2. SPEECH
COM-143
"Speak softly and carry a big stick; you will go far"
-Theodore Roosevelt, Jr
(October 27, 1858 – January 6, 1919)
Twenty-sixth President of the United States
3. SPEECH
COM-143
"Speak softly and carry a big stick; you will go far"
-Theodore Roosevelt, Jr
(October 27, 1858 – January 6, 1919)
Twenty-sixth President of the United States
5. The Rhetorical
Situation
• The condition in which human
understanding can be changed through
messages.
6.
7. "Unlike great dramatic or literary works, which speak to the ages, the
principle test of a good speech is whether it responds most effectively to
the needs of the situation in which it is given." David F. Zarefsky
9. Audience-
those who are listening to your speech
• Factors in assessing the audience:
10. Audience-
those who are listening to your speech
• Factors in assessing the audience:
• Demographics-statistical data relating to the population
and particular groups within it
11. Audience-
those who are listening to your speech
• Factors in assessing the audience:
• Demographics-statistical data relating to the population
and particular groups within it
• age
12. Audience-
those who are listening to your speech
• Factors in assessing the audience:
• Demographics-statistical data relating to the population
and particular groups within it
• age
• sex
13. Audience-
those who are listening to your speech
• Factors in assessing the audience:
• Demographics-statistical data relating to the population
and particular groups within it
• age
• sex
• family affiliation
14. Audience-
those who are listening to your speech
• Factors in assessing the audience:
• Demographics-statistical data relating to the population
and particular groups within it
• age
• sex
• family affiliation
• sexual orientation
17. • Demographics (continued)
• cultural diversity
18. • Demographics (continued)
• cultural diversity
• racial background
19. • Demographics (continued)
• cultural diversity
• racial background
• economic and social standing
20. • Demographics (continued)
• cultural diversity
• racial background
• economic and social standing
• political identification
21. • Demographics (continued)
• cultural diversity
• racial background
• economic and social standing
• political identification
• religious or philosophical orientation
22. • It is also meaningful to consider the attitudes, beliefs and
values of the audience that constitute the frame of reference
members of the audience bring to the situation:
• An attitude is the predisposition to respond favorably or unfavorably toward
a topic.
• A belief is a position or standard that audience members hold as valid or
truthful.
• A value is a deeply seated attitude commonly rooted in core beliefs, usually
about the intrinsic worth of something.
25. The occasion encompasses the time,
place, medium and purpose for a speech
• Ceremonial
• Speaking that focuses on the present and is usually
concerned with praise.
26. The occasion encompasses the time,
place, medium and purpose for a speech
• Ceremonial
• Speaking that focuses on the present and is usually
concerned with praise.
• Forensic
27. The occasion encompasses the time,
place, medium and purpose for a speech
• Ceremonial
• Speaking that focuses on the present and is usually
concerned with praise.
• Forensic
• Speaking that focuses on the past and is usually concerned
with justice.
28. The occasion encompasses the time,
place, medium and purpose for a speech
• Ceremonial
• Speaking that focuses on the present and is usually
concerned with praise.
• Forensic
• Speaking that focuses on the past and is usually concerned
with justice.
• Deliberative
29. The occasion encompasses the time,
place, medium and purpose for a speech
• Ceremonial
• Speaking that focuses on the present and is usually
concerned with praise.
• Forensic
• Speaking that focuses on the past and is usually concerned
with justice.
• Deliberative
• Speaking that focuses on the future and is usually concerned
with what should be done.
30. The Speaker- The same speech delivered
by different speakers can produce quite different results
31. The Speaker- The same speech delivered
by different speakers can produce quite different results
• The speaker’s interest and credibility
(ethos) in the subject through:
32. The Speaker- The same speech delivered
by different speakers can produce quite different results
• The speaker’s interest and credibility
(ethos) in the subject through:
• voice
33. The Speaker- The same speech delivered
by different speakers can produce quite different results
• The speaker’s interest and credibility
(ethos) in the subject through:
• voice
• delivery
34. The Speaker- The same speech delivered
by different speakers can produce quite different results
• The speaker’s interest and credibility
(ethos) in the subject through:
• voice
• delivery
• imagery
41. Constraints and
Opportunities
• Constraint- limitation placed on a speaker.
42. Constraints and
Opportunities
• Constraint- limitation placed on a speaker.
