Everyday Public Everyday Public SpeakingSpeaking

Chapter 13Chapter 13

After completing this After completing this chapter, you will be able tochapter, you will be able to

• explain types and functions of social-ritual explain types and functions of social-ritual speechesspeeches

• create and deliver social-ritual speechescreate and deliver social-ritual speeches• describe the purposes of an informative speech describe the purposes of an informative speech

and a training speechand a training speech• prepare scripts or notes for informative and prepare scripts or notes for informative and

training presentationstraining presentations• deliver a short informative speech and a training deliver a short informative speech and a training

speechspeech• respond effectively to audience questionsrespond effectively to audience questions• determine if audience members are learning what determine if audience members are learning what

you intended to communicateyou intended to communicate• critique social-ritual, informative, and training critique social-ritual, informative, and training

speechesspeeches

Everyday Public Everyday Public SpeakingSpeaking

• Social-Ritual SpeechesSocial-Ritual Speeches– have a specific function and follow a have a specific function and follow a

short, predictable patternshort, predictable pattern

• Informative SpeechesInformative Speeches– intended to tell an audience about a intended to tell an audience about a

topictopic

• Training SpeechesTraining Speeches– teach an audience new skillsteach an audience new skills

Social-Ritual SpeechesSocial-Ritual Speeches, or , or ceremonial speeches, are ceremonial speeches, are short presentations that short presentations that follow a set pattern and follow a set pattern and have a very specific goal.have a very specific goal.

Social-ritual speeches are Social-ritual speeches are important because they important because they bring people together.bring people together.

Types of Social-Ritual Types of Social-Ritual SpeechesSpeeches

• AnnouncementsAnnouncements• WelcomesWelcomes• Awards PresentationsAwards Presentations• Acceptance SpeechesAcceptance Speeches• IntroductionsIntroductions• NominationsNominations• StorytellingStorytelling• ToastsToasts• EulogiesEulogies

Critiquing a Social-Ritual Critiquing a Social-Ritual SpeechSpeech

1.1. Did the speech meet its intended Did the speech meet its intended goals?goals?

2.2. Did the speech contain the necessary Did the speech contain the necessary parts?parts?

3.3. Did the nonverbal messages support Did the nonverbal messages support the tone of the speech – for example, the tone of the speech – for example, funny, warm, excited, sad?funny, warm, excited, sad?

4.4. Was the speech well-adapted to the Was the speech well-adapted to the audience.audience.

Types of Informative Types of Informative SpeechesSpeeches

• DescriptionDescription– describes a person, place, thing or describes a person, place, thing or

experienceexperience

• DefinitionDefinition– explains a word or concept in great detailexplains a word or concept in great detail

• DemonstrationDemonstration– explains or demonstrates a particular explains or demonstrates a particular

concept or thingconcept or thing– may need a visual aidmay need a visual aid

Principles for InformingPrinciples for Informing

1.1. The audience must have a need to know The audience must have a need to know the information.the information.

2.2. The information must be connected to The information must be connected to something your audience already something your audience already knows.knows.

3.3. The information must be well organized.The information must be well organized.

4.4. The information must be repeated.The information must be repeated.

5.5. The information must be tied (in some The information must be tied (in some way) to values and feelings.way) to values and feelings.

The Three Learning The Three Learning StylesStyles

1.1. ListeningListening

2.2. WatchingWatching

3.3. DoingDoing

Formal feedback given by a Formal feedback given by a critic is called a critic is called a critique.critique.

Reasons for Learning to be Reasons for Learning to be a Competent Critica Competent Critic

1.1. It will help you It will help you become a better become a better listener.listener.

2.2. It will help you It will help you improve your improve your own speaking.own speaking.

3.3. It will help others It will help others become better become better speakers.speakers.

Critique GuidelinesCritique Guidelines

1.1. Be specific.Be specific.

2.2. Establish some criteria.Establish some criteria.

3.3. Describe what you saw and heard.Describe what you saw and heard.

4.4. Limit your points.Limit your points.

5.5. Discuss both strengths and Discuss both strengths and weaknesses.weaknesses.

6.6. Recognize improvement.Recognize improvement.

SummarySummary• Many everyday public-speaking opportunities Many everyday public-speaking opportunities

occur in school, in the workplace, and in social occur in school, in the workplace, and in social situations.situations.

• Social-ritual speeches include announcements, Social-ritual speeches include announcements, welcomes, award presentations, acceptance welcomes, award presentations, acceptance speeches, introductions, nominations, speeches, introductions, nominations, storytelling, toasts, and eulogies.storytelling, toasts, and eulogies.

• Informative speeches are intended to describe, Informative speeches are intended to describe, define, or demonstrate.define, or demonstrate.

• Training speeches are intended to teach listeners Training speeches are intended to teach listeners how to do something.how to do something.

• In addition to speaking, a competent In addition to speaking, a competent communicator provides careful critiques that communicator provides careful critiques that evaluate others’ speeches thoughtfully.evaluate others’ speeches thoughtfully.