{"id":1892,"date":"2016-08-04T17:14:15","date_gmt":"2016-08-04T17:14:15","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/publicspeaking\/?post_type=chapter&p=1892"},"modified":"2016-08-18T17:44:35","modified_gmt":"2016-08-18T17:44:35","slug":"developing-informative-speeches","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/clinton-publicspeakingprinciples\/chapter\/developing-informative-speeches\/","title":{"raw":"Developing Informative Speeches","rendered":"Developing Informative Speeches"},"content":{"raw":"The first sections of this chapter explained the importance of informative speaking, the functions of informative speeches, the role of the informative speaker, and the four major types of informative speeches. This final section of the chapter discusses three goals in developing informative speeches and advice for increasing the effectiveness of your speech. These three goals include 1) arousing the interest of your audience, 2) presenting information in a way that can be understood, and 3) helping the audience remember what you have said (Fujishin, 2000).\r\n

Generate and Maintain Interest<\/h2>\r\n

Use Attention-Getting Elements<\/h3>\r\nBefore you capture the interest of an audience, you have to get their attention. As you know, attention getters are used in the introduction of a speech, but attention getters<\/strong> can also be used throughout your speech to maintain an audience\u2019s attention. There are a number of techniques you can use that will naturally draw listeners\u2019 attention (German, et al., 2010).\r\n\r\n\"AIntensity<\/strong> refers to something that has a high or extreme degree of emotion, color, volume, strength or other defining characteristic. In a speech about sharks\u2019 senses, showing how sharks smell 10,000 times better than humans would be an example of the intensity principle.\r\n\r\nNovelty<\/strong> involves those things that are new or unusual. Discussing the recent invention of the flesh-eating mushroom death suit developed by Jae Rhim Lee would be novel. This suit is designed to help bodies decompose naturally above ground to avoid the use of dangerous embalming chemicals.\r\n\r\n\"PilesContrast<\/strong> can also be used to draw attention through comparison to something that is different or opposite. This works best when the differences are significant. If you were showing the audience how to make hot sauce, and you showed a bar graph comparing the scoville units (level of hotness) of different chili peppers, this would be contrast. Jalapenos rate at 2500\u20138000 scoville units, habaneros rate at 100,000\u2013350,000, and the naga jolokia rates at 855,000\u20131,041,241.\r\n\r\nAudiences will also attend to movement or Activity<\/strong>. To employ this technique, the speaker can either use action words, well-chosen movements, an increased rate of speech, or s\/he can show action with video. A speech describing or showing extreme sports with high levels of risk, a fast pace, or amazing stunts could be used to illustrate activity.\r\n\r\n\"AFinally, Humor<\/strong> can be used to draw attention to a subject or point, but be sure that it is relevant and in good taste. In a speech about the devotion of Trekkies (Star Trek fans), you could share the example of Tony Alleyne who designed and outfitted his flat in England as a replica of the deck of the Voyager. You could also direct the audience\u2019s attention to couples who have wedding ceremonies spoken in Klingon.\r\n

