Informative speech
Teaching contents
I． Examples
* 陆逊简介Tips for using examples
II． Testimony
* Tips for Using testimony
III． Statistics
Tips for using statistics
Iv. # Sample speech with commentary
Teaching goals
Get students to know how to u examples, testimony and statistics effectively to back up the speech.
Assignment
What are the four tips for using examples in your speech?
Explain the difference between expert testimony and peer testimony.
Supporting your ideas
Heather Kolpin decided to give her first classroom speech on the benefits倚老卖老的意思 of good nutrition. A dedicated fitness enthusiast, she had recently switched to a high-protein diet. Part of her speech ran like this:
“ For years we’ve been told that meat, eggs, and chee are bad for us and that we should eat more carbohydrates like cereal, grains, pasta, and rice. But too many carbohydrates can unbalance the body and make you tired and overweight. Do you want
more energy? Do you want to concentrate better and get higher grades? Do you want to enjoy real meals and still lo tho unsightly pounds? If so, you should eat more protein. I’ve been on a high-protein diet for six months, and I’ve never felt better or done better in my class!”
After the speech, Heather’s classmates were interested but skeptical. As one remarked， “I know high-protein diets are popular right now, but Heather is no expert on nutrition. Besides, there are lots of diets around, and they all claim to work wonders. Personally, I’d be more convinced if Heather gave some scientific evidence to back up her opinion.”
Good speeches are not compod of hot air and generalizations. They need strong supporting materials to bolster the speaker’s point of view. In Heather检查员’s ca, although there is plenty of evidence on the need to balance protein and carbohydrate consumption, many nutritionists have warned about the dangers of overloading on protein. So Heather’s listeners were right to be skeptical. Heather made a mistake of generalizing from her own experience with nothing concrete to support her ideas.
The problem with generalizations is that they do not answer the three questions listeners always mentally ask of a speaker: “What do you mean?”, “Why should I believe you?形容星星的成语” “So what?”
The skillful u of supporting materials often makes the difference between a poor speech and a good one. Using supporting materials is not a matter of tossing facts and figures into your speech. You must decide which ideas need to be supported given your audience, topic, and specific purpos. You must do rearch to find materials that will bring your ideas across clearly and creatively. And you must evaluate your supporting materials to make sure they really do back up your ideas.
As you put your speeches together, you will need to make sure your supporting materials are accurate, relevant, and reliable. You will find yourlf asking such questions as, “Are my examples reprentative?”， “Am I quoting reputable, qualified sources?”
There are three kinds of supporting materials we u most often, they are: examples , testimony and statistics
I． Examples
Examples： a specific ca ud to illustrate or to reprent a group of people, ideas, conditions, experiences or the like.
In the cour of a speech you may u brief examples—specific instances referred to in passing—and sometimes you may want to give veral brief examples in a row to create a stronger impression. Extended examples—often called illustrations, narratives, or anecdotes—are longer and more detailed.
Examples are uful 傲慢与偏见作者when you wish to make an abstract concept or idea concrete. For example, it is difficult for the audience to e exactly what you mean by such abstract concepts as percution, denial of freedom, friendship, and love unless you provide specific examples of what you mean.
Here is one example a student ud in a speech about lead poison.
‘When Deni Waddle and her family moved to a nice, middle-class ction of Jery Cit
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y, New Jery, they had dreams of healthy living, block parties, even a big backyard so their kid could make mud pies. In less than one year in their new home, their two-year-old son had been poisoned, and their newborn showed high levels of poisoning in his bloodstream. Unknowingly, the Waddle’s had been poisoned by their own backyard, for high levels of lead contaminated their water and their lives.”
Examples may be real and factual on one hand or hypothetical and imagined on the other. The hypothetical and 下笔千言imagined ones are called hypothetical examples.
Hypothetical example: an example that describes an imagery or fictitious situation
教育资格证
Here is one student ud a hypothetical example to illustrate the need for college students to protect themlves against crime:
