METRO MANILA COLLEGE

U-Site, Brgy. Kaligayahan, Novaliches, Quezon City

BASIC EDUCATION DEPARTMENT

MODULE #12: Principles of Speech Writing and Delivery (Part 2)

Prepared by: Mr. Daryl Eldrin L. Valenzuela

 LESSON #12: PRINCIPLES OF SPEECH WRITING AND DELIVERY
(and Speech Delivery Exercises)

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CONTENT STANDARD:

The learner…
[CS.ORC.4] realizes the rigors of crafting one’s speech.

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PERFORMANCE STANDARD:

The learner…
[PS.ORC.4] proficiently delivers various speeches using the principles of effective speech
delivery.

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OBJECTIVES:

At the end of the module, you should be able to…

[EN11/12OC-IIcj-25 & 26] Use principles of effective speech writing focusing on:
[EN11/12OC-IIcj-25.1 to 25.5] (1) audience profile, (2) logical organization, (3)
duration, (4) word choice, and (5) grammatical correctness; and
[EN11/12OC-IIcj-26.1 to 26.5] (1) articulation, (2) modulation, (3) stage presence,
(4) facial expressions, gestures and movements, and (5) rapport with the audience.
LESSON 12.1: PRINCIPLES OF SPEECH WRITING (ACTUAL WRITING PHASE)
(adapted from all content sources cited in the Bibliography, but mostly adapted from Hermosa,
Hernandez, and Vergara, 2019 and Fernandez, Masong, and Samillano, 2016)

===============================================

In the previous module, we learned about four of the six steps in speech writing -
[1] choosing the topic, [2] analyzing the audience, [3] sourcing the
information, and [4] outlining and organizing the information. All of these are
done in the pre-writing phase. This lesson seeks to discuss the last two steps that are
done in the actual writing phase.

STEPS IN THE ACTUAL WRITING PHASE

There are two steps in the actual writing phase: [5] preparing to write, and
[6] writing the speech.

While Step #5 is primarily done before actually writing the speech, one can argue
that the considerations under this step must always be on the minds of writers as they
write and flesh out their speeches.

5. PREPARING TO WRITE
 As we finish doing our pre-writing rituals, we must constantly keep these factors
in mind (Fernandez, Masong, and Samillano, 2016):

A. DURATION – This is
the amount of time
given to a person to
finish a certain task or
objective (in this case,
the speech).

If you’re given
a short amount of
time to speak, prepare
a short speech.
Alternatively, if you’re
give a long amount of
time to speak, prepare a long speech (but not too lengthy, as you may bore
your listeners).

IMPORTANT NOTE: Always leave allowances for any eventuality. As we have

learned, noise / barriers can interfere with the communication process. People
might also ask for clarifications. A suggestion for a one hour speech is as
follows: 30-40 minutes speaking time, 15 minutes for questions, and 5 minutes
for interruptions.

B. WORD CHOICE –
This is the
appropriate selection
of vocabulary in
relation to the
message the speaker
or sender wants to
deliver. Some tips
relating to this are as
follows:

1. USE SIMPLE
WORDS – Using
simple words allow you to go immediately to the meat of the matter without
running the risk of being misunderstood. This is not that applicable if you
need to write a technical speech, though.

2. BE CONCISE – Keep things short and sweet. Longer statements might lead
to confusion.
 3. AVOID BIAS AND OFFENSIVE LANGUAGE – As a speaker, you must
remain as neutral as possible. Also, avoiding these things also adds to your
credibility as a speaker.

C. GRAMMATICAL CORRECTNESS
– As noted in the speech writing
exercises, one must have
communicative competence.
Enriching one’s savvy in grammar
and vocabulary is a surefire way to
improve. To ensure if your
grammar is correct, proofread your
own work and ask for
(professional) help if necessary.

6. WRITING THE SPEECH

In writing the actual speech, we must aim to continuously work on the three basic
parts of a composition: [1] the introduction, [2] body, and [3] conclusion.

