Models of

Communication
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 Review: Elements

❑ Sender ❑ Receiver
❑ Message ❑ Decoding
❑ Encoding ❑ Feedback
❑ Channel ❑ Context
❑ Noise
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 Models of Communication

01 Aristotle’s Model

02 Transactional Model

03 Shannon-Weaver’s Model

04 Schramm Model
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 01
Aristotle’s Model of
Communication
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 Aristotle’s Model of
Communication
❑ first and earliest model of
communication
❑ developed by the Greek philosopher

and orator Aristotle

❑ it is a linear model that focuses

more on public speaking than in

interpersonal communication
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 Situation:
A CEO is delivering a presentation to the
company’s shareholders about a new
strategic direction

In a meeting, the company’s CEO

addresses employees about upcoming
changes in the organization’s structure
and policies.

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 02
Transactional
Model
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 Transactional Model
❑ the exchange of messages between
sender and receiver where each take
turns to send or receive messages
❑ both sender and receiver are known as
communicators
❑ also called circular model of
communication
❑ mostly used for interpersonal
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communication
 Situation:

Ms. Lisa, a 45-year-old Filipino

teacher, is teaching a class
about public speaking to grade
11 Japanese students.

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 03
Shannon-Weaver’s Model
of Communication
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 Shannon-Weaver’s Model of
Communication
❑ also known as the Telephone Model for
this is based on the experience of using
the telephone back in the 1940’s
❑ This model takes communication as a
two way process.
❑ Concept of noise helps in making the
communication effective by removing the
noise or problem causing noise.
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 Situation:
A businessman sends a message via phone text to
his worker about a meeting happening about their
brand promotion.

Businessman: We have a meeting at the office

(“at 8 am” goes missing due to phone network
disruption or noise)

Worker (feedback) : At what time?

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 Situation:
Live broadcast of a news
anchor reporting breaking news
about a typhoon in
Catanduanes to a television
audience.

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 04
Schramm’s Model of
Communication
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 Schramm’s Model of Communication
The Concept of Noise
Noise is non-intelligent interruptions in the message
process: it can happen at any point in the process,
and acts to blot out part or all of the message
The Concept of Interference
Interference is intelligent interruptions in the
message process, in other words alternative
messages that confuse the receiver.
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 Schramm’s Model of Communication
Concept of field of experience:
The ‘Field of Experience’ broadened the concept of
a common field of understanding between the
sender and the recipient.
An individual’s experience, culture, background
influences his or her communication.
An absence of this common field of experience
could contribute to a lack of understanding or varied
types of noise that emanate from a misunderstood
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 Schramm’s Model of
Communication
❑ gives emphasis on encoding and decoding of
message.
❑ shows how a message is transferred from the
sender to the receiver.
❑ asserts that message can be complicated by
different meaning learned by different people.
❑ Schramm claims that communication can take
place if and only if there is an overlap
between the field of experience of the
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participants of the communication process.

 Situation:
Diluc, a winemaker from Germany,
and Kaveh, an architect from Iran,
are having a conversation about
their experiences travelling in
Southeast Asia.

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 End.
Questions? Comments?
Violent reactions?

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 Situation:
❑ A politician delivering a speech during an election
campaign.
❑ A job candidate and an interviewer participate in a
face-to-face job interview.
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 Situation:
❑ Imagine an international video conference meeting
involving a diverse team of professionals from
different countries and time zones. The team is
collaborating on a complex project for a
multinational corporation. The meeting takes place
through an online platform.
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 Credits.
Presentation Template: SlidesMania

Images: Unsplash

Fonts used in this presentation: Questrial and

Yeseva One
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\
SPEECH
ACTS
O
SPEECH ACTS
B
J
E
C
T
I
V
E
S
What is Speech Act?
The 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 A speech act might contain just one word or several
❑Request words or sentences.

❑Complaint For example, “Thanks” and “Thank you for always

❑ Invitation being there for me, I really appreciate it.” both
show appreciation regardless of the length of the
❑Compliment; statement.

❑or refusal.
Three Types of Speech Act
According to J.L. Austin (1962), a philosopher of language and the
developer of the speech act theory, there are three types of acts in
every utterance, given the right circumstances or context.
These are:
1. Locutionary Act
2.Illocutionary Act
3.Perlocutionary Act
Three Types of Speech Act
1. Locutionary Act is the actual act of uttering.
→ “Please do the dishes.”
1. Illocutionary Act is the social function of what is said.
By uttering the locution “Please do the dishes.”, the speaker
requests the addressee to wash the dishes.
1. Perlocutionary Act is the resulting act of what is said.
This effect is based on the particular context in which the speed
was mentioned. “Please do the dishes” would lead to the addressee
washing the dishes.
Let us examine this →
Locutionary:
the line / utterance / actual words

“Am I not enough?

