Pathways Level 1 Bootleg Booklet

FCS SPEAKS
PATHWAYS
LEVEL 1
BOOTLEG BOOKLET
LEVEL 1 CHECKLIST:
Project 1 - The Ice Breaker Date Completed
1) Complete pre-assessment
2) Prepare for and give Ice Breaker speech
3) Complete post-assessment
Project 2 - Evaluation and Feedback Date Completed
2) Prepare for and give Speech #1
3) Using feedback from first speech, prepare for and give Speech #2
4) Serve as an evaluator for another club speaker
Project 3 - Researching and Presenting Date Completed
2) Research and give speech on unfamiliar topic
Notes:
* Projects and steps need to be done in order (no jumping around)
* Once you have completed the last step of Project 3, email the club VPE to verify and award completion
of Level 1 (congratulations!)
* After each project (or after completion of all projects) have VPE or other club officer help you enter
information from this booklet into the online Pathways
* Be sure to save this booklet and hardcopies of all your evaluations for later scanning and upload to
Pathways
ICE BREAKER
LEVEL 1 PROJECT
TABLE OF CONTENTS
2 Introduction
3 Your Assignment
4 Assess Your Skills
5 Competencies
6 You and Your Goals
7 Prepare and Present
10 After Your Speech
11 Review and Apply
12 Complete Your Assignment
13 Resources
TOASTMASTERS INTERNATIONAL
www.toastmasters.org
© 2016 Toastmasters International. All rights reserved.

Toastmasters International, the Toastmasters International logo, and all other
Toastmasters International trademarks and copyrights are the sole property
of Toastmasters International and may be used only with permission.
Rev. 11/2016 Item 8101

INTRODUCTION
You may have participated in an ice breaker activity at an event sometime in your
life. These are activities that are designed to help people relax and get to know
one another. Ice breaker activities that are well-designed and well-executed
engage an audience and encourage them to invest in the success of the event.
BEGINNING
This project marks the beginning of your Toastmasters journey. It is your
opportunity to introduce yourself to the group and share something about
yourself.
CULMINATION
This project culminates in you giving a 4- to 6-minute speech, the first one that all
Toastmasters present to their clubs.
As you work through this project, you will learn how to recognize skills you
already have, build upon those skills to foster confidence, and identify areas for
improvement.
You will learn to distinguish the basic elements of speech structure and utilize
rehearsal techniques that balance preparation and spontaneity.
Page 2 ICE BREAKER

YOUR ASSIGNMENT
Purpose: The purpose of this project is to introduce yourself to the club and learn For all
the basic structure of a public speech. assignment
Overview: Write and deliver a speech about any topic to introduce yourself to the
details and
club. Your speech may be humorous, informational, or any other style that appeals requirements,
to you. review the
Project Checklist
on page 13.
Throughout this project you will see icons in the margins next to the text.
These icons indicate additional resources available online.
Video: Sign in to Base Camp to watch a video that supports

this project.
Interactive Activity: Sign in to Base Camp to complete an

interactive activity.
Resource: Sign in to Base Camp to view this resource

online.
ICE BREAKER Page 3

ASSESS YOUR SKILLS
Evaluate your current skill level by rating each statement.
Select the appropriate number based on your skills today:
5 4 3 2 1
EXEMPLARY EXCEL ACCOMPLISHED EMERGING DEVELOPING
Pre-Project Statement Post-Project
I am confident and calm when speaking in front of

5 4 3 2 1 groups. 5 4 3 2 1
5 4 3 2 1 I understand the structure of a basic speech. 5 4 3 2 1

I am aware of my strengths as a communicator and
5 4 3 2 1 leader. 5 4 3 2 1
I am aware of where I need to improve my
5 4 3 2 1 communication (listening, thinking, and speaking) 5 4 3 2 1
and leadership skills.
5 4 3 2 1 I have clear communication and leadership goals. 5 4 3 2 1

I recognize how this project applies to my life outside
5 4 3 2 1 of Toastmasters. 5 4 3 2 1
Page 4 ICE BREAKER

COMPETENCIES
The following is a list of competencies that you will

learn and practice in this project.
■■ Recognize the elements of a basic speech structure.
■■ Balance preparation and spontaneity when delivering your speech.
■■ Demonstrate self-confidence when speaking in front of an audience.
■■ Identify your communication and leadership skills.
■■ Define communication and leadership goals.
ICE BREAKER Page 5

YOU AND YOUR GOALS
The Ice Breaker is your first opportunity to share something about yourself
and your goals with other members of your club. You may want to include the
following information in your speech to help club members get to know you:
■■ The reason you joined Toastmasters (if a person or incident influenced you to
join, share that story)
■■ Your communication and leadership goals

When you took your Pathways Assessment, you were asked to identify your basic
public speaking and leadership goals—the reason you came to Toastmasters and
what you hoped to gain. It may be helpful to think back to that experience and
share some of those goals in your “Ice Breaker” speech.
You may also use the Ice Breaker Speech Outline Worksheet on page 17 to help
you collect and develop your thoughts. A clear, thorough outline will assist you in
crafting your speech and sharing your communication and leadership goals with
the audience within the allotted time.
ORGANIZE YOUR SPEECH

Your Ice Breaker is a story about you. The four elements of a good story are:
■■ Interesting topic
■■ Opening
■■ Body
■■ Conclusion
Give your speech an opening, body, and conclusion to effectively communicate
your overall purpose.
Begin by introducing yourself. In the body of your speech, share information

you would like your fellow members to know about you. Conclude with a funny
or interesting anecdote that relates to your desire to become a better speaker
and leader.
If you have completed an Ice Breaker before, focus on your goals for your current
path.
Page 6 ICE BREAKER

PREPARE AND PRESENT
WRITE IT OUT
Write your speech, memorize the opening and conclusion, and rehearse
everything else until you feel comfortable. Ideally, this will give it a natural and
spontaneous feel.
REMEMBER YOUR OUTLINE

Create notecards or an outline with a few bullet points from your speech on one
page. This makes it easier to remember the main points of your speech, and you
can refer to it when presenting to your club. The goal is to remember your outline
and not read your speech word for word.
CONNECT WITH THE AUDIENCE

Effective speaking requires you to look up from a written speech and connect
with your audience. Your presence and connection with the audience members
increase the possibility that your message has impact.
ICE BREAKER Page 7

TECHNIQUES FOR PRACTICE
Before you give your Ice Breaker, set aside time for practice. There are many ways
to practice. Here are a few examples. Choose a technique that works for you or
develop one of your own.
Rehearse with Friends or Family

Rehearse your speech in front of friends or family to get feedback. Listen
to constructive feedback and implement productive comments that could
possibly work for you.
Record Yourself
Record yourself giving the speech and watch the footage. Do not be overly
critical. Concentrate on constructive responses.
Use a Mirror
Practice in front of a mirror. The feedback is immediate and you can make
adjustments as you go.
Practice Sections
Divide your speech into sections. First, practice your opening. Then move on to
the body of your speech, which will include the main points you want to cover.
Finally, practice your conclusion. When you feel comfortable with each section,
put them all together.
Time Yourself
While you practice, remember that your Ice Breaker is 4- to 6-minutes in
length. Time yourself. If you are running too close to the time limit, make
sure all of your points are relevant and on-topic. If you are running short,
re-examine the content and elaborate on topics that are under-represented.
Page 8 ICE BREAKER

