11/12

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English Grade 11&12
Quarter 2-Module 3, 4 & 5
Principles of Effective
Speech Writing

i
English – Grade 11/12
Alternative Delivery Mode
Quarter 2 – Module 3, 4 & 5: Principles of Effective Speech Writing
First Edition, 2020

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Published by the Department of Education

Division of Lapu-Lapu City

Development Team of the Module

Writer’s Name : Emilyn Molina-Cubing
Editor’s Name : Sarah Jean E. Alegado
Reviewer’s Name : Irene T. Pilapil
Illustrator’s Name :
Layout Artist :
Plagiarism Detector Software : PlagiarismDetector.com
Grammar Software : CitationMachine.com
Management Team:
Schools Division Superintendent : Wilfreda D. Bongalos, PhD, CESO V
Assistant Schools Division Superintendent: Marcelita S. Dignos, Ed.D, CESE
Curriculum Implementation Division Chief : Oliver M. Tuburan, Ed.D.
EPSVR- English : Irene T. Pilapil
EPSVR - LRMDS : Teresita A. Bandolon
ADM Coordinator : Marigold Cardente

Printed in the Philippines by Department of Education – Division of Lapu-Lapu City

Department of Education – Region VII Central Visayas
Lapu-Lapu City Division
Office Address: B.M. Dimataga St., Lapu-Lapu City
Tel No. (032) 410-4525
Email Address: oliver.tuburan@deped.gov.ph

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 11

Oral
Communication in
Context
Quarter 2 – Module 3, 4 & 5

Principles of Effective
Speech Writing

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Introductory Message
For the facilitator:
Welcome to Oral Communication in Context Grade 11 Alternative Delivery Mode (ADM)
Module on Principles of Effective Speech Writing.
This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.

For the learner:

Welcome to Oral Communication in Context Grade 11 Alternative Delivery Mode (ADM)

Module on Principles of Effective Speech Writing!

The hand is one of the most symbolized part of the human body. It is often used to depict skill,
action and purpose. Through our hands we may learn, create and accomplish. Hence, the
hand in this learning resource signifies that you as a learner is capable and empowered to
successfully achieve the relevant competencies and skills at your own pace and time. Your
academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.

iv
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to check

what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.

What’s New In this portion, the new lesson will be introduced

to you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent practice

to solidify your understanding and skills of the
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process what
you learned from the lesson.

What I Can Do This section provides an activity which will help

you transfer your new knowledge or skill into real
life situations or concerns.

This is a task which aims to evaluate your level of

Assessment mastery in achieving the learning competency.

In this portion, another activity will be given to you

Additional Activities to enrich your knowledge or skill of the lesson
learned. This also tends retention of learned
concepts.

Answer Key This contains answers to all activities in the module.

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At the end of this module you will also find:

References This is a list of all sources used in developing this

module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you use the principles
of effective speech writing. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you are now using.

The module is divided into five lessons, namely:

Lesson 1 – Principles of Speech Writing Focusing on Audience Profile
Lesson 2 – Principles of Speech Writing Focusing on Logical Organization
Lesson 3 – Principles of Speech Writing Focusing on Duration
Lesson 4 – Principles of Speech Writing Focusing on Word Choice
Lesson 5 – Principles of Speech Writing Focusing on Grammatical Correctness

After going through this module, you are expected to:

1. identify the principles of speech writing;
2. differentiate the process in speech writing;
3. use principles of effective speech writing focusing on audience profile, logical
organization, duration, word choice, and grammatical correctness;
4. plan and write a speech;
5. apply principles in editing and revising; and
6. examine and appreciate sample written speeches

What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. The major categories in analyzing an audience are EXCEPT ~

A. demographics
B. physical setting
C. choice of a topic
D. psychological make up

2. The 3 basic purposes of speech writing

A. To inform, to instruct, to design
B. To entertain, to persuade, to convince
C. To persuade, to inform, to entertain
D. To observe, to convince, to criticize

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3. Includes the size of your audience and what they know about the topic and
the speaker.
A. Situational information
B. Demographic information
C. Psychological information
D. None of the above

4. The processes of speech writing are EXCEPT ~

A. Audience analysis
B. Narrowing down of topic
C. Data gathering
D. Delivery of speech

5. This tool helps make one’s ideas coherent.

A. Venn diagram
B. Outline
C. Reference citation
D. None of the above

6. The stage which improves one’s message and delivery

A. editing
B. outlining
C. writing
D. delivering

7. One has to choose a topic which

A. is expected by the facilitators/hosts
B. never offends anybody in the audience
C. interests both the speaker and the audience
D. is broad and general

