{"id":311,"date":"2019-01-16T00:28:06","date_gmt":"2019-01-16T00:28:06","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-oneonta-communication\/chapter\/11-1-informative-speeches\/"},"modified":"2020-06-26T15:18:47","modified_gmt":"2020-06-26T15:18:47","slug":"11-1-informative-speeches","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-oneonta-communication\/chapter\/11-1-informative-speeches\/","title":{"raw":"10.1 Informative Speeches","rendered":"10.1 Informative Speeches"},"content":{"raw":"
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Learning Objectives<\/h3>\r\n
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  1. Identify common topic categories for informative speeches.<\/li>\r\n \t
  2. Identify strategies for researching and supporting informative speeches.<\/li>\r\n \t
  3. Explain the different methods of informing.<\/li>\r\n \t
  4. Employ strategies for effective informative speaking, including avoiding persuasion, avoiding information overload, and engaging the audience.<\/li>\r\n<\/ol>\r\n<\/div>\r\n

    Many people would rather go see an impassioned political speech or a comedic monologue than a lecture. Although informative speaking may not be the most exciting form of public speaking, it is the most common. Reports, lectures, training seminars, and demonstrations are all examples of informative speaking. That means you are more likely to give and listen to informative speeches in a variety of contexts. Some organizations, like consulting firms, and career fields, like training and development, are solely aimed at conveying information. College alumni have reported that out of many different speech skills, informative speaking is most important (Verderber, 1991). Since your exposure to informative speaking is inevitable, why not learn how to be a better producer and consumer of informative messages?<\/p>\r\n\r\n

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    Creating an Informative Speech<\/h2>\r\n

    As you\u2019ll recall from Chapter 9 \"Preparing a Speech\"<\/a>, speaking to inform is one of the three possible general purposes for public speaking. The goal of informative speaking<\/a><\/span> is to teach an audience something using objective factual information. Interestingly, informative speaking is a newcomer in the world of public speaking theorizing and instruction, which began thousands of years ago with the ancient Greeks (Olbricht, 1968). Ancient philosophers and statesmen like Aristotle, Cicero, and Quintilian conceived of public speaking as rhetoric, which is inherently persuasive. During that time, and until the 1800s, almost all speaking was argumentative. Teaching and instruction were performed as debates, and even fields like science and medicine relied on argumentative reasoning instead of factual claims.<\/p>\r\n\r\n

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    \"11.1.0N\"<\/a>\r\n

    Until the 1800s, even scientific fields and medicine relied on teaching that was based on debate and argument rather than the informative-based instruction that is used today.<\/p>\r\n\r\n

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    Monash University - Surgery Workshop 2012<\/a> - CC BY-NC 2.0.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n

    While most instruction is now verbal, for most of modern history, people learned by doing rather than listening, as apprenticeships were much more common than classroom-based instruction. So what facilitated the change from argumentative and demonstrative teaching to verbal and informative teaching? One reason for this change was the democratization of information. Technical information used to be jealously protected by individuals, families, or guilds. Now society generally believes that information should be shared and made available to all. The increasing complexity of fields of knowledge and professions also increased the need for informative speaking. Now one must learn a history or backstory before actually engaging with a subject or trade. Finally, much of the information that has built up over time has become commonly accepted; therefore much of the history or background information isn\u2019t disputed and can now be shared in an informative rather than argumentative way.<\/p>\r\n\r\n

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    Choosing an Informative Speech Topic<\/h2>\r\n

    Being a successful informative speaker starts with choosing a topic that can engage and educate the audience. Your topic choices may be influenced by the level at which you are speaking. Informative speaking usually happens at one of three levels: formal, vocational, and impromptu (Verderber, 1991). Formal informative speeches occur when an audience has assembled specifically to hear what you have to say. Being invited to speak to a group during a professional meeting, a civic gathering, or a celebration gala brings with it high expectations. Only people who have accomplished or achieved much are asked to serve as keynote speakers, and they usually speak about these experiences. Many more people deliver informative speeches at the vocational level, as part of their careers. Teachers like me spend many hours lecturing, which is a common form of informative speaking. In addition, human resources professionals give presentations about changes in policy and provide training for new employees, technicians in factories convey machine specifications and safety procedures, and servers describe how a dish is prepared in their restaurant. Last, we all convey information daily in our regular interactions. When we give a freshman directions to a campus building, summarize the latest episode of American Idol<\/em> for our friend who missed it, or explain a local custom to an international student, we are engaging in impromptu informative speaking.<\/p>\r\n

