INFORMATIVE SPEECH

Many people would rather go see an impassioned political speech or a comedic

monologue than a lecture. Although informative speaking may not be the most exciting form of
public speaking, it is the most common. Reports, lectures, training seminars, and demonstrations
are all examples of informative speaking. That means you are more likely to give and listen to
informative speeches in a variety of contexts. Some organizations, like consulting firms, and
career fields, like training and development, are solely aimed at conveying information. College
alumni have reported that out of many different speech skills, informative speaking is most
important (Verderber, 1991). Since your exposure to informative speaking is inevitable, why not
learn how to be a better producer and consumer of informative messages?

Creating an Informative Speech

Speaking to inform is one of the three possible general purposes for public speaking. The
goal of informative speaking is to teach an audience something using objective factual
information. Interestingly, informative speaking is a newcomer in the world of public speaking
theorizing and instruction, which began thousands of years ago with the ancient Greeks
(Olbricht, 1968). Ancient philosophers and statesmen like Aristotle, Cicero, and Quintilian
conceived of public speaking as rhetoric, which is inherently persuasive. During that time, and
until the 1800s, almost all speaking was argumentative. Teaching and instruction were performed
as debates, and even fields like science and medicine relied on argumentative reasoning instead
of factual claims.

While most instruction is now verbal, for most of modern history, people learned by
doing rather than listening, as apprenticeships were much more common than classroom-based
instruction. So what facilitated the change from argumentative and demonstrative teaching to
verbal and informative teaching? One reason for this change was the democratization of
information. Technical information used to be jealously protected by individuals, families, or
guilds. Now society generally believes that information should be shared and made available to
all. The increasing complexity of fields of knowledge and professions also increased the need for
informative speaking. Now one must learn a history or backstory before actually engaging with a
subject or trade. Finally, much of the information that has built up over time has become
commonly accepted; therefore much of the history or background information isn’t disputed and
can now be shared in an informative rather than argumentative way.

Choosing an Informative Speech Topic

Being a successful informative speaker starts with choosing a topic that can engage and
educate the audience. Your topic choices may be influenced by the level at which you are
speaking. Informative speaking usually happens at one of three levels: formal, vocational, and
impromptu (Verderber, 1991). Formal informative speeches occur when an audience has
assembled specifically to hear what you have to say. Being invited to speak to a group during a
professional meeting, a civic gathering, or a celebration gala brings with it high expectations.

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 Only people who have accomplished or achieved much are asked to serve as keynote
speakers, and they usually speak about these experiences. Many more people deliver informative
speeches at the vocational level, as part of their careers. Teachers like me spend many hours
lecturing, which is a common form of informative speaking. In addition, human resources
professionals give presentations about changes in policy and provide training for new employees,
technicians in factories convey machine specifications and safety procedures, and servers
describe how a dish is prepared in their restaurant. Last, we all convey information daily in our
regular interactions. When we give a freshman directions to a campus building, summarize the
latest episode of American Idol for our friend who missed it, or explain a local custom to an
international student, we are engaging in impromptu informative speaking.

Whether at the formal, vocational, or impromptu level, informative speeches can emerge
from a range of categories, which include objects, people, events, processes, concepts, and
issues. An extended speech at the formal level may include subject matter from several of these
categories, while a speech at the vocational level may convey detailed information about a
process, concept, or issue relevant to a specific career.

Since we don’t have time to research or organize content for impromptu informative
speaking, these speeches may provide a less detailed summary of a topic within one of these
categories. A broad informative speech topic could be tailored to fit any of these categories. As
you draft your specific purpose and thesis statements, think about which category or categories
will help you achieve your speech goals, and then use it or them to guide your research. Table
11.1 “Sample Informative Speech Topics by Category” includes an example of how a broad
informative subject area like renewable energy can be adapted to each category as well as
additional sample topics.

Speeches about objects convey information about any nonhuman material things.
Mechanical objects, animals, plants, and fictional objects are all suitable topics of investigation.
Given that this is such a broad category, strive to pick an object that your audience may not be
familiar with or highlight novel relevant and interesting facts about a familiar object.

Speeches about people focus on real or fictional individuals who are living or dead.
These speeches require in-depth biographical research; an encyclopedia entry is not sufficient.
Introduce a new person to the audience or share little-known or surprising information about a
person we already know. Although we may already be familiar with the accomplishments of
historical figures and leaders, audiences often enjoy learning the “personal side” of their lives.

Speeches about concepts are less concrete than speeches about objects or people, as they
focus on ideas or notions that may be abstract or multifaceted. A concept can be familiar to us,
like equality, or could literally be a foreign concept like qi (or chi), which is the Chinese
conception of the energy that flows through our bodies. Use the strategies discussed in this book
for making content relevant and proxemics to your audience to help make abstract concepts more
concrete.

