ORAL COMMUNICATION – PRINCIPLES OF EFFECTIVE SPEECH WRITING

QUARTER 2 WEEK 11
WHAT I KNOW
PRE-TEST
1. T. 6. T. 11. A.
2. T. 7. T. 12. B.
3. F. 8. T. 13. C.
4. T. 9. T. 14. A.
5. F. 10. T. 15. D.
ACTIVITY 1
1. The processes in preparing for a speech as expressed in the “classical canons of
rhetoric” according to the Greeks and Romans are Invention, Arrangement, Style, Memory
and Delivery.
2. The stages in writing a speech are the planning stage and the creating stage. The
planning stage has two principle: The first principle is choose the topic and the second
principle is analyzing the audience. The creating stage also have two principles: The first
principle is sourcing the information and the second principle is outlining and organizing
information or speech content.
3. It is very important because good planning and preparations can lead you to
success. In addition, offer help to boost your certainty and confidence.

ACTIVITY 2
1. T. 6. F.
2. F. 7. F.
3. T. 8. F.
4. T. 9. T.
5. T. 10. T.

B.
What is your general purpose?

To inform
What is your specific purpose? To make ways to accept them for who
really are
What is your chosen topic? Gender Inequality
 Limit down the topic by listing Preventing Gender Inequality
at least 3 possible narrowed down Defining on how to prevent gender
topics. inequality
To help them to be treated as equals

ACTIVITY 3
Audience Analysis
Age range 16-59 y/o
Educational background Educated and Non-educated people
Marital status Single, Married, Widowed and not
remarried, Divorced and Married
but separated
Economic status (household income above Household income above 30,000 or below
30,000 or below 30,000) 30,000
Type of audience (expert, lay,
mixed)

Expert, Lay, Mixed

ACTIVITY 4 A.
1. It is to accumulate thoughts, information, sources and references significantly or
related to the specific point.
2. Gathering information can help speakers to gain validity and make their speech
current and relevant.
3. The sources of supporting information are the Experiential knowledge and the
Published information. Experiential knowledge is your own experiences and knowledge,
the experience and knowledge of others, and/or the experience and knowledge of your
gathering of people whereas the Published Information where supporting material can be
found: newspaper and magazine articles, speeches, government distributions, and reports,
laws and controls, scholarly and scientific articles and reports, reference works such as
dictionaries and encyclopedias, books.
4. Make your point stand out as you deliver it so the audience will recognize it as
important. When utilizing supporting information you need to cite the source suitably,
demonstrate the date the statistic was made, checking the sample degree if the research
was included, show any actualities and statistics in a way that interfacing with the
audience.

B.
1. Experiential Knowledge 6. Published Information
2. Published Information 7. Experiential Knowledge 3. Published
Information 8. Published Information
4. Experiential Knowledge 9. Experiential Knowledge
5. Published Information 10. Published Information

ACTIVITY 5
1. The two ways to organize information in a speech are Writing Patterns and
Outlining. Writing Patterns are structures that will help you organize the ideas related to
your topic and the Outlining is a hierarchical list that appears the relationship of your
thoughts.
2. The different writing patterns to be used in speech writing are biographical,
categorical/topical, comparison/contrast, casual, problemsolution, and chronological.
3. The two suggested formats in outlining information in a speech are the Table
Format and the List Format. The Table Format will be a table form whereas the List
Format will be a list form.
4. Working Outline, whose function is to enable a speaker to create and organize the
cognitive content of the speech that is the thoughts and information that will constitute
the substance of the speech.
Preparational Outline is a full sentence outline including quotations, statistics, and
transitions and is generally utilized as the starting point for practicing your speech.
Speaking or Keyword Outline is generally briefer and more condensed than the
preparation outline, but it may also include written-out versions of your opening and
closing lines as well as source citations.
Formal Outline may be indeed more complete and detailed than the preparation
outline, and it includes a bibliography of the sources you utilized in planning the speech.
5. Introduction is the foundation of your speech. The introduction is the attention
getter that must be related to the topic in some way, must be appropriate for the speaker
and the audience, and must really attract the audience’s attention.
Body of the Speech provides explanations, examples, or any details that can help you
deliver your purpose and explain the main idea of your speech.
Conclusion restates the main idea of your speech. It provides a summary, emphasizes
the message, and calls for action.
B.
Title of the Speech The Avian Flu
Purpose To inform
Specific Purpose To inform what the virus is
Topic Preventing the virus
Writing Pattern Problem-Solution
Introduction They are using factual and honesty information
(What strategy is used?)
Body The vaccine was synthesized by the
(List down the information National Institutes of Health, and it creates a
presented in the body.) protective immunity in the
human organism in two rounds of
inoculation. The truth is that it won’t cure
an infected individual, but it will prevent a disease.
At the moment, there is no
treatment for the human modification of the avian
flu.
The medication called “Tamilflu,” elaborated by
Roche Pharmaceutical in
Switzerland, can only “slow the ability of the virus
to overwhelm your body and
make lots of copies of itself and that buys you time
to develop appropriate
immunity and kill it off,” if taken in the
first 36 hours. The US government has
already purchased some six million doses of
vaccination, so if you apply for vaccination at this
very moment, you are most likely to be inoculated.

