College Research and Writing & Public Speaking - Speech Unit
SWBAT: brainstorm, research, draft, and present an individual (expository), speech.
CCSS: SL.11-12.1, SL.11-12.2, SL.11-12.5, W.11-12.2, W.11-12.3, W.11-12.4, W.11-12.5, W.11-12.7, W.11-12.8, W.11-12.10,
RI.11-12.1, RI.11-12.5, RI.11-12.6
Expository Writing/Speech: writing/speaking that is designed to explain/inform an audience about a given topic; opinions on the
topic are not appropriate or to be expressed; factual information is the only source in which to write your speech on.
NECESSARY CRITERIA
The following is a list of necessary criteria that must be adhered to when researching, constructing, and presenting your
individual speeches.
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5-7 minute presentation window (5 minutes minimum, 7 minutes maximum).
1-2 visual aids (1 minimum, 2 maximum) (see list of acceptable visual aids) *NOTE* If you use a video clip as a visual aid,
it must NOT exceed 1 minute in overall length.
Outline must be typed with MLA Works Cited page.
Research used must be a minimum of five (5) nonfictional sources. Copy of sources must be attached to back of outline.
Monday
3/16
C: Overview of Unit;
student assistance in
creation of scoring
rubric
H: Part I Select Topic
WS due 3/17
3/23 – PARCC
AD: Part IV 10 Q’s
WS
C: Writing Workshop
Class Review Part IV
Audience Analysis
Questionnaire
H: Revise/Type Part IV
Audience Analysis
Questionnaire due 3/25
3/30
AD: Ms. Hadley Lesson
Part III KWL WS
Lesson Notes
Tuesday
3/17
C: Part I Select Topic
AD: Part I Select Topic
WS
3/24 – PARCC
C: Writing Workshop
Class Review Part IV
Audience Analysis
Questionnaire
H: Revise/Type Part IV
Audience Analysis
Questionnaire due 3/25
4/6 – School Closed
H: Part III Independent
Research
4/13
L: Overview of Part VI
Outline due 4/18
3/31
C: Data Analysis
Survey/Essay
H: Data Analysis
Survey/Essay due 4/1
4/7 – School Closed
H: Part III Independent
Research
4/14
L: Part VI Outline
Due 4/18
4/20
Part IX Speeches
4/21
Part IX Speeches
H: Homework
C: Classwork
Wednesday
3/18
C: Overview of Part II
Specific Purpose
Statement
H: Part II Specific
Purpose Statement WS
due 3/19
3/25 – PARCC
AD: Part IV Audience
Analysis Questionnaire
C: Distribute and
Answer Part IV
Audience Analysis
Questionnaires
H: Complete Audience
Analysis
Questionnaires
4/1
C: Data Analysis
Survey/Essay
AD: Data Analysis
Survey/Essay
4/8 – School Closed
H: Part III Independent
Research
4/15
C: Part VII Visual Aids
H: Part VIII Practice
Speeches; Part VII
Visual Aids WS due
4/16
4/22
Part IX Speeches
Thursday
3/19
C: Part II Specific
Purpose Statement
AD: Part II Specific
Purpose Statement WS
3/26
C: Return Part IV
Audience Analysis
Questionnaires;
Overview of Data
Analysis Survey
H: Data Analysis
Survey/Essay due 4/1
Friday
3/20
C: Part IV Overview of
Audience Analysis
Questionnaire
Overview
H: Create 10 Q’s WS
for Part IV due 3/23
3/27
C: Data Analysis
Survey/Essay
H: Data Analysis
Survey/Essay due 4/1
C: Ms. Hadley Lesson
Part III Lesson KWL
WS Notes due 3/30
4/2
Q&A Forum
4/3 – School Closed
H: Part III Independent
Research
4/9 – School Closed
H: Part III Independent
Research
4/16
C: Part VII Visual Aids
H: Part VIII Practice
Speeches; Part VII AD:
Visual Aids WS
4/10 – School Closed
H: Part III Independent
Research
4/17
C: Part VI Visual Aids
H: Part VIII Practice
Speeches
4/23
Part IX Speeches
4/24
Part IX Speeches
L: Library (immediately report to library)
AD: Assignment Due (due end of class period)
Part I: Selecting a Speech Topic
For many students, choosing a speech topic is one of the hardest things to do. You are not the only one who is having
trouble selecting a topic. I would suggest that you start brainstorming possible topics. It may help if you brainstorm
with a friend or family member that knows you well. Start with your interests. What do you like to do? What do you
do well? Essentially, you are teaching us about something. You are informing us about something—anything. If it is
something unique to us or new to us, that will usually interests us. Sometimes, when you think something you do or
are interested in is "boring," it may be exciting to your audience. Your brainstorming session will, hopefully, get you
a list of possible topics. View the following list of possible topics, or visit
http://www.hawaii.edu/mauispeech/html/infotopichelp.html
A great speech starts with a great topic. It is so important that you select a topic that interests you and you believe will
interest your audience. Here is a web site that may help you choose a topic and research your
information: http://www.howstuffworks.com. Here are some links and guidelines to help you select the right topic for
you and your audience. Once you have some potential topics, you will want to ask yourself some questions about
each topic in order to find the best one for you and your audience.
