The Art of Public Speaking • Chapter 5

McGraw-Hill Education ∙ The Art of Public Speaking, 12th Edition © 2015 Stephen E. Lucas. All rights reserved.

The Art of Public Speaking • Chapter 5


• Topics for speeches outside the classroom are usually determined by the occasion, the audience, and the speakers qualifications.

• Commemorative Speeches, Special Occasions, Work Related, etc.


• Topics for classroom speeches can:

• Come from subjects you know a great deal about

• Come from subjects you want to know more about

• Come from issues about which you hold strong opinions and beliefs


• Generating ideas by free association

• Personal Inventory

• Clustering (make lists for people, places, things, events, processes, concepts, natural phenomena, problems, plans and policies.)

• Free Associate

• Internet Search (Wikipedia Shuffle, Studes)


Broad goal of speech

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• PERSUADE

• Act as advocate or supporter

• Espouse a cause. Sell, advocate, defend

• Change the attitudes or actions of your fellow studes.

• INFORM

• Act as teacher or lecturer

• Demonstrate, explain, report, introduce

• Convey information accurately, clearly, interestingly!


§ Single infinitive phrase

§ “to inform my audience…” § “to persuade my audience to...”§ You guys, it always starts with “to” and is

always followed with either “inform” or “persuade.”

§ States precisely what the speaker wants the audience to know or believe after the speech


§ Should be something you can measure. Set your purpose, then check if you did it.

§ Should always be related to your audience.


§ A specific purpose should:

§ Be a full infinitive phrase, not a fragment

§ Be a statement, not question

§ Avoid figurative language


§ Limit to one distinct idea

§ Avoid being vague

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Ineffective:

Avalanches


More effective:

To inform my audience about the three major kinds of avalanches.


Ineffective:

What is Día de los Muertos?


More effective:

To inform my audience about the history of Mexico’s Día de los Muertos celebration.


Ineffective:

To persuade my audience that the campus policy on student parking really stinks.


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.


Ineffective:

To persuade my audience to become literacy tutors and to donate time to Meals on Wheels.


More effective:

To persuade my audience to become literacy tutors.

More effective:

To persuade my audience to donate time to Meals on Wheels.


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.


§ Questions to ask:§ Meet assignment?

§ Accomplish in time allotted?

§ Relevant to audience?

§ Too trivial for audience?

§ Too technical for audience?


§ One-sentence statement

§ States precisely of what the speaker expects to say in the speech

§ Sums up or encapsulates the major idea (s) or main points of your speech

§ The gist in a sentence.

§ Residual message – the take away.


§ Guidelines:

§ Express as full sentence

§ Don’t express as question

§ Avoid figurative language

§ Don’t be vague


Ineffective:

Problems of fad diets.


More effective:

Although fad diets produce quick weight loss, they can lead to serious health problems by creating deficiencies in vitamins and minerals and by breaking down muscle tissue as well as fat.


Ineffective:

What are nanorobots?


More effective:

Microscopic in size, nanorobots are being developed for use in medicine, weaponry, and daily life.


Ineffective:

South Africa is an awesome place for a vacation.


More effective:

South Africa has many attractions for vacationers, including beautiful scenery, exotic wildlife, and bustling cities.


Ineffective:

Paying college athletes a monthly salary is a good idea.


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 speeches as they move scholarships.


General Purpose:

To inform

Specific Purpose:

To inform my audience ofthe three major races in alpine skiing.

Central Idea: The three major races in alpine skiing are the downhill, slalom, and giant slalom.


Main Points: I. The first major race in alpine skiing is the downhill.

II. The second major race in alpine skiing is the slalom.

III.

The third major race in alpine skiing is the giant slalom.

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The Art of Public Speaking • Chapter 5