lQatar, Saudi Arabia, Singapore, South Africa, Taiwan, United Arab Emirates, and most other countries
where there are Toastmasters dubs. Clubs may use these trademarks on stationery, newsletters and other pnnred matter intended furcommunications purposes. However, these trademarks may not be placed, engraved or otherwise used on items such as trophies, cer-tificates, plaques, badges, banners, clothing, ties, jewelry, mugs, or any other items without the express written consent of the ExecutiveDirector. All dub and- district officers are asked to report to the Executive Director all instances of illegal reproduction of copyrightedmaterials and illegal use of Toastmasters International trademarks. Toastmasters International will pursue full legal recourse for anyunauthorized use of its copyrighted materials and trademarks.
Printed in USA Rev. 3/2008 Item 225
I
\...._---
THE MISSION OF TOASTMASTERS INTERNATIONAL
Toastmasters International is the leading movement devoted to making effective oralcommunication a worldwide reality.
Through its member clubs, Toastmasters International helps men and women learn thearts of speaking, listening and thinking - vital skills that promote self-actualization,enhance leadership potential, foster human understanding and contribute to thebetterment of mankind.
It is basic to this mission that Toastmasters International continually expand its worldwidenetwork of member clubs, thereby offering ever-greater numbers of people theopportunity to benefit from its programs.
The mission of a Toastmasters club is to provide a mutually supportive and positive learn-ing environment in which every individual member has the opportunity to develop oralcommunication and leadership skills, which in turn foster self-confidence and personalgrowth.
2 Competent Communicotion
A T()ASTMASTER'S PROMISE
iT?aclher~t()!hegt!i~71ipt;s.end rp~es·forall Toa.stmasters. educational and recognitionrogr3,111S;<
lOl:l,1alntaro.JI~me'sta:llg11ighlyethic~1 st5l1.1clardsdudng the conduct of all Toastmasters
communication skills are vital if you want tobe successful. Corporate leaders say that the ability to communicate well orally is one of the
most important skills their recruiters look for in job candidates. Businesses want people who
express themselves clearly and confidently, and are persuasive and comfortable communicating
with a wide range of people, from top executives to assembly-line workers.
Most schools and universities don't offer thistype of training. Toastmasters does. In Toastmastersyou'll learn how to formulate, express and sell yourideas and yourself with poise and confidence.You'll improve your ability to listen and evaluateothers' ideas, and you'll learn leadership skillsalong the way.
By joining your Toastmasters club, you'veembarked on a journey that will greatly improveyour life.
How It WorksThe Toastmasters program is not a college, tradeschool or other formal course in public speaking.You'll find no instructors, professors or classrooms.No one's work is graded and no tests are adminis-tered. In Toastmasters, members learn by studyingthe manuals, practicing and helping one another.Learning takes place in the club environment.Club meetings are workshops where you studyand practice communication and leadership skillswith others who are there for the same reasonsyou are. You learn by doing and by watchingfellow club members,
During club meetings you'll build "quick think-ing" skills as you give one- to two-minute speecheson general subjects during Table Topics. You'llintroduce speakers, conduct meetings and perform
6 Competent Communicotion
other roles that will give you plenty of practice ina variety of communication experiences. But yourgreatest learning will come from preparing andpresenting speeches based on the projects in thismanual.
This manual has 10 speech projects, eachdesigned to develop your speaking skills one stepat a time. Every project builds upon what you'velearned in the preceding project, so you shouldpresent the speeches in numerical order. You'llbegin with "The Ice Breaker" speech. Since it willbe your first speech before the club, it will bebased on an easy subject - yourself. In subsequentspeeches you'll learn the importance of organiza-tion, speech purpose, proper word usage, bodylanguage and vocal variety. You'll also learn how todo research, use visual aids, speak persuasively andinspire others. Read each project and "EvaluationGuide" carefully before you prepare your speech.This is your workbook, so you may write in it.
Most of your talks will be only five- to seven-minutes long. This gives you enough time to developyour topic while still keeping club meetings to areasonable length, but the principles you learn in afive- to seven-minute speech apply to a 40-minuteformal address or a two-minute impromptu speech.You'll learn to speak with confidence, clarity,persuasiveness and enthusiasm.
An evaluator will give you verbal and writtenfeedback on every speech you present. The evalua-tor provides a personal opinion of your talk,pointing out its strengths and offering suggestionsfor improving your next speech. Evaluations haveone purpose: to help you become a more effectivespeaker. Eventually, as you gain more experience,you will evaluate the speeches of others.
This manual teaches you the basics of publicspeaking. After you finish it, you can begin refiningand enhancing your basic speaking skills in theAdvanced Communication program. This programconsists of 15 manuals with five speech projectseach. Some manuals focus on career-relatedpresentations, such as public relations and techni-cal speeches, while others address topics such asinterpersonal communication, humor andstorytelling. You choose the manuals to completeand the skills you want to learn. For moreinformation on the advanced program turn topage 76.
leadership TrainingYou'll learn more than just communication skillsin your club. You'llbuild leadership skills when youcomplete the 10 projects in the Competent Leader-ship manual. You can develop additional skills byserving as a club officer, formulating and imple-menting plans to help the club meet members'needs. Youmay also complete the High PerformanceLeadership program, working on a leadershipproject related to your personal or professionallife. Serving in leadership positions at other levelsof the organization also will help improve yourleadership skills.
The Rewards are ManyNot only will you learn speaking and leadershipskills, you will be recognized for your efforts. Onceyou've completed all 10 projects in this manual,you will receive the Competent Communicator(CC) award, a certificate you can display at homeor in the office. If you wish, ToastmastersInternational will also send a letter to youremployer about this accomplishment.
But that's only the beginning. Toastmastersprovides two educational tracks; a communicationtrack, in which you develop your speaking skills,and a leadership track, in which you developleadership skills.When you participate in the
communication track, you can be recognized as anAdvanced Communicator Bronze, AdvancedCommunicator Silver and Advanced Communi-cator Gold. When you participate in the leadershiptrack, you can be recognized as a CompetentLeader, Advanced Leader Bronze and AdvancedLeader Silver.The tracks are not mutually exclu-sive.You may work in both tracks at the sametime, and you are encouraged to do so. The ulti-mate recognition is the Distinguished Toastmasteraward, given to those who have worked in bothtracks and have received the Advanced Communi-cator Gold and Advanced Leader Silver awards.
For an illustrated list of available awards andthe requirements for each, see pages 59 and 60.
There's More!Toastmasters offers other communication andleadership opportunities as well, from speechcontests to speakers bureaus. See pages 61-62for more opportunities available to you.
Throughout this manual you'll find referencesto manuals, books and other programs that mayhelp you further develop your speaking andleadership skills.You may purchase these itemsfrom Toastmasters International's WorldHeadquarters. Place your order online atwww.toastmasters.org/shop, by telephone at949-858-8255 or by fax 949-858-1207.
How Do I Get Started?By now you realize just how much you can do andlearn in Toastmasters, and you're eager to begin.You will get a great start if you do the following:
1. Ask your vice president education for amentor. A mentor is a friendly, experienced fel-low member who will help you with your firstfew speeches and answer any questions you mayhave as you begin working in the Toastmasterseducational program. The mentor was once anew member like you and knows how impor-tant help can be to someone just starting theprogram. A mentor request form is included inyour New Member Kit. Complete the form andgive it to your vice president education. Ifyou've misplaced the form, simply ask your vicepresident education to assign a mentor to you.
2. Ask the vice president education to scheduleyou to give your first speech, "The Ice Breaker:'
Competent Communication 7
which is Project 1 in this manual. If theschedule permits, most likely you will give yourfirst speech at the next meeting or at least beassigned to another meeting role that requiresspeaking up in front of fellow club members.The sooner you begin speaking in the club, thefaster you will learn. Also ask the vice presidenteducation to orient you to the club. During thisorientation, the vice president educationexplains how the club operates, the learningopportunities the club provides and yourresponsibilities as a member. Both of you willdiscuss your goals and how the club can helpyou achieve them.
3. Read the section ''About Your Club" on page63. This section explains what happens at aclub meeting, as well as the meeting roles youwill be asked to fill and how to fill them. Youwill also learn about the club's leaders and theirresponsibilities.
4. Study the booklet Effective Evaluation (Item202), which you received in the New MemberKit. Every speech you give in the club will beevaluated by another member, and you alsowill be asked to evaluate others' speeches andleadership roles. Evaluations provide the feed-back all members need to improve their skills,so it is important that you know how to evalu-ate. Effective Evaluation reviews how to
8 Competent Communication
evaluate and what to do with the evaluationsyou receive.You also received two other publi-cations in the New Member Kit: Your SpeakingVoice (Item 199) and Gestures: Your BodySpeaks (Item 201). You need not read thesebooklets now, but be sure to keep them onhand. You will want to read them after youhave completed two or three speech projects.Both will help you develop some key speakingskills.
5. Finally, begin preparing your first speech.Carefully read Project 1, including the"Evaluation Guide," and work with yourmentor to develop a speech about yourself.Prepare thoroughly and practice your speechrepeatedly. Preparation and practice, not onlyfor this first speech but for every speech yougive, will help you overcome any nervousnessyou may have and make you a better speaker.
One Last ThoughtMore than four million people will confirm thatthe Toastmasters program works, but it works onlywhen you prepare carefully, actively participateand speak as often as possible.
Apply yourself, and you will experience thebenefits you want in all aspects of your life.
~ PROJECT
The Ice Breaker
By now you've heard speech-es by club members andhave probably participated
in Table Topics. This is youropportunity to give your first pre-pared talk and "break the ice."
The best way to begin yourspeaking experience is to talkabout a familiar subject - yourself.Of course, this subject is toobroad for a short four- to six-minute presentation. You mustnarrow it by selecting three orfour interesting aspects of yourlife that will give your fellow clubmembers insight and understand-ing of you as an individual. Thesemight include your birthplace,education or family. You couldexplain how you came to be inyour present occupation and tellthe audience something aboutyour ambitions. Or you couldexplain the effect an incident fromyour youth has had on your life.One speaker donned hats as shetalked about her life. She wore achauffeur's hat as she talked aboutdriving her children to theiractivities, a fireman's hat as shediscussed the crises or "fires" sheencountered daily at her work,and a chef's hat as she told of herlove of cooking.
Once you have the highlights ofyour talk in mind, weave theminto a story, just as if you were
telling it to friends around thedinner table. Share significantpersonal experiences. The morepersonal your talk, the warmer therelationship will be between youand the audience.
Opening, Bodyand ConclusionLike any good story, your talkneeds a dear beginning and end-ing. Create an interesting openingsentence that captures the audi-ence's attention. Memorize it, ifnecessary, and use it even if a bet-ter idea occurs to you just beforeyou speak. Then devise a goodclosing and memorize it, too.
A memorized beginning andending enable you to start andfinish your talk with confidenceand ease. In any speech, it's best toselect a few main points (three orfour at the most) and emphasizethem by using examples, storiesor anecdotes. If you merely statea fact and then continue, most ofyour audience will miss the point.You should make a point, say itagain in different words, illustratethe point, and then state it oncemore in order to be clearly under-stood. This is a good skill tolearn. Choose your points andillustrations carefully. Too muchinformation may overwhelmthe audience.
EXECUTIVE SUMMARY:For your first speech project,you will introduce yourselfto your fellow club membersand give them some informationabout your background, interests
i and ambitions. Practice givingyou(speech to friends or familymembers, and strive to makeeye contact with some of youraudience. You may use notesduring your speech if you wish.Read the entire project beforepreparing your talk.
OBJECTIVES:• To begin speaking before
an audience.• To discover speaking skills
you,already have and skillSthat need some attention.
Time: Four to six minutes
t'~ \
,I
1
".~
Competent Communication 9
If you think you will need notes, write a briefspeech outline on note cards, which you can placeon the lectern. Refer to them only when you needthem. Remember, you're speaking, not reading.Many speakers begin by writing out an entirespeech, then breaking it into parts, with a keyword for each part, and finally writing just thekey words on one note card.
Preparing YourselfNow the talk is ready, but are you ready to presentit? Practice the talk until you are comfortable withit. You won't need to memorize the body of thetalk, since you already know all about the subject.As mentioned earlier, you should memorize theopening and conclusion.
Present the talk to a family member, a friend oryour Toastmasters mentor. Ask for comments.They may give you some helpful suggestions. Ifyou have a tape recorder, record the talk and listento it carefully,making any necessary improvements.Using a tape recorder is one of the best ways toimproving your speaking ability.
Instead of thinking of this presentation as"making a speech," think of it as a talk before agroup of friends, sharing information of interest.Don't be afraid of the audience. They have alreadyexperienced the same feelings you're having. Theywant you to succeed and they're eager to help you!
Appearance is important. Be well-groomedand appropriately dressed for your presentation.When you look right, you feel good about your-self.You'll then forget about your appearance andconcentrate on your talk. You will have increasedconfidence because you know you've made a goodfirst impression with the audience.
