Audience Analysis and Audience Adaptation
Audience analysis involves getting to know your audience better. When we prepare speeches it is important to know the demographics of our audience so that we can write a speech which is specifically aimed at them. Audience adaptation is the tool that we use in order to write an audience-specific speech.
For instance, if I need to make a speech about Euthanasia to an audience of doctors I would gather information about the doctors first. This would be the audience analysis portion of speech making. I would find out what the stance of these doctors is on the topic of assisted suicide. I would also gather other information about the doctors' personal experiences and preferences within the medical world. This would help me get an idea of how open my audience would or wouldn't be towards listening to my speech.
Once I would have gathered info about my audience I would try to write my speech in a way that suits the audience best. This would be the audience adaptation portion of my speech. If I find that the audience is pro-Euthanasia, I would try not to write a speech which heavily negatively about it. This adapts my speech for my audience, and in doing so, allows the audience to relate to and understand my speech better.
Saturday, September 20, 2008
Friday, September 19, 2008
Discussion #2 - 9/14
Response to Reading: Ch. 5
Chapter 5 focuses on audiences. If we are the speech-makers, then the people to whom we direct our speeches are the listeners. It is our duty to make sure that the speech caters to the audience and not the other way around. Therefore, it is important to compose our speeches keeping our audience in mind.
I was very interested in reading about how there can be multiple subgroups of audiences existing within a large audience. I always assumed that I could treat my audience as one entity. It makes sense that, if I am making a speech, the diversity of my audience causes different members of it to interpret my info in different manners. I like the suggestions Chapter 5 gives for unifying the audience in such situations. Using a common language, finding examples that everyone can relate to, and even by just being friendly and knowledgeable about my topic I can adapt to my diverse audience and really unify them.
I also liked the idea of using a questionnaire or survey to get the demographics of my audience. It seems like the most straightforward thing to do. Instead of trying to assume and predict what an audience is like isn't it easier just to ask them?
Chapter 5 focuses on audiences. If we are the speech-makers, then the people to whom we direct our speeches are the listeners. It is our duty to make sure that the speech caters to the audience and not the other way around. Therefore, it is important to compose our speeches keeping our audience in mind.
I was very interested in reading about how there can be multiple subgroups of audiences existing within a large audience. I always assumed that I could treat my audience as one entity. It makes sense that, if I am making a speech, the diversity of my audience causes different members of it to interpret my info in different manners. I like the suggestions Chapter 5 gives for unifying the audience in such situations. Using a common language, finding examples that everyone can relate to, and even by just being friendly and knowledgeable about my topic I can adapt to my diverse audience and really unify them.
I also liked the idea of using a questionnaire or survey to get the demographics of my audience. It seems like the most straightforward thing to do. Instead of trying to assume and predict what an audience is like isn't it easier just to ask them?
Thursday, September 18, 2008
Discussion #1 - 9/14
Response to Speech Buddy Interactive Videos
Light Pollution
The first speech that I listened to was Courtney Stillman's introduction on light pollution. I felt it was an excellent introduction as it listed very clearly the different points she would cover in her presentation. Her intro alone showed that she was able to organize her speech into a very coherent structure. She started out by listing some well-known pollutants, and then introduced light pollution. She, then, succinctly listed the main points she would cover later in her speech. She would define light pollution, describe the effects of it on earth, and finally, she would conclude her speech by giving solutions for fighting light pollution. This intro showed me how important it is to keep introductions short and general. The bulk of our info should be given in the body of our speech.
I felt that spending about 40 seconds on the intro was also a thoughtful act. For a speech that was supposed to be 8 to 10 mins long, any intro between half a minute to a whole minute is adequate. By doing so, Courtney could devote 2-3 minutes on each of her three main points and another minute or two on the conclusion. This speech definitely made one thing clear for me: Timing is KEY in speech making.
The only negative feedback I would give Courtney is that she was looking more at her notes and less at her audience. At times it felt like she was reading off complete sentences, and I would suggest that she do the exact opposite. I know through previous experiences that you want very short bullet-point notes and you want to make eye contact with the audience more than your note cards! Other than that, the intro was great!
Drinking
Matthew's speech on the hazards of drinking irresponsibly was very INFORMATIVE. The purpose of his speech was supposed to be to PERSUADE the audience not to drink irresponsibly. His hook into the speech was also clever and attention-capturing. However, he lacked emotions and was delivering the speech too slowly to really hold the attention of the audience. I felt that Matthew's speech could have had a few less statistics and a few other bits of information (how do illegal drinkers get alcohol, how might one get peer-pressured). The speech seemed extremely dry, and monotonous. Also, just stating statistical figures throughout the body of the speech can't count as a proper written speech. Generally, you have statistics here and there in your speech to support your already existing argument or claim. Also, I felt that the speech was NOT persuasive.
The only tool Matthew was using to persuade students not to drink was the probability of getting hurt. There was no mention of personal problems due to drinking, social problems, distraction at work, school, or in relationships. At least if he was going to state just number figures, Matthew should have spoken with more emotion and varying tones in his voice so that students could stay awake during the speech. Also, using an overhead/transparencies was not justified. In fact, it distracted me from the speech because there was hardly any info on the overhead that he couldn't have just said in his speech out loud.
Finally, Matthew's speed was too slow to keep the audience engaged. I had to skip bits of the speech because I felt he was going too slow and stumbling on certain words which was distracting me from the flow of the speech itself. All in all, it was a waste of 7 minutes. I could have looked up stats online in half of that time. This was an example of how NOT to deliver a persuasive speech. Actually, this was also an example of how NOT to deliver an informative speech either. Nowhere is it said that if the purpose of the speech is to dish out facts then the speech has to be so dry!
Light Pollution
The first speech that I listened to was Courtney Stillman's introduction on light pollution. I felt it was an excellent introduction as it listed very clearly the different points she would cover in her presentation. Her intro alone showed that she was able to organize her speech into a very coherent structure. She started out by listing some well-known pollutants, and then introduced light pollution. She, then, succinctly listed the main points she would cover later in her speech. She would define light pollution, describe the effects of it on earth, and finally, she would conclude her speech by giving solutions for fighting light pollution. This intro showed me how important it is to keep introductions short and general. The bulk of our info should be given in the body of our speech.
I felt that spending about 40 seconds on the intro was also a thoughtful act. For a speech that was supposed to be 8 to 10 mins long, any intro between half a minute to a whole minute is adequate. By doing so, Courtney could devote 2-3 minutes on each of her three main points and another minute or two on the conclusion. This speech definitely made one thing clear for me: Timing is KEY in speech making.
The only negative feedback I would give Courtney is that she was looking more at her notes and less at her audience. At times it felt like she was reading off complete sentences, and I would suggest that she do the exact opposite. I know through previous experiences that you want very short bullet-point notes and you want to make eye contact with the audience more than your note cards! Other than that, the intro was great!
Drinking
Matthew's speech on the hazards of drinking irresponsibly was very INFORMATIVE. The purpose of his speech was supposed to be to PERSUADE the audience not to drink irresponsibly. His hook into the speech was also clever and attention-capturing. However, he lacked emotions and was delivering the speech too slowly to really hold the attention of the audience. I felt that Matthew's speech could have had a few less statistics and a few other bits of information (how do illegal drinkers get alcohol, how might one get peer-pressured). The speech seemed extremely dry, and monotonous. Also, just stating statistical figures throughout the body of the speech can't count as a proper written speech. Generally, you have statistics here and there in your speech to support your already existing argument or claim. Also, I felt that the speech was NOT persuasive.
The only tool Matthew was using to persuade students not to drink was the probability of getting hurt. There was no mention of personal problems due to drinking, social problems, distraction at work, school, or in relationships. At least if he was going to state just number figures, Matthew should have spoken with more emotion and varying tones in his voice so that students could stay awake during the speech. Also, using an overhead/transparencies was not justified. In fact, it distracted me from the speech because there was hardly any info on the overhead that he couldn't have just said in his speech out loud.
Finally, Matthew's speed was too slow to keep the audience engaged. I had to skip bits of the speech because I felt he was going too slow and stumbling on certain words which was distracting me from the flow of the speech itself. All in all, it was a waste of 7 minutes. I could have looked up stats online in half of that time. This was an example of how NOT to deliver a persuasive speech. Actually, this was also an example of how NOT to deliver an informative speech either. Nowhere is it said that if the purpose of the speech is to dish out facts then the speech has to be so dry!
