Unit 2 – Developing

Public Speaking Skills

 You are stranded in an island in the
middle of the Pacific—there is no way
back.
Which two people would you like to
be there with you?
In pairs or trios, share your answers to the question.
Basics of oral communication

• Some jobs require the extensive

use of oral communication.
• Your oral communication skills at
work can help or hinder your
performance on routine tasks as
well as special projects.
• You will use oral communication
in your daily business life to make
requests, provide instructions, and
give information.
Some forms of oral communication you
regularly use

• Face-to-face conversations.
• Group discussions or meetings.
• Phone conversations.
• Formal speeches.
• Giving instructions
Write down two instances
of oral communication
you regularly engage in at
school and work.
For each, write who do
you usually interact with
and what topics do you
usually cover.
Keep your answers for a
later exercise.
But how are these different from each
other?

• Face-to-face conversations.
• Group discussions or meetings.
• Phone conversations.
• Formal speeches.
• Giving instructions
Differences in purpose and delivery

• These and other forms vary in:

• Purpose
• Preparation, delivery, or technique
• Contextual influence

7
From each element on
your list, what
differences exist in
how much you
prepare, how do you
project your voice,
and what tones or
styles do you use?
Public Speaking or
Speech Making
What is public speaking?

• The act of speaking to a group to inform, persuade, or

entertain.
• Used in everyday work settings: meetings, presenting
ideas, or leading teams.
• Developing this skill improves your confidence in the
efficiency of your communication in the workplace.

10
General list of factors to consider

• Verbal
• Actual words • Considering the
• Voice quality overview of the
communication models
• Non-verbal in the first two weeks of
• Gestures class, what other factors
• Movement would you add to this
• Posture list?
• Eye contact
11
General list of factors to consider

• Verbal • Considering the

• Actual words overview of the
• Voice quality communication models
in the first two weeks
• Non-verbal of class, what other
• Gestures factors would you add
• Movement to this list?
• Posture
• Eye contact
12
Think of the last time you gave a
speech or presentation to a
known or unknown audience.
Where was it?
Who was the audience?
What was the topic?
How did you feel?
How did it go?
Time proportions in a speech

14
Practice Individual Mini
Speeches
Mini-speech practice
• Choose a topic from the next slide.
• Prepare a 1 to 2-minute speech.
• I suggest three points you can
develop for each topic, but you
can do others.
• This stage is to get our feet wet
and gain exposure to public
speaking, so simply do your best
and have fun!
Mini-speech practice
1. Your Ideal Weekend Getaway 4. The Book that Changed Your Perspective
• The destination you'd choose. • The title and author of the book.
• Activities you'd engage in. • The main message or theme.
• Why it's your top choice for relaxation. • How it shifted your viewpoint.
2. The Joy of Comfort Food 5. Your Preferred Season of the Year
• Your go-to comfort food. • Which season you love the most.
• A memory associated with it. • Activities you enjoy during this season.
• Why it lifts your spirits. • The feelings this season invokes.
3. The Impact of Music in Your Life 6. The Importance of Having a Hobby
• Your favorite song or genre. • A hobby you're passionate about.
• An emotion or memory it evokes. • How you got started with it.
• Why music is essential for your well- • Why it's a vital part of your routine.
being.
 • Type of oral
communication activities
we regularly engage in.

Recap • Main differences between

these activities.
• Two types of factors
influencing oral
communication.
Major Assignment
Five-year Plan
Speech
Pair up based on the
numbers on the note
cards
Which show or movie have
you watched recently or
are currently watching?
In pairs or trios, share your answers to the question.
 • Type of oral
communication activities
we regularly engage in.

Recap • Main differences between

these activities.
• Two types of factors
influencing oral
communication.
Objectives

Learn how we process persuasive messages

through the central and peripheral routes

Distinguish the main sections of a speech and

how to organize information

Practice both concepts through a mini speech

How do we assess persuasive
arguments? (take notes!)