RELAX, BREATHE, AND ENJOY
Check your pacing as you begin. If nervousness or fear begins to get the better of
you, stop, breathe, and relax. Your fellow Toastmasters want you to succeed and
begin your journey in a positive way.
Timing
When you present your speech before the club, the timer will use a signal
device or cards as you speak to keep you informed of how much of the
allotted time remains.
Pacing
You’ll soon become aware of whether you speak faster or slower in front of an
audience and can adjust your time accordingly.
Organization
Whether you end early, on time, or over your allotted time, use the experience
to enhance your understanding of how to organize and time your speech.
Review
If timing was an issue (whether you took more or less than the allotted time to
deliver your speech), review the reasons and be aware of why they occurred.
Moment to Moment
After your speech, take time to write down if you became nervous and lost
your place, repeated a section, or had to pause for laughter. This is all part of
the learning process.
OVERCOME ANXIETY
Fear and anxiety are typical for first-time speakers. If you’re feeling this way, review
your goals and focus on your reasons for joining Toastmasters. Remind yourself
that your club meeting is a safe, supportive environment established as a place to
practice communication and leadership skills. In meetings, you are encouraged to
try new things, learn from the evaluations you receive, and celebrate your successes.
ICE BREAKER Page 9

AFTER YOUR SPEECH
You receive feedback from your evaluator before the club meeting is finished. The
evaluator gives your verbal evaluation in front of the club, and provides you with
written feedback in the agreed-upon way.
Listen to your evaluator, be courteous, and be open to feedback. Thank your

evaluator and consider all feedback as you work toward your next project
and speech. Depending on the practice of your club, you may receive written
evaluations from the other members. It is helpful to save these evaluations
for future reference. After the meeting, ask your evaluator questions to clarify
anything you didn’t understand. Talk to your mentor to gain additional feedback
you can use in future speeches.
You can read about the evaluation process in the The Navigator (Item 8722), but it
is helpful to review some elements outlined in this section.
EVALUATING YOURSELF
When your speech is complete, take time to think about how well you did.
Regardless of your feelings—relief, excitement, nervousness, or a combination
of emotions—be proud. You took a chance and challenged yourself. It may be
helpful to meet with your evaluator to discuss feedback or ask any questions that
you have.
Page 10 ICE BREAKER
REVIEW AND APPLY
Before you complete the assignment, take a moment to read through the
questions you see here. If you are not able to answer them comfortably, review
the project.
■■ What are some strategies you can use to balance preparation and spontaneity
when delivering your speech?
■■ List your strongest communication and leadership skills.

■■ What communication and leadership skills do you want to develop?
■■ List your immediate goals for communication and leadership.
■■ What are the elements of basic speech structure?
ICE BREAKER Page 11

COMPLETE YOUR ASSIGNMENT
Now that you have read through the project, plan and prepare your speech or report.
Review: Return to page 3 to review your assignment.
Organize: Use the Project Checklist on page 13 to review the steps and add your
own. This will help you organize and prepare your assignment.
Schedule: Work with the vice president education to schedule your speech.
Prepare: Prepare for your evaluation. Review the evaluation resources on pages
14–16 and share all resources with your evaluator before your speech. You may
choose to share your evaluation resources online.
Page 12 ICE BREAKER

PROJECT CHECKLIST
Ice Breaker
Purpose: The purpose of this project is to introduce yourself to the club and learn the basic structure of a public
speech.
Overview: Write and deliver a speech about any topic to introduce yourself to the club. Your speech may be
humorous, informational, or any other style that appeals to you.
This project includes:

■ A 4- to 6-minute speech
Below are tasks you will need to complete for this project. Please remember, your project is unique to you. You may
alter the following list to incorporate any other tasks necessary for your project.
Schedule your speech with the vice president education.

Write your speech.

Rehearse your speech.

After you have completed all components of the assignment, including your speech, return to
page 4 to rate your skills in the post-project section.

ICE BREAKER Page 13

© 2016 Toastmasters International. All rights reserved. Toastmasters International, the Toastmasters International logo, and all
other Toastmasters International trademarks and copyrights are the sole property of Toastmasters International and may be Page 1 of 1
used only with permission. Rev. 4/2016 Item 8101C
EVALUATION FORM
Ice Breaker
Member Name Date
Evaluator Speech Length: 4 – 6 minutes
Speech Title
Purpose Statement
The purpose of this project is for the member to introduce himself or herself to the club and learn the basic
structure of a public speech.
Notes for the Evaluator

This member is completing his or her first speech in Toastmasters. The goal of the evaluation is to give the member
an effective evaluation of his or her speech and delivery style. Because the “Ice Breaker” is the first project a member
completes, you may choose to use only the notes section and not the numerical score.
General Comments
You excelled at:
You may want to work on:
To challenge yourself:
Page 14 ICE BREAKER

Page 1 of 3
EVALUATION FORM – Ice Breaker
For the evaluator: In addition to your verbal evaluation, please complete this form.
5 4 3 2 1
EXEMPLARY EXCELS ACCOMPLISHED EMERGING DEVELOPING
Clarity: Spoken language is clear and is easily understood Comment:
5 4 3 2 1
Vocal Variety: Uses tone, speed, and volume as tools Comment:
5 4 3 2 1
Eye Contact: Effectively uses eye contact to engage audience Comment:
5 4 3 2 1
Gestures: Uses physical gestures effectively Comment:
5 4 3 2 1
Audience Awareness: Demonstrates awareness of audience engagement Comment:

and needs
5 4 3 2 1
Comfort Level: Appears comfortable with the audience Comment:
5 4 3 2 1
Interest: Engages audience with interesting, well-constructed content Comment:
5 4 3 2 1
ICE BREAKER Page 15

Page 2 of 3
EVALUATION CRITERIA
Ice Breaker
This criteria lists the specific goals and expectations for the speech. Please review each level to help you complete
the evaluation.
Clarity Audience Awareness

5 – Is an exemplary public speaker who is always 5 – Engages audience completely and anticipates
understood audience needs
4 – Excels at communicating using the spoken word 4 – Is fully aware of audience engagement/needs
3 – Spoken language is clear and is easily understood and responds effectively
2 – Spoken language is somewhat unclear or 3 – Demonstrates awareness of audience
challenging to understand engagement and needs
1 – Spoken language is unclear or not easily understood 2 – Audience engagement or awareness of audience
requires further practice
1 – Makes little or no attempt to engage audience or
Vocal Variety meet audience needs
5 – Uses the tools of tone, speed, and volume
to perfection
Comfort Level
4 – Excels at using tone, speed, and volume as tools
5 – Appears completely self-assured with the audience
3 – Uses tone, speed, and volume as tools
4 – Appears fully at ease with the audience
2 – Use of tone, speed, and volume requires
further practice 3 – Appears comfortable with the audience
1 – Ineffective use of tone, speed, and volume 2 – Appears uncomfortable with the audience
1 – Appears highly uncomfortable with the audience
Eye Contact
5 – Uses eye contact to convey emotion and Interest
elicit response 5 – Fully engages audience with exemplary, well-
4 – Uses eye contact to gauge audience reaction constructed content
and response 4 – Engages audience with highly compelling, well-
3 – Effectively uses eye contact to engage audience constructed content
2 – Eye contact with audience needs improvement 3 – Engages audience with interesting, well-
constructed content
1 – Makes little or no eye contact with audience
2 – Content is interesting but not well-constructed
or is well-constructed but not interesting
Gestures 1 – Content is neither interesting nor well-constructed
5 – Fully integrates physical gestures with content to
deliver an exemplary speech
4 – Uses physical gestures as a tool to enhance speech
3 – Uses physical gestures effectively
2 – Uses somewhat distracting or limited gestures
1 – Uses very distracting gestures or no gestures
Page 16 ICE BREAKER

used only with permission. Rev. 4/2016 Item 8101E
SPEECH OUTLINE WORKSHEET
Ice Breaker
Use this outline to help you organize the information you want to include in your speech.
Speech Title
About Yourself/Main Points