8. Rehearsing is important because it gives you opportunity to ~

A. Identify what works and doesn’t work for you and your audience.
B. Read your speech aloud.
C. Record your speech for analysis.
D. All of the above

9. It is a way something is expressed in words.

A. Word choice
B. Love letter
C. communication
D. None of the above

10. An informative speech provides the audience with

A. with amusement.
B. with well-argued ideas that can influence own beliefs and decisions.
C. a clear understanding of the concept or idea by the speaker.
D. anything the speaker wants to share.

11. To be able to convince the audience, the speaker must present

A. Fictional characters
B. Solid facts like statistics
C. His opinions
D. All of the above

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 12. This is a speech pattern which presents the idea in time order.
A. Topical
B. Cause and Effect
C. Biographical
D. Chronological

13. The three basic parts of an outline

A. Introduction, Topic, Conclusion
B. Title, Body, Conclusion
C. Introduction, Body, Conclusion
D. None of the above

14. _________ is fixing any problems in grammar, punctuation, and sentence structure
while _________ is adding, cutting, moving, or changing information in order
to improve content.
A. Editing - revising
B. Revising - editing
C. Rehearsing - delivering
D. Editing - rehearsing

15. Signs that let the audience know where you are in a speech, where you are going,
and how your points relate to one another.
A. sign in/out
B. signposts
C. signals
D. signature

The Principles of Effective

Speech Writing
Speech writing is an activity you engaged yourself in that you may be able to organize
your thoughts and ideas, into full sentences, for a speech.

Speech writing helps you to really think about what message you want to convey and
how the message is being presented. It allows you to see that right, comprehensive
and complete information is provided and to make some revisions on whichever part
of the speech needs it. https://www.chegg.com/tutors/what-is-Speech-Writing/

In order to do this effectively, you are to follow the principles in speech writing.

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 What’s In

Now that you are through with knowing how to communicate with competence by
understanding speech context, speech style, speech acts and other communicative
strategies, you are almost ready to effectively communicate. Let’s have this last
essential thing then, all are set in preparing an effective speech writing.

Notes to the Teacher

Guide the learner in using principles of effective speech writing focusing on:
• Audience profile
• Logical organization
• Duration
• Word choice
• Grammatical correctness

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 What’s New

Speech Writing
During Covid - 19 pandemic, we are encouraged to stay at home so as not to spread
the virus. Doing so especially for working individuals becomes mind-numbing hence,
they recourse to doing new things such as baking, gardening, online selling, delivering
goods, and many more. However, doing any of these doesn’t happen in an instant.
There is a process one has to go through in order to effectively do it.

Let’s talk about baking, which I learn to enjoy during my stay-at-home moments.
Everyone prefers to eat a perfect-to-my-taste bread. Here below is a picture of a
cinnamon roll. How do you think cinnamon rolls are made? Now, let’s give it a try in
our imagination by placing a number from 1 to 6, 1 as the first step and 6 as the last.

___Spreading the filling ___Kneading the dough

___Baking the cinnamon rolls ___Rolling up the dough
___Cutting it into pieces ___Making the dough

Do you think your cinnamon rolls taste really great? Why do you think so?

Absolutely, your “baked cinnamon rolls” look perfect and taste great because you
carefully follow the process and apply the standards behind each process in making
one.

In the same way, speech writing - to become effective - has to go through a process
and the writer has to apply certain principles.

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 What is It

Speech Writing Process

Just like any other activities, writing an effective speech entails a lot of planning
or preparations which includes following the speech writing process and using
speech writing principles. The process for writing is recursive, which means the
writer could repeat the process open-endedly or write as many drafts as needed
as he/she progresses towards the final piece.
The following schematic diagram clarifies the process

• Conducting an audience
analysis
• Determining the purpose of
the speech
• Choosing a topic and
narrowing it down
• Gathering data

• Selecting a speech pattern

• Editing and/or revising
• Making an outline
• Rehearsing
• Organizing speech contents

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 Lesson
Principles of Speech Writing
1 Focusing on Audience Profile

o Analyzing the Audience

Analyzing the audience comprises identifying who the audience are, adjusting a
speech’s content to their interests, level of understanding, attitudes, and beliefs,
and using an audience-centered approach.

