Speech 1A Notes PDF

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Summary

Proffesor Sharon Selnick
6 week course
Lecture notes from day 1 to end ...

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Speech 1A (6 Weeks 2018 Professor Selnick) Speaking in public  By studying public speaking, you will learn essential skills:  Reading, observing, and thinking critically  Selecting what to say (researching)  Using language effectively  Presenting yourself skillfully  Responding to other reactions to you  You will be able to be:  More articulate  Apply your kn0welege to everyth9ng life and career situation  Participate more effectively as a citizen (informed choices at election times) Why do we need to improve our public speaking skills?  Two reasons: 1) Communication is inevitable  You will be called to speak in front of people 2) Help us get the jobs we want Public speaking is different from conversations in three ways 1) Public speaking is more intentional 2) Roles are clearly defined 3) Public speaking is more formal Let’s first begin by defining communication:  An interactive process of sharing symbols in order to construct meaning  Interactive- active engagement between two or more individuals or point of view  Process- ongoing or continuous  You cannot NOT communicate  Symbols- anything that stands for something else  Verbal- words represent ideas or concepts  Nonverbal- gestures, facial expression, posture, clothing, distance between interactants.  Construct meaning- interpretation of the symbols from the interaction through the lens of our own experience  Make sense from understanding  The components of communication include:  People/communicators (sender/receiver)  Message  Codes  Encoding and decoding (put together/ tear apart)  Syntax/grammar/verbal/nonverbal  Channels- ways related

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 Types?  Tv, radio, text Feedback Noise Context-cultural, situational, relational

What is PS? How is it different?  Grice and skinner state that it occurs when “one person speaks face to face with an audience”.  Can be a small group or enough to dill a stadium  Needs purpose and structure  Sending a message (speaker) and providing feedback (audience) occurs simultaneously  Joint creating occurs by all involved  Listeners interpret the message and provide feedback  PS occurs in the public forum  An effective speaker takes listeners, the context and other factors into consideration when developing, decoding, and responding to feedback Context is a specific rhetorical situation  Determined by:  The audience  Make message relatable and meaningful  Identify with their needs and interests  The occasion  What is the place and event for the speech  Ceremonial (or special occasion) epidictic  Deliberative  Forensic  The speaker  Build credibility and desire to be heard  Have particular purpose in mind and keep to it  Informing  Persuading  Entertaining  The speech  A well-organized speech = success of the speaker

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Topic and content need to increase the audiences understanding of the topic

Power of Speeches  The power of speech making is well known in the U.S.  Politicians use it to persuade voters, inform the nation, give remembrance of a person or event  Public figures use it to enact to change to create policy, or to raise awareness Goals for speeches  General purpose  Inform- teach the group something new  Persuade- encourage the group to do, believe, or act in a certain way  Entertain- instill a since of warmth, happiness, appreciation for the speaker or occasion Dead Greek Guys  The original orators (speakers):  Corax and Tisias, Protagoras, Isocrates, Gorgias, Plato, Socrates, Aristotle  Looked at speaking as an “Art to discover the truth.” The five canos  Invention- Inventio- system for finding arguments, research and support for arguments  Arrangements- dispositio- effective, orderly arrangement of speech, connecting main ideas/ intro, body, conclusion  Style- elocutio- choosing and arranging words, using words to “show” and to “tell”  Delivery- pronunciatio- voice/gestures/stance/body posture/visual aids  Memory-memoria-memorizing speeches- used in the past  Extemporaneous- referring to an outline  Manuscript- reading a written script  Ethics in speaking  Ethics deigned as “the belief, values, and moral principles by which we determine what is right and wrong” (Beebe & Beebe, 2011)  Questions of ethics are central to the art of public speaking  Philosophy that deals with issues of right and wrong, moral or immoral, fair or unfair, just or unjust, honest or dishonest  Guidelines:  Make sure goals are ethically sound  Be fully prepared for each speech  Be honest in what you say  Avoid name calling and abusive language  Be sensitive to and tolerant of differences  Three types of plagiarism: 1. Global

