt, make sure your statement of sources is clear, accurate, and consistent. For help, turn to page 135
For help formatting your outlines, use the automated Outline Tool in the online Speech Tools for this chapter.
bibliography
A list of all the sources used in
preparing a speech.
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The Preparation Outline 209
in Chapter 7, where you will find sample citations for the kinds of sources used most frequently in classroom speeches.
Give Your Speech a Title, if One Is Desired In the classroom you probably do not need a title for your speech unless your teacher requires one. In some other situations, however, a speech title is necessary—as when the speech is publicized in advance or is going to be published. Whatever the reason, if you do decide to use a title, it should (1) be brief, (2) attract the attention of your audience, and (3) encapsulate the main thrust of your speech. A good title need not have what Madison Avenue would call “sex appeal”—lots of glitter and pizzazz. By the same token, there is certainly nothing wrong with a catchy title—as long as it is germane to the speech. Here are two groups of titles. Those on the left are straightforward and descrip- tive. Those on the right are figurative alternatives to the ones on the left.
Group I Group II
Gambling Addiction Against All Odds
The Rage to Diet The Art of Wishful Shrinking
Living with Deafness The Sounds of Silence
Unsafe Drinking Water Toxins on Tap
Which group do you prefer? There are advantages and disadvantages to both. Those in the first group clearly reveal the topic, but they are not as provoca- tive as those in the second group. Those in the second group are sure to arouse interest, but they do not give as clear an idea of what the speeches are about. There is one other kind of title you should consider—the question. Phras- ing your title as a question can be both descriptive and provocative. Using
As blueprints are essential to
architecture, so outlines are essential
to speechmaking. Developing an
outline helps ensure that the
structure of your speech is clear
and coherent.
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210 CHAPTER 11 Outlining the Speech
this method, we can construct a third set of titles combining the virtues of groups I and II:
Group III
Do You Really Think You Can Beat the Odds?
Diets: How Effective Are They?
Can You See What I’m Saying?
Is Your Water Safe to Drink?
Sometimes you will choose a title for your speech very early. At other times you may not find one you like until the last minute. Either way, try to be resourceful about creating titles for your speeches. Experiment with several and choose the one that seems most appropriate.
SAMPLE PREPARATION OUTLINE WITH COMMENTARY The following outline for a six-minute informative speech illustrates the prin- ciples just discussed. The commentary explains the procedures used in orga- nizing the speech and writing the outline. (Check with your teacher to see if she or he wants you to include a title with your outline.)
checklist Preparation Outline
YES NO
1. Does my speech have a title, if one is required?
2. Do I state the specific purpose before the text of the outline itself?
3. Do I state the central idea before the text of the outline itself?
4. Are the introduction, body, and conclusion clearly labeled?
5. Are main points and subpoints written in full sentences?
6. Are transitions, internal summaries, and internal previews clearly labeled?
7. Does the outline follow a consistent pattern of symbolization and indentation?
8. Does the outline provide a clear visual framework that shows the relationships among the ideas of my speech?
9. Does the bibliography identify all the sources I consulted in preparing the outline?
10. Does the bibliography follow the format required by my instructor?
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The Preparation Outline 211
OUTLINE << <
Stating your specific purpose and central idea as separate units before the text of the outline makes it easier to judge how well you have constructed the outline to achieve your purpose and to communicate your central idea.
COMMENTARY << <
Service Dogs
Labeling the introduction marks it as a distinct section that plays a special role in the speech.
The opening gets attention and, as it progresses, reveals the topic of the speech.
Specific Purpose: To inform my audience about three major kinds of service dogs.
Central Idea: Guide dogs, assistance dogs, and seizure-alert dogs make a huge difference in the lives of their owners.
Introduction
I. Most of us hardly think about simple tasks such as turn- ing on the television or walking across the street. A. But for many Americans with disabilities, these
tasks are anything but simple. B. They could not be accomplished without service
dogs. II. According to the Americans with Disabilities Act, a ser-
vice dog is any dog specially trained to assist an indi- vidual with a disability.
III. In researching this speech, I learned how indispensable service dogs are for millions of Americans.
IV. Today I will introduce you to three types of service dogs—guide dogs, assistance dogs, and seizure-alert dogs.
( Transition: Let’s start by looking at guide dogs.)
Body
I. Once referred to as Seeing Eye dogs, guide dogs help the visually impaired navigate their surroundings. A. As explained in the 2010 Handbook on Animal-
Assisted Therapy, guide dogs receive intensive training.
1. Professional training lasts at least 5 months. 2. Another month of training occurs after a dog is
assigned to its owner. 3. The result is a dog worth from $15,000 to $50,000.
B. Guide Dogs of America is a major trainer of U.S. guide dogs.
1. Its Web site says the group provides 50 trained dogs free of charge each year.
2. It also notes that there are 7,000 guide dogs cur- rently working in the U.S.
Here the speaker establishes his credibility and pre- views the main points to be discussed in the body.
Including transitions ensures that the speaker has worked out how to connect one idea to the next. Notice that the transition is not included in the system of symbolization and indentation used for the rest of the speech.
Labeling the body marks it as a distinct part of the speech.
Main point I is phrased as a full sentence. The two subpoints of main point I are shown by the capital letters A and B and are also written in full sentences to ensure that the speaker has thought them out fully.
The progressive indentation shows visually the relationships among main points, subpoints, and sub-subpoints.
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212 CHAPTER 11 Outlining the Speech
( Transition: Like guide dogs, assistance dogs are invaluable for those who need them.)
II. Assistance dogs perform routine tasks for people with physical disabilities. A. These dogs’ skills are truly amazing.
1. They help people put on clothes, unload the washing machine, and pick up items on the floor.
2. They also open and close doors, gather the mail, and manipulate keys and cell phones.
3. In fact, they can do almost anything that is needed to help their owners with daily tasks.
B. Assistance dogs are invaluable to their owners. 1. Dr. Alice Blue-McLendon, of the Texas A&M Col-
lege of Veterinary Medicine, notes that these dogs help their owners achieve a new sense of freedom and independence.
2. Phil Day, owner of a black Labrador provided by Dogs for the Disabled, says: “I wouldn’t be with- out an assistance dog; they help on so many dif- ferent levels.”
( Transition: Now that we have looked at guide dogs and as- sistance dogs, let’s turn to seizure-alert dogs.)
III. Seizure-alert dogs warn owners with epilepsy when a seizure is about to occur. A. These dogs can sense a seizure from several seconds
to 45 minutes before it occurs, says John Ensminger, author of Service and Therapy Dogs in American Society.
B. How seizure-alert dogs acquire this ability is a mystery. 1. Dogs cannot be trained to anticipate seizures. 2. Some are born with the power and some are not. 3. There are two major theories to explain the dogs’
power. a. One theory holds that dogs anticipate seizures
through their sensitivity to slight changes in nonverbal behavior.
b. Another theory says they detect minor chemi- cal changes through their acute sense of smell.
Conclusion
I. As we have seen, service dogs provide vital support for people with physical disabilities.
II. I have focused on guide dogs, assistance dogs, and sei- zure-alert dogs.
III. For their owners, these dogs are much more than “man’s best friend”—they are a new way of life.
Points below the level of subpoint are indicated by Arabic numerals and lowercase letters. Sometimes they are not written as full sentences. Check to see what your teacher prefers.
The transition indicates that the speaker is moving to his next main point.
This main point, like the first two, is stated as a full sentence.
Notice the pattern of subordination in this section. Subpoint B states that how seizure-alert dogs acquire their ability is a mystery. Sub-subpoint 3 notes that there are two major theories to explain the dogs’ power. Because items a and b expand upon the theories point, they are subordinated to it.
Labeling the conclusion marks it as a distinct part of the speech.
Summarizing the main points is standard procedure in an informative speech. The speaker’s final line reinforces his central idea.
The transition shows how the speaker will get from main point I to main point II.
Like main point I, main point II is phrased as a full sentence.
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The Speaking Outline 213
The Speaking Outline
“I was never so excited by public speaking before in my life,” wrote one lis- tener in 1820 after listening to Daniel Webster. “Three or four times I thought my temples would burst with the gush of blood. . . . I was beside myself, and am so still.” 1 Such reactions were not unusual among Webster’s audiences. He thrilled two generations of Americans with his masterful orations. Incredible as it seems today, he did so while speaking for several hours at a time, often with- out using any notes! A reporter once asked how he managed this. “It is my memory,” Webster said. “I can prepare a speech, revise and correct it in my memory, then deliver the corrected speech exactly as finished.” 2 Few people have Webster’s remarkable powers of memory. Fortunately, it is no longer customary to speak from memory. Today most people speak extemporaneously—which means the speech is carefully prepared and prac- ticed in advance, but much of the exact wording is selected while the speech is being delivered (see Chapter 13). Your speeches will probably be of this type. You should know, then, about the speaking outline —the most widely recommended form of notes for extemporaneous speeches. The aim of a speaking outline is to help you remember what you want to say. In some ways, it is a condensed version of your preparation outline. It should contain key words or phrases to jog your memory, as well as essen- tial statistics and quotations that you don’t want to risk forgetting. But it should also include material not in your preparation outline—especially cues to direct and sharpen your delivery. Most speakers develop their own variations on the speaking outline. As you acquire more experience, you, too, should feel free to experiment. But for now, your best bet is to follow the basic guidelines below and to use the sample speaking outline on pages 216–217 as your model.
speaking outline
A brief outline used to jog a speaker’s
memory during the presentation of a
speech.
This is the final bibliography. It lists the sources actually used in writing the speech and is shorter than the preliminary bibliography compiled in the early stages of research. (See Chapter 7 for a discussion of the preliminary bibliography.)
This bibliography follows the 2009 Modern Language Association (MLA) format. Check with your instructor to see what format you should use for your bibliography.
Bibliography
United States. Dept. of Justice. Americans with Disabilities Act . 14 Jan. 2008. Web. 15 Apr. 2011.
Dogs for the Disabled . Dogs for the Disabled, 2010. Web. 17 Apr. 2011.
Ensminger, John J . Service and Therapy Dogs in American Society. Springfield: Charles C. Thomas , 2010. Print.
Fine, Aubrey H., ed. Handbook on Animal-Assisted Therapy, 3rd ed. London: Academic Press, 2010. Print.
Guide Dogs of America . Guide Dogs of America, 2011. Web. 18 Apr. 2011.
Veterinary Medicine and Biomedical Sciences . “Assistance Dogs: Offering a New Sense of Freedom.” Pet Talk. Texas A&M News and Information Services. Texas A&M University, 25 Feb. 2011. Web. 17 Apr. 2011.
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214 CHAPTER 11 Outlining the Speech
GUIDELINES FOR THE SPEAKING OUTLINE Follow the Visual Framework Used in the Preparation Outline Your speaking outline should use the same visual framework—the same sym- bols and the same pattern of indentation—as your preparation outline. This will make it much easier to prepare the speaking outline. More important, it will allow you to see instantly where you are in the speech at any given moment while you are speaking. You will find this a great advantage. As you speak, you will look down at your outline periodically to make sure you are covering the right ideas in the right order. Compare the following two versions of a partial speaking outline. They are from an informative speech about the history of the U.S. women’s rights movement.
Ineffective More Effective
I. 1840–1860 I. 1840–1860 A. World Anti-Slavery A. World Anti-Slavery Convention Convention B. Seneca Falls convention B. Seneca Falls convention 1. Lucretia Mott 1. Lucretia Mott 2. Elizabeth Cady Stanton 2. Elizabeth Cady Stanton 3. Declaration of Sentiments 3. Declaration of Sentiments II. 1900–1920 II. 1900–1920 A. National American Woman A. National American Woman Suffrage Association Suffrage Association 1. Founding 1. Founding 2. Objectives 2. Objectives B. Nineteenth Amendment B. Nineteenth Amendment 1. Campaign 1. Campaign 2. Ratification 2. Ratification
The wording of both outlines is exactly the same. But the visual framework of the one on the right makes it easier to take in at a glance and reduces the odds of the speaker losing her or his place.
Make Sure the Outline Is Legible Your speaking outline is all but worthless unless it is instantly readable at a distance. When you make your outline, use large lettering, leave extra space between lines, provide ample margins, and write or type on only one side of the paper.
Some speakers put their notes on index cards. Most find the 3 3 5 size too cramped and prefer the 4 3 6 or 5 3 8 size instead. Other people write their speaking outlines on regular paper. Either practice is fine, as long as your notes are immediately legible to you while you are speaking.
Keep the Outline as Brief as Possible If your notes are too detailed, you will have diffi- culty maintaining eye contact with your audience.
As with personal finance expert Suze Orman, many experienced speakers are
more comfortable with a brief set of notes, or no notes at all, which allows
them to communicate directly with the audience.
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The Speaking Outline 215
As the defense attorney in a car theft case, you need to prepare your closing argument to the jury before
it begins its deliberations. After reviewing evidence from the trial, you decide to stress the following points
to demonstrate the innocence of your client:
a. The stolen car was found abandoned three hours after the theft with the engine still warm; at the time
the car was found, your client was at the airport to meet the flight of a friend who was flying into town.
b. Lab analysis of muddy shoe prints on the floor mat of the car indicates that the prints came from a size
13 shoe; your client wears a size 10.
c. Lab analysis shows the presence of cigarette smoke in the car, but your client does
not smoke.
d. The only eyewitness to the crime, who was 50 feet from the car, said the
thief “looked like” your client; yet the eyewitness admitted that at the
time of the theft she was not wearing her glasses, which had been pre-
scribed for improving distance vision.
e. The car was stolen at about 1 P.M. ; your client testified that he was in a
small town 250 miles away at 11 A.M.
f. In a statement to police, the eyewitness described the thief as blond;
your client has red hair.
As you work on the outline of your speech, you see that these
points can be organized into three main points, each with two support-
ing points. Compose an outline that organizes the points in this manner.
Using public speaking in your CAREER
A detailed outline will tempt you to look at it far too often, as one student discovered:
Angela Rossi was speaking about the benefits of Pilates. She had prepared
the speech thoroughly and practiced it until it was nearly perfect. But when she
delivered the speech in class, she referred constantly to her detailed notes. As a
result, her delivery was choppy and strained. After the speech, Angela’s class-
mates remarked on how often she had looked at her notes, and she was amazed.
“I didn’t even know I was doing it,” she said. “Most of the time I wasn’t even pay-
ing attention to the outline. I knew the speech cold.”
Many students have had the same experience. “As long as I have plenty of notes,” they feel, “disaster will not strike.” In fact, most beginning speakers use too many notes. Like Angela, they don’t need all of them to remember the speech, and they find that too many notes can actually interfere with good communication. To guard against this, keep your speaking outline as brief as possible. It should contain key words or phrases to help you remember major points, subpoints, and connectives. If you are citing statistics, you will probably want to include them in your notes. Unless you are good at memorizing
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216 CHAPTER 11 Outlining the Speech
quotations, write them out fully as well. Finally, there may be two, three, or four key ideas whose wording is so important that you want to state them in simple complete sentences. The best rule is that your notes should be the minimum you need to jog your memory and keep you on track.
Give Yourself Cues for Delivering the Speech A good speaking outline reminds you not only of what you want to say but also of how you want to say it. As you practice the speech, you will decide that certain ideas and phrases need special emphasis—that they should be spoken more loudly, softly, slowly, or rapidly than other parts of the speech. You will also determine how you want to pace the speech—how you will control its timing, rhythm, and momentum. But no matter how you work these things out ahead of time, no matter how often you practice, it is easy to forget them once you get in front of an audience. The solution is to include in your speaking outline delivery cues —directions for delivering the speech. One way to do this is by underlining or otherwise highlighting key ideas that you want to be sure to emphasize. Then, when you reach them in the outline, you will be reminded to stress them. Another way is to jot down on the outline explicit cues such as “pause,” “repeat,” “slow down,” “louder,” and so forth. Both techniques are good aids for beginning speakers, but they are also used by most experienced speakers.
SAMPLE SPEAKING OUTLINE WITH COMMENTARY Below is a sample speaking outline for a six-minute informative talk about service dogs. By comparing it with the preparation outline for the same speech on pages 211–213, you can see how a detailed preparation outline is transformed into a concise speaking outline.
delivery cues
Directions in a speaking outline to
help a speaker remember how she or
he wants to deliver key parts of the
speech.
Eye Contact!! Slow Down
I. Don’t think about simple tasks—tv, crossing street. A. Not simple for Americans with disabilities. B. Cannot be accomplished without service dogs.
II. ADA: Service dog is specially trained to assist person with a disability.
III. Researched speech; learned dogs indispensable. IV. Today—guide dogs, assistance dogs, seizure-alert dogs.
(Let’s start with guide dogs.)
—Pause—
OUTLINE << <
These comments remind the speaker to establish eye contact and not to race through the speech.
Including the main points of the introduction helps keep the speaker on track at the start of the speech.
COMMENTARY << <
It’s usually a good idea to pause briefly before launching into the first main point. This is another way of signaling that you are moving from the introduction to the body.
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The Speaking Outline 217
Body
I. Help visually impaired navigate surroundings. A. Training: 2010 Handbook on Animal-Assisted
Therapy. 1. Professional training—5 months. 2. Another month—with owner. 3. Dogs worth $15,000 to $50,000. B. Guide Dogs of America trains U.S. dogs. 1. Web site: free of charge to 50 people a year. 2. 7,000 guide dogs in U.S.
(Like guide dogs, assistance dogs invaluable.)
II. Routine tasks for people with physical disabilities. A. Amazing skills. 1. Clothes, washing machine, items on floor. 2. Doors, mail, keys, cell phones. 3. Almost anything needed for daily tasks. B. Invaluable to owners. 1. Dr. Alice Blue-McLendon, Texas A&M Veterinary
Medicine: help owners achieve freedom and independence.
2. Phil Day: black Lab owner: “I wouldn’t be with- out an assistance dog; they help on so many different levels.”
(Now turn to seizure-alert dogs.)
III. Warn owners with epilepsy before seizures occur. A. Several seconds to 45 minutes warning: John
Ensminger, Service and Therapy Dogs in American Society .
B. How dogs do this is a mystery. 1. Cannot be trained to anticipate seizures. 2. Some born with power and some not. 3. Two major theories explaining power. a. Anticipate seizures through nonverbal behavior. b. Detect minor chemical changes through smell.
—Pause—
Conclusion
I. As we have seen, service dogs support people with physical disabilities.
II. Focused today on guide dogs, assistance dogs, and seizure-alert dogs.
III. Service dogs are more than “man’s best friend”—they are a new way of life.
Most speakers label the body of the speech in the speaking outline as well as in the preparation outline.
Throughout the outline, key words are used to jog the speaker’s memory. Because the final wording of an extemporaneous speech is chosen at the moment of delivery, it will not be exactly the same as that in the preparation outline.
Inserting transitions makes sure the speaker doesn’t forget them.
Underlining reminds the speaker to stress key words or ideas.
Quotations are usually written out in full in the speak- ing outline.
Sources of statistics or testimony should be included in the speaking outline to make sure the speaker identi- fies them in the speech.
Notice how the body of the speech follows the same visual format as the preparation outline. This makes the outline easy to read at a glance.
It’s usually a good idea to pause before entering the conclusion.
Including key ideas and phrases from the conclusion jogs the speaker’s memory and ensures that the speech will end as planned.
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218 CHAPTER 11 Outlining the Speech
Outlines are essential to effective speeches. By outlining, you make sure that related ideas are together, that your thoughts flow from one to another, and that the
structure of your speech is coherent. You will probably use two kinds of outlines for your speeches—the detailed preparation outline and the brief
speaking outline. In the preparation outline, you state your specific purpose and
central idea; label the introduction, body, and conclusion; and desig- nate transitions, internal summaries, and internal previews. You should identify main points, subpoints, and sub-subpoints by a con- sistent pattern of symbolization and indentation. Your teacher may require a bibliography with your preparation outline.
The speaking outline should contain key words or phrases to jog your memory, as well as essential statistics and quotations. Make sure
your speaking outline is legible, follows the same visual framework as your preparation outline, and includes cues for delivering the speech.
Summary
struct out
s
yo you
preparation outline (206)
visual framework (207)
bibliography (208)
speaking outline (213)
delivery cues (216)
Key Terms
After reading this chapter, you should be able to answer the following questions:
1. Why is it important to outline your speeches?
2. What is a preparation outline? What are the eight guidelines discussed in this chapter for writing a preparation outline?
3. What is a speaking outline? What are four guidelines for your speaking outline?
For further review, go to the LearnSmart study module for this chapter.
Review Questions
1. In the left-hand column on page 219 is a partially blank outline from a speech about the Golden Gate Bridge. In the right-hand column, arranged in random order, are the subpoints to fill in the outline. Choose the appropriate subpoint for each blank in the outline.
Exercises for Critical Thinking
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Exercises for Critical Thinking 219
Outline
I. More than 20 years passed from the time the Golden Gate Bridge was proposed to the time it opened.
A.
B.
C.
D.
II. Now 75 years old, the Golden Gate Bridge remains a marvel of modern engineering.
A.
1.
2.
B.
1.
2.
Subpoints
Today, those towers make it the world’s third tallest suspension bridge.
Construction finally began in 1933 and ended in 1937.
The span between its towers is 4,200 feet.
At the time it was built, the Golden Gate was also the longest suspension bridge in the world.
In 1923, the State of California passed legislation authorizing construction of the bridge.
Its two towers rise almost 750 feet above the waters of the Pacific Ocean.
Once construction of the bridge was au- thorized, it took ten years to approve the design and financing.
That span makes it the ninth longest sus- pension bridge in the world today.
At the time it was built, the Golden Gate was the tallest suspension bridge in the world.
The bridge was originally proposed in 1916 but faced years of legal hurdles.
2. From the preparation outline on the Golden Gate Bridge you constructed in Exercise 1, create a speaking outline that you might use in delivering the speech. Follow the guidelines for a speaking outline discussed in this chapter.
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221
C ontrary to popular belief, language does not
mirror reality. It does not simply describe the
world as it is. Instead, language helps create
our sense of reality by giving meaning to events. The
words we use to label an event determine to a great
extent how we respond to it.
For example, if you see the medical use of stem
cells as “immoral,” as “scientifically irresponsible,”
and as a “violation of human life,” you will likely
oppose it. But if you see the medical use of stem
cells as “moral,” as “scientifically responsible,” and as
a way to “alleviate pain and suffering,” you will likely
support it.
What separates these two viewpoints? Not the capabilities of mod-
ern medicine; not the conditions of people with genetic disorders; not
the medical procedures of using stem cells. All those are the same for
both sides. The difference is in the meaning given to them by the words that label them. 1
Words are the tools of a speaker’s craft. They have special uses, just
like the tools of any other profession. Have you ever watched a carpen-
ter at work? The job that would take you or me a couple of hours is
done by the carpenter in 10 minutes—with the right tools. You can’t drive
a nail with a screwdriver or turn a screw with a hammer. It is the same
Meanings of Words
Using Language Accurately
Using Language Clearly
Using Language Vividly
Using Language Appropriately
A Note on Inclusive Language
12
Using Language
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222 CHAPTER 12 Using Language
with public speaking. You must choose the right words for the job you
want to do.
Good speakers are aware of the meaning of words—both their obvious
and their subtle meanings. They also know how to use language accu-
rately, clearly, vividly, appropriately, and inclusively. This chapter will
explore each of these areas.
Meanings of Words
Words have two kinds of meanings—denotative and connotative. Denotative meaning is precise, literal, and objective. It describes the object, person, place, idea, or event to which the word refers. One way to think of a word’s denotative meaning is as its dictionary definition. For example, denotatively, the noun “school” means “a place, institution, or building where instruction is given.” Connotative meaning is more variable, figurative, and subjective. The con- notative meaning of a word is what the word suggests or implies. For instance, the connotative meaning of the word “school” includes all the feelings, asso- ciations, and emotions that the word touches off in different people. For some people, “school” might connote personal growth, childhood friends, and a special teacher. For others, it might connote frustration, discipline, and boring homework assignments. Connotative meaning gives words their intensity and emotional power. It arouses in listeners feelings of anger, pity, love, fear, friendship, nostalgia, greed, guilt, and the like. Speakers, like poets, often use connotation to enrich their meaning. For example:
Terrorists neither listen to reason nor engage in reasoning with others. Their aim
is to generate fear—to frighten people into submission. They measure success by
the magnitude of the fear they generate through brutal, savage acts of violence.
Terrorists are prepared to kill to further whatever cause they claim to be pursuing.
And the heinousness of these murders is accentuated by the fact that terrorists
murder without passion. They murder with cool deliberation and deliberate planning.
They are utterly amoral.
The underlined words in this passage have powerful connotations that are almost certain to produce a strong emotional revulsion to terrorism. Here, in contrast, is another version of the same statement—this time using words with a different set of connotations:
Terrorists do not seek to negotiate with their opponents. They seek victory
by using political and psychological pressure, including acts of violence that may
endanger the lives of some people. To the terrorist, ultimate objectives are more
important than the means used to achieve them.
With the exception of “terrorist,” the words in this statement are less likely to evoke an intensely negative response than those in the first statement. Which statement is preferable? That depends on the audience, the occa- sion, and the speaker’s purpose. Do you want to stir up your listeners’ emo- tions, rally them to some cause? Then select words with more intense
denotative meaning
The literal or dictionary meaning of a
word or phrase.
connotative meaning
The meaning suggested by the
associations or emotions triggered
by a word or phrase.
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Using Language Accurately 223
connotative meanings. Or are you addressing a controversial issue and trying to seem completely impartial? Then stick with words that touch off less intense reactions. Choosing words skillfully for their denotative and connota- tive meanings is a crucial part of the speaker’s craft.
Using Language Accurately
Using language accurately is as vital to a speaker as using numbers accurately is to an accountant. One student found this out the hard way. In a speech about America’s criminal justice system, he referred several times to “criminal persecution. ” What he meant, of course, was “criminal prosecution. ” This one error virtually ruined his speech. As one of his classmates said, “How can I believe what you say about our courts when you don’t even know the differ- ence between prosecution and persecution?” Fortunately, such outright blunders are relatively rare among college stu- dents. However, we all commit more subtle errors—especially using one word when another will capture our ideas more precisely. Every word has shades of meaning that distinguish it from every other word. As Mark Twain said, “The difference between the right word and the almost right word is the dif- ference between lightning and the lightning bug.” If you look in a thesaurus, you’ll find the following words given as synonyms:
education knowledge expertise
All mean roughly the same thing—special grasp of a subject matter or skill. But all these words have different shades of meaning. See if you can fill in the best word to complete each of the sentences below:
1. Because he won a scholarship to a top university, Enrique received an excellent .
2. Sophia acquired her of Chinese history by reading a num- ber of books on the subject.
3. Ebony’s as a business consultant comes from having worked with many clients over the years.
thesaurus
A book of synonyms.
Words are the tools of the speaker’s
craft. Good speakers use them
accurately and correctly. They also
use language that will be clear, vivid,
and appropriate for their listeners.
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224 CHAPTER 12 Using Language
The best answers for the three statements are:
1. education 2. knowledge 3. expertise
Each of the words means something a little different from the others, and each says something special to listeners. As you prepare your speeches, ask yourself constantly, “What do I really want to say? What do I really mean?” When in doubt, consult a dictionary or thesaurus to make sure you have the best words to express your ideas.
Using Language Clearly
People are different. What makes perfect sense to some may be gobbledygook to others. You cannot assume that what is clear to you is clear to your audi- ence. Listeners, unlike readers, cannot turn to a dictionary or reread an author’s words to discover their meaning. A speaker’s meaning must be imme- diately comprehensible; it must be so clear that there is no chance of misun- derstanding. You can ensure this by using familiar words, by choosing concrete words over abstract words, and by eliminating verbal clutter.
USE FAMILIAR WORDS One of the biggest barriers to clear speech is using big, bloated words where short, sharp ones will do the job better. 2 This is especially true when it comes to technical language that may be familiar to the speaker but not to the audi- ence. Yet, if you work at it, you will almost always be able to translate even the most specialized topic into clear, familiar language. Here, for instance, are two passages explaining the devastating effects of a pregnant woman’s drinking on her unborn child. The first passage is tech- nically accurate, but it contains too many obscure words.
The deleterious effects of alcohol on the unborn child are very serious. When
a pregnant mother consumes alcohol, the ethanol in the bloodstream easily
crosses the placenta from mother to child and invades the amniotic fluid. This
can produce a number of abnormal birth syndromes, including central-nervous-
system dysfunctions, growth deficiencies, a cluster of facial aberrations, and vari-
able major and minor malformations.
Well-informed listeners can probably figure out “deleterious effects,” “central- nervous-system dysfunctions,” and “facial aberrations.” But these terms don’t create sharp mental images of what the speaker is trying to say. Here, in contrast, is the second passage. It is utterly clear and shows what can be done with work, imagination, and a healthy respect for everyday words:
When the expectant mother drinks, alcohol is absorbed into her bloodstream
and distributed throughout her entire body. After a few beers or a couple of mar-
tinis, she begins to feel tipsy and decides to sober up. She grabs a cup of coffee,
two aspirin, and takes a little nap. After a while she’ll be fine.
But while she sleeps, the fetus is surrounded by the same alcoholic content
as its mother had. After being drowned in alcohol, the fetus begins to feel the
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Using Language Clearly 225
effect. But it can’t sober up. It can’t grab a cup of coffee. It can’t grab a couple
of aspirin. For the fetus’s liver, the key organ in removing alcohol from the blood,
is just not developed. The fetus is literally pickled in alcohol. 3
This kind of plain talk is what listeners want. You cannot go wrong by following the advice of Winston Churchill to speak in “short, homely words of common usage.” If you think big words (or a lot of words) are needed to impress listeners, bear in mind that the Gettysburg Address—considered the finest speech in the English language—contains 271 words, of which 251 have only one or two syllables.
CHOOSE CONCRETE WORDS Concrete words refer to tangible objects—people, places, and things. They differ from abstract words, which refer to general concepts, qualities, or attri- butes. “Carrot,” “pencil,” “nose,” and “door” are concrete words. “Humility,” “science,” “progress,” and “philosophy” are abstract words. Of course, few words are completely abstract or concrete. “Apple pie” is concrete, but in the United States, the phrase also has abstract values of patriotism and conventional morals. Usually, the more specific a word, the more concrete it is. Let us say you are talking about basketball. Here are sev- eral words and phrases you might use:
physical activity abstract/general
sports
basketball
professional basketball
Kobe Bryant concrete/specific
As you move down the list, the words become less abstract and more concrete. You begin with a general concept (physical activity), descend to one type of activity (sports), to a particular sport (basketball), to a division of that sport (professional basketball), to one specific professional basketball player (Kobe Bryant). Although abstract words are necessary to express certain kinds of ideas, they are much easier to misinterpret than are concrete words. Also, concrete words are much more likely to claim your listeners’ attention. Suppose you make a speech about bed bugs, which are plaguing people from coast to coast. Here are two ways you could approach the subject—one featuring abstract words, the other concrete words:
Abstract Words Bed bugs are highly newsworthy in the United States. They affect people
regardless of social strata, demographic group, or region of the country. They are
found in a wide range of social locations, some of which one might not expect.
No matter where one lives, bed bugs are a growing problem.
Concrete Words In recent months, bed bugs have made headlines across the country, affect-
ing the rich and the poor, the clean and the dirty, the East Coast, the West Coast,
and every place in between.
concrete words
Words that refer to tangible objects.
abstract words
Words that refer to ideas or concepts.
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226 CHAPTER 12 Using Language
In New York City, bed bugs have been found in fancy hotels, crowded sub-
ways, even the Victoria’s Secret store on Lexington Avenue. In Los Angeles, they
have infiltrated public housing and posh Beverly Hills neighborhoods alike. In col-
lege towns, they are almost everywhere—dorm rooms, apartments, restaurants,
movie theaters, bars, even sports arenas.
Bed bugs are becoming a pest of epidemic proportions.
Notice how much more persuasive the second version is. A speech dom- inated by concrete words will almost always be clearer, more interesting, and easier to recall than one dominated by abstract words.
ELIMINATE CLUTTER Cluttered speech has become a national epidemic. Whatever happened to such simple words as “before,” “if,” and “now”? When last seen they were being routed by their cluttered counterparts: “prior to,” “in the eventuality of,” and “at this point in time.” By the same token, why can’t politicians say, “We have a crisis,” instead of saying, “We are facing a difficult crisis situation that will be troublesome to successfully resolve”? This type of clutter forces listeners to hack through a tangle of words to discover the meaning. When you make a speech, keep your language lean and lively. Beware of using several words where one or two will do. Avoid flabby phrases. Let your ideas emerge sharply and firmly. Above all, watch out for redundant adjectives and adverbs. Inexperienced speakers (and writers) tend to string together two or three synonymous adjectives, such as “a learned and educated person” or “a hot, steamy, torrid day.” Here is part of a student speech that has been revised to eliminate clutter:
Sitting Bull was one of the most important and significant of all Native American
leaders. He was born in the year of 1831 near Grand River, in an area that is now part
of the state of South Dakota. A fearless and courageous warrior, he ended up being
elected chief of the Hunkpapa Sioux in 1867. In the following years, he also
attracted a large and numerous following among the tribes of the Cheyenne and
Arapaho. He is best known to people in this day and age for his instrumental role
in helping to lead the defeat of General Custer at the Battle of Little Big Horn in
1876. Although eventually required against his will to live his life on the Standing
Rock Reservation in South Dakota, he never surrendered to anyone his dignity or
his personal devotion to the Sioux way of life.
Notice how much cleaner and easier to follow the revised version is. No lon- ger are the speaker’s ideas hidden in a thicket of wasted words. This kind of pruning is easy once you get the knack of it. The hardest part—and it is often very hard—is recognizing clutter and forcing yourself to
clutter
Discourse that takes many more
words than are necessary to express
an idea.
pres ent-day
today
defeating
was
forced
View this excerpt from “The Plague of Bed Bugs” in the online Media Library for this chapter (Video 12.1).
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Using Language Vividly 227
throw away the unnecessary words. Watch for clutter when you write your speech outlines. Be prepared to revise the outline until your ideas emerge clearly and crisply. You can also help eliminate clutter by practicing your speeches with a digital recorder. As you play the speech back, keep an ear out not just for flabby phrases but for verbal fillers such as “you know,” “like,” and “really.” Practice delivering the speech again, this time making a special effort to trim it of wasted or distracting words. This will not only make you a better public speaker, but it will also help you present ideas more effectively in meetings, conversations, and group discussions. 4
Using Language Vividly
Just as you can be accurate without being clear, so you can be both accurate and clear without being interesting. Here, for example, is how Martin Luther King might have phrased part of his great “I Have a Dream” speech:
Turning back is something we cannot do. We must continue to work against
police brutality, segregated housing, disfranchisement, and alienation. Only when
these problems are solved will we be satisfied.
Here is what King actually said:
We cannot turn back. There are those who ask the devotees of civil rights,
“When will you be satisfied?” We can never be satisfied as long as the Negro is
the victim of the unspeakable horrors of police brutality. We can never be satisfied
as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the
motels of the highways and the hotels of the cities. . . . We cannot be satisfied as
long as a Negro in Mississippi cannot vote and a Negro in New York believes he has
nothing for which to vote.
No, no, we are not satisfied, and we will not be satisfied until justice rolls
down like waters and righteousness like a mighty stream.
Even when discussing technical subjects,
effective speakers such as Nobel Prize-
winning economist Paul Krugman look
for ways to communicate their ideas in
clear, familiar language.
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228 CHAPTER 12 Using Language
Much more stirring, isn’t it? If you want to move people with your speeches, use vivid, animated language. Although there are several ways to do this, two of the most important are imagery and rhythm.
IMAGERY One sign of a good novelist is the ability to create word pictures that let you “see” the haunted house, or “hear” the birds chirping on a warm spring morning, or “taste” the hot enchiladas at a Mexican restaurant. Speakers can use imagery in much the same way to make their ideas come alive. Three ways to generate imagery are by using concrete words, simile, and metaphor.
Concrete Words As we saw earlier in this chapter, choosing concrete words over abstract words is one way to enhance the clarity of your speeches. Concrete words are also the key to effective imagery. Consider the following excerpt from Ronald Reagan’s famous address commemorating the 40th anniversary of D-Day. Speaking at the scene of the battle, Reagan dramatically recounted the hero- ism of the U.S. Rangers who scaled the cliffs at Pointe du Hoc to help free Europe from Hitler’s stranglehold:
We stand on a lonely, windswept point on the northern shore of France. The air
is soft, but 40 years ago at this moment, the air was dense with smoke and the cries
of men, and the air was filled with the crack of rifle fire and the roar of cannon.
At dawn, on the morning of the 6th of June, 1944, 225 Rangers jumped off
the British landing craft and ran to the bottom of these cliffs. . . . The Rangers
looked up and saw the enemy soldiers—at the edge of the cliffs shooting down
at them with machine guns and throwing grenades. And the American Rangers
began to climb. They shot rope ladders over the face of these cliffs and began
to pull themselves up.
When one Ranger fell, another would take his place. When one rope was cut,
a Ranger would grab another and begin his climb again. They climbed, shot back,
and held their footing. Soon, one by one, the Rangers pulled themselves over the
top, and in seizing the firm land at the top of these cliffs, they began to seize
back the continent of Europe.
Concrete words call up mental impressions of sights, sounds, touch, smell, and taste. In Reagan’s speech, we do not merely learn that the U.S. Rangers helped win the battle of D-Day. We visualize the Rangers landing at the foot of the cliffs. We see them fighting their way up the cliffs in the face of enemy grenades and machine guns. We hear the crack of rifle fire and the cries of the soldiers. The concrete words create images that pull us irresistibly into the speech.
Simile Another way to create imagery is through the use of simile. Simile is an explicit comparison between things that are essentially different yet have something in common. It always contains the words “like” or “as.” Here are some examples from student speeches:
Walking into my grandparents’ home when I was a child was like being
wrapped in a giant security blanket.
imagery
The use of vivid language to create
mental images of objects, actions,
or ideas.
View this excerpt from Ronald Reagan’s speech at Pointe du Hoc in the online Media Library for this chapter (Video 12.2).
simile
An explicit comparison, introduced
with the word “like” or “as,” between
things that are essentially different
yet have something in common.
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Using Language Vividly 229
Air pollution is eating away at the monuments in Washington, D.C., like a giant
Alka-Seltzer tablet.
These are bright, fresh similes that clarify and vitalize ideas. Some similes, however, have become stale through overuse. Here are a few:
fresh as a daisy hungry as a bear
fit as a fiddle busy as a bee
strong as an ox happy as a lark
Such clichés are fine in everyday conversation, but you should avoid them in speechmaking. Otherwise, you are likely to be “dull as dishwater” and to find your audience “sleeping like a log”!
Metaphor You can also use metaphor to create imagery in your speeches. Metaphor is an implicit comparison between things that are essentially different yet have something in common. Unlike simile, metaphor does not contain the words “like” or “as.” For example:
America’s cities are the windows through which the world looks at American
society. (Henry Cisneros)
With globalization, the same sea washes all of humankind. We are all in the
same boat. There are no safe islands. (Kofi Annan)
These are both brief metaphors. Sometimes, however, a speaker will develop a longer metaphor. Here is an excellent example, from Al Gore’s speech accepting the Nobel Peace Prize for his efforts to help the world deal with climate change:
The earth has a fever. And the fever is rising. The experts have told us it is
not a passing affliction that will heal by itself. We asked for a second opinion.
cliché
A trite or overused expression.
metaphor
An implicit comparison, not
introduced with the word “like” or
“as,” between two things that are
essentially different yet have
something in common.
Audience-oriented speakers put a
premium on clear, vivid, uncluttered
language. They give a great deal of
thought to finding just the right
words to express their ideas.
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230 CHAPTER 12 Using Language
And a third. And a fourth. And the consistent conclusion, restated with increasing
alarm, is that something basic is wrong.
When used effectively, metaphor—like simile—is an excellent way to bring color to a speech, to make abstract ideas concrete, to clarify the unknown, and to express feelings and emotions. 5
RHYTHM Language has a rhythm created by the choice and arrangement of words. Speak- ers, like poets, sometimes seek to exploit the rhythm of language to enhance the impact of their words. Winston Churchill was a master at this. Here is a passage from one of his famous speeches during World War II. To emphasize its cadence, the passage has been printed as if it were poetry rather than prose:
We cannot tell what the course
of this fell war will be. . . .
We cannot yet see
how deliverance will come,
or when it will come.
But nothing is more certain
than that every trace of Hitler’s footsteps,
every stain of his infected and corroding fingers,
will be sponged and purged
and, if need be,
blasted from the surface of the earth.
The impact of the passage was heightened by Churchill’s superb delivery; but even by themselves the words take on an emphatic rhythm that reinforces the message. You can see why one observer said that Churchill “mobilized the English language and sent it into battle.” 6 A speech, however, is not a poem. You should never emphasize sound and rhythm at the expense of meaning. The aim is to think about ways you can use the rhythm and flow of language to enhance your meaning. Although you may never have paid much conscious attention to this subject, you can develop an ear for vocal rhythms by study and practice. What’s more, you can easily begin now to use four basic stylistic devices employed by Churchill and other fine speakers to improve the rhythm of their prose.
Parallelism The first device is parallelism—the similar arrangement of a pair or series of related words, phrases, or sentences. For example:
Rich and poor, intelligent and ignorant, wise and foolish, virtuous and vicious,
man and woman —it is ever the same, each soul must depend wholly on itself.
(Elizabeth Cady Stanton)
The effects of parallelism are perhaps best illustrated by seeing what hap- pens when it is absent. For instance, compare this statement:
I speak as a Republican. I speak as a woman. I speak as a United States
Senator. I speak as an American. (Margaret Chase Smith)
View this excerpt from Winston Churchill’s speech of June 12, 1941, in the online Media Library for this chapter (Video 12.3).
rhythm
The pattern of sound in a speech
created by the choice and
arrangement of words.
parallelism
The similar arrangement of a pair or
series of related words, phrases, or
sentences.
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Using Language Vividly 231
with this one:
I speak as a Republican. I speak as a woman. I speak as a United States
Senator. And I am also addressing you as an American.
The first statement is clear, consistent, and compelling. The second is not. By violating the principle of parallel structure, its final sentence (“And I am also addressing you as an American”) destroys the progression begun by the preceding three sentences. It turns a strong, lucid, harmonious statement into one that is fuzzy and jarring.
Repetition Repetition means reiterating the same word or set of words at the beginning or end of successive clauses or sentences. For example:
If not now, when? If not us, who? If not together, how? (Gordon Brown)
We do not give up. We do not quit. We do not allow fear or division to break
our spirit. (Barack Obama)
As you can see, repetition usually results in parallelism. In addition to building a strong cadence, it also unifies a sequence of ideas, emphasizes an idea by stating it more than once, and helps create a strong emotional effect.
Alliteration The third device you can use to enhance the rhythm of your speeches is alliteration. The most common method of alliteration is repeating the initial consonant sound of close or adjoining words. For example:
P eace is essential for p rogress, but p rogress is no less essential for p eace.
(Liaquat Ali Khan)
Nothing great is accomplished without c ooperation, c ompromise, and c ommon
cause. (Ban Ki-moon)
By highlighting the sounds of words, alliteration catches the attention of listeners and can make ideas easier to remember. Used sparingly, it is a marvelous
repetition
Reiteration of the same word or set
of words at the beginning or end of
successive clauses or sentences.
alliteration
Repetition of the initial consonant
sound of close or adjoining words.
Since graduating from college, you have de-
veloped a successful business that is located
near the campus. As part of its plan to in-
volve more alumni and community mem-
bers in college affairs, the school has
asked you to speak with new students
during registration week for the fall
term. In the opening section of your speech,
you want the audience to feel what you felt the
first few days you were on campus as a new
student. The best strategy, you decide, is
to present two or three similes that
complete the sentence “Beginning col-
lege is like. . . .” Write your similes.
Using public speaking in your CAREER
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232 CHAPTER 12 Using Language
way to spruce up your speeches. Used to excess, however, it can be laughable and draw too much attention, so that listeners get more involved in listening for the next alliteration than in absorbing the content of the speech.
Antithesis Finally, you might try using antithesis—the juxtaposition of contrasting ideas, usually in parallel structure. For example:
Ask not what your country can do for you; ask what you can do for your
country. (John F. Kennedy)
Let us never negotiate out of fear. But let us never fear to negotiate. (John
F. Kennedy)
It is no accident that both of these examples are from speeches by President Kennedy. Antithesis was one of his favorite language devices, and the one he used in his most memorable phrases. Because it nearly always produces a neatly turned phrase, it is a fine way to give your speeches a special touch of class.
You may be thinking that imagery and rhythm are too fancy for ordinary speeches like yours. This is not true. Take a look at the following excerpt from one student’s speech about the Massachusetts 54th, the regiment of African- American soldiers during the Civil War featured in the movie Glory:
To join an army that didn’t believe in you. To fight with an army who didn’t
like you. To die for an army that didn’t respect you. This was the Massachusetts
54th. Today they lay where they died, on the beaches of South Carolina. Colonel
Shaw and his men were piled together in a mass grave, which has since been
covered by the shifting tides of the Atlantic. A small statue stands in Boston—a
reminder of their sacrifice.
Bravery, patriotism, and sacrifice. These are qualities of the Massachusetts
54th. With the help of their efforts, along with all the other black regiments that
followed them, slavery did eventually come to an end.
This is vivid, moving language. The imagery is sharp and poignant, the rhythm strong and insistent. Think of how you can do similar things in your own speeches.
Using Language Appropriately
Here is part of a famous oration given by John Hancock in 1774, during the American Revolution. Speaking of the British soldiers who killed five Ameri- cans in the Boston Massacre, Hancock exclaimed:
Ye dark designing knaves, ye murderers, parricides! How dare you tread upon
the earth, which has drank in the blood of slaughtered innocents shed by your
wicked hands? . . . Tell me, ye bloody butchers, ye villains high and low, ye
wretches, do you not feel the goads and stings of conscious guilt pierce through
your savage bosoms?
This is certainly vivid language—and Hancock’s audience loved it. But can you imagine speaking the same way today? In addition to being accurate,
antithesis
The juxtaposition of contrasting
ideas, usually in parallel structure.
View this excerpt from “The Massachusetts 54th” in the online Media Library for this chapter (Video 12.4).
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Using Language Appropriately 233
clear, and vivid, language should be appropriate—to the occasion, to the audi- ence, to the topic, and to the speaker.
APPROPRIATENESS TO THE OCCASION Language that is appropriate for some occasions may not be appropriate for oth- ers. As a simple example, a coach might address the football team as “you guys” (or worse!), whereas the speaker in a more formal situation would begin with “distinguished guests.” Try reversing these two situations, and see how ridiculous it becomes. It’s only common sense to adjust your language to different occasions.
APPROPRIATENESS TO THE AUDIENCE Appropriateness also depends on the audience. If you keep this in mind, it will help you greatly when dealing with technical topics. When addressing an audience of physicians, you might use the word “parotitis” to refer to a viral disease marked by the swelling of the parotid glands. Your audience would know just what you meant. But when talking to a nonmedical audi- ence, such as your classmates, the appropriate word would be “mumps.” You should be especially careful to avoid language that might offend your audience. Off-color humor or profanity might be appropriate in a comedy routine, but most listeners would find it offensive in a formal public speech. Remember, speakers are expected to elevate and polish their language when addressing an audience. Of course, you cannot always be sure of how listeners will respond to what you say. When it comes to appropriateness, you will seldom go wrong by erring on the side of caution. (Put simply, “erring on the side of caution” means “when in doubt—don’t.”)
APPROPRIATENESS TO THE TOPIC Language should also be appropriate to the topic. You would not use meta- phor, antithesis, and alliteration when explaining how to change a bicycle
Language needs to be appropriate to
a speaker’s topic, as well as to the
audience. A speech on Laser Radial
sailing would use more action-
oriented words than a speech about
theories of psychology.
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234 CHAPTER 12 Using Language
tire. But you might use all three in a speech honoring U.S. soldiers who have died in defense of their country. The first topic calls for straightforward description and explanation. The second calls for special language skills to evoke emotion, admiration, and appreciation.
APPROPRIATENESS TO THE SPEAKER No matter what the occasion, audience, or topic, language should also be appropriate to the speaker. Every public speaker develops his or her own lan- guage style. “Terrific,” you may be thinking. “I have my own style too. I feel more comfortable using abstract words, slang, and technical jargon. That’s my way of speaking.” But to say that language should be appropriate to the speaker does not justify ignoring the other needs for appropriateness. There is a dif- ference between one’s everyday style and one’s developed style as a public speaker. Accomplished speakers have developed their speaking styles over many years of trial, error, and practice. They have worked at using language effectively. You can do the same if you become language-conscious. One way to develop this consciousness is to read and listen to effective speakers. Study their techniques for achieving accuracy, clarity, and vividness, and try to adapt those techniques to your own speeches. But do not try to “become” someone else when you speak. Learn from other speakers, blend what you learn into your own language style, and seek to become the best possible you.
A Note on Inclusive Language
As the United States has become more diverse, our language has evolved to reflect that diversity. Regardless of the situation, audiences expect public speakers to use inclusive language that is respectful of the different groups that make up American society. They also expect speakers to avoid stereotypes based on age, race, gender, disability, and other factors. Today a number of principles for inclusive language have become so wide- spread that no aspiring speaker (or writer) can afford to ignore them. Here are a few of the most important.
Avoid the Generic “He”
Ineffective: Each time a surgeon walks into the operating room, he risks being sued for malpractice.
More Effective: Each time a surgeon walks into the operating room, he or she risks being sued for malpractice.
Often, a more graceful alternative is to pluralize. For example:
More Effective: Whenever surgeons walk into the operating room, they risk being sued for malpractice.
Avoid the Use of “Man” When Referring to Both Men and Women
Ineffective: If a large comet struck the Earth, it could destroy all of mankind.
More Effective: If a large comet struck the Earth, it could destroy all human life.
inclusive language
Language that does not stereotype,
demean, or patronize people on the
basis of gender, race, religion,
disability, sexual orientation, or
other factors.
generic “he”
The use of “he” to refer to both
women and men.
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Summary 235
Avoid Stereotyping Jobs and Social Roles by Gender
Ineffective: Being a small businessman in the current economic climate is not easy.
More Effective: Being a small businessperson in the current economic climate is not easy.
Sometimes you can solve this problem with a simple twist in sentence construc- tion. For example:
More Effective: Owning a small business is not easy in the current economic climate.
Use Names That Groups Use to Identify Themselves
One of the most fundamental ways of showing respect for others is to refer to them by the names they use to identify themselves and to avoid names they consider offensive.
Ineffective: Despite progress in recent years, homosexuals still face many forms of discrimination.
More Effective: Despite progress in recent years, lesbians and gay men still face many forms of discrimination.
Ineffective: The Paralympics show what handicapped people can accom- plish in the athletic arena.
More Effective: The Paralympics show what people with disabilities can accomplish in the athletic arena.
Like many other aspects of American life, issues of inclusive language can sometimes be confusing. Language is alive and constantly evolving, so what is considered inclusive today may shift down the road. If you have questions in any particular case, check the Internet for the most up-to-date information. Using inclusive and respectful language is not a matter of political correctness, but it is a matter of P.C.—personal courtesy. 7
Good speakers have respect for language and how it works. As a speaker, you should be aware of the meanings of words and know how to use language accurately, clearly, vividly, and appropriately. Words have two kinds of meanings—denotative and connotative. Denotative meaning is precise, literal, and objective. Connotative mean- ing is more variable, figurative, and subjective. It includes all the feel- ings, associations, and emotions that a word touches off in different people. Using language accurately is vital to a speaker. Never use a word unless you are sure of its meaning. If you are not sure, look up the word in a dictionary. As you prepare your speeches, ask yourself con- stantly, “What do I really want to say? What do I really mean?” Choose words that are precise and accurate.
Summary
you e
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236 CHAPTER 12 Using Language
Using language clearly allows listeners to grasp your meaning immediately. You can ensure this by using words that are known to the average person and require no specialized background, by choosing concrete words in preference to more abstract ones, and by eliminating verbal clutter. Using language vividly helps bring your speech to life. One way to make your language more vivid is through imagery, which you can develop by using concrete language, simile, and metaphor. Another way to make your speeches vivid is by exploiting the rhythm of language with parallelism, repetition, alliteration, and antithesis. Using language appropriately means adapting to the particular occasion, audi- ence, and topic at hand. It also means developing your own language style instead of trying to copy someone else’s. The subject of inclusive language can be complex, but a number of inclusive usages have become so widely accepted that no aspiring speaker can afford to ignore them. They include avoiding the generic “he,” dropping the use of “man” when referring to both men and women, refraining from stereotyping jobs and social roles by gender, and using names that groups use to identify themselves.
denotative meaning (222)
connotative meaning (222)
thesaurus (223)
concrete words (225)
abstract words (225)
clutter (226)
imagery (228)
simile (228)
cliché (229)
metaphor (229)
rhythm (230)
parallelism (230)
repetition (231)
alliteration (231)
antithesis (232)
inclusive language (234)
generic “he” (234)
Key Terms
After reading this chapter, you should be able to answer the following
questions:
1. How does language help create our sense of reality?
2. What is the difference between denotative and connotative meaning? How might you use each to convey your message most effectively?
3. What are four criteria for using language effectively in your speeches?
4. What are three things you should do to use language clearly in your speeches?
5. What are two ways to bring your speeches to life with vivid, animated language?
6. What does it mean to say you should use language appropriately in your speeches?
7. Why is it important for a public speaker to use inclusive language? What four usages of inclusive language have become so widely accepted that no speaker can afford to ignore them?
For further review, go to the LearnSmart study module for this chapter.
Review Questions
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Exercises for Critical Thinking 237
1. Arrange each of the sequences below in order, from the most abstract word to the most concrete word.
a. housing complex, building, dining room, structure, apartment
b. Mona Lisa, art, painting, creative activity, portrait
c. automobile, vehicle, Ferrari, transportation, sports car
2. Rewrite each of the following sentences using clear, familiar words.
a. My employment objective is to attain a position of maximum financial reward.
b. All professors at this school are expected to achieve high standards of excel- lence in their instructional duties.
c. In the eventuality of a fire, it is imperative that all persons evacuate the building without undue delay.