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 Speeches about events focus on past occasions or ongoing occurrences. A particular day
in history, an annual observation, or a seldom occurring event can each serve as interesting
informative topics. As with speeches about people, it’s important to provide a backstory for the
event, but avoid rehashing commonly known information.

Informative speeches about processes provide a step-by-step account of a procedure or

natural occurrence. Speakers may walk an audience through, or demonstrate, a series of actions
that take place to complete a procedure, such as making homemade cheese. Speakers can also
present information about naturally occurring processes like cell division or fermentation.

Last, informative speeches about issues provide objective and balanced information about
a disputed subject or a matter of concern for society. It is important that speakers view
themselves as objective reporters rather than commentators to avoid tipping the balance of the
speech from informative to persuasive. Rather than advocating for a particular position, the
speaker should seek to teach or raise the awareness of the audience.

Researching an Informative Speech Topic

Having sharp research skills is a fundamental part of being a good informative speaker.
Since informative speaking is supposed to convey factual information, speakers should take care
to find sources that are objective, balanced, and credible. Periodicals, books, newspapers, and
credible websites can all be useful sources for informative speeches. Aside from finding credible
and objective sources, informative speakers also need to take time to find engaging information.
This is where sharp research skills are needed to cut through all the typical information that
comes up in the research process to find novel information. Novel information is atypical or
unexpected, but it takes more skill and effort to locate. Even seemingly boring informative
speech topics like the history of coupons can be brought to life with information that defies the
audience’s expectations. A student recently delivered an engaging speech about coupons by
informing us that coupons have been around for 125 years, are most frequently used by wealthier
and more educated households, and that a coupon fraud committed by an Italian American
businessman named Charles Ponzi was the basis for the term Ponzi scheme, which is still
commonly used today.

As a teacher, I can attest to the challenges of keeping an audience engaged during an

informative presentation. While it’s frustrating to look out at my audience of students and see
glazed-over eyes peering back at me, I also know that it is my responsibility to choose interesting
information and convey it in a way that’s engaging. Even though the core content of what I teach
hasn’t change dramatically over the years, I constantly challenge myself to bring that core
information to life through application and example. As we learned earlier, finding proxemics
and relevant information and examples is typically a good way to be engaging. The basic
information may not change quickly, but the way people use it and the way it relates to our lives
changes. Finding current, relevant examples and finding novel information are both difficult,
since you, as the researcher, probably don’t know this information exists.

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To avoid boring an audience, effective informative speakers possess good research skills and the ability to translate information
to be engaging and relevant for an audience.
Niall Kennedy – Sleep – CC BY-NC 2.0.

As was mentioned earlier, the goal for informative speaking is to teach your audience. An
audience is much more likely to remain engaged when they are actively learning. This is like a
balancing act. You want your audience to be challenged enough by the information you are
presenting to be interested, but not so challenged that they become overwhelmed and shut down.
You should take care to consider how much information your audience already knows about a
topic. Be aware that speakers who are very familiar with their speech topic tend to overestimate
their audience’s knowledge about the topic. It’s better to engage your topic at a level slightly
below your audience’s knowledge level than above. Most people won’t be bored by a brief
review, but many people become lost and give up listening if they can’t connect to the
information right away or feel it’s over their heads.

A good informative speech leaves the audience thinking long after the speech is done.
Try to include some practical “takeaways” in your speech. I’ve learned many interesting and
useful things from the informative speeches my students have done. Some of the takeaways are
more like trivia information that is interesting to share—for example, how prohibition led to the
creation of NASCAR. Other takeaways are more practical and useful—for example, how to get
wine stains out of clothing and carpet or explanations of various types of student financial aid.

Organizing and Supporting an Informative Speech

You can already see that informing isn’t as easy as we may initially think. To teach
effectively, a speaker must present quality information in an organized and accessible way. Once
you have chosen an informative speech topic and put your research skills to the test in order to
locate novel and engaging information, it’s time to organize and support your speech.

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Organizational Patterns

Three organizational patterns that are particularly useful for informative speaking are
topical, chronological, and spatial. As you’ll recall, to organize a speech topically, you break a
larger topic down into logical subdivisions. An informative speech about labor unions could
focus on unions in three different areas of employment, three historically significant strikes, or
three significant legal/legislative decisions. Speeches organized chronologically trace the
development of a topic or overview the steps in a process. An informative speech could trace the
rise of the economic crisis in Greece or explain the steps in creating a home compost pile.
Speeches organized spatially convey the layout or physical characteristics of a location or
concept. An informative speech about the layout of a fire station or an astrology wheel would
follow a spatial organization pattern.