Saturday, September 13, 2008
Discussion #3 - 9/7
Response to Reading: Ch. 5 & 6
Chapter 6 goes into great detail regarding the types of research materials we should include in our speech. I think this is one of the most important issues that students deal with in today's world. Due to the emergence of the World Wide Web, and the popularity of user-generated content on it, there is an abundance of information available to us on the net. The sad part of it is that most of the information we come across isn't necessarily reliable or accurate. Therefore, it is vital to evaluate the kinds of resources we use on the internet and the kind of info we are citing in our research.
The best way to counter the negative impact of widely available info is to look at only certain types of websites, and to sift through the data that is given. I like using sites that end in .edu or .org because most of the time university/school sites, as well as organizations, tend to be official and reliable. Also, as was mentioned in the reading, certain websites list academic journals and other informative periodicals that have been written by experts and can be used to support our own points. In any case, I think it is important to have an eye for picking out someone's personal website from geocities.com and distinguishing it from an actual article from ScienceMag.com.
Chapter 6 goes into great detail regarding the types of research materials we should include in our speech. I think this is one of the most important issues that students deal with in today's world. Due to the emergence of the World Wide Web, and the popularity of user-generated content on it, there is an abundance of information available to us on the net. The sad part of it is that most of the information we come across isn't necessarily reliable or accurate. Therefore, it is vital to evaluate the kinds of resources we use on the internet and the kind of info we are citing in our research.
The best way to counter the negative impact of widely available info is to look at only certain types of websites, and to sift through the data that is given. I like using sites that end in .edu or .org because most of the time university/school sites, as well as organizations, tend to be official and reliable. Also, as was mentioned in the reading, certain websites list academic journals and other informative periodicals that have been written by experts and can be used to support our own points. In any case, I think it is important to have an eye for picking out someone's personal website from geocities.com and distinguishing it from an actual article from ScienceMag.com.
Wednesday, September 10, 2008
Discussion #2 - 9/7
Research Interview from the Past.
During my senior year in high school, I was required to complete a research project on the adverse effects of youth alcoholism. During my research I met with a couple non-profit organizations that helped alcoholics identify and resolve their drinking problems. At one particular organization I was allowed to interview an anonymous member and it was an incredible experience.
My research was mainly on the kinds of problems that can arise from drinking at a very young age. To prepare myself for the interview, I prepared a list of questions that I would ask, and I reviewed the key points of my research so that I would be able to relate to the answers I would get. I made a checklist of the items I would need for the day of the interview, too.
On the day of the interview, I took with me the list of questions, a notepad and pen, and an audio-recorder. When I met the interviewee I was a little nervous about asking personal questions about her drinking issues. Thus, I started by thanking the interview, and letting her know that she could pass on any question if she felt uncomfortable answering it. Initially, I tried to jot down notes of what the interviewee was saying. That became too distracting, and I realized I didn't need to take notes as I was recording the entire interview. So I stopped taking notes, and just listened intently to what was being said. At times I asked questions straight from my list, and sometimes I listened to the answer and asked questions that spontaneously arose in my mind.
The interview turned out to be more like an actual conversation. If I was to ever repeat the interview, I wouldn't change a thing!
During my senior year in high school, I was required to complete a research project on the adverse effects of youth alcoholism. During my research I met with a couple non-profit organizations that helped alcoholics identify and resolve their drinking problems. At one particular organization I was allowed to interview an anonymous member and it was an incredible experience.
My research was mainly on the kinds of problems that can arise from drinking at a very young age. To prepare myself for the interview, I prepared a list of questions that I would ask, and I reviewed the key points of my research so that I would be able to relate to the answers I would get. I made a checklist of the items I would need for the day of the interview, too.
On the day of the interview, I took with me the list of questions, a notepad and pen, and an audio-recorder. When I met the interviewee I was a little nervous about asking personal questions about her drinking issues. Thus, I started by thanking the interview, and letting her know that she could pass on any question if she felt uncomfortable answering it. Initially, I tried to jot down notes of what the interviewee was saying. That became too distracting, and I realized I didn't need to take notes as I was recording the entire interview. So I stopped taking notes, and just listened intently to what was being said. At times I asked questions straight from my list, and sometimes I listened to the answer and asked questions that spontaneously arose in my mind.
