CRITICAL THINKING

COURSE CODE OCC INNOVATIVE THINKING

EMPATHY
Oral Communication in Context RESILIENCE
COURSE TITLE
TEAMWORK
COMMUNICATION
SEMESTER 1st SCHOOL YEAR 2020-21

PERIOD WEEK 10: Nov.9 – Nov. 13, 2020 MODULE NO. 10

INTRODUCTION

Hello everyone! 😊 We are now moving on to our next topic which is the Fundamentals of Public Speaking.
You read it right. We are now going to discuss about Public Speaking. This module features the basics of
preparing and delivering a speech. From the drafting of your speech to its delivery, you will be guided with
various strategies that you can apply to successfully speak in public. As what I have mentioned to you last
time, there will be days where I will be asking you to be on a virtual meet for your speech delivery. 😊 Aren’t
you excited about that ? You will then be witnessing your classmates’ presentation and see their prowess in
speaking. I am personally excited to see each one of you delivering different speeches. 😊
Of course, before anything else, let us first know the fundamentals of public speaking so that you will be guided
on how to write a particular speech and know how to effectively deliver a certain speech.

Intended Learning Outcomes (Learning Competencies)

Intended Learning Outcomes 1. identify the principles of speech writing;

Intended Learning Outcomes 2. differentiate the stages or processes in speech writing;

Intended Learning Outcomes 3. use principles of effective speech writing focusing on audience profile,
logical organization, duration, word choice, and grammatical correctness;

Activity 1: Self-Audit 1

Do the self-audit activity first before you start reading the discussions. Please
log in to our google classroom and see the Self-Audit activity assigned to you.
The link automatically locks or cannot be accessed within given period. Make
sure to accomplish it not later that November 13, 2020.
 TOPIC 1: PRINCIPLES OF SPEECH WRITING
Just like events planning, or any other activities, writing an effective speech follows certain steps or
processes. The process for writing is not chronological or linear; rather, it is recursive. That means you
have the opportunity to repeat a writing procedure indefinitely, or produce multiple drafts first
before you can settle on the right one.

Figure 1 shows the schematic diagram.

The following are the COMPONENTS OF THE SPEECH WRITING process.

AUDIENCE ANALYSIS entails looking into the profile of your target audience. This is done so you can
tailor-fit your speech content and delivery to your audience. The profile includes the following
information.
• demography (age range, male-female ratio, educational background and affiliations or degree
program taken, nationality, economic status, academic or corporate designations)
• situation (time, venue, occasion, and size)
• psychology (values, beliefs, attitudes, preferences, cultural and racial ideologies, and needs)

The PURPOSE for writing and delivering the speech can be classified into three—to inform, to
entertain, or to persuade.
• An informative speech provides the audience with a clear understanding of the concept or idea
presented by the speaker.
• An entertainment speech provides the audience with amusement.
• A persuasive speech provides the audience with well-argued ideas that can influence their own
beliefs and decisions.
The purpose can be general and specific. Study the examples below to see the differences.

General Purpose Specific Purpose

• To inform Grade 11 students about the process of conducting an
automated student government election
• To inform Grade 11 students about the definition and relevance of
To inform
information literacy today
• To inform Grade 11 students about the importance of effective money
management
• To entertain Grade 11 students with his/her funny experiences in
automated election
• To entertain Grade 11 students with interesting observations of people
To entertain
who lack information literacy
• To entertain Grade 11 students with the success stories of the
people in the community
• To persuade the school administrators to switch from manual to
automated student government election
To persuade • To persuade Grade 11 students to develop information literacy skills
• To persuade the school administrators to promote financial
literacy among students

The TOPIC is your focal point of your speech, which can be determined once you have decided on your
purpose. If you are free to decide on a topic, choose one that really interests you. There are a variety
of strategies used in selecting a topic, such as using your personal experiences, discussing with your
family members or friends, free writing, listing, asking questions, or semantic webbing.