Presenting Your TalkOnce you've prepared and practiced your talk,relax. Nervousness is common to every speaker, nomatter how experienced. In fact, you can put thisnervous energy to work for you by using it to addexcitement to your delivery. No one is going tonotice a little quavering in your voice, and it willsoon disappear anyway as you become involvedwith what you're saying. (More information aboutcontrolling nervousness appears on page 72.)
While being introduced, take a deep breath andslowly exhale. This will help your voice sound res-onant and natural. Begin by facing the Toastmaster
10 Competent Corrununicotion
and saying, "Mr. (or Madam) Toastmaster," thenface the audience and say,"Ladies and gentle-men ... " or "Fellow members and guests ... " Pause,then begin with your memorized opening.
While speaking, make "eye contact" withvarious members of the audience, first lookingdirectly at one person for a few seconds, thenlooking at another, so people feel included in yourtalk. As you do this, glance periodically at thetimer. If the red light comes on while you're talking,move smoothly to your conclusion and finishquickly. Observe time limits whenever you speak.
Don't worry about what to do with your hands.Leave them at your sides if this makes you morecomfortable. You'll have opportunities to practice"body language" later.
Finish with your memorized conclusion. Somespeakers say "thank you" at the very end to signalto the audience that they are finished, but this isnot necessary. Instead, after you say your conclud-ing words, nod at the Toastmaster of the meetingand say,"Mr. (or Madam) Toastmaster" and enjoythe applause.
Your EvaluationAfter you finish, you'll probably begin evaluatingyourself even before you return to your seat. Youmay think you left out some of the best parts.Every speaker thinks that. Just congratulate your-self on having delivered your first speech, thenwrite down the things you did well and the thingsyou want to improve to make your next speecheven better.
To supplement your self-evaluation, an experi-enced club member has been assigned to evaluateyour efforts. Before the meeting begins, givethismanual to your evaluator so he or she may makenotes on the evaluation page of this project. Thisgivesyou a permanent record of your progress. Ifyou want the evaluator to observe something in par-ticular, be sure to inform the evaluator in advance.
Ask other members for additional commentsafter the meeting (some may give you their ownbrief written comments during the meeting). Allof these comments may not be useful to you, butyou should consider them carefully. Remember,each evaluation is an opinion of how that personperceived you and your presentation. These opin-ions usually (but not always) will be helpful toyour self-development.
this manl{al tottle me~tiilg'wh~n~~eryouareschedulediospeaIz~
present<:tti<?;1l'tYith·Yol1fl,l1ent,<?:r'.
l?~ssuss any spe2iarp6iI1ts~ithyou~'~vClluat~rbef~r;giviflg the speech.
~ Give.the evaluator vourmanualbefore you speak, SO he or she can make written commentson your performance. .
~ Have the vice president education initial the "Project Completion Record" on page 80 afteryoucomplete each project-This wilJ give.yOucredit~oW<lr~your CompetentC()rrllnUl1kator( CC) cettifi@te. .. . . .
~ Don't be~isc()utagedof experience in speaking, and evaluation.is a "learn t)y
SPEAKER'S CHECKLIST
It. willI1elp
Competent Communicotion 11
A Evaluation Guide for
·~Theclce:BreakerTitle _
Evaluator Date _
NOTE TO THE EVALUATOR: In this speech the new member is to introduce himself/herself to the club andbegin speaking before an audience. The speech should have a clear beginning, body and ending. The speakerhas been advised to use notes if necessary and not to be concerned with body language. Be encouraging andpoint out the speaker's strong points while gently and kindly mentioning areas that could be improved. Striveto have the speaker look forward to giving another speech. Your evaluation should help the speaker feel gladabout joining Toastmasters and presenting this speech. In addition to your verbal evaluation, please writeanswers to the questions below.
~ What strong points does the speaker already have?
~ How well did the audience get to know the speaker?
~ Did the speech reflect adequate preparation?
~ Did the speaker talk.clearly and audibly?
~ Did the speech have a definite opening, body and conclusion?
~ Please comment on the speaker's use of notes.
~ What could the speaker have done differently that would have improved the speech?
~ What did you like about the presentation?
12 Competent Communicotion
Organize Your Speech
YOU have delivered yourfirst prepared speech andparticipated in Table Topics
and other meeting roles. Nowyou're ready to concentrate onstructuring an effective speech.
As a speaker, your role is to tellothers about your ideas andoccasionally persuade them totake some action. Your audiencewill be more receptive to yourefforts if you take the time toassemble your thoughts in alogical manner. Well-organizedspeeches have several benefits forthe audience. They are:~ Easier to understand. Your
audience wants to know whatyour speech is about and thepoint you are trying to make.A well-organized speech helpsthem do so.
~ Easier to remember. A well-organized speech enables theaudience to better identify andremember the points you made.
~ More credible. Speakers whotake the time to carefullyorganize their presentationsare perceived as more knowl-edgeable and believable thanthose who giverambling,disjointed speeches.
~ More enjoyable. Audiencesappreciate presentations thatare thoughtfully crafted and
lead them step by step from thebeginning to the end.
Organizing your speech helpsyou, too. When you plan thepoints you want to make and theorder in which you want to pre-sent them, you will be less likely toforget anything and your presen-tation will be more effective.
Select Your TopicYour first step in creating yourspeech is to decide what to talkabout. Novice speakers sometimesfind this difficult. The world is fullof possible speech topics. Yourchallenge is to select the best onefor you and your audience.Finding a topic doesn't requirespecial ability or long hours ofresearch or thought. Consider,for example,~ Discussions you've had recently
with friends or coworkers
~ Magazine or newspaper articlesthat attracted your interest
~ Your expertise on certaintopics - real estate, writing,personal computers, etc.
~ Serectan appropriate outlineWDifh~II0'Ysliste~e,is to
···easily.followand under.stand··iyoLifspeech,i ..• ...~Mak~.yotlr message clear,, with supporting .material
directl~contributing to that,··message,
~ Use appropriate transitionswhen moving from one ideato another. . '.,
. . .
Create a strOng opening .aridconclusion.
Cornpetenl Co uuuouic olrcn 13
Eventually, as you become a more experiencedspeaker, you will encounter situations that willcause you to think, "That would make a goodspeech topic." Write down these ideas and filethem. You can refer to them later.
You'll find more tips on selecting speech topicsin the appendix and in The Better Speaker Seriesprogram "Selecting Your Topic" (Item 274).
Be sure the topic is not too broad. For example,instead of talking about sports - a general topic -narrow the subject to children's sports or, morespecific still, children's gymnastics. Remember, youwill be speaking for only a few minutes, and youwill need all of that time to fully develop a singlefacet of the larger subject. Be sure your topic istimely and relevant for your audience.
Once you know your topic, determine the pointyou want to make. If the topic is children's sports,[or example, do you want to convince listeners thatadults are making children's sports too competitive?Do you want to entertain your audience withfunny stories about your child's soccer team?
Make an OutlineThe next step in preparing your speech is to logi-cally assemble your ideas into a sequence that willhelp you achieve your objective. There is no "best"way to organize your speech. There are severaldifferent ways to organize, and the method youchoose often depends on the topic you select andyour objective.
Chronological. The topic is arranged by time.For example, in a speech about your town'supcoming centennial celebration, you would beginwith details about its founding, followed by infor-mation about its growth over the years, then itscurrent status. Or your speech could describe stepsin a process, such as a speech about the five stepsin making a career change.
Spatial. This type of speech follows a direction.For example, in a speech about planning a flowergarden, you could first discuss low-growing flowersappropriate for the front of a garden, followed byslightly taller flowers suitable for the center of thegarden, then taller flowers appropriate for the rearof the garden.
Causal. This type of speech shows cause/ effectrelationships. Often the effect is discussed first,then the cause. A speech about hurricanes that
14 Cornpetent Commuruc o lion
describes how a hurricane is formed and itsdestructiveness fits this organizational pattern.
Comparative. You compare and contrastdifferent proposals or plans, usually to persuadethe audience that one plan or proposal is better.For example, in a presentation to your company'sexecutives, you could compare and contrast twodifferent proposals concerning a new product toconvince the executives that one proposal is betterthan the other.
Topical. This speech splits the main topicinto subtopics. For example, a speech aboutchanging radio programming could addressthree different types of programming: music,news and talk shows.
Problem-solution. You present a problem thatneeds to be solved and a solution to that problem.This type of organization is effective if you aretrying to motivate your audience to take somekind of action. For example, a speech describingthe effect of water pollution on people and theenvironment fits this organizational pattern,provided it lists sources of water pollution in yourtown and describes what can be done to stop it.
Develop the OpeningIn Project 1 you learned that every speech has anopening, body and conclusion.
The opening should immediately catch theaudience's attention and tell the audience whatyou will be talking about. Examples of a goodopening are:
~ A startling question or a challenging statement
~ An appropriate quotation, illustration or story~ A display of some object or picture~ An attention-getting generalization that ties in
with your subject
Avoid these weak openings:
~ An apologetic statement
~ A story or joke that does not relate to yourtopic
~ A commonplace observation delivered in acommonplace manner
~ A long or slow-moving statement or story
~ A trite question, such as "Did you ever stopto think ... ?"
Draft the BodyThe body is the main part of your speech andconsists of the facts or ideas you want to present.The amount of information you include in thebody will be limited by the amount of timeavailable to you and how much the audience canremember. Most listeners will remember onlythree to five main facts or ideas. For a five- toseven-minute talk, three facts or ideas are plenty.
What facts or ideas do you want to convey?You may find it helpful to write down all of thoserelated to your topic on small note cards, usingone card per idea or fact and one sentence per ideaor fact. Then select the three best or most impor-tant facts or ideas. These will be the main facts orideas you will present. Arrange them in the orderthat will most effectively present your message.
For example, if you are writing a speech aboutthe benefits of eating fruits and vegetables, thethree main points you could select are:
l. Eating fruits and vegetables provides nutrientsyour body needs to function.
2. Eating fruits and vegetables protects against theeffects of aging.
3. Eating fruits and vegetables reduces the risk ofcancer and heart disease.
The next step in developing the body of yourspeech is to elaborate on each main point withsubpoints. A subpoint clarifies, emphasizes orproves the idea or fact it supports. Subpoints makethe speech more interesting and help listenersremember the main point or idea. For example, asubpoint for point number one above could be:"They contain carbohydrates, proteins and fats thebody uses to generate energy or build cells."
Supporting material then follows each sub-point. Supporting material can include:
~ Statistics. These are numerical ways of convey-ing information about incidents, data andevents.
~ Testimony. These are quotes or opinions frompeople with expertise on the matter.
~ Examples, stories or anecdotes. These usuallyrelate an event that happened to you or some-one you know, or someone you've read about.
~ Visual aids. These could be diagrams, charts,pictures, models or other objects. (More
information about using visual aids appearsin Project 8.)
~ Facts. Facts are verifiable information.
Whichever support method you choose, makesure it is relevant to the point you are making.
The ConclusionThe conclusion is your final opportunity to conveyyour message and main points in a manner thatwill help the audience remember them. It shouldreinforce your ideas and leave listeners with alasting impression. If you were informing thelisteners, you could conclude with a summary ofthe ideas presented in the body of the speech. Ifyou were persuading or motivating the audienceto take some action, you could suggest a course ofaction listeners could take. You could then con-clude with a final remark, such as a challenge,question, anecdote or quotation.
Occasionally, as you deliver the conclusion, youmay remember something you forgot to say earlier.Resist the temptation to talk about it now.Introducing new material in the closing mayconfuse the audience. Also, don't apologize foranything you mayor may not have done or saidduring your talk. Finish forcefully and confidently.
Sample Speech OutlineFollowing is an outline for a speech containingthree main points:
A. Opening1. Captures audience attention2. Leads into speech topic
B. Body1. Main point
a. Subpointb. Support material
2. Main pointa. Subpointb. Support material
3. Main pointa. Subpointb. Support material
C. Conclusion
1. Review or summary2. Call to action or memorable statement
Competent Communication 15
Pay Attention to TransitionsAudiences need help in moving smoothly fromone topic to another. Transitions provide thesevaluable bridges, helping the audience to followthe ideas being presented and to see the relation-ship of those ideas. Transitions usually are used asyou move• from the speech introduction to the body
~ from a main point to a subpoint
~ from a subpoint to support material
~ from support material to another main point
~ from the last support material to the conclusion.
Transitions can be words, phrases, statements orquestions. Some transitional words are afterward,also, but, consequently, consider, finally, instead,later, meanwhile, moreover, next, then, yet. Sometransitional phrases are: according to, as a result, forexample, for instance, in addition, let's begin with,more importantly, this means, to illustrate. Sometransitional statements or questions are:"If this program is so valuable, why is everyoneresisting it?" "We must consider three things indeveloping this new product. First is ... Secondis ... Third is ... "
16 Competent Communication
Your AssignmentIn this project, the focus is on effective speechorganization. Your assignment is to:
~ Select an outline that's appropriate for yourtopic and allows your listeners to easilyfollow and understand your presentation.
~ Make your message clear to the audience;the main points, subpoints and supportmaterials should contribute to that message.
~ Use appropriate transitional words, phrases,statements or questions as you move fromone idea to another.