Tell a Story<\/h3>\r\nStory telling is not only the basis for most of our entertainment; it is also one of the best ways to teach an audience (Carlson, 2005). Also known as narratives, stories typically have a beginning in which the characters and setting are introduced, a rise in action, some complication or problem, and a resolution. Stories with compelling characters can be used in a creative way to weave facts otherwise dry and technical facts together (Walters, 1995), as in a speech about preparing a space shuttle for take-off from a mouse\u2019s perspective. Jaffe (1998) differentiates between three types of narratives that can be used in informative speeches. The first type of story is a natural reality in which natural or scientific facts are brought together in chronological accounts, as in the formation of the Grand Canyon. The second narrative involves social realities which detail historic events, and the development of cultures and institutions. The last kind of story, the ultimate reality, is focused on profound philosophical and spiritual questions like \u201cWhere do we come from?\u201d and \u201cWhat happens to us when we die?\u201d\r\n\r\nNursery rhymes and song lyrics familiar to the audience can also be used in an interactive way to get listeners interested in the topic (Maxey & O'Connor, 2006). In a speech about the global population explosion, you could ask audience to finish the phrase \u201cThere was an old woman who lived in a shoe\u2026\u201d Common commercials, lyrics to Beatles songs, holiday songs, and children\u2019s games are universal.\r\n
\r\n
The wisest mind has something yet to learn. - George Santayna<\/div><\/blockquote>\r\n\"ACommercial jingles and song lyrics also work to get the audience involved. You could start a speech on boating safety with these lyrics: Just sit right back \/ And you'll hear a tale \/ A tale of a fateful trip \/ That started from this tropic port \/ Aboard this tiny ship (from Gilligan\u2019s Island<\/em>). Depending on the make-up of your audience, you might use lyrics from Johnny Cash, Billy Holiday, The Doors, The Beatles, JayZ, The Judds or the Arctic Monkeys. Just remember you probably can\u2019t read all of the lyrics, you need to make sure the lyrics are directly linked to your topic, and you should be sure to cite the artist and song title.\r\n\r\nJust for fun, can you name the artist who sang the lyrics below? Can you think of a speech topic that would correspond to the lyrics? (Answer at the end of the chapter)\r\n\r\n\r\n\r\n\r\n
Lyric<\/th>\r\nArtist<\/th>\r\nSpeech Topic<\/th>\r\n<\/tr>\r\n
\n\nMoney, get away.\r\n\r\nGet a good job with good pay and you're okay.\r\n\r\nMoney, it's a gas.\r\n\r\nGrab that cash with both hands and make a stash.\r\n\r\nNew car, caviar, four star daydream\r\n\r\nThink I'll buy me a football team.<\/td>\r\n<\/td>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

Be Creative<\/h3>\r\nSpeakers who are different are memorable (Maxey & O'Connor, 2006). To give your speech impact, be imaginative and dare to push the envelope of conformity. When you have spent time researching a topic, you may be able to envision ways to incorporate surprising facts, props or visuals that make your presentation different from others, and therefore more memorable. You could dress like a Shakespearian actor for a speech about the famous playwright. You could have the audience move their chairs and take part in a yoga demonstration. Or you might use your own audience plants to help with a speech entitled \u201cBehind the Scenes of TV Talk Shows.\u201d When one student got up to speak, he drew a row of houses on the blackboard and then began to drink a glass of water and speak about the life giving properties of water. After making a few comments, he threw the glass of water on the blackboard\u2014erasing most of the houses. Then he began his speech on the devastating effects of a flood (be sure to get your professor\u2019s permission before you do something like this!). Another student giving a speech about \u201cClowning\u201d had two actual clowns wait in the hall until she was ready to bring them in and show off their make-up and costumes. The speaker was wise to have her cohorts in the room just long enough to make the point (but not the entire time which would distract from the speaker), and the audience was attentive and grateful for the variety. Hanks and Parry (1991) explain that anyone can be creative, if s\/he wants to be and is willing to make the effort. For some tips on how to foster your creativity, see Table 16.2. However, you need to remember that creativity is just a tool to help you teach your audience. Do not overlook the requirements of the occasion, the content of your research, or the needs of your audience in your zeal to be creative.\r\n
\r\n

Table 16.2 Tips for Jump Starting\u00a0Your Creativity\u00a0From Everyday Creativity by\u00a0Carlin Flora (2009)<\/h3>\r\n
    \r\n \t
  • Take a different way to work<\/li>\r\n \t
  • Collaborate with others with\u00a0complementary skills<\/li>\r\n \t
  • Seek inspiration in beautiful\u00a0surroundings<\/li>\r\n \t
  • Start working on the problem\u00a0right away<\/li>\r\n \t
  • Work in a blue room (it boosts\u00a0creativity)<\/li>\r\n \t
  • Get a hobby or play music<\/li>\r\n \t
  • Think about your problem right\u00a0before falling asleep<\/li>\r\n<\/ul>\r\n<\/div>\r\n
    \r\n
    The worst enemy to creativity is self-doubt. \u00a0- Sylvia Plath<\/div><\/blockquote>\r\n