Pangit ba ako?
Kapapalit-palit ba ako?”
Illocutionary:
purpose / intention

-- to express her (Cali’s) frustration to

the person who cheated on her.
Perlocutionary:
response / effect

-- Gio realized what he did was wrong

There are also indirect speech acts which occur when there is no direct
connection between the form of the utterance and the intended
meaning. They are different in force (i.e., intention) from the inferred
speech act.
For example, read the following utterance.
“Could you pass the rice?”
Inferred speech act: Do you have the ability to hand over the rice?
Indirect speech act: Please pass the rice.

So, while the utterance literally asks the addressee if he or she has the ability to
hand a plate of rice, it actually indirectly requests the addressee to pass the rice to
the speaker.
EXAMPLE:

Austin also introduced the concept of performative utterances:

statements which enable the speaker to perform something just by
stating it.

In this manner, verbs that execute the speech act that they intend to effect are
called performatives. A performative utterance said by the right person under
the right circumstances results in a change in the world.

Note that certain conditions have to be met when making a performative

utterance.
For example, the phrase “I hereby sentence the defendant
guilty as charged.” when uttered by an authorized person such as
a judge will have the actual effect of giving the verdict of sentencing a
man in jail.

However , if the same statement is uttered to the same convict in the

same place by someone who is not authorized to send him to jail, then
there is no effect whatsoever, because a condition was not met.
Searle’s Classification 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.

1. Assertive
2. Directive
3. Commissive
4. Expressive
5. Declaration
Searle’s Classification of Speech Act
1. Assertive – a type of illocutionary act in which the speaker
expresses belief about the truth of a proposition. Some examples
of an assertive are suggesting, putting forward, swearing, boasting,
and concluding.

Example:
No one makes better pancakes than I do.
Searle’s Classification of Speech Act
2. Directive – a type of illocutionary act in which the speaker tries
to make the addressee perform an action.
Some examples of a directive are asking, ordering, requesting,
inviting, advising, and begging.

Example:
Please close the door.
Searle’s Classification of Speech Act

3.Commissive – a type of illocutionary act which commits the

speaker to doing something in the future. Examples of a commissive
are promising, planning, vowing, and betting.

Example:
From now on, I will participate in our group activity.
Searle’s Classification of Speech Act

4. Expressive – a type of illocutionary act in which the speaker

expresses his/her feelings or emotional reactions. Some examples of
an expressive are thanking, apologizing, welcoming, deploring.

Example:
I am so sorry for not helping out in our group projects and
letting you do all the work.
Searle’s Classification of Speech Act

5. 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.

Example:
You are fired! By saying that someone is fired, an employer causes or
brings about the person’s unemployment, thus changing his external
situation.
Always keep in mind that speech acts include concrete life
interactions that require the appropriate use of language within a given
culture.

Communicative competence (i.e., the ability to use linguistic

knowledge to effectively communicate with others) is essential for a
speaker to be able to use and understand speech acts.

Idioms and other nuances in a certain language might be lost or

misunderstood by someone who does not fully grasp the language yet.
Activity
Instructions: From the statements below, identify the classification of speech acts based on
the Searle’s Classification of Speech Acts.
Write the correct letter of your answer on the blank.
A. Assertive B. Directive C. Commissive D. Expressive E. Declaration

_________1. Please fall in line properly.

_________2. I am very grateful for your presence here today.
_________3. You are now officially registered as a Senior Citizen.
_________4. Visit SM Legazpi and see for yourself how big that establishment is.
_________5. Starting today, I will exercise twice a day.
_________6. No one sings better than Ariana Grande.
_________7. May I borrow your laptop for a while?
_________ 8. Welcome to our humble and simple abode!
_________ 9. You passed the University’s Examination!
_________ 10. I promise, I’ll buy you a new shirt next week.
Speech Context and Speech Styles
After going through this lesson, you are expected to:
1. differentiate the various types of speech context;
2. identify the types of speech style; and
3. use the types of speech context in order to communicate.

INITIAL ASSESSMENT
Directions: Identify the type of communication observed in each picture. Choose your answer in the
options given below.
a. communication with self
b. communication between two persons
c. communication in a small group
d. communication to the public

1. 2.