Methods of Informing

Types of and strategies for incorporating supporting material into speeches, but there are
some specific ways to go about developing ideas within informative speeches. Speakers often
inform an audience using definitions, descriptions, demonstrations, and explanations. It is likely
that a speaker will combine these methods of informing within one speech, but a speech can also
be primarily organized using one of these methods.

Informing through Definition

Informing through definition entails defining concepts clearly and concisely and is an
important skill for informative speaking. There are several ways a speaker can inform through
definition: synonyms and antonyms, use or function, example, and etymology (Verderber, 1991).
Defining a concept using a synonym or an antonym is a short and effective way to convey
meaning. Synonyms are words that have the same or similar meanings, and antonyms are words
that have opposite meanings. In a speech about how to inform effectively an audience, I would
claim that using concrete words helps keep an audience engaged. I could enhance your
understanding of what concrete means by defining it with synonyms like tangible and relatable.
Or I could define concrete using antonyms like abstract and theoretical.

Identifying the use or function of an object, item, or idea is also a short way of defining.
We may think we already know the use and function of most of the things we interact with
regularly. This is true in obvious cases like cars, elevators, and smartphones. But there are many
objects and ideas that we may rely on and interact with but not know the use or function. For
example, QR codes (or quick response codes) are popping up in magazines, at airports, and even
on t-shirts (Vuong, 2011). Many people may notice them but not know what they do. As a
speaker, you could define QR codes by their function by informing the audience that QR codes
allow businesses, organizations, and individuals to get information to consumers/receivers
through a barcode-like format that can be easily scanned by most smartphones.

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 An informative speaker could teach audience members about QR codes by defining them based on their use or function.
Douglas Muth – My QR Code – CC BY-SA 2.0.

A speaker can also define a topic using examples, which are cited cases that are
representative of a larger concept. In an informative speech about anachronisms in movies and
literature, a speaker might provide the following examples: the film Titanic shows people on
lifeboats using flashlights to look for survivors from the sunken ship (such flashlights weren’t
invented until two years later) (The Past in Pictures, 2012); Shakespeare’s play Julius
Caesar includes a reference to a clock, even though no mechanical clocks existed during
Caesar’s time (Scholasticus K., 2012). Examples are a good way to repackage information that’s
already been presented to help an audience retain and understand the content of a speech. Later
we’ll learn more about how repackaging information enhances informative speaking.

Etymology refers to the history of a word. Defining by etymology entails providing an

overview of how a word came to its current meaning. The Oxford English Dictionary is the best
source for finding etymology and often contains interesting facts that can be presented as novel
information to better engage your audience. For example, the word assassin, which refers to a
person who intentionally murders another, literally means “hashish-eater” and comes from the
Arabic word hashshashin. The current meaning emerged during the Crusades as a result of the
practices of a sect of Muslims who would get high on hashish before killing Christian leaders—
in essence, assassinating them (Oxford English Dictionary Online, 2012).

Informing through Description

As the saying goes, “Pictures are worth a thousand words.” Informing through
description entails creating verbal pictures for your audience. Description is also an important
part of informative speeches that use a spatial organizational pattern, since you need to convey
the layout of a space or concept. Good descriptions are based on good observations, as they
convey what is taken in through the senses and answer these type of questions: What did that
look like? Smell like? Sound like? Feel like? Taste like? If descriptions are vivid and well
written, they can actually invoke a sensory reaction in your audience. Just as your mouth
probably begins to salivate when I suggest that you imagine biting into a fresh, bright yellow,
freshly cut, juicy lemon wedge, so can your audience be transported to a setting or situation
through your descriptions. I once had a student set up his speech about the history of streaking by
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using the following description: “Imagine that you are walking across campus to your evening
class. You look up to see a parade of hundreds upon hundreds of your naked peers jogging by
wearing little more than shoes.”

Informing through Demonstration

When informing through demonstration, a speaker gives verbal directions about how to
do something while also physically demonstrating the steps. Early morning infomercials are
good examples of demonstrative speaking, even though they are also trying to persuade us to buy
their “miracle product.” Whether straightforward or complex, it’s crucial that a speaker be
familiar with the content of their speech and the physical steps necessary for the demonstration.
Speaking while completing a task requires advanced psycho-motor skills that most people can’t
wing and therefore need to practice. Tasks suddenly become much more difficult than we expect
when we have an audience. Have you ever had to type while people are reading along with you?
Even though we type all the time, even one extra set of eyes seems to make our fingers more
clumsy than usual.

Television chefs are excellent examples of speakers who frequently inform through
demonstration. While many of them make the process of speaking while cooking look effortless,
it took much practice over many years to make viewers think it is effortless.

Television chefs inform through demonstration. Although they make it seem easy, it is complex and difficult.
Gordonramsaysubmissions – gordon ramsay 7 – CC BY 2.0.

