The document provides instructions for preparing and delivering a researched speech. It outlines that the speech should be 5-7 minutes based on the same claims as a researched essay. Students can use note cards for an outline but may not read directly from their paper. The document recommends practicing the speech by talking through main ideas, timing runs, and focusing on developing a conversational delivery style with eye contact and enthusiasm. It also notes that source citations in speeches should acknowledge credibility but not provide full bibliographic information like in papers. The goal is for students to gain confidence presenting to an audience.

1. Preparing the
Researched Speech
RHETORIC I Bruce Clary
Fall 2011 Instructor

2. The Assignment
RHETORIC I Bruce Clary
Fall 2011 Instructor

3. The Assignment
• Five-seven minute researched speech
RHETORIC I Bruce Clary
Fall 2011 Instructor

4. The Assignment
• Five-seven minute researched speech
• The speech should be based upon the same claims
and content as your researched essay, but…
RHETORIC I Bruce Clary
Fall 2011 Instructor

5. The Assignment
• Five-seven minute researched speech
• The speech should be based upon the same claims
and content as your researched essay, but…
• You may not have the paper with you when you
deliver the speech
RHETORIC I Bruce Clary
Fall 2011 Instructor

6. The Assignment
• Five-seven minute researched speech
• The speech should be based upon the same claims
and content as your researched essay, but…
• You may not have the paper with you when you
deliver the speech
• You are allowed two notecards for a key word
outline, plus additional notecards for each direct
quotation and instance of paraphrased information
RHETORIC I Bruce Clary
Fall 2011 Instructor

7. What makes a good speech?
RHETORIC I Bruce Clary
Fall 2011 Instructor

8. Content and Structure
RHETORIC I Bruce Clary
Fall 2011 Instructor

9. Content and Structure
• Intro generates interest, grabs attention, and make
central claim of speech absolutely clear
RHETORIC I Bruce Clary
Fall 2011 Instructor

10. Content and Structure
• Intro generates interest, grabs attention, and make
central claim of speech absolutely clear
• Body is clearly organized and “signposted”
RHETORIC I Bruce Clary
Fall 2011 Instructor

11. Content and Structure
• Intro generates interest, grabs attention, and make
central claim of speech absolutely clear
• Body is clearly organized and “signposted”
• Content is detailed enough to be informative and
interesting
RHETORIC I Bruce Clary
Fall 2011 Instructor

12. Content and Structure
• Intro generates interest, grabs attention, and make
central claim of speech absolutely clear
• Body is clearly organized and “signposted”
• Content is detailed enough to be informative and
interesting
• Conclusion reminds audience of your thesis and
principal arguments and hits home in such a way that
audience will remember what you have said
RHETORIC I Bruce Clary
Fall 2011 Instructor

13. Qualities of Good Delivery
RHETORIC I Bruce Clary
Fall 2011 Instructor

14. Qualities of Good Delivery
The voice is easy to hear and listen to.
RHETORIC I Bruce Clary
Fall 2011 Instructor

15. Qualities of Good Delivery
The voice is easy to hear and listen to.
• Volume is easy to hear everywhere in room
RHETORIC I Bruce Clary
Fall 2011 Instructor

16. Qualities of Good Delivery
The voice is easy to hear and listen to.
• Volume is easy to hear everywhere in room
• Rate is moderate. It neither drags nor races.
RHETORIC I Bruce Clary
Fall 2011 Instructor

17. Qualities of Good Delivery
The voice is easy to hear and listen to.
• Volume is easy to hear everywhere in room
• Rate is moderate. It neither drags nor races.
• Variations in rate and volume are used for
emphasis.
RHETORIC I Bruce Clary
Fall 2011 Instructor

18. Qualities of Good Delivery
RHETORIC I Bruce Clary
Fall 2011 Instructor

19. Qualities of Good Delivery
The delivery has conversational qualities.
RHETORIC I Bruce Clary
Fall 2011 Instructor

20. Qualities of Good Delivery
The delivery has conversational qualities.
• Delivery conveys enthusiasm for subject and a
genuine interest in communicating with audience.
RHETORIC I Bruce Clary
Fall 2011 Instructor

21. Qualities of Good Delivery
The delivery has conversational qualities.
• Delivery conveys enthusiasm for subject and a
genuine interest in communicating with audience.
• Eye contact conveys speaker’s interest in
connecting, communicating.
RHETORIC I Bruce Clary
Fall 2011 Instructor

22. Qualities of Good Delivery
The delivery has conversational qualities.
• Delivery conveys enthusiasm for subject and a
genuine interest in communicating with audience.
• Eye contact conveys speaker’s interest in
connecting, communicating.
• Delivery doesn’t sound canned or memorized (even
if it is).
RHETORIC I Bruce Clary
Fall 2011 Instructor

23. Qualities of Good Delivery
RHETORIC I Bruce Clary
Fall 2011 Instructor

24. Qualities of Good Delivery
The body adds to communication rather than
detracting.
RHETORIC I Bruce Clary
Fall 2011 Instructor

25. Qualities of Good Delivery
The body adds to communication rather than
detracting.
• Face is animated. Posture says speaker has
something interesting or important to say.
RHETORIC I Bruce Clary
Fall 2011 Instructor

26. Qualities of Good Delivery
The body adds to communication rather than
detracting.
• Face is animated. Posture says speaker has
something interesting or important to say.
• Gestures emphasize ideas and structural transitions.
RHETORIC I Bruce Clary
Fall 2011 Instructor

27. Qualities of Good Delivery
The body adds to communication rather than
detracting.
• Face is animated. Posture says speaker has
something interesting or important to say.
• Gestures emphasize ideas and structural transitions.
• Movements add to, rather than distract from, the
oral message.
RHETORIC I Bruce Clary
Fall 2011 Instructor

28. Preparing the Speech
RHETORIC I Bruce Clary
Fall 2011 Instructor

29. Preparing the Speech
Reduce the critical essay to a keyword/key idea
outline on one or two 3” x 5” notecards. Why?
RHETORIC I Bruce Clary
Fall 2011 Instructor

30. Preparing the Speech
Reduce the critical essay to a keyword/key idea
outline on one or two 3” x 5” notecards. Why?
• Notecards prevent you from reading, which can be
the deadliest kind of delivery
RHETORIC I Bruce Clary
Fall 2011 Instructor

31. Preparing the Speech
Reduce the critical essay to a keyword/key idea
outline on one or two 3” x 5” notecards. Why?
• Notecards prevent you from reading, which can be
the deadliest kind of delivery
• Hands need to be free to gesture, aid com-
munication.
RHETORIC I Bruce Clary
Fall 2011 Instructor

32. Preparing the Speech
Reduce the critical essay to a keyword/key idea
outline on one or two 3” x 5” notecards. Why?
• Notecards prevent you from reading, which can be
the deadliest kind of delivery
• Hands need to be free to gesture, aid com-
munication.
• Communicate ideas, not words.
RHETORIC I Bruce Clary
Fall 2011 Instructor

33. Practicing the Speech
RHETORIC I Bruce Clary
Fall 2011 Instructor

34. Practicing the Speech
• Talk your way through your essay several times to
get your main ideas in mind. Then put essay away!
RHETORIC I Bruce Clary
Fall 2011 Instructor

35. Practicing the Speech
• Talk your way through your essay several times to
get your main ideas in mind. Then put essay away!
• Stand up; face imaginary audience or mirror.
RHETORIC I Bruce Clary
Fall 2011 Instructor

36. Practicing the Speech
• Talk your way through your essay several times to
get your main ideas in mind. Then put essay away!
• Stand up; face imaginary audience or mirror.
• Give speech from keyword outline on cards.
RHETORIC I Bruce Clary
Fall 2011 Instructor

37. Practicing the Speech
• Talk your way through your essay several times to
get your main ideas in mind. Then put essay away!
• Stand up; face imaginary audience or mirror.
• Give speech from keyword outline on cards.
• Time the speech.
RHETORIC I Bruce Clary
Fall 2011 Instructor

38. Practicing the Speech
• Talk your way through your essay several times to
get your main ideas in mind. Then put essay away!
• Stand up; face imaginary audience or mirror.
• Give speech from keyword outline on cards.
• Time the speech.
• Repeat and repeat again--but don’t memorize.
RHETORIC I Bruce Clary
Fall 2011 Instructor

39. Practicing Delivery
RHETORIC I Bruce Clary
Fall 2011 Instructor

40. Practicing Delivery
• Develop conversational quality.
RHETORIC I Bruce Clary
Fall 2011 Instructor

41. Practicing Delivery
• Develop conversational quality.
• Practice projecting enthusiasm--a desire to
communicate.
RHETORIC I Bruce Clary
Fall 2011 Instructor

42. Practicing Delivery
• Develop conversational quality.
• Practice projecting enthusiasm--a desire to
communicate.
• Practice making eye contact.
RHETORIC I Bruce Clary
Fall 2011 Instructor

43. Citing Sources in Speeches
RHETORIC I Bruce Clary
Fall 2011 Instructor

44. Citing Sources in Speeches
We cite sources in speeches for the same
reasons we do in papers.
RHETORIC I Bruce Clary
Fall 2011 Instructor

45. Citing Sources in Speeches
We cite sources in speeches for the same
reasons we do in papers.
• Enhances our credibility
RHETORIC I Bruce Clary
Fall 2011 Instructor

46. Citing Sources in Speeches
We cite sources in speeches for the same
reasons we do in papers.
• Enhances our credibility
• Adds authority to your content and arguments
RHETORIC I Bruce Clary
Fall 2011 Instructor

47. Citing Sources in Speeches
We cite sources in speeches for the same
reasons we do in papers.
• Enhances our credibility
• Adds authority to your content and arguments
• Integrity. Acknowledges the origin of your ideas
and/or information in a responsible, honest way.
RHETORIC I Bruce Clary
Fall 2011 Instructor

48. Citing Sources in Speeches
RHETORIC I Bruce Clary
Fall 2011 Instructor

49. Citing Sources in Speeches
Unlike papers, speeches need not (should not)
provide full bibliographical information.
RHETORIC I Bruce Clary
Fall 2011 Instructor

50. Citing Sources in Speeches
Unlike papers, speeches need not (should not)
provide full bibliographical information.
• Some appropriate source citations styles follow:
RHETORIC I Bruce Clary
Fall 2011 Instructor

51. ❝According to a recent cover article in Newsweek
magazine…❞
❝In a Drug Enforcement Agency report available on the
Internet, William J. Bennett, former head of the agency, claims
that…❞
❝According to the most recent Statistical Abstract, 47 million
American have no health insurance…❞
❝An article in a July issue Time magazine reported… ❞
RHETORIC I Bruce Clary
Fall 2011 Instructor

52. Keep your eyes on the prize
RHETORIC I Bruce Clary
Fall 2011 Instructor

53. Keep your eyes on the prize
Moving from frightened uncertainty
to confident poise in front of an audience.
RHETORIC I Bruce Clary
Fall 2011 Instructor