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TYPES OF SPEECH ACCORDING TO PURPOSE

Informative Speech
 The term informative means educational. It is intended to teach a particular subject matters to a group of audience.
 The audience is expected to learn useful or interesting things that have to do with specific topics of interests such
as significant people of today or those from history, interesting places, or any subject matters which the audience
need.
Topic Categories for Informative Speech
1. Objects
 Speeches about objects convey information about any nonhuman material things.
 Mechanical objects, animals, plants, and fictional objects are all suitable topics of investigation.
 Given that this is such a broad category, strive to pick an object that your audience may not be familiar with
or highlight novel relevant and interesting facts about a familiar object
2. People
 Speeches about people focus on real or fictional individuals who are living or dead. These speeches
require in-depth biographical research; an encyclopedia entry is not sufficient.
 Introduce a new person to the audience or share little-known or surprising information about a person we
already know. Although we may already be familiar with the accomplishments of historical figures and
leaders, audiences often enjoy learning the “personal side” of their lives.
3. Concepts
 Speeches about concepts are less concrete than speeches about objects or people, as they focus on ideas
or notions that may be abstract or multifaceted.
 A concept can be familiar to us, like equality, or could literally be a foreign concept like qi (or chi), which is
the Chinese conception of the energy that flows through our bodies.
4. Events
 Speeches about events focus on past occasions or ongoing occurrences.
 A particular day in history, an annual observation, or a seldom occurring event can each serve as
interesting informative topics.
 As with speeches about people, it’s important to provide a backstory for the event, but avoid rehashing
commonly known information.
5. Processes
 Informative speeches about processes provide a step-by-step account of a procedure or natural
occurrence.
 Speakers may walk an audience through, or demonstrate, a series of actions that take place to complete a
procedure, such as making homemade cheese. Speakers can also present information about naturally
occurring processes like cell division or fermentation.
Organizing Informative Speech
1. Chronological
 It organizes facts, incidents, events, or occasions based on progression of time or the order they happened
in time.
 Each main part of information (may be written as topic sentences) represents a specific period of time, and
the supporting ideas discuss important events that took place within that period
2. Sequential
 The information is arranged based on to a step-by-step sequence that illustrates or describes a specific
process.
3. Cause and Effect
 It focuses on two main points, the cause of a particular subject, and its effect to another.
 If you were to give a speech about child labor, you would have to describe first what causes of child labor.
Your second point will be the effect of child labor.
 But you have to remember that you are just going to give information, and not to argue like in a persuasive
speech.
4. Topical/Logical
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 A topical method organizes information based on different subtopics within a larger topic or the types of
things that fall within a bigger category.

Persuasive Speech
 Is a kind of speech in which the goal of the speaker is to convince his audience to accept his or her standpoint.
Tips for Choosing a Persuasive Speech Topic
1. Choose a topic that is current.
 Not current. People should use seat belts.
 Current. People should not text while driving.
2. Choose a topic that is controversial.
 Not controversial. People should recycle.
 Controversial. Recycling should be mandatory by law.
3. Choose a topic that meaningfully impacts society.
 Not as impactful. Superman is the best superhero.
 Impactful. Colleges and universities should adopt zero-tolerance bullying policies.
4. Write a thesis statement that is clearly argumentative and states your stance.
 Unclear thesis. Homeschooling is common in the United States.
 Clear, argumentative thesis with stance. Homeschooling does not provide the same benefits of traditional
education and should be strictly monitored and limited.
Determining Your Proposition
 The proposition of your speech is the overall direction of the content and how that relates to the speech goal.
 Propositions of fact focus on beliefs and try to establish that something “is or isn’t.”
 Ex. Global warming is caused by increased greenhouse gases related to human activity.
 Propositions of value focus on persuading audience members that something is “good or bad,” “right or wrong,” or
“desirable or undesirable.”
 Ex. America’s disproportionately large amount of pollution relative to other countries is wrong.
 Propositions of policy advocate that something “should or shouldn’t” be done.
 Ex. There should be stricter emission restrictions on individual cars.
Method of Persuasion
 The backbone for this persuasive strength in public speaking may have established from Aristotle's forms of rhetoric
called ethos, pathos, and logos.
 Ethos offers the audience understanding of the speaker's appeal, credibility, and authority. The audience may
question how well the speaker knows about the topic or what authority does the speaker have for them to trust him
or her.
 In a nutshell, credibility is recognized through the opinions of audience on the following:
 Competence (or expertise), Authority, Trustfulness, Respect
 Pathos shows the capability of the speaker to relate to his audience emotionally.
 (appeal to emotion) is a way of convincing an audience of an argument by creating an emotional response
to an impassioned plea or a convincing story.
 Logos is to persuade the audience by the use of reasoning. Well-defined and rational arguments may be attained
using the following:
 substantial evidences and examples
 up-to-date statistical data
 relevant research studies
 verifiable facts
 significant historical evidences
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TYPES OF SPEECH ACCORDING TO DELIVERY