~ Create a strong opening and conclusion. Youmay find it helpful to memorize them as youdid in Project l.
~ Incorporate suggestions from your evalua-tion for Project 1 as you prepare andrehearse this speech.
For more information on speech organization,refer to The Better Speaker Series program"Organizing Your Speech" (Item 276). Review theSpeaker's Checklist in Project 1 as you prepareyour speech.
Title _
Evaluator Date _
NOTE TO THE EVALUATOR: The speaker is to present a talk that is organized in a manner that leads theaudience to a clearly defined goal. The speech includes a beginning, a body and a conclusion; major facts orideas; and appropriate support material, with smooth transitions between the facts and ideas. In addition toyour verbal evaluation, please complete this evaluation form by rating the speech in each category and offeringcomments or specific recommended action where warranted.
5 ExcellenL4 Above average for the speaker's experience level3 Satisfactory2 Could improve1 = Needs attention
CATEGORY RATING COMMENTS I SUGGESTIONS
~ Speech Value 5 4 3 2 1(Interesting, meaningful to audience)
~ Preparation 5 4 3 2 1(Research, rehearsal)
~ Organization 5 4 3 2 1(Logical, clear)
~ Opening 5 4 3 2 1(Attention-getting, led into topic)
~ Body 5 4 3 2 1(Flowed smoothly, appropriatesupport material)
•~ Conclusion 5 4 3 2 1
(Effective)
~ Transitions 5 4 3 2 1
(appropriate, helpful)
~ What could the speaker have done differently to make the speech more effective?
~ What did you like about the presentation?
Competent Communication 17
Evaluation Guide for
Title _
Evaluator _______________________ Date _
NOTE TO THE EVALUATOR: The speaker is to present a talk that is organized in a manner that leads theaudience to a clearly defined goal. The speech includes a beginning, a body and a conclusion; major facts orideas; and appropriate support material, with smooth transitions between the facts and ideas. In addition toyour verbal evaluation, please complete this evaluation form by rating the speech in each category and offeringcomments or specific recommended action where warranted.
5 Excellent4 Above average for the speaker's experience level3 Satisfactory2 Could improve1 Needs attention
CATEGORY RATING COMMENTS I SUGGESTIONS
~ Speech Value 5 4 3 2 1(Interesting, meaningful to audience)
~ Preparation 5 4 3 2 1(Research, rehearsal)
~ Organization 5 4 3 2 1(Logical, clear)
~ Opening 5 4 3 2 1(Attention-getting, led into topic)
~ Body 5 4 3 2 1(Flowed smoothly, appropriatesupport material)
•~ Conclusion 5 4 3 2 1
(Effective)
~ Transitions 5 4 3 2 1(appropriate, helpful)
~ What could the speaker have done differently to make the speech more effective?
~ What did you like about the presentation?
Competent Communication 17
overwhelmed and confused when presented withtoo much information.
Specific PurposeSuppose you are planning to give an informativespeech about remodeling a home. This is a verybroad purpose, and you would have difficultyadequately addressing the subject in a five- toseven-minute speech or even a 30-minute speech.Narrowing the general purpose into a more clearlydefined specific purpose will make the presentationmore practical and manageable for you, as well asmore beneficial for the audience.
The specific purpose is a one-sentence statementabout what you hope to accomplish in yourspeech. It should meet three criteria. Thestatement should be:1. Worded from the audience's viewpoint.
What do you want the audience to be ableto do after listening to your speech?
2. Specific. The wording is precise.
3. Attainable. The specific purpose should berealistic and possible to achieve.
Write the statement from the audience's view-point. Instead of saying your purpose is "to informthe audience about remodeling a home:' you couldsay,"After hearing my presentation, the audiencewill be able to identify the five steps in hiring acompetent contractor." In a persuasive speech,your specific purpose could be, "After hearing myspeech, the town council will approve the proposalto build an art center."
Be sure to keep the specific purpose reasonable."After hearing my speech, the audience will be ableto repair a bicycle" is not a realistic statement. Thisis better: "After hearing my speech, the audiencewill be able to do two simple maintenance tasksthat will keep their bicycles safe."
Keep the specific purpose clear and concise.Write it down, paying careful attention to the verbsyou use. If you are giving an informative speech,the specific purpose statement could include verbssuch as compare, identify, name, prepare, analyzeand list, while a statement for a persuasive speechcould include verbs such as ouy, unuribute, juin,offer and vote. Avoid using words like know, under-stand, recognize and be aware - they're vague andnot readily measurable. The statement should
be worded so that, after your speech, you couldactually test the audience to see if you achievedyour specific purpose.
Once you have written your specific speechpurpose, you can decide the main points youwant to make, the facts and ideas that best sup-port the main points, and the most appropriatespeech outline to follow. Occasionally you maybe tempted to digress. Be careful to includeonly the main points and supporting facts andideas that directly contribute to your specificspeech purpose.
As you write the speech, make its purposeclear to the audience. The audience wants toknow what you are going to talk about, so thebeginning uf your speech should tell them thissuccinctly. The body of your speech shouldprovide the information YOll promised; theconclusion should reiterate what you've toldthem. By the time you conclude the speech, theaudience should be able to state in one simplesentence the specific purpose of your talk.
Speak with ConfidenceIn Project 2 you learned the importance of speechorganization. Knowing your specific purpose andbeing able to effectively organize your speech toachieve that purpose provide a big benefit for youas a speaker: increased confidence. When you areclear about what you want to accomplish with thespeech and the method by which you will accom-plish it, you feel better and more confident aboutyourself and your speech.
You may have discovered, too, that when yuuare interested in your topic and have strong feel-ings about it, it is easier to prepare and present thespeech. Why? Because you are enthusiastic aboutthe subject, believe in what you have to say andbelieve your audience will be interested in it, tuo.This makes you more convincing and sincere.When you are confident, enthusiastic, sincere andconvincing, you have more credibility. As a result,the audience pays attention to you and is willing toconsider your viewpoint.
When you speak on a subject that interests youand/or evokes strong feelings,you'll experience yetanother benefit: You'll become so involved withyour talk that you will forget your nervousness.In Project 1 you learned that some nervousness isnormal for any speaker. However, if you have been
Competent Communication 19
feeling very nervous when speaking, now is thetime to confront it.
First, you should realize that your Toastmastersclub members are a receptive, friendly and pleasantaudience. They want to help you in your efforts tobecome a better speaker; you have no reason to beafraid of them. Take advantage of your nervousenergy to add excitement to your talk - this willhelp the audience catch your enthusiasm. Also, usethe nervous energy toward thoroughly preparingand rehearsing your speech. When you have a sub-ject that excitesyou, a clear purpose and well-orga-nized material, and you have rehearsed the speechso much that you are comfortable with it, you nolonger have reason to be nervous. You'll find moretips about controlling nervousness on page 71.
Try It Without NotesFor this speech, try not to use notes. You'll want toconvey confidence, enthusiasm and sincerity; byrelying on notes you might convey the oppositeimpression. By maintaining eye contact with theaudience and speaking from your heart ratherthan from a script, you'll be more effective.
If you're not ready to abandon notes entirely,try this method: Write each main point of your
20 Competent Communication
speech in large letters on a single card in a simplephrase. You can then read each card with a quickglance, which will allow you to keep eye contactwith the audience.
Your AssignmentThis project focuses on knowing your speech'spurpose. You should
~ Select a speech topic and determine its generaland specific purposes.
~ Organize the speech in a manner that bestachieves those purposes.
~ Ensure that the beginning, body and conclu-sion all tie into and reinforce the purposes.
~ Project sincerity and conviction, and controlany nervousness you may feel.
~ Strive not to use notes.
~ Incorporate suggestions from previous evalua-tions as you prepare and rehearse this speech.
Review the Speaker's Checklist in Project 1 asyou prepare your speech.
Evaluator ____________________________________________ Date _
NOTE TO THE EVALUATOR: The speaker is to prepare a speech that has a clear general purpose (to inform,persuade, entertain or inspire) and a specific purpose. The speech is to be organized in a manner that bestachieves these purposes. The beginning, body and conclusion should all tie into and reinforce the purposes.The speaker is to project sincerity and conviction and strive not to use notes. Any nervousness displayed shouldbe minimal. In addition to your verbal evaluation, please complete the evaluation form below by rating thespeech in each category.
5 = Excellent4 Above average for the speaker's experience level3 Satisfactory2 = Could improve1 Needs attention
RATING COMMENTS I SUGGESTIONS
~ The general purpose of the speech 5 4 3 2 1was clear.
~ The specific purpose of the speech 5 4 3 2 1was clear.
~ The speech organization supported 5 4 3 2 1the speech's specific purpose.
~ The main points and supporting 5 4 3 2 1material contributed to the speech'sspecific purpose.
~ The beginning, body and conclusion 5 4 3 2 1reinforced the specific purpose.
~ The speaker achieved the specific 5 4 3 2 1purpose.
~ The speaker appeared confident 5 4 3 2 1and sincere,with minimal nervousness.
~ The speaker did not rely on notes 5 4 3 2 1throughout the speech.
~ What could the speaker have done differently to make the speech more effective?
~ What did you like about the presentation?
Competent Communication 21
~ PROJECT
How to Say It
A clear purpose and effectiveorganization are thefoundations of any speech.
However, your presentation'ssuccess ultimately depends on thewords you use and how you placethem together. Words are power-ful; they communicate your mes-sage and affect how the audienceperceives you and your message.Clear, simple, vivid and forcefulwords add excitement to yourpresentation, stimulate theaudience and communicate aspecific message, while goodgrammarand proper pronunciation giveyou credibility.If you have a goodcommand of language, yourpresentations will sparkle withenergy and you'll have greatinfluence on your listeners.
Write for the EarWhen you don't understand a sec-tion of a book or magazine article,you can read it again and againuntil the meaning is clear to you.When you speak, your listenersdon't have this luxury. What yousay must be immediately clear toyour audience. For this reason,spoken language is much less for-mal and more repetitious thanwritten language. Repetition andsimple, clear language help listen-ers remember certain points. If
22 Compelenl Communication
you want listeners to understandand accept you, be sure to speakthe same way they speak, usingfamiliar words and concepts.Construct your speech in an oralstyle, using:
~ Short words. Some peoplebelieve they impress others whenthey use long, convoluted words.In speaking, the most effectiveand memorable words are short -usually comprised of only onesyllable. Short words are easier forlisteners to follow and remember.Review your speech draft andcount the number of syllables ineach word. If most have three,four, five or more syllables,youraudience may have difficultyunderstanding your message. Thisdoesn't mean every word you useshould have one syllable - onlythat most of your words should.~ Short sentences. Shorter sen-
tences are easier for a speaker tosay, easier for the audience tounderstand, and they have morepower and impact. However, aspeech made up entirely of shortsentences is boring and tedious tohear. Use longer sentences period-ically to add variety, but make surethe audience can easilyfollowthem.To tell if a sentence is too complex,look for commas. More than oneor two commas indicate the sen-tence structure is too complicated.
EXECUTIVE SUMMARY:Words are powerful. They con-vey your message and influencethe audience and its perceptionof you. Word choice andarrangement need just as muchattention as speech organizationand purpose. Select clear, accu-rate, descriptive and shortwords that best communicate
i
..~ your ideas and arrange them. effectively and correctly. Every
word should add value, meaningand punch to the speech.
:l~I
.OBJECTIVES:~ Select the right words and
sentence structure to com-municate your ideas clearly,accurately and vividly.
~ Use rhetorical devices toenhance and emphasizeideas.
~ Short paragraphs. A paragraph develops oneidea or thought. When you limit your paragraphsto a few sentences, your audience will more readilyfollow your logic. Pausing between paragraphsalso gives your listeners time to "digest" whatyou've said.
Be SpecificSome words are general and have a number ofmeanings. You want to use concrete, specificwords that communicate exactly what you mean.
If you said, "Andrew has a large collection ofletter openers," one person may think Andrew has10 letter openers in his collection, while anothermay think he has more than 100. If you said,"This suit is cheap," you could mean that thesuit is inexpensive, affordable or poorly made.Depending on a person's viewpoint, the statement"Francois ate a nice dinner" could mean thatFrancois dined on a hamburger or on filetmignon. Criminal could mean a pickpocket,bank robber, embezzler or murderer. Words likeliberal and conservative may have a differentmeaning for every person in your audience. Asyou prepare your speech, select words that leaveno opportunity for misunderstanding.
Many words carry special associations or sug-gestions beyond their dictionary meanings. This iscalled connotation. The dictionary definition of adog is "any of a large and varied group of domesti-cated animals related to the fox, wolf and jackal"and literally has no emotional value associatedwith it. However, a woman who has been bitten bya dog may attach fear and pain to the word dog,while a little boy with a beloved puppy may attachaffection to the word. The words you choose shouldgive listeners the connotations you wish to convey.
Vivid WordsThe words in your speech should appeal to thesenses, helping the audience to see, hear, feel, tasteand smell. They should stir the audience's imagi-nation and be so descriptive that the audience canvisualize what you are saying. Instead of stating,"Alice's feet hurt as she walked to town" say, ''AsAlice trudged along the dirt road to town, shegrimaced in pain as the blisters on her aching feetswelled:' Instead of saying, "This proposal willresult in more money for our school" say, "Thisproposal will boost the school's income by $20,000,
enough to buy new textbooks and classroomsupplies for the next year."