3. 4.
5. 6.

7. 8.

9. 10.
LEARNING THE TYPES OF SPEECH CONTEXT
Human society cannot function without communication. Society exists and grows with every
communication activity between and among persons. We are social beings who always interact with one
another.
Communication is what connects us as human beings. Communication takes place whether it is a
face – to – face conversation in a roundtable or video conferencing across international boundaries. Like
breathing, communication is something we just naturally are born to do.
We do not just communicate using a single method. We often interact in different ways. We might
joke with a friend and reserved with the other. Otherwise, we might be casual with friends and formal
with their parents. There are different communicative strategies we could employ which will lead to
effective communication. There are different types of speech contexts and styles a student like you should
learn to effectively convey the message you have at hand and the purpose why we communicate.

EXERCISE 1
Directions: Listed below are numbers of possible topics for communication or discussion. If given the
chance to present the said topics, how would you do it. Place a check under the column you have
chosen. Explain why you have chosen such.

POSSIBLE TOPICS
1. The Secrets of Happy and Successful Relationships
2. Should Teachers and Students Be Friends on Social Media?
3. Is it sometimes better to tell a lie than to tell the truth?
4. How to be a Persuasive Speaker?
5. How to Improve your Conversation Skills?

Group
Conversation
by One Discussion of
Topic and Dialogue of Reason/Explanation
Person Three or More
Two Persons
People
1
2
3
4
5

TYPES OF SPEECH CONTEXT

1. Intrapersonal – Many think of “communication” as public speaking or a situation in which one

speaker addresses many listeners. But, it is not always what it is because, there are situations
 where we often communicate, talk, or write to, or even think ourselves. We call this type of
speech context as INTRAPERSONAL COMMUNICATION.
This refers to communication that centers on one person where the speaker acts both as the
sender and 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, p. 16)
Example: You spent the night thinking and analyzing why a student from the other class talked to
you on the way home and you decided that it probably meant nothing.

2. Interpersonal – This involves more than one person. It refers to communication between and
among people and establishes personal relationship between and among them. Solomon and
Theiss (2013) state that “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…” (p. 5)

EXERCISE 2
Directions: Read every speech context below. Then, identify if it is Intrapersonal or Interpersonal. Write
INTRA for intrapersonal and INTER for interpersonal.

1. You are telling yourself, "I can do it", before you present your slides to your audience.
2. You and your friends are chatting about the effects of pandemic to ordinary citizens.
3. You realized that you left your assignment at home and you felt worried because your teacher is
now coming to your classroom.
4. You were so engrossed about the projects and you felt like quitting.
5. Your classmates are busy discussing about your favorite content creators.
6. You are excited to meet your friends after the quarantine and you give a note to yourself to
wear your masks all the time.
7. You and your friends were brainstorming about the title of the research proposal of your group.
8. You forgot to bring your umbrella and you silently scolded yourself about it.
9. You joined the zoom conference of your groupmates who shared their "TIKTOK" experiences.
10. You silently wished that your name would not be called during the oral recitation.

TYPES OF INTERPERSONAL CONTEXT

1. Dyad – This involves only two (2) participants forming the dyad. One speaker and listener come
together to exchange information, ideas, thoughts or opinions. The role of both the speaker and
listener is not fixed, either interchangeable.
 Example: You provide comfort to a friend who was feeling down.
2. Small Group – This type of speech context under interpersonal, requires 3 to 15 people discussing
a problem or an issue and looking for a sensible solution and plan to address such problem or
issue. This type of communication has an agenda at hand and needs to accomplish something.
Rules are being followed to facilitate order considering that anyone from the group can be both
a speaker and a listener. This group can sometimes be regarded as:
a. Study Groups – groups that are meant to look into a problem
b. Task – Oriented Groups – groups that study an issue and arrive at a plan to resolve
such issue.
Example: You are having a discussion with your groupmates on how to finish an assigned task.

3. Public – The difference of this type to the first two: Dyadic and Small Group Communication is
that in this type of communication, one speaker addresses many listeners, collectively known as
an audience. There is no interchanging of the speaker and the listener roles. Most of the public
communication events are formal. The speech is well prepared, the speaker is dressed properly
and appropriately, and the listeners are set to listen to the message.
The message can be driven by informational or persuasive purposes. “In public communication,
unlike in interpersonal and small group, 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,
p. 16)
Example: You participate in a declamation contest watched by a number of people.