Conclusion They are using factual and honesty information to

(What strategy is used?) support the idea
WHAT’S MORE ASSESSMENT 1
SPEECH PLAN
General Purpose To inform
Specific Purpose To inform the people about COVID 19
pandemic
Topic The impact of Coronavirus in our lives as
students
Specific or narrowed down topic How this pandemic affected your studies?
What other challenges do you encounter
that also affects your study ethics?
How did you balance your time in learning
and in helping household chores?

Possible Title (based on specific topic) How did you overcome the COVID 19
pandemic as a student?
Audience Analysis
(Who is the possible audience of your
speech?) a. Age range a. 6-24
b. Educational background b. Students
c. Type of audience (expert, lay, or c. Expert, Lay and Mixed
mixed)

Writing pattern to be used Categorical/Topical

 Outline a. It is an infectious disease caused
a. Introduction by a newly discovered
(Write your introduction in sentence or coronavirus. Most people
paragraph infected with this virus will
form.) experience mild to moderate
b. Body respiratory illness and recover without
(List down the main ideas that you plan to requiring special treatment.
discuss in b. Key Messages and Actions,
the body. The ideas may be written in Basic Principles, Know the latest
phrase form first facts, School Operations
because this is just a plan.) Safety, Establish procedures if students
c. Conclusion become unwell,

(Write your conclusion in sentence or Promote information sharing,

paragraph form.) School Policies Adaptation,
Plan for Continuity of
Learning, Implement targeted health
Education, Address
Mental Health and Support Vulnerable
Populations.
c. It concludes that as with other
respiratory infections like the
flu or the common cold, public health
measures are critical to slow the spread
of illnesses.
Public health measures and
awareness are everyday
preventive actions that include staying
home when sick,
covering mouth and nose with flexed
elbow or tissue when
coughing or sneezing, disposing of used
tissue immediately,
washing hands often with soap and
water and cleaning
frequently touched surfaces and
objects.
WHAT I HAVE LEARNED
ASSESSMENT 3
Principle 4
Principle 1 Principle 2 Outlining and
Choosing the topic Analyzing the Organizing
Audience Information or
Speech Content
Principle 3
Sourcing
Information or
Data-Gathering
Choosing the topic Audience analysis Data gathering is the Every form of
involves the involves looking into stage planned
following: the profile of your where you collect message, a
determining the target audience. ideas, speech has three
purpose, selecting a The profile includes information, sources, basic parts: the
the Introduction, the
Body, and the
 topic, following and references Conclusion. The
brainstorming for information: relevant or introduction is
ideas, and demography, related to your the foundation of
narrowing down the situation and specific topic. your speech. The
topic. psychology. This could be done body of the speech
Determining the by visiting the provides
purpose is the library, explanations,
purpose for browsing the examples, or any
writing and internet, details that
delivering the observing a certain can help you deliver
speech can be phenomenon or your
classified into event related to your purpose and
Three which are the: topic, or conducting explain the main
to inform, to a idea of your speech.
persuade and to meet or survey. The
entertain. The data that you conclusion
Selecting the topic will restates the main
must be the focal accumulate will idea of your speech.
point of your speech, be very valuable
which can be in making your
determined speech
once you have informative,
decided on your entertaining, or
purpose. influential.
Brainstorming for
ideas could be a
nonjudgmental,
creative process
where thoughts are
not
necessarily
regulated by
logic. Narrowing
down a point
means making your
main thought more
 specific and focused.

2. I’ve learned a lot about speech writing, how to make it, how to organize the speech, and
everything interfacing approximately the subject. And because of that, I am grateful
because I learned this and I’m going to apply this by teaching other students who didn’t
understand it well.

