Informative Speeches: Overview

What is Informative Speaking?

• to teach the audience something new
• to teach the audience something we don't know

The audience may have the general idea of the topic, but an informative speech will give the audience new knowledge or more depth.

Types of Informative Speeches

• Objects - deals with anything you can see, feel, hear, taste, or smell. Includes people, animals, places, plants, and structures.
• Events - about anything that has happened or is happening.
• Processes - about a related series of events that lead to a specific result or product.
• Concepts - dealing with beliefs, theories, ideas, and principles. More abstract than objects, events, processes speeches.

Attention Devices

• Humor (funny incident)
• Anecdote (story to connect to speech topic)
• Common Ground Technique (identify ways the audience might have experience with your topic)
• Shock Technique (hard-to-believe fact, statement to get the audience "awake")
• Suspense (Teasing the audience into guessing the topic by withholding it for awhile)

Build interest in the speech during the introduction. Ask a series of questions dealing with your topic to preview what you will be discussing. Use a quotation that highlights an important aspect of your topic.

PREVIEW the topic....audiences need "clues" about the topic coming up as well as the main points that will be covered. Then, RELATE the topic to your audience. Get them to connect to it by saying why it is of particular interest to them.

A good introduction should: focus the listener's attention, build their interest in the speaker's subject, and preview the topic for the audience

The main message of your topic is critical and must be included in several places: previewed in the introduction, told the complete message in the body, and hear the message summarized in the conclusion.

The BODY of the speech includes: logos, ethos, pathos

Logos (logical) - means to persuade by the use of reasoning. Reason is the heart of argumentation. Statistics, facts, and logical appeals.

Pathos (emotional) - appealing to the reader's emotion. Language choice affects the audience's emotional response, and emotional appeal can effectively be used to enhance an argument.

Ethos (credibility) - or ethical appeal, means convincing by the charactor of the author. Need to project that you are someone worth listening to - the AUTHORITY on a subject, as well as someone who is likeable and worthy of respect. Listeners more readily accept information from a source they have confidence in, that they believe, and they always ask 3 unspoken questions:

1. Is this speaker thoroughly familiar with the subject?
2. Is this speaker being completely open and honest with me?
3. Do I enjoy listening to this speaker?

Use humor, anecdotes, straightforwardly mention the research you did for the speech, and mention an experience you've had that qualifies you as an "expert" on your topic.

Transitions

Transition between paragraphs with a transition sentence. Use transition words throughout to build flow. Transitions should: summarize your point, tell the listener what point is next, and show the relationship between those two.

Avoid to much technical language...it will BORE US.

Conclusion

• Signal that you're going to conclude
• Summarize your main points by restating in different words
• Be sure to really enforce the main idea
• Close with a "BANG!" (quotation or dramatic statement)
• Then, really close with a challenge to your audience or a rhetorical question

Small Group Dynamics Notes

• purposes of small groups
• types of small gorup discussion
• roles in discussion groups
• factors affecting small groups
• steps in conducting a small group discussion
• leadership in groups
• conflict resolution of groups
• decision making of groups
• the life cycle of groups

Purposes of Small Groups

• To find information - a group looking for information (fact finding group)
• To evaluate - attempts to compare the worth of one idea to another.
• To establish policy - group charged with forming a decision and intiating action is concerned with establishing policy

Types of Group Discussion

• Round Table Discussion - group members are seated in such a way that they can see another as they work on their task. There may or may not be an audience. Most typical type of discussion group
• Panel Discussion - Involves 4-8 people, one of whom is a leader. The group has a problem to solve and the gorup members discuss it in front of an audience. The panel members do not have prepared speeches. They engage in free and open discussion in which they share their background info and opinions on all aspects of the problem. May be followed by an open forum, a question/answer session for the benefit of the audience.
• Symposium - Group is trying to solve a problem, discussion is more structured. Each member prepares and delivers a speech.

Roles in Groups

• Information giver - These people have the facts and figures the other group members send to complete the task. Everyone in the gorup should have facts and figures.
• Elaborator - able to expand and build upon the ideas of others. Elaborators are very good listeners.
• Energizer - keeps things moving at a nice pace. They say, "Let's get going," "Let's think of a few more ideas"
• Dominator - attempts to take over the group by interupting others and acting very superior. not the same as group leader.
• Harmonizer - Will step in when people clash in a group. Can help disagreeing people see a compromise, or can lighten up a tense moment with humor.
• Gatekeeper - Controls the flow of the discussion so that no one is able to dominate and so quieter members are encouraged to participate.
• Blocker - People who can have a very strong, negative influence on the group.
• Party Animal - a person who likes to have fun and fool around in the group. Eventually brings the group down.
• Recorder - Could be an officially appointed secretary who takes notes, or it could be far less formal. Jot down notes in bullet-point form.