4. Mass Communication – This refers to communication carried out with the aid of mass media
technology. Before, mass media such as radio and television, which reached more people with
the use of their technical systems but with the advent of the internet and worldwide web, mass
communication now includes social media, such as: videos and webcasts/podcasts.
Example: You are a student journalist articulating your stand on current issues through the
school’s newspaper.

Other types of interpersonal communication includes:

a. Organizational Communication – This refers to the interaction of members along with the
links in an organizational structure
b. Intercultural Communication – This refers to the exchange of concepts, traditions, values,
and practices between and among people of different nationalities and ways of life
EXERCISE 3
Directions: Read each situation and identify whether it belongs to MASS or PUBLIC.

1. Furina, a student journalist, published her stand about LGBTQ+ on the school organ.
2. The principal of Catanduanes National High School delivered her welcome message to the
participants of the Essay Writing contest in the covered court.
3. A new video presentation for the kick-off of Brigada Eskwela was posted on social media to gain
more support from the public.
4. The results of the 2022 Winter Olympics in Beijing as announced in different media outlets.
5. Tony Stark was passionate in delivering his speech during the SSG's room to room campaign.
6. I heard from the radio that classes will be online this year.
7. I watched on TV the franchise hearing of ABS-CBN yesterday.
8. She was the valedictorian last year who delivered her speech emotionally in the auditorium.
9. I recently listened to a podcast about how to deliver a speech effectively.
10. I saw an advertisement about an effective health supplement on the billboard.

EXERCISE 4
Directions: Complete the diagram below by filling in with phrases or words that best describe the four
types of speech contexts.

talking to self interacting with groupmates

talking to others communicating through internet
talking to a crowd delivering a speech to a large audience
talking through radio group discussion with friends
self- reflecting
TYPES OF SPEECH STYLE

The context dictates and affects the way people communicate, which results in various speech styles.
According to Joos (1968), there are five speech styles. Each style dictates what appropriate language or
vocabulary should be used or observed.
1. 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.
2. Casual – This style is common among peers and friends. Jargon, slang, or the vernacular language
are used.
3. 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, or judge and lawyer.
4. Formal – This style is used in formal settings. Unlike the consultative type, 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.
5. Frozen – This style is “frozen” in time and remains unchanged It mostly occurs in ceremonies.
Common examples are the Preamble of the Constitution, the Lord’s Prayer, and Allegiance to
country or flag.

EXERCISE 5
Directions: Identify the type of speech style appropriate for the following situations.
1. talking to a counselor or psychiatrist
2. giving last-minute instructions to players
3. delivering campaign speeches
4. delivering a speech at the UN Summit
5. delivering news reports
6. talking and laughing about memorable experiences
7. communicating while playing sports
8. having a one-on-one conversation with a loved one
9. delivering an oratorical speech
10. leading a prayer before meal
11. reading school policies
12. talking to a superior
13. reading pledge of allegiance to the flag
14. talking to a stranger
15. inquiring at a hotel
POINTS TO REMEMBER

1. We now know that when human beings communicate, they do so for certain reasons or functions.
2. In achieving the functions or reasons of communication, communicative strategies have to be
applied.
3. Strategies encompasses or makes use of the Types of Speech Context and Speech Styles in
effectively and efficiently imparting or conveying a message.
4. Types of Speech Context include: Intrapersonal Communication, Interpersonal Communication
which can be differentiated according to its purpose such as: Dyadic Communication, Small Group
Communication, Public Communication, Mass Communication, Organizational Communication
and Intercultural Communication.
5. The Types of Speech Context are crucial in building a Communicative Strategy which are ways,
plans and means of sharing information in achieving a common purpose.
6. Speech styles are a result of the context in which people communicate.
7. There are Five Types of Speech Style, namely: Intimate, Casual, Consultative, Formal, and Frozen.
8. Each style dictates what appropriate language or vocabulary should be used or observed.
| Question
❑What comes to mind when you
think about speeches?
❑Have you ever delivered a
speech before? How did it feel?
❑What makes a speech
memorable/forgettable?
❑Do you enjoy listening to
speeches?
Fundamentals
of Public
Speaking
Part 1:
Speech Writing
The Speech Writing Process
Writing an effective speech follows
certain steps or processes.

