Oral Communication in Context

1st Semester
Jewel Mave F. Quezon STEM 1-C
Lesson 1
9. Noise – factors that affect the flow of
THE COMMUNICATION PROCESS communication, barrier or interference.
 Semantic Noise – speaker and a listener
I. Communication Defined have different interpretations of the
 Process of exchanging thoughts, ideas, meanings of certain words
expressions, or messages. a. Denotative Barrier – sender and the
 Communication is a process. receiver disagree about the definition or
 Communication occurs between two or more meaning of a word or phrase.
people, the speaker and the receiver. b. Connotative Barrier – words that have
 Communication can be expressed through different meaning in a particular
verbal, nonverbal, or both spoken words and concept.
actions at the same time.  Syntactic Noise – barrier that refers to
grammar, structure or set of rules that
I. The Communication Process govern how words are combined in
1. Sender generates an idea. meaningful phrases and sentences.
2. Sender encodes the idea into words or actions.  Environmental Noise – something that
3. Sender transmits a message using a channel. physically disrupts communication.
4. Receiver gets the message.  Organizational Noise – poorly structured or
5. Receiver decodes the message. planned message.
6. Receiver sends a feedback.
 Psychological Noise – certain attitudes that
makes communication difficult.
II. The Elements of Communication
 Physiological-Impairment Noise – physical
1. Sender – source of information or message,
conditions that could hinder effective
source or speaker.
communication.
2. Message – information, ideas, or thoughts
 Cultural Noise – differences in culture may
conveyed by the sender.
interfere with cross-cultural understanding.
3. Encoding – process of converting the message
into what the sender understands.
4. Channel – medium, method or the means, in
which the encoded message is conveyed.
5. Decoding – process of interpreting the encoded
message of the sender by the receiver.
6. Receiver – recipient of the message, listener.
7. Feedback – reactions, responses, or information
provided by the receiver.
8. Context – physical and social setting where
communication takes place.

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 Oral Communication in Context
1st Semester
Jewel Mave F. Quezon STEM 1-C
Lesson 2
The Transactional Model
MODELS OF COMMUNICATION  Proposed by Dean Barlund.
 Achieved as people both send and receive
The Linear Model
messages.
 Describes communication as a linear or one-
 People can be both senders and receivers, but
way process.
they cannot do so simultaneously.
 A person can be a sender or receiver, but not
 Communication is a cooperative action.
both.
 Communicators must share at least some
 Limited because it provides only one channel
degree of overlap in field of experience.
for only one message.
 Communication Theories:
 Communication is rarely, if ever, as neat and
 People are viewed as dynamic
tidy as a linear model would suggest.
communicators rather than simple senders
 Laswell’s, Shannon and Weaver’s, and
or receivers.
Berlo’s Model of Communication
 There must be some overlap in fields of
experience in order to build shared
meaning.
 Messages are interdependent.

Image 2.1. The Linear Model

The Interactional Model

 Proposed by Wilbur Schramm
 Follows two channels in which
communication and feedback flow between
sender and receiver.
 Views communication as an ongoing process.
 Field of experience – refers to influences on
how a sender constructs a message.
 People take turns at being the sender and
receiver, and they cannot be both at the same
time.

Image 2.2. The Interactional Model

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 Oral Communication in Context
1st Semester
Jewel Mave F. Quezon STEM 1-C
Lesson 3 roles.
VERBAL AND
NONVERBAL
COMMUNICATION

