three important types of informative speeches are

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12.4: Types of Informative Speeches

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There are three different types of informative speeches. They are the speech of demonstration, speech of description and the speech of definition. Each one maintains a different specific purpose, but all three types have the general purpose of to inform.

Speech of Demonstration

The speech of demonstration is commonly referred to as the process or "how to" speech. It intends to teach the audience how to complete a task through step-by-step instruction. It generally uses a temporal (chronological) pattern as each "step" of the process takes the audience through a sequence of time.

If your speech topic is a process, your goal should be to help your audience understand it, or be able to perform it. In either instance, processes involve a predictable series of changes, phases, or steps.

• Bathe a dog
• Bake a cake
• Soil erosion
• Cell division
• Treating frostbite
• Training for a marathon

You will need presentation aids in order to make your meaning clear to your listeners. Even in cases where you don’t absolutely need a presentation aid, one might be useful. For instance, if your topic is how to train for a marathon, you might find it useful to have a visual aid that lists the steps involved in the training, and even the type of eating one might do to be in the best possible physical shape possible.

Organizing your facts is crucially important when discussing a process. Every stage of a process should be explained fully so that members of the audience could repeat what you told them after they leave the classroom.

Speech of Description

A descriptive speech is given to describe an object, person, place, or event. Depending on the topic of the speech, it can be laid out in a topical, spatial, temporal or chronological format.

The term “objects” encompasses many topics we might not ordinarily consider to be “things.” The following are some of these topics:

• Mitochondria
• Dream catchers
• Hubble telescope
• Spruce Goose
• Silicon chip
• Cell phones
• Seattle’s Space Needle
• DDT insecticide

You will find it necessary to narrow your topic about an object because, like any topic, you can’t say everything about it in a single speech. In most cases, there are choices about how to narrow the topic. Here are some specific purpose statements that reflect ways of narrowing a few of those topics:

• To inform the audience about what we’ve learned from the Hubble telescope
• To inform the audience about the evolution of the cell phone
• To describe the significance of the gigantic Spruce Goose, the wooden airplane that launched an airline

These specific purposes reflect a narrow, but interesting, approach to each topic. These purposes are precise, and they should help you maintain your focus on a narrow but deep slice of knowledge.

This category applies both to specific individuals and also to roles. The following are some of these topics:

• Dalai Lamas
• Tsar Nicholas II
• Modern midwives
• Catherine the Great
• Navajo code talkers
• Madame Curie
• Leopold Mozart
• The Hemlock Society
• Sonia Sotomayor
• Jack the Ripper
• Mahatma Gandhi
• Justice Thurgood Marshall

There is a great deal of information about each one of these examples. In order to narrow the topic or write a thesis statement, it’s important to recognize that your speech should not be a complete biography, or time line, of someone’s life. If you attempt to deliver a comprehensive report of every important event and accomplishment related to your subject, then nothing will seem any more important than anything else. To capture and hold your audience’s interest, you must narrow to a focus on a feature, event, achievement, or secret about your human topic aside from just providing background information.

Here are some purpose statements that reflect a process of narrowing:

• To inform the audience about the training program undergone by the first US astronauts to land on the moon
• To inform the audience about how a young Dalai Lama is identified
• To inform the audience about why Gandhi was regarded as a mahatma, or “great heart”
• To inform the audience about the extensive scientific qualifications of modern midwives

Without a limited purpose, you will find, with any of these topics, that there’s simply too much to say. Your purpose statement will be a strong decision- making tool about what to include in your speech.

An event can be something that occurred only once, or an event that is repeated:

• The Olympics
• The Iditarod Dogsled Race
• The Industrial Revolution
• The discovery of the smallpox vaccine
• The Bikini Atoll atomic bomb tests
• The Bay of Pigs
• The Super Bowl
• The Academy Awards

Again, we find that any of these topics must be carefully narrowed in order to build a coherent speech. Failure to do so will result in a shallow speech. Here are ways to narrow the purpose:

• To describe how the Industrial Revolution affected the lives of ordinary people
• To inform the audience about the purpose of the Iditarod dogsled race

There are many ways to approach any of these and other topics, but again, you must emphasize an important dimension of the event. Otherwise, you run the risk of producing a timeline in which the main point gets lost. In a speech about an event, you may use a chronological order, but if you choose to do so, you can’t include every detail. The following is an example:

Specific Purpose : To inform the audience about the purpose of the Iditarod dogsled race.

Thesis or Central Idea : The annual Iditarod commemorates the heroism of Balto, the sled dog that led a dog team carrying medicine 1150 miles to save Nome from an outbreak of diphtheria.

Main Points:

• Diphtheria broke out in a remote Alaskan town.
• Dogsleds were the only transportation for getting medicine.
• The Iditarod Trail was long, rugged, and under siege of severe weather. IV.Balto the dog knew where he was going, even when the musher did not.
• The annual race commemorates Balto’s heroism in saving the lives of the people of Nome.

In this example, you must explain the event. However, another way to approach the same event would describe it. The following is an example:

Specific Purpose : To describe the annual Iditarod Trail Sled Dog Race.

Thesis or Central Idea : It’s a long and dangerous race.

• The 1150-mile, ten- to seventeen-day race goes through wilderness with widely spaced checkpoints for rest, first aid, and getting fresh dogs.
• A musher, or dogsled driver, must be at least fourteen years old to endure the rigors of severe weather, exhaustion, and loneliness.
• A musher is responsible for his or her own food, food for twelve to sixteen dogs, and for making sure they don’t get lost.
• Reaching the end of the race without getting lost, even in last place, is considered honorable and heroic.
• The expense of participation is greater than the prize awarded to the winner.

By now you can see that there are various ways to approach a topic while avoiding an uninspiring timeline. In the example of the Iditarod race, you could alternatively frame it as an Alaskan tourism topic, or you could emphasize the enormous staff involved in first aid, search and rescue, dog care, trail maintenance, event coordination, financial management, and registration.

You’ve probably noticed that there are topics that could be appropriate in more than one category. For instance, the 1980 eruption of Mt. St. Helen’s could be legitimately handled as an event or as a process. If you approach the eruption as an event, most of the information you include will focus on human responses and the consequences on humans and the landscape. If you approach the eruption as a process, you will be using visual aids and explanations to describe geological changes before and during the eruption. You might also approach this topic from the viewpoint of a person whose life was affected by the eruption. This should remind you that there are many ways to approach most topics, and because of that, your narrowing choices and your purpose will be the important foundation determining the structure of your informative speech.

Speech of Definition

A speech of definition deals with explaining a concept or term. Generally, it is laid out in a topical, temporal or chronological format.

Concepts are abstract ideas that exist independent of whether they are observed or practiced. Concepts can include hypotheses and theories.

Here are a few examples of specific purposes developed from the examples:

• To explain why people in all cultures are ethnocentric
• To describe the Hindu concept of karma
• To distinguish the differences between the concepts of wellness and health
• To show the resources available in our local school system for children with autism
• To explain three of Dr. Stephen Suranovic’s seven categories of fairness

Here is one possible example of a way to develop one of these topics:

Specific Purpose : To explain why people in all cultures are ethnocentric.

Thesis (Central Idea) : There are benefits to being ethnocentric.

• Ethnocentrism is the idea that one’s own culture is superior to others.
• Ethnocentrism strongly contributes to positive group identity.
• Ethnocentrism facilitates the coordination of social activity.
• Ethnocentrism contributes to a sense of safety within a group.
• Ethnocentrism becomes harmful when it creates barriers.

Contributors and Attributions

• Template:ContribCCComm105

Informative Speeches — Types, Topics, and Examples

What is an informative speech?

An informative speech uses descriptions, demonstrations, and strong detail to explain a person, place, or subject. An informative speech makes a complex topic easier to understand and focuses on delivering information, rather than providing a persuasive argument.

Types of informative speeches

The most common types of informative speeches are definition, explanation, description, and demonstration.

A definition speech explains a concept, theory, or philosophy about which the audience knows little. The purpose of the speech is to inform the audience so they understand the main aspects of the subject matter.

An explanatory speech presents information on the state of a given topic. The purpose is to provide a specific viewpoint on the chosen subject. Speakers typically incorporate a visual of data and/or statistics.

The speaker of a descriptive speech provides audiences with a detailed and vivid description of an activity, person, place, or object using elaborate imagery to make the subject matter memorable.

A demonstrative speech explains how to perform a particular task or carry out a process. These speeches often demonstrate the following:

How to do something

How to make something

How to fix something

How something works

How to write an informative speech

Regardless of the type, every informative speech should include an introduction, a hook, background information, a thesis, the main points, and a conclusion.

Introduction

An attention grabber or hook draws in the audience and sets the tone for the speech. The technique the speaker uses should reflect the subject matter in some way (i.e., if the topic is serious in nature, do not open with a joke). Therefore, when choosing an attention grabber, consider the following:

What’s the topic of the speech?

What’s the occasion?

Who’s the audience?

What’s the purpose of the speech?

Common Attention Grabbers (Hooks)

Ask a question that allows the audience to respond in a non-verbal way (e.g., a poll question where they can simply raise their hands) or ask a rhetorical question that makes the audience think of the topic in a certain way yet requires no response.

Incorporate a well-known quote that introduces the topic. Using the words of a celebrated individual gives credibility and authority to the information in the speech.

Offer a startling statement or information about the topic, which is typically done using data or statistics. The statement should surprise the audience in some way.

Provide a brief anecdote that relates to the topic in some way.

Present a “what if” scenario that connects to the subject matter of the speech.

Identify the importance of the speech’s topic.

Starting a speech with a humorous statement often makes the audience more comfortable with the speaker.

Include any background information pertinent to the topic that the audience needs to know to understand the speech in its entirety.

The thesis statement shares the central purpose of the speech.

Demonstrate

Preview the main ideas that will help accomplish the central purpose. Typically, informational speeches will have an average of three main ideas.

Body paragraphs

Apply the following to each main idea (body) :

Identify the main idea ( NOTE: The main points of a demonstration speech would be the individual steps.)

Provide evidence to support the main idea

Explain how the evidence supports the main idea/central purpose

Transition to the next main idea

Review or restate the thesis and the main points presented throughout the speech.

Much like the attention grabber, the closing statement should interest the audience. Some of the more common techniques include a challenge, a rhetorical question, or restating relevant information:

Provide the audience with a challenge or call to action to apply the presented information to real life.

Detail the benefit of the information.

Close with an anecdote or brief story that illustrates the main points.

Leave the audience with a rhetorical question to ponder after the speech has concluded.

Detail the relevance of the presented information.

Before speech writing, brainstorm a list of informative speech topic ideas. The right topic depends on the type of speech, but good topics can range from video games to disabilities and electric cars to healthcare and mental health.

Informative speech topics

Some common informative essay topics for each type of informational speech include the following:

Informative speech examples

The following list identifies famous informational speeches:

“Duties of American Citizenship” by Theodore Roosevelt

“Duty, Honor, Country” by General Douglas MacArthur

“Strength and Dignity” by Theodore Roosevelt

Explanation

“Give Me Liberty or Give Me Death” by Patrick Henry

“The Decision to Go to the Moon” by John F. Kennedy

“We Shall Fight on the Beaches” by Winston Churchill

Description

“I Have a Dream” by Martin Luther King, Jr.

“Pearl Harbor Address” by Franklin Delano Roosevelt

“Luckiest Man” by Lou Gehrig

Demonstration

The Way to Cook with Julia Child

This Old House with Bob Vila

Bill Nye the Science Guy with Bill Nye

14 Informative Speeches

Speeches to Educate, Explain, or Describe

In this chapter . . .

In this chapter we examine our first type of public speech, the informative speech. This is used in lectures, briefings, and anytime you want to transmit fact-based information to an audience. We cover what makes an informative speech unique, the types of informative speeches, and how to construct this type of speech.

What is an informative Speech? Defining what an informative speech is can be both straight-forward and somewhat tricky at the same time. Very simply, an informative speech can first be defined as a speech based entirely and exclusively on facts. An informative speech conveys knowledge, a task that every person engages in every day in some form or another. Whether giving someone who is lost driving directions, explaining the specials of the day as a server, or describing the plot of a movie to friends, people engage in forms of informative speaking daily.

An informative speech does not attempt to convince the audience that one thing is better than another. It does not advocate a course of action or incorporate opinion as its basis. This can be the tricky part of developing an informative speech because some opinion statements sound like facts (since they are generally agreed upon by many people) but are really opinions.

For example, in an informative speech on George Washington, you might want to say, “George Washington was one of the greatest presidents in the history of the United States.” While this statement may be agreed upon by many people, it’s not irrefutable, meaning someone could argue against this claim. However, you could include this statement in an informative speech if you present the opinion from a reputable source: “Ron Chernow, in his 2011 best-selling biography of George Washington, describes the first president as one of the greatest presidents in the history of the United States.” That is an acceptable way of presenting an opinion within the framework of a factual speech. While you may not be able to avoid opinion, you don’t want your central idea, your main points, and most of your supporting material to be opinion or argument in an informative speech.

Additionally, you should never take sides on an issue in an informative speech, nor should you “spin” the facts to influence the opinions of the listeners. Even if you are informing the audience about differences in views on controversial topics, you should simply and clearly explain the issues.

This doesn’t mean that an informative speech will have no effect on the audience. An audience can learn things from an informative speech that will affect what they do or how they think about something—that’s their choice. Your only focus is to provide the clearest and most factual information you can.

Types of Informative Speeches

While the topics to choose from for informative speeches are nearly limitless, they can be categorized according to five broad categories based on the primary goal of the speech. Understanding the type of informative speech that you will be giving can help you to figure out the best way to research and speechwriting.

Type 1: History

An informative speech on the history or development of something. Your focus is to explain to an audience how something came into existence. History speeches can be about objects, places, ideas, or even events. For example, imagine your informative speech was on the history of the football (the object, not the game). Someone at some point in history was the first to develop what is considered the modern football. Who was it? What was it originally made of? How did it evolve into the football that is used by the NFL today? For the history of a place, like a university, you would describe the specific year it opened, the number of students who were initially enrolled, and how it got its name. It’s also possible to provide the history of an idea, like “democracy.” By explaining the civilizations and cultures that adopted forms of democracy throughout history, it’s possible to provide an audience with a better understanding of how the idea has been shaped into what it has become today.

Type 2: Biography

A biographical speech is similar to a history one, but in this case the subject is a person, whether living or deceased. As with histories of objects, places, or ideas, there are specific and irrefutable facts that provide the details of someone’s life. Your focus is to tell the audience about someone’s life.

Type 3: Processes

Process speeches are informative speeches that explain how to do something or how something is achieved. These speeches require you to provide steps that will help your audience understand how to accomplish a specific task or process. We see examples of “how-to” presentations frequently—especially on YouTube. There’s a second type of process speech that focuses not on how the audience can achieve a result, but on how a process is achieved. The goal is understanding of a process instead of the performance of a process. After a speech on how to change a car tire, for example, the audience members could probably do it (they might not want to, but they would know the steps). However, after a speech on how a bill goes through Congress, the audience would understand this important part of democracy but not be ready to serve in Congress. Either way, if your speech aims at teaching the audience how something works, it’s a process speech.

Type 4: Ideas and Concepts

It is possible to have an informative speech about an idea or concept where your primary focus isn’t on the history of the idea, but how it exists now. In the examples above, we have seen two types of speeches about democracy: democracy as the topic of a speech that focuses on its history and democracy in a speech that focuses on a process in democratic legislation. In this fourth type of informative speech, you could focus on the concept of democracy as interpreted, for example, in three different countries. Your speech is neither about history nor about process but focuses on the definition itself.

Type 5: General

Sometimes an informative speech topic doesn’t lend itself to a focus on history, process, or concept. In those cases, the topics tend to fall into the general category of informative speeches. The focus in this type of informative speech is determined by the topic. For example, imagine a speech about customs to know when traveling in Japan. This isn’t a speech about the history of anime , nor a biography of a former emperor. It’s not about the process of planning a trip to Japan, nor is it about the concept of kawaii . Customs of Japan falls into the “general” type of informative speech.

