Speech Quiz #6 9.1 and 11.1
Recall strategies to help engage your audience.
As a speaker, you are competing for the attention of your audience against other internal and external stimuli. Getting an audience engaged and then keeping their attention is a challenge for any speaker, but it can be especially difficult when speaking to inform. As was discussed earlier, once you are in the professional world, you will most likely be speaking informatively about topics related to your experience and expertise. Some speakers fall into the trap of thinking that their content knowledge is enough to sustain them through an informative speech or that their position in an organization means that an audience will listen to them and appreciate their information despite their delivery. Content expertise is not enough to be an effective speaker. A person must also have speaking expertise (Verderber, 1991). Effective speakers, even renowned experts, must still translate their wealth of content knowledge into information that is suited for oral transmission, audience centered, and well organized. I'm sure we're all familiar with the stereotype of the absentminded professor or the genius who thinks elegantly in his or her head but can't convey that same elegance verbally. Having well-researched and organized supporting material is an important part of effective informative speaking, but having good content is not enough. Audience members are more likely to stay engaged with a speaker they view as credible. So complementing good supporting material with a practiced and fluent delivery increases credibility and audience engagement. In addition, as we discussed earlier, good informative speakers act as translators of information. Repackaging information into concrete familiar examples is also a strategy for making your speech more engaging.
Recall the guidelines and different techniques that can be used for informing through description.
As the saying goes, "Pictures are worth a thousand words." Informing through description entails creating verbal pictures for your audience. Description is also an important part of informative speeches that use a spatial organizational pattern, since you need to convey the layout of a space or concept. Good descriptions are based on good observations, as they convey what is taken in through the senses and answer these type of questions: What did that look like? Smell like? Sound like? Feel like? Taste like? If descriptions are vivid and well written, they can actually invoke a sensory reaction in your audience. Just as your mouth probably begins to salivate when I suggest that you imagine biting into a fresh, bright yellow, freshly cut, juicy lemon wedge, so can your audience be transported to a setting or situation through your descriptions. I once had a student set up his speech about the history of streaking by using the following description: "Imagine that you are walking across campus to your evening class. You look up to see a parade of hundreds upon hundreds of your naked peers jogging by wearing little more than shoes."
Distinguish between audience attitudes, beliefs, and values, and recall how these variables influence the speaking situation.
At the outermost level, attitudes are our likes and dislikes, and they are easier to influence than beliefs or values because they are often reactionary. If you've ever followed the approval rating of a politician, you know that people's likes and dislikes change frequently and can change dramatically based on recent developments. This is also true interpersonally. For those of you who have siblings, think about how you can go from liking your sisters or brothers, maybe because they did something nice for you, to disliking them because they upset you. This seesaw of attitudes can go up and down over a day or even a few minutes, but it can still be useful for a speaker to consider. If something is going on in popular culture or current events that has captured people's attention and favor or disfavor, then you can tap into that as a speaker to better relate to your audience. When considering beliefs, we are dealing with what we believe "is or isn't" or "true or false." We come to hold our beliefs based on what we are taught, experience for ourselves, or have faith in. Our beliefs change if we encounter new information or experiences that counter previous ones. As people age and experience more, their beliefs are likely to change, which is natural. Our values deal with what we view as right or wrong, good or bad. Our values do change over time but usually as a result of a life transition or life-changing event such as a birth, death, or trauma. For example, when many people leave their parents' control for the first time and move away from home, they have a shift in values that occurs as they make this important and challenging life transition.
Recall why audience analysis is key for a speaker to achieve his or her speech goal.
Audience analysis is key for a speaker to achieve his or her speech goal. One of the first questions you should ask yourself is "Who is my audience?" While there are some generalizations you can make about an audience, a competent speaker always assumes there is a diversity of opinion and background among his or her listeners. You can't assume from looking that everyone in your audience is the same age, race, sexual orientation, religion, or many other factors. Even if you did have a fairly homogenous audience, with only one or two people who don't match up, you should still consider those one or two people. When I have a class with one or two older students, I still consider the different age demographics even though twenty other students are eighteen to twenty-two years old. In short, a good speaker shouldn't intentionally alienate even one audience member. Of course, a speaker could still unintentionally alienate certain audience members, especially in persuasive speaking situations. While this may be unavoidable, speakers can still think critically about what content they include in the speech and the effects it may have.
Recall your author's general guidelines for choosing an informative speech topic.
Being a successful informative speaker starts with choosing a topic that can engage and educate the audience. Your topic choices may be influenced by the level at which you are speaking. Informative speaking usually happens at one of three levels: formal, vocational, and impromptu. Formal informative speeches occur when an audience has assembled specifically to hear what you have to say. Being invited to speak to a group during a professional meeting, a civic gathering, or a celebration gala brings with it high expectations. Only people who have accomplished or achieved much are asked to serve as keynote speakers, and they usually speak about these experiences. Many more people deliver informative speeches at the vocational level, as part of their careers. Teachers like me spend many hours lecturing, which is a common form of informative speaking.