List two to four things about yourself that you would like fellow club members to know.
1.
2.
3.
4. SPEECH OUTLINE WORKSHEET

Ice Breaker
Reasons for Joining Toastmasters (Optional)

If it’s relevant to your speech, you might want to tell the audience your reason(s) for joining Toastmasters.
Goals (Optional)
Do you have goals that you would like to achieve in Toastmasters? If so, list them here.
1.
2.
3.
4.
ICE BREAKER Page 17

Page 1 of 4
SPEECH OUTLINE WORKSHEET – Ice Breaker
Opening
A. Greeting
You may thank the Toastmaster or person who introduced you and acknowledge fellow Toastmasters
and guests.
B. Capture audience interest

Begin with something about yourself that will capture the interest and attention of the audience.
C. Introduce yourself
Following your opening, provide a brief introduction. You might want to include why you joined Toastmasters.
D. Transition
Write a brief statement to transition smoothly from your introduction to what you’ll discuss next.
Page 18 ICE BREAKER

Page 2 of 4
Body
A. Main point 1
Use some of the About Yourself/Main Points from page 1.
Transition
This is a sentence or two that connects main point 1 with main point 2.
B. Main point 2
Transition
ICE BREAKER Page 19

Page 3 of 4
C. Main point 3
Transition
Signal that the conclusion of the speech is approaching.
Conclusion
D. Restate the main points of your speech
E. Close with impact
Page 20 ICE BREAKER

used only with permission. Rev. 4/2016 Item 8101X
EVALUATION AND
FEEDBACK
LEVEL 1 PROJECT
TABLE OF CONTENTS
2 Introduction
3 Your Assignment
5 Competencies
5 Success Begins With Accepting Feedback
6 How to Receive Feedback
7 How to Use Feedback
8 How to Be an Effective Evaluator
10 Staying Positive
11 When You Are Evaluating
13 Review and Apply
15 Resources

Rev. 12/2017 Item 8100

INTRODUCTION
The benefit of any effective evaluation is in the way it is applied. It can be

challenging to accept negative—or positive—feedback. As a Toastmaster,
evaluating others, being open to evaluations yourself, and applying feedback to
enhance your abilities as a public speaker and leader are crucial skills to develop.
Members rely on each other’s evaluations to develop their speaking skills.

Communicating constructive feedback to your fellow Toastmasters is just as
important as receiving and implementing feedback yourself.
In this project, you will learn strategies to effectively receive feedback and apply
it to improve your public speaking and leadership skills. You will also learn how
to deliver tactful and constructive feedback. You will gain an understanding of
how to identify the type of feedback an individual requires and expects, the
importance of using positive language in feedback, and the difference between
feedback and advice.
Page 2 EVALUATION AND FEEDBACK

YOUR ASSIGNMENT
Purpose: The purpose of this project is to present a speech on any topic, receive For all
feedback, and apply the feedback to a second speech. assignment
Overview: Choose any topic for your first 5- to 7-minute speech. After your details and
speech, carefully review your feedback. At a future club meeting, present a 5- to requirements,
7-minute speech in which you incorporate feedback from your first speech. You review the
may choose to present the same speech again or a new speech. Your second Project Checklist
speech should reflect some or all of the feedback from your first speech. Finally, on page 15.
after you have completed both speeches, serve as an evaluator at a club meeting
and deliver constructive feedback about another member’s presentation.

this project.


online.
EVALUATION AND FEEDBACK Page 3

ASSESS YOUR SKILLS
5 4 3 2 1
5 4 3 2 1 I deliver tactful and constructive feedback. 5 4 3 2 1

I focus on using positive language when delivering
5 4 3 2 1 feedback. 5 4 3 2 1
I recognize the need to be open to receiving feedback
5 4 3 2 1 about my performance. 5 4 3 2 1
5 4 3 2 1 I am able to implement feedback received from others. 5 4 3 2 1

I am engaged and respectful while watching and
5 4 3 2 1 listening to a presentation. 5 4 3 2 1
My method is to share observed information, instead
5 4 3 2 1 of advice. 5 4 3 2 1
5 4 3 2 1 of Toastmasters. 5 4 3 2 1

COMPETENCIES
The following is a list of competencies that you

will learn and practice in this project.
■■ Deliver tactful and constructive feedback.
■■ Use positive language when delivering feedback.
■■ Understand the need to be open to receiving feedback.
■■ Implement feedback in future projects.
■■ Show respect by staying engaged with the speaker’s presentation.
■■ Accept feedback from evaluators.
■■ Acknowledge the importance of being open-minded.
SUCCESS BEGINS WITH

ACCEPTING FEEDBACK
Accepting a constructive evaluation is an integral part of improving as a public

speaker and leader. During your Toastmasters journey, there are numerous
opportunities to use the responses of the audience and an evaluator.
SEEK SPECIFIC FEEDBACK

Talk with your evaluator before your speech and ask for feedback on specific skills
you want to develop. The more specific you are, the more useful information you’ll
receive in response.
YOUR EVALUATORS
Always treat the evaluator with respect and courtesy. Once the speech is over and
feedback is given, thank your evaluator.

HOW TO RECEIVE FEEDBACK
Receiving feedback from an evaluator can be uncomfortable. Remember what

you can gain from the process. Your evaluation is your opportunity to receive
insight on your skills in order to improve.
In club meetings, evaluations are given with the purpose of supporting each
member in achieving personal goals. Your evaluator gives you his opinion based
on your speech, the evaluation criteria, and the goals you established at the
outset of your presentation. Applying the feedback to your future speeches is
your responsibility.
Accepting feedback can be challenging. Be aware of your responses during your

evaluation at the club meeting.
■■ Listen carefully to the evaluator.

■■ Look directly at the evaluator as she gives her evaluation.
■■ Suspend all judgment or reaction to what you hear.
■■ Carefully consider each comment and suggestion for improvement.
■■ Evaluate your efforts yourself.

There are steps you can take to make the most of your time with your evaluator.
BE THOUGHTFUL
After the meeting, ask for clarification on any points from the evaluator’s verbal
feedback. You may find, after review, that some comments become clearer and
more helpful.
BE ENGAGED
Give the evaluator your full attention.
BE POSITIVE
When you hear constructive feedback, realize that it is never meant to apply
to who you are as a person. It is only intended to help you improve as a public
speaker and leader.
BE OPEN
Listen to the feedback without objection and ask any questions you may have.
HOW TO USE FEEDBACK
Once you receive feedback, apply what you have learned. Each of us has a unique
method for adopting new information and integrating it into our behaviors.
Consider converting the feedback into a list and comparing it to a new speech
you are writing. Cross-reference the list with your speech as you incorporate the
feedback. Any method that works for you is appropriate.
Keep your focus on improvement in your future speeches and projects.

