How To Speak Powerfully

Public Speaking:
HOW TO SPEAK POWERFULLY
Purwanti Taman, S.S., M.Pd.
PENERBIT CV. PENA PERSADA
i
Public Speaking:
HOW TO SPEAK POWERFULLY
Author:
Purwanti Taman, S.S., M.Pd
ISBN : 978-623-315-371-3
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ii
PREFACE
Public speaking is a practical subject that also needs

emphasizing its theoretical framework and structure. This book
provides fundamental concepts of public speaking as well as
tips and examples for conducting a good public speaking.
Many people said that to be a good public speaker,

someone just needs to practice more and more without
considering the fundamental concepts of public speaking.
Meanwhile, knowledge of Public Speaking can be a precaution of
making mistakes and encouragement for self-confidence.
Nevertheless, becoming a good public speaker cannot solely
rely on theoretical concepts. Being a good public speaker,
however, needs constantly guided rehearsals.
Considering the importance of public speaking guidance,

the author feels obliged to put this theory and practive in
written form. This book, therefore, aims to provide step by step
guidance for public speaking structures for those who are
willing to practice and reach the highest proficiency of a great
public speaker. Hopefully this book could provide any help for
those who aim to improve their public speaking skills.
Tangerang Selatan, 28 April 2021

Author
Purwanti Taman, S.S., M.Pd.
iii
TABLE OF CONTENTS
PREFACE ................................................................................................ iii

TABLE OF CONTENTS ........................................................................ iv
CHAPTER I. INTRODUCTION TO PUBLIC SPEAKING
SKILLS ............................................................................... 1
A. LEARNING OBJECTIVES ......................................... 1
B. LEARNING AIMS ...................................................... 1
C. MATERIAL DESCRIPTION ...................................... 1
D. WORKSHEET/ASSIGNMENT ................................ 5
E. REFERENCES.............................................................. 5
CHAPTER II. OVERCOMING PUBLIC SPEAKING
APPREHENSION ............................................................. 6
A. LEARNING OBJECTIVES ......................................... 6
B. LEARNING AIMS ...................................................... 6
C. MATERIAL DESCRIPTION ...................................... 6
D. WORKSHEET/ASSIGNMENT .............................. 12
E. REFERENCES............................................................ 12
CHAPTER III. AUDIENCE ANALYSIS ........................................... 13
A. LEARNING GOALS ................................................. 13
B. LEARNING OBJECTIVES ....................................... 13
C. MATERIAL DESCRIPTION .................................... 14
E. REFERENCES............................................................ 18
CHAPTER IV. CREATING INTRODUCTION ................................ 20
A. LEARNING OBJECTIVES ....................................... 20
B. LEARNING AIMS .................................................... 20
D. WORKSHEET/ALIGNMENT ................................ 32
E. REFERENCES............................................................ 32
CHAPTER V. CREATING CONCLUSION ...................................... 33
B. LEARNING AIMS .................................................... 33
E. REFERENCES............................................................ 37
iv
CHAPTER VI. GAINING CONFIDENCE THROUGH
EFFECTIVE SPEECH PLANNING .............................. 38
B. LEARNING AIMS .................................................... 38
D. WORKSHEET/ASSIGNMENT ............................... 43
E. REFERENCES ............................................................ 43
CHAPTER VII. STRATEGIES OF INFORMATIVE SPEECH......... 44
B. LEARNING AIMS .................................................... 44
E. REFERENCES ............................................................ 49
CHAPTER VIII. METHODS OF INFORMING ................................ 50
B. LEARNING AIMS .................................................... 50
E. REFERENCES ............................................................ 55
CHAPTER IX. PERSUASIVE SPEECH ............................................. 56
B. LEARNING AIMS .................................................... 56
E. REFERENCES ............................................................ 61
CHAPTER X. ORGANIZATIONAL PATTERN OF
PERSUASIVE SPEECH .................................................. 62
B. LEARNING AIMS .................................................... 62
E. REFERENCES ............................................................ 66
CHAPTER XI. SPEECH TO ACT ....................................................... 67
B. LEARNING AIMS .................................................... 67
v
E. REFERENCES............................................................ 72
CHAPTER XII. ORGANISATIONAL PATTERN OF SPEECH
TO ACT ............................................................................ 73
B. LEARNING AIMS .................................................... 73
E. REFERENCES............................................................ 80
CHAPTER XIII. SPEECHES FOR SPECIAL OCCASIONS ............ 81
B. LEARNING AIMS .................................................... 81
E. REFERENCES............................................................ 89
CHAPTER XIV. KEYNOTE SPEAKING .......................................... 90
B. LEARNING AIMS .................................................... 90
E. REFERENCES............................................................ 97
REFERENCES ....................................................................................... 98
ABOUT THE OUTHOR ....................................................................... 99
vi
CHAPTER I.
INTRODUCTION TO PUBLIC
SPEAKING SKILLS
MEETING - 1
A. LEARNING OBJECTIVES
Public speaking challenges has many causes and reasons.
Both general methods and specific techniques are believed to
help reduce students’ anxiety to manage their nervousness.
It this lesson, they will learn about useful methods and
techniques to get over their self-anxiety and nervousness.
B. LEARNING AIMS
In the end of this course, the participants are expected
to be able to:
1. Understand and be able to apply the three types of public
speeches in daily basis: informing, persuading, and
entertaining.
2. Gain the advantages of studying public speeches.
3. Be able to share the value of speaking competence in any
aspect of life.
C. MATERIAL DESCRIPTION
Nowadays people are continually saturated with
either positive or negative news no matter where we live,
work or study. Whatever media you are reading, watching
or listening, you can hardly avoid commercial promotion
idea purposes. Researcher Norman W. Edmund predicted
that, “by 2020 in every two and a half months, the amount of
information in this planet raised 200%”. Edmund, N. W.
(2005). The significance of public speeches could easily be
seen in our daily life which we could then identify it to our
personal well-being.
1
Public Speeches in our Daily Need.
It is impossible for us indeed to avoid ourselves from
speaking in front of others in our daily activities. This
mainly due to the need of humans to continue living,
therefore, many sources that publish speeches around the
world. For example,
Vital Speeches of the Day (http://www.vsotd.com). The

variety speaking styles are actually classified into three main
categories: informing, persuading, and entertaining.
Informative Speech
Speaking to inform is the most famous type of
speaking as the major goal is to to inform what one knows to
audience. There are many kinds of goals why people should
conduct speaking in front of others. A staff in the office who
needs to inform their colleagues about how to deal with an
angry customer can be one from many business examples.
Another example is a group of teachers in a school who need
to upgrade their computer literacy and that they need a
colleague to show them directly in practice. The presenter
does an informative speech to their colleagues. Friends of
yours might interested to know about your volunteer project
in the neighborhood, or your extended family members
might wish to know how good you are on decorating your
room. As we can see that the major goals from the example
above are contribute information to others. Speaking to give
information is an integral part of variety jobs and other daily
activities. Consequently, training to be a competence speaker
has become very important skill everyone must have in this
world today.
2
Speaking to Persuade
Second essential reason why we should be able to
speak in front of many is to make persuasion. It it a skill to
divert someone else to think or to believe like the way you
do. We convince others to change their point of views, to do
something, or to reconsider a decision. It is genarally
believed that being able to persuade is a paramount in
gaining and developing someone’s career. Other, on the
other hand, utilise their qualified speaking ability for living.
Inspirational author and speaker, such as Les Brown
(http://www.lesbrown.com), makes a very good living
from motivating others. Whether public speaking expertise
is what you really need for your job or only occationals, the
art of persuation is indeed challenging. By developing
persuasive speeches, one could gain personal and
professional reward.
Speaking to Entertain
Speeches to amuse people can happen in various
events like wedding toasts, awards winning events, eulogies
at funerals, motivational speeches or even stand up
commedies which are really popular. All those speeches,
with fun effect for audience, are actually need more practice
than simple a speech which purpose is to share information.
Advantages of Public Speaking Skill

“Ability in giving effective is needed for universtiy
students to be accepted in the world of business”, according
to a sociologist Andrew Zekeri.Zekeri, A. A. (2004). Many
other benefits mentioned by (nikitina, 2011) are opening new
opportunities for career development, gaining an authority,
being more competitive, be able to attract right customers to
your business, share information effectively, control sales
cycle faster, enable you to market your products more
effectively to larger audiences, developing internal
3
communication, having better leadership ability, increasing
productivity of your staff, always ready for spontaneous
speaking challenges, and create greater credibility.
Curriculum of competencies and skills are crucial for the
future’s career of university graduate. “College Student
Journal”, 38, 412–422. Despite many benefits of
communicating successfully, let have some further personal
advantages from public speaking skills. Within preparation
and orientation of speech, participants could gain some
advantagges including: critical thinking development,
polishing verbal and nonverbal skills, and conquering the
anxiety of public speeches.
Critical Thinking Development

Gaining the ability to think critically, problem solving
for instance, is training the students to observe, see, respond,
and critisize to finally triger strong awarness toward
surounding. Preparing a speech to persuade, for example,
definitely needs real implementation affecting your
surrounding and provide possible solutions. You will also
need to thorougly learn the advantages and disadvantages
effect of your solutions, and then do more evaluation. For a
campus problem such as a shortage of parking lots for
example, intially easy to say just expand the parking area,
however, after evaluating you may find out that the costs,
environmental consequence from narrowing the open green
area, maintenance, and other considarable issues make this
solution simply impractical. Therefore, this course could also
improve your skill to do and analyze research. Public
speakers have to conduct a thorough research of what they
are are going to share to their audience, as they have to give
trustworthy information and data. Hence, this course could
further polish your skill to select and utilize numerous of
data carefully.
4
Polishing Verbal and Nonverbal Skills
Polishing your verbal and nonverbal communication
skills through public speaking practice can be gained, for
example professional feedback, which overall will help you
become a better communicator. Twirling their hair or
mispronouncing words are example of ineffectivity which
can be improve after receiving feedback.
D. WORKSHEET/ASSIGNMENT
Discuss the questions below in a small group and
share your point of view in front of the class.
1. Do some group research relating to what most common
type of public speaking used in the business world and
give some explanations.
2. Find one speech in TED talk and share to the class of
what the main purposethe speaker wants to deliver, and
explain why it interests you.
E. REFERENCES
Nikitina, A. (2011). Successful public speaking..:
bookboon.com.
Samovar, L. A., & McDaniel, E. R. (2007). Public speaking in a
multicultural society. Los Angeles, CA: Roxbury.
Sellnow, D. 2005. Confident Public Speaking. Belmont:
Thomson Learning. Verderber, R. F., Verderber K. S.,
and Sellnow D. D. 2010. Communicate! 13th Eds.
Boston: Wadsworth, Cangage Learning.
Verderber, R. F., Verderber K. S., and Sellnow D. D. 2014.
Speak2. Stamford: Cengage Learning.
Wrench, Jason S. Goding, Anne. Johnson, Danette Ifert. And
Attias, Bernardo A. Public Speaking Practice and Ethics
v. 1.0. 2012.lardbucket.(http://2012books.Lardbucket.
org/).
5
CHAPTER II.
OVERCOMING PUBLIC
SPEAKING APPREHENSION
MEETING - 2
There are various reasons why many students are
challenged in learning public speaking. Identifying the
general method and specific techniques are believed to be
the way out for students to calm themselves and control
their anxiety. It this lesson, they will learn about useful
methods and techniques to get over their self-anxiety and
nervousness.
B. LEARNING AIMS
The participants are expected to be able to:
1. Find general methods to overcome public speaking
apprehension.
2. Find specific techniques to overcome public speaking
apprehension.
3. Increase their self-confidence for speaking in front of the
class
It is indeed challenging for people who have never
spoken in front of many others to start speaking. They
usually experience nervousness that may cause unstable
breathing, intonation, sweat, blur vision. Some also
experience forgetting what to share and do not know what
to refer to their note even if it is on their hands. In this
section, the students are going to learn five common methods
for reducing public speaking apprehension.
6
1. Communication orientation motivation (COM)
techniques are adopted in order to shape the students’
goal into idea expression more than showing or
performing. When the students gain the feeling of
sharing or communicating their ideas genuinely, certainly
it would enable reducing their anxiety. According to
Michael Motley,” Public speaking anxiety increases when
we think that we are forming, a belief that we have to impress and
inspire our audience, or we will get a bad judgement for whatever
small mistake we possibly do.” On the other hand,
approaching the speech from communication goals,
viewing a speech as an opportunity to share ideas to
others about an interesting or important topic for us, the
speakers, and for people who listen to us, would make
our speaking job easier. Our focus can now shift from a
feeling such as being paid attention to an orientation of
getting the ideas perceived. It is now obvious that
orientating yourself as being center attention when
speaking has significant factor in burdening your own
anxiety.
When we be able to shift the belief that public
speaking is a mere communication that we should
emphasize on the message that we deliver, not to worry
too much about how people judge us, then we have been
able to move from performance orientation to
communication one. Thus, we be able to reduce the
apprehension we are facing.
2. Visualization is way to reduce nervousness we are

speaking in front of many people by building confidence
and continually think or suggest that we are good at it.
Like COM, visualization technique enables us to calm
down emotionally so that we can convey our message
better and that reduces the challenge of nervousness. Joe
Ayres and Theodore S. Hopf stated that when speakers
7
are able to visualize themselves from the very beginning
of speech preparation through the end of speaking
process, they actually gain better opportunity to
successfully deliver their points.
Visualization can be used in this public speaking by
practicing in the empty class before the real session, and
imagining that many classmates have been attending
your speech. Vivid visualization would include where
your teacher positioned himself to observe you, how are
your classates react towards your speech, your ideas and
your, and the feedback from the whole class members. In
short the more detail visualisation the more beneficial for
your speech preparation. Obviously, people who did
physical practice in public speaking improved much
more than those who did not do any practice at all. What
surprising is that those who simply visualized practicing
the skills improved nearly as much as those who did the
actual activity. Preparing your speech and practicing
what you want to deliver as if you are speaking in front
of many people, added with visualization of your overall
speech could almost guarantee your success.
3. Systematic desensitization is Systematic