There are three major categories in analyzing or profiling an audience. These

are the following:
1. The WHO – refers to demography of the audience occupation, educational
level/level of understanding, specific group, culture/language, age and
gender, religion, and other countless categories.
2. The WHAT – refers to the audience’s attitudes, beliefs, and values.
3. The WHERE – refers to the set-up of the room, time of day, type of space,
internal and external noises, room temperature, etc.

The more you (the speaker) know and understand about the background and
needs of the audience, the better and effective the speech is. Some other
advantages of conducting an audience analysis are (1) to evade from saying the
wrong thing or words that may offend, and (2) to speak the language the audience
understand.

o Determining the Purpose of the Speech

There are three classifications of purpose for writing a speech:

1. to inform – to provide a clear understanding of a concept or idea.
2. to entertain – to provide amusement.
3. to persuade – to provide well-argued ideas that can influence the audience’s
own beliefs and decisions.

The purpose of the speech can be general or specific. See the examples below to
identify the differences.
General Purpose Specific Purpose
To inform To inform Grade 11 students about the importance
and relevance of information literacy
To inform Grade 11 students about the importance of
effective use of online learning
To entertain To entertain Grade 11 students with interesting
observations of people who lack information literacy
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 To entertain parents with the students’ funny
experiences in online learning
To persuade To persuade Grade 11 students to develop information
technology literacy skills
To persuade parents to assist students enrolled in
modular learning.

o Choosing a Topic and Narrowing it Down

The focal point of your speech is your topic. This can be determined once you have
decided on the purpose of your speech.
The following are the strategies used in selecting a topic:
• your personal experiences
• discussing with family members or friends
• free writing
• listing
• asking questions
• semantic webbing

Narrowing down a topic means making your main idea more specific and focused.
The strategies in selecting a topic can also be used when you narrow down a topic.
Examine the example below.

General Purpose To persuade

Specific Purpose To persuade parents to assist Grade 11 students enrolled in
modular learning.
Topic Parents as Facilitators
Narrowing down a Parents of Grade 11 students as learning facilitators at home
topic through Parents facilitating Grade 11 students’ learning at home
listing Facilitating the learning of Grade 11 students at home by their
parents

Using the process of identification is one of the most useful strategies for adapting
one’s topic and message to the audience and as a result, be able to find a common
ground with them.

o Sourcing the Information

This is the stage where you gather data or collect ideas, information, sources,
and references relevant or related to your specific topic. This can be done by visiting
the library, browsing the web, observing a certain phenomenon or event related to
your topic, or conducting an interview or survey. The gathered data will be very
useful in making your speech informative, entertaining, or persuasive.

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 What’s More

Activity 1.1 Identify what category - WHO, WHAT, WHERE - is being analyzed
when the following questions are asked. Write your answer on a separate
sheet of paper.
1. What are the relevant audience values and motives in regard to this topic?
2. Will there be a podium? a microphone?
3. Will there be noise and distractions?
4. How many males and females are there in the audience?
5. Are there significant cultural differences within the audience?

Activity 1.2 Analyze the given situations then identify the type of speech's
purpose (to inform, to persuade, to entertain) in each item. Write your answer
after the item.
1. The principal announcing the schedule of classes to the teachers.
2. A teenager convincing her parents to buy her a new laptop for her online class.
3. A parent trying to convince the principal to allow his son to get the report card.
4. A classmate of yours telling a story about how you stepped on a poop on your way to
school.
5. Class advisers telling their respective advisory class about the scheduled date of
module distribution and retrieval.

What I Have Learned

Narrowing down a topic using a semantic web just like this: (You may add more circles as
needed.)

Ill Effects

New skills
Covid - 19

Baking

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 Lesson Principles of Speech Writing

2 Focusing on Logical
Organization
o Using an Appropriate Speech Pattern
Speech patterns are structures that will help you in organizing your ideas
which are related to your topic.

