Review 01.
Public
Speech Context
CONTEXT
● in speech is the situation that brings people to
a conversation or speaking event.
Types of Speech Context
01. Intrapersonal
- Refers to communication that centers on
one person where the speaker acts both
as the sender and the receiver of the
message.
- “The message is made up of your thoughts
and feelings. The channel is your brain,
which processes what you are thinking and
feeling. There is feedback in the sense that
as you talk to yourself, you discard certain
ideas and replace them with others.”
(Hybels & Weaver, 2012 p16)
02. Interpersonal
- Refers to communication between and
among people and establishes personal
relationships between and among them.
“The inter part of the word highlights how
interpersonal communication connects
people. When you engage in interpersonal
communication, you and another person
become linked together. The personal part
means that your unique qualities as a
person matter during interpersonal
communication.” (Solomon and Theiss
(2013 p5)
a. Dyad Communication – communication
that occurs between two people
Example:.
○ You offered feedback on the speech
performance of your classmate
○ You provided comfort to a friend
who was feeling down.
b. Small Group – refers to communication
that involves at least three but not more
than twelve people engaging in a
face-to-face interaction to achieve a
desired goal. All participants can freely
share ideas in a loose and open
discussion.
Example:
○ You are participating in an
organizational meeting which aims
to address the concerns of your
fellow students.
○ You are having a discussion.
03.
- Refers to communication that requires you to
deliver or send the message before or in
front of a group.
- The message can be driven by
informational or persuasive purposes. “In
public communication, unlike in interpersonal
and small groups, the channels are more
exaggerated. The voice is louder and the
gestures are more expansive because the
audience is bigger. The speaker might use
additional visual channels such as slides or
a PowerPoint Presentation.” (Hybels &
Weaver, 2012 p19)
04. Mass Communication
- Refers to communication that takes place
through television, radio, newspapers,
magazines, books, billboards, internet, and
other types of media.
Example:
○ You are a student journalist articulating
your stand on current issues through the
school’s newspaper.
Review 02.
Speech Styles
✓ The context dictates and affects the way
people communicate, which results in various
speech styles.
✓ According to Joos (1968), there are five
speech styles. These are: (1) intimate, (2) casual,
(3) consultative, (4) formal, and (5) frozen.
✓ Each style dictates what appropriate language
or vocabulary should be used or observed.
Types of Speech Style
01. Intimate
- This style is private, which occurs between
or among close family members or
individuals.
- The language used in this style may not be
shared in public.
02. Casual
- This style is common among peers and
friends.
- Jargon, slang, or the vernacular language are
used.
03. Consultative
- This style is the standard one.
- Professional or mutually acceptable
language is a must in this style.
- Examples of situations are: communication
between teachers and students, employers
and employees, doctor and patient, judge
and lawyer, or President and his/her
constituents.