Tips for Informational Speeches

Use the type of speech to determine the structure.

Identifying the type of informative speech being given can help in several ways (conducting research, writing the introduction and conclusion), but the biggest benefit is that the type of informative speech being given will help determine the organizational pattern that is best for a speech.

For example, a How-To speech must be in chronological order (step 1, step 2, step 3). Similarly, most speeches that focus on providing history or biography will be organized chronologically, but not always. It makes sense to use chronology to explain the history of the football from the moment it was first developed to where it’s today, but for an informative speech on Benjamin Franklin a student might choose a topical pattern (idea 1, idea 2, idea 3) as their three main points: 1) His time as a printer, 2) His time as an inventor, 3) His time as a diplomat. These main points are not in strict chronological order because Franklin was a printer, inventor, and diplomat at the same time during periods of his whole life. However, this example would still be one way to inform an audience about him without using the chronological organizational pattern.

As for general informative speeches, since the topics that can be included in this category are so diverse and cover a range of possible subject matter, the way they are organized will be varied as well and may use chronological, spatial, or topical structures. (Refer to Chapter x on speech structure and organization).

Keep Your Topic Specific

One of the biggest and most common mistakes students make is pursuing a topic that is much too broad. Let’s consider the example of a student who proposes the topic “To inform my audience about the Civil War.” The Civil War was, conservatively speaking, four years long, resulted in over 750,000 casualties, and arguably changed the course of human history. To think that it’s possible to cover all of that in a speech is unrealistic. Even a very experienced professor in American history would find it difficult to deliver a one-hour lecture that accomplished that goal.

The better approach in this case is to be as specific as possible. A revised specific purpose for this speech might be something like “To inform my audience about the Gettysburg Address.” This topic is much more compact (the Gettysburg Address is only a few minutes long) and doing research will be easier—although you will still find hundreds of sources on it. An even more specific topic would be “To inform my classmates of the specific places in Gettysburg, Pennsylvania that are considered haunted.”

Avoid Fake Informative Speech Topics

Sometimes students think that because something sounds like an informative speech topic, it’s one. This happens a lot with political issues that are usually partisan in nature. Some students may feel that the speech topic “To inform my audience why William Henry Harrison was a bad president” sounds factual, but really this is an opinion—in other words, it’s a fake informational speech because it’s a persuasive speech disguised as an informational speech. Similarly, a few topics that include conspiracy and paranormal subject matter are usually mistaken for good informative topics as well. It is common for a student to propose the topic “To inform my audience about the existence of extraterrestrials,” thinking it’s a good topic. After all, there is plenty of evidence to support the claim, right? There are pictures of unidentified objects in the sky that people claim are from outer space, there are people who claim to have seen extraterrestrials, and most powerful of all, there are people who say that they have been abducted by aliens and taken into space.

The problem here, as you have probably already guessed, is that these facts are not irrefutable. Not every single person who sees something unknown in the sky will agree it’s an alien spacecraft, and there can be little doubt that not everyone who claims to have been abducted by a UFO is telling the truth. This isn’t to say that you can’t still do an informative speech on alien sites. For example, two viable options are “To inform my audience about the SETI Project” or “To inform my audience of the origin of the Area 51 conspiracy.” However, these types of speeches can quickly devolve into opinion if you aren’t careful, which would then make them persuasive speeches. Even if you start by trying to be objective, unless you can present each side equally, it will end up becoming a persuasive speech. Additionally, when a speaker picks such a topic, it’s often because of a hidden desire to persuade the audience about them.

Be Selective about Content

Even if you have chosen a specific and focused topic, you must still make choices about what you can and cannot include. Writing an informative speech isn’t about dumping enormous amounts of information on your audience that you can only get to by speaking at breakneck speed. It’s about carefully choosing what to include, making it interesting and clear, and presenting it to your audience at a comfortable pace. What’s better: too much information that audiences can’t grasp or less information for audiences that hear every word? Regardless of the topic, you will never be able to cover everything that is known about your topic, so don’t try. Select the things that will best help the audience gain a general understanding of the topic that will interest them, and that they hopefully will find valuable.

Be Accurate, Clear, and Interesting

A good informative speech conveys accurate information to the audience clearly and keeps the listener interested in the topic. Achieving all three of these goals—accuracy, clarity, and interest—is the key to being an effective speaker. If information is inaccurate, incomplete, or unclear, it will be of limited usefulness to the audience.

Part of being accurate is making sure that your information is current. Even if you know a great deal about your topic or wrote a good paper on the topic in a high school course, you will need to verify the accuracy and completeness of what you know, especially if it’s medical or scientific information.

What defines “interesting?” In approaching the informative speech, you should keep in mind the good overall principle that the audience is asking, “what’s in it for me?” The audience is either consciously or unconsciously wondering “What in this topic for me? How can I use this information? Of what value is this speech content to me? Why should I listen to it?”

Keep in Mind Audience Diversity

Finally, remember that not everyone in your audience is the same, so an informative speech should be prepared with audience diversity in mind. If the information in a speech is too complex or too simplistic, it will not hold the interest of the listeners. Determining the right level of complexity can be hard. Audience analysis is one important way to do this (see Chapter 2). Do the members of your audience belong to different age groups? Did they all go to public schools in the United States, or are some of them international students? Are they all students majoring in the same subject, or is there a mixture of majors? Never assume that just because an audience is made up of students, they all share a knowledge set.

Learning how to give informative speeches will serve you well in your college career and your future work. Keep in mind the principles in this chapter but also those of the previous chapters: relating to the informational needs of the audience, using clear structure, and incorporating interesting and attention-getting supporting evidence.

Something to Think About

Here are three general topics for informative speeches. Write specific purposes for them and explain how you would answer the WIIFM question.

• Type 1 diabetes
• The psychological effects of using social media

Public Speaking as Performance Copyright © 2023 by Mechele Leon is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

7 Types of Informative Speeches

Learning Objectives

• Distinguish types of general informative speech topics.
• Determine an appropriate informative approach.

Informative Speeches

Now that you know the difference between informative and persuasive approaches, this chapter will explore types of topics and approaches suited well for informative speeches. Again, while any topic can be informative or persuasive, certain topics and approaches will help you to ensure you are delivering an informative speech. As you read the chapter, consider specific topics for each category that you may be able to deliver an informative speech on.

Types of Informative Speech Topics

O’Hair, Stewart, and Rubenstein identified six general types of informative speech topics: objects, people, events, concepts, processes, and issues (O’Hair, et al., 2007).

Objects: Your speech may include how objects are designed, how they function, and what they mean. For example, a student of one of our coauthors gave a speech on the design of corsets, using a mannequin to demonstrate how corsets were placed on women and the amount of force necessary to lace one up. Or you may speak about an artifact and what it means to a certain culture. For instance, the belt (and color of the belt) is significant to the karate culture.

People: People-based speeches tend to be biography-oriented. Such topics could include recounting an individual’s achievements and explaining why the person is important in history. Some speakers, who are famous themselves, will focus on their own lives and how various events shaped who they ultimately became. Dottie Walters is most noted as being the first female in the United States to run an advertising agency. In addition to her work in advertising, Dottie also spent a great deal of time as a professional speaker. She often would tell the story about her early years in advertising when she would push around a stroller with her daughter inside as she went from business to business trying to generate interest in her copywriting abilities. You don’t have to be famous, however, to give a people-based speech. Instead, you could inform your audience about a historical or contemporary hero whose achievements are not widely known.

Events: These are typically either historical or contemporary. For example, you could deliver a speech on a specific battle of World War II or a specific event that changed the course of history. If you’re a history buff, event-oriented speeches may be right up your alley. There are countless historical events that many people aren’t familiar with and would find interesting. You could also inform your audience about a more recent or contemporary event. Some examples include concerts, plays, and arts festivals; athletic competitions; and natural phenomena, such as storms, eclipses, and earthquakes. The point is to make sure that an informative speech is talking about the event (who, what, when, where, and why) and not attempting to persuade people to pass judgment upon the event or its effects.

Concepts:  Concepts are “abstract and difficult ideas or theories” (O’Hair, et al., 2007). For example, you may want to explain a specific communication theory, a religious idea, or inflation. Whether you want to discuss theories related to business, sociology, psychology, religion, politics, art, or any other major area of study, this type of speech can be very useful in helping people to understand complex ideas.

Process: A process speech helps audience members understand how a specific object or system works. For example, you could explain how a bill becomes a law in the United States. There is a very specific set of steps that a bill must go through before it becomes a law, so there is a very clear process that could be explained to an audience.

Issues: This informative speech topic is probably the most difficult for novice public speakers because it requires walking a fine line between informing and persuading. If you attempt to deliver this type of speech, remember the goal is to be balanced when discussing both sides of the issue. You are only explaining an issue, you are not proposing solutions or trying to get your audience to agree with your ideas.

If you are struggling with an informative topic, it helps to brainstorm ideas in each of these categories. Once you have a list of potential ideas, you can begin to narrow your ideas. One way to narrow your ideas is to consider the approach you will use with potential topics.

Approaches to Informative Speeches

Once you have decided on a potential topic, you can help to narrow your focus by determining an informative approach. There are three common informative approaches we will discuss in this section. Those are speeches of definition, description, and explanation.

Definitional Speeches

In definitional speeches the speaker attempts to set forth the meaning of concepts, theories, philosophies, or issues that may be unfamiliar to the audience. In these types of speeches, speakers may begin by giving the historical derivation, classification, or synonyms of terms or the background of the subject. In a speech on “How to identify a sociopath,” the speaker may answer these questions: Where did the word ‘sociopath’ come from? What is a sociopath? How many sociopaths are there in the population? What are the symptoms? Carefully define your terminology to give shape to things the audience cannot directly sense. Describing the essential attributes of one concept compared to another (as through the use of analogies) can increase understanding as well. For a speech on “Elderly Abuse,” the speaker may compare this type of abuse to a child or spousal abuse for contrast.

Regardless of the listeners’ level of knowledge about the subject, it is very important in these types of speeches to show the relevance of the topic to their lives. Often the topics discussed in definitional speeches are abstract—distanced from reality. Speakers need to provide explicit, real-life examples and applications of the subject matter to engage audience members. If you were going to give a speech about civil rights, you would need to go beyond commonly held meanings and show the topic in a new light. In this type of speech, the speaker points out the unique and distinguishing properties or boundaries of a concept in a particular context  (Rinehart, 2002). The meaning of “civil rights” has changed significantly over time. What does it mean today compared to the 1960s? How will knowing this distinction help audience members? What are some specific incidents involving civil rights issues in current news? What changes in civil rights legislation might listeners see in their lifetimes?

DEFINITIONAL EXAMPLE

Title:   “Life is suffering,” and Other Buddhist Teachings  (Thompson, 1999)

Specific Purpose:  At the end of my speech, my audience will understand the Four Noble Truths and the Eightfold Path in Buddhism

Central Idea:  Regardless of your religious beliefs, Buddhist philosophy teaches a number of useful lessons you can apply to your own life.

• All life involves  dukkha  (suffering)
• Suffering is caused by  tanha  (longing for things to be other than they are)
• If this longing stops ( nirodha ), suffering will cease
• The way to eliminate longing is to follow the Eightfold Path
• Right intention
• Right speech
• Right action
• Right livelihood
• Right effort
• Right mindfulness
• Right contemplation

Descriptive Speeches

To gaze in wonder at that magnificent dome and elegant gardens will be a moment that you remember for the rest of your life. The Taj Mahal just takes your breath away. What is immediately striking is its graceful symmetry—geometric lines run through formal gardens ending in a white marble platform. Atop this platform is great white bulbous dome complemented by four towering minarets in each corner. The whole image shimmers in a reflecting pool flanked by beautiful gardens—the effect is magical. The first stretch by the reflecting pool is where most people pose for their photos. But we were impressed by the fresh, green gardens. As you approach through the gardens two mosques come into view flanking the Taj—both exquisitely carved and built of red sandstone.

In the descriptive speech, determine the characteristics, features, functions, or fine points of the topic. What makes the person unique? How did the person make you feel? What adjectives apply to the subject? What kind of material is the object made from? What shape is it? What color is it? What does it smell like? Is it part of a larger system? Can it be seen by the naked eye? What is its geography or location in space? How has it changed or evolved over time? How does it compare to a similar object? When preparing for the speech, try to think of ways to appeal to as many of the senses as possible. As an example, in a speech about different types of curried dishes, you could probably verbally describe the difference between yellow, red, and green curry, but the speech will have more impact if the audience can see, smell, and taste samples.

DESCRIPTIVE EXAMPLE

Specific Purpose:  At the end of my speech, my audience will be able to visualize some of the main attractions on Easter Island.

Central Idea:  Easter Island hosts a number of ancient, mysterious, and beautiful attractions that make it an ideal vacation destination.

• Average 13 feet high; 14 tons
• Play sacred role for Rapa Nui (native inhabitants)
• Central Ahu ceremonial sites
• Snorkeling & Scuba
• Giant crater
• Sheer cliffs to ocean

Explanatory Speeches

An  explanatory speech (also known as a briefing) is similar to a descriptive speech in that they both share the function of clarifying the topic. But explanatory speeches focus on reports of current and historical events, customs, transformations, inventions, policies, outcomes, and options. Whereas descriptive speeches attempt to paint a picture with words so that audiences can vicariously experience it, explanatory speeches focus on the  how  or  why  of a subject and its consequences. Thus, a speaker might give a  descriptive  speech on the daily life of Marie Antoinette, or an  explanatory  speech on how she came to her death. Recall that definitional speeches focus on delineating concepts or issues. In this case, a speaker might give a  definitional  speech about the Emergency Economic Stabilization Act of 2008, or an  explanatory  speech on why the financial bailout was necessary for U.S. financial stability.

If a manager wanted to inform employees about a new workplace internet use policy, s/he might cover questions like: Why was a policy implemented? How will it help? What happens if people do not follow established policies? Explanatory speeches are less concerned with appealing to the senses than connecting the topic to a series of related other subjects to enhance a deep understanding (McKerrow, Gronbeck, Ehninger, & Monroe, 2000). For example, to explain the custom of the Thai  wai  greeting (hands pressed together as in prayer), you also need to explain how it originated to show one had no weapons, and the ways it is tied to religion, gender, age, and status.

EXPLANATORY EXAMPLE

Title:   Giant Waves, Death, and Devastation: The 2004 Indian Ocean Tsunami  (National Geographic, 2006)

Specific Purpose:  At the end of my speech, my audience will be aware of the nature of the 2004 Tsunami and the destruction it caused.

Central Idea:  The 2004 Asian Tsunami was one of the worst natural disasters in human history in terms of magnitude, loss of human life, and enduring impact.

• Earthquake epicenter and magnitude
• Tsunami forms (waves reach up to 100 feet)
• Tsunami strikes land of various countries with no warning
• The countries and people involved
• Loss of food, water, hospitals, housing, electricity, and plumbing
• Threat of disease
• Environmental destruction
• Economic devastation
• Psychological trauma

Setting yourself up for a successful informative speech begins in the early stages when you first start thinking about your topic. Remember to consider the type of informative speech topics and the informative approaches you can take as you are selecting a topic.

Key Takeaways

• Six general informative speech topics are objects, people, events, concepts, processes, and issues. Use these general categories to brainstorm ideas for your upcoming informative speech.
• Once you have decided on a potential topic, you can help to narrow down your topic by considering which informative approach you will use. Will you define, describe, or explain your topic?