Part of this practice also involves meeting time limits. Since television segments are
limited and chefs may be demonstrating and speaking live, they have to be able to adapt as
needed. Demonstration speeches are notorious for going over time, especially if speakers haven’t
practiced with their visual aids / props. Be prepared to condense or edit as needed to meet your
time limit. The reality competition show The Next Food Network Star captures these difficulties,
as many experienced cooks who have the content knowledge and know how to physically
complete their tasks fall apart when faced with a camera challenge because they just assumed
they could speak and cook at the same time.

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 Tips for Demonstration Speeches

1. Include personal stories and connections to the topic, in addition to the “how-to” information, to
help engage your audience.
2. Ask for audience volunteers (if appropriate) to make the demonstration more interactive.
3. Include a question-and-answer period at the end (if possible) so audience members can ask
questions and seek clarification.
4. Follow an orderly progression. Do not skip around or backtrack when reviewing the steps.
5. Use clear signposts like first, second, and third.
6. Use orienting material like internal previews and reviews, and transitions.
7. Group steps together in categories, if needed, to help make the information more digestible.
8. Assess the nonverbal feedback of your audience. Review or slow down if audience members
look lost or confused.
9. Practice with your visual aids / props many times. Things suddenly become more difficult and
complicated than you expect when an audience is present.
10. Practice for time and have contingency plans if you need to edit some information out to avoid
going over your time limit.

Informing through Explanation

Informing through explanation entails sharing how something works, how something
came to be, or why something happened. This method of informing may be useful when a topic
is too complex or abstract to demonstrate. When presenting complex information make sure to
break the topic up into manageable units, avoid information overload, and include examples that
make the content relevant to the audience. Informing through explanation works well with
speeches about processes, events, and issues. For example, a speaker could explain the context
surrounding the Lincoln-Douglas debates or the process that takes place during presidential
primaries.

“Getting Plugged In”

TED Talks as a Model of Effective Informative Speaking

Over the past few years, I have heard more and more public speaking teachers mention their
use of TED speeches in their classes. What started in 1984 as a conference to gather people
involved in Technology, Entertainment, and Design has now turned into a worldwide
phenomenon that is known for its excellent speeches and presentations, many of which are
informative in nature.[1] The motto of TED is “Ideas worth spreading,” which is in keeping
with the role that we should occupy as informative speakers. We should choose topics that
are worth speaking about and then work to present them in such a way that audience
members leave with “take-away” information that is informative and useful. TED fits in with

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 the purpose of the “Getting Plugged In” feature in this book because it has been technology
focused from the start. For example, Andrew Blum’s speech focuses on the infrastructure of
the Internet, and Pranav Mistry’s speech focuses on a new technology he developed that
allows for more interaction between the physical world and the world of data. Even speakers
who don’t focus on technology still skillfully use technology in their presentations, as is the
case with David Gallo’s speech about exotic underwater life. Here are links to all these
speeches:

 Andrew Blum’s speech: What Is the Internet,

Really? http://www.ted.com/talks/andrew_blum_what_is_the_internet_really.html
 Pranav Mistry’s speech: The Thrilling Potential of Sixth Sense
Technology. http://www.ted.com/talks/pranav_mistry_the_thrilling_potential_of_sixthsens
e_technology.html
 David Gallo’s speech: Underwater
Astonishments. http://www.ted.com/talks/david_gallo_shows_underwater_astonishments.h
tml

1. What can you learn from the TED model and/or TED speakers that will help you be a
better informative speaker?
2. In what innovative and/or informative ways do the speakers reference or incorporate
technology in their speeches?

Effective Informative Speaking

There are several challenges to overcome to be an effective informative speaker. They

include avoiding persuasion, avoiding information overload, and engaging your audience.

Avoiding Persuasion

We should avoid thinking of informing and persuading as dichotomous, meaning that it’s
either one or the other. It’s more accurate to think of informing and persuading as two poles on a
continuum, as in Figure 11.1 “Continuum of Informing and Persuading” (Olbricht, 1968). Most
persuasive speeches rely on some degree of informing to substantiate the reasoning. And
informative speeches, although meant to secure the understanding of an audience, may influence
audience members’ beliefs, attitudes, values, or behaviors.
Figure 11.1 Continuum of Informing and Persuading

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 Speakers can look to three areas to help determine if their speech is more informative or
persuasive: speaker purpose, function of information, and audience perception (Verderber,
1991). First, for informative speaking, a speaker’s purpose should be to create understanding by
sharing objective, factual information. Specific purpose and thesis statements help establish a
speaker’s goal and purpose and can serve as useful reference points to keep a speech on track.
When reviewing your specific purpose and thesis statement, look for words
like should/shouldn’t, good/bad, and right/wrong, as these often indicate a persuasive slant in the
speech.