desensitization is initially aimed to eliminate a fear
response to the conditional stimuli by gradually
substituting a relaxation response. The very first step to
do this is to identify the causes of anxiety. Then, find the
way how to produce relaxation response. The stimuli are
given from the lightest ones and gradually are accelerated
to the real fear that the person is facing. When a student
is so nervous in conducting a speech in front of his
classmates for example, he can be given a chance to share
the topic he has chosen including the outline of his
speech. He can then be given a time to honestly share
what he is feeling, including the reasons why he is
8
anxious. Next, physical treatment like deep breathing,
moving their body parts to relieve the nerve, and even to
look at all smiling classmates can be done. Once he gains
relax feeling, he can continue his speaking steps. This
relaxation technique may need repeated practice to
eventually be successful.
4. Cognitive restructuring is a way to reduce anxiety in

public speaking by constructing positive self-thoughts so
that a speaker can replace the negative feelings towards
himself with the positive ones. There are generally four
steps to achieve this:
a. List down your negative thoughts before making a
speech and change them into into a positive list.
b. Think rationally
c. Compose a positive self-talk that is only particular for
yourself, not a general positive statement that
everyone can have. Be specific in knowing YOU
d. Finally, build a strong relation between your personal
positive self-talk with the reality so that it can be a real
you. Realize your talk so that you can embrace the
second nature of yourself.
5. Training for Public speaking skills is step by step

training relating to preparation and delivery of effective
speech, as well as to reduce the anxiety when speaking in
public. By learning how to speak successfully and
effectively, we can gain a feeling of confident and become
less anxious. This includes analyzing the goals of of a
speech, knowing whom likely you are going to talk to,
how would the situation possibly be, and come into
decision on how you are going to organize your speech,
as well as how you are going to deliver it and how to
evaluate your work. Having conducted several speeches,
a speaker could Identify which methods are most
9
effective for himself. A speaker who varies their methods
and then adjusts them in order to gain sense of their own
nature would possibly be tackling their apprehension
much smoother. While others who experience immediate
physical sensations of anxiety, like hand sweating or
rapid heartbeat, would probably benefit from learning
systematic desensitization method or deepen the public
speaking skill.
If you think you will experience public speaking
apprehension in this course, which of these techniques do
you think might help you? Have you already tried some
of them in other situations? If they helped, do you think
you could apply them to reduce your anxiety about
giving a speech?
Specific Techniques
Along with the five general methods discussed as
ways of systematically overcoming public speaking
apprehension, public speaking instructors generally
recommend several specific techniques to novice speakers as
follow:
1. Allow sufficient time to prepare. During the first few
days of class, you will receive a course syllabus, a plan for
what will occur in class each day. Your instructor will let
you know both how many and what kinds of speeches
you will be giving this term. Having known this, you can
create your own schedule to prepare your speech in advance.
Choosing you topic earlier for your assignment would
allow yourself sufficient time to do research, to organize
your speech, to practice it while visualizing it, and finally
to evaluate it.
2. Practice your speech aloud. Practicing your speech

aloud, hearing your own voice, speaking in front of the
mirror, can make yourself connected to the topic you
10
have. You will be able to identify some parts which are
good, or otherwise need more preparation. Practicing
several time could help you become easier and smoother
in delivering your speech. Hence, you gradually gain
confident. Practicing your speech in front of family
members or best friends, of course, would add more
benefit as you can receive feedback. On the night before
your speech, review your speech plan immediately, so
that your subconscious mind continues working on it.
3. Choose an appropriate time to speak. In some classes,

the date on which you speak will be assigned, but the
order of speakers for the day is voluntary. Some students
become more nervous when they sit and listen to others,
so they are better off speaking early in the class period.
Other students find that listening to their peers calms
them, so they are better off speaking later in the class
period. If given a chance, choose to speak at the time that
is optimal for you.
4. Use positive self-talk. Immediately prior to getting up to

speak, coach yourself with a short “pregame pep talk.”
Remind yourself about the importance of what you have
to say. Remember all the hard work you have done to be
prepared and recall how good you are when you are at
your best. Remind your-self that nervousness is normal
and useful. Repeatedly talk to yourself that you have
prepared well and you are more than ready.
5. Face the audience. Look at every face of people listening

to you right on their eye with your inner strength. When
it is time, walk purposefully to the front. Take a second or
two to look at the audience. Take a deep breath as you
smile and begin your well-rehearsed introduction.
11
6. Focus on your message. It is always normal to experience
nervousness especially at the beginning of your speech.
By focusing to the message that you want to deliver,
which you have prepared many days in advance, and
focus on sharing your ideas with the audience would
definitely reduce your nerves.
Discuss the questions below in a small group and
share your point of view in front of the class.
1. What does communication orientation motivation do to a
speaker?
2. How to get over negative thoughts through cognitive
restructuring?
3. What is the profit of Public speaking skills training?
E. REFERENCES
The Challenge of Effective Speaking. Belmont:
Thomson Higher Education.
and Sellnow D. D. 2010. Communicate! 13th
Eds. Boston: Wadsworth, Cangage Learning.Verderber, R.
F., Verderber K. S., and Sellnow D. D. 2014. Speak2.
Stamford: Cengage Learning.
12
CHAPTER III.
AUDIENCE ANALYSIS
MEETING-3
A. LEARNING GOALS
It is really important to gain the background
information about people who are going to listen or attend
to your speech. This allows you to prepare your speech
much easier knowing what necessary information, value to
hold or opinion they are likely to have. In this chapter you
are going to learn the importance of analyzing the audience
before your speech. You are also going to learn three styles
in analyzing the audience, as well as the step by step ways
how to conduct audience analysis. Last but not least, you are
going to learn how to utilize your analysis not only during
the preparation but also while speaking.
B. LEARNING OBJECTIVES
By the end of the lesson, the participants are expected to:
1. Understand the importance of knowing your audience
background information.
2. Understand how to select an interesting topic suitable for
your audience.
3. Be able to adjust your speech to your audience’s needs.
4. Be able to speak credibly to your audience.
13
Addressing your Audience
Imagine yourself standing in front of so many people,
start delivering your talk.
This is a momentous when you can start to build a
good relation with people listening to you. How good or
how bad your relation will surely influence their willingness
to accept your ideas, or as minimum as their willing to listen
to what you are going to say until the end of your speech.
One generally known to be the most effective way to

establish a connection is by finding a technique to address
them. For instance, this can be done by simply having eye
contact and appreciating their coming to allocating their
time listening to you. If it is possible, you may also have
short group conversations with them by asking certain
associated topic to let them know if you are fully aware who
they are. This can be a good start to allow them welcoming
your content.
Selecting an Interesting Topic for Your Speech

Your chosen topic should be highly associated with
people listening to you. There is such a general rule saying a
topic is interesting or otherwise boring, however you are
morally responsible to choose a subject that is beneficial to
listen to. You can imagine how uneasy to listen to a talk that
contains alienated ideas that is seem impossible to
understand. You also have to consider that listeners want to
listen something that is encouraging, inspiring and eye-
opening. Choosing a topic that you already know do not
harm others as long as you add some refreshment on that
discussion. Nevertheless, you are challenge strongly on how
to create the insightful scrutiny within this looking
monotonous ideas. It is therefore necessary to select a topic
that creates a novelty and interesting both for you to prepare
14
and for your audience to uncover. Furthermore, doing a
credible research to make sure that even the most
knowledgeable audience could still learn new thing from
you is the most respectful part. There are married of topics
that could be chose to refresh yourself and your audience
from regular academic studies. Use audience analysis is one
way to consider how the attendees will react to your ideas
and subject you delivered.
Clarity
Imagine a speaker who tend to gain the impression
from their audience by using sophisticated vocabulary
which is hard to understand where most people just find
meaningless wordy sentences. When speaking in public we
ourselves have to thoroughly understand what we are
saying. Grade our language to ensure the audience
understanding is another crucial factor we need to take care
of. Informing them what they can benefit from you shows
consideration and appreciation for their time attention.
Define the terms you use during the speech clearly,
carefully, and consistently so that you will not mislead their
understanding. in order to avoid misleading. Be aware of
not to use jargon or “internal” language that can make the
audience left behind. Doing your audience analysis carefully
enable you to present your speech with clear and decisive
message.
Adapting Your Topic

Composing a speech for your classmates and your
lecturer, you might feel that you already know topics that
interest them, as well as what they expect from you.
Addressing audience that you limitedly know about or
speaking something new for you is definitely another
challenge. Speaking to young children in your neighborhood
for national day celebration for example, or speaking to
15
senior citizens who want to catch up their knowledge about
computer could surely challenge you. Even though your
audience seem to be homogeneous – consisted of people
who are highly likely share common things – different types
of audience may perceive the same ideas in differently.
Every single audience has their own reference— certain
stage of perspectives, experience, knowledge, and values
that they hold. Analyzing your audience, therefore, should
include demographic information: gender, age group,
marital status, race, and ethnicity of the people attending
your speech. It is sometimes also important to know their
socioeconomic status, a compilation of characteristics
including income, wealth, level of education, and
occupational prestige, help you narrow topics which
probably suit them better. For example, when you prepare
an informative speech about early education for of couples
with children under five years old, in the neighborhood of
high income housing estate, they would probably be more
willing to discover about the most appropriate education for
their children. Take another case, for instance, you are
preparing a speech for almost equally the same, new couples
with their very young children in the remote area with with
financially challenged family with lower education
background, they may find that going to school for very
young children may not equally urgent as the previous
audience group.
Audience Heterogeneity
Heterogeneity in public speaking is that when a
speaker found a large range of audience members, which
therefore worth analyzing them before composing a speech.
All the audience members deserve equality and respect. By
analyzing the audience, a speaker could keep away from
stereotyping. Nobody like to be over generalized towards
their particular group or class. By analyzing your audience
16
you can minimize the possible offending. Both novice and
experienced speakers should keep themselves away from
doing offensive remarks. This can happen when a speaker
does an insensitive humor, language, or nonverbal behaviors
which imply a negative message towards certain group of
people especially those who are listening to him. This can
possibly happen as simple as saying that all kindergarten
teachers are girl, or all builders are men.
Even very subtle message may sometimes cause

offending. For instance, in your talk, you might have
assumed that getting older people need more medical
expenses. This message might offend your audience whose
love ones do not experience such thing. Scholars Samovar
and McDaniel stated that ethical language choices require
four guidelines:
1. Accuracy, be accurate in presenting facts.
2. Be cautious of emotional impact, do not manipulate
feelings.
3. Never use hatred expression, be considered in choosing
your language.
4. Be sensitive, everyone needs respectful identification.
With respect people can only willing to listen to you,
accept your message, and its importance.
Speaking ethically is Speaking Sincerely.

There three basic terms to build speaking efficiency:
ethos, logos, and pathos. Ethos is the way a speaker convinces
his listener that he has a good character and that he is credible,
which his words can be trusted. There are four ways in which a
speaker can achieve the trust from his audience: trustworthiness
and respect, Similarity, Authority, Expertise and reputation. In
other words, a speaker should say something true, be able to
place himself if he were the audience’s condition, yet he also has
17
the authority of the most knowledgeable person on what he is
discussing.
Logos is the way a speaker appeals the audience through

logical thinking. A speaker provides scientific evidence to
support his argument. With logos, a speaker could develop
ethos too as become more sensing knowledgeable. To evaluate
logos, a speaker can ask himself these following questions: are
his messages coherent? Do the evidences he provides support
his claims? would the audience's actions lead to his desired
goal?
Pathos is the way a speaker persuades his audience by

rising their emotions. The speaker wants the audience at the
same stage of emotional level and tone. Once emotionally
connected, the speaker can ‘transfer’ his believe easily. A strong
pathos could help a speaker to smoothly convey his ideas and
be accepted easily by his audience.
1. In a small group, choose a topic from the list given by
your lecturer, and decide certain information you are
going to need from your audience, your classmates.
2. Write down several reasons why a topic you have chosen
interested you. Do you think your classmates would have
the same arguments? Why or why not?
E. REFERENCES
Fry, Richard E. Ethos, Logos, Pathos and Mythos: Adding
Mystery to Rhetoric for Effective Product
Development, IDSA, Brigham Young University.
18
and Sellnow D. D. 2010. Communicate! 13th Eds.
v. 1.0. 2012.lardbucket (http://2012books.lardbucket.
org/).
19
CHAPTER IV.
CREATING INTRODUCTION
MEETING-4
Speech introduction establishes the relationship
between the speaker and their audience. Developing
different types of introductions and selecting the one that
seems best for the particular audience is one of many ways
to attract and encourage them to listen to your speech. In
this session, the students will learn some hints to create a
great introduction.
B. LEARNING AIMS
By the end of the lesson, the students are expected to
be able to:
1. Find good way to get attention in introduction of a
presentation.
2. Get attention of audience from the starting point of a
presentation.
3. Open a presentation attractively and confidently.
There are three primary goals for effective
introduction: raise the audience’s interest, build connection,
inform your speaking purpose through thesis statement. In
addition, effective introductions can help you begin to
establish speaker credibility and start a good collaboration
between the speaker and the audience.
20
Get Attention
Although there are so many people present for your
speech, it does not always they are listening. The job of the
speaker is still the same, create an interesting opening which
can raise the interest,motivation and curiosity of the
audience. There are common eight types of divices which a
speaker can use to grab attention and to stimulate the
audience excitement for finding out what you have to say:
startling statements, questions, stories, jokes, personal
references, quotations, action, and suspense. You can then
decide which technique attention-grabbing to apply by
considering the ‘emotional-tone’ is appropriate for your
speaking topic.
A humorous attention getter infers a lighthearted tone;

a serious one reflects a more thoughtful tone. A great
introduction does not only successful in rising the audience
interest and making the purpose of the speech important,
but its ‘emotional tone’ should also be closely related
between the topic discussion and the relation building that a
speaker initiated.
1. Make a startling statement.