The process for writing is not

chronological or linear; rather,
it is recursive.
The Speech Writing Process
❑ Conducting an audience analysis
❑ Determining the purpose of the
speech
❑ Selecting a topic
❑ Narrowing down a topic
❑ Gathering data

❑ Selecting a speech pattern

❑ Preparing an outline
❑ Editing and/or
❑ Creating the body of the
Revising
speech
❑ Rehearsing
❑ Preparing the introduction
❑ Preparing the conclusion
The Speech Writing Process
Audience Analysis
Audience analysis entails looking into the
profile of your target audience.

This is done so you can tailor-fit your

speech content and delivery to your
audience.
The Speech Writing Process
Audience Analysis
Demography → age range, male-female
ratio, educational background, etc.

Situation → time, venue, occasion, and

size
Psychology → values, beliefs, attitudes,
preferences, cultural and racial ideologies,
and needs
The Speech Writing Process

Purpose
The purpose for writing and
delivering the speech can be classified
into three
To inform
To entertain
To persuade
The Speech Writing Process
❑ provides the audience with
Informative a clear understanding of the
concept or idea presented
by the speaker

❑ provides the audience with

Purpose Persuasive well-argued ideas that can
influence their own beliefs and
decisions.

Entertainment ❑ provides the audience with

amusement.
The Speech Writing Process
General Purpose: To inform Purpose
Specific Purpose:
❑ To inform Grade 11 students about the
process of conducting an automated
student government election
❑ To inform Grade 11 students about the
definition and relevance of information
literacy today
❑ To inform Grade 11 students about the
importance of effective money
management
The Speech Writing Process
General Purpose: To entertain Purpose
Specific Purpose:
❑ To entertain Grade 11 students with
funny experiences in automated
election
❑ To entertain Grade 11 students with
interesting observations of people who
lack information literacy
❑ To entertain Grade 11 students with
the success stories of the people in the
community
The Speech Writing Process
General Purpose: To persuade Purpose
Specific Purpose:
❑ To persuade the school administrators
to switch from manual to automated
student government election
❑ To persuade Grade 11 students to
develop information literacy skills
❑ To persuade the schools administrators
to promote financial literacy among the
students
The Speech Writing Process
Topic
❑ The topic is your focal point
of your speech.
❑ It can be determined once
you have decided on your
purpose.
The Speech Writing Process
Topic
❑ There are a variety of strategies
used in selecting a topic, such as
using your personal experiences,
listing, asking questions, etc.
❑ Narrowing down a topic means
making your main idea more
specific and focused.
 Purpose: To inform

Specific Purpose:
To inform Grade 11 students on the importance of
effective money management

Topic:
Financial literacy or effective money management

Narrowing a Topic Through Listing:

❑ Effective money management
❑ Effective money management of Grade 11 students
❑ Developing an effective money management of Grade 11
students
❑ Defining and developing effective money management skills
of Grade 11 students
The Speech Writing Process
Data Gathering
The stage where you collect ideas,
information, sources, and
references relevant or related to
your specific topic.
The data that you will gather will be
very useful in making your speech
informative, entertaining, or
persuasive.
The Speech Writing Process
❑ Conducting an audience analysis
❑ Determining the purpose of the
speech
❑ Selecting a topic
❑ Narrowing down a topic
❑ Gathering data

❑ Selecting a speech pattern

❑ Preparing an outline
❑ Editing and/or
❑ Creating the body of the
Revising
speech
❑ Rehearsing
❑ Preparing the introduction
❑ Preparing the conclusion
The Speech Writing Process
Writing patterns
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.
The Speech Writing Process
Biographical

Presents descriptions of your life or of a person, famous

or not

Specific Purpose:
To inform my audience about my grandfather, the late
former President Ramon Magsaysay

Specific Topic:
Describing the life and works of my grandfather, the late
former President Ramon Magsaysay

Writing patterns
The Speech Writing Process
Categorical/ Topical

Presents related categories supporting the topic

Specific Purpose:
To persuade the community members to reduce, reuse,
and recycle as means of eliminating garbage and
protecting the environment

Specific Topic:
Why the community members should promote reducing,
reusing, and recycling

Writing patterns
The Speech Writing Process
Causal

Presents cause-effect relationships

Specific Purpose:
To inform my audience on the effects of overeating

Specific Topic:
Explaining the possible effects of overeating to one's
health

Writing patterns
The Speech Writing Process
Chronological

Presents the idea in time order

Specific Purpose:
To inform my audience about the significant events in
the 1986 EDSA Revolution or People Power

Specific Topic:
Describing the significant events before, during, and after
the 1986 EDSA Revolution or People Power