    Whether at the formal, vocational, or impromptu level, informative speeches can emerge from a range of categories, which include objects, people, events, processes, concepts, and issues. An extended speech at the formal level may include subject matter from several of these categories, while a speech at the vocational level may convey detailed information about a process, concept, or issue relevant to a specific career.<\/p>\r\n\r\n

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    \"11.1.1N\"<\/a>\r\n

    Subjects of informative speaking at the vocational level usually relate to a speaker\u2019s professional experience or expertise.<\/p>\r\n\r\n

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    Peter Long - Business Meeting<\/a> - CC BY 2.0.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n

    Since we don\u2019t have time to research or organize content for impromptu informative speaking, these speeches may provide a less detailed summary of a topic within one of these categories. A broad informative speech topic could be tailored to fit any of these categories. As you draft your specific purpose and thesis statements, think about which category or categories will help you achieve your speech goals, and then use it or them to guide your research. Table 11.1 \"Sample Informative Speech Topics by Category\"<\/a> includes an example of how a broad informative subject area like renewable energy can be adapted to each category as well as additional sample topics.<\/p>\r\n\r\n

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    Table 11.1<\/span> Sample Informative Speech Topics by Category<\/p>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    Category<\/th>\r\nRenewable Energy Example<\/th>\r\nOther Examples<\/th>\r\n<\/tr>\r\n<\/thead>\r\n
    Objects<\/td>\r\nBiomass gasifier<\/td>\r\nTarot cards, star-nosed moles, Enterprise 1701-D<\/td>\r\n<\/tr>\r\n
    People<\/td>\r\nAl Gore<\/td>\r\nJennifer Lopez, Bayard Rustin, the Amish<\/td>\r\n<\/tr>\r\n
    Concepts<\/td>\r\nSustainability<\/td>\r\nMachismo, intuition, Wa (social harmony)<\/td>\r\n<\/tr>\r\n
    Events<\/td>\r\nEarth Day<\/td>\r\nPi Day, Take Back the Night, 2012 presidential election<\/td>\r\n<\/tr>\r\n
    Processes<\/td>\r\nConverting wind to energy<\/td>\r\nScrapbooking, animal hybridization, Academy Awards voting<\/td>\r\n<\/tr>\r\n
    Issues<\/td>\r\nNuclear safety<\/td>\r\nCruise ship safety, identity theft, social networking and privacy<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n

    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.<\/p>\r\n

    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 \u201cpersonal side\u201d of their lives.<\/p>\r\n

    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<\/em> (or chi<\/em>), which is the Chinese conception of the energy that flows through our bodies. Use the strategies discussed in this book for making content relevant and proxemic to your audience to help make abstract concepts more concrete.<\/p>\r\n

    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\u2019s important to provide a backstory for the event, but avoid rehashing commonly known information.<\/p>\r\n

    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.<\/p>\r\n\r\n

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    \"11.1.2NN\"<\/a>\r\n

    Informative speeches about processes provide steps of a procedure, such as how to make homemade cheese.<\/p>\r\n\r\n

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    Joel Kramer - curdle<\/a> - CC BY 2.0.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n

    Last, informative speeches about issues provide objective and balanced information about a disputed subject or a matter of concern for society. It is important that speakers view themselves as objective reporters rather than commentators to avoid tipping the balance of the speech from informative to persuasive. Rather than advocating for a particular position, the speaker should seek to teach or raise the awareness of the audience.<\/p>\r\n\r\n<\/div>\r\n

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    Researching an Informative Speech Topic<\/h2>\r\n

    Having sharp research skills is a fundamental part of being a good informative speaker. Since informative speaking is supposed to convey factual information, speakers should take care to find sources that are objective, balanced, and credible. Periodicals, books, newspapers, and credible websites can all be useful sources for informative speeches, and you can use the guidelines for evaluating supporting materials discussed in Chapter 9 \"Preparing a Speech\"<\/a> to determine the best information to include in your speech. Aside from finding credible and objective sources, informative speakers also need to take time to find engaging information. This is where sharp research skills are needed to cut through all the typical information that comes up in the research process to find novel information. Novel information is atypical or unexpected, but it takes more skill and effort to locate. Even seemingly boring informative speech topics like the history of coupons can be brought to life with information that defies the audience\u2019s expectations. A student recently delivered an engaging speech about coupons by informing us that coupons have been around for 125 years, are most frequently used by wealthier and more educated households, and that a coupon fraud committed by an Italian American businessman named Charles Ponzi was the basis for the term Ponzi scheme<\/em>, which is still commonly used today.<\/p>\r\n