A startling statement is a sentence or two that
enable you to directly gain a full attention from your
audience by shocking them in some way.
Startling audience members helps them to directly

pay attention to you as a speaker. The following is an
example of startling statement about how automobile
emissions contribute to global warming:
21
Once this startling statement grabbed the attention
of the listeners, the speaker went on to state his speech
goal and preview his main points.
2. Ask a question.
Questions are requests for information that allow
listeners to contribute, participate, or involved with your
speech. Questions can be rhetorical or direct. A rhetorical
question is a questions used to subtly influence the
audience. It is usually does not ask for an answer but for
the effect. It is also often used to emphasize a point or just
to get the audience thinking. Pay attention on how this
following speaker started his talk with these three short
rhetorical questions:
Unlike a rhetorical one, a direct question usually

requireds a direct response from the audience, like a
show of hands. Here is one example on how the speaker
introduced her speech about seatbelt safety:
22
Direct questions can be helpful in getting audience
attention because they require a physical response.
However, getting listeners to actually comply with your
request can also pose a challenge.
3. Tell a story.
A story is an account of imaginary or real that is
told for entertainment. Despite its attraction, story telling
to attract attention is often lengthy and can take more
time. Use story for a hook can only be done when it is
short enought but it is strongly appealling. Here is one
example of a speech that used a short story to get
audience attention about spanking as a form of discipline:
With this very short story, the speaker was able to

get his audience’s attention and still have time to state his
purpose and preview his main points.
4. Tell a joke.
A joke is something that is acted or done by the
speaker could provoke the audiennce to laugh. A joke can
be used to get audience attention when it meets the three-
r test: It must be realistic, relevant, and repeatable. In
other words, it cannot be too far-fetched, unrelated to the
speech purpose, or potentially offensive to some listeners.
For example, one of your authors gave a speech recently
about running effective meetings to a group of business
professionals. She began with, “As many of you know, I’m
23
a college teacher, so I just couldn’t resist giving you a
quiz.” Audience members looked slightly uncomfortable.
She then handed out a twelve-item personal inventory of
learning styles to each audience member. As she
distributed the inventory, she explained, “The nice thing
about this quiz, though, is you can’t be wrong. You’ll all
get 100 percent.” The audience laughed with relief. Be
careful with humorous introductions — and consider
how you will handle the situation if nobody laughs.
5. Supply a personal reference.

A personal reference is a concise narrative about
something that happen to you or imaginary situation
when the audience can imangine themselves in a such
situation. It can be more effective when the speaker
involved the participants. This following example is
appropriate for iether short or rather lengthy speech:
For longer speeches, you can build personal

references that tie together the speaker, the audience, and
the setting. Let’s see how Bruce Cole, “chairman of the
National Endowment for the Humanities,” used a
personal reference in the opening of his speech at New
York University’s “Art in an Age of Uncertainty”
conference:
24
Notice how smoothly the speaker moves from
personal reference into his thesis and preview of his main
points.
6. Recite a quotation.
A quotation is a comment addressed to someone
other than the speaker. A particularly vivid or thought-
provoking quotation can make an excellent attention
getter as long as it relates to your topic. Although it is
common to quote famous people, a good quotation from
any source can create interest in your topic. For instance,
notice how Sally Mason, provost at Purdue University,
used a quotation to gain the attention of her listeners, the
Lafayette, Indiana, YWCA:
25
As the introduction progressed, she introduced her
topic about the gender gap in technology. In a speech
about the importance of courage and taking risks, a
speaker began with Franklin D. Roosevelt’s famous
quotation, “The only thing we have to fear is fear itself.”
This short attention getter provided Sonja with plenty of
time to state her purpose and preview her main points.
In the following excerpt from his speech to the

National Conference on Media Reform, noted journalist
Bill Moyers exemplifies the way a clever speaker can use
a quotation to introduce the theme of an entire speech:
If you were a journalist in his audience, wouldn’t

you be intrigued to hear what he had to say?
7. Perform or motivate an action.

You can introduce your topic and gain attention
through an action to emphasize purpose. You can
perform an action yourself, just as Juan did when he split
a stack of boards with his hand to get attention for his
speech on karate; Or you can ask volunteers from the
audience to perform the action. For example, Cindria
used three audience members to participate in breaking a
26
piñata to create interest in her speech on the history of
the piñata. If you choose to use audience members,
consider soliciting participants ahead of time to avoid the
possibility of having no volunteers when you ask during
your speech. Finally, you can ask your entire audience to
perform some action that is related to your speech topic.
In her speech about acupressure, Andria asked her
audience to perform this action as she modeled it for
them:
Take the thumb and index finger of your right hand and
pinch the skin between the thumb and index finger of your left
hand. What you’ve just done is stimulate a pressure point that
can relieve headaches.
After piquing their interest with this action, Andria

went on to state her purpose and preview her main
points. If you’d like to ask your whole audience to
perform an action, realistically assess whether what you
are asking is something your audience is likely to comply
with.
8. Create Suspense
When you create suspense, you word your
attention getter so that what is described generates
uncertainty during the first few sentences and excites the
listeners. When you get the listeners to question, “What is
he leading up to?” you hook them for the whole speech.
The suspenseful opening is especially appropriate when
your audience is not particularly interested in hearing
about your topic. Consider this suspenseful statement:
27
Notice that by introducing the problem, alcoholism,
at the end of the statement, the speaker encourages the
listeners to contribute ideas. Whereas the listeners might
have been guessing that the problem is narcotics, the
revelation – alcoholism - is likely to be that much more
effective.
ESTABLISH CREDIBILITY AND CREATE A BOND OF

GOODWILL
Establish Listener Relevance

Even if you successfully get the attention of your
listeners, to keep their attention you will need to motivate
them to listen to your speech. You can do this by creating a
clear listener relevance link, telling about the possible reason
your speech connected to your listeners. Sometimes, your
attention-getting statement will serve this function, but if it
doesn’t, you will need to provide a personal connection
between your topic and your audience. Notice how Tiffany
improved her introduction when she created a listener
relevance link by asking her audience to consider her topic
in relation to their own lives:
Although a diet rich in eggs and meat was once the norm in
our country, more and more of us are choosing a vegetarian lifestyle
to help lower blood pressure, reduce cholesterol, and even help
prevent the onset of some diseases. So as I describe my experience,
you may want to consider how you could alter your diet.
28
When creating a listener relevance link, answer these
questions: Why should my audience care about what I am
discussing? How could they be benefited from my talk?
How my topic be related to my audience’s need for life
betterment? Etc.
State Your Thesis

Thesis statement in crucial for your speech as the
audience want to know what they are going to hear. Your
thesis statement introduces your audience to your general
goal, specific goal, and main points. Thus, for a speech about
romantic love, after gaining attention and establishes
relevance, the speaker might draw from his thesis statement
and say, “In the next five minutes, I’d like to explain to you
that romantic love is comprised of three elements: passion,
intimacy, and commitment.” It is always necessarry to make
your thesis clearly mentioned so that the listeners can get the
point of your speech straightly.
The additional goals for an introductory speech to

build your credibility and creating a sense of a goodwill.
You are lucky when someone intruduced your credibility of
the topic you are going to speak, but when it is not, you can
always inform them confidently why you deserve a stage for
your topic. The initial sentences you mentioned could
portray whether you are enthusiastic, warm, and friendly.
Infering that what you are going to share is something
surely interesting for your listeners would create a sense of
worthed time paying attention to you.
Selecting and Outlining an Introduction

Introductory speech is the most appropriate time for a
speaker to establish a relation between a speaker and his
audience. Therefore, it is fruitful to to invest time comparing
different types of openings. It is trying to have two or three
29
kinds of introductory speech and that nominate one which
you believe to be the most effective for your topic and
purpose.
For instance, when you created three introductions for

speaking on evaluating credit cards, you can first use a series
of rhetorical questions to get attention:
Have you seen the number of agencies that have showered

the campus with credit card applications? Sounds good, doesn’t it?
Take just a few minutes to fill out application, and you’ll be in
control of your economic destiny. But wait a minute. The road
down Consumer Credit Lane is not as smooth as the companies
would have you believe. Today I’m going to share with you the
criteria gained from my reading and personal experience that
you’ll want to consider for selecting a credit card. (eighty-six
words)
The second use a direct question followed by a

rhetorical question to get attention: I’d like to see a show of
hands. How many of you have been hounded by credit card vendors
outside the Student Union? They make a credit card sound like the
answer to all your dreams, don’t they? Today I’m going to share
with you the three criteria gained from my reading and personal
experience that you’ll want to consider for selecting a credit card.
(sixty-five words)
The third use a famous quotation to get attention:

P. T. Barnum once said, “There’s a sucker born every
minute.” Although Barnum wasn’t talking about signing up for a
credit card, he could have been. Banks and credit unions shower us
with incentives to get us to sign up, but we’d be wise to look before
we leap. Today I’m going to share with you the criteria that you’ll
want to consider for selecting a credit card so that you won’t end
up being one of those “suckers.” (seventy-nine words)
30
Each of these introductions is an appropriate length
for a short speech. Which one do you prefer? For her speech
about obesity, Jamie created two introductions. The first
used a personal reference for an attention getter. Notice, too,
how she established listener relevance and credibility by
citing the U.S. Department of Health and Human Services
statistic before offering her thesis statement:
Imagine a table full of all the food you eat in one week.
That’s a lot of food, right? Now, imagine eating all that food in one
day! Believe it or not, there are people who do this. This condition,
called binge eating, is contributing to a national epidemic: obesity.
According to the U.S. Department of Health and Human Services,
obesity may soon overtake tobacco as the leading cause of
preventable death. In order to reduce obesity, let’s examine the
scope of the problem and its causes followed by some practical
solutions. (ninety-two words)
Her second introduction used a startling statement

and rhetorical question to get attention:
Tom is a 135-pound male who enjoys playing computer
games and loves pizza. Sounds like an average person, right? Well,
what would you think if I told you that Tom is only six years old?
Obesity is a serious problem in our society and warrants our
attention. To prove my point, let’s examine the scope of the
problem and its causes followed by some practical solutions. (sixty-
seven words)
Your introductory speech will not make your talk an

instant success, but it can get an audience to look at and
listen to you and choose to focus on your topic. That is about
as much as a speaker can ask of an audience during the first
minute or two of a speech.
31
D. WORKSHEET/ALIGNMENT
Discuss this question in a small group and share your
thoughts to a class.
1. Understanding that the audience’s presence is not a
guarantee that they actually listen to you, what would
you do to gain your confidence speaking in public?
2. There are many ways to get attention from audience.
What is your favorite way of attention-getting? Give your
reasons.
3. What should be considered when creating a listener
relevance link?
E. REFERENCES
Thomson Higher Education
and Sellnow D. D. 2010. Communicate! 13th.Eds.
32
CHAPTER V.
CREATING CONCLUSION
MEETING-5
The conclusion of a speech defines the success of the
speaking goals. There are two major goals we are going to
discuss in this chapter: review the key ideas of the speech,
emphasize the most important message delivered, and leave
the listeners with moral lesson associated with the topic.
B. LEARNING AIMS
be able to:
1. Review the key ideas of the speech in order the audience
remembers what you have said.
2. Emphasize the most important message delivered
3. Leave the listeners with moral lesson associated with the
topic, so they will understand the importance of what
you have said or be persuaded by your arguments.
Parts of the Conclusion
Like what you have done in preparing your
introductory speech, you can prepare several concluding
speeches to select which you think could be the most
appealing. for your audience and speaking occasion. Each of
your conclusions should include a summary of your speech
goal and main points as well as a clincher, a final statement
that helps drive your point home.
33
1. Summary
An effective concluding speech should include the
main purpose of why you are speaking, and restating, in
different way, the importance of it. You can then lead the
audience with the moral message relating to the topic you
discussed to finally project the sense of closure.
Summarising of your informative speech on, ‘How to
have better time management to improve you GPA”
might be: building time awareness, listing the most
prioritized activity based on the deadline, setting time
limit for a certain activity, and starting with the most
important asignment.
2. Clincher
A clicher is one or two sentences you prepared at
the very end of your speech to leave you audience with
strong final impression of the topic you delivered.
Clinchers can be in a form of quotation, startling
statement, personal reference, prediction,
recommendation, opportunity, or even to ask provoking
rhetorical question. Very often, effective clinchers also
achieve closure by referring back to the introductory
comments in some way. Two effective strategies for
developing effective clinchers are using vivid imagery
and appealing to action. To develop vivid imagery in
your clincher, you can use any of the devices discussed
for getting audience’s attention. Here is an example of
clincher by referring back to its introductory speech,
which point could be brought home.
So, if you exercise care in examining interest rates,

annual fee, and incentives, you can choose a credit card that’s
right for you. Then, your credit card truly may be the answer to
your dreams.
34
In Tiffany’s speech about being a vegetarian, she
referred back to the personal reference she had made in
her introduction about a vegetarian Thanks-giving meal:
So now you know why I made the choice to become a vegetarian
and how this choice affects my life today. As a vegetarian, I’ve
discovered a world of food I never knew existed. Believe me, I
am salivating just thinking about the meal I have planned for
this Thanksgiving: fennel and blood orange salad; followed by
baked polenta layered with tomato, fontina, and Gorgonzola
cheeses; an acorn squash tart, marinated tofu; and with what
else but pumpkin pie for dessert!
Sounds good doesn’t it? Clinchers that foster vivid

imagery are appropriate for both informative and
persuasive speeches because they leave listeners with a
vibrant picture imprinted in their minds. The appeal to
action is a common way to end some persuasive
speeches. The appeal to action describes the behavior you
want your listeners to follow after they have heard your
arguments. Notice how David M. Walker, comptroller
general of the United States, concludes his speech on fiscal
responsibility with a strong appeal to action:
35
Jamie drove home her point about obesity by
referring back to her story about Tom and then offering
an appeal to action:
Without doubt, obesity is a serious problem that must be

addressed by examining its causes and then constructing and
implementing workable solutions. Together, we can help people
like Tom overcome obesity. If we can, we must —before it’s too
late.
By their nature, appeals are most relevant for

persuasive speeches, especially when the goal is to
motivate an audience to act.
Selecting and Outlining a Conclusion

