SPEECH

A. Introduction
Of all the skills employers desire in employees, oral communication skills rank
highest. Survey after survey reports that oral communication (speaking) skills are
considered even more important than writing and math skills, as well as a number of other
jobrelated !ualities, such as initiative, technical competence, and organi"ational abilities.
#his is one of several important reasons why teaching speaking is very necessary for the
students ($areis, %&&').
Speaking encompasses a variety of genres( conversations, interviews, discussions,
debates, speech and negotiations, and etc. #hese interaction usually can be done with two
people or more, and small group. Speech is a different matter( )ere the speaker shares his
or her views with a larger audience (*ear, %&&+).
)owever, there are times in almost everybodys life when speech is re!uired. ,t can be
used in some formal or informal occasions, for e-ample, a toast at a party for the informal
situation, and delivering a speech at a graduation ceremony for the formal situation. .any
careers are based on a certain amount of speech. #ake teachers, trial lawyers, politicians,
broadcast journalists, or preachers, for e-ample. /or teacher, speech is an essential part to
effectively teach the student. *ikewise the students, speech is important for them to share
their works or telling the stories in order to get a satisfactory score. .oreover, general
purpose of a speech usually is to entertain, to inform, or to persuade0 the specific purpose
describes e-actly what a speaker wants to accomplish0 and the central idea is the core of
speaker messages. #herefore, it need a good assessment for the students to assess their
speech. So that the students can build their selfconfidence to talk with each other and use
their speaking skill during their own career in the future.
B. Definition of Speech
1ccording to *ear (%&&+) speech can be defined into 2 definitions (*ear, %&&+), as
follows0
3. Saying sounds accurately and in the right places in words
%. #he sounds people use to communicate words
4. Speaking fluently, without hesitating, or prolonging or repeating words or sounds
2. Speaking with e-pression with a clear voice, using pitch, volume and intonation to
support meaning
C. Types of Speech
1s mentioned by $areis (%&&') speech can be defined into 2 types, as follows0
1. Narrative Speeches
1 narrative speech is a speech telling a story. 5hile stories can be told in many
different ways, they usually consist of five parts (*abov, 36+% in $areis, %&&').
a) Opener( 1 short statement announcing the story (e.g., 78ou wont believe
what happened to me . . .,9 7:id , ever tell you . . .,9 7,ll always remember
when . . .9).
b) Orientation( ,ntroduction of time, place, and characters (e.g., 7*ast Saturday, ,
went canoeing with my boyfriend on ;ear <iver.9).
c) =omplicating >vents( #he events of the story (e.g., 5e arrived at the rental
place at 3& a.m. >vents and got a really nice, red canoe . . . . Suddenly, the
water swept us away . . . . ?e-t thing we knew, we capsi"ed . . . . 1nd as if that
wasnt enough, we lost everything to the river( our lunch, sun hats, and
towels.9).
d) <esolution( )ow the story ends (e.g., 75e were soaking wet but still alive.9).
e) =oda( 1 connection between the past and the present (e.g., 7*ooking back, it
was !uite funny, really.9).
,n a narrative speech, the story is told for its own sake. Short narratives can also be
told as part of another speech, however, in form of anecdotes or jokes that serve as
attention getters or e-amples for a point. Stories catch the interest of most audiences
and should be incorporated freely into speeches.
2. Deonstration Speeches
:emonstration speeches show how something works (e.g., a camera) or how
something is done (e.g., =@<). 1udiovisual aids are therefore essential. Sometimes,
demonstrations show something that takes place on the floor (e.g., how to brake on
inline skates). :uring such a speech, it is important that all listeners have a clear view.
,f a process takes too long to demonstrate (e.g., folding an intricate origami
pattern), speakers may choose to demonstrate only part of it during the speech. #he
rest can be shown through visuals depicting the different stages of the process which
are prepared beforehand.
1t times, it may be necessary to pause while demonstrating an action (e.g.,
when showing how to play the clarinet). ,n general, however, pauses should be kept to
a minimum. Speakers should continue speaking during the demonstration and
accompany actions with words. ;y the same token, they should maintain as much eye
contact with the audience as possible.