Recall your author's suggestions for applying brainstorming to generate topic ideas and the four "tips" to help you narrow and select.
Brainstorming involves generating many potential topic ideas in a fast-paced and nonjudgmental manner. Brainstorming can take place multiple times as you narrow your topic. For example, you may begin by brainstorming a list of your personal interests that can then be narrowed down to a speech topic. It makes sense that you will enjoy speaking about something that you care about or find interesting. The research and writing will be more interesting, and the delivery will be easier since you won't have to fake enthusiasm for your topic. Speaking about something you're familiar with and interested in can also help you manage speaking anxiety. While it's good to start with your personal interests, some speakers may get stuck here if they don't feel like they can make their interests relevant to the audience. In that case, you can look around for ideas. If your topic is something that's being discussed in newspapers, on television, in the lounge of your dorm, or around your family's dinner table, then it's likely to be of interest and be relevant since it's current.
Recall why speakers should consider audience demographics in preparation for a speech.
Demographics are broad sociocultural categories, such as age, gender, race, socioeconomic status, sexual orientation, education level, religion, ethnicity, and nationality that are used to segment a larger population. Since you are always going to have diverse demographics among your audience members, it would be unwise to focus solely on one group over another. As a speaker, being aware of diverse demographics is useful in that you can tailor and vary examples to appeal to different groups of people. As you can read in the "Getting Real" feature in this chapter, engaging in audience segmentation based on demographics is much more targeted in some careers.
Recall the six common categories for informative speech topics, distinguish between them, and recognize examples of each. (continued)
Events: These are typically either historical or contemporary. For example, you could deliver a speech on a specific battle of World War II or a specific event that changed the course of history. If you're a history buff, event-oriented speeches may be right up your alley. There are countless historical events that many people aren't familiar with and would find interesting. You could also inform your audience about a more recent or contemporary event. Some examples include concerts, plays, and arts festivals; athletic competitions; and natural phenomena, such as storms, eclipses, and earthquakes. The point is to make sure that an informative speech is talking about the event (who, what, when, where, and why) and not attempting to persuade people to pass judgment upon the event or its effects. Concepts: Concepts are "abstract and difficult ideas or theories" (O'Hair, et al., 2007). For example, you may want to explain a specific communication theory, a religious idea, or inflation. Whether you want to discuss theories related to business, sociology, psychology, religion, politics, art, or any other major area of study, this type of speech can be very useful in helping people to understand complex ideas.
Distinguish between informative and persuasive speaking and recall three principles to help you make sure that your message stays informative.
First, for informative speaking, a speaker's purpose should be to create understanding by sharing objective, factual information. Specific purpose and thesis statements help establish a speaker's goal and purpose and can serve as useful reference points to keep a speech on track. When reviewing your specific purpose and thesis statement, look for words like should/shouldn't, good/bad, and right/wrong, as these often indicate a persuasive slant in the speech. Second, information should function to clarify and explain in an informative speech. Supporting materials shouldn't function to prove a thesis or to provide reasons for an audience to accept the thesis, as they do in persuasive speeches. Although informative messages can end up influencing the thoughts or behaviors of audience members, that shouldn't be the goal. Third, an audience's perception of the information and the speaker helps determine whether a speech is classified as informative or persuasive. The audience must perceive that the information being presented is not controversial or disputed, which will lead audience members to view the information as factual. The audience must also accept the speaker as a credible source of information. Being prepared, citing credible sources, and engaging the audience helps establish a speaker's credibility. Last, an audience must perceive the speaker to be trustworthy and not have a hidden agenda. Avoiding persuasion is a common challenge for informative speakers, but it is something to consider, as violating the speaking occasion may be perceived as unethical by the audience. Be aware of the overall tone of your speech by reviewing your specific purpose and thesis to make sure your speech isn't tipping from informative to persuasive.
Recall the guidelines that are suggested for researching an informative speech topic.
Having sharp research skills is a fundamental part of being a good informative speaker. Since informative speaking is supposed to convey factual information, speakers should take care to find sources that are objective, balanced, and credible. Periodicals, books, newspapers, and credible websites can all be useful sources for informative speeches, and you can use the guidelines for evaluating supporting materials discussed in Chapter 9 "Preparing a Speech" to determine the best information to include in your speech. Aside from finding credible and objective sources, informative speakers also need to take time to find engaging information. This is where sharp research skills are needed to cut through all the typical information that comes up in the research process to find novel information. Novel information is atypical or unexpected, but it takes more skill and effort to locate. Even seemingly boring informative speech topics like the history of coupons can be brought to life with information that defies the audience's expectations. A student recently delivered an engaging speech about coupons by informing us that coupons have been around for 125 years, are most frequently used by wealthier and more educated households, and that a coupon fraud committed by an Italian American businessman named Charles Ponzi was the basis for the term Ponzi scheme, which is still commonly used today.