3. Each of the statements below uses one or more of the following stylistic devices: metaphor, simile, parallelism, repetition, alliteration, antithesis. Identify the device (or devices) used in each statement.
a. “We are a people in a quandary about the present. We are a people in search of our future. We are a people in search of a national community.” (Barbara Jordan)
b. “The vice presidency is the sand trap of American politics. It’s near the prize, and designed to be limiting.” (Howard Fineman)
c. “People the world over have always been more impressed by the power of our example than by the example of our power.” (Bill Clinton)
d. “America is not like a blanket—one piece of unbroken cloth, the same color, the same texture, the same size. America is more like a quilt—many patches, many sizes, and woven and held together by a common thread.” (Jesse Jackson)
4. Analyze Martin Luther King’s “I Have a Dream” in the appendix of sample speeches that follows Chapter 19. Identify the methods King uses to make his language clear, vivid, and appropriate. Look particularly at King’s use of famil- iar words, concrete words, imagery, and rhythm.
Exercises for Critical Thinking
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239
Advantages of Visual Aids Kinds of Visual Aids
Guidelines for Preparing Visual Aids
Guidelines for Presenting Visual Aids
Delivery
13
Visual Aids Aids
Preparing
Presenting
What Is Good Delivery?
Methods of Delivery
The Speaker’s Voice
The Speaker’s Body
Practicing Delivery
Answering Audience Questions
I f you were to record one of Conan O’Brien’s com-
edy routines, memorize it word for word, and stand
up before your friends to recite it, would you get
the same response O’Brien does? Not very likely. And
why not? Because you would not deliver the jokes as O’Brien does. Of course, the jokes are basically funny.
But Conan O’Brien brings something extra to the
jokes—his manner of presentation, his vocal inflec-
tions, his perfectly timed pauses, his facial expres-
sions, his gestures. All these are part of an expert
delivery. It would take you years of practice—as it
took O’Brien—to duplicate his results.
No one expects your speech class to transform
you into a multimillion-dollar talk show host. Still,
this example demonstrates how important delivery can be to any pub-
lic speaking situation. Even a mediocre speech will be more effective
if it is presented well, whereas a wonderfully written speech can be
ruined by poor delivery.
This does not mean dazzling delivery will turn a mindless string of
nonsense into a triumphant oration. You cannot make a good speech
without having something to say. But having something to say is not
enough. You must also know how to say it.
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240 CHAPTER 13 Delivery
Speech delivery is a matter of nonverbal communication. It is based on how you use your voice and body to convey the message expressed
by your words. There is a great deal of research showing that the impact
of a speaker’s words is powerfully influenced by his or her nonverbal com-
munication. In this chapter, we will explain how you can use nonverbal
communication to deliver your speeches effectively and to increase the
impact of your verbal message.
What Is Good Delivery?
Wendell Phillips was a leader in the movement to abolish slavery in the United States during the 1800s. Some people considered him the greatest speaker of his time. The following story suggests one reason why:
Shortly before the Civil War an Andover student, learning that Phillips was to
lecture in Boston, made a 22-mile pilgrimage on foot to hear him. At first the trip
seemed hardly worthwhile, for the student discovered that Phillips was not an ora-
tor in the grand manner, but spoke in an almost conversational style. He stood on
the platform, one hand lightly resting on a table, talked for what seemed to be
about 20 minutes, concluded, and sat down. When the student looked at his watch,
he found to his astonishment that he had been listening for an hour and a half! 1
Good delivery does not call attention to itself. It conveys the speaker’s ideas clearly, interestingly, and without distracting the audience. Most audi- ences prefer delivery that combines a certain degree of formality with the best attributes of good conversation—directness, spontaneity, animation, vocal and facial expressiveness, and a lively sense of communication. Speech delivery is an art, not a science. What works for one speaker may fail for another. And what succeeds with today’s audience may not with tomorrow’s. You cannot become a skilled speaker just by following a set of rules in a textbook. In the long run, there is no substitute for experience. But take heart! A textbook can give you basic pointers to get you started in the right direction. When you plan your first speech (or your second or third), you should concentrate on such basics as speaking intelligibly, avoiding distracting man- nerisms, and establishing eye contact with your listeners. Once you get these elements under control and begin to feel fairly comfortable in front of an audience, you can work on polishing your delivery to enhance the impact of your ideas. Eventually, you may find yourself able to control the timing, rhythm, and momentum of a speech as skillfully as a conductor controls an orchestra.
Methods of Delivery
There are four basic methods of delivering a speech: (1) reading verbatim from a manuscript, (2) reciting a memorized text, (3) speaking impromptu, and (4) speaking extemporaneously. Let us look at each.
nonverbal communication
Communication based on a person’s
use of voice and body, rather than on
the use of words.
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Methods of Delivery 241
READING FROM A MANUSCRIPT Certain speeches must be delivered word for word, according to a meticu- lously prepared manuscript. Examples include a Pope’s religious proclama- tion, an engineer’s report to a professional meeting, or a President’s message to Congress. In such situations, absolute accuracy is essential. Every word of the speech will be analyzed by the press, by colleagues, perhaps by ene- mies. In the case of the President, a misstated phrase could cause an inter- national incident. Although it looks easy, delivering a speech from manuscript requires great skill. Some people do it well. Their words “come alive as if coined on the spot.” 2 Others ruin it every time. Instead of sounding vibrant and con- versational, they come across as wooden and artificial. They falter over words, pause in the wrong places, read too quickly or too slowly, speak in a mono- tone, and march through the speech without even glancing at their audience. In short, they come across as reading to their listeners, rather than talking with them. If you are in a situation where you must speak from a manuscript, prac- tice aloud to make sure the speech sounds natural. Work on establishing eye contact with your listeners. Be certain the final manuscript is legible at a glance. Above all, reach out to your audience with the same directness and sincerity that you would if you were speaking extemporaneously.
RECITING FROM MEMORY Among the feats of the legendary orators, none leaves us more in awe than their practice of presenting even the longest and most complex speeches entirely from memory. Nowadays it is no longer customary to memorize any but the shortest of speeches—toasts, congratulatory remarks, acceptance speeches, introductions, and the like. If you are giving a speech of this kind and want to memorize it, by all means do so. However, be sure to memorize it so thoroughly that you will be able to concentrate on communicating with the audience, not on trying to remember the words. Speakers who gaze at the ceiling or stare out the window trying to recall what they have memorized are no better off than those who read dully from a manuscript.
SPEAKING IMPROMPTU An impromptu speech is delivered with little or no immediate preparation. Few people choose to speak impromptu, but sometimes it cannot be avoided. In fact, many of the speeches you give in life will be impromptu. You might be called on suddenly to “say a few words” or, in the course of a class dis- cussion, business meeting, or committee report, want to respond to a previ- ous speaker. When such situations arise, don’t panic. No one expects you to deliver a perfect speech on the spur of the moment. If you are in a meeting or discussion, pay close attention to what the other speakers say. Take notes of major points with which you agree or disagree. In the process, you will automatically begin to formulate what you will say when it is your turn to speak. Whenever you are responding to a previous speaker, try to present your speech in four simple steps: First, state the point you are answering. Second,
manuscript speech
A speech that is written out word for
word and read to the audience.
impromptu speech
A speech delivered with little or no
immediate preparation.
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242 CHAPTER 13 Delivery
state the point you wish to make. Third, support your point with appropriate statistics, examples, or testimony. Fourth, summarize your point. This four- step method will help you organize your thoughts quickly and clearly. If time allows, sketch a quick outline of your remarks on a piece of paper before you rise to speak. This will help you remember what you want to say and will keep you from rambling. If the situation calls for you to speak from a lectern, walk to it calmly, take a deep breath or two (not a visible gasp), establish eye contact with your audience, and begin speaking. No matter how nervous you are inside, do your best to look calm and assured on the outside. Once you begin speaking, maintain eye contact with the audience. Help the audience keep track of your ideas with signposts such as “My first point is . . . ; second, we can see that . . . ; in conclusion, I would like to say . . . .” By stating your points clearly and concisely, you will come across as organized and confident. As with other kinds of public speaking, the best way to become a better impromptu speaker is to practice. You can do this on your own. Simply choose a topic on which you are already well informed, and give a one- or two-minute impromptu talk on some aspect of that topic. Any topic will do, no matter how serious or frivolous it may be. You don’t even need an audience—you can speak to an empty room. Better yet, speak to a digital recorder and play it back to hear how you sound. The purpose is to gain experience in pulling your ideas together quickly and stating them succinctly.
SPEAKING EXTEMPORANEOUSLY In popular usage, “extemporaneous” means the same as “impromptu.” But technically the two are different. Unlike an impromptu speech, which is deliv- ered off-the-cuff, an extemporaneous speech is carefully prepared and practiced in advance. In presenting the speech, the extemporaneous speaker uses only a brief set of notes or a speaking outline to jog the memory (see Chapter 11). The exact wording is chosen at the moment of delivery. This is not as hard as it sounds. Once you have your outline (or notes) and know what topics you are going to cover and in what order, you can begin to practice the speech. Every time you run through it, the wording will be slightly different. As you practice the speech over and over, the best way to present each part will emerge and stick in your mind. The extemporaneous method has several advantages. It gives more pre- cise control over thought and language than does impromptu speaking; it offers greater spontaneity and directness than does speaking from memory or from a full manuscript; and it is adaptable to a wide range of situations. It also encourages the conversational quality audiences look for in speech delivery. “Conversational quality” means that no matter how many times a speech has been rehearsed, it still sounds spontaneous. When you speak extemporaneously—and have prepared properly—you have full control over your ideas, yet you are not tied to a manuscript. You are free to establish strong eye contact, to gesture naturally, and to concentrate on talking with the audience rather than declaiming to them. For an example of extemporaneous delivery, look at Video 13.1 in the online Media Library for this chapter. The student is demonstrating how to breathe when doing yoga. She clearly has rehearsed a great deal, and she
extemporaneous speech
A carefully prepared and rehearsed
speech that is presented from a brief
set of notes.
conversational quality
Presenting a speech so it sounds
spontaneous no matter how many
times it has been rehearsed.
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The Speaker’s Voice 243
knows what she wants to say, but she has not memorized the speech. She has a brief set of speaking notes in case she needs them, but she is not tied to the notes. Rather, she selects her words as she goes along, maintains strong eye contact with the audience, and has excellent conversational quality. Like thousands of previous students, you can become adept at speaking extemporaneously by the end of the term. As one student commented in looking back at his class: “At the start, I never thought I’d be able to give my speeches without a ton of notes, but I’m amazed at how much progress I’ve made. It’s one of the most valuable things I learned in the entire class.” Most experienced speakers prefer the extemporaneous method, and most teachers emphasize it. Later in this chapter (pages 251–252), we’ll look at a step-by-step program for practicing your extemporaneous delivery.
The Speaker’s Voice
What kind of voice do you have? Is it rich and resonant like Morgan Freeman’s? Soft and alluring like Scarlett Johansson’s? Loud and irritating like Dick Vitale’s? Whatever the characteristics of your voice, you can be sure it is unique. Because no two people are exactly the same physically, no two peo- ple have identical voices. A golden voice is certainly an asset for a public speaker, but some of the most famous speakers in history have had undistinguished voices. Abraham Lincoln had a harsh and penetrating voice; Winston Churchill suffered from a slight lisp and an awkward stammer. Like them, you can overcome natural disadvantages and use your voice to the best effect. Lincoln and Churchill learned to control their voices. You can do the same thing. The aspects of voice you should work to control are volume, pitch, rate, pauses, vocal variety, pronunciation, articulation, and dialect.
View an excerpt from “Yoga: Uniting Mind, Body, and Spirit” in the online Media Library for this chapter (Video 13.1).
Extemporaneous speeches are
prepared ahead of time, but the
exact words are chosen at the
moment of presentation. This allows
for more direct delivery than does
reading from a manuscript.
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244 CHAPTER 13 Delivery
VOLUME At one time, a powerful voice was essential for an orator. Today, electronic amplification allows even a soft-spoken person to be heard in any setting. But in the classroom you will speak without a microphone. When you do, be sure to adjust your voice to the acoustics of the room, the size of the audience, and the level of background noise. If you speak too loudly, your listeners will think you boorish. If you speak too softly, they will not under- stand you. Remember that your own voice always sounds louder to you than to a listener. Soon after beginning your speech, glance at the people farthest away from you. If they look puzzled, are leaning forward in their seats, or are oth- erwise straining to hear, you need to talk louder.
PITCH Pitch is the highness or lowness of a speaker’s voice. The faster sound waves vibrate, the higher their pitch; the slower they vibrate, the lower their pitch. Changes in pitch are known as inflections. Inflection is what makes the difference between the “Aha!” triumphantly exclaimed by Sherlock Holmes upon discovering a seemingly decisive clue and the “Aha” he mutters when he learns the clue is not decisive after all. If you were to read the preceding sentence aloud, your voice would probably go up in pitch on the first “Aha” and down on the second. In ordinary conversation, we instinctively use inflections to convey mean- ing and emotion. People who do not are said to speak in a monotone, a trait whose only known benefit is to cure insomnia in one’s listeners. Although few people speak in an absolute monotone, with no variation whatever in pitch, many fall into repetitious pitch patterns that are just as hypnotic. You can guard against this by recording your speeches as you practice them. If all your sentences end on the same inflection—either upward or downward—work on varying your pitch patterns to fit the mean- ing of your words.
RATE Rate refers to the speed at which a person talks. People in the United States usually speak at a rate between 120 and 150 words per minute, but there is no uniform rate for effective speechmaking. Franklin Roosevelt spoke at 110 words per minute, John Kennedy at 180. Martin Luther King opened his “I Have a Dream” speech at 92 words per minute and finished it at 145. The best rate of speech depends on several things—the vocal attributes of the speaker, the mood she or he is trying to create, the composition of the audi- ence, and the nature of the occasion. Two obvious faults to avoid are speaking so slowly that your listeners become bored or so quickly that they lose track of your ideas. Novice speak- ers are particularly prone to racing through their speeches at a frantic rate. Fortunately, this is usually an easy habit to break, as is the less common one of crawling through one’s speech at a snail’s pace. The key in both cases is becoming aware of the problem and concentrat- ing on solving it. Use a recording device to check how fast you speak. Pay special attention to rate when practicing your speech. Finally, be sure to include reminders about delivery on your speaking outline so you won’t for- get to make the adjustments when you give your speech in class.
volume
The loudness or softness of the
speaker’s voice.
pitch
The highness or lowness of the
speaker’s voice.
inflections
Changes in the pitch or tone of a
speaker’s voice.
monotone
A constant pitch or tone of voice.
rate
The speed at which a person speaks.
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The Speaker’s Voice 245
PAUSES Learning how and when to pause is a major challenge for most beginning speakers. Even a moment of silence can seem like an eternity. As you gain more poise and confidence, however, you will discover how useful the pause can be. It can signal the end of a thought unit, give an idea time to sink in, and lend dramatic impact to a statement. “The right word may be effective,” said Mark Twain, “but no word was ever as effective as a rightly timed pause.” Developing a keen sense of timing is partly a matter of common sense, partly a matter of experience. You will not always get your pauses just right at first, but keep trying. Listen to accomplished speakers to see how they use pauses to modulate the rate and rhythm of their messages. Work on pauses when you practice your speeches. Make sure you pause at the end of thought units and not in the middle. Otherwise, you may distract listeners from your ideas. Most important, do not fill the silence with “uh,” “er,” or “um.” These vocalized pauses can create negative perceptions about a speaker’s intelligence and often make a speaker appear deceptive. 3
VOCAL VARIETY Just as variety is the spice of life, so is it the spice of public speaking. A flat, listless, unchanging voice is as deadly to speechmaking as a flat, listless, unchanging routine is to daily life. When giving a speech, you should strive for vocal variety—changes in rate, pitch, and volume that will give your voice interest and expressiveness. For an excellent example of vocal variety, look at Video 13.2 in the online Media Library for this chapter. The speaker, Sajjid Zahir Chinoy, was born and raised in Bombay, India, before coming to the United States to attend college at the University of Richmond. At the end of his senior year, Chinoy was selected as the student commencement speaker in a campus- wide competition. He spoke of the warm reception he received at Richmond and of how cultural differences can be overcome by attempting to under- stand other people.
pause
A momentary break in the vocal
delivery of a speech.
vocalized pause
A pause that occurs when a speaker
fills the silence between words with
vocalizations such as “uh,” “er,”
and “um.”
vocal variety
Changes in a speaker’s rate, pitch,
and volume that give the voice
variety and expressiveness.
The best rate of speech depends
partly on the mood a speaker wants
to create. To communicate the
excitement of thoroughbred horse
racing, you would probably speak at
a faster-than-normal rate.
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246 CHAPTER 13 Delivery
At the end of his speech, Chinoy received thunderous applause—partly because of what he said, but also because of how he said it. Addressing the audience of 3,000 people without notes, he spoke extemporaneously with strong eye contact and excellent vocal variety. The speech was so inspiring that the main speaker, Harvard psychiatrist Robert Coles, began his presenta- tion by paying tribute to Chinoy. “I’ve been to a number of commence- ments,” said Coles, “but I’ve never heard a speech quite like that!” How can you develop a lively, expressive voice? Above all, by approaching every speech as Chinoy approached his—as an opportunity to share with your listeners ideas that are important to you. Your sense of conviction and your desire to communicate will give your voice the same spark it has in spontane- ous conversation.
PRONUNCIATION We all mispronounce words now and again. Here, for example, are four words with which you are probably familiar. Say each one aloud.
genuine arctic
err nuclear
Very likely you made a mistake on at least one, for they are among the most frequently mispronounced words in the English language. Let’s see:
Word Common Error Correct Pronunciation
genuine gen-u-wine gen-u-win
arctic ar-tic arc-tic
nuclear nu-cu-lar nu-cle-ar
err air ur
Every word leads a triple life: it is read, written, and spoken. Most people recognize and understand many more words in reading than they use in ordinary writing, and about three times as many as occur in spontaneous speech. 4 This is why we occasionally stumble when speaking words that are part of our reading or writing vocabularies. In other cases, we may mispro- nounce the most commonplace words out of habit. The problem is that we usually don’t know when we are mispronouncing a word. If we are lucky, we learn the right pronunciation by hearing someone else say the word properly or by having someone gently correct us in private. If we are unlucky, we mispronounce the word in front of a roomful of people, who may raise their eyebrows, groan, or laugh. All of this argues for practicing your speech in front of as many trusted friends and relatives as you can corner. If you have any doubts about the proper pronunciation of certain words, be sure to check a dictionary.
ARTICULATION Articulation and pronunciation are not identical. Sloppy articulation is the failure to form particular speech sounds crisply and distinctly. It is one of several causes of mispronunciation, but you can articulate a word sharply and
pronunciation
The accepted standard of sound
and rhythm for words in a given
language.
View an excerpt from “Questions of Culture” in the online Media Library for this chapter (Video 13.2).
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The Speaker’s Voice 247
still mispronounce it. For example, if you say the “s” in “Illinois” or the “p” in “pneumonia,” you are making a mistake in pronunciation, regardless of how precisely you articulate the sounds. Among college students, poor articulation is more common than igno- rance of correct pronunciation. We know that “let me” is not “lemme,” that “going to” is not “gonna,” that “did you” is not “didja,” yet we persist in articulating these words improperly. Here are some other common errors in articulation you should work to avoid:
Word Misarticulation
ought to otta
didn’t dint
don’t know dunno
have to hafta
want to wanna
will you wilya
If you have sloppy articulation, work on identifying and eliminating your most common errors. Like other bad habits, careless articulation can be bro- ken only by persistent effort—but the results are well worth it. As Shakespeare advised, “Mend your speech a little, lest you may mar your fortunes.”
DIALECT Most languages have dialects, each with a distinctive accent, grammar, and vocabulary. Dialects are usually based on regional or ethnic speech patterns. The United States has four major regional dialects—Eastern, New England, Southern, and General American. We also have multiple ethnic dialects. As the nation has become more diverse culturally, it has also become more diverse linguistically. 5 Linguists have concluded that no dialect is inherently better or worse than another. Dialects are not linguistic badges of superiority or inferiority. They are usually shaped by our regional or ethnic background, and every dialect is “right” for the community of people who use it. When is a given dialect appropriate in public speaking? The answer depends above all on the composition of your audience. Heavy use of any dialect—regional or ethnic—can be troublesome when the audience does not share that dialect. In such a situation, the dialect may cause listeners to make negative judgments about the speaker’s personality, intelligence, and compe- tence. This is why professional speakers have been known to invest large amounts of time (and money) to master the General American dialect used by most television news broadcasters. Does this mean you must talk like a television news broadcaster if you want to be successful in your speeches? Not at all. Regional or ethnic dialects do not pose a problem as long as the audience is familiar with them and finds them appropriate. When speaking in the North, for example, a southern politician may avoid regional dialect. But when addressing audiences in the South, the same politician may intentionally include regional dialect as a way of creating common ground with listeners.
dialect
A variety of a language distinguished
by variations of accent, grammar, or
vocabulary.
articulation
The physical production of particular
speech sounds.
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Although not strictly speaking a matter of dialect, the proficiency of non- native speakers of English often arises in the speech classroom. Fortunately, teachers and students alike usually go out of their way to be helpful and encouraging to international students and others for whom English is not the primary language. Over the years, many non-native speakers of English have found speech class a supportive environment in which to improve their pro- ficiency in spoken English. 6
The Speaker’s Body
Imagine yourself at a party. During the evening you form impressions about the people around you. Jonte seems relaxed and even-tempered, Nicole tense and irritable. Kyndra seems open and straightforward, Bekah hostile and eva- sive. Amin seems happy to see you; Seth definitely is not. How do you reach these conclusions? To a surprising extent, you reach them not on the basis of what people say with words, but because of what they say with their posture, gestures, eyes, and facial expressions. Suppose you are sitting next to Amin, and he says, “This is a great party. I’m really glad to be here with you.” However, his body is turned slightly away from you, and he keeps looking at someone across the room. Despite what he says, you know he is not glad to be there with you. Much the same thing happens in speechmaking. Posture, facial expression, gestures, eye contact—all affect the way listeners respond to a speaker. How we use these and other body motions to communicate is the subject of a fascinating area of study called kinesics. One of its founders, Ray Birdwhistell, estimated that more than 700,000 physical signals can be sent through bodily movement. Studies have shown that these signals have a significant impact on the meaning communicated by speakers. Research has also confirmed what the Greek historian Herodotus observed more than 2,400 years ago: “People trust their ears less than their eyes.” When a speaker’s body language is inconsistent with his or her words, listeners often believe the body language rather than the words. 7 Here are the major aspects of physical action that will affect the outcome of your speeches.
PERSONAL APPEARANCE If you were Lady Gaga, you could show up to make an MTV Music Video Award presentation speech wearing a bizarre creation that left little to the imagination. If you were Albert Einstein, you could show up to address an international science conference wearing wrinkled trousers, a sweater, and tennis shoes. While the members of your audience would certainly comment on your attire, your reputation would not be harmed. In fact, it might be enhanced. You would be one of the few, the very few, who live outside the rules, who are expected to be unusual. Now imagine what would happen if the president of a corporation showed up to address a stockholders’ meeting attired like Lady Gaga, or if the President of the United States spoke on national television wearing wrin- kled clothes and tennis shoes. Both presidents would soon be looking for work. Barring the occasional eccentric, every speaker is expected by her or
kinesics
The study of body motions as a
systematic mode of communication.
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The Speaker’s Body 249
his audience to exhibit a personal appearance in keeping with the occasion of the speech. Many studies have confirmed that personal appearance plays an impor- tant role in speechmaking. 8 Listeners always see you before they hear you. Just as you adapt your language to the audience and the occasion, so should you dress and groom appropriately. Although the force of your speech can sometimes overcome a poor impression created by personal appearance, the odds are against it. Regardless of the speaking situation, you should try to evoke a favorable first impression.
MOVEMENT Novice speakers are often unsure about what to do with their body while giving a speech. Some pace back and forth across the podium, shift their weight from one foot to the other, fidget with their notes, or jingle coins in their pockets. Still others turn into statues, standing rigid and expressionless from beginning to end. Such quirks usually stem from nervousness. If you are prone to distracting mannerisms, your teacher will identify them so you can work on controlling them. With a little concentration, these mannerisms should disappear as you become more comfortable speaking in front of an audience. As important as how you act during the speech is what you do just before you begin and after you finish. As you rise to speak, try to appear calm, poised, and confident, despite the butterflies in your stomach. When you reach the lectern, don’t lean on it, and don’t rush into your speech. Give yourself time to get set. Arrange your notes just the way you want them. Stand quietly as you wait to make sure the audience is paying attention. Establish eye contact with your listeners. Then—and only then—should you start to talk. When you reach the end of your speech, maintain eye contact for a few moments after you stop talking. This will give your closing line time to sink in. Unless you are staying at the lectern to answer questions, collect your notes and return to your seat. As you do so, maintain your cool, collected
Good speakers use a lively voice to
bring their ideas to life. They also use
gestures, eye contact, and facial
expressions to create a bond with
their audience.
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demeanor. Whatever you do, don’t start to gather your notes before you have finished talking, and don’t cap off your speech with a huge sigh of relief or some remark like, “Whew! Am I glad that’s over!” When practicing your speeches, spend a little time rehearsing how you will behave at the beginning and at the end. It is one of the easiest—and one of the most effective—things you can do to improve your image with an audience.
GESTURES Few aspects of delivery cause students more anguish than deciding what to do with their hands. “Should I clasp them behind my back? Let them hang at my sides? Rest them on the lectern? And what about gesturing? When should I do that—and how?” Even people who use their hands expressively in everyday conversation seem to regard them as awkward appendages when speaking before an audience. Over the years, more nonsense has been written about gesturing than any other aspect of speech delivery. Adroit gestures can add to the impact of a speech; but effective speakers do not need a vast repertoire of gestures. Some accomplished speakers gesture frequently, others hardly at all. The primary rule is this: Whatever gestures you make should not distract from your mes- sage. They should appear natural and spontaneous, help clarify or reinforce your ideas, and be suited to the audience and occasion. Gesturing tends to work itself out as you acquire experience and confi- dence. For now, make sure your hands do not upstage your ideas. Avoid flailing them about, wringing them together, or toying with your rings. Once you have eliminated these distractions, forget about your hands. Think about communi- cating with your listeners, and your gestures will take care of themselves—just as they do in conversation.
EYE CONTACT The eyes have been called “the windows of the soul.” We look to them to help gauge a speaker’s truthfulness, intelligence, attitudes, and feelings. Although patterns of eye contact in everyday conversation vary from culture to culture, there is wide agreement across cultures on the importance of eye contact in public speaking. In most circumstances, one of the quickest ways to establish a communicative bond with your listeners is to look at them personally and pleasantly. Avoiding their gaze is one of the surest ways to lose them. Speakers in the United States who fail to establish eye contact are per- ceived as tentative or ill at ease and may be seen as insincere or dishonest. It is no wonder, then, that teachers urge students to look at the audience 80 to 90 percent of the time they are talking. You may find this disconcerting at first. But after one or two speeches, you should be able to meet the gaze of your audience fairly comfortably. It isn’t enough just to look at your listeners; how you look at them also counts. Beware of the tendency to gaze intently at one part of the audience while ignoring the rest. In speech class, some students look only at the sec- tion of the room where the teacher is sitting. Others avoid looking anywhere near the teacher and focus on one or two sympathetic friends. You should try to establish eye contact with your whole audience. When addressing a small audience such as your class, you can usually look briefly from one person to another. For a larger group, you can scan the
gestures
Motions of a speaker’s hands or arms
during a speech.
eye contact
Direct visual contact with the eyes of
another person.
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Practicing Delivery 251
audience rather than try to engage the eyes of each person individually. No matter what the size of your audience, you want your eyes to convey confi- dence, sincerity, and conviction. Look at Video 13.3 in the online Media Library for this chapter to see a fine example of eye contact. The speaker is telling her classmates how they can become volunteers for the Special Olympics. Notice how she uses her eyes to connect with her listeners at a personal level. This is the kind of strong communication you should strive for in your speeches. 9
Practicing Delivery
Popular wisdom promises that practice makes perfect. This is true, but only if we practice properly. You will do little to improve your speech delivery unless you practice the right things in the right ways. Here is a five-step method that has worked well for many students:
1. Go through your preparation outline aloud to check how what you have written translates into spoken discourse. Is it too long? Too short? Are the main points clear when you speak them? Are the supporting materials distinct, convincing, interesting? Do the introduction and conclusion come across well? As you answer these questions, revise the speech as needed.
2. Prepare your speaking outline. In doing so, be sure to follow the guide- lines in Chapter 11. Use the same visual framework as in the preparation outline. Make sure the speaking outline is easy to read at a glance. Give yourself cues on the outline for delivering the speech.
Research shows that eye contact is
one of the most important elements
in speech delivery. As with figure
skating champion Michelle Kwan,
you want your eyes to convey
confidence, sincerity, and conviction.
View an excerpt from “Making a Difference Through the Special Olympics” in the online Media Library for this chapter (Video 13.3).
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252 CHAPTER 13 Delivery
3. Practice the speech aloud several times using only the speaking outline. Be sure to “talk through” all examples and to recite in full all quotations and statistics. If your speech includes visual aids, use them as you practice. The first couple of times, you will probably forget something or make a mistake, but don’t worry. Keep going and complete the speech as well as you can. Concentrate on gaining control of the ideas; don’t try to learn the speech word for word. After a few tries you should be able to get through the speech extemporaneously with surprising ease.
4. Now begin to polish and refine your delivery. Practice the speech in front of a mirror to check for eye contact and distracting mannerisms. Record the speech to gauge volume, pitch, rate, pauses, and vocal variety. Most important, try it out on friends, roommates, family members—anyone who will listen and give you an honest appraisal. Because your speech is designed for people rather than for mirrors or recorders, you need to find out ahead of time how it goes over with people.
5. Finally, give your speech a dress rehearsal under conditions as close as possible to those you will face in class. Some students like to try the speech a couple times in an empty classroom the day before the speech is due. No matter where you hold your last practice session, you should leave it feeling confident and looking forward to speaking in your class.
If this or any practice method is to work, you must start early. Don’t wait until the night before your speech to begin working on delivery. A single practice session—no matter how long—is rarely enough. Allow yourself at least a couple of days, preferably more, to gain command of the speech and its presentation.
Answering Audience Questions
If you have ever watched a press conference or heard a speaker answer ques- tions after a talk, you know the question-and-answer session can make or break a presentation. A speaker who handles questions well can strengthen the impact of his or her speech. On the other hand, a speaker who evades questions or shows annoyance will almost certainly create the opposite effect. The question-and-answer session is a common part of public speaking, whether the occasion is a press conference, business presentation, public hear- ing, or classroom assignment. An answer to a question is often the final word an audience hears and is likely to leave a lasting impression.
PREPARING FOR THE QUESTION-AND-ANSWER SESSION The first step to doing well in a question-and-answer session is to take it as seriously as the speech itself. The two major steps in preparing are working out answers to possible questions and practicing the delivery of those answers.
Formulate Answers to Possible Questions Once you know that your presentation will include questions from the audience, you should be thinking about possible questions even as you are writing your speech. If you practice your speech in front of friends, family, or coworkers, ask
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Answering Audience Questions 253
them to jot down questions. Keep track of all the questions and formulate answers. Write your answers in full to make sure you have thought them through completely. If you are giving a persuasive speech, be sure to work out answers to objections the audience may have to your proposal. No matter how careful you are to deal with those objections in your speech, you can be sure they will come up in the question-and-answer session. If you are speaking on a topic with technical aspects, be ready to answer specialized inquiries about them, as well as questions that seek clarification, in nontechnical terms. You might even prepare a handout that you can dis- tribute afterward for people who want more information.
Practice the Delivery of Your Answers You would not present a speech to a room full of people without rehearsing. Neither should you go into a question-and-answer session without practicing the delivery of your answers. One possibility is to have a friend or colleague listen to your presentation, ask questions, and critique your answers. This method is used by political candidates and business leaders before debates or press conferences. Another possibility is to record your answers to anticipated questions, play them back, and revise them until they are just right. As you rehearse, work on making your answers brief and to the point. Many simple questions can be answered in 30 seconds, and even complex ones should usually be answered in a minute or two. If you practice answering ques- tions beforehand, you will find it much easier to keep to these time limits. Of course, there is no way to predict every question you will receive. But if you go into the question-and-answer period fully prepared, you will be able to adapt to whatever occurs.
MANAGING THE QUESTION-AND-ANSWER SESSION If you have ever watched a skillful speaker field questions from the audience, you know there is an art to managing a question-and-answer session. Entire books have been written on this subject, but the following suggestions will help get you started on the right foot.
Utilizing your business degree and computer
savvy, you have made a success of the online
marketing company you started after gradu-
ating from college. Now in its third year,
the company has prepared a proposal
to design the e-commerce site for a
major sporting goods retailer. In your
30-minute presentation to the retailer’s
management team, you will review the
homepage designs, site maps, and security
protocols.
You notice on the agenda that another
30 minutes has been allotted after your pre-
sentation for questions and answers. Know-
ing from your previous experience with
clients how important the Q&A session
can be, you want to be sure you are ready
for it. What steps will you take to prepare?
Using public speaking in your CAREER
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254 CHAPTER 13 Delivery
Approach Questions with a Positive Attitude A positive attitude will help you answer questions graciously and respectfully. Try to view questions from the audience as signs of genuine interest and a desire to learn more about your subject. If someone asks about a point that seems clear to you, don’t respond by saying, “I discussed that at the begin- ning of my talk,” or “The answer seems obvious.” Instead, use moments like these to reiterate or expand upon your ideas. A speaker who adopts a sharp or defensive tone while answering ques- tions will alienate many people in the audience. Even if you are asked a hostile question, keep your cool. Avoid the temptation to answer defensively, sarcastically, or argumentatively. Most people in the audience will respect you for trying to avoid a quarrel.
Listen Carefully It’s hard to answer a question well if you don’t listen carefully to it. Give the questioner your full attention. When faced with an unclear or unwieldy ques- tion, try to rephrase it by saying something like, “If I understand your question, it seems to me that you are asking. . . .” Another option is simply to ask the audience member to repeat the question. Most people will restate it more suc- cinctly and clearly.
Direct Answers to the Entire Audience When you are being asked a question, look at the questioner. Direct your answer, however, to the entire audience. Make occasional eye contact with the questioner as you answer, but speak primarily to the audience as a whole. If you speak just to the questioner, the rest of your audience may drift off. When speaking to a large audience, repeat or paraphrase each question after it is asked. This involves the entire audience and ensures that they know the question. In addition, repeating or paraphrasing the question gives you a moment to frame an answer before you respond.
Be Honest and Straightforward If you don’t know the answer to a question, say so. Don’t apologize, don’t evade, and most important, don’t try to bluff. Do, however, let the questioner know that you take the question seriously. Offer to check into the answer as soon as possible after the speech. If a more knowledgeable person is at hand, ask if she or he knows the answer.
Stay on Track It’s easy to get diverted or lose control of time in a lively question-and-answer session. Unless there is a moderator, the speaker is responsible for keeping things on track. Allow one follow-up question from each person, and don’t let yourself be dragged into a personal debate with any questioner. If someone attempts to ask more than two questions, respond graciously yet firmly by saying, “This is an interesting line of questioning, but we need to give other people a chance to ask questions.” Sometimes, a listener will launch into an extended monologue instead of posing a question. When this happens, you can retain control of the situation by saying something like, “Those are very interesting ideas, but do you have a specific question I can answer?” If the person persists, offer to talk indi- vidually with him or her after the session.
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Summary 255
On some occasions, the length of the question-and-answer session is pre- determined. On other occasions, it’s up to the speaker. Make sure you allow enough time to get through issues of major importance, but don’t let things drag on after the momentum of the session has started winding down. As the end approaches, offer to respond to another question or two. Then wrap things up by thanking the audience for its time and attention. 10
Question-and-answer sessions are
an important part of public speaking
around the globe. Here Mike
Weightman of the International
Atomic Energy Agency talks with
reporters in Tokyo, Japan, about the
nuclear power plant crippled in the
2011 earthquake and tsunami.
Speech delivery is a matter of nonverbal communication. It is based on how you use your voice and body to convey the message expressed by your words. Rather than calling attention to itself, effective delivery conveys the speaker’s ideas clearly, engagingly, and without distracting the audience. There are four basic methods of delivering a speech: reading verbatim from a manuscript, reciting a memorized text, speaking impromptu, and speaking extemporaneously. When speaking extemporaneously, you will have a brief set of notes or a speaking outline and will choose the exact wording of your speech at the moment of delivery. To use your voice effectively you should work on controlling your volume, pitch, rate, pauses, vocal variety, pronunciation, articulation, and dialect. Volume is the relative loudness of your voice, and pitch is the relative highness or lowness. Rate refers to the speed at which you talk. Pauses, when carefully timed, can add punch to your speech, but you should avoid vocalized pauses (“er,” “um,” and the like). Vocal variety refers to changes in volume, pitch, rate, and pauses, and is crucial to making your voice lively and animated. You also need correct pronun- ciation and distinct articulation. Avoid heavy use of dialect in situations where the audience does not share the dialect or will find it inappropriate. Posture, personal appearance, facial expression, gestures, and eye contact also affect the way listeners respond to speakers. Dress and groom appropriately, use
Summary
deas
nd is
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256 CHAPTER 13 Delivery
gestures and bodily movement to enhance your message, and make eye contact with your listeners. You should practice all these aspects of delivery along with the words of your speech. Start your practice sessions early so you will have plenty of time to gain command of the speech and its presentation. If your speech includes a question-and-answer session, anticipate the most likely questions, prepare answers to them, and practice delivering those answers. During the question-and-answer period, listen carefully to the questions, approach them positively, and respond to them briefly, graciously, and straightforwardly. Direct your answers to the full audience, rather than to the questioner alone, and make sure to end the session in a timely fashion.
nonverbal communication (240)
manuscript speech (241)
impromptu speech (241)
extemporaneous speech (242)
conversational quality (242)
volume (244)
pitch (244)
inflections (244)
monotone (244)
rate (244)
pause (245)
vocalized pause (245)
vocal variety (245)
pronunciation (246)
articulation (247)
dialect (247)
kinesics (248)
gestures (250)
eye contact (250)
Key Terms
After reading this chapter, you should be able to answer the following questions:
1. What is nonverbal communication? Why is it important to effective public speaking?
2. What are the elements of good speech delivery?
3. What are the four methods of speech delivery?
4. What are the eight aspects of voice usage you should concentrate on in your speeches?
5. What are four aspects of bodily action you should concentrate on in your speeches?
6. What are the five steps you should follow when practicing your speech delivery?
7. What steps should you take when preparing for a question-and-answer session? What should you concentrate on when responding to questions during the session?
For further review, go to the LearnSmart study module for this chapter.
Review Questions
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Exercises for Critical Thinking 257
1. An excellent way to improve your vocal variety is to read aloud selections from poetry that require emphasis and feeling. Choose one of your favorite poems that falls into this category, or find one by leafing through a poetry anthology.
Practice reading the selection aloud. As you read, use your voice to make the poem come alive. Vary your volume, rate, and pitch. Find the appropriate places for pauses. Underline the key words or phrases you think should be stressed. Modulate your tone of voice; use inflections for emphasis and meaning.
For this to work, you must overcome your fear of sounding affected or “dramatic.” Most beginning speakers do better if they exaggerate changes in volume, rate, pitch, and expression. This will make you more aware of the ways you can use your voice to express a wide range of moods and meanings. Besides, what sounds overly “dramatic” to you usually does not sound that way to an audience. By adding luster, warmth, and enthusiasm to your voice, you will go a long way toward capturing and keeping the interest of your listeners.
If possible, practice reading the selection into a digital recorder. Listen to the playback. If you are not satisfied with what you hear, practice the selection some more and record it again.
2. Watch a 10-minute segment of a television drama with the sound turned off. What do the characters say with their dress, gestures, facial expressions, and the like? Do the same with a television comedy. How do the nonverbal messages in the two shows differ? Be prepared to report your observations in class.
3. Attend a speech on campus. You may choose either a presentation by a guest speaker from outside the college or a class session by a professor who has a reputation as a good lecturer. Prepare a brief report on the speaker’s delivery.
In your report, first analyze the speaker’s volume, pitch, rate, pauses, vocal variety, pronunciation, and articulation. Then evaluate the speaker’s personal appearance, bodily action, gestures, and eye contact. Explain how the speaker’s delivery added to or detracted from what the speaker said. Finally, note at least two techniques of delivery used by the speaker that you might want to try in your next speech.
Exercises for Critical Thinking
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259
D iagnosed with high blood pressure when he
was in high school, Devin Marshall decided to
give his persuasive speech on the excessive
amount of salt in the American diet. On the day of
his speech, he brought to class a large box, which he
set on the table next to him. This immediately aroused
the curiosity of his audience. Devin took from the box
a container of Morton Salt, a measuring cup, and two
plates. Then he began his speech.
First, he explained the monthly salt consumption
recommended by the American Medical Association.
To illustrate, he measured a cup of salt onto one plate and showed it to
the audience. Next, he gave statistics about how much salt the average
American consumes in a month. Again, as he spoke, he measured. When
he was finished measuring, the second plate had three cups, almost two
pounds of salt.
Finally, Devin said, “Now let’s multiply that amount by 12 and see
how much salt we eat over the course of a year.” And he began taking
out of the box one container of Morton Salt after another, until he had
piled up a pyramid of 14 containers, or nearly 24 pounds of salt!
Kinds of Visual Aids
Guidelines for Preparing Visual Aids
Guidelines for Presenting Visual Aids
14
Using Visual Aids
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260 CHAPTER 14 Using Visual Aids
As the old saying tells us, one picture is worth a thousand words. Can you picture 2 pounds of salt? Or 24 pounds of salt? You could if you had watched Devin measure out the salt and stack up the Morton containers. This dramatic visual evidence brought home Devin’s point more forcefully than would have been possible with words alone. People find a speaker’s message more interesting, grasp it more easily, and retain it longer when it is presented visually as well as verbally. In fact, when used properly, visual aids can enhance almost every aspect of a speech. An average speaker who uses visual aids will come across as better prepared, more credible, and more professional than a dynamic speaker who does not use visual aids. Visual aids can even help you combat stage fright. They heighten audience interest, shift attention away from the speaker, and give the speaker greater confidence in the presentation as a whole. 1 For all these reasons, you will find visual aids of great value in your speeches. In this chapter, we will concentrate primarily on visual aids suitable for classroom speeches, but the same principles apply in all circumstances. For speeches outside the classroom—in business or community situations, for instance—you should have no difficulty if you follow the suggestions given here. Let us look first at the kinds of visual aids you are most likely to use, then at guidelines for preparing visual aids, and finally at guidelines for using visual aids.
Kinds of Visual Aids
OBJECTS AND MODELS Bringing the object of your speech to class can be an excellent way to clarify your ideas and give them dramatic impact. If your specific purpose is “To inform my audience how to choose the right ski equipment,” why not bring the equipment to class to show your listeners? Or suppose you want to inform your classmates about the Peruvian art of doll making. You could bring several dolls to class and explain how they were made. Some objects, however, cannot be used effectively in classroom speeches. Some are too big. Others are too small to be seen clearly. Still others may not be available to you. If you were speaking about a rare suit of armor in a local museum, you could, theoretically, transport it to class, but it is most unlikely that the museum would let you borrow it. If the object you want to discuss is too large, too small, or unavailable, you may be able to work with a model. For an example, check Video 14.1 in the online Media Library for this chapter. The speaker is talking about CPR, which he demonstrates on a training dummy he borrowed from the local Red Cross.
PHOTOGRAPHS AND DRAWINGS In the absence of an object or a model, you may be able to use photographs or drawings. Neither, however, will work effectively unless they are large enough for the audience to see without straining. Normal-size photos are too small to be seen clearly without being passed around—which only diverts the
View an excerpt from “CPR” in the online Media Library for this chapter (Video 14.1).
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Kinds of Visual Aids 261
audience from what you are saying. The same is true of photographs and drawings in books. The most effective way to show drawings and photographs is with Power- Point. Notice, for example, how the speaker in Video 14.2 uses PowerPoint to present a photograph of the famous Incan ruins at Machu Picchu in Peru. No other method of showing the photograph would work as well. For another example, take a look at Figure 14.1 (below), which shows a drawing used in a speech about the kinds of problems faced by people who have dyslexia. It allowed the speaker to translate complex ideas into visual terms the audience could grasp immediately.
GRAPHS Audiences often have trouble grasping a complex series of numbers. You can ease their difficulty by using graphs to show statistical trends and patterns.
View an excerpt from “Machu Picchu: City of the Gods” in the online Media Library for this chapter (Video 14.2).
graph
A visual aid used to show statistical
trends and patterns.
Photographs make excellent visual
aids if they are large enough to be
seen easily. Check Video 14.2 in the
online Media Library for this chapter
to see how one speaker used this
photograph of the famous Incan ruins
at Machu Picchu.
FIGURE 14.1
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262 CHAPTER 14 Using Visual Aids
The most common type is the line graph. Figure 14.2 (above) shows such a graph, used in a speech about the rising cost of health care. If you look at Video 14.3 in the online Media Library for this chapter, you can see how the speaker explained the graph. She said:
As you can see from this graph, based on figures from the U.S. government,
health care continues to eat away at our budgets. Since 1980, it’s risen from 13 per-
cent of personal spending to 20 percent. Compare that to what we spend on food.
In 1980, 20 percent of personal spending was on food; today it is 13 percent. That’s
right, over the past three decades health care has completely changed places with
food as the largest category of personal expense.
The pie graph is best suited for illustrating simple distribution patterns. Fig- ure 14.3 (below) shows how one speaker used a pie graph to help listeners
line graph
A graph that uses one or more lines
to show changes in statistics over
time or space.
View the presentation of this graph in “America’s Continuing Health Care Crisis” in the online Media Library for this chapter (Video 14.3).
pie graph
A graph that highlights segments of
a circle to show simple distribution
patterns.
FIGURE 14.2
20
15
10 1980 1990 2000 2010
Health care
Food
Percentage of Personal Spending
FIGURE 14.3
Single 68%
Married 14%
Widowed or divorced
18%
20101900
Married 52%
Single 28%
Widowed or divorced
20%
Women in the Work Force
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Kinds of Visual Aids 263
visualize changes in marital status among working women in the past century. The graph on the left shows the percentages of working women who were single, married, and widowed or divorced in 1900. The graph on the right shows percentages for the same groups in 2010. Because a pie graph is used to dramatize relationships among the parts of a whole, you should keep the number of different segments in the graph as small as possible. A pie graph should ideally have from two to five seg- ments; under no circumstances should it have more than eight. The bar graph is a particularly good way to show comparisons among two or more items. It also has the advantage of being easy to understand, even by people who have no background in reading graphs. Figure 14.4 (above) is an example of a bar graph from a speech titled “The Politics of Race in America.” It shows visually the relative standing of whites and blacks with respect to median household income, infant mortal- ity, unemployment, and college education. By using a bar graph, the speaker made her points more vividly than if she had just cited the numbers orally. 2
CHARTS Charts are particularly useful for summarizing large blocks of information. One student, in a speech titled “The United States: A Nation of Immigrants,” used a chart to show the leading regions of the world for U.S. immigrants (Figure 14.5, page 264). These are too many categories to be conveyed in a pie graph. By listing them on a chart, the speaker made it easier for listeners to keep the information straight. Look at Video 14.4 in the online Media Library for this chapter to see how the student presented the chart during her speech. The biggest mistake made by beginning speakers when using a chart is to include too much information. As we will discuss later, visual aids should be clear, simple, and uncluttered. Lists on a chart should rarely exceed seven or eight items, with generous spacing between items. If you cannot fit every- thing on a single chart, make a second one.
bar graph
A graph that uses vertical or horizontal
bars to show comparisons among two
or more items.
View an excerpt from “The United States: A Nation of Immigrants” in the online Media Library for this chapter (Video 14.4).
FIGURE 14.4
Blacks Whites
$34,218 $52,312
Median Household Income
13.2 deaths 5.6 deaths
Unemployment Rate
19.3% 29.9%
College Degrees
15.5% 7.9%
Infant Mortality per 1,000 Births
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264 CHAPTER 14 Using Visual Aids
VIDEO If you are talking about the impact caused by a low-speed automobile acci- dent, what could be more effective than showing slow-motion video of crash tests? Or suppose you are explaining the different kinds of roller coasters found in amusement parks. Your best visual aid would be a video showing those coasters in action. Despite its advantages, however, adding video to a speech can cause more harm than good if it is not done carefully and expertly. First, make sure the clip is not too long. While a 30-second video can illustrate your ideas in a memorable way, anything much longer will distract attention from the speech itself. Second, make sure the video is cued to start exactly where you want it. Third, if necessary, edit the video to the precise length you need so it will blend smoothly into your speech. Fourth, beware of low-resolution video that may look fine on a computer but is blurry and distorted when projected on a screen or monitor.
THE SPEAKER Sometimes you can use your own body as a visual aid—by illustrating how a conductor directs an orchestra, by revealing the secrets behind magic tricks, by showing how to perform sign language, and so forth. In addition to clar- ifying a speaker’s ideas, doing some kind of demonstration helps keep the audience involved. It also can reduce a speaker’s nervousness by providing an outlet for extra adrenaline. Doing a demonstration well requires special practice to coordinate your actions with your words and to control the timing of your speech. You can see an excellent example on Video 14.5 in the online Media Library for this chapter. After talking about the role of proper breathing in yoga, the speaker demonstrates three yoga poses. Notice how clearly she explains each pose, communicates directly with the audience, and maintains eye contact through- out her demonstration. Special care is required if you are demonstrating a process that takes lon- ger to complete than the time allotted for your speech. If you plan to show
FIGURE 14.5
Region of Birth Percent of U.S.
Immigrants
Asia
Mexico
Europe
Caribbean
South America
Africa
Central America
Other
36 percent
14 percent
11 percent
11 percent
10 percent
9 percent
5 percent
4 percent
chart
A visual aid that summarizes a large
block of information, usually in list
form.
View an excerpt from “Yoga: Uniting Body, Mind, and Spirit” in the online Media Library for this chapter (Video 14.5).
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Kinds of Visual Aids 265
Sometimes a speaker can use her or
his body as a visual aid, as in this
speech on yoga. Such a speech
requires careful practice to coordinate
the speaker’s actions and words
while maintaining eye contact with
the audience.
a long process, you might borrow the techniques of television chefs. They work through most of the steps in making a perfect marinated chicken, but they have a second, finished chicken ready to show you at the last minute.
POWERPOINT PowerPoint allows you to integrate a variety of visual aids—including charts, graphs, photographs, and video—in the same talk. Depending on the tech- nological resources at your school, you may be able to use PowerPoint in your speech class. If so, it will provide training for speeches outside the classroom— especially in business settings, where PowerPoint presentations are made every day. Later in this chapter, we will look at guidelines for preparing and presenting visual aids effectively. In the process, we’ll pay special attention to what you can do to create and deliver high-quality PowerPoint slides. For now, consider the following factors when thinking about employing PowerPoint in your speeches.
Pluses and Minuses of PowerPoint When used well, PowerPoint is a great boon to communication. Unfortunately, it is not always used well. Too often speakers allow it to dominate their pre- sentations, wowing the audience with their technical proficiency while losing the message in a flurry of sounds and images. As technology expert Herb Lovelace states, it sometimes seems that “the fancier the PowerPoint presenta- tion, the less valuable the ideas being presented.” 3 At the other extreme are speakers who throw their presentations together carelessly, assuming that using PowerPoint will magically produce a superb speech. Plodding through one poorly designed slide after another with little or no eye contact with the audience, these speakers would be better off if they had never heard of PowerPoint. Another problem is that some speakers use PowerPoint to illustrate every point of their talk, so the speaker is virtually reading the speech to the audience
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266 CHAPTER 14 Using Visual Aids
as the words appear on screen. This is no more effective than reading dully from a manuscript, and it seldom produces genuine communication.
Planning to Use PowerPoint If you are going to employ PowerPoint effectively, you need a clear idea of exactly why, how, and when to use it. Rather than putting everything you say on screen for the audience to read, you need to choose which aspects of your speech to illustrate. This requires careful planning. The first step is deciding where you can use PowerPoint to greatest advan- tage. After you have finished developing the speech, think about where you might employ PowerPoint to clarify or strengthen your ideas. Rather than using slides to illustrate every thought, look for spots where it will genuinely enhance your message. One student, for example, used PowerPoint in a speech about puppy mills. After documenting the number of puppy mills in America and describ- ing their cruelty, he said, “But you can see for yourself what the dogs have to endure.” He then showed several photographs demonstrating the terrible conditions of dogs in puppy mills. The photographs provided powerful visual evidence to back up the speaker’s claims. For another example, look at Video 14.7, in which the speaker discusses Georges Seurat’s famous painting Sunday Afternoon on the Island of la Grand Jatte. The speaker uses a series of PowerPoint slides to show details of the painting that could not have been seen otherwise. He also does an excellent job of explaining each slide as he goes along. As you plan your speeches, think how you can use PowerPoint to enhance your ideas. At the same time, remember that too many visuals—or poor visuals—can do more harm than good. Be creative and resourceful with- out allowing PowerPoint to overpower your entire speech.
View an excerpt from “The Horrors of Puppy Mills” in the online Media Library for this chapter (Video 14.6).
View an excerpt from “Georges Seurat and the Art of Pointillism” in the online Media Library for this chapter (Video 14.7).
As a veterinarian and owner of a small-animal prac-
tice, you work closely with your local humane
society to help control a growing population
of unwanted dogs and cats. You and your
staff devote many hours annually in free
and reduced-cost medical services to ani-
mals adopted from the society. Now you
have been asked to speak to the city
council in support of legislation pro-
posed by the society for stronger
enforcement of animal licensing and
leash laws.
In your speech, you plan to include
statistics that (1) compare estimates of
the city’s dog population with the number
of licenses issued during the past five years and
(2) show the small number of citations given by
local law enforcement for unleashed pets dur-
ing the same period of time. Knowing from
your college public speaking class how valu-
able visual aids can be in presenting statis-
tics, you decide to illustrate one set of
statistics with a chart and the other
with a graph.
For which set of statistics will a chart
be more appropriate? For which set will a
graph be more appropriate? Of the three
kinds of graphs discussed in this chapter—
bar, line, pie—which will work best for your
statistics, and why?