    Stimulate Audience Intellect<\/h3>\r\nMost people have a genuine desire to understand the world around them, to seek out the truth, and learn how to solve problems. The role of the informative speaker is to satisfy this desire to learn and know. To illustrate our quest for knowledge, consider the success of the Discovery Channel, the Learning Channel, the History Channel, the Food Network and other educational broadcasts. So how do we appeal to the minds of listeners? Think about all of the information we encounter every day but do not have time to pursue. Think about subjects that you would like to know more about. Ask what information would be universally interesting and useful for listeners. Many people fly on airplanes, but do they know how to survive a plane crash? People also share many ordinary illnesses, so what are some common home remedies? All of the people on earth originated someplace, so who were our ancient ancestors?\r\n\r\nIn addition to finding topics that relate to listeners, the information we supply should be up to date. For instance, Egypt recently had a revolution, and if you are giving a speech on traveling to the Pyramids, you should be aware of this. When you are talking about a topic that your audience is familiar with, you should share little known facts or paint the subject in a new light. In a speech about a famous person, you might depict what they are like behind the scenes, or what they were like growing up. In a speech about a new technology, you might also talk about the inventors. In a speech about a famous city, you could discuss the more infamous landmarks and attractions.\r\n

    Create Coherence<\/h2>\r\n

    Organize Logically<\/h3>\r\n\"NeonSeveral types of organizational patterns are discussed in the Selecting and Arranging Main Points<\/em> chapter. Using these as a starting point, you should make sure the overall logic of the speech is well thought out. If you were giving speech best suited to chronological order, but presented the steps out of order, it would be very difficult to follow. Those of you who have seen the movie Memento<\/em> (which presented the sequence of events backwards), may have noticed how difficult it was to explain the plot to others. In a logical speech, the points you are trying to draw are obvious, the supporting materials are coherent and correspond exactly to the thesis, and the main points are mutually exclusive and flow naturally from start to finish. Clarity of thought is critical in presenting information. As Peggy Noonan (1998, p. 64) argues:\r\n
    The most moving thing in a speech is always the logic. It\u2019s never the flowery words and flourishes, it\u2019s not sentimental exhortations, it\u2019s never the faux poetry we\u2019re all subjected to these days. It\u2019s the logic; it\u2019s the thinking behind your case. A good case well argued and well said is inherently moving. It shows respect for the brains of the listeners. There is an implicit compliment in it. It shows that you are a serious person and that you are talking to other serious persons.<\/em><\/div>\r\nWhen planning your speech, ask questions like: What information needs to come first? What organizational pattern best suits the topic? What information must be shared or omitted to aid in audience understanding? What points or sub-points should be grouped together to aid listeners\u2019 understanding?\r\n

