Chapter 6 - Purposive Communication

 

COMMUNICATION FO FOR R V VAR ARIO IOUS US PURPOSES CHAPTER 6

 

At the end of this chapter, the students would  be able to:

OBJECTIV ES

Convey ideas through oral, audio-visual, and/ or web-based  presentations for different target audiences in local and global settings using appropriate registers

Create clear, coherent, and effective communication materials

Present ideas persuasively using appropriate language registers, tone, facial expressions, and gestures Adopt awareness of audience and context in  presenting ideas

 

CHAPTER OUTLINE

LESSON 1- Speech to Inform LESSON 2- Speech to Persuade

LESSON 3- Speech to Entertain

 

SPEECH TO INFORM LESSON 1

 

An informative speech is one whose goal is to explain or describe facts, facts,

SPEECH TO INFORM

truths, and principles in a way that stimulates interest, facilitates understanding, and increases the likelihood of remembering. In short, informative speeches are designed to educate audiences. Thus, most classroom lectures are basically informative speeches (although they may range from excellent to poor in quality).

 

SPEECH TO INFORM

Informative speeches answer the questions about a topic, such as those beginning with who, when, what, where, why, how to, and how does. For example, your informative speech might describe who popular singer-songwriter Adele is, define Scientology, compare and contrast the similarities and differences between Twitter Twitter and Facebook, narrate the story of basketball  professional Kobe Bryant, rise to fame, or demonstrate how to create and post a blog or video on a website like Youtube.

 

SPEECH TO INFORM

Informative speaking differs from other speech forms (such as speaking to persuade, to entertain, or to celebrate) in that your goal is simply to achieve mutual understanding about an object, person, place, process, event, idea, concept, or issue (Verderver, 2015).

 

SPEECH TO INFORM

We live in an increasingly complex age—one of new technology, endless research, and specialization. Each year, more and more new information is added to the total of human knowledge in our world. It was estimated that by the year 2,000, there would be 1,000 times more knowledge in the world that there was in 1900. It is obvious, then. How important it is for us to be able to send and receive informative communication accurately and effectively.

 

SPEECH TO INFORM

All to often, we take informative communication for granted. We listen to weather forecasts, news stories, stock market updates, and traffic reports with only half an ear and then wonder why we didn’t get things straight. We give vague instructions as to where and when we’re going to meet someone or exactly how we’d like our hair done then become irritated when things go wrong.

 

SPEECH TO INFORM

The purpose of informative communication is to add to a listener’s understanding. In order to achieve this goal, a speaker must communicate information clearly and interestingly. There are many different ways to categorize informative speeches and these will be discussed in this chapter.

 

Presentational Presentatio nal Aids

TECHNIQUES IN DELIVERING AN INFORMATIV E SPEECH

Repetition

Transitions

Humor and Emotional Anecdotes Anecdotes

Mnemonics and Acronyms

 

TECHNIQUES

Presentational Aids

Repetition

Transition

USE

EXAMPLE

To provide the opportunity for the

A diagam of the process of making

audience to retain a visual as well as an audio memory of important or difficult material.

ethanol

To give the audience a second or third chance to retain important information by repeating or  paraphrasing it.

“The first dimension of romantic love is passion; that is, it can’t really be romantic love if there is no sexual attraction.”

To increase the likelihood that the audience will retain the relationships among the information being  presented, including which information is primary and which is supporting.

“So the three characteristics of romantic love are passion, intimacy, and commitment. Now, let’s look at each of the five ways you can keep love alive. The first is through small talk.”

TECHNIQUES IN DELIVERING AN INFORMATIVE SPEECH

 

TECHNIQUES

Humor and other Emotional Anecdotes

Mnemonics and Acronyms

USE

EXAMPLE

To create an emotional memory

“True love is like a pair of socks:

link to important ideas.

you’ve gotSo toyou haveand two, andpartner they’ve got to match. your need to be mutually committed and compatible.”

To provide an easily remembered memory prompt or

“You can remember tthe “You he four criteri criteriaa for evaluating a diamond as the four f our C’s:

shortcut to that increase likelihood a list the is retained.

Carat, Clarity, Cut, and Color.” “As you can see, useful goals are SMART SMAR T: Specific, Measurable, Actionoriented, Reasonbale, and Time-bound. That’s SMART.”