Using public speaking in your CAREER
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Guidelines for Preparing Visual Aids 267
Guidelines for Preparing Visual Aids
Whether you are creating visual aids by hand or with PowerPoint, the follow- ing guidelines will help you design aids that are clear and visually appealing.
PREPARE VISUAL AIDS WELL IN ADVANCE Preparing visual aids well in advance has two advantages. First, it means you will have the time and resources to devise creative, attractive aids. Sec- ond, it means you can use them while practicing your speech. Visual aids are effective only when they are integrated smoothly with the rest of the speech. If you lose your place, drop your aids, or otherwise stumble around when presenting them, you will distract your audience and shatter your concentration.
KEEP VISUAL AIDS SIMPLE Visual aids should be simple, clear, and to the point. If you look back at the aids presented earlier in this chapter, you will see that all of them are clear and uncluttered. They contain enough information to communicate the speaker’s point, but not so much as to confuse or distract the audience. 4 When using PowerPoint, limit your slides to a manageable amount of information, and beware of the tendency to go overboard. It is possible to create a graphic that displays two charts, a photograph, and ten lines of text in five different typefaces with 250 colors. But who would be able to read it?
MAKE SURE VISUAL AIDS ARE LARGE ENOUGH A visual aid is useless if no one can see it. Keep in mind the size of the room in which you will be speaking and make sure your aid is big enough to be seen easily by everyone. As you prepare the aid, check its visibility by moving to a point as far away from it as your most distant listener will be sitting. If you are using PowerPoint, make sure your text and images are easy for everyone in your audience to see. By making sure your visual aid is large enough, you will avoid having to introduce it with the comment “I know some of you can’t see this, but . . .” What about using all capital letters? That might seem a great way to ensure that your print is large enough to be read easily. But research has shown that a long string of words in ALL CAPS is actually harder to read than is normal text. Reserve ALL CAPS for titles or for individual words that require special emphasis.
USE A LIMITED AMOUNT OF TEXT When displaying text on visual aids, follow this general rule: Briefer is better. Succinct phrases containing only essential key words will help listeners grasp your basic point and process the information as you’re speaking. Brevity is especially important when using PowerPoint. One of the biggest mistakes people make with PowerPoint is putting too much text on a single
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268 CHAPTER 14 Using Visual Aids
slide. A general rule for slides that contain only text is to include no more than a half-dozen lines of type. If you are combining text with images, you may need to limit yourself to fewer lines to keep the text from getting too small. If you have a number of important points to cover, spread them out over multiple slides. Figure 14.6 (above) shows a slide from a speech about Easter Island, famous for its mysterious statues of unknown origin. Notice that the slide is not bogged down with information, presenting only an image of the statues, as well as a title and text identifying the location of Easter Island and the date it was discovered by Europeans. Because the slide is simple and clear, the speaker was able to present it succinctly and move to her next point.
USE FONTS EFFECTIVELY Not all fonts are suitable for visual aids. For the most part, you should avoid decorative fonts such as those on the left in Figure 14.7 (page 269). Those on the right of the figure, however, will help make your aids audience- friendly. Using fonts effectively can make a huge difference in your PowerPoint slides. In general, keep the following guidelines in mind when selecting fonts for your presentation:
■ Choose fonts that are clear and easy to read.
■ Avoid using ALL CAPS because they are difficult to read.
■ Don’t use more than two fonts on a single slide—one for the title or major heading and another for subtitles or other text.
■ Use the same fonts on all your slides.
■ Put titles and major headings in 44- to 36-point type; make subheads and other text 32- to 24-point.
font
A complete set of type of the same
design.
FIGURE 14.6
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Guidelines for Preparing Visual Aids 269
If you use one of PowerPoint’s built-in themes, you can be confident that the fonts, which have been preselected according to the design of the theme, are clear, legible, and consistent.
USE COLOR EFFECTIVELY When used effectively, color can dramatically increase the impact of a visual aid. The key words, of course, are “when used effectively.” Some colors do not work well together. Red and green are a tough combination for anyone to read, and they look the same to people who are color-blind. Many shades of blue and green are too close to each other to be easily differentiated—as are orange and red, blue and purple. You can use either dark print on a light background or light print on a dark background, but in either case make sure there is enough contrast between the background and the text so listeners can see everything clearly. Avoid such colors as yellow on a white background or purple on a red background. Also, stick to a limited number of colors and use them consistently. Use one color for background, one color for titles, and one color for other text throughout all your slides. This consistency will unify the slides and give your speech a professional appearance.
USE IMAGES STRATEGICALLY One of the benefits of PowerPoint is the ease with which it allows you to include photographs, charts, graphs, and other images, including video. Unfortunately, some speakers are prone to adding images simply because it is easy, rather than because it is essential for communicating their message. You should never add images of any sort to a PowerPoint slide unless they are truly needed. There is a great deal of research showing that extraneous images distract listeners and reduce comprehension of the speaker’s point. 4 In addition to keeping your slides free of extraneous images, keep these guidelines in mind:
■ Make sure images are large enough to be seen clearly.
■ Choose high-resolution images that will project without blurring.
■ Keep graphs and charts clear and simple.
FIGURE 14.7
Ineffective
Blackmoor
Bradley Hand Cracked
ECCENTRIC
Handwriting ROSEWOOD
Snell Roundhand SchoolHouse
Arial
Baskerville Cambria
Courier
Gill Sans Optima Times New Roman
Verdana
More Effective
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270 CHAPTER 14 Using Visual Aids
■ In most cases, include a title above charts and graphs so the audience knows what they are viewing.
■ Edit video so it is integrated seamlessly into your slides. 5
Guidelines for Presenting Visual Aids
No matter how well designed your visual aids may be, they will be of little value unless you display them properly, discuss them clearly, and integrate them effectively with the rest of your presentation. Here are seven guidelines that will help you get the maximum impact out of your visual aids.
DISPLAY VISUAL AIDS WHERE LISTENERS CAN SEE THEM Check the speech room ahead of time to decide exactly where you will display your visual aids. If you are displaying an object or a model, be sure to place it where it can be seen easily by everyone in the room. If necessary, hold up the object or model while you are discussing it. Once you have set the aid in the best location, don’t undo all your preparation by standing where you block the audience’s view of the aid. Stand to one side of the aid, and point with the arm nearest it. Using a pen, a ruler,
checklist Preparing Visual Aids
YES NO
1. Have I prepared my visual aids well in advance?
2. Are my visual aids clear and easy to comprehend?
3. Does each visual aid contain only the information needed to make my point?
4. Are my visual aids large enough to be seen clearly by the entire audience?
5. Do the colors on my visual aids work well together?
6. Is there a clear contrast between the lettering and background on my charts, graphs, and drawings?
7. Do I use line graphs, pie graphs, and bar graphs correctly to show statistical trends and patterns?
8. Do I limit charts to no more than eight items?
9. Do I use fonts that are easy to read?
10. Do I use a limited number of fonts?
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Guidelines for Presenting Visual Aids 271
or some other pointer will allow you to stand farther away from the visual aid, thereby reducing the likelihood that you will obstruct the view. If you are using a projection screen, check ahead of time to make sure it is not located where you will cast a shadow on it while you are speaking. If necessary, move the lectern to the side of the screen.
AVOID PASSING VISUAL AIDS AMONG THE AUDIENCE Once visual aids get into the hands of your listeners, you are in trouble. At least three people will be paying more attention to the aid than to you—the person who has just had it, the person who has it now, and the person wait- ing to get it next. By the time the visual aid moves on, all three may have lost track of what you are saying. Nor do you solve this problem by preparing a handout for every member of the audience. They are likely to spend a good part of the speech looking over the handout at their own pace, rather than listening to you. Although handouts can be valuable, they usually just create competition for beginning speakers. Every once in a while, of course, you will want listeners to have copies of some material to take home. When such a situation arises, keep the copies until after you’ve finished talking and distribute them at the end. Keeping control of your visual aids is essential to keeping control of your speech.
DISPLAY VISUAL AIDS ONLY WHILE DISCUSSING THEM Just as circulating visual aids distracts attention, so does displaying them throughout a speech. If you are using an object or a model, keep it out of sight until you are ready to discuss it. When you finish your discussion, place the object or model back out of sight. The same principle applies to PowerPoint slides. They should be visible only while you are discussing them. You can accomplish this by adding blank slides as needed, so the audience’s attention will not be diverted by the pre- vious slide. It is also a good idea to add a blank slide at the end of your presentation, so your last content slide will not continue to be exposed after you have finished discussing it.
PowerPoint is an excellent way to
show visual aids if it is used properly.
Here linguist Steven Pinker uses
PowerPoint during a lecture at the
British Museum in London, England.
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272 CHAPTER 14 Using Visual Aids
EXPLAIN VISUAL AIDS CLEARLY AND CONCISELY Visual aids don’t explain themselves. Like statistics, they need to be translated and related to the audience. For example, Figure 14.8 (above) is an excellent visual aid, but do you know what it represents? Probably not, unless you’ve kept up on the latest statistics of U.S. drunk-driving deaths. But even then, the full meaning of the map may not be clear until it is explained to you. A visual aid can be of enormous benefit—but only if the viewer knows what to look for and why. Unfortunately, speakers often rush over their visual aids without explaining them clearly and concisely. Be sure to adapt your visual aids to the audience. Don’t just say “As you can see . . .” and then pass quickly over the aid. Tell listeners what the aid means. Describe its major features. Spell out the meaning of charts and graphs. Interpret statistics and percentages. Remember, a visual aid is only as useful as the explanation that goes with it. As you can see from Video 14.8 in the online Media Library for this chapter, the speaker who used the map of drunk-driving deaths discussed above did an excellent job explaining how each color on the map corresponds to a different per-capita death rate. Having used the map during her practice sessions, she was able to integrate it into the speech smoothly and skillfully— and to maintain eye contact with the audience throughout her discussion of it. You should strive to do the same when you present visual aids in your speeches.
TALK TO YOUR AUDIENCE, NOT TO YOUR VISUAL AID When explaining a visual aid, it is easy to break eye contact with your audi- ence and speak to the aid. Of course, your listeners are looking primarily at the aid, and you will need to glance at it periodically as you talk. But if you keep your eyes fixed on the visual aid, you may lose your audience. By keep- ing eye contact with your listeners, you will also pick up feedback about how the visual aid and your explanation of it are coming across.
View an excerpt from “The Tragedy of Drunk Driving” in the online Media Library for this chapter (Video 14.8).
FIGURE 14.8
Washington
Oregon
Nevada
California
Idaho
Utah
Arizona New Mexico
Colorado
Wyoming
Montana North Dakota
South Dakota
Nebraska
Kansas
Oklahoma
Texas Louisiana
Mississippi
Arkansas
Missouri
Iowa
Minnesota
Wisconsin
Illinois Indiana
Kentucky
Tennessee
Alabama Georgia
Florida
South Carolina
North Carolina
Virginia
West Virginia
Ohio
Michigan
Pennsylvania
New York
Maine New Hampshire
Vermont
Maryland
Delaware
New Jersey
Connecticut
Rhode Island
Massachusetts
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Guidelines for Presenting Visual Aids 273
checklist Presenting Visual Aids
YES NO
1. Have I checked the speech room to decide where I can display my visual aids most effectively?
2. Have I practiced presenting my visual aids so they will be clearly visible to everyone in the audience?
3. Have I practiced presenting my visual aids so they are perfectly timed with my words and actions?
4. Have I practiced keeping eye contact with my audience while presenting my visual aids?
5. Have I practiced explaining my visual aids clearly and concisely in terms my audience will understand?
6. If I am using handouts, have I planned to distribute them after the speech rather than during it?
7. Have I double-checked all equipment to make sure it works properly?
8. If I am using PowerPoint, do I have a backup of my slides that I can take to the speech with me?
PRACTICE WITH YOUR VISUAL AIDS This chapter has mentioned several times the need to practice with visual aids, but the point bears repeating. No matter what kind of visual aid you choose, be sure to employ it when you practice. Go through the speech mul- tiple times, rehearsing how you will show your aids, the gestures you will make, and the timing of each move. In using visual aids, as in other aspects of speechmaking, there is no substitute for preparation. If you are using PowerPoint, don’t just click the mouse casually or rush quickly over your words when you practice. Make sure you know exactly when you want each slide to appear and disappear, and what you will say while each is on screen. Mark your speaking notes with cues that will remind you when to display each slide and when to remove it. Rehearse with the mouse, keyboard, or iPad until you can use them with- out looking down for more than an instant when advancing your slides. Also concentrate on presenting the speech without looking back at the screen to see what is being projected. There is nothing wrong with glancing at the screen now and again as you explain your slides, but remember to address your remarks to the audience, not to the screen. Given all the things you have to work on when practicing a speech with PowerPoint, you need to allow extra time for rehearsal. So get an early start and give yourself plenty of time to ensure that your delivery is as impressive as your slides. 6
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274 CHAPTER 14 Using Visual Aids
CHECK THE ROOM AND EQUIPMENT For classroom speeches, you will already be familiar with the room and equip- ment. If any of the technology fails, a technician can make the necessary adjustments. For speeches outside the classroom, however, the situation is very different. There is wide variation among computers and projectors, as well as among rooms equipped with multimedia connections. Even if you have used PowerPoint on previous occasions, you need to check the setup in the room where you will be speaking. If possible, look at the room and equipment before the day of your speech. Hook up your computer to make sure everything works properly. If you are using a computer that is installed in the room, bring your slides on a flash drive so you can see how they work with that computer. If your pre- sentation includes audio or video, double-check them using the room’s audio- visual system. Arrange ahead of time to have a technician present so he or she can take care of any problems. Sometimes, of course, it is not possible to visit the room before the day of your speech. In that case, plan to arrive an hour early to familiarize your- self with the equipment and to make sure it’s working properly. Never assume that everything will be “just fine.” Instead, assume that things will not be fine and that they need to be checked ahead of time. You will save yourself the embarrassment of having your speech delayed, cut short, or even canceled because of faulty equipment or unforeseen technical complications. Finally, if you are using PowerPoint, always bring a backup of your slides on a flash drive even if you plan on using your own computer during the speech. This may all seem like a lot of fuss and bother, but anyone who has given speeches with PowerPoint—or any other kind of visual aid—will tell you that it is absolutely essential.
There are many kinds of visual aids. Most obvious is the object about which you are speaking, or a model of it. Diagrams, sketches, and other kinds of drawings are valu-
able because you can design them to illustrate your points exactly. Photographs should be large enough to be seen clearly by all your listeners. Graphs are an
excellent way to illustrate any subject dealing with numbers, while charts are used to summarize large blocks of information. Video can be useful
as a visual aid, but it needs to be carefully edited and integrated into the speech. You can act as your own visual aid by performing actions that demonstrate processes or ideas. If you use PowerPoint, plan carefully why, how, and when you will utilize it. Rather than putting everything you say on screen for your audience to read, use PowerPoint only when it will genuinely
enhance your message. No matter what kind of visual aid you use, you need to prepare it
carefully. You will be most successful if you prepare your aids well in advance, keep them simple, make sure they are large enough to be seen
clearly, and use a limited amount of text. If you are creating visual aids on a computer, use fonts, color, and images strategically and effectively. In addition to being designed with care, visual aids need to be presented skill- fully. Avoid passing visual aids among the audience. Display each aid only while
Summary
shoul ex
a
ca adva
clearly
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Exercises for Critical Thinking 275
graph (261)
line graph (262)
pie graph (262)
bar graph (263)
chart (264)
font (268)
Key Terms
After reading this chapter, you should be able to answer the following questions:
1. What are the major advantages of using visual aids in your speeches?
2. What kinds of visual aids might you use in a speech?
3. What factors should you consider when planning to use PowerPoint in a speech?
4. What guidelines are given in the chapter for preparing visual aids?
5. What guidelines are given in the chapter for presenting visual aids?
For further review, go to the LearnSmart study module for this chapter.
Review Questions
1. Watch a how-to television program (a cooking show, for example) or the weather portion of a local newscast. Notice how the speaker uses visual aids to help com- municate the message. What kinds of visual aids are used? How do they enhance the clarity, interest, and retainability of the speaker’s message? What would the speaker have to do to communicate the message effectively without visual aids?
2. Consider how you might use visual aids to explain each of the following:
a. How to perform the Heimlich maneuver to help a choking victim.
b. The proportion of the electorate that votes in major national elections in the United States, France, Germany, England, and Japan, respectively.
c. Where to obtain information about student loans.
d. The wing patterns of various species of butterflies.
e. The increase in the amount of money spent by Americans on health care since 1985.
f. How to change a bicycle tire.
g. The basic equipment and techniques of rock climbing.
3. Plan to use visual aids in at least one of your classroom speeches. Be creative in devising your aids, and be sure to follow the guidelines discussed in the chapter for using them. After the speech, analyze how effectively you employed your visual aids, what you learned about the use of visual aids from your experience, and what changes you would make in using visual aids if you were to deliver the speech again.
Exercises for Critical Thinking
you are talking about it, and be sure to place it where everyone can see it without straining. When presenting a visual aid, maintain eye contact with your listeners and explain the aid clearly and concisely. If you are using PowerPoint, make sure you check the room and equipment prior to the time of delivery. Above all, practice with your visual aids so they fit into your speech smoothly and expertly.
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277
H ayley Walden is the chief designer at a fast-
growing company that creates and sells styl-
ish, innovative knitwear. On a bright Tuesday in
October, Hayley begins her workday by talking to a
colleague from technical support about the computer
problems she has been having. She demonstrates
what goes wrong when she boots up and details the
problems with the internal backup system.
Later that morning, Hayley has a long meeting
with other members of her design team. They discuss
their new line of products for the spring, going over
everything from the manufacturing process to the
marketing campaign. As the other staff members talk, Hayley takes care-
ful notes and asks questions to make sure she understands every aspect
of the spring product launch.
In the afternoon, Hayley rushes to a meeting with company execu-
tives, including the president, so she can report on what the design team
discussed earlier in the day. She reviews the manufacturing process for
the new knits, discusses the distribution chain for the company’s goods,
and explains different options for marketing a new line of spring jackets.
Afterward, the president compliments Hayley for giving such a clear
presentation. “Anyone who can communicate that well,” the president
says, “is going to go a long way in this company.”
Types of Informative Speeches: Analysis and Organization
Guidelines for Informative Speaking
Sample Speech with Commentary
15
Speaking to Inform
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278 CHAPTER 15 Speaking to Inform
Hayley doesn’t consider herself a “public speaker,” but much of her job involves absorbing and communicating information clearly and effectively. Although Hayley is just a single person, her experience is not unusual. In one survey, graduates from five U.S. colleges were asked to rank the speech skills most important to their jobs. They rated informative speaking number one. In another survey, 62 percent of the respondents said they used informative speaking “almost constantly.” 1 Public speaking to inform occurs in a wide range of everyday situations. The business manager explains next year’s budget. The architect reviews plans for a new building. The union leader informs members about a new contract. The church worker outlines plans for a fund drive. There are endless situations in which people need to inform others. Competence in this form of com- munication will prove valuable to you throughout your life. One of your first classroom assignments probably will be to deliver an informative speech in which you will act as a lecturer or teacher. You may describe an object, show how something works, report on an event, explain a concept. Your aim will be to convey knowledge and understanding—not to advocate a cause. Your speech will be judged in light of three general criteria:
Is the information communicated accurately?
Is the information communicated clearly?
Is the information made meaningful and interesting to the audience?
In this chapter, we will look at four types of informative speeches and the basic principles of informative speaking. Along the way, we will apply various general principles discussed in previous chapters.
Types of Informative Speeches: Analysis and Organization
There are many ways to classify informative speeches. Here we focus on the kinds you are most likely to give in your speech class: (1) speeches about objects, (2) speeches about processes, (3) speeches about events, and (4) speeches about concepts.
SPEECHES ABOUT OBJECTS As the word is used here, “objects” include anything that is visible, tangible, and stable in form. Objects may have moving parts or be alive; they may include places, structures, animals, even people. Here are examples of subjects for speeches about objects:
e-book readers Susan B. Anthony
service dogs titanium
human eye Golden Gate Bridge
You will not have time to tell your classmates everything about any of these subjects. Instead, you will choose a specific purpose that focuses on
informative speech
A speech designed to convey
knowledge and understanding.
object
Anything that is visible, tangible, and
stable in form.
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Types of Informative Speeches: Analysis and Organization 279
one aspect of your subject. Working from the topics presented above, the following are examples of good specific purpose statements for informative speeches about objects:
To inform my audience about three major kinds of service dogs.
To inform my audience about the role of Susan B. Anthony in the U.S. women’s rights movement.
To inform my audience what to look for when buying an e-book reader.
Notice how precise these statements are. As we saw in Chapter 5, you should select a specific purpose that is not too broad to achieve in the allot- ted time. “To inform my audience about Pablo Picasso” is far too general for a classroom speech. “To inform my audience about the major contributions of Pablo Picasso to modern art” is more precise and is a purpose you could reasonably hope to achieve in a brief talk. If your specific purpose is to explain the history or evolution of your subject, you will put your speech in chronological order. For example:
Specific Purpose: To inform my audience about the major achievements of Frederick Douglass.
Central Idea: Although born in slavery, Frederick Douglass became one of the greatest figures in American history.
Main Points: I. Douglass spent the first 20 years of his life as a slave in Maryland.
II. After escaping to the North, Douglass became a leader in the abolitionist movement to end slavery.
III. During the Civil War, Douglass helped establish black regiments in the Union Army.
IV. After the war, Douglass was a tireless champion of equal rights for his race.
If your specific purpose is to describe the main features of your subject, you may organize your speech in spatial order:
Specific Purpose: To inform my audience about the design of the St. Louis Arch.
Central Idea: The St. Louis Arch is divided into three sections, each with its own attractions.
Main Points: I. The base of the St. Louis Arch houses a visitor’s center with a museum, two movie theaters, and retail outlets.
II. The middle of the St. Louis Arch contains a high-speed tram that carries visitors from the base to the top.
III. The top of the St. Louis Arch has an observation deck 630 feet above the ground.
As often as not, you will find that speeches about objects fall into topical order. For example:
Specific Purpose: To inform my audience about the four major elements of a Japanese garden.
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280 CHAPTER 15 Speaking to Inform
Central Idea: The four major elements of a Japanese garden are stones, sand, water, and plants.
Main Points: I. The first element of a Japanese garden is stones, which symbolize mountains and islands.
II. The second element of a Japanese garden is sand, which symbolizes the sea or other vast areas.
III. The third element of a Japanese garden is water, which symbolizes purity and life.
IV. The fourth element of a Japanese garden is plants, which symbolize life and the changing seasons.
No matter which of these organizational methods you use—chronological, spatial, or topical—be sure to follow the guidelines discussed in Chapter 9: (1) limit your speech to between two and five main points; (2) keep main points separate; (3) try to use the same pattern of wording for all main points; (4) balance the amount of time devoted to each main point.
SPEECHES ABOUT PROCESSES A process is a systematic series of actions that leads to a specific result or product. Speeches about processes explain how something is made, how something is done, or how something works. Here are examples of good specific purpose statements for speeches about processes:
To inform my audience how U.S. currency is made.
To inform my audience how to write an effective job resumé.
To inform my audience how hurricanes develop.
As these examples suggest, there are two kinds of informative speeches about processes. One kind explains a process so that listeners will understand it better. Your goal is to have your audience know the steps of the process and how they relate to one another. If your specific purpose is “To inform my audience how a nuclear power plant works,” you will explain the basic procedures of a nuclear power plant. You will not instruct your listeners on how they can operate a nuclear power plant. A second kind of speech explains a process so listeners will be better able to perform the process themselves. Your goal in this kind of speech is to have the audience learn a skill. Suppose your specific purpose is “To inform my audience how to take pictures like a professional photographer.” You will present photographic techniques and show your listeners how they can utilize them. You want the audience to be able to use the techniques as a result of your speech. Both kinds of speeches about processes may require visual aids. At the very least, you should prepare a chart outlining the steps or techniques of your process. In some cases you will need to demonstrate the steps or tech- niques by performing them in front of your audience. One student did sleight-of-hand magic tricks to show the techniques behind them. Another executed elementary tai chi maneuvers. In each case, the demonstration not only clarified the speaker’s process, but captivated the audience as well. (If you are using visual aids of any kind, be sure to review Chapter 14.)
process
A systematic series of actions that
leads to a specific result or product.
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Types of Informative Speeches: Analysis and Organization 281
When informing about a process, you will usually arrange your speech in chronological order, explaining the process step by step from beginning to end. For example:
Specific Purpose: To inform my audience about the major rituals of a tradi- tional Bengali wedding in India.
Central Idea: A traditional Bengali wedding consists of a series of rituals that take place before, during, and after the wedding ceremony.
Main Points: I. Pre-wedding rituals include giving gifts to the bride and groom and dressing the bride in traditional fashion.
II. Rituals during the wedding ceremony include an exchange of garlands between the bride and groom, the chanting of mantras, and the giving away of the bride by her uncle.
III. Post-wedding rituals include a celebration at the home of the bride’s family, a reception at the home of the groom’s family, and the formal exit of the bride and groom.
Sometimes, rather than moving through a process step by step, you will focus on the major principles or techniques involved in performing the pro- cess. Then you will organize your speech in topical order. Each main point will deal with a separate principle or technique. For example:
Specific Purpose: To inform my audience of the common methods used by stage magicians to perform their tricks.
Central Idea: Stage magicians use two common methods to perform their tricks—mechanical devices and sleight of hand.
Informative speeches can be
organized in many ways. A speech on
the history of Renaissance art would
likely be in chronological order, while
a speech on techniques of painting
would fall into topical order.
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Main Points: I. Many magic tricks rely on mechanical devices that may require little skill by the magician.
II. Other magic tricks depend on the magician’s skill in fooling people by sleight-of-hand manipulation.
Concise organization is especially important in speeches about processes. You must make sure each step is clear and easy to follow. If your process has more than four or five steps, group the steps into units to limit the number of main points. For example, in a speech explaining how to set up a home aquarium, a student presented the following main points:
I. First you must choose the size of your tank. II. Then you must determine the shape of your tank. III. You must also decide how much you can afford to pay for a tank. IV. Once you have the tank, you need a filter system. V. A heater is also absolutely necessary. VI. You must also get an air pump. VII. Once this is done, you need to choose gravel for the tank. VIII. You will also need plants. IX. Other decorations will round out the effects of your aquarium. X. Now you are ready to add the fish. XI. Freshwater fish are the most common. XII. Saltwater fish are more expensive and require special care.
Not surprisingly, this was too much for the audience to follow. The speaker should have organized the points something like this:
I. The first step in establishing a home aquarium is choosing a tank. A. The size of the tank is important. B. The shape of the tank is important. C. The cost of the tank is important.
II. The second step in establishing a home aquarium is equipping the tank. A. You will need a filter system. B. You will need a heater. C. You will need an air pump. D. You will need gravel. E. You will need plants. F. You may also want other decorations.
III. The third step in establishing a home aquarium is adding the fish. A. Freshwater fish are the most common for home aquariums. B. Saltwater fish are more expensive and require special care.
The subpoints cover the same territory as the original twelve points, but three main points are much easier to understand and remember.
SPEECHES ABOUT EVENTS The Random House Dictionary defines an event as “anything that happens or is regarded as happening.” By this definition, the following are examples of suitable subjects for informative speeches about events:
event
Anything that happens or is regarded
as happening.
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Types of Informative Speeches: Analysis and Organization 283
Festival of the Sun sleep deprivation
cyberterrorism Battle of Little Big Horn
therapeutic massage Olympic Games
As usual, you will need to narrow your focus and pick a specific purpose you can accomplish in a short speech. Here are examples of good specific purpose statements for informative speeches about events:
To inform my audience about the events at Peru’s Festival of the Sun ceremony.
To inform my audience about the major types of therapeutic massage.
To inform my audience about what occurred at the Battle of Little Big Horn.
There are many ways to discuss events. If your specific purpose is to recount the history of an event, you will organize your speech in chronologi- cal order, relating the incidents one after another in the order they occurred. For example:
Specific Purpose: To inform my audience about the history of the Paralympics.
Central Idea: Olympic-style games for athletes with physical disabilities have made great strides since the first competition more than 60 years ago.
Main Points: I. What would eventually become the Paralympics began in 1948 with a sports competition in Great Britain involving World War II veterans with spinal cord injuries.
II. In 1952, the event expanded when athletes from the Netherlands took part.
III. In 1960, the first Paralympic Games for international athletes took place in Rome.
IV. In 2001, an agreement was signed officially holding the Paralympic Games alongside the summer and winter Olympic Games.
You can approach an event from almost any angle or combination of angles—features, origins, implications, benefits, future developments, and so forth. In such cases, you will put your speech together in topical order. And you should make sure your main points subdivide the subject logically and consistently. For instance:
Specific Purpose: To inform my audience about three aspects of the Mardi Gras celebration in New Orleans.
Central Idea: The Mardi Gras celebration in New Orleans is renowned for its parades, costumes, and food.
Main Points: I. The parades are lavish events that take place over the course of several weeks.
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284 CHAPTER 15 Speaking to Inform
II. The costumes include disguises, medallions, and the official Mardi Gras colors of purple, green, and gold.
III. The food features Cajun and Creole dishes common to southern Louisiana.
SPEECHES ABOUT CONCEPTS Concepts include beliefs, theories, ideas, principles, and the like. They are more abstract than objects, processes, or events. The following are examples of subjects for speeches about concepts:
Confucianism nutritional theories
original-intent doctrine philosophies of education
string theory numerology
Taking a few of these general subjects, here are some specific purpose statements for speeches about concepts:
To inform my audience about the basic principles of Confucianism.
To inform my audience about the doctrine of original intent in con- stitutional interpretation.
To inform my audience about different philosophies of education in Asia and the United States.
Speeches about concepts are usually organized in topical order and focus on the main features or aspects of your concept. For example:
Specific Purpose: To inform my audience about the basic principles of non- violent resistance.
Central Idea: The basic principles of nonviolent resistance stress using moral means to achieve social change, refusing to inflict violence on one’s enemies, and using suffering as a social force.
Main Points: I. The first major principle of nonviolent resistance is that social change must be achieved by moral means.
II. The second major principle of nonviolent resistance is that one should not inflict violence on one’s enemies.
III. The third major principle of nonviolent resistance is that suffering can be a powerful social force.
Another approach is to define the concept you are dealing with, identify its major elements, and illustrate it with specific examples. An excellent instance of this came in a student speech about film theory:
Specific Purpose: To inform my audience about different approaches to film theory.
Central Idea: Approaches to film theory include auteur theory, structural- ist theory, and genre theory.
concept
A belief, theory, idea, notion,
principle, or the like.
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Types of Informative Speeches: Analysis and Organization 285
Main Points: I. Auteur theory focuses on the director’s creative vision in the construction of a film.
II. Structuralist theory focuses on how film conveys mean- ing through the use of codes and conventions.
III. Genre theory focuses on patterns across major types of films such as drama, comedy, science fiction, and the like.
Speeches about concepts are often more complex than other kinds of informative speeches. When dealing with concepts, pay special attention to avoiding technical language, to defining terms clearly, and to using examples and comparisons to illustrate the concepts. Look, for example, at Video 15.1 in the online Media Library for this chapter, which presents an excerpt from a student speech about the Chinese philosophy of Confucianism. Notice how the student defines Confucianism and then explains its unifying principle of jen. If you give an informative speech about a concept, give special thought to how you can make that con- cept clear and comprehensible to your listeners.
The lines dividing speeches about objects, processes, events, and concepts are not absolute. Some subjects could fit into more than one category, depending on how you develop the speech. For example, a speech about the destruction of ancient Pompeii by the eruption of Mount Vesuvius would probably deal with its subject as an event, but a speech on what causes volcanoes to erupt would most likely treat its subject as a process. The impor- tant step is to decide whether you will handle your subject as an object, a process, an event, or a concept. Once you do that, you can develop the speech accordingly. Regardless of how you approach your topic, be sure to give listeners plenty of help in sorting out facts and ideas. One way is by using enough transitions, internal previews, internal summaries, and signposts (see Chapter 9). Another
View an excerpt from “Confucianism” in the online Media Library for this chapter (Video 15.1).
The need to convey information
effectively exists in all cultures. Here
tea-servers dressed in traditional
clothes learn the art of the tea
ceremony in Sichuan Province, China.
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way is to follow the old maxim “Tell ’em what you’re going to say; say it; then tell ’em what you’ve said.” In other words, preview the main points of your speech in the introduction and summarize them in the conclusion. This will make your speech easier to understand and easier to remember.
Guidelines for Informative Speaking
All the previous chapters of this book relate to the principles of informative speaking. Selecting a topic and specific purpose, analyzing the audience, gath- ering materials, choosing supporting details, organizing the speech, using words to communicate meaning, delivering the speech—all must be done effectively if an informative speech is to be a success. Here we emphasize six additional points that will help make yours a success.
DON’T OVERESTIMATE WHAT THE AUDIENCE KNOWS In a speech about meteorology, a student said, “If modern methods of weather forecasting had existed in 1900, the Galveston hurricane disaster would never have taken place.” Then he was off to other matters, leaving his listeners to puzzle over what the Galveston hurricane was, when it happened, and what kind of destruction it wreaked. The speaker assumed his audience already knew these things. But they were not experts on meteorology or on American history. Even those who had heard of the hurricane had only a fuzzy notion of it. Only the speaker knew that the hurricane, which killed more than 6,000 people when it unex- pectedly struck on September 8, 1900, is still the deadliest natural disaster in American history. As many speakers have discovered, it is easy to overestimate the audi- ence’s stock of information. In most informative speeches, your listeners will be only vaguely knowledgeable (at best) about the details of your topic. You cannot assume they will know what you mean. Rather, you must be sure to explain everything so thoroughly that they cannot help but understand. As you work on your speech, always consider whether it will be clear to someone who is hearing about the topic for the first time. Suppose you are talking about bulletproof vests. Surely all of your class- mates have heard of bulletproof vests, but most probably don’t know how the vests work. How will you tell them? Here’s one way:
Ballistic vests, more commonly known as bulletproof vests, are pieces of
personal body armor that protect human beings from damage incurred by
explosively propelled projectiles. How? Intricately woven synthetic fibers such
as Kevlar form a powerful mesh that laterally disperses a projectile’s kinetic
energy while at the same time deforming the projectile and stopping its
momentum.
To someone who knows a lot about physics or textiles, this is probably perfectly clear. But someone who does not may get lost along the way. The tone of the statement is that of a speaker reviewing information already famil- iar to the audience—not of a speaker introducing new information.
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Guidelines for Informative Speaking 287
Here, in contrast, is another explanation of bulletproof vests:
So how do bulletproof vests actually stop bullets? Let me explain with an example.
Imagine a police officer investigating a strange noise down a dark alley. He
startles a drug dealer trying to make a sale, and before he knows it, bang! Luckily,
the officer was wearing his bulletproof vest.
Instead of entering the officer’s body, the bullet enters layer upon layer of
strong, tightly woven fibers. Because of their strength and intricate pattern, the
fibers begin to twist and deform the bullet. The fibers are so strong that they
flatten the bullet out and absorb its energy. While the bullet may go through a
couple layers of fabric, it stops well before going through the entire vest.
Thanks to these strong, tightly woven fibers, our police officer lives to put
the drug dealer in cuffs.
This explanation is clear and simple. Its tone is that of a teacher unraveling a new subject. Is it too simple? Not at all. The test of a good speaker is to communicate even the most complex ideas clearly and simply. Anyone can go to a book and find a learned-sounding definition of a bulletproof vest. But to say in plain Eng- lish how a bulletproof vest works—that takes hard work and creative thinking. Also, remember that readers can study a printed passage again and again until they extract its meaning, but listeners don’t have that luxury. They must understand what you say in the time it takes you to say it. The more you assume they know about the topic, the greater your chances of being misunderstood.
RELATE THE SUBJECT DIRECTLY TO THE AUDIENCE The British dramatist Oscar Wilde arrived at his club after the disastrous opening-
night performance of his new play.
“Oscar, how did your play go?” asked a friend.
“Oh,” Wilde quipped, “the play was a great success, but the audience was a
failure.”
Speakers have been known to give much the same answer in saving face after a dismal informative speech. “Oh,” they say, “the speech was fine, but
In business as in other areas of life,
effective informative speakers
personalize their ideas and relate
them directly to the audience.
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the audience just wasn’t interested.” And they are at least partly right—the audience wasn’t interested. But there is no such thing as a fine speech that puts people to sleep. It is the speaker’s job to get listeners interested—and to keep them interested. Informative speakers have one big hurdle to overcome. They must recognize that what is fascinating to them may not be fascinating to everybody. Once you have chosen a topic that could possibly be interesting to your listeners, you should take special steps to relate it to them. You should tie it in with their interests and concerns. Start in the introduction. Instead of saying,
I want to talk with you about chili peppers,
you could say:
Imagine your mouth burning like wildfire, your eyes squirting out uncontrollable
tears, and your face red and sweating profusely. Are you sick? No. You just took a
bite of a screaming hot chili pepper. Congratulations. You’re partaking in a world-
wide tradition that has been spicing up lives and diets for thousands of years.
But don’t stop with the introduction. Whenever you can, put your listen- ers into the body of the speech. After all, nothing interests people more than themselves. Find ways to talk about your topic in terms of your listeners. Bring your material home to them. Get it as close to them as possible. Here’s an example. Let’s say you are explaining how bed bugs spread from person to person and location to location. You have plenty of facts and could recite them like this:
High-traffic areas provide ideal environmental conditions for bed bugs to
spread. High-density locations such as dormitories, apartment buildings, and
transportation terminals are among the most likely places to find bed bugs.
Because bed bugs are attracted to items that allow them to hide, they often
attach themselves to clothing, backpacks, purses, and the like. Bed bugs also
thrive in cluttered locations that have a lot of items lying about.
This is valuable information, but it is not related to the audience. Let’s try again:
Bed bugs spread most rapidly in places that have lots of people coming and
going. If you live in the dorms or an apartment, if you travel through airports,
train stations, and bus stations, or if you stay in hotels and motels, you’re passing
through prime breeding grounds for bed bugs.
Bed bugs are like tiny hitchhikers. They’ll insert themselves in your clothes, your
luggage, your purse, your backpack, your coat—anything that has fabric and folds.
Bed bugs are also drawn to locations where they can hide easily. So the more
clutter you have in your environment, the more bed bugs will like to be your tiny
companions.
Look at the frequent use of “you” and “your.” The facts are the same, but now they are pointed directly at the audience. Research shows that using personal terms such as “you” and “your” in an informative speech signifi- cantly increases audience understanding of the speaker’s ideas. 2
View this excerpt from “The Hidden World of Chili Peppers” in the online Media Library for this chapter (Video 15.2).
View this excerpt from “Don’t Let the Bed Bugs Bite” in the online Media Library for this chapter (Video 15.3).
288 CHAPTER 15 Speaking to Inform
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DON’T BE TOO TECHNICAL What does it mean to say that an informative speech is too technical? It may mean the subject matter is too specialized for the audience. Any subject can be popularized—but only up to a point. The important thing for a speaker to know is what can be explained to an ordinary audience and what cannot. Say your subject is power amplifiers. It’s no trick to demonstrate how to operate an amplifier (how to turn it on and off, adjust the volume, set the tone and balance controls). It’s also relatively easy to explain what an ampli- fier does (it boosts the sound received from a DVD, iPod, or live performance). But to give a full scientific account of how an amplifier works cannot be done in any reasonable time unless the audience knows the principles of audio technology. The material is just too technical to be understood by a general audience. Even when the subject matter is not technical, the language used to explain it may be. Every activity has its jargon, whether it be golf (bogey, wedge, match play); chemistry (colloid, glycogen, heavy water); or financial analysis (covered call, reverse bid, toehold acquisition). If you are talking to a group of specialists, you can use technical words and be understood. But you must do all you can to avoid technical words when informing a general audience such as your speech class. Here, for instance, are two statements explaining stem cells and the roles they can play in the human body. The first is heavily laden with specialized language that would have little impact on ordinary listeners:
Most multicellular organisms contain stem cells that reinvigorate themselves
through the process of mitotic cellular division. Stem cells in early embryos represent
basic units of life in higher organisms, while adult stem cells in somatic tissues
As a financial planner at a local investment firm, you
have been asked to speak to a group of recent college
graduates about long-term financial planning. After
considering what recent college graduates need to
know about saving for their future, you decide
to organize your presentation around four
general stages of investing:
1. The early years of investing, which
include putting aside small amounts
of money that will grow over time.
2. The years of acquisition, which in-
clude balancing investments with
large expenses such as raising
children and paying a mortgage.
3. The years of accumulation,
which include putting away
as much money as possible in anticipation of
retirement.
4. The retirement years, which include living off of
savings and adjusting investments as needed.
As you look over these stages of investing,
you think back to the public speaking course you
took in college. You remember that informative
speakers should relate their speech directly to
the audience, should not be too technical,
should not overestimate what the
audience knows about the sub-
ject, and should be creative. How
might each of these guidelines
influence your presentation to re-
cent college graduates? Be specific.
Using public speaking in your CAREER
four
ch
ts
-
you think back
took in colleg
speakers shou
the audienc
cen
Guidelines for Informative Speaking 289
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290 CHAPTER 15 Speaking to Inform
represent cellular stores capable of regenerating tissue and maintaining organ func-
tions. Both are characterized by properties that permit accurate in vivo cell copying.
The second statement is perfectly understandable and shows how techni- cal information can be made clear to the average person:
According to the National Institutes of Health, stem cells are general cells that
have the potential to develop into any of the more than 200 different kinds of cells
in the human body. Basically, they turn into a cell that has a specific job to do.
For example, stem cells might become muscle cells that help rebuild damaged
tissue. They might become red blood cells that help deliver oxygen to different
tissues. Or they might become brain cells that help the nervous system function.
No matter what type of cells need assistance, stem cells can come to the rescue
and replenish the cells our bodies need.
The Genetics Learning Center at the University of Utah explains it like this:
Stem cells are like actors waiting for a casting call. Just as an actor waits to find
out his or her next role, stem cells wait for signals from the body that tell them
what to become. Once they get those signals, they begin to change into specific
cells with specific jobs to do.
Much clearer, isn’t it? The only specialized words in the whole passage are “stem cells.” The rest of the language is straightforward, the ideas easy to grasp. This is what you should strive for in your informative speeches.
AVOID ABSTRACTIONS “My task,” said the novelist Joseph Conrad, “is, before all, to make you see.” And make the reader see is just what Conrad did. Witness this passage, in which Conrad describes the aftermath of an explosion aboard a ship:
The first person I saw was Mahon, with eyes like saucers, his mouth open,
and the long white hair standing straight on end round his head like a silver
halo. . . . I stared at him in unbelief, and he stared at me with a queer kind of
shocked curiosity. I did not know that I had no hair, no eyebrows, no eyelashes,
that my young mustache was burnt off, that my face was black, one cheek laid
open, my nose cut, and my chin bleeding. 3
A speech is not a novel. Still, many informative speeches would be vastly improved by the novelist’s bent for color, specificity, and detail. One way to avoid abstractions is through description. When we think of description, we usually think of external events such as the explosion described by Conrad. But description is also used to communicate internal feelings. Here is how one student tried to convey to his audience the sensations he experi- enced when he first began sky diving:
As we wait for the plane to climb to the jump altitude of 12,000 feet, my
mind races with a frenzied jumble of thoughts: “OK, this is the moment you’ve
been waiting for. It’s going to be great. Am I really going to jump out of an air-
plane from 12,000 feet? What if something goes wrong? Can I still back out?
Come on now, don’t worry. It’ll be fine.”
Even if we have not been sky diving, we have all had the same kinds of emo- tions on similar occasions. So what happened next?
View this excerpt from “The Promise of Stem Cells” in the online Media Library for this chapter (Video 15.4).
description
A statement that depicts a person,
event, idea, or the like with clarity
and vividness.
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Guidelines for Informative Speaking 291
Now it is time to jump. My palms are sweating and my heart is pounding so
hard I think it may burst. “Get ready,” yells the instructor. As I jump into the blue,
I wonder, “What am I doing here?”
Yes—and then what?
The blast of air resistance blows me backward like a leaf at the mercy of an
autumn wind. In about 10 seconds my body levels out and accelerates to a speed
of 120 miles an hour. The air supports my body like an invisible flying carpet.
There is no sound except for the wind rushing around my face. Any fears or
doubts I had are gone in the exhilaration of free flight. Every nerve in my body
is alive with sensation; yet I am overcome by a peaceful feeling and the sense
that I am at one with the sky.
As we listen to the speaker we share his thoughts, feel his heart pound, and join his exhilaration as he floats effortlessly through the sky. The vivid descrip- tion lends reality to the speech and draws us further in. Another way to escape abstractions is with comparisons that put your subject in concrete, familiar terms. Do you want to convey what would hap- pen if a comet or large asteroid struck the earth? You could say this:
If a comet or large asteroid struck the earth, the impact would be devastating.
True, but the statement is vague and abstract. It does not communicate your meaning clearly and concretely. Now suppose you add this:
To give you an idea how devastating the impact would be, it would be like
all the nuclear bombs in the world going off at one spot.
Now you have made the abstract specific and given us a sharp new slant on things. Like comparison, contrast can put an idea into concrete terms. Suppose you want to make the point that a person’s chances of winning a state lottery are extremely low. You could say, “The odds, for example, of winning a state lottery are an astronomical 14 million to 1.” The word “astronomical” sug- gests that you consider 14 million to 1 long odds, but long in comparison to what? One speaker offered this contrast:
The odds of picking the correct six-digit sequence in a typical state lottery
are 14 million to 1. In contrast, the odds of getting hit by lightning are only
700,000 to 1. The odds of dying in a car accident are 6,000 to 1. In other words,
the odds are much stronger that you will get hit by lightning or be killed in a car
crash than that you will win the jackpot in a state lottery.
This puts an abstract fact into meaningful perspective.
PERSONALIZE YOUR IDEAS Listeners want to be entertained as they are being enlightened. 4 Nothing takes the edge off an informative speech more than an unbroken string of facts and figures. And nothing enlivens a speech more than personal illustrations. Whenever possible, you should try to personalize your ideas and dramatize them in human terms.
comparison
A statement of the similarities among
two or more people, events, ideas, etc.
contrast
A statement of the differences among
two or more people, events, ideas, etc.
personalize
To present one’s ideas in human
terms that relate in some fashion to
the experience of the audience.
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292 CHAPTER 15 Speaking to Inform
Let’s say you are talking about autism, the developmental disability marked by impaired communication and interaction skills. You would surely note that the condition affects 1 in every 500 children, occurs four times more frequently in males than in females, and is most prevalent among Caucasians. You would also note that the symptoms of autism include abnor- mal introversion, severely limited use of language, repetitive behaviors, avoid- ance of eye contact, loss of emotional control, and passive responses to affection. But these are dry facts and figures. If you really want to get your audience involved, you will weave in some examples of children who suffer from autism. One speaker began by telling about Sam, her autistic nephew:
My nephew Sam was the delight of our family when he was born, the first
grandchild of my parents. He cooed and babbled, smiled at his mom and dad,
grasped for the playthings around his crib. At family dinners on Sunday, we took
turns holding him in our arms, feeding him, and singing him to sleep. He seemed
like any normal infant in a secure and loving home.
Then shortly before his second birthday we began to notice unusual behav-
iors. Sam avoided looking us in the eye, did not seem interested in learning words,
played endlessly with the same toy, rocked back and forth in his chair for hours
at a time, and was easily frustrated. My sister took him to a specialist, who gave
the dreaded diagnosis: Sam was autistic.
During the body of the speech, the speaker mentioned Sam twice more to illustrate different aspects of autism. Then, at the end of the speech, she brought Sam’s story to a hopeful conclusion:
We have seen that autism is a very serious disorder whose causes are not
well understood and whose effects on families and the lives of the children
Informative speeches take place in a
wide range of situations. Here a
doctor explains a point about human
anatomy to medical students.
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Sample Speech with Commentary 293
themselves can be devastating. But we have also seen that early diagnosis and
early intervention can help to modify and even turn around the symptoms of
autism.
I am happy to say that Sam has benefited from such intervention. From the
time he was two, he has been taught “normal” behavior patterns through
aggressive therapy. Now he is able to participate in his class at the local school.
He is also more responsive and affectionate at home. Sam continues to be our
delight.
It was a powerful ending. By putting a human face on a familiar topic, the speaker took autism out of the realm of statistics and medical jargon and brought it home in personal terms.
BE CREATIVE Whether you are seeking alternatives to technical language, avoiding abstrac- tions, personalizing ideas, or adapting to the audience’s knowledge about the topic, you need to be creative in thinking about ways to achieve your objec- tives. A good informative speech is not an oral encyclopedia article. Like any other kind of speech, it requires a healthy dose of creativity. If you look back at the examples on the previous few pages, you will see that all of them involve creative thinking by the speaker. As in these examples, creativity is often a matter of using language imaginatively and resourcefully. But creativity can involve any aspect of an informative speech, including visual aids—as can be seen in the speech on medical robots that is reprinted on pages 294–296. Part of the speech deals with orderly robots, which transport medicine, food, and lab supplies around the hospital without a human by their side. The robots navigate by using “light whiskers”—invisible beams of sonar, infrared, and laser that constantly scan the environment to avoid collisions. Because the light whiskers are invisible, the speaker needed to find a way to make them visible for his audience. He did so by using a PowerPoint slide in which colored lines representing the light whiskers popped on screen in perfect coordination with the speaker’s words. As you can see from Video 15.6, it was an effective—and creative—solution. If, like this speaker, you think creatively when constructing your informa- tive speech, you are much more likely to be successful.
Sample Speech with Commentary
The following classroom speech provides an excellent example of how to apply the guidelines for informative speaking discussed in this chapter. Notice how the speaker takes what could be a dry, technical topic and makes it interesting. Also pay attention to how crisply the speech is organized and to how the speaker uses well-chosen supporting materials and visual aids to develop his ideas. You can view the speech in the online Media Library for this chapter.
View this excerpt from “Medical Robots: From Science Fiction to Science Fact” in the online Media Library for this chapter (Video 15.6).
View “Medical Robots: From Science Fiction to Science Fact” in the online Media Library for this chapter (Video 15.7).
View this excerpt from “Autism: Heartbreak and Hope” in the online Media Library for this chapter (Video 15.5).
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294 CHAPTER 15 Speaking to Inform
SPEECH<< <
Maureen Schrader lay on the operating table at Saint Barnabas Medical Center in Livingston, New Jersey. Four mechanical arms moved with precision over her abdomen. In one arm was a high-definition camera. The other three contained small surgical instruments that made a five- centimeter incision just below her ribcage. It was a tiny opening, but it was big enough to put a new kidney into Maureen’s body.
The speaker starts with a richly detailed extended example that captures attention and interest.
At no point during the surgery did the surgeon actually touch Maureen. In fact, he sat several feet away peering into a monitor and holding what looked like video game con- trols. But the work of his hands was digitally recorded and sent to the robotic arms, which mimicked his every move- ment. The robot became an extension of the surgeon, and together they transplanted the kidney.
As the speaker continues his opening example, he re- veals that the mechanical arms mentioned in the first paragraph are actually robotic arms controlled by a surgeon.
COMMENTARY
Medical Robots: From Science Fiction to Science Fact
Robots in the operating room are now a reality, and the next operation you or a family member undergoes may well in- volve a robot. But surgery is just one of the areas in which robots are changing modern medicine. As a pre-med student interested in becoming a surgeon, I’ve long been fascinated with medical robots. After researching the topic for this speech, I’d like to introduce you to the world of medical ro- bots. We’ll take a look at three kinds of robots in particular— orderly robots, remote-presence robots, and surgical robots. Let’s begin with orderly robots.
Here the speaker relates the topic to his audience, es- tablishes his credibility, previews the main points to be discussed in the body of the speech, and provides a transition statement to the body.
Orderly robots help hospital staff accomplish routine tasks. Their primary function is to transport medicine, food, and lab supplies—and to do so without a human by their side. Here is one of the most popular orderly robots— the TUG, or tug robot—which, according to its manufac- turer, can be found in more than 100 hospitals in the United States alone.
Now the speaker moves into his first main point, deal- ing with orderly robots. He illustrates the point by focusing on the TUG robot.
<< <
A September 2010 story in Discovery News explains how the robot works. Relying on a digital map of the hospital, the robot moves from room to room picking up and dropping off supplies. It senses people and obstacles by what are called “light whiskers”—invisible beams of sonar, infrared, and laser. These light whiskers are represented by the colored lines you see in this drawing. They constantly scan the environment to avoid collisions.
As you can see from the video of this speech, the speaker uses a creative visual aid to help his audience visualize the “light whiskers” used by TUG robots.
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Sample Speech with Commentary 295
TUG robots can also communicate with one another about the most efficient route to a location given current hallway conditions. They are highly efficient and make fewer deliv- ery errors than people. Mark Weigel, director of food services at Bethesda Memorial Hospital in Maryland, notes that the TUG robot “never argues with patients, takes no breaks, is always polite and always on time.”
The speaker uses expert testimony to explain the ben- efits of orderly robots. Notice how he identifies the person he is quoting and his credentials before pre- senting the testimony.
But orderly robots are not the only robots transforming mod- ern medicine. Remote-presence robots allow a doctor to visit with a patient even when the doctor is not in the same room. “Remote presence” means that the doctor can be present with the patient even when the doctor is in a remote location.
The speaker moves into his second main point. He be- gins with a concise definition of remote-presence robots.
Imagine you’re sitting in a hospital room when in comes this—the RP-7. A 2009 story in U.S. News & World Report explains that physicians can pilot these robots from a laptop located anywhere in the hospital or in the world. A screen, camera, microphone, and speaker system—like the ones you see in this photograph—allow the doctor to interview the patient. Hospital staff can even attach medical devices such as electronic stethoscopes to the robot so the doctor can review a patient’s vital signs.
The word “imagine” helps draw the audience further into the speech. A photograph shows exactly what a RP-7 remote-presence robot looks like.
According to a 2010 article in Hospital Management, the RP-7 is used in more than 250 U.S. hospitals and has performed more than 100,000 clinic sessions. They are particularly useful in hospitals with a high patient-to-doctor ratio.
Notice how the speaker identifies the source of his statistics and rounds off the numbers.