04. Formal
- This style is used in formal settings.
- Unlike the consultative style, this is one-way.
Examples are:
- sermons by priests and ministers,
- State of the Nation Address of the
President,
- formal speeches, or
- pronouncements by judges.
05. Frozen
- This style is “frozen” in time and remains
unchanged.
- It mostly occurs in ceremonies.
Common examples are:
- the Preamble to the Constitution,
- Lord’s Prayer, and
- Allegiance to the country or flag.
Review 03.
Speech Acts
In making speech acts, the same idea applies:
when a speech act is uttered, an action is carried
out.
SPEECH ACT
● Is an utterance that a speaker makes to
achieve an intended effect.
● Some of the functions which are carried out
using speech acts are: offering an apology,
greeting, request, complaint, invitation,
compliment, or refusal.
● A speech act might contain just one word or
several words or sentences. For example,
“Thanks” and “Thank you for always being
there for me. I really appreciate it” both show
appreciation regardless of the length of the
statement.
● Speaking any language is similar to
performing a speech act.
John Langshaw "J. L." Austin is a
philosopher of language and the developer of
the Speech Act Theory. According to him, there
are three types of speech acts:
01. Locutionary act is the actual act of
uttering. “Please do the dishes.”
02. Illocutionary act is the social function of
what is said. By uttering the location “Please
do the dishes,” the speaker requests the
addressee to wash the dishes.
03. Perlocutionary act is the resulting act of
what is said. This effect is based on the
particular context in which the speech act
was mentioned. “Please do the dishes”
would lead to the addressee washing the
dishes.
Direct Speech Act
● An utterance is seen as a direct speech act
when there is a direct relationship between
the structure and the communicative function
of the utterance.
○ A declarative is used to make a statement:
“You wear a seat belt.”
○ An interrogative is used to ask a question:
“Do you wear a seat belt?”
○ An imperative is used to make a
command: “Wear a seatbelt!”
Indirect Speech Act
● Means that there is an indirect relationship
between the form and the function of the
utterance. The following examples show that
the form does not correspondence with the
function:
○ An interrogative is used to make a
request: “Could you pass the salt?
○ A declarative is used to make a request:
“You’re standing in front of the TV.”
Searle’s Classifications of Speech Act
As a response to Austin’s Speech Act Theory,
John Searle (1976), a professor from the
University of California, Berkeley, classified
illocutionary acts into five distinct
categories.
01. Assertive
- A type of illocutionary act in which the
speaker expresses belief about the truth of
a proposition.
- Some examples of an assertive act are
suggesting, putting forward, swearing,
boasting, and concluding..
02. Directive
- A type of illocutionary act in which the
speaker tries to make the addressee perform
an action.
- Some examples of a directive act are asking,
ordering, requesting, inviting, advising, and
begging.
03. Commissive
- A type of illocutionary act which commits the
speaker to doing something in the future.
- Examples of a commissive act are promising,
planning, vowing, and betting
04. Expressive
- A type of illocutionary act in which the
speaker expresses his/her feelings or
emotional reactions.
- Some examples of an expressive act are
thanking, apologizing, welcoming, and
deploring.
05. Declaration
- A type of illocutionary act which brings a
change in the external situation.
- Simply put, declarations bring into existence
or cause the state of affairs which they refer
to.
- Some examples of declarations are blessing,
firing, baptizing, bidding, passing a sentence,
and excommunicating.
Remember!
● Communicative competence is needed to
understand a language and to be able to
understand speech acts.
● Without communicative competence, the
sentence “Zack wants to ask Yna out,” might
be interpreted incorrectly to mean that Zack
wants Yna to step outside.
Quarter 2 Lesson 01.
Communicative Strategies
✓ Various strategies can be used to be able to
communicate effectively.
✓ For a communicative exchange to be
successful, learners use different ways to get their
messages across.
✓ Communicative strategies are used to work
around problems encountered in actual
conversations.
COMMUNICATIVE STRATEGIES – any method
which a learner uses to overcome their
inadequacies when speaking a second
language.
01. Nomination
●A speaker employs nomination to
collaboratively and productively open or
establish a topic.
● When this strategy is used, the speaker opens
a topic with the people they are talking to.
Ideally, the presented topic is clear, truthful,
and relevant.
● Formal Situations:
● In a meeting, the agenda is given for the
participants to discuss.
○ “Today we will talk about…”
● In class, a teacher will start the discussion
about a topic
○ “Our lesson for today is…”
● Informal Situations:
● Every time you start a conversation with a
family or friend.
○ “Hey, have you heard?”
○ “Listen, I have something to share.”
○ “Can I ask you something?”
○ “How are you? I haven’t heard from you for
a while.”
● A quick conversation with a stranger.
○ “Excuse me, can you tell me how to get to
the library?”
○ “I’m here to share the message of God,
would you care to give me a few minutes to