• The elaboration likelihood model

proposes two main routes
through which we are persuaded:
• Central route
• Peripheral route
• The route depends on how much
the audience is willing and able
to think or elaborate on the
message.
Central Route Processing

• Used when the audience is highly

interested, motivated, and able to
process the information.
• Audience focuses on the quality of the
arguments.
• Language is precise and reasons provided
are logical.
• Leads to more lasting changes in attitude.
Example: A detailed product review
persuading a customer to buy based on
technical specifications.
Peripheral Route Processing

• Used when the audience is not interested,

motivated, or invested in the message.
• Audience focuses on superficial cues, like
the speaker’s appearance, tone, or visuals.
• Uses emotional or exaggerated language.
• Requires low effort and often leads to
temporary change.
Example: Being persuaded to buy a product
because a celebrity endorses it, not because
of the product’s actual features.
Central Route Peripheral Route
High involvement Low involvement

Focus on message Focus on superficial

quality cues
Long-lasting change Temporary change

Requires effort and Minimal effort required

thought
Pair and practice!
• In pairs, you will take turns being the persuader or audience.
• Together, pick one scenario from the next slide (or come up with your
own) and prepare a persuasive message using the central route and
another using the peripheral route. It should last between 1-2 minutes.
• Decide who will use the central and who will use the peripheral route
of persuasion and practice each pitch in pairs at least twice.
• After rehearsals, four pairs will volunteer (or be randomly chosen) to
perform their scenarios in front of the class.
Persuasion scenarios

1. Persuade your coworker to switch shifts with you.

2. Ask your boss for a day off to attend a personal event.
3. Ask your professor for an extension on a major assignment deadline.
4. Persuade your boss or supervisor to update old equipment
5. Persuade your sibling to lend you their car for the weekend.
6. Convince your neighbor to help you with a small house project.
7. Create your own.
Considering your
classmates’ pitches…

• Did you get a clear sense of what

the main point of each was?
• Could you follow along their main
ideas?
 What’s the weirdest
dish you’ve ever had?
 • The ELM proposes
two routes of
processing
persuasive
Recap messages. Which are
they?
• Generally, when is
each more effective?
Messages are more
effective and
memorable when they
have a clear structure
 General
Structure
and
Organizati
on
Patterns
Introduction
Introduction
• Attention getter
• Thesis
• Preview

37
Body
• Arranged in patterns of
organization
• Main points follow from the
intro
• Supported by additional
information
38
Conclusion
• Review of main points
• Restate thesis
• Closing statement

39
The Introduction and Conclusion mirror
each other

Introduction Conclusion
• Attention getter • Review of main points
• Thesis • Restate thesis
• Preview • Closing statement

40
 Chronological Spatial
Organizatio
nal
Patterns Topical Cause-and-effect
 Organizational Patterns

• Information organized from earliest events and

Chronological proceeding through time.
• Best for topics that describe a process, event,
(temporal) or step-by-step instructions, e.g., How to…,
Key Events in the Civil War

• Points organized according to physical or

geographical location.
Spatial • Best for describing places where orientation in
space is important, e.g., The Aisles at Hy-Vee,
The Modern House
Organizational Patterns

• Topic is divided into sub-categories that fall

under a larger theme.
• Best to explain abstract topics that don’t fit a
Topical time or space description, e.g., Types of
Personality, The Impact of Sleep in
Performance

• Defines a situation, identifying its causes, and

Cause and outlining its effects.
• Useful for speeches explaining a phenomenon
effect or a problem, e.g., Social Media and Attention
Span, Pollution in the Des Moines River
Mini-speech with an organizational pattern
• Choose a topic from the next slide (or
create your own).
• Select one of the four organizational
patterns (chronological, spatial, topical,
and cause and effect) and prepare a 1 to
2-minute speech with 2 or 3 points. The
information can be fully made up.
• Four volunteers will present their
speeches.
• Before you start, tell us what is the topic,
what pattern you chose, and why.
Mini-speech with an organizational pattern

• How to Train for a Marathon

• The Structure of a Grocery Store
• The Benefits of Daily Exercise
• The Causes and Effects of Sleep Deprivation
• A Typical Day at the Beach
• How to Plan a Road Trip
 Organizing your
speech in an outline
 What is the weirdest
dish you have ever had?
Discuss with the people around you
 • What are four
Check patterns to organize
a speech?
-in • When is each most
useful?
Objectives

Understand what outlines are and how to create

them

Understand the general role of the three parts

of a speech (introduction, body, and conclusion)

Practice outlining and delivering each part of a

speech in isolation and as a whole
 What is an outline?
A structured framework that organizes your ideas in a
clear, logical sequence.
Also, a requirement for the 5YP and coming speech
assignments.