After preparing several concluding sentences, you can
then nominate one that you
Believe can be the most suitable one to strenghten the
messge you wanted to portray to your audience. For his
short speech on evaluating credit cards, Emming created the
following three variations of summaries for consideration.
Which do you like best?
Having a credit card gives you power —but only if you

make a good choice. If you decide to apply for a credit card, you’ll
now be able to make an evaluation based upon sound criteria:
interest rates, annual fee, and incentives. Then you can ignore the
vendors outside the Student Union, knowing you’ve made the
right choice. So, if you exercise care in examining interest rates,
annual fee, and incentives, you can choose a credit card that’s right
for you. Then your credit card may truly be the answer to your
dreams. Now you see the importance of making sure that you have
examined interest rates, annual fee, and incentives before you
select a credit card. And instead of having nightmares, you’ll rest
peacefully with the knowledge that the card you selected is the best
one for you.
36
Because this first speech is relatively short, Emming
decided to end his speech with just a couple of sentences. For
speeches that are no longer than five minutes, a one- to three-
sentence conclusion is often appropriate. You’re likely to
need as much time as possible to do a good job presenting
your main points. But as speech assignments get longer,
you’ll want to consider supplementing the summary to give
the conclusion more impact. By completing Speech Planning
Action Step 4, Activity 4F, Creating Speech Conclusions, you
will develop choices for your speech conclusion. The
Student Response to Activity 4F provides an example of one
student’s response to this activity.
1. As you prepare your speech, compose three sentences
that summarise your ideas.
2. Then, nominate one sentence to be your final closure and
give reason why you are choosing it.
E. REFERENCES
Thomson Learning.
Communicate! 13th.Eds. Boston: Wadsworth, Cangage
Learning.
37
CHAPTER VI.
GAINING CONFIDENCE THROUGH
EFFECTIVE SPEECH PLANNING
MEETING -6
In this chapter you will learn to build more confidence
in your speech by taking good care of your speech planning,
to be able to speak effectively and to achieve your speaking
purpose.
B. LEARNING AIMS
After completing this session, the participants are
expected to be able to:
1. Find important steps of speech planning.
2. Gain confidence through an effective speech planning.
3. Bring a presentation structurally and confidently.
Gaining Confidence through Effective Speech Planning
As you practice the skills, you will be able to express
your ideas better and surely gain more confident. Let’s
briefly preview what you will learn in each step.
1. Design Your Speaking Purpose Appropriately

After choosing a topic that you are familiar with
and you find your purpose meaningful, you can then
deliver your speech to make your audience to accept your
ideas, to believe what you believe, or even to do things
you have been doing. Since you are giving a talk to your
classmates in your class, it is important for you to know
what topic they are interested in and how likely they
would react towards your topic, as what you have
learned in audience analysis. You also need to pay
38
attention to the speaking context: How many students are
there in your class? When is your turn to talk? Where you
are going to take your stance? What criteria will be
evaluated by your lecturer. Speaking in the same room
with your classmates, you can pay more attention on
something special in the room to make your speech
particularly different. After setting your specific goals,
and paying attention on the evaluation criteria, you can
then decide what kind of speech you are going to give: to
inform, to actuate, to persuade, to heal and so forth.
However, when you are speaking outside the class
setting, you might to pay more attention to your audience
members and to the particular event. Your specific goals
mainly reflect your interests, belief, or value that you
hold. When you choose to talk to your classmates about
how to improve time management and get better
academic score, it refflects that you are someone who
value academic performance at school.
2. Learn Your Audience’s Attitude and Adjust Yourself.

Having set a clear goal and analysed whom you are
talking to, you can then create a good connection with
your audience through your speech. You need to
establish a sense that they need your information and that
they are interested in it. One important thing is that you
also need to be able to fill their expectation. Through the
development of your ideas, you have to be able to gauge
their interest, their comprehension, and their attitide
towards your topic. This allows you to adjust your speech
to meet the need of your audience. By noting that your
audience are not familiar with your topic, for example,
you can have two ways communication and provide
basic information of your topic, even though you did not
plan to do this as you may have assumed they would
likely be familiar with it. When your audience show less
39
interest towards your topic, you may go back to the basic
logical reasons added with facts why your topic needs
attention. This is not easy adjustment but every speaker
should be able to do this in order to speak successfully.
3. Do Your Research Carefully

Everybody who is going to give a speech needs to
collect information, whether or not they are expert for the
topic they have chosen. They also need to set certain
‘emotional tone’ based on the topic and event of their
speech to deliver the ideas better. You can do this by
interviewing related people, surveying, reading and
watching trustworty source, or even merely tell your
experience. Whichever ways you did to collect the
information, it is ethically important to make that what
you say is true, valid or factual. The more knowledgable
you are about your topic, the easier for you to evaluate.
When you want to give a speech about ‘Language
development for children’, for example, and you are
actually an expert of this branch of knowledge, it
becomes much easier for you to determine if the sources
you have searched are valid or otherwise invalid.
4. Organize and Develop Ideas into a Well-Structured

Speech Outline
After nominating three to four major ideas for your
speech, the next step is to put them in a good order so
that your audience can grasp them easily. The ouline of
your speech or your thesis statement, should be recalled
again when you summarizing your speech in the end.
The way your organise your ideas, or your speech
outline, would eventually influence the cohesion of your
overall speech. When you apply cronological order, for
example, you just simply organise your step from the
beginning to end. Sometimes, however, you can better
40
arrange your speech in a topical order. This you deliver
your speech based on the order of headings or sub
headings. By considering this organisation when
planning your speech, it can make your delivery more
effective. Your outline only contain a full setence each
without elaboration. This helps you to get back on track
easily when you get lost in the middle of your speech. It
also helps you avoid reading which eventually create a
sense of speaking naturaly and spontaneously. The next
step is to ouline your introduction and conclusion.
The job of introductory speech is to raise the

audience interest, to grab their attention, and to make
them mindfully ready to pay attention towards your
speech as a whole. Your introduction is effective when
your audience accept you to be their pilot on their plane.
Whereas in your conclusion you need to restate the most
important point and your speech purposes by reviewing
what you have mentioned early in your speech. You want
your last message be brought home by the audience.
Your outlines help you develop your ideas logically and
clearly. The longer your speech, the more complex your
outline is. Eventhough expert speakers often give
effective and staging speech from a mental outline, many
novice speakers are benefited from the discipline of
organizing and developing a complete speech outline.
5. Prepare the Most Appropriate Visual Aids

It is really important for you to consider what
visual aid to help you convey the message in your speech
better. It clarifies, emphasizes, or dramatizes the points or
ideas you want to share. The audience will not only listen
to what you say, but also see pictures, graphs, charts,
models during your speech or presentation. This would
help you share information or ideas more effectively. As
41
you get ready to practice your speech, make sure you
consider when to use visual aids, how long to use them,
and how to show visual aids so that every-one can see
them. Likewise, a very brief excerpt from a song, film, or
television program can sometimes capture your intent
more succinctly than words alone.
6. Practice Delivering Your Speech

After outlining your speech, you need to practice
delivering your speech. Knowing the background
information for whom you are speaking to, it is now
important for you to consider which level of language
you are going to use. Good speaker should be able to
grade their language in order the audience understand
what they are trying to convey. Some evaluation
questions you might ask yourself are: Have I delivered
my ideas clearly and vividly? Have I been able to
emphasized my ideas using appropriate words that best
suit my audience? Important to note that your word
choices would eventually make up microstructure of
your speech. Your speaking effectiveness is also
influenced by the way you maintain your voice and body
gestures. It is always important for a speaker to project a
positive attitude when speaking, like showing how
enthusiastic you are and how you feel that what you are
delivering is something really worth listening. You can
vary your speech stress and intonation, and manage good
eye contact. These skills do not come in a night, but
through repeated practices and experiences to eventually
be able to speak comfortably with well projected goals.
Remember never try to memorize your speech because it
will only make you more nervoues especially when you
forget what you are supposed to say. Practicing your
speech until the messages you want to convey are firmly
in mind, while trying to alternate the way you deliver it.
42
Repeated practices allow you to feel comfortable with
your main ideas, the visual aids you use, and the
transition from one sub-idea to another.
1. Answer these questions according to your personal
experiences?
2. What is the most important step you need to emphasize
to yourself?
3. What will you do to understand your audience and adapt
to it?
E. REFERENCES
Thomson Learning.
Communicate! 13th Eds. Boston: Wadsworth, Cangage
Learning.
Sargeant, Howard. 2007. Basic English Grammar for English
Language Learners Book 2. Irvine: Saddleback
Educational Publishing, Inc.
43
CHAPTER VII.
STRATEGIES OF INFORMATIVE
SPEECH
MEETING-7
The main goals for an informative speech are to
inform particular subject knowledge so that the audience
understand. In aiming this particular goal, as a speaker you
should design the delivery method in order them to
understand better. The method ranges from personal
experience or research, into an easy conversational type
depending on your audience background knowledge about
the subject.
B. LEARNING AIMS
be able to:
1. Recognize the characteristics of good informative
speaking.
2. Use appropriate strategies to help listeners understand
and remember speech
An informative speech is a speech which goal is to
explain or describe facts, truths, and principles in order to
generate interest, facilitate understanding, and increase the
likelihood of remembering. In brief, an informative speech is
aimed to educate an audience. Thus, most lectures that your
instructors present in class are classified as informative
speeches (although, as you are aware, they may range from
excellent to poor in quality).
44
The Nature of Informative Speaking
Informative speaking is inherently different from
other speech forms such as speeches that are designed to
persuade, to entertain, or for special occasions. When your
goal is to inform your audience, you face some unique
challenges to gain and sustain the attention of your listeners,
as well as to get them to retain the information. These can be
successfully met if you attend to the five characteristics of
effective informative speaking and develop your speech
with these in mind.
Characteristics of Effective Informative Speaking

1. Intellectually Stimulating
Information will be perceived by your audience as
‘intellectually stimulating’ when it has a novelty for
your audience which is told in a way that stimulate
curiosity and excite their interest. Novelty means when
the vast majority of your listeners are unfamiliar with the
topic you are presenting, or the way you deliver the
familiar topic with deeper consideration.
If your listeners are not yet knowledgeable about

your topic, you should consider how you might be able to
raise their natural curiosity. Imagine you are an
anthropology major who is interested in early human
forms, not an interest that is widely shared by most
members of your audience. You know that in 1991 a 5,300-
year- old man, Ötzi, as he has become known, was found
perfectly preserved in an ice field in the mountains
between Austria and Italy. Even though it was big news
at the time, it is unlikely that most of your audience
knows much about this. However, you can draw on their
natural curiosity as you present the speech “Unraveling
the Mystery of the Iceman,” in which you describe
scientists’ efforts to understand who Ötzi was and what
happened to him.
45
If your listeners are otherwise knowledgeable
about your topic, you could identify furthur information
which is probably new to them. Begin by asking yourself:
What about my topic do listeners probably not know?
Then consider depth and breadth as you answer the
question. Depth has to do with going beyond people’s
general knowledge of the topic. Jen considered depth in an
informative speech about psychics. Most listeners know
that psychics claim to predict the future, but they know
little about the methods psychics use. So Jen focused on
these methods and their roots in astrology, astronomy,
and numerology. Breadth has to do with looking at how
your topic relates to associated topics.
So whether your topic is known or unknown by

your audience, your particular challenge is to specifically
set a goal and develop your speech in a way that makes it
“new” to them so that your audience feel receive
something new from you.
2. Relevant
It is important that the new information or insights
you share are tied directly to listeners’ needs and desires.
Don’t assume your listeners will recognize the relevance
of the information. Incorporate listener relevance links—
information that clarifies how a particular point may be
important to listeners — throughout the speech. One way
to come up with listener relevance links is to ask yourself
how knowing the information might affect your listeners
directly. How would it make them happier, healthier,
wealthier, and so forth? Another way is to compare an
unfamiliar topic with something the audience is familiar
with and that they feel is relevant to their lives.
46
3. Creative
Creativity is the ability to generate genuine idea
and insight. Creative inspiration is really just the product
of perspiration. Creativity springs from raw informational
material, time, and productive thinking. To build creative
informative speeches, begin with lots of research. The
more you learn about the topic, the more likely you will
have creative ideas to think about. If all you know about
your topic is just the information that fills the time you are
allotted, how can you think creatively about it? If you
have read only one story, located one set of statistics, or
consulted one expert, how can you do much more than
present this material? Speakers who present information
creatively do so because they have given themselves lots
of supporting material to work with.
For the creative process to work, you have to give

yourself time. If you finish your outline an hour before
you are to speak, you are unlikely to come up with
creative ideas for maintaining audience interest. 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
daydreaming. So a simple way to increase the likelihood
that you will develop creative ideas is to allow yourself to
complete your outline with sufficient timing before your
speech. Then you will have time to consider how to
present your ideas creatively. Productive thinking
happens when we are able to think a topic from various
perspectives. Then, with numerous ideas to choose from,
the productive thinker selects the ones that are best suited
to a particular audience. In an article “Thinking Like a
Genius,” available through InfoTrac College Edition,
author Michael Michalko describes eight specific
strategies that can be used t become a productive thinker.
47
4. Memorable
Your speech is said to be informative when your
audience gains a lot of new information from you. As the
audience is likely to remember only a small part of what
they hear, it is your responsibility to decide what they
should remember, so that you may want to use various
delivery method to emphasize your point. Effective
informative speeches emphasize the specific goal, main
ideas, and key facts so that listeners can store the
information in a long period. For example, you might use
presentational aids, vivid language, repetition, figures
and structures of speech, or humor. Any of these
techniques can pique listener interest as you move
through your informative speech.
5. Addresses Diverse Learning Styles