    Use Simple Language<\/h3>\r\n\"AOne common mistake that speech writers make when they are writing their speech is to use the same language that they would use in a written document. Experienced speech writers know that simple language and ideas are easier to understand than complex ones. \u201cClear speaking is not an alternative to intelligent discourse, but rather an enabler of intelligent discourse\u201d (Carlson, 2005, p. 79). Did you know that Lincoln\u2019s Gettysburg address contains only 271 words, and 251 of these words only have one or two syllables (Hughes & Phillips, 2000)? Another benefit of using simple language is that you are less likely to trip over or mispronounce simple words.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    Table 16.3 Simplify Your Language<\/th>\r\n<\/tr>\r\n
    Low Impact<\/th>\r\nHigh Impact<\/th>\r\n<\/tr>\r\n<\/thead>\r\n
    Under the present circumstances<\/td>\r\nCurrently<\/td>\r\n<\/tr>\r\n
    At the present time<\/td>\r\nNow<\/td>\r\n<\/tr>\r\n
    Are in agreement with<\/td>\r\nAgree<\/td>\r\n<\/tr>\r\n
    Due to the fact that<\/td>\r\nBecause<\/td>\r\n<\/tr>\r\n
    Is fully operational<\/td>\r\nWorks<\/td>\r\n<\/tr>\r\n
    In close proximity to<\/td>\r\nNear<\/td>\r\n<\/tr>\r\n
    Of sufficient magnitude<\/td>\r\nBig enough<\/td>\r\n<\/tr>\r\n
    In the event of<\/td>\r\nIf<\/td>\r\n<\/tr>\r\n
    Each and everyone<\/td>\r\nEach<\/td>\r\n<\/tr>\r\n
    In the course of<\/td>\r\nDuring<\/td>\r\n<\/tr>\r\n
    Never before or since<\/td>\r\nNever<\/td>\r\n<\/tr>\r\n
    Deciduous trees (jargon)<\/td>\r\nTrees that lose their leaves<\/td>\r\n<\/tr>\r\n
    Somnolent (jargon)<\/td>\r\nDrowsy<\/td>\r\n<\/tr>\r\n
    Awesome (slang)<\/td>\r\nImpressive<\/td>\r\n<\/tr>\r\n
    Put the bit on (slang)<\/td>\r\nBorrow<\/td>\r\n<\/tr>\r\n
    No brainer (clich\u00e9)<\/td>\r\nEasy decision<\/td>\r\n<\/tr>\r\n
    An arm and a leg<\/td>\r\nExpensive<\/td>\r\n<\/tr>\r\n
    Vertically challenged (euphemism)<\/td>\r\nShort<\/td>\r\n<\/tr>\r\n
    Gone to the great beyond (euphemism)<\/td>\r\nDead<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nInstead of \u201cprotracted,\u201d say \u201cdrawn out.\u201d Instead of \u201cconundrum,\u201d say \u201cpuzzle.\u201d And instead of \u201cloquacious,\u201d say \u201ctalkative.\" As you are writing your speech you also want to avoid technical jargon, slang, clich\u00e9s, and euphemisms. This type of language is difficult to understand and tends to be low impact. Compare the Low Impact<\/em> language column with the High Impact<\/em> column in Table 16.3 above to see examples of ways to make your language more powerful.\r\n

    Avoid Information Overload<\/h3>\r\nNo one is given an unlimited amount of time to speak. You can\u2019t cover everything that there is to know about your topic. And even if you could speak forever about everything there was to know about a subject, your listeners would never be able to take it all in. Information overload<\/strong> occurs when a person feels that they are faced with an overwhelming amount of information, with the effect that they are unable to process it all or unable to make decision. So whether you have five minutes to give a presentation or three eight-hour days, you will need to narrow and focus your speech topic and objectives. If you know that you have ten minutes to speak, you will not be able to cover \u201cCar Maintenance for Dummies,\u201d but you probably could give a good speech entitled \u201cHow to Change the Oil in Your Car.\u201d When planning your speech, be sure to determine the amount of information that can reasonably be covered in the time allowed. In fact, rather than taking the entire allotted speaking time, you should get into the practice of speaking only for 90\u201495% of the time that you are given (Reynolds, 2008). More is not always better\u2014and your audience will appreciate it if you can skillfully make your point with time to spare.\r\n
    \r\n
    Today knowledge has power. It controls access to opportunity and advancement. - Peter Drucker<\/div><\/blockquote>\r\n

    Make Your Speech Memorable<\/h2>\r\n

    Build in Repetition<\/h3>\r\n\"TheAudience retention is determined by a number of factors including listeners\u2019 interest, knowledge, physical and emotional state, level of stress, background, and other competing demands (Fujishin, 2000). One way to help your audience remember the content of your speech is by repetition (Hughes & Phillips, 2000). There are three ways to incorporate repetition into your speech. The first form repetition involves restating your main points in your introduction, body and conclusion. When you do this, you will restate your points using different language\u2014not repeat the points word for word. The second form of repetition is where a word or a phrase is repeated in a poetic way, either throughout the speech or at a critical point in the speech. One example of this would be Abraham Lincoln\u2019s \u201cgovernment of the people, by the people, for the people.\u201d Another example can be found in Sojourner Truth\u2019s speech, delivered in 1851 at a women\u2019s rights convention.\r\n
    \u2026 That man over there says that women need to be helped into carriages, and lifted over ditches, and to have the best place everywhere. Nobody ever helps me into carriages, or over mud-puddles, or gives me any best place! And ain't I a woman? Look at me! Look at my arm! I have ploughed and planted, and gathered into barns, and no man could head me! And ain't I a woman? I could work as much and eat as much as a man\u2014when I could get it\u2014and bear the lash as well! And ain't I a woman? I have borne thirteen children, and seen most all sold off to slavery, and when I cried out with my mother's grief, none but Jesus heard me! And ain't I a woman?<\/em><\/div>\r\nThe final way to use repetition in your speech is through nonverbal communication. When you say the word \u201cfour\u201d and you hold up four fingers, or when you verbally agree with a point and nod your head at the same time, you are reinforcing the idea verbally and nonverbally.\r\n