51
Why use an outline?

• Organization: Outlines help you structure your speech

logically, so the audience can follow your main ideas.
• Clarity: You avoid wandering off-topic and stay focused on
the main points.
• Confidence: A clear outline gives you confidence when
delivering your speech because you know where you’re
going.
An outline is not:

• Speaker notes: Brief cues or prompts usually written on

note cards to help you during your presentation.
• A script: A word-for-word written version of your speech.
using in the assignment
speech?

• Outline: You must create an outline based on the structure

available on Canvas.
• Speaker notes: You can use speaker notes at the moment of
presenting. If you do, you will hand them in after your speech.
• Script: A script is optional. It may be helpful if it helps you prepare,
but you cannot use it during your speech.
Outlining each part of a
speech (take notes!)

• Introduction
• Body
• Conclusion
The introduction of a speech
• First chance to make an impact
and only chance to make a first
impression.
• Three Key Elements:
• Attention-Grabber
• Thesis Statement
• Preview of Main Points
Attention-grabber
• Hooks your audience and keeps them
engaged.
• It should be relevant to the topic,
thought-provoking, or surprising.
Types of effective attention-grabbers

• Ask a relatable rhetorical question.

• “Have you ever thought about how much your
life can change in just five years?”
• Start with a shocking fact or statistic.
• “Did you know that most people will change
jobs at least three times within five years?” (I
made this up)
Types of effective attention-grabbers

• Tell a brief personal story that leads to your

thesis.
• “Five years ago, I had no idea how to balance my
work and personal life, but everything changed
after I took on my first management role.”
• Use a powerful quote.
• “As Maya Angelou once said, ‘You can’t really
know where you are going until you know where
you have been.’”
The core of your speech: Thesis statement

• Summarizes the central message or

purpose of your speech.
• Tells the audience the overarching (big
idea) or core argument.
“Over the past five years, I’ve
grown both personally and
professionally, and this speech
tells the most meaningful
aspects of my story.”

Thesis statement 61
Preview of main points: Roadmap to
your speech
• Breaks down the specific key points
you will cover in the body of your
speech.
• It gives your audience a roadmap of
what’s coming and shows how you will
support the thesis.
• Usually comprise 2-3 ideas described
in one short phrase each.
 Remember, we started with:
“Over the past five years, I’ve
grown both personally and
professionally, and this speech
tells the most meaningful
aspects of my story.”

63
 “First, I’ll explain how learning
time management helped me
balance work and life. Then, I’ll
share how building relationships
has opened up new opportunities
for me. Finally, I’ll discuss how
embracing challenges pushed me
outside of my comfort zone and
led to growth.”

Preview of main points 64

 “First, I’ll explain how learning
time management helped me
balance work and life. Then, I’ll
share how building relationships
has opened up new opportunities
for me. Finally, I’ll discuss how
embracing challenges pushed me
outside of my comfort zone and
led to growth.”

Preview of main points 65

 “First, I’ll explain how learning
time management helped me
balance work and life. Then, I’ll
share how building relationships
has opened up new opportunities
for me. Finally, I’ll discuss how
embracing challenges pushed me
outside of my comfort zone and
led to growth.”

Preview of main points 66

 “First, I’ll explain how learning
time management helped me
balance work and life. Then, I’ll
share how building relationships
has opened up new opportunities
for me. Finally, I’ll discuss how
embracing challenges pushed me
outside of my comfort zone and
led to growth.”