tell you about His promise?”
02. Restriction
● A restriction in communication refers to any
limitation one may have as a speaker,
constraining the response or reaction within a
set of categories.
● This strategy constraints or restricts the
response of the other person involved in the
communication situation.
● The receiver is encouraged to respond only
within a set of categories, instructions, or
preference that is made by the sender.
● Formal Situations:
● Restriction can be shown when one person
controls the topics to be discussed and sets
boundaries in the communication situation.
○ “Leave the questions for later, let us listen
for now.”
○ “Please don’t ask about sensitive topics.”
○ “I know you’re emotional, but please
maintain respect as you speak.”
○ “Only discuss how your group can improve
the 2nd chapter of your research paper.”
● Informal Situations:
● When talking with family or friends, one can
set the rules.
○ “Please don’t shout. Let’s talk this through.”
○ “Just be honest and don’t sugarcoat
anything.”
○ “Just answer with a Yes or a No.”
03. Turn-taking
● The communicative strategy turn-taking is the
process by which people decide who takes
the conversational floor.
● There is a code of behavior behind
establishing and sustaining a productive
conversation, but the primary idea is to give
all communicators a chance to speak.
● Someone involved in the communication
situation must be able to recognize when
and how to speak.
● Knowing when to speak depends on
watching out for verbal and nonverbal cues
that signal the next speaker that the previous
speaker has finished, or that the subject
being discussed is done and a new topic can
be introduced.
● Formal Situations:
● In meetings, people could take turns sharing
their ideas.
○ “Who wants to share their thoughts next?”
“I’m done, go ahead.”
○ “I’ll let you finish, let me explain it after.”
○ “Without further ado, let’s now listen to…”
 ● There will be times when no words are
necessary, just the gestures and expression
can signal another person to speak.
● Informal Situations:
● In casual conversations.
○ “What do you think? What are your
thoughts about it?”
○ “Tell me about it, I’ll listen.”
○ “Guys, let’s hear what she’s about to say.”
04. Topic Control
● Covers how procedural formality or
informality affects the development of topic in
conversations.
● Remember that regardless of the formality of
the context, topic control is achieved
cooperatively.
● This only means that when a topic is initiated,
it should be collectively developed by
avoiding unnecessary interruptions and topic
shifts.
● Examples:
○ You can make yourself actively involved in
the conversation without overly dominating
it by using minimal responses like “Yes,”
“Okay,” “Go on”; asking tag questions to
clarify information briefly like “You are
excited, aren’t you?”, “It was unexpected,
wasn’t it?”; and even by laughing!
05. Topic Shifting
● Topic shifting, as the name suggests,
involves moving from one topic to another.
In other words, it is where one part of a
conversation ends and where another
begins.
● You may also use effective conversational
transitions to indicate a shift like “By the way,”
“In addition to what you said,” “Which
reminds me of,” and the like.
● Formal Situations:
● When shifting from one agenda or topic to
another.
○ “Now that it’s clear let’s proceed to the
discussion about…”
○ “If there are no other concerns, let’s move
on to…”
○ “Our next agenda is…”
● Informal Situations:
● During casual conversations, when you want
to start a new topic.
○ “That reminds me, did you hear the news?”
○ “By the way, I remembered that…”
○ “In addition to what you said, I also think
that…”
06. Repair
● Refers to how speakers address the
problems in speaking, listening, and
comprehending that they may encounter in a
conversation.
● For example, if everybody in the conversation
seems to talk at the same time, give way and
appreciate others' initiative to set the
conversation back to its topic.
● Examples:
○ “The reason why you need to sit up straight
while in class is because you might fall
asleep.”
○ “I hope you understand. What I was trying
to say is different from what you
understood.”
○ “Here’s a clearer explanation to that issue.”
07. Termination
● Termination refers to the conversation
participants’ close-initiating expressions that
end a topic in a conversation.
● Most of the time, the topic initiator takes
responsibility to signal the end of the
discussion as well.
● Examples:
○ “Basically, that’s all! Any questions guys?”
○ “If you don’t have questions, That’s it.
Goodbye!”
Intrapersonal, Interpersonal
(Dyad Communication and Small
Speech Context
Group), Public, and Mass
Communication
Intimate, Casual, Consultative,
Speech Styles
Formal, and Frozen
Locutionary Act, Illocutionary
Speech Act
Act, and Perlocutionary Act
Nomination, Restriction,
Communicative
Turn-taking, Topic Control, Topic
Strategies
Shifting, Repair, and Termination
Quarter 2 Lesson 02.
Shift in Speech Context, Speech Style,
Speech Act and Communicative
Strategy That Affects the
Language Form
✓ Change in any part of the communication
process brings change to the entire process.
✓ This means that change from one speech style
to another, one speech context to another or from
one communicative strategy directly or indirectly
affects the entire communication process.
LANGUAGE FORMS
● Language forms deal with the internal