Licenses and Attributions

Chapter 15 Types of Informative Speeches.  Authored by : Lisa Schreiber, Ph.D..  Provided by : Millersville University, Millersville, PA.  Located at :  http://publicspeakingproject.org/psvirtualtext.html .  Project : Public Speaking Project.  License :  CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives

Taj Mahal, Agra, India.  Authored by : Yann.  Located at :  https://commons.wikimedia.org/wiki/File:Taj_Mahal,_Agra,_India.jpg .  License :  CC BY-SA: Attribution-ShareAlike

Maoi at Rano Raraku.  Authored by : Aurbina.  Located at :  https://commons.wikimedia.org/wiki/File:Moai_Rano_raraku.jpg .  License :  Public Domain: No Known Copyright

Public Speaking Copyright © by Dr. Layne Goodman; Amber Green, M.A.; and Various is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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6 Chapter 6: Informative Speaking

Tammera Stokes Rice, College of the Canyons, Version B

Adapted by Jamie C. Votraw, Professor of Communication Studies, Florida SouthWestern State College

Figure 6.1 : Princess Reema 1

Introduction

You may have watched a YouTube tutorial to learn how to make or do something, like learning how to make a quiche or how to change a tire on your car. Or, you may have watched a TedTalk in one of your classes that provided factual information about the topic you are learning about, like Nancy Duarte’s 2011 presentation on “ The secret structure of great talks. ” (Google Duarte’s videos; you won’t regret it!) These are samples of informative speeches.

Speaking to Inform

When you inform an audience, your primary goal is to teach them about a topic that is important to you. In fact, there are likely scenarios where you acted as an informative speaker already. Have you ever given a factual presentation in a classroom? Have you ever shown a group of friends how to use a new app on your phone? Have you ever trained a new employee at work? These are all examples of informative speaking.

When delivering formal informative speeches, however, there are additional expectations for the composition and structure of your speech.  For instance, you might begin your speech by telling a story to attract the attention of your audience, and you might ask them a personal question to demonstrate that the topic relates to them. Throughout this chapter, we discuss the purpose of informative speaking, types of informative speeches, organizational speech patterns, and lastly, describe how informative speaking is distinctly different than persuasive speaking.

Informative Speaking Goals

The most fundamental purpose of informative speaking is to teach an audience something. Remember, an informative speech is not opinion-based. It provides factual information that is meaningful to your audience. Thus, your primary purpose is to teach. You ARE NOT trying to change their beliefs or behaviors (that is persuasive speaking, which we cover in chapter 10). Nevertheless, as audience-centered speakers (recall Chapter 5), several audience-specific elements are necessary for effective informative speaking.

Audience Attention

Audience-centered speakers care about their audience and should work to gain and maintain the attention of their audience throughout the speech. In the introduction, it is imperative that public speakers incorporate an attention-grabbing strategy, such as an intriguing story (discussed in greater detail in Chapter 9), and explicitly relate the topic to the audience. When introducing the topic to an audience, effective informative speakers connect the topic to the audience by answering the question, why should you care?

Narratives, found from credible sources, are one way to keep your audience engaged and listening to your speech. Stories help provide a basis for your main points within the speech. Humans are natural storytellers as we want to tell and listen to stories.

Audience Needs

Once your audience recognizes the significance of your topic and how it relates to them, an informative speaker should then strive to provide the audience with information that meets their needs. Consider the classroom, for example. If your algebra teacher tells you that quadratic equations will be on the next exam, what information do you as an audience member need or want? Likely, you’re looking for information to help you succeed on the exam. It would be insufficient to merely provide you with the quadratic formula, ax 2 + bx + c = 0. Instead, as an effective informative speaker, the math teacher would likely demonstrate problem-solving steps and offer examples. When you are the speaker, you must also consider what information your audience needs.

While crafting the informative speech, you want to select the information you will be communicating to the audience carefully.  You’ve already learned how to narrow down your topic, but now you want to make sure your explanation of the narrowed topic accomplishes the speech goal in the time parameters of the speech. An effective informative speaker determines which information is imperative for inclusion in the speech given the time limit. You should not feel pressured to include every piece of information you find. You wouldn’t expect a speaker to discuss everything about Disneyland in seven minutes, right? So, instead, stay focused on the speech goal and audience needs. Maybe you choose to present to the audience just one aspect of Disneyland – The types of rides.

Audience Knowledge

A third key feature of effective informative speaking is audience knowledge. What does your audience already know about the topic? The level of complexity you will be using to inform your audience depends on the audience’s knowledge about your topic, the time allowed for your speech, and its purpose. As we discussed in chapter five, you need to know your audience. It is crucial to always give new information to your audience by relating it to what they already know, and by combining the general information with specific information to keep the attention of your audience throughout the speech. This is why an audience analysis can be so important. You are not going to use architectural or engineering terms to describe the invention of Space Mountain to an audience of high school students, but you might use technical terms when speaking to architecture and engineering students at a college.

Types of Informative Speeches

When you inform, you either describe something, define something, or demonstrate a process. Therefore, there are three different types of informative speeches. This includes:

1. D escriptive speeches (about objects, people, places, or events)

2. Process speeches (also called “how-to” or demonstration speeches)

3. Concept speeches (also called idea speeches)

All three types of informative speeches have the general purpose of “to inform.” However, each type of informative speech maintains a different specific purpose, and therefore, the organizational structure of the speeches can vary. So, before we dive into the specifics of each type of informative speech, let’s review four organizational speech patterns that you could use to structure the content of your speech.

Organizational Speech Patterns

When composing your speech, there are four organizational patterns you can adopt to structure your speech content, including topical, spatial, chronological (temporal), and causal format. The organizational pattern you choose will depend on the topic of the speech and the speech content. Although some organizational patterns are more commonly used for certain types of informative speeches than others, the organization pattern you select should be the one that best fits your speech content.

• A topical layout arranges the information of the speech into different categories. Each main point of the speech is a subtopic of the broader topic.
• A spatial pattern looks at how your ideas are arranged according to their physical or geographic relationships.
• A chronological pattern organizes a speech based on time or sequence.  Some of your instructors might use the term temporal to explain main points ordered in a specific sequence of time.
• A causal pattern of organization can be used to describe the causes and effects of something that occurred.

It is important to remember to choose an organizational pattern that logically aligns with the speech goal and the main points of your speech. For example, a process speech on “how to apply for financial aid” might best be organized chronologically: Step 1, Step 2, Step 3… A chronological pattern for this topic would be most effective for helping the audience follow along.

Let’s take a deeper look at the three major types of informative speeches and some commonly used approaches to organizing the respective speech content . 

Descriptive Speeches

A descriptive speech is given to describe an object, person, place, or event. Descriptive speeches about an “object”  refer to anything tangible; something that can be seen or touched. When organizing an object speech, you might use a spatial, chronological, or topical organizational pattern. The following are some sample topics – Arabian horses, astrology, Bible, boats, career services, drag racing, Ford Mustang, Florida oranges, Godfather trilogy, Golden Gate Bridge, hurricanes, iguanas, surfboards, tattoos, and tornadoes to name a few.

Figure 6.2 : Tattoo 2

Here is an example of how you might set up a speech on an object using a chronological organization pattern:

Topic: Tattoos

General Purpose: To inform

Specific Purpose: To inform my audience about the history of tattoos in the United States.

Central Idea/Thesis : Tattoos originated in the United States in the 19th century before becoming a staple of fashion trends today.

Preview of Main Points : First, we will look at the history of the word tattoo. Then, we will learn how tattoos became fashionable. Thirdly, we examine the role tattoos have played in the circus. Finally, we will cover tattoos on public figures today.

• Explorer Captain James Hook is credited for the word tattoo after his sailing voyages led him to Tahitian and Polynesian cultures.
• Tattoos became fashionable in the 19th century.
• Tattoos used in sideshow acts in the early 20th century were an integral part of a circus’ success.
• Tattoos are now worn by public figures such as celebrities, athletes, and people within the fashion industry.

This category applies both to specific individuals or to specific roles. When discussing people, you may want to describe them in a chronological (temporal) or topical layout. Here are some sample topics on people: Albert Einstein, Barack Obama, Bruce Lee, CEO of Google, Donald Trump, Ron DeSantis, First Lady of the United States, Henry Ford, Jackie Chan, Miley Cyrus, Malala Yousafzai, Marilyn Monroe, Oprah Winfrey, Pope of the Catholic Church, Sacagawea, and Walt Disney to name a few.

Figure 6. 3: Marilyn Monroe 3

Here is an example of how you might set up a speech about Marilyn Monroe using a topical organizational pattern:

Topic: Marilyn Monroe

Specific Purpose: To inform my audience about Marilyn Monroe’s interesting love life during the creation of her most famous films.

Central Idea/Thesis : Marilyn Monroe is known for her famous love life and films.

Preview of Main Points : First, we will explore her intriguing love life and marriages. Last, we will examine her various films.

• First, we will examine Marilyn Monroe’s infamous love life.
• Lastly, let’s discuss her most famous films.

Depending on the timeframe allowed for your speech, you might consider the example above, which used a topical order. Another way to organize the main points of the same topic could be in a chronological (temporal) pattern.

Specific Purpose : To inform my audience about the childhood, professional career, and death of Marilyn Monroe.

Central Idea/Thesis : Marilyn Monroe’s early childhood influenced her professional career and ultimately her untimely death.

Preview of Main Points : First, we will examine how Marilyn’s childhood influenced her career. Secondly, we will examine her professional life. Finally, we will discuss her untimely death.

• First, we will discuss Marilyn’s birth and early childhood.
• Second, we will learn about her professional life, and the impact her upbringing had on her career.
• Lastly, we will better understand her untimely death.

You will notice the two speeches above about Marilyn Monroe have many similarities, and both speeches would include details about her professional life. However, the first speech is focused on categories related to her professional life, while the second speech looks at her professional life as one period of time in her life overall. The result is two very different final speeches. This example highlights how you structure your speech should depend on the narrowed focus of your speech topic.

A speech about a place can range from a historic location to a vacation spot. However, you should make sure to check with your instructor because very few speeches should focus on your own personal journey. Rather, the focus should be based on a place you can research. When discussing places, you may want to describe them in a spatial, temporal, or topical layout. Here are some sample places you might do an informative speech on – Alaska, Albania, Australia, Catalina, Ukraine, Honolulu, Lake Okeechobee, Las Vegas, Museum of Tolerance, Sanibel Island, Sri Lanka, Singapore, Stonehenge, and Yosemite to name a few.

Figure 6. 4: Kauai 4

Here is an example of how you might set up a speech about a place:

Topic: The island of Kauai, Hawaii

Specific Purpose : To inform my audience about Kauai’s regions and locations to explore.

Central Idea/Thesis : Kauai has five regions and many beautiful areas to explore.

Preview of Main Points: First, I will break down the five major regions of the island. Lastly, I will share tips for exploring the Hawaiian Islands.

• Five regions (subpoints could be broken down in a spatial pattern of the regions).
• Tips for a Hawaiian exploration

An event can be something that occurred only once or can be a repeated event. When discussing events, you will most likely use a chronological (temporal) or topical layout. Here are some sample events you might do an informative speech on – Academy Awards, Christmas, Coachella, Los Angeles Marathon, Quinceañera, Rose Parade, Stagecoach, or World War II.

Figure 6. 5 : Los Angeles Marathon 5

Here is an example of how you might set up a speech about an event:

Topic: Los Angeles Marathon

Specific Purpose: To inform my audience about the timeline of events of the L.A. Marathon.

Central Idea/Thesis : The L.A. Marathon consists of three days of events.

Preview of Main Point:  First, I will explain the day of orientation for the race. Second, I will discuss the main event day. Lastly, I will talk about the clean-up and breakdown of the event.

• The first day of the event is Friday, which is Expo Day & Bib pick-up.
• Second, the main event is on Saturday, which is the 5K and 1/2K kids’ run.
• Lastly, Sunday involves marathon running from 3:00 am – 3:00 pm, and ends with the finish festival.

Now that you have a good idea about what comprises a descriptive speech, let’s look at process speeches.

Process Speeches

A process speech is commonly referred to as a “how-to” or demonstration speech. It intends to teach the audience how something works or how to complete a task through step-by-step instructions. It generally uses a chronological (temporal) pattern with each “step” of the process taking the audience through a sequence of time. Here are some sample process speech topics – (How to) avoid ID theft, bake a cake, bath a dog, build a website, change car oil, color Easter eggs, meditate, make ice cream, play tennis, register to vote, snowboard, tie a tie, and write a resume to name a few.

Figure 6. 6 : Bakers 6

Here is an example of how you might set up a process speech:

Topic : Baking a cake

Specific Purpose : To inform my audience how to bake a cake in 30 minutes with the right equipment and ingredients.

Central Idea/Thesis : Baking a cake in 30 minutes is easy with the right equipment and ingredients.

Preview of Main Points: First, I will review the preparation process. Then, I will provide the steps involved in making the cake. Finally, I will explain the process of decorating the cake.

• First, preset the oven and gather other equipment and ingredients.
• Next, mix the dry ingredients with the wet ingredients to specification before putting them in the pan to bake.
• Finally, let the cake cool and decorate.

You’ve learned about both descriptive and process speeches. Let’s discuss the last type of informative speech, a concept speech.

Concept Speeches

A concept speech deals with explaining a concept or idea. A concept is an idea, belief, principle, or theory. Unlike object speeches which involve tangible things, concept speeches are abstract or general ideas. As a result, speeches about concepts need to be grounded in clear examples. Generally, it is laid out in a topical or chronological (temporal) format. Here are some sample definitive speech topics – Artificial Intelligence, Buddhism, cultural diversity, Democracy, femininity, freedom, hatred, love, respect, Selfie, and Socialism to name a few.

Figure 6. 7 : Music and Dance of Ghana 7

Here is an example of a concept speech:

Topic: Culture

Specific Purpose : To inform my audience about the concept of culture.

Central Idea/Thesis : Culture consists of beliefs, values, norms, and ways of behaving.

Preview of Main Points : First, I will explain what beliefs are. Second, I will discuss various values. Third, I will share different cultural norms. Finally, I will explain various ways of behaving within cultures.

• First, I will explain the role of beliefs within culture.
• Second, I will discuss the role of values in culture.
• Third, I will share different cultural norms.
• Finally, we will put these all together and examine the different ways of behaving in cultures.

Informative vs. Persuasive Speaking

In Chapter 10, we will discuss persuasive speaking in detail, including common organizational patterns and strategies for effective persuasive speaking. But for now, you must be clear on what distinguishes an informative speech and a persuasive speech. By now, you know that you should select a topic that is significant to you and useful for your audience. As a result, there is a good chance you are passionate about the topic and have a personal opinion on the subject matter. Your views are important, but personal opinions are inappropriate for informative speeches.

In an informative speech, you are a teacher, an educator, an informer. Whereas in persuasive speeches, you are an advocate. The information you share in an informative speech should be objective, unbiased, and balanced. It is not the time to argue for a particular viewpoint, advocate for a position, or try to convince the audience to do or believe something. If you are taking a public speaking course, it is likely that you will have an opportunity to do a persuasive speech assignment.

Staying objective and unbiased can be a big challenge, especially if you are passionate about the topic or the topic is controversial. To maintain your role as an educator and not an advocate, you should be especially cognizant of the language you use in your delivery. Focus on explaining the topic with objective language and work hard to avoid using evaluative terms such as good/bad, right/wrong, and moral/immoral. Consider the topic of abortion. Even the framing of the title of your speech can be suggestive. Does the speech title “Female Reproductive Healthcare” communicate the same message as “Women’s Reproductive Rights”? The language you use when composing and delivering your speech will convey certain messages to your audience. When dealing with a controversial issue, a good strategy to prevent interjecting your personal views is to explain to the audience that “some people believe ‘x’ and others believe ‘y’. If relevant and time permits, it is useful to explain the various viewpoints on your topic. If you are successful, at the end of your speech, the audience will be informed about your topic, but they will decide on their own what to think or do.

A variety of different topics can be utilized for informative speaking. If you are educating your audience about a particular topic by describing, demonstrating, or defining it, you are giving an informative speech. It is crucial to always give new information to your audience by relating it to what they already know, and by combining the very general information with very specific information to keep the attention of your audience throughout the speech. We are informative speakers quite often, even if it is to inform a friend about our day.