The interview turned out to be more like an actual conversation. If I was to ever repeat the interview, I wouldn't change a thing!
Tuesday, September 9, 2008
Discussion #1 - 9/7
Speech #1 - Demonstration of Making Guacamole
We've already determined that public speaking can be much more interesting and easier to do if the topic we speak about is close to our hearts. I know from personal experience that if my speech topic is about something that I am interested in I will probably have a much easier time researching and presenting it. For this reason, I have chosen my Speech #1 topic to be "How to make Guacamole". As is obvious, I LOVE cooking and find it to be very therapeutic. Guacamole is one of my favorite things to prepare and have come up with numerous variations on the original recipe. For the speech, however, I will present the tradition Guacamole recipe.
For my demonstrative speech I will present information on the origin of Guacamole and demonstrate how to prepare/eat it! I've begun the information-gathering process by looking up facts about the cultural background of Guacamole. So far, I have collected some valuable nutrition information and am currently in search of how Guacamole was originally invented. Since I already know how to prepare this tasty dip, I will write down the recipe and practice narrating it while I simultaneously make the dip. Since I will demonstrate how to make Guacamole, my visual aids will be the vegetables and other ingredients I use for my recipe.
The main points of my speech will be:
Background Information on Guacamole (origins, nutrition, etc)
Ingredients
Procedure
Conclusion (popularity today, eating!)
Hopefully, I will be ready to demonstrate how to make Guacamole by our presentation day!
We've already determined that public speaking can be much more interesting and easier to do if the topic we speak about is close to our hearts. I know from personal experience that if my speech topic is about something that I am interested in I will probably have a much easier time researching and presenting it. For this reason, I have chosen my Speech #1 topic to be "How to make Guacamole". As is obvious, I LOVE cooking and find it to be very therapeutic. Guacamole is one of my favorite things to prepare and have come up with numerous variations on the original recipe. For the speech, however, I will present the tradition Guacamole recipe.
For my demonstrative speech I will present information on the origin of Guacamole and demonstrate how to prepare/eat it! I've begun the information-gathering process by looking up facts about the cultural background of Guacamole. So far, I have collected some valuable nutrition information and am currently in search of how Guacamole was originally invented. Since I already know how to prepare this tasty dip, I will write down the recipe and practice narrating it while I simultaneously make the dip. Since I will demonstrate how to make Guacamole, my visual aids will be the vegetables and other ingredients I use for my recipe.
The main points of my speech will be:
Background Information on Guacamole (origins, nutrition, etc)
Ingredients
Procedure
Conclusion (popularity today, eating!)
Hopefully, I will be ready to demonstrate how to make Guacamole by our presentation day!
Friday, September 5, 2008
Discussion #3 - 8/31
Response to Readings: Ch. 2 & 4
One of the most important parts in speech-writing is identifying and developing the purpose of the speech. Chapter 4 goes into great depth about figuring out what the purpose of our speeches should be. This is an important aspect of the speech because it determines how we will construct the speech itself. Tied to the purpose of the speech are other factors such as audience, time, and location. Once we have a clear idea what the purpose of our speech will be it is much easier to evaluate how to modify our information to fit a particular public-speaking atmosphere.
I strongly believe that before we even start brainstorming ideas for a speech, it's important to consider why we are giving the speech in the first place. There are three main purposes for which we may be speaking. Those are to inform, persuade, or entertain. Once the purpose is determined, we can brainstorm and evaluate all the possible topics that would serve that purpose.
Let's say I need to make a persuasive speech. I will start evaluating all the different issues that people get passionate about these days. In order to narrow down the possibilities, I will consider my audience and speech location. If I am speaking to a group of 3rd graders at a local elementary school, for example, I wouldn't choose to speak persuasively about abortion and birth control. Instead I would choose a topic such as whether the school should adopt uniforms or not. This way my audience will be able to directly relate to and understand my speech.
Once I have chosen a specific debatable topic, I will start constructing an outline of the main points to be given during the speech. I will keep the amount of time allotted for my speech in mind as I do this so I don't have to cut and rearrange my info later on. Speech writing can be very simple if we start the process by identifying a few important factors.