HOW TO BE AN EFFECTIVE EVALUATOR
THE DIFFERENCE BETWEEN

FEEDBACK AND ADVICE
It is important to understand the difference between providing feedback and
offering advice. Feedback is information, while advice is an opinion. Most
Toastmasters evaluations are based primarily on feedback. The evaluator gives
the speaker information about what he observed. This helps the speaker to learn
how she is being perceived.
To further illustrate the difference between advice and feedback, each piece of
advice has been paired with a piece of feedback. Notice the subtle differences
between the two.
ADVICE FEEDBACK
Don’t be so scared. I noticed that you were shaking.
I observed that your upper body

You need to stand up straight.
was tilted forward.
You have to speak up. I had trouble hearing you.
I saw that you were averting your

You need to improve your eye contact.
eyes from the audience.
I noticed that you gestured with

You didn’t move enough.
your hands when you spoke.
UNDERSTANDING OBJECTIVES
Prepare to evaluate a member’s speech by understanding both the project
competencies and the member’s personal goals for the presentation.
EVALUATION TOOLS
Review the project assignment and evaluation criteria that corresponds to the
speaker’s project. These tools will help you identify and focus on the project
competencies so you can provide an accurate evaluation.

PERSONAL GOALS
Check with the speaker about her personal objectives for the project, which may
be in addition to the parameters of the evaluation criteria. Learning the speaker’s
goals in advance improves the quality of your evaluation.
PROVIDE APPROPRIATE FEEDBACK

Provide feedback based on what you know about the speaker’s public speaking
ability and level of confidence. If the member is new to public speaking, focus
more on what he is doing well. Boost a new speaker’s confidence first, then note a
few skills he needs to develop.
Give an advanced speaker more feedback on ways to enhance her

communication and leadership skills while still including positive remarks.

STAYING POSITIVE
When giving feedback, present your observations in a positive manner.
POSITIVE FEEDBACK
Studies show positive feedback leads to increased confidence and a greater
likelihood of achieving goals. During a Toastmasters evaluation, bring attention
to areas of the speech you thought were done well. Reinforce the speaker’s
effective behaviors.
Seek a balance that favors positive remarks over negative. If you are struggling to
identify positive remarks, look to the areas the speaker indicated as her personal
goals. For example, if she wanted to improve eye contact and did a good job, lead
with a positive comment about successfully meeting that goal.
CONSTRUCTIVE CRITICISM
Constructive criticism is the practice of pointing out areas that require
improvement in a respectful way. Use the evaluation criteria for the member’s
chosen project to form the basis for your evaluation. Focus your attention on
aspects of the presentation specified in the evaluation criteria.

WHEN YOU ARE EVALUATING
During the speech, take notes when necessary, but be careful not to put all of
your focus on note-taking. Give the speaker the respect and attention you would
want to receive.
Start your evaluation by stating the observed behaviors in an honest, respectful

way. Concentrate on the action, not the person. Use “I” messages when you
give your feedback. “I” messages keep the focus on behaviors, not the person.
“You were inspiring,” is about the person. “I observed how passionately and
energetically you inspired the audience with your personal story,” is about
the behavior.
AFTER THE MEETING

After the meeting, ask the speaker if he needs clarification or explanation on
anything you said.
You may give advice if you are comfortable doing so. Your advice will vary
depending on many factors, including whether you’ve completed the project
you’re evaluating. If that’s the case, you can relate your personal experience of
how you completed the project.
ONE-ON-ONE EVALUATION
If you have the opportunity to provide a one-on-one evaluation, deliver it in-
person as soon as possible, while it is still clear in both of your minds.
Begin a personal evaluation by asking the speaker how she felt about the
presentation. This gives her a chance to reflect on her performance before you
give your feedback. It also tempers how you respond.
PERCEPTIONS
If your perception was significantly different from the speaker’s (either good
or bad), you may have to gently ask her to consider the possibility that her
perception might be biased in some way.
FEEDBACK
Limit constructive criticism to two or three points. Keep the focus narrow in order to
provide the member with small, attainable goals. Too much information adds stress
and may dissuade the speaker from trying again.

For the following questions, select the best answer for each question.
1. B
egin private evaluations by asking the speaker how
he ________________.
could have improved his performance
was able to read the audience
felt about the presentation
did compared to other speakers that day
2. When giving feedback, use ______________ to keep the focus on

the issues.
vocal variety
“I” messages
body language
advice
3. S tart your evaluation by stating ______________ in an honest,

respectful way.
the biggest mistakes
your expertise in this area
the observed behaviors
a better approach to the material
3. the observed behaviors

Answers: 1. felt about the presentation; 2. “I” messages;

REVIEW AND APPLY
the project.
■■ How does accepting feedback help you develop your speaking skills?
■■ Why is it important to be tactful and constructive when delivering feedback?
■■ What is the difference between the feedback you would give a new or
inexperienced member and the feedback you would give an experienced
public speaker?
■■ How does body language impact the tone of feedback?

■■ What is the value of receiving feedback?
■■ Why is it important to stay engaged while another member is making a speech?
■■ What is the difference between feedback and advice?
■■ How does remaining open-minded help you develop your public speaking skills?


PROJECT CHECKLIST
Evaluation and Feedback
Purpose: The purpose of this project is to present a speech on any topic, receive feedback, and apply the feedback
to a second speech.
Overview: Choose any topic for your first 5- to 7-minute speech. After your speech, carefully review your feedback.
At a future club meeting, present a 5- to 7-minute speech in which you incorporate feedback from your first
speech. You may choose to present the same speech again or a new speech. Your second speech should reflect
some or all of the feedback from your first speech. Finally, after you have completed both speeches, serve as an
evaluator at a club meeting and deliver constructive feedback about another member’s presentation.

■ Incorporating feedback from your first speech into a second 5- to 7-minute speech
■ Serving as a speech evaluator

Write your first speech for this project.


Present your first speech.


Page 1 of 2
PROJECT CHECKLIST – Evaluation and Feedback
PROJECT CHECKLIST – Evaluation and Feedback
Schedule your second speech with the vice president education. Remember, the evaluator of
your first speech must evaluate your second speech. If the same evaluator is unavailable, share
his or her feedback with a second evaluator.

Write your second speech for this project. Incorporate the feedback your evaluator provided after
your first speech. You may present the same speech again or write a new speech.

Rehearse your second speech.

Present your second speech.

Volunteer to be a speech evaluator at a club meeting after you have completed both speeches.
Coordinate this with your vice president education in advance of a club meeting.

After you have completed all components of the assignment, including your speeches, return to


EVALUATION FORM
Evaluation and Feedback—First Speech
Member Name Date
Speech Title
Purpose Statements
■ The purpose of this project is for the member to present a speech on any topic, receive feedback, and apply
the feedback to a second speech.
■ The purpose of this speech is for the member to present a speech and receive feedback from the evaluator.

