Types of Speeches

(According to Purpose & Delivery and Principles of Writing & Delivery)

Created by:
2.0 Ms. Julie Mae C. Alforque, MA

In this module, you will spend three weeks to:

a. distinguish types of speeches and speech styles;
b. respond appropriately and effectively to a speech act;
c. use principles of effective speech writing focusing on:
i. audience profile
ii. logical organization
iii. duration
iv. word choice
v. grammatical correctness
vi. articulation
vii. modulation
viii. stage presence
ix. facial expressions
x. gestures
xi. movements
xii. rapport with the audience

INTRODUCTION

Brian Tracy, a Canadian-American

motivational public speaker and self-development
author who has written over eighty books that have
been translated into dozens of languages, once said,
“Communication is a skill that one can learn. It is like
riding a bicycle or typing. If you are willing to work at
it, you can rapidly improve the quality of every part of
one’s life.”
Unfortunately, improving one’s communication
skills is not as easy as it sounds. Just like riding a bicycle or learning how to type fast, countless of times, people
see themselves fail which oftentimes lead to anxiety, frustration, and even trauma. As a matter of fact, it has been
noted that 75% of the population have a fear of public speaking also known as Glossophobia. This is when
individuals feel slight nervousness at the very thought of public speaking while others experience full-on panic
and shutdown (Black). As a result, most people try to avoid public speaking at all cost.
Fortunately, just like any other phobias, Glossophobia can be addressed with an open mind and the
determination to overcome such fear to improve one’s quality of life.

DISCUSSION
Before we jump into to how to overcome one’s fear of public speaking, assess one’s self first. Tick the
right box that describes your feelings whenever you are tasked to speak in front of an audience. Be truthful in
your self-assessment.

SHS MODULE v201720 1

continuation… SHS MODULE v2017 2

Whenever I speak in front of an

Yes No
audience, I feel…
1. increased heart rate
2. increased perspiration
3. palpitation
4. dry mouth
5. stiffening of my upper back muscles
6. nausea
7. panic
8. anxiety
9. butterflies in my stomach
10. numbness of joints
Others, specify:

Now, that we have that out in the open, let us proactively address these emotions and be mindful of our
preparedness physically, mentally and spiritually whenever we are given a chance to speak up. Just like what we
have learned before, Communication is inevitable. Therefore, if we could not change the direction of the wind,
we might as well adjust our sails. After all, nothing beats being prepared.
As part of our preparation, let us understand the concept of Speech Styles.
Imagine talking to your friends and your teachers. Do you speak to your friends the same way you speak
to your teachers and vice versa? The
answer is maybe no. This is because
every one possesses a unique speech style.
We do not speak in the same way all
the time as we communicate for
various purposes and we belong to
different life orientations. Apparently,
our communication interactions and
contexts are inextricably connected with
and are shaped by our relationships,
social behavior, cultural traditions, values,
beliefs, and social classes (Pinzon, and
Jamandre). Consequently, these determine the appropriate speech style to be used. It has been noted by linguists
that speech styles are synonymous to registers. Register is the form that language takes in different circumstances.
Moreover, code-switching is the practice of shifting from one register to another guided by the context. Pinzon
and Jamandre believed that this is an essential skill that provides flexibility and demonstrates competence in
various speech contexts and appropriate social norms (108). To put it simply, speech styles are the forms of
language that speakers use which is characterized by the degree of formality ("Speech Styles").
continuation… SHS MODULE v2017 3

TYPES OF SPEECH STYLES

There are 5 types of Speech Styles namely: Intimate,
Casual, Consultative, Formal and Frozen.

INTIMATE
‣ is used among immediate members of the family,
lovers or close friends who do not need a complete
language with clear articulation (Pinzon, and
Jamandre);
‣ it is enough to use short utterances and rules of
grammar are not necessarily followed (Pinzon, and
Jamandre);
‣ can also be used for self-addressed questions or
self-talk ("Speech Styles").;
‣ participants in the communication understand each other even with just a single nonverbal gesture or
behavior such as a rising tone of voice, a grunt,
or a raised eyebrow ("Speech Styles").
‣ examples include using pet names and making
inside jokes (Pinzon, and Jamandre); and/or couple
talking about their future plans, family sharing
ideas, best friends sharing secrets and etc.
("Speech Styles").
CASUAL
‣ is the most common speech style used among
friends and coworkers where frequent use of slangs,
interruptions and animated speeches are evident (Pinzon, and Jamandre);
‣ usually adopted in personal conversations with friends or family members and where the overall atmosphere
is informal (Pinzon, and Jamandre);
‣ examples include the usage of “parekoy” “jumega” and “siszt” which could be translated to as “good or close
friend”, “what’s up?” instead of “How are you doing?”, “whatchathink?” instead of “What do you think?”
and many more (Pinzon, and Jamandre).