In addition to orderly robots and remote-presence robots, a third kind of robot is transforming modern medicine. Surgi- cal robots, like the kind I mentioned at the start of my speech, are increasingly being used in operating rooms around the world. Most popular is the one you see here—the da Vinci. According to a 2010 article in the Miami Herald, there are more than 1,400 da Vinci robots in hospitals worldwide, and they’re used in more than 200,000 operations every year.
A transition at the beginning of this paragraph signals that the speaker is moving to his third main point. He again uses credible, well-chosen statistics to quantify his ideas.
How does da Vinci work? Intuitive Surgical, maker of da Vinci, explains that the surgeon controls the robot from a remote terminal. You can see the terminal in this photograph. Usu- ally, the terminal is a few feet away, as in the photograph. But it can be as far as thousands of miles away, so a surgeon in San Francisco can operate on a patient in Miami. The surgeon controls the robot’s arms utilizing an interactive 3-D imaging system. But make no mistake: Even though the robot is touch- ing the patient, the surgeon is always in control.
This paragraph provides an excellent example of how to explain visual aids and of how to communicate technical information in clear, nontechnical language.
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296 CHAPTER 15 Speaking to Inform
Doctors love da Vinci because it dramatically improves the quality of surgical procedures. Dr. Jeffrey Wolf, a head-and- neck surgeon at the University of Maryland Medical Center, states that da Vinci “gives us unprecedented access with really good 3-D visualization. . . . We’re now able to perform intricate surgeries in a very small space with great dexterity.” Da Vinci also reduces the risk of postsurgery complications, allows for faster healing, and helps patients leave the hospital sooner.
Because the speaker is not a surgeon, he relies on ex- pert testimony to explain the benefits of da Vinci surgi- cal robots. As in other parts of the speech, his dynamic delivery creates a strong bond with his audience.
In conclusion, we’ve seen that medical robots are playing an increasingly important role in modern medicine. Whether they’re running errands for hospital employees, helping physicians connect with their patients, or acting as a sur- geon’s eyes and hands, medical robots have brought the fu- ture into the present.
“In conclusion” signals that the speaker is coming to the end of his speech. He then summarizes the main points developed in the body.
So the next time you find yourself at the hospital, keep your eyes peeled for the kind of technological marvels that used to exist only in science fiction. Medical robots are now a matter of science fact.
The speaker ends on a strong note by stating that medical robots are now a matter of science fact, rather than of science fiction.
Speaking to inform occurs in a wide range of everyday situations. Improving your ability to convey knowledge effectively will be valuable to you throughout your life.
Informative speeches may be grouped into four categories—speeches about objects, speeches about processes, speeches about events, and speeches about concepts.
Objects include places, structures, animals, even people. Speeches about objects usually are organized in chronological, spatial, or topical order. A process is a series
of actions that work together to produce a final result. Speeches about processes explain how something is made, how something is done, or how something
works. The most common types of organization for speeches about pro- cesses are chronological and topical.
An event is anything that happens or is regarded as happening. Speeches about events are usually arranged in chronological or topical order. Concepts include beliefs, theories, ideas, and principles. Speeches. about concepts are often more complex than other kinds of informative speeches, and they typically follow a topical pattern of organization.
No matter what the subject of your informative speech, be careful not to overestimate what your audience knows about it. Explain every-
thing so thoroughly that they can’t help but understand. Avoid being too technical. Make sure your ideas and your language are fully compre-
hensible to someone who has no specialized knowledge about the topic. Equally important, recognize that what is fascinating to you may not be fascinating
to everybody. It is your job to make your informative speech interesting and meaning- ful to your audience. Find ways to talk about the topic in terms of your listeners. Avoid too many abstractions. Use description, comparison, and contrast to make your audi- ence see what you are talking about. Try to personalize your ideas and dramatize them in human terms. Finally, be creative in thinking of ways to communicate your ideas.
Summary
of actio exp
w
t too
hensi
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Exercises for Critical Thinking 297
informative speech (278)
object (278)
process (280)
event (282)
concept (284)
description (290)
comparison (291)
contrast (291)
personalize (291)
Key Terms
After reading this chapter, you should be able to answer the following questions:
1. What are the four types of informative speeches discussed in the chapter? Give an example of a good specific purpose statement for each type.
2. Why must informative speakers be careful not to overestimate what the audi- ence knows about the topic? What can you do to make sure your ideas don’t pass over the heads of your listeners?
3. What should you do as an informative speaker to relate your topic directly to the audience?
4. What two things should you watch out for in making sure your speech is not overly technical?
5. What are three methods you can use to avoid abstractions in your informative speech?
6. What does it mean to say that informative speakers should personalize their ideas?
7. Why is it important for informative speakers to be creative in thinking about ways to communicate their ideas?
For further review, go to the LearnSmart study module for this chapter.
Review Questions
1. Below is a list of subjects for informative speeches. Your task is twofold: (a) Select four of the topics and prepare a specific purpose statement for an informative speech about each of the four. Make sure your four specific purpose statements include at least one that deals with its topic as an object, one that deals with its topic as a process, one that deals with its topic as an event, and one that deals with its topic as a concept. (b) Explain what method of organization you would most likely use in structuring a speech about each of your specific pur- pose statements.
hobbies sports education
animals music media
science cultural customs technology
2. Analyze “Ramadan” in the appendix of sample speeches that follows Chapter 19. Identify the specific purpose, central idea, main points, and method of organiza- tion. Evaluate the speech in light of the guidelines for informative speaking discussed in this chapter.
Exercises for Critical Thinking
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299
R amon Trujillo started that particular school day
by stopping at the library to return an overdue
book. “Look,’’ he explained to the librarian, “I
know this book was due last week, but I was sick with
the flu and couldn’t even get out of bed. Do I still
have to pay the fine? I can get you a note from the
doctor if you need one.’’ The librarian hemmed and
hawed. Then he said, “Okay. You don’t have a record
of any other fines. Just this once.’’
With a sigh of relief, Ramon went on to his morning
classes. At noon he was dashing across campus when
a friend stopped him. “How about some lunch?’’ she
asked. “I really can’t,’’ replied Ramon. “I have to stand
at the table and get signatures on the tuition petition.
I’ll see you later, though.’’
During the afternoon, Ramon went to his job at
a computer sales company. He arrived just in time
for the weekly staff meeting, where he presented his
ideas on how to increase customer satisfaction. “One
thing I’ve noticed,’’ he said, “is that most people don’t
realize they have only 14 days to return unopened merchandise for a
full refund. Most stores have a 30-day return policy, and I know we’ve
lost some customers because ours is shorter. Changing it might be
The Importance of Persuasion
Ethics and Persuasion
The Psychology of Persuasion
Persuasive Speeches on Questions of Fact
Persuasive Speeches on Questions of Value
Persuasive Speeches on Questions of Policy
Sample Speech with Commentary
16
Speaking to Persuade
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300 CHAPTER 16 Speaking to Persuade
inconvenient at first, but it will definitely help business in the long run.’’
After listening to Ramon, the sales manager said, “I’ve always thought
14 days was plenty of time, but you’ve convinced me that we ought to
change. Let’s give it a try.’’
If you asked Ramon how he spent his day, he might say, “I returned a book, I went to class, I worked the tuition-petition table, I had a staff meeting at my job.’’ In fact, he spent a large part of his day persuading —persuading people to do things they were reluctant to do or that had not occurred to them.
The Importance of Persuasion
Persuasion is the process of creating, reinforcing, or changing people’s beliefs or actions. 1 The ability to speak (and write) persuasively will benefit you in every part of your life, from personal relations to community activities to career aspirations. When economists added up the number of people— lawyers, sales representatives, public relations specialists, counselors, administrators, and others—whose jobs depend largely on persuading people to adopt their point of view, they concluded that persuasion accounts for 26 percent of the U.S. gross domestic product! 2 Understanding the principles of persuasion is also vital to being an informed citizen and consumer. By age 20, the average American has been exposed to 1 million television commercials—an average of 150 every day. Politicians and advertisers, salespeople and interest groups, fund-raisers and community activists—all vie for your attention, votes, money, time, and sup- port. The more you know about persuasion, the more effective you can be in using your powers of critical thinking to assess the barrage of persuasive mes- sages you are exposed to every day. Although persuasion has been studied for more than 2,000 years, it is still the subject of lively debate among scholars. There are a number of scientific models of the persuasive process and a wide range of respected theories about how persuasion works. In this chapter and the next, we will explore the principles of persuasion as they apply to public speaking. When you speak to persuade, you act as an advocate. Your job is to get listeners to agree with you and, perhaps, to act on that belief. Your goal may be to defend an idea, to refute an opponent, to sell a program, or to inspire people to action. Because persuasive speakers must communicate information clearly and concisely, you will need all the skills you used in speaking to inform. But you will also need new skills that take you from giving informa- tion to affecting your listeners’ attitudes, beliefs, or actions.
Ethics and Persuasion
No matter what the speaking situation, you need to make sure your goals are ethically sound and that you use ethical methods to communicate your ideas. Meeting these obligations can be especially challenging when you speak to persuade. Would you be willing to shade the truth “just a bit” if it would
persuasion
The process of creating, reinforcing,
or changing people’s beliefs or
actions.
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The Psychology of Persuasion 301
guarantee a successful speech? How about juggling statistics, doctoring quota- tions, passing off opinions as facts, or pandering to prejudice and stereotypes? Unfortunately, there is no shortage of speakers—and other persuaders— who are willing to take ethical shortcuts to achieve their objectives. Yet, as Martin Luther King stated years ago, it is not possible to bring about a truly beneficial result by using unethical methods. Maintaining the bond of trust with listeners is also vital to a speaker’s credibility. As in other kinds of pub- lic speaking, the ideal of effective persuasion is the good person speaking well. When you work on your persuasive speech, keep in mind the guidelines for ethical speaking discussed in Chapter 2. Make sure your goals are ethically sound and that you can defend them if they are questioned or challenged. Study the topic thoroughly so you won’t mislead your audience through shoddy research or muddled thinking. Learn about all sides of an issue, seek out competing viewpoints, and get your facts right. But knowing the facts is not enough. You also need to be honest in what you say. There is no place in ethical speechmaking for deliberately false or deceptive statements. Also be on guard against more subtle forms of dishon- esty such as quoting out of context, portraying a few details as the whole story, and misrepresenting the sources of facts and figures. Take care to pre- sent statistics, testimony, and other kinds of evidence fairly and accurately. Keep in mind as well the power of language and use it responsibly. Show respect for the rights of free speech and expression, and stay away from name- calling and other forms of abusive language. Finally, check the section of Chapter 17 that discusses the role of emotional appeal (pages 342–346). Make sure that any emotional appeal you use is appropriate to the topic and that you build your speech on a firm base of facts and logic before appealing to your audience’s emotions. Aim at the highest standards and construct your speech so it will be both convincing and ethically sound. 3
The Psychology of Persuasion
Persuasion is a psychological process. It occurs in a situation where two or more points of view exist. The speaker supports Social Security reform, but many listeners do not. The speaker considers cloning immoral, but some in the audience think it is justified in certain circumstances. The different points of view may be completely opposed, or they may simply be different in degree. Whichever the case, there must be a disagreement, or else there would be no need for persuasion.
THE CHALLENGE OF PERSUASIVE SPEAKING Of all the kinds of public speaking, persuasion is the most complex and the most challenging. Your objective is more ambitious than in speaking to inform, and audience analysis and adaptation become much more demand- ing. In some persuasive speeches, you will deal with controversial topics that touch on your listeners’ basic attitudes, values, and beliefs. This may increase their resistance to persuasion and make your task more difficult. It is much easier, for example, to explain the history of capital punish- ment than to persuade an audience either that capital punishment should be abolished or that it should be reinstituted in every state. In the persuasive
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speech you must contend not only with your audience’s knowledge of capi- tal punishment but also with their attitudes toward crime and justice, their beliefs about the deterrent value of capital punishment, and their values about the taking of human life. Lines of argument that work with one part of the audience may fail with—or even upset—another part. What seems perfectly logical to some listeners may seem wildly irrational to others. No matter how expert you are on the topic, no matter how skillfully you prepare the speech, no matter how captivating your delivery—some listeners will not agree with you. This does not mean persuasion is impossible. It does mean you should have a realistic sense of what you can accomplish. You can’t expect a group of die-hard Democrats to become Republicans or a steak lover to turn vegetar- ian as a result of one speech. In every persuasive speech, you will face some listeners who are strongly in favor of your position, some who are neutral, and some who are adamantly opposed. If listeners are neutral or only moderately committed one way or another, you can realistically hope your speech will move at least some of them toward your side. If listeners are strongly opposed to your viewpoint, you can consider your speech a success if it leads even a few to reexamine their views. When thinking about the range of persuasive responses, you may find it helpful to visualize listeners on a scale such as that shown in Figure 16.1 below. Persuasion involves any movement by a listener from left to right on the scale, no matter where the listener begins and no matter how great or small the movement. 4 How successful you are in any particular persuasive speech will depend above all on how well you tailor your message to the values, attitudes, and beliefs of your audience. In Chapter 6, we considered the general principles of audience analysis and adaptation. Here we emphasize two additional prin- ciples that are crucial to the psychology of persuasion. The first deals with how listeners process and respond to persuasive messages. The second pertains to the target audience for persuasive speeches.
HOW LISTENERS PROCESS PERSUASIVE MESSAGES We often think of persuasion as something a speaker does to an audience. In fact, persuasion is something a speaker does with an audience. Listeners do not just sit passively and soak in everything the speaker has to say. Instead, they engage in a mental give-and-take with the speaker. While they listen, they assess the speaker’s credibility, delivery, supporting materials,
FIGURE 16.1
Degrees of Persuasion
Strongly Opposed
Moderately Opposed
Slightly Opposed
Neutral Slightly in Favor
Moderately in Favor
Strongly in Favor
Persuasion involves any movement by a listener from left to right
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The Psychology of Persuasion 303
language, reasoning, and emotional appeals. They may respond positively at one point, negatively at another. At times they may argue, inside their own minds, with the speaker. This mental give-and-take is especially vigorous when listeners are highly involved with the topic and believe it has a direct bearing on their lives. 5 In a sense, the psychological interaction between a speaker and audience during a persuasive speech is similar to what happens vocally during a conversation—as in this example:
Karma: It’s much better to adopt a dog from a shelter than to buy a dog
from a breeder. Adoption saves dogs that might otherwise be
euthanized.
Robyn: It’s true that adoption saves some animals’ lives, but many of the
dogs in shelters have behavioral problems. A person who adopts a
dog like that might be seriously bitten. A person with small children
doesn’t want to take chances.
Karma: Most shelters today screen animals carefully before they release them
for adoption. They also screen owners; for example, they allow only
experienced dog owners to adopt large, active dogs.
Robyn: Still, when you adopt a dog, you don’t know about its early training,
health problems, or other things that would help you take the best
care of it. If you go to a breeder, you know exactly what you’re getting.
Karma: That’s true, but to me the biggest concern is to rescue a dog that
might otherwise be put to sleep, and to give a dog that’s been mis-
treated a chance at a happy life.
Much the same kind of interaction might occur during a persuasive speech, except that the listener would respond internally rather than out loud.
No matter what the situation, a
persuasive speaker needs to adapt to
the target audience. Here British Prime
Minister David Cameron speaks to a
local group in Flintshire, North Wales.
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What does this mean to you as a speaker? It means you must think of your persuasive speech as a kind of mental dialogue with your audience. You must anticipate possible objections the audience will raise to your point of view and answer them in your speech. You cannot convert skeptical listeners unless you deal directly with the reasons for their skepticism. As you prepare your persuasive speech, put yourself in the place of your audience and imagine how they will respond. Be as tough on your speech as your audience will be. Every place they will raise a question, answer it. Every place they will have a criticism, deal with it. Every place they will see a hole in your argument, fill it. Leave nothing to chance. 6
THE TARGET AUDIENCE Unfortunately, no matter how carefully you plot your speech, you will seldom be able to persuade all your listeners. Like most audiences, yours will probably contain some listeners who are hostile to your position, some who favor it, some who are undecided, and some who just don’t care. You would like to make your speech equally appealing to everyone, but this is rarely possible. Most often you will have a particular part of the whole audience that you want to reach with your speech. That part is called the target audience. Advertising gives us an effective model. Successful commercials are aimed at particular segments of the market. Mutual funds are now directing many of their advertisements at women. Why? Because more and more women are investing in the stock market. Beer commercials, on the other hand, are directed at men because they drink the most beer. For your classroom speeches, you don’t have the sophisticated research capability of a large advertising agency. But as we saw in Chapter 6, you can use questionnaires to find out where your classmates stand on your speech topic. This is your equivalent of market research. Once you know where your target audience stands, you can tailor your speech to fit their values and concerns—aim at the target, so to speak. Here, for example, is how one student, Amy Shapiro, determined her target audience for a persuasive speech urging her classmates to pass on the gift of life by signing organ donor cards:
There are 22 students in my audience. My audience-analysis questionnaires
show that 3 are opposed to donating their organs under any circumstances. I
can’t persuade them no matter what I say. My questionnaires also show that 4
have already signed organ donor cards. I don’t need to persuade them. The other
15 students could be persuaded if they knew more about the need for organ
donors and about how the process works. They are my target audience.
Not only did Amy pinpoint her target audience, she also knew from her audience-analysis questionnaire the issues she would have to discuss to be convincing:
The members of my target audience break down this way: 7 give “fear of
being pronounced dead prematurely’’ as their main reason for not signing organ
cards; 5 are concerned about their body being “cut up or disfigured’’; and 3 cite
religious reasons for their opposition. The questionnaires also show that 8 of the
15 don’t fully understand the need for organ donors.
mental dialogue with the audience
The mental give-and-take between
speaker and listener during a
persuasive speech.
target audience
The portion of the whole audience
that the speaker most wants to
persuade.
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Persuasive Speeches on Questions of Fact 305
With all this information, Amy was able to put together a first-rate speech that focused on her classmates’ attitudes and beliefs about signing organ donor cards. As a result, she was able to convince several of her classmates to sign cards. In the next chapter, we’ll discuss the methods you can use to hit the target in your persuasive speeches. In the rest of this chapter, we focus on the three major kinds of persuasive speeches and how to organize them most effectively.
Persuasive Speeches on Questions of Fact
WHAT ARE QUESTIONS OF FACT? What college basketball team has won the most games since 1990? Who was the first African American to sit on the U.S. Supreme Court? How far is it from Los Angeles to Cairo? These questions of fact can be answered abso- lutely. The answers are either right or wrong. But many questions of fact cannot be answered absolutely. There is a true answer, but we don’t have enough information to know what it is. Some questions like this involve prediction: Will the economy be better or worse next year? Who will win the Super Bowl this season? Other questions deal with issues on which the facts are murky or incon- clusive. What will happen next in the Middle East? Is sexual orientation genetically determined? No one knows the final answers to these questions, but that doesn’t stop people from speculating about them or from trying to convince other people that they have the best possible answers.
ANALYZING QUESTIONS OF FACT In some ways, a persuasive speech on a question of fact is similar to an infor- mative speech. But the two kinds of speeches take place in different kinds of situations and for different purposes. The situation for an informative speech is nonpartisan. The speaker acts as a lecturer or a teacher. The aim is to give information as impartially as possible, not to argue for a particular point of view. On the other hand, the situation for a persuasive speech on a question of fact is partisan. The speaker acts as an advocate. The aim is not to be impartial, but to present one view of the facts as persuasively as possible. The speaker may mention competing views of the facts, but only to refute them. For example, consider the assassination of John F. Kennedy. After 50 years, there is still much debate about what really happened in Dallas on November 22, 1963. Did Lee Harvey Oswald act alone, or was he part of a conspiracy? How many shots were fired at President Kennedy and from what locations? If there was a conspiracy, who was involved in it? The informative speaker would recite the known facts on both sides of these questions without drawing a conclusion about which side is correct. The persuasive speaker, however, would draw a conclusion from the known facts and try to convert listeners to his or her point of view.
question of fact
A question about the truth or falsity of
an assertion.
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If there were no possibility of dispute on questions of fact, there would be no need for courtroom trials. In a criminal trial there is usually at least one known fact—a crime has been committed. But did the defendant commit the crime? The prosecuting attorney tries to persuade the jury that the defendant is guilty. The defense attorney tries to persuade the jury that the defendant is innocent. The jury must decide which view of the facts is more persuasive. 7
ORGANIZING SPEECHES ON QUESTIONS OF FACT Persuasive speeches on questions of fact are usually organized topically. Sup- pose, for example, that you want to convince your classmates that an earth- quake of 9.0 or above on the Richter scale will hit California within the next ten years. Each main point in your speech will present a reason why someone should agree with you:
Specific Purpose: To persuade my audience that an earthquake of 9.0 or above on the Richter scale will hit California in the next ten years.
Central Idea: There are three good reasons to believe that an earthquake of 9.0 or above on the Richter scale will hit California in the next ten years.
Main Points: I. California is long overdue for a major earthquake.
II. Many geological signs indicate that a major earthquake may happen soon.
III. Experts agree that an earthquake of 9.0 or above could strike California any day.
To take another example, suppose you are trying to persuade your classmates that the plays attributed to William Shakespeare were not actu- ally written by him. Your specific purpose, central idea, and main points might be:
Specific Purpose: To persuade my audience that William Shakespeare did not write the plays attributed to him.
Central Idea: There is considerable evidence that the plays attributed to William Shakespeare were actually written by Francis Bacon or Edward de Vere.
Main Points: I. Biographical and textual evidence suggest that William Shakespeare did not write the plays attributed to him.
II. Historical evidence indicates that Shakespeare’s plays were probably written by either Sir Francis Bacon or Edward de Vere, 17th Earl of Oxford.
Notice in these examples that the speaker’s purpose is limited to persuad- ing the audience to accept a particular view of the facts. Sometimes, however, the dispute that gives rise to a persuasive speech will go beyond a question of fact and will turn on a question of value.
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Persuasive Speeches on Questions of Value 307
Persuasive Speeches on Questions of Value
WHAT ARE QUESTIONS OF VALUE? What is the best movie of all time? Is cloning morally justifiable? What are the ethical responsibilities of journalists? Such questions not only involve matters of fact, but they also demand value judgments —judgments based on a person’s beliefs about what is right or wrong, good or bad, moral or immoral, proper or improper, fair or unfair. Take the issue of cloning. It can be discussed at a purely factual level by asking such questions as “What are the scientific methods of cloning?” Or “What are the laws about cloning in different countries?” These are factual questions. The answers you reach are independent of your belief about the morality of cloning. But suppose you ask, “Is it morally justifiable to clone human beings?” Or “Is it ethically acceptable to clone human cells in an effort to cure diseases such as AIDS and cancer?” Now you are dealing with questions of value. How you answer will depend not only on your factual knowledge about cloning, but also on your moral values.
ANALYZING QUESTIONS OF VALUE Contrary to what many people think, questions of value are not simply mat- ters of personal opinion or whim. If you say, “I enjoy bicycle riding,” you do not have to give a reason why you enjoy it. You are making a statement about your personal taste. Even if bicycle riding were the most unpleasant activity ever invented, it could still be one of your favorites.
question of value
A question about the worth, rightness,
morality, and so forth of an idea or
action.
Many persuasive speeches revolve
around questions of fact. Here U.S.
Surgeon General Regina Benjamin
discusses her report on the dangers
of tobacco use.
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On the other hand, if you say, “Bicycle riding is the ideal form of land transportation,” you are making a statement about a question of value. Whether bicycling is the ideal form of land transportation does not depend on your own likes and dislikes. To defend the statement, you cannot say, “Bicycle riding is the ideal form of land transportation because I like it.” Instead, you must justify your claim. The first step is to define what you mean by an “ideal form of land transportation.” Do you mean a mode of transportation that gets people where they want to go as fast as possible? That is relatively inexpensive? That is fun? Nonpolluting? Beneficial for the user? In other words, you must establish your standards for an “ideal form of land transportation.” Then you can show how bicycle riding measures up against those standards. Whenever you give a speech on a question of value, be sure to give spe- cial thought to the standards for your value judgment.
ORGANIZING SPEECHES ON QUESTIONS OF VALUE Persuasive speeches on questions of value are almost always organized topi- cally . The most common approach is to devote your first main point to estab- lishing the standards for your value judgment and your second main point to applying those standards to the subject of your speech. Think back for a moment to the speech about bicycle riding as the ideal form of land transportation. If you organized this speech in topical order, your first main point would identify the standards for an ideal form of land transportation. Your second main point would show how biking measures up against those standards. Here is how your specific purpose, central idea, and main points might look:
Specific Purpose: To persuade my audience that bicycle riding is the ideal form of land transportation.
Central Idea: Bicycle riding is the ideal form of land transportation because it is faster than walking or running, is nonpolluting, and promotes the health of the rider.
Main Points: I. An ideal form of land transportation should meet three major standards.
A. It should be faster than running or walking. B. It should be nonpolluting. C. It should be beneficial for the person who uses it.
II. Bicycle riding meets all these standards for an ideal form of land transportation.
A. Bicycle riding is faster than walking or running. B. Bicycle riding is not a source of air, land, water, or
noise pollution. C. Bicycle riding is extremely beneficial for the health of
the rider.
When you speak on a question of value, you must make sure to justify your judgment against some identifiable standards. In the following example, notice how the speaker devotes her first main point to judging capital punish- ment against moral standards and her second main point to judging it against legal standards:
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Persuasive Speeches on Questions of Policy 309
Specific Purpose: To persuade my audience that capital punishment is morally and legally wrong.
Central Idea: Capital punishment violates both the Bible and the U.S. Constitution.
Main Points: I. Capital punishment violates the biblical commandment “Thou shalt not kill.”
II. Capital punishment violates the constitutional ban on “cruel and unusual punishment.”
As you can see, speeches on questions of value may have strong implica- tions for our actions. A person who is persuaded that capital punishment is morally and legally wrong is more likely to support legislation abolishing the death penalty. But speeches on questions of value do not argue directly for or against particular courses of action. Once you go beyond arguing right or wrong to arguing that something should or should not be done, you move from a question of value to a question of policy.
Persuasive Speeches on Questions of Policy
WHAT ARE QUESTIONS OF POLICY? Questions of policy arise daily in almost everything we do. At home we debate what to do during spring vacation, whether to buy a new television, which movie to see on the weekend. At work we discuss whether to ask for a raise, what strategy to use in selling a product, how to improve communication between management and employees. As citizens we ponder whether to vote for or against a political candidate, what to do about airport security, how to promote economic growth. All these are questions of policy because they deal with specific courses of action. Questions of policy inevitably involve questions of fact. (How can we decide whether to vote for a candidate unless we know the facts of her or his stand on the issues?) They may also involve questions of value. (The policy you favor on abortion will be affected by whether you think abortion is moral or immoral.) But questions of policy always go beyond questions of fact or value to decide whether something should or should not be done. When put formally, questions of policy usually include the word “should,” as in these examples:
What measures should be taken to protect the United States against terrorist
attacks?
Should the electoral college be abolished?
What steps should be taken to reduce America’s dependence on foreign oil?
TYPES OF SPEECHES ON QUESTIONS OF POLICY When you speak on a question of policy, your goal may be either to gain pas- sive agreement or to motivate immediate action from your listeners. Deciding which goal you want to achieve will affect almost every aspect of your speech.
question of policy
A question about whether a specific
course of action should or should not
be taken.
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Speeches to Gain Passive Agreement If your goal is passive agreement, you will try to get your audience to agree with you that a certain policy is desirable, but you will not necessarily encour- age the audience to do anything to enact the policy. For example, suppose you want to persuade people that the United States should abolish the electoral college and elect the President by direct popular vote. If you seek passive agree- ment, you will try to get your audience to concur, but you will not urge them to take any action right now to help change presidential election procedures. Here are some specific purpose statements for policy speeches that seek passive agreement:
To persuade my audience that there should be stricter safety standards on
amusement-park rides.
To persuade my audience that the United States should put greater emphasis
on solar power to meet the country’s energy needs.
To persuade my audience that a balanced-budget amendment should be
added to the U.S. Constitution.
In each case, the speaker’s aim is to convince listeners that the speaker’s policy is necessary and practical. The speaker is not trying to get listeners to take action in support of the policy.
Speeches to Gain Immediate Action When your goal is immediate action, you want to do more than get your listeners to nod their heads in agreement. You want to motivate them to action—to sign a petition for abolishing the electoral college, to campaign for lower tuition, to contribute to a fund drive, and so forth. Here are some examples of specific purpose statements for policy speeches that seek immediate action:
To persuade my audience to give time to Big Brothers or Big Sisters.
To persuade my audience to vote in the next student election.
To persuade my audience to begin a regular exercise program.
Some experts say you should seek action from your audience whenever possible. Although it is much easier to evoke passive agreement than to elicit action, the listener is not making much of a commitment by thinking, “Sure, I agree with you.” Within a day or two that same listener may forget entirely about your speech—and about her or his agreement with it. Action, however, reinforces belief. A great deal of research shows that if you can persuade a listener to take some kind of action—even if it is no more than signing a petition, putting a bumper sticker on a car, or attending a meeting— you have gained a more serious commitment. Once a listener acts on behalf of a speaker’s position, she or he is more likely to remain committed to it. 8 When you call for action in a persuasive speech, you should make your recommendations as specific as possible. Don’t just urge listeners to “do some- thing.” Tell them exactly what to do and how to do it. For an excellent example, look at Video 16.1 in the online Media Library for this chapter. The speaker’s aim was to convince her classmates to donate time to the Special Olympics. After talking about the mission of Special
speech to gain passive agreement
A persuasive speech in which the
speaker’s goal is to convince the
audience that a given policy is
desirable without encouraging the
audience to take action in support of
the policy.
speech to gain immediate action
A persuasive speech in which the
speaker’s goal is to convince the
audience to take action in support of
a given policy.
View this excerpt from “Making a Difference Through the Special Olympics” in the online Media Library for this chapter (Video 16.1).
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Persuasive Speeches on Questions of Policy 311
Olympics, the need for volunteers, and the rewarding feelings experienced by volunteers, she explained how students can get involved for whatever amount of time they are able to commit at the moment. She also brought along brochures with additional information to pass out after her speech. When you construct your persuasive speech, remember that the more specific your instructions, the more likely it is that your call to action will succeed. 9
ANALYZING QUESTIONS OF POLICY Regardless of whether your aim is to elicit passive agreement or to gain imme- diate action, you will face three basic issues whenever you discuss a question of policy—need, plan, and practicality.
Need There is no point in arguing for a policy unless you can show a need for it:
Is there a need for more student parking on campus?
Is there a need for the school district to institute single-sex classrooms?
Is there a need for a national ID card in the United States?
Your first step is to convince listeners that there is a serious problem with things as they are. People are not inclined to adopt a new policy unless they are convinced that the old one is not working. This is why the burden of proof always rests with the speaker who advocates change. (Of course, you may be defending present policy, in which case you will argue that there is no need to change—that things are already working as well as can be expected.)
Plan The second basic issue of policy speeches is plan. Once you have shown that a problem exists, you must explain your plan for solving it:
What can we do to get more student parking on campus?
What topics should be taught in single-sex classrooms? Are single-sex class-
rooms appropriate for all grade levels?
What information should be included on a national ID card? Who will be
responsible for collecting the information and creating the cards?
need
The first basic issue in analyzing a
question of policy: Is there a serious
problem or need that requires a
change from current policy?
burden of proof
The obligation facing a persuasive
speaker to prove that a change from
current policy is necessary.
plan
The second basic issue in analyzing a
question of policy: If there is a problem
with current policy, does the speaker
have a plan to solve the problem?
Persuasive speeches on questions of
policy are given whenever people
debate specific courses of action.
Such speeches can seek either
passive agreement or immediate
action.
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312 CHAPTER 16 Speaking to Persuade
Answering such questions is especially important if you call for a new policy. It’s easy to complain about problems; the real challenge is developing solutions. In most classroom speeches, you will not have time to describe your plan in detail, but you should at least identify its major features. Look, for exam- ple, at the plan section in the speech on puppy mills in the online Media Library for this chapter. First, the speaker proposes legal measures to punish dog breeders that do not take proper care of their animals. Second, he presents four steps that individual listeners can take when buying a dog to make sure they are not supporting puppy mills. The speech would have been much less persuasive if the speaker had not spelled out the major features of his plan.
Practicality The third basic issue of policy speeches is practicality. Once you have pre- sented a plan, you must show that it will work. Will it solve the problem? Or will it create new and more serious problems?
Building a multilevel parking garage on campus would provide more student
parking, but the cost would require a sharp increase in tuition.
Creating single-sex classrooms would be academically beneficial for some
students, but it could reinforce gender stereotypes and return education to
a separate-but-equal status.
A national ID card might be an easy way for people to verify their identity
for security purposes, but it could also infringe on civil liberties and give the
government too much personal information about individuals.
These are significant concerns. Whenever you advocate a new policy, you must be prepared to show that it is workable. No matter how serious a prob- lem may be, listeners usually want some assurance that a speaker’s plan will actually solve the problem. 10 One way to provide this assurance is to show that a plan similar to yours has been successfully implemented elsewhere . For example, Video 16.3 in the online Media Library for this chapter shows an excerpt from a student speech calling for tougher measures to reduce smoking in the speaker’s state. As you view the video, notice how the speaker points to the success of a similar plan in California as evidence that it will work in her state. If you oppose a shift in policy, one of your major arguments will be that the change is impractical—that it will create more problems than it can solve. For example, critics of raising the federal minimum wage in the United States say it would overburden small businesses and lead to greater unemployment. Other opponents argue that a high minimum wage puts American companies at a disadvantage when competing against foreign companies. If listeners accept these arguments, they will probably decide that the United States should not raise the federal minimum wage. How much of your speech should you devote to need, to plan, and to practicality? The answer depends on your topic and your audience. For exam- ple, if your audience is not aware of the health and environmental problems caused by the use of antibacterial chemicals in household products, you will have to give much of your time to need before covering plan and practicality. On the other hand, if your listeners already know about the problems caused by antibacterial household products, you can quickly remind them of need and then devote most of your speech to plan and practicality.
View this excerpt from “The Horrors of Puppy Mills” in the online Media Library for this chapter (Video 16.2).
practicality
The third basic issue in analyzing a
question of policy: Will the speaker’s
plan solve the problem? Will it create
new and more serious problems?
View this excerpt from “The Most Dangerous Habit” in the online Media Library for this chapter (Video 16.3).
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Persuasive Speeches on Questions of Policy 313
ORGANIZING SPEECHES ON QUESTIONS OF POLICY Effective organization is crucial when you speak on a question of policy. Although any of the basic patterns of organization explained in Chapter 9 can be used, four special patterns are especially valuable for policy speeches. They are problem-solution order, problem-cause-solution order, comparative advantages order, and Monroe’s motivated sequence.
Problem-Solution Order If you advocate a change in policy, your main points often will fall naturally into problem-solution order. In the first main point you demonstrate the need for a new policy by showing the extent and seriousness of the problem. In the second main point you explain your plan for solving the problem and show its practicality. For example:
Specific Purpose: To persuade my audience that the U.S. Congress should pass legislation curbing the spread of phony pharmaceuticals.
Central Idea: Because phony pharmaceuticals are a serious problem in the United States, Congress should pass legislation ensuring that the medications we buy are safe.
Main Points: I. The spread of phony pharmaceuticals is a serious problem. A. Phony pharmaceuticals are one of the most profitable
areas of criminal activity in the world. B. The spread of phony pharmaceuticals is producing seri-
ous health risks in the United States.
II. Solving the problem of phony pharmaceuticals requires action by the federal government.
A. Congress should pass legislation targeting the spread of phony pharmaceuticals and imposing strict penal- ties for violators.
B. Experts believe that such legislation will go a long way toward solving the problem.
You can use the problem-solution format just as easily to organize a speech opposing a change in policy. In such a speech your job is to defend the current system and to attack your opponents’ proposed policy. Thus in the first main point you might argue that there is not a need for change. In the second main point you might show that even if there were a serious problem, the suggested new policy would not solve it and would create seri- ous problems of its own. For example:
Specific Purpose: To persuade my audience that the city council should not pass legislation merging the police and fire departments.
Central Idea: Merging the police and fire departments is neither necessary nor practical.
Main Points: I. Merging the police and fire departments is not necessary. A. Under the current system, the police department has
developed a reputation for excellence that has made it a model for departments in other cities,
B. The fire department is equally well-respected for doing its job quickly and efficiently.
problem-solution order
A method of organizing persuasive
speeches in which the first main point
deals with the existence of a problem
and the second main point presents a
solution to the problem.
View an excerpt from “Phony Pharmaceuticals” in the online Media Library for this chapter (Video 16.4).
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314 CHAPTER 16 Speaking to Persuade
II. Besides being unnecessary, merging the police and fire departments is highly impractical.
A. Rather than saving the city money, merging the depart- ments would increase costs.
B. Merging the departments would also harm morale and reduce the high level of performance we expect from our police force and firefighters.
Problem-Cause-Solution Order For a variation on problem-solution order, you might arrange your speech in problem-cause-solution order. This produces a speech with three main points— the first identifying a problem, the second analyzing the causes of the prob- lem, and the third presenting a solution to the problem. For example:
Specific Purpose: To persuade my audience that action is required to deal with the problem of childhood obesity.
Central Idea: Childhood obesity is a serious problem that can be con- trolled by changes in diet and exercise.
Main Points: I. Childhood obesity is a major problem in the United States. A. Childhood obesity continues to grow at a rapid pace. B. Obesity is producing serious health problems among
children.
II. There are two major causes of the increase in childhood obesity.
A. The first cause is dietary. B. The second cause is physical inactivity.
III. Solving the problem requires dealing with both causes. A. Parents and schools must make sure that children are
eating healthy foods. B. Parents and schools must also make sure that children
get enough exercise.
Some teachers prefer this method of organization because it requires a speaker to identify the causes of the problem. This in turn makes it easier to check whether the proposed solution will get at the causes of the problem.
Comparative Advantages Order When your audience already agrees that a problem exists, you can devote your speech to comparing the advantages and disadvantages of competing solutions. In such a situation, you might put your speech in comparative advantages order, devoting each main point to explaining why your solution is preferable to other proposed solutions. Suppose you want to convince your audience that automakers should put greater emphasis on developing hydrogen fuel-cell cars than gas-electric hybrid cars. Using comparative advantages order, you would compare hydrogen cars with gas-electric hybrid cars and show why the former are a better choice. Your specific purpose, central idea, and main points might look like this:
Specific Purpose: To persuade my audience that automakers should put greater emphasis on developing hydrogen fuel-cell cars than gas- electric cars.
problem-cause- solution order
A method of organizing persuasive
speeches in which the first main point
identifies a problem, the second main
point analyzes the causes of the
problem, and the third main point
presents a solution to the problem.
View an excerpt from “The Epidemic of Childhood Obesity” in the online Media Library for this chapter (Video 16.5).
comparative advantages order
A method of organizing persuasive
speeches in which each main point
explains why a speaker’s solution to
a problem is preferable to other
proposed solutions.
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Persuasive Speeches on Questions of Policy 315
Central Idea: Unlike gas-electric cars, hydrogen cars run entirely without gasoline and do not emit air-polluting exhaust.
Main Points: I. Unlike hybrid cars, hydrogen cars run entirely without gasoline.
II. Unlike hybrid cars, hydrogen cars do not emit any air- polluting exhaust.
Monroe’s Motivated Sequence Developed in the 1930s by Alan Monroe, a professor of speech at Purdue University, the motivated sequence is tailor-made for policy speeches that seek immediate action. The sequence has five steps that follow the psychology of persuasion:
1. Attention. First, you gain the attention of your audience by using one or more of the methods described in Chapter 10: relating to the audience, showing the importance of the topic, making a startling statement, arousing curiosity or suspense, posing a question, telling a dramatic story, or using visual aids.
2. Need. Next, you make the audience feel a need for change. You show there is a serious problem with the existing situation. It is important to state the need clearly and to illustrate it with strong supporting materials. By the end of this step, listeners should be so concerned about the problem that they are psychologically primed to hear your solution.
3. Satisfaction. Having aroused a sense of need, you satisfy it by providing a solution to the problem. You present your plan and show how it will work. Be sure to offer enough details about the plan to give listeners a clear understanding of it.
4. Visualization. Having given your plan, you intensify desire for it by visu- alizing its benefits. The key to this step is using vivid imagery to show your listeners how they will profit from your policy. Make them see how much better conditions will be once your plan is adopted.
Monroe’s motivated sequence
A method of organizing persuasive
speeches that seek immediate action.
The five steps of the motivated
sequence are attention, need,
satisfaction, visualization, and action.
Because it follows the process of
human thinking, Monroe’s motivated
sequence is especially useful for
persuasive speakers who seek
immediate action from their listeners.
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316 CHAPTER 16 Speaking to Persuade
5. Action. Once the audience is convinced your policy is beneficial, you are ready to call for action. Say exactly what you want the audience to do— and how to do it. Then conclude with a final stirring appeal that rein- forces their commitment to act.
Many speakers prefer the motivated sequence because it is more detailed than problem-solution order. It follows the process of human thinking and leads the listener step by step to the desired action. One indication of its effectiveness is that it is widely used by people who make their living by persuasion—especially advertisers. The next time you watch television, pay close attention to the commercials. You will find that many of them follow the motivated sequence. Try using the motivated sequence when you want to spur listeners to action. You should find it easy and effective, as did one student who used it in a speech urging classmates to work for passage of a local tenants’ rights bill. Here are the highlights of his speech:
Attention: Have you ever had cockroaches running through the cup- boards in your apartment? Have you shivered in the cold because the furnace was broken? Or waited months for the security deposit you never got back even though you left your apartment as clean as when you moved in?
Need: Throughout this city students and other tenants are being victimized by unresponsive and unethical landlords. Just last year more than 200 complaints were filed with the city hous- ing department, but no action has been taken against the landlords.
Satisfaction: These problems could be solved by passing a strong tenants’ rights bill that defines the rights of tenants, specifies the obligations of landlords, and imposes strict penalties for violators.
Visualization: Such bills have worked in a number of college communities across the nation. If one were passed here, you would no longer have to worry about substandard conditions in your apartment. Your landlord could not violate the terms of your lease or steal your security deposit.
Action: A tenants’ rights bill has been proposed to the city council. You can help get it passed by signing the petition I will pass around after my speech. I also urge you to circulate petitions among your friends and to support the bill when it is debated in the city council next week. If we all work together, we can get this bill through the council.
Monroe’s motivated sequence is perfectly compatible with the standard method of outlining discussed in Chapter 11. The following outline shows how one speaker incorporated the sequence into a speech urging her class- mates to change the way they use their cell phones:
Specific Purpose: To persuade my audience to use their cell phones in a way that will protect their health.
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Persuasive Speeches on Questions of Policy 317
Central Idea: You can avoid the long-term health risks of cell phone use by making some simple changes.
Introduction
Attention: I. Your cell phone is your constant companion. You use it everywhere you go, day and night.
II. But what if your constant companion is dangerous? What if it’s hazardous to your health?
III. After doing extensive research, I hope to persuade each of you to use your cell phone in a manner that will protect your health.
Body
Need: I. Although cell phones are safe in the short run, they pose serious long-term health risks.
A. Using a cell phone exposes you to radiation that builds up over time.
B. More and more scientists are warning about the long- term dangers of cell phone use.
C. Even cell phone manufacturers warn against keeping phones too close to the body.
Satisfaction: II. You can guard against these risks by making simple changes in the way you use your cell phone.
A. Above all, do not press your cell phone against your head while talking.
B. Get in the habit of using ear buds or your phone’s internal speaker.
View an excerpt from “The Dangers of Cell Phones” in the online Media Library for this chapter (Video 16.6).
After earning your teaching certificate, you landed a
job in one of the best public school districts in
the state. You’ve excelled in the classroom,
and evaluations of your teaching are con-
sistently outstanding.
But the newly announced state budget
means drastic cuts for the district. Either
100 teachers will be laid off, or
every teacher will have to ac-
cept a 10 percent pay cut. Be-
cause the newest teachers are
the first to be fired, and you
have been on the job for only
three years, you know that the
only way to keep your position is if all teachers agree
to the pay cut. What’s more, laying off 100 teachers
will mean more students in each classroom, and that
will harm the quality of education.
In one week, the school superintendent will
hold an open meeting for teachers to voice
their opinions. You plan on arguing for
the pay cut, but you’re unsure of how
to organize your speech. Which of
the following methods of organization
will be most effective, and why:
problem-solution, comparative
advantages, Monroe’s motivated
sequence?
Using public speaking in your CAREER
claassroom,
g aare con-
ate budget
t. EEither
will mean more st
will harm the qua
In one week
hold an ope
their o
the p
to or
the fo
wi
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318 CHAPTER 16 Speaking to Persuade
Visualization: III. These changes will help protect your health. A. You can use your cell phone without long-term health
risks. B. You will avoid the fate of people who have developed
cancer and other conditions from prolonged cell phone use.
Conclusion
Action: I. So I encourage each of you to make these changes start- ing today.
II. Make sure your constant companion is not endangering your health.
Try using the motivated sequence when you seek immediate action from your listeners. Over the years it has worked for countless speakers—and it can work for you as well.
Sample Speech with Commentary
The following persuasive speech deals with a question of policy and provides an excellent example of problem-solution structure. As you read the speech, notice how the speaker deals with the issues of need, plan, and practicality. Notice also how she uses strong, well-chosen supporting materials to back up her point of view. Finally, observe how clear and uncluttered the speech is. There are few wasted words and the ideas progress cleanly and crisply. You can view the speech in the online Media Library for this chapter.
View “Phony Pharmaceuticals” in the online Media Library for this chapter (Video 16.7).
Take a look at these two pills. Do you notice a difference between them? How about these two? Do you see a differ- ence here? How about these?
SPEECH << <
The speaker captures attention by showing three PowerPoint slides and asking the audi-
ence questions about them.
To the naked eye, these pills are indistinguishable. But at a chemical level, they are very, very different. In each case, the pill on the left is real; it will help you get better. The pill on the right is counterfeit. It will not help you get better. In some cases, it may even kill you.
Notice how the speaker uses “you”
throughout her opening to relate the
topic directly to her listeners.
COMMENTARY
Phony Pharmaceuticals
<< <
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Sample Speech with Commentary 319
Katherine Eban, author of Dangerous Doses: How Counterfeit- ers Are Contaminating America’s Drug Supply, explains that phony pharmaceuticals are drugs that have been diluted, drugs in which the active ingredient has been replaced with something else, or drugs that have been relabeled to appear stronger than they truly are. Taking a phony pharmaceuti- cal means that you do not receive the medicine you need to get better, and the results can be deadly.
The speaker presents expert testimony to
define phony pharmaceuticals and to show
why they can be harmful.
I first became aware of this issue after my younger sister re- ceived a phony drug for her asthma last summer. Fortu- nately, the error was discovered before it caused her any lasting harm. But I’ve been concerned about the issue ever since, and I did a great deal of research on it for this speech. As a result, I am convinced that we need to take action now to combat the problem of phony pharmaceuticals. Later in my speech, I’ll share with you my plan for curbing the spread of these dangerous drugs. But let’s start by taking a closer look at the problem.
The speaker establishes her credibility by
stating that she has a personal connection
to the topic and has done substantial
research on it. She closes the introduction
by stating her central idea and previewing
the body of her speech.
Phony pharmaceuticals are dangerous because of the health risks they pose. According to Graham Jackson, editor of the International Journal of Clinical Practice, counterfeit drugs in- clude ingredients such as boric acid, leaded road paint, floor polish, shoe polish, talcum powder, and cement powder. But that’s not all. There’s also brick dust, chalk, nickel, and arse- nic. Ingesting too much boric acid or floor polish can make you sick; leaded road paint and arsenic can kill you.
This speech is organized in problem-
solution order. Here the speaker starts the
problem main point by identifying some of
the harmful ingredients found in phony
pharmaceuticals.
The U.S. government’s Bureau of International Information Programs estimates that 700,000 people around the world will die this year from phony pharmaceuticals—almost three times the number of people who live here in Madison. In fact, Roger Bate, of the American Enterprise Institute, re- ports that “trafficking in counterfeit drugs has become one of the world’s fastest-growing criminal enterprises.”
The speaker presents statistics and testimony
to show how widespread the problem of
phony pharmaceuticals is. Notice how she
relates her statistics to the audience.
In one highly publicized case, 81 people in the United States died in 2008 because they took a counterfeit version of the blood thinner heparin. As reported by CNN, the phony hep- arin was originally manufactured outside the United States using a cheap sulfate that proved deadly. After slipping past all regulatory checks, it ended up in the United States, with tragic results.
The speaker uses an example to illustrate
the dangers of phony pharmaceuticals.
Phony pharmaceuticals are so widespread that they have become big business. The FDA estimates that they will bring in close to $75 billion in revenue this year alone—up from $40 billion only a few years ago. Tom Kubic, head of the Pharmaceutical Security Institute, told USA Today in September 2010 that criminals “can make more money in counterfeit drugs than they can in heroin.”
Here, as elsewhere, the speaker cites recent,
credible sources and identifies them clearly.
The quotation from Tom Kubic is especially
effective.
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320 CHAPTER 16 Speaking to Persuade
Given the rewards of the counterfeit drug trade, the problem will only get worse in the coming years unless we take steps to bring it under control. The solution I propose is similar to House Resolution 2726, which is under consideration by the U.S. Congress. There are four steps to this solution.
A transition moves the speaker into the
solution portion of her speech, in which she
presents a concise, four-step plan to deal
with phony pharmaceuticals.
Second, the Food and Drug Administration should have the authority to recall prescription drugs. Right now, the FDA can encourage drug manufacturers to issue a recall, but it has no power to issue a recall on its own. To get phony phar- maceuticals off the street, recall authority needs to rest with a central agency that will act quickly and uniformly.
As you can see from the video of this
speech, the speaker highlights each point in
her plan with a PowerPoint slide.
Third, the FDA should be given the resources for spot- checking the chemical makeup of prescription medication. We have health inspectors for food, why not have inspectors for prescription drugs?
The rhetorical question at the end of this
paragraph invites the audience to draw the
same conclusion as the speaker.
First, criminal penalties for drug counterfeiters should be in- creased from three years in prison, which is the current limit, to no limit at all. If a drug peddler kills someone with phony pharmaceuticals, the punishment should fit the crime.
As the speaker proceeds, she uses a
signpost to introduce each part of her plan.
In conclusion, phony pharmaceuticals are pervasive and dangerous. By implementing the solution I have outlined, we will be able to control this public-health menace.
The speaker signals the beginning of her
conclusion and restates her central idea.
Fourth, legitimate drug manufacturers should be required to implement track-and-trace technology. As explained in the New York Times, this technology stamps each bottle and pill with a unique code tied to a secure, centralized data- base. The code allows pharmacies and distributors to deter- mine whether drugs are legitimate or phony, plus the route the drugs took to get to store shelves.
Here, as throughout the speech, the speaker
uses her voice, gestures, and eye contact to
help communicate her ideas and to establish
a bond with the audience.
Representative Steve Israel of New York, sponsor of House Resolution 2726, says these four steps will “ensure that the domestic drug supply chain is secure for every American.” It “will crack down on counterfeiting and increase the penal- ties for the outlaws who are compromising our health.” The time has come for Congress to pass this vital legislation.
The speaker presents a quotation to show
the practicality of her plan. Establishing
practicality is always important in a
persuasive speech on a question of policy.
You have the right to know that the medication you’re tak- ing is real. You have the right to know that your next trip to the drugstore will be a safe one. And you have the right to know that what you see is what you get.
In addition to using language from her intro-
duction, the speaker returns to the PowerPoint
slides with which she opened the speech. This
makes for a strong ending and gives the
speech a sense of psychological unity.
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Key Terms 321
Persuasion is the process of creating, reinforcing, or changing people’s beliefs or actions. When you speak to persuade, you act as an advocate. The ability to speak persuasively will benefit you in every part of your life, from personal relations to community activities to career aspirations.
How successful you are in any persuasive speech depends on how well you tailor your message to your listeners’ values, attitudes, and beliefs. You should think of your speech as a mental dialogue with your audience. Identify your target audience, anticipate objections they may raise to your point of view, and answer those objections in your speech.
Persuasive speeches may center on questions of fact, value, or policy. When giving a persuasive speech about a question of fact, your role is akin to that of a lawyer in a courtroom trial. You will try to get your listeners to accept your view of the facts.
Questions of value involve a person’s beliefs about what is right or wrong, good or bad, moral or immoral, ethical or unethical. When speaking about a question of value, you must justify your opinion by establishing standards for your value judgment. Speeches on questions of value do not argue directly for or against particular courses of action.
Once you go beyond arguing right or wrong to urging that something should or should not be done, you move to a question of policy. When you speak on a question of policy, your goal may be to evoke passive agreement or to spark immediate action. In either case, you will face three basic issues—need, plan, and practicality. How much of your speech you devote to each issue will depend on your topic and your audience.
There are several options for organizing speeches on questions of policy. If you advocate a change in policy, your main points will often fall naturally into problem- solution order or into problem-cause-solution order. If your audience already agrees that a problem exists, you may be able to use comparative advantages order. Whenever you seek immediate action from listeners, you should consider a more specialized organizational pattern known as Monroe’s motivated sequence.
Regardless of your topic or method of organization, you need to make sure your goals are ethically sound and that you use ethical methods to persuade your audience.
Summary
y to al
or aking
persuasion (300)
mental dialogue with the audience (304)
target audience (304)
question of fact (305)
question of value (307)
question of policy (309)
speech to gain passive agreement (310)
speech to gain immediate action (310)
need (311)
burden of proof (311)
plan (311)
practicality (312)
problem-solution order (313)
problem-cause-solution order (314)
comparative advantages order (314)
Monroe’s motivated sequence (315)
Key Terms
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322 CHAPTER 16 Speaking to Persuade
After reading this chapter, you should be able to answer the following questions:
1. What is the difference between an informative speech and a persuasive speech? Why is speaking to persuade more challenging than speaking to inform?
2. What does it mean to say that audiences engage in a mental dialogue with the speaker as they listen to a speech? What implications does this mental give- and-take hold for effective persuasive speaking?
3. What is the target audience for a persuasive speech?
4. What are questions of fact? How does a persuasive speech on a question of fact differ from an informative speech? Give an example of a specific purpose state- ment for a persuasive speech on a question of fact.
5. What are questions of value? Give an example of a specific purpose statement for a persuasive speech on a question of value.
