This is the Oral Communication in Context Quarter 2, Module 10 self-learning module, “Principles of Speech Writing,” for Senior High School learners. It was produced by DepEd National Capital Region as part of the Alternative Delivery Mode (First Edition, 2020). It builds on the previous lesson on types of speech by purpose and manner of delivery, and it shows learners how to plan, outline, and write an effective speech of their own.
On this page 10 sections
What learners will learn
After going through this module, learners are expected to:
- identify the principles, techniques, and process in writing;
- set clear objectives in writing a speech;
- use the principles of effective speech writing in developing their own speech.
Quick recap: what came before
The module starts by reminding learners of the previous lesson:
- Speeches by purpose: expository or informative, persuasive, and entertainment speeches.
- Speeches by manner of delivery: reading from a manuscript, memorized, impromptu, and extemporaneous speeches.
It also points out that even professional writers treat writing as hard work. They write in a series of steps, known as the writing process, and do not expect a perfect draft in one sitting.
The writing process before you write
Before applying the principles, the module says a speech writer should know the writing process:
- Conduct an audience analysis.
- Determine the purpose of the speech.
- Select a topic.
- Narrow down the topic.
- Gather the data.
The four principles of speech writing
- Choosing the topic. A speech is meant to relay a message to listeners. The speaker may choose the topic, but often it is given because it is the central theme of a program, conference, or presentation.
- Analyzing the audience. A speech for one occasion cannot simply be used for another. No speech fits every occasion.
- Sourcing the information. Look for all available materials that support the speech. Good sources include newspapers, magazines, books, journals, and other informative reading materials.
- Outlining and organizing the speech content. An outline helps you make sense of your research so you are not overwhelmed by information. Once you have an outline, it is easier to see which supporting materials are useful.
Types of speech outline
| Type of outline | What it does |
|---|---|
| Chronological | Follows a historical or time approach, such as from past to present |
| Spatial or geographical | Moves from one place or direction to another |
| Cause and effect | Discusses both the cause and the effect of an issue |
| Problem-solution | Explains a problem and suggests a possible solution |
| Topical | Divides the topic into subtopics based on importance or interest value |
Extra tips for writing your speech
The module’s Additional Activities section gives these guidelines:
- Keep your words short and simple. A speech is meant to be heard, not read.
- Avoid jargon, acronyms, and technical words. They can confuse your audience.
- Make it personal. Use “I” but do not overuse it. Use “We” to show unity with your audience.
- Use active verbs and contractions. They give your speech a conversational tone.
- Be sensitive to your audience. Be careful with your language, jokes, and non-verbal cues.
- Use metaphors and other figures of speech. They help convey your point.
- Manage your time well. Keep within the time limit.
How the speech is scored
The module’s rubric rates a written speech from 0 to 3 on five skills:
- Audience engagement
- Logical organization
- Duration
- Word choice
- Grammatical correctness
Activities in this module
- What I Know: a template where you write your topic, purpose, message, and target audience.
- What’s New: watch John F. Kennedy’s inaugural speech of January 20, 1961, on YouTube. Then rate his voice, rapport with the audience, emotional appeal, and message delivery, and give the speech a score from 1 to 10.
- What’s More: do an audience analysis covering demographic data, affiliation, interests, and feelings. Then decide the purpose and manner of delivery, and report your findings orally in class.
- What I Can Do: draft an outline for a possible speech using one of the five outline types.
- Assessment: write an original speech and have a classmate evaluate your outline. Outline your classmate’s speech and suggest how to improve its body. Then find a short sample speech, identify its thesis statement, and note the techniques used in its closing.
- Additional Activities: write a speech for an international online school speech competition about COVID-19. Cover its spread and impact, and give creative suggestions for fighting the pandemic.
How to use this module
- Learners: Start with the What I Know template, then go through each part in order. Write your answers on a separate sheet of paper and do not mark the module. Use the rubric to check your speech before submitting it.
- Parents and facilitators: Help your child find a device to watch the Kennedy speech, and be a practice audience when they read their speech aloud.
- Teachers: The answer key says answers to most activities may vary. Use the module’s speech writing rubric to score the assessment and the COVID-19 speech. Plan class time for the oral reports from the audience analysis activity.
Frequently asked questions
What grade and quarter is this module for?
It is Module 10 for Quarter 2 of Oral Communication in Context, a Senior High School subject. The module does not name a specific grade.
What are the four principles of speech writing in this module?
They are choosing the topic, analyzing the audience, sourcing the information, and outlining and organizing the speech content.
What types of speech outline does the module discuss?
It covers chronological, spatial or geographical, cause and effect, problem-solution, and topical outlines.
Does the module have an answer key?
Yes, but it notes that answers to most activities may vary. Teachers use the speech writing rubric to score the assessment.
Which speech do learners analyze in this module?
Learners watch and evaluate John F. Kennedy’s inaugural speech of January 20, 1961, using a worksheet chart.
Full text of the module
The text below is a transcription of the PDF above, as printed.
