COMMUNICATION

FO
FORR V
VAR
ARIO
PURPOSESIOUS
US
CHAPTER 6
 At the end of this chapter, the students would
be able to:

OBJECTIV Convey ideas through oral, audio-visual, and/ or web-based

presentations for different target audiences in local and

ES global settings using appropriate registers

Create clear, coherent, and effective

communication materials

Present ideas persuasively using appropriate

language registers, tone, facial expressions,
and gestures

Adopt awareness of audience and context in

presenting ideas
CHAPTER OUTLINE

LESSON 1- Speech to Inform

LESSON 2- Speech to Persuade

LESSON 3- Speech to Entertain

SPEECH TO
INFORM
LESSON 1
 An informative speech is one
whose goal is to explain or describe facts,
facts,

SPEECH truths, and principles in a way that

stimulates interest, facilitates understanding,
TO and increases the likelihood of
remembering. In short, informative speeches
INFORM are designed to educate audiences. Thus,
most classroom lectures are basically
informative speeches (although they may
range from excellent to poor in quality).
SPEECH TO INFORM

Informative speeches answer the

questions about a topic, such as those beginning
with who, when, what, where, why, how to, and
how does. For example, your informative speech
might describe who popular singer-songwriter
Adele is, define Scientology, compare and contrast
the similarities and differences between Twitter
Twitter and
Facebook, narrate the story of basketball
professional Kobe Bryant, rise to fame, or
demonstrate how to create and post a blog or video
on a website like Youtube.
SPEECH TO INFORM

Informative speaking differs

from other speech forms (such as
speaking to persuade, to entertain, or to
celebrate) in that your goal is simply to

achieve mutual understanding about an

object, person, place, process, event,
idea, concept, or issue (Verderver,
2015).
 SPEECH TO INFORM

We live in an increasingly complex age—one of

new technology, endless research, and specialization.
Each year, more and more new information is added to
the total of human knowledge in our world. It was
estimated that by the year 2,000, there would be 1,000

times more knowledge in the world that there was in

1900. It is obvious, then. How important it is for us to be
able to send and receive informative communication
accurately and effectively.
 SPEECH TO INFORM

All to often, we take informative communication for

granted. We listen to weather forecasts, news stories,
stock market updates, and traffic reports with only half
an ear and then wonder why we didn’t get things
straight. We give vague instructions as to where and
when we’re going to meet someone or exactly how we’d
like our hair done then become irritated when things go
wrong.
 The purpose of
informative communication is to
add to a listener’s
understanding. In order to
achieve this goal, a speaker must
SPEECH TO
communicate information
INFORM clearly and interestingly. There
are many different ways to
categorize informative speeches
and these will be discussed in
this chapter.
 Presentational
Presentational Aids

TECHNIQUES
IN Repetition

DELIVERING
AN Transitions
INFORMATIV
E SPEECH
Humor and Emotional Anecdotes
Anecdotes

Mnemonics and Acronyms

 TECHNIQUES USE
To provide the opportunity for the
audience to retain a visual as well as
Presentational Aids an audio memory of important or
difficult material.
To give the audience a second or
third chance to retain important
Repetition information by repeating or
paraphrasing it.
To increase the likelihood that the
audience will retain the relationships
Transition among the information being
presented, including which
information is primary and which is
supporting.
TECHNIQUES IN DELIVERING AN
INFORMATIVE SPEECH
EXAMPLE
A diagam of the process of making
ethanol
“The first dimension of romantic love
is passion; that is, it can’t really be
romantic love if there is no sexual
attraction.”
“So the three characteristics of
romantic love are passion, intimacy,
and commitment. Now, let’s look at
each of the five ways you can keep
love alive. The first is through small
talk.”
 TECHNIQUES USE EXAMPLE

To create an emotional memory “True love is like a pair of socks:

Humor and other link to important ideas. you’ve gotSo

to match. toyou
haveand
two, andpartner
your they’ve got
need
Emotional Anecdotes to be mutually committed and
compatible.”