NARROWING DOWN A TOPIC means making your main idea more specific and focused. The strategies
in selecting a topic can also be used when you narrow down a topic.
In the example below, “Defining and developing effective money management skills of Grade 11
students” is the specific topic out of a general one, which is “Effective money management.”

General Purpose To inform

To inform Grade 11 students on the importance of effective money
Specific purpose
management
Topic Financial literacy or effective money management
Effective money management
Effective money management of Grade 11 students
Narrowing down a
topic through listing Developing an effective money management of Grade 11 students
Defining and developing effective money management skills of
Grade 11 students

DATA GATHERING is the stage where you collect ideas, information, sources, and references relevant
or related to your specific topic. This can be done by visiting the library, browsing the web, observing
a certain phenomenon or event related to your topic, or conducting an interview or survey. The data
that you will gather will be very useful in making your speech informative, entertaining, or persuasive.
 WRITING PATTERNS, in general, are structures that will help you organize the ideas related to your
topic. Examples are biographical, categorical/topical, causal, chronological, comparison/contrast,
problem-solution, and spatial.

Below are different writing patterns from which you can select the one that best suits your topic and/or
purpose.

Pattern Descriptions Examples

To inform my audience about my
grandfather, the late former President
Presents descriptions Specific Purpose
Ramon Magsaysay
of your life or of a
Biographical person, famous or not
Describing the life and works of my
grandfather, the late former President
Specific Topic
Ramon Magsaysay

To persuade the community members

to reduce, reuse, and recycle as
Specific Purpose means of eliminating garbage and
Presents related protecting the environment
Categorical/ categories
Topical supporting the topic
Why the community members should
promote reducing, reusing, and
Specific Topic
recycling

To inform my audience on the effects

Specific Purpose
of overeating
Presents cause- effect
Causal Explaining the possible effects of
relationships
Specific Topic overeating to one’s health

To inform my audience about the

significant events in the 1986 EDSA
Specific Purpose
Revolution or People Power
Presents the idea in time
Chronological
order Describing the significant events
before, during, and after the 1986
Specific Topic
EDSA
Revolution or People Power
To persuade the audience that living
in the Philippines is better than living
Presents comparison/ Specific Purpose in Australia
Comparison/ contrast of two or three
contrast points
Explaining why the Philippines is more
Specific Topic habitable than Australia

To persuade the audience to support

the educational programs of the
Specific Purpose
Presents an identified national government
problem, its causes,
and recommended Explaining the reasons for supporting
Problem-solution
solutions the government’s educational programs
seen as the primary means of
Specific Topic
increasing the literacy rate in the
Philippines
 An OUTLINE is a hierarchical list that shows the relationship of your ideas. Experts in public speaking
state that once your outline is ready, two-thirds of your speech writing is finished. A good outline helps
you see that all the ideas are in line with your main idea or message. The elements of an outline include
introduction, body, and conclusion. Write your outline based on how you want your ideas to develop.
Below are some of the suggested formats.

1. Table Format
Purpose To persuade
To persuade the community members to reduce, reuse, and recycle as means
Specific purpose
of eliminating garbage and protecting the environment
Promoting the importance of reducing, reusing, and recycling in eliminating
Topic
wastes and protecting the environment
Pattern Problem-solution
Share facts on the current situation of the environment.
Introduction
State the message of the speech (specific topic).
Discuss how improper waste disposal becomes an environmental problem.
Body Explain how reducing, reusing, and recycling would eliminate wastes and
protect the environment.
State the specific purpose of your speech again.
Conclusion
Call for action.

2. List Format

1.0 As of today, there is an alarming increase of wastes in our community.

1.1 According to Solid Waste Management Office, if we do not take immediate action, we
might face more perils caused by natural calamities.
1.2 Now, I am going to talk about how to eliminate wastes and protect the environment.
2.0 Improper waste disposal causes environmental problems.
2.1 Wastes contaminate the soil. 2.2
Wastes contaminate the water. 2.3
Wastes can cause floods.
3.0 There are ways to eliminate wastes and protect the environment.
3.1 Reducing, reusing, and recycling can help eliminate wastes.
3.2 People should start doing these at home.
4.0 We must act now.
4.1 This solution should be supported by the local government.
4.2 Let us learn from the lessons in natural calamities we have experienced.

