speech writing knowledge organiser

Speechwriting 101: Writing an Effective Speech

Whether you are a communications pro or a human resources executive, the time will come when you will need to write a speech for yourself or someone else.  when that time comes, your career may depend on your success..

J. Lyman MacInnis, a corporate coach,  Toronto Star  columnist, accounting executive and author of  “ The Elements of Great Public Speaking ,”  has seen careers stalled – even damaged – by a failure to communicate messages effectively before groups of people. On the flip side, solid speechwriting skills can help launch and sustain a successful career.  What you need are forethought and methodical preparation.

Know Your Audience

Learn as much as possible about the audience and the event.  This will help you target the insights, experience or knowledge you have that this group wants or needs:

• Why has the audience been brought together?
• What do the members of the audience have in common?
• How big an audience will it be?
• What do they know, and what do they need to know?
• Do they expect discussion about a specific subject and, if so, what?
• What is the audience’s attitude and knowledge about the subject of your talk?
• What is their attitude toward you as the speaker?
• Why are they interested in your topic?

Choose Your Core Message

If the core message is on target, you can do other things wrong. But if the message is wrong, it doesn’t matter what you put around it.  To write the most effective speech, you should have significant knowledge about your topic, sincerely care about it and be eager to talk about it.  Focus on a message that is relevant to the target audience, and remember: an audience wants opinion. If you offer too little substance, your audience will label you a lightweight.  If you offer too many ideas, you make it difficult for them to know what’s important to you.

Research and Organize

Research until you drop.  This is where you pick up the information, connect the ideas and arrive at the insights that make your talk fresh.  You’ll have an easier time if you gather far more information than you need.  Arrange your research and notes into general categories and leave space between them. Then go back and rearrange. Fit related pieces together like a puzzle.

Develop Structure to Deliver Your Message

First, consider whether your goal is to inform, persuade, motivate or entertain.  Then outline your speech and fill in the details:

• Introduction – The early minutes of a talk are important to establish your credibility and likeability.  Personal anecdotes often work well to get things started.  This is also where you’ll outline your main points.
• Body – Get to the issues you’re there to address, limiting them to five points at most.  Then bolster those few points with illustrations, evidence and anecdotes.  Be passionate: your conviction can be as persuasive as the appeal of your ideas.
• Conclusion – Wrap up with feeling as well as fact. End with something upbeat that will inspire your listeners.

You want to leave the audience exhilarated, not drained. In our fast-paced age, 20-25 minutes is about as long as anyone will listen attentively to a speech. As you write and edit your speech, the general rule is to allow about 90 seconds for every double-spaced page of copy.

Spice it Up

Once you have the basic structure of your speech, it’s time to add variety and interest.  Giving an audience exactly what it expects is like passing out sleeping pills. Remember that a speech is more like conversation than formal writing.  Its phrasing is loose – but without the extremes of slang, the incomplete thoughts, the interruptions that flavor everyday speech.

• Give it rhythm. A good speech has pacing.
• Vary the sentence structure. Use short sentences. Use occasional long ones to keep the audience alert. Fragments are fine if used sparingly and for emphasis.
• Use the active voice and avoid passive sentences. Active forms of speech make your sentences more powerful.
• Repeat key words and points. Besides helping your audience remember something, repetition builds greater awareness of central points or the main theme.
• Ask rhetorical questions in a way that attracts your listeners’ attention.
• Personal experiences and anecdotes help bolster your points and help you connect with the audience.
• Use quotes. Good quotes work on several levels, forcing the audience to think. Make sure quotes are clearly attributed and said by someone your audience will probably recognize.

Be sure to use all of these devices sparingly in your speeches. If overused, the speech becomes exaggerated. Used with care, they will work well to move the speech along and help you deliver your message in an interesting, compelling way.

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Knowledge organisers

A guide to creating your own knowledge organisers for your class

By Joanne Starkie

06 Dec 2022

In this article:

What are knowledge organisers?

Why are knowledge organisers such effective learning tools, why should you consider creating your own knowledge organisers, what are the benefits of getting your learners involved in making knowledge organisers, what does a good knowledge organiser include, examples of what to include in subject-specific knowledge organisers, keyword glossary, frayer models, use in a sentence.

A systematic method of streamlining and arranging the key information about different subjects into handy one-page documents - knowledge organisers have become a valuable teaching and learning aid.

What is their role in the absorption and retention of subject specific knowledge and how could creating them for your class benefit your learners?

In this blog, we will be looking at why knowledge organisers are such an effective resource for teachers and learners, why it is always a good idea to think about making your own for your class, and how your learners can benefit from helping to create them.

We will also be covering the essentials that every good knowledge organiser should include and, to help get you started, we will be providing you with links to some great examples of universal knowledge organisers to inspire you when creating your own resources for your subject.

The idea of knowledge organisers was first conceived by teacher Joe Kirby in 2015, who asserts that the knowledge organiser is “the most powerful tool in the arsenal of the curriculum designer.” Kirby’s aim was to bring together all the most powerful and vital information on a topic and present it to learners in a concise, visually engaging document, ideally on a single page. What this document looks like and the information contained within it naturally depends on the subject and level being taught.

