Learning Objectives
After reading this chapter, the student will be able to:
• Distinguish between the specific purpose, central idea, and main points of a speech;
• Differentiate between a speech to inform, persuade, and inspire or entertain;
• Write a specific purpose statement; • Write a thesis or central idea statement;
• Distinguish between acceptable and unacceptable specific purpose and central idea statements;
• Compose appropriate specific purpose and central idea statements for informative, persuasive, and inspirational/entertaining speeches.
Chapter Preview
4.1 – Getting Started with Your Topic
4.2 – Formulating a Specific Purpose Statement 4.3 – Formulating a Central Idea Statement
4.4 – Problems to Avoid with Specific Purpose and Central Idea State- ments
4.1 – Getting Started with Your Topic and
Purpose
So far in this book we have examined many practical and theoretical aspects of public speaking as a method of communicating and as an art form. In this chapter we are going to get into the real meat of putting your speech together.
Often when we get to the point of sitting down to prepare a speech, we think about topics. That is understandable, but before we go any further, let’s recalibrate our minds to think also, or even more, about “purpose.” There are some benefits to considering purpose and topic simultaneously. Doing so will help you focus your speech to a manageable amount of con- tent and become more audience-centered. Also you will be able to make strategic decisions about other aspects of the speech, such as organization, supporting evidence, and visual aids.
Speeches have traditionally been seen to have one of three broad purposes: to inform, to persuade, and— Well, to be honest, different words are used for the third kind of speech purpose: to inspire, to amuse, to please, to de- light, or to entertain. We will just use “to inspire” as the overall term here. These broad goals are commonly known as a speech’s general purpose, since, in general, you are trying to inform, persuade, or entertain/inspire your audience without regard to specifically what the topic will be. Perhaps you could think of them as appealing to the understanding of the audience (informative), the will or action (persuasive), and the emotion or pleasure. Your instructor will most likely assign you an informative and a persuasive
speech, and then perhaps one more. The third one might be a special occa- sion speech, such as a tribute (commemorative), an after-dinner speech, a toast, or a eulogy. These four types of speeches fit into the category of “to inspire” or “to entertain.” This book has chapters on and examples of all three types (Chapters 12, 13, and 15).
It should be understood that these three purposes are not necessarily ex- clusive of the others. A speech designed to be persuasive can also be infor- mative and entertaining, even if neither of those is the main purpose. As we saw in Chapter 1, the canons of rhetoric is the traditional way to
explain the process of preparing a speech. That process is still a practical guide for today. The first canon, invention, or inventio, is discussed, at least in part, in this chapter. (Actually chapters 5, 7, 12, and 13 also deal with invention.) Although in modern times we tend to think of invention as the creation of a new technology, invention basically means “discovery” of what to say.
General Purpose
the broad, overall goal of a speech; to inform, to persuade, to enter- tain, etc.
The scholars of rhetoric from the ancient times encouraged the use of questions to “discover” the arguments and content of the speech. These were called “topoi” and there were a couple of dozen of them; modern scholars have reframed them as questions that can be used to develop reasons and material. These can be helpful in many ways, but here we will present just two basic questions you should consider for beginning your speech:
1. What value, connection, or interest does my purpose/topic have for the audience? What needs do they meet? and
2. Why would the audience consider me, the speaker, a credible source on this purpose/topic?
We suggest that these two questions be in your mind as you develop your speech. You should answer them, directly or indirectly, for your audience in your speech. If your audience is unfamiliar with your topic, for instance, you would want to address the first one early in the speech. If your audi- ence does not know anything about you, you should mention (in an appro- priate way) your background in the subject area.
One of the authors has a core concept in her basic public speaking classes: The most effective speeches are the ones that answer the questions in the minds of the audience. She uses that to change the students’ focus from speaking just to express themselves to being audience-centered. She also uses the acronym “WIIFM.” This is not a new radio station, but the ab- breviation for “What’s In It For Me?” The audience is asking this question, directly or indirectly, during a speech. Keep the WIIFM acronym in mind as you start to think about your speeches more and more from your audi- ence’s perspective.
4.2 – Formulating a Specific Purpose Statement
Now that you know your general purpose (to inform, to persuade, or to entertain), you can start to move in the direction of the specific purpose. A
specific purpose statement builds on your general purpose (such as to
inform) and makes it more specific (as the name suggests). So if your first speech is an informative speech, your general purpose will be to inform your audience about a very specific realm of knowledge, for example, the history of NASA’s Shuttle program.