grammatical structure of words and phrases
as well as the words themselves.
● When we say language form it can be formal
or informal.
● Examples:
○ purchase: formal – buy: informal
○ inform: formal – tell: informal
FORM SPEECH ACT
- Is the style in which a piece of text is written. - Locutionary (friend’s house): Would you be
- Examples: novel, short story, play, dramatic so kind as to pass the rice please?
monologue, and sonnet. - Locutionary (your house): Pass the rice
before I starve to death!
LANGUAGE
- Is considered as the vocabulary used within a COMMUNICATIVE STRATEGIES
text including language devices, such as - Termination (Stranger): Do you have anything
pathetic fallacy, personification, direct speech, else to say; can I go now?
and metaphor. - Termination (Teacher): Best regards to you
Miss Olesco. See you around Madam!
Formal Language Informal Language
Quarter 2 Lesson 03.
It is characterized by It allows the use of Shift in Speech Context, Speech Style,
the use of standard nonstandard English Speech Act and Communicative
English, more complex terms, colloquial Strategy That Affects the
sentence structures,
infrequent use of
vocabulary,
typically
and
shorter
Duration of Interaction
personal and lack of sentence structures. MOBILE LEGENDS vs. METABOLIC
colloquial or slang SYNDROME
terms.
- This particular instance shows that the
■ Contractions are more casual and if you are duration of interaction depends on content or
striving for a more formal style, they should not knowledge of a communicator on certain
be used. things.
■ Contractions in negative sentences should be - We tend to speak more about Mobile Legends,
especially avoided since they are easy to miss. an online game, since we know more about it
- Informal: The outcomes of the study haven’t than Metabolic Syndrome, a medical term.
been documented yet.
- Formal: The outcomes of the study have not The duration of interaction also depends on the
been documented yet manner, in speech context, when we are
having:
■ Language form also shifts depending on the
environment or the atmosphere where
communication takes place. 01. Intrapersonal Communication
■ The language form is also changed with the - Which refers to communication that centers
change of vocabulary and strategy. on one person where the speaker acts both
■ When we shift into any of the four: speech style, as the sender and the receiver of the
speech context, speech act and communicative message, the duration of interaction is
strategy, it affects the language a lot. short because this type is just merely done
when we are thinking or analyzing
Examples: something alone.
SPEECH CONTEXT
- Dyad (Best friend): Are you hanging with the 02. Interpersonal Communication
gang tonight? - There is an exchange of information, ideas,
- Dyad (Best friend’s mother): Miss Lopez may I feelings and meaning between two or more
ask for your permission to allow your daughter people through verbal and/or non-verbal
to have a dinner party with us tonight? methods.
(Change of tone and words are carefully
thought out.)
The duration of interaction depends on time. in
communicative strategy, when we are having:
SPEECH STYLES
- Intimate (Family member): Mom, are we going
to attend that thing? (The word thing is only 01. Turn-taking – which pertains to the process
familiar to them and not shared in public.) by which people decide who takes the
- Casual (Friend): I ain’t coming tonight we’re conversational floor.
gonna be at the wake. (Slang, street language,
and contractions.) 02. Restriction – constrains or restricts the
response of the other person involved in the
communication situation.
Quarter 2 Lesson 04.
Shift in Speech Context, Speech Style,
Speech Act and Communicative
Strategy That Affects the
Message and Delivery
MESSAGE
● Message refers to the information, ideas, or
thoughts conveyed by the speaker in words or
in actions.
● “The message is the stimulus or meaning
produced by the source for the receiver or
audience.” McLean, S. (2005)
✓ You need to be clear about what message you
want to communicate, and why it's important –
what's its main purpose?
✓ In decoding, it involves putting your message
into a format that you can send, and that the
receiver will be able to easily understand or
"decode.“
✓ Your success will depend on your ability to
convey information clearly and simply, and to
eliminate areas of confusion.
Parts of a Message
4
01. Attention Statement
- The attention statement is used to capture
the attention of your audience.
- One of the most effective is the WIIFM
strategy “what’s in it for me” strategy:
telling them how your message can benefit
them.
- Example: “I’m going to explain how you can
save up to 7000 php a year from a school
allowance.” which is quite likely to hold an
audience’s attention.
02. Introduction
- In your introduction you will make a clear
statement your topic;
- This is also the time to establish a
relationship with your audience.
- One way to do this is to create common
ground with the audience, drawing on
familiar or shared experiences, or by
referring to the person who introduced you.
- You may also explain why you chose to
convey this message at this time, why the
topic is important to you, what kind of
expertise you have, or how your personal
experience has led you to share this
message.
03. Body
- After the introduction comes the body of your
message.