6. What are questions of policy? Give an example of a specific purpose statement for a persuasive speech on a question of policy.
7. Explain the difference between passive agreement and immediate action as goals for persuasive speeches on questions of policy.
8. What are the three basic issues you must deal with when discussing a question of policy? What will determine the amount of attention you give to each of these issues in any particular speech?
9. What four methods of organization are used most often in persuasive speeches on questions of policy?
10. What are the five steps of Monroe’s motivated sequence? Why is the motivated sequence especially useful in speeches that seek immediate action from listeners?
For further review, go to the LearnSmart study module for this chapter.
Review Questions
1. Look back at the story of Ramon Trujillo at the beginning of this chapter (page 299). Like Ramon, most people do a certain amount of persuading every day in normal conversation. Keep a journal of your communication activities for an entire day, making special note of all instances in which you tried to persuade someone else to your point of view. Choose one of those instances and prepare a brief analysis of it.
In your analysis, answer the following questions: (1) Who was the audience for your persuasive effort? (2) What were the “specific purpose” and the “central idea” of your persuasive message? (3) Did you rehearse your persuasive message ahead of time, or did it arise spontaneously from the situation? (4) Were you successful in achieving your specific purpose? (5) If you faced the same situation again, what strategic changes would you make in your persuasive effort?
2. Below are four specific purposes for persuasive speeches. In each case explain whether the speech associated with it concerns a question of fact, a question of
Exercises for Critical Thinking
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Exercises for Critical Thinking 323
value, or a question of policy. Then rewrite the specific purpose statement to make it appropriate for a speech about one of the other two kinds of questions. For instance, if the original purpose statement is about a question of policy, write a new specific purpose statement that deals with the same topic as either a question of fact or a question of value.
Example:
Original statement: To persuade my audience that it is unfair for judges to favor natu- ral parents over adoptive parents in child custody disputes. (question of value)
Rewritten statement: To persuade my audience that the courts should establish clear guidelines for settling disputes between adoptive parents and natural parents in child custody cases. (question of policy)
a. To persuade my audience that a national sales tax should be adopted to help reduce the national debt.
b. To persuade my audience that it is unethical for doctors to receive money from pharmaceutical companies to promote their products.
c. To persuade my audience that violence in video games is a major cause of violent behavior among teenagers.
d. To persuade my audience to join Teach for America.
3. Choose a topic for a persuasive speech on a question of policy. Create two spe- cific purpose statements about that topic—one for a speech to gain passive agreement, another for a speech to motivate immediate action. Once you have the specific purpose statements, explain how the speech seeking immediate action would differ in structure and persuasive appeals from the speech seeking passive agreement. Be specific.
4. Analyze the sample speech with commentary at the end of this chapter (“Phony Pharmaceuticals,” pages 318–320). Because this is a speech on a question of pol- icy, pay special attention to how the speaker deals with the basic issues of need, plan, and practicality. Does the speaker present a convincing case that a serious problem exists? Does she offer a clear plan to solve the problem? Does she demonstrate that the plan is practical?
5. Select a television commercial that is organized according to Monroe’s moti- vated sequence. Prepare a brief analysis in which you (a) identify the target audience for the commercial and (b) describe each step in the motivated sequence as it appears in the commercial.
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325
P ersuasion is big business. Thousands of authors
and consultants promise to teach you the one
key secret to persuading people to do what you
want. Dan Lok claims to reveal “forbidden psychological
tactics” that will “give you an unfair advantage in deal-
ing with people.” Chris St. Hilaire offers “simple strate-
gies to seduce audiences and win allies.” Kevin Dutton
claims to have discovered “a single, definitive formula”
for “a mysterious, previously unidentified, superstrain of
persuasion.” These people all charge thousands of dol-
lars for their seminars, hundreds for videos and motiva-
tional books. Companies and individuals flock—and
pay—to read and hear what they have to say.
It sounds good, but can any of these people really have the “one
key secret” to persuasion? Probably not. Persuasion is too complicated
for that. Yet, as the number of books, seminars, and videos on the sub-
ject shows, there is a perpetual fascination with the strategies and tactics
of effective persuasion.
What makes a speaker persuasive? Why do listeners accept one
speaker’s views and reject those of another? How can a speaker motivate
listeners to act in support of a cause, a campaign, or a candidate? People
have been trying to answer these questions for thousands of years—from
the ancient Greek philosopher Aristotle to modern-day communication
Building Credibility
Using Evidence
Reasoning
Appealing to Emotions
Sample Speech with Commentary
17
Methods of Persuasion
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326 CHAPTER 17 Methods of Persuasion
researchers. Although many answers have been given, we can say that
listeners will be persuaded by a speaker for one or more of four reasons:
Because they perceive the speaker as having high credibility.
Because they are won over by the speaker’s evidence.
Because they are convinced by the speaker’s reasoning.
Because their emotions are touched by the speaker’s ideas or language.
In this chapter we will look at each of these. We will not discover any
magical secrets that will make you an irresistible persuasive speaker. But
if you learn the principles discussed in this chapter, you will greatly
increase your odds of winning the minds and hearts of your listeners.
Building Credibility
Here are two sets of imaginary statements. Which one of each pair would you be more likely to believe?
The U.S. State Department needs major changes in organization to fulfill its
mission in the 21st century. (Hillary Clinton)
The State Department does not need any major organizational changes in
the near future. (Johnny Depp)
The key to acting is to push your character as far as you can without making
the character unbelievable. (Johnny Depp)
The key to acting is to learn your lines and hit your cues regardless of the
character you are playing. (Hillary Clinton)
Most likely you chose the first in each pair of statements. If so, you were probably influenced by your perception of the speaker. You are more likely to respect the judgment of Clinton, Secretary of State under President Barack Obama, when she speaks about the organization of the State Department, and to respect the judgment of Depp, acclaimed for his many screen roles, when he speaks about methods of acting. Some teachers call this factor source cred- ibility. Others refer to it as ethos, the name given by Aristotle.
FACTORS OF CREDIBILITY Many things affect a speaker’s credibility, including sociability, dynamism, physical attractiveness, and perceived similarity between speaker and audi- ence. Above all, though, credibility is affected by two factors:
■ Competence —how an audience regards a speaker’s intelligence, expertise, and knowledge of the subject.
■ Character —how an audience regards a speaker’s sincerity, trustworthiness, and concern for the well-being of the audience.
The more favorably listeners view a speaker’s competence and character, the more likely they are to accept what the speaker says. No doubt you are
ethos
The name used by Aristotle for what
modern students of communication
refer to as credibility.
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Building Credibility 327
familiar with this from your own experience. Suppose you take a course in economics. The course is taught by a distinguished professor who has pub- lished widely in prestigious journals, who sits on a major international com- mission, and who has won several awards for outstanding research. In class, you hang on this professor’s every word. One day the professor is absent; a colleague from the Economics Department—fully qualified but not as well known—comes to lecture instead. Possibly the fill-in instructor gives the same lecture the distinguished professor would have given, but you do not pay nearly as close attention. The other instructor does not have as high credibil- ity as the professor. It is important to remember that credibility is an attitude. It exists not in the speaker, but in the mind of the audience. A speaker may have high cred- ibility for one audience and low credibility for another. A speaker may also have high credibility on one topic and low credibility on another. Looking back to our imaginary statements, most people would more readily believe Johnny Depp speaking about acting than Johnny Depp speaking about the organization of the State Department.
TYPES OF CREDIBILITY Not only can a speaker’s credibility vary from audience to audience and topic to topic, but it can also change during the course of a speech—so much so that we can identify three types of credibility:
■ Initial credibility —the credibility of the speaker before she or he starts to speak.
■ Derived credibility —the credibility of the speaker produced by everything she or he says and does during the speech itself.
■ Terminal credibility —the credibility of the speaker at the end of the speech. 1
All three are dynamic. High initial credibility is a great advantage for any speaker, but it can be destroyed during a speech, resulting in low terminal credibility. The reverse can also occur, as in the following example:
Randall Washington is the information technology manager for a major text-
book publisher. Soon after taking the job, he began implementing a new content
management system for the company’s Web site. He assumed there would be
some glitches, but they turned out to be much worse than anything he had imag-
ined. It took nine months to get the new system working properly, and even then
people continued to grumble about the confusing interface and unpredictable
behavior of the Web site.
A year later, the publishing company decided to purchase new tablet comput-
ers that would allow employees to interact more efficiently with data on the
internal network. The president of the company asked Randall to take charge of
buying the computers and training the staff in their use.
When Randall outlined his plans at a weekly staff meeting, he had low initial
credibility. Everyone remembered the content management system, and they were
reluctant to go through the same problems again. But Randall realized this and
was prepared.
He began by reminding everyone that the president had authorized him to
purchase tablet computers that would make their jobs easier and improve office
communications. He then acknowledged that he had told them the same thing
about the content management system—an admission that drew a laugh and
initial credibility
The credibility of a speaker before she
or he starts to speak.
derived credibility
The credibility of a speaker produced
by everything she or he says and
does during the speech.
terminal credibility
The credibility of a speaker at the end
of the speech.
credibility
The audience’s perception of whether
a speaker is qualified to speak on a
given topic. The two major factors
influencing a speaker’s credibility are
competence and character.
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328 CHAPTER 17 Methods of Persuasion
helped everyone relax. Finally, he explained that he had checked with several
other companies that used the same devices, and they all reported that the com-
puters worked flawlessly.
Throughout his presentation, Randall’s approach was “I know the content
management system was a disaster, and I’ve worked hard to make sure it doesn’t
happen again.” By the time he finished, most staff members were eager to begin
using their tablet computers. Randall had achieved high terminal credibility.
In every speech you give you will have some degree of initial credibility, which will be strengthened or weakened by your message and how you deliver it. And your terminal credibility from one speech will affect your initial credibility for the next one. If your audience sees you as sincere and competent, they will be much more receptive to your ideas.
ENHANCING YOUR CREDIBILITY How can you build your credibility in your speeches? At one level, the answer is frustratingly general. Since everything you say and do in a speech will affect your credibility, you should say and do everything in a way that will make you appear capable and trustworthy. In other words—give a brilliant speech and you will achieve high credibility! The advice is sound, but not all that helpful. There are, however, some specific ways you can boost your credibility while speaking. They include explaining your competence, establishing common ground with the audience, and speaking with genuine conviction.
Explain Your Competence One way to enhance your credibility is to advertise your expertise on the speech topic. Did you investigate the topic thoroughly? Then say so. Do you have experience that gives you special knowledge or insight? Again, say so. Here is how two students revealed their qualifications. The first stressed her study and research:
Before I studied antibacterial products in my public-health class, I always
used antibacterial soaps and antibacterial all-surface cleaner for my apartment.
I also know from my class survey that 70 percent of you use antibacterial soaps,
cleaners, or other products. But after learning about the subject in class and
reading research studies for this speech, I’m here to tell you that, try as we
might, we cannot build a bubble between ourselves and germs with antibacte-
rial products and that these products actually create more problems than they
solve.
The second student emphasized her background and personal experience:
Most of us have no idea what it means to be poor and hungry. But before
returning to school last year, I spent three years working at local assistance
centers. I can’t tell you everything I have seen. But on the basis of what I can
tell you, I hope you will agree with me that government help for the poor and
needy must be maintained.
Both speakers greatly increased their persuasiveness by establishing their credibility.
View these excerpts from “Bursting the Antibacterial Bubble” and “Keeping the Safety Net for Those Who Need It” in the online Media Library for this chapter (Video 17.1).
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Building Credibility 329
Establish Common Ground with Your Audience Another way to bolster your credibility is to establish common ground with your audience. You do not persuade listeners by assaulting their values and rejecting their opinions. As the old saying goes, “You catch more flies with honey than with vinegar.” The same is true of persuasion. Show respect for your listeners. You can make your speech more appealing by identifying your ideas with those of your audience—by showing how your point of view is consistent with what they believe. 2 Creating common ground is especially important at the start of a persua- sive speech. Begin by identifying with your listeners. Show that you share their values, attitudes, and experiences. Get them nodding their heads in agreement, and they will be much more receptive to your ultimate proposal. Here is how a businesswoman from Massachusetts, hoping to sell her product to an audience in Colorado, began her persuasive speech:
I have never been in Colorado before, but I really looked forward to making
this trip. A lot of my ancestors left Massachusetts and came to Colorado nearly
150 years ago. Sometimes I have wondered why they did it. They came in covered
wagons, carrying all their possessions, and many of them died on the journey.
The ones who got through raised their houses and raised their families. Now that
I’ve seen Colorado, I understand why they tried so hard!
The audience laughed and applauded, and the speaker was off to a good start. Now look at a different approach, used in a classroom speech favoring a tuition increase at the speaker’s school—an unpopular point of view with his classmates. He began by saying:
As we all know, there are many differences among the people in this class.
But regardless of age, major, background, or goals, we all share one thing in
common—we’re all concerned about the quality of education at this school. And
that quality is clearly in danger.
The economic crisis has hit every aspect of life, and education is no exception.
Budgets are shrinking, faculty salaries are falling, student services are disappearing,
creating common ground
A technique in which a speaker
connects himself or herself with the
values, attitudes, or experiences of
the audience.
View this excerpt from “Let’s Protect the Quality of Our Education” in the online Media Library for this chapter (Video 17.2).
A speaker’s credibility has a powerful
impact on how his or her speech is
received. One way to boost your
credibility is to deliver your speeches
expressively and with strong eye
contact.
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330 CHAPTER 17 Methods of Persuasion
and we are being crowded out of classes we need to take. Whether we like it or
not, we have a problem—a problem that affects each of us.
There are no easy answers, but one thing that will help solve the problem is
an increase in tuition. I don’t like it any more than you do, but sometimes we have
to do what is necessary to protect the quality of our education.
By stressing common perceptions of the problem, the student hoped to get off on the right foot with his audience. Once that was done, he moved gradually to his more controversial ideas.
Deliver Your Speeches Fluently, Expressively, and with Conviction There is a great deal of research to show that a speaker’s credibility is strongly affected by his or her delivery. Moderately fast speakers, for example, are usu- ally seen as more intelligent and confident than slower speakers. So too are speakers who use vocal variety to communicate their ideas in a lively, ani- mated way. On the other hand, speakers who consistently lose their place, hesitate frequently, or pepper their talk with “uh,” “er,” and “um” are seen as less competent than speakers who are poised and dynamic. 3 All of this argues for practicing your persuasive speech fully ahead of time so you can deliver it fluently and expressively. In addition to being better prepared, you will take a major step toward enhancing your credibility. (Review Chapter 13 if you have questions about speech delivery.) Speaking techniques aside, the most important way to strengthen your credibility is to deliver your speeches with genuine conviction. President Harry Truman once said that in speaking, “sincerity, honesty, and a straightforward manner are more important than special talent or polish.” If you wish to convince others, you must first convince yourself. If you want others to believe and care about your ideas, you must believe and care about them yourself. Your spirit, enthusiasm, and conviction will carry over to your listeners.
Using Evidence
Evidence consists of supporting materials—examples, statistics, testimony— used to prove or disprove something. As we saw in Chapter 8, most people are skeptical. They are suspicious of unsupported generalizations. They want speakers to justify their claims. If you hope to be persuasive, you must sup- port your views with evidence. Whenever you say something that is open to question, you should give evidence to prove you are right. Evidence is particularly important in classroom speeches because few stu- dents are recognized as experts on their speech topics. Research has shown that speakers with very high initial credibility do not need to use as much evidence as do speakers with lower credibility. For most speakers, though, strong evidence is absolutely necessary. It can enhance your credibility, increase both the immediate and long-term persuasiveness of your message, and help “inoculate” listeners against counterpersuasion. 4 Evidence is also crucial whenever your target audience opposes your point of view. As we saw in Chapter 16, listeners in such a situation will mentally argue with you—asking questions, raising objections, and creating counterarguments to “answer” what you say. The success of your speech will depend partly on how well you anticipate these internal responses and give evidence to refute them.
evidence
Supporting materials used to prove
or disprove something.
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Using Evidence 331
You may want to review Chapter 8, which shows how to use supporting materials. The following case study illustrates how they work as evidence in a persuasive speech.
HOW EVIDENCE WORKS: A CASE STUDY Let’s say one of your classmates is talking about the harmful effects of repeated exposure to loud music and other noises. Instead of just telling you what she thinks, the speaker offers strong evidence to prove her point. Notice how she carries on a mental dialogue with her listeners. She imagines what they might be thinking, anticipates their questions and objections, and gives evidence to answer the questions and resolve the objections. She begins this way:
As college students we are exposed to loud music and other noise all the
time. We go to parties, clubs, and concerts where the volume is so loud we have
to shout so the person next to us can hear what we are saying. We turn our iPods
so high they can be heard halfway across the room. And we seldom give it a
second thought. But we should, because excessive noise can have a serious
impact on our health and well-being.
How do you react? If you already know about the problems caused by noise pollution, you probably nod your head in agreement. But what if you don’t know? Or don’t agree? If you enjoy rock concerts and listening to your iPod at high volumes, you probably don’t want to hear about it. Certainly you will not be persuaded by a general statement about exposure to loud music. Mentally you say to the speaker, “How do you know? Can you prove it?” Anticipating just such a response, the speaker gives evidence to support her point:
The American Medical Association reports that 36 million Americans have
some degree of hearing loss, and that 17 million of those cases are caused by too
much exposure to loud noise.
“That’s unfortunate,” you may think. “But everyone loses some hearing as they grow old. Why should I be concerned about it now?” The speaker answers:
In an alarming trend, more and more victims of noise-induced deafness are
adolescents and even younger children. According to the American Academy of
Audiology, 12 percent of children in the United States between ages 6 and 19 have
some hearing damage from amplified music and other sources. Audiologist
Dean Garstecki, head of the hearing-impairment program at Northwestern Uni-
versity, says, “We’ve got 21-year-olds walking around with hearing-loss patterns
of people 40 years their senior.”
“These are impressive facts,” you say to yourself. “Luckily, I haven’t noticed any problems with my hearing. When I do, I’ll just be careful until it gets better.” Keeping one step ahead of you, the speaker continues:
The problem with hearing loss is that it creeps up on you. Sierra magazine
notes that today’s hard-rock fans won’t notice the effects of their hearing loss for
another 15 years. And then it will be too late.
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332 CHAPTER 17 Methods of Persuasion
“What do you mean, too late?” you ask mentally. The speaker tells you:
Unlike some physical conditions, hearing loss is irreversible. Loud noise dam-
ages the microscopic hairs in the inner ear that transmit sound to the auditory
nerve. Once damaged, those hairs can never recover and can never be repaired.
“I didn’t know that,” you say to yourself. “Is there anything else?”
One last point. Repeated exposure to loud music and other noise does more
than damage your hearing. The Hearing Loss Association of America reports that
excessive noise has been linked to such problems as stress, high blood pressure,
chronic headaches, learning disorders, even heart disease. It’s easy to see why Jill
Lipoti, chief of Rutgers University’s Noise Technical Assistance Center, warns that
“noise affects more people than any other pollutant.”
Now are you convinced? Chances are you will at least think about the possible consequences the next time you are set to pump up the volume on your iPod. Maybe you will use earplugs at a rock concert. You may even begin to reassess your whole attitude toward noise pollution. Why? Because the speaker supported each of her claims with evidence. You should try to do the same in your persuasive speeches.
TIPS FOR USING EVIDENCE Any of the supporting materials discussed in Chapter 8—examples, statistics, testimony—can work as evidence in a persuasive speech. As we saw in that chapter, there are guidelines for using each kind of supporting material regard- less of the kind of speech you are giving. Here we look at four special tips for using evidence in a persuasive speech.
Use Specific Evidence No matter what kind of evidence you employ—statistics, examples, or testimony—it will be more persuasive if you state it in specific rather than general terms. 5 In the speech about noise pollution, for instance, the speaker did not say, “Lots of people suffer from hearing loss.” That would have left the audience wondering how many “lots” amounts to. By saying “36 million Americans have some degree of hearing loss,” the speaker made her point much more effectively. She also enhanced her credibility by showing she had a firm grasp of the facts.
Use Novel Evidence Evidence is more likely to be persuasive if it is new to the audience. 6 You will gain little by citing facts and figures that are already well known to your listeners. If they have not persuaded your listeners already, they will not do so now. You must go beyond what the audience already knows and present striking new evidence that will get them to say, “Hmmm, I didn’t know that. Maybe I should rethink the issue.” Finding such evidence usually requires hard digging and resourceful research, but the rewards are worth the effort.
Use Evidence from Credible Sources Listeners find evidence from competent, credible sources more persuasive than evidence from less qualified sources. 7 Above all, listeners are suspicious of evidence from sources that appear to be biased or self-interested. In assessing
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Using Evidence 333
the current state of airline safety, for example, they are more likely to be persuaded by testimony from impartial aviation experts than from the presi- dent of American Airlines. If you wish to be persuasive, rely on evidence from objective, nonpartisan sources.
Make Clear the Point of Your Evidence When speaking to persuade, you use evidence to prove a point. Yet you would be surprised how many novice speakers present their evidence without making clear the point it is supposed to prove. A number of studies have shown that you cannot count on listeners to draw, on their own, the conclu- sion you want them to reach. 8 When using evidence, be sure listeners under- stand the point you are trying to make. Notice, for example, how the speaker in Video 17.3 in the online Media Library for this chapter drives home the point of her evidence about the number of motor vehicle fatalities involving teenage drivers:
According to the National Highway Traffic Safety Administration, while teen-
agers make up 7 percent of the nation’s licensed drivers, they represent 14 percent
of all motor vehicle fatalities. The NHTSA reports that last year 3,657 drivers aged
16 to 20 were killed in automobile accidents. In addition to killing the drivers,
these same accidents took the lives of 2,384 teenage passengers. But these acci-
dents didn’t affect teenagers alone. They also took the lives of 2,625 people
aged 21 or older.
So the total number of people killed last year in automobile accidents involv-
ing teenage drivers was 8,666—almost exactly the number of full-time students
at this campus.
Evidence is one element of what Aristotle referred to as logos —the logical appeal of a speaker. The other major element of logos is reasoning, which works in combination with evidence to help make a speaker’s claims persuasive.
View this excerpt from “Putting the Brakes on Teenage Driving” in the online Media Library for this chapter (Video 17.3).
logos
The name used by Aristotle for the
logical appeal of a speaker. The two
major elements of logos are evidence
and reasoning.
Persuasive speeches need strong
evidence to convince skeptical
listeners. Finding the best evidence
often takes hard digging, but it is well
worth the effort.
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334 CHAPTER 17 Methods of Persuasion
Reasoning
The story is told about Hack Wilson, a hard-hitting outfielder for the Brooklyn
Dodgers baseball team in the 1930s. 9 Wilson was a great player, but he had a
fondness for the good life. His drinking exploits were legendary. He was known
to spend the entire night on the town, stagger into the team’s hotel at the break
of dawn, grab a couple hours sleep, and get to the ballpark just in time for the
afternoon game.
This greatly distressed Max Carey, Wilson’s manager. At the next team meet-
ing, Carey spent much time explaining the evils of drink. To prove his point, he
stood beside a table on which he had placed two glasses and a plate of live
angleworms. One glass was filled with water, the other with gin—Wilson’s favorite
beverage. With a flourish Carey dropped a worm into the glass of water. It wrig-
gled happily. Next Carey plunged the same worm into the gin. It promptly stiff-
ened and expired.
A murmur ran through the room, and some players were obviously impressed.
But not Wilson. He didn’t even seem interested. Carey waited a little, hoping for
some delayed reaction from his wayward slugger. When none came, he prodded,
“Do you follow my reasoning, Wilson?”
“Sure, skipper,” answered Wilson. “It proves that if you drink gin, you’ll never
get worms!”
And what does this story prove? No matter how strong your evidence, you will not be persuasive unless listeners grasp your reasoning. Reasoning is the process of drawing a conclusion based on evidence. Sometimes we reason well—as when we conclude that ice particles forming
checklist Evidence
YES NO
1. Are all my major claims supported by evidence?
2. Do I use sufficient evidence to convince my audience of my claims?
3. Is my evidence stated in specific rather than general terms?
4. Do I use evidence that is new to my audience?
5. Is my evidence from credible, unbiased sources?
6. Do I identify the sources of my evidence?
7. Is my evidence clearly linked to each point that it is meant to prove?
8. Do I provide evidence to answer possible objections the audience may have to my position?
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Reasoning 335
on the trees may mean the roads will be slippery. Other times we reason less effectively—as when we conclude that spilling salt will bring bad luck. Most superstitions are actually no more than instances of faulty reasoning. Reasoning in public speaking is an extension of reasoning in other aspects of life. As a public speaker, you have two major concerns with respect to reasoning. First, you must make sure your own reasoning is sound. Second, you must try to get listeners to agree with your reasoning. Let us look, then, at four basic methods of reasoning and how to use them in your speeches.
REASONING FROM SPECIFIC INSTANCES When you reason from specific instances, you progress from a number of particular facts to a general conclusion. 10 For example:
Fact 1: My physical education course last term was easy.
Fact 2: My roommate’s physical education course was easy.
Fact 3: My brother’s physical education course was easy.
Conclusion: Physical education courses are easy.
As this example suggests, we use reasoning from specific instances daily, although we probably don’t realize it. Think for a moment of all the general conclusions that arise in conversation: Politicians are corrupt. Professors are bookish. Dorm food is awful. Where do such conclusions come from? They come from observing particular politicians, professors, dormitories, and so on. The same thing happens in public speaking. The speaker who concludes that unethical banking practices are common in the United States because several major banks have been guilty of fraud in recent years is reasoning
reasoning from specific instances
Reasoning that moves from particular
facts to a general conclusion.
Reasoning is an important part of
persuasive speaking. In a legal trial,
for example, neither the prosecution
nor the defense is likely to sway the
jury unless their reasoning is clear
and convincing.
reasoning
The process of drawing a conclusion
on the basis of evidence.
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336 CHAPTER 17 Methods of Persuasion
from specific instances. So is the speaker who argues that anti-Semitism is increasing on college campuses because there have been a number of attacks on Jewish students and symbols at schools across the nation. Such conclusions are never foolproof. No matter how many specific instances you give (and you can give only a few in a speech), it is always possible that an exception exists. Throughout the ages people observed count- less white swans in Europe without seeing any of a different color. It seemed an undeniable fact that all swans were white. Then, in the 19th century, black swans were discovered in Australia! 11 When you reason from specific instances, beware of jumping to conclu- sions on the basis of insufficient evidence. Make sure your sample of specific instances is large enough to justify your conclusion. Also make sure the instances you present are fair, unbiased, and represen- tative. (Are three physical education courses enough to conclude that physical education courses in general are easy? Are the three courses typical of most physical education courses?) Finally, reinforce your argument with statistics or testimony. Because you can never give enough specific instances in a speech to make your conclusion irrefutable, you should supplement them with testimony or statistics demon- strating that the instances are representative.
REASONING FROM PRINCIPLE Reasoning from principle is the opposite of reasoning from specific instances. It moves from the general to the specific. 12 When you reason from principle, you progress from a general principle to a specific conclusion. We are all familiar with this kind of reasoning from statements such as the following:
1. All people are mortal.
2. Socrates is a person.
3. Therefore, Socrates is mortal.
This is a classic example of reasoning from principle. You begin with a general statement (“All people are mortal”), move to a minor premise (“Socrates is a person”), and end with a specific conclusion (“Socrates is mortal”). Speakers often use reasoning from principle when trying to persuade an audience. One of the clearest examples from American history is Susan B. Anthony’s famous speech “Is It a Crime for a U.S. Citizen to Vote?” Delivered on numerous occasions in 1872 and 1873, at a time when women were legally barred from voting, Anthony’s speech reasoned along the following lines:
1. The United States Constitution guarantees all U.S. citizens the right to vote.
2. Women are U.S. citizens.
3. Therefore, the United States Constitution guarantees women the right to vote.
This argument progresses from a general principle (“The United States Con- stitution guarantees all U.S. citizens the right to vote”) through a minor prem- ise (“Women are U.S. citizens”) to a conclusion (“Therefore, the United States Constitution guarantees women the right to vote”). When you use reasoning from principle in a speech, pay special attention to your general principle. Will listeners accept it without evidence? If not, give evidence to support it before moving to your minor premise. You may
reasoning from principle
Reasoning that moves from a general
principle to a specific conclusion.
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Reasoning 337
also need to support your minor premise with evidence. When both the general principle and the minor premise are soundly based, your audience will be much more likely to accept your conclusion.
CAUSAL REASONING There is a patch of ice on the sidewalk. You slip, fall, and break your arm. You reason as follows: “ Because that patch of ice was there, I fell and broke my arm.” This is an example of causal reasoning, in which someone tries to establish the relationship between causes and effects. As with reasoning from specific instances, we use causal reasoning daily. Something happens and we ask what caused it to happen. We want to know the causes of chronic fatigue syndrome, of the football team’s latest defeat, of our roommate’s peculiar habits. We also wonder about effects. We speculate about the consequences of chronic fatigue syndrome, of the star quarterback’s leg injury, of telling our roommate that a change is needed. As any scientist (or detective) will tell you, causal reasoning can be tricky. The relationship between causes and effects is not always clear. For example, the fact that one event happens after another does not mean that the first is the cause of the second. The closeness in time of the two events may be entirely coincidental. If a black cat crosses your path and five minutes later you fall and break your arm, you needn’t blame your accident on the poor cat. You also need to beware of assuming that events have only one cause. In fact, most events have several causes. What causes the economy to boom or bust? Interest rates? Gas prices? Tax policy? Labor costs? Consumer confi- dence? World affairs? All these factors—and others—affect the economy. When you use causal reasoning, be wary of the temptation to attribute com- plex events to single causes.
ANALOGICAL REASONING When arguing from analogy, a speaker compares two similar cases and infers that what is true for one case is also true for the other: For example:
If you’re good at tennis, you will probably be good at Ping-Pong.
Although playing Ping-Pong is not exactly the same as playing tennis, the two are close enough that the speaker is on firm ground in concluding that being skilled at one significantly increases the odds of being skilled at the other. Analogical reasoning is used frequently in persuasive speeches—especially when the speaker is dealing with a question of policy. When arguing for a new policy, you should find out whether it has been tried elsewhere. You may be able to claim that your policy will work because it has worked in like circum- stances. Here is how one speaker used reasoning from analogy to support her claim that controlling handguns will reduce violent crime in the United States:
Will my policy work? The experience of foreign countries suggests it will. In
England, guns are tightly regulated; even the police are unarmed, and the murder
rate is trivial by American standards. Japan has even fewer guns than England,
and its crime rate is lower than England’s. On the basis of these comparisons, we
can conclude that restricting the ownership of guns will control crime and murder
rates in America.
causal reasoning
Reasoning that seeks to establish the
relationship between causes and
effects.
analogical reasoning
Reasoning in which a speaker
compares two similar cases and infers
that what is true for the first case is
also true for the second.
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338 CHAPTER 17 Methods of Persuasion
By the same token, if you argue against a change in policy, you should check whether the proposed policy—or something like it—has been imple- mented elsewhere. Here, too, you may be able to support your case by reason- ing from analogy—as did one speaker who opposed gun control:
Advocates of gun control point to foreign countries such as England and
Japan to prove their case. But the key to low personal violence in these and other
countries is the peaceful character of the people, not gun control laws. Switzerland,
for example, has a militia system; more than 1 million automatic rifles and military
pistols are sitting at this moment in Swiss homes. Yet Switzerland’s murder rate
is only 8 percent of ours. In other words, cultural factors are more important than
gun control when it comes to violent crime.
As these examples illustrate, argument from analogy can be used on both sides of an issue. You are more likely to persuade your audience if the analogy shows a truly parallel situation.
FALLACIES A fallacy is an error in reasoning. As a speaker, you need to avoid fallacies in your speeches. As a listener, you need to be alert to fallacies in the speeches you hear. Logicians have identified more than 125 different fallacies. Here we look at 10 that you should guard against.
Hasty Generalization Hasty generalization is the most common fallacy in reasoning from specific instances. It occurs when a speaker jumps to a conclusion on the basis of too few cases or on the basis of atypical cases. For example:
Throughout American history, military leaders have always made excellent
Presidents. Look at the examples of George Washington, Andrew Jackson, and
Dwight Eisenhower.
Washington, Jackson, and Eisenhower are widely regarded as outstanding chief executives, but are these examples enough to conclude that military leaders always make excellent Presidents? In fact, they are not. James Buchanan and Ulysses S. Grant were both highly decorated military leaders during the 19th century, but they are usually rated among the nation’s worst Presidents. An accurate statement would be:
Throughout American history, military leaders have sometimes made excellent
Presidents—as with Washington, Jackson, and Eisenhower.
This statement is factually correct and avoids the fallacy of hasty generalization.
False Cause The fallacy of false cause is often known by its Latin name , post hoc, ergo propter hoc, which means “after this, therefore because of this.” In other words, the fact that one event occurs after another does not mean that the first is the cause of the second. The closeness in time of the two events may be entirely coincidental—as in this case:
fallacy
An error in reasoning.
hasty generalization
A fallacy in which a speaker jumps to
a general conclusion on the basis of
insufficient evidence.
false cause
A fallacy in which a speaker
mistakenly assumes that because
one event follows another, the first
event is the cause of the second.
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Reasoning 339
When a team from the NFC wins the Super Bowl, economic growth during
the next year is stronger than when a team from the AFC wins the Super Bowl.
Therefore, if we want economic growth, we should root for a team from the NFC
to win this year’s Super Bowl.
There may be a slight correlation between economic growth and which con- ference wins the Super Bowl, but there is no causal connection between the two events. Whether the American economy rises or falls is not dependent on who wins the Super Bowl.
Invalid Analogy As we saw on pages 337–338, when reasoning from analogy, a speaker concludes that what is true in one case is also true in another. An invalid analogy occurs when the two cases being compared are not essentially alike. For example:
Employees are like nails. Just as nails must be hit on the head to get them
to work, so must employees.
This statement is obviously fallacious. No one in his or her right mind can seriously think that employees, which are human beings, can be compared with inanimate objects such as nails. But what about the following statement:
In Great Britain, the general election campaign for Prime Minister lasts less
than three weeks. Surely we can do the same with the U.S. presidential election.
At first glance, this analogy may seem perfectly sound. But are the British and American political systems enough alike to warrant the conclusion? Not really. The United States is much larger than Great Britain and its party system operates much differently. As a result, the factors that allow Great Britain to
invalid analogy
An analogy in which the two cases
being compared are not essentially
alike.
In addition to using evidence to
support their ideas, effective
persuasive speakers rely on research
to help them avoid fallacies that may
undermine their credibility and
persuasiveness.
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340 CHAPTER 17 Methods of Persuasion
conduct campaigns for Prime Minister in less than three weeks are not present in the United States. The analogy is not valid. As this example suggests, determining whether an analogy is valid or invalid is not always easy, but doing so is important for speakers and listen- ers alike.
Bandwagon How often have you heard someone say, “It’s a great idea—everyone agrees with it”? This is a classic example of the bandwagon fallacy, which assumes that because something is popular, it is therefore good, correct, or desirable. Much advertising is based on the bandwagon fallacy. The fact that more people use Tylenol than Advil does not prove that Tylenol is a better pain- killer. Tylenol’s popularity could be due to clever marketing. The question of which product does a better job reducing pain is a medical issue that has nothing to do with popularity. The bandwagon fallacy is also evident in political speeches. Consider the following statement:
The governor must be correct in his approach to social policy; after all, the
polls show that 60 percent of the people support him.
This statement is fallacious because popular opinion cannot be taken as proof that an idea is right or wrong. Remember, “everyone” used to believe that the world is flat and that space flight is impossible.
Red Herring The name of this fallacy comes from an old trick used by farmers in England to keep fox hunters and their hounds from galloping through the crops. By dragging a smoked herring with a strong odor along the edge of their fields, the farmers could throw the dogs off track by destroying the scent of the fox. A speaker who uses a red herring introduces an irrelevant issue in order to divert attention from the subject under discussion. For instance:
How dare my opponents accuse me of political corruption at a time when
we are working to improve the quality of life for all people in the United States.
What does the speaker’s concern about the quality of life in the United States have to do with whether he or she is guilty of political corruption? Nothing! It is a red herring used to divert attention away from the real issue.
Ad Hominem Latin for “against the man,” ad hominem refers to the fallacy of attacking the person rather than dealing with the real issue in dispute. For instance:
The head of the commerce commission has a number of interesting economic
proposals, but let’s not forget that she comes from a very wealthy family.
By impugning the commissioner’s family background rather than dealing with the substance of her economic proposals, the speaker is engaging in an ad hominem attack. Sometimes, of course, a person’s character or integrity can be a legitimate issue—as in the case of a police chief who violates the law or a corporate
bandwagon
A fallacy which assumes that because
something is popular, it is therefore
good, correct, or desirable.
red herring
A fallacy that introduces an irrelevant
issue to divert attention from the
subject under discussion.
ad hominem
A fallacy that attacks the person
rather than dealing with the real
issue in dispute.
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Reasoning 341
president who swindles stockholders. In such cases, a speaker might well raise questions about the person without being guilty of the ad hominem fallacy.
Either-Or Sometimes referred to as a false dilemma, the either-or fallacy forces listeners to choose between two alternatives when more than two alternatives exist. For example:
The government must either raise taxes or eliminate services for the poor.
This statement oversimplifies a complex issue by reducing it to a simple either-or choice. Is it true that the only choices are to raise taxes or to elim- inate services for the poor? A careful listener might ask, “What about cutting the administrative cost of government or eliminating pork-barrel projects instead?” You will be more persuasive as a speaker and more perceptive as a listener if you are alert to the either-or fallacy.
Slippery Slope The slippery slope fallacy takes its name from the image of a boulder rolling uncontrollably down a steep hill. Once the boulder gets started, it can’t be stopped until it reaches the bottom. A speaker who commits the slippery slope fallacy assumes that taking a first step will lead inevitably to a second step and so on down the slope to disaster—as in the following example:
Now that the TSA is allowed to use full body scanners and invasive pat-downs
before letting us through security, it’s only a matter of time before they strip-
search every man, woman, and child who wants to fly on a plane.
If a speaker claims that taking a first step will lead inevitably to a series of disastrous later steps, he or she needs to provide evidence or reasoning to support the claim. To assume that all the later steps will occur without prov- ing that they will is to commit the slippery slope fallacy.
Appeal to Tradition Appeal to tradition is fallacious when it assumes that something old is auto- matically better than something new. For example:
I don’t see any reason to abolish the electoral college. It has been around
since the adoption of the U.S. Constitution in 1787, and we should keep it as long
as the United States continues to exist.
There are good arguments on both sides of the debate over abolishing the electoral college. However, to conclude that the electoral college should be kept forever solely because it has always been a part of the U.S. Constitution commits the fallacy of appeal to tradition. Just because a practice, an institution, or an idea is old does not auto- matically make it better. Its value should be based on its contributions to society, not on its age. If tradition were the sole measure of value, we would still have slavery, women would not be able to vote, and people would undergo surgery without anesthesia.
either-or
A fallacy that forces listeners to
choose between two alternatives
when more than two alternatives
exist.
slippery slope
A fallacy which assumes that taking a
first step will lead to subsequent
steps that cannot be prevented.
appeal to tradition
A fallacy which assumes that
something old is automatically better
than something new.
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342 CHAPTER 17 Methods of Persuasion
Appeal to Novelty The fallacy of appeal to novelty is the opposite of appeal to tradition. Appeal to novelty assumes that because something is new, it is therefore superior to something that is older. For example:
Our church should adopt the 2011 New International Version of the Bible
because it is 400 years newer than the King James Version.
The fact that the New International Version of the Bible is newer than the King James Version (completed in 1611), does not automatically make it better. There are many reasons why a church might prefer the New Interna- tional Version, but the speaker should explain those reasons, rather than assuming that one version is better than another simply because it is new. Advertisers often commit the fallacy of appeal to novelty. They tout their latest products as “new and improved,” yet we know from experience that new does not always mean improved. As always, we need to look carefully at the claim and make sure it is based on sound reasoning. 13
Appealing to Emotions
Effective persuasion often requires emotional appeal. As the Roman rhetori- cian Quintilian stated, “It is feeling and force of imagination that make us eloquent.” 14 By adding “feeling” and the “force of imagination” to your log- ical arguments, you can become a more compelling persuasive speaker.
appeal to novelty
A fallacy which assumes that
something new is automatically
better than something old.
As the service manager for a local home improve-
ment company, you have been pleased to see your
company expand its size and scope, but you
don’t want that growth to come at the ex-
pense of customer service. In particular,
you’re worried about losing touch with one
of the company’s key demographics—
women, who make up 55 percent of your
customer base. To prevent this from
happening, you have developed a plan
for a range of personalized services
targeted at women, including one-
on-one teaching of do-it-yourself skills
and free in-home consultations.
When you present your plan at a
meeting of the company’s management
team, you listen as one executive argues in opposi-
tion. Among his points are the following: (1) If your
plan is adopted, customers will expect more and
more special services and eventually will de-
mand free installation of flooring and carpet-
ing; (2) Because a majority of the management
team opposes your plan, it must not be a
good idea; (3) One of your competitors
tried a customer service plan specifi-
cally for women, but it did not suc-
ceed; therefore, your plan is doomed
to failure.
In your response to the execu-
tive, you will point out the fallacy in
each of his points. What are those
fallacies?
Using public speaking in your CAREER
ut you
e ex-
cular,
one
ics—
our
m
t
plan is ad
more sp
mand f
ing; (2)
team
g
fa
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Appealing to Emotions 343
WHAT ARE EMOTIONAL APPEALS? Emotional appeals—what Aristotle referred to as pathos —are intended to make listeners feel sad, angry, guilty, afraid, happy, proud, sympathetic, reverent, or the like. These are often appropriate reactions when the question is one of value or policy. As George Campbell wrote in his Philosophy of Rhetoric, “When persuasion is the end, passion also must be engaged.” 15 Below is a list of some of the emotions evoked most often by public speakers. Following each emotion are a few examples of subjects that might stir that emotion:
■ Fear —of serious illness, of natural disasters, of sexual assault, of personal rejection, of economic hardship.
■ Compassion —for the physically disabled, for battered women, for neglected animals, for starving children, for victims of AIDS.
■ Pride —in one’s country, in one’s family, in one’s school, in one’s ethnic heritage, in one’s personal accomplishments.
■ Anger —at terrorists and their supporters, at business leaders who act uneth- ically, at members of Congress who abuse the public trust, at landlords who exploit student tenants, at vandals and thieves.
■ Guilt —about not helping people less fortunate than ourselves, about not considering the rights of others, about not doing one’s best.
■ Reverence —for an admired person, for traditions and institutions, for one’s deity.
There are many other emotions and many other subjects that might stir them. However, this brief sample should give you an idea of the kinds of emotional appeals you might use to enhance the message of your persuasive speech.
pathos
The name used by Aristotle for what
modern students of communication
refer to as emotional appeal.
Emotional appeals often make a
persuasive speech more compelling.
Such appeals should always be
used ethically and should not be
substituted for facts and logic.
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344 CHAPTER 17 Methods of Persuasion
GENERATING EMOTIONAL APPEAL Use Emotional Language As we saw in Chapter 12, one way to generate emotional appeal is to use emotion-laden words. Here, for instance, is part of the conclusion from a student speech about the challenges and rewards of working as a community volunteer with young children:
The promise of America sparkles in the eyes of every child . Their dreams
are the glittering dreams of America . When those dreams are dashed, when
innocent hopes are betrayed , so are the dreams and hopes of the entire nation .
It is our duty —to me, it is a sacred duty —to give all children the chance to learn
and grow , to share equally in the American dream of freedom, justice, and
opportunity .
The underlined words and phrases have strong emotional power, and in this case they produced the desired effect. Be aware, however, that packing too many emotionally charged words into one part of a speech can call atten- tion to the emotional language itself and undermine its impact. The emotion rests in your audience, not in your words. Even the coldest facts can touch off an emotional response if they strike the right chords in a listener.
Develop Vivid Examples Often a better approach than relying on emotionally charged language is to let emotional appeal grow naturally out of the content of your speech. The most effective way to do this is with vivid, richly textured examples that pull listeners into the speech. Here is how one speaker used a vivid example for emotional appeal. She was speaking about the malaria epidemic in Africa. Here is what she might have said, stripping the content of emotional appeal:
Malaria is one of the biggest problems facing Africa. Many die from it every
day. If the rest of the world doesn’t help, the malaria epidemic will only get worse.
What she actually said went something like this:
Nathan was only five years old when the fever struck him. At first, no one
knew what was wrong. No one knew that parasites inside his body had infected
his red blood cells. No one knew those cells were clumping together, choking the
flow of blood through his body and damaging his vital organs. No one knew his
kidneys would soon fail and seizures would begin. No one knew he would wind
up in a coma.
The parasites in Nathan’s body came from a mosquito bite, a bite that gave
him malaria. And Nathan is not alone. The World Health Organization tells us the
horrible truth: In Africa, a child dies from malaria every 30 seconds.
People who listen to a speech like that will not soon forget it. They may well be moved to action—as the speaker intends. The first speech, however, is not nearly as compelling. Listeners may well nod their heads, think to themselves “good idea”—and then forget about it. The story of Nathan and his tragic fate gives the second speech emotional impact and brings it home to listen- ers in personal terms.
View this excerpt from “The Tragedy of Malaria” in the online Media Library for this chapter (Video 17.4).
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Appealing to Emotions 345
Speak with Sincerity and Conviction Ronald Reagan was one of the most effective speakers in U.S. history. Even people who disagreed with his political views often found him irresistible. Why? Partly because he seemed to speak with great sincerity and conviction. What was true for Reagan is true for you as well. The strongest source of emotional power is your conviction and sincerity. All your emotion-laden words and examples are but empty trappings unless you feel the emotion yourself. And if you do, your emotion will communicate itself to the audi- ence through everything you say and do—not only through your words, but also through your tone of voice, rate of speech, gestures, and facial expressions.
ETHICS AND EMOTIONAL APPEAL Much has been written about the ethics of emotional appeal in speechmak- ing. Some people have taken the extreme position that ethical speakers should avoid emotional appeal entirely. To support this view, they point to speakers who have used emotional appeal to fan the flames of hatred, bigotry, and fanaticism. There is no question that emotional appeals can be abused by unscrupu- lous speakers for detestable causes. But emotional appeals can also be wielded by honorable speakers for noble causes—by Winston Churchill to rouse the world against Adolf Hitler and the forces of Nazism, by Martin Luther King to call for racial justice. Few people would question the ethics of emotional appeal in these instances. Nor is it always possible to draw a sharp line between reason and emo- tional appeal. Think back to the story of Nathan, the five-year-old boy who was infected with malaria. The story certainly has strong emotional appeal. But is there anything unreasonable about it? Or is it irrational for listeners to respond to it by donating to anti-malarial causes? By the same token, is it illogical to be compassionate for victims of natural disasters? Angered by corporate wrongdoing? Fearful about cutbacks in student aid? Reason and emotion often work hand in hand.
Emotional language and vivid
examples can help generate
emotional appeal, but neither will be
effective unless the speaker talks
with genuine sincerity and conviction.
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346 CHAPTER 17 Methods of Persuasion
One key to using emotional appeal ethically is to make sure it is appro- priate to the speech topic. If you want to move listeners to act on a question of policy, emotional appeals are not only legitimate but perhaps necessary. If you want listeners to do something as a result of your speech, you will prob- ably need to appeal to their hearts as well as to their heads. On the other hand, emotional appeals are usually inappropriate in a per- suasive speech on a question of fact. Here you should deal only in specific information and logic. Suppose someone charges your state governor with illegal campaign activities. If you respond by saying, “I’m sure the charge is false because I have always admired the governor,” or “I’m sure the charge is true because I have always disliked the governor,” then you are guilty of applying emotional criteria to a purely factual question. Even when trying to move listeners to action, you should never substitute emotional appeals for evidence and reasoning. You should always build your persuasive speech on a firm foundation of facts and logic. This is important not just for ethical reasons, but for practical ones as well. Unless you prove your case, careful listeners will not be stirred by your emotional appeals. You need to build a good case based on reason and kindle the emotions of your audience. 16 When you use emotional appeal, keep in mind the guidelines for ethical speechmaking discussed in Chapter 2. Make sure your goals are ethically sound, that you are honest in what you say, and that you avoid name-calling and other forms of abusive language. In using emotional appeal, as in other respects, your classroom speeches will offer a good testing ground for ques- tions of ethical responsibility.
Sample Speech with Commentary
The following persuasive speech deals with a question of policy and is organized according to Monroe’s motivated sequence. As you read the speech, notice how the speaker utilizes the methods of persuasion discussed in this chapter as she moves through each step of the motivated sequence. The speech also provides an excellent example of how a speaker’s delivery can enhance his or her credibility and emotional appeal—as you can see by watching Video 17.5 in the online Media Library for this chapter.
View “The Dangers of Cell Phones” in the online Media Library for this chapter (Video 17.5).
It’s your constant companion. It’s in your pocket, in your bag, in your hands, or against your head. You use it at home, in class, at the gym, before you go to sleep at night and first thing when you wake up in the morning. I’m talking, of course, about your cell phone. According to my class survey, everyone in this room has a cell phone, and all of us use it dozens of times every day.
SPEECH << <
The first step in Monroe’s motivated sequence is gaining attention, which the speaker does by
arousing curiosity about the audience’s “con-
stant companion.” The heavy use of “you” and
“your” also draws the audience into the speech.
COMMENTARY << <
The Dangers of Cell Phones
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Sample Speech with Commentary 347
I’d never thought much about the possible perils of cell phones before I saw a CBS News report on the subject earlier this year. But doing extensive research for this speech made me realize that cell phones do in fact pose a danger to our health.
The speaker establishes her credibility by
referring to the research she has done for
the speech.
Now, don’t worry, I’m not going to try to persuade you to abandon your constant companion. I still use mine on a regular basis, and I probably always will. But I do hope to persuade you to make one simple change in the way you use your cell phone—a change that will protect your health and could even make the difference between a long life and pre- mature death. But first, let’s look more closely at the health risks posed by cell phones.
By stating that she is not arguing against cell
phones in general, the speaker encourages
the audience to listen with an open mind.
She ends the introduction with a transition
to the body of her speech.
Those risks stem from the fact that cell phones emit small amounts of radiation that, over time, can damage tissue. Every time you use your cell phone, you expose yourself to that radiation. The amount is miniscule in comparison to that given off by x-ray machines—about one one-billionth of the intensity. However, Ronald Herberman of the Univer- sity of Pittsburgh Cancer Institute explains that the problem with cell phone radiation is not how much is emitted at a single time, but how much we are exposed to with repeated use day after day, year after year.
The speaker moves into the need step of
Monroe’s motivated sequence. She makes
clear that she will focus on the long-term
dangers of cell phone radiation.
But what if your constant companion is dangerous? What if it’s hazardous to your health? Evidence is piling up that long-term use of cell phones can lead to tissue damage, tu- mors, and even brain cancer. Given that there are well over 4 billion people worldwide using cell phones, we’re looking at a problem of potentially staggering magnitude. According to Devra Davis, epidemiologist and author of the 2010 book Disconnect: The Truth About Cell Phone Radiation, we may be watching “an epidemic in slow motion.”
The speaker’s questions keep the audience
involved while revealing the topic of the
speech. The quotation from Devra Davis, an
expert on cell phone radiation, underscores
the importance of the topic.
Other studies have reached the same conclusion. Perhaps most important is a study in the Journal of Occupational and Environmental Medicine that surveyed all the previous re- search on cell phone use. It found “a consistent pattern of increased risk” for developing brain tumors among people who used cell phones for more than 10 years.
This paragraph builds upon the previous one
and presents additional evidence about the
dangers of prolonged cell phone use.
It’s this long-term use of cell phones that has led researchers to warn about their danger. In one study, for example, the World Health Organization tracked 10,000 cell phone users over the course of 10 years. As reported in the New York Times on November 13, 2010, the data in this study indi- cated that subjects who used a cell phone 10 or more years doubled the risk of developing brain tumors.
Because most listeners were skeptical about
the dangers of cell phones, the speaker cites
high-quality sources to show how harmful
heavy cell phone use can be. As in other
parts of the speech, she clearly identifies
each source.
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348 CHAPTER 17 Methods of Persuasion
Still not convinced about the potential dangers posed by your constant companion? Take a look, then, inside the thick manual that comes with your phone. You’ll see that all cell phone manufacturers warn against keeping the phone right next to your body. Apple, for example, recommends keeping the iPhone five-eighths of an inch away from your body. Makers of the BlackBerry recommend that you keep their phone a full inch away. Cell phone manufacturers don’t publicize this information widely, but they clearly rec- ognize that their products are potentially hazardous.
By citing the usage guidelines provided by
cell phone makers themselves, the speaker
seeks to dispel any remaining skepticism
about cell phone radiation.
So what’s the solution? As I said earlier, it’s not to stop using cell phones altogether. I still use mine on a regular basis, and I can’t imagine being without it—and I’m sure you can’t imagine being without yours. You can, however, take seri- ously the risks of cell phones and find a way to minimize those risks. Time and again, experts point out that the single most effective way to reduce the risk is not to press your cell phone against your head while using it. Since the phone emits radiation, the closer you put it to your head, the more radiation you expose yourself to.
This paragraph begins with a transition into
the satisfaction section of the speech. As
you can see from the video, the speaker’s
delivery is extemporaneous, personable, and
conversational.
Alan Marks is one of those people. A 58-year-old real estate developer and father of three, he talked on his cell phone an hour a day for 23 years. Two years ago, doctors found a golf- ball-sized tumor in his brain. “There’s no question what caused it,” he says. “It was my cell phone.”
A vivid example reinforces the statistics and
testimony cited in the previous paragraphs.
And Alan Marks isn’t the only person to conclude that he’s sick because of his cell phone. Ann Gittleman’s 2010 book Zapped, which deals at length with the health problems of cell phones, catalogues people who developed blinding headaches, dizziness, circulatory problems, nausea, and cancer from the kind of radiation emitted by cell phones.
The speaker cites evidence to show that the
example of Alan Marks is not atypical.
As with breaking any habit, changing the way you talk on your cell phone may be slightly inconvenient at first but will soon become second nature. You’ll be able to enjoy all the benefits of your constant companion without suffering the fate of Alan Marks. If Marks had known the dangers of pro- longed cell phone use, he would have done things a lot dif- ferently. “I wouldn’t have held it to my head,” he says. “I would have used the headset. I would have used the speak- erphone. . . . And I would not have had the problems I had.”
