INFORMTIVE SPEECH
Informative Preparation Outline (20pts) & Speech (80pts) Guidelines
1. The goal of the Informative Speech is to increase audience awareness and understanding of a
specific global issue. You will be discussing how people view, experience, and handle the
issue. Do not use this speech to persuade the audience to take action.
2. First, you must choose a topic from the list provided and post on the discussion for approval
by the deadline date provided. You will use this topic for both your informative and
persuasive speeches, so choose a topic that interests you. STUDENTS CANNOT
PRESENT THE SAME TOPIC!!!
3. The format will include an Introduction, Body, Conclusion, and list of 3 References in APA
format. A PowerPoint with 3-5 slides must be created as a visual aid. This PowerPoint is
required and will be evaluated on its design and integration into the speech. The Preparation
Outline format must be labeled and look exactly like the example provided including all
headings and sub-headings.
4. You must cite at least one source during each of your main points – no less than 3 sources – in
support of your points (ex. according to…, as stated in…, said by…). This means that they
must be verbalized, and not just referenced at the end… so integrate your sources!!!
Remember, this speech requires you to tell the audience what you learned through
research, not your personal opinion or things you heard from non-experts. You must
have at least 3 different references listed on a Works Cited page using the APA format. DO
NOT USE WIKIPEDIA!
5. Your Informative speech will be 5 – 7 minutes in length, delivered extemporaneously
(with notes), and you will hand in a typed-full sentence preparation outline. YOU MUST
TURN IN A TYPED-FULL SENTENCE PREPARATION OUTLINE WITH
REFERENCES BEFORE YOU ARE ALLOWED TO GIVE YOUR SPEECH!!!
6. You must dress professional in business casual clothing (no jeans, flip flops, or hats).
This speech is worth 80 points toward your final grade.
7. Speech Video Guidelines:
The speech must be video recorded and uploaded to YouTube. The link cannot be private
or we will not be able to view. It must be able to be viewed with a link OR marked
public. You will then post this link in Blackboard.
The video must show and audience of at least 4 people at the beginning and end of the
speech. Be sure to talk to your audience and the camera. They should not be behind you
and the camera should not be behind you, beside you, or just showing the audience. An
audience is not an option, if you do not have four people then contact me regarding this
issue. You can Facetime or Skype with an audience as long as I can see them at the
beginning and end of your video. NO AUDIENCE = A ZERO GRADE
During the speech, the audio must be loud enough to hear and the video must show you
from waist up with a clear view of your face. Please limit movement of the camera and
all background noise.
You must integrate your visual aid Powerpoint into your speech or it will not count.
Once you upload your speech, log-out and back in to make sure your speech uploaded
correctly in its entirety. If only the first minute uploaded, that is all you will receive
credit for on your grade.
You will lose points or receive a zero if these guidelines are not met.
8. Lastly, all speeches are mandatory and required to pass the class. If you submit your
speech late then you will lose one point per day on the grade unless you contacted me before
the deadline.
DETAILS:
5 – 7 timed minutes – 80 points
General purpose: to inform
Speech method: extemporaneous – you may use your outline when giving the speech.
Required: Full-Sentence Typed Preparation outline with 3 references listed in APA
format, and a 3-5 slide PowerPoint as the visual aid.
TOPICS:
When choosing your topic, consider the following requirements:
You will provide the audience with FACTS and data on a specific global issue that
you have THOROUGHLY researched (meaning you are not telling them your
opinion, only what you have found through credible sources). This is not the time to
persuade them how to get rid of the problem or take a stance on the issue as that will
happen in the next speech.
You will cite at least 3 sources during your speech
The topic should be a global issue from the provided list you feel people need to
know more about or have general misinformation on. This topic must be approved by
the instructor.
FORMAT:
Topic: Chosen from the list in Module 4
Specific Purpose: To inform my audience about…
Central Idea/Thesis: Tell us about your topic and why you chose it for the speech.
INTRODUCTION (Your goal here is to draw us into your speech…)
Attention Getter: Wake the audience up! (This step helps us focus our attention on
you and your message. It is suggested that you begin with a story,
quote, statistic, definition, use of suspense, etc. Never begin with,
“Hi I am ___ and today I am going to talk about ___.”)
