Introductory Speech Exercise
Your first assignment is an Introductory Speech. A rough draft of your outline is due on ____________, and your final formal outline is due the day you speak. Be sure to have one copy for me and a separate Speaker’s outline for yourself. We will begin Introductory Speeches on _______________.
Please consider the following:
I. How will you give the audience insight into yourself and who you are? Which two or three things would you like to be remembered by or what is unique about you and/or your experiences?
II. The time limit is 1:30 – 2:30 minutes.
III. What message does your posture, appearance, and eye contact send to your audience?
IV. Are you aware of your audience’s verbal and non-verbal responses to your speech and how might you adapt/adjust your speech to these messages from your audience?
V. What visual aid or an “artifact” of your life can you include in your speech to really add interest?
You will need to include the following components:
General Topic (Subject): You
General Purpose: To inform.
Specific Purpose/Thesis: To inform fellow students about yourself so they will remember you.
Preview of the Body of Speech: Outlines the two or three main ideas or subtopics in the body of the speech, in the order in which they are addressed. For example, “I will tell you about my background, one of my hobbies and my career goals.”
Rough Draft of Formal Outline for Introductory Speech
I. Develop a strategy to get audience’s attention (i.e. a story, quote, visual, question, shocking statement, etc.). Describe here:
II. Tell audience why you are credible – Are you an authority or worth listening to?
III. Establish listener relevance to connect your topic with the audience and show how this topic is important or beneficial to audience.
IV. State a Specific Purpose/Thesis, which will tell your audience why you are speaking to them and/or what the goal of your speech is.
V. Preview the main ideas or sub-points of your speech.
I. 1st Subtopic:
II. 2nd Subtopic:
III. 3rd Subtopic:
Transition: Signals that your speech is coming to an end
I. Thesis Restatement
II. Main Point Summary:
III. Clincher or Closing strategy to connect to audience, i.e. story, example, question or quote.
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The thesis statement is the center around which the rest of your paper revolves; it is a clear, concise statement of the position you will defend.
If you’re just beginning to think about a thesis, it may be useful to ask yourself some of the following questions. This list is not exhaustive; anything that helps you consider your text or subject in a complex, unusual, or in-depth manner will get you on the right track:
- Do I have a gut response to the prompt? Does anything from my reading jump to mind as something that could help me argue one way or another?
- What is the significance of this text or subject? Why did my professor choose it? How does it fit into the broader themes or goals of the course?
- How does this text or subject relate to the broader context of the place or time period in which it was written or in which it occurred?
- Does this text or subject challenge or complicate my ideas about race, class, gender, or religion? About political, carceral, or educational institutions?
- Does anything in this text seem to not “fit in” with the rest of it? Why could that be?
- Are there aspects of the text (or two separate texts) which, when I compare and contrast them, can illuminate something about the text(s) that wasn’t clear before?
- Does the author make any stylistic choices– perspective, word choice, pacing, setting, plot twists, poetic devices– that are crucial to our understanding of the text or subject?
Developing Your Ideas:
At this point you should have some potential ideas, but they don’t have to be pretty yet. Your next goal will be to play with them until you arrive at a single argument that fulfills as many of the above “Components of a Strong Thesis” as possible. See the following examples of weak or unfinished thesis statements:
Setting is an important aspect of Wuthering Heights.
Britain was stable between 1688 and 1783.
The first example is argumentative, but it’s not that argumentative– most critics agree that setting is important to Wuthering Heights. Both examples are too broad. One way to develop them is to consider potential conjunctions that would help you complicate your ideas:
See below for examples of stronger or more complete thesis statements. In part due to the addition of conjunctions “because” and “as,” these are more argumentative, more specific, and more complex:
Because the moors in Wuthering Heights are a personification of Heathcliff’s personality, their presence suggests that human emotion and the natural world are intricately entwined in the novel.
Corruption was a major source of stability in Britain between 1688 and 1783, as landed elites controlled every aspect of British government and ensured political stability at the cost of social equality.
I Have a Thesis. Now What?
Once you feel confident about your final thesis statement, you have conquered the most important (and usually, the most difficult) part of writing a paper. Here are two ways your thesis can help you figure out what to do next:
By Sarah Ostrow ’18. Definition of thesis statement adapted from earlier Hamilton College Writing Center Resource “Introductions and Thesis Statements.”
© Nesbitt-Johnston Writing Center, Hamilton College
|Components of a Strong Thesis||Components of a Weak Thesis|
Wuthering Heights Examples
Gathering evidence: Look back at your text(s) and begin compiling a list of quotations or ideas that would support your thesis statement.
Considering structure: See if your thesis statement gives you any clues about how to organize your thoughts into body paragraphs.
The moors and Heathcliff can each have their own paragraph. Or separate paragraphs can tackle separate qualities, i.e. the wild nature of both, the morose nature of both, etc.
Political corruption and social inequality can each have their own paragraph. Or, if there are cause-and-effect relationships between specific instances of corruption and inequality, each pair can have its own paragraph.