TECHNIQUES IN DELIVERING AN INFORMATIVE SPEECH

 

CHARACTERISTICS OF EFFECTIVE INFORMATIVE INFORMA TIVE SPEAKING

INTELLECTUAL LY STIMULATING

RELEVANT

CREATIVE

 

INTELLECTUALY STIMULATING

Your

listeners

will

distinguish

information to be intellectually stimulating when it is new to them and when it is explained in a way that arouses their curiosity and interest. By new, we mean new information that most of your audience is unfamiliar with or new insights with into a topic with which they are already familiar. familiar.

 

INTELLECTUALY STIMULATING your audience is unfamiliar withIfyour topic, you should consider how you might tap their natural curiosity. Imagine you are an anthropology major who is interested in prehistoric humans, not anof interest shared by most members your audience. If your audience is familiar with your topic, you will need to identify new insight about it.

 

INTELLECTUALY STIMULATING   Begin by asking yourself: What things about my topic do listeners probably not know? Then, consider depth and breadth as you answer the question. Depth has to do with going into more detail than  people’ss general knowledge of  people’ the topic.

 

 

A speaker can share details

about the history of online social networks; something the audience of young users probably never thought about. Another way to give variation is to give new manner to cook a well-known recipe. Breadth has to do with looking at how your topic relates to associated topics.

INTELLECTUALY STIMULATING

 

 

One can discuss to informed

listeners about Type 1 diabetes. The talk is not only about physical and emotional effects on a person with diabetes but also the emotional and relational effects on the individual’s family and friends and the financial effects of the illness to the community or to the world.

INTELLECTUALY STIMULATING

 

RELEVANT

A general rule to remember when  preparing informative speeches is this: “Don’t assume your listeners will recognize how the information you share is relevant to them. Remember to incorporate listener relevance links throughout the speech.

 

RELEVANT As you prepare each main  point, ask and answer the question: How would knowing this information make my listeners happier, healthier, wealthier, wiser, and so forth? In other words, answer the question: Why should they care?

 

CREATIVE

Your audience will think your information to be creative when it gives innovative or cutting-edge ideas. You may not have never identified or fully acquired your own creative ideas. Contrary to what you may think, creativity is not an automatic bulb that lights up suddenly which others have while some don’t; rather, it is the outcome of rigorous work. Creativity comes from doing good research, taking time, and practicing fruitful thinking.

 

CREATIVE Starting informative speeches with a thorough research develops creativity. The more you focus on a topic, the more you will have to work with to develop it imaginatively. Speakers who  present information creatively do so because they have given themselves lots of supporting material to work with.

 

CREATIVE For creative process to work, you have to give yourself time to think. Rarely do creative ideas come when we are in a time crunch. Instead, they are likely to come when we least expect it– when we’re driving our car, preparing for  bed, or day dreaming. We We need time to mull over ideas. If you complete a draft or your outline several days, you will have time to consider how to  present your ideas ideas creatively creatively..

 

CREATIVE

For the creative process to work, you also must think productively. PRODUCTIVE THINKING happens when you ponder something from an array of angles. Then, with many ideas to pick from, you can choose the ones that are most appropriate to a particular audience. In an article “Thinking Like a Genius” ,  author Michael Micalko describes several strategies you can use to become a productive thinker.

 

STRATEGIES TEGIES TO BECOME B ECOME A PRODUCTIV PRODUCTIVE E THINKER  STRA by Michael Micalko

Rethink a topic, issue, or problem from many perspectives.

Make your thoughts visible by sketching drawings, diagrams, and graphs.

Set regular goals to produce something.

Memorable

Diverse Learning Styles

 

1. RETHINK A TOPIC, ISSUE, OR PROBLEM FROM MANY PERSPECTIVES

Albert Einstein actually came up with the theory of relativity this way. As you  brainstorm, try to think about a possible topic as it might be perceived by many different cultural and co-cultural groups. Then, as you conduct research, try to find sources that represent a variety of  perspectives as well.

 

2. MAKE YOUR THOUGHTS VISIBLE BY SKETCHING DRAWINGS, DIAGRAMS, AND GRAPHS

Galileo revolutionized science by doing this. Try concept mapping as you generate topics and approaches to them.

 

3. SET REGULAR GOALS TO ACTUALLY ACTUALLY PRODUCE SOMETHING

You need to start somewhere. Getting ideas out of your head and onto paper or a computer screen gives you something to work with and revise. After all, you can’t edit air.