Relevancy Statement: This is important! – Let the audience know why they need to know
your info or why it is important to listen (audience motivation)
Credibility Statement: Share why you as a speaker can speak on this topic. Establish that
you have expert knowledge, trustworthiness, competency and
objectivity on the issue/topic
Preview of Speech: Tell them what they will learn, share your main points
(Here summarize your speech in one sentence and continue by
previewing the main points of the speech):
Today I will tell you first ______________,
second _____________ and third ______________.
(Link/Transition: into Body of Speech — Now that we’ve covered _______, let’s go to
____________ OR SOMETHING MORE CREATIVE WOULD BE WONDERFUL!)
BODY (The majority of the speech goes here…)
I. (Your main points are the main ideas of your speech. They are the ideas necessary in
supporting/proving/explaining your thesis. They are “reasons why,” “primary types,”
“steps,” etc. Speeches are organized into 2-5 main points. I suggest you have three main
points that are well organized and in logical pattern.)
A. (The sub-points are the breakdown of the main point into smaller units. They
usually are your examples, narratives, statistics, testimony, etc. In other words,
the sub-points explain the main points. You may have 2-5 sub-points. I have
listed three here. Feel free to modify this as you see necessary. Do use the golden
rule: one hard piece of “fact” or “statistics,” one piece of “softer” evidence such
as an example or story and then a piece of testimony to give it credibility).
1. Sub-point of A (if needed)
a. Sub-point of A1 (if needed)
B. Sub-point #2 (if needed)
1. Sub-point of B (if needed)
a. Sub-point of B1 (if needed)
(Link/Transition: into Main Point 2 — Now that we have covered __________, let’s move to
__________. Again, use a more creative approach if you’d like! Just remember that your
transitions need to review your last point AND preview your next point. They show a connection
and are a good time to remind the audience why this information is important.)
II. Main Point #2
A. Sub-point #2 (if needed)
1. Sub-point of #2A (if needed)
(Link/Transition: into Main Point 3 Now that we covered _________, finally we will
_______________. Or again something more creative would work too!)
III. Main Point #3
A. Sub-point #3 (if needed)
(Link/Transition: signals the end, “To sum things up…” or something more creative)
CONCLUSION
Summary: Summarize the main points you have just shared in the speech
Audience Response Statement: Tell us again how we benefit from knowing this, why the topic
is important, show connection between you and the audience. Reemphasize the central idea in a
memorable way – use quotations, stories or rhetorical questions that help us understand the
importance of your message.
WOW Statement: Memorable closing statement that ties everything together. Also, make this
statement serve as a signal that you have concluded your speech. (Final thought you want left in
the mind of the audience. Gives you a way to end; never, ever end on “that’s it” — plan out the
end, better yet, tie back to the introduction’s attention getter)
WORKS CITED
References should be in APA format. Use at least three different references for this speech and
they must be cited in the BODY of the outline and verbally during the speech.
EFFECTIVE DELIVERY POINTERS:
Make eye contact with the entire audience (don’t just read from your notes or read
from your PowerPoint presentation)
Vary your pitch (work on how much excitement you have in your voice and avoid
sounding monotone)
Cite your sources after you state a fact, statistic, or story. Say, “according to the Drug
Enforcement Administration website…” or “…as stated by Dr. John Doe, the founder
of the Medical Institute.”
Stand up straight
Use gestures to reinforce your message
Relax and breathe
Work on using transitions between ideas. Don’t just state the title of the PowerPoint
slide you are talking about as your transition. Instead, say, “Finally, it is important to
know…” or “The next area of interest for this topic is…”
Pause at the beginning and end of your speech. Don’t start your speech by saying,
“good morning. My name is ___________ and I will be talking about
_______________.” Instead, tell us an interesting fact, statistic, or story and then
introduce your topic. We already know your name as it should be listed on the first
slide on your PowerPoint.
Appeal to the audience’s social, biological, and psychological needs and wants
Test your technology before the day of your speech.