CONSULTATIVE
‣ is best used for business and professional relationships
and this also works in negotiating with strangers of
colleagues at work (Pinzon, and Jamandre);
‣ commonly used in semi-formal communication where
sentences end up to be shorter and spontaneous and
the speaker does not usually plan what he/she wants to
say ("Speech Styles");
‣ the nature of its spontaneity makes communicators to
continuation… SHS MODULE v2017 4

repeat unnecessary words, choose the wrong word of usage of slang. It is apparent that less formal standard
English is used in this speech context (Pinzon, and Jamandre);
‣ this is oftentimes used in group discussions, regular conversations between teacher and student, doctor
and patient, expert and apprentice and employer and employee to name a few (Pinzon, and Jamandre);
‣ unlike formal and frozen styles of speech, this involves cooperation but does not necessarily require
involvement ("Speech Styles").

FORMAL
‣ is characterized by sharing of
information using established
professional rules, standard English,
processes and procedures (Pinzon,
and Jamandre);
‣ avoids the use of slang terminologies
such as “p***** ina”, “winarak”
and more (Pinzon, and Jamandre);
‣ commonly found in public speaking
contexts such as graduation speeches,
classroom lectures, SONA, welcome addresses, public announcements among others (Pinzon,
and Jamandre) ("Speech Styles");
‣ it is expected that the prepared speech have complex sentence structures, noun phrases and are well
structured, logically sequenced and strongly
coherent ("Speech Styles");
‣ Most importantly, communication of this type is
one-way in which the speaker simply transmits
information to the listeners and does not encourage
the latter’s participation ("Speech Styles").

FROZEN
 is the most formal speech style that is usually used in
formal contexts such as state ceremonies, court
proceedings, religious rituals like weddings, Eucharistic
prayer and liturgies at church, pledges, national
anthems, Bible and constitution where the language
used never changes (Pinzon, and Jamandre);
 it is also used when one shows hesitation, disinterest or prejudice ("Speech Styles");
 generally used in a very formal setting and discourages feedback or questions for clarifications from the
listeners which is why it is important that words are precise and are carefully chosen ("Speech Styles").
Now that we have acquainted ourselves with the different Speech Styles, let us now try to dive into the
world of Speech Acts.
continuation… SHS MODULE v2017 5

John Langshaw Austin, a British philosopher of language, proposed

the speech act theory which has been hugely influential in the world of
pragmatics. This concept was later on developed by John R. Searle, Austin’s
student, in 1969. The Speech Act Theory is concerned with the ways in which
words can be used not only to present information but also to carry out actions.

Speech Acts refer to the moments in which

statements occur in the communicative act within a given
contexts. These are actions that we can do in relation to
the words that we use. In short, these are performative
language which signifies that when people express
themselves using a language, they tend to perform or act
John Langshaw Austin on it (Pinzon, and Jamandre). Specifically, people
(1911 -1960)
perform speech acts for apologies, greetings, requests,
complaints, invitations, compliments and or refusals
("The Center For Advanced Research On Language
Acquisition (CARLA): Pragmatics And Speech Acts").

TYPES OF SPEECH ACTS

LOCUTIONARY ACT
‣ also known as the utterance act, is the basic action
of making meaningful utterances or producing
meaningful linguistic expressions (Pinzon, and
Jamandre);

John Rogers Searle

‣ answers the question: What did the person say? ("Speech Acts And Conversation")
‣ examples include the following sentences:
1. The Covid-19 vaccine has undergone thorough research before it was made available to the public.
2. People are encouraged to get themselves vaccinated as soon as possible.
These sentences represent the actual conditions where the first refers to the thorough research the
vaccine went through while the latter urges everyone to be vaccinated.

