Informative Speech

For this speech, you are to deliver a 6 to 8 minute informative speech designed to explain new information to your audience. It is a Speech of Explanation which defines the subject in terms of its critical features. This is not a demonstration speech that shows the audience how to do something.

The purpose of the explanatory speech is to create understanding. Topics for explanatory speeches come from asking, “Why?” or “What does that mean?” Your purpose in this assignment is to identify the primary difficulty your audience faces in accepting your thesis, and then shaping your speech to overcome that difficulty. The informative value of a speech is measured by how much new and important information or understanding it provides the audience.

The following questions might be new information for a public speaking class:

1. Why do people yawn?

2. Why are water towers shaped like giant mushrooms?

3. How does nuclear fusion work?

4. Why are some people resilient?

5. What is totalitarianism?

6. What is a carabineer?

7. What shapes do snowflakes come in?

To determine the appropriateness of your topic for the informative speech, ask yourself the following questions:

1. Is my topic challenging enough to merit an informative speech?

2. What do my listeners already know about my topic?

3. What more do they need to know?

4. Do I have sufficient understanding of my topic to help others understand it better?

Specifics for Preparation

· Read your book.

· Review the evaluation form so you understand the criteria used to evaluate your speech.

· If you desire, discuss your topic with me ahead of time. I am happy to review your outline or give you ideas. If you have a question, you may call me at any time.

Specifics for Your Presentation

Videotape: Bring your videotape. Hand it to the camera operator right before you speak.

Speaking Method: Speak extemporaneously. Do not read your speech. Use a key word outline. Put your outline on note cards.

Visual Aids: For this speech, you must use a visual aid. Don’t forget to bring your visual aid to class.

Outlines: Hand in your full-sentence formal outline before you speak. You will get a handout outlining evaluation criteria.

References: Include at least five references on your outline. Cite at least five references in your speech.

Informative Speech Outline

First Draft

The purpose of this assignment is to help you organize your speech in advance to allow for revision, peer critique and practice. It is very important that you complete this on time so that you are able to make constructive use of class time as you work with your peers to change and improve your speech. Follow the example below as you create your outline. An outline worksheet can be found after the example below.

Specifications

1. Your first draft of your outline must be as complete as possible. That way you will be able to make good use of class time.

2. Adhere to the format below when creating your outline.

3. You must type your formal outline—get a jump-start by typing your first draft.

4. You must bring five copies to class on the due date. One is for me. The others are for your peer group.

Sample Outline for an Informative Speech

(Explanation)

(From Osborn & Osborn, 1999, pp. 231-232)

The outline below provides an interesting snapshot into how global warming was conceptualized just a decade ago!

Your formal outline for your informative speech should look exactly like this example:

Title: Warming our World and Chilling Our Future

Topic: Global warming

Specific Purpose: To inform my audience about the problem of global warming.

Thesis Statement: Today I want to share what I’ve learned about global warming and its causes.

Introduction

Attention material When Mark Twain was in London in 1897, a rumor reached the editor of the New York Journal, who immediately wired his London correspondent: “Hear Mark Twain Died, send 1000 words.” Report of my Death Greatly exaggerated.

Global warming is alive and well and thriving in Antarctica. In winter, 1995, an iceberg the size of Rhode Island broke off. In October 1998, an iceberg the size of Delaware broke off.

Credibility material Now, I’m what you might call a “country mouse.” I love the outdoors. You can be a “city mouse,” and like clean air, good water, and not having to worry about sun.

Reason to Listen The point is that we all have a lot at stake here.

(Note: There are other ways to establish credibility. This author could have given more information about specific credentials).

Thesis statement Today, I want to share what I’ve learned about global warming and its causes.

Preview: First I’d like to define global warming. Second describe how the loss of woodlands contributes to global warming. Third, discuss the impact of industrial emissions, and fourth examine the impact of our increased energy consumption on global warming.

(Transition: “Let’s begin by understanding more about global warming.”)

Body

I. Global warming is a gradual warming of the earth from human activities (Union)

A. It is characterized by a high concentration of carbon dioxide in the atmosphere

1. Each year five tons of CO2 are pumped into the atmosphere.

2. The carbon dioxide traps heat.

3. 1998 set temperature record.

B. Carbon pollutants also eat a hole in the ozone layer (NOAA).

1. In 1998 this hole set a size record.

2. The hole allows more ultraviolet radiation to reach Earth.

C. If this problem is not corrected, we may see disastrous results (National Issue Forums).

1. There could be dramatic climate changes.

a. There could be drought in the middle of continents.

b. There could be many severe storms.

c. There could be rising sea levels that would destroy coastal areas.