Reflection Questions

• What is the purpose of an informative speech?
• How can you determine the best pattern of organization for your informative speech topic?
• What do you need to keep in mind about your audience to develop your informative speech?
• How do you distinguish an informative speech from storytelling, even though you may use stories in your speech?

Chronological (temporal)

Concept Speech

Descriptive Speech

Informative speech

Process Speech

Introduction to Public Speaking Copyright © by Jamie C. Votraw, M.A.; Katharine O'Connor, Ph.D.; and William F. Kelvin, Ph.D.. All Rights Reserved.

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Planning and Presenting an Informative Speech

In this guide, you can learn about the purposes and types of informative speeches, about writing and delivering informative speeches, and about the parts of informative speeches.

Purposes of Informative Speaking

Informative speaking offers you an opportunity to practice your researching, writing, organizing, and speaking skills. You will learn how to discover and present information clearly. If you take the time to thoroughly research and understand your topic, to create a clearly organized speech, and to practice an enthusiastic, dynamic style of delivery, you can be an effective "teacher" during your informative speech. Finally, you will get a chance to practice a type of speaking you will undoubtedly use later in your professional career.

The purpose of the informative speech is to provide interesting, useful, and unique information to your audience. By dedicating yourself to the goals of providing information and appealing to your audience, you can take a positive step toward succeeding in your efforts as an informative speaker.

Major Types of Informative Speeches

In this guide, we focus on informative speeches about:

These categories provide an effective method of organizing and evaluating informative speeches. Although they are not absolute, these categories provide a useful starting point for work on your speech.

In general, you will use four major types of informative speeches. While you can classify informative speeches many ways, the speech you deliver will fit into one of four major categories.

Speeches about Objects

Speeches about objects focus on things existing in the world. Objects include, among other things, people, places, animals, or products.

Because you are speaking under time constraints, you cannot discuss any topic in its entirety. Instead, limit your speech to a focused discussion of some aspect of your topic.

Some example topics for speeches about objects include: the Central Intelligence Agency, tombstones, surgical lasers, Franklin Delano Roosevelt, the pituitary gland, and lemmings.

To focus these topics, you could give a speech about Franklin Delano Roosevelt and efforts to conceal how he suffered from polio while he was in office. Or, a speech about tombstones could focus on the creation and original designs of grave markers.

Speeches about Processes

Speeches about processes focus on patterns of action. One type of speech about processes, the demonstration speech, teaches people "how-to" perform a process. More frequently, however, you will use process speeches to explain a process in broader terms. This way, the audience is more likely to understand the importance or the context of the process.

A speech about how milk is pasteurized would not teach the audience how to milk cows. Rather, this speech could help audience members understand the process by making explicit connections between patterns of action (the pasteurization process) and outcomes (a safe milk supply).

Other examples of speeches about processes include: how the Internet works (not "how to work the Internet"), how to construct a good informative speech, and how to research the job market. As with any speech, be sure to limit your discussion to information you can explain clearly and completely within time constraints.

Speeches about Events

Speeches about events focus on things that happened, are happening, or will happen. When speaking about an event, remember to relate the topic to your audience. A speech chronicling history is informative, but you should adapt the information to your audience and provide them with some way to use the information. As always, limit your focus to those aspects of an event that can be adequately discussed within the time limitations of your assignment.

Examples of speeches about events include: the 1963 Civil Rights March on Washington, Groundhog's Day, the Battle of the Bulge, the World Series, and the 2000 Presidential Elections.

Speeches about Concepts

Speeches about concepts focus on beliefs, ideas, and theories. While speeches about objects, processes, and events are fairly concrete, speeches about concepts are more abstract. Take care to be clear and understandable when creating and presenting a speech about a concept. When selecting a concept, remember you are crafting an informative speech. Often, speeches about concepts take on a persuasive tone. Focus your efforts toward providing unbiased information and refrain from making arguments. Because concepts can be vague and involved, limit your speech to aspects that can be readily explained and understood within the time limits.

Some examples of topics for concept speeches include: democracy, Taoism, principles of feminism, the philosophy of non-violent protest, and the Big Bang theory.

Strategies for Selecting a Topic

In many cases, circumstances will dictate the topic of your speech. However, if the topic has not been assigned or if you are having difficulty figuring out how to frame your topic as an informative speech,the following may be useful.

Begin by thinking of your interests. If you have always loved art, contemplate possible topics dealing with famous artists, art works, or different types of art. If you are employed, think of aspects of your job or aspects of your employer's business that would be interesting to talk about. While you cannot substitute personal experience for detailed research, your own experience can supplement your research and add vitality to your presentation. Choose one of the items below to learn more about selecting a topic.

Learn More about an Unfamiliar Topic

You may benefit more by selecting an unfamiliar topic that interests you. You can challenge yourself by choosing a topic you'd like to learn about and to help others understand it. If the Buddhist religion has always been an interesting and mysterious topic to you, research the topic and create a speech that offers an understandable introduction to the religion. Remember to adapt Buddhism to your audience and tell them why you think this information is useful to them. By taking this approach, you can learn something new and learn how to synthesize new information for your audience.

Think about Previous Classes

You might find a topic by thinking of classes you have taken. Think back to concepts covered in those classes and consider whether they would serve as unique, interesting, and enlightening topics for the informative speech. In astronomy, you learned about red giants. In history, you learned about Napoleon. In political science, you learned about The Federalist Papers. Past classes serve as rich resources for informative speech topics. If you make this choice, use your class notes and textbook as a starting point. To fully develop the content, you will need to do extensive research and perhaps even a few interviews.

Talk to Others

Topic selection does not have to be an individual effort. Spend time talking about potential topics with classmates or friends. This method can be extremely effective because other people can stimulate further ideas when you get stuck. When you use this method, always keep the basic requirements and the audience in mind. Just because you and your friend think home-brew is a great topic does not mean it will enthrall your audience or impress your instructor. While you talk with your classmates or friends, jot notes about potential topics and create a master list when you exhaust the possibilities. From this list, choose a topic with intellectual merit, originality, and potential to entertain while informing.

Framing a Thesis Statement

Once you settle on a topic, you need to frame a thesis statement. Framing a thesis statement allows you to narrow your topic, and in turns allows you to focus your research in this specific area, saving you time and trouble in the process.

Selecting a topic and focusing it into a thesis statement can be a difficult process. Fortunately, a number of useful strategies are available to you.

Thesis Statement Purpose

The thesis statement is crucial for clearly communicating your topic and purpose to the audience. Be sure to make the statement clear, concise, and easy to remember. Deliver it to the audience and use verbal and nonverbal illustrations to make it stand out.

Strategies For Framing a Thesis Statement

Focus on a specific aspect of your topic and phrase the thesis statement in one clear, concise, complete sentence, focusing on the audience. This sentence sets a goal for the speech. For example, in a speech about art, the thesis statement might be: "The purpose of this speech is to inform my audience about the early works of Vincent van Gogh." This statement establishes that the speech will inform the audience about the early works of one great artist. The thesis statement is worded conversationally and included in the delivery of the speech.

Thesis Statement and Audience

The thesis appears in the introduction of the speech so that the audience immediately realizes the speaker's topic and goal. Whatever the topic may be, you should attempt to create a clear, focused thesis statement that stands out and could be repeated by every member of your audience. It is important to refer to the audience in the thesis statement; when you look back at the thesis for direction, or when the audience hears the thesis, it should be clear that the most important goal of your speech is to inform the audience about your topic. While the focus and pressure will be on you as a speaker, you should always remember that the audience is the reason for presenting a public speech.

Avoid being too trivial or basic for the average audience member. At the same time, avoid being too technical for the average audience member. Be sure to use specific, concrete terms that clearly establish the focus of your speech.

Thesis Statement and Delivery

When creating the thesis statement, be sure to use a full sentence and frame that sentence as a statement, not as a question. The full sentence, "The purpose of this speech is to inform my audience about the early works of Vincent van Gogh," provides clear direction for the speech, whereas the fragment "van Gogh" says very little about the purpose of the speech. Similarly, the question "Who was Vincent van Gogh?" does not adequately indicate the direction the speech will take or what the speaker hopes to accomplish.

If you limit your thesis statement to one distinct aspect of the larger topic, you are more likely to be understood and to meet the time constraints.

Researching Your Topic

As you begin to work on your informative speech, you will find that you need to gather additional information. Your instructor will most likely require that you locate relevant materials in the library and cite those materials in your speech. In this section, we discuss the process of researching your topic and thesis.

Conducting research for a major informative speech can be a daunting task. In this section, we discuss a number of strategies and techniques that you can use to gather and organize source materials for your speech.

Gathering Materials

Gathering materials can be a daunting task. You may want to do some research before you choose a topic. Once you have a topic, you have many options for finding information. You can conduct interviews, write or call for information from a clearinghouse or public relations office, and consult books, magazines, journals, newspapers, television and radio programs, and government documents. The library will probably be your primary source of information. You can use many of the libraries databases or talk to a reference librarian to learn how to conduct efficient research.

Taking Notes

While doing your research, you may want to carry notecards. When you come across a useful passage, copy the source and the information onto the notecard or copy and paste the information. You should maintain a working bibliography as you research so you always know which sources you have consulted and so the process of writing citations into the speech and creating the bibliography will be easier. You'll need to determine what information-recording strategies work best for you. Talk to other students, instructors, and librarians to get tips on conducting efficient research. Spend time refining your system and you will soon be able to focus on the information instead of the record-keeping tasks.

Citing Sources Within Your Speech

Consult with your instructor to determine how much research/source information should be included in your speech. Realize that a source citation within your speech is defined as a reference to or quotation from material you have gathered during your research and an acknowledgement of the source. For example, within your speech you might say: "As John W. Bobbitt said in the December 22, 1993, edition of the Denver Post , 'Ouch!'" In this case, you have included a direct quotation and provided the source of the quotation. If you do not quote someone, you might say: "After the first week of the 1995 baseball season, attendance was down 13.5% from 1994. This statistic appeared in the May 7, 1995, edition of the Denver Post ." Whatever the case, whenever you use someone else's ideas, thoughts, or words, you must provide a source citation to give proper credit to the creator of the information. Failure to cite sources can be interpreted as plagiarism which is a serious offense. Upon review of the specific case, plagiarism can result in failure of the assignment, the course, or even dismissal from the University. Take care to cite your sources and give credit where it is due.

Creating Your Bibliography

As with all aspects of your speech, be sure to check with your instructor to get specific details about the assignment.

Generally, the bibliography includes only those sources you cited during the speech. Don't pad the bibliography with every source you read, saw on the shelf, or heard of from friends. When you create the bibliography, you should simply go through your complete sentence outline and list each source you cite. This is also a good way to check if you have included enough reference material within the speech. You will need to alphabetize the bibiography by authors last name and include the following information: author's name, article title, publication title, volume, date, page number(s). You may need to include additional information; you need to talk with your instructor to confirm the required bibliographical format.

Some Cautions

When doing research, use caution in choosing your sources. You need to determine which sources are more credible than others and attempt to use a wide variety of materials. The broader the scope of your research, the more impressive and believable your information. You should draw from different sources (e.g., a variety of magazines-- Time, Newsweek, US News & World Report, National Review, Mother Jones ) as well as different types of sources (i.e., use interviews, newspapers, periodicals, and books instead of just newspapers). The greater your variety, the more apparent your hard work and effort will be. Solid research skills result in increased credibility and effectiveness for the speaker.

Structuring an Informative Speech

Typically, informative speeches have three parts:

Introduction

In this section, we discuss the three parts of an informative speech, calling attention to specific elements that can enhance the effectiveness of your speech. As a speaker, you will want to create a clear structure for your speech. In this section, you will find discussions of the major parts of the informative speech.

The introduction sets the tone of the entire speech. The introduction should be brief and to-the-point as it accomplishes these several important tasks. Typically, there are six main components of an effective introduction:

Attention Getters

Thesis statement, audience adaptation, credibility statement, transition to the body.

As in any social situation, your audience makes strong assumptions about you during the first eight or ten seconds of your speech. For this reason, you need to start solidly and launch the topic clearly. Focus your efforts on completing these tasks and moving on to the real information (the body) of the speech. Typically, there are six main components of an effective introduction. These tasks do not have to be handled in this order, but this layout often yields the best results.

The attention-getter is designed to intrigue the audience members and to motivate them to listen attentively for the next several minutes. There are infinite possibilities for attention-getting devices. Some of the more common devices include using a story, a rhetorical question, or a quotation. While any of these devices can be effective, it is important for you to spend time strategizing, creating, and practicing the attention-getter.

Most importantly, an attention-getter should create curiosity in the minds of your listeners and convince them that the speech will be interesting and useful. The wording of your attention-getter should be refined and practiced. Be sure to consider the mood/tone of your speech; determine the appropriateness of humor, emotion, aggressiveness, etc. Not only should the words get the audiences attention, but your delivery should be smooth and confident to let the audience know that you are a skilled speaker who is prepared for this speech.

The crowd was wild. The music was booming. The sun was shining. The cash registers were ringing.

This story-like re-creation of the scene at a Farm Aid concert serves to engage the audience and causes them to think about the situation you are describing. Touching stories or stories that make audience members feel involved with the topic serve as good attention-getters. You should tell a story with feeling and deliver it directly to the audience instead of reading it off your notecards.

Example Text : One dark summer night in 1849, a young woman in her 20's left Bucktown, Maryland, and followed the North Star. What was her name? Harriet Tubman. She went back some 19 times to rescue her fellow slaves. And as James Blockson relates in a 1984 issue of National Geographic , by the end of her career, she had a $40,000.00 price on her head. This was quite a compliment from her enemies (Blockson 22).

Rhetorical Question

Rhetorical questions are questions designed to arouse curiosity without requiring an answer. Either the answer will be obvious, or if it isn't apparent, the question will arouse curiosity until the presentation provides the answer.

An example of a rhetorical question to gain the audiences attention for a speech about fly-fishing is, "Have you ever stood in a freezing river at 5 o'clock in the morning by choice?"

Example Text: Have you ever heard of a railroad with no tracks, with secret stations, and whose conductors were considered criminals?

A quotation from a famous person or from an expert on your topic can gain the attention of the audience. The use of a quotation immediately launches you into the speech and focuses the audience on your topic area. If it is from a well-known source, cite the author first. If the source is obscure, begin with the quote itself.

Example Text : "No day dawns for the slave, nor is it looked for. It is all night--night forever . . . ." (Pause) This quote was taken from Jermain Loguen, a fugitive who was the son of his Tennessee master and a slave woman.

Unusual Statement

Making a statement that is unusual to the ears of your listeners is another possibility for gaining their attention.

Example Text : "Follow the drinking gourd. That's what I said, friend, follow the drinking gourd." This phrase was used by slaves as a coded message to mean the Big Dipper, which revealed the North Star, and pointed toward freedom.

You might chose to use tasteful humor which relates to the topic as an effective way to attract the audience both to you and the subject at hand.

Example Text : "I'm feeling boxed in." [PAUSE] I'm not sure, but these may have been Henry "Box" Brown's very words after being placed on his head inside a box which measured 3 feet by 2 feet by 2 1\2 feet for what seemed to him like "an hour and a half." He was shipped by Adams Express to freedom in Philadelphia (Brown 60,92; Still 10).

Shocking Statistic

Another possibility to consider is the use of a factual statistic intended to grab your listener's attention. As you research the topic you've picked, keep your eyes open for statistics that will have impact.

Example Text : Today, John Elway's talents are worth millions, but in 1840 the price of a human life, a slave, was worth $1,000.00.

Example Text : Today I'd like to tell you about the Underground Railroad.

In your introduction, you need to adapt your speech to your audience. To keep audience members interested, tell them why your topic is important to them. To accomplish this task, you need to undertake audience analysis prior to creating the speech. Figure out who your audience members are, what things are important to them, what their biases may be, and what types of subjects/issues appeal to them. In the context of this class, some of your audience analysis is provided for you--most of your listeners are college students, so it is likely that they place some value on education, most of them are probably not bathing in money, and they live in Colorado. Consider these traits when you determine how to adapt to your audience.