You must speak with passion!!! Think Barrack Obama or MLK Jr. during his “I have
a dream” speech.
Please see the following Preparation Outline examples and grade sheets.
INFORMATIVE PREPARATION OUTLINE GRADESHEET
Name: _________________________ Class: ________________________
Format: 10 points
_____ Written in complete sentences
_____ Outline format (properly aligned with each new level indented 5 spaces)
_____ Headings (Intro, Body, Conclusion and sections under each in bold)
_____ Body of speech (outlined with clear points and sub-points)
_____ Bibliography/Reference List (minimum of 3 sources in correct APA format)
Content: 10 points
_____ Topic/Purpose/Thesis (section complete)
_____ Introduction elements included (attn. getter, credibility, relevance, and preview)
_____ Conclusion elements included (summary, audience response, WOW statement)
_____ Sources included in the body of the speech
_____ Links (clearly indicated in parentheses)
TOTAL = _____/20 points
**The preparation outline must be typed in complete sentences with appropriate headings and
formatting. If you miss the deadline date for this assignment, you will lose one point per day. You
MUST complete and submit a preparation outline in the correct format to me PRIOR to your speech
or you will not be allowed to present your speech and will receive a ZERO.
Student Name
Informative Preparation Outline
Speech Topic: Two Major Forms of Hula
Specific Purpose: To inform my audience about the two major forms of hula.
Central Idea/Thesis: The two major forms of hula, Kahiko and ‘Auana, have played an
important role in Hawaiian history, and each have distinguishable characteristics that make them
easily identifiable when performed.
INTRODUCTION
Attention Getter: A Hawaiian Chant E Ila no Kawika o ka heke ao vapua. Ea ea. Ea ea.
Credibility Statement: I first started dancing hula at the age of seven. I have participated In
recitals, the Keiki Hula competition, and school functions until the age of eleven. At the age of
14, I started dancing professionally in a Luau show.
Relevancy Statement: Living in Hawaii you are bound to see hula performances. The
performers could be strangers, your classmates, or even your friends. If you have already seen a
hula performance you will be able to recognize if you saw ancient, modern or both hulas after
this speech. If you haven’t yet seen a performance, you will learn how to distinguish between the
two forms.
Preview of Speech: Today I will tell you about the history of the two major forms of hula and
help you identify distinguishable characteristics of each.
The two major forms of hula are:
1. The ancient hula or Kahiko
2. The modern hula or ‘Auana
(Link: Let’s start with the ancient hula.)
BODY
I. The ancient hula or Kahiko is a unique form of hula and plays an important role in the
history of Hawaii.
A. In an interview with Kuulei Punua, at her hula studio of forty years, she said that “For
the Hawaiians, hula was their means of history before having a written language.”
1. Generation after generation the history of the Hawaiian people were passed on
by hulas and the chants accompanying them.
2. Still today, Kahiko can be translated into some Hawaiian history.
B. Using the hands, the ancient hula usually told the stories of Hawaiian legends which
were of the Hawaiian Gods and Goddesses. When it wasn’t about legends, It was in
honor of the Kings and Queens of Hawaii.
1. Noted Hawaiian Historians, Kelly and Pukui In their Anthropological Record
“Hula: Historical Perspectives” recorded that Such legends as those
portrayed in the ancient hula were long adventurous journeys.
2. A single dance would capture one aspect of the legend.
a. For example, one dance would be about a storm that one character had
gone through while on this Journey.
b. A dance could also be about the anger the characters faced at one point
of this Journey.
C. Akako Kaeppler author of “Hula Pahu: Hawaiian Drum Dances”contends that
Kahiko can be easily recognized by its distinct characteristics:
1. First, performers wear serious, with unsmiling faces.
a. It is disrespectful to smile.
b. Dancers refrain from displaying emotions
2. They dance to chants and the rhythm is emphasized with a drum.
a. Their motions are stern.
b. Their motions are precise but not jerky.
3. The color of their costume usually represents the God, Goddess or Royalty they
are dancing about.
a. For example, red usually represents the famous Goddess of Fire, Pele.
b. Purple is sometimesused to represent royalty.