Verbal Communication
 Process of exchanging thoughts, ideas,
expressions, or messages through the use of
language.
2 types: Oral and Written
 Oral – uses voices to produce sounds that make
up the words.
 Written – use of visual symbols.
Specific changes in language usage for effective
communication:
1. Appropriateness – language should be
appropriate to the context.
2. Brevity – use simple yet precise and powerful
words to be more credible.
3. Clarity – clearly state the message and express
ideas and feelings.
4. Ethics – words should be carefully chosen in
consideration of the gender, roles, ethnicity,
preferences, and status.
5. Vividness – words that vividly or creatively
describe things or feelings to add color and
spice to communication.
Verbal languages to be avoided at all costs:
1. Racist Speech – marginalizes a person or group
because of their race.
2. Heterosexist Speech – offensive and derogatory
terms used for people in the LGBTQ
community.
3. Ageist Speech – prejudice against people of
other age groups; general disrespect toward
people in negative age-based stereotypes.
4. Sexist Speech – prejudicial attitudes about men
or women based on rigid beliefs about gender
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 Oral Communication in Context
1st Semester
Jewel Mave F. Quezon STEM 1-C
Nonverbal Communication
 Extensive scope of concepts we
transmit without the use of words or
speech.
Areas of nonverbal communication:
 Bodily movement and facial
expression (kinesics)
 Encompasses gestures, bodily
movements, posture, as well as facial
expressions.
 Physical contact (haptics)
 Refers to the ways our skin affects and
reacts to other forms of bodily contact
either from others or ourselves and
signals a message that has meaning.
 Vocal cues or paralanguage (vocalics)
 Sounds, as long as they are not words.
 Tone of the voice, the intonation, the
pitch, the loudness and softness of the
voice,
 Space and distance (proxemics)
 Physical space relates to human interaction.
 Distance varies depending on the culture
and the kind of relationship one
establishes to other people.
 Clothing and artifacts (objectics)
 Study of the human use of clothing
and artifacts as nonverbal codes.
 Time (chronemics)
 Indirectly stated signal, but
communicates a characteristic of a
person.
 How a person perceives and values
time could show his/her punctuality,
willingness to wait, and interactions.
 Eye contact (oculesics)
 Study of eye contact, eye behavior,
eye movement, and eye gaze.
 A listener sees how sincere a speaker is.

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Importance of Mastery of nonverbal
communication:
 Enhances and emphasizes the message of
speech, thus making it more meaningful,
truthful, and relevant.
 Can communicate feelings, attitudes, and
perceptions without saying a word.
 Can sustain the attention of listeners and keep
them engaged in the speech.
 Gives the audience a preview to the type of
speaker.
 Makes speaker appear more dynamic and
animated in delivery.
 Serves as a channel to release tension and
nervousness.
 Helps make a speech more dramatic
 Can build a connection with listeners.
 Makes the speaker credible.
 Helps vary speaking style and avoid a
monotonous delivery.
Decoding Skills
1. Resist leaping to conclusions when
interpreting nonverbal cues of other people.
2. Mindfully seek alternative explanations.
3. Consider the possibility that you are incorrect.
4. Take into account that multiple areas of
nonverbal communication all work together
simultaneously in actual situations.
5. Know how a person ordinarily behaves to tell
the deviation from their normal behavior.
6. Interpret your judgments and conclusions
against the cultural context of the other person
rather than your own.
7. Consider the multitude of factors that can
influence the way a person behaves nonverbally.
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Oral Communication in Context
1st Semester
Jewel Mave F. Quezon STEM 1-C
Encoding skills
1. Monitor your own nonverbal messages with the
same care that you monitor your verbal
messages.
2. Keep your nonverbal messages consistent with
your nonverbal messages.
3. Take the situation into consideration.
4. Avoid extremes and monotony.
Congruent and Incongruent Communication
 Congruent Communication
 When both words and actions agree, one
would achieve congruence
 Means that the message is clear and
coherent since there is an existing similarity
between verbal and nonverbal cues.
 Incongruent Communication
 Verbal and nonverbal cues display
dissimilar or opposite meanings, which
renders message unclear and ambiguous.
 This might lead to confusion, and they may
have a hard time interpreting the message.