Consider how you might address the feeling
dimension through vivid imagery that evokes emotions
or through supporting material of actual experiences
you’ve had. Likewise, you can address the watching
dimension by using visual aids and by using appropriate
facial expression and gestures. You can address the
thinking dimension through clear macrostructure as well
as definitions, explanations, and statistics. Finally, you
can address the doing dimension by providing your
listeners with an opportunity to do some-thing during the
speech or afterward. Rounding the cycle ensures that yo
address the diverse learning styles of your audience and
make the speech understandable, meaningful, and
memorable for all. To help you round the cycle, not in
your speech outline where and how you address each
dimension.
48
Answer the questions below correctly according to the
content of material description and your understanding
towards the reading.
1. What should you do if your audience is not
knowledgable about your topic?
2. What should you do if your audience is knowledgable
about your topic?
E. REFERENCES
Thomson Learning.
Communicate! 13th
Eds. Boston: Wadsworth, Cangage Learning.
49
CHAPTER VIII.
METHODS OF INFORMING
MEETING-8
This chapter explains each method of informing that
might be used in developing speeches and describes two of
the most common types of informative speeches: process (or
demonstration) speeches and expository speeches.
B. LEARNING AIMS
be able to:
1. Recognize process (or demonstration) speech type.
2. Recognize expository speech type.
3. Choose appropriate methods to develop an effective
informative speech
Methods of Informing
1. Describing Method
Description method is “the informative method
used to create an accurate, vivid, verbal picture of an
object, geographic feature, setting, event, person, or
image”. This method usually answers an overarching
“who,” “what,” or “where” question. If the thing to be
described is simple and 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. You have to describe your speech completely
and thoroughly, so that your audience could grasp your
message clearly. A description of the Sistine Chapel might
50
go from the floor to the ceiling; a description of a painting
might proceed from foreground to background, left to
right, or top to bottom; and a description of the heart
might begin by explaining how the outside appears
before discussing the chambers of the interior. However,
the description proceeds, it is important that your
description is orderly and does not jump around, thus
helping the audience to systematically “see” the thing
you are describing.
2. Defining Method
Definition method is “a method of informing that
explains something by identifying its meaning”. There
are four practical ways you can explain what something
means. First, you can use the definition of a word by
distiguishing its particular meaning from the associated
context. Second, you can use the word’s derivation to
allow people know its root. Next, you can use
explanation or its function; and the last one, which
perhaps the simplest, you can distinct a word by
mentioning its synonym or antonym.
3. Comparing and Contrasting

Comparing and contrasting is a method of giving
information by emphasizing on how thing is similar to
and different from others.
4. Narrating
Narrating is a way of informing something by
emphasising the flow of the events. Narration of
autobiographical or biographical events, myths, stories,
and other accounts can be effective ways to explain an
idea. Narrations in general come in four parts: orientating
the listener to the setting time and place, as well as its
characters; the flow of events which lead into a
complication or problem, including details that enhance
51
the development; narration which discusses how the
complication affected the main character in the narrative.
Last but not least is the narration recounts how the
complication was solved. The characteristics of a good
narration include a strong story line; use of descriptive
language and detail that enhance the plot, people, setting,
and events; effective use of dialogue; pacing that builds
suspense; and a strong voice.
Narrations usually is presented in a first (I or we),

second (you), and third (he, she or they) person voice.
When you use first person, you report what you have
personally experienced or observed, using the pronouns
“I,” “me,” and “my” as you recount the events. When
you use second person, you place your audience “at the
scene” and use the pronouns “you” and “your.” Second
person narration can be effective because it asks the
audience to recall an event that has happened to them or
to become an “actor” in the story being told. Third
person narration uses pronouns like “he,” “her,” and
“they.” The effectiveness of third person narration will
depend on how much your audience can identify with
key people in the story.
5. Demonstration
Demonstration method is an informing method by
demonstrating step by step of how something is done or
achieved. Demonstrations range from very simple with a
few easy- to-follow steps (such as how to iron a shirt) to
very complex (such as demonstrating how a nuclear
reactor works). Regardless of whether the topic is simple
or complex, effective demonstrations require expertise,
developing a hierarchy of steps, and using visual
language and aids. In a demonstration, your experience
with what you are demonstrating is critical. Expertise
52
gives you the necessary background to supplement bare-
bones instructions with personally lived experience.
During a demonstration, you speak from that experience
as you guide your audience through. In a demonstration,
you organize the steps simply and orderly so that people
listening to you could easily and accurately remember the
sequence. Suppose you want to demonstrate the steps in
using a touch-screen voting machine. If, rather than
presenting fourteen separate points, you group them
under four headings —(1) get ready to vote; (2) vote; (3)
review your choices; (4) cast your ballot — chances are
much higher that the audience will be able to remember
most if not all the items in each of the four groups.
Common Informative Macro-Structural Frameworks

1. Process Speeches
Process speeches depicts and describes how
something is undertaken, is created, or operates. For
instance, a loan officer might explain the steps in
applying for a mortgage, an engineer might explain the
newest design for a turbojet engine, or an author might
discuss the process of writing a book. In order to explain
proccess effectively, speakers have to carefully outline a
certain steps regarding how they occur. Then, they have
to elaborate every step clearly. Sometimes, real
demonstration is needed in process speech to easy the
audience understanding. However, when this is not
possible, the use of visual aid would help better delivery.
In a speech on making iron, it would not be practical to
demonstrate the process; however, a speaker would be
able to greatly enhance the verbal description by showing
pictures or drawings of each stage. Steps are the most
important point in this type of speeches. The organization
should be in order to reduce the complexity of the
message and to strengthen the effectiveness of the speech.
53
2. Expository Speeches
An expository speech usually presents complex
information relating to a cetain topic that is thoroughly
studied. For example, “Understanding the Health Care
Debate,” “The Origins and Classification of Nursery
Rhymes,” “The Sociobiological Theory of Child Abuse,”
and “Viewing Gangsta Rap as Poetry” are all topics on
which speaker could give an interesting expository
speech. Lengthy expository speeches are known as
lectures. In this section, we describe four kinds of
expository speeches.
Expository speech needs the speakers to use

extensive research base to prepare their presentation.
They can use certain organizational pattern for their
speech so that the audience can easily understand the
topic discussion. Also, it is important to vary the
informative methods to gain the continual attention from
the audience, and to allow them clearly comprehension of
the material presented. Even college professors who are
experts in their fields draw from a variety of source
material when they prepare their lectures. So they will
need to acquire their information from reputable sources.
Then, as they are speaking, they will need to cite the
sources for the information they present. Some speakers
do it in the form of oral footnotes (mentioning where they
gain the information from as they are speaking). In this
way, you can establish the trustworthiness of the
information you present as well as strengthen your own
credibility.
Expository speakers also must choose an

organizational pattern that is best suited to the material
they will present. Different types of expository speeches
are suited to different organizational patterns. It is up to
54
the speaker to arrange the main points of the speech
thoughtfully so that they flow in a manner that aids
audience understanding and memory. Finally, a hallmark
of effective expository speaking is that it uses various
methods of informing for developing material. Within one
speech, you may hear the speaker use descriptions,
definitions, comparisons and contrasts, narration, and
short demonstrations to develop the main points.
Expository speeches include those that explain a political,
economic, social, religious, or ethical issue; those that
explain events or forces of history; those that explain a
theory, principle, or law; and those that explain a creative
work.
Make a speech topic and choose one most appropriate
method for your speech according to the material
description and your understanding towards the reading!
E. REFERENCES
Thomson Learning.
Communicate! 13th Eds. Boston: Wadsworth, Cangage
Learning.
55
CHAPTER IX.
PERSUASIVE SPEECH
MEETING – IX
In this chapter, you will study about persuasive
speech. Persuasive discourse is not only in a written form but
also in a spoken form. People can persuade others through
persuasive speech in order to make them believe towards a
particular thing. Therefore, it is essential to know what
persuasive speech is likely to be.
B. LEARNING AIMS
After completing the lesson, the participants are
expected to be able to:
1. Understand the definition and objective of persuasive
speech.
2. Recognize two conflicting views of persuasive speech.
3. Consider the core steps to prepare a persuasive speech
The main aim of a persuasive speech is to get the
attendees to agree with what the speaker is advocating. A
dispositional persuasive speech is designed to influence
listeners' disposition toward the topic—that is, their beliefs,
viewpoint, and/or life principles.
The first point in preparing a compelling yet ethical

persuasive speech is to analyze your target audience to
determine where they stand with regard to your topic so you
can decide whether convincing or actuating that is most
appropriate.
56
An audience may be opposed to the proposition, have
no opinion (because they are uninformed, impartial, or
apathetic), or be in favor. Generally, if the target audience is
opposed to your proposition, seek incremental change. If
they have no opinion, seek agreement. If they are in favor,
seek action.
Well-organized persuasive speech could be obtained

with several ways:
1. Choose Your Topic Carefully
What to consider when choosing your topic:
a. It should be something important for you
b. You can adjust the length of time according to your
need
c. Your topic should have at least two conflicting views
d. Topic you already know a lot about.
Speaking to Persuade – You want to deliver you

belief to people listening to you. You want them embrace
to belief or the value that you hold. You do not need them
to do any action but you want them to agree with your
ideas. When your audience initially disagree with your
ideas and your speech are able to change their belief
means you have successfully done you persuasive
speech.
Speaking to Actuate – You expect the attendees to

go one step past agreement to take a particular initiative.
First, you must convince them of the merits of your ideas;
then you want to actuate them-move them to real deed.
2. Firmly state your position

Your thesis statement, a clear position of your
claim, should be considered from these three following
points:
57
a. Value – whether something is desirable, important,
useful or not. It unethical, for instance, to exploit
children to beg money on the streetside due to
family’s financial challenge.
b. Fact – whether something is true, real, or actual. We
cannot say to our audiece that nuclear energy source is
safe to use as it is agains the factual research.
c. Policy – whether something against the principle or
not. Whether certain drugs could be legalized or not, it
depends on the country policy of where you are
speaking.
3. Identify Your Listeners Behavious Through Their

Response Continuum.
When you do intial survey to start your persuasion
using likert scale consisting from strongly disagree to
strongly agree, and your audience fall mainy into agree
and strongly agree, than you would not need to invest
your time persuading them.
You can save your time and continue to the next

step of plan on your speech.
In general, there are three reasons why your

listeners do not have any opinion about your topic of
speaking:
There are three reasons an audience may have no

opinion about a topic:
a. They are not knowledgeable enough about your topic,
and in this case you have to make an informative
speech before persuading them.
b. They are in the neutral position. They might have
sufficient ideas within two conflicting views and that
they are able judge things more wisely. It also might
58
have been the speaker who has provide logical and
trushwothy sources.
c. They are somtimes apathetic. This discouragement
sometimes needs only a little amount of motivation or
otherwise the speaker should motivate them strongly.
If your listeners are slightly against you, you have

to approcch them directly by giving knowlegeable
reasons and evidence that your statement in indeed
valueable, factual and respecful. If you find some of your
listeners are confrontational, then you should be able to
quickly find a way out to lead his attitude to understand
your claim.
4. Brainstorm Your Ideas and Create a Cohesive Outline.

Thank you to the advancement of the technology
which makes your job easier in searching the source of
information you need for your speech. However, finding
a credible and qualified source is more challenging as we
have to pay certain attention like who publish the
material and do they have authority towards the
resources we use as our references. Choosing publishers
from reputable universities and other credible scientific
article would be good choices.
You can then draw a thorough order from your

finding to eventually produce a cohesive outline or your
speech.
5. Research.
A good preparation of speech is that when you are
able to compile thorough information and factual support
from both side of a topic. It is also important to consider
your audiece and always manage to address them while
carrying your topic.
59
6. Decide The Structure You Want to Use in Your Speech
Structuring your speech is really important part of
the planning, and it will be discussed completely in the
next chapter.
7. Prepare Your Introductory and Concluding Speech.