- Here you will present your message in
detail, using any of a variety of
organizational structures.
- Regardless of the type of organization you
choose for your document or speech, it is
important to make your main points clear,
provide support for each point, and use
transitions to guide your readers or listeners
from one point to the next.
04. Conclusion
- The end of the message.
- The conclusion should provide the audience
with a sense of closure by summarizing
your main points and relating them to the
overall topic.
- In another sense, you may not merely state
your list of main points again, but to convey a
sense that you have accomplished what you
stated you would do in your introduction,
allowing the audience to have
psychological closure.
05. Residual message
- A message or thought that stays with your
audience well after the communication is
finished, is an important part of your
message.
Ask yourself the following:
- What do I want my listeners or readers to
remember?
- What information do I want to have the
audience retain or act upon?
- What do I want the audience to do?
It is important to take note that a shift in speech
context, speech act, speech style, or
communicative strategy affects the message.
Speech Context
Examples:
○ Traditional gatherings like weddings are often
formal events; where you may be called upon to
give a toast and a message.
○ Sending a text message to a friend differs when
writing a message for a project proposal or a
report.
- Is a quiet dinner conversation with
someone you care about the same
experience as a discussion in class or
giving a speech?
Speech Style
A speech style also affects the message in a
communication since the context dictates and
affects the way people compose a message to
communicate just like the message when you are
having an intimate conversation with your loved
ones or when doing a casual conversation with
your classmates or friends.
A key part for having a successful message is
knowing your audience.
- Failure to understand and respect who it
includes will likely result in your message
"falling flat," and might be misunderstood,
dismissed or even ignored.
SPEECH DELIVERY
● It is the manner a message is communicated
orally and visually by one’s use of voice,
face, and body.
● The person must know their speech content,
organize the structure to make sense, and
communicate it in a compelling way.
● Moreover, they should be mindful of their
speech context, speech style, speech act, and
the communicative strategies they use because
each of these strategies in various speech
situations plays a contributory role to the
overall effect of his/her speech delivery.
● For instance, when you engage in interpersonal
communication like, for example, providing
comfort to a friend who is feeling down, your
conversation is casual and you need to appear
natural, comfortable, and sincere.
● On the other hand, public speaking requires
you to make connections with your audience
and present yourself formally to the public.
There are six types of nonverbal cues that
speakers should be aware of in any speech
context, speech style, speech act, and
communicative strategy used:
01. Space,
02. Time,
03. Appearance,
04. Eye contact,
05. Body language, and
06. Voice
Nonverbal Cues
01. Space (Proxemics)
- This is also known as proxemics.
- As a speaker, you may or may not be able to
estimate how far the listeners will be from you
or even how the listeners will be seated.
- Remember to stand or sit at a suitable
distance where you and the listeners can
easily and comfortably see each other and
have eye contact.
02. Time (Chronemics)
- It is also called chronemics.
- This covers time management, starting and
ending on time and allotting time properly to
the different sections of the talk: introduction,
body, and summary.
- Managing time is not easy. There is a need to
allocate time depending on the importance of
the task given. When a student is asked to
present a report orally, they are expected to
finish within the time allotted to them.
03. Appearance
- This refers to the speaker themselves
because the audience first sees the speaker
before they get to hear them and listen to
what they have to say.
- In a formal speech, one needs to look
professional to gain respect and credibility
04. Eye Contact
- Eyes are believed to be the most expressive
source of nonverbal communication.
- Audience contact is a significant way to
involve the listeners and keep them
connected in the communication.
05. Body Language (Kinesics)
- This is known as kinesics.
- The speaker has to use his body
appropriately, naturally, and dynamically in
delivering a speech.
- Communicative signals include facial
expressions, gestures, postures, and body
movements. The right movement of the body
must be integrated with one’s verbal
message.
- Facial expressions reveal the speaker’s
attitude towards the topic they are discussing.
- Head and hand gestures direct attention or
emphasize reactions.
06. Voice (Paralanguage) Quarter 2 Lesson 05.
- This has to do with how you say what you
say. When you send a verbal message, you
Principles of Speech
also send a nonverbal one. Writing
- The nonverbal use of voice refers to all its
elements such as rate, volume, pitch, quality,
pronunciation, enunciation, stress, and
pauses.
- This is sometimes called paralanguage
which makes considerable differences in the
meaning by what is being delivered verbally.

