effective speeches usually begin with a statement

How to Start a Speech: 7 Tips and Examples for a Captivating Opening

By Status.net Editorial Team on December 12, 2023 — 10 minutes to read

1. Choosing the Right Opening Line

Finding the perfect opening line for your speech is important in grabbing your audience’s attention. A strong opening line sets the stage for the points you want to make and helps you establish a connection with your listeners.

1. Start with a question

Engage your audience from the very beginning by asking them a thought-provoking question related to your topic. This approach encourages them to think, and it can create a sense of anticipation about what’s coming next.

“Have you ever wondered how much time we spend on our phones every day?”

2. Share a personal story

A relatable personal story can create an emotional connection with your audience. Make sure your story is short, relevant to your speech, and ends with a clear point.

“When I was a child, my grandmother used to tell me that every kind deed we do plants a seed of goodness in the world. It was this philosophy that inspired me to start volunteering.”

3. Use a quote or a statistic

Incorporate a powerful quote or an intriguing statistic at the outset of your speech to engage your audience and provide context for your topic.

“As the great Maya Angelou once said, ‘People will forget what you said, people will forget what you did, but people will never forget how you made them feel.'”

4. Make them laugh

Injecting a little humor into your opening line puts everyone at ease and makes your speech more memorable. Just make sure your joke is relevant and doesn’t offend your audience.

“They say an apple a day keeps the doctor away, but if the doctor is cute, forget the fruit!”

5. Paint a mental picture

Draw your audience in by describing a vivid scene or painting an illustration in their minds. This creates an immersive experience that makes it easier for your audience to follow your speech.

“Picture this: you’re walking down the beach, and you look out on the horizon. The sun is setting, and the sky is a breathtaking canvas of reds, oranges, and pinks.”

2. Using a Personal Story

Sharing a personal story can be a highly effective way to engage your audience from the very beginning of your speech. When you open your talk with a powerful, relatable story, it helps create an emotional connection with your listeners, making them more invested in what you have to say.

Think about an experience from your life that is relevant to the topic of your speech. Your story doesn’t have to be grand or dramatic, but it should be clear and vivid. Include enough detail to paint a picture in your audience’s minds, but keep it concise and on point.

The key to successfully using a personal story is to make it relatable. Choose a situation that your audience can empathize with or easily understand. For example, if you’re giving a speech about overcoming adversity, you could talk about a time where you faced a seemingly insurmountable challenge and overcame it.

Make sure to connect your story to the main point or theme of your speech. After sharing your experience, explain how it relates to the topic at hand, and let your audience see the relevance to their own lives. This will make your speech more impactful and show your listeners why your personal story holds meaning.

3. Making a Shocking Statement

Starting your speech with a shocking statement can instantly grab your audience’s attention. This technique works especially well when your speech topic relates to a hot-button issue or a controversial subject. Just make sure that the statement is relevant and true, as false claims may damage your credibility.

For example, “Believe it or not, 90% of startups fail during their first five years in the market.” This statement might surprise your listeners and make them more receptive to your ideas on how to avoid pitfalls and foster a successful business.

So next time you’re crafting a speech, consider opening with a powerful shocking statement. It could be just the thing to get your audience sitting up and paying full attention. (Try to keep your shocking statement relevant to your speech topic and factual to enhance your credibility.)

4. Using Humor

Humor can be an excellent way to break the ice and grab your audience’s attention. Opening your speech with a funny story or a joke can make a memorable first impression. Just be sure to keep it relevant to your topic and audience.

A good joke can set a light-hearted tone, lead into the importance of effective time management, and get your audience engaged from the start.

When using humor in your speech, here are a few tips to keep in mind:

Be relatable: Choose a story or joke that your audience can easily relate to. It will be more engaging and connect your listeners to your message.
Keep it appropriate: Make sure the humor fits the occasion and audience. Stay away from controversial topics and avoid offending any particular group.
Practice your delivery: Timing and delivery are essential when telling a joke. Practice saying it out loud and adjust your pacing and tone of voice to ensure your audience gets the joke.
Go with the flow: If your joke flops or doesn’t get the reaction you were hoping for, don’t panic or apologize. Simply move on to the next part of your speech smoothly, and don’t let it shake your confidence.
Don’t overdo it: While humor can be useful in capturing your audience’s attention, remember that you’re not a stand-up comedian. Use it sparingly and focus on getting your message across clearly and effectively.

5. Incorporating a Quote

When you want to start your speech with a powerful quote, ensure that the quote is relevant to your topic. Choose a quote from a credible source, such as a famous historical figure, a well-known author, or a respected expert in your field. This will not only grab your audience’s attention but also establish your speech’s credibility.

For example, if you’re giving a speech about resilience, you might use this quote by Nelson Mandela: “The greatest glory in living lies not in never falling, but in rising every time we fall.”

Once you’ve found the perfect quote, integrate it smoothly into your speech’s introduction. You can briefly introduce the source of the quote, providing context for why their words are significant. For example:

Nelson Mandela, an inspirational leader known for his perseverance, once said: “The greatest glory in living lies not in never falling, but in rising every time we fall.”

When you’re incorporating a quote in your speech, practice your delivery to ensure it has the intended impact. Focus on your tone, pace, and pronunciation. By doing so, you can convey the quote’s meaning effectively and connect with your audience emotionally.

Connect the quote to your main points by briefly explaining how it relates to the subject matter of your speech. By creating a natural transition from the quote to your topic, you can maintain your audience’s interest and set the stage for a compelling speech.

In our resilience example, this could look like:

“This quote by Mandela beautifully illustrates the power of resilience. Today, I want to share with you some stories of remarkable individuals who, like Mandela, overcame obstacles and rose every time they fell. Through their experiences, we might learn how to cultivate our own resilience and make the most of life’s challenges.”

6. Starting with a Question

Opening your speech with a question can be a great way to engage your audience from the start. This strategy encourages your listeners to think and become active participants in your presentation. Your opening question should be related to your core message, sparking their curiosity, and setting the stage for the following content. Here are a few examples:

For a motivational speech : “Have you ever wondered what you would do if you couldn’t fail?”
For a business presentation : “What’s the biggest challenge your team faces daily, and how can we overcome it?”
For an educational talk : “How does the way we use technology today impact the future of our society?”

When choosing the right starting question, consider your audience. You want to ask something that is relevant to their experiences and interests. The question should be interesting enough to draw their attention and resonate with their emotions. For instance, if you’re presenting to a group of entrepreneurs, gear your question towards entrepreneurship, and so on.

To boost your question’s impact, consider using rhetorical questions. These don’t require a verbal response, but get your audience thinking about their experiences or opinions. Here’s an example:

For an environmental speech : “What kind of world do we want to leave for our children?”

After posing your question, take a moment to let it sink in, and gauge the audience’s reaction. You can also use a brief pause to give the listeners time to think about their answers before moving on with your speech.

7. Acknowledging the Occasion

When starting a speech, you can acknowledge the occasion that brought everyone together. This helps create a connection with your audience and sets the stage for the rest of your speech. Make sure to mention the event name, its purpose, and any relevant individuals or groups you would like to thank for organizing it. For example:

“Hello everyone, and welcome to the 10th annual Charity Gala Dinner. I’m truly grateful to the fundraising committee for inviting me to speak tonight.”

After addressing the event itself, include a brief personal touch to show your connection with the topic or the audience. This helps the audience relate to you and gain interest in what you have to say. Here’s an example:

“As a long-time supporter of this cause, I am honored to share my thoughts on how we can continue making a difference in our community.”

Next, give a brief overview of your speech so the audience knows what to expect. This sets the context and helps them follow your points. You could say something like:

“Tonight, I’ll be sharing my experiences volunteering at the local food bank and discussing the impact of your generous donations.”

Frequently Asked Questions

What are some effective opening lines for speeches.

A powerful opening line will grab your audience’s attention and set the stage for the rest of your speech. Some effective opening lines include:

Start with a bold statement: “The world needs your creativity now more than ever.”
Share a surprising fact: “Did you know that the average person spends (…) years of their life at work?”
Pose a thought-provoking question: “What would you attempt to do if you knew you could not fail?”
Tell a short, engaging story: “When I was 10 years old, I discovered my passion for baking in my grandmother’s kitchen.”

Can you provide examples of engaging introductions for speeches?

Use humor: “As a kid, I believed that 7 pm bedtime was a form of torture. Now, as an adult, I find myself dreaming of 7 pm bedtime.”
Share a personal experience: “On a trip to Italy, I found myself lost in the winding streets of a small village. It was there, amidst my confusion, that I stumbled upon the best gelato I’d ever tasted.”
Use an analogy: “Starting a new business is like taking a journey into the unknown. There will be challenges to overcome, and you’ll need resilience, determination, and a strong compass.”

Which speech styles can make a powerful impact on the audience?

Different speech styles will resonate with different audiences. Some styles to consider include:

Inspirational: Motivate your audience to take action or overcome challenges.
Storytelling: Share personal experiences or anecdotes to illustrate your points and keep listeners engaged.
Educational: Provide useful information and insights to help your audience learn or grow.
Persuasive: Present a compelling argument to convince your audience to adopt a particular perspective or take specific action.

How do successful speakers establish a connection with their listeners?

Establishing a connection with your listeners is key to delivering an impactful speech. Some ways to connect with your audience include:

Show empathy: Demonstrating understanding and concern for your audience’s feelings and experiences will generate a sense of trust and connection.
Be relatable: Share personal stories or examples that allow your audience to see themselves in your experiences, thus making your speech more relatable.
Keep it genuine: Avoid overrehearsing or coming across as scripted. Instead, strive for authenticity and flexibility in your delivery.
Encourage participation: Engaging your audience through questions, activities, or conversation can help build rapport and make them feel more involved.

What are some techniques for maintaining a friendly and professional tone in speeches?

To maintain a friendly and professional tone in your speeches, consider these tips:

Balance humor and seriousness: Use humor to lighten the mood and engage your audience, but make sure to also cover the serious points in your speech.
Speak naturally: Use your everyday vocabulary and avoid jargon or overly formal language when possible.
Show respect: Acknowledge differing opinions and experiences, and treat your audience with courtesy and fairness.
Provide useful information: Offer valuable insights and solutions to your audience’s concerns, ensuring they leave your speech feeling more informed and empowered.
Emotional Intelligence (EQ) in Leadership [Examples, Tips]
Effective Nonverbal Communication in the Workplace (Examples)
Empathy: Definition, Types, and Tips for Effective Practice
How to Improve Key Communication Skills
Examples of Empathy (and 38 Empathy Statements)
What is Self Compassion? (Exercises, Methods, Examples)

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8 Opening a Speech: Get Their Attention from the Start!

Man holding a prop while talking to an audience

Get the audience’s attention, or the rest of your speech is a waste. I mean it! Most people spend the majority of their speech preparation time working on the body of their speech and then they tack on an opening and a closing last minute.

The opening and closing deserve the most attention. Why? If you don’t get the audience’s attention and get them to pay attention to you instead of… the thoughts in their heads, their grocery lists, their neighbors, their social media…then all the rest of your brilliant content is wasted because they will never hear it. Lisa Marshall of Toastmasters International stresses the opening words are so important that “I spend 10 times more time developing and practicing the opener than any other part of the speech.”

Look at the description of Person A and Person B and tell me which person you like more.

Person A envious, stubborn, critical, impulsive, industrious, and intelligent

Person B intelligent, industrious, impulsive, critical, stubborn, and envious

If you are like most people, you have a preference for Person B. This illustrates a study by Solomon Ashe. He had subjects rate these two people using a string of descriptive words. Now look back at the descriptions. Look closely and you will notice they are the same words in a different order. Most people put the most emphasis on the first three words in determining how they will create the person. Like Asche’s subjects, your audience will be evaluating those first three words. Let’s bring it back around to speechmaking. The first sentence out of your mouth is crucial and the first three words are especially important.

I am sure you are not surprised to know that people form opinions quickly. To prove this, researchers showed subjects either a 20-minute clip of a job applicant or a 20-30 second clip of a job applicant. They were asked to rate the person on likeability and self-assurance. People were able to form an opinion in under thirty seconds. Not only that but they were able to form the same opinions from a 30-second clip as a 20-minute exposure.

The Battle for Attention

Remember that every piece of content in our modern era is part of an attention war. It’s fighting against thousands of other claims on people’s time and energy. This is true even when you’re standing on a stage in front of a seated audience. They have deadly distracters in their pockets called smartphones, which they can use to summon to their eyes a thousand outside alternatives. Once emails and texts make their claim, your talk may be doomed. And then there’s that lurking demon of modern life, fatigue. All these are lethal enemies. You never want to provide someone with an excuse to zone out. You have to be a savvy general directing this war’s outcome. Starting strong is one of your most important weapons. Chris Anderson, TED Talks, The Official TED Guide to Public Speaking.

“People don’t pay attention to boring things,” according to John Medina, author of Brain Rules, “You’ve got 30 seconds before they start asking the question, ‘Am I going to pay attention to you or not?'” It is important to get your audience’s attention right away. In this chapter, I will share with you several ways to win the war for attention and to start your speech right. I will show you the basic opening and closing structure of speeches and give you many examples of what that looks like. A speech, like an airplane, needs a good take-off and a good landing. Now it’s time to prepare to have a strong take-off and learn everything that goes into a speech introduction. This chapter is full of examples from a variety of talks. I included quotes from those introductions, but I also included links to each of those talks hoping you will be interested enough to want to listen.

Ways to Start a Speech

Chris Anderson likens this to battle. “First there is the 10-second war: can you do something in your first moments on stage to ensure people’s eager attention while you set up your talk topic? Second is the 1-minute war: can you then use that first minute to ensure that they’re committed to coming on the full talk journey with you?”

When thinking about your speech, spend a lot of time thinking about how to win the battle for their attention. Your introduction should make your audience want to put down their phones and listen. Your introduction should be so compelling they stop their wandering minds and turn their thoughts to you and you alone. Your introduction should start with three strong words where they form a strong opinion of you and your speech. Let me share how to accomplish this.

Capturing the audience through the story is one of the most powerful ways to start a speech. A story engages the brain in powerful ways and causes the audience’s brains to sync with the speakers. A well-told story will allow the audience to “see” things in their mind’s eye and to join the speaker’s emotions.

Watch this clip by Ric Elias for how he begins his speech with a powerful story. Particularly notice his first four words, “Imagine a big explosion.”

Imagine a big explosion as you climb through 3,000 ft. Imagine a plane full of smoke. Imagine an engine going clack, clack, clack. It sounds scary. Well, I had a unique seat that day. I was sitting in 1D. I was the only one who could talk to the flight attendants. So I looked at them right away, and they said, “No problem. We probably hit some birds.” The pilot had already turned the plane around, and we weren’t that far. You could see Manhattan. Two minutes later, three things happened at the same time.

Ric Elias, Three Things I Learned While My Plane Crashed.

Consider these other examples and notice how the speaker uses a story.

More powerful introductions using story:

I love you, I believe in you and it’s going to be OK. The three things that I needed to hear three years ago when I felt more abandoned than ever. I remember that day as if it happen this morning. It was Sunday and I had just woken up early at a brisk 12:30 in the afternoon. Ryan Brooks, Honesty, courage, and the importance of brushing your teeth. When I was nine years old I went off to summer camp for the first time. And my mother packed me a suitcase full of books, which to me seemed like a perfectly natural thing to do. Because in my family, reading was the primary group activity. And this might sound antisocial to you, but for us, it was really just a different way of being social. You have the animal warmth of your family sitting right next to you, but you are also free to go roaming around the adventureland inside your own mind. And I had this idea that camp was going to be just like this, but better. Susan Cain. The Power of Introverts. I grew up to study the brain because I have a brother who has been diagnosed with a brain disorder: schizophrenia. Jill Bolte Taylor, My Stroke of Insight. A few years ago, I got one of those spam emails. I’m not quite sure how, but it turned up in my inbox, and it was from a guy called Solomon Odonkoh. James Veitch This is What Happens When You Reply to Spam Email. Eleven years ago, while giving birth to my first child, I hemorrhaged and was transfused with seven pints of blood. Four years later, I found out that I had been infected with the AIDS virus and had unknowingly passed it to my daughter, Ariel, through my breast milk, and my son, Jake, in utero. Elizabeth Glaser, Address to the 1992 Democratic National Convention.

Good stories immediately set the stage and introduce you to the place and to the people. Doing this helps your brain can form a structure where the story takes place. It helps you see the story unfold in your mind. If you need help starting a story, Vanessa Van Edwards suggests these prompts:

Once upon a time.
I’m here for a reason, and it’s an interesting story.
The best thing that ever happened to me was.

There is an entire chapter on the Power of Story that can be found here.

Humor is a rubber sword – it allows you to make a point without drawing blood. – Mary Hirsch

When Family Guy’s Seth MacFarlane spoke at Harvard Commencemen t in the rain, he started with “There’s nowhere I would rather be on a day like this than around all this electrical equipment.” People laughed, people smiled, and the speech was off to a strong start. Humor works because it gives the audience a hit of the feel-good hormone dopamine. That is … if you are funny. If you decide to use humor, make sure you are funny. Test your humor on honest friends. In addition, the humor you use should fit your personality and your audience. Be warned, some groups would find humor inappropriate, do your research.

Watch this clip for how Tshering Tobgay begins his speech with humor.

In case you are wondering, no, I’m not wearing a dress, and no, I’m not saying what I’m wearing underneath. (Laughter) This is a go. This is my national dress. This is how all men dress in Bhutan. That is how our women dress. Like our women, we men get to wear pretty bright colors, but unlike our women, we get to show off our legs. Our national dress is unique, but this is not the only thing that’s unique about my country. Our promise to remain carbon neutral is also unique, and this is what I’d like to speak about today, our promise to remain carbon neutral.

Tshering Tobgay, This Country Isn’t Just Carbon Neutral–Its Carbon Negative.

More powerful introductions using humor

I didn’t rebel as a teenager. I started late and was still going at it the summer I turned thirty. I just became an American citizen, I divorced my husband, I got a big tattoo of a bat on my arm, and I joined a New York City punk band. Danusia Trevino, Guilty I need to make a confession at the outset here. A little over 20 years ago, I did something that I regret, something that I’m not particularly proud of. Something that, in many ways, I wish no one would ever know, but that here I feel kind of obliged to reveal. In the late 1980s, in a moment of youthful indiscretion, I went to law school. Dan Pink, The Puzzle of Motivation. It is really interesting to be a woman and to get to 45 and to not be married yet and to not have kids, especially when you have pushed out your fifth kid on television. Tracee Ellis Ross, 2017 Glamour Woman of the Year. I am not drunk …but the doctor who delivered me was.” (reference the shake she has due to a botched medical procedure at birth causing her cerebral palsey). Maysoon Zayid, I’ve Got 99 Prolbems and Cerebral Palsey is Not One of Them .

Salutation followed by humor

Oh boy, thank you so much, thank you so much. Thank you, President Cowan, Mrs. President Cowen; distinguished guests, undistinguished guests, you know who you are, honored faculty and creepy Spanish teacher. And thank you to all the graduating Class of 2009, I realize most of you are hungover and have splitting headaches and haven’t slept since Fat Tuesday, but you can’t graduate ’til I finish, so listen up. When I was asked to make the commencement speech, I immediately said yes. Then I went to look up what commencement meant which would have been easy if I had a dictionary, but most of the books in our house are Portia’s, and they’re all written in Australian. So I had to break the word down myself, to find out the meaning. Commencement: common, and cement, common cement. You commonly see cement on sidewalks. Sidewalks have cracks, and if you step on a crack, you break your mother’s back. So there’s that. But I’m honored that you’ve asked me here to speak at your common cement Ellen DeGenres, Commencement Speech at Tulane. Well, thank you. Thank you Mr. President, First Lady, King Abdullah of Jordan, Norm, distinguished guests. Please join me in praying that I don’t say something we’ll all regret. That was for the FCC. If you’re wondering what I’m doing here, at a prayer breakfast, well so am I. I’m certainly not here as a man of the cloth, unless that cloth is — is leather. Bono at the 54th annual National Prayer Breakfast.

Starting your speech by sharing a little-known fact, can be powerful. For this to fully work, you need to have the audience’s attention from the very first word. Read on for how these speakers started strong.

Powerful introductions using facts

Sadly, in the next 18 minutes when I do our chat, four Americans that are alive will be dead from the food that they eat. Jamie Oliver, Teach Every Child About Food. So I want to start by offering you a free, no-tech life hack, and all it requires of you is this: that you change your posture for two minutes. Amy Cuddy, Your Body Language May Shape Who You Are. Okay, now I don’t want to alarm anybody in this room, but it’s just come to my attention that the person to your right is a liar. (Laughter) Also, the person to your left is a liar. Also the person sitting in your very seats is a liar. We’re all liars. What I’m going to do today is I’m going to show you what the research says about why we’re all liars, how you can become a lie spotter and why you might want to go the extra mile and go from lie spotting to truth seeking, and ultimately to trust building. Pamela Meyer, How to Spot a Liar. You will live 7.5 minutes longer than you would have otherwise, just because you watched this talk. Jane McGonigal. The Game That Can Give You Ten Extra Years of Life. There are 900,000 divorces in the United States of America every year. Fewer than 10% of them ever talked to anybody about their relationship. So why would you need a science? Well, we need a science to develop effective treatment and understanding of how to make love work. Why? Why should we care about having great relationships? Well, it turns out that in the past 50 years, a field called social epidemiology has emerged, and it shows that great friendships, great love relationships between lovers and parents and children lead to greater health – mental health as well as physical health – greater wealth, greater resilience, faster recovery from illness, greater longevity – if you want to live 10 to 15 years longer, work on your relationships, not just your exercise – and more successful children as well. John Gottman. The Science of Love. This room may appear to be holding 600 people but there is actually so many more because within each of us there is a multiple of personalities. Elizabeth Lesser, Take the Other to Lunch.

Using a physical object can draw the audience’s attention. Make sure you plan the timing of the prop, and you practice with it. It is important that it is large enough for the audience to see and they can see it well enough that they are not frustrated. Depending on your speech, it may be appropriate to put it away, so it is not distracting.

Powerful introductions using props

Darren Tay walks onto the stage and stares at the audience. He pulls a pair of underwear out of his pocket and puts them on over his suit. “Hey loser how do you like your new school uniform. I think it looks great on you. Those were the words of my high school bully Greg Upperfield. Now if you are all wondering if the underwear that Greg used was clean, I had the same questions. Darren Tay, Outsmart, Outlast. Toastmasters 2016 World Champion of Public Speaking . Mohammed Qahtani walks onstage, puts a cigarette in his mouth … then looks up as if noticing the audience and says, “What?” As the audience laughs, he continues. “Oh, you all think smoking kills? Ha-ha, let me tell you something. Do you know that the amount of people dying from diabetes are three times as many [as the] people dying from smoking? Yet if I pulled out a Snickers bar, nobody would say anything.” He goes on to say, his facts are made up and his real topic is about how words have power. Mohammed Qahtani, Toastmasters 2015 World Champion of Public Speaking

JA Gamach blows a train whistle and then starts his speech as if he were a conductor, “All aboard! It’s a bright sunny day and you are taking a train. You are wearing a pair of sandals you proudly made yourself. As you board the train one of your sandals slips off and falls beside the track. (J.A. loses one sandal that falls down the platform.) You try to retrieve it. Too late. The train starts to pull away. What would you have done? I would have cursed my bad luck, mad at losing a sandal. JA Gamache, Toastmasters 2007 World Championship.

Use a Quotation

Powerful introductions using quotes.

Rules for using quotes

Be sure to use the quote purposefully and not just as placeholders.
Quotes can just take up valuable space where you could put content unless they are not properly used.
Let the quote be more important than the author. When using a quote at the opening, say the quote first and then the author. When using a quote at the end of a speech, say the author first and then the quote.
Keep it short and sweet. Use a quote that gets to the point quickly.
If you must use long quotes–put them on your slide.
If you project a quote, read it to the audience. Never expect them to read it while you talk about something else. Never say stupid things like, “You can read, I’ll let you read this for yourselves” or “Your adults, I’ll let you process this.”
Check the authorship and authenticity of the quote. There are so many quotes on the internet that are misattributed and misquoted. For example, who wrote the quote: “They may forget what you said, but they will never forget how you made them feel”?
Do not go for the overused quote or your audience is prone to dismiss it. Instead of quoting an overused “I have a dream quote” do as Jim Key, the 2003 Toastmasters International World Championship of Public Speaking did and pick an equally great but lesser-used Martin Luther King Quote: “The time is always right to do what is right!”

Watch Nate Stauffer at a Moth Grand Slam as he uses poetry to start and carry his story.

Watch this clip for how Andrew Solomon opens with a quote to make us think about depression.

Andrew Solomon, Depression, The Secret We Share.

Reference the Occasion

Ceremonial speeches often call for acknowledgment of those in attendance or a mention of the occasion. Here is how Martin Luther King Junior set up his famous speech. I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation. Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. Martin Luther King Junior, I Have a Dream.

Get the Audience Involved

Having the audience stand, raise their hand, or even nod in encouragement can cause them to focus on your message. This can be particularly helpful if the audience has been sitting for a while. Let me show you a few examples of how that works.

Ask a Question

You can involve the audience from the start by asking them a question.