Specific Purpose Statement
an infinitive phrase that builds upon the speaker’s general pur- pose to clearly indicate precisely what the goal of a given speech is
Figure 4.1
In writing your specific purpose statement, you will take three contribut- ing elements that will come together to help you determine your specific purpose. The diagram in Figure 4.1 shows those three elements. These three elements are you (your interests, your background, past jobs, expe- rience, education, major), your audience (which you learned to analyze in Chapter 2), and the context or setting (also discussed in Chapter 2).
You
An old adage states, “Write about what you know.” In many ways, that is a great place to start with creating a speech, although you will need to con- sult other sources as well. If you start with ideas that reflect your interests, goals, and passions, that passion and commitment will come across in your speech, give you more credibility in the eyes of your audience, and make your speech more interesting.
This would be a good place for you to do an inventory. Retail stores do regular inventories to know what is “really there” in the stores. You have much more going on in your brain and background than you can be con- scious of at any one time. Being asked the right kinds of prompts can help you find ideas. Figure 4.2 is a list of prompts for this inventory. To help generate some ideas for your speeches, complete the phrases and/or an- swer the questions in Figure 4.2 to see if any ideas can be generated from experiences or interests you may not have realized you had.
may help you find ideas and directions that are unique to you. You want to find this kind of subject matter and not the same topics others will gravi- tate towards just because they saw a list on Google on informative speech topics. Also, generating your list based on these questions and prompts will get you excited about your topic and talking about it to your class- mates. For example, a very common persuasive speech topic is organ do- nation. There is nothing wrong with that topic per se and it is an important issue. However, if you ask yourself the right questions, you may come up with something far more central to who you are and that might interest and/or apply to the audience more.
Another approach that you might find helpful is to determine what you are passionate about through two binary routes. First, you will obviously be passionate about the things you love, so talk about those. Is The Simpsons your favorite TV show? Then you can inform us on the people and vision of the team behind this highly popular and long-running TV show. Do you feel that Big Brothers Big Sisters is a vital organization in the way it helps kids? Then persuade us to volunteer there. Conversely, you can also be passionate about things you don’t love (i.e., hate). Does it really annoy you when people don’t use their turn signals? Then persuade us to always use them. Do you want to scream when you hear a cell phone go off at the movies? Then persuade us that cell phones should be banned in theaters.
The Audience
Of course, what you love or hate may be in stark contrast to how your au- dience feels, so it is important to keep them in mind as well, which brings us to the next contributing factor. After you examine what you know and are passionate about, you have to determine if and how the topic has prac- tical value or interest for others. It may be that it is a topic the audience is not immediately interested in but needs to know about for their own benefit. Then it becomes necessary for you to find that angle and approach that will help them see the benefit of the topic and listen to you. The more you know about your audience, the better you can achieve this goal. Good speakers are very knowledgeable about their audiences.
The Context
Many aspects come into the context of a speech, but as mentioned in Chapter 2, the main ones are the time, place, and reason(s) for the event and the audience being there. Your classroom speeches have a fairly set context: time limits, the classroom, assignment specifications. Other speeches you will give in college (or in your career and personal life) will require you to think more deeply about the context just as you would the audience.
Putting It Together
Keeping these three inputs in mind, you can begin to write a specific pur- pose statement, which will be the foundation for everything you say in the speech and a guide for what you do not say. This formula will help you in putting together your specific purpose statement:
Specific Communication Word (in infinitive phrase) (to in-
form, to explain, to demonstrate, to describe, to define, to persuade, to convince, to prove, to argue)
Target Audience (my classmates, the members of the Social
Work Club, my coworkers)
The Content (how to bake brownies, that Macs are better than
PCs)
Each of these parts of the specific purpose is important. The first two parts make sure you are clear on your purpose and know specifically who will be hearing your message. However, we will focus on the last part here.
The content part of the specific purposes statement must first be singular and focused, and the content must match the purpose. The word “and” really should not appear in the specific purpose statement since that would make it seem that you have two purposes and two topics. Obviously, the specific purpose statement’s content must be very narrowly defined and, well, specific. One mistake beginning speakers often make is to try to “cover” too much material. They tend to speak about the whole alphabet,
A-Z on a subject, instead of just “T” or “L.” This comes from an emphasis on the topic more than the purpose, and from not keeping audience and context in mind. In other words, go deep (specific), not broad. Examples in this chapter will show what that means.
Second, the content must match the focus of the purpose word. A common error is to match an informative purpose with a persuasive content clause or phrase. For example,
To explain to my classmates why term life insurance is a better option than whole life insurance policies.