Select verbs carefully. Verbs conveying actionadd power to your presentation. As you write yourspeech, use verbs that have energy. Shake, roll andwiggle have more energy than move. Bellow, shout,whisper, scream or whine could replace speak. Hobble,creep and trudge could be used instead of walk.
Use active voice. In the English language,sentences have a voice. This voice is defined by theverb in the sentence. The verb indicates whetherthe subject performs the action. In the active voice,the subject does something. "The club electedMarion president"; "We reviewed the programs."The active voice clearly states who is doing what.In the passive voice, something is done to thesubject. "Marion was elected president by theclub"; "The programs were reviewed by us." Theactive voice uses fewer words, is easier to followand sounds more lively and interesting.
The verbs is, are, was and were weaken yourmessage because they don't show action. Instead ofsaying, "There are two remaining proposals;' say"Two proposals remain:' "Restricting automobiletraffic in our parks is a way to protect the treesand wildlife" can be changed to "We can protectthe trees and wildlife in our parks by restrictingautomobile traffic." "It is a fact that Barbara is acandidate" can be changed to "Barbara announcedher candidacy."
Incorporate Rhetorical DevicesRhetorical devices are special ways of arrangingwords to make an idea or thought sound morepleasing and easier for listeners to remember.Some of the more effective devices are:
~ Simile. A simile is a comparison that uses thewords like or as. "If we deny our children aneducation, ignorance will grow like a cancer."
~ Metaphor. A metaphor merely implies thecomparison. "Ignorance is a cancer that mustbe cured."
~ Alliteration. In alliteration, the initial sounds inwords or in stressed syllables within the wordsare repeated in a pleasing or memorable man-ner: "Unnoticed and unused," "hallowed halls,""protect and preserve peace."
~ Triads. Ideas, adjectives and points are groupedin threes. Expressed in threes, thoughts have a
Competent Communicotion 23
pleasant rhythm, are dramatic, and become morememorable. "We mutually pledge to each otherour lives, our fortunes and our sacred honor."
Use Words EconomicallyStrive to say a lot in as few words as possible. Manywords are unnecessary or are used as "fillers," andthey detract from and dilute your message. Forexample, phrases such as as you know; needless tosay; it has been shown that can be eliminated.Replace cliches such as tried and true and quick asa flash with more appropriate, descriptive wordsor phrases.
Other phrases can be reduced to one or twowords. A large number of can be reduced to many.At the present time can become now, and in theevent of can become if Conduct an investigation ofcan be reduced to investigate; take into considera-tion can be changed to consider; exhibits a tendencycan become tends; in view of the fact can be reducedto because.
Pay attention to redundant words, too, such assum total, joint collaboration, future plans, unex-pected surprise and new record. The extra wordshave no meaning or value.
Watch for JargonPerhaps you have heard speakers use sports termsas they talk about business or politics, or incorpo-rate business words in a speech about art ortheater. Use specialized terminology only whenspeaking to people familiar with those terms.Some buzz words can be considered jargon eventhough they are not related to a specific profes-sion. Following are some of these words and themore acceptable ones to use instead:
Say It CorrectlyGrammar and word pronunciation are majorfactors in your ability to influence your audience.Audiences see good grammar and pronunciationas indicators of a well-educated and credibleperson. Some common grammar problems are:
~ Subject/verb agreement. A singular subjectrequires a singular verb, and a plural subjectrequires a plural verb. Lilian runs home. Lilianand Sean run home. One in five children haseyeglasses.Five children have eyeglasses.Statistics is a confusing subject. The statisticsare not available.
~ Misplaced modifiers. Keep related wordstogether and in the order that communicatestheir intended meaning. ''Arturo telephoned totalk about the meeting yesterday" and"YesterdayArturo telephoned to talk about themeeting" have two different meanings simplybecause of the placement of one word.Similarly, "The child chased the sheep wearingthe hat" gives listeners a different image than"The child wearing the hat chased the sheep."
~ Misused pronouns. Use the correct pronoun insubjective and objective cases. "He and I racedthrough the course"; "The supervisor chosebetween him and me"; "A few of us employeesrallied behind her"; "No one in the choir singsbetter than she."
Some people have difficulty pronouncing wordssuch as nuclear, statistics and aluminum. Spell aproblem word phonetically on paper and practicesaying it. If you continue to have problems, replacethe word with an appropriate substitute that stillconveys your meaning. If you plan to say a foreign-language name or expression, make sure you knowthe correct pronunciation and can say it smoothly.
Your AssignmentThis project focuses on language. You are to:
~ Select a topic that allows you to use vivid,descriptive words. Pay attention to the wordsyou select and their arrangement. Your wordsshould be so colorful that the audience can"see" them in their minds. Words should beclear, accurate, descriptive and as short aspossible, and verbs should convey action.
~ Keep sentence and paragraph constructionsimple and short.
~ Use rhetorical devices to enhance andemphasize ideas.
~ Eliminate jargon and unnecessary words anduse correct grammar.
Your speech should incorporate what youlearned in previous projects about purpose andorganization and include appropriate suggestionsfrom the evaluations you received. Review theSpeaker's Checklist in Project 1 as you prepareyour speech.
Competent Communico ti o n 25
Evaluation Guide for
Title _
Evaluator Date _
NOTE TO THE EVALUATOR: The speaker is to use words and arrangements of words that effectivelycommunicate his or her message to the audience. The speaker should select clear, accurate, descriptive andshort words and choose verbs that convey action. Sentence and paragraph construction should be simple andshort. The speaker needs to include rhetorical devices, avoid jargon and unnecessary words and use correctgrammar. The speech must have a clear purpose and be appropriately organized. Please complete theevaluation form below by checking the appropriate column for each item.
EXCEllENTCOULD
SATISFACTORY IMPROVECOMMENTS!SUGGESTIONS
~ Was the speech topic appropriate forthis particular assignment?
~ Did the speaker use simple, shortand clear words?
~ Did the speaker use vivid, descriptivewords that created mental images?
~ Did the speaker use words that hadmore than one meaning or were inaccurate?
~ Were the speaker's sentences short,simple and understandable?
~ Did the speaker use rhetorical devicesto enhance his or her ideas?
~ Did the speaker avoid jargon andunnecessary words?
~ Did the speaker use proper grammarand pronunciation?
~ Was the speech purpose clear?
~ Was the speech effectively organized?
~ What could the speaker have done differently to make the speech more effective?
~ What did you like about the speech?
26 Competent Communication
~,PBOJECT
Your Body Speaks
When you talk to yourfriends or co-workers,you move your hands and
arms, walk around, make eye C011-
tact and change facial expressions.These movements are called bodylanguage. Body language is asimportant in public speakingas it is in everyday conversation.Imagine a speaker who is sincereabout her topic but stands stifflybefore the audience during theentire speech, noLmoving or evenlooking at anyone as she speaks.Her words say she cares about thesubject, but her body communi-cates otherwise. The result? Heraudience doubts her message.
Not only does body languagecommunicate confidence andpower, it enhances your believ-ability, illustrates and emphasizesthe points you are making, andhelps to release any nervous ener-gy you may have. Body languageis expressed in stance, movement,gestures, facial expressions andeye contact.
StanceAlthough you should move dur-ing a presentation, occasionallyyou'll stand still as you speak,usually during your opening andclosing words or as you make animportant point. The stance youassume while standing still is
important because it indicatesyour confidence and comfortlevel. If you slouch your shouldersand fix your eyes on the floor,your audience thinks you're shyand weak. If you repeatedly shiftyour weight from one foot toanother, you appear uncomfort-able and nervous, and your audi-ence may be distracted by yourmovement. But if you standstraight - feet slightly apart andyour weight evenly distributed oneach foot - and look directly atyour listeners, you convey confi-dence and poise.
MovementMovement during a speech pro-vides variety for the audience.When you walk from one placeto another, you attract listeners'attention and get them involved astheir eyes and heads follow you.
Your movement from your seatto the lectern or podium is actual-ly the beginning of your presenta-tion and the first opportunity touse body language. You want toappear confident and eager tospeak, so walk purposefully to thefront of the room with your headup and shoulders back. Turn andface your audience directly, thenbegin speaking. When you've fin-ished speaking, return to your seatin the same manner.
EXECUTIVE SUMMARY:Body language is an ,ITi"i,rtQ,i\t
part of speaking because itenhanCes your message andgives you more credibility, It also-helps releaseahy nervousnessyou may feel. Stance, move-ment, gestures, facialexpressions and eye contact .help communlcate your messageand achieve your speech'spyrpose.Body language shouldbe smooth, natural and conveythe same message tbat yourlisteners heaL Head Gestures:Your Body Speaks (Item 201},which you received in your New.Member Kit
OBJECTIVES:~Us8stanc8, movement,
gestures; facial expressionsand eye contact to expressyour message and acheveyour speech's purpose,
~ Make your body languagesmooth and natora'.
Time: Five to seven minutes
Competent Communication 27
Any movement during your speech should bepurposeful as well. Avoid pacing, fidgeting, sway-ing from side to side or bouncing up and down onyour toes. These are nervous habits that distractthe audience. Instead, deliver part of your speechfrom one spot, then move crosswise two or threesteps as you transition to another point in yourspeech and deliver that point from your newlocation. Step toward the audience to emphasizeimportant points. If you want to dramatize aspecific point, use movement. For example, if youare describing a physical action such as throwinga ball or shivering from the cold, act out yourdescription by moving your body appropriately.The movement should take place slightly beforethe verbal point it reinforces.
GesturesGestures are the most expressive part of bodylanguage and consist of movements of the head,shoulders, arms, hands or some other part of thebody. Some basic gestures show:
~ Size,weight, shape, direction and location.These physical characteristics call for handgestures. "He went that way!"you may exclaimas you dramatically point out the direction.
~ Importance or urgency. Show your audiencehow important your point is. Hit your fist intoyour open palm.
~ Comparison and contrast. Move both yourhands in unison to show similarities; movethem in opposition to show differences.
To be most effective, gestures should be madeabove your elbow and away from your body, andthey should be vigorous and definite to show con-viction and enthusiasm. A sweeping wave of yourarm to show distance and a rapid, repeated up-and-dawn-nod of your head to indicate approvalwill add more to your message than a half-heartedhand wave or a barely noticeable dip of your head.Gestures also should be full and varied rather thanpartial and repetitious - the same movement overand over is distracting. Make your gestures largerfor Jarge audiences to ensure that even people inthe back of the room can see them.
Gestures can mean many things and thesemeanings may vary from culture to culture, so besensitive to your audience. Generally, clenched fistsshow power or anger. If you want your audience to
28 Competent Communication
join you in fighting some injustice, for example,you could clench your fist as you urge them to takeaction. Opening your palms indicates generosityand caring, so you may display your open palmswhen describing how a kindly tourist helpedsomeone in need.
In North America, a forefinger pointed towardthe ceiling means people should pay attention towhat you are saying. Folding your arms across yourchest projects strength and determination. Claspingyour hands together in front of your chest conveysunity. Of course, body language and its meaningwill vary in different countries and cultures.
Facial ExpressionYour face unwittingly conveys cues about howyour listeners are supposed to react or feel. If youare talking about a terrible automobile accident,yet you are smiling and nodding, your audiencewill be confused, not sad. Your facial expressionmust be consistent with the feelings or informationyou are communicating.
Your eyes, eye movement, eyebrows andmouth play vital roles in showing sadness, fear,happiness, anger, frustration, nervousness,excitement, boredom, interest, wonder, exhaustion,aggressiveness, confidence and uncertainty. Whenyou show these feelings, your audience will emu-late them. Show sadness by lowering your eyelids,turning down your mouth slightly, and bowingyour head. Show surprise or disbelief by wideningyour eyes and raising your eyebrows. Smile broadlyto show happiness.
Eye ContactHave you ever conversed with someone who didnot look at you directly? The person looked overyour shoulder, above your head, at the floor oreven at someone else - everywhere but at you.What did you think?
Most likely you doubted that person's interest,honesty and confidence. Or you may have feltexcluded or ignored. Eye contact plays a majorrole in how people perceive one another, and as aspeaker you should pay special attention to it.
In Western cultures, people more readily believepeople who look them in the eyes while speaking.If you make eye contact with your listeners, they'llthink you are sincere, credible, friendly andhonest. These feelings have a great impact onyour message and listeners' willingness to accept it.
Eye contact has another benefit. It allows you toestablish a bond with listeners. By looking at them,you command their attention and they will havedifficulty ignoring you.
As you speak, look at the people in the audience.Don't simply gaze around the room. Look directlyat one person until you finish a thought, then moveon to another person. Make eye contact randomlythroughout the room and avoid moving your headfrom side to side like an oscillating fan. Look atpeople toward the back of the room as well as atthose in front. Be careful that you don't look atsomeone too long - you could make that personuncomfortable. Also, looking at each person tooquickly may make you appear nervous or deceitful.