Preview of main points 67

General introduction structure
• Attention-Grabber:
__
• Thesis Statement:
__
• Preview of Main Points
1. __
2. __
3. __
Final notes before practice
• Your main points in the preview must
follow from and be subordinate to the
thesis.
• Think that if the thesis is a house, your
main points are the different rooms.
• At first, following an outline may feel
unnatural. This goes away with
practice, as you begin to “own” your
work.
• You may make some or most things up.
Think-Pair-Share
• Individually: Choose one of the topics on the next slide and write an
introduction (only the introduction!) for a speech about it. It must
clearly include the three parts: hook, thesis, and preview. It doesn’t
matter if multiple students choose the same topic. (4-5 minutes)
• In pairs: Get in small groups of two or three and take turns delivering
your introductions. After each person speaks, the rest of the group
tells them if they could notice the three parts (attention, thesis,
preview). If not, the speaker points out what each were.
• If they were not present, the speaker works on their draft to
complete whatever is missing (1-2 minutes per each student in the
group).
• Whole-class: Three volunteers share their work with the whole class.
Choose a topic and write the
introduction for a speech about
it. Keep your work for the next
activity
1. The Benefits of a Good Night's Sleep
2. Why We Should Drink More Water
3. How to Make New Friends
4. The Importance of Daily Exercise
5. The Impact of Music on Our Mood
6. Why Spending Time Outdoors is Healthy
7. How to Stay Positive in Tough Times
Outlining each part of a
speech (take notes!)

• Introduction
• Body
• Conclusion
The body of the speech
• Develops the main points previewed in
the introduction.
• Points are arranged in an intentional
organizational pattern.
• Spatial, chronological or temporal,
topical, cause-effect.
The body of the speech
• Each main point needs to be elaborated
and supported. Use examples, stories, or
facts from your own experience to back
up your ideas.
• Add signposts or transition phrases
between each point, such as first, next,
finally, or moving on to...
• “Now that I’ve explained [X], let’s
move on to the importance of [Y].”
General structure (write down!)
• Main Point 1: Your first key idea or argument.
• Subpoint with details and examples.
(transition)
• Main Point 2: The second major idea,
building on the first.
• Subpoint with details and examples.
(transition)
• Main Point 3: The final main point, often the
most compelling or important.
• Subpoint with details and examples.
(transition)
Final notes before practice
• Don’t write a script, but an outline
with the main ideas and subpoints that
will keep you on track as you speak.
• When delivering, start from the body,
not the introduction.
• Have fun!
Think-Pair-Share
• Individually: Building on the introduction you wrote, create the
body of your mini speech by developing the main points. Include
transitions between them. (5-6 minutes)
• In pairs: Get in small groups of two or three and take turns
delivering your body. After each person speaks, the rest of the
group tells them if they could notice the distinct main points and
transitions between them. If not, the speaker points out what each
were. If they were not present, the speaker works on their draft to
complete whatever is missing (2-3 minutes per student).
• Whole-class: Three different volunteers share their work with the
whole class.
Three main parts of a
speech (take notes!)

• Introduction
• Body
• Conclusion
The conclusion of the speech
• Final part of your speech and the last
impression you leave on your audience.
• A strong conclusion reinforces your message
and ensures your audience remembers your
key points.
• Without a solid conclusion, your speech may
feel unfinished or lack impact.
Parts of a conclusion
• Summary of Main Points:
• Recap the key ideas you discussed in the body of your
speech, reminding your audience of the most important
takeaways.
• Mirror image of the preview in the introduction, in that
you now review the main points. Use slightly different
wording.
• Restate Your Thesis:
• Drive home the central message of your speech.
• Use slightly different wording than your original thesis.
• Memorable Closing Statement:
• Final chance to make an impact! End with a powerful
quote, a call to action, or a thought-provoking statement.
• It is okay to end with “thank you,” but those should be the
last words, after you have closed your speech.
Techniques to create a strong conclusion

• Do not introduce new information.