A. INTRODUCTION – This is the beginning of the composition. This part is

where you set what the audience should expect from you and your speech. We
also present our thesis statement or initial premise here.
 Some suggestions on how to begin a speech are as follows (Lamerton, 2001,
as cited by Fernandez, Masong, and Samillano, 2016):

1. Promise something that will entice the audience.

Say something along the lines of “I’m sure that you’re going to take away
a thing or two from today’s speech” or “I’m going to teach you something
that you haven’t heard of before”. This way, the audience will have
something to look forward to.

2. Share an anecdote.

Anecdotes are quite quotable and memorable, and a fair number of people
know the common ones. It’s an easy way to connect with your audience.

3. Make them laugh.

You are talking to human beings. Everyone appreciates a good laugh or

two. This also makes their image of you less “strict”.

4. Ask questions.

It is good to involve the audience in your speech. By asking questions, you

cause them to think and participate.

B. BODY – This is where we expound on our thesis statement by presenting facts,

statistics, arguments, and supporting details. This is the bulk of the
presentation.

Some suggestions on how to work on the body of the speech are written below
(Coopman and Lull, 2001, as cited by Fernandez, Masong, and Samillano,
2016):

1. Introduce your points using signposts.

Signposts are signals that direct the audience to the next part of your
speech. Examples of signposts are transitional words such as first, second,
and next.

Some other examples are:

“Allow me to elaborate my point…”
“As previously mentioned, I…”
“To start us off, we will…”
 2. Transition between main points.

Be sure that you switch between main points smoothly. You don’t want
other persons to think that your next main point is under your previous
point.

Here are examples of how to transition to another point:

“Now that we’ve covered count nouns, let’s move on to mass nouns.”
“Got that? Let’s proceed to the next topic – global warming.”

C. CONCLUSION – This is we bring our speech to a close. It is said that a

conclusion has three primary functions to fulfill: [1] reinforcing the main ideas,
[2] motivating listeners to remember, and [3] providing a sense of closure.

1. Reinforcing the main ideas

Summarize the main points. Run through what they mean or signify one
last time. This way, the audience will be more likely to remember what your
points are.

2. Motivating listeners to remember

To make your audience, try using a clincher – a final “shot” at the hearts of
your audience before the curtain falls. This will ensure that your image (and
perhaps your message) will be burned into their minds.

3. Providing a sense of closure

Don’t just close by saying the usual “Do you have any questions?” or “Thank
you for your time, everyone!”. Close in a memorable way. Use verbal and/or
nonverbal cues to close. Make use of transitional words and nonverbal
actions to connect with the audience a little longer (Sellnow, 2005, as cited
by Fernandez, Masong, and Samillano, 2016), then close the speech
promptly.

As you write, continue polishing your write-up by proofreading, editing, and revising
until you are satisfied with what you have.
 [ACTIVITY 12.1.] LET’S CHECK THINGS OUT!

SET A: USING SIMPLE WORDS

DIRECTIONS: Encircle the word that can generally be considered as the simplest term
out of the four choices. (1 pt. each)

1. loathe detest abhor hate

2. pristine immaculate clean unsoiled
3. book tome chronicle fount of knowledge
4. canine mongrel hound dog
5. parched dried desiccated sunbaked

SET B: WRITING SENTENCE

DIRECTIONS: Write a sentence for each of the simple terms (5 in total) found in Set
A. Use the space provided.

1. SENTENCE: ________________________________________________________
2. SENTENCE: ________________________________________________________
3. SENTENCE: ________________________________________________________
4. SENTENCE: ________________________________________________________
5. SENTENCE: ________________________________________________________

[ACTIVITY 12.2.] LET’S TAKE NOTE! (Part 1)

DIRECTIONS: Answer the following questions. Write your answers on the
space provided. Please answer in no less than THREE sentences. (3 pts. each)

1. What the three primary considerations in preparing to write a speech? How do these
affect the writing process?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. In the actual writing process, what is the importance of employing humor in your
introduction (and possibly in other parts of your speech)?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What are the three primary functions of a conclusion? How does the conclusion be
made to fulfill those functions?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 [ACTIVITY 12.3.] LET’S WRITE A SPEECH
DIRECTIONS: Choose one of the three choices below. Create a speech
that follows the introduction of your choice and the writing tips on Steps
5 and 6.