(Link: Since we know a little about ancient hula, let us now turn to modern hula.)
II. The modern hula or ‘Auana has been around since the missionaries arrived and has
developed into a unique form of dance.
A. Keko Makaha, a local Hula authority, states in his book “The Hawaiian Hula” that
Since the 1820’s, ‘Auana was aimed more toward entertainment.
1. The sailors and merchants recruited native dancers when they ported in Hawaii.
2. They failed to understand the simple interpretive movements of the dancers and
understood it to be purposely attractive and stimulating.
3. The visitors focused on mime rather than the spoken words.
B. The modern hula is another way of telling a story using the hands. Most ‘Auana songs
were stories of lovers or about the love and beauty of nature.
1. Performers danced to songs sung in Hawaiian or in English.
2. These songs were accompanied by music played by the ukulele A Portuguese
adopted instrument. It can be described as a miniature guitar.
C. ‘Auana can be distinguished from Kahiko by its distinct characteristics.
1. The facial expressions are of joyous, devoted character.
a. Smiling is one of the most recognizable features.
b. Conveyance of emotions through facial expressions was common.
2. The hand motions are smooth and elegant balanced with gracefully swaying
hips.
3. The highlight of a dance was the visual quality of all the movements flowing
together.
(Link: Now we know how to identify the two Major Forms of hula.)
CONCLUSION
Summary Statement: Hula is a term used for referring to Hawaii’s folk dances.
The two major forms are the ancient hula or Kahiko and the modern hula or
‘Auana. Kahiko is now danced mainly as an art form or as evidence of ethnic
identity while ‘Auana is a folk tradition danced for entertainment. They have both
played an important role in the history of Hawai’i.
Audience Response Statement: The next time you are watching a hula
performance see if you can identify which form it is — Kahiko or ‘Auana.
WOW Statement: (Chant) – E Ila no Kawika o ka heke ao vapua. Ea ea. Ea ea.
WORKS CITED
Barrere, D. B., Pukui. M. K., Kelly, M. (1990). Hula: Historical Perspectives
(Bishop Museum: Pacific Anthropological Records #30). Honolulu, HI: Bishop
Museum Press.
Kaeppler, A. L. (1993) Hula Pahu: Hawaiian Drum Dances (V. 1). Honolulu, HI: Bishop
Museum Press.
Makaha, K. (1976). The Hawaiian Hula Honolulu, HI: W.W. Distributors Ltd..
Punua, M. A. Kuulei (Kumu Hula) Hula instructor for fourty years. Personal Interview at her
studio on September 28, 1996.
INFORMATIVE SPEECH GRADING SHEET
5-7 minutes – 80 points
Name: ______________________________ Date: _________________ Class: ____________________
INTRODUCTION: 15 pts.
_____ Included an attention getter _____ Motivated the audience to listen
_____ Established credibility _____ Made purpose clear
_____ Previewed main points
MAIN POINTS: 15 pts.
_____ Easy to identify and follow _____ Included good transitions
_____ Arranged in an effective pattern
SUPPORTING MATERIAL: 10 pts.
_____ Included at least 1 strong verbal support for each point (3)
_____ Statistics _____ Expert Opinions _____ Comparisons
_____ Instances _____ Explanations _____ Fables/poems/rhymes
_____ Cited at least three sources during the speech (3)
_____ Included at least 1 effective visual aid (4)
_____ Interesting _____ Easy to see
_____ Professional _____ Handled well
CONCLUSION: 10 pts.
_____ Summarized topic, main ideas and reiterated why the information is important
_____ Included a memorable closing statement that tied everything together
DELIVERY: 15 pts.
_____ Relaxed, confident posture _____ Made eye contact with the audience
_____ Spoke using a conversational tone _____ Spoke at an appropriate rate, volume,
(did not read speech) pitch, and emphasis
_____ Spoke without distracting mannerisms
OVERALL PRESENTATION: 15 pts.
_____ Suited to audience (of 4 adults for online)
_____ Spoke for 5-7 minutes
_____ Answered questions from the audience if asked
_____ Turned in a typed speaking notes/delivery outline
_____ Turned in a preparation outline that included all elements
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