    As a teacher, I can attest to the challenges of keeping an audience engaged during an informative presentation. While it\u2019s frustrating to look out at my audience of students and see glazed-over eyes peering back at me, I also know that it is my responsibility to choose interesting information and convey it in a way that\u2019s engaging. Even though the core content of what I teach hasn\u2019t change dramatically over the years, I constantly challenge myself to bring that core information to life through application and example. As we learned earlier, finding proxemic and relevant information and examples is typically a good way to be engaging. The basic information may not change quickly, but the way people use it and the way it relates to our lives changes. Finding current, relevant examples and finding novel information are both difficult, since you, as the researcher, probably don\u2019t know this information exists.<\/p>\r\n

    Here is where good research skills become necessary to be a good informative speaker. Using advice from Chapter 9 \"Preparing a Speech\"<\/a> should help you begin to navigate through the seas of information to find hidden treasure that excites you and will in turn excite your audience.<\/p>\r\n\r\n

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    \"11.1.3N\"<\/a>\r\n

    To avoid boring an audience, effective informative speakers possess good research skills and the ability to translate information to be engaging and relevant for an audience.<\/p>\r\n\r\n

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    Niall Kennedy - Sleep<\/a> - CC BY-NC 2.0.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n

    As was mentioned earlier, the goal for informative speaking is to teach your audience. An audience is much more likely to remain engaged when they are actively learning. This is like a balancing act. You want your audience to be challenged enough by the information you are presenting to be interested, but not so challenged that they become overwhelmed and shut down. You should take care to consider how much information your audience already knows about a topic. Be aware that speakers who are very familiar with their speech topic tend to overestimate their audience\u2019s knowledge about the topic. It\u2019s better to engage your topic at a level slightly below your audience\u2019s knowledge level than above. Most people won\u2019t be bored by a brief review, but many people become lost and give up listening if they can\u2019t connect to the information right away or feel it\u2019s over their heads.<\/p>\r\n

    A good informative speech leaves the audience thinking long after the speech is done. Try to include some practical \u201ctakeaways\u201d in your speech. I\u2019ve learned many interesting and useful things from the informative speeches my students have done. Some of the takeaways are more like trivia information that is interesting to share\u2014for example, how prohibition led to the creation of NASCAR. Other takeaways are more practical and useful\u2014for example, how to get wine stains out of clothing and carpet or explanations of various types of student financial aid.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n

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    Organizing and Supporting an Informative Speech<\/h2>\r\n

    You can already see that informing isn\u2019t as easy as we may initially think. To effectively teach, a speaker must present quality information in an organized and accessible way. Once you have chosen an informative speech topic and put your research skills to the test in order to locate novel and engaging information, it\u2019s time to organize and support your speech.<\/p>\r\n\r\n

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    Organizational Patterns<\/h2>\r\n

    Three organizational patterns that are particularly useful for informative speaking are topical, chronological, and spatial. As you\u2019ll recall, to organize a speech topically, you break a larger topic down into logical subdivisions. An informative speech about labor unions could focus on unions in three different areas of employment, three historically significant strikes, or three significant legal\/legislative decisions. Speeches organized chronologically trace the development of a topic or overview the steps in a process. An informative speech could trace the rise of the economic crisis in Greece or explain the steps in creating a home compost pile. Speeches organized spatially convey the layout or physical characteristics of a location or concept. An informative speech about the layout of a fire station or an astrology wheel would follow a spatial organization pattern.<\/p>\r\n\r\n<\/div>\r\n

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    Methods of Informing<\/h2>\r\n

    Types of and strategies for incorporating supporting material into speeches are discussed in Chapter 9 \"Preparing a Speech\"<\/a>, but there are some specific ways to go about developing ideas within informative speeches. Speakers often inform an audience using definitions, descriptions, demonstrations, and explanations. It is likely that a speaker will combine these methods of informing within one speech, but a speech can also be primarily organized using one of these methods.<\/p>\r\n\r\n

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    Informing through Definition<\/h2>\r\n