Once you have a topic (or list of topics), ask yourself the following questions:
 Am I interested in the topic?
 Will I enjoy researching this topic?
 Will I enjoy talking about this topic and
sharing my information with my audience?
 Will my audience be interested in my topic?
 Am I passionate about this topic?
If you can answer “yes” to all of the above questions, then you have selected a great topic for you and your audience.
Draw from personal interests as well as those of your audience members:
 arts
 government/politics
 computers/technology
 health
 education
 news/current events
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recreation
regional
science
Draw from the popular media (these will also help you with your research to incorporate into your speech):
 The Economist
http://www.economist.com
 New York Times
http://www.nytimes.com
 Time Magazine
http://www.time.com
 USA Today
http://www.usatoday.com
 U.S. News & World Report
http://www.usnews.com/usnews
 Wall Street Journal
http://www.wsj.com
If you know any other reliable sources to share amongst your classmates, please feel free to do so/utilize them.
Remember, .org, .edu, and .gov are all sites that are (mostly) reliable in their information.
Part I (continued): Selecting a Speech Topic
Thematic Informative Topics - The themes below are perennially popular with all kinds of audiences. A sampling of
topics is given.
Health and Longevity - Almost everyone is concerned about being fit and healthy.
 Good remedies for bad colds
 How to prevent cancer
 How to get a good night’s sleep
 First aid for choking victims
Personal Happiness - What person doesn’t want tips on how to gain or enhance happiness?
 Finding a creative hobby
 Finding fulfillment through volunteer work
 Ingredients for a happy relationship
 Overcoming shyness
 How to win friends
Recreation - People like ideas on how to enjoy leisure activities such as sports, hobbies, movies and TV shows,
dining out, and travel.
 The best restaurants in town
 Hang-gliding
 The best carnivals–from New Orleans to Rio
 Walking trips in Great Britain and Ireland
 Touring Europe on a bicycle
Money and Security - Many people want to make money, find bargains, and gain financial security.
 How to land a dream job
 How to earn $1,000 a month in your spare time
 How to get a raise
 The fine art of haggling at a flea market
Adventure - People love adventure stories. You don’t have to limit yourself to spectacular deeds done by celebrities,
such as an astronaut’s walk on the moon. Your speech can deal with more down-to-earth drama, as experienced by
you or by friends and relatives.
 Surviving a tornado
 Shooting the rapids of a wild river
 Enduring boot camp in the military
 Emigrating to the United States
 Confronting a mugger
Exotic Information - Audiences enjoy hearing unusual facts and theories.
 The possibility of life on other planets
 The search for Atlantis
 The incredible intelligence of bees
 The tragedy of the Titanic
Personalities - You don’t have to stop at celebrities. An inspiring teacher or coach would also be interesting.
 Martin Luther King, Jr.
 Virginia Woolf
 Mahatma Gandhi
 Princess Diana
 Charles Lindbergh
 Amelia Earhart
 Anne Frank
 Sacagawea
 Cesar Chavez
 José Carreras
 John F. Kennedy
 Mother Teresa
 Louis Armstrong
 Amy Tan
 Socrates
 Yo-Yo Ma
 Pelé
 Eleanor Roosevelt
 H.H. Dalai Lama
 Sojourner Truth
 Albert Einstein
 Joan of Arc
 Jackie Robinson
 Aretha Franklin
Part I (continued): Selecting a Speech Topic
Student-Related Interests/Hobbies Informative Topics
In the search for possible informative topics, some students overlook fascinating aspects of their own lives. Here is a
sampling of topics that students have derived from their personal experiences.
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Marriage customs and traditions for couples in India
How to survive if stranded in the wilderness
The history of surfing
How to make one of Spain's favorite dishes
Training for and competing in (insert sport here)
How to keep a car in good running condition
How to travel abroad on a tight budget
Collecting sports cards as a financial investment
The value of yoga
An explanation of cerebral palsy
How to buy a used car
“How-To” Guide Informative Topics
These are sample topics for brief process speeches. Whatever topic you choose, get your instructor's permission
before bringing animals, babies, small children, and food materials into the classroom. (Needless to say, you should
not even think about bringing weapons or illegal substances). How to...
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avoid athletic injuries
avoid food poisoning
avoid home burglary
avoid stress
child-proof a home
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choose healthy snacks
choose the best phone for your needs and budget
identify poisonous insects
perform the Heimlich maneuver
Part II: Specific Purpose Statement – EXPOSITORY/INFORM
The general purpose of this speech will be expository, or to inform an audience about a specific topic of your choice.
After completing the first part (selecting your topic), you can develop your Specific Purpose Statement (what you,
the speaker, will accomplish). Your Specific Purpose Statement is used to develop your speech. You don't actually
say it in your speech. Restrict your Specific Purpose Statement to one idea, only. Your general purpose is to inform.