The member has spent time writing a speech to present at a club meeting.
About this speech:

■ The member will deliver a well-organized speech on any topic.
■ Focus on the member’s speaking style. Be sure to recommend improvements that the member can apply to
the next speech.
■ The speech may be humorous, informational, or any style the member chooses.
■ The member will ask you to evaluate his or her second speech at a future meeting.
General Comments
You excelled at:

Page 1 of 9
EVALUATION FORM – Evaluation and
EVALUATION FORM
Feedback—First – Evaluation and Feedback—First Speech
Speech
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1

and needs
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1

Page 2 of 9
EVALUATION CRITERIA
Evaluation and Feedback—First Speech
the evaluation.
Clarity Audience Awareness

5 – Is an exemplary public speaker who is always 5 – Engages audience completely and anticipates
understood audience needs
4 – Excels at communicating using the spoken word 4 – Is fully aware of audience engagement/needs
3 – Spoken language is clear and is easily understood and responds effectively
2 – Spoken language is somewhat unclear or 3 – Demonstrates awareness of audience
challenging to understand engagement and needs
1 – Spoken language is unclear or not easily understood 2 – Audience engagement or awareness of audience
Vocal Variety 1 – Makes little or no attempt to engage audience or
5 – Uses the tools of tone, speed, and volume meet audience needs
to perfection
4 – Excels at using tone, speed, and volume as tools Comfort Level
3 – Uses tone, speed, and volume as tools 5 – Appears completely self-assured with the audience
2 – Use of tone, speed, and volume requires 4 – Appears fully at ease with the audience
further practice 3 – Appears comfortable with the audience
1 – Ineffective use of tone, speed, and volume 2 – Appears uncomfortable with the audience
Eye Contact
5 – Uses eye contact to convey emotion and Interest
elicit response 5 – Fully engages audience with exemplary, well-
4 – Uses eye contact to gauge audience reaction constructed content
and response 4 – Engages audience with highly compelling, well-
3 – Effectively uses eye contact to engage audience constructed content
2 – Eye contact with audience needs improvement 3 – Engages audience with interesting, well-
1 – Makes little or no eye contact with audience constructed content
Gestures or is well-constructed but not interesting
5 – Fully integrates physical gestures with content to 1 – Content is neither interesting nor well-constructed
deliver an exemplary speech
4 – Uses physical gestures as a tool to enhance speech
2 – Uses somewhat distracting or limited gestures
1 – Uses very distracting gestures or no gestures

Page 3 of 9
EVALUATION FORM
Evaluation and Feedback—Second Speech
Member Name Date
Speech Title
Purpose Statements
■ The purpose of this project is for the member to present a speech on any topic, receive feedback, and apply
the feedback to a second speech.
■ The purpose of this speech is for the member to demonstrate that he or she has applied the feedback received
from his or her first speech.

During the completion of this project, the member:
■ Received feedback about his or her speech
■ Worked to apply the feedback to a second speech
About this speech:
■ The member will deliver a well-organized speech on any topic and incorporate feedback from his or her
previous speech evaluation.
■ The member may choose to present the same speech or a new speech.
■ The speech may be humorous, informational, or any style the member chooses.
■ Be sure the member gives you notes or that you speak with the member before the meeting to discuss
the feedback he or she plans to apply in this speech. Pay close attention to these parts of the member’s
presentation while also providing a comprehensive evaluation of the speech as a whole.
General Comments
You excelled at:

Page 4 of 9
EVALUATION FORM – Evaluation and Feedback—Second Speech
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1

and needs
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
Applied Feedback: Feedback from first speech is applied to second speech Comment:
5 4 3 2 1

Page 5 of 9
EVALUATION CRITERIA
Evaluation and Feedback—Second Speech
the evaluation.
Clarity 3 – Demonstrates awareness of audience

5 – Is an exemplary public speaker who is always engagement and needs
understood 2 – Audience engagement or awareness of audience
4 – Excels at communicating using the spoken word requires further practice
3 – Spoken language is clear and is easily understood 1 – Makes little or no attempt to engage audience or
2 – Spoken language is somewhat unclear or meet audience needs
challenging to understand Comfort Level
1 – Spoken language is unclear or not easily understood 5 – Appears completely self-assured with the audience
Vocal Variety 4 – Appears fully at ease with the audience
5 – Uses the tools of tone, speed, and volume 3 – Appears comfortable with the audience
to perfection 2 – Appears uncomfortable with the audience
4 – Excels at using tone, speed, and volume as tools 1 – Appears highly uncomfortable with the audience
Interest
further practice 5 – Fully engages audience with exemplary, well-
constructed content
1 – Ineffective use of tone, speed, and volume
4 – Engages audience with highly compelling, well-
Eye Contact constructed content
5 – Uses eye contact to convey emotion and 3 – Engages audience with interesting, well-
elicit response constructed content
4 – Uses eye contact to gauge audience reaction 2 – Content is interesting but not well-constructed
and response or is well-constructed but not interesting
3 – Effectively uses eye contact to engage audience 1 – Content is neither interesting nor well-constructed
2 – Eye contact with audience needs improvement Applied Feedback
1 – Makes little or no eye contact with audience 5 – Delivers an exemplary second speech with
Gestures feedback from first speech appropriately applied
5 – Fully integrates physical gestures with content to 4 – Delivers an excellent second speech with
deliver an exemplary speech feedback from first speech appropriately applied
4 – Uses physical gestures as a tool to enhance speech 3 – Feedback from first speech is applied to second
speech
2 – Some feedback from first speech is applied to
2 – Uses somewhat distracting or limited gestures second speech, but needs improvement
1 – Uses very distracting gestures or no gestures 1 – Little or no feedback from first speech is applied
Audience Awareness to second speech
5 – Engages audience completely and anticipates
audience needs
4 – Is fully aware of audience engagement/needs
and responds effectively

Page 6 of 9
EVALUATION FORM
Evaluation and Feedback—Evaluator Speech
Member Name Date
Speech Title
Purpose Statements
■ The purpose of this project is for the member to develop skills for delivering and receiving feedback.
■ The purpose of this speech is for the member to deliver constructive feedback on another member’s
presentation.

It is recommended that the member evaluating this portion of the project be a proven, exemplary evaluator.
During the completion of this project, the member:

■ Presented a speech on a topic, received feedback from an evaluator, and incorporated that feedback into a
second speech
About this speech:

■ The last portion of this assignment is for the member to serve as an evaluator at a club meeting.
■ The member will deliver an engaging and constructive evaluation of another member’s speech. He or she will
also demonstrate proper meeting etiquette by being fully engaged during all speeches.
■ The member may choose to take notes during the speech he or she is evaluating.
General Comments
You excelled at:

Page 7 of 9
EVALUATION FORM – Evaluation
EVALUATION FORM – Evaluation
and Feedback—Evaluator Speech and Feedback—Evaluator Speech
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1

and needs
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
Delivery: Delivers tactful, constructive feedback Comment:
5 4 3 2 1
Engaged: Engages while others are speaking during the Toastmasters Comment:
meeting
5 4 3 2 1

Page 8 of 9
EVALUATION CRITERIA
Evaluation and Feedback—Evaluator Speech
the evaluation.
Clarity 1 – Makes little or no attempt to engage audience or