2. There could be serious health problems.

a. There could be an increase in skin cancer.

b. There could be an increase in cataracts.

c. There could be damaged immune systems.

(Transition: Now that you understand what global warming is and why it is important, let’s examine its major causes.)

II. The loss of woodlands adds to global warming (Union).

A. One football-field-sized area of forest is lost every second.

B. Some loss occurs through cutting trees.

C. Burning adds more carbon dioxide from smoke

(Transition: An even greater cause of global warming . . .)

III. Industrial emissions accelerate global warming (Union)

A. These account for more than 20 percent of our air pollution.

B. Americans are the worst offenders.

1. We use 26 percent of the world’s oil.

2. We release 26 percent of nitrogen oxides.

3. We release 22 percent of carbon dioxide.

C. There is light on the horizon.

1. The rate of emissions is slowing. (Dept. of Energy).

2. Companies are uniting to arrest climate change (“New Initiative”).

(Transition: “Finally, we come to the biggest cause of global warming—ourselves.”)

IV. Personal energy consumption magnifies global warming (Union).

A. Energy consumption is the single largest cause of global warming.

1. Fossil fuel use accounts for 90 percent of America’s energy consumption.

2. Transportation-related energy accounts for half of all air pollution.

B. America is on an energy binge. (Myerson).

1. We are using more fuel in our homes.

a. New homes are much larger.

b. People have more energy-hungry equipment.

2. We are using more fuel for transportation.

a. Commutes are longer.

b. Vehicle horsepower is increasing.

c. People are buying gas-guzzlers.

Conclusion

Summary statement: In conclusion, global warming, the gradual warming of the earth from human activity, is an important concern to all of us. If you want to know why we have global warming, listen for the falling trees, watch the industrial smokestacks darkening the sky, and smell the exhaust fumes we are pumping into the air.

Concluding remarks: Gore story on how global warming can sneak up on us. Addressing the National Academy of Sciences, the vice president said, “If dropped into a pot of boiling water, a frog will quickly jump out. But if the same frog is put into a pot and the water is slowly heated, the frog will stay put until boiled alive. So it is with pollution . . .. If we do not wake up to the slow heating of our environment, we may jump too late.” The more we know about global warming, the more likely we are to jump and the less likely we are to be cooked.

Works Consulted

Energy Information Administration, “U.S. Greenhouse Gas Emissions Growth Slows,” United States Department of Energy, http://www.eia.doe.gov/neic/press/press111.html. Posted November 3, 1998. Downloaded November 18, 1998.

Lemonick, Michael D. “One Big, Bad Iceberg,” Time, 20 Mar.1 1995: 65

Myerson, Allen R. “U.S. Splurging on Energy After Falling Off its Diet,” New York Time Online, http://www.nytimes.com/library/financial/.Posted October 22, 1998. Downloaded November 20, 1998.

National Issues Forums Institute, The Environment at Risk: Responding to Growing Dangers. Dayton: Kettering Foundation, 1989.

National Oceanic and Atmospheric Administration, “Antarctic Ozone Hole Sets New Record,” http://www.noaa.gov/public-affairs/pr98/oct98/noaa98-064.html. Posted October 6, 1998. Downloaded November 17, 1998.

Worksheet for the Informative Speech

Topic:_____________________________________________________________

General Purpose: To Inform

Specific Purpose: I want to accomplish ___________________________________

__________________________________________________________________

Thesis Statement:___________________________________________________

__________________________________________________________________

Select a Speech Design: Spatial /Sequential / Categorical / Comparative / Causation

Introduction

Attention__________________________________________________________

__________________________________________________________________

Reason to Listen_____________________________________________________

__________________________________________________________________

Credibility_________________________________________________________

__________________________________________________________________

Thesis_____________________________________________________________

__________________________________________________________________

Preview____________________________________________________________

__________________________________________________________________

Transition to Body___________________________________________________

__________________________________________________________________

The Body of your speech will have from two to five well-developed main points. The number of sub points will vary from speech to speech. You don’t necessarily need all of the sub points, and you may need to add additional sub points as needed.