Second, information should function to clarify and explain in an informative speech.

Supporting materials shouldn’t function to prove a thesis or to provide reasons for an audience to
accept the thesis, as they do in persuasive speeches. Although informative messages can end up
influencing the thoughts or behaviors of audience members, that shouldn’t be the goal.

Third, an audience’s perception of the information and the speaker helps determine
whether a speech is classified as informative or persuasive. The audience must perceive that the
information being presented is not controversial or disputed, which will lead audience members
to view the information as factual. The audience must also accept the speaker as a credible
source of information. Being prepared, citing credible sources, and engaging the audience help
establish a speaker’s credibility. Last, an audience must perceive the speaker to be trustworthy
and not have a hidden agenda. Avoiding persuasion is a common challenge for informative
speakers, but it is something to consider, as violating the speaking occasion may be perceived as
unethical by the audience. Be aware of the overall tone of your speech by reviewing your
specific purpose and thesis to make sure your speech isn’t tipping from informative to
persuasive.

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 Words like should/shouldn’t, good/bad, and right/wrong in a specific purpose and/or thesis statement often indicate that the
speaker’s purpose is tipping from informative to persuasive.

Hans Splinter – balance – CC BY-ND 2.0.

Avoiding Information Overload

Many informative speakers have a tendency to pack a ten-minute speech with as much
information as possible. This can result in information overload, which is a barrier to effective
listening that occurs when a speech contains more information than an audience can process.
Editing can be a difficult task, but it’s an important skill to hone, because you will be editing
more than you think. Whether it’s reading through an e-mail before you send it, condensing a
report down to an executive summary, or figuring out how to fit a client’s message on the front
page of a brochure, you will have to learn how to discern what information is best to keep and
what can be thrown out. In speaking, being a discerning editor is useful because it helps avoid
information overload. While a receiver may not be attracted to a brochure that’s covered in text,
they could take the time to read it, and reread it, if necessary. Audience members cannot conduct
their own review while listening to a speaker live. Unlike readers, audience members can’t
review words over and over (Verderber, 1991). Therefore competent speakers, especially
informative speakers who are trying to teach their audience something, should adapt their
message to a listening audience. To help avoid information overload, adapt your message to
make it more listenable.

Although the results vary, research shows that people only remember a portion of a
message days or even hours after receiving it (Janusik, 2012). If you spend 100 percent of your
speech introducing new information, you have wasted approximately 30 percent of your time and
your audience’s time. Information overload is a barrier to effective listening, and as good
speakers, we should be aware of the limitations of listening and compensate for that in our
speech preparation and presentation. I recommend that my students follow a guideline that

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suggests spending no more than 30 percent of your speech introducing new material and 70
percent of your speech repackaging that information. I specifically use the word repackaging and
not repeating. Simply repeating the same information would also be a barrier to effective
listening, since people would just get bored. Repackaging will help ensure that your audience
retains most of the key information in the speech. Even if they don’t remember every example,
they will remember the main underlying point.

Avoiding information overload requires a speaker to be a good translator of information.

To be a good translator, you can compare an unfamiliar concept with something familiar, give
examples from real life, connect your information to current events or popular culture, or
supplement supporting material like statistics with related translations of that information. These
are just some of the strategies a good speaker can use. While translating information is important
for any oral presentation, it is especially important when conveying technical information. Being
able to translate complex or technical information for a lay audience leads to more effective
informing, because the audience feels like they are being addressed on their level and don’t feel
lost or “talked down to.” The History Channel show The Universe provides excellent examples
of informative speakers who act as good translators. The scientists and experts featured on the
show are masters of translating technical information, like physics, into concrete examples that
most people can relate to based on their everyday experiences.

Comparing the turbulent formation of the solar system to the collisions of bumper bars and spinning rides at an amusement park
makes the content more concrete.
Alexander Svensson – Ferris Wheel – CC BY 2.0.

Good speakers build in repetition and redundancy to make their content more memorable
and their speech more consumable. Preview statements, section transitions, and review
statements are some examples of orienting material that helps focus an audience’s attention and
facilitates the process of informing (Verderber, 1991).

Engaging Your Audience

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 As a speaker, you are competing for the attention of your audience against other internal
and external stimuli. Getting an audience engaged and then keeping their attention is a challenge
for any speaker, but it can be especially difficult when speaking to inform. As was discussed
earlier, once you are in the professional world, you will most likely be speaking informatively
about topics related to your experience and expertise. Some speakers fall into the trap of thinking
that their content knowledge is enough to sustain them through an informative speech or that
their position in an organization means that an audience will listen to them and appreciate their
information despite their delivery. Content expertise is not enough to be an effective speaker. A
person must also have speaking expertise (Verderber, 1991). Effective speakers, even renowned
experts, must still translate their wealth of content knowledge into information that is suited for
oral transmission, audience centered, and well organized. I’m sure we’re all familiar with the
stereotype of the absentminded professor or the genius who thinks elegantly in his or her head
but can’t convey that same elegance verbally. Having well-researched and organized supporting
material is an important part of effective informative speaking, but having good content is not
enough.