If your audience is small, making eye contact isfairly simple, because you will be able to look ateach member of the audience at some point. Butif the audience is large, you won't be able to dothis. Instead, make eye contact with someone ineach section of the room, front and back.
Make It NaturalBody language should look natural and unrehear-sed and be consistent with the meaning of thewords being spoken. Using body language that iscomfortable for you and enjoyable for the audiencetakes thought and practice.
After you have drafted your speech, read it andnote any places where body language would beappropriate and help convey your message. Tryseveral different ways of using your arms, handsand facial expressions.
Match your gestures to your words. You shouldbe compelled to gesture and make facial expressionswhen your thought requires such action. This
means your gesture or facial expression should bedone slightly before or as you speak, not afterward,to look natural.
Don't worry if at first your movements are stiffand awkward. Natural positions and smoothmovements will come the more you rehearse yourspeech and become familiar with it.
If you have access to videotape equipment, useit in your rehearsals to help you improve.Rehearsing in front of a mirror also is helpful.
Your AssignmentThis project focuses on body language. You are to:
~ Select a topic that facilitates the use of bodylanguage.
~ Use stance, movement, gestures, facial expres-sions and eye contact to express your messageand achieve your speech's purpose.
~ Ensure that body language enhances andclarifies your words and helps the audience tovisualize your points and overall message. Themessage your listeners see should be the sameone they hear.
~ Make your body language smooth and natural.
Be sure to incorporate what you learned in pre-vious projects about purpose, organization andlanguage and use appropriate suggestions from theevaluations you received. As you prepare yourspeech, review the Speaker's Checklist in Project 1andGestures: Your Body Speaks (Item 201), whichyou received in your New Member Kit. You mayalso refer to The Better Speaker Series program"Using Body Language" (Item 279).
Competent Communication 29
f Evaluation Guide for
~ Your Body Speaks --~--~=-~~·~-=~~--·~~"~V~~~~~~~Title _
Evaluator Date _
NOTE TO THE EVALUATOR: The speaker is to use stance, body movement, gestures, facial expressions andeye contact that illustrate and enhance his or her verbal message. Movement, gestures, facial expressions andeye contact should be smooth and natural. Body language should enhance and clarify the speaker's words andhelp the audience visualize the speaker's points and overall message. The message you see should be the sameone you hear. The speech must have a clear purpose and appropriate organization. Also, the speaker must usewords and arrangements of words that effectively communicate his or her message to the audience. In additionto your verbal evaluation, please complete this evaluation form by checking the appropriate space for eachitem. Add your comments for those items deserving praise or specific suggestions for improvement.
COMMENTS/SUGGESTIONS
~ Topic selection:
~ Preparation:
~ Manner:
~ Posture:
~ Gestures:
~ Body movement:
~ Eye contact:
~ Facial expression:
~ Speech purpose:
~ Speech organization:
_ Facilitated body language_ Satisfactory_ Could improve
Established visual bonds_ Satisfactory_ Could improve
_ Animated, friendly, genuine_ Satisfactory_ Could improve
Clear_ Satisfactory_ Could improve
_ Logical, clear_ Satisfactory_ Could improve
~ What could the speaker have done differently to make the speech more effective?
~ What did you like about the speech?
30 Competent Communication
Congratulations! You've now completed five speech projects. This is a good opportunity toevaluate your progress and to set new goals. Complete the evaluation form below, ratingyour abilities in each category using the following guide. Circle the appropriate rating foreach statement:
5 "" Excellent, a personal strength4 "" Very good, little room for improvement3 = Satisfactory, but could be better2 = Could improve, needs more attention1 = A real weakness for me, needs plenty
of attention
1. I feel confident and comfortable about givinga speech. 5 4 3 2 1
2. I enjoy speaking before an audience. S 4 3 2 1
3. I easily find good speech topics. 5 4 3 2 1
4. 1 am able to organize my speeches so they effectivelyconvey my message. S 4 3 2 1
5. My speech openings capture the audience's interest andlead into my topic. S 4 3 2 1
6. My speech conclusions are strong and memorable. 5 4 3 2 1
7. My speeches are free of such verbal crutches as "ah" and "urn" 5 4 3 2 1
8. I am careful to use words that precisely and vividly carrymy message to the audience. S 4 3 2 1
9. I am able to think quickly and clearly in an impromptuspeaking situation. S 4 3 2 1
10. I do not depend on notes when giving a speech. S 4 3 2 1
What skills would you like to improve? Set your goals in the space below.
Don't worry if you found some skills that you would like to improve. You'll have moreopportunity to practice in the next five projects! There is still much more to learn. In thenext projects, you'll study how to use your voice effectively, how to research your topic, howto use visual aids, and how to persuade and inspire your audience.
Competent Communication 31
.·i:..... .
Vocal Variety
Your voice is the link betweenyou and your listeners. It isthe primary medium for
conveying your message. Whatkind of voice do you have? Is itrich, exciting and easy to listen to?All speakers should work to developa voice that enhances their wordsand attracts listeners' attention. Agood speaking voice has severalqualities. It is:Pleasant, conveying a sense offriendliness.
Natural, reflecting the true person-ality and sincerity of the speaker.
Forceful, conveying vitality andstrength, even when it isn'tespecially loud.Expressive, demonstrating variousshades of meaning, never soundingmonotonous and emotionless.
Easily heard, as a result of propervolume and clear articulation.
If listeners can't hear you, or ifthey find your voice annoying,they will not pay attention andyour message will be lost.
The Role of Posture andBreathingA good-quality voice begins withgood breathing. Your voice issupported by a column of air. Thedepth and steadiness of this airaffects your voice. You'll find that
32 Competent Communication
breathing deeply, from yourabdomen or lower chest, willprovide better vocal quality thanbreathing shallowly from yourupper chest. Abdominal breathingwill help you manage your breath-ing as you speak. Inhale duringlogical pauses in your speech,before you run out of air. Thenrelease the air slowly so you don'trun out of air or lose projectionafter the first few words.
Posture has a great impact onyour voice. Air must flow freelythrough your lungs and vocalchords. If you slouch when speak-ing, with your shoulders hunchedand your head down, your lungsand vocal chords are blocked andair flow is reduced. For maximumcontrol of your breath and voicewhen you speak, stand straight,knees slightly flexed, head straightand shoulders back.
Characteristics ofa Good VoiceA good speaking voice should bebalanced between extremes ofvolume, pitch, rate and quality.
Volume. Being able to controlthe loudness or softness of yourvoice helps to keep the audience'sattention. Speaking too loudly fora long time will bother your audi-ence. Speaking too softly for along time will annoy listeners too,
EXECUTIVE SUMMARY:
Your voice has a major effect onyour audience. A lively, excitingvoice attracts and keeps listen-ers' attention. A speaking voiceshould be pleasant, natural,forceful, expressive and easilyheard. Use VOlume,pitch, rateand quality as well as appropri-ate pauses to reflect and addmeaning and interest to yourmessage. Your voice shouldreflect the thcuqhts you arepresenting. Review YourSpeaking Voice (Item 199),which you received in your NewMember Kit.
OBJECTIVES:
• Use voice volume, pitch, rateand quality to reflect and addmeaning and interest to yourmessage.
~ Use pauses to enhance yourmessage.
~ Use vocal variety smoothlyand naturally.
Time: Five to seven minutes
as they struggle to grasp your words. Volumelevel depends on the size and shape of the room.However, you should also vary your volume levelfor emphasis. For example, if you're conveyinganger, you will want to increase your volume. Ifyou are sharing something secretive with theaudience, lower the volume.
Pitch. The pitch of a sound is how high orlow it is on the musical scale. Vary your pitch asyou speak - droning on in a monotone voice willquickly put listeners to sleep, and speaking in asqueaking voice will make them want to cover theirears. You should adapt the pitch of your voice tothe material you are presenting. For example, a highpitch conveys excitement and enthusiasm, while alow pitch indicates sadness or thoughtfulness.
Rate. This is the number of words you speakper minute. Speak too fast and your audience willnot be able to keep up with you. Speak too slowlyand your listeners will lose interest. You want tospeak fast enough so that people have to pay atten-tion, but slow enough that they can digest what youare saying. The most effective speaking rate isapproximately 125-160 words a minute. You shouldvary the rate, moving quickly through some ofthe material but slowing to emphasize importantinformation or to communicate a complex idea.
Quality. Yourvoice should convey friendliness,naturalness and confidence, and be enjoyable andpleasant to the ears. Listen to yourself on tape.Does your voice sound harsh, breathy, shrill, thinor nasal? You can improve it by relaxing, eliminat-ing any tension from your voice.
Silence Can Be GoldenAt times you won't want to use your voice. Well-timed silences or pauses add impact to your wordsand are a powerful speaking technique. A pausecan be used to:
~ Emphasize your main points. A moment ofsilence before a statement tells listeners thatyou are about to say something important. Abrief pause after you make a statement tellslisteners that what you just said is important.
~ Breathe. Appropriate pauses are your opportu-nity to inhale.
~ Punctuate. Pauses often serve as punctuation,telling listeners that you have ended a sentenceor thought.
~ Attract attention. When you feel that listenersare distracted, pause. Your silence will attracttheir attention back to you.
Be ExpressiveYour voice should be expressive, showing a widerange of emotion. An expressive voice adds moremeaning to the words you use, enhances yourmessage and adds interest for your audience.Read these passages aloud using the tone of voiceappropriate to each:
I appreciate all you have done for me, and I hopeto return the favor some day. (Simple, honeststatement, or sarcasm.)
Kindness! Do you call that kindness? I wouldn'ttreat a stray dog the way you've treated me!(resentment, anger, unfriendliness.)If each of us do one kind thing for someone elseeve/'y day, we could help make the world abetterplace to live. (Deep feeling of earnestness andconviction. )
Notice how your tone and effect vary withthe different thoughts you express. See how easyit is to change the meaning by changing youremphasis.
As another experiment, call a friend on thetelephone and talk for several minutes on sometopic of mutual interest. Vary your tone of voice,rate, pitch and volume. Use pauses to emphasize apoint or arouse interest in what you will say next.At the same time, keep your vocal experimenta-tion within the context of normal conversation.
The Value of RehearsalLike body language, your speaking voice shouldbe natural and consistent with the meaning of thewords being spoken. Achieving a speaking voicethat is comfortable for you and enjoyable for theaudience takes thought and practice.
After you have drafted your speech, read it andnote any places where you can vary the rate, pitch,volume and vocal quality, or pause to add emphasisand meaning. Speak clearly and project your voice.Try several different methods to see which one ismost effective.
Match vocal variety to your words. You shouldbe compelled to change your voice when yourthought or words require it. Don't worry if at first
Competenl Communication 33
your efforts at vocal variety are awkward. Themore you rehearse your speech and become famil-iar with your voice, the more comfortable you willbecome. If you have access to a tape recorder, useit in rehearsals to help you improve.
Your AssignmentThis speech focuses on vocal variety. You are to:
~ Choose a subject that calls for vocal variety.It could be a topic that requires a display ofemotion, one that enables you to quote orimitate different tones of voice or mannersof speaking, or one that involves a great dealof description.
34 Competent Co mrnunicohou
~ Use a voice that is pleasing to listen to, withproper balance of volume, pitch and rate.
~ Use pauses to enhance your message.
~ Use your voice to reflect and add meaning andinterest to the thoughts you are presenting.
Be sure to incorporate what you've learned inprevious projects about purpose, organization,word usage and body language, and use appropri-ate suggestions from the evaluations you received.As you prepare your speech, review the Speaker'sChecklist in Project 1 and Your Speaking Voice(Item 199), which you received in your NewMember Kit.
Evaluator ____________________________________________ Date _
NOTE TO THE EVALUATOR: The speaker is to use a voice that is pleasing to listen to, with proper balanceof volume, pitch and rate, and use pauses to enhance his or her message. The speaker's voice should reflectand add meaning to the thoughts he or she is presenting. The speaker is to incorporate lessons learned inprevious projects about purpose, organization, word usage and body language. In addition to your verbalevaluation, please complete this evaluation form by checking the appropriate space for each category. Addcomments where praise is warranted or where you can offer specific suggestions for improvement.
~ What could the speaker have done differently to make the speech more effective?
• What did you like about the speech?
Competent Communication 35
Research Your Topiche most challenging part ofpreparing a speech is gather-ing the material. If you want
to convince an audience, you needthe facts to support your message.But how do you find the informa-tion you need?
In Project 2 you learned aboutthe different types of supportmaterial:
~ Statistics. These are numericalways of conveying informationabout incidents, data and events.
~ Testimony. These are quotes oropinions from people withexpertise on a particular subject.
~ Examples, stories or anecdotes.These relate an event thathappened to you or someoneyou know, or someone you'veread about.
~ Visual aids. These could bediagrams, charts, pictures,models or other objects. (Moreinformation about using visualaids appears in Project 8.)
~ Facts. Facts are verifiableinformation.
Lots of resources offer thesetypes of information. Your chal-lenge is to find the ones that willhelp you with your presentation.