Factors affecting Group Discussion

• Size of the Group - A group has at least 3 people. If more people are involved, the range of opinions and ideas will be broader. It can promote more arguments and conflicts. A group of 5 or 7 is ideal.
• Cliques within a Group - Two or more members may split off and become uninvolved in the group.
• Seating Arrangement - Ideal arrangement for a group is to sit at a round table so that everyon can see the other gorup members and feel "equal."
• Physical Environment - Your surroundings will have an impact on how well your group can work. Make your work space suitable.
• Hidden Agenda - People may use a hidden agenda to block group action, to seize power or to further their own personal goals.
• Information - Before the discussions, gather information related to your topic or problem.
• Listening Skill - Effecting listening means giving your full attention to a speaker and keeping as open mind to the possibility that they may have something to say which will change your mind or allow you to see another angle.
• Clear Communication - It is important to look at other group members when they are speaking to encourage effective listening and to show respect for group members' ideas.
• Respect - It is extremely important to respect other group members and their ideas. Groups which treat each other kindly are far more successful in the long run. Try not to turn a disagreement into a personal attack.
• Active Participation - First responsibility to participate. Share your information and your opinions, ask questions, support other member's ideas
• Time Management - Take the time to make a careful decision. Not a race, but a process and that the goal is eventual consensus.
• Cohesiveness - Team spirit ot tendency to stick together. This trait of an effectively "perfoming" group is a very important contributor to the success of the group.

Steps for Conducting a Discussion (Dewey's Steps of Reflecting Thinking)

1. Define the problem - Make sure everyone understands the situation.
2. Study the problem - Gather as much information about the problem as you can. Often requires outside research by group members. The info gathered will help focus the discussion in order to make the best decision.
3. Propose and evaluate possible solutions - Brianstorm all the idea you can think of that might solve the problem. DO NOT judge ideas during the brainstorming process.
4. Select the best solution - Final step of the evaluation phase and may require your group to combine the ideas or to start over again. Group may need to compromise in order to arrive at a solution that is satisfactory to everyone.
5. Suggest Ways to Carry out the Solution - Group's action plan.

Leading a Discussion

• Types of Leadership - Nondirective (does not attempt to provide direction in any obvious way), Directive (Provides all the direction, giving orders to others), Supportive (Balances the two extremes. Most productive type of leadership)
• Responsibilities of Leadership - Open and Close the Discussion, Be Well Prepared, Keep the group on track.

Levels of Questions

Level 1: Literal
Basic comprehension questions—they have a right answer that can be found explicitly in the text. They are based on readily available facts about the text. They are like quick quiz questions!

Examples:
Which birds could Rukmani hear when she was pounding chili?
What is the setting of the story?
What was once Rukmani’s fathers’ occupation?


Level 2: Inferential
These are higher level thinking questions—students have to infer the answer to these analytical questions. They often address symbolic or thematic issues in a text or questions that beg literary analysis. These questions are directly related to elements of plot, literary technique, or author’s intent.

Examples:
What is Markandaya saying about social hierarchy in Nectar in a Sieve?
Why may have Markandaya titled her novel “Nectar in a Sieve”?
What was Kunthi trying to imply when she threatened to tell Nathan about Rukmani’s visits to Kenny? Why is this important?


Level 3: text-text or text-world
These are also higher level thinking questions that ask students to synthesize, reflect, compare, and/or contrast.
They address larger ideas or themes that occur in the world, in human nature, or across texts. One may start with a general theme present in a text, but expand the idea to issues beyond the text at hand or to other texts.

Examples:
What effect does poverty have on an individual, and then on a society as a whole?
In what ways does characterization, in Nectar in a Sieve reveal Markandaya’s view of the role of women in society?
How are Nathan and Wang Lung similar in their devotion to their land - and why do they fail to pass on this passion to their sons?

The Caste System in India - History and Modern Perspectives

India's Population

• Today, India has a population of over 1.1 billion people
• About 80% of Indians are Hindus
• About 13% of Indians are Muslims
• There are more native English speakers in India than in the UK, Canada, Australia, and New Zealand combined
• It is the second most populous country in the world today
• It houses about 16% of the world's population - on 2% of the world's landmass
• Approximately 70% of people live in villages
• The other 30% people live in 200 cities across the country

India's Languages

• India is a land of many languages - 16 official ones, including English
• In the north, Indo-European languages are spoken: Hindu, Guajarati, Bengali, Punjabi
• These languages are distantly related to English
• In the south, Dravidian languages are spoken: Tamil, Malayam, Telegu
• These languages have little in common with the languages of the north

Indian History

• The British ruled India from 1858-1947
• The kings and queens of England were also Emperors and Empresses of India from 1876-1947
• In 1947, India gained independence from Britian, thanks in part to Gandhi
• The country was divided (partitioned) into Pakistan (Muslim majority) and India (Hindu majority)
• Partition was a very bloody time; Muslims and Hindus fought many battles
• The area of Punjab is still claimed by both Pakistan and India
• The 1950s and 1960s were a time of economic development for India
• Modernization came to India, but at a human price

The Caste System

• The Hindu population is divided into four (4) official castes: Brahmin (priests and scholars), Kshatria (rulers and aristocrats), Vaisia (businessmen and landlords), Sudra (peasants and workers)
• The higher the caste, generally the richer the members of the caste
• The Sudra have few economic and social rights
• A fifth caste is a "non-caste", known by several different names: the Untouchables (higher castes were not supposed to touch them), Dalits ("the oppressed" - the politically correct term today), Scheduled castes (because they are "scheduled" by the government to receive fairer treatment).