Lesson 4
FUNCTIONS OF
COMMUNICATION
Regulation or Control
 Refers to giving orders or directions, making
requests or attempting influence the actions of
others and accepting or refusing directions.
 two elements to consider:
a. To meet our own needs or desires
b. To control the actions of others to help us
meet our needs and desires
1. Commands or Imperatives
 “Please come in.”
 “Take a seat.”
 “Get a piece of paper.”
2. Rhetorical Questions
 “Why don’t we go to the lobby now?”
 “Can you pass the salt?”
 “Can I have a moment of silence, please?”
3. Statements or Declaratives
 “I want to be alone.”
 “It’s hot in here.”
 “You’ll be late if you don’t hurry.”
Social Interaction
 The most familiar and the primary reason why
people communicate.
 Allows people to be connected with one
another.
Motivation
 Process of inspiring people to do actions to
accomplish the desired goals.
 Clarifying to the individual what is to be done,
how well they are doing and what can be done
to improve their performance.
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Oral Communication in Context
1st Semester
Jewel Mave F. Quezon STEM 1-C
Information
 Giving and getting information.
 Fundamental requirement of being able to
adapt and adjust oneself to the environment.
1. Declaratives
 “I have three siblings.”
 “I don’t know where to find the hall.”
2. Rhetorical Questions
 “Did you know that some earphones can
be used as microphones?”
3. Questions
 “Where is Mrs. Ching?”
 “Did it rain last night?”
 “Is it windy outside?”
4. Imperatives
 “Show me how to tie a knot.”
 “Give me updates regarding the
weather.”
Emotional Expression
 Refers to the use of expressions such as love,
fear, anger, joy, hope, or any other emotion.
 Researcher and emotion expert Paul Eckman
has found that facial expressions are used to
convey the basic human emotions. The face is
capable of creating more than 7000 various
expressions.
 Six key basic emotions: happiness,
surprise, sadness, anger, disgust, and fear.

Lesson 5
COMMUNICATION BARRIERS
AND BREAKDOWN
Communication Breakdown
 An instance where communicators fail to
successfully exchange information with one
another, resulting in a lack of understanding
and communication.
Barriers to Communication
1. Language barrier – language and
linguistic ability
2. Psychological barrier – psychological state and
emotions
3. Physiological barrier – receiver’s physical state
4. Physical barrier – geographic distance between
the sender and receiver
5. Systematic barrier – when there is a lack of
understanding of the roles and responsibilities
for communication.
6. Attitudinal barrier – behaviors or perceptions
Strategies to Avoid Communication Breakdowns
1. Completeness – receiver gets to hear everything
2. Conciseness – getting straight to the point
3. Consideration – consider the receiver’s mood,
status, background, preferences, needs and the
like to build rapport with them
4. Concreteness – information sent by the sender
to the receiver is supported by facts, figures, or
real-life examples and situations
5. Courtesy – respecting the culture and beliefs of
the receiver
6. Clearness – use of simple, specific word in
expressing ideas
7. Correctness – Credibility and effectiveness of
the message by eliminating grammatical errors
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Oral Communication in Context
1st Semester
Jewel Mave F. Quezon STEM 1-C
Lesson 6
SPEECH CONTEXTS AND STYLES
Intrapersonal Communication
 Communication with oneself using internal
vocalization or reflective thinking.
 Centers on one person where the speaker acts
both as the sender and the receiver of
message.
 “The message is made up of your thoughts
and feelings. The channel is your brain, which
processes what you are thinking and feeling.
There is feedback in the sense that as you talk
to yourself, you discard certain ideas and
replace them with others.” – Hybels and
Weaver (2012)
 Triggered by some internal or external
stimulus.
Different levels involved in intrapersonal
communication
1. Internal discourse – reflective thinking,
concentration, analysis
2. Solo vocal communication – speaking aloud to
oneself
3. Solo written communication – writing one’s
thoughts and observations for oneself
Functions of Intrapersonal Communication
 Facilitate social interaction
 Build our mental image of ourself (self-concept)
 Process emotions and analyze situations
 Enhance our well-being
 Pass the time to be entertained
 Reflect and be mindful of our own behaviors