For an informative speech, you will want to start your Specific Purpose Statement with "I will inform my audience
about...." A Specific Purpose Statement for an informative speech will be phrased like the following two examples:
Informative speech Specific Purpose Statement:
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Example #1: “I will inform my audience about the two major forms of hula.”
Example #2: “I will inform my audience about what lifeguards do as part of their jobs.”
When you have your Specific Purpose Statement, you are ready to compose your Thesis Statement/Central Idea
(they are one in the same). This is the most important part of your speech. This is one sentence that encompasses the
central idea of your speech.
Writing your thesis statement/central idea is a four step process:
1.
2.
3.
4.
Choose your topic.
Determine your general purpose.
Write your Specific Purpose Statement.
Tie it all together by composing a clear concise Thesis Statement/Central Idea
The following are effective Thesis Statements/Central Ideas for the informative specific purpose statements above:
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For Example #1: "The two major forms of hula that have played an important role in Hawaiian history and have
developed into unique dances are the Kahiko and 'Auana."
For Example #2: "Lifeguarding is a great way to spend your days on the beach, but the work includes training,
teaching, and lots of practice, making it more challenging than what you see on "Baywatch."
Your next step is to compose the Main Points of your speech. Main Points are complete sentences that create a
dialogue with your audience. With your main points, you want to create questions in the mind of your audience. You
will answer the question in your support of your main points.
The following are examples of Main Points:
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Topic: Hula dancing.
Specific Purpose Statement: I will inform my audience about the two major forms of hula.
Thesis Statement/Central Idea: "The two major forms of hula that have played an important role in Hawaiian
history and have developed into unique dances are the Kahiko and 'Auana."
Main Point #1: "The ancient hula or Kahiko is a unique form of hula."
Main Point #2: "The Kahiko plays an important role in the history of Hawaii."
Main Point #3: "The 'Auana or modern hula has played an important role in Hawaiian history."
Main Point #4: "The 'Auana has developed into a unique form of dance and storytelling."
Part III (Page 1 of 2): Research
Please utilize a sheet of white, lined composition paper to record notes from Ms. Hadley’s presentations on citing,
researching, MLA, databases, etc. Kindly staple them to this section. These notes will be helpful in your academic
adventure into informative speech-writing!
In the meantime, please review the following beneficial information prior to Ms. Hadley’s visits. There, you may ask
her any questions as to where you can find relative/reliable information, how to incorporate/MLA cite them, etc.
General Guidelines for Supporting Materials
1. Pertinence -- Each piece of support should be clearly relevant to the point it is used to support.
2. Variety -- The presentation should not rely excessively on one type of support (such as examples), but should
instead use a number of different forms of support.
3. Amount -- The presentation should include a sufficient amount of support (enough to make the ideas presented
both clear and compelling to the audience).
4. Detail -- Each piece of support needs to be developed to the point that audience members can both understand the
item of support and can see how the item backs up the point it is used to support.
5. Appropriateness -- Each piece of supporting material should meet the demands that the audience and the occasion
place on the kind of material that is likely to be received favorably. A "scholarly" audience, for example, will
probably place higher demands on the speaker's sources of information than a "general" audience would. A
"graphic" description of a particular topic, while entirely fitting in some occasions, might be out of place in
another.
Specific Guidelines for Supporting Materials
Supporting materials are usually offered in recurring forms. Depending upon the form of support provided, you
should ask yourself some questions to determine if you are making the best possible use of that kind of material:
For Examples/Narratives:
 Is the example/narrative representative?
 Is the example/narrative sufficiently detailed and vivid?
 Is the example/narrative personalized?
 If necessary, was the source cited in the speech?
For Statistics:
 Is the source of the statistic reliable?
 Has the source of the statistics been cited in the speech?
 Has the statistic been used correctly?
 Have you rounded-off complicated statistics?
 Have you interpreted the statistic (explained it in another way)?
 Have you done something to emphasize the statistic?
 Have you used statistics sparingly?
Part III (Page 2 of 2): Research
Reminder: Please utilize a sheet of white, lined composition paper to record notes from Ms. Hadley’s presentations on
citing, researching, MLA, databases, etc. Kindly staple them to this section. These notes will be helpful in your
academic adventure into informative speech-writing!
For Testimony:
 Is the source qualified to make the statement you're quoting?
 Is the quotation accurate?
 Have you attributed the testimony prior to the quote?
 Have you made it clear whether you are paraphrasing or quoting directly?
 If you are quoting, is the quotation brief?
 Have you clearly signaled where the testimony begins and ends?
 Are the source's conclusions reasonably free from bias?
For Comparison/Contrast:
 Is comparison appropriate and justified?
 Is the comparison meaningful -- does it tell your audience something valuable?
 Have you avoided overdoing the comparison?