The Fifth Caste

• The Untouchables did the work that the other casts considered unclean: butchers, latrine cleaners, tannery workers
• The Untouchables had almost no rights
• They were often considered as a "pollution" and had to live away from the others
• Discrimination against the lower castes was outlawed in 1947
• In reality, discrimination is still common, especially in traditional rural areas
• Many Dalits have gone into the public service and work for the government

Grammar Usage - Day 1

a, an A is used before words beginning with a consonant or "yew" sound.
An is used before words beginning with a vowel sound.

a computer a unicorn an apple an otter an honor


a lot A lot, meaning "a large amount," should NEVER be used as one word.

There's a lot of ice.


a while, awhile A while is part of a prepositional phrase and is usually preceded by in or for.
Awhile is a single word used as an adverb.

Take a break for a while. The dog barked awhile.


accept, except Accept is a verb that means "to receive" or "to agree to."
Except is a preposition meaning "but" or a verb meaning "leave out."


adapt, adopt Adapt means "to adjust."
Adopt means "to take something for one's own."


advice, advise Advice is a noun that means "recommendation."
Advise is a verb that means "to give advice or counsel."

Introduction Attention Getters

• Relate a dramatic anecdote
• Begin with a funny story to set a humorous tone
• Begin with an anecdote that reveals some key trait of your character
• Expose a commonly held belief
• Present surprising facts an statistics
• Start with a simple fact that will be important later
• Use a fitting quotation
• Ask a provocative question or two L
• Tell a vivid personal story
• Define a key term
• Set the mood with vivid, specific details; in other words, ass a snapshot
• Present an interesting observation
• Create a unique scenario
• Start with a hint
• Start with a confession
• Start out with dialogue
• Relate your topic to recent news
• Turn About: Start with the opposite idea and then move to your focus
• Funnel: Reveal background info leading to a focused these statement
• Dramatic: Inroll as an “eye-witness account” (present of past tense)

Hiroshima Video Notes

• The atomic bomb is equivalent to 20.000 tons of TNT
• spent more than 2 million dollars
• 8:15 A.M., the world's first atomic bomb exploded in Hiroshima
• 130,000 were killed, mostly women and children
• 3 days later, a second bomb dropped on Nagasaki
• Japan had never been defeated in any war

Argumentative Essay for Hiroshima

• Introductory Paragraph
• Reasons in favor
• Reasons opposed
• Your opinion and why?
• Concluding/wrap paragraph

Format and Information

• 2-3 pages double-spaced

4 Sources referenced in text

• 2 database
• 1 or 2 credible online
• 1 or 2 print (hardcopy)

Grammar Usage- Day 3

different from, different than
In general, use the first expression
Tonight’s newscaster is different from last night’s.

emigrate, immigrate
Emigrate means “to move from one country to another” OUT
Immigrate means “to enter a country to settle there” IN
Use emigrate from and immigrate to

farther, further
farther is used with physical distance.
further is used to show time, depth, degree.

fewer, less
Use fewer with nouns that can be counted
Use less with nouns that cannot be counted and with figures that represent a single amount of quantity
There are fewer icicles and less ice on the roof than last year.
There is less written about John Hersey than about Pearl Buck.
You have fewer tests today than I have.

good, well
Good is an adjective
Well is an adverb. When referring to health, use well.

had of
Use only had with a past participle

hanged, hung
Used hanged to mean “put to death by hanging”
Use hung in all other cases
We hung from the tree by our knees.

in, into, in to
In means “inside” or “within” and into indicates movement or direction from outside to inside
In to combines an adverb with a preposition and is different from both.
Bring the employees in to meet the new boss.

irregardless, regardless
Always use regardless
To use ir- and –less together forms a double negative

Grammar Usage - Day 2

allusion – an indirect reference
illusion – a false idea
The mayor made an allusion to his plan, but his dreams of success were an illusion.

anywheres, everywheres
DO NOT use an –s
use anywhere and everywhere

bad, badly
bad is an adjective
badly is an adverb
I hurt my knee badly in my bad fall.

being as, being that
use because or since in formal speech or writing
Because it rained, we stayed in.
Since you came early, we will eat now.

beside, besides
beside – next to
besides – in addition to / also

between, among
Use between to refer to two persons or things.
Use among to refer to more than two persons or things.
Six members argued among themselves.
The quarrel was between Mike and Ham.

borrow, lend, loan
borrow means to take something with the intention of returning it.
lend means to give something with the intention that it will be returned.
loan is a noun

bring, take
bring – to carry from a distant place to a closer one.
take – to carry from a nearby place to a more distant one.

can, may
can – the ability to do something.
may – permission or the possibility of doing something

can’t hardly, can’t scarcely
double negatives
Use can hardly or can scarcely

continual, continuous
continual – to describe action that occurs regularly but with pauses
continuous – describes action that occurs with no interruption

could of, might of, must of, should of, would of
INCORRECT
Use have with could, might, must, should, would