• physical properties of the room
43. Constraints and
Opportunities
• Constraint- limitation placed on a speaker.
• physical properties of the room
• the make-up of the audience
44. Constraints and
Opportunities
• Constraint- limitation placed on a speaker.
• physical properties of the room
• the make-up of the audience
• the occasion, itself
45. Constraints and
Opportunities
• Constraint- limitation placed on a speaker.
• physical properties of the room
• the make-up of the audience
• the occasion, itself
• Opportunities- a set of circumstances that makes
it possible to do something
46. Constraints and
Opportunities
• Constraint- limitation placed on a speaker.
• physical properties of the room
• the make-up of the audience
• the occasion, itself
• Opportunities- a set of circumstances that makes
it possible to do something
• a chance to promote a message of importance
53. Some thoughtful, constructive comments......
I believe Miss Teen South Carolina was completely unprepared for the question. Some parts of
her answer lead me to think that she may not have heard or understood the question properly.
Instead of focusing on the fact that 1/5 of Americans can't find the US on a world map, she
began bringing South Africa and "the" Iraq into the answer. I'm not really sure why, but she
completely strayed from the question. The only part of the answer that had anything to do with
the question was the word "education." Maybe she was frantically searching for an answer, and
used the words "education," "South Africa," and "Iraq," to compare the level of education
between the countries. Maybe, on the other hand, she was reaching for some kind of
information to cover the fact that she had no idea how to respond. If I were coaching her, I
would tell her that throwing words around to mask the fact that she didn't know what to say, is a
terrible choice. Honesty would've probably suited her better. It appears that she also allowed
the pressure to really get to her. She tried to recover by tossing in a completely miss-placed
"such as." In order to buy her a little time, she could've asked to have the question repeated
(even if she initially heard it). Hindsight is 20/20, though, so I honestly couldn't be so sure that I
would've been any better than her at answering the question on the spot. With time to compose
my thoughts, however, this is my answer:
"One-fifth of Americans are most likely unable to locate the US on a world map, because
simplicities such as these are frequently overlooked in the education process. Students are
allowed to forget--or not learn at all-- these facts, and are, instead, pushed to focus on
advanced mathematics, sciences, and the like, in order to compete with other countries'
educational systems and progress. Apparently, only a small percent of high school seniors are
able to pass the United States Citizenship Test. Why is that? Probably the same reason they
are unable to locate the US on a world map." JS
55. Some thoughtful, constructive question, I believe
“Regarding Miss South Carolina's answer to the
comments......
one of the explanations was that she was confused on the
question. She should have asked to repeat the question. However,
I believe she felt pressured to answer the question being in front of
thousands and having the camera pointing toward her. Another
thing she could have done to save herself, was to take a deep
breath and go over in her mind on what the question was asking
for. Taking a moment to go over your thoughts can save you from
"uhs" and "ums". One of Miss South Carolina's mistakes was that
she went from one idea to the next. She should have talked about
one idea at a time. After supporting one idea, she then could have
moved on to the next. Another mistake I believe that Miss South
Carolina did was instead of finishing her sentences, and the
answer all together, she ended with incomplete sentences. She
should have stopped and collected her thoughts, and then
proceede d. In the end, I believe Miss South Carolina's problem
was that nervousness took over her ability to make a speech. She
needed to remember that although she was nervous, taking your
time instead of throwing out words can save you from a speech
disaster like this.” JM
57. Some thoughtful, constructive comments......
“Several different mistakes were made by Miss South
Carolina apart from the obvious witch was answering
the question correctly. I personally feel that many times
people who know that they will be asked to speak
publicly prepare themselves with a few key talking
points. In this situation she already had rehearsed
points, which she confused because she did not take a
pause to analyze the question and put it into context.
This would have given her the time to gather thoughts
and ideas.” JG
58. In your group, briefly analyze the Rhetorical
Situation as it pertains to Miss South Carolina
66. Miscommunication
• Analyze and discuss the miscommunication suggested
in the comic.
• Summarize the miscommunication in a sentence or
two on the back of your sheet.
• Share your own examples of miscommunication.
• Summarize these on the back of your sheet.
• Each group member should sign the sheet.
• Prepare to share your conclusions with the rest of
the class.
67. Assignment
• Read Chapter 2 of text
• Define three potential topics for a one point
speech. (in writing)