ILLOCUTIONARY ACT
‣ this is called the act of doing something in saying something (Hidayat);
‣ examples include but is not limited to asserting, ordering, apologizing, complaining, predicting, promising,
congratulating and warning (Pinzon, and Jamandre);
‣ Look at the following sentences:
1. I’m coming!
2. The quiz is difficult.
These sentences signify corresponding actions. The former shows a promise that he/she is almost in
the meeting place while the latter asserts that he/she needs to study for a difficult quiz.
continuation… SHS MODULE v2017 6

PERLOCUTIONARY ACT
‣ refers to the effect the utterance
has on the thoughts or actions of
the other person (Hidayat);
‣ brings about certain
consequences for the audience to
whom the utterance is directed
(Pinzon, and Jamandre);
‣ Consider this example:
When a teacher tell one of the students, “You are going to fail this course,” the locutionary act is the
semantic content conveyed. At the same time, the utterance may serve to warn the student of an
impending bad grade (an illocutionary act) and as a result, this information alarms the student enough
to make him/her work harder (perlocutionary act).

INDIRECT ILLOCUTIONARY ACT

‣ John Searle proposed this idea. He explained that different speech acts are also influenced by the
speaker’s intention. When a person uses language, there is a form of action. The language need not be a
sentence but can also be a word or phrase with corresponding action such as “Stop!” This means that the
words may be lost in translation in the absence of understanding what the speaker really intended in
the message. Thus, he proposed the following categories of speech acts (Pinzon, and Jamandre):
1. Representatives
a) are speech acts that the utterances commit to the truth of the expressed proposition and these are
oftentimes produced based on the speaker’s observation of certain things then followed by stating
the fact or opinion based on the observation (Hidayat);
b) also state what the speaker believes to be the case or not. Statements of fact, assertions, conclusions
and descriptions are all examples of the speaker representing the world as he or she believe it is
(Hidayat);.
c) examples include but is not limited to: “She’s beautiful.”, “The Filipino people deserve better
governance.”
d) representatives speech act can be noted by some speech acts verb, such as: remind, tell, assert, deny,
correct, state, guess, predict, report, describe, inform, insist, assure, agree, claim, beliefs, conclude
(Hidayat).
2. Directives
a) are speech acts that speaker uses to get someone else to do something. These speech acts include
requesting, questioning, command, orders, and suggesting. For example, when someone says
“Could you lend me a pencil, please?” the utterance represents the speaker requests that the hearer
to do something which is to lend him a pencil (Hidayat).
3. Commissives
a) are speech acts that the utterances commit the speaker to some future course of action, these include
promising, threatening, offering, refusal, pledges. For example when someone says “I’ll be back”,
represents the speaker’s promise that he/she will be back (Hidayat).
continuation… SHS MODULE v2017 7

4. Expressives
a) are speech acts that the utterances express a psychological state. These speech acts include thanking,
apologizing, welcoming, and congratulating. For example, when someone says “don’t be shy, my
home is your home.” The utterance represents the speaker’s expression that he/she welcomes
someone (Hidayat).
5. Declarations
a) are speech acts that the utterances effect immediate changes in the institutional state of affairs and
which tend to rely on elaborate extra- linguistic institutions. These speech acts include
excommunicating, declaring war, christening, firing from employment. For example “you are dead
to me.” (Hidayat).
Now that we have understood the different Speech Styles and Speech Acts, let us start doing! But first,
let us explore the world of Speeches with regards to its purpose, delivery, principles of writing and delivery.

TYPES OF SPEECHES

1. INFORMATIVE SPEECHES
‣ are aimed to educate, create understanding
or enlighten rather than persuade (Pinzon,
and Jamandre);
‣ speakers try to inform the audience about a
particular subject and only shares the
information on a specific place, person,
issue or occasion by describing, explaining
and defining. Speakers also provide useful
information and knowledge that makes the
particular subject easy to understand for
the audience. There are 3 types of
informative speeches which include
definition speech, explanatory speech and descriptive speech (Different types of speeches and public
speaking);
‣ an informative speakers, one only provides facts and information but one does not take a stand on
controversial issues. One’s job is to act as a teacher, not as an advocate (Pinzon, and Jamandre);
‣ speakers job should be within the scope of clarifying, expanding or teaching the audience about a person,
thing, event, place, problem, concept, issue or phenomenon (Pinzon, and Jamandre).