Part IV: Analyzing Your Audience
Once you have selected your speech topic it is imperative that you analyze your audience. One easy way to do this in
our class is to ask your audience specific questions about your topic so that you can get a better idea of your
audience's interests of, knowledge on, and attitudes toward your topic.
To do this, you will create your own Audience Analysis Questionnaire for your speech. Include all three types of
questions (fixed alternative-and include the alternatives; scale-include the scale; and open ended-provide the space for
responses). Please include a few demographic questions and at least six topic-specific questions. You will also want
to include an opening and a closing, brief but concise.
Please take the time to use space and justification effectively and allow room for response to the questions. You can
reduce the overall size and put the questionnaire on a landscape page to conserve paper and copying. You will include
demographic questions as well as an opening and closing. Bring with you a questionnaire for each person in class
(roughly 30 copies, total).
Audience identification is important. One of the most useful strategies for adapting your topic and message to your
audience is to use the process of identification. What do you and the audience have in common? Conversely, how are
you different? What ideas or examples in your speech can your audience identify with?
It is essential to select a topic that you know well, that you feel comfortable with, or that you have a strong interest in.
Once that step is completed, you need to consider the audience as you develop and shape your topic. It is essential to
present your message (speech) from the audience's point of view.
For example, a nursing major in a public speaking class wanted to give a demonstration speech on the proper way to
insert an IV (intravenous needle). Since her audience was a more general audience (a mixture of majors) rather than a
specialized audience (nursing students), they had little potential use for the information presented from the point of
view of the "nurse." So the student used her expertise and knowledge to shift the point of view to the audience. She
changed her message from how to insert an IV to how to relax while receiving an IV; therefore, she made the same
message more useful to her audience. Her intention was to help them feel less fearful or apprehensive about an IV.
Please note, you will be required to compile these questionnaires, examine its data, draft an analysis of what
the data explicitly says/what can be determined from the data and how the data collected can be used in an
informative speech.
Consider the following 10 questions when drafting your analysis as well as adapting your topics and messages
to a particular audience:
 What do you and the audience have in common? How are you different?
 What ideas or examples in your speech might your audience identify with?
 How can your topic or the information benefit your audience?
 How can your audience use the information?
 How will the information help your audience?
 What is your audience's amount of interest in or attitude toward your topic?
 How will you address or compensate for your audience's amount of interest in or attitude toward your topic?
 What does your audience know about your topic?
 What might they want to know or need to know about your topic?
The following (back/next page) is a modeled example of an Audience Analysis Questionnaire for an informative
speech on weather and meteorology:
Audience Analysis Questionnaire
Directions: Please answer the following questions about yourself and your current weather
knowledge. NOTE: Unless you wish to do so, you do not need to put your name on the
questionnaire. Your name attached to the provided data will remain anonymous.
Gender: FEMALE
MALE
Age: ______
1. What part of the country/world were you born in? ____________________________________________________
2. Excluding your present location, where have you lived (please list all places)?
3. Have you ever studied weather in high school? YES
NO
4. Briefly describe the most memorable weather event that you've been through:
5. How often do you watch the weather report on the nightly news?
1x per week
3x per week
5 or more x per week
6. Roughly how many minutes do you spend doing outside activities per week? _________
7. Have you ever had an event, such as a picnic or parade, canceled due to the weather?
YES
NO
8. Briefly describe the difference between low and high pressure system—if you’re unsure, please leave blank.
9. Have you ever used an old adage (it’s raining cats and dogs), or maybe an ache or pain (my shoulder is sore—it
must be cold outside), to predict what weather was going to happen?
YES
NO
10. To what degree do you feel the weather affects your daily life?
very little
moderately
very much so
11. How many pieces of information do you think a weather forecaster uses on a daily basis?
5 or less
6-10
11 or more
12. What is your personal opinion about meteorologists?
13. To the best of your knowledge, please name, describe, and/or draw some weather symbols you've seen.
Thank you very much for your time, effort, and information you have provided. Please return this
completed questionnaire to Kacey Michaylo.
Part VI: Outlining a Speech
Here are several handouts that will help you prepare, organize, and create your Informative Speech Preparation
Outline. These helpful handouts are available in Adobe Acrobat PDF format for viewing, printing, and downloading
with the Acrobat Reader Plug-in. If you have the Adobe Acrobat Reader, you are ready to begin reading and printing.
If you don't have the Reader, just download Adobe's free Acrobat Reader program to view and print the handouts.
Please note, I have provided a hard copy of each. They are located on the following pages.