ASSESSMENT 4
Title of the Speech ‘YOU'VE GOT TO FIND WHAT YOU LOVE,’
JOBS SAYS
Purpose To inform
Specific Purpose To inform the people that everything
happen for a reason
Topic Whatever happens just trust in yourself
and never give up
Audience Analysis
(Who is the audience of the speech?) a. a. 15-50 y/o
Age range b. Educated and Non-educated people
b. Educational background c. Expert, Lay and Mixed
c. Type of audience (expert, lay,
or mixed)
Writing Pattern Used Personal
Introduction The only way to be truly satisfied is to do
(What strategy was used?) what you believe and it will be indeed a
success.
Body Sometimes life hits you in the head with a
(List down the information presented in the rick. Don’t lose faith. I’m
body.) convinced that the only thing that kept me
going was that I loved what I did.
Don’t let the noise of others’ opinions
drown
out your own inner voice. And most
important, have the courage to
follow your heart and intuition.
They somehow already know what you
truly want to become.
 Do something that you just are fascinated
by.
Work hard because, in the conclusion, it'll
be worth it.
Having motivation can moreover be your
inspiration.
Don’t give up.

Conclusion The goal of Steve Jobs’ speech is to

(What strategy was used?)
persuade the graduates to find the jobs that
they can truly love
because of their passion for the definite
activities. Thus, Jobs is successful in
achieving his goal
because of his exclusive approach to
structuring the speech and to
blending the rhetoric appeals in order to
discuss well-known
concepts and ideas of love, loss, and
death in a unique form; that is why,
it is appropriate to examine Jobs’
manipulation of methods of persuasion in
detail.

ASSESSMENT 5
1-5. Invention, Arrangement, Style, Memory and Delivery 6-10. The
principles in speech writing are:
Principle 1: Choosing the topic
Principle 2: Analyzing the audience
Principle 3: Sourcing the information
Principle 4: Outlining and organizing information or speech content 11-14. Personal
experiences, discussing with your family members or friends, freewriting, listing, asking
questions, or semantic webbing.
15-16. Brainstroming is a nonjudgmental, inventive process where thoughts are not
fundamentally directed by logic. Narrowing down a point implies making your
fundamental idea more particular and centered.
17. Audience analysis involves looking into the profile of your target audience.
18-19. The characteristics of the people and the characteristics of the situation and
physical setting.
20-21. Experiential knowledge is your own experiences and knowledge, the experience
and knowledge of others, and/or the experience and knowledge of your gathering of
people whereas the Published Information where supporting material can be found:
newspaper and magazine articles, speeches, government distributions, and reports, laws
and controls, scholarly and scientific articles and reports, reference works such as
dictionaries and encyclopedias, books.
22. Writing Patterns
24. Outline
25. Biographical
26. Body Of The Speech
27. Transition In a Speech
28. Vocal Transitions
29. Focus 30. Continuit B.
31. Create a effective introduction
32. Make your speech easy to understand
33. Make your audience listen
34. Keep your audience interest
35. Practice for your effective presentation

PERFORMANCE TASK
The COVID-19 pandemic, as we all know has resulted in severe economic and social
impacts around the world. Young people are particularly vulnerable to the disruptions of
the pandemic has caused and many are now at risk of being left behind in education,
economic opportunities and health and well-being during a crucial stage of their life
development, however, the response and recovery must be done in a way that protects the
human rights of all youth and students.
Coping with the COVID-19 pandemic as a student has resulted in increased of loneliness,
anxiety, depression and stress. Students can use a variety of coping strategies while at home
to improve their mental health. There are local and national resources to help students
receive further support. In line with the social isolation effort to help flatten the COVID-19
curve, colleges across the nation have closed their campuses and dormitories, forcing
students to leave their campus community, friends, classes and familiar routines. While
many students may be happy to reunite with family again. Some have returned to abusive
households, others to an empty fridge and others to no home at all. Coursework was quickly
transitioned to online for the remainder of the year.
The situation they are living through is stressful and anxiety provoking as there is a
constant fear of the unknown in addition to a loss of control, making them especially
vulnerable to developing mental health concerns. With this, students must know that it is
perfectly fine to feel how you are feeling. To maintain a routine, students start their day at
about the time each day, practice good sleep hygiene, make an effort to connect with others
with friends and family and lastly students should take a break to do something they enjoy
and find relaxing or rejuvenating.