Below are various logical organization patterns, with descriptions and

examples, that can be used when writing a speech you'll deliver to an audience,
to give the speech structure and flow.
EXAMPLES
PATTERN DESCRIPTION
SPECIFIC PURPOSE SPECIFIC TOPIC
Biographical Presents To inform my audience Describing the life and
descriptions of about my grandfather, the works of my grandfather,
your life or of a late former President the late former President
person, famous Ramon Magsaysay Ramon Magsaysay
or not
Categorical/ Presents To persuade the Why the community
Topical related community members to members should promote
categories reduce, reuse, and recycle reducing, reusing, and
supporting the as means of eliminating recycling
topic garbage and protecting the
environment
Causal or Presents To inform my audience on Explaining the possible
Cause-and- cause-effect the effects of overeating effects of overeating to
Effect relationships one’s health
Chronological Presents the To inform my audience Describing the significant
Or Time- idea in time about the significant events before, during, and
Sequence order events in the 1986 EDSA after the 1986 EDSA
Revolution or People Revolution or People
Power Power
Comparison Presents To persuade the audience Explaining why the
& Contrast comparison/ that living in the Philippines Philippines is more
contrast of two is better than living in habitable than Australia
or three points Australia
Problem- Presents an To persuade the audience Explaining the reasons for
Solution identified to support the educational supporting the
problem, its programs of the national government’s educational
causes, and government programs seen as the
recommended primary means of
solutions increasing the literacy rate
in the Philippines

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 o Outlining and Organizing the Speech Contents
Outlining, or arranging all the speech elements, is a very common way of
organizing speech contents before it is delivered. An outline is a hierarchical list that
shows the relationship of your ideas and forms as the foundation of your speech. It
helps you align sub-points to your main point and keeps your speech coherent and
cohesive. The elements of an outline include introduction, body, and conclusion. Once
your outline is ready, two-thirds of your speech writing is finished, expert public
speakers said.
Write your outline based on how you want your ideas to develop. Below are some
of the suggested formats.
1. Table format
Title Eliminating Wastes but Protecting the Environment
Specific To persuade the community members to reduce, reuse, and recycle
purpose as means of eliminating garbage and protecting the environment
Topic Promoting the importance of reducing, reusing, and recycling in
eliminating wastes and protecting the environment
Pattern Problem-solution
Thesis A variety of strategies can be applied to eliminate waste but still
Statement protect the environment.
Introduction (Get the attention of the audience through using a real-life experience,
practical examples, a familiar/strong quote, facts/statistics, or a
personal story then connect it to your subject; establish goodwill with
the audience; state the purpose of the speech; and preview the
speech and its structure.)
Share facts on the current situation of the environment.
State the message of the speech (specific topic).
Body (Follow the speech pattern in developing ideas. Provide explanations,
examples, or any details that can help you deliver your purpose and
explain the main idea of your speech. Use signposts to transition
ideas.)
Discuss how improper waste disposal becomes an environmental
problem.
Explain how reducing, reusing, and recycling would eliminate wastes
and protect the environment.
Conclusion (Prepare the audience for the end of the speech, present any final
appeals, emphasize or restate the message, provide the audience
with a sense of closure by using positive examples, encouraging
words, memorable lines, or questions to ponder, or summarize and
wrap up the speech.)
State the specific purpose of your speech again.
Call for action

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 2. List format
1.0 As of today, there is an alarming increase of wastes in our community.
1.1 According to Solid Waste Management Office, if we do not take
immediate action, we might face more perils caused by natural calamities.
1.2 Now, I am going to talk about how to eliminate wastes and protect the
environment.
2.0 Improper waste disposal causes environmental problems.
2.1 Wastes contaminate the soil.
2.2 Wastes contaminate the water.
2.3 Wastes can cause floods.
3.0 There are ways to eliminate wastes and protect the environment.
3.1 Reducing, reusing, and recycling can help eliminate wastes.
3.2 People should start doing these at home.
4.0 We must act now.
4.1 This solution should be supported by the local government.
4.2 Let us learn from the lessons in natural calamities we have experienced

What’s More

Activity 2.1 Choose one pattern that best matches the thesis
statement.

1. Although Instagram and Twitter have significant similarities, they also have
striking differences.
2. Major events happened that lead to the defeat of Japan during World War II.
3. The most effective way to prevent teen pregnancies is abstinence, which is 100%
effective.
4. When someone smiles, it makes everyone around them feel happier.
5. Internet dating has uses and misuses.

Activity 2.2 Identify the best organizational pattern to use for each
specific purpose.

1. To persuade a civic group to support a citywide curfew for individuals under the
age of eighteen
2. To inform my audience about the early life of Jesus.
3. To inform a group of physicians about Drug X, a newer drug with similar
applications to Drug Y.
4. To persuade a group of high school juniors to apply to attend Generic University.
5. To inform my audience about the books written by Dr. Jose Rizal.