Goals of Informative Speaking

a. Present new information
b. Provide new perspective on the topic
c. Generate positive or negative feelings about the topic.
continuation… SHS MODULE v2017 8

2. PERSUASIVE SPEECHES
‣ speakers attempt to persuade the
audience with his/her personal
beliefs and try to reinforce or
change the audience’s perspective,
beliefs, values, or feelings about a
particular subject (Different types
of speeches and public speaking);
‣ revolve around three basic
propositions that can be defended
using data and reasoning. These
3 types of persuasive speeches
propositions are factual claims,
value claims and policy claims
(Different types of speeches and
public speaking);
Claim of Fact
‣ asserts that something quantifiable has existed, does exist, or will exist. The center of controversy in a
factual claim is over the reasonableness of the fact in question. In other words, a claim of fact debates
whether the statement of the Claim is correct or incorrect, valid or invalid, true or false. In making such
implications, we reason from something that is known to something that is unknown. Claims of fact also
focus on cause-to-effect relationships (Marteney);
‣ it takes a position on questions like: What happened? Is it true? Does it exist? Example: “Though student
demonstrations may be less evident than they were in the 1960s, students are more politically active than
ever.” ( Barron, and Metsker ).
‣ the goal in arguing for a claim of fact is to gain audience acceptance that something that is currently not
accepted as fact or that something that is currently considered a fact, should no longer be considered as
such. The goal in arguing against a claim of fact is to get your audience to deny acceptance of some
proposed new fact, or to defend the status quo that something that is a fact should remain so. Claims of
fact may be assertions about the past, present, or future (Marteney).
Claim of Value
‣ asserts qualitative judgments along a good-to-bad continuum relating to persons, events, and things in
one’s environment. If you construct a position claiming that something is good or bad or one thing is
better than another, you’ve made a claim of value. Examples of claims of value are: "The Wizard of Oz is
the greatest movie of all time," "Snowboarding is the greatest way to spend a vacation," or, "Indian food
is the best food of all."(Marteney);
‣ a claim of value takes a position on questions like: Is it good or bad? Of what worth is it? Is it moral or
immoral? Who thinks so? What do those people value? What values or criteria should I use to determine
how good or bad? Example: “Video games are a valuable addition to modern education.” ( Barron, and
Metsker ).
continuation… SHS MODULE v2017 9

Claim of Policy
‣ asserts that something should or should not be
done by someone about something. It
proposes that some specific course of action
should, but not necessarily will, be taken. The
key word in a claim of policy is the
conditional verb “should” which implies that
some action ought to be taken, but not that it
must or will be taken. For instance, "The
United States should send a manned
expedition to Mars," or "Students should read
the assigned text material before the instructor
lectures on it."(Marteney);
‣ are statements that focus on actions that should
be taken to change the status quo (Marteney);
‣ a claim of policy takes a position on questions like: What should we do? How should we act? What
should be future policy? How can we solve this problem? What course of action should we pursue?
Example: “Sex education should be part of the public school curriculum.” ( Barron, and Metsker ).

Moreover, Aristotle mentioned that the following appeals are as important as the claims. These are the ethos,
pathos and logos.
Ethos
‣ is an appeal to the authority or honesty of the speaker. The speaker attempts to persuade the audience to
accept his/her ideas by establishing a relationship of trust with them and by convincing them that he/she is
someone whom they should listen to. The audience needs to see that the speaker is ethical, competent,
trustworthy, dynamic, practical and knowledgeable about the subject (Pinzon, and Jamandre).
Pathos
‣ is an appeal to the emotion of the audience. The speaker puts the audience in the same frame of mind as
him/her by using proof that appeals to their emotion. The speaker shows the audience that it is reasonable to
feel a certain way about a topic and how those feelings can translate to actions and beliefs (Pinzon, and
Jamandre).
Logos
‣ is a logical appeal that uses reasoning or logical arguments to persuade an audience to accept the speaker’s
idea. Using statistics, results of surveys and polls, testimonies of authorities on a certain subject and historical
evidence to reason out with the audience (Pinzon, and Jamandre).

Types of Persuasive Speeches

Speech to Convince
‣ aims to convince the audience to agree with one’s position on a particular topic. A successful persuasive
speaker is able to convince the audience to form a new belief or change from a previous belief (Pinzon, and
Jamandre).
continuation… SHS MODULE v2017 10

Speech to Actuate
‣ This persuasive speech does not just aim to get
the audience to agree with you but also to spur
them to take action such as voting for a political
candidate or boycotting bakeshops that use
unhealthy pork lard (Pinzon, and Jamandre).