Watch the first few minutes of Amy Purdy’s speech and how she starts with a question, “ If your life were a book and you were the author, how would you want your story to go?”

Have the Audience Participate

If you ask a question you want the audience to answer, be sure to give them time to respond. If they raise their hands, be sure to acknowledge their response. You might have the answer by standing, by raising their hands, by speaking to their neighbor. You might call on one member of the audience to answer for the group.

If you ask a question you want the audience to answer, don’t let your presentation slide give away the answer. For example, one speaker had a slide behind him that said, “Lesson 1: Don’t Worry About IQ.” He has the audience raise their hand if they want to improve their grades then he asks, “So can I get a show of hands, how many would say IQ is going to be the most important to get those marks to go up?” Very few people responded because the answer was “written on the wall” literally.

Watch this clip as Allan Pease engages the audience.

Everybody hold your right hand in front like this in a handshaking position. Uncross your legs. Relaxed position. Right hand in front. When I say the word, “Now” here’s what we’re going to do. I am going to ask you to turn to someone besides you, shake hands as if you’re meeting for the first time, and keep pumping till I ask you to stop. Then you’ll stop and freeze it and we’re going to analyze what’s happening. You got that? You don’t have time to think about this. Do it now. Pick anybody and pump. Pump, everybody. Freeze it. Hold it. Stop. Hold it. Freeze it. Keep your hands locked. Keep them locked. The person whose hand is most on top is saying “I’ll be the boss for the rest of the day.” Allan Pease, Body Language, the Power is in the Palm of Your Hands.

More powerful introductions using audience participation

I have a confession to make. But first, I want you to make a little confession to me. In the past year, I want you to just raise your hand if you’ve experienced relatively little stress? Kelly McGonigal, How to Make Stress Your Friend. So I’d like to start, if I may, by asking you some questions. If you’ve ever lost someone you truly loved, ever had your heartbroken, ever struggled through an acrimonious divorce, or being the victim of infidelity, please stand up. If standing up isn’t accessible to you, you can put your hand up. Please stay standing and keep your hand up there. If you’ve ever lived through a natural disaster, being bullied or made redundant, stand on up. If you’ve ever had a miscarriage, if you’ve ever had an abortion or struggled through infertility, please stand up. Finally, if you or anyone you love has had to cope with mental illness, dementia, some form of physical impairment or cope with suicide, please stand up. Look around you. Adversity doesn’t discriminate. If you are alive, you are going to have to, or you’ve already had to, deal with some tough times Thank you, everyone. Take a seat. Lucy Hone: The Three Secrets of Resilient People. Advice from Moth Storytelling Club Have a great first line that sets up the stakes and grabs attention No: “So I was thinking about climbing this mountain. But then I watched a little TV and made a snack and took a nap and my mom called and vented about her psoriasis then I did a little laundry (a whites load) (I lost another sock, darn it!) and then I thought about it again and decided I’d climb the mountain the next morning.” Yes: “The mountain loomed before me. I had my hunting knife, some trail mix and snow boots. I had to make it to the little cabin and start a fire before sundown or freeze to death for sure.”

Arouse Suspense or Curiosity

Watch this clip for how Kathryn Schulz creates curiosity by showing us Johnny Depp’s tattoo and then talks about her tattoo of regret. We hang on to her every word wondering, “Where is all this going and how bad can her tattoo really be?”

So that’s Johnny Depp, of course. And that’s Johnny Depp’s shoulder. And that’s Johnny Depp’s famous shoulder tattoo. Some of you might know that, in 1990, Depp got engaged to Winona Ryder, and he had tattooed on his right shoulder “Winona forever.” And then three years later — which in fairness, kind of is forever by Hollywood standards — they broke up, and Johnny went and got a little bit of repair work done. And now his shoulder says, “Wino forever.”

Kathryn Schulz, Don’t Regret, Regret.

Saying unexpected things or challenging assumptions can get a speech started off right. A herd of wildebeests, a shoal of fish, a flock of birds. Many animals gather in large groups that are among the most wonderful spectacles in the natural world. But why do these groups form? The common answers include things like seeking safety in numbers or hunting in packs or gathering to mate or breed, and all of these explanations, while often true, make a huge assumption about animal behavior, that the animals are in control of their own actions, that they are in charge of their bodies. And that is often not the case. Ed Yong. Zombie Roaches and Other Parasite Tales. TED Talk

Keys to Success

Memorize your first sentence so you can deliver it with impact. Memorize your whole speech opening if possible. Make sure your first three words have an impact.

Typical Patterns for Speech Openings

Get the audience’s attention–called a hook or a grabber.
Establish rapport and tell the audience why you care about the topic of why you are credible to speak on the topic.
Introduce the speech thesis/preview/good idea.
Tell the audience why they should care about this topic.
Give a transition statement to the body of the speech.

Step Two: Credibility

First, you hook the audience with your powerful grabber, then you tell them why you are credible to speak on the topic and why the topic is important. If they know your credentials, you would not need to tell them your credibility but you may still want to tell them why you are interested in the topic. Here are a few examples of how some speakers included credibility.

Tell Why You Are Credible

I’m a doctor, but I kind of slipped sideways into research, and now I’m an epidemiologist. Ben Goldacre, Battling Bad Science. I started studying resilience research a decade ago at the University of Pennsylvania in Philadelphia. It was an amazing time to be there because the professors who trained me had just picked up the contract to train all 1.1 million American soldiers to be as mentally fit as they always have been physically fit. Lucy Hone: The Three Secrets of Resilient People. What I’m going to do is to just give a few notes, and this is from a book I’m preparing called “Letters to a Young Scientist.” I’d thought it’d be appropriate to present it, on the basis that I have had extensive experience in teaching, counseling scientists across a broad array of fields. And you might like to hear some of the principles that I’ve developed in doing that teaching and counseling. EO Wilson: Advice to a Young Scientist.

Step Three: Tell Why it is Important

Early on in your speech, you should tell the audience why they should care. You should connect the speech to things they care about. This is where you answer, so what, who cares?

You know, I didn’t set out to be a parenting expert. In fact, I’m not very interested in parenting, per se. It’s just that there’s a certain style of parenting these days that is kind of messing up kids, impeding their chances to develop. Julie Lythcott-Haims, How to Raise Successful Kids – Without Over-Parenting

Step Four: Tell the Purpose of the Talk (aka Preview/ Thesis)

“If you don’t know what you want to achieve in your presentation your audience never will.” – Harvey Diamond, author

Tell the audience your purpose, clearly give them an overview of the main points. MIT professor, Patrick Winston says one of the best things to add to your speech is an empowerment promise. You want to tell people what they will know at the end of your speech that they didn’t know at the beginning. It’s their reason for being here. His empowerment promise was, “Today you will see some examples of what you can put in your armory of speaking techniques and it will be the case that one of those examples–some heuristic, some technique, maybe only one will be the one that will get you the job. By the end of the next 60 minutes, you will have been exposed to a lot of ideas, some of which you will incorporate into your own repertoire, and they will ensure that you get the maximum opportunity to have your ideas valued and accepted by the people you speak with.” Notice that this statement told you what to expect and why it mattered.

Here are examples of how various speakers accomplished this.

For years, I’ve been telling people, stress makes you sick. It increases the risk of everything from the common cold to cardiovascular disease. Basically, I’ve turned stress into the enemy. But I have changed my mind about stress, and today, I want to change yours. Kelly McGonigal, How to Make Stress Your Friend. We’ve been sold the lie that disability is a Bad Thing, capital B, capital T. It’s a bad thing, and to live with a disability makes you exceptional. It’s not a bad thing, and it doesn’t make you exceptional. Stella Young, I’m Not Your Inspiration, Thank You Very Much

What I’m going to show you is all of the main things, all of the main features of my discipline, evidence-based medicine. And I will talk you through all of these and demonstrate how they work, exclusively using examples of people getting stuff wrong. Ben Goldacre, Battling Bad Science. I would like to think that we (Arab women) poor, oppressed women actually have some useful, certainly hard-earned lessons to share, lessons that might turn out useful for anyone wishing to thrive in the modern world. Here are three of mine. Leila Hoteit, Three Lessons on Success from an Arab businesswoman We are often terrified and fascinated by the power hackers now have. They scare us. But the choices they make have dramatic outcomes that influence us all. So I am here today because I think we need hackers, and in fact, they just might be the immune system for the information age. Sometimes they make us sick, but they also find those hidden threats in our world, and they make us fix it. Keren Elazari. Hackers: The Internet’s Immune System Try This — Inspired by TED Master Class After you write your thesis, send it to three people with the question, “Based on what you read here, what do you think my speech will be about?”

Putting It All Together

At this point, you know you need to have a grabber, a preview, a credibility statement, and a so-what-who-cares statement. Let’s take a look at one of the top TED talks of all time by Jamie Oliver. This speech is a good illustration of everything we’ve been talking about so far and how all this works together.

“Everybody close your eyes.”

I don’t want to close my eyes; it makes me feel awkward and exposed to be in a group of people with my eyes closed. Because of that, I keep my eyes open. The problem is when I keep my eyes open, I feel like some sort of horrible nonconformist rebel. I feel awkward with my eyes closed and I feel guilty if they are open. Either way, I just feel bad. Besides, half of the time when speakers tell audience members to close their eyes, they forget to tell us when we can open them. If you are wanting me to imagine a story, just tell me to imagine it, don’t make me close my eyes (rant over).

“Can everybody hear me?”

You should plan your opening to be intentional and with power. “Can everybody hear me” is a weak and uncertain statement and this is not the first impression you want to leave. Do a microphone check before the audience members arrive and have someone stand in different corners of the room to make sure you can be heard. Don’t waste your valuable speech time with questions that you should already know the answer to.

“How long do I have to speak?”

You should know that before you begin. Even if the presentations for the day are running over and you are the last speaker, you should ask the MC before you begin. Always plan your first words with power.

“Can you read this?”

You should make your slides big, really big. Test out your slides in advance of your speech, walk all around the room and make sure you can read them. Have a friend check them out as well. You should know they are big enough because you planned for it and tested it.

“Turn off your cell phones and laptops.”

People really hate having things taken away, not to mention that your audience may want to take notes on their devices. Chances are you are speaking to adults, let them determine if it is appropriate to have out their technology.

“I’m sorry, I’m losing my voice.” “I’m stopped up.” “I’m under the weather.”

Stop apologizing! Stop making excuses! While these lines may be true, they just come of as excuses and can make the audience either feel like you don’t want to be there, or they just feel sorry for you.

“I’m so nervous right now.”

Talking about your nervousness will make you more nervous and will make them look for signs of your nervousness. Just start your speech.

“So, Um, Ok.”

Do not start with hesitation. Plan the first words, memorize the first words, practice the first words. Do not start with “Ok, so um, now I’d like…” Plan strong and start strong.

Do Not Discuss Your Business with People Watching…Really! I Mean It! Many of us are giving and listening to presentations in an online format. I have attended numerous presentations this year through Zoom where I have to sit and watch while the organizers engage in personal small talk or deal with the details of the presentation. This is how the speech I recently attended began. “Donna, you are going to share your screen, right?” “Yes. I have my PowerPoint ready to go. Will you push “record” when I give the signal?” “Sure. Where did you say that button is again? Do you think we should wait five more minutes, I think we had more who were coming? Dave, what was the total we were expecting?” “Yeah, we had 116 sign up, but the reminders went out late so this may be all we have. We can give them a few more minutes to log on.” “Donna, How is your dog? Is she still struggling with her cone since her spay surgery? My dog never would wear the cone –she tore her stitches out and broke her wound open. It was terrible. Well, it looks like it is about time to begin, thank you everyone for coming.” If you are organizing an event online, hosting a speech online, giving a presentation online–please keep it professional. Most platforms will allow you to keep the audience in a waiting room until it is time to start. If you have a business to deal with, keep the audience out until you have everything ready to go. Once the audience is in the meeting, you should engage the audience in group-type small talk or you should just start the presentation. In professional settings, you should start the meeting on time. Why punish those who showed up on time to wait for those who aren’t there yet?

A Conversation Over Coffee with Bill Rogers

I asked my long-time friend, Bill Rogers, to write an excerpt to add to the book. I met Bill when he was the Chief Development Officer for a hospital in Northwest Arkansas and I met him again when he was reinventing himself as a college student getting a Master’s Degree in the theater. He would love to share a symbolic cup of coffee with you and give you advice about public speaking.

Perfect morning for a walk, isn’t it? Join me for a cup of coffee? Wonderful. Find us a table and I’ll get our coffee.

There you go; just like you like it. There’s nothing like a great cup of coffee on the patio of your neighborhood coffee shop, is there?

Now that you’re settled in your favorite chair, take a sip, and let that glorious caffeine kick in and do its stuff. Okay, let’s talk.

So, you were asking me about public speaking.

Well, let’s see. Where do we begin?

One of the first pieces of advice I ever received was to imagine that every member of your audience is sitting there in their underwear! Yeah, right. That never worked for me. I tried it once with a local civic group of community leaders both male and female. If the intent of that tidbit is to make you relax, it certainly didn’t work for me. It just made me more self-conscious…and more nervous. I not only got distracted, but I also lost my train of thought, I started sweating, and, of course, imagined myself standing there without clothes. Needless to say, that speech was a disaster and I’ve never used it again. I suggest you don’t either.

In the early days, I also relied very heavily on my typed-up speech. Now, there’s nothing wrong with that unless you find yourself reading it word for word as I did. Nothing is more boring nor puts an audience to sleep quicker than a speaker with their nose down reading a speech. There’s no connection and connection with your audience is key.

As you know, I love theatre and I’ve done a bit of acting over the years. Early on, I learned that the quicker I learned my lines, the more I could play, experiment, and shape my character. It relaxed me and gave me enormous freedom. It led me to find a mantra for myself: “With discipline comes freedom.” This freedom will allow you to improvise as your audience or situation dictates while still conveying the core message of your presentation. That discipline and its resulting freedom apply to public speaking of any kind and, I think, will serve you well.

Another old adage we’ve all heard is Aristotle’s advice. You know the one. No? Well, roughly, it’s to tell your audience what you’re going to say, say it, and then tell them what you just said. That’s the basic formula for public speaking. And it works as a good place to start.

However, effective speaking is much more and, to me, it starts with a story or even a simple sentence.

You know the feeling you get when you read the first sentence of a good book and it just reaches out and grabs you? That should be your goal with every presentation. One sentence to capture your audience’s attention. Something that causes them to lean forward. Something that sparks their imagination.

It doesn’t have to be all that profound either. It can be something very simple. A personal story that relates to your topic. A relevant fact or statistic that defines or illustrates the issue or subject matter at hand.

A couple of classics come to mind. The first is Alice Walker’s, “The Color of Purple.”

“You better not tell nobody but God.”

And the second one is from my favorite novel, “To Kill A Mockingbird,” by Harper Lee.

“When he was nearly thirteen, my brother Jem got his arm broken at the elbow.”

Both sentences hook you immediately. A few simple words speak volumes. After reading or hearing those words, you naturally lean in. You want to learn more. You want to find out what happens next. Every effective speech or presentation does the same thing.

Of course, make sure that the first and last thing you say to your audience is both relevant and appropriate. I share this out of an abundance of caution. I once worked for an internationally recognized and well-respected children’s research hospital and I was given the privilege to speak at a national educational convention. The room was filled wall to wall with teachers. I thought I’d be cute and add a little levity. I opened my presentation with this line, “You know, I’ve had nightmares like this…” Instead of the roars of laughter, I was expecting, a wave of silence ensued. Not only was the line not funny, but it was also wholly inappropriate and I immediately lost my audience. Not my best day. Learn from my mistakes.

Finally, let’s touch on the importance of approaching a speech as a conversation. You and I are sitting here enjoying our coffee and having a friendly, relaxed conversation. Strive for that every chance you get. You may not always have that luxury. Some speeches and presentations simply demand formality. But even in those cases, you can usually make it somewhat conversational. I always try to write my speeches in a conversational style. Like I’m talking to a friend…or trying to make a new one.

So, to recap: tell a story, learn your lines, hook your audience with a simple sentence, close with a question or call to action, use repetition, keep it conversational, treat your audience as a friend, and give yourself permission to relax.

Above all, be yourself. Allow yourself to be as relaxed as you are with those closest to you. If you’re relaxed, if you try to think of your audience as a friend, then, in most cases, they too will relax and they will root for you. Even if they disagree with what you are telling them, they will respect you and they will listen.

How about another cup?

Key Takeaways

Remember This!

The most important part of your speech is the introduction because if you don’t get their attention, they are not listening to the rest of what you have to say.
To get attention, tell a story, use humor, share a quote, tell a startling fact, show a prop, ask a question, reference the occasion.
In addition to the grabber, a good introduction should establish rapport and tell the audience why you are credible.
An introduction often includes a “so what who cares statement” to tell the audience why this should matter to them.
The thesis/preview should be clear enough that someone could read just that sentence or couple of sentences and know what the speech is about.

Please share your feedback, suggestions, corrections, and ideas.

I want to hear from you.

Do you have an activity to include? Did you notice a typo that I should correct? Are you planning to use this as a resource and do you want me to know about it? Do you want to tell me something that really helped you?

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Yong, E. (2014). Zombie roaches and other parasite tales. TED Talk [Video] YouTube. https://www.ted.com/talks/ed_yong_zombie_roaches_and_other_parasite_tales?language=en Standard YouTube License.

Young, S. (2014). I’m not your inspiration, thank you very much. [Video] YouTube. https://www.ted.com/talks/stella_young_i_m_not_your_inspiration_thank_you_very_much?language=en Standard YouTube License.

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15 Powerful Speech Opening Lines (And How to Create Your Own)

Hrideep barot.

Public Speaking , Speech Writing

Powerful speech opening lines set the tone and mood of your speech. It’s what grips the audience to want to know more about the rest of your talk.

The first few seconds are critical. It’s when you have maximum attention of the audience. And you must capitalize on that!

Instead of starting off with something plain and obvious such as a ‘Thank you’ or ‘Good Morning’, there’s so much more you can do for a powerful speech opening (here’s a great article we wrote a while ago on how you should NOT start your speech ).

To help you with this, I’ve compiled some of my favourite openings from various speakers. These speakers have gone on to deliver TED talks , win international Toastmaster competitions or are just noteworthy people who have mastered the art of communication.

After each speaker’s opening line, I have added how you can include their style of opening into your own speech. Understanding how these great speakers do it will certainly give you an idea to create your own speech opening line which will grip the audience from the outset!

Alright! Let’s dive into the 15 powerful speech openings…

Note: Want to take your communications skills to the next level? Book a complimentary consultation with one of our expert communication coaches. We’ll look under the hood of your hurdles and pick two to three growth opportunities so you can speak with impact!

1. Ric Elias

Opening: “Imagine a big explosion as you climb through 3,000 ft. Imagine a plane full of smoke. Imagine an engine going clack, clack, clack. It sounds scary. Well I had a unique seat that day. I was sitting in 1D.”

How to use the power of imagination to open your speech?

Putting your audience in a state of imagination can work extremely well to captivate them for the remainder of your talk.

It really helps to bring your audience in a certain mood that preps them for what’s about to come next. Speakers have used this with high effectiveness by transporting their audience into an imaginary land to help prove their point.

When Ric Elias opened his speech, the detail he used (3000 ft, sound of the engine going clack-clack-clack) made me feel that I too was in the plane. He was trying to make the audience experience what he was feeling – and, at least in my opinion, he did.

When using the imagination opening for speeches, the key is – detail. While we want the audience to wander into imagination, we want them to wander off to the image that we want to create for them. So, detail out your scenario if you’re going to use this technique.

Make your audience feel like they too are in the same circumstance as you were when you were in that particular situation.

2. Barack Obama

Opening: “You can’t say it, but you know it’s true.”

3. Seth MacFarlane

Opening: “There’s nowhere I would rather be on a day like this than around all this electoral equipment.” (It was raining)

How to use humour to open your speech?

When you use humour in a manner that suits your personality, it can set you up for a great speech. Why? Because getting a laugh in the first 30 seconds or so is a great way to quickly get the audience to like you.

And when they like you, they are much more likely to listen to and believe in your ideas.

Obama effortlessly uses his opening line to entice laughter among the audience. He brilliantly used the setting (the context of Trump becoming President) and said a line that completely matched his style of speaking.

Saying a joke without really saying a joke and getting people to laugh requires you to be completely comfortable in your own skin. And that’s not easy for many people (me being one of them).

If the joke doesn’t land as expected, it could lead to a rocky start.

Keep in mind the following when attempting to deliver a funny introduction:

Know your audience: Make sure your audience gets the context of the joke (if it’s an inside joke among the members you’re speaking to, that’s even better!). You can read this article we wrote where we give you tips on how you can actually get to know your audience better to ensure maximum impact with your speech openings
The joke should suit your natural personality. Don’t make it look forced or it won’t elicit the desired response
Test the opening out on a few people who match your real audience. Analyze their response and tweak the joke accordingly if necessary
Starting your speech with humour means your setting the tone of your speech. It would make sense to have a few more jokes sprinkled around the rest of the speech as well as the audience might be expecting the same from you

4. Mohammed Qahtani

Opening: Puts a cigarette on his lips, lights a lighter, stops just before lighting the cigarette. Looks at audience, “What?”

5. Darren Tay

Opening: Puts a white pair of briefs over his pants.

How to use props to begin your speech?

The reason props work so well in a talk is because in most cases the audience is not expecting anything more than just talking. So when a speaker pulls out an object that is unusual, everyone’s attention goes right to it.

It makes you wonder why that prop is being used in this particular speech.

The key word here is unusual . To grip the audience’s attention at the beginning of the speech, the prop being used should be something that the audience would never expect. Otherwise, it just becomes something that is common. And common = boring!

What Mohammed Qahtani and Darren Tay did superbly well in their talks was that they used props that nobody expected them to.

By pulling out a cigarette and lighter or a white pair of underwear, the audience can’t help but be gripped by what the speaker is about to do next. And that makes for a powerful speech opening.

6. Simon Sinek

Opening: “How do you explain when things don’t go as we assume? Or better, how do you explain when others are able to achieve things that seem to defy all of the assumptions?”

7. Julian Treasure

Opening: “The human voice. It’s the instrument we all play. It’s the most powerful sound in the world. Probably the only one that can start a war or say “I love you.” And yet many people have the experience that when they speak people don’t listen to them. Why is that? How can we speak powerfully to make change in the world?”

How to use questions to open a speech?

I use this method often. Starting off with a question is the simplest way to start your speech in a manner that immediately engages the audience.

But we should keep our questions compelling as opposed to something that is fairly obvious.

I’ve heard many speakers start their speeches with questions like “How many of us want to be successful?”

No one is going to say ‘no’ to that and frankly, I just feel silly raising my hand at such questions.

Simon Sinek and Jullian Treasure used questions in a manner that really made the audience think and make them curious to find out what the answer to that question is.

What Jullian Treasure did even better was the use of a few statements which built up to his question. This made the question even more compelling and set the theme for what the rest of his talk would be about.

So think of what question you can ask in your speech that will:

Set the theme for the remainder of your speech
Not be something that is fairly obvious
Be compelling enough so that the audience will actually want to know what the answer to that question will be

8. Aaron Beverley

Opening: Long pause (after an absurdly long introduction of a 57-word speech title). “Be honest. You enjoyed that, didn’t you?”

How to use silence for speech openings?

The reason this speech opening stands out is because of the fact that the title itself is 57 words long. The audience was already hilariously intrigued by what was going to come next.

But what’s so gripping here is the way Aaron holds the crowd’s suspense by…doing nothing. For about 10 to 12 seconds he did nothing but stand and look at the audience. Everyone quietened down. He then broke this silence by a humorous remark that brought the audience laughing down again.

When going on to open your speech, besides focusing on building a killer opening sentence, how about just being silent?

It’s important to keep in mind that the point of having a strong opening is so that the audience’s attention is all on you and are intrigued enough to want to listen to the rest of your speech.

Silence is a great way to do that. When you get on the stage, just pause for a few seconds (about 3 to 5 seconds) and just look at the crowd. Let the audience and yourself settle in to the fact that the spotlight is now on you.

I can’t put my finger on it, but there is something about starting the speech off with a pure pause that just makes the beginning so much more powerful. It adds credibility to you as a speaker as well, making you look more comfortable and confident on stage.

If you want to know more about the power of pausing in public speaking , check out this post we wrote. It will give you a deeper insight into the importance of pausing and how you can harness it for your own speeches. You can also check out this video to know more about Pausing for Public Speaking:

9. Dan Pink

Opening: “I need to make a confession at the outset here. Little over 20 years ago, I did something that I regret. Something that I’m not particularly proud of. Something that in many ways I wish no one would ever know but that here I feel kind of obliged to reveal.”

10. Kelly McGonigal

Opening: “I have a confession to make. But first I want you to make a little confession to me.”

How to use a build-up to open your speech?

When there are so many amazing ways to start a speech and grip an audience from the outset, why would you ever choose to begin your speech with a ‘Good morning?’.

That’s what I love about build-ups. They set the mood for something awesome that’s about to come in that the audience will feel like they just have to know about.