To provide an easily “You can remember tthe

“You he four criteri
criteriaa for
remembered memory prompt or evaluating a diamond as the four
f our C’s:
Mnemonics and
Acronyms shortcut to that
likelihood increase
a list the
is retained. Carat, Clarity, Cut, and Color.”
“As you can see, useful goals are
SMART
SMAR T: Specific, Measurable, Action-
oriented, Reasonbale, and Time-bound.
That’s SMART.”

TECHNIQUES IN DELIVERING AN
INFORMATIVE SPEECH
CHARACTERISTICS OF EFFECTIVE
INFORMATIVE
INFORMATIVE SPEAKING

INTELLECTUAL RELEVANT CREATIVE

LY
STIMULATING
INTELLECTUALY STIMULATING

Your listeners will distinguish

information to be intellectually
stimulating when it is new to them and
when it is explained in a way that
arouses their curiosity and interest. By

new, we mean new information that

most of your audience is unfamiliar with
or new insights with into a topic with
which they are already familiar.
familiar.
INTELLECTUALY
STIMULATING

withIfyour
your audience
topic, is unfamiliar
you should consider
how you might tap their natural
curiosity. Imagine you are an
anthropology major who is interested

in prehistoric
shared humans,
by most not anof
members interest
your
audience. If your audience is familiar
with your topic, you will need to
identify new insight about it.
INTELLECTUALY
STIMULATING

Begin by asking yourself:

What things about my topic
do listeners probably not
know? Then, consider depth
and breadth as you answer the
question. Depth has to do with
going into more detail than
people’ss general knowledge of
people’
the topic.
 A speaker can share details
about the history of online social
networks; something the audience of
young users probably never thought
about. Another way to give variation
is to give new manner to cook a
well-known recipe. Breadth has to
do with looking at how your topic
relates to associated topics.

INTELLECTUALY STIMULATING
 One can discuss to informed
listeners about Type 1 diabetes. The
talk is not only about physical and
emotional effects on a person with
diabetes but also the emotional and
relational effects on the individual’s
family and friends and the financial
effects of the illness to the
community or to the world.

INTELLECTUALY STIMULATING
 RELEVANT

A general rule to remember when

preparing informative speeches is this:
“Don’t assume your listeners will
recognize how the information you
share is relevant to them. Remember to
incorporate listener relevance links
throughout the speech.
RELEVANT

As you prepare each main

point, ask and answer the
question: How would knowing
this information make my
listeners happier, healthier,
wealthier, wiser, and so forth?
In other words, answer the
question: Why should they
care?
 CREATIVE

Your audience will think your information to be

creative when it gives innovative or cutting-edge ideas.
You may not have never identified or fully acquired
your own creative ideas. Contrary to what you may
think, creativity is not an automatic bulb that lights up
suddenly which others have while some don’t; rather, it
is the outcome of rigorous work. Creativity comes
from doing good research, taking time, and practicing
fruitful thinking.
CREATIVE

Starting informative speeches

with a thorough research
develops creativity. The more you
focus on a topic, the more you
will have to work with to develop

it imaginatively. Speakers who

present information creatively do
so because they have given
themselves lots of supporting
material to work with.
CREATIVE

For creative process to work, you have

to give yourself time to think. Rarely
do creative ideas come when we are in
a time crunch. Instead, they are likely
to come when we least expect it– when
we’re driving our car, preparing for
bed, or day dreaming. WeWe need time to
mull over ideas. If you complete a
draft or your outline several days, you
will have time to consider how to
present your ideas
ideas creatively
creatively..
 CREATIVE

For the creative process to work, you

also must think productively.
PRODUCTIVE THINKING happens when
you ponder something from an array of
angles. Then, with many ideas to pick from,
you can choose the ones that are most
appropriate to a particular audience. In an
article “Thinking Like a Genius”, author
Michael Micalko describes several strategies
you can use to become a productive thinker.
STRATEGIES
STRA TEGIES TO BECOME
B ECOME A PRODUCTIV
PRODUCTIVEE THINKER
by Michael Micalko

Rethink a topic, issue, or problem from many perspectives.