3. ENTERTAINING SPEECHES
‣ A speech to entertain aims to engage, interest,
amuse or please the listeners. Anyone can be
asked to given an entertaining speech, not just
the accomplished comic and performers. This
type of speech is presented in situations where it
is necessary to build a lighthearted mood such as
when making a speech at an after-a dinner party,
leading a toast at a friend’s wedding or making
remarks at a birthday party for colleague. Entertaining speeches use humorous stories to share experiences,
build community rapport, critique present-day problems or social issues, pass down history or teach a lesson.
In other words, a speech to entertain does not just make its audiences laugh but also think about the topics it
presents (Pinzon, and Jamandre).

PRINCIPLES OF SPEECH DELIVERY

PHYSICAL FEATURES OF A SPEAKER

Appearance
‣ the speaker’s appearance should be appealing to the audience. The audience in fact likes speakers who are
similar to them.
Movement
‣ all the movements on the stage should be voluntary and warranted. Nervousness can cause involuntary
movements which can distress both the speaker and the audience. If the speaker gets involved in the speech
and trusts the audience, nervousness can go. No movement can happen on the stage without reason.
Movements driven by the speech can help the speaker maintain contact with all the sections of the audience.
Posture
‣ a confident speaker stands straight with his arms well relaxed. Nervous speakers sprawl on the podium and
lean against the wall. There is always fear and tension. Great speakers on the other hand take an informal
posture and relax their audience too. Informal postures get the speaker a positive reaction from the audience.
Facial Expressions
‣ the expression on the speaker’s face determines the audience’s closeness to him. Warm smile and confident
look take the audience close to the speaker. The expressions display the degree of involvement; the speaker
has in his speech. The involvement with the speech is all the necessity and the rest will take care of itself.
continuation… SHS MODULE v2017 11

‣ the expressions and the tone used by the

speaker should go hand in hand with the
message and the emotions that are delivered.
For example, the expression and tone of the
speaker should be serious when he delivers
a serious message and sad when he delivers
something sad. Any deviation in this would
confuse the audience.
Eye Contact
‣ it is one of the most important gestures. It
not only increases the speaker’s direct
contact with the audience but also increases
their interest in their speech. Direct eye
contact helps the speaker understand
audience reaction then and there and it
makes the occasion less frightening.
Volume
‣ it is confirmed by the number of the audience but it should be loud enough for the speech to reach everybody.
The beginners who have stage fear are usually not loud enough and it is they who should check it through
rehearsals.
Articulation
‣ it is the right pronunciation of all the words. The people who suffer stage fright commit the mistake of
deletion, addition, adding extra parts towards slurring. Perfect articulation and Standard English are a must
for any public speaker.
Time
‣ time is an important factor in Speech delivery. At the outset, the speaker should know the amount of time
given for his speech and prepare accordingly. Sticking to time can be achieved by proper rehearsals.
‣ too much of scientific terms may not go well with the common public. The words that the speaker uses
should be readily understood by the audience. It is good to stoop to the level of the audience.
Use Short stories, Anecdotes and Quotations
‣ according to the need. It is always good to start the speech with a small story as stories normally arouse
interest. But remember, too much of anything is good for nothing.

SPEECH PREPARATION
Step 1: Analyze your audience and the occasion.
‣ Audience analysis is an important step in speech preparation as it will guide and influence how you will
complete the other steps. Failing to analyse the audiences effectively is the number one reason speeches fail
to meet their goals (Pinzon, and Jamandre).
 Demographic Analysis
- audience demographics refer to statistical characteristics of the listeners. Some of the demographic
characteristics of an audience include age, cultural heritage, educational background, occupation, race,
religious orientation, gender, geographical location, marital and parental status, sexual preference,
continuation… SHS MODULE v2017 12