Instead of starting a speech as it is, see if you can add some build-up to your beginning itself. For instance, in Kelly McGonigal’s speech, she could have started off with the question of stress itself (which she eventually moves on to in her speech). It’s not a bad way to start the speech.

But by adding the statement of “I have a confession to make” and then not revealing the confession for a little bit, the audience is gripped to know what she’s about to do next and find out what indeed is her confession.

11. Tim Urban

Opening: “So in college, I was a government major. Which means that I had to write a lot of papers. Now when a normal student writes a paper, they might spread the work out a little like this.”

12. Scott Dinsmore

Opening: “8 years ago, I got the worst career advice of my life.”

How to use storytelling as a speech opening?

“The most powerful person in the world is the storyteller.” Steve Jobs

Storytelling is the foundation of good speeches. Starting your speech with a story is a great way to grip the audience’s attention. It makes them yearn to want to know how the rest of the story is going to pan out.

Tim Urban starts off his speech with a story dating back to his college days. His use of slides is masterful and something we all can learn from. But while his story sounds simple, it does the job of intriguing the audience to want to know more.

As soon as I heard the opening lines, I thought to myself “If normal students write their paper in a certain manner, how does Tim write his papers?”

Combine such a simple yet intriguing opening with comedic slides, and you’ve got yourself a pretty gripping speech.

Scott Dismore’s statement has a similar impact. However, just a side note, Scott Dismore actually started his speech with “Wow, what an honour.”

I would advise to not start your talk with something such as that. It’s way too common and does not do the job an opening must, which is to grip your audience and set the tone for what’s coming.

13. Larry Smith

Opening: “I want to discuss with you this afternoon why you’re going to fail to have a great career.”

14. Jane McGonigal

Opening: “You will live 7.5 minutes longer than you would have otherwise, just because you watched this talk.”

How to use provocative statements to start your speech?

Making a provocative statement creates a keen desire among the audience to want to know more about what you have to say. It immediately brings everyone into attention.

Larry Smith did just that by making his opening statement surprising, lightly humorous, and above all – fearful. These elements lead to an opening statement which creates so much curiosity among the audience that they need to know how your speech pans out.

This one time, I remember seeing a speaker start a speech with, “Last week, my best friend committed suicide.” The entire crowd was gripped. Everyone could feel the tension in the room.

They were just waiting for the speaker to continue to know where this speech will go.

That’s what a hard-hitting statement does, it intrigues your audience so much that they can’t wait to hear more! Just a tip, if you do start off with a provocative, hard-hitting statement, make sure you pause for a moment after saying it.

Silence after an impactful statement will allow your message to really sink in with the audience.

Related article: 5 Ways to Grab Your Audience’s Attention When You’re Losing it!

15. Ramona J Smith

Opening: In a boxing stance, “Life would sometimes feel like a fight. The punches, jabs and hooks will come in the form of challenges, obstacles and failures. Yet if you stay in the ring and learn from those past fights, at the end of each round, you’ll be still standing.”

How to use your full body to grip the audience at the beginning of your speech?

In a talk, the audience is expecting you to do just that – talk. But when you enter the stage and start putting your full body into use in a way that the audience does not expect, it grabs their attention.

Body language is critical when it comes to public speaking. Hand gestures, stage movement, facial expressions are all things that need to be paid attention to while you’re speaking on stage. But that’s not I’m talking about here.

Here, I’m referring to a unique use of the body that grips the audience, like how Ramona did. By using her body to get into a boxing stance, imitating punches, jabs and hooks with her arms while talking – that’s what got the audience’s attention.

The reason I say this is so powerful is because if you take Ramona’s speech and remove the body usage from her opening, the entire magic of the opening falls flat.

While the content is definitely strong, without those movements, she would not have captured the audience’s attention as beautifully as she did with the use of her body.

So if you have a speech opening that seems slightly dull, see if you can add some body movement to it.

If your speech starts with a story of someone running, actually act out the running. If your speech starts with a story of someone reading, actually act out the reading.

It will make your speech opening that much more impactful.

Related article: 5 Body Language Tips to Command the Stage

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Final Words

So there it is! 15 speech openings from some of my favourite speeches. Hopefully, these will act as a guide for you to create your own opening which is super impactful and sets you off on the path to becoming a powerful public speaker!

But remember, while a speech opening is super important, it’s just part of an overall structure.

If you’re serious about not just creating a great speech opening but to improve your public speaking at an overall level, I would highly recommend you to check out this course: Acumen Presents: Chris Anderson on Public Speaking on Udemy. Not only does it have specific lectures on starting and ending a speech, but it also offers an in-depth guide into all the nuances of public speaking.

Being the founder of TED Talks, Chris Anderson provides numerous examples of the best TED speakers to give us a very practical way of overcoming stage fear and delivering a speech that people will remember. His course has helped me personally and I would definitely recommend it to anyone looking to learn public speaking.

No one is ever “done” learning public speaking. It’s a continuous process and you can always get better. Keep learning, keep conquering and keep being awesome!

Lastly, if you want to know how you should NOT open your speech, we’ve got a video for you:

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The Writing Center • University of North Carolina at Chapel Hill

What this handout is about

This handout will help you create an effective speech by establishing the purpose of your speech and making it easily understandable. It will also help you to analyze your audience and keep the audience interested.

What’s different about a speech?

Writing for public speaking isn’t so different from other types of writing. You want to engage your audience’s attention, convey your ideas in a logical manner and use reliable evidence to support your point. But the conditions for public speaking favor some writing qualities over others. When you write a speech, your audience is made up of listeners. They have only one chance to comprehend the information as you read it, so your speech must be well-organized and easily understood. In addition, the content of the speech and your delivery must fit the audience.

What’s your purpose?

People have gathered to hear you speak on a specific issue, and they expect to get something out of it immediately. And you, the speaker, hope to have an immediate effect on your audience. The purpose of your speech is to get the response you want. Most speeches invite audiences to react in one of three ways: feeling, thinking, or acting. For example, eulogies encourage emotional response from the audience; college lectures stimulate listeners to think about a topic from a different perspective; protest speeches in the Pit recommend actions the audience can take.

As you establish your purpose, ask yourself these questions:

What do you want the audience to learn or do?
If you are making an argument, why do you want them to agree with you?
If they already agree with you, why are you giving the speech?
How can your audience benefit from what you have to say?

Audience analysis

If your purpose is to get a certain response from your audience, you must consider who they are (or who you’re pretending they are). If you can identify ways to connect with your listeners, you can make your speech interesting and useful.

As you think of ways to appeal to your audience, ask yourself:

What do they have in common? Age? Interests? Ethnicity? Gender?
Do they know as much about your topic as you, or will you be introducing them to new ideas?
Why are these people listening to you? What are they looking for?
What level of detail will be effective for them?
What tone will be most effective in conveying your message?
What might offend or alienate them?

For more help, see our handout on audience .

Creating an effective introduction

Get their attention, otherwise known as “the hook”.

Think about how you can relate to these listeners and get them to relate to you or your topic. Appealing to your audience on a personal level captures their attention and concern, increasing the chances of a successful speech. Speakers often begin with anecdotes to hook their audience’s attention. Other methods include presenting shocking statistics, asking direct questions of the audience, or enlisting audience participation.

Establish context and/or motive

Explain why your topic is important. Consider your purpose and how you came to speak to this audience. You may also want to connect the material to related or larger issues as well, especially those that may be important to your audience.

Get to the point

Tell your listeners your thesis right away and explain how you will support it. Don’t spend as much time developing your introductory paragraph and leading up to the thesis statement as you would in a research paper for a course. Moving from the intro into the body of the speech quickly will help keep your audience interested. You may be tempted to create suspense by keeping the audience guessing about your thesis until the end, then springing the implications of your discussion on them. But if you do so, they will most likely become bored or confused.

For more help, see our handout on introductions .

Making your speech easy to understand

Repeat crucial points and buzzwords.

Especially in longer speeches, it’s a good idea to keep reminding your audience of the main points you’ve made. For example, you could link an earlier main point or key term as you transition into or wrap up a new point. You could also address the relationship between earlier points and new points through discussion within a body paragraph. Using buzzwords or key terms throughout your paper is also a good idea. If your thesis says you’re going to expose unethical behavior of medical insurance companies, make sure the use of “ethics” recurs instead of switching to “immoral” or simply “wrong.” Repetition of key terms makes it easier for your audience to take in and connect information.

Incorporate previews and summaries into the speech

For example:

“I’m here today to talk to you about three issues that threaten our educational system: First, … Second, … Third,”

“I’ve talked to you today about such and such.”

These kinds of verbal cues permit the people in the audience to put together the pieces of your speech without thinking too hard, so they can spend more time paying attention to its content.

Use especially strong transitions

This will help your listeners see how new information relates to what they’ve heard so far. If you set up a counterargument in one paragraph so you can demolish it in the next, begin the demolition by saying something like,

“But this argument makes no sense when you consider that . . . .”

If you’re providing additional information to support your main point, you could say,

“Another fact that supports my main point is . . . .”

Helping your audience listen

Rely on shorter, simpler sentence structures.

Don’t get too complicated when you’re asking an audience to remember everything you say. Avoid using too many subordinate clauses, and place subjects and verbs close together.

Too complicated:

The product, which was invented in 1908 by Orville Z. McGillicuddy in Des Moines, Iowa, and which was on store shelves approximately one year later, still sells well.

Easier to understand:

Orville Z. McGillicuddy invented the product in 1908 and introduced it into stores shortly afterward. Almost a century later, the product still sells well.

Limit pronoun use

Listeners may have a hard time remembering or figuring out what “it,” “they,” or “this” refers to. Be specific by using a key noun instead of unclear pronouns.

Pronoun problem:

The U.S. government has failed to protect us from the scourge of so-called reality television, which exploits sex, violence, and petty conflict, and calls it human nature. This cannot continue.

Why the last sentence is unclear: “This” what? The government’s failure? Reality TV? Human nature?

More specific:

The U.S. government has failed to protect us from the scourge of so-called reality television, which exploits sex, violence, and petty conflict, and calls it human nature. This failure cannot continue.

Keeping audience interest

Incorporate the rhetorical strategies of ethos, pathos, and logos.

When arguing a point, using ethos, pathos, and logos can help convince your audience to believe you and make your argument stronger. Ethos refers to an appeal to your audience by establishing your authenticity and trustworthiness as a speaker. If you employ pathos, you appeal to your audience’s emotions. Using logos includes the support of hard facts, statistics, and logical argumentation. The most effective speeches usually present a combination these rhetorical strategies.

Use statistics and quotations sparingly

Include only the most striking factual material to support your perspective, things that would likely stick in the listeners’ minds long after you’ve finished speaking. Otherwise, you run the risk of overwhelming your listeners with too much information.

Watch your tone

Be careful not to talk over the heads of your audience. On the other hand, don’t be condescending either. And as for grabbing their attention, yelling, cursing, using inappropriate humor, or brandishing a potentially offensive prop (say, autopsy photos) will only make the audience tune you out.

Creating an effective conclusion

Restate your main points, but don’t repeat them.

“I asked earlier why we should care about the rain forest. Now I hope it’s clear that . . .” “Remember how Mrs. Smith couldn’t afford her prescriptions? Under our plan, . . .”

Call to action

Speeches often close with an appeal to the audience to take action based on their new knowledge or understanding. If you do this, be sure the action you recommend is specific and realistic. For example, although your audience may not be able to affect foreign policy directly, they can vote or work for candidates whose foreign policy views they support. Relating the purpose of your speech to their lives not only creates a connection with your audience, but also reiterates the importance of your topic to them in particular or “the bigger picture.”

Practicing for effective presentation

Once you’ve completed a draft, read your speech to a friend or in front of a mirror. When you’ve finished reading, ask the following questions:

Which pieces of information are clearest?
Where did I connect with the audience?
Where might listeners lose the thread of my argument or description?
Where might listeners become bored?
Where did I have trouble speaking clearly and/or emphatically?
Did I stay within my time limit?

Other resources

Toastmasters International is a nonprofit group that provides communication and leadership training.
Allyn & Bacon Publishing’s Essence of Public Speaking Series is an extensive treatment of speech writing and delivery, including books on using humor, motivating your audience, word choice and presentation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Boone, Louis E., David L. Kurtz, and Judy R. Block. 1997. Contemporary Business Communication . Upper Saddle River, NJ: Prentice Hall.

Ehrlich, Henry. 1994. Writing Effective Speeches . New York: Marlowe.

Lamb, Sandra E. 1998. How to Write It: A Complete Guide to Everything You’ll Ever Write . Berkeley: Ten Speed Press.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Speech Structure: The Complete OBC Guide

What makes a great speech? The content, of course, but also the structure. All great speakers overlay their content on a well-known structure.

Your speech structure is the glue that binds your points together. Without it, you cannot really have the impact you desire to have on the audience.

The beauty of this is that a good structure is so subtle it is almost invisible. Its effectiveness is only evident in its impact.

Speech writing can be intimidating for some, however, we have incorporated plenty of speech examples to get a complete understanding. We aim to explain a proper structure that can be applied to any of your speeches.

There are four things you need to keep in mind about this:

Table of Contents

What is the purpose of your speech?

Can too much content be harmful, who is the audience, informative speech, persuasive speech, argumentative speech, demonstration speech, humorous speech, strong statement, visual prop or demonstration, personal anecdote, problem or strong statement, summary on writing your introduction:, credibility, cause and effect:, problems and solutions:, lucky number three, summary on writing your body:, call to action, inspirational, key takeaway, summary of writing your conclusion:, meta description:, picking the right topic.

The content of a speech can largely determine how the audience receives it. For this, you will need to accurately assess who is going to be listening to your speech. There are some questions you need to ask before sitting down to write this speech.

Do you intend to introduce a concept or argue on a controversial topic? Is your purpose of imparting knowledge or guiding the audience through a demonstration? It is essential to have your intentions cleared; otherwise, you can risk creating a speech with no direction.

We understand that as daunting as speaking can be, it is, at the same time, fascinating. When you pick a topic that you are passionate about, it is easy to find yourself packing the speech with all kinds of information. However, in doing so, you can overwhelm your audience.

There is such a thing as too much information. You need to make sure that whatever information you do include is impactful and influential. Aim for something short but memorable. Pick one takeaway message and gear your speech towards that objective.

While it is vital to pick a topic that interests you, it is equally important to make sure that it can grab the audience’s attention. What is the target demographic for your speech? What is the setting for this speech? Is it a particularly controversial topic?

This is important because as humans, most people are likely to be more interested in your presentation if it benefits them somehow. At the same time, you have to consider the setting.

For instance: an office setting would not be the right setting for a controversial social speech. If your speech includes demonstration and requires volunteers, you need to ensure that this is an audience willing to participate.

Do you understand the various types of speeches?

Before you pen down your presentation, stop to wonder whether you understand the different types of speeches. Understanding what kind of speech you are going for can help you better structure it for maximum efficiency:

An informative speech intends to explain complex topics to your audience by providing engaging information. This can include objects, events, procedures, and more. It is better if you pick a topic that you are interested in so that your enthusiasm shines through.

When you give an informative speech, you are merely trying to educate your audiences about a particular topic. You refrain from becoming too argumentative as it might come across too strong for your listeners. If this is the type of speech you intend to give, you can check out 100 Informative Speech Topics and Ideas to make your job easier.

A persuasive speech intends to convince the audiences of your viewpoint. It uses compelling points to sway the listener’s opinions. The primary purpose of this type of speech is to affect the audiences’ thought process and persuade them to think about changing how they feel about a topic.

Some examples of a persuasive speech can be a politician’s speech, an animal activist’s speech, and so on. As you can see, the goal here is to persuade and obtain something ultimately. A politician might want to sway your vote in their favor, whereas ani activist has a cause that they’d like to advocate for.

If this is the type of speech you intend to give, you can check out 237 Easy Persuasive Speech Topics and Guide to better plan your speech.

An argumentative speech is more or less a persuasive speech. However, a persuasive speech does not always have to be argumentative. The purpose of an argumentative is to alter how the audience views a subject.

Changing the audience’s opinion is not an easy job. This is why you need to not only pick a persuasive topic but also believe in it. You need a strong claim along with irrefutable points to support it.

The best argumentative speeches utilize issues relating to current events. You can see this in the media in the form of mostly social, ethical, political, or religious arguments. Your arguments should make use of logic and realistic examples. Some examples of this type of speech can be: Dress codes shouldn’t be mandatory, Space exploration is a waste of money, etc.

If you’d like to see more topic ideas for an argumentative speech, you can browse the 200 Argumentative Speech Topics and ideas: A Complete Guide .

A demonstration speech, true to its name, demonstrates to the audience how something works. This type of presentation is more common for high school or college students. It makes use of props and useful body language to properly guide the audience through an activity.

This type of speech can fall under informative speech as you are informing the listeners on a task. While this type of speech is considered a basic speech, it is an excellent way to practice your expository speaking.

If this is the type of speech you’d like to give, here’s a list of 279 Demonstration Speech Topics and Ideas: A Complete Guide , so that you can better perfect your speech.

A humorous speech is the perfect light-hearted solution for adding a fun twist to your speech. This type of presentation aims to entertain the audience. A humorous speech can incorporate any of the above examples. It is, thus, very versatile. And what’s more? You get to have just as much fun delivering it!

The thing to keep in mind with this kind of speech is that you need to pick a proper topic. You intend to garner a joyful response to its best not to pick a sensitive topic. To help you out, you can browse the 300 Funny Speech Topics to Tickle Some Funny Bones! to structure your humorous speech.

Writing the Introduction (Opening)

The introduction of your speech is vital to the success of your speech. It is what sets the tone of your entire speech. It determines whether or not you grab the attention of the listeners. You will get only one chance to charm your audience and make sure they follow the rest of your speech.

So, how can you make this happen? There are a few different ways you can approach this:

Asking a question is an excellent way to grab your audience’s attention. It piques their curiosity and ensures that they will listen to get an answer to said question. The question can be either rhetorical or literal. For instance, “Have you ever wondered what it’d be like to live in a world without technology?” or “Have you ever felt broken-hearted?”.

Either the audience resonates with your question, or it generates curiosity. This is also a great way to get some audience participation. If you say, “With a show of hands, how many of us here have tried to change our habits and failed?” you can not only garner interest but also physically get the audience invested in your speech.

A question is a great way to get your listeners thinking about your topic while introducing your topic, all in a matter of seconds!

A strong statement is also an excellent way to create a compelling introduction. You must know Martin Luther King’s iconic, “I have a dream.” The intensity that radiates from that sentence immediately captures an audiences’ attention and creates a commanding presence.

Similarly, an excellent example of this type of opening is from Larry Smith’s speech. “I want to discuss with you this afternoon why you’re going to fail to have a great career.” This immediately generates intrigue and curiosity. That’s what you’re going for.

This statement does not have to just be cold facts. It can be a part of a personal story as well. For instance, the statement “Last week, I found out that my childhood friend got in a car accident” is bound to create a powerful silence. If your speech has such a strong emotive statement, you can use it in your introduction to engage your audience better.

Another helpful tip that goes with a strong statement in silence. Give your listener’s a chance to absorb the statement that you have put in front of them with a couple of seconds of silence before diving in further.

A prop can be a fantastic addition to your speech. Not only does it help emphasize your point, but it also helps the audience stay focused on your speech. Props are especially good for a demonstrative speech. Or you can simply incorporate demonstrations as part of your speech.

Body language speaks much louder than words can for us humans. This is why using colorful bags, a deck of cards, colored papers, etc. can be so effective as an opener for your speech. Once, I attended a speech where the speaker brought a heavy bag and simply set it on the table, talking about the bag. The audience was hooked, waiting eagerly till the end to find out what was in the bag.

A quotation can be the perfect way to capture your audience’s attention. It also helps set a tone for the speech that is to come. The quote you pick can be a well-known saying such as “They say all that glitters is not gold, well I beg to differ.” Doing so, you can ignite curiosity.

Similarly, you can also quote a person or a publication and tie it to your speech. For instance, for a motivational speech, you can take the example of someone like Bill Gates- “Your most unhappy customers are your greatest source of learning.” When you use a quote from a big name, you will definitely get people wanting to hear and learn more.

Humor is always a great tool to have in your arsenal. A good icebreaker can warm the listeners up to you and make them more receptive to the rest of your speech. Humor is a very endearing trait for a skilled speaker. Some ideas for your opening can be:

“It’s the funniest thing. As I was coming up to the stage, I began thinking we actually have quite a lot in common. None of us have a clue about what I’m going to say!”

“I know we are all busy, and I want to honor your time. So I will make sure to be accurate and brief, no matter long it takes me.”

The great thing about using humor is that it works on your audience subconsciously. You seem at ease with yourself and radiate confidence. You have to remember that for humor to be effective; it has to be effortless. If you seem unsure about your lines, the audience is sure to pick up on it.

A strong statistic will always add validity to your speeches. Presenting the audience with irrefutable facts backed up by a strong source is a surefire way to gain credibility. It can also add gravity to the scale of the issue that you want to draw attention to.

However, it is easy to overdo things when it comes to numbers. It can be tempting to add strong statistics to the rest of your speech as well. But remember, the strongest points are ones that linger in an audience’s mind. If you give them too many numbers, none of them will stick out in their heads, and they are bound to feel lost.

Some examples can be: “Look to your right. Now, look to your left. One in three women and one in four women are known to have suffered physical violence. A statement like this not only ignites awareness but also physically makes your listener feel involved in your speech.

An anecdote is a short story taken from your life itself. The story usually adds to the theme of your story. Short and light-hearted anecdotes can add a lot of enthusiasm and charm to your speech. However, you don’t have to make them humorous. Even more, touching stories can be equally, if not more engaging.

When used correctly, a personal anecdote makes for the perfect introduction that draws your listeners towards your central message. Not only does it create empathy, but it also sparks interest. If you don’t have a personal anecdote itself, you can go for a third-person anecdote that speaks to you as well.

Opening with a problem can make for a strong opening. This method generates interest and keeps the audience listening with the promise of an upcoming solution. Try to aim for a problem that caters to a wider demographic for a higher relatability.

Problems that relate to current events can have a better draw. For instance: “Why should remote working be implemented even after quarantine?”

In a similar vein, a powerful statement can be an excellent way to capture your audience’s attention. A statement, when paired with silence, can make for an effective tool. Example: “The top 20% of our society makes 80% of all the money. Would you like to be part of this 20%? If so, I’m going to give you some pointers on how you can align yourself in that direction. Does that sound like something you might be interested in?”

Your opening plays a big role in whether or not you can grab your listener’s attention straight off the bat.
Give your audience a reason to pay attention by clearly stating the purpose of your speech.
If you are giving a speech regarding a field you have some experience with, remember to establish credibility early on.
Give a short highlight reel of your main points.
Quotations or powerful statements are a great way to catch the audience’s attention.
Including current events or statistics will make your speech seem more relevant to a wider range of listeners.
Asking a question will get your audience more involved and add intrigue to the rest of your presentation.

Structuring your content (Body)

The body of your speech will hold all of your main points. Since this is the longest section of your speech, you need to ensure that it is interesting enough to keep everyone’s attention. Depending on the objective of your speech, you will need to add examples, opinions, and facts to back up your points. What helps during this time is proper organization.

Here are some things you want to keep in mind while drafting the body of your speech:

No matter how much you believe in your point, you still need to give your audience a credible reason to take your word for it. This can be done by adding examples, detailed descriptions, statistics, and so on. Always remember to credit the source when using a statistic. You can also add a strong testimonial to add a touch of personalized support if that applies to your objective.

Transitions

When you have a lot of content packed into your speech, transitions become vital to the effectiveness of your speech. You can consider these as points of a refresh in your speech. Here, the audience can reengage and follow along more attentively.

The best transitions are always invisible. They can seamlessly add flow to your speech without giving any indication of such to your audience. There are many ways to incorporate this into your speech.

Some examples can be:

A connective transition is where you reiterate a previous point and introduce a connecting point. The way this method works is that it rehashes an important aspect while relating it to what’s next.

The most effective way to use this is in a problem/solution module. This is where you begin by stating a problem and transition towards a solution.

Example: Now that we’ve understood the various negative effects of junk food, let me tell you how we can plan a better diet to combat obesity.

When you do this, you are providing a summary of the problem and swiftly leading them towards a solution. If you jump straight to the next section, it can feel rushed. Besides, pauses are another important element of speech delivery.

Keywords, as the name suggests, have a certain draw to them. These are words that are central to the theme of your speech. Repetition is a very effective tool in conveying your message.

For instance: If your speech is about the scarcity of running water in rural communities, you can draw attention by repeating the factors that cause this issue. Doing so will also let you explain in better detail these factors while keeping your audience hooked to the main theme.

Content Approach

Depending on your speech, there are various ways to approach how you frame your content. We all know that content is king; however, without the right approach, it’s easy for your message to get lost along the way. This is why it’s so important to keep your subject matter relevant and interesting. Make sure the content is as compact and concise as you can make it. Some of the methods by which you can ensure this is as follows:

Cause and effect is a great way to present your ideas. This method works best for explaining events and consequences or results. Make sure to include all the appropriate details to add emphasis. The element of ‘what’s next’ is what keeps the audience hooked to your speech. As you unfold a cause and follow it with the effects, it will feel both interesting as well as rewarding to your audience.