36 Competent Communication
How to BeginStart your research by compilingwhat you already know or have onyour speech subject. You may havehad personal experience with thesubject matter, perhaps even havefiles, magazines and other litera-ture aboul it. Organize what youalready know or have and seewhere any gaps exist. Your researchgoal will be to fill in these gaps.
Search the WebToday the most convenientresearch source is the Internet.You can comfortably sit at yourdesk with your personal computerand find a variety of informationon numerous subjects on theInternet through common searchengines such as Yahoo and Google.Some encyclopedia companiesput versions of their books online.Many magazines and newspapersare available online too. Govern-ment agencies post informationand statistics, and so do publish-ers of books and journals. You'llalso find sites containing quota-tions, biographies and other help-ful resources. Much of the infor-mation you'll find from thesesources is free; some sources maycharge per use, monthly, or annu-al fees for access to their data.
EXECUTIVE SUMMARY:Your speech will be more
. effective if you can supportyour main points with statistics,testimony, stories, anecdotes,
. examples, visual aids and facts.YOLI can find this material on
1. the Internet, at a library and inother places.
Use information collectedfrom numerous sources andcarefully support points withspecific facts, examples andillustrations, rather than with
..•.just your own opinions.
OBJECTIVES:~ Collect information about
your topic from numeroussources.
~ Carefully support your points. and opinions with specific
facts, examples and illustra-tions gathered throughresearch.
Time: Five to seven minutes
Because the Web contains so much data, findingthe specific information you're looking for willtake time. In some cases, you may not find thesubstantive information you need.
Search engines are software tools that allow youto ask for a list of Web pages containing certainwords or phrases from a search index. The searchengine then indexes the findings for your review.
If you are looking for information on breedingSiamese cats, for example, you could type"Siamese cats" in the search box. The searchengine then looks for Web pages containing thewords, combinations or phrases containing thewords "Siamese cats." You can program theengine to look for an exact match or for a closematch. Usually the engine will rank its findingsbased on their closeness to the words you typed.Be aware, though, that the process is automated.No person screens the Web pages La see whetherthey are applicable to your needs. For example,someonc's personal Web page may contain thewords "Siamese cats" only as it relates to his orher family's pets.
For best results, define your search as narrowlyas possible. "Siamese cats" yields an index of morethan 77,000 Web pages - a lot for you to review.''Applehead Siamese cats" yields about 600 Webpages - more manageable. "Breeding AppleheadSiamese cats" results in about 200 Web pages, evenbetter yet.
Be thorough in your search and remember touse a variety of search engines. One engine mayproduce a larger index than another and providethat "gem" piece of information you are seeking,while others may offer next to nothing on yourtopic. You'll find more information about the vari-ous search engines available and how to use themon the Internet by typing "search engines" in the"search" box on your Web browser.
Web directories can be useful too. Similar to asubject index in a library, a Web directory is cate-gorized by different topics, such as business, healthor sports, which are broken into subtopics. Mostdirectories have a search engine that allows you tosearch within the directory.
Many libraries offer their catalogs and periodi-cal indexes online. However, they usually offeronly brief descriptions of available items, not thefull text. Searching a library's online catalog andperiodical index may tell you if the library has
information on your topic, but you still have to goin person to the library to access that information.
The LibraryA good library offers more information than you'llfind on the Internet. University libraries are thebest, but public libraries also are good resources.You'll find books, magazines, newspapers, videos,DVDs, audio tapes and other items. Youcan searchthe library's catalog and periodical indexes [or thelatest books and articles on your topic.
The best part of library research is that peopleare available to help you. The reference librariancan recommend periodicals, direct you to bookson the subject and even help you search for infor-mation on the Internet. In some libraries thereference librarian will do the research for youfor a small fee.
Whether you are searching the Internet orvisiting your local library, you'll be sure to findhelpful links or references to other documents onyour topic.
Other Information SourcesThe Internet and the library are the most commonsources of information, but they may not be nec-essary for some types of research. If you're lookingfor information about the number of new busi-nesses in your community, call the local chamberof commerce. Looking for tips on growing roses?The staff at a nearby garden store may be able tohelp. Do you have some questions about etiquette?A bookstore will have lots of material on thesubject. What do people in your neighborhoodthink about the town's redevelopment plans? Askthem, or read the letters and editorial pages inyour newspaper.
As you do the research, remember to:
1. Keep an open mind. The information youdiscover may cause you to change your mindabout a topic or prove it to be inappropriate orincorrect.
2. Use different sources. Read as many differentbooks or articles about the subject as possibleto give you a broader view.
3. Record the information. Take notes on impor-tant points and the publication in which youfound it, in case you want to cite it, are askedabout it later or want to check it again.
Competent Communicotion 37
Vary the SupportMost likely you will collect far more informationthan you need. Your challenge is to pick out thematerial that best supports your ideas. It shouldadd color to your presentation, explaining or rein-forcing points and illustrating your message.
Keep your speech interesting by using differenttypes of support materials. Citing statistics maybe appropriate for one point, but a story or anec-dote may be the best support for another. Avoidusing the same type of support material through-out the speech. Excessiveuse of statistics can bedull; too many anecdotes will make them losetheir effectiveness.
Keep It at Their LevelResearch can be impressive, but only if youraudience understands it. If your support materialis complex or involves statistics, find the humaninterest side and include that information in yourspeech. For example, if your research shows that20 percent of adults read at a fifth-grade level orlower, make this statistic more meaningful to your
38 Competent Communicotion
audience by saying, "One of five adults in thisroom reads at or below the fifth-grade level."When you relate numbers or facts to their every-day lives,your listeners will be appreciative.
Your AssignmentThis project emphasizes using research to supportyour message. You are to:
~ Choose a subject that will interest yourlisteners, one that requires a large amountof research.
~ Collect information from numerous sources.This will be the most thoroughly researchedpresentation you have given to date.
~ Carefully support your points and opinionswith specific facts, examples and illustrations.
Be sure to incorporate what you learned inprevious projects about purpose, organization,word usage, body language and vocal variety anduse appropriate suggestions from the evaluationsyou received. As you prepare, review the Speaker'sChecklist in Project 1.
EvtduatioriGuide for"'-,;" ., >;;
Title _
Evaluator Date _
NOTE TO THE EVALUATOR: The speaker is to select a subject of importance to the audience that requiresa large amount of research. The speaker is to collect information from numerous sources and carefully sup-port points with specific facts, examples, and illustrations, rather than with just the speaker's own opinions.The speaker is to incorporate what he or she has learned in previous projects about purpose, organization,word usage, body language and vocal variety, as well as use appropriate suggestions from the evaluationsreceived. In addition to your verbal evaluation, please write answers to the questions below.
~ How well did the speaker's topic apply to the audience?
~ Was the topic well researched?
~ How well did the speaker support his or her main points?
~ Was the support material appropriate for the point made?
~ Did the speaker vary the types of support material?
~ How clear was the speaker's purpose?
~ Was the speech effectively organized?
~ Did the speaker take advantage of body language and vocal variety?
~ What could the speaker have done differently to improve the speech?
~ What did you like about the speech?
Competent Communication 39
v~····PROJECT
Get Comfortablewith Visual Aids
rojects 2 and 7 mentionedvisual aids as one type ofsupport material for a speech.
Because people remember bestwhat they simultaneously see andhear, visual aids are powerful toolsfor a speaker.
They offer five benefits:1. They increase understanding.
Ours is a visual age. Most ofwhat we learn is ingestedthrough our eyes- not our ears.Visual aids help you conveymessages in the dimension bestsuited to clear understanding.
2. They save time. Informationpresented visually is receivedand processed by the brainfaster than a verbal message.Visual aids are especially usefulin helping people quicklyunderstand complex orabstract ideas.
3. They enhance retention. Peopleremember an average of just 10percent of a spoken message aweek after it is presented. How-ever, they remember up to twothirds of what they both seeand hear.
4. They promote attentiveness.People think much faster thanyou speak, so their minds tendto wander during a speech.
40 Competent Communication
Visuals help keep them focusedon your message; they alsoadd variety and interest to apresentation.
5. They help control nervousness.Displaying visual aids gives youpurposeful physical activitythat lets your body processnervous energy without dis-tracting the audience.
Selecting the Right Visual AidThe most common visual aids arecomputer-based aids; overheadtransparencies, flip charts, white-boards and props. Your choice fora particular speech depends onseveral factors, including:
~ The information you wish toconvey
~ The size of the audience
~ The equipment available to you~ The time available to prepare
visuals
~ The amount of money you canafford to spend
Computer-based visuals. Thetechnology for computer-basedvisual presentations is rapidlychanging. Using a laptop comput-er, presentation software, a screenand other equipment, you can
EXECUTIVE. SUMMARY:
Visual aids help an audienceunderstand and remember whatthey hear; they are a valuable
t tool for speakers. The rnostJ popular visual aids are com-1 puter-based visuals, overheadj~ transparencies, flip charts, whlte-J boardsand props.t The type of visual aid you
choose depends on several1 factors, including the~ information you wisll to display
and the size of the audience.Visuals must be appropriate foryour message and the audience,and be displayed correctly withease and confidence.
OBJECTIVES:• Select visual aids that are
appropriate for your messageand the audience.
~ Use visual aids correctly withease and confidence.
Time: Five to seven minutes
,1-.I
1j
produce and display dramatic visual aids, includ-ing animation and simulations. Computer-basedvisuals are becoming the standard for most pre-sentations. They can be used for large and smallaudiences and can convey simple as well as com-plex information. If you use a remote control, youcan change the visuals while walking about theroom, giving you more freedom of movement.However, the equipment needed can be expensiveto purchase or rent and, like most electronicequipment, sensitive. Plan to devote plenty of timeto creating the visuals in advance, to making sureall of the electronic components work togetherand to rehearsing with them. Have a backupplan in case technical problems occur during thepresentation.
Overhead transparencies. While not as high-tech as computer-based visuals and clumsy to use,overhead transparencies work well for small audi-ences and are inexpensive to make. They requireonly a projector and a screen to use, and manymeeting facilities have the equipment available fora small fee. Transparencies can easily be producedon a computer and printed on a laser printer orcopy machine. Youalso can write on the transparen-cies as you speak and use colored markers on them.
Flip Charts. Flip charts are used for small-group trainings or briefings and for brainstormingsessions. They are great for recording audienceresponses, but you can also use them to displayinformation. You can prepare flip chart pages inadvance, but you have the flexibility to add tothem as you speak. Write on every second or thirdpage - so succeeding visuals won't show through -using colorful crayons or markers. During yourpresentation you can then tear pages from the padand tape them to the wall for display.
Whiteboards. These are available in manymeeting rooms. They are useful for small audi-ences, allowing you to display simple lists,graphs and diagrams and to record audienceresponses. However, they require thoroughcleaning before each use and you can't save thematerial on the board unless you transcribe it toa computer or paper.
Props. A prop is an object that contributes toyour speech. It can be a book, a ball, a tool, it
model or any other item that helps you make yourpoint or helps the audience to better understandand remember your message. You may need a tableto place a prop on when you are not using it, and
perhaps a cloth to cover the prop from view untilyou need it.
When to Use ThemVisual aids are intended to complement a presen-tation, not to be the presentation. Charts, graphs,diagrams, models, pictures and printed words canstimulate your audience and increase their reten-tion of your material. But you don't need a visualaid for every sentence you say or every point youmake. If you emphasize everything, then nothingseems important! You should use them only:
~ To reinforce a main point. A visual aid tells theaudience that what you just said, or are aboutto say, is important and something they shouldremember.
~ To enhance understandinglremembrance ofcomplex material. Visual aids help the audienceunderstand things such as relationships, con-struction and statistics.
~ To save time. Sometimes the same message iscommunicated faster and better through visualsrather than spoken words.
Some people use visual aids as prompts fortheir presentations, relying on them as notes.Visual aids do not replace preparation. You stillmust be so thoroughly familiar with your presen-tation that you can give it even without using visu-al aids.
Design GuidelinesTo be effective, visual aids should be easy to readand understand as well as pleasing to view.Whatever types of aids you are creating or using,consider the following guidelines:
~ Make them visible. Everyone in the room mustbe able to see your visual aid. Use the largestpossible lettering and both upper and lowercases. Use blank space to make text stand out.
~ Limit each visual to only one main thought orpoint. More than one point distracts the audience.
~ Use no more than six lines of text and no morethan six words per line per visual. This keepsthe text big enough for the audience to read.
~ Keep them simple. Avoid cluttering a visual aidwith too much artwork or fancy graphics. Youraudience should be able to quickly grasp thevisual aid's point.
Competent Communication 41
~ Use color carefully. Colors add interest andimprove retention. Choose colors thatenhance readability. For example, blackletters on a dark blue background are difficultto read. Avoid using too many colors; two orthree are enough.
~ Make them consistent. Including some con-sistent design elements, such as font, colorsand/or artwork, will make your visual aidsmore pleasing to the eye.
~ Use different types of aids. Variety addsinterest. If you're giving a presentation withcomputer-based visuals, for example, follow abar chart with a text visual or a diagram.
Proofread all visuals for spelling and grammar.If your visual is a graph, table, chart or diagram,be sure to title it so the audience knows what it is.