1. Reading from a Manuscript
 Is a written text read to an audience from a paper script or teleprompter.
 This method involves reading a speech verbatim.
 Examples: giving SONA, a speech given at a wedding by a best man, a televised news report (given using
a teleprompter) seen on television.
Advantages of Reading from a Manuscript
 Precise wording can be planned. You can select words with great care and rework and polish your speech, perhaps
with the help of others.
 You have no worry about forgetting the ideas or stumbling over the words, because the script is right there in front
of you.
Disadvantages of Reading from a Manuscript
 The word-for-word approach limits flexibility and spontaneous adaptation to feedback. You may be reading and
notice that several audience members appear puzzled. If you have practiced delivering the written text only, you
may find it quite difficult to add information that might help clarify the material.
 Many people do not read well, and their delivery may sound mechanical and stiff.
 Unless you are skillful as a reader and very familiar with the material, eye contact may be inhibited, and this violates
the principle of directness. When speakers read to the manuscript rather than to the audience, listeners often
wonder why they came to hear the speech instead of writing for a copy of it.
 Movement and gesture are inhibited; if you place the manuscript on a stationary lectern, you can scarcely move
around at all.
 It takes a lot of time to write a speech completely, to polish and rework it to be sure it is in oral style, and this time
spent in writing might be better spent in repeated oral rehearsal of an extemporaneous speech.
Tips for an Appealing Manuscript Speech
 Use a light pastel paper in place of white paper to lessen the glare from lights.
 Make sure that the printed or written speech is in bigger font size than normal, so that you can comfortably see
what you are reading, which would naturally keep you calm.
 Mark the pauses in your speech with a slash and highlight the important points.
 Practice reading it out aloud several times, or as many times as you can.
 Try keeping a smile on your face while reading. Keep in mind that a manuscript speech does not mean 'mere
reading out'. Maintaining frequent eye contact with the audience helps involving them into the subject matter.

2. Memorized Speech
 Is a rote recitation of a written text that the speaker is committed to memory.
Advantages of Memorized Speech
 It enables the speaker to maintain eye contact with the audience throughout the speech.
 Being free of notes means that you can move freely around the stage and use your hands to make gestures.
Disadvantages of Memorized Speech
 Unless you also plan and memorize every vocal cue (the subtle but meaningful variations in speech delivery, which
can include the use of pitch, tone, volume, and pace), gesture, and facial expression, your presentation will be flat
and uninteresting.
 You might end up speaking in a monotone or a sing-song repetitive delivery pattern.
 You might also present your speech in a rapid “machine-gun” style that fails to emphasize the most important
points.
 If you lose your place and start trying to ad lib, the contrast in your style of delivery will alert your audience that
something is wrong.
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 If you go completely blank during the presentation, it will be extremely difficult to find your place and keep going.
Tips for the Speaker
 When writing the speech, write as if you were speaking naturally, directly to an audience.
 Develop an outline of the main points and then memorize the outline.
 If you forget a word or two or a small section, just continue speaking.
3. Impromptu Speech
 Is a speech that a person delivers without predetermination or preparation.
 An impromptu speech is given with little or no preparation, yet almost always with some advance
knowledge on the topic.
 Impromptu speeches often occur when someone is asked to “say a few words” or give a toast on a special
occasion.
 Examples: a student called to speak in class, self-introductions in group settings, when campaigning,
politicians sometimes respond to reporters or voters almost anywhere and at any time.
Advantages of Impromptu Speech
 Sounds very natural because you do not get enough time to make any elaborate preparation.
 Spontaneous as you say what you feel, not what you ought to say.
 No prior work involved.
 Speeches are usually brief.
Disadvantages of Impromptu Speech
 The presentation lacks organized development of ideas because of the shortage of time.
 There is no supplementary material (no data, no statistics, no illustrations, no figures) to substantiate the speech
 Chances of rambling (confusion) are very high. Various points may hang loose.
 There is frequent use of vocalized pauses.
 The presentation may turn out to be a failure if you have inadequate proficiency in the language you use.
7 Tips for delivering an impromptu speech
 Be confident. Look up, breathe deeply, say to yourself something positive – ‘I’m going to be fine’.
 Focus on the audience. Every presentation, including impromptu ones, need to be audience centric. The audience
will be on your side – focus on what will be useful to them.
 Less is more. Avoid the tendency to ramble. An audience is far more likely to listen if you stay on target and are
succinct. In fact, they'll love you for it. Keep it short and to the point. Remember the Power of 3 – stick to three key
points.
 Talk conversationally. Imagine you are speaking to your best friend and let yourself be authentic and natural.
 Personalize your speech & have a relevant story. Share from personal experience. No need to research, no need to
investigate, and no need to memorize anything. When in doubt about what to say, just tell a story from your past
related to the situation. Stories are memorable.
 Demonstrate powerful body language. Stand tall on both feet, resist the urge to slump or fiddle, use big gestures,
smile and get eye contact with your audience.
 Use a credible voice tone. Go slowly! Hurrying will increase any feelings of unease you have. Take your time.
Breathe deeply. Deliver your words slowly and use pauses.
Benefits of Giving Impromptu Speech
 Improve your oral expression of thought
 Develop your communication skills
 Develop confidence in public speaking
 Learn to “Think on your feet” (react to events decisively, effectively, and without prior thought or planning)