Problem and solution is a speech method as old as time. But it is so because of its reliability. This approach works best for a motivational speech. This type of speech intends to address a problem and offer a systematic solution that benefits the listeners. It is also a common approach for pushing an audience to buy into a service or product. You pose a problem and then offer a solution, including a whole package. Make sure the solution you offer is versatile so that it applies to a wider range of people, thereby increasing appeal.

A narrative approach is excellent for anybody who wants to sharpen their storytelling skills. The important ingredients for a narrative speech are chronology and a simple organization pattern. Typically, any story will have a beginning, middle, and end. Going in order, with smooth transitions will make your story easy to follow.

This type of speech is most effective for presenting events, life lessons, experiences, rituals, and personal beliefs. Try to stick to the core of the story without too many unnecessary details. Just because a narrative includes storytelling does not mean it can’t have an end goal. For instance: a personal experience of failure might be a great story of caution for the listeners.

The most important thing for a successful narrative speech is build-up. You want your audience to be invested, to care about what comes next, to raise the stakes so that when you provide the conclusion, it is that much more effective. You must always ask yourself, “What do I want the audience to remember after this speech?”.

The best way to write this would be to outline a sketch of events that are relevant to your narrative. After that, you can think about the best way to escalate the stakes. Remember that eye contact is an important visual medium in a narrative speech. It will help your audience connect better to your story.

The number three is impactful. Even the general structure of a speech is divided into three parts: Opening, Body, and Conclusion. When you want to make a point that people remember, you should consider splitting it into three, where the first two act as a build-up while your final point brings the unexpected impact.

The best thing about this method is that you can apply it to just about any kind of speech. This, in fact, adds more structure to your speech and makes it more easily digestible. The key ingredient here becomes balance and transition. Make sure you focus on all three elements of your story equally, so it does not feel rushed. Add in a seamless transition to make your story structure seem effortless.

Make sure you have designed your content to suit your audience.
Divide your body into easily digestible sections so that your main points come across clearly.
Stress on keywords and clever repetitions to drive your point home.
Work on your transitions to establish clear sections but a seamless switch to keep your listeners hooked.
When using facts or statistics, always back it up with a credible source.

Closing your speech (Conclusion)

The conclusion is vital to the success of your speech. This is the parting thought that you will be leaving your audience with, so you have to make sure that it’s a good one. The conclusion is where you reiterate your key point. This is why there is so much importance put on a conclusion to be powerful enough to stay in your memory.

Here are some possible ways you can approach your conclusion:

A call-to-action refers to a statement or material that intends to encourage the listener or viewer to take the initiative. It can also be considered as instruction as it usually directs the audience towards something.

The most effective way to approach this is to manage both your energy as well as your tempo. While it is essential to maintain a clear and well-enunciated speech throughout, when you reach a conclusion, you are going to want to speed up just a little bit.

What this does is add a sense of urgency to the message that you are giving. Similarly, higher energy makes the audience resonate and respond equally. They will associate this high energy with your message and remember your speech for longer.

Some examples of this can be: “As we can see, the effects of depression can be life-threatening. So I encourage each and every one of you to go home today and reach out to your friends, talk to them and open up a platform where they know they can come to talk to you for anything. Because you’d rather hear their problems than hear about their death.”

For speeches that are over 5-6 minutes long, the audience can sometimes lose track of the earlier points. This is why it is necessary to summarize your main points before you leave the stage. You don’t have to take them through the entire story, but make sure you include the keywords that trigger in them the memory of that portion.

You can do this by saying something along the lines of “Let me briefly run you through what we discussed” or “So, we talked about three main things today.” This not only does a great job of reiterating and reconfirming your main points but also signals to the audience that you are drawing towards the end of your presentation.

Repetition. Repetition. Repetition.

Even though you might be well familiarized with your speech, it is safe to assume that most of the audience is hearing it for the first time. For this reason, you need to drive your point home by essentially drilling it into their minds. Now, you can’t simply repeat the central theme over and over as that isn’t an effective strategy. But there can be an art to repetition as well.

You should aim to rephrase and reinforce your central idea as you conclude your speech. Don’t go for a word-for-word repetition, but aim to reframe your key themes and arguments. Paraphrasing, in this way, makes sure that you capture the essence of your speech without running the risk of boring your listeners with identical sentences.

We don’t even need to look too far for examples of this method. In Martin Luther King’s famous “I have a dream” speech at the Lincoln Memorial, he used this method of repetition paired with a rising momentum to create impact. Repetition works best when it is subtle and works on the listeners subconsciously.

Ending your speech on a light note is a great way to brighten moods and make sure the audience remembers your message. Your joke can also be a good way to repeat your central message. If you do decide to end with a humorous story, remember to carve out more time for it. Make sure your conclusion doesn’t distract from your main message.

Some people tend to get too excited and give away the upcoming punchline. Remember that the most effective humor approach is one you don’t see coming. How you can add the subtlety to your conclusion is by following this formula:

Set up – pause – Build up – pause – Punchline

Motivational conclusions are always an upbeat way to close your speech. You will be leaving the stage on high energy that is sure to be contagious. This also ensures that your audience will be taking a piece of your conclusion with them, making sure that it is not only memorable but also useful.

There are many ways to approach an inspirational closing. You can go with an anecdote, a quote, a poem, and so on. The purpose is to give a push, to add strength, to ignite a can-do attitude.

The trick to a powerful inspirational speech is emotion. Humans are excellent at empathizing. If you can adequately emote throughout your story, adding drama into your storytelling, then it is bound to have a more substantial effect. Vocal variety can also be an excellent element for this. Alter your tempo to weave excitement into your story. You can also use smart pauses to add more intrigue.

Your facial expressions play a significant role in how the audience receives your speech. Whether it is a sad or happy story, make sure that your face conveys it. It can be addictive to have the audience’s attention like this, but don’t get too greedy. Remember to end on your highest note, leaving a lasting impression.

There are many types of speeches out there. For instance: you might think that a humorous speech is just that: humorous. But think again. All the best speeches have at least one key takeaway.

A takeaway message is quite similar to an inspirational conclusion. The question you have to ask yourself is this: What is the purpose of my speech? Even if you’ve got a fantastic anecdotal story to share, you have to remember that the audience will always wonder what they are getting from the speech. That will be your takeaway.

For an effective conclusion, you have to step back and overview your speech. From your introduction to the body, what is the message you are trying to convey? Make sure your conclusion reflects it. For example: if your speech is about a drowning story, you can probably try to include what you could’ve done and how the audience can avoid being in a similar situation.

A call-back is a fun twist to add to your conclusion. There is a reason why a circle is one of the most pleasing shapes; it gives you a sense of completion. Even if you aren’t aware of it, it works on your mind subliminally. An effective way to conduct this method is to find a way to tie your ending to your introduction.

You can understand a call-back as a reference. It doesn’t have to be limited to just the introduction; you can reference the body of your speech as well. This not only makes for a great repetition tool but also adds a feeling of completion into your presentation.

However, you should pick something that the audience can connect to. This helps create a special and unique bond as if it were an inside joke just between you two.

Signal your audience when you’re drawing to your conclusion.
Add trigger transitions like “In conclusion,” “In summary,” “That brings us towards the end,” and so on.
Try to end on a high note with something memorable.
Write your conclusion last so that it complements your introduction.
Try to paraphrase your words without repeating the same words over and over.
Your audience is more likely to remember your speech if you end with something useful to them or with a call to action.
Leave on an attention-grabbing note.

Wrapping Up:

A speech typically has one of four purposes: to inform, to entertain, to instruct, or to persuade. To deliver an effective speech, you need to first make sure you understand what your objective is. Then, you can follow our guidelines to construct a solid structure and deliver a well-rounded and impactful presentation. Now that you know how to create an effective speech structure, you are ready to dominate the stage!

The best speech structures are invisible and effective. Learn the tips and tricks to deliver the perfect opening, body, and conclusion and wow the stage.

Speechwriting

10 Introductions and Conclusions

Starting and Ending Your Speech

One of the most fundamental components of any public speech is having a strong introduction and conclusion. Your introduction gives the audience their first impression of you. This is your best chance to build credibility. You need to grab the audience’s attention, introduce your topic, and preview how the speech will unfold. The conclusion needs to reiterate your main points and help the audience see how all your main points work together. Additionally, even if the audience got a bit lost or disengaged in the middle, a strong conclusion will leave them with an overall positive reaction to your speech.

Can you imagine how strange a speech would sound without an introduction? Or how jarring it would be if, after making a point, a speaker just walked away from the lectern and sat down? You would be confused, and the takeaway from that speech—even if the content were good—would likely be, “I couldn’t follow” or “That was a weird speech.”

This is just one of the reasons all speeches need introductions and conclusions. Introductions and conclusions serve to frame the speech and give it a clearly defined beginning and end. They help the audience to see what is to come in the speech, and then let them mentally prepare for the end. In doing this, introductions and conclusions provide a “preview/review” of your speech as a means to reiterate or re-emphasize to your audience what you are talking about.

Since speeches are auditory and live, you need to make sure the audience remembers what you are saying. One of the primary functions of an introduction is to preview what you will be covering in your speech, and one of the main roles of the conclusion is to review what you have covered. It may seem like you are repeating yourself and saying the same things over and over, but that repetition ensures that your audience understands and retains what you are saying.

The roles that introductions and conclusions fulfill are numerous, and, when done correctly, can make your speech stronger. The general rule is that the introduction and conclusion should each be about 10-15% of your total speech, leaving 80% for the body section. Let’s say that your informative speech has a time limit of 5-7 minutes: if we average that out to 6 minutes that gives you 360 seconds. Ten to 15 percent means that the introduction and conclusion should each be no more than 1-1/2 minutes.

In the following sections, we will discuss specifically what should be included in the introduction and conclusion and offer several options for accomplishing each.

The Five Elements of an Introduction

Intro element 1: attention-getter.

The first major purpose of an introduction is to gain your audience’s attention and make them interested in what you have to say. First impressions matter. When we meet someone for the first time, it can be only a matter of seconds before we find ourselves interested or disinterested in the person. The equivalent in speechwriting of “first impression” is what is called an attention-getter. This is a statement or question that piques the audience’s interest in what you have to say. There are several strategies you can choose from—verbal and non-verbal—to get the audience’s attention. Below are described the most popular types of attention-getters: quotations, questions, stories, humor, surprise, stories, and references. As well as non-verbal attention-getters involving images, sounds, or objects.

Quotations are a great way to start a speech. That’s why they are used so often as a strategy. Here’s an example that might be used in the opening of a commencement address:

The late actor, fashion icon, and social activist Audrey Hepburn once noted that, “Nothing is impossible. The word itself says ‘I’m possible’!”

If you use a quotation as your attention getter, be sure to give the source first (as in this example) so that it isn’t mistaken as your own wording.

We often hear speakers begin a speech with a question for the audience. As easy as it sounds, beginning with a question is somewhat tricky. You must decide if you are asking a question because you want a response from the audience, or, on the other hand, if you are asking a question that you will answer, or that will create a dramatic effect. We call these rhetorical questions .

The dangers with a direct question are many. There may be an awkward pause after your question because the audience doesn’t know if you actually want an answer. Or they don’t know how you want the response—a verbal response or a gesture such as a raised hand. Another reason direct questions are delicate is this obvious point: what you are going to do with the response. For example, imagine you have written a speech about the importance of forgiving student debt, and you begin your speech with this question for the audience: “How many of you have more than $10,000 in student loan debt?” You would be creating a problem for yourself if just a few people in the audience raised their hand. If you want to use a direct question, follow these rules:

make it clear to the audience the means of response. “By a show of hands, how many of you have more than $10,000 in student loan debt?”
prepare in advance how you will acknowledge different responses.

Contrary to a direct question, you could use a rhetorical question—a question to which no actual reply is expected. For example, a speaker talking about the history of Mother’s Day could start by asking the audience, “Do you remember the last time you told your mom you loved her?” In this case, the speaker does not expect the audience to shout out an answer, but rather to think about the question as the speech goes on.

Finally, when asking a rhetorical question, don’t pause after it, or the audience will get distracted wondering if you’re waiting for a response. Jump right into your speech:

“How many of you have more than $10,000 in student loan debt? If you’re like 78% of college seniors, your answer is probably a yes.”

Humor is an amazing tool when used properly but it’s a double-edged sword. If you don’t wield the sword carefully, you can turn your audience against you very quickly.

When using humor, you really need to know your audience and understand what they will find humorous. One of the biggest mistakes a speaker can make is to use some form of humor that the audience either doesn’t find funny or, worse, finds offensive. We always recommend that you test out humor of any kind on a sample of potential audience members prior to actually using it during a speech. If you do use a typical narrative “joke,” don’t say it happened to you. Anyone who heard the joke before will think you are less than truthful!

As with other attention-getting devices, you need to make sure your humor is relevant to your topic, as one of the biggest mistakes some novices make when using humor is to add humor that really doesn’t support the overall goal of the speech. Therefore, when looking for humorous attention getters, you want to make sure that the humor isn’t going to be offensive to your audience and relevant to your speech.

Another way to start your speech is to surprise your audience with information that will be surprising or startling to your audience. Often, startling statements come in the form of statistics and strange facts. For example, if you’re giving a speech about oil conservation, you could start by saying,

“A Boeing 747 airliner holds 57,285 gallons of fuel.”

That’s a surprising or startling fact. Another version of the surprise form of an attention-getter is to offer a strange fact. For example, you could start a speech on the gambling industry by saying, “There are no clocks in any casinos in Las Vegas.” You could start a speech on the Harlem Globetrotters by saying, “In 2000, Pope John Paul II became the most famous honorary member of the Harlem Globetrotters.” (These examples come from a great website for strange facts ( http://www. strangefacts.com ).

Although such statements are fun, it’s important to use them ethically. First, make sure that your startling statement is factual. The Internet is full of startling statements and claims that are simply not factual, so when you find a statement that you’d like to use, you have an ethical duty to ascertain its truth before you use it and to provide a reliable citation. Second, make sure that your startling statement is relevant to your speech and not just thrown in for shock value. We’ve all heard startling claims made in the media that are clearly made for purposes of shock or fear mongering, such as “Do you know what common household appliance could kill you? Film at 11:00.” As speakers, we have an ethical obligation to avoid playing on people’s emotions in this way.

Another common type of attention-getter is an account or story of an interesting or humorous event. Notice the emphasis here is on the word “brief.” A common mistake speakers make when telling an anecdote is to make the anecdote too long. An example of an anecdote used in a speech about the pervasiveness of technology might look something like this:

“In July 2009, a high school student named Miranda Becker was walking along a main boulevard near her home on Staten Island, New York, typing in a message on her cell phone. Not paying attention to the world around her, she took a step and fell right into an open maintenance hole.”

Notice that the anecdote is short and has a clear point. From here the speaker can begin to make their point about how technology is controlling our lives.

A personal story is another option here. This is a story about yourself or someone you know that is relevant to your topic. For example, if you had a gastric bypass surgery and you wanted to give an informative speech about the procedure, you could introduce your speech in this way:

“In the fall of 2015, I decided that it was time that I took my life into my own hands. After suffering for years with the disease of obesity, I decided to take a leap of faith and get a gastric bypass in an attempt to finally beat the disease.”

Two primary issues that you should be aware of often arise with using stories as attention getters. First, you shouldn’t let your story go on for too long. If you are going to use a story to begin your speech, you need to think of it more in terms of summarizing the story rather than recounting it in its entirety. The second issue with using stories as attention getters is that the story must in some way relate to your speech. If you begin your speech by recounting the events in “Goldilocks and the Three Bears,” your speech will in some way need to address such topics as finding balance or coming to a compromise. If your story doesn’t relate to your topic, you will confuse your audience and they may spend the remainder of your speech trying to figure out the connection rather than listening to what you have to say.

You can catch the attention of the audience by referencing information of special interest. This includes references to the audience itself, and their interests. It can also mean references to current events or events in the past.

Your audience is a factor of utmost importance when crafting your speech, so it makes sense that one approach to opening your speech is to make a direct reference to the audience. In this case, the speaker has a clear understanding of the audience and points out that there is something unique about the audience that should make them interested in the speech’s content. Here’s an example:

“As students at State College, you and I know the importance of selecting a major that will benefit us in the future. In today’s competitive world, we need to study a topic that will help us be desirable to employers and provide us with lucrative and fulfilling careers. That’s why I want you all to consider majoring in communication.”

Referring to a current news event that relates to your topic is often an effective way to capture attention, as it immediately makes the audience aware of how relevant the topic is in today’s world. For example, consider this attention getter for a persuasive speech on frivolous lawsuits:

“On January 10 of this year, two prisoners escaped from a Pueblo, Colorado, jail. During their escape, the duo attempted to rappel from the roof of the jail using a makeshift ladder of bed sheets. During one prisoner’s attempt to scale the building, he slipped, fell forty feet, and injured his back. After being quickly apprehended, he filed a lawsuit against the jail for making it too easy for him to escape.”

In this case, the speaker is highlighting a news event that illustrates what a frivolous lawsuit is, setting up the speech topic of a need for change in how such lawsuits are handled.

A variation of this kind of reference is to open your speech with a reference about something that happened in the past. For example, if you are giving a speech on the perception of modern music as crass or having no redeeming values, you could refer to Elvis Presley and his musical breakout in the 1950s as a way of making a comparison:

“During the mid-1950s, Elvis Presley introduced the United States to a new genre of music: rock and roll. It was initially viewed as distasteful, and Presley was himself chastised for his gyrating dance moves and flashy style. Today he is revered as “The King of Rock ‘n Roll.” So, when we criticize modern artists for being flamboyant or over the top, we may be ridiculing some of the most important musical innovators we will know in our lifetimes.”

In this example, the speaker is evoking the audience’s knowledge of Elvis to raise awareness of similarities to current artists that may be viewed today as he was in the 1950s.

Non-Verbal Attention-Getters

The last variation of attention-getter discussed here is the non-verbal sort. You can get the audience interested in your speech by beginning with an image on a slide, music, sound, and even objects. As with all attention-getters, a non-verbal choice should be relevant to the topic of your speech and appropriate for your audience. The use of visual images and sounds shouldn’t be used if they require a trigger warning or content advisory.

This list of attention-getting devices represents a thorough, but not necessarily exhaustive, range of ways that you can begin your speech. Again, as mentioned earlier, your selection of attention getter isn’t only dependent on your audience, your topic, and the occasion, but also on your preferences and skills as a speaker. If you know that you are a bad storyteller, you might elect not to start your speech with a story. If you tend to tell jokes that no one laughs at, avoid starting your speech off with humor.

Intro Element 2: Establish Your Credibility

Whether you are informing, persuading, or entertaining an audience, one of the things they’ll be expecting is that you know what you’re talking about or that you have some special interest in the speech topic. To do this, you will need to convey to your audience, not only what you know, but how you know what you know about your topic.

Sometimes, this will be simple. If you’re informing your audience how a baseball is thrown and you have played baseball since you were eight years old, that makes you a very credible source. In your speech, you can say something like this:

“Having played baseball for over ten years, including two years as the starting pitcher on my high school’s varsity team, I can tell you about the ways that pitchers throw different kind of balls in a baseball game.”

In another example, if you were trying to convince your audience to join Big Brothers Big Sisters and you have been volunteering for years, you could say:

“I’ve been serving with Big Brothers Big Sisters for the last two years, and I can tell you that the experience is very rewarding.”

However, sometimes you will be speaking on a topic with which you have no experience. In these cases, use your interest in the subject as your credibility. For example, imagine you are planning a speech on the history of how red, yellow, and green traffic signals came to be used in the United States. You chose that topic because you plan to major in Urban Planning. In this case you might say something like:

“As someone who has always been interested in the history of transportation, and as a future Urban Studies major, I will share with you what I’ve been learning about the invention of traffic signals in America.”

It is around the credibility statement that you can usually find the moment to introduce yourself:

“Hi, I’m Josh Cohen, a sophomore studying Psychology here at North State University. I’ve been serving with Big Brothers Big Sisters for the last two years, and I can tell you that the experience is very rewarding.”

Establishing credibility as a speaker has a broader meaning, explained in depth in the chapter “ Ethics in Public Speaking. ”

Intro Element 3: Establish Rapport

Credibility is about establishing the basis of your knowledge, so that the audience can trust in the reliability of what you say. Rapport is about establishing a connection with the audience, so that the audience can trust who you are.

Rapport means the relationship or connection you make with your audience. To make a good connection, you’ll need to convey to your audience that you understand their interests, share them, and have a speech that will benefit them. Here is an example from an informative speech on the poet Lord Byron:

“You may be asking yourselves why you need to know about Lord Byron. If you take Humanities 120 as I did last semester, you’ll be discussing his life and works. After listening to my speech today, you’ll have a good basis for better learning in that course.”

In this example, the speaker connects to the audience with a shared interest and conveyed in these sentences the idea that the speaker has the best interests of the audience in mind by giving them information that would benefit them in a future course they might take.

The way that a speaker establishes connection with the audience is often by leaning in on the demographic of group affiliation.

“As college students, we all know the challenge of finding time to get our homework done.”

Intro Element 4: Preview Purpose & Central Idea

The fourth essential element of an introduction is to reveal the purpose and thesis of your speech to your audience. Have you ever come away after a speech and had no idea what the speech was about (purpose)? Have you ever sat through a speech wondering what the point was (central idea)? An introduction should provide this information from the beginning, so that the audience doesn’t have to figure it out. (If you’re still not certain what purpose and thesis are, now is good time to review this chapter ).

Whether you’re writing a speech or drafting an essay, previewing is essential. Like a sign on a highway that tells. you what’s ahead, a preview is a succinct statement that reveals the content to come. The operative word here is “succinct.” A preview statement for a short speech should be no more than two or three sentences. Consider the following example:

“In my speech today, I’m going to paint a profile of Abraham Lincoln, a man who overcame great adversity to become the President of the United States. During his time in office, he faced increasing opposition from conservative voices in government, as well as some dissension among his own party, all while being thrust into a war he didn’t want.”

Notice that this preview provides the purpose of this informative speech and its central idea of struggle. While it’s constructed from the specific purpose statement and central thesis, it presents them more smoothly, less awkwardly. Here is how purpose and thesis statements are smoothly combined in a preview:

Intro Element 5: Preview Your Main Points

Just like previewing your topic, previewing your main points helps your audience know what to expect throughout the course of your speech and prepares them to listen.

Your preview of the main points should be clear and easy to follow so that there is no question in your audience’s minds about what they are. Be succinct and simple: “Today, in my discussion of Abraham Lincoln’s life, I will look at his birth, his role a president, and his assassination.” If you want to be extra sure the audiences hears these, you can always enumerate your main points by using signposts (first, second, third, and so on): “In discussing how to make chocolate chip cookies, first we will cover what ingredients you need, second we will talk about how to mix them, and third we will look at baking them.”

Tips for Introductions

Together, these five elements of introduction prepare your audience by getting them interested in your speech (#1 attention-getter); conveying your knowledge (#2 credibility); conveying your good will (#3 rapport); letting them what you’ll be talking about and why (#4 preview topic and thesis); and finally, that to expect in the body of the speech (#5 preview of main points). Including all five elements starts your speech off on solid ground. Here are some additional tips:

Writers often find it best to write an introduction after the other parts of the speech are drafted.
When selecting an attention-getting device, you want to make sure that the option you choose is appropriate to your audience and relevant to your topic.
Avoid starting a speech by saying your name. Instead choose a good attention-getter and put your self-introduction after it.
You cannot “wing it” on an introduction. It needs to be carefully planned. Even if you are speaking extemporaneously, consider writing out the entire introduction.
Avoid saying the specific purpose statement, especially as first words. Instead, shape your specific purpose and thesis statement into a smooth whole.
don’t begin to talk as you approach the platform or lectern; instead, it’s preferable to reach your destination, pause, smile, and then begin;
don’t just read your introduction from your notes; instead, it’s vital to establish eye contact in the introduction, so knowing it very well is important;
don’t talk too fast; instead, go a little slower at the beginning of your speech and speak clearly. This will let your audience get used to your voice.

Here are two examples of a complete introduction, containing all five elements:

Example #1: “My parents knew that something was really wrong when my mom received a call from my home economics teacher saying that she needed to get to the school immediately and pick me up. This was all because of an allergy, something that everyone in this room is either vaguely or extremely familiar with. Hi, I’m Alison. I’m a physician assistant from our Student Health Center and an allergy sufferer. Allergies affect a large number of people, and three very common allergies include pet and animal allergies, seasonal allergies, and food allergies. All three of these allergies take control over certain areas of my life, as all three types affect me, starting when I was just a kid and continuing today. Because of this, I have done extensive research on the subject, and would like to share some of what I’ve learned with all of you today. Whether you just finished your first year of college, you are a new parent, or you have kids that are grown and out of the house, allergies will most likely affect everyone in this room at some point. So, it will benefit you all to know more about them, specifically the three most common sources of allergies and the most recent approaches to treating them.”

Example #2 “When winter is approaching and the days are getting darker and shorter, do you feel a dramatic reduction in energy, or do you sleep longer than usual during the fall or winter months? If you answered “yes” to either of these questions, you may be one of the millions of people who suffer from Seasonal Affective Disorder, or SAD. For most people, these problems don’t cause great suffering in their life, but for an estimated six percent of the United States population these problems can result in major suffering. Hi, I’m Derrick and as a student in the registered nursing program here at State College, I became interested in SAD after learning more about it. I want to share this information with all of you in case you recognize some of these symptoms in yourself or someone you love. In order to fully understand SAD, it’s important to look at the medical definition of SAD, the symptoms of this disorder, and the measures that are commonly used to ease symptoms.”