 

4. MEMORABLE

If your speech is really informative, your audience will hear a lot of new information but will need help remembering what specific is most goal, important. Emphasizing your main  points, and a nd key ke y facts are good starting sta rting  points.

 

5. DIVERSE LEANING STYLES

Because audience members differ in how they prefer to learn, you will be most effective when you address diverse learning styles. You can appeal to people who prefer to learn through the feeling dimension by  providing concrete, vivid images, examples, stories, and testimonials (Verderber et. al., 2015).

 

METHODS OF INFORMIN G

Description Definition Comparison and Contrast  Narration Demonstration

 

Description is a method used to create precise, vivid, verbal  picture of an object, geographic feature, setting, event, person, or image. This method usually

DESCRIPTIO N

answers and overarching “who”, “what”, or “where” questions. If the thing to be described is simple and familiar (like a light bulb or a river), the description may not need to be detailed. But if the thing to be described is complex and unfamiliar (like a sextant or holograph), the description will be more exhaustive.

 

DESCRIPTION

Descriptions are of course easier if you have a  presentational aid, but vivid verbal descriptions can also create informative mental  pictures. To you describe something effectively, can explain its size, shape, weight, color, composition, age, condition, and spatial organization.

 

You can describe size subjectively as large or small and objectively by noting specific numerical measurements. For example, you can describe Global City in Taguig subjectively as a leisure and shopping friendly place in Metro Manila or more objectively as a place to residential and commercial spaces.

DESCRIPTION

 

You can describe shape by reference to common geometric forms such as round, triangular, oblong, spherical, conical, cylindrical, or rectangular, or by reference to common objects such as a book, or a milk carton.

DESCRIPTION

 

You can describe weight subjectively as heavy or light and objectively by pounds and ounces or kilograms, and milligrams. As with size, you can clarify weight with comparisons. So you can describe a motorcycle objectively by citing its weight or subjectively as heavier and faster than a bicycle.

DESCRIPTION

 

You can describe by coupling a  basic color (such as black, white, red, or yellow) with a familiar object. For instance, instead of describing something as might puce (pyoos) or ocher (owker), you describe the object as “eggplant  purple” or “lime green”.

DESCRIPTION

 

You can describe the composition of something by indicating what it is made of. So you can describe a building as being made of  brick, concrete, wood, or aluminum siding. At times, you might describe something as what it looks like rather than what it is. For example, describing as ait coin but in indicates that mayasbeold worth farmint morecondition than its face value. Similarly, describing a city as ancient and well-kept produces different mental pictures than does describing a city as old and war torn.

DESCRIPTION

 

Finally, you can describe spatial organization going from top to bottom, left to right, outer to inner, and so forth. A description of a building might go from the floor to the ceiling; a description of a  painting might proceed from foreground to  background; and a description of a car might go from the body to the engine to the inside of it.

DESCRIPTION

 

DEFINITIO N

Definition is a method that explains the meaning of something

 

There are four ways to define something:

DEFINITIO N

By classifying and differentiating; By derivation or etymology; By explaining its use or function; and By using synonyms or antonyms

 

The first method is to define a word or idea by classifying and differentiating it from similar words or ideas. For example, in a speech on vegetarianism,. You might use information from the Vegan Society’s website (https://www.vegansociety.com (https://www.vegansociety.com)) to define a vegan: “A vegan is a vegetarian who is seeking a lifestyle free from animal products for the benefit of  people, animals, and the environment. Vegans eat  plant-based diet free from animal products including milk, eggs, and honey. Vegans also don’t wear leather, wool, or silk and avoid other animal-based products.”

DEFINITION

 

The second method is to define a word  by explaining its derivation or history. history. For instance, the word vegan is made from the  beginning and end of the word “VEGetariAN” and was coined in the United Kingdom in 1944 when the Vegan Society was founded. Offering this etymology will help your audience remember the meaning of vegan.

DEFINITION

 

The third method is to define a word by explaining its use or function. For example, in recipes, you canmeat use tofuvegan or tempeh to replace and almond or soy to replace cow’ss mil cow’ milk. k.

DEFINITION

 

The fourth method is to define something by using a familiar synonym or antonym. A synonym is a word that has the same or similar meaning; an antonym is a word that is directly opposite in meaning. So, you could define a vegan by comparing it to word “vegetarian”, which is a synonym with a similar although not identical meaning, or two the word “carnivore” which is an antonym.