4. Extemporaneous Speech
 Is a planned and prepared speech.
 Unlike memorized or manuscript speeches which are delivered word-for-word, an extemporaneous speech
is delivered with the help of short notes and a clear outline.
 In comparison to impromptu speech that requires zero time for topic preparation, extemporaneous
speaking does allow us to take some time and take notes before entering the stage.
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 An extemporaneous speech is a speech that is either persuasive or informative in nature, usually modeled
on a five-paragraph essay.
 Extemporaneous speaking is a competitive speaking event in the United States in both high school and
college forensics competition. Extemporaneous speaking provides 30 minutes of preparation time, followed
by a seven-minute speech.

How to develop your extemporaneous style

 use a solid structure, like the SEE one. The abbreviation stands for statement, evidence, and emotion. This scheme
is a useful tool for you to utilize when you need to speak extemporaneously during a speech.
 For example, when you’re asked to speak on your recent class project in an extemporaneous speech, divide your
answer into blocks. First, provide a statement that tells about your success on the project. Then, give some
evidence of your hard work on the task to back up your initial statement. Finally, appeal to emotion by sharing an
interesting story associated with the project.

SPEECH ACT
 the act of performing an action using a language.
 3 levels of speech act
 Locutionary – utterance
 Illocutionary – intention
 Perlocutionary – response
5 types of illocutionary act
1. Assertive – believe, deny, agree. etc
2. Directives – request, order, command etc.
3. Commisives – promise, swear, guarantee, etc.
4. Expressives – thanks, congratulate, etc
5. Declaratives – declare, pronounce, etc.
For the following speech acts, name the type of illocutionary act and rewrite the sentence with a performative verb.
1. I would appreciate it if you could do the dishes. (directive)
 I request that you do the dishes.
2. You’ll be happy to know that the work will be finished tomorrow. (commissive)
 I promise that the work will finish tomorrow.
3. The meeting is adjourned. (declarative)
 I declare this meeting adjourned.
4. Any suggestions you have are welcome. (directive)
 I request that you give me any suggestions that you have.
5. Did you know that Allison is going to Europe this summer? (assertive)
 I state that Allison is going to Europe this summer.
6. It's obvious that Bill is going to be late for his interview. (assertive)
 I believe that Bill is going to be late for his interview.
7. Let the unknown in this problem be x. (declarative)
 I declare the unknown in this problem be x.
8. Can you tell me how much that cost? (directive)
 I request that you tell me how much that cost.