One of the most important parts in speech-writing is identifying and developing the purpose of the speech. Chapter 4 goes into great depth about figuring out what the purpose of our speeches should be. This is an important aspect of the speech because it determines how we will construct the speech itself. Tied to the purpose of the speech are other factors such as audience, time, and location. Once we have a clear idea what the purpose of our speech will be it is much easier to evaluate how to modify our information to fit a particular public-speaking atmosphere.
I strongly believe that before we even start brainstorming ideas for a speech, it's important to consider why we are giving the speech in the first place. There are three main purposes for which we may be speaking. Those are to inform, persuade, or entertain. Once the purpose is determined, we can brainstorm and evaluate all the possible topics that would serve that purpose.
Let's say I need to make a persuasive speech. I will start evaluating all the different issues that people get passionate about these days. In order to narrow down the possibilities, I will consider my audience and speech location. If I am speaking to a group of 3rd graders at a local elementary school, for example, I wouldn't choose to speak persuasively about abortion and birth control. Instead I would choose a topic such as whether the school should adopt uniforms or not. This way my audience will be able to directly relate to and understand my speech.
Once I have chosen a specific debatable topic, I will start constructing an outline of the main points to be given during the speech. I will keep the amount of time allotted for my speech in mind as I do this so I don't have to cut and rearrange my info later on. Speech writing can be very simple if we start the process by identifying a few important factors.
Wednesday, September 3, 2008
Discussion #2 - 8/31
Speech Buddy Videos 2.1, 2.2, & Intro Jessica
Although these videos discussed concepts that we all may already be familiar with, they approached public speaking in a technical and practical fashion. Themes such as anxiety, choosing a speech topic, and speech delivery were clearly presented so that we could better understand how to deal with them.
In the breathing techniques video, I was pleasantly surprised to watch as the speaker demonstrated how we can use our breathing to calm our nerves. I've learned to conquer anxiety but I used to be a very nervous speaker and not being able to control my nerves used to interfere with my speech. I remember times when I could feel my face burning and my heart beating loud and rapid in my ears. All of these symptoms used to be distractions during my actual speech delivery. If I had known then what I know now!
I could relate very well to the video in which public speaking fears were identified and addressed. It's really important to first understand what exactly makes us nervous in making a speech before we try to find ways to eliminate it. I think my greatest fear used to be that of blanking our during my presentation. Once I was able to identify my problem I began working on fixing it. I practiced my speeches numerous times alone, and in fr0nt of friends and family. I would also make sure that I really understood and, at times, believed in the content of my speech. Just memorizing random concepts and regurgitating them was not good enough, I used to make sure I was speaking from my heart. This was largely the reason my public speaking ability greatly improved.
I absolutely loved the content and delivery of Jessica's speech. It was a very real topic and immediately drew me in because the intro was truly though-provoking. Often, the kind of hook we have in our speeches can make it or break it for the rest of the speech. Jessica had it all! Her intro not only questioned a natural human trait (viewing closed and open doors) but it was also spoken with much enthusiasm and emotion. Her expressions alone had me captivated, and I supported that speech tactic completely! Jessica also used a great analogy to put her speech topic into perspective for her audience (traveling to Italy) which is a great way of making concepts more coherent to listeners. And lastly, she included a personal anecdote which can always serve as a better way to bridge the gap between the speaker and the audience, allowing them to relate to her. All in all, it was a great speech, beautifully delivered!
Although these videos discussed concepts that we all may already be familiar with, they approached public speaking in a technical and practical fashion. Themes such as anxiety, choosing a speech topic, and speech delivery were clearly presented so that we could better understand how to deal with them.
In the breathing techniques video, I was pleasantly surprised to watch as the speaker demonstrated how we can use our breathing to calm our nerves. I've learned to conquer anxiety but I used to be a very nervous speaker and not being able to control my nerves used to interfere with my speech. I remember times when I could feel my face burning and my heart beating loud and rapid in my ears. All of these symptoms used to be distractions during my actual speech delivery. If I had known then what I know now!