Your guide to organizing the informative speech outline:
http://www.hawaii.edu/mauispeech/pdf/organizingoutline.pdf
Your guide to using connectives in the informative speech outline:
http://www.hawaii.edu/mauispeech/pdf/connectives.pdf
A sample outline to help you organize your outline and your information:
http://www.hawaii.edu/mauispeech/pdf/infohula.pdf
A check sheet to help you prepare, organize, and outline your speech:
http://www.hawaii.edu/mauispeech/pdf/outlinechecksheet.pdf
A blank template/guide you can outline/write your information on:
http://www.hawaii.edu/mauispeech/pdf/outlineguide.pdf
Time Saving Suggestion: You can get your own template in Word 97 format to use as a template and a guide for
your own Informative Speech Preparation Outline. You could just plug your information into the framework. It may
save you some time—no guarantees, though:
Informative Speech Preparation Outline template in Word 97:
http://www.hawaii.edu/mauispeech/documents/wordinfooutlinetemplate.doc
Please note, you will be required to construct a typed outline to your speech, complete with a MLA Works
Cited page to accompany your information you anticipate on utilizing/presenting.
Part VII (Page 1 of 2): Using Visual Aids Effectively
The key to a strong presentation isn't the equipment you use. You should be able to do your presentation on a blank
stage, with no props, and have it work on its own. The whole idea of visual aids is to enhance your presentation, not
to be the purpose of it.
The absolutely worst presenters are those who use the equipment as a crutch. For example, those who stand up before
a group and just read slides during a presentation. It is very important that you follow the rules of using visual aids in
the next pages to have a successful presentation.
OVERHEAD PROJECTORS - Usage Tips - Before Presentations:
 Make sure the plug reaches the socket. It is a good idea to carry an extension cord
 Put the projector at a height that is comfortable for you.
 Make sure the lens is dust free.
 Put the projector on a vibration free base.
 Arrange the electric cord so no one will trip over it.
 Focus and center the picture on the screen beforehand.
 Number your transparencies in accordance with your facilitator's guide.
 Never assume projectors will work. Have a backup strategy ready.
OVERHEAD PROJECTORS - Usage Tips - During Presentations:
 Keep the screen above the heads of the participants.
 Keep the screen in full view of participants.
 Make sure you are not blocking anyone's view when presenting.
 Darken the room appropriately by blocking out sunshine and dimming nearby lights.
 Turn the screen off between slides if you are going to talk for more than two minutes.
 No one should be farther from the screen than six times the width of the image.
 Talk to the audience, not to the screen.
 Use a pointer to emphasize points, don't use it as a crutch and don't wave it wildly.
FLIP CHARTS AND POSTERS – Usage Tips – Before Presentations:
 Check the height of the easel.
 2. Make sure you have plenty of paper.
FLIP CHARTS AND POSTERS – Usage Tips – During Presentations:
 Title each page with a short topic or heading.
 Print the large block letters 1 1/4 inches high; larger if the room is deeper than 30 feet, which our classroom is.
 Printing should be neat and legible.
 Use different colors for page headings and primary points.
 The color red should be used only for emphasis.
 Do not use pastel colors; they’re hard to see. Black, blue, dark green and brown are acceptable.
 Put marker down when you are not using it.
 Don't talk to the board while writing on it.
 Do not write more than ten lines on a page.
 Do not fill the page to the bottom. People in the back will be unable to see.
 Respond to and note input from participants.
 Post important papers on the wall with masking tape or pins.
 Do not write on the papers after posting on the wall. The pen may bleed.
Part VII (Page 2 of 2): Using Visual Aids Effectively
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Highlight key points.
Respond to and highlight input from participants.
Allow time for reading, retention and note taking.
VIDEOTAPES/MEDIA CLIPS – Usage Tips - Before Presentations:
 Be sure the videotape/media clip is rewound and at the starting point.
 Check to make sure the playback software and the screen are playing properly. Set this up before you begin.
 Check audio level and contrast.
 Lights should be dimmed but not turned off.
VIDEOTAPES/MEDIA CLIPS – Usage Tips - During Presentations:
 Explain what the purpose of the tape is before playing it.
 Show interest in the tape, and watch it enthusiastically.
 Summarize the main points after you have shown the tape.
BOOKS
 If you are using training manuals, make sure each student has one.
 Make sure you have a few extra books with you in case extra students arrive.
 Make sure you frequently reference page numbers with your audience so they know where you are in the book.
HANDOUTS
 For visual variety, provide handouts on yellow light blue paper.
 Distribute the handouts just prior to discussing the topics.
 Have extra handouts for unexpected participants.
Part VIII: Practicing Your Speech
DEFINITE “DO THIS” TIPS AND TRICKS
Want to really perfect and polish your speech? Try these tips and tricks, and you’ll feel (and be) prepared in no time.
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Go to the room where you will give your presentation to get a feel for the environment/set-up. Practice in front of
a friend or friends without stopping, just as you will want to give your presentation on speech day.
Practice in front of a mirror (full length, if possible).
Practice using visual aids, so you know how much time they will take up and how to incorporate them into your
speech.
Practice with background noise (e.g., turn on the television, radio, etc.) in order to practice with distractions.
Practice with the actual speaking outline you will use in your presentation.
Practice your speech dressed as you plan to be for your actual presentation so that you can feel comfortable and
ready to speak.
Time yourself. Make sure that you are consistently within your timeframe.