Broadly speaking, as the term suggests, knowledge organisers offer a systematic way for teachers to clarify, condense and categorise key information about a subject and over time, build up a robust set of resources. If your knowledge organisers are created effectively and used properly, they can greatly benefit learners, fellow educators, head teachers and schools as a whole.

Knowledge organisers provide learners with the ‘big picture’ for a subject or topic, which can help them to process and remember more detailed information about that topic further down the line, and hopefully retain the knowledge for years to come. This goes beyond getting all the answers right in exams - building a bank of knowledge that is retained in a learner’s long-term memory promotes critical thinking and conditions a learner’s mind to continue absorbing, processing and using subject specific knowledge appropriately throughout their lives. This is one of the key roles played by a good knowledge organiser and why they are a great addition to your lessons, as well as a foundation for independent learning.

If they are designed effectively, knowledge organisers break down complex information into digestible chunks using an accessible format that learners can engage with. Knowledge organisers complement and consolidate the in-depth teaching done in the classroom , provide a brilliant revision aid for learners and crucially, promote the long-term retention of knowledge. They can also offer you, as a teacher, a clear overview of the progress being made by individual learners in your class, as well as helping you to identify any overall trends or general gaps in knowledge that need to be addressed.

In addition to offering a clear and concise summary of a topic that learners are studying and helping the information to become ingrained in their minds, knowledge organisers can also help students to grasp key concepts of a topic they may be struggling with. This can facilitate further learning and help them develop a deeper understanding of the subject.

Visit another of our blogs for more information on what makes knowledge organisers such a great tool to use.

Whether you are teaching photosynthesis, quadratic equations or the fall of the Roman Empire, there will be lots of subject-specific information that your curriculum and individual lesson plans will have to include. Whilst the fundamentals of what you are required to teach may be largely fixed, who you are teaching it to, the level you are teaching it at and the environment you are teaching it in, will inevitably affect your choice of delivery style, lesson structure and how you present the information to your class in order for your learners to get the most out of the session.

This same approach should be applied to the creation of knowledge organisers. Whilst using an existing template as a guide is a great starting point when you are new to making knowledge organisers, it is important to remember that no two schools and no two classes are exactly the same, and because of this, it will be very difficult to find a readymade knowledge organiser that is the perfect fit for your class. You know your class best: what your learners respond to the most, the things they struggle with and the most effective way of presenting information for them. You can use all this information to your advantage when you have a go at creating your own knowledge organisers. Whether you use a template as a basis to build on or create your own from scratch, tailoring the layout and content of your knowledge organiser to suit the topic you are teaching, and the needs and abilities of your class, is key to its success.

To further promote learner engagement with your resources, both you and your class will gain even more from using your knowledge organisers if you get your learners involved in helping to create them.

Learners are more likely to engage with resources that they have played a part in creating, and the process of locating, recording and presenting the relevant information themselves will increase the chances of them digesting and retaining this knowledge. By giving learners the responsibility of finding, formatting and categorising the key facts rather than simply presenting them with them, you will be encouraging them to interact more deeply with the subject matter and take ownership of their own learning.

It is widely recognised that the act of writing down information yourself makes you more likely to remember it . Asking learners to write information in their own words or getting them to accurately summarise it in the form of a list, bullet points or a flow chart for example, gives a clear indicator as to whether they genuinely understand the content they are engaging with. If you take this a step further by also encouraging them to source or create pictures, diagrams, charts or other effective graphics to support the written information on the knowledge organiser, learners can form even more meaningful connections with the topic content and just as importantly, have fun whilst they are learning.

Presenting information in multiple formats and creating a visually appealing layout will optimise learner retention of the information on the page . You can also use this as a basis for encouraging self-checking, asking learners to quiz each other on the content, facilitating class discussions, and getting learners to explain to their peers the key facts on the knowledge organiser in their own words. Making the creation of knowledge organisers an interactive and inclusive experience can increase their positive impact in the classroom, their value as revision aids and their effectiveness in the long-term retention of subject-specific knowledge.

So, now that we have established why making knowledge organisers can be extremely beneficial for you and your learners, how do you go about creating one?

Fundamentally, a good knowledge organiser needs to include all the key information about the topic you are teaching, which must be presented in a concise, logical and engaging way to maximise learner retention. Typically, a well-crafted knowledge organiser should include a combination of the following features, depending on the subject:

• Key dates, people, quotations, themes, actions or timelines laid out in a logical, easy to follow sequence
• A glossary of key vocabulary or terminology, accompanied by definitions and examples
• Visual representations including photos, diagrams, charts, tables or maps
• Different colours, shapes or fonts to capture and emphasise key points

Overall, there is no right or wrong way for a knowledge organiser to look - providing it does the job, contains everything it needs to and is presented in an engaging way that strikes a chord with your learners.

Knowledge organisers will naturally vary in form and content from class to class and subject to subject. A knowledge organiser for an English literature class, for example, may include key information about characters, themes, quotations and vocabulary for a specific novel summarised in a table or flow chart, with the use of colour, different fonts, bold and italics to make the key information stand out and easier to digest. By contrast, a knowledge organiser for a chemistry class may be much more pictorial in nature, with heavier use of diagrams and charts.