COMMUNICATIVE STRATEGY
 a technique used by a speaker to express his meaning when faced with difficulty.
Communicative Competence
 ability to understand and use language effectively to communicate in authentic social and school environment
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 has two (2) components
 strategic competence
 discourse competence
 Both of these competencies help speakers avoid communication breakdown and communicate effectively.
 Communication breakdown is defined as a failure to exchange information, resulting in lack of communication.

Strategic Competence
 refers to one's knowledge and application of communicative strategies that are particularly significant when a
communicator lack linguistic competence (e.g., lacks vocabulary or grammatical knowledge to express a thought.).
 Communicative Strategies a systematic technique employed by a speaker to express his meaning when faced with
some difficulty.
 A speaker may choose not to discuss certain topics he or she couldn’t explain
 Use another word to replace an unfamiliar vocabulary
Types of Communicative Strategies
1. Nomination
 Presenting a particular topic clearly, truthfully and saying what is relevant
 Several forms or expressions can be used for topic nomination.
 Examples:
 Let's talk about _____.
 I would like to talk about _____.
 Today I am going to discuss/talk about _____.
 Have you heard about _____?
 What is going on with _____?
 In casual conversation, two people who know each other well can easily do this. They are familiar with the
other person's interests and know how they talk and even think.
 Two high school friends unexpectedly see each other in town on Saturday evening. After getting
the other's attention and exchanging the usual pleasantries, one says to the other.
“Did you hear about...”
“...Mrs. Consurubias? Yeah, she's getting married tomorrow.”
“And next week?”
“No class for seven days...”
“...Honeymoon!”
“Yes!”
 But if two people who just met try to start a conversation, it can be more difficult to choose a topic. They
may not be familiar with what the other person is interested in or what they consider important.
 A boy approaches a girl at the school acquiantance party. She is very pretty, and he has seen her
around campus, but they have never met before.
“Hello”
“Hi”
“I'm David.”
“I'm Ciara.”
“Are you in Grade 12?”
“Actually, Grade 11, but I transferred from the Cabanatuan Campus. This is my first year here.”
“Oh, my aunt teacher PE there, Micah Gomez. Do you know her?”
“No. I was exempted from PE because I was a cheerleader.”
 In more formal situations like a classroom, business meeting, or doctor's appointment, there can be certain
things one or both persons are expected to say.
 If one or both persons are not native speakers of the language, finding a topic of discussion can be even
more difficult. They may not be familiar enough with the other person's culture to know what he might want
to talk about.

2. Turn-Taking
 recognizing when and how to speak because it is one's turn
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Timing
 Getting the timing right is a subjective process and it depends on the situation.
 Indicators like pitch and other nonverbal cues can give the listener and idea of when the person talking is finished or
ready to invite comments or questions.
 Turn taking indicators include verbal cues like saying “that's it”. They can include marker words like “so”, “well”, or
“but.”
 The speaker's voice may also trail off. Or the speaker may ask someone else a question.
 Two friends are talking about their favorite Filipino food.
“I love adobo. It is the perfect mix of sour and salty flavors. And you know the best part?”
“What?”
“It can be made of anything: porl, chicken, goat, or even crocodile!”
“Wow!”
“How about you?”
“I love sinigang na bangus. I prefer the bangus to be from Pangasinan. But I like anything with hot soup like
tinola.”
Overlaps
 If someone speaks while someone else has the floor, this is called an overlap.
 Casual conversations can often sound chaotic because of overlaps and other utterances.
Cooperative Overlap
 This is when the listener talks while the speaker is talking, not to interrupt but to show enthusiastic listening and
active participation in the conversation.
 This is a sign of rapport.
 Turn- taking is more than just waiting to hear the other speaker pause. There are as many nonverbal tools a there
are verbal ones to taking turns.
 One important tool is eye contact. A speaker can make eye contact, hold the listener's gaze, or break eye contact-
any of which can signal that they want the other person to talk.
Cultural Variation
 In Japan, longer pauses between sentences, and frequent use of back channel utterance encouraging them to
continue speaking. In America, people being interviewed would push through with their talking points.
 This is true of the internet and social media as well. One cannot see the other person talking on chat or sending
private messages on social network sites. Still they can take turns chatting.