As you research and write your speech, take note of references to issues that should be important to your audience. Include statements about aspects of your speech that you think will be of special interest to the audience in the introduction. By accomplishing this task, you give your listeners specific things with which they can identify. Audience adaptation will be included throughout the speech, but an effective introduction requires meaningful adaptation of the topic to the audience.

You need to find ways to get the members of your audience involved early in the speech. The following are some possible options to connect your speech to your audience:

Reference to the Occasion

Consider how the occasion itself might present an opportunity to heighten audience receptivity. Remind your listeners of an important date just passed or coming soon.

Example Text : This January will mark the 130th anniversary of a "giant interracial rally" organized by William Still which helped to end streetcar segregation in the city of Philadelphia (Katz i).

Reference to the Previous Speaker

Another possibility is to refer to a previous speaker to capitalize on the good will which already has been established or to build on the information presented.

Example Text : As Alice pointed out last week in her speech on the Olympic games of the ancient world, history can provide us with fascinating lessons.

The credibility statement establishes your qualifications as a speaker. You should come up with reasons why you are someone to listen to on this topic. Why do you have special knowledge or understanding of this topic? What can the audience learn from you that they couldn't learn from someone else? Credibility statements can refer to your extensive research on a topic, your life-long interest in an issue, your personal experience with a thing, or your desire to better the lives of your listeners by sifting through the topic and providing the crucial information.

Remember that Aristotle said that credibility, or ethos, consists of good sense, goodwill, and good moral character. Create the feeling that you possess these qualities by creatively stating that you are well-educated about the topic (good sense), that you want to help each member of the audience (goodwill), and that you are a decent person who can be trusted (good moral character). Once you establish your credibility, the audience is more likely to listen to you as something of an expert and to consider what you say to be the truth. It is often effective to include further references to your credibility throughout the speech by subtly referring to the traits mentioned above.

Show your listeners that you are qualified to speak by making a specific reference to a helpful resource. This is one way to demonstrate competence.

Example Text : In doing research for this topic, I came across an account written by one of these heroes that has deepened my understanding of the institution of slavery. Frederick Douglass', My Bondage and My Freedom, is the account of a man whose master's kindness made his slavery only more unbearable.

Your listeners want to believe that you have their best interests in mind. In the case of an informative speech, it is enough to assure them that this will be an interesting speech and that you, yourself, are enthusiastic about the topic.

Example Text : I hope you'll enjoy hearing about the heroism of the Underground Railroad as much as I have enjoyed preparing for this speech.

Preview the Main Points

The preview informs the audience about the speech's main points. You should preview every main body point and identify each as a separate piece of the body. The purpose of this preview is to let the audience members prepare themselves for the flow of the speech; therefore, you should word the preview clearly and concisely. Attempt to use parallel structure for each part of the preview and avoid delving into the main point; simply tell the audience what the main point will be about in general.

Use the preview to briefly establish your structure and then move on. Let the audience get a taste of how you will divide the topic and fulfill the thesis and then move on. This important tool will reinforce the information in the minds of your listeners. Here are two examples of a preview:

Simply identify the main points of the speech. Cover them in the same order that they will appear in the body of the presentation.

For example, the preview for a speech about kites organized topically might take this form: "First, I will inform you about the invention of the kite. Then, I will explain the evolution of the kite. Third, I will introduce you to the different types of kites. Finally, I will inform you about various uses for kites." Notice that this preview avoids digressions (e.g., listing the various uses for kites); you will take care of the deeper information within the body of the speech.

Example Text : I'll tell you about motivations and means of escape employed by fugitive slaves.

Chronological

For example, the preview for a speech about the Pony Express organized chronologically might take this form: "I'll talk about the Pony Express in three parts. First, its origins, second, its heyday, and third, how it came to an end." Notice that this preview avoids digressions (e.g., listing the reasons why the Pony Express came to an end); you will cover the deeper information within the body of the speech.

Example Text : I'll talk about it in three parts. First, its origins, second, its heyday, and third, how it came to an end.

After you accomplish the first five components of the introduction, you should make a clean transition to the body of the speech. Use this transition to signal a change and prepare the audience to begin processing specific topical information. You should round out the introduction, reinforce the excitement and interest that you created in the audience during the introduction, and slide into the first main body point.

Strategic organization helps increase the clarity and effectiveness of your speech. Four key issues are discussed in this section:

Organizational Patterns

Connective devices, references to outside research.

The body contains the bulk of information in your speech and needs to be clearly organized. Without clear organization, the audience will probably forget your information, main points, perhaps even your thesis. Some simple strategies will help you create a clear, memorable speech. Below are the four key issues used in organizing a speech.

Once you settle on a topic, you should decide which aspects of that topic are of greatest importance for your speech. These aspects become your main points. While there is no rule about how many main points should appear in the body of the speech, most students go with three main points. You must have at least two main points; aside from that rule, you should select your main points based on the importance of the information and the time limitations. Be sure to include whatever information is necessary for the audience to understand your topic. Also, be sure to synthesize the information so it fits into the assigned time frame. As you choose your main points, try to give each point equal attention within the speech. If you pick three main points, each point should take up roughly one-third of the body section of your speech.

There are four basic patterns of organization for an informative speech.

• Chronological order
• Spatial order
• Causal order
• Topical order

There are four basic patterns of organization for an informative speech. You can choose any of these patterns based on which pattern serves the needs of your speech.

Chronological Order

A speech organized chronologically has main points oriented toward time. For example, a speech about the Farm Aid benefit concert could have main points organized chronologically. The first main point focuses on the creation of the event; the second main point focuses on the planning stages; the third point focuses on the actual performance/concert; and the fourth point focuses on donations and assistance that resulted from the entire process. In this format, you discuss main points in an order that could be followed on a calendar or a clock.

Spatial Order

A speech organized spatially has main points oriented toward space or a directional pattern. The Farm Aid speech's body could be organized in spatial order. The first main point discusses the New York branch of the organization; the second main point discusses the Midwest branch; the third main point discusses the California branch of Farm Aid. In this format, you discuss main points in an order that could be traced on a map.

Causal Order

A speech organized causally has main points oriented toward cause and effect. The main points of a Farm Aid speech organized causally could look like this: the first main point informs about problems on farms and the need for monetary assistance; the second main point discusses the creation and implementation of the Farm Aid program. In this format, you discuss main points in an order that alerts the audience to a problem or circumstance and then tells the audience what action resulted from the original circumstance.

Topical Order

A speech organized topically has main points organized more randomly by sub-topics. The Farm Aid speech could be organized topically: the first main point discusses Farm Aid administrators; the second main point discusses performers; the third main point discusses sponsors; the fourth main point discusses audiences. In this format, you discuss main points in a more random order that labels specific aspects of the topic and addresses them in separate categories. Most speeches that are not organized chronologically, spatially, or causally are organized topically.

Within the body of your speech, you need clear internal structure. Connectives are devices used to create a clear flow between ideas and points within the body of your speech--they serve to tie the speech together. There are four main types of connective devices:

Transitions

Internal previews, internal summaries.

Within the body of your speech, you need clear internal structure. Think of connectives as hooks and ladders for the audience to use when moving from point-to-point within the body of your speech. These devices help re-focus the minds of audience members and remind them of which main point your information is supporting. The four main types of connective devices are:

Transitions are brief statements that tell the audience to shift gears between ideas. Transitions serve as the glue that holds the speech together and allow the audience to predict where the next portion of the speech will go. For example, once you have previewed your main points and you want to move from the introduction to the body of the Farm Aid speech, you might say: "To gain an adequate understanding of the intricacies of this philanthropic group, we need to look at some specific information about Farm Aid. We'll begin by looking at the administrative branch of this massive fund-raising organization."

Internal previews are used to preview the parts of a main point. Internal previews are more focused than, but serve the same purpose as, the preview you will use in the introduction of the speech. For example, you might create an internal preview for the complex main point dealing with Farm Aid performers: "In examining the Farm Aid performers, we must acknowledge the presence of entertainers from different genres of music--country and western, rhythm and blues, rock, and pop." The internal preview provides specific information for the audience if a main point is complex or potentially confusing.

Internal summaries are the reverse of internal previews. Internal summaries restate specific parts of a main point. To internally summarize the main point dealing with Farm Aid performers, you might say: "You now know what types of people perform at the Farm Aid benefit concerts. The entertainers come from a wide range of musical genres--country and western, rhythm and blues, rock, and pop." When using both internal previews and internal summaries, be sure to stylize the language in each so you do not become redundant.

Signposts are brief statements that remind the audience where you are within the speech. If you have a long point, you may want to remind the audience of what main point you are on: "Continuing my discussion of Farm Aid performers . . . "

When organizing the body of your speech, you will integrate several references to your research. The purpose of the informative speech is to allow you and the audience to learn something new about a topic. Additionally, source citations add credibility to your ideas. If you know a lot about rock climbing and you cite several sources who confirm your knowledge, the audience is likely to see you as a credible speaker who provides ample support for ideas.

Without these references, your speech is more like a story or a chance for you to say a few things you know. To complete this assignment satisfactorily, you must use source citations. Consult your textbook and instructor for specific information on how much supporting material you should use and about the appropriate style for source citations.

While the conclusion should be brief and tight, it has a few specific tasks to accomplish:

Re-assert/Reinforce the Thesis

Review the main points, close effectively.

Take a deep breath! If you made it to the conclusion, you are on the brink of finishing. Below are the tasks you should complete in your conclusion:

When making the transition to the conclusion, attempt to make clear distinctions (verbally and nonverbally) that you are now wrapping up the information and providing final comments about the topic. Refer back to the thesis from the introduction with wording that calls the original thesis into memory. Assert that you have accomplished the goals of your thesis statement and create the feeling that audience members who actively considered your information are now equipped with an understanding of your topic. Reinforce whatever mood/tone you chose for the speech and attempt to create a big picture of the speech.

Within the conclusion, re-state the main points of the speech. Since you have used parallel wording for your main points in the introduction and body, don't break that consistency in the conclusion. Frame the review so the audience will be reminded of the preview and the developed discussion of each main point. After the review, you may want to create a statement about why those main points fulfilled the goals of the speech.

Finish strongly. When you close your speech, craft statements that reinforce the message and leave the audience with a clear feeling about what was accomplished with your speech. You might finalize the adaptation by discussing the benefits of listening to the speech and explaining what you think audience members can do with the information.

Remember to maintain an informative tone for this speech. You should not persuade about beliefs or positions; rather, you should persuade the audience that the speech was worthwhile and useful. For greatest effect, create a closing line or paragraph that is artistic and effective. Much like the attention-getter, the closing line needs to be refined and practiced. Your close should stick with the audience and leave them interested in your topic. Take time to work on writing the close well and attempt to memorize it so you can directly address the audience and leave them thinking of you as a well-prepared, confident speaker.

Outlining an Informative Speech

Two types of outlines can help you prepare to deliver your speech. The complete sentence outline provides a useful means of checking the organization and content of your speech. The speaking outline is an essential aid for delivering your speech. In this section, we discuss both types of outlines.

Two types of outlines can help you prepare to deliver your speech. The complete sentence outline provides a useful means of checking the organization and content of your speech. The speaking outline is an essential aid for delivering your speech.

The Complete Sentence Outline

A complete sentence outline may not be required for your presentation. The following information is useful, however, in helping you prepare your speech.

The complete sentence outline helps you organize your material and thoughts and it serves as an excellent copy for editing the speech. The complete sentence outline is just what it sounds like: an outline format including every complete sentence (not fragments or keywords) that will be delivered during your speech.

Writing the Outline

You should create headings for the introduction, body, and conclusion and clearly signal shifts between these main speech parts on the outline. Use standard outline format. For instance, you can use Roman numerals, letters, and numbers to label the parts of the outline. Organize the information so the major headings contain general information and the sub-headings become more specific as they descend. Think of the outline as a funnel: you should make broad, general claims at the top of each part of the outline and then tighten the information until you have exhausted the point. Do this with each section of the outline. Be sure to consult with your instructor about specific aspects of the outline and refer to your course book for further information and examples.

Using the Outline

If you use this outline as it is designed to be used, you will benefit from it. You should start the outline well before your speech day and give yourself plenty of time to revise it. Attempt to have the final, clean copies ready two or three days ahead of time, so you can spend a day or two before your speech working on delivery. Prepare the outline as if it were a final term paper.

The Speaking Outline

Depending upon the assignment and the instructor, you may use a speaking outline during your presentation. The following information will be helpful in preparing your speech through the use of a speaking outline.

This outline should be on notecards and should be a bare bones outline taken from the complete sentence outline. Think of the speaking outline as train tracks to guide you through the speech.

Many speakers find it helpful to highlight certain words/passages or to use different colors for different parts of the speech. You will probably want to write out long or cumbersome quotations along with your source citation. Many times, the hardest passages to learn are those you did not write but were spoken by someone else. Avoid the temptation to over-do the speaking outline; many speakers write too much on the cards and their grades suffer because they read from the cards.

The best strategy for becoming comfortable with a speaking outline is preparation. You should prepare well ahead of time and spend time working with the notecards and memorizing key sections of your speech (the introduction and conclusion, in particular). Try to become comfortable with the extemporaneous style of speaking. You should be able to look at a few keywords on your outline and deliver eloquent sentences because you are so familiar with your material. You should spend approximately 80% of your speech making eye-contact with your audience.

Delivering an Informative Speech

For many speakers, delivery is the most intimidating aspect of public speaking. Although there is no known cure for nervousness, you can make yourself much more comfortable by following a few basic delivery guidelines. In this section, we discuss those guidelines.

The Five-Step Method for Improving Delivery

• Read aloud your full-sentence outline. Listen to what you are saying and adjust your language to achieve a good, clear, simple sentence structure.
• Practice the speech repeatedly from the speaking outline. Become comfortable with your keywords to the point that what you say takes the form of an easy, natural conversation.
• Practice the speech aloud...rehearse it until you are confident you have mastered the ideas you want to present. Do not be concerned about "getting it just right." Once you know the content, you will find the way that is most comfortable for you.
• Practice in front of a mirror, tape record your practice, and/or present your speech to a friend. You are looking for feedback on rate of delivery, volume, pitch, non-verbal cues (gestures, card-usage, etc.), and eye-contact.
• Do a dress rehearsal of the speech under conditions as close as possible to those of the actual speech. Practice the speech a day or two before in a classroom. Be sure to incorporate as many elements as possible in the dress rehearsal...especially visual aids.

It should be clear that coping with anxiety over delivering a speech requires significant advanced preparation. The speech needs to be completed several days beforehand so that you can effectively employ this five-step plan.

Anderson, Thad, & Ron Tajchman. (1994). Informative Speaking. Writing@CSU . Colorado State University. https://writing.colostate.edu/guides/guide.cfm?guideid=52

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

11.1 Informative Speeches

Learning objectives.

• Identify common topic categories for informative speeches.
• Identify strategies for researching and supporting informative speeches.
• Explain the different methods of informing.
• Employ strategies for effective informative speaking, including avoiding persuasion, avoiding information overload, and engaging the audience.

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

Creating an Informative Speech

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

Until the 1800s, even scientific fields and medicine relied on teaching that was based on debate and argument rather than the informative-based instruction that is used today.

Monash University – Surgery Workshop 2012 – CC BY-NC 2.0.

While most instruction is now verbal, for most of modern history, people learned by doing rather than listening, as apprenticeships were much more common than classroom-based instruction. So what facilitated the change from argumentative and demonstrative teaching to verbal and informative teaching? One reason for this change was the democratization of information. Technical information used to be jealously protected by individuals, families, or guilds. Now society generally believes that information should be shared and made available to all. The increasing complexity of fields of knowledge and professions also increased the need for informative speaking. Now one must learn a history or backstory before actually engaging with a subject or trade. Finally, much of the information that has built up over time has become commonly accepted; therefore much of the history or background information isn’t disputed and can now be shared in an informative rather than argumentative way.

Choosing an Informative Speech Topic

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

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

Subjects of informative speaking at the vocational level usually relate to a speaker’s professional experience or expertise.