Having explained her plan, the speaker
moves into the visualization section.
Returning to the example of Alan Marks
gives the speech a sense of unity. The
quotation from Marks is highly effective.
At the very least, you should hold the phone one-half an inch to one full inch away from your ear. But ideally, you should get in the habit of not putting it up to your head at all. I now use my earbuds almost every time I use my phone. Another option is to use your speakerphone.
Here the speaker states the key element in
her plan. She enhances her credibility by
noting that she follows the plan when using
her own phone.
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Summary 349
Listeners accept a speaker’s ideas for one or more of four reasons—because they perceive the speaker as having high credibility, because they are won over by the speaker’s evidence, because they are convinced by the speaker’s reasoning, or because they are moved by the speaker’s emotional appeals.
Credibility is affected by many factors, but the two most important are competence and character. The more favorably listeners view a speak- er’s competence and character, the more likely they are to accept her or his ideas. Although credibility is partly a matter of reputation, you can enhance your credibility during a speech by establishing common ground with your listeners, by letting them know why you are qual- ified to speak on the topic, and by presenting your ideas fluently and expressively.
If you hope to be persuasive, you must also support your views with evidence—examples, statistics, and testimony. Regardless of what kind of evidence you use, it will be more persuasive if it is new to the audience, stated in specific rather than general terms, and from credible sources. Your evidence will also be more persuasive if you state explicitly the point it is supposed to prove.
No matter how strong your evidence, you will not be persuasive unless listeners agree with your reasoning. In reasoning from specific instances, you move from a number of particular facts to a general conclusion. Reasoning from principle is the reverse—you move from a general principle to a particular conclusion. When you use causal reasoning, you try to establish a relationship between causes and effects. In analogical reasoning, you compare two cases and infer that what is true for one is also true for the other. Whatever kind of reasoning you use, avoid fallacies such as hasty generalization, false cause, invalid analogy, appeal to tradition, and appeal to novelty. You should also be on guard against the red herring, slippery slope, bandwagon, ad hominem, and either-or fallacies. Finally, you can persuade your listeners by appealing to their emotions. One way to generate emotional appeal is by using emotion-laden language. Another is to develop vivid, richly textured examples. Neither, however, will be effective unless you feel the emotion yourself and communicate it by speaking with sincer- ity and conviction.
Summary
t
ble y the
So please get in the habit of keeping your cell phone away from your ear when talking, and encourage your friends and family to do the same. Start today, with your next phone call, and continue every day in the future.
The speaker begins the action section of her
speech. Once again, she relates to the
audience by using “you” and your.”
We can avoid the slow-motion epidemic that doctors and scientists are warning us about—as long as we remember to keep this away from this.
As you can see from the video of this speech,
the speaker ends by holding her cell phone
to her head. This visually reinforces the
central idea and makes for a dramatic ending.
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350 CHAPTER 17 Methods of Persuasion
After reading this chapter, you should be able to answer the following questions:
1. What is credibility? What two factors exert the most influence on an audience’s perception of a speaker’s credibility?
2. What are the differences among initial credibility, derived credibility, and ter- minal credibility?
3. What are three ways you can enhance your credibility during your speeches?
4. What is evidence? Why do persuasive speakers need to use evidence?
5. What are four tips for using evidence effectively in a persuasive speech?
6. What is reasoning from specific instances? Why is it important to supplement reasoning from specific instances with testimony or statistics?
7. What is reasoning from principle? How is it different from reasoning from spe- cific instances?
8. What is causal reasoning? Why is the relationship between causes and effects not always clear?
9. What is analogical reasoning? Why is analogical reasoning frequently used in persuasive speeches on questions of policy?
10. What are the ten logical fallacies discussed in this chapter?
11. What is the role of emotional appeal in persuasive speaking? Identify three methods you can use to generate emotional appeal in your speeches.
For further review, go to the LearnSmart study module for this chapter.
Review Questions
ethos (326)
credibility (327)
initial credibility (327)
derived credibility (327)
terminal credibility (327)
creating common ground (329)
evidence (330)
logos (333)
reasoning (335)
reasoning from specific instances (335)
reasoning from principle (336)
causal reasoning (337)
analogical reasoning (337)
fallacy (338)
hasty generalization (338)
false cause (338)
invalid analogy (339)
bandwagon (340)
red herring (340)
ad hominem (340)
either-or (341)
slippery slope (341)
appeal to tradition (341)
appeal to novelty (342)
pathos (343)
Key Terms
As with other methods of persuasion, your use of emotional appeal should be guided by a firm ethical rudder. Although emotional appeals are usually inappropri- ate in speeches on questions of fact, they are legitimate—and often necessary—in speeches that seek immediate action on questions of policy. Even when trying to move listeners to action, however, you should never substitute emotional appeals for evidence and reasoning.
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Exercises for Critical Thinking 351
1. Research has shown that a speaker’s initial credibility can have great impact on how the speaker’s ideas are received by listeners. Research has also shown that a speaker’s credibility will vary from topic to topic and audience to audience. In the left-hand column below is a list of well-known public figures. In the right-hand column is a list of potential speech topics. Assume that each speaker will be addressing your speech class.
For each speaker, identify the topic in the right-hand column on which she or he would have the highest initial credibility for your class. Then explain how the speaker’s initial credibility might be affected if the speaker were discussing the topic in the right-hand column directly across from her or his name.
Exercises for Critical Thinking
Speaker Topic
Hillary Clinton Life in the NFL
Jon Stewart The Future of Social Networking
Mark Zuckerberg Pop Music and the Cult of Celebrity
Lady Gaga Diplomacy in the 21st Century
Peyton Manning The Comedy of Politics
2. Identify the kind of reasoning used in each of the following statements. What weaknesses, if any, can you find in the reasoning of each?
a. According to a study by the American Medical Association, men with bald spots have three times the risk of heart attack as men with a full head of hair. Strange as it may seem, it looks as if baldness is a cause of heart attacks.
b. We can see from its work all around the world that Women for Women International is a worthy charitable organization. It has helped women in Rwanda operate sewing machines and make clothing. It has given women in Kosovo the skills to operate businesses in their communities. It has shown women in the Democratic Republic of Congo how to create and market ceramics.
c. The United States Constitution guarantees all citizens the right to bear arms. Gun control legislation infringes on the right of citizens to bear arms. There- fore, gun control legislation is contrary to the Constitution.
d. Almost every industrialized nation in the world except for the United States has a national curriculum and national tests to help ensure that schools throughout the country are meeting high standards of education. If such a system can work elsewhere, it can work in the United States.
3. Over the years there has been much debate about the role of emotional appeal in public speaking. Do you believe it is ethical for public speakers to use emo- tional appeals when seeking to persuade an audience? Do you feel there are certain kinds of emotions to which an ethical speaker should not appeal? Why or why not? Be prepared to explain your ideas in class.
4. Analyze “The Horrors of Puppy Mills” in the appendix of sample speeches that follows Chapter 19 (pages A7–A9). Pay special attention to the speaker’s credibil- ity, evidence, reasoning, and emotional appeal. View the video of the speech in the online Media Library for this chapter so you can also assess the speaker’s delivery and use of visual aids.
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353
S pecial occasions are the punctuation marks of
day-to-day life, the high points that stand out
above ordinary routine. Christenings, weddings,
funerals, graduations, award ceremonies, inaugurals,
retirement dinners—all these are occasions, and they
are very special to the people who take part in them.
Nearly always they are occasions for speechmaking.
A close friend proposes a toast to the bride and
groom; the sales manager presents an award to the
sales representative of the year; a family member
delivers a moving eulogy to the deceased. These speeches help give the
occasion its “specialness.” They are part of the ceremonial aura that
marks the event.
Speeches for special occasions are different from the speeches we
have considered so far in this book. They may convey information or
persuade, but that is not their primary purpose. Rather, they aim to fit
the special needs of a special occasion. In this chapter we look at the
most common special occasions and the kinds of speeches appropriate
for each.
Speeches of Introduction
Speeches of Presentation
Speeches of Acceptance
Commemorative Speeches
Speaking on Special Occasions
18
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354 CHAPTER 18 Speaking on Special Occasions
Speeches of Introduction
“Distinguished guests, the President of the United States.” If you are ever in a situation in which you have to introduce the President, you will need no more than the eight words that begin this paragraph. The President is so well known that any further remarks would be inappropriate and almost foolish. Most of the time, however, a speech of introduction will be neither this brief nor this ritualized. If you are introducing another speaker, you will need to accomplish three purposes in your introduction:
Build enthusiasm for the upcoming speaker.
Build enthusiasm for the speaker’s topic.
Establish a welcoming climate that will boost the speaker’s credibility.
A good speech of introduction can be a delight to hear and can ease the task of the main speaker. Usually you will say something about the speaker and the topic—in that order. Following are some guidelines for speeches of introduction.
Be Brief During World War I, Lord Balfour, Great Britain’s foreign secretary, was to be the main speaker at a rally in the United States. But the speaker introducing him gave a 45-minute oration on the causes of the war. Then, almost as an afterthought, he said, “Now Lord Balfour will give his address.” Lord Balfour rose and said, “I’m supposed to give my address in the brief time remaining. Here it is: 10 Carleton Gardens, London, England.” 1 Everyone who has ever sat through a long-winded introduction knows how dreary it can be. The purpose of a speech of introduction is to focus attention on the main speaker, not on the person making the introduction. A speech of introduction will usually be no more than two to three min- utes long, and may be shorter if the speaker is already well known to the audience.
Make Sure Your Remarks Are Completely Accurate Many an introducer has embarrassed himself or herself, as well as the main speaker, by garbling basic facts. Always check with the speaker ahead of time to make sure your introduction is accurate in every respect. Above all, get the speaker’s name right. If the speaker’s name is at all difficult—especially if it involves a foreign pronunciation—practice saying it in advance. However, don’t practice so much that you frighten yourself about getting it wrong. This was the plight of an announcer whose gaffe is now a classic: “Ladies and gentlemen, the President of the United States—Hoobert Heever!”
Adapt Your Remarks to the Occasion In preparing your introduction, you may be constrained by the nature of the occasion. Formal occasions require formal speeches of introduction. If you were presenting a guest speaker at an informal business meeting, you might be much more casual than at a formal banquet.
speech of introduction
A speech that introduces the main
speaker to the audience.
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Speeches of Introduction 355
Adapt Your Remarks to the Main Speaker No matter how well it is received by the audience, a speech of introduc- tion that leaves the main speaker feeling uncomfortable has failed in part of its purpose. How can you make a main speaker uncomfortable? One way is to overpraise the person—especially for his or her speaking skills. Never say, “Our speaker will keep you on the edge of your seat from begin- ning to end!” You create a set of expectations that are almost impossible to fulfill. Another way to create discomfort is by revealing embarrassing details of the speaker’s personal life or by making remarks that are in poor taste. An introducer may think this line is funny: “Why, I’ve known Anita Fratello since she was 10 years old and so fat that everybody called her Blimpo!” To the speaker, however, the statement will probably not be a bit funny and may be painful.
Adapt Your Remarks to the Audience Just as you adapt other speeches to particular audiences, so you need to adapt a speech of introduction to the audience you are facing. Your aim is to make this audience want to hear this speaker on this subject. If the speaker is not well known to the audience, you will need to establish her or his credibility by recounting some of the speaker’s main achievements and explaining why she or he is qualified to speak on the topic at hand. But if the speaker is already personally known to the audience, it would be absurd to act as if the audience had never heard of the person. Also, you will want to tell each audience what it wants to hear—to give the kind of information that is interesting and accessible to the members of that audience. If you were introducing the same speaker to two different groups, some of the information in the speeches of introduction might be the same, but it would be slanted differently. Suppose, for example, that J. K. Rowling, author of the Harry Potter series, is going to address two groups—an audience of elementary-school children and an audience of educators at the International Reading Association. The introduction to the schoolchildren might go like this:
Children, we have a very important guest today. You know her by the char-
acter she has created—Harry Potter. What you don’t know is all the hard work
that goes into writing the books that we all love to read. Today she is going to
tell us how she came up with the idea of Harry Potter and his friends and how
she goes about writing her books. Let’s give a big round of applause to J. K.
Rowling.
But the introduction to the International Reading Association would be along these lines:
Ladies and gentlemen, it is my privilege to introduce to you today the world’s
best-selling author. We are all well acquainted with her Harry Potter series that
has captured the imagination of children—and more than a few adults—around
the globe.
Many of us know the remarkable story of her writing life: The inspiration for
Harry Potter came on a train ride from Manchester to London in 1990. Over the
next few years, she compiled notes as the story took shape in her mind. The bulk
of the writing took place when she was a single mother on public assistance in
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356 CHAPTER 18 Speaking on Special Occasions
Edinburgh. She was teaching French to teenagers in the mid-1990s when she
heard that the first Harry Potter book had been accepted for publication. The rest
is literary history.
She will be telling us this afternoon more about what inspired her fascinating
story of wizardry, where she gets her ideas, and what kinds of books she wants
to write next. Please give a warm welcome to J. K. Rowling.
Try to Create a Sense of Anticipation and Drama You may have noticed one detail shared by the two speeches introducing J. K. Rowling: In both cases the speaker’s name was saved for last. This is a convention in speeches of introduction. While there may occasionally be a good reason to break the convention, usually you will avoid mentioning the speaker’s name until the final moment—even when the audience knows exactly whom you are discussing. By doing this you build a sense of drama, and the speaker’s name comes as the climax of your introduction. Often you will find yourself in the situation of introducing someone who is fairly well known to the audience—a classmate, a colleague at a business meeting, a neighbor in a community group. Then you should try to be cre- ative and cast the speaker in a new light. Talk to the speaker beforehand and see if you can learn some interesting facts that are not generally known— especially facts that relate to the speaker’s topic. Above all, if you expect to be creative and dramatic, be sure to practice your speech of introduction thoroughly. You should be able to deliver it extemporaneously, with sincerity and enthusiasm.
Speeches of Presentation
Speeches of presentation are given when someone receives a gift, an award, or some other form of public recognition. Usually such speeches are brief. They may be no more than a mere announcement (“And the winner is . . .”) or be up to four or five minutes in length. The main purpose of a speech of presentation is to tell the audience why the recipient is receiving the award. Point out his or her contributions, achievements, and so forth. Do not deal with everything the person has ever done. Focus on achievements related to the award, and discuss these achieve- ments in a way that will make them meaningful to the audience. Depending on the audience and the occasion, you may also need to dis- cuss two other matters in a speech of presentation. First, if the audience is not familiar with the award, you should explain it briefly. Second, if the award was won in a public competition and the audience knows who the losers are, you might take a moment to praise the losers. On page 357 is a sample speech of presentation. It was delivered by President Bill Clinton in presenting the Congressional Gold Medal to former South African President Nelson Mandela at a ceremony in the Rotunda of the United States Capitol in Washington, D.C. Because the Congressional Gold Medal is a special honor bestowed by the U.S. Congress, there are no public competitors for the award. Thus Clinton did not need to say anything about the “losers.” His speech focused on Mandela’s battle against apartheid and his efforts to promote reconciliation among the people of South Africa.
speech of presentation
A speech that presents someone a
gift, an award, or some other form of
public recognition.
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Speeches of Presentation 357
Speeches for special occasions are
part of the ceremonial aura that
makes certain events special, as in
these remarks by Army Staff Sergeant
Salvatore A. Giunta receiving the
Congressional Medal of Honor.
Bill Clinton
To my friend, President Mandela, Americans as one today, across all the
lines that divide us, pay tribute to your struggle, to your achievement, and
to the inspiration you have given us to do better. Today we offer a man
who has received the Nobel Prize the highest honor within the gift of this
country. . . .
Those of us who share his vision and lift him up in honor today owe it to
him to build a permanent partnership between Americans and Africans—for
the education of our children, for the solution of our problems, for the resolu-
tion of our differences, for the elevation of what is best about us all. . . .
In forgiving those who imprisoned him, he reminded us of the most
fundamental lesson of all—that in the end apartheid was a defeat of the
heart, the mind, the spirit. It was not just a structure outside and jail houses
within which people were kept; it was a division of the mind and soul
against itself. We owe it to Nelson Mandela not simply to give him this
award, but to live by the lesson he taught us and to tear down every last
vestige of apartheid in our own hearts—everything that divides us, one from
another.
For those of us who have been privileged to know this remarkable man,
no medal, no award, no fortune, nothing we could give him could possibly
compare to the gift he has given to us and to the world. The only gift that
is true recompense is to continue his mission and to live by the power of
his profound and wonderful example.
Now, as prescribed by the law, it is my privilege to present the Congres-
sional Gold Medal to President Nelson Mandela.
PRESENTING THE CONGRESSIONAL GOLD MEDAL
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358 CHAPTER 18 Speaking on Special Occasions
Speeches of Acceptance
The purpose of an acceptance speech is to give thanks for a gift or an award. When giving such a speech, you thank the people who are bestowing the award and recognize the people who helped you gain it. The acceptance speech below is the companion piece to the speech of presentation by Bill Clinton. It was delivered by Nelson Mandela in accepting the Congressional Gold Medal, and it exemplifies the major traits of a good acceptance speech—brevity, humility, and graciousness. 2
acceptance speech
A speech that gives thanks for a gift,
an award, or some other form of
public recognition.
Nelson Mandela
Thank you. President Clinton, Mr. Speaker, distinguished members of the
Senate and the House, ladies and gentlemen. . . .
It has been my great privilege to serve a people whose bondage to an
inhuman system evoked the solidarity of all those who love freedom and
justice, a people whose triumph over the divisions of racist doctrine has
given new life to humanity’s hope for a world without hatred and discrimi-
nation. I am conscious that in bestowing the Congressional Gold Medal upon
me you are evoking these bonds between our nations and paying tribute to
the whole South African nation for its achievements in realizing our shared
ideals.
It is in that spirit that I humbly accept the award, aware at the same
time of the great honor you do me by using me as the vehicle of a unique
distinction conferred by this hallowed institution of American democracy.
As one who has dedicated his life to the pursuit of unity, I am moved by
the consensus in your nation’s regard for the achievements of my people.
And I feel a great pride in the fact that with a few citizens of other coun-
tries who have received this high honor, the name of an African is now
added. . . .
The award with which you honor me today is an expression of the com-
mon humanity that binds us, one person to another, nation to nation, and
people of the north to people of the south. I receive it with pride as a sym-
bol of partnership for peace, prosperity, and equity as we enter the new
millennium. I thank you.
View an excerpt from Nelson Mandela’s acceptance speech in the online Media Library for this chapter (Video 18.1).
ACCEPTING THE CONGRESSIONAL GOLD MEDAL
Commemorative Speeches
Commemorative speeches are speeches of praise or celebration. Eulogies, Fourth of July speeches, and dedications are examples of commemorative speeches. Your aim in such speeches is to pay tribute to a person, a group of people, an institution, or an idea.
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Commemorative Speeches 359
As in an informative speech, you probably will have to give the audi- ence information about your subject. After all, the audience must know why your subject is praiseworthy. As in other speeches, you may draw on examples, testimony, even statistics to illustrate the achievements of your subject. Your fundamental purpose in a commemorative speech, however, is not to inform your listeners but to inspire them—to arouse and heighten their appreciation of or admiration for the person, institution, or idea you are praising. If you are paying tribute to a person, for example, you should not simply recount the details of the person’s life. Rather, you should penetrate to the essence of your subject and generate in your audience a deep sense of respect. When speaking to commemorate, you want to express feelings, to stir sentiments—joy and hope when a new building is dedicated, anticipation and good wishes at a commencement celebration, lament and consolation at a funeral, admiration and respect at a testimonial dinner. A commemorative speech is like an impressionist painting—“a picture with warm colors and texture capturing a mood or a moment.” 3 But while the painter works with brush and colors, the commemorative speaker works with language. Of all the kinds of speeches, none depends more on the creative and subtle use of language. Some of the most memo- rable speeches in history, including Abraham Lincoln’s Gettysburg Address, have been commemorative. We continue to find such speeches meaningful and inspiring largely because of their eloquent use of language. One of the most effective commemorative speakers in recent history was President Ronald Reagan. After the explosion of the space shuttle Challenger in 1986, Reagan delivered a nationally televised eulogy to the astronauts killed in the blast. Below are two versions of Reagan’s closing lines. The first is what he might have said, stripping the text of its warm emotional content and poignant language:
Like Francis Drake, the great explorer of the oceans, the Challenger astronauts
gave their lives for a cause to which they were fully dedicated. We are honored
by them, and we will not forget them. We will always remember seeing them for
the last time this morning as they prepared for their flight.
Here is what Reagan actually said:
There’s a coincidence today. On this day 390 years ago, the great explorer
Francis Drake died aboard ship off the coast of Panama. In his lifetime the great
frontiers were the oceans, and an historian later said, “He lived by the sea, died
on it, was buried in it.” Well, today we can say of the Challenger crew: Their
dedication was, like Drake’s, complete.
The crew of the space shuttle Challenger honored us by the manner in which
they lived their lives. We will never forget them, nor the last time we saw them,
this morning, as they prepared for their journey and waved goodbye and “slipped
the surly bonds of earth” to “touch the face of God.”
The final words—“‘slipped the surly bonds of earth’ to ‘touch the face of God’”—are especially effective. Drawn from a sonnet called “High Flight” that
View the ending of Ronald Reagan’s eulogy to the Challenger astronauts in the online Media Library for this chapter (Video 18.2).
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360 CHAPTER 18 Speaking on Special Occasions
many pilots keep with them, they ennoble the deaths of the astronauts and end the speech on an eloquent, moving, and poetic note. When speaking to commemorate, your success will depend on your ability to put into language the thoughts and emotions appropriate to the occasion. It is easy—too easy—to fall back on clichés and trite sentiments. Your chal- lenge will be to use language imaginatively to invest the occasion with dignity, meaning, and honest emotion. In doing so, you may want to utilize the special resources of language discussed in Chapter 12. Metaphor, simile, parallelism, repetition, antithesis, alliteration—all are appropriate for commemorative speeches. Some highly acclaimed commemorative speeches—including Martin Luther King’s “I Have a Dream” and John Kennedy’s inaugural address—are distinguished by their creative use of such devices. Confronted with the evocative speeches of a Kennedy or a King, you may decide that the speech of commemoration is far beyond your abilities. But other students have delivered excellent commemorative speeches—not immor- tal, perhaps, but nonetheless dignified and moving. Look, for example, at “My Crazy Aunt Sue” in the appendix of sample speeches that follows Chapter 19. The speaker’s aim was to pay tribute to her aunt, who for years had battled rheumatoid arthritis. Although the speaker provides basic information about aunt Sue and her physical condition, the speech does not recount all the details of her life. Instead, it focuses on her courage, her sense of humor, and her refusal to complain about her fate. The speaker provides enough details to let us see why aunt Sue is so commend- able, but not so many as to slow the pace of the speech. The speaker also uses vivid language, repetition, and parallel structure to give the speech the kind of formal tone appropriate for a commemorative speech. You can see this even in the opening lines:
The strongest person I know cannot peel a potato. The strongest person I
know has trouble putting on her makeup. The strongest person I know needs a
special key holder to turn the key in her car’s ignition.
In addition to arousing curiosity about the subject of the speech, these lines have a simple elegance that comes partly from the repetition of “The strongest person I know” at the start of each sentence. Consider, in con- trast, how much less effective the opening would have been if the speaker had said:
My aunt Sue can’t peel a potato, has trouble putting on her makeup, and
needs a special key holder to turn the key in her car’s ignition.
These lines convey the same information, but not with the same effect. For another example, consider the student commemorative speech printed on page 361. The subject is Elie Wiesel—humanitarian, Nobel Peace Prize winner, and tireless campaigner for international justice. Notice how the speaker uses the repetition of “A-7713” to capture attention at the beginning and to give the speech artistic unity at the end. Also notice how he tells us enough about Wiesel to know why he is praiseworthy without getting bogged down in biographical details.
commemorative speech
A speech that pays tribute to a
person, a group of people, an
institution, or an idea.
View “My Crazy Aunt Sue” in the online Media Library for this chapter (Video 18.3).
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Commemorative Speeches 361
A-7713. His new name, the graffiti stamped on his skin. A-7713, a con-
centration camp tattoo. At age fifteen, A-7713 was taken from his home by
the Nazis and sent to Auschwitz, one of the twentieth century’s most
potent symbols of evil. Here A-7713 witnessed the deaths of thousands of
human beings, including his mother and younger sister. Somehow, A-7713
survived, and when World War II ended, he put his pain and grief to work
making sure the world did not forget the Holocaust and making sure
another Holocaust did not take place.
Today, the world knows A-7713 as Elie Wiesel, noted speaker and lec-
turer, author of more than 40 books, and recipient of the Presidential Medal
of Freedom, the Congressional Gold Medal, and the Nobel Peace Prize,
among others. Elie Wiesel is an eloquent, fearless, selfless leader who took
the evils of Auschwitz as motivation to improve the world.
An eloquent leader, Elie Wiesel uses the power of language to confront
the problems of humanity. Through compelling prose and brutal honesty, he
explains that we cannot root out evil unless we recognize it and battle it
wherever it exists. In his classic book, Night, he says of Auschwitz: “Never
shall I forget that night, the first night in camp, which turned my life into
one long night, seven times cursed and seven times sealed. Never shall I
forget that smoke. Never shall I forget the little faces of the children, whose
bodies I saw turned into wreaths of smoke beneath a silent blue sky.” Haunt-
ing words that remind us of the reality of evil.
A fearless leader no less than an eloquent one, Elie Wiesel has spent
40 years battling the evils that continue to plague our planet. To the Miskito
Indians of Nicaragua, displaced from their homeland, he brought inspiring
words of strength and compassion. To men and women facing apartheid in
South Africa, he brought a powerful denunciation of racial segregation and
violence. To Cambodian refugees suffering from starvation and disease, he
brought food and the promise of a new beginning. And to those of us who
follow his work, he continues to provide inspiration.
A selfless leader as much as an eloquent and fearless one, Elie Wiesel
has consistently put the needs of others before his own. With every award,
his modesty stands side by side with his achievements. As he stated in his
Nobel Prize acceptance speech, “Neutrality helps the oppressor, never the
victim. Silence encourages the tormentor, never the tormented. . . . Wherever
men and women are persecuted because of their race, religion, or political
views, that place must—at that moment—become the center of the universe.”
Today, at 80 years of age, Elie Wiesel continues to fight against the night.
Through all his trials and all his triumphs, the tattoo remains: A-7713, a constant
reminder of evil, injustice, and indifference. In battling these forces, Elie Wiesel
has shown the kind of moral leadership too often lacking in today’s world.
There is no better way to conclude than to quote his own words: “There
may be times when we are powerless to prevent injustice, but there must never
be a time when we fail to protest. . . . What these victims need above all is
to know that they are not alone, that we are not forgetting them, that while
their freedom depends on ours, the quality of our freedom depends on theirs.”
View “Elie Wiesel” in the online Media Library for this chapter (Video 18.4).
ELIE WIESEL
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362 CHAPTER 18 Speaking on Special Occasions
In this chapter we have considered speeches of introduction, speeches of presenta- tion, speeches of acceptance, and commemorative speeches. Your job in a speech of introduction is to build enthusiasm for the main
speaker and to establish a welcoming climate. Keep your remarks brief, make sure they are accurate, and adapt them to the audience, the occasion, and
the main speaker. Speeches of presentation are given when someone receives a gift or an award. The main theme of such a speech is to acknowledge the achievements of the recipient. The purpose of an acceptance speech is to give thanks for a gift or an award. When delivering such a speech, you should thank the people who are bestowing the award and rec- ognize the contributions of people who helped you gain it. Be brief, humble, and gracious.
Commemorative speeches are speeches of praise or celebration. Your aim in such a speech is to pay tribute to a person, a group of
people, an institution, or an idea. A commemorative speech should inspire the audience, and its success will depend largely on how well you put into
language the thoughts and feelings appropriate to the occasion.
Summary
speake sure
th
Y peo
the au
speech of introduction (354)
speech of presentation (356)
acceptance speech (358)
commemorative speech (360)
Key Terms
After reading this chapter, you should be able to answer the following questions:
1. What are the three purposes of a speech of introduction? What guidelines should you follow in preparing such a speech?
2. What is the main theme of a speech of presentation? Depending on the audi- ence and occasion, what two other themes might you include in such a speech?
3. What are the three major traits of a good acceptance speech?
4. What is the fundamental purpose of a commemorative speech? Why does a successful commemorative speech depend so much on the creative and subtle use of language?
For further review, go to the LearnSmart study module for this chapter.
Review Questions
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Exercises for Critical Thinking 363
1. Attend a speech on campus. Pay special attention to the speech introducing the main speaker. How well does it fit the guidelines discussed in this chapter?
2. Observe several speeches of presentation and acceptance—at a campus awards ceremony or on a television program such as the Academy Awards, Grammy Awards, Emmy Awards, or Tony Awards. Which speeches do you find most effective? Least effective? Why?
3. Analyze “Elie Wiesel” (page 361) in light of the criteria for commemorative speaking presented in this chapter.
Exercises for Critical Thinking
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365
T he publisher of a national sports magazine
asked Mike Lee, the new head of the human
resources department, to organize an October
retreat for the magazine’s editorial staff. Mike went to
work on setting a date, finding a place to stay, and
creating an agenda for the retreat.
Mike was very pleased with his plan. He thought
he had taken everyone’s needs into account. But when
he explained his plan at the magazine’s next staff
meeting, no one seemed happy.
“The date you set for the retreat is over Halloween,”
said the editorial manager. “I know you don’t have
children, but no one with kids is going to want to be
away at that time.”
The administrative assistant responded next. “Do you realize,” she
said, “that the hotel you booked is the same one we used for a retreat
five years ago? It was a disaster! The food was awful, the meeting rooms
were uncomfortable, and the tech support was nonexistent.”
Next a member of the magazine’s junior editorial staff said, “I see
that all the sessions involve members of the senior editorial staff. Did
you mean to exclude all the younger editors? Don’t you think we’re
important to the magazine?”
What Is a Small Group?
Leadership in Small Groups
Responsibilities in a Small Group
The Reflective-Thinking Method
Presenting the Recommen- dations of the Group
Speaking in Small Groups
19
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366 CHAPTER 19 Speaking in Small Groups
Finally, the managing editor said, “I wish you had checked with me at
some point. I could have warned you about the hotel, the conflict with
Halloween, and the need to include junior staff.”
What went wrong? Mike did not have enough time or resources on his own to create a successful retreat. If a group, instead of a single person, had been assigned to plan the retreat, the problems might have been averted. One person could have taken charge of looking into the best dates, another of finding accommodations, a third of coordinating with other staff members about who should be included in the retreat, and so forth. The plan would have taken all factors into account. Of course, you may have heard the old saying that “a camel is a horse designed by a committee.” If you have ever been part of a group that seemed to get nothing done, you may be inclined to say, “Oh, let one person decide and get it over with.” The problem in such cases, however, is not that there is a group, but that the group is not functioning properly. A great deal of research shows that if members of a group work well together, they can almost always resolve a problem better than a single person. 1 This chapter deals with speaking in a particular kind of group—the problem- solving small group.
What Is a Small Group?
As its name implies, a small group has a limited number of members. The minimum number is three. (A group of two persons is called a dyad, and it operates quite differently from a group of three or more.) There is some difference of opinion about the maximum number of people who consti- tute a small group. Most experts set the maximum number at seven or eight; some go as high as twelve. The important point is that the group must be small enough to allow free discussion among all members. In small-group communication, all participants are potentially speakers and listeners. Members of a small group assemble for a specific purpose. Several shop- pers milling around the clothing section of a department store are not a small group, even if they speak to one another or comment about high prices and poor service. But if those same shoppers decided to meet together and prepare a formal complaint to the store manager about high prices and poor service, they would then constitute a small group. A problem-solving small group is formed to solve a particular problem. Such groups exist in every area of life. Business groups consider ways of increasing sales. Church groups discuss how to raise funds and provide for the needy. Groups of parents work on improving day-care facilities. You will almost surely be a member of many problem-solving small groups during your life. Although speaking in a small group is not the same as public speaking, it involves similar skills. Members of a small group influence one another through communication. As a participant in a small group, you might influ- ence your colleagues by giving them important information, by encouraging them to speak, by convincing them to change their minds, even by getting
dyad
A group of two people.
small group
A collection of three to twelve people
who assemble for a specific purpose.
problem-solving small group
A small group formed to solve a
particular problem.
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Leadership in Small Groups 367
them to end a meeting of the group. All other members of the group have the same opportunity to influence you through effective communication. 2
Leadership in Small Groups
We have said that small groups often make better decisions than do indi- viduals. To do so, however, they need effective leadership.
KINDS OF LEADERSHIP Sometimes there is no specific leader. In such a situation, members of effective groups tend to have equal influence. When a need for leadership arises, any of the members can—and one probably will—provide the necessary leader- ship. A typical instance might be a class project, in which you and several classmates are working together. From time to time, each of you will help the group move toward its goal by suggesting when and where to meet, by out- lining the strengths and weaknesses of a certain viewpoint, by resolving dis- agreements among other members, and so forth. A group may have an implied leader. For example, if a business meeting includes one vice president and several subordinates, the vice president becomes the implied leader. The same is true if one member of the group is a specialist in the topic at hand and the others are not. Members will likely defer to the person with the highest rank or greatest expertise. Even when a group starts out leaderless, there may be an emergent leader. This is a person who, by ability or by force of personality, or just by talking the most, takes a leadership role. The emergence of a leader may or may not be desirable. If the group is stalemated or has dissolved into bickering or making jokes, an emergent leader can put it back on track. There is a danger,
leadership
The ability to influence group
members so as to help achieve the
goals of the group.
implied leader
A group member to whom other
members defer because of her or his
rank, expertise, or other quality.
Small groups require effective
leadership to accomplish their goals.
Some groups have a designated
leader, while others have an implied
leader or an emergent leader.
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368 CHAPTER 19 Speaking in Small Groups
however, that the emergent leader may not be the most effective leader but merely the most assertive personality. Finally, there may be a designated leader —a person elected or appointed as leader when the group is formed. A group that meets for only one session should almost always have a designated leader who takes care of the proce- dural tasks and serves as spokesperson. Likewise, a formal committee will usually have a designated chairperson. The chair can perform leadership func- tions or delegate them, but he or she remains in charge. A group may or may not need a specific leader, but it always needs lead- ership . When all members of the group are skilled communicators, they can take turns at providing leadership even if the group has a designated or implied leader. As you develop group communication skills, you should be prepared to assume a leadership role whenever necessary. 3
FUNCTIONS OF LEADERSHIP An effective leader helps the group reach its goals by fulfilling three over- lapping sets of needs—procedural needs, task needs, and maintenance needs.
Procedural Needs Procedural needs can be thought of as the “housekeeping” requirements of the group. They include:
Deciding when and where the group will meet.
Reserving the room, checking the number of chairs, making sure the heat or air conditioning is turned on.
Setting the agenda of each meeting.
Starting the meeting.
Taking notes during the meeting.
Preparing and distributing any written handouts needed for the meeting.
Summarizing the group’s progress at the end of the meeting.
If there is a designated leader, he or she can attend to these needs or assign one or more group members to do so. Otherwise, members of the group must split the procedural responsibilities.
Task Needs Task needs are substantive actions necessary to help the group complete the particular task it is working on. They include:
Analyzing the issues facing the group.
Distributing the workload among the members.
Collecting information.
Soliciting the views of other members.
Keeping the group from going off on a tangent.
Playing devil’s advocate for unpopular ideas.
emergent leader
A group member who emerges
as a leader during the group’s
deliberations.
designated leader
A person who is elected or appointed
as leader when the group is formed.
procedural needs
Routine “housekeeping” actions
necessary for the efficient conduct of
business in a small group.
task needs
Substantive actions necessary to help
a small group complete its assigned
task.
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Responsibilities in a Small Group 369
Formulating criteria for judging the most effective solution.
Helping the group reach consensus on its final recommendations.
All members should help the group satisfy its task needs. The best small groups are those in which each person contributes fully to accomplishing the group’s objective.
Maintenance Needs Maintenance needs involve interpersonal relations in the group. They include such factors as:
How well members get along with one another.
How willing members are to contribute to the group.
Whether members are supportive of one another.
Whether members feel satisfied with the group’s accomplishments.
Whether members feel good about their roles in the group.
If interpersonal problems dominate discussion, the group will have a dif- ficult time working together and reaching a decision. A leader can do much to create and sustain supportive communication in the group. By helping group members handle conflict, by working out differences of opinion, by reducing interpersonal tension, by encouraging participation from all mem- bers, by being alert to personal feelings, and by promoting solidarity within the group, a leader can make a tremendous contribution toward helping the group achieve its goals.
Responsibilities in a Small Group
Every member of a small group must assume certain responsibilities, which can be divided into five major categories: (1) commit yourself to the goals of your group; (2) fulfill individual assignments; (3) avoid interpersonal conflicts; (4) encourage full participation; (5) keep the discussion on track. Some of these responsibilities involve leadership roles, but all five are so important that each participant should take them as personal obligations, regardless of the group’s leadership.
COMMIT YOURSELF TO THE GOALS OF YOUR GROUP For a group to succeed, members must align their personal goals with the group’s goal. This sounds obvious, but it is not always easy. When you are working with other students on a class project, the group goal—and most likely the goal of each member—is to get a good grade. There is a strong incentive for members to cooperate and commit themselves to completing the task. Problems arise when one or more members have personal goals that con- flict with the group’s goal. Here is the kind of situation that can occur:
Sherri Baines is a member of the committee to buy new equipment for the
local newspaper’s employee cafeteria. Because the budget is very tight, the
maintenance needs
Communicative actions necessary to
maintain interpersonal relations in a
small group.
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370 CHAPTER 19 Speaking in Small Groups
committee’s goal is to get the best equipment for the lowest price. But unknown
to the other members of the group, Sherri’s son-in-law is a salesman for a dis-
tributor of high-priced kitchen appliances. Privately, Sherri has reasoned that if
she can sway the committee toward that company, her son-in-law will get a large
commission. Sherri does not mention this fact to the group. Instead, she argues
that quality—not price—should be the determining factor in the purchase. The
group process breaks down because Sherri will not surrender her private goal.
This is an extreme example, but there can be more subtle kinds of private goals, as in the following case:
Carlos and Rachel are part of a group, and Carlos would like to be on closer
terms with Rachel. To impress her, he may agree with everything she says, regard-
less of whether he really shares her views. Consequently, Carlos’s expressed views
are not his actual views. In short, Carlos has a hidden agenda in the group meet-
ing. The group’s agenda is to solve the problem, but Carlos’s agenda is to go out
with Rachel.
Group members may have all sorts of hidden agendas. One may be exper- iencing personal problems—lowered grades, a breakup with a friend, or just a bad day. Another may have a commitment to a different group whose goals conflict with those of the present group. A third may want to take charge of the group for reasons of personal power, regardless of the group’s task. Remember that what one member of a group does affects all the other members. You should not try to advance your own interests or boost your own ego at the expense of the group and its goals. Beware of hidden agendas— whether yours or someone else’s—and participate with a positive spirit.
FULFILL INDIVIDUAL ASSIGNMENTS As mentioned earlier, one of the advantages of the group process is that it divides the workload among several people. But unless every member fulfills his or her assignments, the group’s entire project may fail—as in the follow- ing example:
Several years ago, one student group decided that as a class project they
would bring Easter baskets to the patients in the children’s ward of a local hos-
pital. After the project had been approved, assignments were given out. Stoya
would coordinate with the hospital authorities. Corrine would handle fund-raising
for the needed supplies. Jesse would supervise the egg-decorating team. Liu
would be responsible for buying baskets and chocolate bunnies. Justin would
arrange for transportation.
Everybody completed their assignments except Justin, who was busy writing
a term paper. He asked a friend to pick up a bus schedule and assumed everything
would be fine. On Easter morning, the group assembled at the bus stop, loaded
down with baskets for the children. And they waited and waited. After an hour
Justin called the bus company, only to discover that the buses did not run on
holidays. By the time Justin had made other arrangements to get to the hospital,
visiting hours were over, and the group could not get in.
No matter what other assignments they may have, all members of a group have one very critical assignment—listening. First, it helps you understand
hidden agenda
A set of unstated individual goals
that may conflict with the goals of
the group as a whole.
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Responsibilities in a Small Group 371
what is happening in the group. And unlike a public speaking situation, you can stop the speaker and ask for clarification at any point. Second, listening helps you evaluate the merits of the speaker’s position. Third, listening pro- vides support for the speaker and helps create a positive climate for discus- sion. Without effective listening, no group is going to make much progress.
AVOID INTERPERSONAL CONFLICTS If groups were made up of robots, there would be no interpersonal conflicts. But groups are made up of people with likes and dislikes, animosities and prejudices, and very different personalities. It is vital to the group process that disagreements be kept on a task level, rather than on a personal level. Suppose you disagree with another member’s idea. Disagreement on the personal level could sound like this: “That’s the most stupid idea I ever heard of! Do you realize how much money it would cost to do that?” But on the task level, disagreement is aimed at the idea, not the person: “Potentially that’s a very good solution, but I’m not sure we have enough money to accomplish it.” No matter what the group, personal antagonism leaves a bad taste in everyone’s mouth and harms the performance of the group. It’s essential that someone take a leadership role and bring the discussion back to the relevant issues. Let’s say you are part of a committee charged with setting up a speak- ers’ series on your campus. The discussion might go like this:
Anton: We definitely should have Representative Hightower speak on campus.
He has been very active in protecting the environment.
Minh: That liberal? He could care less what we pay for a gallon of gas. And
forget about economic development with him.
Anton: So you support more offshore drilling? You’re willing to destroy our
coastlines so the oil companies can rake in more profits?
Minh: It’s people like you that have made us dependent on foreign sources of
oil—which threatens our prosperity and national security by making us
vulnerable to economic blackmail from abroad.
Leader: Just a minute. This might make a good subject for our speakers’ series.
We can ask both Representative Hightower and a spokesperson for one
of the oil companies to debate each other.
This is not to say that members of a group should never disagree. In fact, a serious problem occurs when members get along so well and are so con- cerned about maintaining the harmony of the group that they will not dis- agree with one another about anything. When this happens, there is no chance to reach the best decision by exploring an array of perspectives, opin- ions, and information. The aim is not for groups to avoid conflict but to keep it at the task level so it will not degenerate into personal feuding. 4
ENCOURAGE FULL PARTICIPATION If a group is to work effectively, all members must contribute fully and share their ideas with one another. Every member of a group should take respon- sibility for encouraging other members to participate. You can do this, first of all, by listening attentively. After all, how would you like to speak in a group where everybody else appears bored or distracted?
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372 CHAPTER 19 Speaking in Small Groups
If there are one or two quiet members in the group, you can draw them into the discussion by asking their opinions and showing interest in their ideas. When a member speaks, you can say, “I never knew that; can you tell us more about it?” Conversely, try to avoid negative comments that will squelch a speaker before he or she has finished—comments like “Oh, no, that never works” or “What a terrible idea.” Supportive comments create goodwill among group members and make everyone feel free to discuss their ideas without ridicule or embarrassment. If you are shy or afraid your ideas will be taken too critically, you may be unwilling to participate at first. To overcome your diffidence, remember that your contribution is necessary to the group. At the very least, you can help provide a supportive environment for discussion by listening, reacting, and encouraging the free exchange of ideas.
KEEP THE DISCUSSION ON TRACK In some groups the discussion proceeds like a stream-of-consciousness exer- cise. Here is a hypothetical example in which a town planning board is con- sidering installing a new traffic light at a busy intersection:
Sharif: You know, we’re going to have trouble getting cars to come to a full
stop even if we do put in a traffic light.
Delany: Tell me about it! I came through there yesterday and hit my brakes, and
the car just kept going. Maybe I need the brakes adjusted, though.
Mike: Get ready to pay through the nose. I had a brake job on my car last
week, and it was nearly twice as much as last time.
Austin: That’s nothing. Have you looked at lawnmowers lately? And if you think
lawnmowers are high. . . .
Kym: Who mows lawns? I had my yard planted with ground cover and put
gravel over the rest. It’s . . .
Leader: Excuse me, folks, but weren’t we talking about the traffic light ?
Every member has a responsibility to keep the discussion on track and to intervene if the group wanders too far afield. There is nothing wrong with a little casual conversation, but it shouldn’t be allowed to get out of hand. When working in a problem-solving group, make sure the group’s ultimate goal is always in the forefront. Do your best to see that discussion proceeds in an orderly fashion from one point to the next and that the group does not get bogged down in side issues. On the other hand, you need to guard against the tendency to progress to a solution too quickly, without thoroughly exploring the problem. If you feel your group is taking the easy way out and jumping at an easy solution, try to make the other members aware of your concern. By suggesting that they talk about the problem in more detail, you may bring out vital informa- tion or ideas. There are systematic ways to keep the discussion on track and to avoid hasty group decisions. Research shows that if your group follows a tested method of decision making, it will have a better chance of reaching a satisfac- tory outcome. 5 We turn, therefore, to the most common decision-making technique for small groups—the reflective-thinking method.
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The Reflective-Thinking Method 373
The Reflective-Thinking Method
The reflective-thinking method is derived from the writings of the American philosopher John Dewey. It offers a step-by-step process for discussion in problem-solving groups and consists of five steps: (1) defining the problem; (2) analyzing the problem; (3) establishing criteria for solving the problem; (4) generating potential solutions; (5) selecting the best solution. As we look at these steps, we’ll illustrate each by following a single group through the entire reflective-thinking process.
DEFINE THE PROBLEM Before a problem-solving group can make progress, it must know exactly what problem it is trying to solve. Defining the problem for group discussion is akin to settling on a specific purpose for a speech. Unless it is done properly, everything that follows will suffer. The best way to define the problem is to phrase it as a question of policy. As we saw in Chapter 16, questions of policy inquire about the necessity or practicality of specific courses of action. They typically include the word “should.” For example:
What measures should our school take to improve on-campus security for
students?
What steps should the federal government take to deal with the federal budget
deficit?
What policy should the United States adopt with respect to the exploitation
of child labor in other countries around the world?
reflective-thinking method
A five-step method for directing
discussion in a problem-solving
small group.
question of policy
A question about whether a specific
course of action should or should not
be taken.
In effective small groups, all members
participate fully and interact with
each other. They also feel that their
contributions are respected and
valued by the full group.
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374 CHAPTER 19 Speaking in Small Groups
When phrasing the question for discussion, your group should follow several guidelines. First, make sure the question is as clear and specific as possible. For example:
Ineffective: What should be done about fraudulent charities?
More Effective: What should the government do to control the activities of fraudulent charities?
Second, phrase the question to allow for a wide variety of answers. Be especially wary of questions that can be answered with a simple yes or no. For example:
Ineffective: Should the city build a new elementary school?
More Effective: What steps should the city take to deal with increasing enroll- ment in the elementary schools?
Third, avoid biased or slanted questions. For example:
Ineffective: How can we keep the campus bookstore from ripping off students?
More Effective: What changes, if any, should be made in the pricing policies of the campus bookstore?
Fourth, make sure you pose a single question. For example:
Ineffective: What revisions should the college consider in its admissions requirements and in its graduation requirements?
More Effective: What revisions should the college consider in its admissions requirements?
More Effective: What revisions should the college consider in its graduation requirements?
To clarify this first step of the reflective-thinking method, let’s see how our model problem-solving group defined the problem:
As a class project, the group set out to discuss the problem of rising costs
for attending college. Following the reflective-thinking method, they began by
defining the problem. After several false starts, they phrased the problem this way:
“What steps should our school take to reduce student costs for attending college?”
ANALYZE THE PROBLEM After the problem has been defined, the group begins to analyze it. Too often, groups (like individuals) start mapping out solutions before they have a firm grasp of what is wrong. This is like a doctor prescribing treatment before fully diagnosing the patient’s ailment. If your group investigates the problem as thoroughly as possible, you will be in a much better position to devise a workable solution. In analyzing the problem, pay particular attention to two questions. First, how severe is the problem? Investigate its scope. Determine how many people
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The Reflective-Thinking Method 375
it affects. Assess what might happen if it is not resolved. Second, what are the causes of the problem? Check the history of the problem and learn what factors contributed to it. As you might imagine, analyzing the problem requires research. Effective group decisions depend on having the best information available. You can get this information in the same way you gather materials for a speech. Sometimes you can rely on your own knowledge and experience. More often, you need to get information from other sources—by looking on the Internet, by inter- viewing someone with expertise on the topic, or by working in the library (see Chapter 7). When meeting with your group, make sure you have done the research assigned to you so you can offer complete and unbiased information. Let’s return now to our sample group and see how it analyzed the prob- lem of rapidly escalating student costs for attending college:
The group talked first about the severity of the problem. Tuition had risen
dramatically, as had outlays for books and incidentals. One member found statis-
tics showing that the cost of attending college had more than doubled in the past
10 years. Another provided evidence that average annual costs were now close
to $15,000 for students at in-state public colleges and universities, and roughly
$35,000 for students at private schools.
To determine the causes of the problem, the group researched articles about
the rise in student costs for attending college across the nation. They also inter-
viewed an economics professor and the head of the student aid program on
campus. After studying the matter thoroughly, the group identified several major
causes, including administrative costs, faculty salaries, the price of textbooks, and
increased living expenses.
ESTABLISH CRITERIA FOR SOLUTIONS If you planned to buy a car, how would you proceed? You would probably not just walk into a showroom and buy whatever appealed to you on the spur of the moment. You would most likely decide ahead of time what kind of car you wanted, what options it should have, and how much money you could spend. That is, you would establish criteria to guide you in deciding exactly which car to buy. You should do the same thing in group discussion. Once your group has analyzed the problem, you should not jump immediately to proposing solutions. Instead, you should establish criteria—standards—for responsible solutions. You should work out (and write down) exactly what your solutions must achieve and any factors that might limit your choice of solutions. To get a better idea of how this stage of the reflective-thinking method works, let’s look at the cost-cutting group we have been following:
After some discussion, the group established these criteria for possible solu-
tions: (1) The solution should significantly reduce students’ costs. (2) The solu-
tion should come into force at the start of the next school year. (3) The solution
should not hurt the prestige of the college. (4) The cost of the solution should
be minimal and should be paid by the administration. (5) The human resources
needed to implement the solution should come from administrative personnel
already working on the school’s staff. (6) The solution should involve only
actions controlled by the college—not matters controlled by outside individuals
or agencies.
criteria
Standards on which a judgment or
decision can be based.
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376 CHAPTER 19 Speaking in Small Groups
GENERATE POTENTIAL SOLUTIONS Once your group has the criteria firmly in mind, you are ready to discuss solutions. Your goal at this stage is to come up with the widest possible range of potential solutions—not to judge the solutions. One member of the group should be responsible for writing down all the solutions proposed at this time. Many groups find the technique of brainstorming helpful in this stage. In Chapter 5, we discussed how brainstorming can work for an individual in choosing a speech topic. Here brainstorming is expanded to the whole group. The best approach is to begin by having each member of the group write down all the possible solutions he or she can think of. One person should then consolidate the individual lists into a master list. The group should discuss the master list to make sure potential solutions have not been overlooked. At this stage, members often “piggyback” new ideas onto ideas on the master list. For example, if one suggestion is “Establish food co-ops,” a group member might say, “Yes, and we could establish clothing co-ops, too.” One member should write down these new ideas and add them to the master list. The brainstorming process continues until the group cannot think of any more solutions. Brainstorming in this fashion has two advantages. First, it encourages creativ- ity. Research shows that beginning with written lists usually produces more and higher-quality ideas than relying solely on oral discussion. 6 Second, this method of brainstorming encourages equal participation. Having each member create his or her own list makes it less likely that one or two members will dominate the process or that anyone will hold back ideas for fear of being hooted down. Let’s see how our cost-cutting group handled this stage:
By brainstorming, the group came up with the following possible solutions:
(1) reduce the number of required books for each course; (2) cut some of the
“fat” from the administrative staff; (3) make all professors teach more courses;
(4) approach landlords about stabilizing rent and utility costs; (5) establish food
brainstorming
A method of generating ideas by free
association of words and thoughts.
Working in a small group requires
many of the skills involved in public
speaking. Formal presentations may
occur during a group’s deliberations
or when the group presents its report.
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The Reflective-Thinking Method 377
checklist Reflective-Thinking Method
YES NO
1. Did the group clearly define the problem for discussion?
2. Did the group phrase the question for discussion as a question of policy?
3. Did the group phrase the question for discussion as clearly as possible?
4. Did the group phrase the question for discussion so as to allow for a wide variety of answers?
5. Did the group phrase the question for discussion in an unbiased manner?
6. Did the group phrase the question for discussion as a single question?
7. Did the group analyze the problem thoroughly before attempting to map out solutions?
8. Did the group establish criteria for an ideal solution to the problem before discussing specific solutions?
9. Did the group brainstorm to generate a wide range of potential solutions to the problem?
10. Did the group evaluate each potential solution in light of the criteria for an ideal solution?
11. Did the group make a determined effort to reach consensus with regard to the best solution?
12. Did the group achieve consensus?
and clothing co-ops; (6) increase financial aid; (7) decrease the amount of money
available for faculty research; (8) boycott businesses around the campus where
price markups are highest; (9) increase out-of-state tuition; (10) decrease dormi-
tory expenses; (11) organize fund-raising programs with the student government;
(12) redirect some money from construction of new buildings to student aid. This
was a good yield from a brainstorming session—12 solid suggestions.
SELECT THE BEST SOLUTION After all potential solutions have been listed, it is time to evaluate them. The best way to proceed is to discuss each solution with regard to the criteria established earlier, then move to the next solution, and so on. This orderly process ensures that all potential solutions receive equal consideration. As each potential solution is discussed, the group should try to reach consensus. A consensus decision is one that all members accept, even though the decision may not be ideal in the eyes of every member. Because it usually results in superior decisions as well as in a high degree of unity within the group, consensus is the ideal of group decision making. It comes about when members have been so cooperative that they reach a common decision through reasoning, honest exchange of ideas, and full examination of the issues.
consensus
A group decision that is acceptable to
all members of the group.