The following techniques and tips to help

you deliver your speech well:
1. Use a conversational style more often. This
is the style that is more natural; it is the
style that you always use when you
express yourself with your family and
friends.
2. Look at your audience members in the eye
so they will feel that they are part of your
speech.
3. Remember to adjust your volume to the
size of the audience and the venue.
4. Vary your rate or speed to keep your
audience interested and to avoid a
monotone pattern.
5. Master your voice and find your pitch level
(high or low).
6. Use pauses when you emphasize the most
important words, phrases, or sentences.
7. Pronounce and enunciate words correctly.
8. Avoid fillers or expressions that substitute
actual words in your speech because these
words are distracting. Examples of fillers
are “like,” “um,” “ah,” “uh,” and “er.”
9. Start your speech by standing straight and
balancing your weight.
10. Use precise movements. Avoid distracting
mannerisms like swaying back and forth,
leaning on the podium, licking or biting your
lips, etc.
11. Avoid having a poker face or a highly
animated face. These facial expressions
appear distracting and may even be
annoying. Instead, follow the most highly
suggested tip: smile. However, make sure
that the meaning of your speech reflects in
your facial expressions; do not smile if you
are talking about something sad.
12. Dress properly and appropriately. Wearing
the proper attire will make you look more
confident and professional.
13. Observe ethics by coming prepared, being
honest with your words, being polite,
avoiding offensive words, etc.
14. Breathe in and out to relax before your
speech. Most importantly, have fun.
The process for writing is not chronological or
linear; rather, it is recursive.
- That means you have the opportunity to
repeat a writing procedure indefinitely, or
produce multiple drafts first before you can
settle on the right one. Figure 1 shows the
schematic diagram.
Components of Speech Writing Process
01. Audience Analysis
● Entails looking into the profile of your
target audience.
● Why is it important to analyze the audience
before writing the speech?
○ This is done so you can tailor-fit your
speech content and delivery to your
audience.
● The profile includes the following
information:
○ Demography (age range, male-female
ratio, educational background and
affiliations or degree program taken,
nationality, economic status, academic
or corporate designations)
○ Situation (time, venue, occasion, and
size)
○ Psychology (values, beliefs, attitudes,
preferences, cultural and racial
ideologies, and needs)