DEFINITION

 

Comparison and Contrast is a method

COMPARISON AND CONTRAST

of informing that centers on how something is similar to and different from other things. For example, in a speech on vegenism, you might tell your audience how vegans are similar to and different from other types of vegetarians. You can  point that like vegetarians, vegans don’t eat meat. In contrast, semi-vegetarians eat fish or poultry. Like lacto-vegetarians, vegans don’t eat eggs. But unlike this group and lacto-ovo vegetarians, vegans don’t use dairy products. So of all vegetarians, vegans have the most restrictive diet. Because comparisons and contrasts can be figurative or literal, you can use metaphors and analogies as well as making direct comparisons.

 

NARRATION

 Narration is a method that retells an autobiographical or biographical event, myth, or other story. Narratives usually have four parts. First, the narration tells the listener by describing when and where the event took place and by announcing the essential characters. Second, the narration discusses the order of events that led to a complication or problem, including details that enhance the progression. Third, the narration explains how the complication or  problem affected key characters. Finally Finally,, the narration recounts the manner by which the complication or problem was solved. The features of a good narration comprise a strong story line; use of descriptive language and details that improve the plot,  people, setting, and events; effective use of dialogue; pacing that builds, suspense; and a powerful voice.

 

 Narration can be shown in a first-, second-, or third-person voice. When you use a first person, you repot what you have  personally experienced or observed using the pronouns “I”, “me”, and “my” as you recount the events. Your narration will be effective if your audience can identify and emphasize with you and the events you describe. “Let me tell you about the first time I tried to water ski” might be the opening for a narrative story told in first  person.

NARRATION

 

When you use second-person, you  place your audience “at the scene” by using the pronouns “you” and “your”. Second person narration can be effective because it asks the audience to recall an event as though they are an “actor” in the story. You might say, for example, “Imagine that you have just gotten off the plane in Hong Kong. You look at the signs but can’t read a thing. Which way is the terminal?”

NARRATION

 

When you use a third-person, you can describe what has happened, is happening, or will happen to other people by using  pronouns like “he”, “her”, and “they”. For example, you might say “When the students arrived in Venice for their study-abroad experience, the first they saw was…” Third  person narration is effective when your audience can identify with key characters and their experiences.

NARRATION

 

Demonstration is a method that shows how something is done, displays the stages of a process, or exhibits how something works.

DEMONSTRATIO N

Demonstrations range from very simple with few easy-to-follow steps (such as how to iron a shirt) to very complex (such as demonstrating how a nuclear reactor works). Whether you present a simple or difficult subject, to demonstrate effectively requires you to be an expert in doing it. Use orderly sequencing, clear language, and visual aids.

 

In demonstration, your experience with what you are demonstrating is crucial. Expertise gives you the necessary background to supplement bare-bones instructions with personally lived experience. During a demonstration, you speak from the experience as you guide your audience through steps. Why are TV cooking shows so popular? Because the chef doesn’t  just read the recipe and do what it says. Rather Rather,, while  performing each step, the chef share tips that aren’t mentioned in any cookbook. It is the chef’s experience that allows him or her to say that one egg will work or how to tell if the cake is really done.

DEMONSTRATION  

In demonstration, you organize the steps from first to last to help your audience remember the sequence accurately. If there are many steps, grouping them will also help audiences remember. For example, suppose you want to demonstrate the steps in using a touch-screen voting machine. If, rather than presenting fourteen separate points, you group them under headings(1) get ready to vote; (2) vote; (3) four review your choices; (4) cast your ballot- chances are much higher that the audience will be able to remember most if not all the items in each eac h of the four groups.

DEMONSTRATION  

Most demonstrations contain actually  presenting to the audience the process or parts of the process. If what you are explaining is relatively simple, you can demonstrate the entire  process from start to finish. However, However, if the  process is lengthy or complex, you may choose to pre-prepare material for some of the steps. Although you will show all stages in the process, you will not have to take the time for every single step as the audience watches. For example, many of the ingredients used by the TV chefs in cooking shows are already cut up and measured into little bowls.