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378 CHAPTER 19 Speaking in Small Groups
Like most ideals, consensus can be difficult to achieve. If there are differ- ent viewpoints, members of the group will often try to find the easiest way to resolve the differences. Sometimes a member will call for a vote, which is very agreeable to those holding a majority opinion but not so pleasant for those in the minority. Resorting to a vote does resolve the immediate conflict, but it may not result in the best solution. Moreover, it weakens unity in the group by fostering factions and perhaps by creating bitterness among the members who lose the vote. A group should vote only when it has failed in every other attempt to agree on a solution. What kind of final decision did our model cost-cutting group reach? Let’s see:
The cost-cutting group had 12 possible solutions to evaluate. Three were
rejected because they violated the group’s criterion that an acceptable solution
must involve only actions controlled directly by the college.
Three more solutions were rejected because they were economically imprac-
tical. Increasing financial aid would hurt many students because the funds would
have to come from student fees. Raising out-of-state tuition would drive away
too many out-of-state students. And decreasing dorm costs would make it impos-
sible to provide minimally acceptable services.
The proposal to reduce funds for faculty research was also rejected since
most research money comes from government, corporations, and foundations.
Finally, the suggestion to reduce administrative “fat” was rejected as too costly
because a group would have to be established to audit all administrative duties.
After refining the suggestions, the group finally reached consensus on a solu-
tion that included the following provisions: (1) A student should not have to spend
more than $200 on required books for any single course. (2) The university should
authorize the student government to organize food, book, and clothing co-ops.
(3) The student government should conduct five fund-raising projects each aca-
demic year. (4) Each professor should teach one more class a year.
Once consensus has been reached, the group is ready to present its findings. 7
Presenting the Recommendations of the Group
The work of a problem-solving group does not end with the last stage of the reflective-thinking process. Once a group has agreed on its recommendations, it usually needs to present them to somebody. A business group might report to the president of the company or to the board of directors. A presidential commission reports to the President and to the nation at large. A classroom group reports to the instructor and to the rest of the class. The purpose of such reports is to present the group’s recommendations clearly and convincingly. Sometimes a group will prepare a formal written report. Often, however, the written report is supplemented with—or replaced by—an oral report, a symposium, or a panel discussion.
ORAL REPORT An oral report is much the same in content as a written report. If the group has a designated leader, she or he will probably deliver the report. Otherwise, the group will select one person for the job.
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Presenting the Recommendations of the Group 379
If you are picked to present your group’s report, you should approach it as you would any other speech. Your task is to explain the group’s purpose, procedures, and recommendations. Your report should have three main sec- tions. The introduction will state the purpose of the report and preview its main points. The body will spell out the problem addressed by your group, the criteria set for a solution, and the solution being recommended. The conclusion will summarize the main points and, in some cases, urge that the group’s recommendations be adopted. As with any other speech, you should adapt your report to the audience. Use supporting materials to clarify and strengthen your ideas, and consider whether visual aids will enhance your message. Make sure your language is accurate, clear, vivid, and appropriate. Rehearse the report so you can deliver it fluently and decisively. Afterward, you—and possibly other members of the group—may be called on to answer questions from the audience.
SYMPOSIUM A symposium consists of a moderator and several speakers seated together in front of an audience. If the group presenting the symposium has a designated leader, she or he will typically be the moderator. The moderator’s job is to introduce the topic and the speakers. Each speaker delivers a prepared speech on a different aspect of the topic. After the speeches, there may be a question- and-answer session. The symposium is often used for group reports in speech classes. One way to organize it is to have each member of the group present a brief talk sketch- ing the group’s work and decisions during one stage of the reflective-thinking process. Another way is to have each speaker deal with a major issue relating to the discussion topic. A group dealing with capital punishment, for example, might have one speaker present the group’s conclusion on the issue of whether capital punishment is an effective deterrent to crime, another speaker present the group’s position on the morality of capital punishment, and so forth. All the speeches should be carefully planned. They should also be coor- dinated with one another to make sure the symposium reports on all impor- tant aspects of the group’s project.
PANEL DISCUSSION A panel discussion is essentially a conversation in front of an audience. The panel should have a moderator, who introduces the topic and the panelists. Once the discussion is under way, the moderator may interject questions and comments as needed to focus the discussion. The panelists speak briefly, infor- mally, and impromptu. They talk to each other, but loudly enough for the audience to hear. As with a symposium, a panel discussion may be followed by a question-and-answer session. Because of its spontaneity, a panel discussion can be exciting for partici- pants and audience alike. But, unfortunately, that spontaneity inhibits sys- tematic presentation of a group’s recommendations. Thus the panel discussion is seldom used by problem-solving groups, although it can work well for information-gathering groups. If you are a participant in a panel discussion, beware of the common fal- lacy that no serious preparation is required. Although you will speak impromptu, you need to study the topic ahead of time, analyze the major issues, and map out the points you want to make. An effective panel discussion also requires planning by the moderator and panelists to decide what issues will be discussed
oral report
A speech presenting the findings,
conclusions, or decisions of a small
group.
symposium
A public presentation in which several
people present prepared speeches on
different aspects of the same topic.
panel discussion
A structured conversation on a given
topic among several people in front
of an audience.
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380 CHAPTER 19 Speaking in Small Groups
and in what order. Finally, all panelists must be willing to share talking time, so the discussion is not monopolized by one or two people.
Whatever method your group uses to present its findings, you will benefit from the public speaking guidelines given throughout this book. The tech- niques of effective speech remain the same whether you are one person addressing an audience, part of a small group of people working to solve a problem, or a participant in a symposium or a panel discussion. 8
A small group consists of three to twelve people assembled for a specific purpose. A problem-solving small group is formed to solve a particular problem. When such a group has effective leadership, it usually makes better decisions than do indi-
viduals by themselves. Most groups have a designated leader, an implied leader, or an emergent
leader. Some groups have no specific leader, in which case all members of the group must assume leadership responsibilities. An effective leader helps a group reach its goals by fulfilling procedural needs, task needs, and maintenance needs.
Apart from leadership, all members of a group have five basic responsibilities. You should commit yourself to the goals of your group, fulfill your individual assignments, avoid interpersonal conflict within the group, encourage full participation by all members, and
help keep the group on track. Your group will also be more successful if it follows the reflective-
thinking method, which offers a step-by-step process for decision making in problem-solving groups. The method consists of five steps: (1) defining the prob-
lem as clearly and specifically as possible; (2) analyzing the problem to determine its severity and causes; (3) establishing criteria for evaluating solutions; (4) generating a wide range of potential solutions; (5) selecting the best solution or solutions.
Once your group has agreed on its recommendations, it usually has to make an oral report or participate in a symposium or a panel discussion. Whichever kind of oral presentation your group gives will call for skills of effective speechmaking.
Summary
vidual
le
thi proble
dyad (366)
small group (366)
problem-solving small group (366)
leadership (367)
implied leader (367)
emergent leader (368)
designated leader (368)
procedural needs (368)
task needs (368)
maintenance needs (369)
hidden agenda (370)
reflective-thinking method (373)
question of policy (373)
criteria (375)
brainstorming (376)
consensus (377)
oral report (379)
symposium (379)
panel discussion (379)
Key Terms
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Exercises for Critical Thinking 381
After reading this chapter, you should be able to answer the following questions:
1. What is a small group? What is a problem-solving small group?
2. What are the four kinds of leadership that may occur in a small group? Explain the three kinds of needs fulfilled by leadership in a small group.
3. What are the five major responsibilities of every participant in a small group?
4. What are the stages of the reflective-thinking method? Explain the major tasks of a group at each stage.
5. What are the three methods for presenting orally the recommendations of a problem-solving group?
For further review, go to the LearnSmart study module for this chapter.
Review Questions
1. Identify the flaw (or flaws) in each of the following questions for a problem- solving group discussion. Rewrite each question so it conforms to the criteria discussed in the chapter for effective discussion questions.
a. What should be done to prevent the utterly ridiculous shortage of new com- puters for students at this school?
b. What should be done about child abuse?
c. What should our state government do to reduce homelessness and to combat drunk driving?
d. Should the federal government institute a national sales tax to help reduce the national debt?
2. If possible, arrange to observe a problem-solving small group in action. You might attend a meeting of your city council, the school board, the zoning commission, a local business, a church committee. To what extent does the discussion measure up to the criteria for effective discussion presented in this chapter? What kind of leadership does the group have, and how well does the leader (or leaders) fulfill the group’s procedural needs, task needs, and mainte- nance needs? How do the other members meet their responsibilities? What aspects of the meeting are handled most effectively? Which are handled least effectively?
3. Identify a relatively important decision you have made in the last year or two. Try to reconstruct how you reached that decision. Now suppose you could remake the decision following the reflective-thinking method. Map out what you would do at each stage of the method. Do you still reach the same decision? If not, do you believe the reflective-thinking method would have led you to a better decision in the first place?
4. Attend a symposium or panel discussion on campus. Prepare a brief analysis of the proceedings. First, study the role of the moderator. How does she or he introduce the topic and participants? What role does the moderator play there- after? Does she or he help guide and focus the panel discussion? Does she or he summarize and conclude the proceedings at the end?
Exercises for Critical Thinking
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382 CHAPTER 19 Speaking in Small Groups
Second, observe the participants. Are the speeches in the symposium well prepared and presented? Which speaker (or speakers) do you find most effec- tive? Least effective? Why? Do participants in the panel discussion share talk- ing time? Does their discussion appear well planned to cover major aspects of the topic? Which panelist (or panelists) do you find most effective? Least effec- tive? Why?
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Speeches for Analysis and Discussion Appendix
I Have a Dream Martin Luther King, Jr.
Ramadan
The Horrors of Puppy Mills
Bursting the Antibacterial Bubble
My Crazy Aunt Sue
Questions of Culture
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A2 APPENDIX Speeches for Analysis and Discussion
Martin Luther King, Jr.
Martin Luther King’s “I Have a Dream” is widely regarded as a masterpiece. It
was delivered August 28, 1963, to some 200,000 people who had come to
Washington, D.C., to participate in a peaceful demonstration to further the cause
of equal rights for African Americans. King spoke from the steps of the Lincoln
Memorial, in the “symbolic shadow” of Abraham Lincoln, and the crowd filled
the vast area between the Memorial and the Washington Monument. In addition,
millions of Americans watched the speech on television or listened to it on the
radio.
Like most ceremonial addresses, “I Have a Dream” is relatively short.
Although it took King only 16 minutes to deliver the speech, he prepared it more
carefully than any other speech in his career to that time. His purpose was to
set forth as succinctly and as eloquently as possible the guiding principles of
the civil rights movement, and to reinforce the commitment of his listeners to
those principles.
One of the most interesting features of this speech is King’s use of language
to make the abstract principles of liberty and equality clear and compelling.
Throughout, King relies on familiar, concrete words that create sharp, vivid
images. He uses many more metaphors than do most speakers, but they are
appropriate to the occasion and help to dramatize King’s ideas. Finally, King
makes extensive use of repetition and parallelism to reinforce his message and
to enhance the momentum of the speech.
If you have heard a recording of “I Have a Dream,” you know its impact was
heightened by King’s delivery. In his rich baritone voice, marked by the fervor
of the crusader and modulated by the cadences of the Southern Baptist preacher,
King gained the total involvement of his audience. As William Robert Miller says,
“The crowd more than listened, it participated, and before King had reached his
last phrase, a torrent of applause was already welling up.”
The text of this speech is transcribed from a recording and is reprinted with
permission of Joan Daves. Copyright 1963 by Martin Luther King, Jr.
1 I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.
2 Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves, who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.
3 But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land. And so we’ve come here today to dramatize a shameful condition.
4 In a sense we’ve come to our nation’s Capitol to cash a check. When the architects of our republic wrote the magnificent words of the Constitu- tion and the Declaration of Independence, they were signing a promissory
I HAVE A DREAM
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I Have a Dream A3
note to which every American was to fall heir. This note was a promise that all men—yes, black men as well as white men—would be guaranteed the unalienable rights of life, liberty, and the pursuit of happiness.
5 It is obvious today that America has defaulted on this promissory note insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check—a check which has come back marked “insufficient funds.”
6 But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so we’ve come to cash this check—a check that will give us upon demand the riches of freedom and the security of justice.
7 We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God’s children.
8 It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro’s legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. Those who hope that the Negro needed to blow off steam and will now be content will have a rude awaken- ing if the nation returns to business as usual. There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.
9 But there is something that I must say to my people, who stand on the warm threshold which leads into the palace of justice. In the process of gaining our rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitter- ness and hatred.
10 We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again we must rise to the majestic heights of meeting physical force with soul force.
11 The marvelous new militancy which has engulfed the Negro commu- nity must not lead us to a distrust of all white people. For many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. They have come to realize that their freedom is inextricably bound to our freedom. We cannot walk alone.
12 As we walk, we must make the pledge that we shall always march ahead. We cannot turn back. There are those who are asking the devotees of civil rights, “When will you be satisfied?” We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the Negro’s basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our chil- dren are stripped of their selfhood and robbed of their dignity by signs stat- ing “For Whites Only.” We cannot be satisfied as long as a Negro in Mississippi
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A4 APPENDIX Speeches for Analysis and Discussion
cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters, and righteousness like a mighty stream.
13 I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive.
14 Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our Northern cities, knowing that somehow this situation can and will be changed. Let us not wallow in the valley of despair.
15 I say to you today, my friends, so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.
16 I have a dream that one day this nation will rise up and live out the true meaning of its creed, “We hold these truths to be self-evident, that all men are created equal.”
17 I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slaveowners will be able to sit down together at the table of brotherhood.
18 I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.
19 I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today.
20 I have a dream that one day, down in Alabama, with its vicious rac- ists, with its governor having his lips dripping with the words of interposition and nullification, one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers. I have a dream today.
21 I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plane and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together.
22 This is our hope. This is the faith that I go back to the South with. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.
23 This will be the day—this will be the day when all of God’s children will be able to sing with new meaning, “My country ’tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim’s pride, from every mountainside, let freedom ring.” And if America is to be a great nation, this must become true.
24 So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania!
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Ramadan A5
25 Let freedom ring from the snowcapped Rockies of Colorado! Let free- dom ring from the curvaceous slopes of California!
26 But not only that. Let freedom ring from Stone Mountain of Georgia! 27 Let freedom ring from Lookout Mountain of Tennessee! 28 Let freedom ring from every hill and molehill of Mississippi. From
every mountainside, let freedom ring. 29 And when this happens, when we allow freedom ring—when we let
it ring from every village and every hamlet, from every state and every city— we will be able to speed up that day when all of God’s children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, “Free at last! Free at last! Thank God almighty, we are free at last!”
Choosing a topic based on one’s personal experience can be an excellent deci-
sion, especially when the speaker supplements her or his existing knowledge
with additional research—as in the following informative presentation on the
Muslim holy month of Ramadan. As you read, notice how crisply the speech is
organized, how the speaker relates her topic to the audience, and how she
explains each aspect of Ramadan clearly and engagingly.
The speech also provides an instructive example of extemporaneous deliv-
ery, which you can see by watching the video in the online Media Library for
this appendix. The speaker maintains strong eye contact with the audience and
refers to her notes only as needed. Despite her nerves, she comes across as
poised and confident. Her gestures are natural and spontaneous, and her voice
conveys a strong sense of communication.
1 This past month, more than one billion people around the world skipped lunch every day. They ate no food of any kind and drank no liquid of any kind from sunup to sunset. They did this every day during the month, and they do the same thing every year. I myself did it. Why? Last month was a time for tending to the mind, the body, and the spirit. Last month was the Muslim holy month of Ramadan.
2 I’m sure most of you have heard of Ramadan, but you may not know a lot about it. Ramadan refers to the ninth month in the Islamic calendar, when Muslims fast from sunrise to sunset. But Ramadan is much more than a time of fasting. As Tariq Ramadan, author of Western Muslims and the Future of Islam, explains, Ramadan is a time when “believers strengthen their faith and spirituality while developing their sense of social justice.”
3 As a practicing Muslim, I have observed Ramadan my entire life. My parents moved to the United States from Pakistan shortly before I was born, and I remember going to the mosque as a child and breaking my fast at the end of the day with my family and friends. Nowadays, I get together with other students here on campus.
4 The goal of my speech today is to inform you about Ramadan— specifically its history and practices. In the end, I hope you’ll have a better understanding of this sacred time for Muslims in the United States and around the globe. Let’s begin by exploring the history of Ramadan.
RAMADAN
View “Ramadan” in the online Media Library for this appendix (Video A.1).
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A6 APPENDIX Speeches for Analysis and Discussion
5 Ramadan can be traced back 1,400 years to the Middle East and the beginnings of the Quran. As explained in Karen Armstrong’s Islam: A Short History, in 610 A.D. the Prophet Mohammed embarked on a spiritual journey through the desert in what is now Saudi Arabia. At one point in this journey, Muslims believe, Allah spoke to Mohammed through the archangel Gabriel— the same Gabriel of the Jewish and Christian scriptures.
6 This is when the Prophet Mohammed received the first verses of the Quran. Gabriel told Mohammed to remember the revelation by observing a holy time every year. In the years after this journey, the Prophet Mohammed and his followers made the ninth month of the Muslim year the month of Ramadan.
7 The word “Ramadan” literally means “scorcher” in Arabic, because it was in the intense heat of the summer that the Prophet Mohammed encoun- tered Gabriel. But unlike the Western calendar, the Islamic calendar follows the cycles of the moon and contains only 354 days. As a result, Ramadan always begins approximately ten days before it began the previous year. So, for example, this year Ramadan came on August 11th. Next year, it will come on August 1st.
8 Now let’s take a look at what Muslims do during this holy month. The practices of Ramadan center on fasting, prayer, and charity.
9 Fasting is one of the five pillars of Islam, and it becomes especially important during Ramadan. The Ramadan fast, known as the Sawm, begins at sunrise and ends at sunset. Seyyed Nasr, author of Islam: Religion, History, and Civilization, explains that “the fast is required of all Muslims, male and female, from the age of adolescence until one no longer possesses the physi- cal strength to undertake it.” The only exceptions are for the sick, the elderly, travelers, and pregnant women.
10 At the end of daylight hours, Muslims break the fast with Iftar —the evening meal, during which families, friends, and communities gather. As Donna Bowen and Evelyn Early explain in their book Everyday Life in the Muslim Middle East, Iftar usually begins with eating a date, which is what the Prophet Mohammed is said to have done. After eating a date and drinking water, my family would eat the Iftar dinner my mother cooked for us. We would always marvel that even though she was fasting and couldn’t taste what she was cooking, she still somehow got the spices just right.
11 Prayer is also central to Ramadan. Muslims traditionally pray five times a day, but during Ramadan prayer is encouraged even more. Ramadan prayers are often tied to oral readings of the Quran—a practice known as Tarawih. The goal is to read and recite the entire Quran over the course of the month.
12 In addition to fasting and prayer, charity plays a key role in Ramadan. Iftars are often organized and funded by the wealthy as a way of feeding the poor and the needy. Also, many Muslims increase their charitable giving during the month. At the end of Ramadan, my family donates to charity and we also exchange gifts like Christians do on Christmas.
13 If you think about it, the main purpose of Ramadan is the same as most religious holidays—spiritual development. Christians and Jews gather regularly to commemorate their histories, to enact certain rituals, and to feel closer to God. Muslims do the same thing during Ramadan.
14 Today, we’ve explored the history of Ramadan and its practices—fasting, prayer, and charity. I’d like to leave you with the traditional greeting that Muslims utter during this holy month: “Ramadan Kareem,” which means
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The Horrors of Puppy Mills A7
“Ramadan is generous.” Less than a year from now, when the next Ramadan comes around, I hope you’ll have a better understanding of why it is so sacred for one billion people around the world.
15 Thank you.
Seventy-five million dogs are owned as pets in the United States, and 7 to 9 mil-
lion puppies are purchased each year at a total cost of close to $1 billion. Most
come from legitimate breeders who take good care of their animals. Two to four
million, however, come from puppy mills, large-scale operations run solely for
profit with no concern for the animals’ physical or emotional welfare. After
explaining the problem of puppy mills, the following persuasive speech presents
a solution that combines legislative action with individual initiative.
In addition to reading the speech, you can watch it in the online Media
Library for this appendix. As you watch, notice how the speaker uses PowerPoint
to present visual evidence of the conditions animals are subjected to in puppy
mills. Do you think the speech would have been as effective without this kind
of evidence? All in all, does the speaker convince you that puppy mills are a
serious problem? Does he present a clear and workable solution? How well does
he use the methods of persuasion presented in Chapter 17?
1 A cold, dark room. It smells disgusting. The creatures in front of you shake uncontrollably, packed one on top of another in tiny wire cages. To eat, they have only crumbs in front of them, and to drink, only a dirty bowl of water. Many have eye problems, ear problems, diseases, and infections. They’ve never been groomed. They’ve never been for a walk. And they’ve never seen the sun.
2 For too many dogs across America, this is how life begins—in a puppy mill. Puppy mills, as defined by the Humane Society of the United States, are “mass dog-breeding operations” that take place in “shockingly poor condi- tions.” Puppy-mill breeders produce puppies for profit—only for profit—with little or no concern for the physical, social, or emotional needs of the dogs.
3 As a dog lover, I was shocked to discover the horrors of puppy mills across the country as I researched this speech. I know from my audience- analysis questionnaires that most of you had a dog or another pet while you were growing up and that you believe they should be treated humanely. Today I’ll show you that puppy mills are not treating their animals humanely and I’ll suggest some ways of solving the problem.
4 Puppy mills have been around for a long time, but they’ve grown dra- matically in recent years. The Humane Society estimates that there are more than 10,000 puppy mills currently operating in the United States. According to Stephanie Shain, the Society’s Director of Outreach for Companionable Ani- mals, of the 7 to 9 million dogs sold in this country each year, 2 to 4 million come from puppy mills. That’s double the number from only a decade ago.
5 Rather than producing the healthy, happy pets that millions of fami- lies dream of, puppy mills produce dogs with canine herpes, respiratory infec- tions, parasites, seizures, and E. coli. Dogs that are lucky enough to escape these diseases often have rotten teeth, missing eyes or limbs, hip disorders, skin problems, and a host of other deformities.
THE HORRORS OF PUPPY MILLS
View “The Horrors of Puppy Mills” in the online Media Library for this appendix (Video A.2).
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A8 APPENDIX Speeches for Analysis and Discussion
6 In addition to suffering from physical problems, dogs in puppy mills are often emotionally unstable. Some are dangerously violent and aggressive. Others are apathetic and lack any desire to interact with people or animals. Because of the overcrowding in puppy mills, some animals literally go crazy and chew off the ears, legs, and tails of other dogs.
7 But you can see for yourself what the dogs have to endure. Here’s a picture of a puppy mill provided by the U.S. Humane Society. As you can see, the cages are stacked one on top of another and the dogs are packed into the cages like sardines into a can. The dogs are not let out to go to the bath- room, so the cages are filled with waste and become breeding grounds for the diseases I mentioned earlier in my speech.
8 You can get a better sense of how disgusting puppy mills are from this photo, taken after the dogs were removed by animal protection officials. You can see how narrow the cages are and how they’re crammed one against the other. You can see the filth and debris everywhere.
9 Finally, take a look at a couple individual dogs. The first one came from a puppy mill here in Wisconsin. It was so malnourished that it couldn’t stand up by itself, and it had lost the fur on almost all of its body.
10 The next dog was in even worse shape. Covered with its own filth, it had a rash of infections and diseases and had lost the sight in one eye. Like other puppy-mill dogs, it never saw a veterinarian until it was rescued.
11 It’s time that we stop the horrors of puppy mills and help dogs and dog owners alike. Solving the problem requires action on two fronts—legislation and individual initiative.
12 The first step is for new laws that will put puppy mills out of business. Current laws, such as the Animal Welfare Act, are ineffective at best. This law only regulates a small number of breeders, leaving countless puppy mills to operate under the radar.
13 Here’s the legislation I propose. It’s based on a combination of propos- als that have been presented in several states. All dog breeders who produce more than 30 puppies a year should be required to register with their state’s Department of Agriculture, which would inspect dog-breeding facilities just as the health department inspects restaurants.
14 Breeders with dogs in substandard conditions would be dealt with accordingly. A first offense would result in a fine of $3,000. A second offense would result in a fine of $5,000 and 30 days in jail. A third offense would result in a fine of $10,000 and 90 days in jail, plus permanent loss of the breeder’s license in every state of the union.
15 But legislation alone won’t do the job. You and I also have a part to play. We have to take the profit out of puppy mills by making sure we don’t purchase dogs produced by puppy mills. We can do this by following guide- lines laid out by the Humane Society.
16 First, consider adopting a dog from a trusted animal shelter instead of buying a new dog. The animal shelter will make sure the dog is free of physical and behavioral problems.
17 Second, if you decide to buy a new dog, visit the breeder’s premises. If the breeder refuses to let you see the premises, or wants to meet you some- where else, don’t buy from that breeder.
18 Third, don’t buy a dog from a pet store. The Humane Society has found that most dogs in pet stores actually come from puppy mills.
19 And fourth, don’t be fooled by advertising. Just because an ad prom- ises that a dog has been, quote, “family raised” or has a “health certificate,”
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Bursting the Antibacterial Bubble A9
doesn’t mean it’s true. This is especially important when it comes to the Internet, where there is no way to verify the health of a dog or the trustwor- thiness of a breeder.
20 In conclusion, I’d like you to imagine your own pet—no matter what kind of animal it might be—living even one day in the conditions endured by dogs in puppy mills. Then imagine your pet living in those conditions day after day, week after week, month after month. Surely you would not want this for your own pet.
21 Yet even as we sit here, millions of dogs are suffering from the horrors of puppy mills. It’s time to stop puppy-mill breeders from profiting on their cruelty. Even if, as the movie title says, all dogs go to heaven, we should not allow them to start their lives in hell.
During the past several years, the use of household antibacterial products has
grown dramatically in the United States. Today Americans spend millions of dol-
lars on everything from antibacterial soaps and hand wipes to tissues, sponges,
shampoos, and even children’s toys that have been treated with antibacterial
chemicals.
The following persuasive speech argues that these products do not provide
the benefits they claim and may, in fact, be contributing to long-term health and
environmental problems. As a solution, the speaker recommends that the U.S.
Food and Drug Administration institute regulations governing the use of anti-
bacterial products and that consumers avoid using these products.
In addition to reading this speech, you can watch the video in the online
Media Library for this appendix. Study how the speaker uses examples, statistics,
and testimony to support her position. Does she convince you that the heavy
use of antibacterial products is a serious problem? Does she present an effective
solution to the problem? How could she have made the speech more convincing?
1 In the film The Boy in the Plastic Bubble, a boy born with a deficient immune system is forced to live in a germ-free environment to prevent him from contracting infections. His room is sealed against bacteria and viruses, his food is specially prepared, and his only human contact comes in the form of gloved hands.
2 Today millions of Americans are trying to build a bubble around themselves and their families to keep out germs. The bubble is not made of plastic, however, but of billions of dollars worth of antibacterial hand wipes, tissues, soaps, and sponges.
3 Before I studied antibacterial products in my public health class, I always used antibacterial hand soaps and antibacterial all-surface cleaner for my apartment. I also know from my class survey that 70 percent of you use antibacterial soaps, cleaners, and other products.
4 But after learning about the subject in class and reading research studies for this speech, I’m here to tell you that, try as we might, we cannot build a bubble between ourselves and germs with antibacterial products and that these products actually create more problems than they solve. After looking at the problems created by antibacterial products, we’ll explore some solutions.
BURSTING THE ANTIBACTERIAL BUBBLE
View “Bursting the Antibacterial Bubble” in the online Media Library for this appendix (Video A.3).
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A10 APPENDIX Speeches for Analysis and Discussion
5 The place to begin is by noting that antibacterial products are pop- ping up just about everywhere. The next time you go to the store, try to find a liquid soap that is not antibacterial. According to the Alliance for the Pru- dent Use of Antibiotics, 75 percent of all liquid soaps and 33 percent of all bar soaps are antibacterial.
6 In fact, there are more than 1,000 antibacterial household products on the market. In addition to all the soaps and cleaning products, there are also antibacterial cotton swabs, tons of antibacterial shampoos, and this anti- bacterial cutting board from Williams Sonoma. You can even get antibacterial socks, mouthwash, toothpaste, and, to protect you while away from home, this travel toothbrush with antibacterial bristles.
7 The Boston Globe reports that larger items such as mattresses, counter- tops, high chairs, and even children’s toys have been coated with antibacte- rial chemicals. The New York Times calls the antibacterial craze “the biggest marketing coup since bottled water.”
8 There’s no doubt that antibacterial products are popular with consum- ers, but there is a great deal of doubt about whether they’re effective in stop- ping the spread of germs. Elaine Larson, associate dean of the Columbia University School of Nursing, studied 238 families who used antibacterial products and found that they were just as likely to get fevers, sore throats, coughs, rashes, and stomach problems as families who used regular products. Larson’s findings are echoed by Eric Kupferberg, associate director of the Harvard School for Public Health, who states: “Antimicrobial products don’t significantly eliminate the number of germs you encounter on a daily basis.”
9 Nor do antibacterial products prevent the transmission of diseases such as colds and flus. Why? Because these illnesses come from viruses, not from bacteria. Antibacterial products don’t kill viruses. As Dr. Larson explains, “Most of the infections healthy people get are colds, flu, and diarrhea caused by viruses”—none of which can be prevented by the use of antibacterial products.
10 Not only do antibacterial products fail to deliver what they promise, but they actually increase your chances of getting sick. According to Stuart Levy, a professor of microbiology and medicine at Tufts University, excessive use of antibacterial products in the home can make children more likely to develop allergies and asthma.
11 In addition, people who use antibacterial products may become more susceptible to infections. Dr. James Chin, a research scientist in New South Wales, Australia, says: “The way we stay healthy is by low-dose exposure to bacteria and viruses. You need to exercise your immune system in the same way you need to exercise your muscles to be fit. If you don’t do that, your immune system doesn’t have a chance to do battle when it engages with an infection.”
12 The problems caused by antibacterial products are so serious that Dr. Myron Genel, chairman of the American Medical Association’s council on scientific affairs, fears one result may be the creation of antibiotic-resistant bac- teria “that are largely untreatable because they are resistant to existing drugs.”
13 And that’s not all. Besides being ineffective at preventing diseases and being potentially dangerous to our health, antibacterial household products also appear to harm the environment. Rolf Halden of Johns Hopkins Univer- sity School of Public Health reports that each year the United States releases into the water supply more than 2 million pounds of the active chemicals in antibacterial soaps.
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My Crazy Aunt Sue A11
14 The U.S. Geological Survey reports that chemicals from antibacterial products are winding up in streams and groundwater from the Denver area to remote locations in the Rocky Mountains. These chemicals are known to pollute the water supply, disrupt fish reproduction and growth, and, because they do not decompose quickly, remain active for years and years.
15 Now that we’ve seen the seriousness of the problem, let’s look at some solutions.
16 First, we need federal legislation regulating the use of household anti- bacterial products. Just as the Food and Drug Administration has regulations controlling the use of antibiotics, so, too, should it institute regulations con- trolling the use of antibacterial products.
17 We don’t let people purchase antibiotics without a doctor’s prescription, and there’s no reason we should allow makers of soap, tissues, hand wipes, toothbrushes, and other products to add powerful antibacterial agents without oversight from the Food and Drug Administration. Given the problems being caused by these products, it is time for the federal government to take action.
18 Second, we all need to take action as consumers. Most obviously, we need to stop buying these products. The best way to avoid germs, says the Centers for Disease Control, is to wash your hands for 10 to 15 seconds with plain soap and water.
19 In fact, a study at the University of North Carolina found that wash- ing your hands with soap and water is more effective at getting rid of germs than using antibacterial hand wipes. Emily Sickbert-Bennett, a public epide- miologist and co-author of the study, explains that when you use soap and water, the germs go down the drain, but with waterless antibacterial hand wipes, “you never rinse your hands. You are just rubbing a chemical into your hand and letting it dry.”
20 In conclusion, Americans spend millions of dollars every year on products that promise to “kill germs on contact.” But as we have seen today, the antibacterial craze is a marketing coup rather than a proven way of stop- ping either the spread of germs or the incidence of colds, flus, and other virus-borne illnesses. Worse, these products appear to contribute to health problems, and they are creating environmental problems in the U.S. water supply. The federal government should start regulating these products and we, as consumers, should stop throwing our money away on them.
21 We need to resist the false notion that we can use these products to create a bubble around ourselves to keep out germs and disease. Instead, we can burst the bubble of marketers who are selling us a false bill of goods and then we can thoroughly wash our hands of the whole mess.
The aim of a commemorative speech is to pay tribute to a person, a group of
people, an institution, or an idea. In the following student speech, the speaker
commemorates her aunt Sue and her heroic battle against the debilitating dis-
ease of rheumatoid arthritis.
As you read the speech, notice that it is not a biography that simply recounts
the details of aunt Sue’s life. Instead, it focuses on her courage, her sense of
humor, and her refusal to complain about her fate. The speaker provides enough
details to make clear why her aunt is so commendable, but her ultimate purpose
MY CRAZY AUNT SUE
View “My Crazy Aunt Sue” in the online Media Library for this appendix (Video A.4).
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A12 APPENDIX Speeches for Analysis and Discussion
is to inspire the audience rather than to inform it. The speaker also uses vivid
language, repetition, and parallel structure to give the speech the kind of formal
tone appropriate for a commemorative speech.
In addition to reading this speech, you can view it in the online Media Library
for this appendix.
1 The strongest person I know cannot peel a potato. The strongest per- son I know has trouble putting on her makeup. The strongest person I know needs a special key holder to turn the key in her car’s ignition.
2 For the past 15 years, my 47-year-old aunt Sue has been living with rheumatoid arthritis, a painfully debilitating disease in which the joints of the body become intensely inflamed due to the immune system’s activity. Yet despite the daily torments of this disease, my aunt Sue is stronger than any woman or man I have ever met.
3 Not a moment passes that my aunt Sue is not confronted with this demon of a disease and reminded of her disability through the pills she must take and the pain she must endure. It hurts to stand, it hurts to walk, it hurts to sit. After an infinite number of failed medications, aunt Sue is now under- going her most aggressive treatment, which includes weekly oral chemother- apy . After half a dozen surgeries, her frail body is in need of still more.
4 And yet despite all of this, I can’t recall ever hearing her complain about her fate. After all the indignities and inconveniences her illness has thrown at her, my aunt Sue still finds the energy to devote much of her time not to herself, but to those less fortunate than her. This past Thanksgiving, for exam- ple, she helped organize a dinner for more than 500 poor and homeless people. My aunt Sue, who has her medications put in non-childproof containers so she can open them, helped coordinate a dinner for those in need.
5 The picture I have painted of my aunt Sue thus far is of a kind woman, a determined woman, a warmhearted woman whose own suffering seems inconsequential when compared to that of others. This is all completely true, but there is something else about my aunt Sue that makes me admire her so. Actually, it’s what makes me love her as much as I do.
6 At five feet two inches, and 105 pounds, with the spunk of a teenager, she introduces herself as “Crazy Sue”—and sometimes I’d have to agree with her. Somehow she is able to approach this demonic disease with a sense of humor. And not just any sense of humor. My aunt Sue is one of the funniest people I know.
7 Years ago, when the disease began to hit her really hard, one of the attorneys at her law firm asked why she was limping. She told him she fell off a trapeze performing her weekend hobby—and he believed her! Following an ankle sprain and further complications, her ankle became deformed and the arch of her foot completely collapsed. Whereas most people would wallow in their misery, aunt Sue calls it her “cartoon foot.”
8 My aunt Sue has made a positive impression on countless people throughout her life, but I hope she knows how much of an impression she has made on me—and how much I admire her.
9 I complain about trudging through the snow to class, but I’m walking pain free. I complain about driving my friends around town, but I’m steering the wheel pain free. I complain about the final exams I’ll have to write, but I have the mobility in my wrist to write pain free. I have learned from my aunt Sue that I need to do a better job about being happy for the things that I have, rather than worrying about the not-so-perfect things in my life.
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Questions of Culture A13
10 Aunt Sue may call herself crazy, but I call her phenomenal—a joy to be around and a reminder that having a physical disability in no way dimin- ishes a person’s spirit or inner beauty.
Sajjid Zahir Chinoy
Seldom does a student commencement address upstage the featured speaker—
especially when that speaker is a Pulitzer Prize winner from Harvard University.
Yet that is exactly what happened when Sajjid Zahir Chinoy spoke to his fellow
graduates at the University of Richmond on May 12, 1996.
Born and raised near Bombay, India, Chinoy was selected to speak as the
result of a campuswide competition. After describing the jumble of emotions
that filled his mind as he came to the United States to attend school, he spoke
movingly of the warm reception he received in Richmond and of how cultural
differences can be overcome by attempting to understand other people.
Addressing his audience of 3,000 people extemporaneously and without
notes, Chinoy received thunderous applause, and his remarks were widely
reported in the press. His speech was so inspiring that the main speaker, Harvard
psychiatrist Robert Coles, began his address by paying tribute to Chinoy. “I’ve
been to a number of commencements,” said Coles, “but I’ve never heard a
speech quite like that.”
The text of this speech has been transcribed from a video recording and
is reprinted with permission from Sajjid Zahir Chinoy and the University of
Richmond. A video is available in the online Media Library for this appendix.
1 Distinguished guests, faculty, staff, students, ladies and gentlemen, and, most of all, the Class of 1996:
2 I can visualize the scene again and again: 11:30 P.M. , Saturday night, the fifteenth of August, 1992, Bombay International Airport, India. I was leaving home for the University of Richmond. And as I said that final good- bye to my parents, my family, and my friends; and as I saw hope, expectation, even a tinge of sadness, in their eyes; and as I stepped aboard the Boeing 747 in front, I knew my life had changed forever.
3 The next 36 hours on board the aircraft were a time of questions, of concerns, of tremendous uncertainty.
4 Had I made the right choice in leaving home? Had I made the right choice in leaving my parents, my family, my home? Had I made the right choice in leaving my country, my culture, my background? Had I made the right choice in choosing the University of Richmond?
5 And then, of course, there was that one nagging question, that one overriding concern: As one of only three Indian students on a Richmond campus of 3,000, would I ever fit in?
6 My country was different. My culture was different. My experiences were different. My background was different. My language was different. My accent was different. Would I ever fit in?
7 And so here I was, high above the clouds, grappling with questions of culture, of interaction, of ethnicity. What I didn’t know was that 30,000 feet
QUESTIONS OF CULTURE
View “Questions of Culture” in the online Media Library for this appendix (Video A.5).
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A14 APPENDIX Speeches for Analysis and Discussion
below, on the ground, the world was faced with these very same questions— the question of culture, the question of interaction, the question of ethnicity.
8 And so whether my aircraft took off from Bombay, where the Hindus and the Muslims lived together in a most fragile peace; or whether my aircraft was over Africa, where the Hutus and Tutsis of Rwanda and Burundi had long-standing animosity; or whether my aircraft was over Bosnia, where the Serbs, the Croats, the Muslims, and the Bosnians had broken yet another truce, the question was the same—could different cultures ever come together to reinforce one another?
9 Ladies and gentlemen, after that bumpy aircraft ride, this young Indian student had found his answer. He had been witness to the four most spectacular years of his life at the University of Richmond. The academics were great; the extracurriculars were great; his graduate plans were great.
10 But what left an indelible impact on his mind was none of this. No, instead it was those special moments, those moments of human interaction, those human relationships that can never quite be translated into words:
11 The time this young Indian student spent his first Thanksgiving din- ner with his debate team coach. That Thanksgiving evening when I ate my first American turkey and saw my first American football game, not knowing the difference between a tackle and a touchdown. And yet, all of a sudden, just like that, this very different Indian student had become an inherent part of the great American tradition of giving thanks.
12 The time I spent my first Christmas Eve with my journalism professor. That Christmas evening when the relationship wasn’t of a faculty member and a student anymore, but of two buddies who fought fiercely over every point in Ping-Pong.
13 The time I had a long and honest talk with an American friend on the eve of a calculus exam. I didn’t learn much calculus that night, but what I did learn was that as different as we are—different countries, different cul- tures, different continents—inherently we are still the same.
14 The time in December 1992 when India was hit by communal riots, when violence and bloodshed were but a few hundred yards from my family and my home, and when my fantastic roommate from my freshman year sat up the entire night, giving me hope, strength, and courage at every step.
15 Yes, four years after that bumpy aircraft ride, I have found the answer to the question of culture.
16 I have found that it has taken just a little understanding, just a little sensitivity, just a little open-mindedness, just a little empathy on the part of this community—this University of Richmond community—to change my life like never before.
17 I have found that it makes no difference what culture you follow, what your background is, what your experiences are, what language you speak, what accent you have. The commonality of the human bond far transcends these superficial differences.
18 And yet look around at the world today. Look around at the very regions that were faced with the same question of culture that I was faced with four years ago.
19 Look at Bosnia, where, between 1992 and 1996, 300,000 people had been slaughtered—Bosnians, Serbs, Croats, Muslims—all because they came from a slightly different heritage or culture or history.
20 Look at Bombay, India. In one maddening week in 1992, 2,000 Indians— Hindus and Muslims—lost their lives fighting with one another. They fought
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Questions of Culture A15
over a mosque; they fought over a structure made of brick and mortar. Two thousand human beings lost their lives.
21 Look at Africa, where, between 1992 and 1996, 1 million Hutus and Tutsis lost their lives. Just comprehend that for a moment. Between the time you were a freshman and a senior, 1 million lost their lives fighting over culture, over history, over background.
22 Yes, just look at the madness. The world has fought hard to highlight its differences. We have forgotten our inherent similarities. All because what was missing was a little understanding. Just a little sensitivity. Just a little open-mindedness. Just a little empathy.
23 Two similar questions of culture in 1992. Two diametrically opposite results in 1996.
24 And so, to the Class of 1996, I say go and distinguish yourselves like never before. Go get the best of jobs, the most rewarding of careers. Go to the best of graduate programs. And make a real difference in your communities.
25 But not for one moment, not for one moment, ever forget the memory of these four years—the memory that just a little understanding, just a little sensitivity, just a little open-mindedness, just a little empathy on your part can mean the difference between complete despair for one young boy in Bosnia and remarkable hope for another young boy at Richmond.
26 Thank you.
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Notes Chapter 1 1 Pericles, quoted in Richard Whately, Elements of
Rhetoric, 7th ed. (London: John W. Parker, 1846), p. 10.
2 Raising the Bar: Employers’ Views on College Learn- ing in the Wake of the Economic Downturn (Washington, DC: Hart Research Associates, 2010); “Communication Tops Skills Sought by Employers,” Training, October 11, 2010, www.training.com. May 12, 2011.
3 Dave McGinn, “Me? Public Speaking?” Globe and Mail , December 1, 2009, p. L1.
4 Quoted in Emily Driscoll, “Um, Like, Whatever: College Grads Lack Verbal Skills,” Foxbusiness .com, March 4, 2011. April 6, 2011.
5 George A. Kennedy, Comparative Rhetoric: An Historical and Cross-Cultural Introduction (New York: Oxford University Press, 1998).
6 Geoffrey Brewer, “Snakes Top List of Ameri- cans’ Fears,” Gallup News Service, February 2001; Alex Blyth, “How to Get the Most Out of Public Speaking Training,” Training Maga- zine (June 14, 2006), p. 7.
7 A. M. Ruscio, T. A. Brown, W. T. Chiu, J. Sareen, M. B. Steain, and R. C. Kessler, “Social Fears and Social Phobia in the USA: Results from the National Comorbidity Survey Replica- tion,” Psychological Medicine (January 2008), pp. 15–28.
8 Cicero, De Oratore, trans. E. W. Sutton (Cambridge, MA: Harvard University Press, 1942), p. xxvi.
9 Digby Jones, “Public Speaking Tests the Nerves of Most Directors,” Birmingham Post, August 25, 2003.
10 Elayne Snyder, Speak for Yourself—With Confi- dence (New York: New American Library, 1983), p. 113.
11 Sharon Aschaiek, “Conquer Your Fear of Public Speaking,” Toronto Sun, March 16, 2005.
12 A number of studies have shown that taking a public speaking course is effective in reducing stage fright. See Graham D. Bodie, “A Racing Heart, Rattling Knees, and Ruminative Thoughts: Defining, Explaining, and Treating Public Speaking Anxiety,” Communication Education, 59 (2010), pp. 70–105.
13 Lilly Walters, Secrets of Successful Speakers (New York: McGraw-Hill, 1993), pp. 32–36.
14 See Steven Ungerleider, Mental Training for Peak Performance, rev. ed. (Emmaus, PA: Rodale Books, 2005).
15 Joe Ayres, Tim Hopf, Michael T. Hazel, Debbie M. A. Sonandre, and Tanichya K. Wongprasert, “Visualization and Performance Visualization: Applications, Evidence, and Speculation,” in John A. Daly et al. (eds.), Avoiding Communica- tion: Shyness, Reticence, and Communication Apprehension, 3rd ed. (Cresskill, NJ: Hampton Press, 2009), pp. 375–394.
16 Dick Cavett, quoted in Steve Allen, How to Make a Speech (New York: McGraw-Hill, 1986), p. 10.
17 For more detail on the ideas in this paragraph, see Michael T. Motley, Overcoming Your Fear of Public Speaking: A Proven Method (Boston: Houghton Mifflin, 1998).
18 Chris R. Sawyer and Ralph R. Behnke, “Reduc- tion in Public Speaking State Anxiety During Performance as a Function of Sensitization Processes,” Communication Quarterly, 50 (2002), pp. 110–121.
19 For more detail on the dimensions of critical thinking, see M. Neil Browne and Stuart M. Keeley, Asking the Right Questions: A Guide to Critical Thinking, 9th ed. (Upper Saddle River, NJ: Pearson Education, 2010).
20 For other models of the speech communication process, see Stephen W. Littlejohn and Karen A. Foss, Theories of Human Communication, 10th ed. (Long Grove, IL: Waveland Press, 2011); Em Griffin, A First Look at Communica- tion Theory, 8th ed. (New York: McGraw-Hill, 2012).
21 Herman Melville, Redburn: His First Voyage (New York: Harper and Brothers, 1850), p. 214.
22 William B. Gudykunst and Young Yun Kim, Communicating with Strangers: An Approach to Intercultural Communication, 4th ed. (New York: McGraw-Hill, 2003), p. 4.
23 For more detail on gestures and other aspects of intercultural communication, see Judith N. Martin and Thomas K. Nakayama, Intercultural Communication in Contexts, 5th ed. (New York: McGraw-Hill, 2010).
24 Adapted from Roger E. Axtell (ed.), Do’s and Taboos Around the World, 3rd ed. (New York: John Wiley and Sons, 1993), p. 41.
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13 See www.natcom.org/Default.aspx?id=134 & terms=credo.
Chapter 3 1 Larry Barker and Kittie Watson, Listen Up: What
You’ve Never Heard About the Other Half of Every Conversation (New York: St. Martin’s, 2001), p. 5.
2 Michael P. Nichols, The Lost Art of Listening, 2nd ed. (New York: Guilford, 2009).
3 See Lyman K. Steil and Richard K. Bommelje, Listening Leaders: The Ten Golden Rules to Listen, Lead, and Succeed (Edina, MN: Beaver’s Pond Press, 2004).
4 Judi Brownell, Listening: Attitudes, Principles, and Skills, 4th ed. (Boston: Allyn and Bacon, 2010), p. 9.
5 Jan Flynn, Tuula-Riitta Valikoski, and Jennie Grau, “Listening in the Business Context: Reviewing the State of Research,” International Journal of Listening, 22 (2008), pp. 141–151; Laura A. Janusik, “Listening Pedagogy: Where Do We Go From Here?” in Andrew D. Wolvin (ed.), Listening and Human Communication in the 21st Century (West Sussex, UK: Blackwell, 2010), pp. 193–194.
6 See, for example, Melissa L. Beall, Jennifer Gill-Rosier, Jeanine Tate, and Amy Matten, “State of the Context: Listening in Education,” International Journal of Listening, 22 (2008), pp. 123–132.
7 Andrew W. Wolvin and Carolyn Gwynn Coakley, Listening, 5th ed. (Dubuque, IA: Brown and Benchmark, 1995), pp. 223–396.
8 Brownell, Listening: Attitudes, Principles, and Skills, p. 84.
9 Louis Nizer, My Life in Court, repr. ed. (Whitefish, MT: 2010), pp. 297–298.
10 Adapted from Lyman K. Steil, Larry L. Barker, and Kittie W. Watson, Effective Listening (Reading, MA: Addison-Wesley, 1983).
11 George H. Putnam, Abraham Lincoln (New York: Putnam, 1909), pp. 44–45.
12 M. Scott Peck, The Road Less Traveled: A New Psychology of Love, Traditional Values, and Spiri- tual Growth, 25th anniversary ed. (New York: Touchstone Books, 2003), p. 127.
13 Jack Hayes, “Fifty Years of Meteorological Advances,” Vital Speeches, 77 (2011), pp. 27–30.
14 See Ralph G. Nichols and Leonard A. Stevens, Are You Listening? (New York: McGraw-Hill,
25 Myron W. Lustig and Jolene Koester, Intercul- tural Competence: Interpersonal Communication Across Cultures, 6th ed. (Boston: Allyn and Bacon, 2010), pp. 149–152.
26 For more on multiculturalism and communica- tion, see Shang Liu, Zala Volčič, and Cindy Gallois, Introducing Intercultural Communica- tion: Global Cultures and Contexts (Thousand Oaks, CA: Sage, 2011).
Chapter 2 1 Richard L. Johannesen, Kathleen S. Valde, and
Karen E. Whedbee, Ethics in Human Communi- cation, 6th ed. (Prospect Heights, IL: Waveland Press, 2008), p. 14.
2 Johannesen, Valde, and Whedbee, Ethics in Human Communication, p. 13.
3 See, for example, Vincent Ryan Ruggiero, Think- ing Critically About Ethical Issues, 7th ed. (New York: McGraw-Hill, 2008).
4 Haig A. Bosmajian, The Language of Oppression (Lanham, MD: University Press of America, 1983), p. 5.
5 See Steven J. Heyman, Free Speech and Human Dignity (New Haven, CT: Yale University Press, 2008).
6 Thomas L. Tedford and Dale A. Herbeck, Free- dom of Speech in the United States, 6th ed. (State College, PA: Strata Publishing, 2009), pp. 173–180.
7 Kenneth Blanchard and Norman Vincent Peale, The Power of Ethical Management (New York: Ballantine Books, 1988), p. 64.
8 For an excellent guide to ethical decision mak- ing, see Ronald A. Howard and Clinton D. Korver, Ethics for the Real World (Boston: Harvard Business Press, 2008).
9 MLA Handbook for Writers of Research Papers, 7th ed. (New York: Modern Language Association of America, 2009), p. 52.
10 Merry Firschein, “School Chief Calls Speech ‘An Error in Judgment,’” The Record, June 2, 2007; “Superintendent’s Speech Stirs Talk of Plagiarism,” New York Times, June 2, 2007; Merry Firschein, “Teachers Worried About Boss’s Last Year,” The Record, June 13, 2007.
11 Bruce Perry, Malcolm: The Life of the Man Who Changed Black America (Tarrytown, NY: Station Hill, 1991), p. 380.
12 The credo is available at www.natcom.org/ Default.aspx?id=134&terms=credo.
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3 These criteria are adapted from Sheridan Librar- ies, “Evaluating Information Found on the In- ternet,” Johns Hopkins University . Web. April 14, 2011.
4 For more information on various interview types and situations, see Charles J. Stewart and William B. Cash, Jr., Interviewing: Principles and Practices, 13th ed. (New York: McGraw-Hill, 2011).
5 For an interesting study that confirms the ex- tent to which the process of researching and developing speeches can affect the beliefs and attitudes of student speakers, see Barbara Mae Gayle, “Transformations in a Civil Discourse Public Speaking Class: Speakers’ and Listeners’ Attitude Change,” Communication Education, 53 (2004), pp. 174–184.
Chapter 8 1 See, for example, Kathryn Greene, Shelly
Campo, and Smita C. Banerjee, “Comparing Normative, Anecdotal, and Statistical Risk Evi- dence to Discourage Tanning Bed Use,” Com- munication Quarterly, 58 (2010), pp. 111–132.
2 I would like to thank 21st Century and China Daily for permission to include this excerpt from Sun Yan’s speech in the online Media Library for this edition of The Art of Public Speaking .
3 Elliot Aronson, The Social Animal, 10th ed. (New York: Worth, 2008), pp. 92–93.
4 This point was made by James A. Winans in his classic Speech-Making (New York: Appleton- Century-Crofts, 1922), p. 141.
5 Over the years, there has been much debate over whether statistics or examples have more impact on listeners. For a recent study that addresses this subject, see Hans Hoeken and Lettica Hustinx, “When Is Statistical Evidence Superior to Anecdotal Evidence in Supporting Probability Claims? The Role of Argument Type,” Human Communication Research, 35 (2009), pp. 491–510.
6 Joel Best, Stat-Spotting: A Guide to Identifying Du- bious Data (Berkeley: University of California Press, 2008), provides a fascinating look at the use and misuse of statistics. For a more techni- cal approach, see Neil J. Salkind, Statistics for People Who (Think They) Hate Statistics, 4th ed. (Thousand Oaks, CA: Sage, 2011).
7 Bob Papper, “2010 Salary Survey: News Salaries Stabilize,” Radio Television Digital News Association. RTDNA. Web. 15 April 2011.
1957), pp. 113–114. This classic work still has much of value to say about its subject.
15 On some of the other challenges involved in note taking, see Annie Piolat, Thierry Olive, and Ronald T. Kellogg, “Cognitive Effort During Note Taking,” Applied Cognitive Psychology, 19 (2005), pp. 291–312.
16 See, for example, Tamas Makany, Jonathan Kemp, and Itiel E. Dror, “Optimizing the Use of Note-Taking as an External Cognitive Aid for Increasing Learning,” British Journal of Edu- cational Technology , 40 (2009), pp. 619–635.
Chapter 6 1 Seeing the speech classroom as a real audience is
also important because it engages students in a form of rhetorical activity that is vital to participatory democracy. See Rosa A. Eberly, “Rhetoric and the Anti-Logos Doughball: Teaching Deliberating Bodies the Practices of Participatory Democracy,” Rhetoric and Public Affairs, 5 (2002), p. 296.