Video tape you, if possible. This is the best way for you to be able to see what your mistakes, are so that you can
fix them before you give your presentation.
Practice becoming aware of your posture and mannerisms as you speak. If you are going to use movement on
speech day, you need to practice moving; keep it controlled and natural.
Eliminate any distracting mannerisms you may have. Distracting mannerisms include (but are not limited to)
many nervous habits you might have (i.e. playing with a ring or necklace, tucking hair behind your ear, playing
with a pen, cracking knuckles, etc.). You can easily avoid these actions if you are aware of them. Take off your
jewelry; tie your hair back or moose it down; get rid of the pen, etc.
DEFINITE “DON’T DO THIS” BLUNDERS AND MISCONCEPTIONS
Speakers often do things that drive their audiences crazy. Do an honest self-inventory, and try to work on not making
these bad public speaking habits one of yours on the day of your speech.
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Never have change or keys in your pockets. You do not want to have the sound of objects competing with your
voice.
Never wear a hat, unless it is part of your presentation. Dress appropriately any time you give a presentation. It is
better to make a credible first impression by looking as if you are interested in giving a good speech.
Do not use distracting mannerisms. This includes many nervous habits you might have (i.e., playing with a ring or
necklace, tucking hair behind your ear, playing with a pen; cracking knuckles, etc.). These are actions you can
easily avoid doing, if you are aware of them. Take off your jewelry; tie your hair back or moose it down; get rid of
the pen, etc.
Do not stand with your arms crossed or your hands in your pockets. This type of posture prevents you from
gesturing and may even make your audience uncomfortable.
Never apologize if you make a mistake while giving a speech. Simply correct the mistake and move on. You
never want to draw light to an error; chances are, most people will miss it, anyway. Along these same lines, never
make faces when you make a mistake. It is better to just keep going.
Don't put your visual aids up in front of the class before you explain them. Rather introduce them as you are
speaking. Also, don't keep visual aids up after you are no longer referring to them. Use Visual Cues on your
speaking outline to easily avoid these blunders.
Don't practice your speech holding on to your speaking outline. When you are practicing, put your outline on
something, like a music stand, a box, a high counter, or anything to simulate the lectern that you will be presenting
with.
Part IX: Speech Day
Eye Contact
Using natural, direct eye contact helps your audience feel connected to you.
Gestures
Gestures can help you paint pictures with words, but make sure they don't get in the way, and they are natural.
Enthusiasm
Be enthusiastic. If you don't care, why should your audience? Your enthusiasm builds your audience's enthusiasm.
Articulation
Articulate your words clearly so the members of your audience will understand you.
Breathe
Breathing helps you control nervousness. It also gives you time to gather your thoughts. Remember that a pause can
be used to provide emphasis.
Posture
Correct posture conveys confidence.
Tone
The tone of your voice can create or change a mood.
Dress
Dress for success. Be neat and professional. Don't wear loud accessories that will distract members of the audience.
Language
Use proper language and be careful not to use non-words and fillers such as "um" and "uh" too often.
Smile
A smile will not only make you look and feel better, but also make your audience more receptive.
REMEMBER: HAVE FUN!  Whether this is your first speech or hundredth, public
speaking is not easy! This is a great learning curve for speaking to groups in the real
world as well as in a post-secondary academic setting. Take pride in your work, and put
forth 100% of your efforts.
As the great football legend Vince Lombardi once said, “The difference between a
successful person and others is not a lack of strength, not a lack of knowledge, but rather a
lack of will.”
BE A RESEARCHING AND PUBLIC SPEAKING ROCKSTAR! 
Name _______________________________________________________ Date _______________ Period ________
College Research and Writing & Public Speaking
Select Topic Worksheet
SWBAT: Brainstorm, ascertain, and discuss a school-appropriate topic to conduct research on for an expository
speech.
CCSS: W.11-12.5, SL.11-12.1
Directions: Using the unit packet, skim through the list of recommended expository speech categories/topics. You
may select a topic from this list or use it as a guide to brainstorm a topic that is completely unique to you. Once you
have decided on a topic, please record it on the space provided below. Then, begin a one-on-one brainstorming
session with a classmate by completing the following information (remember, this is EXPOSITORY writing—your
opinion on the topic is irrelevant; you are simply explaining something about the topic to the audience):
MY SELECTED, EXPOSITORY-BASED TOPIC: _____________________________________________________
Brainstorming Session
Using the chart below, organize your thoughts and ideas about your selected topic.
Topic’s Area of Focus
What do I think the
audience would be
specifically interested in
knowing about this topic?
How can I hook the
audience on becoming
interested about this
topic?
What confusions
(misconceptions) might
the audience have about
this topic?
Where might be some
good starting points to
begin researching about
my topic?
My Thoughts and Ideas
My Partner’s Thoughts and Ideas
Name _______________________________________________________ Date _______________ Period ________
College Research and Writing & Public Speaking
Specific Purpose Statement Worksheet
SWBAT: Organize and draft a working purpose statement/thesis for an expository speech.