Recall the guidelines and different techniques that can be used for informing through definition.
Informing through definition entails defining concepts clearly and concisely and is an important skill for informative speaking. There are several ways a speaker can inform through definition: synonyms and antonyms, use or function, example, and etymology (Verderber, 1991). Defining a concept using a synonym or an antonym is a short and effective way to convey meaning. Synonyms are words that have the same or similar meanings, and antonyms are words that have opposite meanings. In a speech about how to effectively inform an audience, I would claim that using concrete words helps keep an audience engaged. I could enhance your understanding of what concrete means by defining it with synonyms like tangible and relatable. Or I could define concrete using antonyms like abstract and theoretical.
Recall the guidelines and different techniques that can be used for informing through explanation.
Informing through explanation entails sharing how something works, how something came to be, or why something happened. This method of informing may be useful when a topic is too complex or abstract to demonstrate. When presenting complex information make sure to break the topic up into manageable units, avoid information overload, and include examples that make the content relevant to the audience. Informing through explanation works well with speeches about processes, events, and issues. For example, a speaker could explain the context surrounding the Lincoln-Douglas debates or the process that takes place during presidential primaries.
Define information overload, recall the various things that create it, and ways to ensure that you do not let it happen in your speech.
Many informative speakers have a tendency to pack a ten-minute speech with as much information as possible. This can result in information overload, which is a barrier to effective listening that occurs when a speech contains more information than an audience can process. Editing can be a difficult task, but it's an important skill to hone, because you will be editing more than you think. Whether it's reading through an e-mail before you send it, condensing a report down to an executive summary, or figuring out how to fit a client's message on the front page of a brochure, you will have to learn how to discern what information is best to keep and what can be thrown out. In speaking, being a discerning editor is useful because it helps avoid information overload. While a receiver may not be attracted to a brochure that's covered in text, they could take the time to read it, and reread it, if necessary. Audience members cannot conduct their own review while listening to a speaker live. Unlike readers, audience members can't review words over and over (Verderber, 1991). Therefore competent speakers, especially informative speakers who are trying to teach their audience something, should adapt their message to a listening audience. To help avoid information overload, adapt your message to make it more listenable.
Recall the six common categories for informative speech topics, distinguish between them, and recognize examples of each.
Objects: Your speech may include how objects are designed, how they function, and what they mean. For example, a student of one of our coauthors gave a speech on the design of corsets, using a mannequin to demonstrate how corsets were placed on women and the amount of force necessary to lace one up. Or you may speak about an artifact and what it means to a certain culture. For instance, the belt (and the color of the belt) is significant to the karate culture. People: People-based speeches tend to be biography-oriented. Such topics could include recounting an individual's achievements and explaining why the person is important in history. Some speakers, who are famous themselves, will focus on their own lives and how various events shaped who they ultimately became. Dottie Walters is most noted as being the first female in the United States to run an advertising agency. In addition to her work in advertising, Dottie also spent a great deal of time as a professional speaker. She often would tell the story about her early years in advertising when she would push around a stroller with her daughter inside as she went from business to business trying to generate interest in her copywriting abilities. You don't have to be famous, however, to give a people-based speech. Instead, you could inform your audience about a historical or contemporary hero whose achievements are not widely known.
Recall the six common categories for informative speech topics, distinguish between them, and recognize examples of each. (part 2)
Process: A process speech helps audience members understand how a specific object or system works. For example, you could explain how a bill becomes a law in the United States. There is a very specific set of steps that a bill must go through before it becomes law, so there is a very clear process that could be explained to an audience. Issues: This informative speech topic is probably the most difficult for novice public speakers because it requires walking a fine line between informing and persuading. If you attempt to deliver this type of speech, remember the goal is to be balanced when discussing both sides of the issue. You are only explaining an issue, you are not proposing solutions or trying to get your audience to agree with your ideas.
Recall the specific variables that should be considered in psychological audience analysis with regard to an audience's knowledge about a topic.
Psychological audience analysis considers your audience's psychological dispositions toward the topic, speaker, and occasion and how their attitudes, beliefs, and values inform those dispositions. When considering your audience's disposition toward your topic, you want to assess your audience's knowledge of the subject. You wouldn't include a lesson on calculus in an introductory math course. You also wouldn't go into the intricacies of a heart transplant to an audience with no medical training. A speech on how to give a speech would be redundant in a public speaking class, but it could be useful for high school students or older adults who are going through a career transition. Students in my class recently had to theme their informative speeches around the topic of renewable energy. They were able to tie their various topics to a new renewable energy production plant that opened that semester on our campus. They had to be careful not to overrun their speech with scientific jargon. One student compared the concept of biogasification to the natural gas production that comes from living creatures like humans and cows. This comparison got a laugh from the audience and also made the seemingly complex concept more understandable.