Interpersonal Communication
 Communication that takes place between two
or among more people.
1. Dyadic communication
 Involves two people sharing thoughts.
 Characterized by intimacy, immediacy and
proximity.
 The advantage of dyad communication is
“two heads are better than one” especially
when it comes to decision-making.
 Intimate and personal communication
 Formal and impersonal communication
2. Small group
 Involves three or more persons.
 Making the necessary adjustment with the
people in the discussion to allow some
room for their age, educational
background, family status, sex, culture,
beliefs, aspirations, attitude, and values.
 As more people are added and the number
increases, the interaction becomes more
difficult.
Public Communication
 Requires you to deliver the message before or
in front of a larger group of people or an
audience.
 Audience participation and feedback are much
more limited if not totally absent.
 Can be driven by informational or persuasive
purposes.
Mass Communication
 Takes place through television, radio,
newspapers, magazines, books, billboards,
internet, and other types of media.
 Does not involve an exchange of ideas.
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Oral Communication in Context
1st Semester
Jewel Mave F. Quezon STEM 1-C
Types of Speech Styles
Style – set of linguistic variants that a person uses.
It is the choice of words that could be applied in
different situations.
1. Intimate Style
 Highly private and is used among intimate
members of the family or friends.
 No need to be watchful of one’s grammar to
avoid distraction to the intimacy.
 Entirely excludes public information.
 Abbreviated and uses minimal verbal
communication.
2. Casual Style
 Also known as informal communication style.
 Relaxed or normal conversation and makes
use of colloquial words.
3. Consultative Style
 Considered the most operational among other
styles.
 Active participation of the participants.
 A high level of respect is given to the one
giving the advice.
 Communication will depend on the responses
or feedback of the people communicating.
4. Formal Style
 Makes use of careful and standard speech.
 Follows an accepted format.
 Low tempo speech, carefully chosen words,
and technical vocabulary.
 Does not repeat unnecessary words because it
is planned.
5. Frozen Style
 Most formal style that is used in formal events
or ceremonies.
 Makes use of very carefully chosen words,
phrases or sentences that are fixed in form.
 Oratorical style.

Lesson 7
SPEECH ACTS
Types of Speech Acts
According to the Speech Act Theory by John
Austin:
 Locutionary act – actual act of uttering
a statement (what the speaker said to the
listener)
 Illocutionary act – the intention of the speaker
in the utterance (what the speaker intended)
 Perlocutionary act – resulting act of what is
said. This effect is based on the particular
context in which the speech act was
mentioned (what the listener does)
Classification of Illocutionary Acts
Illocutionary acts as classified by John Rogers
Searle:
1. Assertive/Representative – speaker expresses
belief about the truth of a proposition.
 Suggesting, putting forward, swearing,
boasting, and concluding.
2. Directive – speaker tries to make the listener
perform an action.
 Asking, ordering, requesting, inviting,
advising, and begging.
3. Commissive – commits the speaker to doing
something in the future.
 Promising, planning, vowing, and betting.
4. Expressive – speaker expresses his/her feelings
or emotional reactions.
 Thanking, apologizing, welcoming, and
deploring.
5. Declaration – declarations bring into existence
or cause the state of affairs which they refer to.
 Blessing, firing, baptizing, bidding, passing
a sentence, and excommunicating.
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Oral Communication in Context
1st Semester
Jewel Mave F. Quezon STEM 1-C
Lesson 8
COMMUNICATION STRATEGIES
1. Nomination – speaker carries out nomination to
collaboratively and productively establish a
topic.
 Keep the conversational environment open
for opinions until the prior topic shuts down
easily and initiates a smooth end.
2. Restriction – any limitation you may have as a
speaker.
 Always be on point and avoid sideswiping
from the topic during the conversation.
3. Turn-taking – process by which people decide
who takes the conversational floor giving all
communicators a chance to speak.
 Do not hog the conversation and take
incessantly without letting the other party air
out their ideas.
4. Topic control – covers how procedural formality
or informality affects the development of topic
in conversations.
 Make yourself actively involved in the
conversation without overly dominating it.
5. Topic shifting – involves moving from one topic
to another.
 Make sure that the previous topic was
nurtured enough to generate adequate views.
6. Repair – self-righting mechanism in which
speakers address the problems in speaking,
listening, and comprehending that they may
encounter in a conversation.
 Always seek to initiate the repair.
7. Termination – refers to the conversation
participants’ close-initiating expressions that
end a topic in a conversation.
 Signal the end of the topic through
concluding cues by sharing what you
learned from the conversation.
 Oral Communication in Context
1st Semester
Jewel Mave F. Quezon STEM 1-C
Lesson 9  Domino Effect
TYPES OF SPEECH
According to Purpose
1. Entertainment Speech – aims to share goodwill,
joy, and pleasure to the audience.
To make your speech entertaining, you may:
 Tell jokes;
 Share funny stories;
 Dramatize experiences; and
 Recall a scary story.
Step in Writing an Entertaining Speech
a. Choose a light topic.
b. If you exude confidence and joy, the audience
will enjoy your presence, too.
c. Simplify the flow of your speech.
d. Your words should be highly descriptive.
e. Astonish your audience with unexpected
twists in your presentation.