Display TipsUsing visual aids successfully requires practice.Displaying them too soon, too late or too quicklywill decrease their impact. Consider these tips:
1. Display a visual just before you are ready totalk about it. Your audience will look at a visualthe moment you display it. Pause, giving theaudience time to read and comprehend it, thenbegin discussing the point.
2. Maintain eye contact with the audience as youdisplay the visual. Don't talk to the screen orflip chart or read from it.
3. Display it long enough. Show the visual as longas it takes you to discuss the point it makes,then remove it. If you are using an overheadprojector, display black or opaque transparen-cies between visuals to avoid showing a brightwhite screen. Don't continue to show a visualafter you have moved on to a new point.
4. Don't block the visual. The entire audiencemust be able to see it. If you're projecting avisual onto a screen or using a flip chart, standoff to the left side. To point out something onthe screen or chart, use your left hand or apointer. If you're holding an object for theaudience to see, display it to the left or rightof your body.
42 Competent Communication
5. Don't write as you speak. If you're writing on aflip chart or overhead transparency, pause asyou write. Then turn back to the audience andbegin to speak.
6. Display the correct visual. If you forget part ofyour presentation or present material outof sequence, you may unwittingly display thewrong visual. If possible, before you display avisual, check that it is the correct one.
7. Have them ready. Before your presentation,check the room to make sure listeners will haveclear views of your visual aids. Put them inplace and ready for use. Double-checkany electronic equipment to make sure it isfunctioning.
8. Rehearse. Practice with your visuals until youcan display them smoothly and confidently.
Have a Backup PlanIf you are using computer-based visuals, an over-head projector or other electronic equipment, beprepared for technical failures. If something goeswrong, keep speaking and don't waste the audi-ence's time while you try to replace a burned-outlight bulb or change a cable. If necessary or appro-priate, have paper copies of your visuals ready todistribute to the audience.
Your AssignmentThis project focuses on visual aids. You are to:~ Select a speech subject that allows you to use
two or more visual aids.~ Select visual aids that are appropriate for your
message and the audience.
~ Display the visual aids correctly with ease andconfidence.
Be sure to incorporate what you learned inprevious projects about purpose, organization,word usage, body language, vocal variety andresearch and use appropriate suggestions fromthe evaluations you received. Review the Speaker'sChecklist in Project 1 as you prepare your speech.
Evaluation Guide for
i Get Comfortable with Visual Aids""~"'-' . ~.-. ..,~ ....•••..-~•..•....."
Title _
Evaluator Date _
NOTE TO THE EVALUATOR: The speaker is to present a speech that uses two or more visual aids. Thevisual aids selected must be appropriate for the message and audience, and be displayed correctly with easeand confidence. The speaker is to incorporate what he or she has learned in previous projects about purpose,organization, word usage, body language and vocal variety. The speaker also is to use appropriate suggestionsfrom the evaluations received and thoroughly research the subject. Please complete this evaluation form bychecking the appropriate column for each item. Add comments for items where special praise is warranted orwhere you can offer specific suggestions for improvement.
COULDEXCELLENT SATISFACTORY IMPROVE
COMMENTS!SUGGESTIONS
~ Were the visual aids appropriate forthe speech and message?
~ Did each visual aid help you to understandand remember the speaker's point?
~ Was each visual aid clearly visible?
~ If the speaker used computer-based visualsor overhead transparencies, was each visualeasy to read and well-designed?
~ Did the speaker use the visual aids smoothlyand with confidence?
~ How clear was the speaker's purpose?
~ Did the speaker use body language toreinforce the message?
~ Was the speaker's word choice effectiveand appropriate?
~ Was the speech well-researched?
~ What could the speaker have done differently to make the speech more effective?
~ What did you like about the speech?
Competenl Communication 43
Persuade with Poweroday we are bombarded bypersuasive messages. Adver-tisements try to persuade us
tu buy a particular brand of softdrink, coffee or antacid. Salespeopletry to persuade us to buy an auto-mobile, a personal computer or acellular telephone. We do it too,by trying to persuade our spousesto vacation in the Bahamas,persuade a salesclerk to refund ourmoney, or convince our boss that acertain proposal is better.
People who can speak persua-sively have a great deal of influ-ence. The ability to get others tounderstand, accept and act uponyour ideas is a skill you can useevery day at home, at work andin the community. It is also acharacteristic of a good leader.Throughout history people haverallied around those who canspeak persuasively.
Types of PersuasionIn a persuasive speech, yourprimary purpose is to influencethe thinking or behavior oflisteners. You can influencethem in several ways:
~ Inspire. Your goal is to exciteyour listeners about your topicor reinforce their existing ideasor beliefs, not necessarily to altertheir opinions or beliefs.
44 Competent Communication
Sermons and commencementaddresses fall into this categoryof persuasive speech. You'll learnmore about this type of speechin Project 10.
~ Convince. You want your listen-ers to change their opinions or todevelop the same opinion youhave. You may not want them todo anything at the moment butchange their minds. A presentationconvincing listeners that extrater-rest rial life exists is an example ofthis type of speech. 1,
I1
~ Call them to action. You want :!,l
listeners to do something after .1:1
hearing your presentation, such as ;sign a petition, read a book or buyla product. ~
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Your RoleImpressions count, and this isespecially true in persuasivespeaking. While the content ofyour message is important, ofequal weight is the audience'sopinion of you. Your listenersmust like, trust and respect youbefore they will adopt yourideas. They should view you assomeone they can identify with -someone whose needs andinterests are similar to theirs.They base their opinion of youon your:
EXECUTIVE SUMMARY:Theabilityto persuadepeople- .gettingthemto understand,acceptand act uponyourideas- is a valuableskill.Your
~ Knowledge. You must be qualified to discussthe subject and offer evidence to support yourposition. You must know the subject well andbe able to present plenty of evidence to supportyour ideas.
~ Reputation. Your reputation is based on yourpast performances, accomplishments andhonors. Make sure the audience is familiar withyour qualifications through your introduction,advance publicity or your speech itself.
~ Sincerity. You communicate your ideas withconviction and believe that what you areproposing will truly benefit the audience.Audiences are naturally suspicious of anyonewho is trying to change them in any way, soyou must make it clear that you have theirinterests in mind and are not seeking theirsupport for selfish reasons.
~ Delivery. If you appear timid, the audience willbe Jess likely to accept your ideas. Speak firmlyand confidently, and establish direct eye contactwith listeners.
The AudienceThe way you present your persuasive message willdepend on who your listeners are and whatattitudes they hold toward your subject, Youraudience may be:
~ Agreeable. This audience already agrees withyour opinion or viewpoint, so yuu simply haveto strengthen and reinforce this agreement.
~ Apathetic. Your listeners don't care about yoursubject or your views, so you must convincethem that the issue directly affects them. This isthe most common type of attitude.
~ Hostile. The audience is opposed to you, yoursubject and/or your viewpoint. You must helplisteners to recognize the merits of your positionand make them reconsider their own views.
~ Uninformed. Your listeners aren't apathetic;they just don't know anything about yoursubject. You will have to educate them andconvince them of its importance.
~ Mixed. The audience contains more than oneof the above types. You must inform audiencemembers and convince them of your subject'simportance, the merits of your viewpoint andwhy they should reconsider their own views.
Burden of ProofChanging people's minds is difficult. Your listenersthink they already have a rational view of yoursubject, whatever that view may be. Your task is toprovide the proof they need to change their minds.You must arouse listeners' interest, help them toassimilate new information into their existingknowledge and guide them into forming newbeliefs. The more help you can provide in theprocess, the more successful you will be inpersuading your listeners.
You already know about the importance ofcredibility in any speech. It's even more crucial ina persuasive speech. If listeners don't perceive youas credible, you will have difficulty persuadingthem to adopt your viewpoint or to take action.Two other factors also have a major influence onthe audience:
Logic. To convince your audience you mustprovide evidence - outside sources that provideproof or lend support to your position. Research isinvaluable in this respect. Your evidence and reason-ing must be consistent and support your position.
Emotion. Few people are persuaded by logicalone. Emotions contribute a large part in people'swillingness to change their minds. Arousing emo-tions such as happiness, sadness, fear, anger, guiltand love in listeners and relating them to yoursubject is an effective tool.
Remember, listeners always want to know,"What's in it for me?" The most successful persua-sive speeches answer this question. Build yourspeech on points of major concern to the audience,not on your own concerns. For example, if youwant to persuade the town council to build a walk-ing path along the riverfront, point out how thetownspeople and local businesses will benefit fromthe path instead of how the path will benefit you,an avid hiker.
Organizing Your MessageOnce you've determined your purpose and audienceand gathered information supporting your pur-pose, you're ready to organize your presentation.You can take one of several approaches.
~ Problem/solution. State the problem, thenpresent your solution, explaining why It is thebest one. Then discuss how to put the solutioninto effect and what the audience can do to
Compelenl Communication 45
contribute. For example, you could begin aspeech on local water pollution by stating thatwater pollution has increased dramatically inyour community, and that last year more than2000 fish died in the local lake because of it.Then follow with the effects this pollution andloss of fish have on the community, the sourcesof pollution, your solution to the problem andwhat listeners can do to help.
~ Proposition to proof. Begin with a statement ofyour proposition, then follow with proofs thatsupport it. For example, if your purpose is topersuade listeners to vote for a proposal, youwould begin by stating, "Vote for Proposition A,which provides more money for our schools,"then continue with reasons and a strong closingstatement. In this pattern, you are telling listen-ers immediately what you want from them.This approach works best with audiences whoare agreeable, apathetic or uninformed, but itcould further alienate hostile listeners.
~ Comparative advantage. Begin with a statementof the problem, then identify possible solutionsand compare their respective advantages anddisadvantages. Explain your solution and showwhy it has more advantages and fewer disad-vantages than the others.
~ Motivated sequence. This five-step speechstructure, developed by Dr. Alan H. Monroe, anoted professor of communications, can beadapted to almost any topic.
1. Attention. Seize the audience's attentionwith your opening and direct that attentiontoward your topic. "Our rapidly escalatingproperty taxes are supporting a spendingspree by our government."
2. Need. State the existing need or problem,explaining why it's important to listeners."Property taxes must be lowered and gov-ernment spending brought under control."
3. Satisfaction. Present your solution to theneed or problem, showing how it meetsthe need or solves the problem. Supportyour position with evidence. "PropositionX will reduce property taxes and limitgovernment spending."
46 Competent Communication
4. Visualization. Draw a picture of futureconditions, intensifying audience commit-ment to your position. Show how things willbe if your solution is adopted or what mighthappen if it is rejected. "If this propositionfails, our taxes will continue to escalate, andmany people will lose their homes."
5. Action. Turn the agreement and commitmentyou've gained into positive action orattitude by your listeners. "Vote 'yes' onProposition X."
Whichever approach you choose for yourspeech, don't neglect the opposition's position.Refute their arguments, beginning with theirstrongest and concluding with their weakest.Listeners remember best what they hear last, sothey will think the opposition's position is weak.Consequently, the last point you make should bethe strongest one because your audience is morelikely to remember it.
Your AssignmentThis project focuses on persuasion. You are to:
~ Persuade listeners to adopt your viewpoint orideas or to take some action. (Do not give aninspirational speech; this type of speech will beaddressed in Project 10.)
~ Analyze your audience and appeal to theirinterests.
~ Use logic and emotion to support your position.
~ Organize your thoughts carefully and choosewords that will add power to your message. Usebody language and vocal variety to add evenmore impact. Use visual aids if they contributeto your message.
~ Avoid using notes; they may cause the audienceto doubt your sincerity, knowledge andconviction.
Incorporate appropriate suggestions from theevaluations you received in previous speeches.As you prepare your speech, thoroughly researchyour subject and review the Speaker's Checklistin Project 1.
( Evaluation Guide for
t Persuade with Po erTitle _
Evaluator Date _
NOTE TO THE EVALUATOR: The speaker is to present a persuasive speech that combines logical supportfor his/her viewpoint with a strong emotional appeal. The speech should focus on the self-interest of theaudience. The speaker also has been asked to avoid using notes, if possible. In addition to your oralevaluation, please complete this evaluation form by checking the appropriate column for each item. Addyour comments only for those items where special praise is warranted, or where you can offer specificsuggestions for improvement.
EXCELLENTCOULD
SATISFACTORY IMPROVECOMMENTS!SUGGESTIONS
~ Did the speaker project sincerityand conviction?
~ Was the speaker a credible source ofinformation about this topic?
~ Did the speaker phrase his/her appealin terms of the audience's self-interest?
~ Did the speech opening capture theaudience's interest?
~ Did the speaker use facts and logicalreasoning to support his or her views?
~ Did the speaker properly use emotion topersuade the audience to support his orher views?
~ Was the speech organization effective?
~ Did the speaker's body language andvocal variety contribute to the message?
~ Were you persuaded to accept thespeaker's views?
~ What could the speaker have done differently to make the speech more effective?
~ What did you like about the speech?
Competent Communication 47
Inspire YourAudiencen Project 9 you learned aboutthe three types of persuasivespeeches: those that inspire,
those that convince and thosethat call listeners to action. Thisproject focuses on the first type,speeches that inspire.