• Connect back to your opening attention-
grabber or a key theme
(“Remember when I asked …? As we’ve seen,
small steps can lead to big changes”)
• Your final sentence mirrors attention
getter in that it should also draw your
audience.
(“So, what will you do with your next five
years?”)
Think-Pair-Share
• Individually: Create the conclusion of your speech. Include a
review or summary, restate your thesis, and a closing
statement. Use the intro and body for reference (5-6 minutes)
• In pairs: Get in small groups of two or three and take turns
delivering the intro. After each person speaks, the rest of the
group tells them if they could notice the distinct parts of a
conclusion. If not, the speaker points out what each were. If
they were not present, the speaker works on the draft to
complete whatever is missing (2 minutes per student).
• Whole-class: Two volunteers will share their whole speech.
Formal Outline Review

83
 Free tutoring at the AAC,
Building 6.
Help with speeches, writing
assignments, and more.

84
Speech anxiety, body
language, and
rhetorical devices
 • What is an outline and
why use one?
• What elements should a
speech introduction,
Recap body, and conclusion
include?
• What are four patterns of
organization for a
speech?
Quick recap
• Introduction:
• Attention getter
• Thesis statement
• Preview of main points
• Body (organized in a pattern):
• Main point previewed 1
• Main point previewed 2
• Conclusion
• Review main points
• Restate thesis
• Closing statement
Formal Outline Review

90
Objectives

Understand what is speech anxiety and how it

affects body language

Learn and practice techniques to strengthen

delivery through body language

Learn commonly used rhetorical devices and use

them to make your speech memorable
Speech
anxiety and
body
language
What is speech anxiety and why we
experience it?
• Communication apprehension is the
anxiety you may sometimes feel when
faced with an actual or perceived need
to communicate.
• Humans evolved in groups, so we are
hardwired to care about the judgment of
others.
• We perceive public speaking as involving
the risk of social rejection, so it triggers
our “survival mode.”
Survival mode
• The amygdala, sometimes called “lizard
brain,” engages the fight-or-flight
response.
• Our body releases an adrenaline rush,
readying us to overcome (fight) or run
away as fast as possible (flight) from the
threat.
How speech anxiety can manifest

• Physical Symptoms:
• Sweating, dry mouth, shaking hands
• Shortness of breath, tightness in chest
• Psychological Symptoms:
• Feeling exposed, loss of focus, fear of
judgment
• Difficulty in organizing thoughts
Think-Pair-Share
1. Individually: Think of the last time that an oral communicative
event caused you speech anxiety. It could be a difficult
conversation with someone close, speaking to a boss or colleagues,
giving a presentation at school, etc. How did you feel before and
during the event? Write down as much as you can remember.

2. In pairs: Get in small groups of two or three and share your

experiences. Notice what similarities and differences exist between
your stories.

3. Whole-class: Two volunteers will share their experience.

 Speech anxiety
affects our body
language through
“self-soothing
behaviors”
97
Body language—recap
• Body language refers to the nonverbal signals
we use to communicate. Commonly, we focus
on:
• Facial expressions
• Gestures
• Posture
• Eye contact.
• Body language can enhance or undermine the
message of a speech. Studies show that up to
70% of communication is nonverbal.
Self-soothing behaviors and body
language

• Self-soothing behaviors are unconscious

actions we use to calm ourselves in
stressful situations, such as giving a
speech.
• They affect the quality of your body
language, influencing how your audience
perceives you.
• Signal nervousness or discomfort, potentially
undermining your credibility.
• Makes you seem unprepared.
Common self-soothing behaviors
(write these down!)

• Touching: Frequently touching one’s face, hair, or

clothing.
• Closed gestures: Crossing arms or legs, placing one
arm across your chest, resting on your other arm.
• Fidgeting: Moving hands or fingers repeatedly or
consistently manipulating an object.
• Shifting: Constantly changing posture or position,
such as swaying or shifting weight from one foot to
another.
• Avoidance behaviors: Avoiding eye contact by
looking down or away from the audience.
Techniques to calm the stress
response
• Breath:
• Before you start speaking, take a deep
breath. It helps regulate your nervous
system and center yourself.
• As you speak, remember to take deep
breaths between points. It helps pacing your
delivery, as it forces a pause.
• Visualization:
• Mentally rehearse the speech and imagine
yourself speaking confidently.
Techniques to replace self-soothing
(write these down!)