    Appeal to Different Ways of Learning<\/h3>\r\nIndividuals have different learning styles, so some people are visual [V] learners, some are aural [A] learners, some learn by reading [R] and writing, and some learn kinesthetically [K] (Fleming, 2001). You can test your own learning style at www.varklearn.com. Understanding your own and others\u2019 learning styles is useful for two reasons. First, you will find that you tend to teach others using your own learning style. Second, regardless of your own learning styles, you need to appeal to as many different learning styles as possible in your informative speech. To see how each learning style prefers to be taught, see the table below.\r\n\r\nUnfortunately, since the ear alone is a very poor information gathering device, steps must be taken to improve retention. Typically listeners only retain only a small fraction of what is explained to them verbally. The first way to enhance retention is to appeal to as many of the senses as possible. Studies show that audiences retain 20 percent of what they hear, 30 percent of what they see, and 50 percent of what they hear and<\/em> see (Westerfield, 2002). When the audience has an opportunity to do<\/em> something (adding the kinesthetic sense), their retention increases to 80 percent (Walters, 1995). Or, if participation is not possible, a handout will raise retention to an impressive 85 percent\u2014if the audience can review the handout at least once (Slutsky & Aun, 1997).\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    Table 16.4 The VARK Model of Learning<\/th>\r\n<\/tr>\r\n
    Learning Style<\/th>\r\nApproach the Learner With...<\/th>\r\n<\/tr>\r\n<\/thead>\r\n
    Visual Learners<\/td>\r\nMaps, charts, graphs, diagrams, brochures, flow\u00a0charts, highlighters, different colors, pictures,\r\nword pictures, and different spatial\u00a0arrangements<\/td>\r\n<\/tr>\r\n
    Aural Learners<\/td>\r\nExplanations of new ideas, large and small\u00a0group discussions, lectures, audio recordings,\u00a0stories, and jokes<\/td>\r\n<\/tr>\r\n
    Read\/Write Learners<\/td>\r\nLists, essays, reports, textbooks, definitions,\u00a0printed handouts, readings, manuals, and web\u00a0pages<\/td>\r\n<\/tr>\r\n
    Kinesthetic Learners<\/td>\r\nField trips, hands-on projects, sensory\u00a0stimulations, laboratories, recipes and solutions\u00a0to problems, and collections of samples<\/td>\r\n<\/tr>\r\n
    From Hawk and Shaw (2007, p. 7) and Fleming (2001).<\/em><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nAnother way to help your listeners remember is by the use of techniques like association<\/em>, linking the new topic to things that the audience knows about or already understands. If you were giving a speech about rugby, you might compare it to soccer and football to help the audience understand the rules. The use of acronyms<\/em> also aids retention. On the \u201cKrusty Krab Training Video<\/em>\u201d episode of Spongebob Squarepants (a spoof on corporate training videos), they use the acronym \u201cPOOP.\u201d When I asked my then eight-year-old son if he remembered (several weeks after watching the episode) what \u201cPOOP\u201d stood for, he immediately and correctly answered \u201cPeople Order Our Patties.\u201d The final technique to help audiences remember information is the simplicity criterion<\/em>. Information is best retained when it is explained from top to bottom (rather than bottom to top), when events are presented from first to last (rather than last to first), and when information is presented in the positive voice (rather than in the negative voice) (Devito, 1981).\r\n