The Three Elements of a Conclusion

Like an introduction, the conclusion has specific elements that you must incorporate in order to make it as strong as possible. Given the nature of these elements and what they do, these should be incorporated into your conclusion in the order they are presented below.

Conclusion Element 1: Signal the End

The first thing a good conclusion should do is to signal the end of a speech. You may be thinking that telling an audience that you’re about to stop speaking is a “no brainer,” but many speakers really don’t prepare their audience for the end. When a speaker just suddenly stops speaking, the audience is left confused and disappointed. Instead, you want to make sure that audiences are left knowledgeable and satisfied with your speech. In a way, it gives them time to begin mentally organizing and cataloging all the points you have made for further consideration later.

The easiest way to signal that it’s the end of your speech is to begin your conclusion with the words, “In conclusion.” Similarly, “In summary” or “To conclude” work just as well.

Conclusion Element 2: Restate Main Points

In the introduction of a speech, you delivered a preview of your main points; now in the conclusion you will deliver a review. One of the biggest differences between written and oral communication is the necessity of repetition in oral communication (the technique of “planned redundancy” again). When you preview your main points in the introduction, effectively make transitions to your main points during the body of the speech, and finally, review the main points in the conclusion, you increase the likelihood that the audience will understand and retain your main points after the speech is over.

Because you are trying to remind the audience of your main points, you want to be sure not to bring up any new material or ideas . For example, if you said, “There are several other issues related to this topic, such as…but I don’t have time for them,” that would just make the audience confused. Or, if you were giving a persuasive speech on wind energy, and you ended with “Wind energy is the energy of the future, but there are still a few problems with it, such as noise and killing lots of birds,” then you are bringing up an argument that should have been dealt with in the body of the speech.

As you progress as a public speaker, you will want to learn to rephrase your summary statement so that it doesn’t sound like an exact repeat of the preview. For example, if your preview was:

“The three arguments in favor of medical marijuana that I will present are that it would make necessary treatments available to all, it would cut down on the costs to law enforcement, and it would bring revenue to state budgets.”

Your summary might be:

“In the minutes we’ve had together, I have shown you that approving medical marijuana in our state will greatly help persons with a variety of chronic and severe conditions. Also, funds spent on law enforcement to find and convict legitimate marijuana users would go down as revenues from medical marijuana to the state budget would go up.”

Conclusion Element 3: Clinchers

The third element of your conclusion is the clincher. This is something memorable with which to conclude your speech. The clincher is sometimes referred to as a concluding device . These are the very last words you will say in your speech, so you need to make them count. It will make your speech more memorable.

In many ways the clincher is like the inverse of the attention getter. You want to start the speech off with something strong, and you want to end the speech with something strong.

To that end, like what we discussed above with attention getters, there are several common strategies you can use to make your clincher strong and memorable: quotation, question, call to action, visualizing the future, refer back to the introduction, or appeal to audience self-interest.

As in starting a speech with a quotation, ending the speech with one allows you to summarize your main point or provoke thought.

I’ll leave you with these inspirational words by Eleanor Roosevelt: “The future belongs to those who believe in the beauty of their dreams.”

Some quotations will inspire your audience to action:

I urge you to sponsor a child in a developing country. Remember the words by Forest Witcraft, who said, “A hundred years from now it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove. But the world may be different because I was important in the life of a child.”

In this case, the quotation leaves the audience with the message that monetary sacrifices are worth making.

Another way you can end a speech is to ask a rhetorical question that forces the audience to ponder an idea. Maybe you are giving a speech on the importance of the environment, so you end the speech by saying, “Think about your children’s future. What kind of world do you want them raised in? A world that is clean, vibrant, and beautiful—or one that is filled with smog, pollution, filth, and disease?” Notice that you aren’t asking the audience to answer the question verbally or nonverbally, so it’s a rhetorical question.

Call to Action

Calls to action are used specifically in persuasive speeches. It is something you want the audience to do, either immediately or in the future. If a speaker wants to see a new traffic light placed at a dangerous intersection, the clincher would be to ask all the audience members to sign a petition right then and there. For a speech about buying an electric vehicle, the clincher would ask the audience to keep in mind an electric vehicle the “next time they buy a car.”

Another kind of call to action takes the form of a challenge. In a speech on the necessity of fundraising, a speaker could conclude by challenging the audience to raise 10 percent more than their original projections. In a speech on eating more vegetables, you could challenge your audience to increase their current intake of vegetables by two portions daily. In both these challenges, audience members are being asked to go out of their way to do something different that involves effort on their part.

Visualizing the Future

The purpose of a conclusion that refers to the future is to help your audience imagine the future you believe can occur. If you are giving a speech on the development of video games for learning, you could conclude by depicting the classroom of the future where video games are perceived as true learning tools. More often, speakers use visualization of the future to depict how society or how individual listeners’ lives would be different if the audience accepts and acts on the speaker’s main idea. For example, if a speaker proposes that a solution to illiteracy is hiring more reading specialists in public schools, the speaker could ask their audience to imagine a world without illiteracy.

Refer Back to Introduction

This method provides a good sense of closure to the speech. If you started the speech with a startling statistic or fact, such as “Last year, according to the official website of the American Humane Society, four million pets were euthanized in shelters in the United States,” in the end you could say, “Remember that shocking number of four million euthanized pets? With your donation of time or money to the Northwest Georgia Rescue Shelter, you can help lower that number in our region.”

Appeal to Audience Self-Interest

The last concluding device involves a direct reference to your audience. This concluding device is used when a speaker attempts to answer the basic audience question, “What’s in it for me?” (WIIFM). The goal of this concluding device is to spell out the direct benefits a behavior or thought change has for audience members. For example, a speaker talking about stress reduction techniques could have a clincher like this: “If you want to better a better immune system, better heart health, and more happiness, all it takes are following the techniques I talked about today.”

Tips for Conclusions

In terms of the conclusions, be careful NOT to:

signal the end multiple times. In other words, no “multiple conclusions.”
ramble: if you signal the end, then end your speech;
talking as you leave the platform or lectern.
indicating with facial expression or body language that you were not happy with the speech.

Some examples of conclusions:

Conclusion Example #1: “Anxiety is a complex emotion that afflicts people of all ages and social backgrounds and is experienced uniquely by each individual. We have seen that there are multiple symptoms, causes, and remedies, all of which can often be related either directly or indirectly to cognitive behaviors. While most people don’t enjoy anxiety, it seems to be part of the universal human experience, so realize that you are not alone, but also realize that you are not powerless against it. With that said, the following quote, attributed to an anonymous source, could not be truer, ‘Worry does not relieve tomorrow of its stress; it merely empties today of its strength.’ “

Conclusion Example #2: “I believe you should adopt a rescue animal because it helps stop forms of animal cruelty, you can add a healthy companion to your home, and it’s a relatively simple process that can save a life. Each and every one of you should go to your nearest animal shelter, which may include the Catoosa Citizens for Animal Care, the Humane Society of NWGA in Dalton, the Murray County Humane Society, or the multiple other shelters in the area to bring a new animal companion into your life. I’ll leave you with a paraphrased quote from Deborah Jacobs’s article “Westminster Dog Show Junkie” on Forbes.com: ‘You may start out thinking that you are rescuing the animal, and ultimately find that the animal rescues you right back.’ “

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9 Chapter 9: Introductions and Conclusions

Amy Fara Edwards, Ed.D, Oxnard College

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

Figure 9.1: Zipper 1

Introduction

Have you ever started a movie and turned it off after the first few minutes? Why do you think that happened? Alternatively, have you ever binged watched a show because the first episode grabbed your attention and you needed to see how the show ended? If you watched until the end of the episode (or even the end of the series), it was probably because it effectively grabbed your attention. In this case, the show’s introduction grabbed your attention and hooked you so well that you felt compelled to see what happens! If you turned the television off, was it because that first scene was lackluster? Off-putting? Offensive? What made you change the channel? Speechwriting functions in a similar way. The introduction is the speaker’s first and only chance to make a good impression, so, if done correctly, your speech will start strong and encourage the audience to listen to the rest.

Speech Introductions

The introduction for a speech is generally only 10 to 15 percent of the entire time the speaker will spend speaking. This means that if your speech is supposed to be five minutes long, your introduction should be approximately forty-five seconds. One of your authors usually says one minute should be the maximum intro length in a five-minute speech. If your speech is supposed to be ten minutes long, then your introduction should be approximately a minute and a half.

Although this is a very short amount of time, this is your window to either get your audience interested in what you have to say or cause them to tune you out before you’ve even gotten started. Let’s make sure you know how to capture your audience’s attention and learn the basic elements of a speech introduction.

Five Elements of the Introduction

Five basic and essential elements will serve you well in any writing assignment and are especially important when writing a speech introduction. Although the order of the five elements may vary based on your professor, the assignment, or the occasion, the required content will generally be the same. For your class speeches, the following items and ordering are suggested.

Attention Getter

Your very first task is to gain your audience’s attention. This is the first major purpose of an introduction – get them interested in what you have to say; you need to “hook” them in immediately. By definition, an attention-getter is a specific strategy in order to grab an audience’s attention. The attention getter should be the first component of the speech introduction. One of the biggest mistakes that novice speakers make is to assume that people will naturally listen because the speaker is speaking. While many audiences may be polite and not talk while you’re speaking, actually getting them to listen to what you are saying is a completely different challenge. Let’s face it – we’ve all tuned someone out at some point because we weren’t interested in what they had to say (never your professor, of course!). Whether it’s their cell phones, noise outside of the room, worries on their minds or hungry stomachs, audiences are easily distracted. If you don’t get the audience’s attention at the onset, it will only become more difficult as you continue speaking.

There are many different approaches to gaining the attention of your audience. Which type of attention-grabbing strategy is best will depend on the type of audience and how it explicitly (directly) connects to your topic. Do not rely on a gimmick! Here are some strategies for grabbing an audience’s attention:

An interesting story (factual or hypothetical).
A cliffhanger story.
A question for the audience to respond.
A rhetorical question to invoke thought.
A joke or humorous instance, if appropriate.
An interesting quote or paraphrasing of a well-known source.
A startling fact or statistic related to the topic.
A reference to the occasion.
A piece of folklore—a fable, saying, poem, or rhyme.
A brief demonstration of a procedure or skill.
A intriguing piece of multimedia (picture or a short audio/video clip).

Relate to Your Audience

Another major function of an introduction is motivating the audience to listen. We cannot expect that once we take our place in front of the room all eyes will turn to us and they will immediately want to listen. Even if we have successfully grabbed their attention, we still must make the topic relevant to the audience. In a way, we must prove that our topic is worthy of their attention because the subject matter impacts them directly. Direct and meaningful is the name of the game! Think about what might motivate you to listen. Do you always walk into class motivated to listen to your professor? Hopefully! When a professor works hard to motivate you, you are more likely to want to listen and will tend to be more successful in that class.

Think of your favorite professor from a subject you don’t like very much. Is it easy to be motivated to listen? Probably not, so rather than the professor giving up and saying, “oh well, no one likes my subject,” they work hard to capture your attention and make the subject relevant to your life (even if you tend to dislike the subject). Have you ever taken a class that you thought you’d hate, but the professor made it so compelling and relevant that you completely changed your mind, or even your major? Connecting the audience and the topic can completely change the audience’s perception of the topic.

Motivating your audience to listen in the introduction is also critical to help establish a connection between the speaker and the audience. One of the most effective means of establishing a connection with your audience is to provide them with a brief list of reasons why they should listen to your speech. This audience-speaker relationship starts the moment you step to the front of the room to start speaking. What can you say that makes the audience truly know how they are impacted by what you are about to say? For example, it might be easy for an audience of car mechanics to be motivated to listen to a speech about lowering the costs of fixing cars, but would they also be interested in the subject of space travel or home design as therapeutic work? What can we say to the audience of car mechanics about home design that will motivate them to listen? Go ahead, give it a try! But remember that these considerations should take place during the topic selection phase of speech writing. Typically, we are speaking to general audiences, which makes speech writing challenging. It may be easier to write for a group of aficionados on a subject.

Overall, you must remember that humans are complex. Car mechanics are not only interested in cars, just like students aren’t only interested in school. When we are drafting a speech with the audience in mind, we must find a way to get to know the audience and craft our writing to motivate them to listen. Remember, this is critical in the process of audience analysis. Don’t simply assume the audience will make their own connections to the material, you must explicitly state how your information might be useful to your audience. Tell them directly how they might use your information themselves. One mistake students often make is assuming their attention-getter is a sufficient way to connect the audience and the topic. For instance, if the speech topic is car mechanics, it is not enough to just ask the audience “Who in here owns a car?”. Rather, tell them how proper car maintenance is necessary for their safety and the safety of their loved ones. It is not enough for you alone to know the topic is relevant to them – explain to them why and how the topic is important for them personally. You need to build a bridge to the audience by explicitly connecting your topic to their possible needs.

Establish Credibility

One of the most researched areas within the field of communication has been Aristotle’s concept of ethos or credibility . The concept of credibility must be understood as a perception of receivers. How are you perceived by the audience? Why? Give some thought to how others see you and what that means for writing a speech. You may be the most competent, caring, and trustworthy speaker in the world on a given topic, but if your audience does not perceive you as credible, then your expertise and passion will not matter.

James C. McCroskey and Jason J. Teven (1999) have conducted extensive research on credibility and have determined that an individual’s credibility is composed of three factors: competence, trustworthiness, and caring/goodwill. These factors make up a speaker’s perceived knowledge or expertise in a given subject by an audience member. Some individuals are given expert status because of the positions they hold in society. Can you think of a person you label as credible in our society? Maybe Oprah Winfrey or former President Barack Obama? Have you ever considered that you have never met (most likely) either of these individuals in person, but rely on their communication and speechmaking to know them and understand them? This means that they have both established their ethos, their credibility, by showcasing who they are, what they do, and what it means for you as an audience member.

Figure 9.2: Oprah Winfrey 2

As public speakers, we need to make sure that we explain to our audiences why we are credible speakers on our topic. People in the audience most likely do not know you, so it is your job as the speaker to establish what the audience needs to know in order for them to believe you are the right person to be speaking on the given topic. Credibility is domain-specific; it does not automatically transfer. Is President Obama the best person to teach us how to make an award-winning dessert, or should we learn this from Martha Stewart? Share with your audience what makes you competent on the topic and reveal your quality character by showing them that you have their best interest in mind.

State the Thesis (Central Idea)

A study by Baker (1965) found that individuals who were unorganized while speaking were perceived as less credible than individuals who were organized. Having a solid central idea within your speech will help your audience keep track of where you are in the speech. The thesis statement , or central idea, acts as the part of the introduction that tells the audience exactly what you want them to know when the speech is complete. Recall from Chapter 5, your thesis statement is a concise statement that identifies the speech goal and clearly outlines what the audience can expect to hear in your speech.

Preview the Main Points

The last element you should include in your introduction is a preview of your main points. This preview establishes the direction your speech will take. In a basic speech format, speakers generally use two to five main points for the body of the speech, but your professor will guide you for your specific assignment. The number of main points will depend on the speech topic and the time parameters of the speaking occasions.

During the preview of main points, a speaker outlines what these points will be, and in doing so, also demonstrates to the audience that the speaker is organized. Think of the preview as the “GPS” given to the audience; when you introduce the topic with a clear thesis and preview of the main points, it will keep the audience following the “GPS” on your figurative map.

Optional Features of the Introduction

Including background information for context.
Defining unfamiliar or technical terms.
Mentioning handouts if they are integrated into the actual speech prior to the conclusion.

Speech Conclusions

Have you ever noticed that many public speakers reach the end of their speech and say “that’s it”? Usually, it is because speakers want to make sure the audience knows they are finished. This is important, but there are better ways to conclude one’s speech. Of course, a simple “thank you” indicates the end of the speech, but we can enhance our speech by making the ending more organized and memorable. A complete conclusion will accomplish four tasks: signal the speech is coming to a close, restate the thesis, review the main points covered in the speech and leave the audience with a memorable thought. An effective conclusion should take no more than five to ten percent of the total speaking time, so you have to end quickly and strongly!

Figure 9.3: End of Path 3

Elements of the Conclusion

Organizing the conclusion helps ensure your audience understands what you have said, helps them remember all points, and provides closure. It is recommended that your conclusion signals the speech is ending, reviews the main points, restates the thesis, and incorporates a final memorable thought.

Signal the Ending

The ultimate goal of the conclusion is to signal that the end of a speech is near. Some might think this is a “no brainer,” but many beginner speakers don’t usually prepare their audience for the end well enough. When a speaker just suddenly stops speaking, the audience can be left confused and disappointed. Instead, we want to make sure that the audience is left knowledgeable and satisfied with our speech. We like to think of the conclusion as a highway off-ramp. We slow down, we signal, and we figure out what is next (turn or go forward), and we make it to our final destination. Your planning can help do the same for a speech.

To avoid ending abruptly, craft a few concluding statements that will guarantee the audience knows you’re wrapping up. When the credits roll on a television show, we know it is the end, but the scene right before the credits buttons up the entire show. Audiences like it when things are tied up at the end, and it can also help audiences retain the information if the speech comes to an organized conclusion.

Restate the Thesis

Recall that the thesis is the primary goal of your speech. In the introduction, you told the audience the purpose of your speech and the specific points they would learn throughout your speech. During the speech delivery, you shared a lot of information to help accomplish your primary speech goal. But, since some time has passed from when you stated the thesis in the introduction of your speech, it is critical to remind the audience again. This part of the conclusion is your chance to remind the audience of the purpose of your speech and make sure they know exactly what they need to know.

Review the Main Points

In the conclusion, you should also remind the audience “what you told them” by restating the main ideas from the body of your speech. This is necessary to make sure they remember the key points that you covered. In reviewing the main points, you should provide a short summary of the main ideas without going into too much detail (because you already covered the sub-points in the body). It is very important that you do not introduce new ideas or main points in the conclusion. The conclusion is meant to bring the speech to logical ending and new ideas will just confuse the audience, leaving them to ponder, maybe the speech is not ending, or is this new point as important as the others?

End Memorably

This section isn’t as clear-cut as the others, but it is important. It is the last detail you’ll share with the audience and the most recent thing for them to recall. Your goal is to make it memorable. Let’s say you delivered a speech on how-to make the best salsa in Fort Myers, but you never told the audience the secret location of the best locally grown tomatoes. At the end, you could reveal the location of your favorite local farm. Or, maybe you delivered a speech on the importance of voting in the next election. For your ending, you might help the audience members by showing them how to locate the closest polling place. The ending is your opportunity to make the speech complete. Imagine your speech as a circle – now is when the circle comes to a close.

For persuasive speeches, your final task is a call to action which is when you state the specific actions for your audience to take. Depending on the persuasive organizational pattern used, you may have given the audience specific steps to take action, but here in the conclusion, you will remind them of the best way to act. For example, you might say something like, “Don’t forget to send a letter to your congressperson today!” This step in the conclusion is your final chance to make the information relevant to the audience and accomplish what you planned to accomplish when you started drafting your speech.

Pro-Tip: Circle Back

An excellent public speaking strategy is a “tie-back” or “ circling back” , which involves referring your attention-getter or a detail from the introduction. If you like stand-up comedy, you probably have seen this technique before. Referring to the attention-getter or introduction helps tie up the entire speech and connect the very beginning to the very end.

When you end your speech by connecting it directly to your attention-getter/introduction, you allow the audience to come “full circle.” For example, if you start with a story about a girl named Maria, you should refer back to the story about Maria and give some final comments in the conclusion. Or, if your speech was about euthanasia, and you started with the story of Jorge and his family, in the end, you might tell us how Jorge’s family is doing now. Or, maybe your speech was about the importance of going to graduate school, and you started with a personal story about your mother going to graduate school. In the conclusion, you might tell us how your mom is doing now, share a picture, and discuss the impact that a graduate degree can have on one’s family.

Do you remember how we started this chapter? Test yourself now to see if you remember. Do you? Now, what kind of conclusion to this chapter would it be if we didn’t circle back? Let’s do it!

This chapter focused on the basic elements for writing the introduction and the conclusion. (here I signaled the end is coming)

The goal of this chapter was to prepare you to be successful and identify the specific components needed to be organized at the beginning and the end of your speech. (here I restated the thesis)

I want you to remember some key “takeaways.” Introductions and conclusions are only approximately ten percent of one’s speech, so speakers need to make sure they think through these critical parts of the speech. A strong introduction is important because that is your chance to get the audience to follow you. It consists of five elements: an attention-getter, relating to the audience, establishing credibility, stating the thesis, and previewing the main points. A strong conclusion is very important because it’s a speaker’s final chance to explain the importance of their message. An effective conclusion signals the end of the speech, restates the thesis, reviews the main points, and ends on a memorable note. As such, speakers need to thoroughly examine how they will start and how they will finish with power. (Here I reviewed the main points)

Audiences tend to remember ideas stated at the beginning and the end. Think about that television show we discussed at the very start of this chapter. How often do you watch something on television you didn’t plan to watch? If you continued to watch, was it because the show captured your attention? Today, we are inundated with videos. If the videos start strong, we keep watching. If they end strong, we may become fans, become a follower, subscribe to a channel, etc. You also need to harness the power of the introduction and the conclusion. You are the one who will grab and keep the audience’s attention and generate credibility and goodwill along the way. (here I end memorably by circling back)

Reflection Questions

What catches your attention when you are watching a movie? How about talking to a friend? What typically occurs to grab your attention and encourage you to listen?
What method of introducing a speech do you think your audience will be most intrigued by?
How do you think a cliffhanger can be used for an informative or persuasive speech? Why might this be a great technique?
How can a speaker’s attitude and demeanor change how the audience feels at the end of a speech? How does this connect to the aspects of a conclusion?

Call to Action

Circling-Back

Credibility (Ethos)

Baker, E. E. (1965). The immediate effects of perceived speaker disorganization on speaker credibility and audience attitude change in persuasive speaking. Western Speech , 29, 148–161.

McCroskey, J. C., & Teven, J. J. (1999). Goodwill: A reexamination of the construct and its measurement. Communication Monographs, 66 , 90–103.

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8 Effective Introductions and Powerful Conclusions

Learning objectives.

Identify the functions of introductions and conclusions.
Understand the key parts of an introduction and a conclusion.
Explore techniques to create your own effective introductions and conclusions.

Introductions and conclusions can be challenging. One of the most common complaints novice public speakers have is that they simply don’t know how to start or end a speech. It may feel natural to start crafting a speech at the beginning, but it can be difficult to craft an introduction for something which doesn’t yet exist. Many times, creative and effective ideas for how to begin a speech will come to speakers as they go through the process of researching and organizing ideas. Similarly, a conclusion needs to be well considered and leave audience members with a sense of satisfaction.

In this chapter, we will explore why introductions and conclusions are important, and we will identify various ways speakers can create impactful beginnings and endings. There is not a “right” way to start or end a speech, but we can provide some helpful guidelines that will make your introductions and conclusions much easier for you as a speaker and more effective for your audience.

The Importance of an Introduction

The introduction of a speech is incredibly important because it needs to establish the topic and purpose, set up the reason your audience should listen to you and set a precedent for the rest of the speech. Imagine the first day of a semester long class. You will have a different perception of the course if the teacher is excited, creative and clear about what is to come then if the teacher recites to you what the class is about and is confused or disorganized about the rest of the semester. The same thing goes for a speech. The introduction is an important opportunity for the speaker to gain the interest and trust of the audience.

Overall, an effective introduction serves five functions. Let’s examine each of these.

Gain Audience Attention and Interest

The first major purpose of an introduction is to gain your audience’s attention and get them interested in what you have to say. While your audience may know you, this is your speeches’ first impression! One common incorrect assumption beginning speakers make that people will naturally listen because the speaker is speaking. While many audiences may be polite and not talk while you’re speaking, actually getting them to listen and care about what you are saying is a completely different challenge. Think to a time when you’ve tuned out a speaker because you were not interested in what they had to say or how they were saying it. However, I’m sure you can also think of a time someone engaged you in a topic you wouldn’t have thought was interesting, but because of how they presented it or their energy about the subject, you were fascinated. As the speaker, you have the ability to engage the audience right away.

State the Purpose of Your Speech

The second major function of an introduction is to reveal the purpose of your speech to your audience. Have you ever sat through a speech wondering what the basic point was? Have you ever come away after a speech and had no idea what the speaker was talking about? An introduction is critical for explaining the topic to the audience and justifying why they should care about it. The speaker needs to have an in-depth understanding of the specific focus of their topic and the goals they have for their speech. Robert Cavett, the founder of the National Speaker’s Association, used the analogy of a preacher giving a sermon when he noted, “When it’s foggy in the pulpit, it’s cloudy in the pews.” The specific purpose is the one idea you want your audience to remember when you are finished with your speech. Your specific purpose is the rudder that guides your research, organization, and development of main points. The more clearly focused your purpose is, the easier it will be both for you to develop your speech and your audience to understand your core point. To make sure you are developing a specific purpose, you should be able to complete the sentence: “I want my audience to understand…” Notice that your specific speech purpose is phrased in terms of expected audience responses, not in terms of your own perspective.