• Instead of...
• Touching, use purposeful gestures to emphasize
your message or just let your arms rest to your
sides.
• Crossing arms, maintain an open posture with
arms at your sides.
• Fidgeting, hold a notecard or rest your hands
gently on a podium or other surface.
• Shifting weight, stand with feet hip-width apart,
firmly grounded, and stay there.
• Avoiding eye contact, practice “scanning” the
audience or looking at different parts of the
room.
Another technique is “power
Mini speech practice
• Choose a topic from the next slide and prepare a 1-minute speech.
Follow the basic intro-body-conclusion outline with two or three
points.
• Write down two specific body language aspects in which you will
focus during your delivery: eye contact, gestures/arms relaxed, etc.
• Before speaking, take a deep breath and tell your audience us what
your focus is.
• As you speak, practice it very deliberately: if fidgeting, consciously
keep your hands still; if shifting, consciously stay grounded, etc.
• After each speech, the class gives feedback on how well the speaker
stayed focused on their body language aspects.
Choose one topic and prepare a 1-
minute speech
- The most interesting person you know
- Your favorite movie
- A goal you’re working towards
- Your favorite holiday tradition
- A childhood memory
Mini-speech practice
• Choose a topic from the next slide.
• Prepare a 1-minute speech.
• Choose and write down two specific body
language aspect in which you will focus
during your delivery: eye contact,
gestures/arms relaxed, straight posture
grounded stance, or other.
• Before speaking, tell us what is your focus.
• After each speech, the class gives feedback
on the speaker’s success practicing their
focus.
What has been the worst
and best about college
so far?
 • What is speech
anxiety?
• What are self-
Recap soothing behaviors
and what are some
common ones?
• How can we improve
body language?
Objectives

Learn commonly used rhetorical devices and use them

to make your speech memorable

Create a practice outline utilizing rhetorical devies

Deliver your practice speech or, if you’d like feedback

on timing and structure, the actual speech
Rhetorical devices
What are rhetorical devices?

• Linguistic techniques that

speakers use to persuade or
engage their audience more
effectively.
• Enhance communication by
adding clarity, emphasis, or
emotional impact.
• They add beauty to language.
Why use rhetorical devices?

• They make a speech more appealing

by using both the central and
peripheral routes.
• When well executed, they create a
durable and memorable
speeches.
• Well-known and admired speakers
who have used ample rhetorical
devices include Martin Luther
King Jr., Winston Churchill, and
Barack Obama.
 Anaphora
Five
most Antithesis
commonl
Rhetorical Question
y used
rhetorica Metaphor
l devices
Alliteration
Anaphora: Repetition for
emphasis

• Repetition of the same word or phrase at

the beginning of successive clauses or
sentences.
• Creates rhythm to reinforce an idea or generate
emotional momentum.
• Can be powerful in closing statements.
Example: “We shall fight on the beaches, we shall
fight on the landing grounds, we shall fight in the
fields.” Winston Churchill
Antithesis: Contrast for impact

• When two opposing ideas are placed side by

side in a parallel structure.
• Highlights contrast and makes the audience
reflect on the relationship between opposing
concepts.
• Effective when comparing two choices or
perspectives by sharpening distinctions.
Example: “It was the best of times, it was the worst
of times.” Charles Dickens
Rhetorical Question: Engaging the
Audience

• A question asked for effect or to make a

point rather than to elicit an answer.
• Connects with the audience by inviting
them to think and reflect.
• Useful to emphasize key moments or
when transitioning to an important point.
Example: “Is this the kind of future we want for
our children?”
Metaphor: Making the Abstract
Concrete

• Contrasting two things by saying that one is

the other to create a richer understanding.
• The statement is not literally true and the two
things are unrelated outside of the metaphor.
• Helps the audience understand complex ideas
by relating them to something more familiar.
Example: “Time is a thief.”
Alliteration: Repetition impact

• Repetition of the same initial consonant

sounds in a sequence of words to emphasize
a point.
• Adds a musical quality to the speech and
makes phrases more memorable.
• Use sparingly and in key sections, as it can
make the speech monotonous.
Example: “Perplexed I saw his perversion prevail.”
Tips to effectively use rhetorical
devices