2. Informative Speech – aims to teach the audience

something new or to provide them valuable
information. The speaker presents the
“what,” “why,” and “how” of the topic.
Organizational Patterns
A. Chronological Pattern – used to present
the development of topic in a sequential
order, from past to present or beginning to
end.
B. Spatial Pattern – used to talk about the
physical structure of an object or the way
things fit together in a certain space. Topics
that deal with geography fit this pattern best.
C. Topical/Categorical Pattern – used to inform
audience about the main features of the topic.
D. Cause-Effect Pattern – used to show the causal
relationship of events or phenomena.
 Single Cause-Multiple Effects
 Single Effect-Multiple Causes
 Multiple Causes-Multiple Effects

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 Oral Communication in Context
1st Semester
Jewel Mave F. Quezon STEM 1-C
E. Comparison-Contrast Pattern – used to C. How to use reasoning
compare objects, events, or concepts  Avoid logical fallacies in reasoning.
underscoring their similarities and
differences.
 Block format – listing the full
characteristics or features of the first
object or concept before proceeding to the
next object or concept.
 Point-by-Point format – comparing
and contrasting points of both
objects or concepts one at a time

3. Persuasive Speech – aims to influence the

listeners; change their perception and
convince them that your argument is more
important. You can center on any arguably
interesting topic under the sun.
Audience can be persuaded because:
 They perceive that the speaker
has credibility.
 They are convinced by the
evidence presented by the
speaker.
 They are convinced by the
speaker’s reasoning.
 Their emotions are touched by the
speaker’s ideas or use of language.
Methods of Persuasion
A. How to enhance your credibility
 Explain how you became an expert on
the topic.
 Connect your experiences, beliefs,
values, or attitudes with your
audience’s.
 Practice more often and deliver your
speech with conviction.
B. How to use evidence
 Specify evidence and credible information.
 Avoid outdated evidence.
 Choose credible sources for your evidence.
1

Common errors in reasoning and how to avoid such:
a. Ad Hominem – when you attack the character of
a person instead of his argument. Focus on the
arguments of the person, not on his/her values.
b. Circular Argument – when the idea of a stated
argument is repeated. Prove the same argument
instead of repeating it.
c. False Analogy – when two things, which might
be alike in some respects, are assumed to be
similar in other ways. Look at their
characteristics closely to see whether they can
really be compared or not.
d. False Authority – when a statement of someone
who is not an expert in the field in question is
being used in an argument. Check the
qualifications of the person being cited properly.
e. False Cause and Effect – when the connection
between two consecutive events is not clear.
Clarify the events by explaining both
backgrounds clearly.
f. Hasty Generalization – when a conclusion is
drawn from insufficient evidence. Provide
enough pieces of evidence before making any
conclusions.
g. Red Herring – when the answer does not
address the question. Do not avoid opposing
arguments. Instead, address them properly.
D. How to use emotional appeal
 Internalize and show conviction in what
you are saying.
 Use emotion appropriately. Take note to
use it only when appropriate to the
message. Use it as an accessory only; make
sure not to replace evidence and reasoning
with pure emotion.
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Oral Communication in Context
1st Semester
Jewel Mave F. Quezon STEM 1-C
According to Delivery
1. Manuscript Speech – you write and deliver a
speech word for word.
People who regularly give a manuscript speech:
A. Public figures – due to their hectic schedule,
they need ghost writers who would have to
read the text of the speech as it is.
B. Media personalities – they always battle with
time limits. Anchors are required to critically
choose the words of their speech in advance.
C. Spokesperson for government and private
organizations – this public speaking role
requires a great deal of preparation.
Potential Problems of the Manuscript Speech
a. You might be tempted to skip practicing the
speech.
b. You might be glued to the speech all
throughout.
c. Because everything is planned based on the
time allotted, there is a tendency to ignore the
audience and neglect responding to their
feedback when busy with the speech.
Tips in Using the Manuscript Speech
a. Own your manuscript by highlighting key
words and phrases. But make sure to reprint
your script.
b. Read the text over and over orally. This will
help you avoid mispronounced words, faulty
starts, and wrong pauses.
c. Concentrate on keeping eye contact, but do
not stare at only one section of the audience. It
is best if you familiarize yourself with the
most important parts of your speech.
d. Use a podium when practicing the speech so
that you will be used to laying your notes flat
on the podium and looking at them once in a
while.
e. Even if you have a manuscript, feel free to
modify the text when the situation demands it.