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 What I Have Learned

Develop three main points for a speech designed to persuade Senior High students to attend
classes despite the pandemic. Work through the preceding organizational patterns and see
which ones would be possible choices for your speech. Which organizational pattern seems
to be the best choice? Why?

Specific To persuade Senior High students to attend classes despite the pandemic
Purpose
I.
Main Points II.
III.
Organization
Pattern
Why?

Lesson
Principles of Speech Writing
1 Focusing on Duration
Duration talks about the time and length your speech shall consume when it is
delivered. As a speaker, you must know your time limit and estimate your word count.
Based on the speech calculator, the average person speaks between 125 and 150
words per minute. To speak more slowly than too quickly is almost always better.
Therefore, if you’re to speak for 20 minutes, the expected total word count is
somewhere between 2,500 and 3,000 words.

Your speech, no matter how long, should always be divided into five parts: an
introduction (tell the audience what you’re going to tell them), point 1, point 2, point 3
(tell them what you want to say) and a conclusion (wrap up by telling them what you
just said). This format can be applied to any length of speech.

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 Below is an example of how a 20-minute speech is divided:

Introduction • 2 mins. (250 words)

Point 1 • 5 mins. (625 words)

Point 2 • 5 mins. (625 words)

Point 3 • 5 mins. (625 words)

Total word count:
Conclusion • 3 mins. (375 words) 2,500 words (20 minutes)

Having limited ideas for the three points? Use a mind map. It will help you draw out
more ideas and make your speech more interesting, more personal and more
comprehensible.

What’s More

Activity 3.1 Right or Wrong. Put a ✔ mark before each correct

statement and an X mark before a wrong one.
1. If you’ve got five minutes to talk, you should have more than three main points.
2. Take the length of time you've been asked to speak for and cut it down by 20
percent.
3. Audience: "I wish that speech had been longer."
4. A few short words can be enough to make a connection.
5. Know your time limit.

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 What I Have Learned

1. Restrict the main part of the speech to the word limit of 150-200 words.
2. The audience, no matter how good my speech is, will never wish to have it
much longer.
3. My speech, no matter how long, should always be divided into five parts:
Introduction, Points 1,2, and 3, and Conclusion.
4. Estimate my word count based on the speech calculator.
5. Write a more interesting, more personal and more comprehensible speec

Lesson
Principles of Speech Writing
4 Focusing on Word Choice
A series of choices are involved in writing a speech and one of those is choice of
words. A word choice is an important part of any communication. It is a manner in
which something is expressed in words, but these words must be carefully chosen so
that they add meaning to your speech. Choice of words is the style of expressing what
and how you feel and making the audience understand.

How do I choose the right words? Below are the principles (do’s and don’ts) of
word choice:

Understandable Overused (clichés)

Simple, precise and Obsolete
specific Awkward, vague and
Positive unclear
Correct Slang/Jargon
Bias-free

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 KEEP IN MIND THE FOLLOWING POINTERS WHEN CHOOSING WORDS TO
USE IN WRITING YOUR SPEECH:
1. Use Proper Connotations. A denotation is the dictionary definition of a word. A
connotation, on the other hand, is the emotional or cultural meaning attached to a
word. The connotation of a word can be positive, negative, or neutral. Keep in mind
the connotative meaning when choosing a word.
2. Avoid Slang. Slang describes informal words that are considered nonstandard
English. Slang often changes with passing fads and may be used by or familiar to only
a specific group of people. Most people use slang when they speak and in personal
correspondences, such as e-mails, text messages, and instant messages. Slang is
appropriate between friends in an informal context but should be avoided in formal
academic writing.
3. Avoid Clichés. Clichés are descriptive expressions that have lost their effectiveness
because they are overused. Writing that uses clichés often suffers from a lack of
originality and insight. Avoiding clichés in formal writing will help you write in original
and fresh ways.
4. Avoid Overly General Words. Specific words and images make your writing more
interesting to read. Whenever possible, avoid overly general words in your writing;
instead, try to replace general language with particular nouns, verbs, and modifiers
that convey details and that bring yours words to life. Add words that provide color,
texture, sound, and even smell to your writing.
5. Use a dictionary and thesaurus as I write will improve my writing by improving my
word choice.