I could relate very well to the video in which public speaking fears were identified and addressed. It's really important to first understand what exactly makes us nervous in making a speech before we try to find ways to eliminate it. I think my greatest fear used to be that of blanking our during my presentation. Once I was able to identify my problem I began working on fixing it. I practiced my speeches numerous times alone, and in fr0nt of friends and family. I would also make sure that I really understood and, at times, believed in the content of my speech. Just memorizing random concepts and regurgitating them was not good enough, I used to make sure I was speaking from my heart. This was largely the reason my public speaking ability greatly improved.
I absolutely loved the content and delivery of Jessica's speech. It was a very real topic and immediately drew me in because the intro was truly though-provoking. Often, the kind of hook we have in our speeches can make it or break it for the rest of the speech. Jessica had it all! Her intro not only questioned a natural human trait (viewing closed and open doors) but it was also spoken with much enthusiasm and emotion. Her expressions alone had me captivated, and I supported that speech tactic completely! Jessica also used a great analogy to put her speech topic into perspective for her audience (traveling to Italy) which is a great way of making concepts more coherent to listeners. And lastly, she included a personal anecdote which can always serve as a better way to bridge the gap between the speaker and the audience, allowing them to relate to her. All in all, it was a great speech, beautifully delivered!
Tuesday, September 2, 2008
Discussion #1 - 8/31
What makes you apprehensive about public speaking?
I am generally a very talkative person. Although I have strong articulation skills with family and friends, I believe speaking clearly to strangers requires a completely different set of communication skills. My husband knows exactly what kind of person I am, and therefore, can understand the message I'm conveying even at times when I am not speaking coherently. I know very well, however, a random audience would not have the benefit of knowing me inside out.
In past public speaking experiences, I have learned that in order to communicate clearly one must know what it is they really mean to say. I usually practice enough to know my presentation inside out. However, even though I have created a niche for myself in the world of public speaking, I too run into some minor roadblocks when it comes to actually getting up in front of an audience. The usual sweaty-palms syndrome kicks in. I start questioning my appearance, the depth of my knowledge, and even how well the audience will respond to my speech (will they laugh at my jokes?). Because I tend to be a perfectionist I also start worrying about what will happen if I forget some important information, or if I mispronounce a word, or even (in a worst case scenario) if I blank out!
The initial anxiety of making a presentation lasts from about an hour before I speak up until the first minute or so of my presentation. And then, like fog lifting, I settle in and truly start enjoying the adrenaline-rush feeling.
I am generally a very talkative person. Although I have strong articulation skills with family and friends, I believe speaking clearly to strangers requires a completely different set of communication skills. My husband knows exactly what kind of person I am, and therefore, can understand the message I'm conveying even at times when I am not speaking coherently. I know very well, however, a random audience would not have the benefit of knowing me inside out.
In past public speaking experiences, I have learned that in order to communicate clearly one must know what it is they really mean to say. I usually practice enough to know my presentation inside out. However, even though I have created a niche for myself in the world of public speaking, I too run into some minor roadblocks when it comes to actually getting up in front of an audience. The usual sweaty-palms syndrome kicks in. I start questioning my appearance, the depth of my knowledge, and even how well the audience will respond to my speech (will they laugh at my jokes?). Because I tend to be a perfectionist I also start worrying about what will happen if I forget some important information, or if I mispronounce a word, or even (in a worst case scenario) if I blank out!
The initial anxiety of making a presentation lasts from about an hour before I speak up until the first minute or so of my presentation. And then, like fog lifting, I settle in and truly start enjoying the adrenaline-rush feeling.
Monday, September 1, 2008
And we're back!
Hi! My name is Ume (pronounced Ooo-me) and I am a junior at SJSU. I was born in Pakistan, lived in Saudi Arabia for 18 years, and moved to California in the summer of 2002. I'm a BA Chemistry major, and am preparing myself to teach chem at a highschool/college level. I've been married almost three years, and am now expecting my first child (hence the online class!). I love cooking, being creative, and of course, TALKING! I was on the speech and debate time in high school, and have written and made speeches for a variety of school-related activities. I love emceeing at parties and absolutely am looking forward to learning more about how to be a better communicator! Good luck to the rest of you this semester...hopefully we'll all do great in our classes!!!
Subscribe to:
Posts (Atom)