Make your thoughts visible by sketching drawings, diagrams, and graphs.

Set regular goals to produce something.

Memorable

Diverse Learning Styles

1. RETHINK A TOPIC, ISSUE, OR PROBLEM
FROM MANY PERSPECTIVES

Albert Einstein actually came up with

the theory of relativity this way. As you
brainstorm, try to think about a possible
topic as it might be perceived by many
different cultural and co-cultural groups.
Then, as you conduct research, try to find
sources that represent a variety of
perspectives as well.
2. MAKE YOUR THOUGHTS VISIBLE BY SKETCHING
DRAWINGS, DIAGRAMS, AND GRAPHS

Galileo revolutionized
science by doing this. Try
concept mapping as you
generate topics and
approaches to them.
3. SET REGULAR GOALS TO ACTUALLY
ACTUALLY PRODUCE
SOMETHING

You need to start somewhere.

Getting ideas out of your head
and onto paper or a computer
screen gives you something to
work with and revise. After all,
you can’t edit air.
4. MEMORABLE

If your speech is really informative,

your audience will hear a lot of new
information but will need help
remembering
Emphasizing yourwhat specific
is most goal,
important.
main
points, and
a nd key
ke y facts are good starting
sta rting
points.
5. DIVERSE LEANING STYLES

Because audience members differ in how

they prefer to learn, you will be most
effective when you address diverse learning
styles. You can appeal to people who prefer
to learn through the feeling dimension by
providing concrete, vivid images, examples,
stories, and testimonials (Verderber et. al.,
2015).
METHODS Description
OF
INFORMIN Definition
G Comparison and Contrast

Narration

Demonstration
 Description is a method used
to create precise, vivid, verbal
picture of an object, geographic
feature, setting, event, person, or
image. This method usually
answers and overarching “who”,
DESCRIPTIO “what”, or “where” questions. If the
thing to be described is simple and
N familiar (like a light bulb or a
river), the description may not need
to be detailed. But if the thing to be
described is complex and
unfamiliar (like a sextant or
holograph), the description will be
more exhaustive.
DESCRIPTION

Descriptions are of course

easier if you have a
presentational aid, but vivid
verbal descriptions can also
create informative mental

pictures. To you
effectively, describe something
can explain its
size, shape, weight, color,
composition, age, condition, and
spatial organization.
 You can describe size subjectively as
large or small and objectively by
noting specific numerical
measurements. For example, you can
describe Global City in Taguig
subjectively as a leisure and shopping
friendly place in Metro Manila or
more objectively as a place to
residential and commercial spaces.

DESCRIPTION
 You can describe shape by
reference to common geometric
forms such as round, triangular,
oblong, spherical, conical,
cylindrical, or rectangular, or by
reference to common objects such as
a book, or a milk carton.

DESCRIPTION
 You can describe weight
subjectively as heavy or light and
objectively by pounds and ounces or
kilograms, and milligrams. As with
size, you can clarify weight with
comparisons. So you can describe a
motorcycle objectively by citing its
weight or subjectively as heavier and
faster than a bicycle.

DESCRIPTION
 You can describe by coupling a
basic color (such as black, white,
red, or yellow) with a familiar
object. For instance, instead of

describing something
(pyoos) or ocher as might
(owker), you puce
describe the object as “eggplant
purple” or “lime green”.

DESCRIPTION
 You can describe the composition of
something by indicating what it is made of. So
you can describe a building as being made of
brick, concrete, wood, or aluminum siding. At
times, you might describe something as what it
looks like rather than what it is. For example,

describing as ait coin

indicates that mayasbeold but in
worth farmint
morecondition
than its
face value. Similarly, describing a city as ancient
and well-kept produces different mental pictures
than does describing a city as old and war torn.