!. Inforative Speeches
,nformative speeches aim to educate the audience. Speakers basically act as
teachers and provide new knowledge and ideas. #opics can include people (e.g., Aimi
)endri-, the 1inu people in Aapan), places (e.g., ,ndia, the ;ermuda triangle), objects
(e.g., chopsticks, a sculpture by <odin), events (e.g., folk festivals, space missions),
concepts (e.g., intelligence, alternative medicine), and issues (e.g., assisted suicide,
industrial pollution).
#o give an effective informative speech, it is helpful to find out what the
audience already knows and what they want or need to know. #he speaker should
strive to sustain
". Persuasive Speeches
#he goal of a persuasive speech is to convince the audience. @ersuasive
speeches can be centered around claims of fact (e.g., 7the earth is in danger of being
destroyed by meteors9), claims of values (e.g., 7factory farming is immoral9), and
claims of policy (e.g., 7we should adopt a flat rate ta- system9).
,f the listeners oppose the speaker on an issue (e.g., the deathpenalty), the
speaker will attempt to change their minds. ,f the listeners agree with the speaker but
dont act on their beliefs (e.g., they think that donating blood is important but havent
done so themselves), the speaker will try to actuate them (i.e., persuade them to be
more consistent). /inally, if the listeners are convinced and already act accordingly,
the speaker can use persuasive speech techni!ues to provide reinforcement and
encouragement, to strengthen their conviction.
,n order to plan the most effective strategy, the speaker should survey the
audience on their beliefs before the speech. ?o matter whether the audience is
unconvinced or convinced, however, they speaker will have to provide proof to make
his or her views compelling. Several factors can contribute to a persuasive argument.
a) =onvincing evidence (e.g., facts, statistics, testimony)
b) Sound reasoning (e.g., analogies, e-amples, narratives)
c) 1ppeals to emotion (e.g., sympathy, guilt, revulsion)
d) @romise of needs fulfillment (e.g., physical security, wellbeing, adventure)
e) @ositive speaker characteristics (e.g., dynamism, good character, good will)
Often, persuasive speeches follow patterns that are slightly different from regular
organi"ational designs. )ere are some e-amples.
a) @roblemsolution pattern (B describing a problem and offering solutions)
b) =omparisoncontrast (B showing the advantages of ones own proposal visC
vis or in relation to opposing views)
c) ?egative method pattern (B focus on the shortcomings of other proposals)
d) .otivated se!uence (B five steps( arousing attention, demonstrating a need,
satisfying the need, picturing the results, calling for action)
@ossibly more than any other speech type, persuasive speeches need to be tailored to
the audience. >ach listener will ask 75hats in it for meD9 1n effective persuasive
speaker has to keep this !uestion in mind at all times and aim to provide the answer.
D. Speech #uide$ines
1ccording to $areis (%&&') a good speech must involve a good content, organi"ation,
language, and delivery. #hese four keys is important to be considered in speech to make
the audience completely understand about what is the speaker said or at least the listener
can get the point of the speech. #he definition of content, organi"ation, language, and
delivery are presented as follows0
1. Content
=ontent is the idea inside or included in the speech that is to be e-pressed
($areis, %&&'). =ontent include some topic in the speech. #he topic can be chosen
freely or specifically depends on their needs or situation. 1 computer sales will
probably discuss software, but students in the class generally have more freedom in
selecting their speech topics. ;ut, in most cases these free topic should be restricted in
from taboo topic, as well as se-, religion, racism, and the other sensitive things.
#herefore, in order to select the best content in a topic, the students should do
some research before they presenting their speech. #he audience may e-pect
comprehensive and uptodate information. #hese information can be found in some
validated material such as0 books, maga"ine, newspaper, journal, and internet.
@araphrasing is highly recommended when record some information from those
material. ,t is important for anyone to stay away from plagiarism.