02. Determining the Purpose
● The purpose for writing and delivering the
speech can be classified into three—(1) to
inform, (2) to entertain, (3) or to persuade.
○ An informative speech provides the
audience with a clear understanding of
the concept or idea presented by the
speaker.
○ An entertainment speech provides the
audience with amusement.
○ A persuasive speech provides the
audience with well- argued ideas that
can influence their own beliefs and
decisions.
03. Topic
● The topic is the focal point of your speech,
which can be determined once you have
decided on your purpose.
● If you are free to decide on a topic, choose
one that really interests you.
● There are a variety of strategies used in
selecting a topic, such as using your
personal experiences, discussing with your
family members or friends, free writing,
listing, asking questions, or semantic
webbing.
04. Narrowing down a topic
● Means making your main idea more
specific and focused.
● The strategies in selecting a topic can also
be used when you narrow down a topic.
● In the example below, “Defining and
developing effective money management
skills of Grade 11 students” is the specific
topic out of a general one, which is
“Effective money management.”
05. Data Gathering
● It is the stage where you collect ideas,
information, sources, and references
relevant or related to your specific topic.
● This can be done by visiting the library,
browsing the web, observing a certain
phenomenon or event related to your topic,
or conducting an interview or survey.
● The data that you will gather will be very
useful in making your speech informative,
entertaining, or persuasive.
06. Writing Patterns
● In general, are structures that will help
you organize the ideas related to your
topic.
● Examples are biographical,
categorical/topical, causal, chronological,
comparison/contrast, problem-solution, and
spatial.
Below are different writing patterns from which you can select the one that best Pattern Descriptions Examples
suits your topic and/or purpose.
To persuade the audience
Pattern Descriptions Examples Presents that living in the
Specific Purpose
comparison/ Philippines is better than
To inform my audience 5. Comparison/ living in Australia
contrast of two
about my grandfather, the Contrast
Specific Purpose (2) or three (3) Explaining why the
Present late former President points Specific Topic Philippines is habitable
descriptions of Ramon Magsaysay
1. Biographical your life or a than Australia
person, famous Describing the life and
or not works of my grandfather, To persuade the audience
Specific Topic to support the educational
the late former President Specific Purpose
Ramon Magsaysay programs of the national
Presents an government
To persuade the identified
community members to 6. Problem- problem, its Explaining the reasons for
reduce, reuse, and solution causes, and supporting the
Specific Purpose recycle as means of recommended government’s educational
Presents related eliminating garbage and solutions Specific Topic programs seen as the
2. Categorical/ categories protecting the primary means of
Tropical supporting the environment increasing the literacy rate
topic in the Philippines
Why the community
members should promote 7. Spatial
Specific Topic
reducing, reusing, and
recycling
To inform my audience on
Specific Purpose
Presents the effects of overeating
3. Casual cause-effect Explaining the possible
relationships Specific Topic effects of overeating to
one’s health
To inform my audience
about the significant
events before, during, and
Specific Purpose
after the 1986 EDSA
Presents the Revolution or People
4. Chronological idea in time Power
order Describing the significant
events before, during, and
Specific Topic after the 1986 EDSA
Revolution or People
Power
07. Preparing an Outline
● Is a hierarchical list that shows the
relationship of your ideas.
● Experts in public speaking state that once
your outline is ready, two-thirds of your
speech writing is finished.
● A good outline helps you see that all the
ideas are in line with your main idea or
message.
● The elements of an outline include
introduction, body, and conclusion.
Two (2) Types of Outline
Table Format
10. Conclusion
List Format
11. Editing/Revising
08. Body of the Speech
● Provides explanations, examples, or any
details that can help you deliver your
purpose and explain the main idea of your
speech.
● One major consideration in developing the
body of your speech is the focus or
central idea.
● The body of your speech should only have
one central idea.
● Strategies to highlight your main idea:
○ Present real-life or practical examples
○ Show statistics
○ Present comparisons
○ Share ideas from the experts or
practitioners
09. Introduction
● Introduction is the foundation of your
speech.
● Here, your primary goal is to get the
attention of your audience and present the
subject or main idea of your speech.
● Your first few words should do so.
● The following are some strategies:
○ Use a real-life experience and connect
that experience to your subject.
○ Use practical examples and explain
their connection to your subject.
○ Start with a familiar or strong quote and
then explain what it means.
○ Use facts or statistics and highlight their
importance to your subject.
○ Tell a personal story to illustrate your
point.
● Restates the main idea of your speech.
● Furthermore, it provides a summary,
emphasizes the message, and calls for
action.
● While the primary goal of the introduction is
to get the attention of your audience, the
conclusion aims to leave the audience
with a memorable statement.
● Strategies
○ Begin your conclusion with a
restatement of your message.
○ Use positive examples, encouraging
words, or memorable lines from songs
or stories familiar to your audience.
○ Ask a question or series of questions
that can make your audience reflect or
ponder
● Involves correcting errors in mechanics
such as grammar, punctuation,
capitalization, unity, coherence and others.
● Andrew Dlugan (2013), an award-winning
public speaker, lists Six Power Principles
for Speech Editing.
Six Power Principles of Speech Editing
1. Edit for focus.
- “So, what’s the point? What’s the
message of the speech?”
- Ensure that everything you have
written, from introduction to conclusion,
is related to your central message.
2. Edit for clarity.
- “I don’t understand the message
because the examples or supporting
details were confusing”
- Make all ideas in your speech clear by
arranging them in logical order (e.g.,
 main idea first then supporting details, or
supporting details first then main idea).

3. Edit for concision.

- “The speech was all over the place; the
speaker kept talking endlessly as if no
one was listening to him/her.”
- Keep your speech short, simple, and
clear by eliminating unrelated stories and
sentences and by using simple words.

4. Edit for continuity.

- “The speech was too difficult to follow;
I was lost in the middle”
- Keep the flow of your presentation
smooth by adding transition words and
phrases.

5. Edit for variety.

- “I didn’t enjoy the speech because it was
boring”
- Add spice to your speech by shifting
tone and style from formal to
conversational and vice-versa, moving
around the stage, or adding humor.

6. Edit for impact and beauty.

- “There’s nothing really special about
the speech”
- Make your speech memorable by using
these strategies:
- Use vivid descriptive images
- Write well-crafted and memorable
lines, and
- Use figures of speech

12. Rehearsing
● Gives you an opportunity to identify what
works and what does not work for you and
for your target audience.
● The best thing to remember at this stage is:
“Constant practice makes perfect.”
● Some strategies include:
○ Reading your speech aloud,
○ Recording for your own analysis or for
your peers or coaches to give feedback
on your delivery.