Introductory speech is a momentous for every
speaker. The first sixty second is a critical time when you
can gain the attention from your listeners or not. Starting
your speech with a sentence that they might not have
heard would raise their curiosity. Saying like “It’s a
pleasure to be here,” can just sound so mundane as they
often hear the same words from many other speakers.
Instead, you may begin your talk with some unexpected
like hilarious quotation, funny story or stunning statistics
dependending on the emotional tone of your speech.
Where as the job of the concluding speech is to connect
what you stated in the introduction to your statement
here. Provide them with a strong message they can bring
home that call them to action is the final of persuasive
speech.
8. Build Your Authority and Credibility.

The way you can achieve the sense of authority and
show that you are credible can be done by providing facts
from your careful research. Keep your information in the
same perspective of your audience as you have done
analysis in advance. Share your point in a general view
and avoid adressing negative claim to a certain group or
person. Inform clearly how you gained the finding.
9. Provide Visual Aids & Cue Cards

By providing visual aids for your speech, you
should be able to deliver your message better and clearer.
Whereas cue cards help you focus on what you are
60
planning to say. They guide you and keep you on tract.
Your cue cards should only in a form of keywords which
your can tract them easily when you about go astray.
10. Practice, Practice, Practice!

Practicing your speech in front of a mirror, family
members or best friends would give you opportunities to
visualize your speech closer to reality. Speaking in front
of a camera and do some evaluation from it would also
allow to do better in your real speech. The more you
practice, the more you feel ready and gain more
confident.
1. In persuasive speech, there are two conflicting views.
What are they?
2. Explain briefly what the best organizational pattern is for
you!
E. REFERENCES
and Sellnow D. D. 2010.Communicate!
Thirteenth Edition. Boston: Wadsworth, Cangage Learning.
Hamilton, C. 2013. Communicating for Results: A Guide for
Business and the Professions. Stamford: Cengage
Learning.
http://landofhoz.com/For%20Students/Articles/How%20to%
20Write%20an%20Outline%20for%20a%20Persuasive%
20Speech.pdf derived at March 23, 2016 at 6.51 p.m
61
CHAPTER X.
ORGANIZATIONAL PATTERN
OF PERSUASIVE SPEECH
MEETING – 10
In this session, you will learn about the organizational
pattern of persuasive speech. Some common organizational
patterns of persuasive speech are Problem Solution,
Compare and Contrast, Cause and Effect, and Motivated
Sequence.
B. LEARNING AIMS
be able to:
1. Recognize organizational patterns of persuasive speech
2. Determine the most appropriate organizational pattern
for a persuasive speech.
3. Present a persuasive speech structurally and confidently
Problem Solution
Problem Solution is commonly known pattern that the
speaker intially describe differrent aspects the problem(s)
with evidence as supporting facts, and followed by
identification of potential solution(s) which they believe to
be the most effective. The purpose of this pattern is to
convince the audience that action(s) need to be taken. By
making better awarnesn towards certain problem(s), the
audience are expected to change point of view or reaction,
regarded as solution(s). One example of this problem
solution pattern is when you want to make your audience
aware that using individual vehicle for work is worsen the
62
transportantion problem in the central city like Jakarta. This
action contribute more impact towards traffic congestion, air
and sound polution, as well as increasing stress on the road.
You, then, want your audience change their opinion by
believing that using public transportation and arranging car-
sharing program help reduce the problem. Going to work by
bike, moreover, not only help reduce the traffic but also gain
a physical and psychological health benefits.
Compare and Contrast

This pattern helps organize your speech when you
want to tell the similarity and the differences of two or more
things. This pattern is effective when you want your
audience understand better about one subject and its
relation to another or others. When your audience are
familiar with one topic, you can compare or contrast it with
another topic to shed a light on it. When you want to help
your high school students to take decision whether continue
directly go to university or do a-year volunter work, for
instance, you can compare and contrast both plans. Going
straight to the university after completing high school give
the students faster opportunity graduate a year faster, then,
to get a job, and start a family. Whereas taking a-year of
volunteer work would help them discover the major they
interested the most, gain ealier working experience which
can sharpen their analythical thinking, and to optain more
confident in doing their academic achievement.
Cause and Effect

This organizational patter works best when you want
to show different causes and effects of certain issue. The
purpose of this pattern is that when you want your audience
undertand the crucial relationship between two things, like
littering and the flood, and you want them to help contribute
taking action to solve a problem. There are two methods to
63
this pattern: block format and point by point. Block format
allows you to divide the outline into two sections consisting
of causes and effects; wherreas point by point enable you to
devide the outline according to the variety causes, which
cause is directly followed by the effect. When you want to
conduct a speech about global warming by using point by
point format for example, you can start with mentioning the
common cause like human activities that bring the effect of
emiting carbon dioxide from vehicles. You can then follow
your speech by mentioning the second cause of global
warming such as increasing the industrial activity which
brings a serious impact of more carbon dioxide from
burning fuel to operate factories.
Monroe’s Motivated Sequence

The purpose of Alan H. Monroe’s motivated sequence
is to help speakers ordering the materials and creating the
motivational speech organisation pattern as a whole. This
problem-solution speech is to urge the audience to directly
act, hence it is important to provide logical emotional
reasons. The steps are elaborated as in the following table:
Attention - There are three specific parts to win the

audience’s attention: a strong attention grabber, clear topic
introduction, clear explanation why the audience should
care about the topic.
64
Needs - Monroe conceptualize a need or problem into
four specific parts (statement, illustration, ramification, and
pointing): clear and concise statement, one or more examples
to illustrate the need, provide some kind of evidence which
shows how the problem is strongly related to them
personally.
Satisfaction - According to Monroe (1935) the speaker

sets solution to the problem within five steps (statement,
explanation, ttheoretical demonstration, practical experience,
meeting objections). At the beginning, the speaker needs to
clearly state the attitude, value, belief, or action they wish to
be accepted. Then, clearly tell the audience his ultimate goal.
Second, the speaker provides a solid argument for why
audience should accept their proposed solution. Third, the
needs to show how the solution they have proposed meets
the need or problem. Fourth, to help with this theoretical
demonstration, the speaker needs to refer to practical
experience, which includes examples showing that the
proposal has worked elsewhere. Research, statistics, and
expert testimony are all great ways of referencing practical
experience. Lastly, speaker responds to possible objections.
Visualization - This step, the speaker has the listeners

to visualize a future where the need has been met or the
problem has been solved. The speakers may provide the
listeners strong logical reasons why accepting a specific
attitude, value, belief, or behavior could positively affect the
future and benefit them.
Action - The final step, action, the speaker asks an

audience to approve the speaker’s proposal. For
understanding purposes, the speaker breaks action into two
distinct parts: audience action and approval. Audience
action refers to direct physical behaviors a speaker wants
65
from an audience. While approval involves an audience’s
consent or agreement with a speaker’s proposed attitude,
value, or belief.
1. In persuasive speech, there are two conflicting views.
What are those?
2. Mention steps of preparing a persuasive speech that you
think the most important. Give your reasons.
E. REFERENCES
Thomson Learning.
Verderber, R. F., Verderber K. S., and Sellnow D. D.
2010. Communicate! Thirteenth Edition. Boston:
Wadsworth, Cangage Learning.
Learning.
66
CHAPTER XI.
SPEECH TO ACT
MEETING – 11
This session will concern onto a particular type of
persuasive speech, the speech to actuate, which moves
beyond affecting audience beliefs and attitudes and
motivates the audience to act.
B. LEARNING AIMS
be able to:
1. Present convincing arguments for your audience to
motivate the audience by explaining how taking the
action.
2. Recognize three organizational patterns especially suited
to speeches to actuate.
3. Identify and articulate incentives for audiences.
Understanding How Incentives Motivate Behavior
An incentive is a reward that is promised if a
particular action is taken or goal is reached. Incentives
encourage us to act. Incentives can be physical rewards such
as food, shelter, and money. They can be psychological
rewards such as positive self-concept and peace of mind.
They can be social rewards such as acceptance, status, and
popularity. Regardless of the type of incentive offered, if a
person values it, that person will be motivated to take goal-
related actions.
67
Suppose you hear a speech whose goal is to motivate
you to recycle aluminum cans. The speaker uses the incentive
that you can earn a penny a can by taking aluminum cans to
the local recycling center. Would hearing that you could
earn a penny per can be an incentive for you to recycle? It
depends. If you were destitute and hungry, you might go
home, disassemble the soda pop can pyramid you and your
roommate have built in the living room, take the cans to the
recycling center, and head to the local market to get some
food. In this case, the money offered for recycling was an
effective incentive that motivated your action. Suppose,
however, that you are not destitute. Even if you have lots of
easy access to cans, a penny a can may not be enough to
propel you into act-ing. However, pointing out that you can
contribute to saving the environment by recycling might be
an effective incentive to you. As a speaker, then, you must
show your audience that the time, energy, or money
investment for behaving as you suggest is small when
compared to the rewards to be gained from acting.
Using Incentives to Meet Needs

Why was the penny a can an incentive to the hungry
person and not an incentive to the saved person? Because we
make our cost – reward decisions based on our needs.
Incentives are likely to motivate people when they satisfy a
strong but unmet need. Various ways of categorizing needs
have been developed to help us understand types of needs.
One of the most widely recognized is Maslow’s hierarchy of
needs. Abraham Maslow divided people’s needs into five
categories, illustrated in Exhibit below:
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(1)physiological needs, including food, drink, and life-
sustaining temperature; (2) safety and security needs,
including long-term survival and stability; (3) belongingness
and love needs, including the need to identify with friends,
loved ones, and family; (4) esteem needs, ego gratification,
including the quest for material goods, recognition, and
power or influence; and (5) self-actualization needs,
including the need to develop one’s self to realize one’s full
potential and engage in creative acts. Maslow believed that
these needs were hierarchical; that is, your “lower-order”
needs had to be met before you would be motivated by
“higher-order” needs. The hierarchical nature of needs is
still debated because there is evidence that at times some
people will sacrifice lower-order needs to satisfy higher-
order ones. Nevertheless, as a speaker, if you can tie the
incentives that accompany your proposal with unmet
audience needs, you will increase the likelihood that the
audience will take the action you are proposing.
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Let’s see how this could work in the volunteering for
literacy speech with a college student audience. Suppose that
during the speech you point out that people who volunteer
thirty hours or more a year receive a recognition certificate
and are invited to attend a private dinner with the stars of
the hot band that will be headlining the big spring campus
concert. After announcing this, you add, “I know that while
most of you care about literacy, you’re thinking about what else
you could do with that hour. But the really cool part of spending
your time as a literacy volunteer is that not only will you feel good
about yourself because you have improved someone’s life, but you
also will be able to list this service and recognition on your résumé.
And as a bonus, you’ll get to brag to your friends about having
dinner with several celebrities.” In the first part of this short
statement, you have enumerated three incentives that are
tied to volunteering: a physical incentive (an award
certificate), a psychological incentive of enhanced self-
concept (I feel good about myself because I have helped
someone else), and a social incentive (having dinner with an
elite group and meeting celebrities). In the second part, you
have also tied each incentive to a need that it can satisfy.
With an enhanced résumé, people are likelier to get jobs that
provide money for food and shelter. If by helping someone
else we feel better about ourselves, then we have met a self-
actualization need. And by attending the private dinner, we
might satisfy both esteem needs and belongingness needs.
As you prepare your speech, you not only want to

understand the needs of the audience and the incentives that
are attached to acting as you suggest, but you also need to
understand what the action you are proposing will cost the
audience and how this cost may result in increasing a need.
In your speech, you will want to address how the incentives
you highlight will compensate for the cost or will result in
the need that is threatened being fulfilled in an alter-native
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way. For example, in the literacy speech, one obvious cost is
the hour of free time each week, which might take away
from time audience members currently spend with their
friends. This could threaten their belongingness need.
To address this concern, you might point out, “Now I

know you might be con-cerned about the time this will take away
from your friends, but rest your mind. Not only will your friends
understand and admire you (esteem need substitute for
belongingness), but at the Literacy Center, you’re going to have
time before the tutoring starts to meet other volunteers
(belongingness) and they are some really cool people (esteem). I
know a couple who just got engaged, and they met through their
volunteering (big-time belongingness).”
If you discover that you cannot relate your material to

basic audience needs, then you probably should reconsider
what you are asking the audience to do. For example, if you
discover that most of your audience members are
overcommitted and have no time to take on an additional
volunteer activity, then it is unrealistic to ask them to
volunteer an hour a week. But you may be able to persuade
them to donate a book or money to buy a book for the liter-
acy library. Finally, if your incentives are to motivate your
audience, the audience must be convinced that there is a
high likelihood that if they act as you suggest, they will
receive the rewards. It is important, therefore, that you
discuss only those incentives that you have strong reason to
believe are closely tied to the action you are requesting and
are received by almost all people who act in the
recommended way. Although there is an annual award
given to the literacy volunteer who has donated the most
time that year, mentioning this in your speech is unlikely to
motivate the audience because only one person receives it,
and the cost is very high. So, when you want to move an
71
audience to action, you need to understand their needs and
explain the rewards they can receive by taking the action
you suggest. You also need to make sure that the incentives
you mention fulfill unmet audience needs.
1. Why incentives are important?
2. Make a speech topic and mention incentives you are
going to say to your audiences!
3. Why is it necessary for a public speaker to understand
Abraham Maslow’s theory?
E. REFERENCES
Thomson Learning.
Learning.
72
CHAPTER XII.
ORGANISATIONAL PATTERN
OF SPEECH TO ACT
MEETING – 12
This session will concern on organizational pattern of
speech to act as a further explanation from the previous
chapter.
B. LEARNING AIMS
be able to:
1. Identify a speech with problem-solution pattern.
2. Identify a speech with problem-cause pattern.
3. Identify a speech with motivated sequence pattern.
4. Determine a appropriate pattern for any particular
speech.
The Problem-Solution Pattern
A problem-solution pattern explains the nature of a
problem and proposes a solution. A problem-solution
pattern can be used with any persuasive speech, but it is
particularly useful when listeners may be unaware of the
problem or how they personally can work toward a solution.
A speech to actuate organized with this pattern usually has
three main points. The first examines the problem, the
second presents the solution(s), and the third suggests what
action the listener can take. To convince the audience that
there is a problem, you will need to explore the breadth and
depth of the issue, as well as provide listener relevance links.
You provide breadth by showing the scope or scale of the
73
problem, for example, the number of people it affects and
proving upward trends over time, including forecasted
trends if the problem is not solved. You might provide depth
by showing the gravity of the problem. Both breadth and
depth may be described through stories and startling
statistics.
When you describe the solution, you should be