2. %r&ani'ation
Organi"ation in speech can be defined as the organi"ation of the content
($areis, %&&'). Once the topic and the collected support materials had researched,
then it is important to organi"e those ideas. #he most common and versatile pattern is
the division into introduction, body, and conclusion.
a( Introduction
One of the most important parts of a speech is the introduction. #he
introduction should function as an attentiongetter, create interest, motivate the
audience to listen, establish your credibility, and give a preview of main points
of the speech.
)( Body
#he body of the speech are contained the major material and major point of the
content. #he fewer main points included in content will make the speech more
obvious and memorable for the audience. /or e-ample0 in a short speech of
five minutes, it should not have more than three or four main points. #he more
main point in speech could make the audience confusing.
c( Conc$usion
5hile the introduction leads into the body, the conclusion leads out of it and
provides closure. ,ntroductions and conclusions should be about e!ual in
length and significantly shorter than the body and of course, the conclusion
should conclude all of the main point in the content.
!. *an&ua&e
Spoken language is more informal than written language and often more vivid
and intense. ;ecause listeners cannot go back and reread what a speaker says,
effective oral language is also simpler and more repetitious. ,n addition, it contains
plentiful e-amples and illustrations to assist listeners in understanding the message.
1ccording $areis (%&&') for effective speech, language should be include0
a( Correct
Ese correct vocabulary, grammar, and pronunciation. 5hen in doubt, consult
reference books or ask for help.
)( C$ear
1void unnecessary jargon and define any technical vocabulary you must use.
c( Concrete
Ese specific rather than vague language (e.g., change 7for a small amount of
money9 to 7for three dollars9).
d( Co$orfu$
Ese some of all of the following language terms to add vividness and intensity
to your language.
". De$ivery
,n the conte-t of speech, delivery refers to the presentation of the speech you
have researched, organi"ed, outlined, and practiced. :elivery is important, of course,
because it is what is most immediate to the audience. :elivery relies on both verbal
communication and nonverbal communication. Ferbal communication including
pitch, rate and fluency and volume and nonverbal communication including
appearance, eyecontact, facial e-pressions, gestures, body postures and movement.
1( +er)a$ Counication
a( Pitch
>verybody uses a mi-ture of low and high pitchesGa pitch rangeG
when speaking. Fariation in pitch is a tool for stressing words and
adding emotion to sentences. 5hen utterances are flat and monotone
(i.e., when the pitch range is too narrow), listeners become bored and
tune out. /or e-ample0 71nd finally, the most important point.9 has
higher pitches on the stressed syllables and falls to a low pitch at the
end. ,magine if the speaker said the sentences above without any pitch,
it will create a monotone spoken language.
)( ,ate and -$uency
#he rate of speech includes speed and pausing. ,t is important to speak
more slowly at the important point of the speech, to give the listeners
an opportunity to understand the main point. )owever, fast speech may
be understood in small settings and among friends, larger audiences
usually find it difficult to follow. 5hile fluency is not about speed (one
can be fluent as a fast or as a slow speaker), it about appropriate
pausing and the connectedness of thought groups. @auses should occur
only at the end of thought groups and sentences0 and the words within
a thought group should be linked closely together and not separated by
hesitations or unnecessary repetitions of syllables.
c( +o$ue
,t is important that everybody in the audience can hear you without
straining.
2( Non.ver)a$ counication
a( Appearance
#his is the first impression of the audience to the speaker. 5ith respect
to accessories (such as jewelry), less is more.
)( Eye.contact
>ye contact is maybe the most important of these elements. 1s an
effective speaker make sure you maintain constant eye contact with the
audience. ,t is important to avoid looking down on the ground, over the
heads of your listeners, or out the window and note in mind that the
main purpose of public speaking is to reach the audience. >ye contact
is essential in achieving this goal.
c( -acia$ E/pression
1ppropriate facial e-pressions can connect the speaker with the
audience and reinforce the content of the speaker speech. :uring the
speech, the speaker can signal the importance of words and phrases
through widened eyes and raised eyebrows and accompany accounts of
e-citement, pu""lement, or unpleasantness with the respective
e-pressions.
d( #estures
Similar to facial e-pressions, gestures can be used to establish contact
with the audience and provide visual support for your message.