DESCRIPTION
 Finally, you can describe spatial
organization going from top to bottom, left
to right, outer to inner, and so forth. A
description of a building might go from the
floor to the ceiling; a description of a
painting might proceed from foreground to
background; and a description of a car
might go from the body to the engine to the
inside of it.

DESCRIPTION
DEFINITIO Definition is a method
that explains the meaning
N of something
 There are four ways to define
something:
DEFINITIO
By classifying and
N differentiating;

By derivation or etymology;

By explaining its use or function;

and

By using synonyms or antonyms

 The first method is to define a word or idea by
classifying and differentiating it from similar words or
ideas. For example, in a speech on vegetarianism,. You
might use information from the Vegan Society’s
(https://www.vegansociety.com)) to define a
website (https://www.vegansociety.com
vegan: “A vegan is a vegetarian who is seeking a
lifestyle free from animal products for the benefit of
people, animals, and the environment. Vegans eat
plant-based diet free from animal products including
milk, eggs, and honey. Vegans also don’t wear leather,
wool, or silk and avoid other animal-based products.”

DEFINITION
 The second method is to define a word
by explaining its derivation or history.
history. For
instance, the word vegan is made from the
beginning and end of the word
“VEGetariAN” and was coined in the
United Kingdom in 1944 when the Vegan
Society was founded. Offering this
etymology will help your audience
remember the meaning of vegan.

DEFINITION
 The third method is to
define a word by explaining its
use or function. For example,

in
tofuvegan recipes,
or tempeh you canmeat
to replace use
and almond or soy to replace
cow’ss mil
cow’ milk.
k.

DEFINITION
 The fourth method is to define
something by using a familiar synonym or
antonym. A synonym is a word that has the
same or similar meaning; an antonym is a
word that is directly opposite in meaning.
So, you could define a vegan by comparing
it to word “vegetarian”, which is a synonym
with a similar although not identical
meaning, or two the word “carnivore”
which is an antonym.

DEFINITION
 Comparison and Contrast is a method
of informing that centers on how
something is similar to and different from
other things. For example, in a speech on
vegenism, you might tell your audience
how vegans are similar to and different
from other types of vegetarians. You can
COMPARISON point that like vegetarians, vegans don’t
eat meat. In contrast, semi-vegetarians eat
AND fish or poultry. Like lacto-vegetarians,
CONTRAST vegans don’t eat eggs. But unlike this
group and lacto-ovo vegetarians, vegans
don’t use dairy products. So of all
vegetarians, vegans have the most
restrictive diet. Because comparisons and
contrasts can be figurative or literal, you
can use metaphors and analogies as well
as making direct comparisons.
 Narration is a method that retells an
autobiographical or biographical event,
myth, or other story. Narratives usually
have four parts. First, the narration tells the
listener by describing when and where the
event took place and by announcing the
essential characters. Second, the narration
discusses the order of events that led to a
complication or problem, including details
that enhance the progression. Third, the
NARRATION narration explains how the complication or
problem affected key characters. Finally
Finally,,
the narration recounts the manner by which
the complication or problem was solved.
The features of a good narration comprise a
strong story line; use of descriptive
language and details that improve the plot,
people, setting, and events; effective use of
dialogue; pacing that builds, suspense; and
a powerful voice.
 Narration can be shown in a first-,
second-, or third-person voice. When you
use a first person, you repot what you have
personally experienced or observed using
the pronouns “I”, “me”, and “my” as you
recount the events. Your narration will be
effective if your audience can identify and
emphasize with you and the events you
describe. “Let me tell you about the first
time I tried to water ski” might be the
opening for a narrative story told in first
person.

NARRATION
 When you use second-person, you
place your audience “at the scene” by using
the pronouns “you” and “your”. Second-
person narration can be effective because it
asks the audience to recall an event as
though they are an “actor” in the story. You
might say, for example, “Imagine that you
have just gotten off the plane in Hong
Kong. You look at the signs but can’t read a
thing. Which way is the terminal?”