2 Saul Alinsky, Rules for Radicals (New York: Random House, 1971), p. 81.
3 For a broader discussion of gender issues in com- munication, see Julia T. Wood, Gendered Lives: Communication, Gender, and Culture, 9th ed. (Boston: Wadsworth, 2011).
4 Diana L. Eck, A New Religious America (New York: HarperCollins, 2001), p. 4.
5 Research shows that speakers are usually more persuasive when they attempt to refute oppos- ing arguments rather than ignoring them. See Richard M. Perloff, The Dynamics of Persuasion: Communication and Attitudes in the 21st Century, 4th ed. (New York: Routledge, 2010), pp. 185–186.
Chapter 7 1 For more detail on Internet research, see
Randolph Hock, The Extreme Searcher’s Internet Handbook: A Guide for the Serious Searcher, 3rd ed. (Medford, NJ: CyberAge Books, 2010).
2 See, for example, Adam R. Brown, “Wikipedia as a Data Source for Political Scientists: Accuracy and Completeness of Coverage,” PS: Political Science and Politics, 44 (2011), pp. 339–343; Don Fallis, “Toward an Epistemology of Wikipedia,” Journal of the American Society for Information Science and Technology, 59 (2008), pp. 1662–1674.
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Chapter 12 1 For an authoritative exploration of the multiple
functions of language, see David Crystal, The Cambridge Encyclopedia of Language, 3rd ed. (New York: Cambridge University Press, 2010).
2 Dorothy Sarnoff, Speech Can Change Your Life (New York: Doubleday, 1970), p. 71.
3 Annmarie Mungo, “A Child Is Born,” Winning Orations, 1980 (Mankato, MN: Interstate Oratorical Association, 1980), pp. 49–50.
4 See Joseph Williams and Gregory G. Colomb, Style: Lessons in Clarity and Grace, 10th ed. (New York: Longman, 2010), for more on the principles of verbal clarity.
5 James Geary, I Is an Other: The Secret Life of Metaphor and How It Shapes the Way We See the World (New York: Harper, 2011), provides a highly readable exploration of the role of metaphor in human expression.
6 Edward Bliss, Jr. (ed.), In Search of Light: The Broadcasts of Edward R. Murrow, 1938–1961 (New York: Knopf, 1967), p. 276.
7 Rosalie Maggio, Talking About People: A Guide to Fair and Accurate Language (Phoenix, AZ: Oryx Press, 1997), p. 26.
Chapter 13 1 Irving Bartlett, Wendell Phillips: Boston Brahmin
(Boston: Beacon Press, 1961), p. 192. 2 A. Craig Baird, Rhetoric: A Philosophical Inquiry
(New York: Ronald Press, 1965), p. 207. 3 Daniel J. O’Keefe, Persuasion: Theory and Re-
search, 2nd ed. (Thousand Oaks, CA: Sage, 2002), p. 185.
4 Dorothy Sarnoff, Speech Can Change Your Life (Garden City, NY: Doubleday, 1970), p. 73.
5 See Walt Wolfram and Ben Ward (eds.), American Voices: How Dialects Differ from Coast to Coast (Malden, MA: Blackwell, 2006), for a collec- tion of readings on dialects in the United States.
6 Consult Kenneth C. Crannell, Voice and Articula- tion, 5th ed. (Boston: Wadsworth, 2012), for more detail on all aspects of voice production.
7 Mark L. Knapp and Judith A. Hall, Nonverbal Communication in Human Interaction, 7th ed. (Boston: Wadsworth, 2010), pp. 12–15.
8 Richard M. Perloff, The Dynamics of Persuasion: Communication and Attitudes in the 21st Cen- tury, 4th ed. (New York: Routledge, 2010), pp. 178–181.
8 M. Allen, R. Bruflat, R. Fucilla, M. Kramer, S. McKellips, D. J. Ryan, and M. Spiegelhoff, “Testing the Persuasiveness of Evidence: Combining Narrative and Statistical Forms,” Communication Research Reports, 17 (2000), pp. 331–336.
9 For research confirming the importance of citing sources when presenting evidence, see Rodney A. Reynolds and J. Lynn Reynolds, “Evidence,” in James Price Dillard and Michael Pfau (eds.), The Persuasion Handbook: Develop- ments in Theory and Practice (Thousand Oaks, CA: Sage, 2002), pp. 429–430.
10 Richard M. Perloff, The Dynamics of Persuasion: Communication and Attitudes in the 21st Century, 4th ed. (New York: Routledge, 2010), pp. 251–254.
Chapter 9 1 Ernest C. Thompson, “An Experimental Investi-
gation of the Relative Effectiveness of Organi- zational Structure in Oral Communication,” Southern Speech Journal, 26 (1960), pp. 59–69.
2 Harry Sharp, Jr., and Thomas McClung, “Effects of Organization on the Speaker’s Ethos,” Speech Monographs, 33 (1966), pp. 182–183.
3 See, for example, B. Scott Titsworth, “Students’ Notetaking: The Effects of Teacher Immedi- acy and Clarity,” Communication Education, 53 (2004), pp. 305–320; Joseph L. Chesebro, “Effects of Teacher Clarity and Nonverbal Immediacy on Student Learning, Receiver Apprehension, and Affect,” Communication Education, 52 (2003), pp. 135–147.
Chapter 10 1 Judith S. Kaye, “Gathering Dreams and Giving
Them Life,” Vital Speeches, 73 (2007), pp. 239–242.
2 Robert M. Gates, “About the Institution You Will Someday Lead,” Vital Speeches, 77 (2011), pp. 138–142.
3 Dorothy Sarnoff, Speech Can Change Your Life (Garden City, NY: Doubleday, 1970), p. 189.
4 Sarnoff, Speech Can Change Your Life, p. 190.
Chapter 11 1 Robert T. Oliver, History of Public Speaking in
America (Boston: Allyn and Bacon, 1965), p. 143.
2 Oliver, History of Public Speaking, p. 145.
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3 Joseph Conrad, “Youth: A Narrative,” in Samuel Hynes (ed.), Collected Stories of Joseph Conrad (Hopewell, NJ: Ecco Press, 1991), p. 166.
4 James Humes, Roles Speakers Play (New York: Harper and Row, 1976), p. 25.
Chapter 16 1 There are many competing definitions of per-
suasion. Mine is drawn from Gerald R. Miller, “On Being Persuaded: Some Basic Distinc- tions,” in James Price Dillard and Michael Pfau (eds.), The Persuasion Handbook: Developments in Theory and Practice (Thousand Oaks, CA: Sage, 2002), pp. 3–16.
2 Amanda Bennett, “Economics + Meeting = A Zillion Causes and Effects,” Wall Street Journal, January 10, 1995, B1.
3 See Richard L. Johannesen, Kathleen S. Valde, and Karen E. Whedbee, Ethics in Human Com- munication, 6th ed. (Prospect Heights, IL: Waveland Press, 2008), for a full look at com- munication ethics.
4 Adapted from Herbert W. Simons and Jean G. Jones, Persuasion in Society , 2nd ed. (New York: Routledge, 2011), p. 46.
5 This view of the interaction between speaker and listener reflects cognitive processing models of persuasion in general and the Elaboration Likelihood Model in particular. For a concise explanation of the latter, see Em Griffin, A First Look at Communication Theory , 8th ed. (New York: McGraw-Hill, 2012), pp. 205–216.
6 There is a great deal of research confirming the need for persuasive speakers to answer potential objections to their arguments. See John A. Banas and Stephen A. Rains, “A Meta-Analysis of Research on Inoculation Theory,” Communication Monographs, 77 (2010), pp. 282–311.
7 For a superb look at the research on courtroom persuasion, see John C. Reinard, “Persuasion in the Legal Setting,” in Dillard and Pfau, Persuasion Handbook, pp. 543–602.
8 Richard M. Perloff, The Dynamics of Persuasion: Communication and Attitudes in the 21st Cen- tury , 4th ed. (New York: Routledge, 2010), pp. 259–261.
9 Daniel J. O’Keefe, Persuasion: Theory and Re- search, 2nd ed. (Thousand Oaks, CA: Sage, 2002), pp. 218–219.
9 For more on delivery, plus other aspects of pub- lic speaking, see Garr Reynolds, The Naked Presenter (Berkeley, CA: New Riders, 2011); Scott Berkun, Confessions of a Public Speaker (Sebastopol, CA: O’Reilly Media, 2010).
10 Thomas F. Calcagni, Tough Questions—Good Answers: Taking Control of Any Interview (Sterling, VA: Capital Books, 2008), provides many practi- cal tips on managing question-and-answer sessions.
Chapter 14 1 For a compendium of research on these subjects,
see Richard E. Mayer (ed.), Multimedia Learning (New York: Cambridge University Press, 2009).
2 See Stephen Few, Now You See It: Simple Visualiza- tion Techniques for Quantitative Analysis (Oakland, CA: Analytics Press, 2009), for a revealing look at the art of statistical graphics.
3 Herbert W. Lovelace, “The Medium Is More Than the Message,” Informationweek.com (July 16, 2001), p. 74.
4 See, for example, Richard E. Mayer and Cheryl I. Johnson, “Revising the Redundancy Principle in Multimedia Learning,” Journal of Educa- tional Psychology, 100 (2008), pp. 380–386.
5 Nancy Duarte, Slideology: The Art and Science of Creating Great Presentations (Sebastopol, CA: O’Reilly Books, 2008), provides a wealth of insight on designing high-impact visual aids.
6 For more tips on the effective use of visual aids, see Garr Reynolds, Presentation Zen: Simple Ideas on Presentation and Delivery (Berkeley, CA: New Riders Press, 2008).
Chapter 15 1 John R. Johnson and Nancy Szczupakiewicz,
“The Public Speaking Course: Is It Preparing Students with Work-Related Public Speaking Skills?” Communication Education, 36 (1987), pp. 131–137; Andrew D. Wolvin and Diana Corley, “The Technical Speech Communica- tion Course: A View from the Field,” Associa- tion for Communication Administration Bulletin, 49 (1984), pp. 83–91.
2 Richard E. Mayer, Sherry Fennell, Lindsay Farmer, and Julie Campbell, “A Personalization Effect in Multimedia Learning: Students Learn Better When Words Are in Conversational Style Rather Than Formal Style,” Journal of Edu- cational Psychology, 96 (2004), pp. 389–395.
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specific instances to a general conclusion or from a general premise to a specific conclu- sion. In this scheme, reasoning from specific instances is one kind of inductive argument— as are causal reasoning and analogical reason- ing. See, for example, Nancy M. Cavender and Howard Kahane, Logic and Contemporary Rheto- ric: The Use of Reason in Everyday Life, 11th ed. (Belmont, CA: Wadsworth, 2010).
11 Lionel Ruby, The Art of Making Sense (Philadelphia: Lippincott, 1954), p. 261.
12 In classical systems of logic, reasoning from a general premise to a specific conclusion was known as deduction. But just as contempo- rary logicians have redefined induction (see note 10), they have redefined deduction as any instance of reasoning in which the con- clusion follows from its premises with cer- tainty. Some deductive arguments move from general premises to a specific conclusion, but others move from specific premises to a gen- eral conclusion. Many speech textbooks con- fuse reasoning from principle, which is one form of deduction, with deductive reasoning in general.
13 For more on fallacies and methods of reason- ing, see Douglas Walton, Informal Logic: A Pragmatic Approach, 2nd ed. (Cambridge: Cambridge University Press, 2008).
14 H. E. Butler (trans.), The Institutio Oratoria of Quintilian (Cambridge, MA: Harvard Univer- sity Press, 1961), IV, p. 141.
15 George Campbell, The Philosophy of Rhetoric, ed. Lloyd F. Bitzer (Carbondale, IL: Southern Illi- nois University Press, 1988), p. 77.
16 Research on fear appeals, for example, has demonstrated that messages devoted exclu- sively to arousing fear in the audience are usually less effective than messages that com- bine fear appeals with reasonable explana- tions of how to eliminate or cope with the source of fear. For an excellent review of that research, see Perloff, Dynamics of Persuasion, pp. 194–207.
Chapter 18 1 James C. Humes, Roles Speakers Play (New York:
Harper and Row, 1976), p. 8. 2 For both speeches, see “Remarks by President
Clinton and President Nelson Mandela at Pre- sentation of the Congressional Gold Medal to
10 See, for example, Amber Marie Reinhart, Heather M. Marshall, Thomas Hugh Feeley, and Frank Tutzauer, “The Persuasive Effects of Message Framing in Organ Donation: The Mediating Role of Psychological Reactance,” Communication Monographs, 74 (2007), pp. 229–255.
Chapter 17 1 James C. McCroskey, An Introduction to Rhetorical
Communication, 9th ed. (Boston: Allyn and Bacon, 2006), pp. 84–96.
2 Rachel A. Smith and Edward L. Fink, “Compli- ance Dynamics Within a Simulated Friendship Network I: The Effects of Agency, Tactic, and Node Centrality,” Human Communication Research, 36 (2010), pp. 232–260.
3 Richard M. Perloff, The Dynamics of Persuasion: Communication and Attitudes in the 21st Cen- tury , 4th ed. (New York: Routledge, 2010), pp. 210–213.
4 See John A. Banas and Stephen A. Rains, “A Meta-Analysis of Research on Inoculation Theory,” Communication Monographs, 77 (2010), pp. 282–311.
5 John C. Reinard, “The Empirical Study of the Persuasive Effects of Evidence: The Status After Fifty Years of Research,” Human Communica- tion Research , 15 (1988), pp. 37–38.
6 See, for example, Michael T. Stephenson, “Exam- ining Adolescents’ Responses to Antimarijuana PSAs,” Human Communication Research, 29 (2003), pp. 343–369.
7 Rodney A. Reynolds and J. Lynn Reynolds, “Evi- dence,” in James Price Dillard and Michael Pfau (eds.), The Persuasion Handbook: Develop- ments in Theory and Practice (Thousand Oaks, CA: Sage, 2002), pp. 429–430.
8 Daniel J. O’Keefe, Persuasion: Theory and Re- search, 2nd ed. (Thousand Oaks, CA: Sage, 2002), pp. 216–218.
9 Adapted from James C. Humes, A Speaker’s Trea- sury of Anecdotes About the Famous (New York: Harper and Row, 1978), p. 131.
10 In classical systems of logic, reasoning from particular facts to a general conclusion was known as induction. Contemporary logicians, however, have redefined induction as any in- stance of reasoning in which the conclusion follows from its premises with probability, re- gardless of whether the reasoning moves from
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Communication (Thousand Oaks, CA: Sage, 2008), pp. 199–215.
5 Charles Pavitt and Kelly K. Johnson, “Scheidel and Crowell Revisited: A Descriptive Study of Group Proposal Sequencing,” Communication Monographs, 69 (2002), pp. 19–32.
6 For research on this subject, see Michele H. Jackson and Marshall Scott Poole, “Idea- Generation in Naturally Occurring Con- texts: Complex Appropriation of Simple Group Procedure,” Human Communication Research, 29 (2003), pp. 560–591.
7 For further reading on research in small-group communication, see Marshall Scott Poole and Andrea B. Hollingshead (eds.), Theories of Small Groups: Interdisciplinary Perspectives (Thousand Oaks, CA: Sage, 2005).
8 For more on small-group oral presentations, see Katherine Adams and Gloria J. Galanes, Com- municating in Groups: Applications and Skills, 8th ed. (New York: McGraw-Hill, 2009), pp. 292–314.
President Nelson Mandela,” September 23, 1998. ( http://clinton4.nara.gov/WH/New/ html/19980923-977.html ) May 20, 2011.
3 Humes, Roles Speakers Play, pp. 33–34, 36.
Chapter 19 1 Gloria J. Galanes and Katherine Adams, Effective
Group Discussion: Theory and Practice, 13th ed. (New York: McGraw-Hill, 2010), pp. 233–235.
2 See Charlan Jeanne Nemeth and Jack A. Goncalo, “Influence and Persuasion in Small Groups,” in Timothy C. Brock and Melanie C. Green (eds.), Persuasion: Psychological Insights and Perspectives , 2nd ed. (Thousand Oaks, CA: Sage, 2005), pp. 171–194, for a helpful review of scholarship on this subject.
3 For more on the many dimensions of group leadership, see John W. Gastil, The Group in Society (Thousand Oaks, CA: Sage 2010), pp. 139–166.
4 For more on dealing with conflict in small groups, see Scott A. Myers and Carolyn Anderson, The Fundamentals of Small Group
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C-1
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C-2 PHOTO CREDITS
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I-1
Index A
Abstractions, 290–291 Abstracts, 123 Abstract words, 225 Abusive language, 34–35 Academic achievement, 48 Academic databases, 123–124 Acceptance speeches, 358 Action, in Monroe’s motivated
sequence, 316 Active listening, 53, 56 Ad hominem fallacy, 340–341 Adrenaline, 10 Age, of audience, 102 Alliteration, 231–232 Amanpour, Christine, 78 American Civil Liberties Union, 35 American Psychological Association
(APA) format, 134, 135 Analogical reasoning, 337–338 Anger, appeals to, 343 Antithesis, 232 Appeal to novelty fallacy, 342 Appeal to tradition fallacy, 341 Appearance. See Personal
appearance Appreciative listening, 49 Aristotle, 5, 102, 326, 333 Aronson, Elliot, 146 Articulation, 246–247 Attention, in Monroe’s motivated
sequence, 315, 317 Attitude
of audience, 107–108 during question-and-answer
session, 254 Audience. See also Listeners
adapting to, 7, 8, 98, 113–115, 355–356
appropriate language for, 233 arousing curiosity of, 189 asking questions of, 189 classmates as, 99 demographic analysis of, 101–105 disposition toward occasion,
109–110 disposition toward speaker,
108–109 disposition toward topic, 107–108,
287–288 establishing common ground
with, 98–99, 329–330
Audience—Cont. eye contact with, 15, 70,
249–251, 272 feedback from, 20 knowledge of, 107, 286–287 mental dialogue with, 304 method to startle, 188 obtaining information about,
110–113 processing of persuasive messages
by, 302–304 psychology of, 100–101 relating topic to, 186–187,
287–288 relevance of purpose to, 87–88 situational analysis of, 106–110 for speeches of introduction,
355–356 tailoring message to, 6, 20 target , 304–305
Audience analysis demographic , 101–105 situational , 106–110
Audience-analysis questionnaires, 111–113
Audience-centeredness, 20, 98–99 Audio recorders, 132 Authorship, of Internet
documents, 128
B
Bacon, Francis, 6 Bandwagon fallacy, 340 Bar graphs, 263 Bibliography
explanation of, 208 preliminary , 133–134 in preparation outline, 208–209
Bill of Rights, 35 Biographical aids, 122 Birdwhistell, Ray, 248 Body language. See also Nonverbal
communication body movement and, 249–250 eye contact as, 15, 70,
249–251, 272 gestures as, 23, 70, 250 personal appearance and, 248–249 role of, 248
Body movement, 249–250. See also Nonverbal communication
Body of speech, 66–67
Brainstorming clustering and, 80–81 example of, 376–377 explanation of, 80, 376 Internet searches and, 81 personal inventory and, 80
Brief examples, 143 Burden of proof, 311 Burke, Kenneth, 6 “Bursting the Antibacterial Bubble”
(speech), A9–A11
C
Call number, 121 Campbell, George, 343 Canada, Geoffrey, 3–4 Careers
ethical issues and, 31 public speaking in, 5, 17, 41, 83,
110, 129, 173, 215, 231, 253, 266, 289, 317, 342
Catalogue, library, 121 Causal order, 170–171 Causal reasoning, 337 Central ideas
explanation of, 89–90 guidelines for, 90–92 for informative speeches, 279–281,
283, 284 for persuasive speeches, 306, 308,
309, 313–316 in preparation outlines, 206 reinforcement of, 198–201
Channel, 19 Character, 326 Charts, 254, 263 Checklists
conclusion , 200 ethical public speaking, 36 evidence , 334 example , 147 Internet document evaluation, 127 introduction , 190 main points, 176 preparation outline, 210 reflective-thinking method, 377 source citation, 160 speaking with confidence, 15 specific purpose, 87 statistics , 153 testimony , 158 visual aids, 270
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I-2 INDEX
Delivery—Cont. focusing on, 52–53, 56 function of, 239–240 gestures and, 70, 250 goals for, 67–68 guidelines to practice, 251–252 impromptu , 241–242 from manuscript, 241 from memory, 241 methods of, 240–243 movement during, 249–250 nonverbal communication during,
15, 70–71, 240, 250–251 personal appearance and,
248–249 role of voice in, 243–248 ( See also
Voice) Delivery cues, 216 Demographic audience analysis
age and, 102 explanation of, 101–102 gender and, 102–103 group membership and, 105 racial , ethnic, and cultural
background and, 104–105 religion and, 103–104 sexual orientation and, 104
Demonstrations, 264–265 Denotative meaning, 222 Derived credibility, 327 Description, 290 Designated leaders, 368 Dialect, 247–248 DiCaprio, Leonardo, 9 Direct quotation, 156 Dissolve ending, 198 Distractions, 55 Diversity. See Cultural diversity Drawings, as visual aids,
260–261 Dyad, 366
E
Eastern dialect, 247 Egocentrism, 100 Either-or fallacy, 341 Emergent leaders, 368 Emotional appeals
ethics and, 345–346 explanation of, 342–343 methods to generate, 344–345
Empathic listening, 49 Encyclopedias, 121–122 Equipment, 274 Ethical decisions, 31, 36
Connectives—Cont. internal summaries as, 178 signposts as, 178–180 transitions as, 177
Connotative meaning, 222–223 Conrad, Joseph, 290 Consensus, 377 Contrast, 291 Conversation, 6–8 Conversational quality, 242 Conviction, 345 Creativity, 293 Credibility
derived , 327 explanation of, 192, 327 factors of, 326–327 initial , 327, 328 methods to establish, 192–194,
328–330 of sources, 326, 332–333 terminal , 327, 328 types of, 327–328
Credo for Ethical Communication (National Communication Association), 42
Crescendo ending, 197 Criteria, 375 Critical listening, 49 Critical thinking
explanation of, 16 listening and, 49 public speaking and, 16–17
Cultural diversity of audience, 104–105 dialect and, 247–248 ethnocentrism and, 24–25 inclusive language and, 235 overview of, 22–23 public speaking and, 23–24 stereotyping and, 101
Culture ethnocentrism and, 24–25 language and, 23
Curiosity, 81
D
“Dangers of Cell Phones” (speech), 346–349
Delivery audience questions and, 252–255 during conversation, 8 credibility and, 330 extemporaneous , 68–70, 242–243 eye contact and, 15, 70,
249–251, 272
Chinoy, Sajjid Zahir, 245–256, A13–A15
Chronological order explanation of, 66, 169 informative speeches in, 279, 281 use of, 169–170
Churchill, Winston, 9, 225, 230, 243, 345
Cicero, 6, 9 Clichés, 229 Clinton, Bill, 78, 356–358 Clustering, 80–81 Clutter, 226–227 Colbert, Stephen, 78 Coles, Robert, 246 Color, in visual aids, 269 Commemorative speeches
examples of effective, 359, 361 explanation of, 358–359 guidelines for, 359, 360
Common ground, 329–330 Communication skills, 5. See also
Speech communication process Comparative advantages order,
314–315 Comparison, 291 Compassion, appeals to, 343 Competence, 326, 328 Comprehensive listening, 49 Concentration, when listening, 50 Concepts
explanation of, 284 speeches about, 284–286
Conclusions checklist for, 200 example of, 201 functions of, 67, 196 referring to introduction in,
200–201 to reinforce central idea, 198–201 as signal for end of speech, 196–198 tips for, 202
Concrete words, 225–226, 228 Confidence
checklist for speaking with, 15 development of, 16 gaining experience as path to, 10–11 positive thinking to gain, 12 preparation as method to gain,
11–12 visualization to gain, 12–13
Conflict, interpersonal, 371 Connectives
explanation of, 177 internal previews as, 178
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INDEX I-3
Graphs, 261–263 Groups. See Small groups Guilt, appeals to, 343
H
Hancock, John, 232 Handouts, 271 Hasty generalization, 338 Hearing, 47–48. See also Listening Henry, Patrick, 199 Herodotus, 248 Hidden agenda, 370 Honesty
in question-and-answer session, 254
in speeches, 33–34, 301 “The Horrors of Puppy Mills”
(speech), A7–A9 How to Lie with Statistics (Huff), 148 Huber, Vicki, 12–13 Huff, Darrell, 148 Humor, 65 Hypothetical examples, 144
I
Ice breaker speeches, 64 Ideas. See Central ideas Identification, 98 “I Have a Dream” speech (King),
14, 227, 244, 360, A2–A5 Imagery
concrete words as, 228 explanation of, 228 metaphor as, 229–230 simile as, 228–229
Immediate action, speeches to gain, 310–311
Implied leaders, 367 Impromptu speech, 241–242 Inclusive language, 234–235 Incremental plagiarism
explanation of, 38 paraphrases and, 40 quotations and, 39
Indentation, outline, 206–207 Index cards, 69 Inflections, 244 Information
about audience, 110–113 technical , 88, 289–290
Informative speeches about concepts, 284–286 about events, 282–284 about objects, 278–280 about processes, 280–282
Fact, questions of, 305–306 Fallacies
ad hominem, 340–341 appeal to novelty, 342 appeal to tradition, 341 bandwagon , 340 either-or , 341 explanation of, 338 false cause, 338–339 hasty generalization, 338 invalid analogy, 339–340 red herring, 340 slippery slope, 341
False cause, 338–339 Fear
appeals to, 343 of public speaking, 9, 13
Feedback adapting to listener, 7, 8 explanation of, 20
Figurative language, 64–65 First Amendment, 42–43 Fixed-alternative questions,
111, 112 Fonts, in visual aids, 268–269 “Fork in the Road” (speech), 73 Frame of reference, of listeners,
19–20 Free expression, 42–44 Free speech
name-calling and, 34–35, 43 respect for, 301
G
Gathering materials. See Research Gender
of audience, 102–103 inclusive language and, 234–235
General American dialect, 247 General purpose, of speech, 82 Generic “he,” 234 Gestures. See also Nonverbal
communication cultural diversity and, 23 during speech, 70, 250
Globalization, 105 Global plagiarism, 37 Goals
ethically sound, 31–32 of public speaking, 18 in small groups, 369–370
Goodwill, 193–194 Google, 124–125, 128 Google Scholar, 124 Government resources, 126
Ethical listening explanation of, 41 guidelines for, 41–44
Ethical speaking avoiding abusive language for,
34–35 checklist for, 36 ethical goals for, 31–32 guidelines for, 31–36 honesty as element of, 33–34 preparation as element of,
32–33, 42 Ethics
emotional appeals and, 345–346 explanation of, 30 importance of, 30–31, 35 persuasion and, 300–301 plagiarism and, 37–41
Ethnic background, of audience, 104–105
Ethnocentrism, 24–25 Ethos, 326 Events
explanation of, 282 speeches about, 283–284
Evidence checklist for, 334 explanation of, 330 function of, 331–332 guidelines to use, 332–333 listening for, 57–58
Examples brief , 143 checklist for, 147 explanation of, 142 extended , 143–144 guidelines to use, 144–147 hypothetical , 144 vivid , 344
Expert testimony, 155 Extemporaneous speeches
delivery of, 242–243 explanation of, 68 eye contact during, 70 notes for, 68–69 speaking outline for, 213–217
Extended examples, 143–144 External interference, 20 Eye contact, 15, 70, 249–251, 272.
See also Nonverbal communication
F
Facial expressions, 23. See also Nonverbal communication
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I-4 INDEX
Listening—Cont. comprehensive , 49 courteous and attentive, 43–44 critical , 49 critical thinking and, 49 distractions when, 55 empathic , 49 ethical , 41–44 explanation of, 48 focusing on delivery and
appearance when, 52–53, 56 importance of, 48–49 during interviews, 132 jumping to conclusions when,
51–52 methods to focus, 56–58 note taking when, 58–60 poor , 47, 48, 50–53 prejudging when, 56 to questions, 254 self-evaluation of, 54
Logos, 333 Lynch, Jane, 10
M
MacArthur, Douglas, 197–198 Main points
checklist for, 176 explanation of, 67, 166–168 for informative speeches, 279–285 listening for, 57 number of, 168 for persuasive speeches, 306, 308,
309, 313–315 in preparation outlines, 207–208 strategic order of, 169–173 tips for preparing, 67, 174–175
Maintenance needs, 369 Malcolm: The Life of the Man Who
Changed Black America (Perry), 39 Mandela, Nelson, 356–358 Manuscript speech, 241 Mean, 150 Median, 150 “Medical Robots: From Science
Fiction to Science Fact” (speech), 294–296
Melville, Herman, 22 Men. See Gender Mental dialogue, with audience, 304 Message
explanation of, 18 organization of, 6 residual , 89 tailored to audience, 6, 20
J
Jones, Jenkin Lloyd, 32 JSTOR, 124
K
Kennedy, John F., 232, 244, 360 Key-word outline, 59–60 Kinesics, 248 King, Martin Luther, Jr., 14, 197,
227, 244, 301, 345, 360 Knowledge
of audience, 107, 286–287 using your own, 120
L
Language. See also Words abusive , 34–35 accurate use of, 223–224 appropriate use of, 232–234 clutter in, 226–227 concrete vs. abstract, 225–226, 228 culture and, 23 emotional , 344 figurative , 64–65 function of, 221–222 inclusive , 234–235 repetition in, 231 rhythm of, 230–232 vivid , 227–232, 360
Leadership explanation of, 367 functions of, 368–369 in small groups, 367–369 types of, 367–368
LexisNexis Academic, 123 “Liberty of Death” (Henry), 199 Librarians, 120–121 Libraries
academic databases in, 123–124 catalogues in, 121 newspapers and periodical
databases in, 122–123 reference works in, 121–122
Lincoln, Abraham, 9, 243 Line graphs, 262 Listeners. See also Audience
cultural factors affecting, 24–25 feedback from, 20 function of, 19–20 processing of persuasive messages
by, 302–304 tailoring message to, 6, 20
Listening active , 53, 56 appreciative , 49
Informative speeches—Cont. avoiding abstractions in, 290–291 avoiding overestimating in,
286–287 example of, 294–296 explanation of, 278 guidelines for, 286–293 personalizing ideas in, 291–293 relating subject to audience in,
287–288 situations for, 278, 305 technical information in,
289–290 InfoTrac OneFile, 124 Initial credibility, 327, 328 Interference, 20–21 Internal interference, 20 Internal previews, 178 Internal summaries, 178 Internet
evaluating material on, 127–129 government resources on, 126 plagiarism and, 40–41 search engines for, 124–125 topic searches on, 81 virtual libraries on, 126 Wikipedia on, 127
Interpersonal conflict, 371 Interviews
procedures during, 131–132 procedures following, 132–133 procedures prior to, 130–131 research , 129–133
Introductions checklist for, 190 credibility and goodwill in,
192–194 example of, 195 function of, 66 to get attention and interest,
186–192 objectives for, 186 as preview of body of speech,
194–195 referred to in conclusion,
200–201 revealing topic in, 192 story telling in, 190–191 tips for, 196
Introductory speeches guidelines for, 354–356 purpose of, 64, 66, 354
Invalid analogy, 339–340 “I’ve Been to the Mountaintop”
(King), 197
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INDEX I-5
Periodical databases, 122–123 Perry, Bruce, 39 Personal appearance
focusing on, 52, 53, 56 for interviews, 131 nervousness and, 13 of speakers, 248–249
Personal inventory, 80 Personalize, 291–293 Persuasion
building credibility for, 326–330 challenges related to, 301–302 degrees of, 302 emotional appeals for, 342–346 ethics and, 300–301 explanation of, 300 importance of, 300 psychology of, 301–305,
315–316 reasoning for, 334–342 use of evidence for, 330–333
Persuasive speeches examples of, 318–320, 346–349 how listeners process, 302–304 on questions of fact, 305–306 on questions of policy, 309–318 on questions of value, 307–309 situations for, 305 target audience for, 304–305
Phillips, Wendell, 240 Philosophy of Rhetoric
(Campbell), 343 “Phony Pharmaceuticals” (speech),
318–320 Photographs, 260–261 Physical setting, 106–107, 274 Pie graphs, 262–263 Pitch, 244 Pizan, Christine de, 6 Plagiarism
explanation of, 37 global , 37 incremental , 38–40 Internet and, 40–41 methods to avoid, 136 patchwork , 38
Plan, in questions of policy, 311–312
Plato, 30 Policy questions, 309–318 Pollak, Lindsey, 5 Positive nervousness, 10. See also
Nervousness Positive thinking, 12 Post hoc, ergo propter hoc, 338–339
O
Obama, Barack, 97–98 Objects
explanation of, 278 speeches about, 278–280 as visual aids, 260
O’Brien, Conan, 239 Occasion
appropriate language for, 233 appropriate remarks for, 354 audience disposition toward,
109–110 Open-ended questions, 111, 112 Oral reports, 378–379 Organization
critical thinking and, 16–17 of main points, 166–175 ( See also
Main points) of parts of speech, 66–67 for persuasive presentation, 7 strategic , 166 of supporting material, 175–177
( See also Supporting materials) use of connectives for, 177–180
Organizational methods causal , 170–171 chronological , 66, 169–170,
279, 281 comparative advantages, 314–315 Monroe’s motivated sequence,
315–317 problem-cause-solution , 314 problem-solution , 171–172,
313–314 spatial , 170, 279 topical , 66, 172–173, 279–281,
283, 284, 306, 308 Outlines. See Preparation outlines;
Speaking outlines Out-of-context quotations, 156–157
P
Panel discussions, 379–380 Parallelism, 230–231 Paraphrases
explanation of, 40, 156 identity sources of, 136, 158–159 quotations vs., 156
Passive agreement, 310 Patchwork plagiarism, 38 Pathos, 343 Pauses, in speech, 245 Peer testimony, 155–156 Perfection, expectations of, 13–14 Pericles, 4
Metaphor, 229–230 Millennial Generation, 104–105 Mode, 150 Models, as visual aids, 260 Modern Language Association
(MLA) format, 133, 135 Monotone, 244 Monroe, Alan, 315 Monroe’s motivated sequence,
315–317 Multiculturalism. See Cultural
diversity “My Crazy Aunt Sue” (speech), 360,
A11–A13
N
Nadal, Rafael, 10 Name-calling, 34–35, 43 National Communication
Association, 42, 44 Need
in Monroe’s motivated sequence, 315–317
in questions of policy, 311 Nervousness
acquiring speaking experience to overcome, 10–11
methods to deal with, 11–15, 71 nature of, 9–10 positive , 10 positive thinking to deal with, 12
New England dialect, 247 Newspaper databases, 122–123 Nonverbal communication
body movement and, 249–250 cultural diversity and, 23 explanation of, 240 eye contact as, 15, 70,
249–251, 272 gestures as, 23, 70, 250 personal appearance as, 248–249 role of, 248 during speech delivery,
70–71, 240 Notes
for extemporaneous speech, 68–69
interview , 132–133 research , 134, 136
Note taking guidelines for, 134, 136 during interviews, 132–133 key-word outline system for,
59–60 when listening, 58–60
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I-6 INDEX
Reflective-thinking method analyzing problem in, 374–375 checklist for, 377 defining problem in, 373–374 establishing criteria for solutions
in, 375 explanation of, 373 generating potential solutions in,
376–377 selecting solution in, 377–378
Rehearsal function of, 69–70 guidelines for, 251–252 mental , 13 with visual aids, 273
Religion, of audience, 103–104 Repetition, 231 Research
guidelines for, 133–137 Internet, 124–129 interviews for, 129–133 library , 120–124 note-taking for, 134, 136
Research interview, 129–133 Residual message, 89 Reverence, appeals to, 343 Rhetorical questions, 189 Rhetoric (Aristotle), 5–6 Rhythm
alliteration as, 231–232 antithesis as, 232 explanation of, 230 parallelism as, 230–231 repetition as, 231
Roosevelt, Franklin, 244
S
Sanger, Margaret, 9 Satisfaction, in Monroe’s motivated
sequence, 315–317 Scale questions, 111, 112 Search engines, 124–125 Seinfeld, Jerry, 9 Self-introduction speeches, 64, 72 Sexual orientation, of
audience, 104 Signposts, 178–180 Simile, 228–229 Sincerity, 345 Situation, 21 Situational audience analysis
disposition toward occasion and, 109–110
disposition toward speaker and, 108–109
Public speaking—Cont. goal of, 18 power of, 4–5 tips for, 15 tradition of, 5–6
Purpose general , 82 specific , 82–87
Q
Question-and-answer sessions management of, 253–255 preparation for, 252–253
Questions of fact, 305–306 fixed-alternative , 111, 112 interview , 130–131 open-ended , 111, 112 of policy, 309–318, 373 rhetorical , 189 scale , 111, 112 of value, 307–309
“Questions of Culture” (Chinoy) (speech), A13–A15
Quintilian, 6, 30, 342 Quotation books, 122 Quotations
in conclusions, 199 direct , 156 in introductions, 189–190 out-of-context , 156–157 paraphrases vs., 156 source credit for, 39, 136,
139–140, 158
R
Racial background, of audience, 104–105
“Ramadan” (speech), A5–A7 Rate, of speech, 244 Reagan, Ronald, 228, 359 Reasoning
analogical , 337–338 causal , 337 explanation of, 334–335 fallacies as errors in, 338–342 from principle, 336–337 from specific instances,
335–336 Recency, of Internet
documents, 129 Recitation from memory, 241 Recorders, audio, 132 Red herring, 340 Reference works, 121–122
PowerPoint. See also Visual aids benefits and drawbacks of,
265–268 font use with, 268, 269 images in, 261, 269 practice use of, 273 preparation to use, 266
Practicality, in questions of policy, 312
Practice. See Rehearsal Prejudgement, 42 Preliminary bibliography, 133–134 Preparation
as element of ethical speaking, 32–33, 42
importance of, 11–12 Preparation outlines
bibliography in, 208–209 checklist for, 210 example of, 210–213 explanation of, 206 format for, 206–207 guidelines for, 206–210
Presentation. See Delivery Presentation speeches, 356, 357 Preview
of body of speech, 194–195 internal , 178
Preview statement, 194 Pride, appeals to, 343 Principle, reasoning from, 336–337 Problem-cause-solution order, 314 Problem-solution order, 171–172,
313–314 Problem-solving small groups, 366 Procedural needs, 368 Processes
explanation of, 280 speeches about, 280–284
Pronunciation, 246 ProQuest, 123 Psychology
of audience, 100–101 of persuasion, 301–305, 315–316
Public speaking. See also Speeches in careers, 5, 17, 41, 83, 110, 129,
173, 215, 231, 253, 266, 289, 317, 342
conversation and, 6–8 critical thinking and, 16–17 cultural diversity and, 23–25 developing confidence in, 9–15 ethical issues in, 30–36 ( See also
Ethical speaking; Ethics) fear of, 9, 13
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INDEX I-7
Speeches—Cont. of presentation, 356–357 presentation of, 70–71 rehearsing your, 13, 69–70 specific purpose of, 82–87 starting your, 70 titles for, 209–210
Sponsoring organization, 128 Sponsorship, of Internet
documents, 128 St. Augustine, 6 Stage fright, 9 Statistical Abstract, 126 Statistics
checklist for, 153 explanation of, 147–148 guidelines to understand,
148–151 guidelines to use, 151–154
Stereotyping avoidance of, 234, 235 based on dialect, 247 explanation of, 101
Story telling, 190–191 Strategic organization, 166. See also
Organization Summaries
internal, 178 of speech, 199
Supporting materials as evidence, 330 examples as, 142–147 explanation of, 142, 175 organization of, 175–177 source citations for, 159–162 statistics as, 147–154 testimony as, 155–159
Symposium, 379
T
Target audience, 304–305. See also Audience
Task needs, 368–369 Technical information
in informative speeches, 289–290 relevance of, 88
Technology, 5. See also Internet Terminal credibility, 327, 328 Testimony
checklist for, 158 expert, 155 explanation of, 155 guidelines to use, 156–159 peer, 155–156 quoting versus paraphrasing, 156
Speaking outlines example of, 216–217 explanation of, 213 guidelines for, 214–216
Speaking rate, 87 Special occasion speeches
commemorative speeches as, 358–361
function of, 353 speeches of acceptance as, 258 speeches of introduction as,
354–356 speeches of presentation as,
356, 357 Specific purpose
checklist for, 87 explanation of, 82–84 in preparation outlines, 206 questions to ask about, 86–88
Specific purpose statements development of, 84–86 examples of, 83, 84, 167–173 for informative speeches, 279,
281, 283, 284 for persuasive speeches, 306, 308,
309, 313, 314, 316 Speech communication process
channel in, 19 example of, 21–22 feedback in, 20 interference in, 20–21 listener in, 19–20 message in, 18 situation in, 21 speaker in, 18
Speeches. See also Informative speeches; Persuasive speeches; Public speaking
of acceptance, 358 adapting to audience before,
113–114 adapting to audience during,
114–115 development of, 64–65 extemporaneous, 68–70, 213–217,
242–243 general purpose of, 82 ice breaker, 64 of introduction, 64, 72, 73,
354–356 mistakes in, 14 organization of, 66–67, 166
( See also Organization) physical setting for, 106–107, 274 preparation for, 11–12, 32–33
Situational audience analysis—Cont. disposition toward topic and,
107–108 explanation of, 106 physical setting and, 106–107 size and, 106
Size, of audience, 106 Slippery slope, 341 Small groups
explanation of, 366–367 interpersonal conflict in, 371 keeping discussions on track in,
372–373 leadership in, 367–369 participation in, 371–372 presenting recommendations of,
378–380 problem-solving , 366 reflective-thinking method for,
373–378 responsibilities in, 369–372
Smiling, 70 Source citations
checklist for, 160 formats for, 133–134 for material from Internet, 40–41 oral , 159–162 for paraphrases, 40 for quotations, 39, 136,
139–140, 158 for statistics, 152
Sources credibility of, 326, 332–333 statistics as, 151, 152 for testimony, 157–158
Southern dialect, 247 Spare “brain time,” 50 Spatial order
explanation of, 170 informative speeches in, 279 use of, 170
Speakers. See also Delivery analyzing technique of, 58 audience-centered , 20, 98–99 audience disposition toward,
108–109 demonstrations by, 264–265 ethical responsibility of, 32–33 experience of, 10–11 fear in, 9, 13 language style of, 234 mistakes made by, 13–14 prejudging , 42 preparation of, 11–12, 32–33 role of, 18
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I-8 INDEX
Voice—Cont. pronunciation and, 246 rate and, 244 role of, 243 vocal variety and, 245–246 volume and, 244
Volume, 244
W
Wiesel, Elie, 360, 361 Wikipedia, 127 Women. See Gender Words. See also Language
abstract, 225 concrete, 225–226, 228 connotative meaning of,
222–223 denotative meaning of, 222 emotion-laden, 344 familiar, 224–225 meaning of, 222–223 use of, 221–222
World Factbook, 126 World News Connection, 123 Wylie, I. A. R., 10
Y
Yearbooks, 122
Videos, 264 Virtual libraries, 126 Visual aids
charts as, 263, 264 checklist for, 270 color in, 269 demonstrations as, 264–265 function of, 15, 260 graphs as, 261–263 objects and models as, 260 photographs and drawings as,
260–261 PowerPoint and, 265–266 preparation of, 267–270 presentation of, 270–274 for speeches about
processes, 280 for statistics, 154 text in, 267–268 videos as, 264
Visual framework, 207 Visualization, 12–13, 315, 316 Vocalized pause, 245 Vocal variety, 245–246 Voice
articulation and, 246–247 dialect and, 247–248 guidelines for use of, 70–71 pauses and, 245 pitch and, 244
“There’s an App for That” (speech), 72
Thesaurus, 223 Thesis statement. See Central ideas Titles (speech), 209–210 Topical order
explanation of, 66, 172–173 informative speeches in, 279–281,
283, 284 persuasive speeches in, 306, 308
Topics appropriateness of, 233–234 audience disposition toward,
107–108, 186–187, 287–288 audience knowledge of, 286–287 brainstorming for, 80–81 development of, 64–65 familiarity with, 78–79 focus on, 64 methods to choose, 78–82 research on, 79–80 stating importance of, 188
Transitions, 67, 177–178
U
USA.gov, 126
V
Value, questions of, 307–308 Value judgments, 307
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- Cover Page
- Title Page
- Copyright Page
- About the Author
- Content in Brief
- Contents
- A Note from the Author
- Preface
- Acknowledgments
- Half Title Page
- Reviewers, Symposium and Focus-Group Participants, and Contributors
- PART ONE SPEAKING AND LISTENING
- Chapter 1 Speaking in Public
- The Power of Public Speaking
- The Tradition of Public Speaking
- Similarities Between Public Speaking and Conversation
- Differences Between Public Speaking and Conversation
- Developing Confidence: Your Speech Class
- Nervousness Is Normal
- Dealing with Nervousness
- Public Speaking and Critical Thinking
- The Speech Communication Process
- Speaker
- Message
- Channel
- Listener
- Feedback
- Interference
- Situation
- The Speech Communication Process: Example withCommentary
- Public Speaking in a Multicultural World
- Cultural Diversity in the Modern World
- Cultural Diversity and Public Speaking
- Avoiding Ethnocentrism
- Chapter 2 Ethics and Public Speaking
- The Importance of Ethics
- Guidelines for Ethical Speaking
- Make Sure Your Goals Are Ethically Sound
- Be Fully Prepared for Each Speech
- Be Honest in What You Say
- Avoid Name-Calling and Other Forms of Abusive Language
- Put Ethical Principles into Practice
- Plagiarism
- Global Plagiarism
- Patchwork Plagiarism
- Incremental Plagiarism
- Plagiarism and the Internet
- Guidelines for Ethical Listening
- Be Courteous and Attentive
- Avoid Prejudging the Speaker
- Maintain the Free and Open Expression of Ideas
- Chapter 3 Listening
- Listening Is Important
- Listening and Critical Thinking
- Four Causes of Poor Listening
- Not Concentrating
- Listening Too Hard
- Jumping to Conclusions
- Focusing on Delivery and Personal Appearance
- How to Become a Better Listener
- Take Listening Seriously
- Be an Active Listener
- Resist Distractions
- Don’t Be Diverted by Appearance or Delivery
- Suspend Judgment
- Focus Your Listening
- Develop Note-Taking Skills
- Chapter 4 Giving Your First Speech
- Preparing Your Speech
- Developing the Speech
- Organizing the Speech
- Delivering Your Speech
- Speaking Extemporaneously
- Rehearsing the Speech
- Presenting the Speech
- Sample Speeches with Commentary
- PART TWO SPEECH PREPARATION: GETTING STARTED
- Chapter 5 Selecting a Topic and a Purpose
- Choosing a Topic
- Topics You Know a Lot About
- Topics You Want to Know More About
- Brainstorming for Topics
- Determining the General Purpose
- Determining the Specific Purpose
- Tips for Formulating the Specific Purpose Statement
- Questions to Ask About Your Specific Purpose
- Phrasing the Central Idea
- What Is the Central Idea?
- Guidelines for the Central Idea
- Chapter 6 Analyzing the Audience
- Audience-Centeredness
- Your Classmates as an Audience
- The Psychology of Audiences
- Demographic Audience Analysis
- Age
- Gender
- Religion
- Sexual Orientation
- Racial, Ethnic, and Cultural Background
- Group Membership
- Situational Audience Analysis
- Size
- Physical Setting
- Disposition Toward the Topic
- Disposition Toward the Speaker
- Disposition Toward the Occasion
- Getting Information About the Audience
- Adapting to the Audience
- Audience Adaptation Before the Speech
- Audience Adaptation During the Speech
- Chapter 7 Gathering Materials
- Using Your Own Knowledge and Experience
- Doing Library Research
- Librarians
- The Catalogue
- Reference Works
- Newspaper and Periodical Databases
- Academic Databases
- Searching the Internet
- Search Engines
- Specialized Research Resources
- Evaluating Internet Documents
- Interviewing
- Before the Interview
- During the Interview
- After the Interview
- Tips for Doing Research
- Start Early
- Make a Preliminary Bibliography
- Take Notes Efficiently
- Think About Your Materials as You Research
- Chapter 8 Supporting Your Ideas
- Examples
- Brief Examples
- Extended Examples
- Hypothetical Examples
- Tips for Using Examples
- Statistics
- Understanding Statistics
- Tips for Using Statistics
- Testimony
- Expert Testimony
- Peer Testimony
- Quoting Versus Paraphrasing
- Tips for Using Testimony
- Citing Sources Orally
- PART THREE SPEECH PREPARATION: ORGANIZING AND OUTLINING
- Chapter 9 Organizing the Body of the Speech
- Organization Is Important
- Main Points
- Number of Main Points
- Strategic Order of Main Points
- Tips for Preparing Main Points
- Supporting Materials
- Connectives
- Transitions
- Internal Previews
- Internal Summaries
- Signposts
- Chapter 10 Beginning and Ending the Speech
- The Introduction
- Get Attention and Interest
- Reveal the Topic
- Establish Credibility and Goodwill
- Preview the Body of the Speech
- Sample Introduction with Commentary
- Tips for the Introduction
- The Conclusion
- Signal the End of the Speech
- Reinforce the Central Idea
- Sample Conclusion with Commentary
- Tips for the Conclusion
- Chapter 11 Outlining the Speech
- The Preparation Outline
- Guidelines for the Preparation Outline
- Sample Preparation Outline with Commentary
- The Speaking Outline
- Guidelines for the Speaking Outline
- Sample Speaking Outline with Commentary
- PART FOUR PRESENTING THE SPEECH
- Chapter 12 Using Language
- Meanings of Words
- Using Language Accurately
- Using Language Clearly
- Use Familiar Words
- Choose Concrete Words
- Eliminate Clutter
- Using Language Vividly
- Imagery
- Rhythm
- Using Language Appropriately
- Appropriateness to the Occasion
- Appropriateness to the Audience
- Appropriateness to the Topic
- Appropriateness to the Speaker
- A Note on Inclusive Language
- Chapter 13 Delivery
- What Is Good Delivery?
- Methods of Delivery
- Reading from a Manuscript
- Reciting from Memory
- Speaking Impromptu
- Speaking Extemporaneously
- The Speaker’s Voice
- Volume
- Pitch
- Rate
- Pauses
- Vocal Variety
- Pronunciation
- Articulation
- Dialect
- The Speaker’s Body
- Personal Appearance
- Movement
- Gestures
- Eye Contact
- Practicing Delivery
- Answering Audience Questions
- Preparing for the Question-and-Answer Session
- Managing the Question-and-Answer Session
- Chapter 14 Using Visual Aids
- Kinds of Visual Aids
- Objects and Models
- Photographs and Drawings
- Graphs
- Charts
- Video
- The Speaker
- PowerPoint
- Guidelines for Preparing Visual Aids
- Prepare Visual Aids Well in Advance
- Keep Visual Aids Simple
- Make Sure Visual Aids Are Large Enough
- Use a Limited Amount of Text
- Use Fonts Effectively
- Use Color Effectively
- Use Images Strategically
- Guidelines for Presenting Visual Aids
- Display Visual Aids Where Listeners Can See Them
- Avoid Passing Visual Aids Among the Audience
- Display Visual Aids Only While Discussing Them
- Explain Visual Aids Clearly and Concisely
- Talk to Your Audience, Not to Your Visual Aid
- Practice with Your Visual Aids
- Check the Room and Equipment
- PART FIVE VARIETIES OF PUBLIC SPEAKING
- Chapter 15 Speaking to Inform
- Types of Informative Speeches: Analysis and Organization
- Speeches About Objects
- Speeches About Processes
- Speeches About Events
- Speeches About Concepts
- Guidelines for Informative Speaking
- Don’t Overestimate What the Audience Knows
- Relate the Subject Directly to the Audience
- Don’t Be Too Technical
- Avoid Abstractions
- Personalize Your Ideas
- Be Creative
- Sample Speech with Commentary
- Chapter 16 Speaking to Persuade
- The Importance of Persuasion
- Ethics and Persuasion
- The Psychology of Persuasion
- The Challenge of Persuasive Speaking
- How Listeners Process Persuasive Messages
- The Target Audience
- Persuasive Speeches on Questions of Fact
- What Are Questions of Fact?
- Analyzing Questions of Fact
- Organizing Speeches on Questions of Fact
- Persuasive Speeches on Questions of Value
- What Are Questions of Value?
- Analyzing Questions of Value
- Organizing Speeches on Questions of Value
- Persuasive Speeches on Questions of Policy
- What Are Questions of Policy?
- Types of Speeches on Questions of Policy
- Analyzing Questions of Policy
- Organizing Speeches on Questions of Policy
- Sample Speech with Commentary
- Chapter 17 Methods of Persuasion
- Building Credibility
- Factors of Credibility
- Types of Credibility
- Enhancing Your Credibility
- Using Evidence
- How Evidence Works: A Case Study
- Tips for Using Evidence
- Reasoning
- Reasoning from Specific Instances
- Reasoning from Principle
- Causal Reasoning
- Analogical Reasoning
- Fallacies
- Appealing to Emotions
- What Are Emotional Appeals?
- Generating Emotional Appeal
- Ethics and Emotional Appeal
- Sample Speech with Commentary
- Chapter 18 Speaking on Special Occasions
- Speeches of Introduction
- Speeches of Presentation
- Speeches of Acceptance
- Commemorative Speeches
- Chapter 19 Speaking in Small Groups
- What Is a Small Group?
- Leadership in Small Groups
- Kinds of Leadership
- Functions of Leadership
- Responsibilities in a Small Group
- Commit Yourself to the Goals of Your Group
- Fulfill Individual Assignments
- Avoid Interpersonal Conflicts
- Encourage Full Participation
- Keep the Discussion on Track
- The Reflective-Thinking Method
- Define the Problem
- Analyze the Problem
- Establish Criteria for Solutions
- Generate Potential Solutions
- Select the Best Solution
- Presenting the Recommendations of the Group
- Oral Report
- Symposium
- Panel Discussion
- Appendix Speeches for Analysis and Discussion
- I Have a Dream Martin Luther King, Jr.
- Ramadan
- The Horrors of Puppy Mills
- Bursting the Antibacterial Bubble
- My Crazy Aunt Sue
- Questions of Culture Sajjid Zahir Chinoy
- Notes
- Photo Credits
- Index