What’s More

Activity 4.1 Substitute correct and specific words for the following:
Choices:
1. Regardless of the fact - ________________________
• I realized that
2. Concerning the matter of - _____________________ • About
3. Due to the fact that - __________________________ • Because
4. At that point in time - _________________________ • While
• If
5. In the process of - ____________________________ • Then
6. During the course of - _________________________ • Although
7. I came to the realization that - ___________________ • During
8. In the event that - _____________________________
.

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Activity 4.2 In each of the following items, you will find words with
similar denotations. Identify the words’ connotations as positive,
negative, or neutral by writing the word in the appropriate box.

1. curious, nosy, interested POSITIVE NEGATIVE NEUTRAL

2. lazy, relaxed, slow
3. mansion, shack, residence
4. spinster, unmarried woman, career
woman
5. assertive, confident, pushy

What I Have Learned

Edit the following paragraph by replacing the slang words and phrases
with more formal language. Rewrite the paragraph on your own sheet of
paper.

I felt like such an airhead when I got up to give my speech. As I walked toward the podium, I
banged my knee on a chair. Man, I felt like such a klutz. On top of that, I kept saying “like” and
“um,” and I could not stop fidgeting. I was so stressed out about being up there. I feel like I’ve
been practicing this speech 24/7, and I still bombed. It was ten minutes of me going off about
how we sometimes have to do things we don’t enjoy doing. Wow, did I ever prove my point.
My speech was so bad I’m surprised that people didn’t boo. My teacher said not to sweat it,
though. Everyone gets nervous his or her first time speaking in public, and she said, with time,
I would become a whiz at this speech giving stuff. I wonder if I have the guts to do it again.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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_________________________________________________________________________

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 Lesson
Principles of Speech Writing
5 Focusing on Grammatical
Correctness

Wrong punctuation can cause

misunderstanding just like the
example presented in this picture.
Thus, you should be able to
clearly and effectively
communicate ideas or else you
will create confusion.

Grammatical Correctness
Once you've written your speech, it is very necessary that you check to see that you have
corrected any grammatical errors. There are four areas to check before you finalize your
speech:

o Spelling
o Punctuation
o Grammar
o Style

o Editing and/or Revising

Up to this point, the speech is still a draft. It still has to be edited and revised.
Editing or revising involves correcting errors in mechanics – grammar, punctuation,
spelling, capitalization, unity, coherence, and others.
According to Dlugan (2013), these are the six power principles for speech editing:

18
 •Edit for “So, what’s the point? What’s the message of the speech?”
focus
Ensure that everything you have written, from introduction to
conclusion, is related to your central message.

•Edit for “The speech was too difficult to follow; I was lost in the middle.”
clarity
Keep the flow of your presentation smooth by adding transition
words and phrases.

“I don’t understand the message because the examples or

•Edit for
concision supporting details were confusing.”
Make all ideas in your speech clear by arranging them in logical
order (e.g., main idea first then supporting details, or supporting
details first then main idea).

•Edit for “I didn’t enjoy the speech because it was boring.”

continuity Add spice to your speech by shifting tone and style from formal to
conversational and vice-versa, moving around the stage, or adding
humor.

•Edit for “The speech was all over the place; the speaker kept talking
variety endlessly as if no one waslistening to him/her.”
Keep your speech short, simple, and clear by eliminating unrelated
stories and sentences and by using simple words.

“There’s nothing really special about the speech.”

•Edit for
impact & Make your speech memorable by using these strategies: surprise
beauty the audience, use vivid descriptive images, write well-crafted and
memorable lines, and use figures of speech.

o Rehearsing
“Rehearsing can make ordinary extraordinary.” Rehearse by reading your speech out
loud so you can check which parts to enhance and can identify which one works and does
not work for you and for your target audience. Doing the rehearsal actually refines your
speech and irons out any glitches.

19
 What’s More

Activity 5.1 Are these sentences grammatically correct? Encircle

'Yes' or 'No'.

1. The computer was shut down by my mom. Yes No

2. The computer shut down. Yes No
3. The coffee stained the carpet. Yes No
4. I was laughed. Yes No
5. This exam is important for students to be passed. Yes No
6. The dog was disappeared. Yes No
7. Richard was given a book. Yes No
8. You were warned. Yes No
9. The shops close at 5 pm. Yes No
10. I’ve bitten by a spider. Yes No

Activity 5.2 Each of the below 5 sentences has a mistake. Rewrite

the sentence without the mistake.