socioeconomic class and various group

affiliations. Some characteristics might be more
important that others depending on your speech
topic (Pinzon, and Jamandre).
 Attitude Analysis
- An effective speaker knows the audience’s
attitudes. An attitude is a feeling of like or dislike or
approval or disapproval towards a person, idea or event.
Attitudes are based on beliefs, which are in turn,
anchored on values. There are three major factors to
consider with regard to your audience’s attitudes: their
attitude toward your topic, you (the speaker) and the
speech occasion (Pinzon, and Jamandre).
 Situational Analysis
-Many people overlook the importance of analyzing the situation or occasion where and when the
speech occurs. Your understanding of the speech situation will guide you in many aspects in the speech
preparation. For example, at the arrival honors of the 44 fallen PNP-SAF troopers who were killed in
Mamasapano, Maguindanao, the absence of the late President Benigno Aquino III was widely criticized (Pinzon,
and Jamandre).
Step 2: Develop your topic, purpose and thesis
 Select a topic that interests you.
 Select a topic that is of value to your audience and the speech situation.
 Brainstorm for topics.
Step 3: Source the information
 Having determined your speech topic and purpose, you are now ready to gather materials for a well-
researched speech. Begin by figuring out what you already know about the topic. You can write a rough
draft of the outline of your ideas that includes probable main points you can cover in the speech as well
as supporting ideas and materials you already have. If you are uncertain whether you have included the
right main points or whether supporting ideas make sense, you may wish to solicit opinions and
suggestions from your colleagues (Pinzon, and Jamandre).
Step 4: Organize main points and make the speech outline
 An effective speech ought to have a beginning or introduction, a middle part or body and an ending part
or conclusion. A speaker’s organizational patter is important for several reasons:
 Recall - Your audience can better remember the main ideas of your speech when you present them
in a recognizable patter.
 Active listening - An effective organization engages your audience’s attention and helps them to
ignore distractions.
 Personal satisfaction - Being able to anticipate what is coming next will make your audience feel
that they are in the know, and more likely to feel satisfied with the presentation (Pinzon, and
Jamandre).
 Patterns for Arranging the Main Ideas
(Please see attached PDF copy of the Patterns of Organization)
continuation… SHS MODULE v2017 13

Step 5: Make the introduction

Introductions are important for the following reasons:
 builds rapport by creating a feeling of goodwill with the
audience;
 establishes speaker’s ethos or credibility by clarifying
why the topic is chosen as well as the speaker’s expertise
and knowledge on the topic;
 clarifies the purpose of the speech and the benefits to the
audience;
 clarifies the central idea with thesis and preview of the
main points as it provides a well-worded thesis statement
and summary of main points (Pinzon, and Jamandre).
 Types of Attention-getters:
 Actual or Rhetorical Questions
‣ when a speaker asks a rhetorical question, an answer is not expected. It is asked to prove thought
among the members of the audience, to make them pause and think about how to respond and be
drawn to the topic.
‣ example: What would you do if Manny Pacquiao won the presidency?
 Startling Statement
‣ making startling statements can dramatically demonstrate the importance of the topic;
‣ example: President Rodrigo Roa Duterte is a murderer.
 Narrative
‣ a story or narrative can either be factual or hypothetical. You can also ask your audience to
imagine a situation. You can also share personal anecdotes.
 Unexpected Behavior or Content
‣ you can show an interesting visual or photo to your audience or do something unexpected. For
example, in one speech video, a student was shown throwing plastic toy spiders at the audience
as she introduced her topic, Arachnophobia.
 Humor
‣ add humor to the speech but use it wisely and appropriately. It must be related to the topic. You
may use humorous stories or quotations to make important points in the speech. Just make sure
that they are not only related to the topic and are funny but you should know exactly how to tell
the jokes (Pinzon, and Jamandre).
Step 6: Write the conclusion and transitory statements of your speech
 the conclusion is the speaker’s final chance to accomplish the speech speech purpose. This has two
functions: to summarize the main points (essentially the reiteration of the thesis statement and
preview) and to make the speech memorable (Pinzon, and Jamandre).
Step 7: Practice your speech
 you should rehearse your delivery. Practice out loud. Time your speech to make sure you stay
within the allotted time. Practice with your family or friends who can give you constructive
feedback. Pay attention to your voice, possible gestures and posture. Be well-prepared and
genuinely show enthusiasm about your speech (Pinzon, and Jamandre).
continuation… SHS MODULE v2017 14

HERE IS YOUR WORK

WRITTEN WORKS (INDIVIDUAL)
I. Watch Julian Treasure’s talk on “How to Speak so that People Want to Listen”. Then, complete the
KWL table below. Give at least 5 entries per column (15 points).

KWL
What I Know What I Want to Know What I Learned

WRITTEN WORKS (BY GROUP)

II. Speech Preparation with SocSci01 context
With your SocSci01 groupings, finalize your advocacy for the selected social institution. Then, choose a
specific speech outline that would work best for your Informative Speech. Remember that you are a start-up
advocacy group which tries to address and mitigate the identified social issues. Be mindful that such advocacy is
to be presented to the possible stakeholders. Make sure that the following can be found in the speech:
 What is your advocacy?
 What does it do?
 Logo and Meaning (c/0 SocSci01)
 Vision-Mission-Goals (c/0 SocSci01)
 Background of the Advocacy (c/0 SocSci01)
 Perspective Writing (c/o English01)
 Paglalarawang Tudling or Kartung Pang-editoryal (c/0 Fil01)
 Posters/Infographics (c/0 ConArts01)

Informative Speech Outline

Advocacy Name: ____________________________________________________________________________

Group Members: ____________________________________________________________________________
Speech Topic: ______________________________________________________________________________

General Purpose: To Inform

Specific Purpose: ___________________________________________________________________________
Thesis Statement (Main Goal): ________________________________________________________________

I. Introduction
A. Attention-getter:______________________________________________________________________
B. Introduce topic and motivate audience to listen (relate importance of topic to your audience):
___________________________________________________________________________________
C. Establish YOUR credibility (How AND Why you know about the topic):
___________________________________________________________________________________
D. Preview your main points (This is the same as your Thesis Statement)
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
continuation… SHS MODULE v2017 15

II. Body

A. First Major Point: ___________________________________________________________________

1. Supporting Details: _______________________________________________________________
2. Supporting Details:_______________________________________________________________
3. Supporting Details: ______________________________________________________________

TRANSITIONAL STATEMENT: _____________________________________________________________

B. Second Major Point: _________________________________________________________________

1. Supporting Details:_______________________________________________________________
2. Supporting Details:_______________________________________________________________
3. Supporting Details: ______________________________________________________________

TRANSITIONAL STATEMENT: _____________________________________________________________

C. Third Major Point: _________________________________________________________________

1. Supporting Details:_______________________________________________________________
2. Supporting Details:_______________________________________________________________
3. Supporting Details:_______________________________________________________________

III. Conclusion
A. Signal ending with a signpost (“In Conclusion,” or some other acceptable form signaling end of
speech):
___________________________________________________________________________________
B. Summarize main points: (Be detailed here):
___________________________________________________________________________________
C. Restate the importance/relevance of topic to audience’s lives:
___________________________________________________________________________________
D. Include a Clincher here (Clinchers are concluding sentences reinforcing your key message):
___________________________________________________________________________________

NOTE: If you wish to add more Major Points, just make relevant editing. Just make sure that the Speech
Outline can be realized within 5 to 10 minutes ONLY.

PERFORMANCE TASK (BY GROUP)

III. Create a 5-10 minute Informative Speech Video on the chosen advocacy using the Speech Outline made.
It is highly recommended that all members of the group will be seen in the video. Observe proper public
speaking etiquette discussed in this module. Be guided with the rubric below for your output (60 points).
CONTENT
5 4 3 2
CENTERED
Introduction “hooks” Introduction “hooks” Introduction “hooks” Introduction is
audience in a audience and states audience in an incomplete, ineffective.
memorable manner and importance of topic elementary manner
establishes importance though it could be and/or fails to establish
INTRODUCTION
of topic; thesis further developed; thesis importance of topic;
insightfully previews is clear and provides thesis is perfunctory,
position speaker will direction for speech. unclear.
address.
Entire speech is well- Entire speech shows Entire speech is not Entire speech is poorly
planned and well some evidence of well-planned and planned and researched.
researched. Speaker has planning and researched. Speaker has Speaker has
effectively exhausted all comprehensive research. reasonably provided ineffectively provided
substantial and credible Speaker has substantial and credible substantial and credible
information about one’s significantly provided information. Supportive information. Supportive
CONTENT
speech topic (business substantial and credible ideas are somehow ideas are significantly
concept). Supportive information. Supportive relevant & original. irrelevant and
ideas are relevant & ideas are mostly However, some areas unoriginal. Moreover,
original throughout. No relevant & were not thoroughly almost
evident bias if involved. original.However, some exhausted. Significant
important details were biases are involved.
continuation… SHS MODULE v2017 16