Establish Credibility

One of the most researched areas within the field of communication has been Aristotle’s concept of ethos or credibility. First, and foremost, the idea of credibility relates directly to audience perception. You may be the most competent, caring, and trustworthy speaker in the world on a given topic, but if your audience does not perceive you as credible, then your expertise and passion will not matter to them. As public speakers, we need to communicate to our audiences why we are credible speakers on a given topic. James C. McCroskey and Jason J. Teven have conducted extensive research on credibility and have determined that an individual’s credibility is composed of three factors: competence, trustworthiness, and caring/goodwill (McCroskey & Teven, 1999). Competence is the degree to which a speaker is perceived to be knowledgeable or expert in a given subject by an audience member.

The second factor of credibility noted by McCroskey and Teven is trustworthiness or the degree to which an audience member perceives a speaker as honest. Nothing will turn an audience against a speaker faster than if the audience believes the speaker is lying. When the audience does not perceive a speaker as trustworthy, the information coming out of the speaker’s mouth is automatically perceived as deceitful.

Finally, caring/goodwill is the last factor of credibility noted by McCroskey and Teven. Caring/goodwill refers to the degree to which an audience member perceives a speaker as caring about the audience member. As indicated by Wrench, McCroskey, and Richmond, “If a receiver does not believe that a source has the best intentions in mind for the receiver, the receiver will not see the source as credible. Simply put, we are going to listen to people who we think truly care for us and are looking out for our welfare” (Wrench, McCroskey & Richmond, 2008). As a speaker, then, you need to establish that your information is being presented because you care about your audience and are not just trying to manipulate them. We should note that research has indicated that caring/goodwill is the most important factor of credibility. This understanding means that if an audience believes that a speaker truly cares about the audience’s best interests, the audience may overlook some competence and trust issues.

Credibility relates directly to audience perception. You may be the most competent, caring, and trustworthy speaker in the world on a given topic, but if your audience does not perceive you as credible, then your expertise and passion will not matter to them.

Trustworthiness is the degree to which an audience member perceives a speaker as honest.

Caring/goodwill is the degree to which an audience member perceives a speaker as caring about the audience member.

Provide Reasons to Listen

The fourth major function of an introduction is to establish a connection between the speaker and the audience, and one of the most effective means of establishing a connection with your audience is to provide them with reasons why they should listen to your speech. The idea of establishing a connection is an extension of the notion of caring/goodwill. In the chapters on Language and Speech Delivery, we’ll spend a lot more time talking about how you can establish a good relationship with your audience. This relationship starts the moment you step to the front of the room to start speaking.

Instead of assuming the audience will make their own connections to your material, you should explicitly state how your information might be useful to your audience. Tell them directly how they might use your information themselves. It is not enough for you alone to be interested in your topic. You need to build a bridge to the audience by explicitly connecting your topic to their possible needs.

Preview Main Ideas

The last major function of an introduction is to preview the main ideas that your speech will discuss. A preview establishes the direction your speech will take. We sometimes call this process signposting because you’re establishing signs for audience members to look for while you’re speaking. In the most basic speech format, speakers generally have three to five major points they plan on making. During the preview, a speaker outlines what these points will be, which demonstrates to the audience that the speaker is organized.

A study by Baker found that individuals who were unorganized while speaking were perceived as less credible than those individuals who were organized (Baker, 1965). Having a solid preview of the information contained within one’s speech and then following that preview will help a speaker’s credibility. It also helps your audience keep track of where you are if they momentarily daydream or get distracted.

Putting Together a Strong Introduction

Now that we have an understanding of the functions of an introduction, let’s explore the details of putting one together. As with all aspects of a speech, these may change based on your audience, circumstance, and topic. But this will give you a basic understanding of the important parts of an intro, what they do, and how they work together.

Attention Getting Device

An attention-getter is the device a speaker uses at the beginning of a speech to capture an audience’s interest and make them interested in the speech’s topic. Typically, there are four things to consider in choosing a specific attention-getting device:

Topic and purpose of the speech
Appropriateness or relevance to the audience

First, when selecting an attention-getting device is considering your speech topic and purpose. Ideally, your attention-getting device should have a relevant connection to your speech. Imagine if a speaker pulled condoms out of his pocket, yelled “Free sex!” and threw the condoms at the audience. This act might gain everyone’s attention, but would probably not be a great way to begin a speech about the economy. Thinking about your topic because the interest you want to create needs to be specific to your subject. More specifically, you want to consider the basic purpose of your speech. When selecting an attention getter, you want to make sure that you select one that corresponds with your basic purpose. If your goal is to entertain an audience, starting a speech with a quotation about how many people are dying in Africa each day from malnutrition may not be the best way to get your audience’s attention. Remember, one of the goals of an introduction is to prepare your audience for your speech . If your attention-getter differs drastically in tone from the rest of your speech the disjointedness may cause your audience to become confused or tune you out completely.

Possible Attention Getters

These will help you start brainstorming ideas for how to begin your speech. While not a complete list, these are some of the most common forms of attention-getters:

Reference to Current Events
Historical Reference
Startling Fact
Rhetorical Question
Hypothetical Situation
Demonstration
Personal Reference
Reference to Audience
Reference to Occasion

Second, when selecting an attention-getting device, you want to make sure you are being appropriate and relevant to your specific audience. Different audiences will have different backgrounds and knowledge, so you should keep your audience in mind when determining how to get their attention. For example, if you’re giving a speech on family units to a group of individuals over the age of sixty-five, starting your speech with a reference to the television show Gossip Girl may not be the best idea because the television show may not be relevant to that audience.

Finally, the last consideration involves the speech occasion. Different occasions will necessitate different tones or particular styles or manners of speaking. For example, giving a eulogy at a funeral will have a very different feel than a business presentation. This understanding doesn’t mean certain situations are always the same, but rather taking into account the details of your circumstances will help you craft an effective beginning to your speech. When selecting an attention-getter, you want to make sure that the attention-getter sets the tone for the speech and situation.

Tones are particular styles or manners of speaking determined by the speech’s occasion.

Link to Topic

The link to the topic occurs when a speaker demonstrates how an attention-getting device relates to the topic of a speech. This presentation of the relationship works to transition your audience from the attention getter to the larger issue you are discussing. Often the attention-getter and the link to the topic are very clear. But other times, there may need to be a more obvious connection between how you began your attention-getting device and the specific subject you are discussing. You may have an amazing attention-getter, but if you can’t connect it to the main topic and purpose of your speech, it will not be as effective.

Significance

Once you have linked an attention-getter to the topic of your speech, you need to explain to your audience why your topic is important and why they should care about what you have to say. Sometimes you can include the significance of your topic in the same sentence as your link to the topic, but other times you may need to spell out in one or two sentences why your specific topic is important to this audience.

Thesis Statement

A thesis statement is a short, declarative sentence that states the purpose, intent, or main idea of a speech. A strong, clear thesis statement is very valuable within an introduction because it lays out the basic goal of the entire speech. We strongly believe that it is worthwhile to invest some time in framing and writing a good thesis statement. You may even want to write a version of your thesis statement before you even begin conducting research for your speech in order to guide you. While you may end up rewriting your thesis statement later, having a clear idea of your purpose, intent, or main idea before you start searching for research will help you focus on the most appropriate material.

Preview of Speech

The final part of an introduction contains a preview of the major points to be covered by your speech. I’m sure we’ve all seen signs that have three cities listed on them with the mileage to reach each city. This mileage sign is an indication of what is to come. A preview works the same way. A preview foreshadows what the main body points will be in the speech. For example, to preview a speech on bullying in the workplace, one could say, “To understand the nature of bullying in the modern workplace, I will first define what workplace bullying is and the types of bullying, I will then discuss the common characteristics of both workplace bullies and their targets, and lastly, I will explore some possible solutions to workplace bullying.” In this case, each of the phrases mentioned in the preview would be a single distinct point made in the speech itself. In other words, the first major body point in this speech would examine what workplace bullying is and the types of bullying; the second major body point in this speech would discuss the characteristics of both workplace bullies and their targets; and lastly, the third body point in this speech would explore some possible solutions to workplace bullying.

Putting it all together

The importance of introductions often leads speakers to work on them first, attending to every detail. While it is good to have some ideas and notes about the intro, specifically the thesis statement, it is often best to wait until the majority of the speech is crafted before really digging into the crafting of the introduction. This timeline may not seem intuitive, but remember, the intro is meant to introduce your speech and set up what is to come. It is difficult to introduce something that you haven’t made yet. This is why working on your main points first can help lead to an even stronger introduction.

Why Conclusions Matter

Willi Heidelbach – Puzzle2 – CC BY 2.0.

As public speaking professors and authors, we have seen many students give otherwise good speeches that seem to fall apart at the end. We’ve seen students end their three main points by saying things such as “OK, I’m done”; “Thank God that’s over!”; or “Thanks. Now what? Do I just sit down?” It’s understandable to feel relief at the end of a speech, but remember that as a speaker, your conclusion is the last chance you have to drive home your ideas. When a speaker opts to end the speech with an ineffective conclusion, or no conclusion at all, the speech loses the energy that’s been created, and the audience is left confused and disappointed. Instead of falling prey to emotional exhaustion, remind yourself to keep your energy up as you approach the end of your speech, and plan ahead so that your conclusion will be an effective one.

Of course, a good conclusion will not rescue a poorly prepared speech. Thinking again of the chapters in a novel, if one bypasses all the content in the middle, the ending often isn’t very meaningful or helpful. So to take advantage of the advice in this chapter, you need to keep in mind the importance of developing a speech with an effective introduction and an effective body. If you have these elements, you will have the foundation you need to be able to conclude effectively. Just as a good introduction helps bring an audience member into the world of your speech, and a good speech body holds the audience in that world, a good conclusion helps bring that audience member back to the reality outside of your speech.

In this section, we’re going to examine the functions fulfilled by the conclusion of a speech. A strong conclusion serves to signal the end of the speech and helps your listeners remember your speech.

Signals the End

The first thing a good conclusion can do is to signal the end of a speech. You may be thinking that showing an audience that you’re about to stop speaking is a “no brainer,” but many speakers don’t prepare their audience for the end. When a speaker just suddenly stops speaking, the audience is left confused and disappointed. Instead, we want to make sure that audiences are left knowledgeable and satisfied with our speeches. In the next section, we’ll explain in great detail about how to ensure that you signal the end of your speech in a manner that is both effective and powerful.

Aids Audience’s Memory of Your Speech

The second reason for a good conclusion stems out of some research reported by the German psychologist Hermann Ebbinghaus back in 1885 in his book Memory: A Contribution to Experimental Psychology (Ebbinghaus, 1885). Ebbinghaus proposed that humans remember information in a linear fashion, which he called the serial position effect. He found an individual’s ability to remember information in a list (e.g. a grocery list, a chores list, or a to-do list) depends on the location of an item on the list. Specifically, he found that items toward the top of the list and items toward the bottom of the list tended to have the highest recall rates. The serial position effect finds that information at the beginning of a list (primacy) and information at the end of the list (recency) are easier to recall than information in the middle of the list.

So what does this have to do with conclusions? A lot! Ray Ehrensberger wanted to test Ebbinghaus’ serial position effect in public speaking. Ehrensberger created an experiment that rearranged the ordering of a speech to determine the recall of information (Ehrensberger, 1945). Ehrensberger’s study reaffirmed the importance of primacy and recency when listening to speeches. In fact, Ehrensberger found that the information delivered during the conclusion (recency) had the highest level of recall overall.

Steps of a Conclusion

Matthew Culnane – Steps – CC BY-SA 2.0.

In the previous sections, we discussed the importance a conclusion has on a speech. In this section, we’re going to examine the three steps to building an effective conclusion.

Restatement of the Thesis

Restating a thesis statement is the first step to a powerful conclusion. As we explained earlier, a thesis statement is a short, declarative sentence that states the purpose, intent, or main idea of a speech. When we restate the thesis statement at the conclusion of our speech, we’re attempting to reemphasize what the overarching main idea of the speech has been. Suppose your thesis statement was, “I will analyze Barack Obama’s use of lyricism in his July 2008 speech, ‘A World That Stands as One.’” You could restate the thesis in this fashion at the conclusion of your speech: “In the past few minutes, I have analyzed Barack Obama’s use of lyricism in his July 2008 speech, ‘A World That Stands as One.’” Notice the shift in tense. The statement has gone from the future tense (this is what I will speak about) to the past tense (this is what I have spoken about). Restating the thesis in your conclusion reminds the audience of the main purpose or goal of your speech, helping them remember it better.

Review of Main Points

After restating the speech’s thesis, the second step in a powerful conclusion is to review the main points from your speech. One of the biggest differences between written and oral communication is the necessity of repetition in oral communication. When we preview our main points in the introduction, effectively discuss and make transitions to our main points during the body of the speech, and review the main points in the conclusion, we increase the likelihood that the audience will retain our main points after the speech is over.

In the introduction of a speech, we deliver a preview of our main body points, and in the conclusion, we deliver a review . Let’s look at a sample preview:

In order to understand the field of gender and communication, I will first differentiate between the terms biological sex and gender. I will then explain the history of gender research in communication. Lastly, I will examine a series of important findings related to gender and communication.

In this preview, we have three clear main points. Let’s see how we can review them at the conclusion of our speech:

Today, we have differentiated between the terms biological sex and gender, examined the history of gender research in communication, and analyzed a series of research findings on the topic.

In the past few minutes, I have explained the difference between the terms “biological sex” and “gender,” discussed the rise of gender research in the field of communication, and examined a series of groundbreaking studies in the field.

Notice that both of these conclusions review the main points initially set forth. Both variations are equally effective reviews of the main points, but you might like the linguistic turn of one over the other. Remember, while there is a lot of science to help us understand public speaking, there’s also a lot of art as well. You are always encouraged to choose the wording that you think will be most effective for your audience.

Concluding Device

The final part of a powerful conclusion is the concluding device. A concluding device is a final thought you want your audience members to have when you stop speaking. It also provides a definitive sense of closure to your speech. One of the authors of this text often makes an analogy between a gymnastics dismount and the concluding device in a speech. Just as a gymnast dismounting the parallel bars or balance beam wants to stick the landing and avoid taking two or three steps, a speaker wants to “stick” the ending of the presentation by ending with a concluding device instead of with, “Well, umm, I guess I’m done.” Miller observed that speakers tend to use one of ten concluding devices when ending a speech (Miller, 1946). The rest of this section is going to examine these ten concluding devices and one additional device that we have added.

Conclude with a Challenge

The first way that Miller found that some speakers end their speeches is with a challenge. A challenge is a call to engage in some activity that requires a special effort. In a speech on the necessity of fund-raising, a speaker could conclude by challenging the audience to raise 10 percent more than their original projections. In a speech on eating more vegetables, you could challenge your audience to increase their current intake of vegetables by two portions daily. In both of these challenges, audience members are being asked to go out of their way to do something different that involves effort on their part.

Conclude with a Quotation

A second way you can conclude a speech is by reciting a quotation relevant to the speech topic. When using a quotation, you need to think about whether your goal is to end on a persuasive note or an informative note. Some quotations will have a clear call to action, while other quotations summarize or provoke thought. For example, let’s say you are delivering an informative speech about dissident writers in the former Soviet Union. You could end by citing this quotation from Alexander Solzhenitsyn: “A great writer is, so to speak, a second government in his country. And for that reason, no regime has ever loved great writers” (Solzhenitsyn, 1964). Notice that this quotation underscores the idea of writers as dissidents, but it doesn’t ask listeners to put forth the effort to engage in any specific thought process or behavior. If, on the other hand, you were delivering a persuasive speech urging your audience to participate in a very risky political demonstration, you might use this quotation from Martin Luther King Jr.: “If a man hasn’t discovered something that he will die for, he isn’t fit to live” (King, 1963). In this case, the quotation leaves the audience with the message that great risks are worth taking, that they make our lives worthwhile, and that the right thing to do is to go ahead and take that great risk.

Conclude with a Summary

When a speaker ends with a summary, they are simply elongating the review of the main points. While this may not be the most exciting concluding device, it can be useful for information that was highly technical or complex or for speeches lasting longer than thirty minutes. Typically, for short speeches (like those in your class), this summary device should be avoided.

Conclude by Visualizing the Future

The purpose of a conclusion that refers to the future is to help your audience imagine the future you believe can occur. If you are giving a speech on the development of video games for learning, you could conclude by depicting the classroom of the future where video games are perceived as true learning tools and how those tools could be utilized. More often, speakers use visualization of the future to depict how society would be, or how individual listeners’ lives would be different if the speaker’s persuasive attempt worked. For example, if a speaker proposes that a solution to illiteracy is hiring more reading specialists in public schools, the speaker could ask her or his audience to imagine a world without illiteracy. In this use of visualization, the goal is to persuade people to adopt the speaker’s point of view. By showing that the speaker’s vision of the future is a positive one, the conclusion should help to persuade the audience to help create this future.

Conclude with an Appeal for Action

Probably the most common persuasive concluding device is the appeal for action or the call to action. In essence, the appeal for action occurs when a speaker asks their audience to engage in a specific behavior or change in thinking. When a speaker concludes by asking the audience “to do” or “to think” in a specific manner, the speaker wants to see an actual change. Whether the speaker appeals for people to eat more fruit, buy a car, vote for a candidate, oppose the death penalty, or sing more in the shower, the speaker is asking the audience to engage in action.

One specific type of appeal for action is the immediate call to action. Whereas some appeals ask for people to engage in behavior in the future, an immediate call to action asks people to engage in behavior right now. If a speaker wants to see a new traffic light placed at a dangerous intersection, he or she may conclude by asking all the audience members to sign a digital petition right then and there, using a computer the speaker has made available ( http://www.petitiononline.com ). Here are some more examples of immediate calls to action:

In a speech on eating more vegetables, pass out raw veggies and dip at the conclusion of the speech.
In a speech on petitioning a lawmaker for a new law, provide audience members with a prewritten e-mail they can send to the lawmaker.
In a speech on the importance of using hand sanitizer, hand out little bottles of hand sanitizer and show audience members how to correctly apply the sanitizer.
In a speech asking for donations for a charity, send a box around the room asking for donations.

These are just a handful of different examples we’ve seen students use in our classrooms to elicit an immediate change in behavior. These immediate calls to action may not lead to long-term change, but they can be very effective at increasing the likelihood that an audience will change behavior in the short term.

Conclude by Inspiration

By definition, the word inspire means to affect or connect with someone emotionally. Both affect and arouse have strong emotional connotations. The ultimate goal of an inspiration concluding device is similar to an “appeal for action,” but the ultimate goal is more lofty or ambiguous. The goal is to stir someone’s emotions in a specific manner. Maybe a speaker is giving an informative speech about the prevalence of domestic violence in our society today. That speaker could end the speech by reading Paulette Kelly’s powerful poem “I Got Flowers Today.” “I Got Flowers Today” is a poem that evokes strong emotions because it’s about an abuse victim who received flowers from her abuser every time she was victimized. The poem ends by saying, “I got flowers today… Today was a special day. It was the day of my funeral. Last night he killed me” (Kelly, 1994).

Conclude with Advice

The next concluding device is one that should be used primarily by speakers who are recognized as expert authorities on a given subject. Advice is a speaker’s opinion about what should or should not be done. The problem with opinions is that everyone has one, and one person’s opinion is not necessarily any more correct than another’s. There needs to be a really good reason for your opinion. Your advice should matter to your audience. If, for example, you are an expert in nuclear physics, you might conclude a speech on energy by giving advice about the benefits of nuclear energy.

Conclude by Proposing a Solution

Another way a speaker can conclude a speech powerfully is to offer a solution to the problem discussed within a speech. For example, perhaps a speaker has been discussing the problems associated with the disappearance of art education in the United States. The speaker could then propose a solution for creating more community-based art experiences for school children as a way to fill this gap. Although this can be a compelling conclusion, a speaker must ask themselves whether the solution should be discussed in more depth as a stand-alone main point within the body of the speech so that audience concerns about the proposed solution may be addressed.

Conclude with a Question

Another way you can end a speech is to ask a rhetorical question that forces the audience to ponder an idea. Maybe you are giving a speech on the importance of the environment, so you end the speech by saying, “Think about your children’s future. What kind of world do you want them raised in? A world that is clean, vibrant, and beautiful—or one that is filled with smog, pollution, filth, and disease?” Notice that you aren’t asking the audience to verbally or nonverbally answer the question. The goal of this question is to force the audience into thinking about what kind of world they want for their children.

Conclude with a Reference to Audience

The last concluding device discussed by Miller (1946) was a reference to one’s audience. This concluding device is when a speaker attempts to answer the audience question, “What’s in it for me?” The goal of this concluding device is to spell out the direct benefits a behavior or thought change has for audience members. For example, a speaker talking about stress reduction techniques could conclude by listing all the physical health benefits stress reduction offers (e.g. improved reflexes, improved immune system, improved hearing, reduction in blood pressure). In this case, the speaker is spelling out why audience members should care. They’re telling the audience what’s in it for them!

Connect to your Introduction

Finally, one tactic a speaker often uses is to link the introduction of the speech to the conclusion. For example, if you began your speech with a quotation, your conclusion may refer back to that person’s words in respect to what your audience has learned throughout your speech. While not always necessary, linking back to your introduction can provide a feeling of coming full circle for your audience. The repetitive nature can also help aid in remembering your speech and topic. However, you don’t want to just repeat. Instead, you want to utilize similar aspects of your attention getter to illustrate growth or movement from the beginning of your speech to the end.

A concluding device is a final thought you want your audience members to have when you stop speaking.

A challenge is a call to engage in some activity that requires special effort.

An appeal for action occurs when a speaker asks their audience to engage in a specific behavior or change in thinking.

An immediate call to action asks people to engage in behavior right now.

Inspire means to affect or connect with someone emotionally.

Advice is a speaker’s opinion about what should or should not be done.

Informative versus Persuasive Conclusions

As you read through the ten possible ways to conclude a speech, hopefully, you noticed that some of the methods are more appropriate for persuasive speeches and others are more appropriate for informative speeches. To help you choose appropriate conclusions for informative, persuasive, or entertaining speeches, we’ve created a table to help you quickly identify suitable concluding devices.

Your Speech Purpose and Concluding Devices

Ebbinghaus, H. (1885). Memory: A contribution to experimental psychology [Online version]. Retrieved from http://psychclassics.yorku.ca/Ebbinghaus/index.htm .

Ehrensberger, R. (1945). An experimental study of the relative effectiveness of certain forms of emphasis in public speaking. Speech Monographs, 12 , 94–111. doi: 10.1080/03637754509390108.

Kelly, P. (1994). I got flowers today. In C. J. Palmer & J. Palmer, Fire from within . Painted Post, NY: Creative Arts & Science Enterprises.

King, M. L. (1963, June 23). Speech in Detroit. Cited in Bartlett, J., & Kaplan, J. (Eds.), Bartlett’s familiar quotations (6th ed.). Boston, MA: Little, Brown & Co., p. 760.

Miller, E. (1946). Speech introductions and conclusions. Quarterly Journal of Speech, 32 , 181–183.

Solzhenitsyn, A. (1964). The first circle. New York: Harper & Row. Cited in Bartlett, J., & Kaplan, J. (Eds.), Bartlett’s familiar quotations (6th ed.). Boston, MA: Little, Brown & Co., p. 746.

Stand up, Speak out Copyright © 2017 by Josh Miller; Marnie Lawler-Mcdonough; Megan Orcholski; Kristin Woodward; Lisa Roth; and Emily Mueller is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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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 . ↵

Communication in the Real World Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Module 9: Informative Speaking

Organizing the informative speech, learning objectives.

Discern the best organizational approach for types of informative speeches.

Like an essay, a speech should have a clear organizational structure with a recognizable beginning, middle, and end. But unlike an essay where your reader can go back and re-read sections they may not understand or follow, in a speech in front of a live audience your audience can’t stop, rewind, and re-listen to parts of your speech they didn’t follow. For that reason it is especially important to have a clear and easy-to-follow structure to a speech.

In this section, we introduce the characteristic organizational structures of an informative speech. Later on, we’ll explore each of the organizational structural elements in greater detail.

An informative speech can be broken up into three sections:

Section 1: Introduction. The first section of the speech contains an attention-getter to grab the interest of the audience and orient them to the topic of the speech, a clear thesis that states the purpose of the speech, and a preview of the main points of the speech.
Section 2: Body. The heart of the speech is the body. The body is where you provide your audience all the information they will need to understand your topic. To make the body of the speech easier for the audience to follow, divide it up into at least two but no more than five main points . Organize the main points in a clear structure appropriate to the topic and thesis and provide supporting examples and/or evidence for each main point.
Section 3: Conclusion. The conclusion is a short section that reinforces the thesis, summarizes the main points, and provides a sense of closure.

Video example

To see an example of an informative speech with a clear introduction, body, and conclusion, watch this speech where the speaker informs her audience how to manage the stress that comes with being a college student.

You can view the transcript for “Stress Informative Speech (with captions)” here (opens in new window) .

