March 10 March 12 JoAnne Folts Jeff Benedicks Michael Delfs Thomas Vielhaner Erica Shove Waleed Jared Alex Gray David Cooley Jaqwan Robinson Terance Williams Zack Schon Nicole DiNapoli Alan Novy Brooke Vanderwall Brian Wing Sara Deats Rhea Race Bryan Clifford Santrese Jones Evan Pace Kevin Desrosiers

Speaking to Inform

Identify the Organization Pattern topical, Chronological Spatial, or Causal ____ 1. “Ways to Cut Your Taxes” A. Invest in bank certificates of deposit. B. Get a social security number for children over five. C. Keep all receipts for unreimbursed business expense. D. Keep all home-improvement receipts.

Identify the Organization Pattern topical, Chronological Spatial, or Causal ____ 2. “Amtrak May not Survive” A. Amtrak has been hampered by many accidents. B. Amtrak routes to many major cities have been eliminated. C. Amtrak fares are often higher than airline fares. D. Amtrak trains are aging and offer few amenities.

Identify the Organization Pattern topical, Chronological Spatial, or Causal ____ 3. “How to Remove Stains” A. Identify the stain. B. Pre-treat to loosen the stain. C. Match the solvent to the stain.

Identify the Organization Pattern topical, Chronological Spatial, or Causal ____ 4. “Who’s Involved in Building the US Space Station?” A. The Goddard Space Flight Center in Greenbelt, Maryland. B. The Lewis Research Center in Cleveland, Ohio. C. The Marshall Space Flight Center in Huntsville, Alabama. D. The Johnson Space Flight Center in Houston, Texas.

Identify the Organization Pattern topical, Chronological Spatial, or Causal ____ 5. “Registration Advise” A. Always preregister. B. Select classes that will lead toward a degree. C. Select teachers for ability, not personality.

Identify the Organization Pattern topical, Chronological Spatial, or Causal ____ 6. “The Role of the Cherokee Nation in the Civil War” A. Events preceding the war. B. The war years. C. The aftermath of the war.

SPEECH OUTLINE CHECKLIST My topic is worthwhile and important to my audience My topic is appropriate for the assignment My specific purpose is clearly stated and narrows my topic.

Speeches to Inform define illustrate clarify elaborate. Aimed at educating listeners Convey information to others Speakers “teach;” they: define illustrate clarify elaborate.

Goals of Informative Speaking To enhance understanding: convey ideas that can easily be interpreted and understood To maintain interest: keep listeners engaged and intrigued To be remembered: have listeners recall information long after the speech has ended.

Types of Informative Speeches Speeches are about: Objects or Places Procedures People Events Ideas or Concepts.

Types of Informative Speeches Objects or Places Anything tangible, what you could see or touch. Could be arranged topically, spatially, or chronologically. Level of detail determined by speech time length.

Types of Informative Speeches Procedures How something works Process leading to a certain outcome Goal is to have audience describe, understand or follow procedure Typically chronological.

Types of Informative Speeches People Famous or not Be selective in details of person’s life Pick significant aspects to discuss Could be topical or chronological.

Types of Informative Speeches Events One you experienced or read about Goal: to describe in concrete terms Could be chronological or cause-effect.

Types of Informative Speeches Ideas or Concepts Discussion of abstract or complex ideas or theories and an attempt to make them concrete and understandable. More abstract than others. Can address principles, concepts or theories. Can be topically arranged.

Strategies to Enhance Audience Understanding Speak with clarity. Appeal to adult learning. Clarify complex processes. Use effective visual reinforcement.

Speak with clarity Preview ideas in introduction. Show how ideas relate to each other. Frequently summarize key ideas. Provide visual outline to help audience. Provide handouts with room for notes. Stay on message. Don’t present too much information too quickly.

Strategies to Enhance Audience Understanding Appeal to adult learning Pedagogy: teaching children. Andragogy: teaching adults. Information is of immediate use. Actively involve listeners. Show how information applies to listeners’ lives. Information should solve problems.

Use effective visual reinforcement Pictures. Graphs. Posters. DVDs, CDs. Models.

Establish a motive for the audience to listen Explain how topic is relevant for them. Pose rhetorical questions. Use words to engage listeners (“you,” “your”).

Tell a story Creates identification with listeners Can include conflict Can include action-packed details Can keep people on the edge of their seats Can incorporate humor.

Present information that relates to your listeners Discuss how audience’s community can be affected Show how topic relates to them presently or potentially.

Build in redundancy Statements in introduction. Statements in conclusion. Internal summaries. Numeric signposts.

PACE YOUR INFORMATION FLOW Too much too soon is bad Distribute support evenly Slow down Less is more: fewer main points with more development is better. *

Informative Speeches – Include your audience. Don’t use jargon or technical terms. Or, explain! ! ! Make sure you choose a topic that is narrow or big enough that you can actually complete it in 3-5 minutes. Make sure it is a speech – Introduction Body Conclusion Transitions Supporting Evidence Practice, practice, practice!