The specific detail will obviously depend on the subject and the level you are teaching. The layout and any visual representations you decide to include will partly be determined by the topic itself, and partly based on you making a judgement call about the most engaging way to present it to your learners - you can of course invite their input on this if you have asked them to participate in making the knowledge organiser.

Keyword glossaries are an excellent column to add to any subject-specific knowledge organiser. Whether it is you sharing a pre-filled knowledge organiser or providing templates for your learners to fill in themselves, providing a keyword glossary provides learners with a revision tool, ensuring they know all of the vocabulary they need to understand a topic fully. This section can be pre-filled with necessary Tier 3 vocabulary - we have a list for each subject available here - or it can be left blank, allowing learners to fill it in with words they individually do not understand. Teachers can then check over learners’ knowledge organisers and fill in gaps in learners’ vocabulary.

Frayer models allow learners to compare new vocabulary/concepts to their prior learning. Included in Frayer models are four segments for the definition of a new term, characteristics of the term, an example of the term in use and antonyms/opposites. This model is excellent for breaking down the Tier 3 language of different subjects, creating a bank of knowledge for each subject-specific word that can be referred back to when necessary.

Even if you are completing knowledge organisers for your class to use, it’s a great idea to leave a paragraph block blank to allow for learners to put the knowledge into their own words. For example, it may be a slot for a learner to write their own definition, or to use the word in the context of an exam question. This moves knowledge organisers beyond just a visual revision tool; they are something learners can interact with and contribute to over time, building on their knowledge and developing mastery.

When they are used as intended and constructed well, there is little doubt that knowledge organisers have a hugely positive impact on teaching and learning as a means of checking existing knowledge, facilitating knowledge retention and monitoring progress, in addition to being a valuable revision tool and a building block for further learning.

Making your own knowledge organisers for your lessons is particularly beneficial, as they can be tailored to fit the way you teach the topic and structured in the way that will be most engaging for your learners. Knowledge organisers can become even more effective when you get learners involved in creating them with you as a fun and interactive activity.

Here at Bedrock, we have lots of templates available to inspire you when creating knowledge organisers for your class to help you make learning enjoyable and optimise the long-term retention of subject-specific knowledge.

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Knowledge organisers

Non Fiction/Transactional Writing Knowledge Organiser

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A single sided Knowledge Organiser, which includes a brief summary of letter, speech, article and leaflet writing along with some (potentially) useful vocabulary and techniques.

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June 30, 2020.

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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We’ve developed a collection of handy sample Knowledge Organisers to support the delivery of the learning of a range of qualifications.

They can be used to aid revision, or as a starting point for creating your own. You can also access a wealth of teaching and learning tools, materials and resources here .

A sample of our knowledge organiser resources can be found below. To see all available resources, please visit our dedicated resources website .

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Writing Narratives KS2 Knowledge Organisers Bundle!

Last updated

22 February 2022

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Resources included (14)

Writing Traditional Tales - Lower KS2 Knowledge Organiser!

Writing Mystery Narratives - Upper KS2 Knowledge Organiser!

Writing Historical Fiction - Upper KS2 Knowledge Organiser!

Writing Historical Fiction - Lower KS2 Knowledge Organiser!

Writing Mystery Narratives - Lower KS2 Knowledge Organiser!

Writing Science Fiction - Upper KS2 Knowledge Organiser!

Writing Science Fiction - Lower KS2 Knowledge Organiser!

Writing Playscripts - Upper KS2 Knowledge Organiser!

Writing Playscripts - Lower KS2 Knowledge Organiser!

Writing Traditional Tales - Upper KS2 Knowledge Organiser!

Writing Contemporary Fiction - Upper KS2 Knowledge Organiser!

Writing Contemporary Fiction - Lower KS2 Knowledge Organiser!

Writing Adventure Stories - Upper KS2 Knowledge Organiser!

Writing Adventure Stories - Lower KS2 Knowledge Organiser!

These clear, detailed and visually-appealing resources offer a complete reference point for KS2 children when writing for a range of different narrative genres. The organisers are also perfect for teachers, parents and English subject leaders - aiding their planning and supporting of children’s knowledge development for the following narrative types:

-Adventure Stories -Mystery -Fantasy -Science Fiction -Historical Fiction -Traditional Tales (inc. myths, legends, fables and fairy tales) -Contemporary Fiction -Playscripts

Each organiser has a particular focus on the content, language and structural features required to write effective narratives. They generally contain the following distinct sections:

-Overview of the narrative type; -Content: Settings, Characters. Plot; -Language: Word choices, word types, sentence structures, devices, punctuation checklist and word mat; -Structure: Story mountain, whole text cohesion, paragraphing; -Key Vocabulary.

The resources were designed to be printed onto A3 (however can also be printed in A4) and is provided as both a PDF and a Word version (so that you can edit if you want to).

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Please can you tell me how to find the UKS2 Traditional Tales Knowledge Organiser? It is appearing at the LKS2 version.

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