    Use Visuals<\/h3>\r\n\"OneVisual aids can be a very powerful and efficient way to present facts that might otherwise be difficult to convey verbally. The benefits of visuals used for informative speeches include increasing interest, understanding, retention, and the speed at which your audience can understand complex facts. We live in a mediated culture, where people are visually oriented. This means that they expect to be visually stimulated with pictures, graphs, maps, video images and objects. Speakers who do not make use of visuals may be at a disadvantage when compared to speakers who use them. This is assuming of course that the visuals enhance what you are saying and that you use them well. As you know, plenty of people use Power Point, and it does not necessarily make their speech better or more memorable.\r\n\r\nPerhaps the best reason to use visuals aids during an informative speech is to help your audience understand a concept that may be difficult to understand just by explaining it. In a speech about heart bypass surgery, would it be better to verbally describe the parts of the human heart, or to show a picture of it? How about a model of the heart? How about an actual human heart? Be sure to consider your audience! What if your speech is about an abstract concept that does not lend itself well to slick graphic representations? One way trainers get their audiences involved and make their presentations memorable is to provide handouts which the listeners complete (in part) themselves. You could use fill-in-the blank statements (where you provide the answer), open-ended questions where listeners can write their thoughts, and activities like matching or crossword puzzles. Regardless of the type of visual media you select for your speech, just make sure that it does not overpower you or the subject. Work to keep the audience\u2019s attention on you and what you are saying, and use the visual to complement what you<\/em> have to say.","rendered":"

    The first sections of this chapter explained the importance of informative speaking, the functions of informative speeches, the role of the informative speaker, and the four major types of informative speeches. This final section of the chapter discusses three goals in developing informative speeches and advice for increasing the effectiveness of your speech. These three goals include 1) arousing the interest of your audience, 2) presenting information in a way that can be understood, and 3) helping the audience remember what you have said (Fujishin, 2000).<\/p>\n

    Generate and Maintain Interest<\/h2>\n

    Use Attention-Getting Elements<\/h3>\n

    Before you capture the interest of an audience, you have to get their attention. As you know, attention getters are used in the introduction of a speech, but attention getters<\/strong> can also be used throughout your speech to maintain an audience\u2019s attention. There are a number of techniques you can use that will naturally draw listeners\u2019 attention (German, et al., 2010).<\/p>\n

    \"AIntensity<\/strong> refers to something that has a high or extreme degree of emotion, color, volume, strength or other defining characteristic. In a speech about sharks\u2019 senses, showing how sharks smell 10,000 times better than humans would be an example of the intensity principle.<\/p>\n

    Novelty<\/strong> involves those things that are new or unusual. Discussing the recent invention of the flesh-eating mushroom death suit developed by Jae Rhim Lee would be novel. This suit is designed to help bodies decompose naturally above ground to avoid the use of dangerous embalming chemicals.<\/p>\n

    \"PilesContrast<\/strong> can also be used to draw attention through comparison to something that is different or opposite. This works best when the differences are significant. If you were showing the audience how to make hot sauce, and you showed a bar graph comparing the scoville units (level of hotness) of different chili peppers, this would be contrast. Jalapenos rate at 2500\u20138000 scoville units, habaneros rate at 100,000\u2013350,000, and the naga jolokia rates at 855,000\u20131,041,241.<\/p>\n

    Audiences will also attend to movement or Activity<\/strong>. To employ this technique, the speaker can either use action words, well-chosen movements, an increased rate of speech, or s\/he can show action with video. A speech describing or showing extreme sports with high levels of risk, a fast pace, or amazing stunts could be used to illustrate activity.<\/p>\n

    \"AFinally, Humor<\/strong> can be used to draw attention to a subject or point, but be sure that it is relevant and in good taste. In a speech about the devotion of Trekkies (Star Trek fans), you could share the example of Tony Alleyne who designed and outfitted his flat in England as a replica of the deck of the Voyager. You could also direct the audience\u2019s attention to couples who have wedding ceremonies spoken in Klingon.<\/p>\n