DEMONSTRATION  

Practice is the key to successful demonstration speech. Remember that, under  pressure of speaking to an audience, even the simplest task can become difficult (Have you ever tried to thread a needle with twenty-five  people watching you?). As you practice, you will want to consider the size of your audience and the configuration of the room. Be sure that everyone in your audience will be able to see what you are doing (Verderber et.al., 2015)

DEMONSTRATION  

PATTERN

Chronological

Spatial

Categorical

USE WHEN

POSSIBLE TOPICS

you want to show a step-by-step  progression and/ or you want to

Vacation to the Province

discuss an event, phenomenon, or concept over time.

Growth of Banana Tree

An Interesting Island you want to help the audience visualize something you are describing The New Gym and/ or you want to describe something by moving from point to The Park at the Neighborhood  point through space.

You want to emphasize the significance of the categories or divisions in some way or you are interested in flexible approach to organization

Departments of the ABS Company

GUIDELINES FOR ORGANIZATIONAL PATTERN

 

PATTERN

Causal

USE WHEN

POSSIBLE TOPICS

you want your audience to understand those factors (causes) that have

The Effects of Bad Study Habits

contributed to some outcome (effects) ( effects) or you want your audience to understand the impact (effects) of some  problem or phenomenon.

Good Study Habits Advantages Healthy Diet and its Consequences

Problem-Solution

 Noise Pollution you want to make your audience understand a problem more fully while Water Pollution acknowledging associated solutions or you want to help your audience become aware of diverse solutions to a problem Scarcity of Resources without advocating any one of them.

GUIDELINES FOR ORGANIZATIONAL PATTERN

 

SPEECH T O PERSUADE LESSON 2

 

SPEECH TO PERSUADE PERSUASION  is the process of altering or reinforcing attitudes, beliefs, values, or behavior. Although knowing your listener’s attitudes, beliefs, and values can help you write any message, these three variables when explaining psychological audience analysis are especially necessary to include when drafting and presenting a persuasive message. Your

attitude our likes isand dislikes. Technically speaking,exhibit a mental outlook a learned choice to reply  positively or negatively neg atively toward something. In your task to persuade, you might want to influence your listeners to like or propose new shopping mall, to like bats  because of their ability to eat insects, or to disapprove an increase in tax.

 

SPEECH TO PERSUADE

A persuasive speech could also modify or strengthen a belief is what you understand to be true or false. If you believe in something, you are convinced that it exists or is true. t rue. Y You ou have structu structured red your sense sen se of what is real and what is unreal to account for the existence of whatever you believe. If you believe in God, you have formed your sense of what is realistic and unrealistic to determine the existence of God. Beliefs are basically based on past experiences.

 

SPEECH TO PERSUADE

If you are convinced that the sun will rise in the east again tomorrow, or that nuclear power is unsafe, you base these beliefs either on what you’ve directly experienced or on the experience of someone you find credible. Beliefs are basically based on evidence, but we have some beliefs based on faith- we haven’t directly experienced something, but we believe anyway anyway..

 

SPEECH TO PERSUADE

A persuasive speech could also see, to change or reinforce a value. A value is a lasting concept or desirable, and you tend to think of its opposite or its absence as bad or wrong. If you do not value something, you do not care about it. Values form the basis of your life goals and the driving force behind your behavior. What do you value in your life?

 

SPEECH TO PERSUADE

Adapting the content of your persuasive speech will do much in the success of your talk. Trying to know the listeners’ values can help you attune your analysis of them and adapt the content of your speech to those values. Persuasive messages often attempt to do more than chance or reinforce attitudes, beliefs, or valuesthey may attempt to chance behavior. Getting listeners to eat less, to not smoke tobacco, to not consume drugs, to not drink and drive, or to exercise more are typical goals of persuasive pers uasive messages that we hear. hear.

 

SPEECH TO PERSUADE

It seems logical lo gical that knowing someone’s attitude,  beliefs, and values will let us precisely predict how that  person will behave. But we are complicated creatures, and human behavior is not always predictable. Sometimes, our attitudes, beliefs, and values many not appear consistent with how we act. For example, you may know that if you are on a low-carb diet, you should avoid that second helping of a homemade chocolate cake; but you cut off a slice and enjoy en joy it up anyway. anyway.

 

WAYS TO PRESENT PERSUASIVE IDEAS

DESCRIPTION

EXAMPLE

Cognitive Dissonance

Telling listeners about existing  problems or information that is inconsistent with their currently held  beliefs or known information creates  psychological discomfort.