not exhausted. Some

biases are involved.
Main points are Main points are clear Main points are unclear, Main points are
interesting, well and relevant to the poorly developed, or ineffective; transitions
developed, and relevant speaker’s purpose; lacking in relevance; are absent and/or little
to the speaker’s subject is appropriate transitions are since of progression.
ORGANIZATION purpose; smooth for the audience; awkward—flow of
transitions effectively transitions are used information interrupted.
connect main points and satisfactorily.
enhance audience
understanding.
Statements are well Statements are Refers to source Little use of credible
supported with accurate supported with accurate material some of the source material; verbal
facts and examples; facts and examples; time; credibility of citations are missing.
outstanding use of sufficient use of credible sources is questionable,
SUPPORT
credible sources; sources that are cited but verbal citations are
speaker cites sources verbally before attempted.
verbally before evidence.
evidence.
Summary insightfully Summary reviews topic Summary reviews topic; Conclusion is
reviews topic and and provides closure; concluding statement incomplete.
provides closure; ends ends with a memorable not very memorable.
CONCLUSION
with a memorable statement.
statement that ties back
to the introduction.
Visual aids well chosen Minor problems with Significant problems No visual aids
VISUALS
and presented visual aids with visual aids
DELIVERY-
5 4 3 2
CENTERED
Excellent use of facial Good use of facial Some use of facial Minimal use of body
expression, expression, expression, language to
gestures and body gestures and body gestures and body enhance poem.
BODY LANGUAGE
language. language to language to
Body language adds enhance poem. enhance poem.
meaning.
Highly appropriate Appropriate volume Volume not used Volume used is not
audience volume used used when speaking and effectively. More appropriate
when speaking performing, with practice is for audience. More
and performing. a little room for recommended. practice
VOICE MODULATION
improvement. when speaking and
performing
is highly recommended.

Appropriate audience
address with a high
likelihood to engage
and entertain.
AUDIENCE Eyes are focused on
ENGAGEMENT & EYE audience members most
CONTACT of the time and
successfully span the
width of the audience.
Appropriate audience A little more practice in A lot more practice in
address; audience may voice, intonation, voice,
be engaged and language, and volume is intonation, language,
entertained. recommended to and volume is
engage and entertain the recommended to engage
Eyes are focused on audience. and
audience members some entertain the audience.
of the time; the width of Eyes are focused on the
the audience is spanned audience but only on the Little attempt to look at
occasionally. center of the room. the audience; speaker
relies on the notecards
too heavily.

Highly effective and
expressive intonation
VOCAL INTONATION used to reinforce change
& EXPRESSION in mood, voice, setting,
and/or characterization.
Speaks clearly 90-100%
of the time,
ARTICULATION mispronounces no
words.
Effective and expressive Moderately effective Not effective; more
intonation used to and expressive practice
reinforce intonation used with with intonation is
change in mood, voice, room for improvement strongly recommended.
setting, and/or and
characterization. practice.
Speaks clearly 70-90% Speaks clearly 50-70% Mumbles or speaks
of the time; of the time; clearly less than 50% of
mispronounces one mispronounces two or the time; mispronounces
word. more words. more than 3 words.

Use of language Use of language does Use of language causes Use of language is
contributes to not have negative potential confusion, inappropriate.
effectiveness of the impact, and vocalized and/or vocalized pauses
USE OF LANGUAGE speech, and vocalized pauses (um uh er etc.)
pauses (um uh er etc.) are distracting
(um uh er etc.) not distracting
not distracting
continuation… SHS MODULE v2017 17

SELF-ASSESSMENT
Complete the “traffic light” assessment of your learning with this topic by ticking (√) the right
box . Use LEGEND for your guidance.
You should know… RED ORANGE GREEN
a) distinguish types of speeches and speech styles;
b) respond appropriately and effectively to a speech act;
c) use principles of effective speech writing focusing on:
i. audience profile
ii. logical organization
iii. duration
iv. word choice
v. grammatical correctness
vi. articulation
vii.modulation
viii. stage presence
ix. facial expressions
x. gestures
xi. Movements
xii. rapport with the audience

RED: I do not understand.

LEGEND

ORANGE: I understand most of it, but am not confident.

GREEN: I totally understand.

Reflect on your assessment of your learning during this topic. Think about those statements you have
identified as RED. Set two targets that will help you improve your knowledge and understanding of this
statement. You must decide HOW you are going to ensure that you meet the target and WHEN you
intend to achieve it.

MY How are you going to achieve your target? What are When will you achieve
TARGET you going TO DO? your target?
continuation… SHS MODULE v2017 18

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