5 – Is an exemplary public speaker who is always meet audience needs
understood
Comfort Level
4 – Excels at communicating using the spoken word
5 – Appears completely self-assured with the audience
3 – Spoken language is clear and is easily understood
4 – Appears fully at ease with the audience
2 – Spoken language is somewhat unclear or
challenging to understand 3 – Appears comfortable with the audience
1 – Spoken language is unclear or not easily understood 2 – Appears uncomfortable with the audience
Vocal Variety
5 – Uses the tools of tone, speed, and volume Interest
to perfection 5 – Fully engages audience with exemplary, well-
4 – Excels at using tone, speed, and volume as tools constructed content
3 – Uses tone, speed, and volume as tools 4 – Engages audience with highly compelling, well-
constructed content
further practice 3 – Engages audience with interesting, well-
constructed content
Eye Contact or is well-constructed but not interesting
5 – Uses eye contact to convey emotion and 1 – Content is neither interesting nor well-constructed
elicit response
Delivery (speech must fall within 2-to 3-minute time
4 – Uses eye contact to gauge audience reaction requirement to score 3 or higher)
and response
5 – Delivers exemplary feedback that is tactful and
3 – Effectively uses eye contact to engage audience constructive
2 – Eye contact with audience needs improvement 4 – Delivers excellent feedback that is tactful and
1 – Makes little or no eye contact with audience constructive
Gestures 3 – Delivers tactful, constructive feedback
5 – Fully integrates physical gestures with content to 2 – Delivers feedback that is tactful, but could be
deliver an exemplary speech more constructive or helpful to the speaker
4 – Uses physical gestures as a tool to enhance speech 1 – Delivers feedback that lacks tact, is not
constructive
2 – Uses somewhat distracting or limited gestures Engaged
1 – Uses very distracting gestures or no gestures 5 – Exemplifies the qualities of an outstanding
audience member while all others are speaking
Audience Awareness 4 – Fully engages while others are speaking during
5 – Engages audience completely and anticipates for the entire Toastmasters meeting
audience needs 3 – Engages while others are speaking during the
4 – Is fully aware of audience engagement/needs Toastmasters meeting
and responds effectively 2 – Engages for some speakers but not all
3 – Demonstrates awareness of audience 1 – Shows limited interest or engagement when
engagement and needs others are speaking
2 – Audience engagement or awareness of audience

RESEARCHING AND
PRESENTING
LEVEL 1 PROJECT
TABLE OF CONTENTS
2 Introduction
3 Your Assignment
5 Competencies
5 Selecting a Topic
6 How to Research a Topic
7 Interview an Expert
8 Citing Sources
10 Organizing Your Speech
14 Review and Apply
15 Resources

Rev. 11/2016 Item 8102

INTRODUCTION
As a Toastmaster, you will give many speeches. Assignments are always provided,
but choosing the topic is often up to you. Once you select a topic that interests
you, your job is to sift through information, find pieces that are relevant, and
structure them into an engaging speech.
In this project you will learn strategies for selecting a topic, conducting successful
research, and producing a well-organized speech. You will learn different
organizational structures for speeches, how to create clear transitions between
sections of your speech, and methods for citing research.
Page 2 RESEARCHING AND PRESENTING

YOUR ASSIGNMENT
For all
assignment
details and
requirements,
review the
Project Checklist
on page 15.
Purpose: The purpose of this project is to learn or review basic research methods
and present a well-organized, well-researched speech on any topic.
Overview: Select a topic that you are not already familiar with or that you wish
to learn more about. Be sure your topic is narrow enough to be an effective 5-
to 7-minute speech. Research the topic and begin organizing the information,
as described in this project. Practice your speech and continue to refine its
organization. Present your speech at a club meeting.

this project.


online.
RESEARCHING AND PRESENTING Page 3

ASSESS YOUR SKILLS
5 4 3 2 1
5 4 3 2 1 I am comfortable selecting speech topics. 5 4 3 2 1

I am comfortable researching unfamiliar topics and
5 4 3 2 1 citing my research sources. 5 4 3 2 1
5 4 3 2 1 I am confident in my ability to organize a presentation. 5 4 3 2 1
5 4 3 2 1 I am confident in my ability to create clear transitions. 5 4 3 2 1

I am cognizant of the many different organizational
5 4 3 2 1 styles used to present information to audiences. 5 4 3 2 1
5 4 3 2 1 of Toastmasters. 5 4 3 2 1

COMPETENCIES
The following is a list of competencies that you

will learn and practice in this project.
■■ Research and present an unfamiliar topic.
■■ Organize the speech clearly to maximize audience understanding.
■■ Craft clear and engaging transitions between main sections of your speech.
■■ Use and cite sources to support speech content and make source list available
to audience members.
SELECTING A TOPIC
YOUR INTERESTS AND KNOWLEDGE

When you are choosing a speech topic, think about your goals for the project. For
instance, you’re tasked with delivering a 5- to 7-minute speech. You may have a
passion for tropical fish, and you want to learn more and share your knowledge.
Be sure your topic is narrow enough to fit the speech length. Too much
information or too little can cause your speech to seem disorganized or overly
broad. In this example, it might be more effective to focus on a single type of fish.
Your hobbies, personal interests, or family life can provide numerous speech
topics. If you are knowledgeable about a particular topic, give a presentation
about an aspect that interests you most. Speeches can be opportunities to satisfy
your curiosity and learn more about a topic of interest.
Use the Research Worksheet on page 20 and the Speech Outline Worksheet on
page 22 to help organize your ideas and sources.

HOW TO RESEARCH A TOPIC
Research is the collection and analysis of information that pertains to your topic.
When you research, begin with a broad idea and narrow your focus to a level
appropriate for your 5- to 7-minute speech.
START WITH WHAT YOU KNOW

List what you already know about your topic, and generate questions you
want answered to determine areas to research. For example, you know that
Toastmasters is an international organization, but you don’t know the number of
countries where clubs can be found.
CREDIBLE SOURCES
The reliability of your sources is critical. Find a reliable source that’s an authority
on the subject. For example, consider the validity of a research study published
in a scientific journal versus the results of an informal poll answered by 10 people
and posted on an individual’s blog. Scientific and professional journals tend to
be associated with reputable institutions and professionals adhering to a code
of ethics. An individual’s blog, while it may prove useful in some ways, is merely
opinion.
Consider the author of the research, whether or not additional sources are cited,
and the reputation of the publication for any source you choose. Investigate all
authors to determine if they are experts associated with an academic, scientific, or
other recognized institution.
Once you have chosen a subject, start a broad search for information on your
topic. Libraries have many resources and services you may not be able to access in
another way. Many libraries will have staff who can help you.
After establishing the initial collection of resources, narrow it down to the

strongest examples and facts that support your topic. Make note of important
passages and quotes. Keep a list of your sources available to reference when you
write your speech.
Specificity is necessary for the most relevant results while searching the internet.
Searching for “Toastmasters International” returns better results than searching
for “Toastmasters.” This narrows the search and enables you to locate the
Toastmasters International website.

INTERVIEW AN EXPERT
If you have the opportunity, interview an expert in your field of research.
Credibility
When you cite an interview with an expert, you enhance the credibility of
your research.
Sources
You may supplement an expert’s response with additional sources found in
publications.
Perspectives
Using multiple sources gives you the opportunity to compare perspectives,
and write a better, more well-rounded speech.
Questions
Creating a list of questions helps guide your interview.

CITING SOURCES
Acknowledge your sources during your speech by mentioning the name of the
writer or study and the publication in which it appears, or by providing a link or
handout that includes the information.
When you cite a reliable source and give audience members a means of accessing
the information themselves, you improve your credibility. Supporting your facts
well adds impact to your speech and your point of view.
A general guideline for citing sources is to provide enough information that

audience members can conduct their own research if the topic or subject matter
interests them.
CITATION GUIDELINES
For articles from magazines, journals, newspapers, and the internet, state
the author of the piece, the publication in which it can be found, and the
publication date. For example, “In a 2005 article in Asia Pacific View Point, Goh
Beng Lan argues…”
If your source is a book, you may state just the title and the author. For
example, “In his book, Psychological Science Around the World: Latin America,
Ezequiel Benito writes…”
For interviews, share the name and credentials of your expert. For example,
“Dr. Monica Turner, a professor at the University of Wisconsin-Madison, says…”
Tell your audience if the author of an article is an expert in a given field.