Many high school students today this are not computer literate. Without knowledge, your students will not be competitive in today’s job market. You should support local bond proposal that would provide more money for computers in our schools.

Hierarchy of Needs

People are motivated by unmet needs. The most basic needs are  psychological, followed by safety needs, social needs, self-esteem needs, and finally, self-actualization needs.

You could be the envy of people you know if you purchase this new sleek sports car. You will be perceived as a  person of high status in your community.

 

WAYS TO PRESENT PERSUASIVE IDEAS

DESCRIPTION

EXAMPLE

Positive Motivation

People will more likely change their thinking or  pursue a particular course of action if they are convinced that good things will happen to them if they support what the speaker advocates. advocates.

You should take a course in public speaking  because it will increase your prospects of getting a good job. Effective communication skills are the most sought-after s ought-after skills in today’ t oday’ss workplace.

Negative Motivation

People seek to avoid pain and discomfort. They will be motivated to support what a speaker advocates if they are convinced that bad things will happen to them unless they do.

If you receive a letter or package that looks suspicious because it is unusually lumpy, has no return address, is marked “personal” or “confidential”, or is from someone you do not know, wash your hands after you touch it. Report the suspicious letter or package to the post office immediately. If you do not head these suggestions, you increase the chances of being contaminated contaminate d by a biological agent.

 

SPEECH T O ENTERTAIN LESSON 3

 

SPEECH TO ENTERTAIN

speech to entertain happens inThe an after-dinner situation, usually or at a time when the audience does not expect to  be asked to think very hard or to take a very serious action.

 

The overarching purpose of the speech to entertain is to help listeners enjoy themselves. The speaker whose purpose is not the same as a stand-up comedian. Rather, in the context of enjoyment, most speakers seek also to impart some sort of memorable message. In many ways, the speech to entertain is a very difficult speech to give. Humor is a hard to plan;  professional humorist to employ teams of writers, and even theyare canlikely and often do flop. Also, what may seem funny to you or to a few of your friends one night may not seem funny the next morning.

PURPOSES AND CHALLENGES OF THE

SPEECH SPEE CH TO ENTERT ENTERTAIN AIN  

ENJOYMENT VESRSUS HUMOR 

Creating enjoyment, it should be  pointed out, does not always mean being funny. In fact, most successful speeches to entertain will probably include a lot of informative material, they will stick to a central theme or point, and, however lighthearted, many, like a good fable, will have a moral at the end.

 

ENJOYMENT VESRSUS HUMOR 

For the audience, enjoyment comes from  being relaxed and interested in the point of moral communicated, and not necessarily from being amused. Furthermore, different people enjoy different things.

 

ENJOYMENT VESRSUS HUMOR 

Some people like to solve puzzles and play word game. Some people like historical adventure. Some people like to watch television, and their interests might range from sitcoms, to documentaries, to sports. Some people invariably find a cream  pie squashed in a comic’ comic’ss face to be uproariously funny.

 

ENJOYMENT VESRSUS HUMOR  What people enjoy is not always easy to predict, and the clues you can get from audience analysis may or may not be helpful. Obviously, listeners will bring diverse tastes and preferences to any speaking situation. Even so, if you think about it, you can probably guess with some accuracy what kind of music many college students find enjoyable, what sorts of television programs most people watch, what movies are popular, what the serious interests are of those in particular majors, and so forth.

 

ENJOYMEN T VESRSUS HUMOR 

A speaker could give a speech with such specific purposes as the following:

I want my audience to enjoy my story when I was learning how to ride a  bicycle.

I want my audience to enjoy my explanation of how horror movies are made.

I want my audience to enjoy a description of my first mountain climbing adventure.

 

ENJOYMENT VESRSUS HUMOR  In all these cases, the listeners may learn something or may even be actuated in some way, such as going to see a horror movie or taking a trip to a remote island, but that is not what the speaker hopes to accomplish. What he or she really wants is for each listener to have a good time listening to the speech. That means, of course, that the speech will have to be developed differently from a speech with another kind of purpose.

 

ENJOYMENT VESRSUS HUMOR  Many speeches to entertain are developed inductively, as the speaker shares amusing, meaningful, and interesting stories. Of course, the strategy to be used depends, as always, on the speaker’s specific worthy goal. But only those speeches that aim  primarily at enjoyment can be successful when the overarching result is enjoyment.