Audience members are more likely to stay engaged with a speaker they view as credible.
So complementing good supporting material with a practiced and fluent delivery increases
credibility and audience engagement. In addition, as we discussed earlier, good informative
speakers act as translators of information. Repackaging information into concrete familiar
examples is also a strategy for making your speech more engaging. Understanding relies on
being able to apply incoming information to life experiences.

Repackaging information is also a good way to appeal to different learning styles, as you
can present the same content in various ways, which helps reiterate a point. While this strategy is
useful with any speech, since the goal of informing is teaching, it makes sense to include a focus
on learning within your audience adaptation. There are three main learning styles that help
determine how people most effectively receive and process information: visual, auditory, and
kinesthetic (Fleming, 2012). Visual learners respond well to information presented via visual
aids, so repackage information using text, graphics, charts and other media. Public speaking is a
good way to present information for auditory learners who process information well when they
hear it. Kinesthetic learners are tactile; they like to learn through movement and “doing.” Asking
for volunteers to help with a demonstration, if appropriate, is a way to involve kinesthetic
learners in your speech. You can also have an interactive review activity at the end of a speech,
much like many teachers incorporate an activity after a lesson to reinforce the material.

“Getting Real”

Technical Speaking

People who work in technical fields, like engineers and information technology
professionals, often think they will be spared the task of public speaking. This is not the case,
however, and there is actually a branch of communication studies that addresses public
speaking matters for “techies.” The field of technical communication focuses on how
messages can be translated from expert to lay audiences. I actually taught a public speaking
class for engineering students, and they basically had to deliver speeches about the things

13
 they were working on in a way that I could understand. I ended up learning a lot more about
jet propulsion and hybrid car engines than I ever expected!

Have you ever been completely lost when reading an instruction manual for some
new product you purchased? Have you ever had difficulty following the instructions of
someone who was trying to help you with a technical matter? If so, you’ve experienced some
of the challenges associated with technical speaking. There are many careers where technical
speaking skills are needed. According to the Society for Technical Communication,
communicating about specialized or technical topics, communicating by using technology,
and providing instructions about how to do something are all examples of technical speaking
(Society for Technical Communication, 2012). People with technical speaking skills offer
much to organizations and businesses. They help make information more useable and
accessible to customers, clients, and employees. They can help reduce costs to a business by
reducing unnecessary work that results from misunderstandings of instructions, by providing
clear information that allows customers to use products without training or technical support
and by making general information put out by a company more user friendly. Technical
speakers are dedicated to producing messages that are concise, clear, and coherent (Society
for Technical Communication, 2012). Such skills are used in the following careers: technical
writers and editors, technical illustrators, visual designers, web designers, customer service
representatives, salespeople, spokespeople, and many more.

1. What communication skills that you’ve learned about in the book so far do you think
would be important for a technical speaker?
2. Identify instances in which you have engaged in technical speaking or received information
from a technical speaker. Based on what you have learned in this chapter, were the
speakers effective or not, and why?

Sample Informative Speech

Title: Going Green in the World of Education

General purpose: To inform

Specific purpose: By the end of my speech, the audience will be able to describe some ways in
which schools are going green.

Thesis statement: The green movement has transformed school buildings, how teachers teach,
and the environment in which students learn.

Introduction

Attention getter: Did you know that attending or working at a green school can lead students
and teachers to have less health problems? Did you know that allowing more daylight into school
buildings increases academic performance and can lessen attention and concentration

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 challenges? Well, the research I will cite in my speech supports both of these claims, and these
are just two of the many reasons why more schools, both grade schools and colleges, are going
green.

Introduction of topic: Today, I’m going to inform you about the green movement that is
affecting many schools.

Credibility and relevance: Because of my own desire to go into the field of education, I
decided to research how schools are going green in the United States. But it’s not just current
and/or future teachers that will be affected by this trend. As students at Eastern Illinois
University, you are already asked to make “greener” choices. Whether it’s the little signs in the
dorm rooms that ask you to turn off your lights when you leave the room, the reusable water
bottles that were given out on move-in day, or even our new Renewable Energy Center, the list
goes on and on. Additionally, younger people in our lives, whether they be future children or
younger siblings or relatives, will likely be affected by this continuing trend.