The BODY OF THE SPEECH provides explanations, examples, or any details that can help you deliver
your purpose and explain the main idea of your speech. One major consideration in developing the
body of your speech is the focus or central idea. The body of your speech should only have one central
idea.

The following are some strategies to highlight your main idea.

• Present real-life or practical examples

 • Show statistics
• Present comparisons
• Share ideas from the experts or practitioners

The INTRODUCTION is the foundation of your speech. Here, your primary goal is to get the attention
of your audience and present the subject or main idea of your speech. Your first few words should do
so. The following are some strategies.
• Use a real-life experience and connect that experience to your subject.
• Use practical examples and explain their connection to your subject.
• Start with a familiar or strong quote and then explain what it means.
• Use facts or statistics and highlight their importance to your subject.
• Tell a personal story to illustrate your point.

The CONCLUSION restates the main idea of your speech. Furthermore, it provides a summary,
emphasizes the message, and calls for action. While the primary goal of the introduction is to get the
attention of your audience, the conclusion aims to leave the audience with a memorable statement.

The following are some strategies.

• Begin your conclusion with a restatement of your message.

• Use positive examples, encouraging words, or memorable lines from songs or stories familiar to
your audience.
• Ask a question or series of questions that can make your audience reflect or ponder.

EDITING/REVISING your written speech involves correcting errors in mechanics, such as grammar,
punctuation, capitalization, unity, coherence, and others. Andrew Dlugan (2013), an award- winning
public speaker, lists six power principles for speech editing.
• Edit for focus.
“So, what’s the point? What’s the message of the speech?”

Ensure that everything you have written, from introduction to conclusion, is related to your central
message.

• Edit for clarity.

“I don’t understand the message because the examples or supporting details were confusing.”

Make all ideas in your speech clear by arranging them in logical order (e.g., main idea first then
supporting details, or supporting details first then main idea).

• Edit for concision.

“The speech was all over the place; the speaker kept talking endlessly as if no one was listening to him/her.”

Keep your speech short, simple, and clear by eliminating unrelated stories and sentences and by
using simple words.

• Edit for continuity.

“The speech was too difficult to follow; I was lost in the middle.”

Keep the flow of your presentation smooth by adding transition words and phrases.
 • Edit for variety.
“I didn’t enjoy the speech because it was boring.”

Add spice to your speech by shifting tone and style from formal to conversational and vice-versa,
moving around the stage, or adding humor.

• Edit for impact and beauty.

“There’s nothing really special about the speech.”

Make your speech memorable by using these strategies: surprise the audience, use vivid
descriptive images, write well-crafted and memorable lines, and use figures of speech.

REHEARSING gives you an opportunity to identify what works and what does not work for you and for
your target audience. Some strategies include reading your speech aloud, recording for your own
analysis or for your peers or coaches to give feedback on your delivery. The best thing to remember
at this stage is: “Constant practice makes perfect.”

Some Guidelines in Speech Writing

✓ Keep your words short and simple. Your speech is meant to be heard by your audience, not read.
✓ Avoid jargon, acronyms, or technical words because they can confuse your audience.
✓ Make your speech more personal. Use the personal pronoun “I,” but take care not to overuse it. When
you need to emphasize collectiveness with your audience, use the personal pronoun “we.”
✓ Use active verbs and contractions because they add to the personal and conversational tone of your
speech.
✓ Be sensitive of your audience. Be very careful with your language, jokes, and nonverbal cues.
✓ Use metaphors and other figures of speech to effectively convey your point.
✓ Manage your time well; make sure that the speech falls under the time limit.

REFERENCES
Ref. 1 Sipacio, Philippe John Fresnillo and Balgos, Anne Richie Garcia (2016). Oral Communication
in Context For Senior High School. C&E Publishing, Inc.