3. Topic Control
 A communicative strategy used to control and prevent unnecessary interruptions and topic shifts in a
certain conversation.
 Examples: “let's go back to the topic" , “We're talking about school here, right?”
 People who are in a position of authority have the easiest time controlling the conversation. They are
usually expected to set the topic and guide the discussion in any meeting or interaction.
 Someone in a lower position can expect to talk less, bring up new topic less and be asked for an opinion
less often.
 People who do not have a high social or organizational position can still exert influence on the conversation
if they have expertise in an important and desirable field.
 A male fresh graduate could be in control of a conversation with top level executives when they
rely on his expertise in English of Filipino.
 A skilled tax accountant can influence high ranking executives in a business.
 A special operations soldier can dominate a conversation with generals in a dangerous hostage
situation.

4. Topic Shifting
 introducing another topic.
 Examples:
 Let us now turn to the issue/topic of...
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 I will now talk about...
 In addition to (current topic), there is also the (next topic)
 One has to be able to shift to another topic in a polite way without being awkward or disruptive.

Linking the Conversation

 Linking to something someone said previously
 A group of teenagers is discussing their weekend plans and the dominant older male teen is starting to talk
about having a house party at his place. A younger girl in the group knows that his boy can convince his
household helper to get alcohol for them. She does not want to be a part of that so she says “House parties
can be fun. But I like what Bobby said about bowling earlier. I heard they just opened a new bowling alley at
the mall.”
 She shifts the topic away from drinking while still acknowledging the other boy's suggestion. She does not
come across as being selfish. Avoid peer pressure not offending the other boy.
Word Association
 Using something as easy as a single word uttered by the person talking.
 Let us say a girl is boring her friends with a long and detailed description of her family's trip to Hong Kong.
She is going on and on, but when she mentions something about Ocean Park and dolphins, another girl
picks up on it and says, “That's great I love dolphins! You know we have a lot of beautiful dolphins right
here in the Philippines. “Yeah” another girl pipes up “I saw some in Mindoro.”
 She acknowledged the topic while gently steering the topic away from the girl's long tale about Hong Kong
Trip.

5. Restriction
 Refers to any limitation you may have as a speaker
 Examples:
 In your class, you might be asked by your teacher to brainstorm on peer pressure.
 When you were asked to deliver a speech in a specific language.
 In these cases, one cannot decide to talk about something else.
 Remember to always be on point and avoid sideswiping from topic during the conversation to avoid
communication breakdown.
 Usually, topic restrictions can be identified with questions which have dichotomous responses
 Restriction deals with asking questions which have two possible answers (usually opposite)

6. Repair
 Refers to how speakers address the problems in speaking, listening, and comprehending that they may
encounter in a conversation
 When a speaker uses a wrong word or cannot find the exact word he/she wants, troubles of speaking
arises.
 When the hearer cannot make out what the speaker has stated, troubles of hearing emerge.
 Troubles of understanding crop up in a wide variety of communicative situations
 When the hearer does not recognize the particular word used
 Does not know what is being talked about
 Misinterpret the message
 Speakers will always try to address and correct if there is a problem in understanding the conversation
 Rephrasing or using other words to express the same meaning
 I mean...
 What I mean is...
 Let me rephrase that...
 In other words ...
 Let me say that again...
How would you repair the following situations?
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 When the participants in a discussion seem to have become bogged down on a single topic and cannot seem to
move on.
 A male student will ask a seemingly irrelevant question or give an “out of this world” answer.
 A news reporter or political opponent will ask a difficult question.

7. Termination
 is ending the conversation.
 any speech or discussion must be terminated properly.
 One way to terminate a speech or a discussion is to restate the main idea of a speech or to give a
summary of the discussion.
 Let me end by saying...
 In conclusion...
 In summary...
 We were able to discuss...
 Examples:
 “Do you have anything to say?”
 “One of the essential lessons I gained from the discussion is the importance of sports and wellness
to a healthy lifestyle.”
 “Excuse me? I think we should speak one at a time, so we can clearly understand what we want to
say about the issue.”
 “Go on with your ideas. I’ll let you finish first before I say something.”
 “Have you heard the news about the latest achievement of our government?”
 “Hey, how are you? I missed you!”
 “Best regards to your parents! See you around!”
 “Good to see you. Anyway, I came to visit you because I want to personally offer apologies for
what I did yesterday.”
 “Sorry, I can’t decide on that now. I am still focused on my writing assignment. Let’s talk next time,
okay?”
 “Now, it’s your turn to ask questions.”