Peter Long – Business Meeting – CC BY 2.0.

Since we don’t have time to research or organize content for impromptu informative speaking, these speeches may provide a less detailed summary of a topic within one of these categories. A broad informative speech topic could be tailored to fit any of these categories. As you draft your specific purpose and thesis statements, think about which category or categories will help you achieve your speech goals, and then use it or them to guide your research. Table 11.1 “Sample Informative Speech Topics by Category” includes an example of how a broad informative subject area like renewable energy can be adapted to each category as well as additional sample topics.

Table 11.1 Sample Informative Speech Topics by Category

Speeches about objects convey information about any nonhuman material things. Mechanical objects, animals, plants, and fictional objects are all suitable topics of investigation. Given that this is such a broad category, strive to pick an object that your audience may not be familiar with or highlight novel relevant and interesting facts about a familiar object.

Speeches about people focus on real or fictional individuals who are living or dead. These speeches require in-depth biographical research; an encyclopedia entry is not sufficient. Introduce a new person to the audience or share little-known or surprising information about a person we already know. Although we may already be familiar with the accomplishments of historical figures and leaders, audiences often enjoy learning the “personal side” of their lives.

Speeches about concepts are less concrete than speeches about objects or people, as they focus on ideas or notions that may be abstract or multifaceted. A concept can be familiar to us, like equality, or could literally be a foreign concept like qi (or chi ), which is the Chinese conception of the energy that flows through our bodies. Use the strategies discussed in this book for making content relevant and proxemic to your audience to help make abstract concepts more concrete.

Speeches about events focus on past occasions or ongoing occurrences. A particular day in history, an annual observation, or a seldom occurring event can each serve as interesting informative topics. As with speeches about people, it’s important to provide a backstory for the event, but avoid rehashing commonly known information.

Informative speeches about processes provide a step-by-step account of a procedure or natural occurrence. Speakers may walk an audience through, or demonstrate, a series of actions that take place to complete a procedure, such as making homemade cheese. Speakers can also present information about naturally occurring processes like cell division or fermentation.

Informative speeches about processes provide steps of a procedure, such as how to make homemade cheese.

Joel Kramer – curdle – CC BY 2.0.

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

Researching an Informative Speech Topic

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

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

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

To avoid boring an audience, effective informative speakers possess good research skills and the ability to translate information to be engaging and relevant for an audience.

Niall Kennedy – Sleep – CC BY-NC 2.0.

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

A good informative speech leaves the audience thinking long after the speech is done. Try to include some practical “takeaways” in your speech. I’ve learned many interesting and useful things from the informative speeches my students have done. Some of the takeaways are more like trivia information that is interesting to share—for example, how prohibition led to the creation of NASCAR. Other takeaways are more practical and useful—for example, how to get wine stains out of clothing and carpet or explanations of various types of student financial aid.

Organizing and Supporting an Informative Speech

You can already see that informing isn’t as easy as we may initially think. To effectively teach, a speaker must present quality information in an organized and accessible way. Once you have chosen an informative speech topic and put your research skills to the test in order to locate novel and engaging information, it’s time to organize and support your speech.

Organizational Patterns

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

Methods of Informing

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

Informing through Definition

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

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

An informative speaker could teach audience members about QR codes by defining them based on their use or function.

Douglas Muth – My QR Code – CC BY-SA 2.0.

A speaker can also define a topic using examples, which are cited cases that are representative of a larger concept. In an informative speech about anachronisms in movies and literature, a speaker might provide the following examples: the film Titanic shows people on lifeboats using flashlights to look for survivors from the sunken ship (such flashlights weren’t invented until two years later) (The Past in Pictures, 2012); Shakespeare’s play Julius Caesar includes a reference to a clock, even though no mechanical clocks existed during Caesar’s time (Scholasticus K., 2012). Examples are a good way to repackage information that’s already been presented to help an audience retain and understand the content of a speech. Later we’ll learn more about how repackaging information enhances informative speaking.

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

Informing through Description

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

Informing through Demonstration

When informing through demonstration , a speaker gives verbal directions about how to do something while also physically demonstrating the steps. Early morning infomercials are good examples of demonstrative speaking, even though they are also trying to persuade us to buy their “miracle product.” Whether straightforward or complex, it’s crucial that a speaker be familiar with the content of their speech and the physical steps necessary for the demonstration. Speaking while completing a task requires advanced psycho-motor skills that most people can’t wing and therefore need to practice. Tasks suddenly become much more difficult than we expect when we have an audience. Have you ever had to type while people are reading along with you? Even though we type all the time, even one extra set of eyes seems to make our fingers more clumsy than usual.

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

Television chefs inform through demonstration. Although they make it seem easy, it is complex and difficult.

Gordonramsaysubmissions – gordon ramsay 7 – CC BY 2.0.

Part of this practice also involves meeting time limits. Since television segments are limited and chefs may be demonstrating and speaking live, they have to be able to adapt as needed. Demonstration speeches are notorious for going over time, especially if speakers haven’t practiced with their visual aids / props. Be prepared to condense or edit as needed to meet your time limit. The reality competition show The Next Food Network Star captures these difficulties, as many experienced cooks who have the content knowledge and know how to physically complete their tasks fall apart when faced with a camera challenge because they just assumed they could speak and cook at the same time.

Tips for Demonstration Speeches

• Include personal stories and connections to the topic, in addition to the “how-to” information, to help engage your audience.
• Ask for audience volunteers (if appropriate) to make the demonstration more interactive.
• Include a question-and-answer period at the end (if possible) so audience members can ask questions and seek clarification.
• Follow an orderly progression. Do not skip around or backtrack when reviewing the steps.
• Use clear signposts like first , second , and third .
• Use orienting material like internal previews and reviews, and transitions.
• Group steps together in categories, if needed, to help make the information more digestible.
• Assess the nonverbal feedback of your audience. Review or slow down if audience members look lost or confused.
• Practice with your visual aids / props many times. Things suddenly become more difficult and complicated than you expect when an audience is present.
• Practice for time and have contingency plans if you need to edit some information out to avoid going over your time limit.

Informing through Explanation

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

“Getting Plugged In”

TED Talks as a Model of Effective Informative Speaking

Over the past few years, I have heard more and more public speaking teachers mention their use of TED speeches in their classes. What started in 1984 as a conference to gather people involved in Technology, Entertainment, and Design has now turned into a worldwide phenomenon that is known for its excellent speeches and presentations, many of which are informative in nature. [1] The motto of TED is “Ideas worth spreading,” which is in keeping with the role that we should occupy as informative speakers. We should choose topics that are worth speaking about and then work to present them in such a way that audience members leave with “take-away” information that is informative and useful. TED fits in with the purpose of the “Getting Plugged In” feature in this book because it has been technology focused from the start. For example, Andrew Blum’s speech focuses on the infrastructure of the Internet, and Pranav Mistry’s speech focuses on a new technology he developed that allows for more interaction between the physical world and the world of data. Even speakers who don’t focus on technology still skillfully use technology in their presentations, as is the case with David Gallo’s speech about exotic underwater life. Here are links to all these speeches:

• Andrew Blum’s speech: What Is the Internet, Really? http://www.ted.com/talks/andrew_blum_what_is_the_internet_really.html
• Pranav Mistry’s speech: The Thrilling Potential of Sixth Sense Technology. http://www.ted.com/talks/pranav_mistry_the_thrilling_potential_of_sixthsense_technology.html
• David Gallo’s speech: Underwater Astonishments. http://www.ted.com/talks/david_gallo_shows_underwater_astonishments.html
• What can you learn from the TED model and/or TED speakers that will help you be a better informative speaker?
• In what innovative and/or informative ways do the speakers reference or incorporate technology in their speeches?

Effective Informative Speaking

There are several challenges to overcome to be an effective informative speaker. They include avoiding persuasion, avoiding information overload, and engaging your audience.

Avoiding Persuasion

We should avoid thinking of informing and persuading as dichotomous, meaning that it’s either one or the other. It’s more accurate to think of informing and persuading as two poles on a continuum, as in Figure 11.1 “Continuum of Informing and Persuading” (Olbricht, 1968). Most persuasive speeches rely on some degree of informing to substantiate the reasoning. And informative speeches, although meant to secure the understanding of an audience, may influence audience members’ beliefs, attitudes, values, or behaviors.

Figure 11.1 Continuum of Informing and Persuading

Speakers can look to three areas to help determine if their speech is more informative or persuasive: speaker purpose, function of information, and audience perception (Verderber, 1991). First, for informative speaking, a speaker’s purpose should be to create understanding by sharing objective, factual information. Specific purpose and thesis statements help establish a speaker’s goal and purpose and can serve as useful reference points to keep a speech on track. When reviewing your specific purpose and thesis statement, look for words like should / shouldn’t , good / bad , and right / wrong , as these often indicate a persuasive slant in the speech.

Second, information should function to clarify and explain in an informative speech. Supporting materials shouldn’t function to prove a thesis or to provide reasons for an audience to accept the thesis, as they do in persuasive speeches. Although informative messages can end up influencing the thoughts or behaviors of audience members, that shouldn’t be the goal.

Third, an audience’s perception of the information and the speaker helps determine whether a speech is classified as informative or persuasive. The audience must perceive that the information being presented is not controversial or disputed, which will lead audience members to view the information as factual. The audience must also accept the speaker as a credible source of information. Being prepared, citing credible sources, and engaging the audience help establish a speaker’s credibility. Last, an audience must perceive the speaker to be trustworthy and not have a hidden agenda. Avoiding persuasion is a common challenge for informative speakers, but it is something to consider, as violating the speaking occasion may be perceived as unethical by the audience. Be aware of the overall tone of your speech by reviewing your specific purpose and thesis to make sure your speech isn’t tipping from informative to persuasive.

Words like should / shouldn’t , good / bad , and right / wrong in a specific purpose and/or thesis statement often indicate that the speaker’s purpose is tipping from informative to persuasive.

Hans Splinter – balance – CC BY-ND 2.0.

Avoiding Information Overload

Many informative speakers have a tendency to pack a ten-minute speech with as much information as possible. This can result in information overload , which is a barrier to effective listening that occurs when a speech contains more information than an audience can process. Editing can be a difficult task, but it’s an important skill to hone, because you will be editing more than you think. Whether it’s reading through an e-mail before you send it, condensing a report down to an executive summary, or figuring out how to fit a client’s message on the front page of a brochure, you will have to learn how to discern what information is best to keep and what can be thrown out. In speaking, being a discerning editor is useful because it helps avoid information overload. While a receiver may not be attracted to a brochure that’s covered in text, they could take the time to read it, and reread it, if necessary. Audience members cannot conduct their own review while listening to a speaker live. Unlike readers, audience members can’t review words over and over (Verderber, 1991). Therefore competent speakers, especially informative speakers who are trying to teach their audience something, should adapt their message to a listening audience. To help avoid information overload, adapt your message to make it more listenable.

Although the results vary, research shows that people only remember a portion of a message days or even hours after receiving it (Janusik, 2012). If you spend 100 percent of your speech introducing new information, you have wasted approximately 30 percent of your time and your audience’s time. Information overload is a barrier to effective listening, and as good speakers, we should be aware of the limitations of listening and compensate for that in our speech preparation and presentation. I recommend that my students follow a guideline that suggests spending no more than 30 percent of your speech introducing new material and 70 percent of your speech repackaging that information. I specifically use the word repackaging and not repeating . Simply repeating the same information would also be a barrier to effective listening, since people would just get bored. Repackaging will help ensure that your audience retains most of the key information in the speech. Even if they don’t remember every example, they will remember the main underlying point.

Avoiding information overload requires a speaker to be a good translator of information. To be a good translator, you can compare an unfamiliar concept with something familiar, give examples from real life, connect your information to current events or popular culture, or supplement supporting material like statistics with related translations of that information. These are just some of the strategies a good speaker can use. While translating information is important for any oral presentation, it is especially important when conveying technical information. Being able to translate complex or technical information for a lay audience leads to more effective informing, because the audience feels like they are being addressed on their level and don’t feel lost or “talked down to.” The History Channel show The Universe provides excellent examples of informative speakers who act as good translators. The scientists and experts featured on the show are masters of translating technical information, like physics, into concrete examples that most people can relate to based on their everyday experiences.

Comparing the turbulent formation of the solar system to the collisions of bumper bars and spinning rides at an amusement park makes the content more concrete.

Alexander Svensson – Ferris Wheel – CC BY 2.0.

Following the guidelines established in Chapter 9 “Preparing a Speech” for organizing a speech can also help a speaker avoid information overload. Good speakers build in repetition and redundancy to make their content more memorable and their speech more consumable. Preview statements, section transitions, and review statements are some examples of orienting material that helps focus an audience’s attention and facilitates the process of informing (Verderber, 1991).

Engaging Your Audience

As a speaker, you are competing for the attention of your audience against other internal and external stimuli. Getting an audience engaged and then keeping their attention is a challenge for any speaker, but it can be especially difficult when speaking to inform. As was discussed earlier, once you are in the professional world, you will most likely be speaking informatively about topics related to your experience and expertise. Some speakers fall into the trap of thinking that their content knowledge is enough to sustain them through an informative speech or that their position in an organization means that an audience will listen to them and appreciate their information despite their delivery. Content expertise is not enough to be an effective speaker. A person must also have speaking expertise (Verderber, 1991). Effective speakers, even renowned experts, must still translate their wealth of content knowledge into information that is suited for oral transmission, audience centered, and well organized. I’m sure we’re all familiar with the stereotype of the absentminded professor or the genius who thinks elegantly in his or her head but can’t convey that same elegance verbally. Having well-researched and organized supporting material is an important part of effective informative speaking, but having good content is not enough.

Audience members are more likely to stay engaged with a speaker they view as credible. So complementing good supporting material with a practiced and fluent delivery increases credibility and audience engagement. In addition, as we discussed earlier, good informative speakers act as translators of information. Repackaging information into concrete familiar examples is also a strategy for making your speech more engaging. Understanding relies on being able to apply incoming information to life experiences.

Repackaging information is also a good way to appeal to different learning styles, as you can present the same content in various ways, which helps reiterate a point. While this strategy is useful with any speech, since the goal of informing is teaching, it makes sense to include a focus on learning within your audience adaptation. There are three main learning styles that help determine how people most effectively receive and process information: visual, auditory, and kinesthetic (Fleming, 2012). Visual learners respond well to information presented via visual aids, so repackage information using text, graphics, charts and other media. Public speaking is a good way to present information for auditory learners who process information well when they hear it. Kinesthetic learners are tactile; they like to learn through movement and “doing.” Asking for volunteers to help with a demonstration, if appropriate, is a way to involve kinesthetic learners in your speech. You can also have an interactive review activity at the end of a speech, much like many teachers incorporate an activity after a lesson to reinforce the material.

“Getting Real”

Technical Speaking

People who work in technical fields, like engineers and information technology professionals, often think they will be spared the task of public speaking. This is not the case, however, and there is actually a branch of communication studies that addresses public speaking matters for “techies.” The field of technical communication focuses on how messages can be translated from expert to lay audiences. I actually taught a public speaking class for engineering students, and they basically had to deliver speeches about the things they were working on in a way that I could understand. I ended up learning a lot more about jet propulsion and hybrid car engines than I ever expected!

Have you ever been completely lost when reading an instruction manual for some new product you purchased? Have you ever had difficulty following the instructions of someone who was trying to help you with a technical matter? If so, you’ve experienced some of the challenges associated with technical speaking. There are many careers where technical speaking skills are needed. According to the Society for Technical Communication, communicating about specialized or technical topics, communicating by using technology, and providing instructions about how to do something are all examples of technical speaking (Society for Technical Communication, 2012). People with technical speaking skills offer much to organizations and businesses. They help make information more useable and accessible to customers, clients, and employees. They can help reduce costs to a business by reducing unnecessary work that results from misunderstandings of instructions, by providing clear information that allows customers to use products without training or technical support and by making general information put out by a company more user friendly. Technical speakers are dedicated to producing messages that are concise, clear, and coherent (Society for Technical Communication, 2012). Such skills are used in the following careers: technical writers and editors, technical illustrators, visual designers, web designers, customer service representatives, salespeople, spokespeople, and many more.