I. (first main point)________________________________________

______________________________________________________

A. ______________________________________________________

1. ______________________________________________________

a. ______________________________________________________ b. ______________________________________________________

2. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

B. ______________________________________________________

______________________________________________________

1. ______________________________________________________

a. ______________________________________________________

2. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

C. ______________________________________________________

______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

2. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

Transition ______________________________________________________

______________________________________________________

II. (second main point)_______________________________________

______________________________________________________

A. ______________________________________________________

______________________________________________________

1. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

2. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

B. ______________________________________________________

1. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

2. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

C. ______________________________________________________

1. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

2. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

Transition ______________________________________________________

______________________________________________________

III. (third main point)________________________________________

______________________________________________________

A. ______________________________________________________

1. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

2. ______________________________________________________

b. ______________________________________________________

B. ______________________________________________________

1. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

2. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

C. ______________________________________________________

1. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

2. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

Transition ______________________________________________________

______________________________________________________

IV. (fourth main point)_______________________________________

______________________________________________________

A. ______________________________________________________

1. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

2. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

B. ______________________________________________________

1. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

2. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

1. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

2. ______________________________________________________

a. ______________________________________________________

b. ______________________________________________________

Transition to Conclusion_______________________________________________

Conclusion

Review main points__________________________________________________

_________________________________________________________________

Leave audience with a lasting impression__________________________________

_________________________________________________________________

Peer Critique of Informative Speech

The purpose of the peer critique is two-fold—you gain practice applying public speaking concepts in the analysis of a speech and you provide feedback to your peer to aid in their improvement. In order to provide effective feedback to your peer, you must listen carefully and critically to their speech as they deliver it. You should take notes about their content, organization and delivery. An effective critique analyzes a speech for both strengths and weaknesses and provides specific constructive feedback using positive language.

Not This	Say It Like This
Your thesis was unclear.	A clearer thesis would help me understand where you are headed in your speech.
Your delivery lacked confidence.	Showing confidence through your posture and your voice would add credibility to your presentation.
Your supporting materials were weak.	Adding more factual examples would help me understand the importance of the problem.
You didn’t really get my attention.	A stronger attention-getter would draw me in to your speech and get my interest.
Your delivery was poor.	You seemed a bit unrehearsed. More practice will surely smooth out your delivery.
I was bored.	Adding more examples will help gain my interest. For example, sharing a story about a child who has suffered from second-hand smoke would help me appreciate the seriousness of the problem and keep my interest.

1. It must be typed.

2. It must be at least 2 pages long.

3. You must bring two copies to class. One is for me. The other is for your peer.

4. It must be handed in on the due date.

5. It must use proper grammar, spelling and punctuation.

6. It must include the following components.

Did the speaker gain your attention? How?
Did the speaker state his/her main idea in the introduction? What was it?
What were the speaker’s main points?
Could you identify three parts to the speech (intro, body, conclusion)?
Were the speaker’s transitions effective in making the speech flow from part to part and point to point? Why or why not?
How well did the speaker use evidence to support his or her ideas? Did the speaker cite sources? What were they?
Did the speech make sense? Why or why not?
How did the speaker conclude the speech? Did they leave you with a lasting impression?
What did you like about the speech?
What should the speaker work on for her or his next speech?

Self-Evaluation of Informative Speech

Please review your videotape and write a 2-page evaluation of your speech. Use the following format to organize your essay.

2. Specifications

1. It must be typed

2. It must be at least 2 pages long. It may be longer!

3. It must use proper grammar, spelling and punctuation.

5. It must include the following components.

Paragraph One: The Process

Did you say what you intended to say? Why or why not?

How much did you practice? Did you need more practice or was this enough?

Paragraph Two: Purpose

Was your speech truly informative? Why or why not?

Paragraph Three: Introduction

How well did you gain the attention of your audience?

How clear was your thesis statement?

Did you preview your main points? Was your preview clear?

Did you establish credibility by stating why you are qualified to speak on the topic or by citing a source?

Paragraph Four: The Body

Did you state three to five main points and support each with adequate evidence?

How well did your main points support your thesis?

How effective were your supporting materials?

Paragraph Five: Conclusion

Did you review your main points? If so, how clear was your review?

Did you leave a lasting impression by saying something memorable?

Paragraph Six: Delivery

How smooth was your delivery?

Please comment on the process of using your notes and whether it worked for you.

Did you act confident? Were you enthusiastic?

Did you use vocal variety or was your voice monotone?

Paragraph Seven: Skill Development

Identify one aspect of your content, your delivery, and your organization that you could improve if you delivered the speech a second time.