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2. Incremental 3. Patchwork Presenting yourself to your audience  Pathos- speaks to the emotion  Logos- speaks to the use of logic through “reasoning and evidence”  Ethos- relates to the speaker’s credibility

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Ethos  Defined as the character that is attributed to a speaker by listeners on the basis of what the speaker says and does in the speech  Character that you project in a speaking situation  How you present your information and how the audience receives it  A person who has trouble creating ethos is often one who suffers from speech anxiety  Speech anxiety- also known as stage fright or performance anxiety or communication apprehension Communication apprehension  Defined as the fear of communication regardless of context  Two types identified:  Trait apprehension- nervous in many types of situations and often identified as shy

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State apprehension- only nervous immediately before and sometimes during a speech

Source of the problem  To overcome the stressful situation, your body build adrenaline to prepare for what is needed…… fight or flight Reason for speech apprehension  Lack of speaking experience- not enough time in front of an audience to practice the skill  Prior negative experience- a bad episode in the past could affect future opportunities  Fear of being the center of attention- don't want or need others to pay attention to you  Low self-esteem- if you don't feel good about yourself, you don't feel you have something to offer, affectively affecting your confidence and your ethos  Feeling different then the audience- hierarchy, authority, those not your peers, those who have seen power over you  Unpredictability- in unfamiliar circumstances or situations where you don't feel in control  Acting out the self- fulfilling prophecy- thinking that you will do poorly anyway  Excessive self-focus- thinking about yourself and how the speech impacts you, your delivery, what people will think of you, the outcome Overcoming fear  Need: knowledge, motivation, and determination  Know your topic  Know your audience- remember they want you to do well  Know yourself- strengths and weaknesses  Recognize your value and uniqueness  Know your speech- practice, practice, practice!  Prepare physically and mentally- breathe, release tension, think positively  Focus on the message and your audience, not yourself Preparing for your speech  Why you need to be prepared to for your first speech:  Improve your speech content and delivery  Increase credibility Ten steps for speech success  Step one: Care  An audience must invest time to listen to your speech, you should CARE about what you are saying and how it is received  Choose a speech topic that you have interest in and actually care about  Have a clear energy and passion for your topic  Step two: Organize your thoughts  Organizing is the process of planning out the information and ideas in your speech, to ensure clear, logical structure  There are three parts to a speech:

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1. Introduction- gets them interested and lets them know what you’ll cover 2. Body- most of the speech and the main information 3. Conclusion- the ending and summary Step three: Start strong/end strong  Making a good first impression is key to having the audience with you  Approach the area with a commanding presence and with confidence  Know that the first things you say will be noticed  Your compression starts from the moment you enter the speaking area  The audience with sum up their impressions of you from the start  The ending of the speech is what will leave a lasting impression  Avoid saying “That's it, “I'm done”, or “Thank you” to end your speech  Tie back to what you said in the beginning  Step four: Look great/feel great  The way you dress will affect how the audience will see you  When wearing certain clothes, one feels a certain way  Avoid wearing items that maybe distracting or take away you’re your speech  Step five: Show your personality  Remember that you are having a “conversation” with the audience  Avoid stressing out  Relax and share yourself  Share your sense of humor- if appropriate and effective  SMILE!  Step six: Never dropped the ball  Dropping the ball happens when you make a mistake while speaking and verbally or nonverbally calling attention to it  Let’s the audience know it was a mistake  Can hurt your credibility  Keep going  Stay focused on the message and what you are relaying  Don't ask if you can start over- push through  Step seven: Control your body  Excessive unintentional or repetitive body movements can distract your audience  When you fidget, more around, lean, tap, use too many hand gestures, you decrease your credibility  Practice your “speaker’s stance”- feet shoulder- width apart and firm  Don’t pace  Move with confidence  Use your hands affectively  Don't put them into your pockets  Don't play with your hair clothing  Don't “fig leaf”  Use purposeful movements for effect

