Public Speaking

212 CHAPTER 15^ Informative Speaking

•   Speech videos with critical viewing questions, speech outlines, and transcripts

•   Interactive versions of this chapter’s Stop and Check activities, as well as Critical

Thinking Exercises and Application Exercises

•   Speech Builder Express

•   Weblinks related to chapter content

•   Study and review tools such as self-quizzes and an interactive glossary

You can access your online resources for Public Speaking: Concepts and Skills for a

Diverse Society at cengagebrain.com using the access code that came with your book

or that you purchased online.

Key teRmS

Review your Flashcards. The terms below are defined in the margins throughout this chapter.

classification 202

discourse consistency 210

division 201

expository speech 207

information imbalance 201

redundancy 211

repetition 211

CRitiCAl    thinKing    exeRCiSeS

1. Make a list of possible topic from the field of communication. Look for information
   that could help your classmates communicate better. For example, topics such as
   how to work through conflict, how to become independent from parents, or how to
   successfully navigate the early stages of a romantic relationship are useful in
   interpersonal communication. Nonverbal communication topics include different
   concepts of time or the types of touch. For mass communication, you could explain
   how camera angles communicate meaning or how other countries regulate the
   Internet.


2. Descriptions can be speeches in themselves, or good descriptions can be elements
   of larger speeches. To improve your descriptive skills, identify a place, an object, or
   an event and then make a list of vivid words that provide information about the look,
   the feel, the smell, the taste, or the sound of the item or place.


3. Search the Internet for the exact term “informative speaking.” Read the material on
   a site from either a speech team (also called a forensics team) or from a university
   professor who provides additional information about speaking to inform.

AppliCAtion QueStionS

1. Within a small group in your classroom, discuss implications of the unequal distribu-
   tion of information. For example: What if only some societies knew how to make
   sophisticated weaponry? What if only some individuals or groups knew their cultural
   history? What if only women had access to health information and men were
   excluded? What if only people under 35 years of age, with incomes over $80,000 a
   year, knew how to use computers?


2. Working with a small group, generate a list of speech topics for each category. The
   audience:
   • Is totally unfamiliar with the topic (examples: biliary atresia, dun dun drums).
   • Has some knowledge of the topic, but not all the details (driving while texting,
   pumpkins).
   • Has studied the topic, but needs a review (the five canons of rhetoric, D-Day).

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