Writing patterns
The Speech Writing Process
Comparison/ contrast

Presents comparison/ contrast of two or three points

Specific Purpose:
To persuade the audience that living in the Philippines is
better than living in Australia

Specific Topic:
Explaining why the Philippines is more habitable than
Australia

Writing patterns
The Speech Writing Process
Problem-solution

Presents an identified problem, its causes, and

recommended solutions

Specific Purpose:
To persuade the audience to support the educational
programs of the national government

Specific Topic:
Explaining the reasons for supporting the government's
educational programs seen as the primary means of
increasing the literacy rate in the Philippines

Writing patterns
The Speech Writing Process
Outline
❑ A hierarchical list that shows
the relationship of ideas.
❑ 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.
The Speech Writing Process
Purpose To persuade
To persuade the community
members to reduce, reuse, and
Specific
recycle as means of eliminating
purpose
garbage and protecting the
environment
Promoting the importance of
reducing, reusing, and recycling in
Topic
eliminating wastes and protecting
the environment
Pattern Problem-solution
The Speech Writing Process
Share facts on the current situation
of the environment. State the
Introduction
message of the speech (specific
topic).
Discuss how improper waste disposal
becomes an environmental problem.
Body Explain how reducing, reusing, and
recycling would eliminate wastes and
protect the environment.
State the specific purpose of your
Conclusion
speech again. Call for action.
The Speech Writing Process
1.0 As of today, there is an alarming
increase of wastes in our community.
1.1According to Solid Waste
Management Office, if we do not
take immediate action, we might
face more perils caused by natural
calamities.
1.2Now, I am going to talk about how
to eliminate wastes and protect the
environment.
The Speech Writing Process
2.0 Improper waste disposal causes
environmental problems.
2.1 Wastes contaminate the soil.
2.2 Wastes contaminate the water.
2.3 Wastes can cause floods.
3.0 There are ways to eliminate wastes
and protect the environment.
3.1 Reducing, reusing, and recycling
can help eliminate wastes.
3.2 People should start doing these at
home.
The Speech Writing Process
4.0 We must act now.
4.1 This solution should be supported
by the local government.
4.2 Let us learn from the lessons in
natural calamities we have
experienced.
The Speech Writing Process
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.
The Speech Writing Process
Body of the 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.
The Speech Writing Process
Body of the Speech
The following are some strategies to
highlight your main idea.
❑ Present real-life or practical
examples
❑ Show statistics
❑ Present comparisons
❑ Share ideas from the experts or
practitioners
The Speech Writing Process
Data Gathering
The stage where you collect ideas,
information, sources, and
references relevant or related to
your specific topic.
The data that you will gather will be
very useful in making your speech
informative, entertaining, or
persuasive.
The Speech Writing Process
Introduction
The foundation of your speech.

The primary goal is to get the

attention of your audience and
present the subject or main idea of
your speech.
The Speech Writing Process
Introduction
❑ 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.
The Speech Writing Process
Conclusion
❑ Restates the main idea of
your speech.
❑ Provides a summary
❑ Emphasizes the message
❑ Calls for action.
The Speech Writing Process
Conclusion
❑ 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.
The Speech Writing Process
❑ Conducting an audience analysis
❑ Determining the purpose of the
speech
❑ Selecting a topic
❑ Narrowing down a topic
❑ Gathering data

❑ Selecting a speech pattern

❑ Preparing an outline
❑ Editing and/or
❑ Creating the body of the
Revising
speech
❑ Rehearsing
❑ Preparing the introduction
❑ Preparing the conclusion
The Speech Writing Process
Editing/Revising
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.
The Speech Writing Process
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.
The Speech Writing Process
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).
The Speech Writing Process
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.
The Speech Writing Process
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.
The Speech Writing Process
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,
The Speech Writing Process
Edit for impact and beauty.
"There's nothing really special about the
speech. "

Make your speech memorable by using

these strategies: surprise the audience,
use vivid descriptive images, write well-
crafted and memorable lines, and use
figures of speech.
The Speech Writing Process
Rehearsing
❑ gives you an opportunity to
identify what works and
what does not work for you
and for your target
audience.
The Speech Writing Process
Rehearsing
Some strategies include:
❑ reading your speech aloud
❑ recording for your own analysis or
for your peers or coaches to give
feedback on your delivery.
❑ The best thing to remember at
this stage is: "Constant practice
makes perfect."
 End.
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