1. Make use of the anecdote “Life is a box of chocolates; you’ll never know what
you’ll get.” in the introduction of your speech.
2. Let your speech revolve around the question “What is your dream?”.
3. Promise your audience that you will learn something new about yourself. The topic
of your speech is “what others don’t know about you”.
 LESSON 12.2: PRINCIPLES OF SPEECH DELIVERY AND OTHER RELATED
CONCEPTS
(adapted from all content sources cited in the Bibliography, but mostly adapted from Hermosa,
Hernandez, and Vergara, 2019)

===============================================

Hermosa, Hernandez,
and Vergara (2019) elegantly
describe speech delivery as
the task that “completes the
hard work of preparing it”.
After all, a speech is meant to
be delivered to an audience.
Let us keep the following in
mind as we deliver the speech:

1. It is important to be
understood by the
audience. By doing so, you
allow the speech to achieve its
goal.

2. There should be an active connection (rapport) between the speaker and

the audience.
3. The speaker should have a good command of the language.
4. The speech should be conversational. Don’t let the audience feel that you’re
just talking to them; you’re talking with them.

CONSIDERATIONS IN SPEECH DELIVERY:

1. VOICE – In a speech, one’s primary way of communicating the message to the

audience is one’s voice. Make sure that your voice is audible and vocally
expressive. Put emotions in your voice. Speak louder in a big room. Articulate and
pronounce words properly. Practice speaking to achieve control over your voice.

2. BODY – The body “complements” the voice in delivering the message to the
audience. When we say something, we tend to do nonverbal actions that
strengthen what we say. If we refer to someone, our fingers may be pointing to
that person. Use that knowledge in communication. Maintain eye contact with your
audience, make the proper facial expressions and gestures that correspond to
what you say, and you’re golden. Don’t over-exaggerate your actions or make any
unnecessary movements, though, as those might throw your audience off.
 3. APPEARANCE – As they say, “dress to impress”. One’s appearance can also help
in communicating information to your audience. Want to crack a hospital joke?
Dress like a doctor. Want to teach people something? Dress like a teacher.
Basically, dress accordingly. Also, people may form first impressions based on what
you wear. It is important to dress as if you mean business.

PUBLIC SPEAKING APPREHENSION

Public speaking apprehension is

the fear of public speaking. Some people
refer to this as “stage fright”. Sweat
rising up the back of your neck and
nervousness causing us to shake
incessantly and bite our tongue wistlessly
are all-too-familiar to people who take up
the challenge of speaking in front. Not to
worry though, these things can be
addressed.

TIPS TO COMBAT PUBLIC SPEAKING

1. Communication Orientation Motivation (COM) – This is basically seeing

public speaking as more of a conversation with others rather than a performance
to be delivered. Just imagine that you’re talking to people regularly and you’ll be
a little more relaxed!

2. Visualization Technique – This is creating a mental image of you impressing

the audience, or better yet, successfully delivering your speech to your audience.
Having a positive self-image can really change things!

3. Cognitive Restructuring Technique – This is mentally training yourself to

control your fears and develop a positive attitude towards public speaking.
Framing our mind in the right way allows us to face our fears!