detailed enough for the audience to understand how and
why it will solve the problem. The call to action should
provide your audience with specific steps that they can take
to help implement the solution(s). A problem-solution
organization for a speech on reducing gun violence might
look like this:
1. Gun-related violence is a serious problem that affects us
all. (statement of the problem)
a. Gun-related violence occurs in urban, suburban, and
rural communities and across the country. (breadth)
1) Most recent law enforcement statistics on gun-
related violence in the U.S.A.
2) Most recent law enforcement statistics on gun
violence in Arizona.
3) An example of gun violence in Tempe. (listener
relevance link)
b. The consequences of gun violence include injury,
disability, and death. (depth)
1) Statistics on gun-related injuries.
2) Story of gun-related disability in people like the
audience mem-bers.
3) Statistics on gun-related deaths.
4) Story of local family who died in gun-related
murder-suicide.
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2. Our state legislatures and the U.S. Congress should pass
measures to reduce gun violence.
a. Tighten gun ownership requirements.
1) Require background checks at all sales points.
a) Both public and private sales.
b) Checks for both criminal background and
evidence of mental illness.
2) Require “proof of competence” testing for gun
licensure like vehicle licensure.
a) Evidence of gun safety procedure knowledge.
b) Evidence of marksmanship.
3) Require periodic relicensing of both guns and
owners.
b. Increase criminal penalties associated with violation of
gun laws.
3. You should e-mail, write, or call your state and national
representatives to urge them to support measures to
reduce gun violence.
a. Bills currently pending in the state legislature.
b. Bills currently pending in Congress.
The Problem-Cause-Solution Pattern

The problem-cause-solution pattern is similar to the
problem-solution pattern but differs from it by adding a
main point that discusses the causes of the problem and then
proposes a solution designed to alleviate those causes. This
pat-tern is particularly useful for addressing seemingly
intractable problems that have been dealt with
unsuccessfully in the past as a result of treating symptoms
rather than underlying causes. In speeches to actuate, the
problem-cause-solution main points are followed by a fourth
main point that calls the audi-ence to a specific action.
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Margaret, who lived near a landfill and was concerned
about waste overflow, wanted to convince her audience that
they should recycle their garbage. As she researched the
problem of overflowing landfills, she noticed that recycling
was catching on nationally and that, according to 2005
statistics, 32 percent of solid waste was recycled compared to
54 percent, which went into landfills, and 13 percent, which
was burned. She also read articles about communities whose
recycling rates were higher than average and concluded that
the key to increas-ing recycling was to make it easy and
convenient. So she developed a problem-cause- solution
speech to actuate that looked like this:
1. Solid waste disposal is a problem.

a. Landfills are overflowing.
b. Recycling, while growing, is not widespread in our
community.
2. Causes for recycling resistance.
a. Confusion about proper recycling procedures.
b. Lack of recycling containers.
c. Infrequent recycling pickups.
3. Solutions to overcome recycling resistance.
a. Promotional mailers and periodic reminders mailed to
each residence to clarify and reinforce local recycling
procedures and to communicate changes in local
recycling programs.
b. Grade-appropriate educational material used in local
classrooms.
c. Free recycling containers delivered to each residential
address with additional containers available at
convenient locations.
d. Increased frequency of pickups planned for and
implemented as recycling becomes more pervasive.
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4. Audience actions.
a. Call your local waste management agency and inquire
about recycling policies and procedures.
b. Procure appropriate recycling containers for use in
your home.
1) Curbside containers.
2) Containers for in-home use.
c. Educate all family members on proper recycling
techniques.
d. Contact local school board members and urge
recycling curriculum for your local school district.
The Motivated Sequence Pattern

The motivated sequence is an organization pattern
that combines a problem- solution pattern with explicit
appeals designed to motivate the audience. Allan Monroe
articulated the motivated sequence as a distinct speech
pattern in the 1930s. In the motivated sequence, the normal
introduction, body, and conclusion are unified into a five-
step sequence described as follows:
1. The attention step. The attention step replaces the
traditional introduction. Like an introduction, it should
begin with a statement that can generate attention.
Startling statements, rhetorical questions, quotations, or
short narratives will all serve this purpose. Then you
should pique the audience’s curiosity by talking about the
value of what you are going to say. During the attention
step, you might also refer to the knowledge and
experiences you have that build your credibility. Finally,
just as in a traditional introduction, you will want to state
your purpose and preview the rest of the speech.
2. The need step. The need step should explore the nature of
the problem that gives rise to the need for change. In it,
you will point out the conditions that are unsatisfactory
77
using statistics, examples, and expert opinion to bolster
your argument. Then you will describe the implications or
ramifications of this problem. What is happening because
the condition is allowed to continue? Finally, you will
allude to how the audience might be instrumental in
changing the situation.
3. The satisfaction step. Having developed a rational

argument that there is a need for change, in the
satisfaction step you explain your solution to the problem.
In this step, you will show, point by point, how what you
are proposing will satisfy each of the needs that you
articulated in the previous step. If there are other places
where your proposal has been tried successfully, you will
want to mention these. In addition, you will want to
present and refute any objec-tions to the proposal that
you can anticipate.
4. The visualization step. In the visualization step, you will

ask your audience to imagine what will happen if your
proposal is implemented and is successful. Alternatively,
you can ask the audience to visualize how things will be
if your proposal is not adopted, or you can do both and
have the audience experience the comparison. Obviously,
the more descriptive and graphic your visualization step,
the more likely it is to have an impact on the audience.
5. The action appeal step. In this final step, you might

quickly review your main ideas, but then you will
emphasize the specific belief or action that you are
directing your audience toward. You will also state or
restate your own commitment and action that you have
taken. You also offer a direct call to action indicating
what your listeners are to do and how. Finally, you will
want to con-clude with a quote, story, or other element
that is emotionally compelling.
78
Let’s look at a short outline of what a speech asking the
audience to support a school tax levy would look like if it
were organized using the motivated sequence.
Proposition: I want the audience to vote in favor of the

school tax levy that is on the ballot in November.
1. Attention step
a. Comparisons of worldwide test scores in math and
science show the United States continues to lose
ground.
b. I’ve made an extensive study of this problem, and
today I’m going to tell you how you can help stop this
decline.
c. I’ll start by describing the problem; then I will tell you
what you should do and why it will help.
2. Need step: The local schools are underfunded.
a. The current funding is insufficient and has resulted in
program cuts.
b. Qualified teachers leave because of stagnant wages.
c. A threatened state takeover of local schools would lead
to more bureaucracy and less learning.
3. Satisfaction step: The proposed local tax levy is large
enough to solve these problems.
a. 0000000000000 again have pride in your community.
4. Visualization step: Imagine the best and imagine the
worst.
a. What it will be like if we pass the levy. How will you
feel?
b. What it will be like if we don’t. How will you feel?
5. Action appeal step: Vote “yes” for the levy in November.
a. If you want to see schools improve and the United
States catch up to the rest of the world, vote for the
levy.
b. Come join me. I’m registered, I’m ready, I’m voting for
the levy.
79
c. It costs to be the best in the world. Where there is pain,
there is gain.
d. They say it takes a village, so you can make a
difference.
All persuasive speeches, regardless of organizational

pattern, use emotional appeals, include demonstrations of
speaker credibility, and can be used to change attitudes and
behavior. But as you can see from the description and the
sample outline, in the motivated sequence the use of
emotion, credibility, and incentives is built into the structure
of the speech.
1. What is the difference between the problem-cause-
solution pattern and the problem-solution pattern?
2. What does the problem-solution pattern likely to
emphasize?
E. REFERENCES
Thomson Learning.
Learning.
80
CHAPTER XIII.
SPEECHES FOR SPECIAL
OCCASIONS
MEETING – 13
This session will concern on speeches for special
occasions. It describes six common types of ceremonial
speeches given on special occasions: speeches of welcome,
introduction, nomination, recognition, acceptance, and
tribute.
B. LEARNING AIMS
be able to:
1. Conduct the six types of ceremonial speeches on special
occasions.
2. Recognize common types of speeches of tribute.
1. Speeches of Welcome
A speech of welcome is usually a very brief, formal
ceremonial address that greets and expresses pleasure for
the presence of a person or an organization. A speech of
welcome is generally not more than two to four minutes
long.
Expectations
You must be familiar with the group that you are
representing and the occa-sion. It is surprising how little
some members of an organization, a community, or a
college or university really know about their organization
or community. As you prepare your welcome, you may
81
need to do some research so you can accurately describe
the group and the circumstances or occasion to the
person or people you are welcoming.
A speech of welcome invites listeners to agree that

the occasion is friendly and their attendance is
appreciated. Do this by respectfully catching their
attention and, after expressing appreciation on behalf of
your group for the presence of the person or people,
provide a brief description of the group and setting to
which they are being welcomed. The conclusion should
briefly express your hope for the outcome of the visit,
event, or relationship. A typical speech of welcome might
be as simple as this:
Today, I want to welcome John Sheldon, who is joining

us from the North Thurston Club. John, as you are aware, we
are a newer club, having been established in 2000. At that time,
we had only ten members. But we had big hopes. Today, we are
127 members strong, and we raised more than $250,000 last
year to support local children’s organizations. We hope that our
talks here today will lead to closer cooperation between the
North Thurston Club and ours here in Yelm.
2. Speeches of Introduction
A speech of introduction is a brief ceremonial
speech that establishes a supportive climate for the main
speaker, highlights the speaker’s credibility by
familiarizing the audience with pertinent biographical
information, and generates enthusiasm for listening to the
speaker and topic. Generally, a speech of introduction is
not more than three to five minutes long.
82
Expectations
The goal of a speech of introduction is to establish
the credibility of the main speaker by letting the audience
know the education, background, and experience of the
speaker related to the topic of the speech and to suggest
why the audience should listen.
The beginning of the speech of introduction should

quickly establish the nature of the occasion, the body of
the speech should focus on three or four things about the
person being introduced that are critical for the audience
to know, and the conclusion should mention the speaker
by name and briefly identify the speaker’s topic or the
title of the speech. If the person is well known, you might
simply say something like, “Ladies and gentlemen, the
President of the United States.” If the person is less well
known, however, then mentioning his or her name
specifically during the speech of introduction and
especially at the end is imperative.
Speeches of introduction should honestly represent

the person being introduced. Do not hype a speaker’s
credentials or overpraise the speaker. If you set the
audience’s expectations too high, even a good speaker
may have trouble living up to them. For instance, an
overzealous introducer can doom a competent speaker by
saying, “This man [woman] is undoubtedly one of the
greatest speakers of our time. I have no doubt that what
you are about to hear will change your thinking.”
Although this introduction is meant to be complimentary,
it does the speaker a grave disservice. A typical speech of
introduction might look like the following:
Today, it is my pleasure to introduce our speaker, Ms.