Specific Purpose Statement

Once you have a speech topic selected, develop a specific purpose statement. Your purpose statement describes what you want your audience to know as a result of listening to your speech. Here are some examples of informative speech purpose statements:

To inform my audience about different types of coffee makers.
To inform my audience about the historical significance of Harriet Tubman.
To inform my audience about how to prune roses.

Central Idea

Your purpose statement helps you determine the thesis or central idea of your speech. You will present your central idea in the introduction to the speech and everything you say in the speech will support that central idea.

For example, if your purpose is to inform your audience about different types of coffee makers you could develop a central idea like this:

There are two main types of coffee makers, automatic drip machines and manual coffee makers.

Main Points

Once you have a purpose statement you want to develop your main points. The body of the speech is where you will present and provide support for the main points of the speech. Remember that you should generally aim to have at least two but no more than five main points. Keep time constraints in mind when developing your main points. If you are given four minutes to speak, for instance, trying to have four main points might be too ambitious, so you might instead focus on two or at the most three main points.

You’ll want to organize the body of the speech in a way that helps you present your main points in the most effective order. Your purpose statement helps you decide what kind of organizational pattern would make the most sense for your topic.

Organizational Patterns

There are many types of organizational patterns you can use for an informative speech, as you can see in more detail in Module 6: Organizing and Outlining Your Speech. Here are a few examples:

In a topical organization structure, each point fits into one of a few topic categories.

Topical : This is a good, all-purpose organizational pattern where you divide your main points into topics. It works well for speeches where the main points are clearly distinct from each other and the order they are placed in isn’t critical like it would be for some other organizational patterns. The example above about coffee makers, for example, could be divided into two topical main points: 1) automatic drip coffee makers and 2) manual coffee makers. Each main point would be supported by subpoints that elaborate on the characteristics of each type of coffee maker.

Compare/contrast: With compare/contrast organizational patterns, you explain the similarities and differences between two or more things. A speech about the similarities and differences between video game consoles PlayStation and Xbox would fit this type of organizational pattern. You could devote one main point to the qualities they share in common and a second point to how they differ from each other.

A spatially organized speech about the Mississippi River might follow the river from north to south.

Spatial: Do you have a topic that lends itself to being explained in a directional order such as from top to bottom, left to right, or east to west? If so, you could organize your speech in a spatial pattern. This can be a good organizational pattern to use when you want to describe a place to an audience. For instance, if you gave a speech about the major cities the Mississippi River passes through you could start in the north by describing its origin in Minnesota near Minneapolis and St. Paul, then work south and explain how it flows through other cities like St. Louis before it empties into the Gulf of Mexico in New Orleans.

Chronological: This is a speech that follows a time order. This is a good choice for speeches where you want to explain a sequence of events. For example, you could use a chronological pattern for a speech explaining the steps Apple took in developing the iPhone or the significant decisions made by the Supreme Court affecting rights of the LGBTQIA community. Chronological can also be a good organizational choice for speeches where you are explaining a process or demonstrating how to do something.

Step by step description of how to draw an airplane

To describe or demonstrate a process, step by step may be the best structure.

Step-by-Step: When you’re speaking about a process, the most logical organizational structure may be step by step. Step-by-step organization is useful for “how-to” or demonstration speeches where you are teaching or showing how to do a task. If you were speaking about how to spray-paint a mural, you might describe each layer of the painting step by step.

Biographical : A biographical organization tells the story of a person’s life. The person could be a well-known person or someone who is not. The subject of the speech could even be the speaker themselves. It can be similar to the chronological pattern in that it can be organized by time but it doesn’t have to be. A biographical speech could start by focusing on an important event late in someone’s life and then going back in time to explain how the person got to that point.

A causal structure talks about why something happened.

Causal: If you want to explain a cause/effect relationship, you want to use the causal organizational pattern. Typically with this pattern, you would have two main points: one focused on the causes of an event, the second about its effects. A speech about hurricanes might be organized this way, for example. One main point could be devoted to oceanic and atmospheric causes of hurricanes and the second main point about the effects of hurricanes such as storm surge, strong winds, and flooding.

We cover outlining in detail elsewhere, but at this point once you have a purpose statement, general idea, main points, and an organizational pattern, you are ready to develop an outline.

Some important reminders about outlines:

Working outlines are what you start with and they help you with speech preparation and planning. This isn’t the outline you will use for speaking.
The full-sentence outline develops the full details of the message. But, again, it is not the outline you use to speak.
The speaking outline includes key words or phrases and helps you stay organized in front of the audience without reading to them. This is the outline you will speak from so that you are speaking extemporaneously rather than reading your outline word for word.
Tip: Using notecards for your speaking outline helps with delivery and makes it easier to find information if you lose your place or draw a blank.
Silverware. Authored by : Peter Griffin. Located at : https://www.needpix.com/photo/download/1307472/silverware-drawer-utensils-knife-fork-spoon-silverware-free-pictures-free-photos . License : CC0: No Rights Reserved
Mississippi River Watershed. Authored by : Shannon1. Located at : https://commons.wikimedia.org/wiki/File:Mississippiriver-new-01.png . License : CC BY-SA: Attribution-ShareAlike
Airplane. Authored by : Spacefem. Located at : https://openclipart.org/detail/274994/draw-a-single-engine-airplane . License : CC0: No Rights Reserved
Dominoes. Authored by : Clint Budd. Located at : https://flic.kr/p/MN2WaG . License : CC BY: Attribution
Stress Informative Speech (with captions). Authored by : RITPublicSpeaking. Located at : https://youtu.be/f4RLULR6iNg . License : Other . License Terms : Standard YouTube License
Organizing the Informative Speech. Authored by : Mike Randolph with Lumen Learning. License : CC BY: Attribution
Organizing the Informative Speech. Authored by : Sandra K. Winn with Lumen Learning. License : CC BY: Attribution

14 Crafting a Thesis Statement

Learning Objectives

Craft a thesis statement that is clear, concise, and declarative.
Narrow your topic based on your thesis statement and consider the ways that your main points will support the thesis.

Crafting a Thesis Statement

A thesis statement is a short, declarative sentence that states the purpose, intent, or main idea of a speech. A strong, clear thesis statement is very valuable within an introduction because it lays out the basic goal of the entire speech. We strongly believe that it is worthwhile to invest some time in framing and writing a good thesis statement. You may even want to write your thesis statement before you even begin conducting research for your speech. While you may end up rewriting your thesis statement later, having a clear idea of your purpose, intent, or main idea before you start searching for research will help you focus on the most appropriate material. To help us understand thesis statements, we will first explore their basic functions and then discuss how to write a thesis statement.

Basic Functions of a Thesis Statement

A thesis statement helps your audience by letting them know, clearly and concisely, what you are going to talk about. A strong thesis statement will allow your reader to understand the central message of your speech. You will want to be as specific as possible. A thesis statement for informative speaking should be a declarative statement that is clear and concise; it will tell the audience what to expect in your speech. For persuasive speaking, a thesis statement should have a narrow focus and should be arguable, there must be an argument to explore within the speech. The exploration piece will come with research, but we will discuss that in the main points. For now, you will need to consider your specific purpose and how this relates directly to what you want to tell this audience. Remember, no matter if your general purpose is to inform or persuade, your thesis will be a declarative statement that reflects your purpose.

How to Write a Thesis Statement

Now that we’ve looked at why a thesis statement is crucial in a speech, let’s switch gears and talk about how we go about writing a solid thesis statement. A thesis statement is related to the general and specific purposes of a speech.

Once you have chosen your topic and determined your purpose, you will need to make sure your topic is narrow. One of the hardest parts of writing a thesis statement is narrowing a speech from a broad topic to one that can be easily covered during a five- to seven-minute speech. While five to seven minutes may sound like a long time for new public speakers, the time flies by very quickly when you are speaking. You can easily run out of time if your topic is too broad. To ascertain if your topic is narrow enough for a specific time frame, ask yourself three questions.

Is your speech topic a broad overgeneralization of a topic?

Overgeneralization occurs when we classify everyone in a specific group as having a specific characteristic. For example, a speaker’s thesis statement that “all members of the National Council of La Raza are militant” is an overgeneralization of all members of the organization. Furthermore, a speaker would have to correctly demonstrate that all members of the organization are militant for the thesis statement to be proven, which is a very difficult task since the National Council of La Raza consists of millions of Hispanic Americans. A more appropriate thesis related to this topic could be, “Since the creation of the National Council of La Raza [NCLR] in 1968, the NCLR has become increasingly militant in addressing the causes of Hispanics in the United States.”

Is your speech’s topic one clear topic or multiple topics?

A strong thesis statement consists of only a single topic. The following is an example of a thesis statement that contains too many topics: “Medical marijuana, prostitution, and Women’s Equal Rights Amendment should all be legalized in the United States.” Not only are all three fairly broad, but you also have three completely unrelated topics thrown into a single thesis statement. Instead of a thesis statement that has multiple topics, limit yourself to only one topic. Here’s an example of a thesis statement examining only one topic: Ratifying the Women’s Equal Rights Amendment as equal citizens under the United States law would protect women by requiring state and federal law to engage in equitable freedoms among the sexes.

Does the topic have direction?

If your basic topic is too broad, you will never have a solid thesis statement or a coherent speech. For example, if you start off with the topic “Barack Obama is a role model for everyone,” what do you mean by this statement? Do you think President Obama is a role model because of his dedication to civic service? Do you think he’s a role model because he’s a good basketball player? Do you think he’s a good role model because he’s an excellent public speaker? When your topic is too broad, almost anything can become part of the topic. This ultimately leads to a lack of direction and coherence within the speech itself. To make a cleaner topic, a speaker needs to narrow her or his topic to one specific area. For example, you may want to examine why President Obama is a good public speaker.

Put Your Topic into a Declarative Sentence

You wrote your general and specific purpose. Use this information to guide your thesis statement. If you wrote a clear purpose, it will be easy to turn this into a declarative statement.

General purpose: To inform

Specific purpose: To inform my audience about the lyricism of former President Barack Obama’s presentation skills.

Your thesis statement needs to be a declarative statement. This means it needs to actually state something. If a speaker says, “I am going to talk to you about the effects of social media,” this tells you nothing about the speech content. Are the effects positive? Are they negative? Are they both? We don’t know. This sentence is an announcement, not a thesis statement. A declarative statement clearly states the message of your speech.

For example, you could turn the topic of President Obama’s public speaking skills into the following sentence: “Because of his unique sense of lyricism and his well-developed presentational skills, President Barack Obama is a modern symbol of the power of public speaking.” Or you could state, “Socal media has both positive and negative effects on users.”

Adding your Argument, Viewpoint, or Opinion

If your topic is informative, your job is to make sure that the thesis statement is nonargumentative and focuses on facts. For example, in the preceding thesis statement, we have a couple of opinion-oriented terms that should be avoided for informative speeches: “unique sense,” “well-developed,” and “power.” All three of these terms are laced with an individual’s opinion, which is fine for a persuasive speech but not for an informative speech. For informative speeches, the goal of a thesis statement is to explain what the speech will be informing the audience about, not attempting to add the speaker’s opinion about the speech’s topic. For an informative speech, you could rewrite the thesis statement to read, “Barack Obama’s use of lyricism in his speech, ‘A World That Stands as One,’ delivered July 2008 in Berlin demonstrates exceptional use of rhetorical strategies.

On the other hand, if your topic is persuasive, you want to make sure that your argument, viewpoint, or opinion is clearly indicated within the thesis statement. If you are going to argue that Barack Obama is a great speaker, then you should set up this argument within your thesis statement.

For example, you could turn the topic of President Obama’s public speaking skills into the following sentence: “Because of his unique sense of lyricism and his well-developed presentational skills, President Barack Obama is a modern symbol of the power of public speaking.” Once you have a clear topic sentence, you can start tweaking the thesis statement to help set up the purpose of your speech.

Thesis Checklist

Once you have written a first draft of your thesis statement, you’re probably going to end up revising your thesis statement a number of times prior to delivering your actual speech. A thesis statement is something that is constantly tweaked until the speech is given. As your speech develops, often your thesis will need to be rewritten to whatever direction the speech itself has taken. We often start with a speech going in one direction, and find out through our research that we should have gone in a different direction. When you think you finally have a thesis statement that is good to go for your speech, take a second and make sure it adheres to the criteria shown below.

Preview of Speech

The preview, as stated in the introduction portion of our readings, reminds us that we will need to let the audience know what the main points in our speech will be. You will want to follow the thesis with the preview of your speech. Your preview will allow the audience to follow your main points in a sequential manner. Spoiler alert: The preview when stated out loud will remind you of main point 1, main point 2, and main point 3 (etc. if you have more or less main points). It is a built in memory card!

For Future Reference | How to organize this in an outline |

Introduction

Attention Getter: Background information: Credibility: Thesis: Preview:

Key Takeaways

Introductions are foundational to an effective public speech.

A thesis statement is instrumental to a speech that is well-developed and supported.
Be sure that you are spending enough time brainstorming strong attention getters and considering your audience’s goal(s) for the introduction.
A strong thesis will allow you to follow a roadmap throughout the rest of your speech: it is worth spending the extra time to ensure you have a strong thesis statement.

Stand up, Speak out by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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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eCore Public Speaking Textbook (COMM 1113)

Download PDF Prints
The Basics of Public Speaking
Listening in Public Speaking Settings
Ethics in Public Speaking
Unit 1 Glossary

Developing Topics for Your Speech

Organizing and Outlining
Introductions and Conclusions
Special Occasions
Unit 2 Glossary
Audience Analysis
Researching Your Speeches
Supporting Your Speech Ideas
Informative Speaking
Unit 3 Glossary
Persuasive Speaking
Logical Reasoning
Presentation Aids
Unit 4 Glossary
Attribution and References

After reading this section, the student will be able to:

• Distinguish between the specific purpose, central idea, and main points of a speech

• Differentiate between a speech to inform, persuade, and inspire or entertain

• Write a specific purpose statement

• Write a thesis or central idea statement

• Distinguish between acceptable and unacceptable specific purpose and central idea statements

• Compose appropriate specific purpose and central idea statements for informative, persuasive, and inspirational/entertaining speeches

Getting Started with Your Topic and Purpose

So far in this text we have examined many practical and theoretical aspects of public speaking as a method of communicating and as an art form. In this chapter we are going to get into the real meat of putting your speech together.

Often when we get to the point of sitting down to prepare a speech, we think about topics. That is understandable, but before we go any further, let’s recalibrate our minds to think also, or even more, about “purpose.” There are some benefits to considering purpose and topic simultaneously. Doing so will help you focus your speech to a manageable amount of content and become more audience-centered. Also, you will be able to make strategic decisions about other aspects of the speech, such as organization, supporting evidence, and visual aids.

Speeches have traditionally been seen to have one of three broad purposes: to inform, to persuade, and— Well, to be honest, different words are used for the third kind of speech purpose: to inspire, to amuse, to please, to delight, or to entertain. We will just use “to inspire” as the overall term here. These broad goals are commonly known as a speech’s general purpose , since, in general, you are trying to inform, persuade, or entertain/inspire your audience without regard to specifically what the topic will be. Perhaps you could think of them as appealing to the understanding of the audience (informative), the will or action (persuasive), and the emotion or pleasure.

Your instructor will most likely assign you an informative and a persuasive speech, and then perhaps one more. The third one might be a special occasion speech, such as a tribute (commemorative), an after-dinner speech, a toast, or a eulogy. These four types of speeches fit into the category of “to inspire” or “to entertain.” This text has sections on and examples of all three types.

It should be understood that these three purposes are not necessarily exclusive of the others. A speech designed to be persuasive can also be informative and entertaining, even if neither of those is the main purpose.

As we saw in Unit 1, the canons of rhetoric is the traditional way to explain the process of preparing a speech. That process is still a practical guide for today. The first canon, invention, or inventio , is discussed, at least in part, in this unit. Although in modern times we tend to think of invention as the creation of a new technology, invention basically means “discovery” of what to say.

The scholars of rhetoric from the ancient times encouraged the use of questions to “discover” the arguments and content of the speech. These were called “ topoi ” and there were a couple of dozen of them; modern scholars have reframed them as questions that can be used to develop reasons and material. These can be helpful in many ways, but here we will present just two basic questions you should consider for beginning your speech:

1. What value, connection, or interest does my purpose/topic have for the audience? What needs do they meet?

2. Why would the audience consider me, the speaker, a credible source on this purpose/topic?

We suggest that these two questions be in your mind as you develop your speech. You should answer them, directly or indirectly, for your audience in your speech. If your audience is unfamiliar with your topic, for instance, you would want to address the first one early in the speech. If your audience does not know anything about you, you should mention (in an appropriate way) your background in the subject area.

One of the authors has a core concept in her basic public speaking classes: The most effective speeches are the ones that answer the questions in the minds of the audience. She uses that to change the students’ focus from speaking just to express themselves to being audience-centered. She also uses the acronym “WIIFM.” This is not a new radio station, but the abbreviation for “What’s In It For Me?” The audience is asking this question, directly or indirectly, during a speech. Keep the WIIFM acronym in mind as you start to think about your speeches more and more from your audience’s perspective.

Formulating a Specific Purpose

Now that you know your general purpose (to inform, to persuade, or to entertain), you can start to move in the direction of the specific purpose. A specific purpose statement builds on your general purpose (such as to inform) and makes it more specific (as the name suggests). So if your first speech is an informative speech, your general purpose will be to inform your audience about a very specific realm of knowledge, for example, the history of NASA’s Shuttle program.

In writing your specific purpose statement, you will take three contributing elements that will come together to help you determine your specific purpose. The diagram shows those three elements. These three elements are you (your interests, your background, past jobs, experience, education, major), your audience (which you learned to analyze later), and the context or setting (also discussed later).

An old adage states, “Write about what you know.” In many ways, that is a great place to start with creating a speech, although you will need to consult other sources as well. If you start with ideas that reflect your interests, goals, and passions, that passion and commitment will come across in your speech, give you more credibility in the eyes of your audience, and make your speech more interesting.

This would be a good place for you to do an inventory. Retail stores do regular inventories to know what is “really there” in the stores. You have much more going on in your brain and background than you can be conscious of at any one time. Being asked the right kinds of prompts can help you find ideas. Below is a list of prompts for this inventory. To help generate some ideas for your speeches, complete the phrases and/or answer the questions below to see if any ideas can be generated from experiences or interests you may not have realized you had.

This inventory may seem long and intrusive, but digging a little deeper may help you find ideas and directions that are unique to you. You want to find this kind of subject matter and not the same topics others will gravitate towards just because they saw a list on Google on informative speech topics. Also, generating your list based on these questions and prompts will get you excited about your topic and talking about it to your classmates. For example, a very common persuasive speech topic is organ donation. There is nothing wrong with that topic per se and it is an important issue. However, if you ask yourself the right questions, you may come up with something far more central to who you are and that might interest and/or apply to the audience more.

Another approach that you might find helpful is to determine what you are passionate about through two binary routes. First, you will obviously be passionate about the things you love, so talk about those. Is The Simpsons your favorite TV show? Then you can inform us on the people and vision of the team behind this highly popular and long-running TV show. Do you feel that Big Brothers Big Sisters is a vital organization in the way it helps kids? Then persuade us to volunteer there. Conversely, you can also be passionate about things you don’t love (i.e., hate). Does it really annoy you when people don’t use their turn signals? Then persuade us to always use them. Do you want to scream when you hear a cell phone go off at the movies? Then persuade us that cell phones should be banned in theaters.

The Audience

Of course, what you love or hate may be in stark contrast to how your audience feels, so it is important to keep them in mind as well, which brings us to the next contributing factor. After you examine what you know and are passionate about, you have to determine if and how the topic has practical value or interest for others. It may be that it is a topic the audience is not immediately interested in but needs to know about for their own benefit. Then it becomes necessary for you to find that angle and approach that will help them see the benefit of the topic and listen to you. The more you know about your audience, the better you can achieve this goal. Good speakers are very knowledgeable about their audiences.

The Context

Many aspects come into the context of a speech, but the main ones are the time, place, and reason(s) for the event and the audience being there. Your classroom speeches have a fairly set context: time limits, the classroom, assignment specifications. Other speeches you will give in college (or in your career and personal life) will require you to think more deeply about the context just as you would the audience.

Putting It Together

Keeping these three inputs in mind, you can begin to write a specific purpose statement, which will be the foundation for everything you say in the speech and a guide for what you do not say. This formula will help you in putting together your specific purpose statement:

Specific Communication (to inform, to explain, to demonstrate, to describe, to define, to persuade, to convince, to prove, to argue)
Target Audience (my classmates, the members of the Social Work Club, my coworkers)
The Content (how to bake brownies, that Macs are better than PCs)

Each of these parts of the specific purpose is important. The first two parts make sure you are clear on your purpose and know specifically who will be hearing your message. However, we will focus on the last part here.

The content part of the specific purposes statement must first be singular and focused, and the content must match the purpose. The word “and” really should not appear in the specific purpose statement since that would make it seem that you have two purposes and two topics. Obviously, the specific purpose statement’s content must be very narrowly defined and, well, specific. One mistake beginning speakers often make is to try to “cover” too much material. They tend to speak about the whole alphabet, A-Z on a subject, instead of just “T” or “L.” This comes from an emphasis on the topic more than the purpose, and from not keeping audience and context in mind. In other words, go deep (specific), not broad. Examples in this chapter will show what that means.

Second, the content must match the focus of the purpose word. A common error is to match an informative purpose with a persuasive content clause or phrase. For example,

To explain to my classmates why term life insurance is a better option than whole life insurance policies.

To inform my classmates about how the recent Supreme Court decision on police procedures during arrests is unconstitutional.

Sometimes it takes an unbiased second party to see where your content and purpose may not match.

Third, the specific purpose statement should be relevant to the audience. How does the purpose and its topic touch upon their lives, wallets, relationships, careers, etc.? It is also a good idea to keep in mind what you want the audience to walk away with or what you want them to know, to be able to do, to think, to act upon, or to respond to your topic—your ultimate outcome or result.

To revisit an earlier example, “to explain to my classmates the history of NASA” would be far too much material and the audience may be unsure of its relevance. A more specific one such as “to inform my classmates about the decline of the Shuttle program” would be more manageable and closer to their experience. It would also reference two well-known historical tragedies involving the Shuttle program, the Challenger Disaster in 1986 and the Columbia Explosion in 2003. Here are several examples of specific purposes statements. Notice how they meet the standards of being singular, focused, relevant, and consistent.

To inform my classmates of the origin of the hospice movement.

To describe to my coworkers the steps to apply for retirement.

To define for a group of new graduate students the term “academic freedom.”

To explain to the Lions Club members the problems faced by veterans of the wars in Iraq and Afghanistan.

To persuade the members of the Greek society to take the spring break trip to Daytona Beach.

To motivate my classmates to engage in the College’s study abroad program.

To convince my classroom audience that they need at least seven hours of sleep per night to do well in their studies.

Now that you understand the basic form and function of a specific purpose statement, let’s revisit the original diagram in this section. The same topic for a different audience will create a somewhat different specific purpose statement. Public speaking is not a “one-size-fits-all” proposition. Let’s take the subject of participating in the study abroad program. How would you change your approach if you were addressing first-semester freshmen instead of first-semester juniors? Or if you were speaking to high school students in one of the college’s feeder high schools? Or if you were asked to share your experiences with a local civic group that gave you a partial scholarship to participate in the program? You would have slightly different specific purpose statements although your experience and basic information are all the same.

For another example, let’s say that one of your family members has benefited from being in the Special Olympics and you have volunteered two years at the local event. You could give a tribute (commemorative speech) about the work of Special Olympics (with the purpose to inspire), an informative speech on the scope or history of the Special Olympics, or a persuasive speech on why audience members should volunteer at next year’s event. “Special Olympics” is a key word in every specific purpose, but the statements would otherwise be different.

Despite all the information given about specific purpose statements so far, the next thing you read will seem strange: Never start your speech by saying your specific purpose to the audience. In a sense, it is just for you and the instructor. For you, it’s like a note you might tack on the mirror or refrigerator to keep you on track. For the instructor, it’s a way for him or her to know you are accomplishing both the assignment and what you set out to do. Avoid the temptation to default to saying it at the beginning of your speech. It will seem awkward and repetitive.

Formulating a Central Idea Statement

While you will not actually say your specific purpose statement during your speech, you will need to clearly state what your focus and main points are going to be (preferably after using an introductory method such as those described in Chapter 8). The statement that reveals your main points is commonly known as the central idea statement (or just the central idea).

Now, at this point we need to make a point about terminology. Your instructor may call the central idea statement “the thesis” or “the thesis statement.” Your English composition instructor probably uses that term in your essay writing. Another instructor may call it the “main idea statement.” All of these are basically synonymous and you should not let the terms confuse you, but you should use the term your instructor uses.

That said, is the central idea statement the very same thing as the thesis sentence in an essay? Yes, in that both are letting the audience know without a doubt your topic, purpose, direction, angle and/or point of view. No, in that the rules for writing a “thesis” or central idea statement in a speech are not as strict as in an essay. For example, it is acceptable in a speech to announce the topic and purpose, although it is usually not the most artful or effective way to do it. You may say,

“In this speech I will try to motivate you to join me next month as a volunteer at the regional Special Olympics.”