    Tell a Story<\/h3>\n

    Story telling is not only the basis for most of our entertainment; it is also one of the best ways to teach an audience (Carlson, 2005). Also known as narratives, stories typically have a beginning in which the characters and setting are introduced, a rise in action, some complication or problem, and a resolution. Stories with compelling characters can be used in a creative way to weave facts otherwise dry and technical facts together (Walters, 1995), as in a speech about preparing a space shuttle for take-off from a mouse\u2019s perspective. Jaffe (1998) differentiates between three types of narratives that can be used in informative speeches. The first type of story is a natural reality in which natural or scientific facts are brought together in chronological accounts, as in the formation of the Grand Canyon. The second narrative involves social realities which detail historic events, and the development of cultures and institutions. The last kind of story, the ultimate reality, is focused on profound philosophical and spiritual questions like \u201cWhere do we come from?\u201d and \u201cWhat happens to us when we die?\u201d<\/p>\n

    Nursery rhymes and song lyrics familiar to the audience can also be used in an interactive way to get listeners interested in the topic (Maxey & O’Connor, 2006). In a speech about the global population explosion, you could ask audience to finish the phrase \u201cThere was an old woman who lived in a shoe\u2026\u201d Common commercials, lyrics to Beatles songs, holiday songs, and children\u2019s games are universal.<\/p>\n

    \n
    The wisest mind has something yet to learn. – George Santayna<\/div>\n<\/blockquote>\n

    \"ACommercial jingles and song lyrics also work to get the audience involved. You could start a speech on boating safety with these lyrics: Just sit right back \/ And you’ll hear a tale \/ A tale of a fateful trip \/ That started from this tropic port \/ Aboard this tiny ship (from Gilligan\u2019s Island<\/em>). Depending on the make-up of your audience, you might use lyrics from Johnny Cash, Billy Holiday, The Doors, The Beatles, JayZ, The Judds or the Arctic Monkeys. Just remember you probably can\u2019t read all of the lyrics, you need to make sure the lyrics are directly linked to your topic, and you should be sure to cite the artist and song title.<\/p>\n

    Just for fun, can you name the artist who sang the lyrics below? Can you think of a speech topic that would correspond to the lyrics? (Answer at the end of the chapter)<\/p>\n\n\n\n\n
    Lyric<\/th>\nArtist<\/th>\nSpeech Topic<\/th>\n<\/tr>\n
    \n

    Money, get away.<\/p>\n

    Get a good job with good pay and you’re okay.<\/p>\n

    Money, it’s a gas.<\/p>\n

    Grab that cash with both hands and make a stash.<\/p>\n

    New car, caviar, four star daydream<\/p>\n

    Think I’ll buy me a football team.<\/td>\n

    		<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

    Be Creative<\/h3>\n

    Speakers who are different are memorable (Maxey & O’Connor, 2006). To give your speech impact, be imaginative and dare to push the envelope of conformity. When you have spent time researching a topic, you may be able to envision ways to incorporate surprising facts, props or visuals that make your presentation different from others, and therefore more memorable. You could dress like a Shakespearian actor for a speech about the famous playwright. You could have the audience move their chairs and take part in a yoga demonstration. Or you might use your own audience plants to help with a speech entitled \u201cBehind the Scenes of TV Talk Shows.\u201d When one student got up to speak, he drew a row of houses on the blackboard and then began to drink a glass of water and speak about the life giving properties of water. After making a few comments, he threw the glass of water on the blackboard\u2014erasing most of the houses. Then he began his speech on the devastating effects of a flood (be sure to get your professor\u2019s permission before you do something like this!). Another student giving a speech about \u201cClowning\u201d had two actual clowns wait in the hall until she was ready to bring them in and show off their make-up and costumes. The speaker was wise to have her cohorts in the room just long enough to make the point (but not the entire time which would distract from the speaker), and the audience was attentive and grateful for the variety. Hanks and Parry (1991) explain that anyone can be creative, if s\/he wants to be and is willing to make the effort. For some tips on how to foster your creativity, see Table 16.2. However, you need to remember that creativity is just a tool to help you teach your audience. Do not overlook the requirements of the occasion, the content of your research, or the needs of your audience in your zeal to be creative.<\/p>\n

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    Table 16.2 Tips for Jump Starting\u00a0Your Creativity\u00a0From Everyday Creativity by\u00a0Carlin Flora (2009)<\/h3>\n