E. B$ue Print
1. Content
Score Description
0
The content is c$ear1 focused and 2e$$.suited to audience and purpose.
3ain ideas stand out and are deve$oped )y stron& supportin& detai$. The
counication is characteri'ed )y
a clear, focused purpose and main ideas.
strong supporting details that contribute to the audiences understanding.
insightful connections or conclusions although only one perspective may
be included.
use and citation of resources, when appropriate, that provide accurate
and credible support.
a highly successful attempt to adapt content and details to audience and
purpose
"
The content is c$ear1 focused1 and appropriate to audience and purpose.
Support is present a$thou&h it ay )e $iited or &enera$. The
counication is characteri'ed )y
a clear purpose and main ideas.
supporting details that are relevant, but may not be consistently strong.
valid connections or conclusions although only one perspective may be
included.
use and citation of resources, when appropriate, that provide accurate
and ade!uate support.
a successful attempt to adapt content and details to the audience and
purpose.
!
The content is c$ear and appropriate to audience and purpose a$thou&h it
ay )e over$y )road or sip$istic. Support is present )ut ay $ac4
deve$opent or re$evance. The counication is characteri'ed )y
identifiable main ideas and purpose that may be slightly unfocused.
supporting details that are often limited, overly general or slightly off
topic.
connections or conclusions that seem to echo observations heard
elsewhere and offer no new insights.
use of resources that do not provide consistently strong, accurate or
credible support.
an attempt to adapt content and details to the audience and purpose.
2 The content re5uires e/tensive inferences )y the audience. Deve$opent
is attepted )ut is inia$ or ay )e unsuited to audience and purpose.
The counication is characteri'ed )y
an unclear purpose andHor main ideas.
too little supporting detail or too much irrelevant, inaccurate or
redundant material.
connections or conclusions that present internal contradictions or
inconsistencies.
reliance on !uestionable sources, clichIs or stereotypes.
minimal or unsuccessful attempts to take the audience or purpose into
account.
1
The content $ac4s an apparent purpose or centra$ thee. The
counication is characteri'ed )y
no apparent purpose or main ideas.
confusing or missing supporting detail0 the communication may be too
short to demonstrate the development of an idea.
a lack of knowledge andHor understanding of the topic.
inaccurate interpretation of a resource, or disregard for resources other
than personal e-perience or opinions.
no discernible attempt to take the audience or purpose into account.
2. %r&ani'ation
Score Description
0
The or&ani'ation enhances the ain ideas and their deve$opent. The
order and structure support the audience6s understandin&. The
counication is
characteri'ed )y
a highly effective introduction that brings the audience to the topic.
a clear organi"ational structure that enhances the audiences
understanding of the purpose and message.
smooth transitions.
carefully selected details that are placed for impact.
a welldesigned conclusion that matches the content and purpose of the
speech.
"
The or&ani'ation is easy to fo$$o2 )ut ay see sti$ted1 over$y o)vious1
or not consistent$y effective. The counication is characteri'ed )y
an effective introduction that brings the audience to the topic.
a clear organi"ational structure that is relatively easy to follow.
transitions that work, but that may be formulaic or predictable.
details that fit within a planned structure.
a planned conclusion that may lack subtlety, but still matches the content
and purpose of the speech.
! The or&ani'ation has )een attepted )ut the overa$$ structure is
inconsistent or s4e$eta$. The counication is characteri'ed )y
an introduction that is either underdeveloped or awkward.
organi"ational structure that is occasionally unclear.
transitions that usually work, but may be repetitive or sometimes
unclear.
details that sometimes leave the audience confused.
a conclusion that is underdeveloped, obvious, or fails to match the
content and purpose of the speech.
2
The or&ani'ation $ac4s a c$ear structure. An occasiona$ or&ani'ationa$
device is discerni)$e7 ho2ever1 the counication is difficu$t to fo$$o2 or
too short to deonstrate or&ani'ationa$ s4i$$s ade5uate$y. The
counication is characteri'ed )y
an introduction e-tremely undeveloped, or missing.
a limited organi"ational structure that is confusing.
transitions that are ineffective, overused or missing.
random details that do not fit within the limited structure.
a conclusion that is e-tremely undeveloped, or missing.
1
The or&ani'ation $ac4s structure. An occasiona$ or&ani'ationa$ device
ay )e discerni)$e7 ho2ever1 the counication is e/tree$y difficu$t to
fo$$o2 or too short to deonstrate or&ani'ationa$ s4i$$s. The
counication is characteri'ed )y
a missing or unrelated introduction.
no apparent organi"ational structure0 it is difficult to follow the message
or understand the purpose.
no transitions.
isolated details that have no apparent relationship or purpose.
a missing or unrelated conclusion.
!. *an&ua&e
Score Description
0
The $an&ua&e is ori&ina$ 2ith a variety of carefu$$y se$ected 2ords to
ipact the purpose. The intended essa&e is conveyed c$ear$y and
vivid$y. The counication is characteri'ed )y
precise, descriptive language that makes a strong impact.
figurative or creative language that, if used, evokes clear images and an
appropriate emotional response from the audience.
slang or jargon that, if used, enhances the message or purpose.
effective use of the technical language necessary to make the content of
the speech clear.
grammar and usage that are almost entirely correct.
" The $an&ua&e is ori&ina$1 functiona$ and appropriate to audience and
purpose. The intended essa&e is conveyed c$ear$y1 )ut 2ord choice ay
)e soe2hat $ac4in& in vividness1 precision1 or interest. The
counication is characteri'ed )y
words that work but do not create a strong impact.
attempts at colorful language that occasionally evoke an appropriate
emotional response from the audience, but at times may seem awkward
or overdone.
slang or jargon that, if used, does not detract from the message or
purpose.
competent, practiced use of the technical language necessary to make the
content of the speech clear.
grammar and usage that are usually correct.
!
The $an&ua&e is 5uite ordinary1 $ac4in& precision1 variety and c$arity7 or
it revea$s a $iited sense of audience and purpose. The counication is
characteri'ed )y
words that rarely hold the audiences interest0 occasional mundane
e-pressions or clichIs.
attempts at colorful language that, if present, are awkward and forced.
slang or jargon that is sometimes inappropriate or ineffective.
attempts to use technical language to make the content clear.
distracting lapses in grammar and usage.
2
The $an&ua&e is a242ard1 repetetive or isused 2ith a very $iited sense
of audience and purpose. The counication is characteri'ed )y
words that are flat or vague0 colorful language, if used, is e-aggerated
and forced.
inappropriate or ineffective use of slang or jargon.
misunderstood, misused or underused technical language.
fre!uent errors in grammar and usage that interfere with meaning.
1
The $an&ua&e is e/tree$y $iited or so isused that the eanin& is
o)scured 2ith no sense of audience and purpose. The counication is
characteri'ed )y
words that are vague, inade!uate or just plain wrong0 no attempt to use
colorful language.
inappropriate or ineffective use of slang or jargon.
no evidence of ability to use technical language.
significant errors in grammar and usage that may compromise meaning
and speaker credibility.
". De$ivery
Score Description
0
The spea4er deonstrates s4i$$fu$ contro$ of techni5ue. The
counication is
characteri'ed )y
effective eye contact that supports audience involvement.
clear enunciation and correct pronunciation0 regional or native accents
may vary from established local pronunciation patterns.
effective variations in rate, volume, tone, and voice inflection that are
appropriate to audience and purpose.
fluent delivery.
strong use of nonverbal techni!ues (i.e., facial e-pressions, gestures,
body movements, stage presence) to effectively impact the audiences
understanding of the message.
" The spea4er deonstrates contro$ of techni5ue. 3inor 2ea4nesses1 2hi$e
perhaps noticea)$e1 do not detract fro the essa&e and purpose. The
counication is characteri'ed )y
eye contact that is present but may not be made consistently with all
members of the audience.
mostly clear enunciation and correct pronunciation0 regional or native
accents may vary from established local pronunciation patterns.
effective rate, volume, tone, and voice inflection that are appropriate to
audience and purpose.
generally fluent delivery.
appropriate use of nonverbal techni!ues (i.e., facial e-pressions,
gestures, body movements, stage presence) that helps convey the
message.
!
The spea4er deonstrates $iited contro$ of techni5ue. Thou&h the
de$ivery ay have effective oents1 2ea4nesses1 such as readin& the
content1 detract fro the essa&e and purpose. The counication is
characteri'ed )y
minimal eye contact with audience0 some reading of content.
some rate or volume inade!uacies0 little variation in tone and voice
inflection.
a somewhat halting delivery with fre!uent space fillers such as 7um,9
7like,9 7you know,9 7whatever.9
inconsistent use of appropriate nonverbal techni!ues (i.e., facial
e-pressions, gestures, body movements, stage presence).
2
The spea4er deonstrates $itt$e contro$ of techni5ue. Pro)$es are
si&nificant and nuerous and interfere 2ith audience6s a)i$ity to
understand and aintain interest. The counication is characteri'ed
)y
little or no eye contact0 speaker reads the content.
fre!uent unclear enunciation or incorrect pronunciation.
rate that is too fast or too slow0 volume that is too loud or too soft0 a
monotone or highly erratic voice inflection.
a halting delivery with fre!uent distracting space fillers such as 7um,9
7like,9 7you know,9 7whatever.9
few, if any, appropriate nonverbal techni!ues (i.e., facial e-pressions,
gestures, body movements, stage presence).
1
The spea4er is una)$e to deve$op rapport 2ith the audience. *ac4 of
c$arity or distractin& errors and &estures ipede eanin&. The
counication is
characteri'ed )y
no eye contact0 total dependence on notes.
unclear enunciation or pronunciation that is fre!uently incorrect.
rate that is too fast or too slow0 a monotone or too soft to hear.
a halting delivery that seriously detracts from the speakers credibility
and message.
nonverbal techni!ues (i.e., facial e-pressions, gestures, body movements,
stage presence) that, if used, are distracting.
-. ,u)ric
Nae of Spea4er 8 9999999999999999999 Date 8 99999999999999
Type of Speech 8 Inforative Deonstrative Persuasive #rade 8 99999999999999
Topic 8 9999999999999999999
No. Aspect Description Score Tota$
1 Content
@urpose and main idea
are clear
3 % 4 2 J
Supporting details and
ideas
3 % 4 2 J
1ccurate and credible
information
3 % 4 2 J
2. %r&ani'ation
<ecogni"able
introduction and
conclusion
3 % 4 2 J
Se!uencing of points 3 % 4 2 J
#ransition clearly from
one part to the ne-t
3 % 4 2 J
!. *an&ua&e
$enerally correct
grammar and usage
3 % 4 2 J
Some attempts at
colorful, interesting
language
3 % 4 2 J
*imit slang, words
such as KlikeK
KwhateverK Kyou
knowK
3 % 4 2 J
". De$ivery >ye contact is present
3 % 4 2 J
=lear and correct
pronunciation of words
3 % 4 2 J
:oesnLt speak too
slowly or too fast
3 % 4 2 J
Folume is ade!uate 3 % 4 2 J
Some vocal e-pression,
sounds interested
3 % 4 2 J
Some use of gestures,
nonverbal
communication
3 % 4 2 J
1ppearance
3 % 4 2 J
#otal Score (-3&HM)
<eferences
$areis, >. (%&&') $uidelines for @ublic Speaking.
http(HHwww.baruch.cuny.eduHtutorialsHweissmanHoralNpresentationsHpublicNspeakingNguidelin
es.pdf
*ear, .. Speech, *anguage and =ommunication :ifficulties
http(HHwww.deni.gov.ukH3+NspeechNNNlanguage.pdf