4. Integration of Skills in Preparing a Speech with Delivering a Speech –

This is translating one’s writing skills into speaking. This is especially effective if
the speech is written by the person about to deliver it. By running through the
speech to get ideas of how the author prepared the speech, we may see how the
author intended the speech to be delivered. Follow that and voila, success!
 [ACTIVITY 12.4.] LET’S TAKE NOTE! (Part 2)
DIRECTIONS: Answer the following questions. Write your answers on the
space provided. Please answer in no less than THREE sentences. (3 pts. each)

1. What is speech delivery? What must we keep in mind as we deliver a speech?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. How does one’s voice and body complement each other to help deliver the intended
message to the target audience?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. What is public speaking apprehension? What does it do to a person who aspires to

enter the world of public speaking?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

4. What are some techniques to deal with public speaking apprehension? How do these
work?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. How does appearance affect the audience’s perception of the speaker?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 [ACTIVITY 12.5.] LET’S ANALYZE FACTS!
DIRECTIONS: Write TRUE if the statement is true and FALSE if it is false. Use
CAPITAL letters only. (1 pt. each)

___________ 1. There should be a passive connection between the speaker and the
audience.
___________ 2. Public speech apprehension can be addressed.
___________ 3. A speech should feel conversational, not robotic.
___________ 4. Unnecessary movements may confuse the audience and/or distort your
intended meaning.
___________ 5. Cognitive restructuring is the technique in which one sees public
speaking as more of a conversation rather than a performance.
___________ 6. Proper articulation and pronunciation is achieved through practice.
___________ 7. One’s appearance has little to no effect to speaking in public.
___________ 8. Do not primarily seek to impress the audience; seek to be understood
by them instead.
___________ 9. Maintaining eye contact is vital in public speaking.
___________ 10. One’s skills in speech writing can be integrated to speech delivery to
an extent.

===============================================

[ACTIVITY 12.6.] SPEECH DELIVERY EXERCISES!

Premise: While some skills in speech writing can translate to speech
delivery, there are some skills that are exclusive to

SET A: PROJECTION OF EMOTIONS / TONES

Some lines in public speaking will ask you to project a certain emotion and/or tone
through your verbal and nonverbal actions. If the line wants you to project anger, you
use a high-pitched tone to communicate that emotion to the audience. Let’s practice
saying the following lines using their corresponding emotions:

DIRECTIONS: Say the following lines with the emotions associated with it.
1. Don’t do drugs! It’s not good for you! (angry, reprimanding)
2. You shouldn’t do that! Life is a precious thing! (as if persuading)
3. There are times when we just feel bad about ourselves. (somber)
4. You can win over your fears! Go for it! (encouraging)
5. Neither Jane nor her sisters (likes, like) to eat okra.
6. The current time is 3:15 PM. (androgynous, robotic)
7. I guess I’ll just go home then. (disappointed)
8. I care for you, so you should care for yourself, too. (comforting)
9. You won’t win a war like that! Keep your head above water! (reprimanding)
10. Can you pass the sauce? (asking in a sweet way)
SET B: THE USE OF PAUSES FOR EMPHATIC EFFECT

Pausing is a great way to emphasize a word in a statement or a main point.

Combine this with voice control and you get an amazing effect! Let’s practice dramatic
pausing on the following sentences.

DIRECTIONS: Read the sentences and pause for dramatic effect according to how the
sentence is broken down. Be sure to evoke the emotion(s) that the lines want to project!
Some lines are capitalized to help you with voice projection.

LEGEND:

/ - short pause
// - long pause
//. - end

1. We Filipinos deserve / FREEDOM! // What do we deserve? // Yes, / that’s right, /

FREEDOM! // FREEDOM is what we deserve! //.

2. Oh! You say that you are / interested in / playing games? // That’s great, / because
our topic for today / is about / playing / games! //.

3. You can’t do it? Don’t tell yourself that! You / CAN / do it! And you / WILL / do it!
TRUST YOURSELF! //.

SET C: SPEAKING CHALLENGE!

DIRECTIONS: Select one of the speeches you made or one readily available on the
Internet and deliver it as if you are delivering it to a crowd.
 BIBLIOGRAPHY (LESSON 12)

===============================================

Content References:

Main Reference (Book):

Hermosa, A.L., Hernandez, M.R., & Vergara, S. (2019) Oral communication: for senior high school (V. M.
Victorio, Consultant). Educational Resources Corporation.