For example, “David Chen, a marine biologist at Florida State University,
says that…”

Which of these resources is considered to be reliable?
Article from The New York Times Online message board
Wikipedia page Blog post
Interview with expert Magazine article
Tabloid article Editorial
Encyclopedia entry University webpage
a magazine article, and a university webpage are all considered reliable sources.
Answer: An article from The New York Times, an interview with an expert, an encyclopedia entry,

ORGANIZING YOUR SPEECH
ORGANIZATIONAL STRUCTURES
A well-organized speech enhances the audience’s understanding of your topic.
When your speech is well-structured and easy to follow, it is more effective.
Review some of the organizational structures that may help you during the
writing process.
Chronological
Chronologically organized speeches follow a sequence of events.
Topical
A topical structure organizes speeches by topics and subtopics. Break your speech
into sections that explain major concepts related to your topic, followed by
smaller and smaller subtopics.
Spatial
A spatial structure organizes a speech by geography or the physical structure
of the topic. Construct a speech that discusses the impact of your topic upon
a region or the world. Spatial also refers to content that covers the physical
landscape of a specific location. For example, if you are giving a speech about
Germany, you may organize your presentation in a way that implies movement
across the country. Your content could begin in the south at the Alps and then
travel northward towards the Baltic Sea.
Causal
A causal structure organizes speeches to link a cause to an effect, or an effect
to its cause.
Comparative
A comparative structure organizes speeches by describing two or more objects
and their shared and/or different attributes. Show how your topic compares to
another by examining similarities and differences.
Problem/Solution
Speeches organized by problem and solution are arranged in a particular
sequence. First state the issue and explain its significance. Then propose a feasible
and advantageous solution.
Particular/General/Particular
A particular/general/particular structure organizes speeches by a specific example
that frames broader content and illustrates the main or personal objective of
the speech. The example given at the beginning of your speech is echoed in the
conclusion to help clarify or elucidate your primary message.

For the following questions, select the best answer for each question.
1. Francesco wants to talk about climbing the world’s tallest mountain.

He’d like to talk about what happens to the body at different levels of
elevation on a mountain. What is the best way for Francesco to struc-
ture his presentation?
Comparative
Spatial
Problem/Solution
2. Z
hang wants to tell his audience that regular exercise contributes to bet-
ter overall health. What would be the best way to structure this speech?
Causal
Topical
Problem/Solution
Chronological
3. Sonia is interested in the different economic structures of two coun-

tries. She would like to present the similarities and differences to her
fellow Toastmasters. What is the best organizational structure for
Sonia to use?
Comparative
Spatial
Problem/Solution
Causal
4. Saif is passionate about trains. He has liked them since he was a child.
He wants to share the history of the locomotive with his Toastmasters
club—its invention, how it changed the world, and its modern-day
role in the transportation industry. What is the best way for Saif to
organize his speech?
Causal
Topical
Problem/Solution
Chronological

5. P
eter wants to present information about breeds of dogs from three
different groups—hound, working, and sporting. He also wants to
present examples from each group. What would be the best way to
structure this speech?
Causal
Topical
Chronological
6. M
arie feels that her Toastmasters club could be doing more to reach
out to guests of the club. She wants to start an email list for new
potential club members. What is the best way for Marie to present
this idea in a speech for her club members?
Comparative
Spatial
Problem/Solution
Chronological
7. Tomasz is preparing a speech about the impact a positive attitude

can have for everyone, and he wants to use an example of a day in his
office when he worked with a colleague who approached a project
positively. What would be the best way to structure this speech?
Comparative
Spatial
Chronological
5. Topical; 6. Problem/Solution; 7. Particular/General/Particular

Answers: 1. Spatial; 2. Causal; 3. Comparative; 4. Chronological;

The basic structure of a speech is an introduction, a main body with transitions,
and a conclusion.
INTRODUCTION
The introduction grabs the audience’s attention while stating your topic. You
may address how a broad topic relates to your life, tell a funny story, or list a
few interesting facts about your topic. Whatever method you choose, this is
your chance to ready your audience for what they are about to hear.
BODY
In the body of the speech, each section should pertain to a single idea with
clear transitions to the next section. Transitions can be as simple as “First, I’d
like to talk about…” or “Next, we’ll turn our attention to…”
The description of a scene can be used as a transition. For instance, “Now, let
me take you to a mid-century farm outside of Dublin.”
Time in a speech organized chronologically (e.g., “11:30 a.m. on June 4”) can
work the same way. Whichever method you choose, the transition signals to
your audience that you are moving to another part of the topic.
CONCLUSION
A strong conclusion summarizes what you have told the audience and leaves
them thinking about your speech long after it is over.

REVIEW AND APPLY
the project.
■■ Compile a list of your best research options for your topic.

■■ What is the value of writing a clearly organized speech?
■■ What is the value of an engaging transition between main sections of
your speech?
■■ What format will you use to organize your sources and communicate them to
your audience?
■■ Why is it important to share your sources with an audience?

PROJECT CHECKLIST
Researching and Presenting
Purpose: The purpose of this project is to learn or review basic research methods and present a well-organized,
well-researched speech on any topic.
Overview: Select a topic that you are not already familiar with or that you wish to learn more about. Be sure your
topic is narrow enough to be an effective 5- to 7-minute speech. Research the topic and begin organizing the
information, as described in this project. Practice your speech and continue to refine its organization. Present your
speech at a club meeting.

■ Researching a topic
■ The Research Worksheet
■ The Speech Outline Worksheet
Select a topic for your speech that you are not already familiar with or that you wish to learn
more about. Make sure it is narrow enough to cover in your speaking time. For example, the topic
of “dogs” is so broad that a 5- to 7-minute speech would appear shallow. Narrowing your topic to
“young Golden Retrievers” allows you to develop a speech that reflects thoughtful research.

Research your topic and begin organizing the information.



Page 1 of 2
PROJECT CHECKLIST – ResearchingPROJECT CHECKLIST – Researching and Presenting
and Presenting
Write your speech.


After you have completed all components of the assignment, including your speech, return to

Additional Notes

EVALUATION FORM
Member Name Date
Speech Title
Purpose Statement
The purpose of this project is for the member to learn or review basic research methods and present a well-
organized, well-researched speech on any topic.