Preview statement: In order to better understand what makes a “green school,” we need to learn
about how K–12 schools are going green, how college campuses are going green, and how these
changes affect students and teachers.

Transition: I’ll begin with how K–12 schools are going green.

Body

1. According to the “About Us” section on their official website, the US Green Building Council
was established in 1993 with the mission to promote sustainability in the building and
construction industry, and it is this organization that is responsible for the Leadership in Energy
and Environmental Design, or LEED, which is a well-respected green building certification
system.
1. While homes, neighborhoods, and businesses can also pursue LEED certification, I’ll focus
today on K–12 schools and college campuses.

1. It’s important to note that principles of “going green” can be applied to the planning of a
building from its first inception or be retroactively applied to existing buildings.
1. A 2011 article by Ash in Education Week notes that the pathway to creating a
greener school is flexible based on the community and its needs.
1. In order to garner support for green initiatives, the article recommends that
local leaders like superintendents, mayors, and college administrators
become involved in the green movement.
2. Once local leaders are involved, the community, students, parents, faculty,
and staff can be involved by serving on a task force, hosting a summit or
conference, and implementing lessons about sustainability into everyday
conversations and school curriculum.
2. The US Green Building Council’s website also includes a tool kit with a lot of
information about how to “green” existing schools.

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 2. Much of the efforts to green schools have focused on K–12 schools and districts, but
what makes a school green?
1. According to the US Green Building Council’s Center for Green Schools, green
school buildings conserve energy and natural resources.
1. For example, Fossil Ridge High School in Fort Collins, Colorado, was
built in 2006 and received LEED certification because it has automatic
light sensors to conserve electricity and uses wind energy to offset
nonrenewable energy use.
2. To conserve water, the school uses a pond for irrigation, has artificial turf
on athletic fields, and installed low-flow toilets and faucets.
3. According to the 2006 report by certified energy manager Gregory Kats
titled “Greening America’s Schools,” a LEED certified school uses 30–50
percent less energy, 30 percent less water, and reduces carbon dioxide
emissions by 40 percent compared to a conventional school.
2. The Center for Green Schools also presents case studies that show how green
school buildings also create healthier learning environments.
1. Many new building materials, carpeting, and furniture contain chemicals
that are released into the air, which reduces indoor air quality.
2. So green schools purposefully purchase materials that are low in these
chemicals.
3. Natural light and fresh air have also been shown to promote a healthier
learning environment, so green buildings allow more daylight in and
include functioning windows.

Transition: As you can see, K–12 schools are becoming greener; college campuses are also
starting to go green.

2. Examples from the University of Denver and Eastern Illinois University show some of
the potential for greener campuses around the country.
1. The University of Denver is home to the nation’s first “green” law school.
1. According to the Sturm College of Law’s website, the building was
designed to use 40 percent less energy than a conventional building
through the use of movement-sensor lighting; high-performance insulation
in the walls, floors, and roof; and infrared sensors on water faucets and
toilets.
2. Electric car recharging stations were also included in the parking garage,
and the building has extra bike racks and even showers that students and
faculty can use to freshen up if they bike or walk to school or work.
2. Eastern Illinois University has also made strides toward a more green campus.
1. Some of the dining halls on campus have gone “trayless,” which according
to a 2009 article by Calder in the journal Independent School has the
potential to dramatically reduce the amount of water and chemical use,
since there are no longer trays to wash, and also helps reduce food waste
since people take less food without a tray.

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 2. The biggest change on campus has been the opening of the Renewable
Energy Center in 2011, which according to EIU’s website is one of the
largest biomass renewable energy projects in the country.
1. The Renewable Energy Center uses slow-burn technology to use
wood chips that are a byproduct of the lumber industry that would
normally be discarded.
2. This helps reduce our dependency on our old coal-fired power
plant, which reduces greenhouse gas emissions.
3. The project was the first known power plant to be registered with
the US Green Building Council and is on track to receive LEED
certification.

Transition: All these efforts to go green in K–12 schools and on college campuses will obviously
affect students and teachers at the schools.

3. The green movement affects students and teachers in a variety of ways.

1. Research shows that going green positively affects a student’s health.
1. Many schools are literally going green by including more green spaces
such as recreation areas, gardens, and greenhouses, which according to a
2010 article in the Journal of Environmental Education by University of
Colorado professor Susan Strife has been shown to benefit a child’s
cognitive skills, especially in the areas of increased concentration and
attention capacity.
2. Additionally, the report I cited earlier, “Greening America’s Schools,”
states that the improved air quality in green schools can lead to a 38
percent reduction in asthma incidents and that students in “green schools”
had 51 percent less chance of catching a cold or the flu compared to
children in conventional schools.
2. Standard steps taken to green schools can also help students academically.
1. The report “Greening America’s Schools” notes that a recent synthesis of
fifty-three studies found that more daylight in the school building leads to
higher academic achievement.
2. The report also provides data that show how the healthier environment in
green schools leads to better attendance and that in Washington, DC, and
Chicago, schools improved their performance on standardized tests by 3–4
percent.
3. Going green can influence teachers’ lesson plans as well their job satisfaction and
physical health.
1. There are several options for teachers who want to “green” their
curriculum.
1. According to the article in Education Week that I cited earlier, the
Sustainability Education Clearinghouse is a free online tool that
provides K–12 educators with the ability to share sustainability-
oriented lesson ideas.