 

PREPARING ARING AND PRESENTING PRESENTING THE PREP SPEECH SPEE CH TO ENTERT ENTERTAIN AIN If you have the talent, interest, and opportunity to develop and deliver a speech to entertain, here are some tips to keep in mind:

AIM TO STIMULATE ENJOYMENT IN YOUR AUDIENCE.

MAKE YOUR PRESENT PRESE NTA ATION BRIE BRIEF F.

PROVIDE A MEMORABLE MESSAGE.

 

AIM TO STIMULATE ENJOYMENT IN YOUR AUDIENCE

with all audience analysis As is essential. Whatspeeches, will listeners most enjoy? How can you connect with them and those things that would amuse them? You may  plan to share something interesting and amusing stories. Occasionally, some of your humor may be spontaneous. You may also gesture, move, and use your voice and other aspects of your delivery to reinforce listeners’ enjoyment of your presentation. You will want to use an engaging extemporaneous delivery. delivery.

 

MAKE YOUR PRES PRESENT ENTA ATION BRIEF

The speech to entertain is usually best received f it is not too long and drawn. Expectations and customs will vary from audience to audience. Stay in touch with the audience response. Build your speech flexibility so that you can add more humorous stories (things are going very well) or subtract some ( if you are starting to lose the audience.

 

PROVIDE A MEMORABLE MESSAGE

Mostsomething audiences to expect walk away from a speech with thinktoabout, remember, or use as a basis for further though or action. However much they may enjoy themselves, they still appreciate a more enduring message. Humor (perhaps in the form of an amusing story) can be quite memorable, and most good anecdotes have a serious point. Besides, when listeners are enjoying themselves, perhaps even at laughing at their own foibles, they tend to become less defensive and more responsive to chance. Thus the listener who is enjoying himself or herself may also be learning and growing (Andrews, et.al., 1999).

 

BASIC PARTS OF SPEECH TO ENTERTA IN

Introduction

Body

Conclusion

 

Your task as a speaker in the speech to entertain is to start it by stimulating the audience’s attention, setting the mood, and creating the main point. Do not attempt to  present a serious or complicated concept/ idea that makes your audience think  because your only goal is to give the listeners a total entertainment experience.

INTRODUCTIO N

 

INTRODUCTION Start with a rhetorical question, which is often a good technique to start a speech, that attempts to amuse. If its is startling enough, it can readily grab attention. Imagine how your attention would  be piqued if you heard an introduction that asked this rhetorical question: How many realize that someone has been following your every move this week and recording it with a video camera?”

 

Always remember the kind of audience you have, the occasion and your speaking skill as well as limitations when you plan your speech. Several variations can be used in organizing your speech to entertain.

BODY

 

1.

A topical order is especially appropriate.

A single, long, narrative is a popular device in entertaining. A narrative which  presented as an illustration, holds attention, makes a point, and is interesting. A good narrative tells a story; for an entertaining speech, the story should be humorous.

BODY  

BODY

For example, a story of how one’s wedding was plagued by one unforeseen disaster after another. You can use a series of short narratives developed around a central theme. A series illustrating teen problems is an example of this approach. In any case, a speech to entertain should not lead in many different directions but should  be built around a central theme. Remember also the interest may be derived from associating your ideas with things that are recent, impending, physically near, familiar, vital, active, unusual, suspenseful, concrete, real, humorous, or conflicting.

 

2.

Descriptions can also be used in the body of the speech to entertain.

For example, a speaker’s encounter working as a food server at a famous restaurant can be described in rather humorous terms, what went on “behind the scenes” in the kitchen.

BODY  

  The conclusion is usually very short and maintains to carry robust and  joyful mood that was maintained throughout speech. Specific devices the for concluding were discussed in the previous lessons should be reviewed as a means of determining which technique  best suits the specific occasion you are to speak at (Samovar, 1998).

CONCLUSION

 

REFERENCES

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Agustin, Racquel, et. al. Communication in Multicultural Contexts: Meanings and Purposes. Panday-Lahi Publishing House, Inc. 2018

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Wakat, Geraldine S. et.al, Purposive Communication. Lorimar Publishing, Inc. 2018

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Handbook of Effective, Professional Communication

 

http://hplengr.wisc.edu/Prof_Comm.pdf 

 

END OF CHAPTER 6  Prepared  Prepar ed by: