ORAL COMMUNICATION

2ND Quarter
Week 15-16

2nd QUARTER: EFFECTIVE STRATEGIES IN COMMUNICATING ORALLY

TOPIC: Principles of Speech Writing

LEARNING COMPETENCIES:

1. Uses principles of effective speech writing focusing on:

 Audience profile
 Logical organization
 Duration
 Word choice
 Grammatical correctness
And
 Articulation
 Modulation
 Stage presence
 Facial Expressions, Gestures and Movements
 Rapport with the audience

A good speech often comes from good writing. Speech writing is an important stage where the
speech is developed and organized in order to craft and transform a speaker’s message into a speech
that appeals to his or her audience. Bear the following in mind when writing a speech:

1. Know your audience so that you can appropriate the language and content of your speech
according to their age, gender, educational attainment, cultural background, needs, and
inclination.
2. Organize your ideas logically so that your audience will be able to follow the flow of your
speech from beginning to end. Choose an organizational method that suits your speech
objectives: chronological, spatial, topical, cause-and-effect, or problem-solution order. if it is a
short speech, it is best to limit the main ideas to three at most. If it is a long speech, outline
the ideas into main ideas and supporting points, and use appropriate transition devices
between each. Some transition devices you can use are ordinal numbers (first, second, third
and so on), short previews of what you are about to discuss, and short summaries of what you
have just discussed followed by a preview of the next section of your speech.
3. Keep in mind the length and duration of your speech. Is there a time limit? How long are you
expected to speak? How long will you be able to keep the attention of your audience?
4. Mind your word choice. What language will use? Will you use formal or informal language? Will
you use technical terms, jargons, or slang? Your language and word choice will depend on
your audience and the context of your speech. For instance, if you are speaking before your
peers in a graduation ball, you may use informal language and words that your fellow students
can relate to. If you are speaking to grade school pupils, then you must use simple, easy-to-
understand, and age-appropriate words.
5. Check your grammar. An effective speech should have no errors in grammar and word usage.
So, make sure you proofread and edit your speech several times to ensure that there are no
such errors. Remember, every lapse in grammar can lessen your overall credibility as a
speaker.
Principles of Speech Writing

Audience Profile

An audience profile pertains to the important details about your audience that will help you
plan your speech. Take, for example, the following situation: an alumnus receives an invitation to
speak before the graduating class of his elementary school. In planning his speech, he considers the
age of his audience, which, in this case, are 11 to 12-year old grade 6 pupils. Included also in the
audience are their parents and loved ones who will come to witness a milestone in their children’s
education. As such, the alumnus decided to use language that both the graduates and their parents
and loved ones will understand and relate to.

In the situation cited previously, the speaker considered the event, age, and previous
knowledge of the audience. By doing so, he or she will be able to write a speech that is
comprehensible and relevant to the pupils, their parents and everyone else in the event. In addition,
a speaker may even consider the audience’s gender, educational level, occupation, and religious
affiliation in planning his or her speech. Taking such things into consideration allows a speaker to
come up with a relevant, understandable, relatable, and even enjoyable speech. Moreover, this
prevents a speaker from saying offensive or biased remarks and/or topics.

It is also important to know how big your audience will be since speaking in front of 10 to 20
people is different from speaking in front of hundreds or even thousands of people. For instance,
when speaking to a smaller audience, you might use more intimate and casual language; but if you
are speaking to a larger audience, you might be inclined to use formal language.

Knowing your audience profile or characteristics helps you plan your speech in terms of topic,
word choice, examples, language, and duration.

Choosing a Topic

If you are allowed to choose a topic for your speech, go for a topic that you know or are
interested to know. Then, if you have something in mind already, ask yourself the following
questions:

1. Is the topic interesting to my audience?

2. Is it timely and relevant?
3. Are there available sources of information about it?

If your answer is yes to all the given questions, then you have a potentially good topic in
mind. Note that the answers to questions 1 and 2 entail knowledge of your audience profile.

Sourcing Information

When you have decided on a topic and are set to start compiling information about it, think of
the possible sources that you can consult. If your speech is about basketball, consider if the history
of the sport can be found online or if there are published books about it. If your speech is about
origami, where will you get new patterns to follow? Do you know an origami expert whom you can
interview?

With your topic in mind, list as many information sources as possible: video documentaries;
textbooks; other print sources such as magazines, journals, and newspapers; surveys/questionnaires;
microfilms; and other similar materials. Once you have determined your possible information sources,
begin your research. However, make sure that you take note of each source and that you cite all of
them when you deliver your speech. Failure to properly cite your sources is tantamount to plagiarism,
which may compromise your credibility as a speaker.
Outlining and Organizing Speech Content

There is a common and effective practice of outlining and organizing a speech. This practice is
referred to as the rule of three. Many great speakers are able to deliver substantial and coherent
speeches by limiting their main talking points or ideas to three. For example, if your speech is about
basketball, what are the three things about basketball that interest you the most or who are the
three greatest basketball players you want to talk about it? If your speech is on origami, what three
benefits can one get from learning this art? Simply put, limiting your main points to three allows you
to better organize your speech. In turn, a focused and well-organized speech is developed.

Local Organization

Your speech must follow a certain flow if you intend to communicate your ideas clearly and
effectively. The following are some patterns that you may use to organize your speech:

1. Categorical/Topical – This is the most common pattern for organizing a speech. In this
pattern, the categories help the speaker organize the message in a consistent manner. The
goal of using this pattern is to create categories (or chunks) of information that go together to
help support the main idea.
2. Comparison/Contrast – This pattern is used to compare and contrast subjects or ideas.
3. Spatial – This pattern organizes information according to how things fit together in physical
space. The spatial pattern is appropriate when your main points are oriented to various
locations that can exist independently. This pattern is best used if your goal is to show that
your main points have clear locations.
4. Chronological – This pattern places the main idea in the time order in which supporting ideas
appear. Here, you present information in the order in which they occurred.
5. Biographical – This pattern is usually employed when you want to describe a person’s life –
either your own life (autobiographical), the life of someone you know personally, or the life of
a famous person. A speech using this pattern is mainly informative or entertaining.
6. Causal – This pattern is used to explain cause-and-effect relationships. When you use a causal
speech pattern, your speech will have two main points: cause and effect. In the first main
point, you will typically talk about the causes of an event; in the second main point, you will
usually show how the causes lead to either a specific effect or a small set of effects.
7. Problem-Cause Solution – In this pattern, you will describe a problem, identify what you
believe is causing the problem, and then recommend a solution to correct the problem.
8. Psychological – In this pattern, A leads to B and B leads to C. This speech format is often used
in persuasive speeches as it is designed to follow a logical argument.

Each of the patterns mentioned is only used for a specific purpose or goal. Thus, not all
organizational patterns work for all speeches. For instance, the biographical pattern is useful only
if you are sharing about the life of a person. If your purpose is to persuade, then the biographical
pattern will not be useful. The challenge then is to identify the goal or purpose of your speech
and then choose the organizational pattern that will best serve your goal or purpose.

Duration

Time is important, and a speaker should always bear that in mind. Hence, a speech must be
just long enough to fulfill your speech goals but short enough to hold your audience’s attention.
For example, the president’s state of the nation address (SONA) lasts between 30 and 90 minutes
to give him or her enough time for a comprehensive delivery of relevant information. a very short
SONA might not include all the details that the citizens would like to hear. On the other hand, a
very long SONA might bore the audience.

Another example is a toast speech that is delivered on important occasions such as a birthday
to honor a celebrant. In such a situation, the toast is expected to be short and sweet, rather than
long and winding. In many ways, such is the case for other speeches like welcome remarks and
speaker or guest introduction.
 In addition, some speeches require speakers to finish within an allotted time. For instance,
speakers in impromptu speech contests are given only a certain number of minutes for their
speeches. Thus, the speakers must make sure that they finish within time frame or they lose points
or – worse – get disqualifies.

Word Choice

As discussed already, your choice of words will depend primarily on your audience. Aside from
this, you must also consider the situation, event, or occasion on which you will deliver the speech. As
such, you should always keep in mind that there are appropriate words to say on specific occasions.
Moreover, the formality of the language you will use depend on the occasion. A graduation speech,
for instance, often requires the use of formal language. A send-off speech, on the other hand, allows
for more informal language.

Grammatical Correctness

As a second language speaker of English, you are not expected to be perfectly proficient in it.
Nevertheless, you should strive to learn and master the language to avoid grammatical lapses.
Lapses in grammar may take it difficult for your audience to completely grasp the message that you
want to convey. Moreover, a discerning audience will notice your mistakes and may be less inclined
to listen to you either because they cannot completely understand what you are trying to say or they
do not think that you are a credible speaker.

If you are to deliver a prepared speech, make time to edit it or have it edited for grammatical
correctness. If you are to deliver an extemporaneous speech, practice thinking and expounding on
ideas based on an outline. Record your practice speeches and listen to yourself. Better yet, have
somebody listen to you speak and ask for feedback so that you may avoid repeating the grammatical
mistakes you are making. Whatever the situation is, keep in mind that learning and practicing the use
of the English language will help you become a better speaker.
TOPIC: Principles of Speech Delivery

Having written a relevant and well-organized speech is not enough; you must also be able to
deliver it well for it to be effective. Otherwise, your well-written speech will be for naught. A speech
is best delivered with clear and correct articulation and well enunciated words in a properly
modulated voice. A good delivery also requires a good command of the stage through appropriate
clothing, gestures, body movement, and other nonverbal cues. In addition, a good delivery makes
use of appropriate audiovisual aids to facilitate comprehension, appreciation, and retention of
information. finally, a good delivery calls for rapport with the audience.

Keep in mind the following principles of effective speech delivery; articulation; modulation;
stage presence; facial expressions, gestures, and movements; rapport with the audience; and
appropriate use of audiovisual aids.

1. Articulation – according to Merriam-Webster Dictionary, articulation is “an act, process,

or means of putting something into words” or “the clear and accurate pronunciation of
words especially in public speaking.”

Sometimes, faulty microphones, poor facilities, and a noisy environment make the speech hard
to understand. But being able to pronounce your statements properly helps you to be understood by
your audience.

Moreover, articulation can also mean being able to articulate your ideas properly on a
discourse level. This means that, aside from the microlevel of pronunciation or the manner in which
you enunciate sounds in every syllable, you should also be able to translate your ideas into words,
sentences, and paragraphs that are coherently arranged to make a point.

2. Modulation – According to Merriam-Webster Dictionary, to modulate your voice is “to

change the sound of (your voice) by making it quitter, higher, lower, etc.” It also means
“to change or adjust (something) so that exists in a balanced or proper amount.”
Modulation is therefore achieved by changing the tone or pitch of your voice to convey
various nuances of meanings when you speak. For instance, you modulate your voice in
certain ways when you say “yes” to answer a question and when you use it to ask a person
what he or she wants. At the same time, it is achieved by speaking at just the right tone
and pitch so that your voice is pleasant to the ears.

Do you notice how hosts of radio programs have well-modulated voices? They have to hone
their skill of inflecting their voice pitch or tone so that they can pronounce words more clearly and
sound good to their listeners. No one likes to listen at length to a high-pitched, shrill, or squeaky
voice as this hurts the ears. Practice will make your voice sound better. Listen to good examples of
modulated voices to learn the difference and start inflecting your own voice and pitch to sound
better.

3.Stage presence – According to Dictionary.com, stage presence is the ability to command

an audience with impressive or manner. Some people seem to command attention by showing up
onstage. They are good-looking or physically imposing so people cannot help but notice them. Even if
you do not possess these physical traits, you can still command attention and have stage presence by
grooming, dressing up, and, most importantly, speaking well. You can develop an impressive style of
speaking so that your audience cannot help but listen to you. Your voice should sound good and your
command of the language must be excellent. Your knowledge of the topic should be credible and
extensive. These are but a few of the things that you can enhance in order to have a strong stage
presence.

4. Facial expression – This is a gesture executed using the facial muscles. Your face reveals
a lot about what you think or how you feel. It is your most basic visual aid. Without words, you can
still convey your gladness or regret in delivering a speech. Your face also shows your enthusiasm or
lack of interest in the topic, audience, or occasion. Be very careful about how your face looks in front
of other people. Be conscious, too, of what facial expression accompanies your words. You cannot
face enthusiasm. If you do not feel happy about what you are going to talk about, you probably
chose the wrong topic or you probably should not be delivering the speech at all. In any case, do not
show displeasure to your audience or anything that might be seen as rude or offensive. Instead,
animate your face to show a sincere desire to share your message and inspire enthusiasm in your
audience. Smile and allow various emotions to show in your eyes.

5. Gestures – These refer to movements or positions of the hands, arms, body, head, or face
that express ideas, opinions, emotions, among others.

Just like facial expressions, gestures can communicate more than your words do. Use gestures
and body movements to call attention to ideas, to emphasize words, and to highlight a point, among
others. However, too many gestures and body movements, might be seen as theatrical and insincere
and could even distract your audience form understanding your message.

6. Rapport with the audience – This refers to a speaker’s connection with his or her audience.
This connection is characterized by harmony, conformity, accord, or affinity.
Here are some ways to establish rapport with the audience:

a. Take time to greet them and make them feel that you are glad to speak in front of them and
grateful for their time and attention.
b. Compliment them on their effort, attention, cooperation, appearance, and so on.
c. Involve them; interact with them. Ask them questions every now and then. Maintain eye
contact with them.
d. Use appropriate and tasteful humor. Crack jokes from time to time.
e. Talk to them like a friend, but always be polite to them.

7. Audiovisual aids – These are devices such as films, video and audio clips, slide
presentations, models, and blackboard notes that accompany spoken messages to help the
audience comprehend, appreciate, and retain information better. Audiovisual aids help not
only in catching and keeping the attention of the audience, but also in supporting and
clarifying your message. Hence, make sure you use appropriate audiovisual aids that will help
you achieve your purpose in delivering your speech. Video and sound clips, pictures, tables,
charts, graphs, and other graphic organizers used alone or in combination with a slide
presentation are examples of visual aids that can help you deliver a more effective speech to a
more interested audience.
 ANSWER SHEET IN ORAL COMMUNICATION

NAME & SECTION: _________________________________________________________________

EXERCISE I. Complete each sentence. Choose the correct word from the given set of words in the
box.

reciprocate reply interchange

counter share

bite chew nibble

peck gnaw

1. The professor advised me to __________the subheadings since the second one is more fitting
to serve as an introduction.
2. I will _________________his allegations with proofs like bank account statements and
statement of assets, liabilities, and net worth.
3. It is only natural for us to ___________________ the love and care that our parents give to
us.
4. The bar examination passer told us to __________________ to the claims of the other party
using unfabricated evidence.
5. I decided to ____________________ my earnings with my parents because they worked hard
to help me get where I am now.
6. The baby loves to ___________________ cookies and biscuits.
7. The medium-rare steak was hard to ___________________
8. The tiger at Zoobic Safari would _______________________
9. Can I have a ____________________ of that burger, please.
10.The little bird tried ________________ at the bamboo tree hoping this could become its
shelter.

EXERCISE II. Knowing the demographics of your audience helps you prepare for writing your
speech. Consider someone or your classmates as your audience. To get an idea of the general
demographics of your class, interview four randomly selected classmates or people you know.
Formulate interview questions to get the characteristics (age, sex, religion) or demographic profile of
the class.

Interview questions:

1.________________________________________________________________________________

2.________________________________________________________________________________

3.________________________________________________________________________________
4.________________________________________________________________________________

Interviewee demographics:

Name: Name:

Profile: Profile:

Name: Name:

Profile: Profile:

EXERCISE III. Reflect upon the question below.

1. What should a speaker do if he or she will speak before an audience with various
demographics or characteristics?

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EXERCISE IV. Using available information sources, research and read about the topic cognitive
dissonance. Afterward, make your own fact sheet about this topic by listing down at least 5 essential
facts about it. Make sure to use and cite reliable sources.

1. ____________________________________________________________________________
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2. ____________________________________________________________________________
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3. ____________________________________________________________________________
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 4. ____________________________________________________________________________
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5. ____________________________________________________________________________
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EXERCISE V. Discuss the following questions.

1. What will you do if the person whom you are talking to commits grammatical errors?

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2. Have you experienced listening to a speech with bad grammar? How did it affect your
attention to the speaker’s message?

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3. Have you ever listened to a speech that you feel was intended to be delivered to a different
set of audience? How did you feel while listening? If ever you experience a similar situation in
the future, what would you do as part of the audience?

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 ANSWER SHEET IN ORAL COMMUNICATION

NAME & SECTION:

___________________________________________________________________

EXERCISE I.

1. How is proper articulation helpful in effect communication?

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2. As part of the audience, how would you feel if the speaker standing onstage has poor posture
and seems timid?

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EXERCISE II. Identify the principle of speech delivery to which the following elements belong.

_______________________ 1. Smiling to your audience

_______________________ 2. Standing tall

_______________________ 3. Properly pronouncing noun and verb forms of words such as produce
and record

_______________________ 4. Waving your hands to the audience as you enter

_______________________ 5. Lowering the tone pf your voice to show solemnity

_______________________ 6. Bringing a basketball with you on the stage to show your passion for
basketball

_______________________ 7. Putting your hands to your chest to express regret

_______________________ 8. Consistency in neutral accent

_______________________ 9. A slide presentation of the latest data on unemployment

_______________________ 10. A salute to the fallen heroes

EXERCISE III. Discuss the question below.

1. Which is more important, a well-written speech or a well-delivered one? Why do you think so?

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QUARTER CHALLENGE

EXERCISE I. Identify the communication strategy that can be applied in each situation. Then
explain how the communication strategy can be applied and the speech act or statement that can be
formed to express this strategy. (points each)

1. The whole class is discussing the plans for the prom. Everyone is shouting due to excitement
or to argue a point. There are many insightful ideas but because of the chaos, the class makes
no progress.

Strategy:
_________________________________________________________________________________

How to apply the strategy: ___________________________________________________________

__________________________________________________________________________________

Speech act/statement: _______________________________________________________________

__________________________________________________________________________________

2. In a class activity, you are grouped with two classmates who have an unresolved conflict.
While they promise to be civil and professional, your planning session has been quiet because
no one seems to want to contribute ideas to the group. The two classmates who do not speak
to each other convey their message to you instead of directly talking to each other even if
they are just sitting next to each other.

Strategy:
_________________________________________________________________________________

How to apply the strategy: ___________________________________________________________

__________________________________________________________________________________

Speech act/statement: _______________________________________________________________

___________________________________________________________________________

3. After dinner, your family went into the living room to watch TV. Your sister shares with your
parents that she has been accepted for a scholarship abroad, and you see joy and pride in
your parent’s eyes. That same night, you also plan to tell your parents about your failing grade
and that your class adviser wants to talk to them tomorrow.

Strategy:
_________________________________________________________________________________

How to apply the strategy: ___________________________________________________________

__________________________________________________________________________________
Speech act/statement: _______________________________________________________________

_____________________________________________________________________________

4. You are having an argument online about another social media user who thinks that it is okay
to spread wrong information online because he thinks that this is only for entertainment
purposes. You are exchanging arguments for quite a while now, and you feel that close-
minded people can never accept other’s opinion no matter what you tell them.

Strategy:
_________________________________________________________________________________

Strategy:
_________________________________________________________________________________

How to apply the strategy: ___________________________________________________________

__________________________________________________________________________________

Speech act/statement: _______________________________________________________________

__________________________________________________________________________________

5. Your classmate texted you about your best friend whom she claimed to have been acting
differently after being elected as class president. You tried to make your classmate see the
good side of your best friend so that your classmate will understand him. Better. Instead of
replying to your classmate, you accidentally sent your reply to your best friend who got hurt
and angry because he thinks that you are talking against him behind his back.

Strategy:
__________________________________________________________________________________

How to apply the strategy: ____________________________________________________________

__________________________________________________________________________________

Speech act/statement: _______________________________________________________________

__________________________________________________________________________________

EXERCISE II. Draw a flowchart of the processes involved in speech writing, and speech delivery.
(10 points)
EXERCISE III. How will you evaluate yourself in different areas? Write a descriptive self-evaluation
on the following areas by identifying your strengths and weaknesses, as well as aspects for
improvement.

1. Speaking

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2. Writing

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3. Oral communication

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4. Dance and body movement

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5. Academics

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PERFORMANCE TASK FOR FINALs

An international speech communication organization has invited all its members

around the globe for its annual public speaking festival, where everyone participates in
healthy speech competitions. The festival lead committee listed the different categories
that will make up the competition. As a member of the organization, you decided to
register in one of the categories below. Consider the necessary preparation based on
your chosen category and the principles of speech writing and speech delivery as you
write and deliver your speech. You’re going to give your speech in a minimum of 3-
minute video. Below are the categories which you can choose.

Categories:

1. Read speech: Persuasive

2. Memorized speech: Persuasive
3. Memorized speech: Informative
4. Extemporaneous speech: Informative
5. Extemporaneous speech: Persuasive
6. Impromptu speech: Informative
7. Impromptu speech: Persuasive
8. Impromptu speech: Special occasions

CRITERIA:

CRITERIA Excellent Very Good Good Needs

Improvement
(5) (4) (3) (2)

1. Content
a. Logic and substance of ideas

b. Credibility of facts

2. Delivery

a. Modulation
b. Clarity of Voice
c. Pronunciation
d. Proper gestures/Facial
Expressions, Gestures and
Movements
e. Rapport with the audience
f. Duration
 3. Language
a. Accuracy of word usage

b. Appropriateness of word choice

TOTAL 50

PERFORMANCE TASK FOR THE SEMI-FINAL

You are part of a group of aspiring actors and actresses who will attend an acting
workshop that a TV network sponsors. The workshop leader asked your group to choose
and act out scene from one of the TV network’s soap operas that shows a heated
argument, or intense confrontation between the characters of the show. You may look
for the scene from a video sharing site online. You will act that particular scene in a
monologue style. To convince your workshop leaders of your talent in acting, make sure
to embody the roles that you will play and be mindful of how lines for communication
strategies are delivered based on the character’s emotions and the goals of
communication.

CRITERIA

EXCELLENT VERY GOOD GOOD NEEDS IMPROVEMENT

4 3 2 1

Focus Very focused; not Focused on the Sometimes Not focused or task
distracted from task at task most of the focused on the
all time task; often
distracted

Pacing / Flow Task appeared very Task appeared Satisfactory flow Task appeared
well practice; superb well practiced; and timing; unpracticed
flow & timing good flow & more practice
timing required

Consistency, Extremely clear and Most actions in A number of Little effort was put forth
exaggerated believable; great task were clear actions were to make task clear &
resistance, attention was paid to and believable; unclear; little believable; very few
expressions and the details of the some attention attention was details of the
gestures; attention to performance was paid to the paid to the performance were
detail details of the details of the considered
performance performance

Text and Vocal Work Clear expressive, Mostly clear and Hard to Could not understand the
articulate, and easy to understand spoken text; student was
appropriate use of understand, but majority of the too quiet or mumbled
volume some words or spoken text throughout
phrases to quiet
 or mumbled

TOTAL