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 2. The Center for Green Schools also provides resources for all levels
of teachers, from kindergarten to college, that can be used in the
classroom.
2. The report “Greening America’s Schools” claims that the overall
improved working environment that a green school provides leads to
higher teacher retention and less teacher turnover.
3. Just as students see health benefits from green schools, so do teachers, as
the same report shows that teachers in these schools get sick less, resulting
in a decrease of sick days by 7 percent.

Conclusion

Transition to conclusion and summary of importance: In summary, the going-green era has
impacted every aspect of education in our school systems.

Review of main points: From K–12 schools to college campuses like ours, to the students and
teachers in the schools, the green movement is changing the way we think about education and
our environment.

Closing statement: As Glenn Cook, the editor in chief of the American School Board Journal,
states on the Center for Green Schools’s website, “The green schools movement is the biggest
thing to happen to education since the introduction of technology to the classroom.”

References

Ash, K. (2011). “Green schools” benefit budgets and students, report says. Education
Week, 30(32), 10.

Calder, W. (2009). Go green, save green. Independent School, 68(4), 90–93.

The Center for Green Schools. (n.d.). K–12: How. Retrieved

from http://www.centerforgreenschools.org/main-nav/k-12/buildings.aspx

Eastern Illinois University. (n.d.). Renewable Energy Center. Retrieved

from http://www.eiu.edu/sustainability/eiu_renewable.php

Kats, G. (2006). Greening America’s schools: Costs and benefits. A Capital E Report. Retrieved
from http://www.usgbc.org/ShowFile.aspx?DocumentID=2908

Strife, S. (2010). Reflecting on environmental education: Where is our place in the green
movement? Journal of Environmental Education, 41(3), 179–191.
doi:10.1080/00958960903295233

Sturm College of Law. (n.d.). About DU law: Building green. Retrieved

from http://www.law.du.edu/index.php/about/building-green

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 USGBC. (n.d.). About us. US Green Building Council. Retrieved
from https://new.usgbc.org/about

Key Takeaways
 Getting integrated: Informative speaking is likely the type of public speaking we will most
often deliver and be audience to in our lives. Informative speaking is an important part of
academic, professional, personal, and civic contexts.
 Informative speeches teach an audience through objective factual information and can
emerge from one or more of the following categories: objects, people, concepts, events,
processes, and issues.
 Effective informative speaking requires good research skills, as speakers must include
novel information, relevant and proxemics examples, and “take-away” information that
audience members will find engaging and useful.
 The four primary methods of informing are through definition, description,
demonstration, or explanation.
o Informing through definition entails defining concepts clearly and concisely using
synonyms and antonyms, use or function, example, or etymology.
o Informing through description entails creating detailed verbal pictures for your audience.
o Informing through demonstration entails sharing verbal directions about how to do
something while also physically demonstrating the steps.
o Informing through explanation entails sharing how something works, how something
came to be, or why something happened.
 An effective informative speaker should avoid persuasion by reviewing the language used
in the specific purpose and thesis statements, using objective supporting material, and
appearing trustworthy to the audience.
 An effective informative speaker should avoid information overload by repackaging
information and building in repetition and orienting material like reviews and previews.
 An effective informative speaker engages the audience by translating information into
relevant and concrete examples that appeal to different learning styles.

Exercises
1. Getting integrated: How might you use informative speaking in each of the following
contexts: academic, professional, personal, and civic?
2. Brainstorm potential topics for your informative speech and identify which topic category
each idea falls into. Are there any risks of persuading for the topics you listed? If so, how
can you avoid persuasion if you choose that topic?
3. Of the four methods of informing (through definition, description, demonstration, or
explanation), which do you think is most effective for you? Why?

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Olbricht, T. H., Informative Speaking (Glenview, IL: Scott, Foresman, 1968), 1–12.

Oxford English Dictionary Online, accessed March 6, 2012, http://www.oed.com.

The Past in Pictures, “Teaching Using Movies: Anachronisms!” accessed March 6,

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tc.

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Vuong, A., “Wanna Read That QR Code? Get the Smartphone App,” The Denver Post, April 18,
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