Supporting References (Books and Websites):

Anonat, R. (2016). Oral communication in context: Grade eleven – senior

high school. Books Atpb. Publishing Corp.

Apolonio, J., & Basilan, M.L.J. (2017). Oral communication in context (R. Aceron, Ed.). Unlimited Books Library
Services & Publishing, Inc. (Original work published 2017)

Antonino, M.T., Sarte, M., Inigo M.E., & Tangonan O. (2017). Reading and writing skills for senior high school
students.

Fernandez, E., Masong, A. & Samillano, R. (2016). Oral communication in

context: For senior high school. C & E Publishing, Inc.

Sipacio, P.J., & Balgos, A.R. (2016). Oral communication in context: For senior high school. C & E
Publishing, Inc.

Book Cover:

StudioGStock (2019). Group of people with speech bubbles [Digital Image]. Retrieved 4 Jul 2020 from
https://www.freepik.com/free-vector/group-people-with-speech-
bubbles_5825572.htm#page=1&query=people%20talking&position=1

Picture for Lesson 12:

Conference workshop iphone smartphone (n.d.). Retrieved 25 Jul 2020 from

https://www.piqsels.com/en/public-domain-photo-jttyj

Correcting proof paper correction (n.d.). Retrieved 25 Jul 2020 fromhttps://www.piqsels.com/en/public-

domain-photo-fwnre

Good bad opposite choice (n.d.). Retrieved 25 Jul 2020 from https://www.piqsels.com/en/public-domain-
photo-zrpyw

Man in blue and brown plaid dress shirt touching his hair – anxiety (n.d.). Retrieved 25 Jul 2020 from
https://www.piqsels.com/en/public-domain-photo-jsktn

Man speaking in front of crowd (n.d.). Retrieved 25 Jul 2020 from https://www.piqsels.com/en/public-domain-
photo-ottld
 Pocket watch time of sand (n.d.). Retrieved 25 Jul 2020 from https://www.piqsels.com/en/public-domain-
photo-fphxj
United States lake forest village church of Lincolnshire pulpit (n.d.). Retrieved 25 Jul 2020 from
https://www.piqsels.com/en/public-domain-photo-oicpg

Woman writing on paper (n.d.). Retrieved 25 Jul 2020 from https://www.piqsels.com/en/public-domain-

photo-jfesv.

Young woman think and looking on the laptop (n.d.). Retrieved 25 Jul
2020https://www.piqsels.com/en/public-domain-photo-zktyk

Logos Used:

Milano83 (2017). Check and cross signs paint. [Digital Image]. Retrieved 23 Jul 2020 from
https://www.freepik.com/free-vector/check-cross-signs-paint-
design_1136697.htm#page=1&query=check&position=24

YAWD (n.d.). Light Bulb. [Digital Image]. Retrieved 15 Jul 2020 from https://ya-
webdesign.com/explore/idea/

YAWD (n.d.). Note with thumbtack. [Digital Image]. Retrieved 15 Jul 2020 from https://ya-
webdesign.com/explore/note/

YAWD (n.d.). Pencil and note pad. [Digital Image]. Retrieved 15 Jul 2020 from https://ya-
webdesign.com/explore/writing/

YAWD (n.d.). Painter with a picture. [Digital Image]. Retrieved 15 Jul 2020 from https://ya-
webdesign.com/explore/draw/

YAWD (n.d.). Perplexed female #1. [Digital Image]. Retrieved 15 Jul 2020 from https://ya-
webdesign.com/explore/thinking/

Special Fonts Used in the Title Page:

“Almendra” by Anna Sanfelippo Vernon Adams. https://fonts.google.com/specimen/Almendra

“Norican” by Vernon Adams.

https://www.1001fonts.com/norican-font.html