Susan Wong, the new president of the finance club. I’ve
worked with Susan for three years and have found her to
83
have a gift for organization, insight into the financial
markets, and an interest in aligning student
organizations with leaders in our community. Susan, as
you may not know, has spent the last two summers
working as an intern at Salomon Smith Barney, and has
now laid the groundwork for more college internships for
students from this university. She is a finance major,
with a minor in international business. Today, she is
going to talk with us about the benefits of summer
internships. Let’s give a warm welcome to Susan Wong!
3. Speeches of Nomination
A speech of nomination is a ceremonial
presentation that proposes a nominee for an elected
office, honor, position, or award. Every four years, the
Democratic and Republican Parties have speeches of
nomination at their national conventions. Those speeches
are rather long, but most speeches of nomination are
brief, lasting only about two to four minutes.
Expectations
The goal of a speech of nomination is to highlight the
qualities that make this person the most credible
candidate. To do so, first clarify the importance of the
position, honor, or award by describing the
responsibilities involved, related challenges or issues, and
the characteristics needed to fulfill it. Second, list the
candidate’s personal and professional qualifications that
meet those criteria. Doing so links the candidate with the
position, honor, or award in ways that make him or her
appear to be a natural choice. Finally, formally place the
candidate’s name in nomination, creating a dramatic
climax to clinch your speech.
Speeches of nomination should be brief and should

make clear that the nominee is well suited for the
position, honor, or award. Moreover, the nominee is
84
generally most well received when the nominator is a
respected member of the organization. A speech of
nomination could be as simple and brief as this:
I am very proud to place in nomination for president of

our association the name of one of our most active
members, Ms. Adrienne Lamb.
We all realize the demands of this particular post. It

requires leadership. It requires vision. It requires
enthusiasm and motivation. And most of all, it requires a
sincere love for our group and its mission.
Adrienne Lamb meets and exceeds each one of these

demands. It was Adrienne Lamb who chaired our
visioning task force. She led us to articulate the mission
statement we abide by today. It was Adrienne Lamb who
chaired the fund-raising committee last year when we
enjoyed a record drive. And it was Adrienne Lamb who
acted as mentor to so many of us, myself included, when
we were trying to find our place in this association and
this community. This association and its members have
reaped the benefits of Adrienne Lamb’s love and
leadership so many times and in so many ways. We now
have the opportunity to benefit in even greater ways. It is
truly an honor and a privilege to place in nomination for
president of our association Ms. Adrienne Lamb!
4. Speeches of Recognition
A speech of recognition is a ceremonial
presentation that acknowledges someone and usually
presents an award, a prize, or a gift to the individual or a
representative of a group. Usually, the speech is a fairly
short, formal recognition of an accomplishment, although
the recognition can be accompanied by a longer tribute to
the individual or group. You have probably watched
speeches of recognition given on awards shows such as
the Academy Awards, the Grammies, or the MTV Movie
Awards. Some speeches of recognition are typically quite
85
brief (fewer than three minutes long), but occasionally,
they are longer.
Expectations
A speech of recognition discusses the nature of the
accomplishment or award, including its history, donor, or
source, and the conditions under which it is made.
Ordinarily, the speech begins by describing what the
recognition is for, then states the criteria for winning or
achieving the recognition, and finally describes how the
person being recognized won or achieved the award. In
some cases, the recognition is meant to be a surprise, so
you will deliberately omit the name of the recipient in
what you say, building to a climax when the name is
announced.
There are two special considerations for the speech

of recognition. First, as in a speech of introduction, you
should refrain from overpraising; do not explain
everything in superlatives that make the presentation
seem to lack sincerity and honesty. Second, in the United
States, it is traditional to shake hands with recipients as
awards are received. So, if you have a certificate or other
tangible award that you are going to hand to the recipient,
be careful to hold it in your left hand and present it to the
recipient’s left hand. That way, you will be able to shake
the right hand in congratulations. A typical speech of
recognition may look like this:
I’m honored to present this year’s Idea of the Year

Award to Rebecca Goldbloom from the installation
department. As you may remember, this is an award that
we have been giving since 1985 to the employee who has
submitted an idea that resulted in the largest first-year
cost savings for the company. Rebecca’s idea to equip all
installation trucks with prepackaged kits for each type of
86
job has resulted in a $10,458 savings in the first twelve
months. And in recognition of this contribution to our
bottom line, I am pleased to share our savings with
Rebecca in the form of a check for $2,091.60, one-fifth of
what she has saved us. Good work, Rebecca.
5. Speeches of Acceptance
A speech of acceptance is a ceremonial speech
given to acknowledge receipt of an honor or award. The
goal is to sincerely convey to listeners your appreciation
for the honor and the recognition and to quickly
acknowledge others who have been instrumental in your
success. To be effective, the speech should be brief,
humble, and gracious. Generally, a speech of acceptance
should be no longer than one to two minutes. Remember
that the goal in a speech of acceptance is to convey
appreciation in a way that makes the audience feel good
about you receiving the award.
Expectations
In this speech, speakers should briefly thank the
person or group bestowing the honor, acknowledge the
competition, express feelings about receiving the award,
and thank those who contributed to achieving the honor
or award.
Most acceptance speeches are brief. Rarely, as in

the case of a politician accepting a nomination, a
professional accepting the presidency of a national
organization, or a person receiving a prestigious award
that is the focus of the gathering, an audience will expect a
longer speech. As the Academy Awards program
graphically illustrates, when people are honored, they
can give overly long and occasionally inappropriate
speeches. So, when you have the opportunity to give an
acceptance speech, you will want to practice it so that you
87
are confident that you can accomplish your purpose
quickly. It is also important that you focus your remarks
on the recognition you have been given or on the position
you are accepting. It is inappropriate to use an acceptance
speech to advocate for an unrelated cause. The following
is an example of an appropriate speech of acceptance:
On behalf of our board of directors, thank you for this

award, the Largest Institutional Benefactor in Second
Harvest’s 1998 Food Drive. It is an honor to be a part of
such a worthwhile cause, and it is really our board who
should be thanking you, Second Harvest, for all the
wonderful work you have done over the years. You
continue to collect and distribute food to thousands of
needy families and individuals, especially to our senior
citizens and single mothers. Without your work, many
would otherwise go hungry. You are a model of
community sharing and caring.
I would also like to thank our company staff —Juanita

Alverez, Su Lin, Al Pouzorek, Linda Williams, and Jesus
Washington — for their efforts in organizing the
collection of food and money to go to Second Harvest.
They were tireless in their work, persistent in their
company memos and meetings requesting donations,
and consistent in their positive and upbeat attitudes
throughout the drive! We could not have won this award
without them! Let’s give them a round of applause, too.
Finally, thank you, Second Harvest, for this honor —

and we hope to be back next year to receive it again!
6. Speeches of Tribute
A speech of tribute is a ceremonial speech that
praises or celebrates a person, a group, or an event. You
might be asked to pay tribute to a person or persons on
the occasion of their birthday, wedding, anniversary, oath
of office, retirement, or funeral. The goal is to invite
listeners to truly appreciate the person, group, or event by
88
arousing their sentiments. This is achieved by focusing
on the most notable characteristics or achievements of
the person, group, or event with vivid stories, examples,
and language that arouses sentiments.
1. What should be included in a speech of welcome?
2. Why should a speech of introduction be brief?
3. What is the goal in a speech of nomination?
E. REFERENCES
and Sellnow D. D. 2010. Comm unicate! Thirteenth
Edition. Boston: Wadsworth, Cangage Learning.
Learning.
20Write%20an%20O utline%20for%20a%20Persuasive%
20Speech.pdf derived at March 23, 2016 at 6.51 p.m.
89
CHAPTER XIV.
KEYNOTE SPEAKING
MEETING -14
This session will concern on speeches for keynote
speaking. A speech conducted after a certain meal (usually
dinner) and a speech for motivation are the most popular
types of speaking discussed in this session.
B. LEARNING AIMS
By the end of the lesson, the students are expected to:
1. Recall the intension of keynote speaking in society.
2. Recall the basic purposes of an after-meal oration.
3. Explain the purposes and variety of speaking to motivate.
Keynotes speaking are often be found at a conference,
convention, banquet, meeting, or other kind of occasions
with particular setting and tone for a certain event. People
invited to deliver keynote speeches are usually experts in
their area. Keynotes speaking are usually given at the end of
an event. It is always possible to have several keynotes
speeches given throughout a longer event that lasts for
several days. In professional public speaking, there are two
common types of keynotes: ‘after-dinner speeches’ and
‘motivational speeches’ which we discuss in this chapter.
‘After-Dinner Speech’
Historically this is a speech followed by a meal. The
speakers are generally asked/hired to speak with effectivity
to make people laugh and are distinct from stand-up
comedy routines. However, the overall overarching
90
objective of these speeches is to be pleasing with an
atmosphere of amusement. Many consider that this speech is
the hardest type of speaking to do well as it quite depends
on how humorous the speaker is able to deliver. To become
professional speakers in this type, speakers need training for
years to develop comic timing, or the “verbal and
nonverbal” delivery used to enhance the comedic value of a
content. Nonetheless, it is not impossible to be a professional
after-meal speaker despite the hardship.
After learning the informative or persuasive speeches,

which is roughly two-thirds the overall length of your
oration, you can then add (slip in) humorous remarks. For
instance, you are going to deliver an after-meal oration for
around ten minute, you can prepare six to seven minutes of
your regular speech and insert the remaining time with your
humorous type. You have to carefully choose the right time
when to insert your humor. “Verbal humor” used in the
textual portion of a speech are vary depending on the best
suit occasion. The following is an after-meal oration by Mark
Twain on his seventieth birthday, taken
http://etext.lib.virginia.edu/railton/onstage/70bday.html
to analyse.
91
92
93
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After preparing your oration, you may need to
examine the right time for verbal or physical hilarity which
possibly amplify your content. Physical amusement works
best only when you can execute it without being self-
conscious. The importance of a humorous expression is that
it adds to the humor of the talk without disturbing the flow
of the idea.
Executing amusement out on real, live people is

crucial practice due to some reasons: Your humor is
successful when you are able to deliver it successfully with
the right punch line. Polishing your execution can make
your humor come across and crack your pun up. Next, an
idea that is laughable in your head does not always
successfully bring laughter to others. Amusement which we
already prepared in written form, sometimes, could not be
successfully presented in spoken as there is certain
95
distinction of written and verbal language. This also affect
the translation of how humor is perceived. Last but not least,
the amusement you choose should best fit the audience.
Hilarious pun for one group can sometime be offensive for
another.
Humor is an amazing and powerful speaking tool on

one hand, but it can also be offensive on the other. The
following are some brief tips for using humor from
professional speakers:
Motivational Speech
Motivational speaking is another common form of
keynote speaking. The purpose of motivational speech to
make an audience experience emotional arousal and to
motivate the audience to do something with it. Motivational
speaking can vary from businesses, religious, and club or
group contexts. There are basically four types of
‘motivational speeches’: the hero, the survivor, the religious,
and the success.
96
1. Find a video which is either humorous or motivational.
What it in a small group and share your review based on
the theory you have learned.
2. Go back to a speech that you have previously delivered
and add certain humorous when possible. Practice your
speech in a small group in the class.
E. REFERENCES
v. 1.0. 2012.lardbucket. (http://2012books.lardbucket.
org/).
Thomson Higher Education.
Communicate! 13th
Eds. Boston: Wadsworth, Cangage Learning.Verderber, R.
F., Verderber K. S., and Sellnow D. D. 2014. Speak2.
97
REFERENCES

Learning.
Sargeant, Howard. 2007. Basic English Grammar for English
Language Learners Book 2. Irvine: Saddleback
Educational Publishing, Inc.
Thomson Learning.
Communicate! 13th
Eds. Boston: Wadsworth, Cangage Learning.Verderber, R. F.,
Verderber K. S., and Sellnow D. D. 2014. Speak2.
Verderber, R. F., Verderber K. S., and Sellnow D. D. 2008. The
Challenge of Effective Speaking. Belmont: Thomson
Higher Education.
Attias, Bernardo A.
Public Speaking Practice and Ethics v. 1.0.
2012.lardbucket.(http://2012books.lardbucket.org/).
WEBSITE LINKS:
20Write%20an%20Outline%20for%20a%20Persuasive%
20Speech.pdf derived at August 7, 2018 at 6.51 p.m
98
ABOUT THE AUTHOR
Purwanti Taman graduated from

Universitas Pamulang from Faculty of
English Literature. She then continued her
study in Universitas Pelita Harapan for
Master of Education. She has been working
as a lecturer at Universitas Pamulang for more than five years,
and she loves Public Speaking Subject. She thinks that to be able
to speak in public prociently, people should be able to combine
between theory and practice, and added by repeated rehearsal.
This book can be used by university students and public with
the same intention: improving the ability to speak in front of
many people. Realizing that this book needs improvement,
constructive comments and feeback are welcome which can be
directed to the author’s email: dosen00771@unpam.ac.id
Thank you for your support.
99

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Public Speaking:

Purwanti Taman, S.S., M.Pd.

PENERBIT CV. PENA PERSADA

Penerbit CV. Pena Persada

All right reserved

Hak Cipta dilindungi oleh undang-undang. Dilarang

Public speaking is a practical subject that also needs

Many people said that to be a good public speaker,

Considering the importance of public speaking guidance,

Tangerang Selatan, 28 April 2021

Purwanti Taman, S.S., M.Pd.

PREFACE ................................................................................................ iii

Vital Speeches of the Day (http://www.vsotd.com). The

Advantages of Public Speaking Skill

Critical Thinking Development

2. Visualization is way to reduce nervousness we are

3. Systematic desensitization is Systematic

4. Cognitive restructuring is a way to reduce anxiety in

5. Training for Public speaking skills is step by step

2. Practice your speech aloud. Practicing your speech

3. Choose an appropriate time to speak. In some classes,

4. Use positive self-talk. Immediately prior to getting up to

5. Face the audience. Look at every face of people listening

One generally known to be the most effective way to

Selecting an Interesting Topic for Your Speech

Adapting Your Topic

Even very subtle message may sometimes cause

Speaking ethically is Speaking Sincerely.

Logos is the way a speaker appeals the audience through

Pathos is the way a speaker persuades his audience by

A humorous attention getter infers a lighthearted tone;

1. Make a startling statement.

Startling audience members helps them to directly

Unlike a rhetorical one, a direct question usually

With this very short story, the speaker was able to

5. Supply a personal reference.

For longer speeches, you can build personal

In the following excerpt from his speech to the

If you were a journalist in his audience, wouldn’t

7. Perform or motivate an action.

After piquing their interest with this action, Andria

ESTABLISH CREDIBILITY AND CREATE A BOND OF

Establish Listener Relevance

State Your Thesis

The additional goals for an introductory speech to

Selecting and Outlining an Introduction

For instance, when you created three introductions for

Have you seen the number of agencies that have showered

The second use a direct question followed by a

The third use a famous quotation to get attention:

Her second introduction used a startling statement

Your introductory speech will not make your talk an

So, if you exercise care in examining interest rates,

Sounds good doesn’t it? Clinchers that foster vivid

Without doubt, obesity is a serious problem that must be

By their nature, appeals are most relevant for

Selecting and Outlining a Conclusion

Having a credit card gives you power —but only if you

1. Design Your Speaking Purpose Appropriately

2. Learn Your Audience’s Attitude and Adjust Yourself.

3. Do Your Research Carefully

4. Organize and Develop Ideas into a Well-Structured