The member completing this project has spent time researching a topic. He or she may be speaking about a new
topic or a known topic on a deeper level.
About this speech:

■ The member will present a well-organized, well-delivered speech.
■ The speech may be humorous, informational, or any style the member chooses. The speech content and style
should work well together.
■ This project is not a report on the content of the “Researching and Presenting” project.
General Comments
You excelled at:

Page 1 of 3
EVALUATION FORM – Researching and Presenting
EVALUATION FORM – Researching and Presenting
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1

and needs
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
Well Researched: Speech content is well-researched and sources are Comment:

available if requested
5 4 3 2 1

Page 2 of 3
EVALUATION CRITERIA
the evaluation.
Clarity 3 – Demonstrates awareness of audience

5 – Is an exemplary public speaker who is always engagement and needs
understood 2 – Audience engagement or awareness of audience
4 – Excels at communicating using the spoken word requires further practice
3 – Spoken language is clear and is easily understood 1 – Makes little or no attempt to engage audience or
meet audience needs
2 – Spoken language is somewhat unclear or
challenging to understand Comfort Level
1 – Spoken language is unclear or not easily understood 5 – Appears completely self-assured with the audience
Vocal Variety 4 – Appears fully at ease with the audience
5 – Uses the tools of tone, speed, and volume 3 – Appears comfortable with the audience
to perfection 2 – Appears uncomfortable with the audience
4 – Excels at using tone, speed, and volume as tools 1 – Appears highly uncomfortable with the audience
Interest
further practice 5 – Fully engages audience with exemplary, well-
constructed content
4 – Engages audience with highly compelling, well-
Eye Contact constructed content
5 – Uses eye contact to convey emotion and 3 – Engages audience with interesting, well-
elicit response constructed content
4 – Uses eye contact to gauge audience reaction 2 – Content is interesting but not well-constructed
and response or is well-constructed but not interesting
3 – Effectively uses eye contact to engage audience 1 – Content is neither interesting nor well-constructed
2 – Eye contact with audience needs improvement Well Researched
1 – Makes little or no eye contact with audience 5 – Delivers exemplary speech with content that is
well-supported by research and makes sources
Gestures readily available
5 – Fully integrates physical gestures with content to 4 – Speech content is excellent and supported by
deliver an exemplary speech research, and sources are available if requested
4 – Uses physical gestures as a tool to enhance speech 3 – Speech content is well-researched and sources
3 – Uses physical gestures effectively are available if requested
2 – Uses somewhat distracting or limited gestures 2 – Speech content appears to be researched
1 – Uses very distracting gestures or no gestures though member struggles to recall sources
1 – Speech content may or may not be researched
Audience Awareness and sources are not available
5 – Engages audience completely and anticipates
audience needs
4 – Is fully aware of audience engagement/needs
and responds effectively

RESEARCH WORKSHEET
Use this outline to help you organize your ideas/sources into a speech.
Topic (broad)
What You Know

What do you already know, and what additional questions do you have? This helps determine areas to research.
Research (broad)
Begin researching your topic on the Internet, in the library, etc. Note some of your initial credible sources below.
1.
2.
3.
4.
Narrow Your Research

Narrow your initial research to the strongest examples and facts that support your topic.
1.
2.
3.
4.

Page 1 of 2
RESEARCH WORKSHEET
Use this outline to keep track of resources used in your speech and how you’ll acknowledge/cite them. Provide
enough information so that members of your audience can find the resource themselves.
Resource and Citation Examples
Resource
Toastmasters International www.toastmasters.org

website
Book: The Story of Toastmasters In the book, The Story of Toastmasters, it’s noted on page 15 that …
Ralph C. Smedley is quoted in the article “A Toast to Toastmasters” featured

Toastmaster magazine in the October 2014 issue of Toastmaster magazine.
Personal interview In October 2014, I interviewed a Toastmaster on the subject of …
Suggestions for how to incorporate your research into your speech are included in the outline provided. These are
general guidelines only, and you may want to incorporate your research at other points than those indicated on
the outline.

used only with permission. Rev. 6/2016 Item 8035
Opening
A. Greeting
You may thank the Toastmaster or person who introduced you and acknowledge fellow Toastmasters and
guests.
B. Capture audience interest

Begin with information about your topic that will capture the attention of the audience, such as an
interesting fact about your topic that you discovered in your research.
C. Introduce your topic
D. Transition
This is a statement or sentence designed to lead smoothly into your first main point.

Page 1 of 5
Body
A. Main point 1
1. Sub-point
Details and specifics about your main point.
Support/evidence
Use examples, facts, or statistics from your research to illustrate your main point and sub-point.
2. Sub-point
Support/evidence
3. Sub-point

Page 2 of 5
SPEECH OUTLINE WORKSHEET SPEECH OUTLINE WORKSHEET
Support/evidence
4. Transition
B. Main point 2
1. Sub-point
Support/evidence
2. Sub-point
Support/evidence

Page 3 of 5
3. Transition
C. Main point 3
1. Sub-point
Support/evidence
2. Sub-point
Support/evidence

Page 4 of 5
SPEECH OUTLINE WORKSHEET SPEECH OUTLINE WORKSHEET
3. Transition
Signal that the conclusion of the speech is approaching.
Conclusion
A. Brief summary of your topic
B. Review main points
Main point 1
Main point 2
Main point 3
C. Close with impact

Finish with a strong statement; consider mirroring your attention-grabbing opening.

used only with permission. Rev. 5/2016 Item 8038

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FCS SPEAKS

Project 1 - The Ice Breaker Date Completed

2) Prepare for and give Ice Breaker speech

Project 2 - Evaluation and Feedback Date Completed

2) Prepare for and give Speech #1

4) Serve as an evaluator for another club speaker

Project 3 - Researching and Presenting Date Completed

2) Research and give speech on unfamiliar topic

4 Assess Your Skills

6 You and Your Goals

7 Prepare and Present

10 After Your Speech

11 Review and Apply

12 Complete Your Assignment

© 2016 Toastmasters International. All rights reserved.

Rev. 11/2016 Item 8101

Page 2 ICE BREAKER

Video: Sign in to Base Camp to watch a video that supports

Interactive Activity: Sign in to Base Camp to complete an

Resource: Sign in to Base Camp to view this resource

ICE BREAKER Page 3

Evaluate your current skill level by rating each statement.

Select the appropriate number based on your skills today:

Pre-Project Statement Post-Project

I am confident and calm when speaking in front of

5 4 3 2 1 I understand the structure of a basic speech. 5 4 3 2 1

5 4 3 2 1 I have clear communication and leadership goals. 5 4 3 2 1

Page 4 ICE BREAKER

The following is a list of competencies that you will

ICE BREAKER Page 5

■■ Your communication and leadership goals

ORGANIZE YOUR SPEECH

Begin by introducing yourself. In the body of your speech, share information

Page 6 ICE BREAKER

REMEMBER YOUR OUTLINE

CONNECT WITH THE AUDIENCE

ICE BREAKER Page 7

Rehearse with Friends or Family

Page 8 ICE BREAKER

ICE BREAKER Page 9

Listen to your evaluator, be courteous, and be open to feedback. Thank your

■■ List your strongest communication and leadership skills.

ICE BREAKER Page 11

Review: Return to page 3 to review your assignment.

Page 12 ICE BREAKER

This project includes:

Schedule your speech with the vice president education.

Write your speech.

Rehearse your speech.

ICE BREAKER Page 13

Member Name Date

Evaluator Speech Length: 4 – 6 minutes

Notes for the Evaluator

You may want to work on:

Page 14 ICE BREAKER

Clarity: Spoken language is clear and is easily understood Comment:

Vocal Variety: Uses tone, speed, and volume as tools Comment:

Eye Contact: Effectively uses eye contact to engage audience Comment:

Gestures: Uses physical gestures effectively Comment:

Audience Awareness: Demonstrates awareness of audience engagement Comment:

Comfort Level: Appears comfortable with the audience Comment:

Interest: Engages audience with interesting, well-constructed content Comment:

ICE BREAKER Page 15

Clarity Audience Awareness

2. When giving feedback, use ______________ to keep the focus on

3. S tart your evaluation by stating ______________ in an honest,