    Informing through definition<\/a><\/span> entails defining concepts clearly and concisely and is an important skill for informative speaking. There are several ways a speaker can inform through definition: synonyms and antonyms, use or function, example, and etymology (Verderber, 1991). Defining a concept using a synonym or an antonym is a short and effective way to convey meaning. Synonyms are words that have the same or similar meanings, and antonyms are words that have opposite meanings. In a speech about how to effectively inform an audience, I would claim that using concrete words helps keep an audience engaged. I could enhance your understanding of what concrete<\/em> means by defining it with synonyms like tangible<\/em> and relatable<\/em>. Or I could define concrete<\/em> using antonyms like abstract<\/em> and theoretical<\/em>.<\/p>\r\n

    Identifying the use or function of an object, item, or idea is also a short way of defining. We may think we already know the use and function of most of the things we interact with regularly. This is true in obvious cases like cars, elevators, and smartphones. But there are many objects and ideas that we may rely on and interact with but not know the use or function. For example, QR codes (or quick response codes) are popping up in magazines, at airports, and even on t-shirts (Vuong, 2011). Many people may notice them but not know what they do. As a speaker, you could define QR codes by their function by informing the audience that QR codes allow businesses, organizations, and individuals to get information to consumers\/receivers through a barcode-like format that can be easily scanned by most smartphones.<\/p>\r\n\r\n

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    \r\n
    \"11.1.4N\"<\/a>\r\n

    An informative speaker could teach audience members about QR codes by defining them based on their use or function.<\/p>\r\n\r\n

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    Douglas Muth - My QR Code<\/a> - CC BY-SA 2.0.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n

    A speaker can also define a topic using examples, which are cited cases that are representative of a larger concept. In an informative speech about anachronisms in movies and literature, a speaker might provide the following examples: the film Titanic<\/em> shows people on lifeboats using flashlights to look for survivors from the sunken ship (such flashlights weren\u2019t invented until two years later) (The Past in Pictures, 2012); Shakespeare\u2019s play Julius Caesar<\/em> includes a reference to a clock, even though no mechanical clocks existed during Caesar\u2019s time (Scholasticus K., 2012). Examples are a good way to repackage information that\u2019s already been presented to help an audience retain and understand the content of a speech. Later we\u2019ll learn more about how repackaging information enhances informative speaking.<\/p>\r\n

    Etymology refers to the history of a word. Defining by etymology entails providing an overview of how a word came to its current meaning. The Oxford English Dictionary<\/em> is the best source for finding etymology and often contains interesting facts that can be presented as novel information to better engage your audience. For example, the word assassin<\/em>, which refers to a person who intentionally murders another, literally means \u201chashish-eater\u201d and comes from the Arabic word hashshashin<\/em>. The current meaning emerged during the Crusades as a result of the practices of a sect of Muslims who would get high on hashish before killing Christian leaders\u2014in essence, assassinating them (Oxford English Dictionary Online, 2012).<\/p>\r\n\r\n<\/div>\r\n

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    Informing through Description<\/h2>\r\n

    As the saying goes, \u201cPictures are worth a thousand words.\u201d Informing through description<\/a><\/span> entails creating verbal pictures for your audience. Description is also an important part of informative speeches that use a spatial organizational pattern, since you need to convey the layout of a space or concept. Good descriptions are based on good observations, as they convey what is taken in through the senses and answer these type of questions: What did that look like? Smell like? Sound like? Feel like? Taste like? If descriptions are vivid and well written, they can actually invoke a sensory reaction in your audience. Just as your mouth probably begins to salivate when I suggest that you imagine biting into a fresh, bright yellow, freshly cut, juicy lemon wedge, so can your audience be transported to a setting or situation through your descriptions. I once had a student set up his speech about the history of streaking by using the following description: \u201cImagine that you are walking across campus to your evening class. You look up to see a parade of hundreds upon hundreds of your naked peers jogging by wearing little more than shoes.\u201d<\/p>\r\n\r\n<\/div>\r\n

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    Informing through Demonstration<\/h2>\r\n

    When informing through demonstration<\/a><\/span>, a speaker gives verbal directions about how to do something while also physically demonstrating the steps. Early morning infomercials are good examples of demonstrative speaking, even though they are also trying to persuade us to buy their \u201cmiracle product.\u201d Whether straightforward or complex, it\u2019s crucial that a speaker be familiar with the content of their speech and the physical steps necessary for the demonstration. Speaking while completing a task requires advanced psycho-motor skills that most people can\u2019t wing and therefore need to practice. Tasks suddenly become much more difficult than we expect when we have an audience. Have you ever had to type while people are reading along with you? Even though we type all the time, even one extra set of eyes seems to make our fingers more clumsy than usual.<\/p>\r\n