 Use hand motions when needed Step eight: Make eye contact  Direct eye contact can be different depending on the culture from which come  In the U.S. we see it as a form of confidence and way to show respect and connection  Looking down at your cards and reading to the audience affects your credibility and you will often lose them  Tips:  Work on making eye contact with a member for at least one thought before moving to the next person  Start at one point of the room and move across with purpose  Step nine: Control your voice  The variation of your voice and influence how your speech is received  Rate is the speed at which you speak  Volume is the loudness of your voice  Pauses can be used to emphasize a particular point  Inflection is stressing particular words to have impact and stress the meaning of your message  Step ten: Rehearse your speech  You need to practice to make sure you are ready to present your speech  Practice with an audience  Practice in the room in which you are to deliver  Practice in the speech and sign success center  Practice until you completely feel confident Listening verses hearing  Hearing is physical process of taking in auditory sensations without deliberate thought  Listening is taking what we hear and mentally organizing it, so we can make sense of it Steps to listening  Hear/listen- hearing is involuntary, listening is choosing one sound over the others  Select- focusing attention on the presence and the communication of someone else  Interpret- understanding and making sense of message/helps us complete the shared meaning step  Evaluation- drawing conclusions based on what is understood/reads to critical listening  Respond- generating feedback or a reaction that lets others know that you received and understood the message Barriers to listening 1) Eternal noises and distractions/listener distractions  Talking at same time, hallway noise, people chatting  When we wonder off, we tend to make up what we missed 2) Preoccupation  We are distracted by our own problems 

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 May engage in pseudo-listening 3) Assumption and jumping to conclusions  We may assume speaker is boring, or content is too difficult  Negative stereotype can inhibit full concentration  We focus on aspects of conversation that validated our preconceived viewpoints 4) Information overload  When too much, our mind raises protective shields  Can cause burnout 5) Listening apprehension/receiver apprehension  Stems from fear of new information, new people, unfamiliar situations, content of message being given 6) Lack of training  We have not been trained to listen effectively  We think we remember 70-80% while only retain 25% when listening normally Listening leads to critical thinking  Critical thinking is analyzing and judging the accuracy of messages  Important because it is central to be an effective communicator audience member  Need to be able to interpret and relate to others knowledge to increase understanding Critical thinking  Identify the source- is the speaker knowledgeable? How can you tell?  Analyze the message- what was the process that information or knowledge was discovered? Is the message itself valid?  Question the reasonability- has the information been presented with logic and reason? Do you question the “Why”? Egocentric!  Audience members are egocentric- care about it if it related to them  You need to answer the “So What”? every time you give a speech Topic Selection  First thing to do in getting ready for a speech is to choose the correct topic  Strategic plan for designing the speech  Reflect aa clear sense of purpose  Identify your constraints and opportunities  Need to select and narrow the topic  Know yourself and your limitations  Brainstorm for best main ideas from a broad topic  Keep the audience in mind at every step  Choosing the best topic  Consider your audience  Relevant to the interests and expectations of the group  Choose important topics  Consider the occasion  Appropriate to the setting

 Fit expectations Consider your self  Reflect your personal concerns and convictions  Things you’d like to learn more about  Things that interest you and that you know at least something about Steps to success Step 1) Create a list/Narrow the topic  Strategies to discover what your topic should be/selection  Use electronic resources  Listen/read to see what is current and of interest right now  “Brainstorm”  Strategies to discover your topic  “Brainstorming” or “Mind mapping”  Make sure that the topic isn’t so broad  Too much information/ not enough time  Divide into categories, subcategories Step 2) Evaluate each topic  Is the topic appropriate for the speaking situation or assignments?  Can I find enough research on this topic?  Is the topic of interest to me?  Will a speech on this topic be exciting or interesting for my audience?  Does the topic have a direct or indirect impact on my audience?  Is the topic area too large to cover in my allotted time? Step 3) Commit to your topic  Choose the best topic for you and your speech Goals, Goals, Goals!  Speech goal  Inform  Persuade  Entertain  Specific purpose  Narrows and focuses topic  Explains what will be accomplished  Describes what can be covered in allotted time  Formula to follow:  Speech goal + the audience + precise description of your topic=Specific purpose  Example: My specific purpose is to persuade my classmates to donate blood on a regular basis  Tips:  Should be audience centered  Complete, declarative, single sentence  Use specific language  Express only a single idea  Significance statement  Answer the “So What?”: 

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Why would this group want to listen? Does the topic fit them and their interests? How can I best relate my speech to them?

Preparing to select  Get in an “inquisitive” mode  Ask questions Audience analysis  As we approach speaking with an audience centered approach, we need to understand who it is that we are addressing  Four questions to ask about an audience: 1) Who is the anticipated audience for the speech?  Key points to remember in regard to audience- age, gender distribution, culture, ethnicity, race, religious choices, education level, group membership, attitudes, beliefs, values, attitude towards topic and speaker 2) What is the audiences’ relationship to your topic?  Find out:  Previous knowledge of your topic  Their measurement of involvement with your topic  A sense of their attitude towards the topic 3) What is the environment setting and its impact?  Find out:  How many are in attendance?  What is the proper attire to be worn?  What I the seating arrangement?  How are the acoustics? 4) What are the audience expectations for your speech?  Find out:  Why would they be attending the speech?  What do they want to know about your topic?  Avoiding stereotyping your audience:  Stereotyping is fitting individuals into categories, so they can be generalized  If it fits for one, it fits for all  To avoid:  Don’t make stereotype references  Don’t use racial/ slang terms  Don’t tell sexist or racist jokes  Don’t try to mimic or try to look like the member of a cultural group  Don’t make universal assumptions about your audience  Don’t be afraid to learn as much as you can about your audience and acknowledge the differences you discover Adapting to your audience  Note eye contact  Facial expressions

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 Restless movement  Nonverbal responsiveness  Verbal responses Audience analysis  Collect information about your audience for success  Ways to gather information about audience:  Informal analysis (observation)  Formal (questions and answers/ research/interviews/surveys) Research and support  Research is the process of locating the supporting materials to be used in the speech  Types of supporting materials include:  Personal experience  Definitions  Descriptions  Explanations  Examples  Statistics  Testimony Researching  Can be done via:  Web based search engines  Library and database  Interviews Evaluating websites  When evaluating websites:  Look for clues to good information  Who set up and maintains the website?  What are the credentials of the source?  Can the information be confirmed?  When was the information last updated?  Who are the sponsor of the website?  Consider the domain name and extension:  .gov .edu .org .net .com Using libraries/ databases  Databases contain:  Access to full magazine articles and news papers  Full television/ radio scripts  Information that is updated daily or weekly  Articles with higher editorial scrutiny Interviews  Interviewing someone from the field may provide you with information not available in published material or give you new insight  Can be expert testimony (recognized authority, can add weight)  Lay testimony (not an authority, but stir emotions)  To use effectively:

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 Make sure “expert” is an expert  Identify sources in speech  Cite unbiased experts  Quote sources accurately When conducting research  Start early!!!  Know what you need to find  Be open to changing your direction depending on what your research reveals  Read progressively  Take good notes  Keep full bibliographic citations  Keep all items together in a folder  Know when you have enough information Citing research  Always state the source of information (source, author, date)  When you use an idea that someone else already expressed  When you borrow from someone else work to develop your own ideas  When you use direct quotations  When paraphrasing give full credit for the information  Work citations into your outline and present them in your speech delivery  Tips:  Cites are generally said before the information  Cites should ALWAYS include SAID:  Source  Author  Information  Date  Kick up the old “according to…...” with source citation verbs SAID- options  As stated ____(author)____ in...