• What communication skills that you’ve learned about in the book so far do you think would be important for a technical speaker?
• Identify instances in which you have engaged in technical speaking or received information from a technical speaker. Based on what you have learned in this chapter, were the speakers effective or not, and why?

Sample Informative Speech

Title: Going Green in the World of Education

General purpose: To inform

Specific purpose: By the end of my speech, the audience will be able to describe some ways in which schools are going green.

Thesis statement: The green movement has transformed school buildings, how teachers teach, and the environment in which students learn.

Introduction

Attention getter: Did you know that attending or working at a green school can lead students and teachers to have less health problems? Did you know that allowing more daylight into school buildings increases academic performance and can lessen attention and concentration challenges? Well, the research I will cite in my speech supports both of these claims, and these are just two of the many reasons why more schools, both grade schools and colleges, are going green.

Introduction of topic: Today, I’m going to inform you about the green movement that is affecting many schools.

Credibility and relevance: Because of my own desire to go into the field of education, I decided to research how schools are going green in the United States. But it’s not just current and/or future teachers that will be affected by this trend. As students at Eastern Illinois University, you are already asked to make “greener” choices. Whether it’s the little signs in the dorm rooms that ask you to turn off your lights when you leave the room, the reusable water bottles that were given out on move-in day, or even our new Renewable Energy Center, the list goes on and on. Additionally, younger people in our lives, whether they be future children or younger siblings or relatives, will likely be affected by this continuing trend.

Preview statement: In order to better understand what makes a “green school,” we need to learn about how K–12 schools are going green, how college campuses are going green, and how these changes affect students and teachers.

Transition: I’ll begin with how K–12 schools are going green.

• In order to garner support for green initiatives, the article recommends that local leaders like superintendents, mayors, and college administrators become involved in the green movement.
• Once local leaders are involved, the community, students, parents, faculty, and staff can be involved by serving on a task force, hosting a summit or conference, and implementing lessons about sustainability into everyday conversations and school curriculum.
• The US Green Building Council’s website also includes a tool kit with a lot of information about how to “green” existing schools.
• For example, Fossil Ridge High School in Fort Collins, Colorado, was built in 2006 and received LEED certification because it has automatic light sensors to conserve electricity and uses wind energy to offset nonrenewable energy use.
• To conserve water, the school uses a pond for irrigation, has artificial turf on athletic fields, and installed low-flow toilets and faucets.
• According to the 2006 report by certified energy manager Gregory Kats titled “Greening America’s Schools,” a LEED certified school uses 30–50 percent less energy, 30 percent less water, and reduces carbon dioxide emissions by 40 percent compared to a conventional school.
• Many new building materials, carpeting, and furniture contain chemicals that are released into the air, which reduces indoor air quality.
• So green schools purposefully purchase materials that are low in these chemicals.
• Natural light and fresh air have also been shown to promote a healthier learning environment, so green buildings allow more daylight in and include functioning windows.

Transition: As you can see, K–12 schools are becoming greener; college campuses are also starting to go green.

• According to the Sturm College of Law’s website, the building was designed to use 40 percent less energy than a conventional building through the use of movement-sensor lighting; high-performance insulation in the walls, floors, and roof; and infrared sensors on water faucets and toilets.
• Electric car recharging stations were also included in the parking garage, and the building has extra bike racks and even showers that students and faculty can use to freshen up if they bike or walk to school or work.
• Some of the dining halls on campus have gone “trayless,” which according to a 2009 article by Calder in the journal Independent School has the potential to dramatically reduce the amount of water and chemical use, since there are no longer trays to wash, and also helps reduce food waste since people take less food without a tray.
• The Renewable Energy Center uses slow-burn technology to use wood chips that are a byproduct of the lumber industry that would normally be discarded.
• This helps reduce our dependency on our old coal-fired power plant, which reduces greenhouse gas emissions.
• The project was the first known power plant to be registered with the US Green Building Council and is on track to receive LEED certification.

Transition: All these efforts to go green in K–12 schools and on college campuses will obviously affect students and teachers at the schools.

• Many schools are literally going green by including more green spaces such as recreation areas, gardens, and greenhouses, which according to a 2010 article in the Journal of Environmental Education by University of Colorado professor Susan Strife has been shown to benefit a child’s cognitive skills, especially in the areas of increased concentration and attention capacity.
• Additionally, the report I cited earlier, “Greening America’s Schools,” states that the improved air quality in green schools can lead to a 38 percent reduction in asthma incidents and that students in “green schools” had 51 percent less chance of catching a cold or the flu compared to children in conventional schools.
• The report “Greening America’s Schools” notes that a recent synthesis of fifty-three studies found that more daylight in the school building leads to higher academic achievement.
• The report also provides data that show how the healthier environment in green schools leads to better attendance and that in Washington, DC, and Chicago, schools improved their performance on standardized tests by 3–4 percent.
• According to the article in Education Week that I cited earlier, the Sustainability Education Clearinghouse is a free online tool that provides K–12 educators with the ability to share sustainability-oriented lesson ideas.
• The Center for Green Schools also provides resources for all levels of teachers, from kindergarten to college, that can be used in the classroom.
• The report “Greening America’s Schools” claims that the overall improved working environment that a green school provides leads to higher teacher retention and less teacher turnover.
• Just as students see health benefits from green schools, so do teachers, as the same report shows that teachers in these schools get sick less, resulting in a decrease of sick days by 7 percent.

Transition to conclusion and summary of importance: In summary, the going-green era has impacted every aspect of education in our school systems.

Review of main points: From K–12 schools to college campuses like ours, to the students and teachers in the schools, the green movement is changing the way we think about education and our environment.

Closing statement: As Glenn Cook, the editor in chief of the American School Board Journal , states on the Center for Green Schools’s website, “The green schools movement is the biggest thing to happen to education since the introduction of technology to the classroom.”

Ash, K. (2011). “Green schools” benefit budgets and students, report says. Education Week , 30 (32), 10.

Calder, W. (2009). Go green, save green. Independent School , 68 (4), 90–93.

The Center for Green Schools. (n.d.). K–12: How. Retrieved from http://www.centerforgreenschools.org/main-nav/k-12/buildings.aspx

Eastern Illinois University. (n.d.). Renewable Energy Center. Retrieved from http://www.eiu.edu/sustainability/eiu_renewable.php

Kats, G. (2006). Greening America’s schools: Costs and benefits. A Capital E Report. Retrieved from http://www.usgbc.org/ShowFile.aspx?DocumentID=2908

Strife, S. (2010). Reflecting on environmental education: Where is our place in the green movement? Journal of Environmental Education , 41 (3), 179–191. doi:10.1080/00958960903295233

Sturm College of Law. (n.d.). About DU law: Building green. Retrieved from http://www.law.du.edu/index.php/about/building-green

USGBC. (n.d.). About us. US Green Building Council . Retrieved from https://new.usgbc.org/about

Key Takeaways

• Getting integrated: Informative speaking is likely the type of public speaking we will most often deliver and be audience to in our lives. Informative speaking is an important part of academic, professional, personal, and civic contexts.
• Informative speeches teach an audience through objective factual information and can emerge from one or more of the following categories: objects, people, concepts, events, processes, and issues.
• Effective informative speaking requires good research skills, as speakers must include novel information, relevant and proxemic examples, and “take-away” information that audience members will find engaging and useful.

The four primary methods of informing are through definition, description, demonstration, or explanation.

• Informing through definition entails defining concepts clearly and concisely using synonyms and antonyms, use or function, example, or etymology.
• Informing through description entails creating detailed verbal pictures for your audience.
• Informing through demonstration entails sharing verbal directions about how to do something while also physically demonstrating the steps.
• Informing through explanation entails sharing how something works, how something came to be, or why something happened.
• An effective informative speaker should avoid persuasion by reviewing the language used in the specific purpose and thesis statements, using objective supporting material, and appearing trustworthy to the audience.
• An effective informative speaker should avoid information overload by repackaging information and building in repetition and orienting material like reviews and previews.
• An effective informative speaker engages the audience by translating information into relevant and concrete examples that appeal to different learning styles.
• Getting integrated: How might you use informative speaking in each of the following contexts: academic, professional, personal, and civic?
• Brainstorm potential topics for your informative speech and identify which topic category each idea falls into. Are there any risks of persuading for the topics you listed? If so, how can you avoid persuasion if you choose that topic?
• Of the four methods of informing (through definition, description, demonstration, or explanation), which do you think is most effective for you? Why?

Fleming, N., “The VARK Helpsheets,” accessed March 6, 2012, http://www.vark-learn.com/english/page.asp?p=helpsheets .

Janusik, L., “Listening Facts,” accessed March 6, 2012, http://d1025403.site.myhosting.com/files.listen.org/Facts.htm .

Olbricht, T. H., Informative Speaking (Glenview, IL: Scott, Foresman, 1968), 1–12.

Oxford English Dictionary Online, accessed March 6, 2012, http://www.oed.com .

The Past in Pictures, “Teaching Using Movies: Anachronisms!” accessed March 6, 2012, http://www.thepastinthepictures.wildelearning.co.uk/Introductoryunit!.htm .

Scholasticus K, “Anachronism Examples in Literature,” February 2, 2012, accessed March 6, 2012, http://www.buzzle.com/articles/anachronism-examples-in-literature.html .

Society for Technical Communication, “Defining Technical Communication,” accessed March 6, 2012, http://www.stc.org/about-stc/the-profession-all-about-technical-communication/defining-tc .

Verderber, R., Essentials of Informative Speaking: Theory and Contexts (Belmont, CA: Wadsworth, 1991), 3.

Vuong, A., “Wanna Read That QR Code? Get the Smartphone App,” The Denver Post , April 18, 2011, accessed March 6, 2012, http://www.denverpost.com/business/ci_17868932 .

• “About TED,” accessed October 23, 2012, http://www.ted.com/pages/about . ↵

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49 Types of Informative Speeches

While the topics to choose from for informative speeches are nearly limit- less, they can generally be pared down into five broad categories. Understanding the type of informative speech that you will be giving can help you to figure out the best way to organize, research, and prepare for it, as will be discussed below.

Type 1: History

A common approach to selecting an informative speech topic is to discuss the history or development of something. With so much of human knowledge available via the Internet, finding information about the origins and evolution of almost anything is much easier than it has ever been (with the disclaimer that there are quite a few websites out there with false information). With that in mind, some of the areas that a historical informative speech could cover would include:

(Example: the baseball; the saxophone). Someone at some point in history was the first to develop what is considered the modern baseball. Who was it? What was it originally made of? How did it evolve into the baseball that is used by Major League Baseball today?

(Example: your college; DisneyWorld). There is a specific year that you college or university opened, a specific number of students who were initially enrolled, and often colleges and universities have name and mission changes. All of these facts can be used to provide an overall understanding of the college and its history. Likewise, the DisneyWorld of today is different from the DisneyWorld of the early 1970s; the design has developed over the last fifty years.

(Example: democracy; freedom of speech). It is possible to provide facts on an idea, although in some cases the information may be less precise. For example, while no one can definitively point to a specific date or individual who first developed the concept of democracy, it is known to have been conceived in ancient Greece (Raaflaub, Ober, & Wallace, 2007). By looking at the civilizations and cultures that adopted forms of democracy throughout history, it is possible to provide an audience with a better understanding of how the idea has been shaped into what it has become today.

Type 2: Biography

A biography is similar to a history, but in this case the subject is specifically a person, whether living or deceased. For the purposes of this class, biographies should focus on people of some note or fame, since doing research on people who are not at least mildly well-known could be difficult. But again, as with histories, there are specific and irrefutable facts that can help provide an overview of someone’s life, such as dates that President Lincoln was born (February 12, 1809) and died (April 15, 1865) and the years he was in office as president (1861-1865).

This might be a good place to address research and support. The basic dates of Abraham Lincoln’s life could be found in multiple sources and you would not have to cite the source in that case. But it you use the work of a specific historian to explain how Lincoln was able to win the presidency in the tumultuous years before the Civil War, that would need a citation of that author and the publication.

Type 3: Processes

Examples of process speech topics would be how to bake chocolate chip cookies; how to throw a baseball; how a nuclear reactor works; how a bill works its way through Congress.

Process speeches are sometimes referred to as demonstration or “how to” speeches because they often entail demonstrating something. These speeches require you to provide steps that will help your audience understand how to accomplish a specific task or process. However, How To speeches can be tricky in that there are rarely universally agreed upon (i.e. irrefutable) ways to do anything. If your professor asked the students in his or her public speaking class to each bring in a recipe for baking chocolate chip cookies, would all of them be the exact same recipe?

Probably not, but they would all be similar and, most importantly, they would all give you chocolate chip cookies as the end result. Students giving a demonstration speech will want to avoid saying “You should bake the cookies for 12 minutes” since that is not how everyone does it. Instead, the student should say something like:

“You can bake the cookies for 10 minutes.”

“One option is to bake the cookies for 10 minutes.”

“This particular recipe calls for the cookies to be baked for 10 minutes.”

Each of the previous three statements is absolutely a fact that no one can argue or disagree with. While some people may say 12 minutes is too long or too short (depending on how soft or hard they like their cookies), no one can reasonably argue that these statements are not true.

On the other hand, there is a second type of process speech that focuses not on how the audience can achieve a result, such as changing oil in their cars or cooking something, but on how a process is achieved. The goal is understanding and not performance. After a speech on how to change a car tire, the audience members could probably do it (they might not want to, but they would know the steps). However, after a speech on how a bill goes through Congress, the audience would understand this important part of democracy but not be ready to serve in Congress.

Type 4: Ideas and Concepts

Sometimes an informative speech is designed to explain an idea or concept. What does democracy mean? What is justice? In this case, you will want to do two things. First, use the definition methods listed in Chapter 6, such as classification and differentiation. The second is to make your concept concrete, real, and specific for your audience with examples.

Type 5: Categories or divisions

Sometimes an informative speech topic doesn’t lend itself to a specific type of approach, and in those cases the topics tend to fall into a “general” category of informative speeches. For example, if a student wanted to give an informative speech on the four “C’s” of diamonds (cut, carat, color, and clarity), they certainly wouldn’t approach it as if they were providing the history of diamonds, nor would they necessarily be informing anyone on “how to” shop for or buy diamonds or how diamonds are mined. The approach in this case would simply be to inform an audience on the four “C’s” and what they mean. Other examples of this type of informative speech would be positions in playing volleyball or the customs to know when traveling in China.

As stated above, identifying the type of informative speech being given can help in several ways (conducting research, writing the introduction and conclusion), but perhaps the biggest benefit is that the type of informative speech being given will help determine, to some degree, the organizational pattern that will need to be used (see Chapter 6). For example, a How To speech must be in chronological order. There really isn’t a way (or reason) to present a How To speech other than how the process is done in a time sequence. That is to say, for a speech on how to bake chocolate chip cookies, getting the ingredients (Main Point 1) must come before mixing the ingredients (Main Point 2), which must come before baking them (Main Point 3). Putting them in any other order will only confuse the audience.

Similarly, most Histories and Biographies will be organized chronologically, but not always. It makes sense to explain the history of the baseball from when it was first developed to where it is today, but certain approach es to Histories and Biographies can make that irrelevant. For an informative speech on Benjamin Franklin, a student might choose as his or her three main points: 1) His time as a printer, 2) His time as an inventor, 3) His time as a diplomat. These main points are not in strict chronological order because Franklin was a printer, inventor, and diplomat at the same time during periods of his whole life. However, this example would still be one way to inform an audience about him without using the chronological organizational pattern.

As for general informative speeches, since the topics that can be included in this category are very diverse and cover a range of subject matter, the way they are organized will be varied as well. However, if the topic is “types of” something or “kinds of” something, the organizational pattern would be topical; if it were the layout of a location, such as the White House, it would be spatial (refer to Chapter 6 for more on Organization).