To inform my classmates about how the recent Supreme Court decision on police procedures during arrests is unconstitutional.
Sometimes it takes an unbiased second party to see where your content and purpose may not match.
Third, the specific purpose statement should be relevant to the audience. How does the purpose and its topic touch upon their lives, wallets, rela- tionships, careers, etc.? It is also a good idea to keep in mind what you want the audience to walk away with or what you want them to know, to
mate outcome or result.
To revisit an earlier example, “to explain to my classmates the history of NASA” would be far too much material and the audience may be unsure of its relevance. A more specific one such as “to inform my classmates about the decline of the Shuttle program” would be more manageable and clos- er to their experience. It would also reference two well-known historical tragedies involving the Shuttle program, the Challenger Disaster in 1986 and the Columbia Explosion in 2003. Here are several examples of specific purposes statements. Notice how they meet the standards of being singu- lar, focused, relevant, and consistent.
To inform my classmates of the origin of the hospice movement. To describe to my coworkers the steps to apply for retirement. To define for a group of new graduate students the term “academic freedom.”
To explain to the Lions Club members the problems faced by veter- ans of the wars in Iraq and Afghanistan.
To persuade the members of the Greek society to take the spring break trip to Daytona Beach.
To motivate my classmates to engage in the College’s study abroad program.
To convince my classroom audience that they need at least seven hours of sleep per night to do well in their studies.
Now that you understand the basic form and function of a specific purpose statement, let’s revisit the original diagram in Figure 4.1. The same topic for a different audience will create a somewhat different specific purpose statement. Public speaking is not a “one-size-fits-all” proposition. Let’s take the subject of participating in the study abroad program. How would you change your approach if you were addressing first-semester freshmen instead of first-semester juniors? Or if you were speaking to high school students in one of the college’s feeder high schools? Or if you were asked to share your experiences with a local civic group that gave you a partial scholarship to participate in the program? You would have slightly differ- ent specific purpose statements although your experience and basic infor- mation are all the same.
For another example, let’s say that one of your family members has ben- efitted from being in the Special Olympics and you have volunteered two years at the local event. You could give a tribute (commemorative speech) about the work of Special Olympics (with the purpose to inspire), an infor- mative speech on the scope or history of the Special Olympics, or a per-
suasive speech on why audience members should volunteer at next year’s event. “Special Olympics” is a key word in every specific purpose, but the statements would otherwise be different.
Despite all the information given about specific purpose statements so far, the next thing you read will seem strange: Never start your speech by
saying your specific purpose to the audience. In a sense, it is just for you
and the instructor. For you, it’s like a note you might tack on the mirror or refrigerator to keep you on track. For the instructor, it’s a way for him or her to know you are accomplishing both the assignment and what you set out to do. Avoid the temptation to default to saying it at the beginning of your speech. It will seem awkward and repetitive.
4.3 – Formulating a Central Idea Statement
While you will not actually say your specific purpose statement during your speech, you will need to clearly state what your focus and main points are going to be (preferably after using an introductory method such as those described in Chapter 8). The statement that reveals your main points is commonly known as the central idea statement (or just the central idea).
Now, at this point we need to make a point about terminology. Your in- structor may call the central idea statement “the thesis” or “the thesis statement.” Your English composition instructor probably uses that term in your essay writing. Another instructor may call it the “main idea state- ment.” All of these are basically synonymous and you should not let the terms confuse you, but you should use the term your instructor uses. That said, is the central idea statement the very same thing as the thesis sentence in an essay? Yes, in that both are letting the audience know with- out a doubt your topic, purpose, direction, angle and/or point of view. No, in that the rules for writing a “thesis” or central idea statement in a speech are not as strict as in an essay. For example, it is acceptable in a speech to announce the topic and purpose, although it is usually not the most artful or effective way to do it. You may say,
“In this speech I will try to motivate you to join me next month as a volunteer at the regional Special Olympics.”
That would be followed by a preview statement of what the speech’s argu- ments or reasons for participating will be, such as,
“You will see that it will benefit the community, the participants, and you individually.”
However, another approach is to “capsulize” the purpose, topic, approach, and preview in one succinct statement.
Central Idea Statement
a statement that con- tains or summarizes a speech’s main points
Olympics will be a rewarding experience that will benefit the com- munity, the participants, and you personally.”
This last version is really the better approach and most likely the one your instructor will prefer.
So, you don’t want to just repeat your specific purpose in the central idea