NARRATION
 When you use a third-person, you can
describe what has happened, is happening,
or will happen to other people by using
pronouns like “he”, “her”, and “they”. For
example, you might say “When the students
arrived in Venice for their study-abroad
experience, the first they saw was…” Third
person narration is effective when your
audience can identify with key characters
and their experiences.

NARRATION
 Demonstration is a method that
shows how something is done,
displays the stages of a process, or
exhibits how something works.
Demonstrations range from very
simple with few easy-to-follow steps
DEMONSTRATIO
(such as how to iron a shirt) to very
N complex (such as demonstrating how
a nuclear reactor works). Whether
you present a simple or difficult
subject, to demonstrate effectively
requires you to be an expert in doing
it. Use orderly sequencing, clear
language, and visual aids.
 In demonstration, your experience with what you
are demonstrating is crucial. Expertise gives you the
necessary background to supplement bare-bones
instructions with personally lived experience. During a
demonstration, you speak from the experience as you
guide your audience through steps. Why are TV
cooking shows so popular? Because the chef doesn’t
just read the recipe and do what it says. Rather
Rather,, while
performing each step, the chef share tips that aren’t
mentioned in any cookbook. It is the chef’s experience
that allows him or her to say that one egg will work or
how to tell if the cake is really done.
DEMONSTRATION

In demonstration, you organize the steps from

first to last to help your audience remember the
sequence accurately. If there are many steps,
grouping them will also help audiences remember.
For example, suppose you want to demonstrate the
steps in using a touch-screen voting machine. If,
rather than presenting fourteen separate points, you
group them
vote; (2) under
vote; (3) four headings-
review (1) get ready
your choices; to
(4) cast
your ballot- chances are much higher that the
audience will be able to remember most if not all
the items in each
eac h of the four groups.
DEMONSTRATION

Most demonstrations contain actually

presenting to the audience the process or parts of
the process. If what you are explaining is
relatively simple, you can demonstrate the entire
process from start to finish. However,
However, if the
process is lengthy or complex, you may choose
to pre-prepare material for some of the steps.
Although you will show all stages in the process,
you will not have to take the time for every
single step as the audience watches. For
example, many of the ingredients used by the TV
chefs in cooking shows are already cut up and
measured into little bowls.
DEMONSTRATION

Practice is the key to successful

demonstration speech. Remember that, under
pressure of speaking to an audience, even the
simplest task can become difficult (Have you
ever tried to thread a needle with twenty-five
people watching you?). As you practice, you will
want to consider the size of your audience and
the configuration of the room. Be sure that
everyone in your audience will be able to see
what you are doing (Verderber et.al., 2015)
 DEMONSTRATION

PATTERN USE WHEN POSSIBLE TOPICS

you want to show a step-by-step Vacation to the Province
progression and/ or you want to
Chronological discuss an event, phenomenon, or Growth of Banana Tree
concept over time.

you want to help the audience An Interesting Island

visualize something you are describing
Spatial and/ or you want to describe The New Gym
something by moving from point to
point through space. The Park at the Neighborhood

You want to emphasize the Departments of the ABS

significance of the categories or Company
Categorical divisions in some way or you are
interested in flexible approach to
organization

GUIDELINES FOR ORGANIZATIONAL PATTERN

 PATTERN USE WHEN POSSIBLE TOPICS

you want your audience to understand The Effects of Bad Study

those factors (causes) that have Habits
Causal contributed to some outcome (effects)
( effects)
or you want your audience to Good Study Habits
understand the impact (effects) of some Advantages
problem or phenomenon.
Healthy Diet and its
Consequences

you want to make your audience Noise Pollution

Problem-Solution understand a problem more fully while
acknowledging associated solutions or Water Pollution
you want to help your audience become
aware of diverse solutions to a problem Scarcity of Resources
without advocating any one of them.