The purpose of an inspira-tional speech is to motivate anaudience to improve personally,emotionally, professionally orspiritually. It encourages listenersto experience greater success,adopt higher goals or ideals, orcontribute to the success or goalsof an organization. The mostcommon inspirational speechesare commencement addresses,speeches to motivate business orsports teams, political rallyspeeches and religious sermons.
An inspirational speech bringsthe audience together in a moodof fellowship and shared desire,builds the audience's enthusiasm,then proposes a plan and appealsto the audience to follow thisplan. The inspirational speechrelies more heavily on emotionalappeal than on the logical appealfound in the other types of per-suasive speeches. It strives to:
1. Connect with listeners' feelings,fears or goals at this particulartime and occasion.
48 Competent CommunicatiDIl
2. Explain why and how the situa-tion is changing or why thesefeelings, fears and goals may beinadequate or counterproductive.
3. Motivate and challenge listenersto adopt higher, nobler feelings,values and goals, including thebenefits of doing so.
connecting with the AudienceTo inspire listeners, you mustspeak to a desire, need or concernthat they already feel or one thatthey may not have yet recognized.Psychologist Abraham Maslowidentified five human needs:~ Physiological needs - air, food,
drink, sleep, shelter, warmth
~ Safety needs - security, stability,protection from harm, struc-ture, orderliness
~ Belongingness and love -acceptance and approval, affec-tion, part of a group
If you tap into and build ontothese needs in your speech, you willbe able to inspire your audience.
For this type of speech, a thoroughunderstanding of the occasion and listeners isessential. What is the purpose of your talk? Whatmessage do you want to convey? What are the lis-teners' backgrounds? What needs do they have?What is unique about them? What are they think-ing? What do they want to hear? Using this infor-mation, you can better address their needs andconcerns and develop a plan to inspire them.
Suppose you are a corporate executive and yourcompany is undergoing a major reorganization. Youwant your presentation to inspire employees toembrace the changes and help the company becomeeven better than its competitors. Employees will beconcerned about their jobs (Will I have one? Howwill it change? What about pay?) - the "Safety" levelin Maslow's hierarchy. They will be concernedabout being part of a team (WillI fit in with a newgroup of people and a new work environment? Doesthe company like me?) - the "Belongingness andLove"level in Maslow's hierarchy. They will be con-cerned about their value to the company (Will Ikeep my current position or be demoted? Are my skillsstill important?) - the "Esteem" level of Maslow'shierarchy. They will be concerned about theirpersonal growth (Will there be opportunities forpromotion? Will I be able to achieve my goals?)-the "Self-actualization" level of Maslow's hierarchy.
Beforeyou can inspire these people to welcomethe changes ahead and strive to perform to thebest of their abilities, you must address these con-cerns at each level.After all, an employee will havedifficulty embracing a noble cause like helping thecompany to become more productive if he is wor-rying about losing his job in the process. You wantto assure employees first that their jobs are secure,that they are valued as a team and individually andthat the company recognizes their many contribu-tions and wants them La achieve their potential.
Once listeners realize that you understand theirconcerns and recognize their accomplishments, theywill be more receptive to your message.
!-I
Changing the Status QuoAfter connecting with the audience, your next stepis to explain why and how changes will be occur-ring, or why listeners' current attitudes, feelings,values, concerns, hopes, desires, fears and goalsmay be inadequate or counterproductive.
For example, in a commencement speech youcould discuss how students are leaving the safety
and security of their school, their friends and fam-ilies to enter the business world or university life,the ways in which their lives will change, and thechallenges they will encounter.
In an inspirational speech at a political rally,you could discuss how and why the currentpolitical leadership carne into power, theirmistakes, how these mistakes have affected thecommunity and listeners themselves, and howlisteners' complacency will allow moremistakes to happen.
Inspire ThemThe last portion of an inspirational speech isdevoted to the need for change, what listeners cando to bring about this change, and the benefits thischange will bring for everyone. You motivate andchallenge listeners to adopt higher, nobler attitudes,feelings, values, hopes, desires, behaviors and goalsand elaborate on the advantages changes will bringto listeners. In some situations, you may want tomention the struggles that will be encountered inthe process and what will happen to those whodon't cooperate or who try to prevent the changefrom happening.
For example, if your purpose is to motivate asales team to achieve new goals, you could explainwhy the goals are necessary and introduce the newsales plan. Then you could explain the advantagesof this plan. Appeal to their pride and profession-alism toward their work and toward the company.Point out that those who don't help the companymove forward will not have a place in the organi-zation, but those who do will have new opportuni-ties and will experience the excitement of beingpart of a winning team. Then reenergize theirenthusiasm and commitment to the company andto the sales goals.
How You Say ItYou can add drama and impact to your speechif you:
~ Use quotes, stories and anecdotes throughoutthe speech. Human interest stories and anec-dotes about overcoming adversity and achiev-ing success attract the audience's interest andadd meaning to your message.
~ Use language that unites listeners and estab-lishes a bond between you and them, such asyou and we.
Competent Communication 49
!} Use vivid words that allow listeners to visualizeall of the good things that will happen if theydo what you say needs to be done.
~ Use action verbs to convey power.
~ Use positive words, not criticism, to stir themto action.
This type of speech, more than any other,depends on the quality and style of your delivery.Your presentation should be direct and urgent,showing that you really care about how yourlisteners react. You must prove to listeners thatyou are sincere and believe in your message. Beconfident and forceful, and show enthusiasm andvitality. Use body language to demonstrate yourconviction. Your gestures should convey energyand power.
Your conclusion should be emotionally powerfuland dynamic. It should challenge listeners ordemand that they commit to your cause, and theconclusion should dramatize the benefits of doingso. Finish with a memorable final statement.
Your AssignmentThis project emphasizes speaking to inspire. Youare to:~ Select an occasion for which an inspirational
speech would be necessary or appropriate. It
50 Competent Communication
could be something suitable for your clubmembers, such as a speech about the impor-tance of doing your best when preparing formeeting assignments. Or your talk could be foran imaginary occasion, such as a team pep talkor a commencement address. If you plan topresent a talk that would fit a hypotheticalspecial occasion, tell the Toastmaster of themeeting what occasion you are assuming, so itcan be announced to the audience.
~ Appeal to noble motives and challenge theaudience to achieve a higher level of beliefs orachievement.
~ Appeal to the audience's needs and emotions,and use stories, anecdotes and quotes to adddrama.
~ Avoid using notes, since they may cause theaudience to doubt your sincerity and conviction.
Your speech also should include what youlearned in previous projects about purpose,organization, word usage, body language, vocalvariety, research, visual aids (if appropriate) andpersuasive techniques. Incorporate appropriatesuggestions from the evaluations you received inprevious speeches. Review the Speaker's Checklistin Project 1 as you prepare your speech.
Congratulations!
You've finished your tenth speech! You are now eligible for the CC (Competent Communicator) award.
Applying is easy and you can submit your award application in several ways. Simply complete the CCapplication on page 79 and the "Project Completion Record" on page 80. Make sure the vice president edu-cation signs the CC application. (Don't sign your own application.) Your vice president education may applyonline for you through the Toastmasters International Web site at members. toastmasters. org. Or you canmail or fax the application to World Headquarters (the address and fax number are on the application). Oryou can scan the application and e-mail it as an attachment to educationawardsietoostmasters.org.
You will receive:
~ Free manuals. If this is your first CC award, you are entitled to receive free any twoAdvanced Communication manuals. Information about each is on pages 76 and 77. Be sureto mark on the CC application which two manuals you want.
~ A letter to your employer. If you want, World Headquarters will send a letter abouLyourCC award to your employer. If you want this letter sent, be sure to include the necessaryinformation on the application.
~ A handsome certificate. You will be proud to display this personalized certificate at homeor at work.
There's Still Plenty to Learn!You have conquered the basics of public speaking. Now you are ready to refine those skills andbecome a masterful speaker able to successfully handle any type of presentation.
Toastmasters International's Advanced Communication program is a series of 15 manuals, eachwith five speech projects. A complete list is on pages 76 and 77. Start enhancing your skills now bydoing the first speech project in The Entertaining Speaker manual on page 55. By the time you'vecompleted the project, your two free manuals will have arrived.
You also have the opportunity to learn leadership skills in Toastmasters. By completing theCompetent Leadership and High Performance Leadership programs, serving as a club or district officer,and completing other leadership-oriented activities, you wi11learn and practice valuable leadershipprinciples that you can use at home, at work or in the community.
You Can Receive More Recognition!The CC is just the first step in the learning process. You can earn additional recognition for partici-pating in the Advanced Communication program and for leadership achievements. A list of availablerecognition and requirements for each begins on page 59.
Evaluate Your ProgressAre you curious about your progress in learning and enhancing your speaking skills?Take a momentto complete the questionnaire on page 53.
Would you like to help your club? Turn to page 81, answer the questions about the service yourclub provided for you, and give the completed questionnaire to your club's president. Your answerswill help your club recognize what it can do to improve and what it is already doing well.
Don't stop now! The fun and learning have just begun!
NOTE TO THE EVALUATOR: The speaker is to inspire the audience to improve personally, emotionally,professionally or spiritually, relying heavily on emotional appeal. The speech should appeal to noble motivesand challenge the audience to achieve a higher level of beliefs or achievement. The speaker is to use the skillslearned in previous projects and not use notes. In additional to your verbal evaluation, please complete thisevaluation form by checking the appropriate column for each item. Add comments for those items where spe-cial praise is warranted, or where you can offer specific suggestions for improvement.
COULDEXCELLENT SATISFACTORY IMPROVE
COMMENTS!SUGGESTIONS
~ Was the speech topic relevant to theoccasion selected?
~ Did the speaker understand and expressthe feelings and needs of the audience?
~ Was the speaker forceful, confidentand positive?
~ Did the speaker effectively use stories,anecdotes and/or quotes to help conveyhis or her message?
~ Did the speaker's words convey strong,vivid mental images?
~ Did the speaker's use of body languageenhance his or her message?
~ Did the speech uplift the audience andmotivate them as the speaker intended?
~ What could the speaker have done differently to make the speech more effective?
~ What did you like about the speech?
52 Compelenl Communicalian
You've completed 10 speech projects. In addition, you've participated in Table Topics, servedin various leadership capacities at club meetings and had opportunities to evaluate othermembers' speeches. Now is a good time to evaluate theprogress you've made by answering the questions jbelow. Compare your answers to questions one ~through 10 with your answers to the questionnaire Jon page 31 to see how much you've improved in the ~.last five speeches. Questions 11 through 25 address Jthe skills you've learned since then. ;~
.,
5 = Excellent, a personal strength4 Very good, little room for improvement3 Satisfactory, but could be better2 = Could improve, needs more attention1 A real weakness for me, needs plenty
of attention
Circle the appropriate rating for each statement:
1. I feel confident and comfortable about givinga speech. S 4 3 2 1
2. I enjoy speaking before an audience. 5 4 3 2 1
3. I easily find good speech topics. S 4 3 2 1
4. I am able to organize my speeches so they effectivelyconvey my message. 5 4 3 2 1
5. My speech openings capture the audience's interest andlead into my topic. S 4 3 2 1
6. My speech conclusions are strong and memorable. 5 4 3 2 I
7. My speeches are free of such verbal crutches as "ah" and "urn." S 4 3 2 1
8. I am careful to use words that precisely and vividly carrymy message lu the audience. S 4 3 2 1
9. I am able to think quickly and clearly in an impromptuspeaking situation. 5 4 3 2 1
10. I do not depend on notes when giving a speech. S 4 3 2 111. I speak with sincerity and enthusiasm. S 4 3 2 1
12. I support the main points of my speeches with relevantdata or examples. S 4 3 2 1
13. My transitions smoothly lead the audience to thenext point. S 4 3 2 1
14. My voice is easily heard and pleasant to listen to. S 4 3 2 1
15. Tuse vocal variety to add emphasis and meaning to mywords and message. S 4 3 2 1
Competent Communication 53
16. My delivery is free of distracting movements ormannerisms. S 4 3 2 1
17. My gestures, body movements and facial expressionsare purposeful, natural and spontaneous. S 4 3 2 1
18. I use eye contact to establish bonds with my listeners. S 4 3 2 1
19. I can easily find the appropriate facts, statistics, stories,anecdotes and quotes for my speeches. S 4 3 2 1
20. I am comfortable using visual aids to help convey mymessage. S 4 3 2 1
21. My visual aids are appropriate for my speech and helpthe audience to understand and remember my message. S 4 3 2 1
22. I am able to tailor my speeches to the needs and interestsof my audience. S 4 3 2 1
23. I gracefully accept others' evaluations of my speechesand strive to learn from them. 5 4 3 2 1
24. I listen carefully and analytically to others' speeches. S 4 3 2 1
25. I evaluate others' speeches carefully and offer helpful,constructive suggestions for improvement. S 4 3 2 1
~ You may find that although you've made great progress overall, you still would like to improve more insome areas. List below the areas in which you would like to improve and work on them as you work inthe Advanced Communication manuals.