Recall how an audience's perception of a speaker's credibility can impact a speaking situation and ways that you can boost speaker credibility.
The audience may or may not have preconceptions about you as a speaker. One way to positively engage your audience is to make sure you establish your credibility. In terms of credibility, you want the audience to see you as competent, trustworthy, and engaging. If the audience is already familiar with you, they may already see you as a credible speaker because they've seen you speak before, have heard other people evaluate you positively, or know that you have credentials and/or experience that make you competent. If you know you have a reputation that isn't as positive, you will want to work hard to overcome those perceptions. To establish your trustworthiness, you want to incorporate good supporting material into your speech, verbally cite sources, and present information and arguments in a balanced, noncoercive, and nonmanipulative way. To establish yourself as engaging, you want to have a well-delivered speech, which requires you to practice, get feedback, and practice some more. Your verbal and nonverbal delivery should be fluent and appropriate to the audience and occasion.
Distinguish between captive and voluntary audiences, the characteristics of each, and how speakers need to adapt to them.
The circumstances that led your audience to attend your speech will affect their view of the occasion. A captive audience includes people who are required to attend your presentation. Mandatory meetings are common in workplace settings. Whether you are presenting for a group of your employees, coworkers, classmates, or even residents in your dorm if you are a resident advisor, you shouldn't let the fact that the meeting is required give you license to give a half-hearted speech. You may want to build common ground with your audience to overcome any potential resentment for the required gathering. In your speech class, your classmates are captive audience members. A voluntary audience includes people who have decided to come hear your speech. This is perhaps one of the best compliments a speaker can receive, even before they've delivered the speech. Speaking for a voluntary audience often makes me have more speaking anxiety than I do when speaking in front of my class or my colleagues because I know the audience may have preconceived notions or expectations that I must live up to. To help adapt to a voluntary audience, ask yourself what the audience members expect. Why are they here? If they've decided to come and see you, they must be interested in your topic or you as a speaker. Perhaps you have a reputation for being humorous, being able to translate complicated information into more digestible parts, or being interactive with the audience and responding to questions. Whatever the reason or reasons, it's important to make sure you deliver on those aspects. If people are voluntarily giving up their time to hear you, you want to make sure they get what they expect.
Recall the goal of informative speaking.
The goal of informative speaking is to teach an audience something using objective factual information. Interestingly, informative speaking is a newcomer in the world of public speaking theorizing and instruction, which began thousands of years ago with the ancient Greeks.
Define "specific purpose statement", recall the qualities they should have, and recognize examples of properly worded specific purpose statements.
Your specific purpose is a one-sentence statement that includes the objective you want to accomplish in your speech. You do not speak aloud your specific purpose during your speech; you use it to guide your researching, organizing, and writing. A good specific purpose statement is audience centered, agrees with the general purpose, addresses one main idea, and is realistic. An audience-centered specific purpose statement usually contains an explicit reference to the audience—for example, "my audience" or "the audience." Since a speaker may want to see if he or she effectively met his or her specific purpose, the objective should be written in such a way that it could be measured or assessed, and since a speaker actually wants to achieve his or her speech goal, the specific purpose should also be realistic. You won't be able to teach the audience a foreign language or persuade an atheist to Christianity in a six- to nine-minute speech. The following is a good example of a good specific purpose statement for an informative speech: "By the end of my speech, the audience will be better informed about the effects the green movement has had on schools." The statement is audience centered and matches with the general purpose by stating, "the audience will be better informed." The speaker could also test this specific purpose by asking the audience to write down, at the end of the speech, three effects the green movement has had on schools.
Recall the three general purposes for speeches and distinguish between them through examples.
Your speeches will usually fall into one of three categories. In some cases we speak to inform, meaning we attempt to teach our audience using factual objective evidence. In other cases, we speak to persuade, as we try to influence an audience's beliefs, attitudes, values, or behaviors. Last, we may speak to entertain or amuse our audience. In summary, the general purpose of your speech will be to inform, to persuade, or to entertain.
Define "thesis statement", recall the qualities they should have, and recognize examples of properly worded thesis statements.
Your thesis statement is a one-sentence summary of the central idea of your speech that you either explain or defend. You would explain the thesis statement for an informative speech, since these speeches are based on factual, objective material. You would defend your thesis statement for a persuasive speech, because these speeches are argumentative and your thesis should clearly indicate a stance on a particular issue. In order to make sure your thesis is argumentative and your stance clear, it is helpful to start your thesis with the words "I believe." When starting to work on a persuasive speech, it can also be beneficial to write out a counterargument to your thesis to ensure that it is arguable.