• Use devices strategically; too many can

overwhelm the audience.
• Align with the message and tone of your
speech.
• Practice aloud to hear how rhetorical devices
influence the rhythm and engagement.
• Give it a few tries before discarding. Writing and
delivering a good metaphor is like painting with
words.
Rhetorical Devices Practice

• Individually: Create a simplified outline for your five-year

plan speech (on Canvas). It shouldn’t be longer than two
minutes.
• Small groups: In small groups, practice delivering your
brief speeches. Group members give feedback on the
impact and suggest changes or revisions.
• Whole-class: Four volunteers will practice delivering their
speeches in front of the class.
Rhetorical Devices Practice

• Individually: Create a simplified outline for your five-year

plan speech (on Canvas). It shouldn’t be longer than two
minutes.
• Small groups: In small groups, practice delivering your
brief speeches. Group members give feedback on the
impact and suggest changes or revisions.
• Whole-class: Four volunteers will practice delivering their
speeches in front of the class.
Homework
• Go to the “Five-Year Plan - Formal Outline” assignment page on
Canvas and download the outline template.
• Read through the sections of the speech assignment, noting the
specific components in the introduction, body, and conclusion.
• On a Word document, use the template to create and submit a
draft version of your speech before next class.
• Rehearse it and time yourself to gauge that you are within the
assignment requirements.
Debrief
If you could visit any place in
the world you haven’t seen
before, which would it be?
Goals for today

Debrief from drafts: common strengths and

weaknesses

Group workshop and peer review

Practice speech or sections of speech

Today, we will practice
delivering the whole
speech.

128
Strengths
Aspects to improve
Thesis and main-point alignment
• Check that the thesis is the central idea guiding the entire speech.
• Example: “I want to become a skilled mechanical engineer.”
• Your main points should all be related to the thesis.
• Ask yourself: Does every point help explain how I will work to achieve my
goal?
• Avoid tangents unless they are part of a story or supporting point.
• Example: If the goal is to have your own business, don’t include details
about unrelated hobbies.
Challenges and solutions
• Identify the core challenges: Highlight key obstacles that might
derail the goal.
• Example: Limited experience or lack of connections.
• Develop specific solutions:
• Vague: “I will try to network more.”
• Clear: “I will join newsletters and LinkedIn groups in my field and attend
local networking events every month.”
• Be realistic: Solutions must be attainable given your resources and
time.
• Break down large goals into smaller, manageable tasks.
Quick recap of the general structure

• Introduction:
• Attention getter
• Thesis statement
• Preview of main points
• Body (organized in a pattern):
• Main point previewed 1
• Main point previewed 2
• Conclusion
• Review main points
• Restate thesis
• Closing statement
Before exchanging outlines, check for the following
items:
• Do you consider career, personal, or
combined goals?
• What pattern of organization are you using?
• Does your introduction forecast main points
that are developed in the body?
• Are there transitions between main points?
• Does your conclusion mirror the
introduction?
Peer Review: Analyzing outlines in small groups
• Form small groups of 3-4. Each student will read their speech outline to the
group. Group members should actively listen and take notes on the following:
• Introduction: Does the speaker clearly state their thesis and preview the main points?
• Body: Are the points mentioned in the preview well-developed in the body?
• Conclusion: Does the speaker review the main points and end with a memorable
closing?
• For each speech, write down: Two things that are working well and two
areas that could be improved.
• After each person speaks, share your observations. Be specific and focus on
how to strengthen the outline.
Speech practice
• Listen to the speeches actively and write feedback notes on the
aspects below:
• I will randomly call out students to give feedback, so be ready to
share.
Speech practice in groups
• Form groups of three and take turns delivering your speeches.
• Time your classmate and take notes on:
• Introduction: Thesis and preview clearly stated?
• Body: Points in preview clearly developed?
• Conclusion: Reviews main points and concludes memorably?
• Overall, note two things working well and two that could improve in
your classmate’s speech
• Share the feedback and move on to the next speaker.
• After everyone has spoken, take a few minutes to make any
adjustments and prepare to rehearse in front of the class.