2. Memorized Speech – requires you to commit
the speech to memory so that you do not bring
your notes when delivering it.
Potential Problems of the Memorized Speech
a. You might forget what you are supposed to
say. Long pauses can create a very awkward
moment.
b. You might memorize the speech mechanically
that results in a very unnatural delivery.
c. You might focus on content. Groping for the
right words might make you look stiff.
d. You might be too tied to remembering your
script with no chance to pay attention and
respond to audience feedback.
Tips in Memorizing a Speech
a. You cannot memorize a speech in one sitting.
Focus on one paragraph at a time.
b. After memorizing the speech in snippets, you
need to put them together. The next thing you
know, you have completed your speech.
c. Do not memorize the speech silently. When
you recite your speech while memorizing it,
your brain aids your memory retention.
d. Identify a key point in every paragraph so you
can easily expound on the key points.
e. After memorizing some parts of your speech,
take a break for some hours or for a day. This
will test how well you can recall what you
think you have memorized.
f. Record yourself delivering the speech and
listen to it over and over again. The speech
will get stuck in your head.
g. Write one key point on one note card. Bring
these note cards wherever you go and take
them out whenever you have extra time to
memorize.
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Oral Communication in Context
1st Semester
Jewel Mave F. Quezon STEM 1-C
3. Impromptu Speech – delivered with little or no
time for preparation.
Organizing and Delivering an Impromptu Speech
a. Past, Present, Future
In the past, I was not comfortable in making
Past impromptu speeches because I could not think
right away of what to say.
At present, however, I am enjoying it because
Present I keep on exposing myself to any speaking
situation.
In the future, I look forward to teaching others
Future
how to survive impromptu speech situations.
b. Point-Reason-Example/ Explanation-Point
Point I love Facebook.
I have two reasons for this: one, it helps me
Reason easily reconnect with old friends; and, two, I
am updated on the happenings around me.
Through Facebook, I am able to contact my
old friends from other countries and
Example reminisce about wonderful memories. Also,
through posts on Facebook, I learn about
current events in the country
Facebook, indeed, is a useful social network
Point
site. That is why I love it.
c. Opening, Rule of Three, Clincher
Every time I see homeless families, it breaks
Opening my heart. That why I try to do at least three
little things to help them.
First, I feature them in my writings which I
submit to editors for publication. I highlight
their sad and bad experiences living in the
streets and their dreams and aspirations in
Rule of life. Second, I actively participate in
Three organizing and facilitating livelihood
programs for these families. Finally, I join
different nonprofit organizations in
campaigns and awareness activities against
poverty.
These three are my baby steps toward
achieving my vision of helping homeless
Clincher
people and freeing this nation from the
bondage of poverty.