GUIDELINES FOR ORGANIZATIONAL PATTERN

SPEECH T
PERSUADEO
LESSON 2
 SPEECH TO
PERSUADE

PERSUASION is the process of altering

or reinforcing attitudes, beliefs, values, or behavior.
Although knowing your listener’s attitudes, beliefs, and
values can help you write any message, these three
variables when explaining psychological audience
analysis are especially necessary to include when
drafting and presenting a persuasive message. Your
attitude
speaking,exhibit
a mentalour likes isand
outlook dislikes.
a learned Technically
choice to reply
positively or negatively
neg atively toward something. In your task
to persuade, you might want to influence your listeners
to like or propose new shopping mall, to like bats
because of their ability to eat insects, or to disapprove
an increase in tax.
 SPEECH TO PERSUADE

A persuasive speech could also modify or

strengthen a belief is what you understand to be true or
false. If you believe in something, you are convinced
that it exists or is true.
t rue. Y
You
ou have structu
structured
red your sense
sen se of
what is real and what is unreal to account for the
existence of whatever you believe. If you believe in
God, you have formed your sense of what is realistic
and unrealistic to determine the existence of God.
Beliefs are basically based on past experiences.
 SPEECH TO PERSUADE

If you are convinced that the sun will rise in the

east again tomorrow, or that nuclear power is unsafe,
you base these beliefs either on what you’ve directly
experienced or on the experience of someone you find
credible. Beliefs are basically based on evidence, but we
have some beliefs based on faith- we haven’t directly
experienced something, but we believe anyway
anyway..
 SPEECH TO PERSUADE

A persuasive speech could also see, to change or

reinforce a value. A value is a lasting concept or
desirable, and you tend to think of its opposite or its
absence as bad or wrong. If you do not value something,
you do not care about it. Values form the basis of your
life goals and the driving force behind your behavior.
What do you value in your life?
 SPEECH TO PERSUADE

Adapting the content of your persuasive speech

will do much in the success of your talk. Trying to know
the listeners’ values can help you attune your analysis of
them and adapt the content of your speech to those
values. Persuasive messages often attempt to do more
than chance or reinforce attitudes, beliefs, or values-
they may attempt to chance behavior. Getting listeners
to eat less, to not smoke tobacco, to not consume drugs,
to not drink and drive, or to exercise more are typical
goals of persuasive
pers uasive messages that we hear.
hear.
 SPEECH TO PERSUADE

It seems logical
lo gical that knowing someone’s attitude,
beliefs, and values will let us precisely predict how that
person will behave. But we are complicated creatures,
and human behavior is not always predictable.
Sometimes, our attitudes, beliefs, and values many not
appear consistent with how we act. For example, you
may know that if you are on a low-carb diet, you should
avoid that second helping of a homemade chocolate
cake; but you cut off a slice and enjoy
en joy it up anyway.
anyway.
WAYS TO PRESENT PERSUASIVE IDEAS
DESCRIPTION
Cognitive Dissonance Telling listeners
problems about existing
or information that is
inconsistent with their currently held
beliefs or known information creates
psychological discomfort.
Hierarchy of Needs People are motivated by unmet
needs. The most basic needs are
psychological, followed by safety
needs, social needs, self-esteem
needs, and finally, self-actualization
needs.
EXAMPLE
Many high school
not computer students
literate. today this
Without are
knowledge, your students will not be
competitive in today’s job market. You
should support local bond proposal
that would provide more money for
computers in our schools.
You could be the envy of people you
know if you purchase this new sleek
sports car. You will be perceived as a
person of high status in your
community.
WAYS TO PRESENT PERSUASIVE IDEAS
DESCRIPTION
Positive Motivation People will more likely change their thinking or
pursue a particular course of action if they are
convinced that good things will happen to them
if they support what the speaker advocates.
advocates.
Negative Motivation People seek to avoid pain and discomfort. They
will be motivated to support what a speaker
advocates if they are convinced that bad things
will happen to them unless they do.
EXAMPLE
You should take a course in public speaking
because it will increase your prospects of getting
a good job. Effective communication skills are
the most sought-after
s ought-after skills in today’
t oday’ss workplace.
If you receive a letter or package that looks
suspicious because it is unusually lumpy, has no
return address, is marked “personal” or
“confidential”, or is from someone you do not
know, wash your hands after you touch it. Report
the suspicious letter or package to the post office
immediately. If you do not head these
suggestions, you increase the chances of being
contaminated
contaminate d by a biological agent.
SPEECH TO
ENTERTAIN
LESSON 3
 happens inThe speech to entertain
an after-dinner situation, usually
or at a
SPEECH TO time when the audience does not expect to
be asked to think very hard or to take a very
ENTERTAIN serious action.
 The overarching purpose of the speech to
entertain is to help listeners enjoy themselves. The
speaker whose purpose is not the same as a stand-up
comedian. Rather, in the context of enjoyment, most
speakers seek also to impart some sort of memorable
message. In many ways, the speech to entertain is a
very difficult speech to give. Humor is a hard to plan;