CCSS: W.11-12.4, W.11-12.5, W.11-12.8
Directions: Using the information your selected topic brainstorming worksheet as well as the criteria outlined within
the unit packet, organize and draft a working purpose statement by completing the sections below (it is advised and
encouraged that you request peer feedback from a trusted classmate):
Section
Response
Topic
I will inform my audience about…
Specific Purpose Statement
Thesis Statement/Central Idea
Main Point #1
Main Point #2
Main Point #3
Main Point #4
OUTLINED EXAMPLE FROM THE UNIT PACKET/MINI LESSON
 Topic: Hula dancing.
 Specific Purpose Statement: I will inform my audience about the two major forms of hula.
 Thesis Statement/Central Idea: "The two major forms of hula that have played an important role in Hawaiian
history and have developed into unique dances are the Kahiko and 'Auana."
 Main Point #1: "The ancient hula or Kahiko is a unique form of hula."
 Main Point #2: "The Kahiko plays an important role in the history of Hawaii."
 Main Point #3: "The 'Auana or modern hula has played an important role in Hawaiian history."
 Main Point #4: "The 'Auana has developed into a unique form of dance and storytelling."
STAPLE THIS SHEET TO THE FRONT OF YOUR QUESTIONNAIRE
College Research and Writing & Public Speaking
Audience Analysis Questionnaire (10 Q’s) Worksheet
SWBAT: Create an audience analysis questionnaire of 10 topic-related questions of various types (fixed alternative,
scale-based, and open-ended) to serve as a primary source of research/data for an informative speech.
CCSS: W.11-12.4, W.11-12.7, SL.11-12.1
Directions: On a separate sheet of white, composition-lined paper, construct 10 questions pertaining to your selected
informational speech topic. Your questions should include the following types:
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five (5) fixed alternative (e.g., “yes/no” questions)
three (3) scale-based (e.g., strongly disagree-disagree-neutral-agree-strongly agree questions; scale 1-5 questions)
two (2) open-ended (e.g., questions that force the individual being surveyed to explain something in detail/cannot
just answer ‘yes or no’ to the question)
Include a few demographic questions as well as a brief-but-concise opening and closing. Should you have any further
questions, please refer to the unit packet for a detailed example/explanation.
STAPLE THIS SHEET TO THE FRONT OF YOUR QUESTIONNAIRE
College Research and Writing & Public Speaking
Audience Analysis Questionnaire (10 Q’s) Worksheet
SWBAT: Create an audience analysis questionnaire of 10 topic-related questions of various types (fixed alternative,
scale-based, and open-ended) to serve as a primary source of research/data for an informative speech.
CCSS: W.11-12.4, W.11-12.7, SL.11-12.1
Directions: On a separate sheet of white, composition-lined paper, construct 10 questions pertaining to your selected
informational speech topic. Your questions should include the following types:
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five (5) fixed alternative (e.g., “yes/no” questions)
three (3) scale-based (e.g., strongly disagree-disagree-neutral-agree-strongly agree questions; scale 1-5 questions)
two (2) open-ended (e.g., questions that force the individual being surveyed to explain something in detail/cannot
just answer ‘yes or no’ to the question)
Include a few demographic questions as well as a brief-but-concise opening and closing. Should you have any further
questions, please refer to the unit packet for a detailed example/explanation.
STAPLE THIS SHEET TO THE FRONT OF YOUR DATA ANALYSIS SURVEY/ESSAY RESPONSE
College Research and Writing & Public Speaking
Data Analysis Survey/Essay Response (information taken from Audience Analysis Questionnaire)
SWBAT: Demonstrate assessment and drawn inferences to collected data by drafting a brief, analytical survey/essay
response.
CCSS: W.11-12.2, W.11.12.7, W.11-12.8, W.11-12.9
Directions: Examine the results of your Audience Analysis Questionnaire. Informally chart/organize your data and
construct a brief 250-words-or-less data analysis survey/essay response that answers the following questions and/or
addresses the following areas:
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What trends do I see in my data? Do most of my individuals tend to favor a particular point of view/answer?
How can I use this data in my speech? Remember, this is informative writing—no opinions, only facts.
How can I use this data to help me in the research process?
How much does my audience seem to know about my topic? What type of audience am I speaking to?
How do the data/demographics of my audience’s background focus how I will present my topic?
STAPLE THIS SHEET TO THE FRONT OF YOUR DATA ANALYSIS SURVEY/ESSAY RESPONSE
College Research and Writing & Public Speaking
Data Analysis Survey/Essay Response (information taken from Audience Analysis Questionnaire)
SWBAT: Demonstrate assessment and drawn inferences to collected data by drafting a brief, analytical survey/essay
response.
CCSS: W.11-12.2, W.11.12.7, W.11-12.8, W.11-12.9
Directions: Examine the results of your Audience Analysis Questionnaire. Informally chart/organize your data and
construct a brief 250-words-or-less data analysis survey/essay response that answers the following questions and/or
addresses the following areas:





What trends do I see in my data? Do most of my individuals tend to favor a particular point of view/answer?