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13.1 What is an Informative Speech?

An informative speech can first be defined as a speech based entirely and exclusively on facts. Basically, an informative speech conveys knowledge, a task that every person engages in every day in some form or another. Whether giving someone who is lost driving directions, explaining the specials of the day as a server, or describing the plot of a movie to friends, people engage in forms of informative speaking daily. Secondly, an informative speech does not attempt to convince the audience that one thing is better than another. It does not advocate a course of action.

Consider the following two statements:

George Washington was the first President of the United States.

In each case, the statement made is what can be described as irrefutable, meaning a statement or claim that cannot be argued. In the first example, even small children are taught that having two apples and then getting two more apples will result in having four apples. This statement is irrefutable in that no one in the world will (or should!) argue this: It is a fact.

Similarly, with the statement “George Washington was the first President of the United States,” this again is an irrefutable fact. If you asked one hundred history professors and read one hundred history textbooks, the professors and textbooks would all say the same thing: Washington was the first president. No expert, reliable source, or person with any common sense would argue about this.

(Someone at this point might say, “No, John Hanson was the first president.” However, he was president under the Articles of Confederation for a short period—November 5, 1781, to November 3, 1782—not under our present Constitution. This example shows the importance of stating your facts clearly and precisely and being able to cite their origins.)

Informative Speech is Not a Persuasive Speech

Informative speech is fundamentally different from a persuasive speech in that it does not incorporate opinion as its basis. This can be the tricky part of developing an informative speech, because some opinion statements sometimes sound like facts (since they are generally agreed upon by many people), but are really opinion. For example, in an informative speech on George Washington, you might say, “George Washington was one of the greatest presidents in the history of the United States.” While this statement may be agreed upon by most people, it is possible for some people to disagree and argue the opposite point of view. The statement “George Washington was one of the greatest presidents in the history of the United States” is not irrefutable, meaning someone could argue this claim. If, however, you present the opinion as an opinion from a source, that is acceptable: it is a fact that someone (hopefully someone with expertise) holds the opinion. You do not want your central idea, your main points, and the majority of your supporting material to be opinion or argument in an informative speech.

Unlike in persuasive speeches, in an informative speech, you should never take sides on an issue, nor should you “spin” the issue in order to influence the opinions of the listeners. Even if you are informing the audience about differences in views on controversial topics, you should simply and clearly describe and explain the issues. This is not to say, however, that the audience’s needs and interests have nothing to do with the informative speech. We come back to the WIIFM principle (“What’s in it for me?”) because even though an informative speech is fact-based, it still needs to relate to people’s lives in order to maintain their attention.

Why Informative Speech Is Important

The question may arise here, “If we can find anything on the Internet now, why bother to give an informative speech?” The answer lies in the unique relationship between audience and speaker found in the public speaking context. The speaker can choose to present information that is of most value to the audience. Secondly, the speaker is not just overloading the audience with data. As we have mentioned before, that’s not really a good idea because audiences cannot remember great amounts of data and facts after listening. The focus of the content is what matters. This is where the specific purpose and central idea come into play. Remember, public speaking is not a good way to “dump data” on the audience, but to make information meaningful.

Finally, although we have stressed that the informative speech is fact-based and does not have the purpose of persuasion, information still has an indirect effect on someone. If a classmate gives a speech on correctly using the Heimlich Maneuver to help a choking victim, the side effect (and probably desired result) is that the audience would use it when confronted with the situation.

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14.2 Types of Informative Speeches

While the topics to choose from for informative speeches are nearly limitless, they can generally be pared down into five broad categories. Understanding the type of informative speech that you will be giving can help you to figure out the best way to organize, research, and prepare for it, as will be discussed below.

Type 1: History

A common approach to selecting an informative speech topic is to discuss the history or development of something. With so much of human knowledge available via the Internet, finding information about the origins and evolution of almost anything is much easier than it has ever been (with the disclaimer that there are quite a few websites out there with false information). With that in mind, some of the areas that a historical informative speech could cover would include:

(Example: the baseball; the saxophone). Someone at some point in history was the first to develop what is considered the modern baseball. Who was it? What was it originally made of? How did it evolve into the baseball that is used by Major League Baseball today?

(Example: your college; Disney World). There is a specific year that you college or university opened, a specific number of students who were initially enrolled, and often colleges and universities have name and mission changes. All of these facts can be used to provide an overall understanding of the college and its history. Likewise, the Disney World of today is different from the Disney World of the early 1970s; the design has developed over the last fifty years.

(Example: democracy; freedom of speech). It is possible to provide facts on an idea, although in some cases the information may be less precise. For example, while no one can definitively point to a specific date or individual who first developed the concept of democracy, it is known to have been conceived in ancient Greece (Raaflaub, Ober, & Wallace, 2007). By looking at the civilizations and cultures that adopted forms of democracy throughout history, it is possible to provide an audience with a better understanding of how the idea has been shaped into what it has become today.

Type 2: Biography

A biography is similar to a history, but in this case the subject is specifically a person, whether living or deceased. For the purposes of this class, biographies should focus on people of some note or fame, since doing research on people who are not at least mildly well-known could be difficult. But again, as with histories, there are specific and irrefutable facts that can help provide an overview of someone’s life, such as dates that President Lincoln was born (February 12, 1809) and died (April 15, 1865) and the years he was in office as president (1861-1865).

This might be a good place to address research and support. The basic dates of Abraham Lincoln’s life could be found in multiple sources and you would not have to cite the source in that case. But if you use the work of a specific historian to explain how Lincoln was able to win the presidency in the tumultuous years before the Civil War, that would need a citation of that author and the publication.

Type 3: Processes

Examples of process speech topics would be how to bake chocolate chip cookies; how to throw a baseball; how a nuclear reactor works; how a bill works its way through Congress.

Process speeches are sometimes referred to as demonstration or “how to” speeches because they often entail demonstrating something. These speeches require you to provide steps that will help your audience understand how to accomplish a specific task or process. However, How To speeches can be tricky in that there are rarely universally agreed upon (i.e. irrefutable) ways to do anything. If your professor asked the students in his or her public speaking class to each bring in a recipe for baking chocolate chip cookies, would all of them be the exact same recipe?

Probably not, but they would all be similar and, most importantly, they would all give you chocolate chip cookies as the end result. Students giving a demonstration speech will want to avoid saying “You should bake the cookies for 12 minutes” since that is not how everyone does it. Instead, the student should say something like:

“You can bake the cookies for 10 minutes.” “One option is to bake the cookies for 10 minutes.” “This particular recipe calls for the cookies to be baked for 10 minutes.”

Each of the previous three statements is absolutely a fact that no one can argue or disagree with. While some people may say 12 minutes is too long or too short (depending on how soft or hard they like their cookies), no one can reasonably argue that these statements are not true.

On the other hand, there is a second type of process speech that focuses not on how the audience can achieve a result, such as changing oil in their cars or cooking something, but on how a process is achieved. The goal is understanding and not performance. After a speech on how to change a car tire, the audience members could probably do it (they might not want to, but they would know the steps). However, after a speech on how a bill goes through Congress, the audience would understand this important part of democracy but not be ready to serve in Congress.

Type 4: Ideas and Concepts

Sometimes an informative speech is designed to explain an idea or concept. What does democracy mean? What is justice? In this case, you will want to do two things. First, you’ll want to define the idea or concept for the audience. The second is to make your concept concrete, real, and specific for your audience with examples.

Type 5: Categories or Divisions

Sometimes an informative speech topic doesn’t lend itself to a specific type of approach, and in those cases the topics tend to fall into a “general” category of informative speeches. For example, if a student wanted to give an informative speech on the four “C’s” of diamonds (cut, carat, color, and clarity), they certainly wouldn’t approach it as if they were providing the history of diamonds, nor would they necessarily be informing anyone on “how to” shop for or buy diamonds or how diamonds are mined. The approach in this case would simply be to inform an audience on the four “C’s” and what they mean. Other examples of this type of informative speech would be positions in playing volleyball or the customs to know when traveling in China.

As stated above, identifying the type of informative speech being given can help in several ways (conducting research, writing the introduction and conclusion), but perhaps the biggest benefit is that the type of informative speech being given will help determine, to some degree, the organizational pattern that will need to be used (see Chapter 7). For example, a How To speech must be in chronological order. There really isn’t a way (or reason) to present a How To speech other than how the process is done in a time sequence. That is to say, for a speech on how to bake chocolate chip cookies, getting the ingredients (Main Point 1) must come before mixing the ingredients (Main Point 2), which must come before baking them (Main Point 3). Putting them in any other order will only confuse the audience.

Similarly, most Histories and Biographies will be organized chronologically, but not always. It makes sense to explain the history of the baseball from when it was first developed to where it is today, but certain approaches to Histories and Biographies can make that irrelevant. For an informative speech on Benjamin Franklin, a student might choose as his or her three main points: 1) His time as a printer, 2) His time as an inventor, 3) His time as a diplomat. These main points are not in strict chronological order because Franklin was a printer, inventor, and diplomat at the same time during periods of his whole life. However, this example would still be one way to inform an audience about him without using the chronological organizational pattern.

As for general informative speeches, since the topics that can be included in this category are very diverse and cover a range of subject matter, the way they are organized will be varied as well. However, if the topic is “types of” something or “kinds of” something, the organizational pattern would be topical; if it were the layout of a location, such as the White House, it would be spatial.

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Chapter 2: Informative Speaking

Types of informative speeches.

In the last section we examined how informative speakers need to be objective, credible, knowledgeable, and how they need to make the topic relevant to their audience. This section discusses the four primary types of informative speeches. These include definitional speeches, descriptive speeches, explanatory speeches, and demonstration speeches.

Definitional Speeches

In definitional speeches the speaker attempts to set forth the meaning of concepts, theories, philosophies, or issues that may be unfamiliar to the audience. In these types of speeches, speakers may begin by giving the historical derivation, classification, or synonyms of terms or the background of the subject. In a speech on “How to identify a sociopath,” the speaker may answer these questions: Where did the word ‘sociopath’ come from? What is a sociopath? How many sociopaths are there in the population? What are the symptoms? Carefully define your terminology to give shape to things the audience cannot directly sense. Describing the essential attributes of one concept compared to another (as through use of analogies) can increase understanding as well. For a speech on “Elderly Abuse,” the speaker may compare this type of abuse to child or spousal abuse for contrast.

Regardless of the listeners’ level of knowledge about the subject, it is very important in these types of speeches to show the relevance of the topic to their lives. Often the topics discussed in definitional speeches are abstract—distanced from reality. So provide explicit, real-life examples and applications of the subject matter. If you were going to give a speech about civil rights, you would need to go beyond commonly held meanings and show the topic in a new light. In this type of speech, the speaker points out the unique and distinguishing properties or boundaries of a concept in a particular context (Rinehart, 2002). The meaning of “civil rights” has changed significantly over time. What does it mean today compared to the 1960s? How will knowing this distinction help audience members? What are some specific incidents involving civil rights issues in current news? What changes in civil rights legislation might listeners see in their lifetimes?

Descriptive Speeches

The purpose of descriptive speeches is to provide a detailed, vivid, word picture of a person, animal, place, or object. Audiences should carry away in their minds a clear vision of the subject (Osborn & Osborn, 1991). Consider this description of the Taj Mahal in Agra, India by Steve Cassidy (edited for length).

To gaze in wonder at that magnificent dome and elegant gardens will be a moment that you remember for the rest of your life. The Taj Mahal just takes your breath away. What is immediately striking is its graceful symmetry—geometric lines run through formal gardens ending in a white marble platform. Atop this platform is great white bulbous dome complemented by four towering minarets in each corner. The whole image shimmers in a reflecting pool flanked by beautiful gardens—the effect is magical. The first stretch by the reflecting pool is where most people pose for their photos. But we were impressed by the fresh, green gardens. As you approach through the gardens two mosques come into view flanking the Taj—both exquisitely carved and built of red sandstone.

In the descriptive speech, determine the characteristics, features, functions, or fine points of the topic. What makes the person unique? How did the person make you feel? What adjectives apply to the subject? What kind of material is the object made from? What shape is it? What color is it? What does it smell like? Is it part of a larger system? Can it be seen by the naked eye? What is its geography or location in space? How has it changed or evolved over time? How does it compare to a similar object? When preparing for the speech, try to think of ways to appeal to as many of the senses as possible. As an example, in a speech about different types of curried dishes, you could probably verbally describe the difference between yellow, red, and green curry, but the speech will have more impact if the audience can see, smell, and taste samples.

Explanatory Speeches

An explanatory speech (also known as a briefing) is similar to the descriptive speech in that they both share the function of clarifying the topic. But explanatory speeches focus on reports of current and historical events, customs, transformations, inventions, policies, outcomes, and options. Whereas descriptive speeches attempt to paint a picture with words so that audiences can vicariously experience it, explanatory speeches focus on the how or why of a subject and its consequences. Thus, a speaker might give a descriptive speech on the daily life of Marie Antoinette, or an explanatory speech on how she came to her death. Recall that definitional speeches focus on delineating concepts or issues. In this case, a speaker might give a definitional speech about the Emergency Economic Stabilization Act of 2008, or an explanatory speech on why the financial bailout was necessary for U.S. financial stability.

If a manager wanted to inform employees about a new workplace internet use policy, s/he might cover questions like: Why was a policy implemented? How will it help? What happens if people do not follow established policies? Explanatory speeches are less concerned with appealing to the senses than connecting the topic to a series of related other subjects to enhance a deep understanding (McKerrow, Gronbeck, Ehninger, & Monroe, 2000). For example, to explain the custom of the Thai wai greeting (hands pressed together as in prayer), you also need to explain how it originated to show one had no weapons, and the ways it is tied to religion, gender, age, and status.

I hear and I forget. I see and I remember. I do and I understand. – Confucious

Demonstration Speeches

The most practical of all informative speeches, a demonstration speech shows listeners how some process is accomplished or how to perform it themselves. The focus is on a chronological explanation of some process (how potato chips are made), procedure (how to fight fires on a submarine), application (how to use the calendar function in Outlook), or course of action (how court cases proceed to Supreme Court status). Speakers might focus on processes that have a series of steps with a specific beginning and end (how to sell a home by yourself) or the process may be continuous (how to maintain the hard drive on your computer to prevent crashes). Demonstration speeches can be challenging to write due to the fact that the process may involve several objects, a set of tools, materials, or a number of related relationships or events (Rinehart, 2002). Nevertheless, these types of speeches provide the greatest opportunity for audience members to get involved or apply the information later.

When preparing this speech, remember first to keep the safety of the audience in mind. One speaker severely burned his professor when he accidently spilled hot oil from a wok on her. Another student nearly took the heads off listeners when he was demonstrating how to swing a baseball bat. Keep in mind also that you may need to bring in examples or pictures of completed steps in order to make efficient use of your time. Just think of the way that cooking demonstrations are done on TV—the ingredients are premeasured, the food is premixed, and the mixture magically goes from uncooked to cooked in a matter of seconds. Finally, if you are having your audience participate during your presentation (making an origami sculpture), know what their knowledge level is so that you don’t make them feel unintelligent if they are not successful. Practice your speech with friends who know nothing about the topic to gauge if listeners can do what you are asking them to do in the time allotted.

• Chapter 15 Types of Informative Speeches. Authored by : Lisa Schreiber, Ph.D.. Provided by : Millersville University, Millersville, PA. Located at : http://publicspeakingproject.org/psvirtualtext.html . Project : Public Speaking Project. License : CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives
• Taj Mahal, Agra, India. Authored by : Yann. Located at : https://commons.wikimedia.org/wiki/File:Taj_Mahal,_Agra,_India.jpg . License : CC BY-SA: Attribution-ShareAlike
• Maoi at Rano Raraku. Authored by : Aurbina. Located at : https://commons.wikimedia.org/wiki/File:Moai_Rano_raraku.jpg . License : Public Domain: No Known Copyright