    Television chefs are excellent examples of speakers who frequently inform through demonstration. While many of them make the process of speaking while cooking look effortless, it took much practice over many years to make viewers think it is effortless.<\/p>\r\n\r\n

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    \r\n
    \"11.1.5N\"<\/a>\r\n

    Television chefs inform through demonstration. Although they make it seem easy, it is complex and difficult.<\/p>\r\n\r\n

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    Gordonramsaysubmissions - gordon ramsay 7<\/a> - CC BY 2.0.<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n

    Part of this practice also involves meeting time limits. Since television segments are limited and chefs may be demonstrating and speaking live, they have to be able to adapt as needed. Demonstration speeches are notorious for going over time, especially if speakers haven\u2019t practiced with their visual aids \/ props. Be prepared to condense or edit as needed to meet your time limit. The reality competition show The Next Food Network Star<\/em> captures these difficulties, as many experienced cooks who have the content knowledge and know how to physically complete their tasks fall apart when faced with a camera challenge because they just assumed they could speak and cook at the same time.<\/p>\r\n

    Tips for Demonstration Speeches<\/strong><\/p>\r\n\r\n

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    1. Include personal stories and connections to the topic, in addition to the \u201chow-to\u201d information, to help engage your audience.<\/li>\r\n \t
    2. Ask for audience volunteers (if appropriate) to make the demonstration more interactive.<\/li>\r\n \t
    3. Include a question-and-answer period at the end (if possible) so audience members can ask questions and seek clarification.<\/li>\r\n \t
    4. Follow an orderly progression. Do not skip around or backtrack when reviewing the steps.<\/li>\r\n \t
    5. Use clear signposts like first<\/em>, second<\/em>, and third<\/em>.<\/li>\r\n \t
    6. Use orienting material like internal previews and reviews, and transitions.<\/li>\r\n \t
    7. Group steps together in categories, if needed, to help make the information more digestible.<\/li>\r\n \t
    8. Assess the nonverbal feedback of your audience. Review or slow down if audience members look lost or confused.<\/li>\r\n \t
    9. Practice with your visual aids \/ props many times. Things suddenly become more difficult and complicated than you expect when an audience is present.<\/li>\r\n \t
    10. Practice for time and have contingency plans if you need to edit some information out to avoid going over your time limit.<\/li>\r\n<\/ol>\r\n<\/div>\r\n
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      Informing through Explanation<\/h2>\r\n

      Informing through explanation<\/a><\/span> entails sharing how something works, how something came to be, or why something happened. This method of informing may be useful when a topic is too complex or abstract to demonstrate. When presenting complex information make sure to break the topic up into manageable units, avoid information overload, and include examples that make the content relevant to the audience. Informing through explanation works well with speeches about processes, events, and issues. For example, a speaker could explain the context surrounding the Lincoln-Douglas debates or the process that takes place during presidential primaries.<\/p>\r\n\r\n

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      \u201cGetting Plugged In\u201d<\/h4>\r\n

      TED Talks as a Model of Effective Informative Speaking<\/p>\r\n

      Over the past few years, I have heard more and more public speaking teachers mention their use of TED speeches in their classes. What started in 1984 as a conference to gather people involved in Technology, Entertainment, and Design has now turned into a worldwide phenomenon that is known for its excellent speeches and presentations, many of which are informative in nature.[footnote]\u201cAbout TED,\u201d accessed October 23, 2012, http:\/\/www.ted.com\/pages\/about<\/a>.[\/footnote] The motto of TED is \u201cIdeas worth spreading,\u201d which is in keeping with the role that we should occupy as informative speakers. We should choose topics that are worth speaking about and then work to present them in such a way that audience members leave with \u201ctake-away\u201d information that is informative and useful. TED fits in with the purpose of the \u201cGetting Plugged In\u201d feature in this book because it has been technology focused from the start. For example, Andrew Blum\u2019s speech focuses on the infrastructure of the Internet, and Pranav Mistry\u2019s speech focuses on a new technology he developed that allows for more interaction between the physical world and the world of data. Even speakers who don\u2019t focus on technology still skillfully use technology in their presentations, as is the case with David Gallo\u2019s speech about exotic underwater life. Here are links to all these speeches:<\/p>\r\n\r\n