How can I use this data in my speech? Remember, this is informative writing—no opinions, only facts.
How can I use this data to help me in the research process?
How much does my audience seem to know about my topic? What type of audience am I speaking to?
How do the data/demographics of my audience’s background focus how I will present my topic?
Name _______________________________________________________ Date _______________ Period ________
College Research and Writing & Public Speaking
Media Center Mini Lesson KWL Worksheet Lesson Notes
SWBAT: Self-assess, preview, and record information pertinent to MLA and research-based topics.
CCSS: W.11-12.5, SL.11-12.1
Directions: Prior to the mini lesson, please bullet point any and all information that you know about each category
under the “K” column. Then, bullet point a minimum three things you would like to learn about each category under
the “W” column. During the mini lesson, bullet point a minimum five things you learned about each category under
the “L” column.
Category
MLA and
Works Cited
Credible
Sources for
Research and
Informational
Databases
Citing,
Paraphrasing,
and Plagiarism
K – What I want to KNOW
W – What I WANT to learn
L – What I LEARNED
Name ____________________________________________________________ Date ____________ Period ______
STAPLE THIS SHEET TO THE FRONT OF YOUR OUTLINE/MLA WORKS CITED
College Research and Writing & Public Speaking
Speech Outline with MLA Works Cited
SWBAT: Organize information/sources by creating a comprehensive outline with an MLA Works Cited page for the
utilization of an expository speech.
CCSS: W.11-12.4, W.11-12.5, W.11-12.10
Directions: Utilizing one of the provided outlines found within your unit packet, draft a one-page TYPED speech
outline that observes all of the following rubric-based criteria. On a separate page, draft a TYPED MLA Works Cited
page, including all of the sources used within your speech (minimum nonfictional sources).
Holistic Speech Outline/MLA Works Cited Scoring Rubric
Category
Outline Presentation
Outline Required Criteria
Mechanics
MLA Works Cited Page
3 - Exemplary
2 – Skill-Building
Outline is typed or neatly
handwritten, somewhat
organized, may show some
irregularities in fluidity of
thought-process, and may
or may not fit within the 1page requirement.
1 - Insufficient
Outline is not typed or
poorly handwritten,
Outline is neatly typed and
unorganized/uneasy to
organized, easy to follow,
follow, no fluidity in
and fits within the 1-page
transitions, and does not fit
requirement.
within the 1-page
requirement.
Outline is not concise or
Outline is presented with
Outline is presented with
bulleted. Outline is written
concise, bulleted
somewhat concise, bulleted
in paragraph-form. Sources
information, five (5)
information, most sources
are unapparent and/or not
sources are cited (to be
are cited (to be found on
cited/not found on the
found on the MLA Works
the MLA Works Cited
MLA Works Cited page,
Cited page), and clearly
page), and mainly
and sways from the topic
addresses the topic with
addresses the topic with
with irrelevant or no
relevant evidence.
relevant evidence.
evidence for support.
Outline and MLA Works
Outline and MLA Works
Outline and MLA Works
Cited page shows 0-4
Cited page shows 5-9
Cited page shows 10+
errors in spelling, grammar, errors in spelling, grammar, errors in spelling, grammar,
punctuation, and syntax.
punctuation, and syntax.
punctuation, and syntax.
MLA Works Cited page is MLA Works Cited page is MLA Works Cited page is
proficiently typed,
typed, (mostly) proficiently not typed, not proficiently
formatted (title, margins,
formatted (title, margins,
formatted (title, margins,
alphabetized, and hanging
alphabetized, and hanging
alphabetized, and hanging
indentations), and citations indentations), and citations indentations), and citations
are free of error.
show limited error.
show numerous errors.
NOTE: a score of “0” will be assigned to any category that is found incomplete.
TOTAL SCORE: ________POINTS OUT OF 12
TEST GRADE OF:
_____%
Name _______________________________________________________ Date _______________ Period ________
College Research and Writing & Public Speaking
Visual Aids Worksheet
SWBAT: Brainstorm, design, and self-assess the use of visual aids/manipulatives in their informative speeches.
CCSS: SL.11-12.1, SL.11-12.2, SL.11-12.5, W.11-12.5, W.11-12.3
Directions: You are required to have a minimum of one (1), maximum of two (2) visual aids/manipulatives in your
informative speech. Using the graphic organizer below, brainstorm, assess, and explain the use of each manipulative
you anticipate on incorporating.
Type of visual aid and/or
manipulative to be used in my
informative speech:
How/where will I fluidly incorporate this
as part of my presentation?
How will this enhance my speech?
_____________________
Category
Description of Visual Aid
Materials Needed
_____________________
Category
Description of Visual Aid
Materials Needed
CATEGORIES: handouts, books, videotapes/media clips, overhead projector, flip
charts/posters, or “other” (see unit packet for detailed descriptions).