professional humorist
writers, and even theyare
canlikely to employ
and often teams
do flop. of
Also,
what may seem funny to you or to a few of your
friends one night may not seem funny the next
morning.

PURPOSES AND CHALLENGES OF THE

SPEECH
SPEE CH TO ENTERT
ENTERTAIN
AIN

ENJOYMENT VESRSUS HUMOR

Creating enjoyment, it should be

pointed out, does not always mean being
funny. In fact, most successful speeches to
entertain will probably include a lot of
informative material, they will stick to a
central theme or point, and, however
lighthearted, many, like a good fable, will
have a moral at the end.
ENJOYMENT VESRSUS HUMOR

For the audience, enjoyment comes from

being relaxed and interested in the point of moral
communicated, and not necessarily from being
amused. Furthermore, different people enjoy
different things.
ENJOYMENT VESRSUS HUMOR

Some people like to solve puzzles

and play word game. Some people like
historical adventure. Some people like to
watch television, and their interests might
range from sitcoms, to documentaries, to
sports. Some people invariably find a cream
pie squashed in a comic’
comic’ss face to be
uproariously funny.
ENJOYMENT
VESRSUS HUMOR

What people enjoy is not always easy

to predict, and the clues you can get from
audience analysis may or may not be
helpful. Obviously, listeners will bring
diverse tastes and preferences to any
speaking situation. Even so, if you think
about it, you can probably guess with some
accuracy what kind of music many college
students find enjoyable, what sorts of
television programs most people watch,
what movies are popular, what the serious
interests are of those in particular majors,
and so forth.
 A speaker could give a speech with
such specific purposes as the
following:
ENJOYMEN
T VESRSUS I want my audience to enjoy my story
when I was learning how to ride a
HUMOR bicycle.

I want my audience to enjoy my

explanation of how horror movies are
made.

I want my audience to enjoy a

description of my first mountain
climbing adventure.
 ENJOYMENT VESRSUS HUMOR

In all these cases, the listeners may learn something

or may even be actuated in some way, such as going
to see a horror movie or taking a trip to a remote
island, but that is not what the speaker hopes to
accomplish. What he or she really wants is for each
listener to have a good time listening to the speech.
That means, of course, that the speech will have to be
developed differently from a speech with another kind
of purpose.
ENJOYMENT
VESRSUS HUMOR

Many speeches to entertain are

developed inductively, as the speaker
shares amusing, meaningful, and
interesting stories. Of course, the
strategy to be used depends, as always,
on the speaker’s specific worthy goal.
But only those speeches that aim
primarily at enjoyment can be
successful when the overarching result
is enjoyment.
PREPARING
PREPARING AND PRESENTING
PRESENTING THE

SPEECH
SPEE CH TO ENTERT
ENTERTAIN
AIN

If you have the talent, interest, and opportunity to

develop and deliver a speech to entertain, here are some tips
to keep in mind:

AIM TO STIMULATE MAKE YOUR PROVIDE A

ENJOYMENT IN YOUR PRESENT
PRESE NTA
ATION BRIE
BRIEFF. MEMORABLE
AUDIENCE. MESSAGE.
AIM TO STIMULATE ENJOYMENT IN

YOUR AUDIENCE

analysis As with all

is essential. Whatspeeches, audience
will listeners most
enjoy? How can you connect with them and
those things that would amuse them? You may
plan to share something interesting and
amusing stories. Occasionally, some of your
humor may be spontaneous. You may also
gesture, move, and use your voice and other
aspects of your delivery to reinforce listeners’
enjoyment of your presentation. You will want
to use an engaging extemporaneous delivery.
delivery.
MAKE YOUR PRES
PRESENT
ENTA
ATION BRIEF

The speech to entertain is usually best

received f it is not too long and drawn.
Expectations and customs will vary from
audience to audience. Stay in touch with the
audience response. Build your speech
flexibility so that you can add more humorous
stories (things are going very well) or subtract
some ( if you are starting to lose the audience.
PROVIDE A MEMORABLE MESSAGE

Mostsomething
a speech with audiences to
expect
thinktoabout,
walk away from
remember,
or use as a basis for further though or action.
However much they may enjoy themselves, they still
appreciate a more enduring message. Humor
(perhaps in the form of an amusing story) can be
quite memorable, and most good anecdotes have a
serious point. Besides, when listeners are enjoying
themselves, perhaps even at laughing at their own
foibles, they tend to become less defensive and more
responsive to chance. Thus the listener who is
enjoying himself or herself may also be learning and
growing (Andrews, et.al., 1999).
 Introduction
BASIC
PARTS OF
SPEECH Body
TO

ENTERTA
IN Conclusion
 Your task as a speaker
in the speech to entertain is to
start it by stimulating the
audience’s attention, setting
the mood, and creating the
main point. Do not attempt to INTRODUCTIO
present a serious or N
complicated concept/ idea that
makes your audience think
because your only goal is to
give the listeners a total
entertainment experience.
 INTRODUCTION

Start with a rhetorical question, which is often a

good technique to start a speech, that attempts to
amuse. If its is startling enough, it can readily
grab attention. Imagine how your attention would

be piqued if you heard an introduction that asked

this rhetorical question: How many realize that
someone has been following your every move this
week and recording it with a video camera?”
 Always remember the
kind of audience you have, the
occasion and your speaking
skill as well as limitations
when you plan your speech. BODY
Several variations can be used
in organizing your speech to
entertain.
1. A topical order is especially appropriate.

A single, long, narrative is a popular

device in entertaining. A narrative which
presented as an illustration, holds attention,
makes a point, and is interesting. A good
narrative tells a story; for an entertaining
speech, the story should be humorous.
BODY

BODY

For example, a story of how one’s wedding was plagued by one

unforeseen disaster after another. You can use a series of short
narratives developed around a central theme. A series illustrating
teen problems is an example of this approach. In any case, a speech
to entertain should not lead in many different directions but should
be built around a central theme. Remember also the interest may be
derived from associating your ideas with things that are recent,
impending, physically near, familiar, vital, active, unusual,
suspenseful, concrete, real, humorous, or conflicting.
2. Descriptions can also be used in the body
of the speech to entertain.

For example, a speaker’s encounter

working as a food server at a famous
restaurant can be described in rather
humorous terms, what went on “behind
the scenes” in the kitchen.
BODY

The conclusion is
usually very short and
maintains to carry robust and
joyful mood that was

maintained throughout
speech. Specific devices the
for
concluding were discussed in CONCLUSION
the previous lessons should be
reviewed as a means of
determining which technique
best suits the specific occasion
you are to speak at (Samovar,
1998).
REFERENCES

 Agustin, Racquel, et. al. Communication in

Multicultural Contexts: Meanings and Purposes.
Panday-Lahi Publishing House, Inc. 2018

 Wakat, Geraldine S. et.al, Purposive

Communication. Lorimar Publishing, Inc. 2018

 Handbook of Effective, Professional

Communication
http://hplengr.wisc.edu/Prof_Comm.pdf
 END OF
CHAPTER
6
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