Page 285 - Essentials of Human Communication

264 ChaPtEr 13 The Informative Speech

psychological, social, and linguistic differences between men and women, for example, is
clearly trying to cover too much and is going to be forced to cover each area only superficially.
Instead, select one subdivision of one area—say, language development or differences in
language problems—and develop that in depth. Use the techniques for limiting a topic
covered in Chapter 11.

adjust the LeveL Of COMpLexIty
As you know from attending college classes, information can be presented in very simple or
very complex forms. The level of complexity of the information you communicate should
depend on the wide variety of factors considered throughout this book: the level of knowledge
your audience has, the time you have available, the purpose you hope to achieve, the topic on
which you’re speaking, and so on. If you simplify a topic too much, you risk boring or, even
worse, insulting your audience; if your talk is too complex, you risk confusing your audience
and failing to communicate your message. In your beginning speeches at least, try to keep it
simple. Make sure the words you use are familiar to your audience and that you explain
clearly any unfamiliar terms.

reLate new InfOrMatIOn tO OLd
Listeners will learn information more easily and retain it longer when you relate it to what
they already know. Relate the new to the old, the unfamiliar to the familiar, the unseen to the
seen, the untasted to the tasted. Here, for example, Teresa Jacob, a student from Ohio State
In many ways the holiday letter is University (Schnoor, 1997, p. 97), relates the problems of drug interactions (i.e., the new) to
similar to an informative speech. the dangers of mixing chemicals in the school lab (i.e., the old or familiar).
Take a look at an example of
this type of letter at tcbdevito During our high school years, most of us learned in a chemistry class the danger of mixing
.blogspot.com. In what ways is
the holiday letter similar to an harmless chemicals in lab. Add one drop of the wrong compound, and suddenly you’ve cre-
informative speech? ated a stink bomb, or worse, an explosion. Millions of Americans run the same risk inside
their bodies each day by combining drugs that are supposed to help restore or maintain
good health.

Make the InfOrMatIOn easy tO reMeMber
The principles of public speaking (of language, delivery, and supporting
materials, for example) will all help your listeners remember your speech.
Here are a few additional suggestions:
● Repeat or restate important points. Help your audience to remember what
you want them to remember.
● Use guide phrases. Direct your audience’s attention to your most impor-
tant points by saying, for example, “The first point to remember is
that . . .”
● Use internal summary transitions. These will remind the audience of what
you have said and how it relates to what is to follow, for example, “Now
that we’ve seen the problem, let’s look at the solution.”
ViewpOInts ● Pattern your messages. If the audience can see the logic of the organiza-
Informative speaking Guides tion of your speech, they’ll be better able to organize (and remember)
Thinking back to all the informative speeches you what you say in their own minds.
have heard (especially those at school and at work), ● Focus audience attention. The best way to focus listeners’ attention is to
what guidelines do you see violated especially often? tell them to focus their attention. Simply say, “I want you to focus on
What additional guidelines would you like to see three points that I’ll make in this speech. First, . . .” or “What I want you
speakers follow?
to remember is this: . . .”