That would be followed by a preview statement of what the speech’s arguments or reasons for participating will be, such as,

“You will see that it will benefit the community, the participants, and you individually.”

However, another approach is to “capsulize” the purpose, topic, approach, and preview in one succinct statement.

“Your involvement as a volunteer in next month’s regional Special Olympics will be a rewarding experience that will benefit the community, the participants, and you personally.”

This last version is really the better approach and most likely the one your instructor will prefer.

So, you don’t want to just repeat your specific purpose in the central idea statement, but you do want to provide complete information. Also, unlike the formal thesis of your English essays, the central idea statement in a speech can and should use personal language (I, me, we, us, you, your, etc.) and should attempt to be attention-getting and audience-focused. And importantly, just like a formal thesis sentence, it must be a complete, grammatical sentence.

The point of your central idea statement in terms of your audience is to reveal and clarify the ideas or assertions you will be addressing in your speech, more commonly known as your main points, to fulfill your specific purpose. However, as you are processing your ideas and approach, you may still be working on them. Sometimes those main points will not be clear to you immediately. As much as we would like these writing processes to be straightforward, sometimes we find that we have to revise our original approach. This is why preparing a speech the night before you are giving it is a really, really bad idea. You need lots of time for the preparation and then the practice.

Sometimes you will hear the writing process referred to as “iterative.” This word means, among other things, that a speech or document is not always written in the same order as the audience finally experiences it. You may have noticed that we have not said anything about the introduction of your speech yet. Even though that is the first thing the audience hears, it may be one of the last parts you actually compose. It is best to consider your speech flexible as you work on it, and to be willing to edit and revise. If your instructor asks you to turn the outline in before the speech, you should be clear on how much you can revise after that. Otherwise, it helps to know that you can keep editing your speech until you deliver it, especially while you practice. Here are some examples of pairs of specific purpose statements and central idea statements.

Specific Purpose: To explain to my classmates the effects of losing a pet on the elderly.

Central Idea: When elderly persons lose their animal companions, they can experience serious psychological, emotional, and physical effects.

Specific Purpose: To demonstrate to my audience the correct method for cleaning a computer keyboard.

Central Idea: Your computer keyboard needs regular cleaning to function well, and you can achieve that in four easy steps.

Specific Purpose: To persuade my political science class that labor unions are no longer a vital political force in the U.S.

Central Idea: Although for decades in the twentieth-century labor unions influenced local and national elections, in this speech I will point to how their influence has declined in the last thirty years.

Specific Purpose: To motivate my audience to oppose the policy of drug testing welfare recipients.

Central Idea: Many voices are calling for welfare recipients to go through mandatory, regular drug testing, but this policy is unjust, impractical, and costly, and fair-minded Americans should actively oppose it.

Specific Purpose: To explain to my fellow civic club members why I admire Representative John Lewis.

Central Idea: John Lewis has my admiration for his sacrifices during the Civil Rights movement and his service to Georgia as a leader and U.S. Representative.

Specific Purpose: To describe how makeup is done for the TV show The Walking Dead.

Central Idea: The wildly popular zombie show The Walking Dead achieves incredibly scary and believable makeup effects, and in the next few minutes I will tell you who does it, what they use, and how they do it.

Notice that in all of the above examples that neither the specific purpose nor the central idea ever exceeds one sentence. You may divide your central idea and the preview of main points into two sentences or three sentences, depending on what your instructor directs. If your central idea consists of more than three sentences, then you probably are including too much information and taking up time that is needed for the body of the speech. Additionally, you will have a speech trying to do too much and that goes overtime.

Problems to Avoid with Specific Purpose and Central Idea Statements

The first problem many students have in writing their specific purpose statement has already been mentioned: specific purpose statements sometimes try to cover far too much and are too broad. For example:

To explain to my classmates the history of ballet.

Aside from the fact that this subject may be difficult for everyone in your audience to relate to, it is enough for a three-hour lecture, maybe even a whole course. You will probably find that your first attempt at a specific purpose statement will need refining. These examples are much more specific and much more manageable given the limited amount of time you will have.

To explain to my classmates how ballet came to be performed and studied in the U.S.

To explain to my classmates the difference between Russian and French ballet.

To explain to my classmates how ballet originated as an art form in the Renaissance.

To explain to my classmates the origin of the ballet dancers’ clothing.

The second problem with specific purpose statements is the opposite of being too broad, in that some specific purposes statements are so focused that they might only be appropriate for people who are already extremely interested in the topic or experts in a field:

To inform my classmates of the life cycle of a new species of lima bean (botanists, agriculturalists) To inform my classmates about the Yellow 5 ingredient in Mountain Dew (chemists, nutritionists) To persuade my classmates that JIF Peanut Butter is better than Peter Pan. (professional chefs in large institutions)

The third problem happens when the “communication verb” in the specific purpose does not match the content; for example, persuasive content is paired with “to inform” or “to explain.” If you resort to the word “why” in the thesis, it is probably persuasive.

To inform my audience why capital punishment is unconstitutional. (This cannot be informative since it is taking a side)

To persuade my audience about the three types of individual retirement accounts. (This is not persuading the audience of anything, just informing)

To inform my classmates that Universal Studios is a better theme park than Six Flags over Georgia. (This is clearly an opinion, hence persuasive)

The fourth problem exists when the content part of the specific purpose statement has two parts and thus uses “and.” A good speech follows the KISS rule—Keep It Simple, Speaker. One specific purpose is enough. These examples cover two different topics.

To explain to my audience how to swing a golf club and choose the best golf shoes.

To persuade my classmates to be involved in the Special Olympics and vote to fund better classes for the intellectually disabled.

To fix this problem, you will need to select one of the topics in these examples and speak on just that:

To explain to my audience how to swing a golf club.

To explain to my audience how to choose the best golf shoes.

Of course, the value of this topic depends on your audience’s interest in golf and your own experience as a golfer. The fifth problem with both specific purpose and central idea statements is related to formatting. There are some general guidelines that need to be followed in terms of how you write out these elements of your speech:

Do not write either statement as a question.
Always use complete sentences for central idea statements and infinitive phrases (that is, “to …..”) for the specific purpose statement.
Only use concrete language (“I admire Beyoncé for being a talented performer and businesswoman”), and avoid subjective or slang terms (“My speech is about why I think Beyoncé is the bomb”) or jargon and acronyms (“PLA is better than CBE for adult learners.”)

Finally, the sixth problem occurs when the speech just gets off track of the specific purpose statement, in that it starts well but veers in another direction. This problem relates to the challenge of developing coherent main points, what might be called “the Roman numeral points” of the speech. The specific purpose usually determines the main points and the relevant structure. For example, if the specific purpose is:

To inform my classmates of the five stages of grief as described by Elizabeth Kubler-Ross.

There is no place in this speech for a biography of Dr. Kubler-Ross, arguments against this model of grief, therapies for those undergoing grief, or steps for the audience to take to get counseling. All of those are different specific purposes. The main points would have to be the five stages, in order, as Dr. Kubler-Ross defined them.

There are also problems to avoid in writing the central idea statement. As mentioned above, remember that:
The specific purpose and central idea statements are not the same thing, although they are related.
The central idea statement should be clear and not complicated or wordy; it should “stand out” to the audience.
As you practice delivery, you should emphasize it with your voice.
Getting the audience's attention
Revealing the topic
Revealing the central idea and main points
Establishing your credibility
Establishing your rapport with the audience

One last word. You will notice that we have said nothing about titles of your speeches so far. A title is a good thing and serves purposes. Your instructor may or may not emphasize the title of your speech. This textbook chooses to focus on the purpose and central idea as the basis, even the spine of the speech.

Creating Speech Title with Impact

You should be aware that all aspects of your speech are constantly going to change as you move toward actually giving your speech. The exact wording of your central idea may change and you can experiment with different versions for effectiveness. However, your specific purpose statement should not change unless there is a really good reason, and in some cases, your instructor will either discourage that, forbid it, or expect to be notified. There are many aspects to consider in the seemingly simple task of writing a specific purpose statement and its companion, the central idea statement. Writing good ones at the beginning will save you some trouble later in the speech preparation process.

Case Studies

Case Study #1

Mitchell is taking a Fundamentals of Speech course in his second year of college. As a member of the college’s tennis team, he wants to speak on his favorite subject, tennis. He is assigned an informative speech that should be seven minutes long and use four external sources (other than his own experience). He realizes off the bat that he knows a great deal about the subject as far as how to play and be good at it, but not much about the history or origins or the international impact of the sport. He brainstorms a list of topics, as his instructor tells him to: 1. Famous tennis players 2. Rules of tennis 3. How to start playing tennis 4. How to buy or choose equipment for tennis 5. Why tennis is a great sport 6. Tennis organizations 7. Where tennis came from 8. Dealing with tennis injuries 9. Tennis and the Olympics 10. Famous tennis tournaments—grand slam events.

However, he also wants to be sure that his audience is not bored or confused. His instructor gives him a chance to get in a small group and have four of his classmates give him some ideas about the topics. He finds out no one in his group has ever played tennis but they do have questions. He knows that everyone in his class is 18-24 years old, single, no children, enrolled in college, and all have part-time jobs.

Critique Mitch’s brainstormed topics based on what you know. What should he do? Can you come up with a good starting specific purpose?

Cast Study #2

Bonita is required to give a 5- to 6-minute presentation as part of a job interview. The interview is for a position as public relations and social media director of a nonprofit organization that focuses on nutrition in a five-county region near her home. There will be five people in her audience: the president of the organization, two board members, the office manager (who is also the Human Resources director), and a volunteer. She has never met these people. Bonita has a college degree in public relations, so she knows her subject. She does as much research on the organization as she can and finds out about their use of social media and the Internet for publicity, marketing, and public relations. It does have a Facebook page but is not utilizing it well. It does not have any other social media accounts.

What would you suggest for Bonita? Here are some questions to consider. Should she be persuasive, informative, or inspiring? (General purpose). What should be her specific content area? How can she answer the two important questions of the value of her topic to the audience and why would the audience think she is credible?

Something to Think About

What if your informative speech has the specific purpose statement: To explain the biological and lifestyle causes of Type II diabetes. The assignment is a seven-minute speech, and when you practice it the first time, it is thirteen minutes long. Should you adjust the specific purpose statement? How?

<< Previous: Unit 2
Next: Organizing and Outlining >>
Last Updated: May 13, 2024 2:19 PM
URL: https://guides.library.tulsacc.edu/publicspeakingtextbook

Trump Posts, Then Takes Down, Video Online With Headlines About a ‘Unified Reich’

The 30-second video shared from Donald Trump’s Truth Social account, which included references to “the creation of a unified Reich” was denounced by President Biden as using “Hitler’s language.”

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A screen shot of a video shared by former President Donald J. Trump, with a headline that references a “unified reich.”

By Chris Cameron

May 20, 2024

Former President Donald J. Trump posted a video on Monday afternoon that features images of hypothetical newspaper articles celebrating a 2024 victory for him and referring to “the creation of a unified Reich” under the headline “What’s next for America?”

The 30-second video, which Mr. Trump posted on his social media site, Truth Social, features several articles styled like newspapers from the early 1900s — and apparently recycling text from reports on World War I, including references to “German industrial strength” and “peace through strength.” One article in the video asserts that Mr. Trump would deport 15 million migrants in a second term, while text onscreen lists the start and end days of World War I.

Another headline in the video suggests that Mr. Trump in a second term would reject “globalists,” using a term that has been widely adopted on the far right and that scholars say can be used as a signal of antisemitism .

The Trump campaign said in a statement that the video had been posted by a staff member while Mr. Trump was in his criminal trial in Manhattan . The video was still up on his account early Tuesday, and his campaign did not respond to a question late Monday about why it had not been taken down. It was then deleted sometime Tuesday morning.

“This was not a campaign video, it was created by a random account online and reposted by a staffer who clearly did not see the word, while the President was in court,” Karoline Leavitt, a campaign spokeswoman, said in a statement. “The real extremist is Joe Biden.”

President Biden’s campaign denounced the video soon after it was first reported by The Associated Press late Monday. Mr. Biden then personally addressed the matter in his own video response on Tuesday, which was posted on social media.

“A unified Reich? That’s Hitler’s language, that’s not America’s,” Mr. Biden said, who also expressed disbelief that the video was posted on Mr. Trump’s “official account.”

The clip was originally posted early Monday morning by a member of a group of video producers who call themselves the Dilley Meme Team , after its founder, Brenden Dilley. The group has close ties to Mr. Trump, who frequently reposts their content and has praised their efforts on numerous occasions.

It is not the first time that a video created by the meme team and used by Mr. Trump has stirred up controversy. In the lead-up to the Iowa caucuses in January, Mr. Trump posted a video called “God Made Trump” and then played it at several campaign rallies. Some religious leaders found the video, which depicted the candidate as a messianic figure , to be offensive.

Mr. Trump has repeatedly denounced Jews who vote for Democrats , accusing them of hating their religion and Israel . In one video this month, he said that “if Jewish people are going to vote for Joe Biden, they have to have their head examined.”

Mr. Trump, whose advisers have been crafting plans for a second term that would be more radical than his first , has also drawn criticism during this campaign for echoing the language of past authoritarian leaders , dehumanizing his political opponents as “vermin” and promising that he would not be a dictator “ except for Day 1 .”

In November 2022, Mr. Trump had dinner with Nick Fuentes , an outspoken antisemite who is one of the country’s most prominent white supremacists. He has also tried to downplay the violent white supremacist rally in Charlottesville, Va., in 2017, describing the episode as “a big hoax.” One woman was killed and nearly 40 people were injured when an avowed neo-Nazi plowed his car into a crowd .

Mr. Biden’s campaign also accused Mr. Trump of echoing Nazi Germany by posting the clip, saying in a statement on social media that the video was “foreshadowing a second Trump term.”

On his podcast on Tuesday, Mr. Dilley, a former congressional candidate and life coach, laughed off the matter, saying Democrats were “trying to stir up controversy.” He added that “there is nothing scary or racist about what is there. You can imagine that until you’re blue in the face.”

The term “Reich” is often associated with Germany’s Nazi government under Adolf Hitler, who established a “Third Reich” that succeeded its first two counterparts, the medieval Holy Roman Empire and the German Empire of 1871-1918 , which lost World War I to the Allied powers .

The sentence referring to “the creation of a unified Reich” is used three times in the video. It reads, in full, “German industrial strength significantly increased after 1871, driven by the creation of a unified Reich.” In the beginning of the video, as an announcer asks, “What’s next for America,” the text is partly visible, including the words “the creation of a unified Reich.”

The German Empire that fought in World War I was founded when many different German-speaking states and regions were unified — some by force — into a single, powerful nation in 1871. That empire was dismantled at the end of World War I, and Hitler stoked resentment against the loss of former German territories, and against the Jewish people, as he rose to power in the lead-up to World War II.

The anonymous person who made the clip, who uses the handle @ramble_rants, has since posted multiple times that the background imagery came from a template they did not create and was “not a secret hidden message.” Other members of the meme team have noted the template came from a company, Envato, that offers dozens of downloadable templates with images of newspapers that can be used as video backgrounds.

The template in the video made by the meme team appears to be one that comes with headlines such as “Man Arrested,” “World War II Begins” and “Cold War Over?” Those headlines, and accompanying photos, can be changed by the person who downloads the template, but most of the background — including the “unified Reich” language — is not customizable.

Maggie Astor and Ken Bensinger contributed reporting.

Chris Cameron covers politics for The Times, focusing on breaking news and the 2024 campaign. More about Chris Cameron

Our Coverage of the 2024 Election

Presidential Race: News and Analysis

In an interview, Donald Trump suggested he might support letting states place restrictions on birth control , then said amid criticism that he didn’t support restrictions.

Kerry Kennedy, the sister of Robert F. Kennedy Jr., has become the face of her family’s effort to block her brother’s independent candidacy and re-elect President Biden.

Corey Lewandowski, Trump’s first campaign manager, who was ousted from that campaign in 2016, has been hired as an adviser for the Republican Party’s nominating convention .

Noncitizen Voting: House Republicans are pushing legislation to crack down on voting by noncitizens , which happens rarely and is already illegal in federal elections, in an effort to sow doubts about the 2024 results if Trump loses .

May 21 Primaries: Here are some takeaways from primary contests in Georgia, Idaho, Kentucky and Oregon, as well as a special election in California to fill the remainder of former Speaker Kevin McCarthy’s term.

Georgia’s Changed Landscape: Biden’s narrow win in Georgia in 2020 was seen as a sign of the state’s emergence as a battleground. This year could be different .

Political Violence: Public officials from Congress to City Hall are now regularly subjected to threats of violence. It’s changing how they do their jobs .

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How to Start a Speech: 7 Tips and Examples for a Captivating Opening
4. Make them laugh. Injecting a little humor into your opening line puts everyone at ease and makes your speech more memorable. Just make sure your joke is relevant and doesn't offend your audience. Example: "They say an apple a day keeps the doctor away, but if the doctor is cute, forget the fruit!". 5.
8 Opening a Speech: Get Their Attention from the Start!
Typical Patterns for Speech Openings. Get the audience's attention-called a hook or a grabber. Establish rapport and tell the audience why you care about the topic of why you are credible to speak on the topic. Introduce the speech thesis/preview/good idea. Tell the audience why they should care about this topic.
15 Powerful Speech Opening Lines (And How to Create Your Own)
Analyze their response and tweak the joke accordingly if necessary. Starting your speech with humour means your setting the tone of your speech. It would make sense to have a few more jokes sprinkled around the rest of the speech as well as the audience might be expecting the same from you. 4. Mohammed Qahtani.
How to Start a Speech: The Best (and Worst) Speech Openers
Opening Lines of the Top 10 Greatest Speeches of All Time. #1: Socrates - "Apology". "How you, men of Athens, have been affected by my accusers. I do not know.". #2: Patrick Henry - "Give Me Liberty or Give Me Death". "Mr. President, it is natural to man to indulge in the illusions of hope.".
How To Start an Effective Speech in 10 Steps (With Tips)
8. Use familiarity. People usually tend to be drawn by familiar information, so starting with a phrase that they can relate to will increase the odds of them continuing to listen to what you have to say. 9. Use your own strengths. It's best to start a speech in a way that comes naturally to you.
Speeches
Ethos refers to an appeal to your audience by establishing your authenticity and trustworthiness as a speaker. If you employ pathos, you appeal to your audience's emotions. Using logos includes the support of hard facts, statistics, and logical argumentation. The most effective speeches usually present a combination these rhetorical strategies.
9.3 Putting It Together: Steps to Complete Your Introduction
Establishing how your speech topic is relevant and important shows the audience why they should listen to your speech. To be an effective speaker, you should convey all three components of credibility, competence, trustworthiness, and caring/goodwill, by the content and delivery of your introduction.
Speech Structure: The Complete OBC Guide
The content, of course, but also the structure. All great speakers overlay their content on a well-known structure. Your speech structure is the glue that binds your points together. Without it, you cannot really have the impact you desire to have on the audience. The beauty of this is that a good structure is so subtle it is almost invisible.
Introductions and Conclusions
The general rule is that the introduction and conclusion should each be about 10-15% of your total speech, leaving 80% for the body section. Let's say that your informative speech has a time limit of 5-7 minutes: if we average that out to 6 minutes that gives you 360 seconds. Ten to 15 percent means that the introduction and conclusion should ...
Chapter 9: Introductions Matter: How to Begin a Speech Effectively
In this chapter, we will explore why introductions are important and various ways speakers can create memorable introductions. There may not be any one "best" way to start a speech, but we can provide some helpful guidelines that will make starting a speech much easier. Previous: 8.4 Chapter Exercises.
26 Ways To Start a Speech and Capture People's Attention
Here are 26 different techniques for beginning your speech: 1. Use a quote. One method of starting a speech and gaining the audience's attention is to use a famous or relatable quote. This approach can give your audience context for your topic and connect it to something they recognize. For instance, if you plan to give a speech on a political ...
Types of Introductions
In fact, that is exactly how often it is eaten.". Quotation. This attention-getting device uses the words of another person that relate directly to your topic. If the person you are quoting is not well known, it is a good idea to provide information of why that person is relevant in the context of your speech.
Structure of a Persuasive Speech
Identify characteristic structures of a persuasive speech. In many ways, a persuasive speech is structured like an informative speech. It has an introduction with an attention-getter and a clear thesis statement. It also has a body where the speaker presents their main points and it ends with a conclusion that sums up the main point of the speech.
Chapter 9: Introductions and Conclusions
The introduction is the speaker's first and only chance to make a good impression, so, if done correctly, your speech will start strong and encourage the audience to listen to the rest. Speech Introductions. The introduction for a speech is generally only 10 to 15 percent of the entire time the speaker will spend speaking.
8 Effective Introductions and Powerful Conclusions
One of the most common complaints novice public speakers have is that they simply don't know how to start or end a speech. It may feel natural to start crafting a speech at the beginning, but it can be difficult to craft an introduction for something which doesn't yet exist. Many times, creative and effective ideas for how to begin a speech ...
11.1 Informative Speeches
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.
Organizing the Informative Speech
An informative speech can be broken up into three sections: Section 1: Introduction. The first section of the speech contains an attention-getter to grab the interest of the audience and orient them to the topic of the speech, a clear thesis that states the purpose of the speech, and a preview of the main points of the speech. Section 2: Body.
Crafting a Thesis Statement
Crafting a Thesis Statement. A thesis statement is a short, declarative sentence that states the purpose, intent, or main idea of a speech. A strong, clear thesis statement is very valuable within an introduction because it lays out the basic goal of the entire speech. We strongly believe that it is worthwhile to invest some time in framing and ...
Developing Topics for Your Speech
No, in that the rules for writing a "thesis" or central idea statement in a speech are not as strict as in an essay. For example, it is acceptable in a speech to announce the topic and purpose, although it is usually not the most artful or effective way to do it. You may say,
Intro To Speech Communication 1311: Ryan Burns (Quiz 14) Summer 2019
Study with Quizlet and memorize flashcards containing terms like "First," "additionally," and "moving on" are all examples of what your textbook authors call __________, Research suggests that audiences usually remember the middle points of a speech better than the first and last points., Every speech should have three main points. and more.
Speech Final
Effective speeches usually begin with a statement such as, "Hi, my name is Jamaal, and I'm here to talk to you about ..." False. Fact. Ethos. ... Good persuasive speech topics allow the speaker to develop a message intended to cause some degree of change in the audience. True. False.
Effective speeches usually begin with a statement such as, Hi, my name
Effective speeches often begin with a thesis statement that serves to catch the audience's attention and outlines the main points of the speech. A good thesis statement sets the stage for an informative speech or persuasive speech and helps to clearly communicate the speaker's main arguments and objectives to the audience.
Speech Final Flashcards
Effective speeches usually begin with a statement such as, "Hi, my name is Jamaal, and I'm here to talk to you about ..." False. Most audiences prefer a speaker to keep the organization, including the main points, of their speech a mystery so that they are not burdened with too many details in the introduction of the speech. False.
Benedictine Sisters denounce Harrison Butker's speech
The Benedictine Sisters of Mount St. Scholastica spoke out against Harrison Butker's controversial graduation speech at Benedictine College, saying they "reject a narrow definition of what it ...
NFL Player Harrison Butker Draws Rebukes for Commencement Speech
Team officials did not immediately respond to a request for comment, but the views Mr. Butker expressed prompted the N.F.L. to issue a statement saying the speech did not match the league's ...
Trump Posts, Then Takes Down, Video Online With Headlines About a
The 30-second video shared from Donald Trump's Truth Social account, which included references to "the creation of a unified Reich" was denounced by President Biden as using "Hitler's ...

How to Start a Speech: 7 Tips and Examples for a Captivating Opening

1. Choosing the Right Opening Line

2. Using a Personal Story

3. Making a Shocking Statement

4. Using Humor

5. Incorporating a Quote

6. Starting with a Question

7. Acknowledging the Occasion

Frequently Asked Questions

Can you provide examples of engaging introductions for speeches?

Which speech styles can make a powerful impact on the audience?

How do successful speakers establish a connection with their listeners?

What are some techniques for maintaining a friendly and professional tone in speeches?

8 Opening a Speech: Get Their Attention from the Start!

The Battle for Attention

More powerful introductions using story:

More powerful introductions using humor

Salutation followed by humor

Powerful introductions using facts

Powerful introductions using props

Use a Quotation

Get the Audience Involved

Ask a Question

More powerful introductions using a question

Have the Audience Participate

More powerful introductions using audience participation

Arouse Suspense or Curiosity

Keys to Success

Typical Patterns for Speech Openings

Step Two: Credibility

Step Three: Tell Why it is Important

Step Four: Tell the Purpose of the Talk (aka Preview/ Thesis)

Putting It All Together

“Everybody close your eyes.”

“Can everybody hear me?”

“How long do I have to speak?”

“Can you read this?”

“Turn off your cell phones and laptops.”

“I’m sorry, I’m losing my voice.” “I’m stopped up.” “I’m under the weather.”

“I’m so nervous right now.”

“So, Um, Ok.”

A Conversation Over Coffee with Bill Rogers

Key Takeaways

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15 Powerful Speech Opening Lines (And How to Create Your Own)

1. Ric Elias

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What this handout is about

What’s different about a speech?