1. It is raining when I got home last night.

________________________________________________
2. My sister is annoying today, but usually she is nice.
________________________________________________
3. I have not ate anything today.
________________________________________________
4. If I am a child, I would play outside.
________________________________________________
5. Everyone have seen that movie.
________________________________________________

Activity 5.3 Identify good practices when rehearsing by placing a

sign before the number.

1. Aim to have a minimum of three rehearsals.

2. Read your speech notes several times but never out loud.
3. Focus on getting the flow of the content fluent.
4. Observe pauses or breaks anytime you like.
5. Use humor effectively.

20
 What I Have Learned

Edit or Revise. Encircle the correct answer.

1. Which of the following is a complete sentence?

a. Because night fell.
b. Jim ate the sandwich.
c. On a tree-lined path.
d. In our neck of the woods.

2. Which of the following sentences is correctly punctuated?

a. In the dead of night. The van pulled up.
b. Chuck would not, give Jaime the seat.
c. Over coffee and toast, Kelly told me about her new job.
d. Lemonade. My favorite drink.

3. Which of the following sentences correctly uses a conjunction?

a. I cannot play in the game until I practice more.
b. I hid in the basement my brother was mad at me.
c. Victor erased the answering machine message Nora would not find out.
d. She scored a goal won the game.

4. Which of the underlined words in the following sentence could be deleted without
changing the meaning?
Various different companies offer incentive plans to their employees.
a. different
b. incentive
c. plans
d. employees

5. Which of the underlined words in the following sentence is an unnecessary

qualifier or intensifier?
Many experts consider the stained glass in that church to be the very best.
a. experts
b. stained
c. that
d. very

6. . Choose the best conjunction to combine this sentence pair.

We can ask directions. We can use a map.
a. and
b. but
c. or
d. because

21
 7. The following sentence pair can be revised into one better sentence. Choose the
sentence that is the best revision.
The bicycle tire is flat. The bicycle tire is on the bike.
a. The bicycle tire is on the bike and the bicycle tire is flat.
b. The flat bicycle tire is on the bike.
c. On the bike, the bicycle tire there is flat.
d. The bicycle tire on the bike is flat.

What I Can Do

I. Plan a speech to be delivered before this quarter ends as you fill

in the details in the columns with the ideas you have decided on.
AUDIENCE ANALYSIS
Age Range
Male – Female Ratio
Educational background
Place of Residence (City, Province, Town)
Economic Status (household income)
Language Spoken
Religious Affiliation or Beliefs

II. Use one of the common organizational patterns to create an

outline with three main points for your speech.
Organizational Pattern
Topic

Specific Purpose

Introduction

I.

Main Points II.

III.

Conclusion

22
 Assessment

Write a 5-minute speech using the outline you just created.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

23
 Additional Activities

Activity 1. Draw an emoticon before each statement: for

something to do; for something not to do when writing speeches.

1. Keep your words short and simple. Your speech is meant to be heard by your
audience, not read.
2. Use jargon, acronyms, or technical words because they can confuse your audience.
3. Make your speech more personal. Use the personal pronoun “I,” but take care not to
overuse it. When you need to emphasize collectiveness with your audience, use the
personal pronoun “we.”
4. Use active verbs and contractions because they add to the personal and
conversational tone of your speech.
5. Be insensitive of your audience. Be very careless with your language, jokes, and
nonverbal cues.
6. Use metaphors and other figures of speech to effectively convey your point.
7. Manage your time well; make sure that the speech falls under the time limit.

Activity 2. Based on what you have learned in these lessons, list at

least ten principles or characteristics of speech writing.

Example:
Audience analysis should be conducted to determine the characteristics of the
audience, nature of event, time of day, etc.

1. ________________________________________________________________________________
2. ________________________________________________________________________________
3. ________________________________________________________________________________
4. ________________________________________________________________________________
5. ________________________________________________________________________________
6. ________________________________________________________________________________
7. ________________________________________________________________________________
8. ________________________________________________________________________________
9. ________________________________________________________________________________
10. ________________________________________________________________________________

24
Answer Key

25
References
Smith, B (2003). Proofreading, Revising, & Editing Skills
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For inquiries or feedback, please write or call:
Division of Lapu-Lapu City
Department of Education
B.M. Dimataga St., Lapu-Lapu City
Tel #: (032) 420-4525
Email: oliver.tuburan@deped.gov.ph
26
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