Informative
Speech
Speech #3 Assignment
Thinking About This
Assignment
In
contemporary US culture, we are often audiences for “informative”
speaking: we watch cooking
demonstrations on the Food Network, attend orientation sessions for new
students or new employees, participate in classes and workshops, even find
ourselves in tour groups. In each of these contexts, the speaker presents
information we need to know to be better cooks, students, employees, or
tourists.
Informative speakers succeed when they are
excited about the content, know it well, and make the subject important and
beneficial to the audience.
As
with the Praise Speech, you should begin work on this speech by asking
yourself, what am I interested in? Involved with? What do I know a great deal about? Then, move outside yourself to ask, “What can I say or do that will share my
excitement and my knowledge with my audience?”
“How and why should the audience be interested in this?”
This
speech’s rhetorical purpose is first an informative one. But you must also persuade the audience,
through the content and its performance, that you are worth listening to and
learning from.
Objectives of This Assignment
·
to conduct library research
·
to
support a clear, one-sentence thesis
·
to
utilize at least two different kinds
of support material
·
to
organize the speech with an appropriate and discernible structure
Steps to Building an Informative Speech
1.
Choose a subject area based on one of the following categories.
Something
you do. This may be a hobby, a talent, or a special
skill. Examples: taxidermy, web site building, hip hop music, scuba diving,
reading Tarot cards, Paint Ball Jungle Games, etc.
A
cause you support or organization you belong to.
Examples: Big Brothers/Big
Sisters; Greenpeace; Habitat for Humanity.
“Consumer”
information that
is important to you. Examples: irradiated food, no-animal testing cosmetics;
vegetarianism; getting the most from your doctor.
“How-to”
demonstrations.
This category deserves a special warning:
do not choose to demonstrate how to do something that everyone
knows how to do (make a pizza, tie your shoes, make a long distance phone call,
etc.) There are interesting informative
speeches that teach the steps of a process—even if the audience will never
engage in it. For example, “how to make
a mummy” in ancient Egypt was an elaborate and interesting process.
Remember,
the goal of this assignment is not to talk about why you’re
interested in this topic, but to develop an interesting, informative speech for
your audience using your interest as a beginning.
2.
Conduct research on this topic.
You
should consult a wide variety of sources:
print newspapers, magazines, journals, internet web sites, pamphlets,
organizational materials, etc.
You
may not rely solely on your experience to provide the content of the
speech. Gather statistics, stories,
examples, illustrations, case studies, etc.
3.
Adapt the topic and information to the audience.
Ask the
question, “Why should the audience be interested in this?” Although topic
selection starts with you, your thesis statement should reflect the speech’s
benefits to the audience.
For
example, a premed student might inform the audience about “How to Get More from
your Doctor's Visit." You should
review Chapter 5 for Audience Analysis.
4.
Select a specific organizational pattern for the speech.
Review
Chapter 8 for the kinds of organization.
Arrange your information and ideas within the pattern you have
chosen. The "paint ball"
student may develop her speech topically:
1) the equipment needed to play, 2) the rules of the game, 3) the
satisfaction and exercise of playing.
5.
Include at least two different kinds of support materials from two
different sources.
This is
a 2x2 development of support. In other words, your two sources cannot both be
from the internet, or both from magazine articles. Review Chapter 7 for the kinds of
support.
For
example, the pre-med student may use a 1) case study from a biology textbook,
and 2) statistics provided by the American Medical Association for her
speech. This is 2 different kinds of
support from 2 different media (2x2).
6. Prepare your outline. Rehearse!
Requirements of this assignment.
Is your organizational pattern clear?
Do you
have two different kinds of support?
√ Checklist on Speech Day
q Bring my videotape
q Bring this Student Handbook
q Bring outline/notecards for
speech
q Have I fulfilled all the
requirements
of the assignment?
q Review the criteria for Evaluating
Speeches.
q Review evaluation form for
Informative Speech. What kind of grade
can I expect?
q Other:
Questions? Write them here.
Informative
Speech
03/15/2011
Speech
Communication
Sentence
Outline
Speech
Title:
“Basic
First Aid That Everyone Should Know”
General Purpose: To
inform
Specific
Purpose: To inform and
educate my class about first aid and some basic injuries that can be treated
immediately.
Thesis: With a
little bit of instruction, anyone can be a hero and save someone's life.
I. Introduction
A. How much would it mean to you to be able
to save the life of a friend, family member, or the person sitting next to you
in class? (attention-getter &
common ground)
B. An estimated 21% of deaths in children
each year could be prevented using basic life-saving techniques.
C. During my 5 years in the Army, I
participated in an extensive variety of training and practice exercises to
learn how to perform basic first-aid and self-aid. I have also seen and helped with the
treatment of basic injuries. (credibility)
D. My goal with my speech today is that
when I am finished, everyone in here will have learned a few procedures that
they could someday use to save someone's life.
(thesis)
E. I'm going to describe how to perform a
few of the most important steps to keeping someone alive until an ambulance or
trained professionals arrive: stopping bleeding, the ABC's of CPR, and the
prevention and treatment of shock. (preview)
Before I start, I would like to say that, obviously,
the first thing you should do is immediately call 911. When calling 911, either have someone
dedicated to making the call or put the call on speakerphone to ensure that the
emergency responders get all the information they need to best assist you.
Transition: Though a lot of people are afraid of the sight of
blood, it is vital in keeping us alive.
II. Body
A. The first
thing I'm going to talk about is treating bleeding.
1. In the event of a car accident, a
split-second mistake in the kitchen or when working with power tools, or any
other accident that could happen at home or work, you could be confronted with
severe bleeding.
2. Your most immediate concern should be
to stop bleeding at the source.
a. apply immediate pressure (use knees or
hands)
b. apply a bandage or make one out of
available materials (preferably duct
tape, clothing also acceptable).
c. if there is anything in the wound (ex.
knives, metal, shrapnel), do not
try to remove it, just bandage around it as well as you can.
d. maintain pressure, if bleeding
continues through bandages, apply a makeshift tourniquet.
e. tourniquet can be made out of belt or
clothing. do not use wire or something
that could damage skin. increase
pressure until bright red
(arterial) bleeding stops.
f. take steps to prevent shock
Transition: Now that
we're all able to stop breathing, I'm going to tell you how to maintain another
equally important body function.
B. The next thing I'm going to explain is
the ABC's of CPR
1. Living
in Florida and having water all around you is reason enough to know the basics of Cardiopulmonary
resuscitation (CPR). At any time on the beach, or even in a restaurant or at
home, someone you know could choke
or drown and need your immediate assistance.
2. "A"
stands for airway.
a. position the injured person on their
back and open their airway using the head-tilt-chin-lift
method.
b. if there are any objects stuck in the
mouth or throat, attempt to clear them out with your fingers.
3. "B"
is for breathing.
a. once the airway is cleared, you want to
check for breathing by placing your ear near their mouth,
looking towards their feet so you
can watch for a rise and fall in their chest.
Wait 5-10 seconds.
b. if the person isn't breathing, you want
to give them two deep breaths
4. "C"
is for circulation.
a. check for a pulse by placing your
finger on their carotid artery for about 10 seconds.
b. if there is no pulse, begin CPR.
5. You
want to push down on the center of their chest 30 times for every 2 times you give them a breath. Remember to pinch their nose when you are giving breaths. Continue repeating this process until one of
the following things happens: the
person starts to breath or regains a pulse, a
more medically qualified person arrives and takes over for you, or you are physically incapable of continuing CPR.
6. For
babies or infants, use the same method but only do 5 chest compressions for every 1 breath.
Transition: The last
thing I'm going to talk about is how to identify and treat shock.
C. Shock is caused by a significant decrease in blood flow to
the brain and other vital organs. It is
most often caused by bleeding but can also result from a wide variety of
injuries including dehydration, hypothermia, burns, and allergies. Untreated shock is often fatal, even if the
injury would not have been.
1. Some of the symptoms of shock include:
nausea/vomiting, clammy or pale skin,
thirst, confusion, and fast breathing.
2. Assuming that this person is breathing
and bleeding has been controlled, you should try to lay them down on their back
and elevate their feet.
a. if
they have a leg, head, or abdominal injury, don't elevate their legs. if they were injured in a fall or
you have any other reason to
suspect a neck injury, try to move them as little as possible.
b. try
to make them as comfortable as possible by ensuring they don't get too hot or too cold but do not give them
anything to eat or drink.
c. loosen
any restrictive clothing and comfort them until help arrives.
III. Conclusion
A. I
hope that now you've all learned a few basic first aid skills. The important things to remember are to stop
bleeding, to check the airway, breathing, and circulation before starting CPR
and then doing 30 chest compressions for every 2 breaths, and to make people
comfortable and reassured to prevent shock. (review)
B. After hearing my speech, everyone in
here should be able to save someone else's life in an emergency. Knowing how to stop bleeding, perform CPR, or
prevent shock could be the difference between life and death for someone. (thesis)
Bibliography
"About.com First Aid - First
Aid & Emergency Preparedness." About.com First Aid - First Aid
& Emergency Preparedness. N.p., n.d. Web. 11 Mar. 2011.
<http://firstaid.about.com/>.
"How to resuscitate |
British Red Cross ." British
Red Cross - Home Page | British Red Cross
. N.p., n.d. Web. 11 Mar. 2011.
<http://www.redcross.org.uk/What-we-do/First-aid/First-aid-tips-and-videos/Resuscitation>.
"Infant Cpr." Essortment
Articles: Free Online Articles on Health, Science, Education & More....
N.p., n.d. Web. 11 Mar. 2011.
<http://www.essortment.com/infant-cpr-56309.html>.
Guide.
03/15/2011
Speech
Communication
Informative
Speech/Speaking Outline
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Evaluation
Form
Topic__________________________________________
Informative
Topic__________________________________________
|
Speech
Introduction Very Good
Average Needs work
Gained attention?
Established speaker’s credibility?
Common ground with audience?
Previewed body of speech?
One-sentence statement
of thesis?
Body
Main points clear?
Organizational pattern clear?
Transitions helpful?
Support material?
Conclusion
Prepared audience for ending?
Reviewed main
points?
Reinforced
thesis?
Vivid “clincher”?
Delivery
Maintained
strong eye contact?
Use of brief
notes?
Exuded poise and confidence?
Extemporaneous style?
Overall
Evaluation
Topic challenging?
Specific purpose well chosen?
Message adapted to audience?
Held interest of audience?
Requirements
of Assignment
Organizational
pattern?
2 x 2 sources?
Additional
Comments/Grade:
Name Topic Grade
Excellent
|
Good
|
Fair
|
Needs work
|
Missing
|
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INTRODUCTION
|
______ Work
on a more effective attention-getter
______ Specifically
relate the topic to your audience
______ Explicitly
state your credibility
______ Explicitly
state what you are going to talk about (1st, 2nd, 3rd)
______ Work
on clearer organization pattern
______ Include
transitions and signposts
______ Incorporate
more thorough research (more or varied
sources)
______ Cite
your research sources
______ Use
a wider variety of verbal support (Include at least one story)
______ Include
visual support aids
_____ Follow
the guidelines for visual support in Ch. ____
______ Follow
outline samples in the Textbook – Ch. ____ or Handbook
______ Include
a bibliography
______ Summarize
main points
______ End
with impact
______ Avoid
reading your notes; use key words only
______ Increase
eye contact
______ Increase
volume
______ Use
vocal variety
______ Show
your enthusiasm!
______ Incorporate
more gestures/ movement
______ Think
about your self-presentation
______ Watch
disfluencies
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Attention
Getter
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Audience
Motivation
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Established
Credibility
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Clear/Appropriate
Thesis
|
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Preview
of Main Points
|
|||||||
BODY
|
|||||||
Organizational
Structure
|
|||||||
Transitions
|
|||||||
Clear
Main Points
|
|||||||
Held
Audience Interest
|
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CONTENT
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Challenging
Topic
|
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Verbal
Support
|
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Visual
Support
|
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Quality
of Research
|
|||||||
Quality
of Outline
|
|||||||
CONCLUSION
|
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Review
|
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Reinforced
Thesis
|
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Vivid
Clincher
|
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DELIVERY
|
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Use
of Notes
|
|||||||
Eye
Contact
|
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Voice
& Language
|
|||||||
Gestures
|
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OTHER
|
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Organizational
pattern
|
|||||||
2
x 2 Sources
|
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Peer Feedback #1
|
Speech
1. Name
one new thing you learned in this speech.
2. Check
the organizational pattern used:
___
Chronological ___
Spatial ___Causal
___
Topical ___
Familiarity-Acceptance ___Inquiry
___
Problem Solving ___
Question-Answer ___Elimination
Did
it work? Why or why not?
3. What
type of support materials did the speaker use?
___
Contrast ___
Examples ___ Comparisons
___
Statistics ___
Testimony ___ Quotations
Which
one was most memorable? Why?
4. What
one suggestion for improvement can you make?
Peer Feedback #2
|
Speech
1. Name
one new thing you learned in this speech.
2. Check
the organizational pattern used:
___
Chronological ___
Spatial ___Causal
___
Topical ___
Familiarity-Acceptance ___Inquiry
___
Problem Solving ___
Question-Answer ___Elimination
Did
it work? Why or why not?
3. What
type of support materials did the speaker use?
___
Contrast ___
Examples ___ Comparisons
___
Statistics ___
Testimony ___ Quotations
Which
one was most memorable? Why?
4. What
one suggestion for improvement can you make?
Peer Feedback
#3
|
Speech
1. Name
one new thing you learned in this speech.
2. Check
the organizational pattern used:
___
Chronological ___
Spatial ___Causal
___
Topical ___
Familiarity-Acceptance ___Inquiry
___
Problem Solving ___
Question-Answer ___Elimination
Did
it work? Why or why not?
3. What
type of support materials did the speaker use?
___
Contrast ___
Examples ___ Comparisons
___
Statistics ___
Testimony ___ Quotations
Which
one was most memorable? Why?
4. What
one suggestion for improvement can you make?
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