4. Extemporaneous Speech – a planned and
prepared speech.
Preparing a Successful Extemporaneous Speech
a. You may explore other main points, but
always refer back to your thesis.
b. State the central idea of your
extemporaneous speech in one declarative
sentence.
c. Map out the supporting points in an outline.
d. In the introduction, make sure you:
 Grab the attention of the audience with a
striking one-liner.
 Give a short background by explaining
why they have to listen.
 State your thesis.
e. Develop at least three main points and
check each of them with these questions:
 Does each point have one single idea?
 Does each point reiterate the thesis
statement?
 Does each point prepare the discussion of
the next main point?
f. Make sure that each main point has enough
examples, testimonies, statistics, or cases.
g. Reinforce your introduction by coming up
with a closing attention-getter that is related
to your opening. Restate your thesis or review
your main points.
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Oral Communication in Context
1st Semester
Jewel Mave F. Quezon STEM 1-C
Lesson 10
PRINCIPLES OF SPEECH WRITING
The Prewriting Stage
1. Audience analysis – entails looking into the
profile of your target audience.
 Demography – age range, male-female ratio,
educational background and affiliations or
degree program taken, nationality, economic
status, academic or corporate designations.
 Situation – time, venue, occasion, and size.
 Psychology – values, beliefs, attitudes,
preferences, cultural and racial ideologies,
and needs.
2. Purpose – to inform, to entertain, or to persuade.
 Informative speech – provides a clear
understanding of the concept or idea
presented by the speaker.
 Entertaining speech – provides amusement.
 Persuasive speech – provides well-argued
ideas that can influence their own beliefs
and decisions.
General purpose Specific purpose
To inform students about the
To inform definition and relevance of
information literacy today
To entertain students with
interesting observations of
To entertain
people who lack information
literacy
To persuade students to
To persuade develop information literacy
skills
3. Topic – focal point of the speech, which can be
determined once you have decided the purpose.
4. Narrowing down a topic – making your main
idea more specific and focused.
5. Data gathering – stage where you collect ideas,
information, sources, and references relevant or
related to your specific topic.

The Writing Stage
6. Writing patterns – structures that will help you
organize the ideas related to your topic.
 Biographical – descriptions of your life or of
a person.
 Categorical/Topical – related categories
supporting the topic.
 Causal – cause-effect relationships.
 Chronological – the idea in time.
7. Outline – hierarchical list that shows the
relationship of ideas.
8. Body of the speech – explanations or any details
that can help deliver the purpose and explain the
main idea of speech.
 Present practical examples
 Show statistics
 Present comparisons
 Share ideas from the experts
9. Introduction – the foundation of speech.
 Connect real-life experience to your subject.
 Start with a strong quote
 Tell a personal story to illustrate your point.
10. Conclusion – restates the main idea of speech,
provides a summary, emphasizes the message,
and calls for action.
 Begin with a restatement of your message.
 Use memorable lines from songs or stories
familiar to audience.
 Ask questions that can make your audience
reflect
The Rewriting Stage
11. Revision – involves making major changes to a
document's content, structure, and/or
organization.
12. Rehearsing – gives an opportunity to identify
what works and what does not work for you and
for your target audience.
Oral Communication in Context
1st Semester
Jewel Mave F. Quezon STEM 1-C
Lesson 11
PRINCIPLES OF SPEECH
DELIVERY
 How they approach their audience
 Formal, informal, personal, etc.
 How they connect with their audience
 Using eye contact, body movements, and
facial expressions
 How they present themselves
 Stage presence: how they look, stand, walk,
use nonverbal cues, act on the stage
 How they use their voice
 Volume, pitch, speed, pauses, vocal variety,
and pronunciation
Guidelines for Effective Speech Delivery
1. Use a conversational style more often.
2. Look your audience members in the eye.
3. Remember to adjust your volume to the size
of the audience and the venue.
4. Vary your rate or speed.
5. Master your voice and find your pitch level.
6. Use pauses when you emphasize the most
important words, phrases, or sentences.
7. Pronounce and enunciate words correctly.
8. Avoid fillers that substitute actual words in
your speech because these words are
distracting.
9. Start speech by standing straight.
10. Use precise movements.
11. Avoid having a poker face or a highly
animated face.
12. Dress properly and appropriately.
13. Observe ethics.
14. Breathe in and out to relax before your speech.