Oral Communication in Context Quarter 2 – Module 10: Principles of Speech Writing
Senior High School
[illustration: students reading and studying outdoors under a tree and at a desk, with a globe and a lamp]
Oral Communication
Alternative Delivery Mode
Quarter 2 – Module 10: Principles of Speech Writing
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
| Development Team of the Module | |
|---|---|
| Writer: | Gomer O. Agon |
| Editor: | Joselito E. Calios |
| Reviewers: | Joselito E. Calios, Wilma Q. Del Rosario, Cherie M. Olesco, Rufino Delos Santos, Emmanuel B. Penetrante |
| Illustrator: | Hannah Krystelle Q. Del Rosario, Emmerando Martin P. Cruz |
| Lay-out Artists: | Elinette B. Dela Cruz, Lovelyn F. Bargo |
| Management Team: | Wilfredo E. Cabral, Micah S. Pacheco, Dennis M. Mendoza Ma. Evalou Concepcion A. Agustin, Carolina T. Rivera Manuel A. Laguerta, Joselito E. Calios, Wilma Q. Del Rosario |
Printed in the Philippines by _____
Department of Education – National Capital Region
Office Address: Misamis St., Bago Bantay, Quezon City
Telefax: 02-929-0153
E-mail Address: depedncr@deped.gov.ph
Oral Communication in Context
Quarter 2 – Module 10: Principles of Speech Writing
Senior High School
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue your studies and learn while at home. Activities, questions, directions, exercises, and discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell you if you need to proceed on completing this module or if you need to ask your facilitator or your teacher’s assistance for better understanding of the lesson. At the end of each module, you need to answer the post-test to self-check your learning. Answer keys are provided for each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the teacher are also provided to our facilitators and parents for strategies and reminders on how they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use a separate sheet of paper in answering the exercises and tests. And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
[illustration: a hand with a finger pressing a button]
In the previous lesson, speech was classified according to purpose: the expository or the informative speech, the persuasive speech and the entertainment speech. The manner of delivery was also discussed such as: reading or speaking from the manuscript, memorized speech, impromptu speech and extemporaneous speech. Knowing all these will lead you to be able to learn the basics of preparing a speech. But what makes the best speech. How do we deliver the speech we prepared effectively? All our questions will be answered by understanding by heart the principles of speech writing.
After going through this module, you are expected to:
- identify the principles, techniques and process in writing;
- set clear objectives in writing speech;
- use the principles of effective speech writing in developing one’s speech.
What I Know
[illustration: a hand holding a pencil]
Directions: Try to accomplish the template below showing how prepared are you in writing your speech.
| OBJECTIVES IN WRITING | RESPONSE/REPLY |
|---|---|
| 1. What topic you are interested in? | |
| 2. What is the purpose of your speech? | |
| 3. What message would you like to get across? | |
| 4. Who is your target audience? |
Lesson 10 Principles of Speech Writing
What’s In
[illustration: a hand holding a puzzle piece]
Many people assume that professional writers find writing of any genre easy, that when they sit down at a keyboard, the right words just flow. But in fact, these writers know that writing is a hard work. They don’t expect to achieve perfection in one draft or just in one sitting. They regard writing as a series of steps or activities, known as the writing process. Learning to use this process coupled with the principles of writing can help you express your ideas well and succeed at writing.
This lesson discusses about the different principles of writing and the writing process. Specifically, the ideologies of speech writing.
[illustration: three pencil-sketch style images showing a hand writing with a pen, a person handing papers through a window, and a person sweeping up crumpled paper]
What’s New
[illustration: a hand holding a plant sprout]
Directions: Go to youtube.ph and type in https://www.youtube.com/watch?v=fSZSbIAZlpQ. Watch and listen to the full version of John F. Kennedy’s Inaugural Speech on January 20, 1961.
Using the chart below, try to scrutinize by honestly giving remarks or feedbacks to John F. Kennedy’s Speech.
MY WORKSHEET CHART
| Objectives of the Speech | Remarks |
|---|---|
| 1. Is the voice well – modulated making his speech effectively delivered? | |
| 2. Did he create rapport with his audience? | |
| 3. Did he add emotional appeal to his well – crafted speech? | |
| 4. Do you think the message was delivered successfully to his audience? | |
| 5. If you were to rate John F. Kennedy’s Speech using the scale of 1-10 where 1 is the lowest and 10 being the highest, what rate could you give? |
What is It
[illustration: a magnifying glass held in a hand]
Principles of Speech Writing
Before one jumps into the principles of speech writing, the writer must be aware first with the writing process such as: conducting an audience analysis, determining the purpose of the speech, selecting a topic, narrowing down a topic and gathering the data.
On the other hand, the following are the center of our discussion today. The Principles of Speech Writing.
The First Principle of Speech Writing is Choosing the Topic. A speech is meant to relay a message to the listeners. The choice of the topic may be up to the speaker but, more often than not, the speaker is given the topic because it is the central theme of a program, conference or presentation.
The Second Principle of Speech Writing is Analyzing the Audience. A speech for one occasion cannot simply be used for another. There is no speech that fits any and all occasion.
The Third Principle of Speech Writing is Sourcing the Information. This involves seeking out all the available means for finding materials to support the speech. Good sources are newspapers, magazines, books, journals, or any reading materials full of useful information.
The Fourth Principle of Speech Writing is Outlining and Organizing the Speech Content. This makes sense of all the research conducted. With all the information gathered for the specific topic, it is quite easy to be overwhelmed. On the other hand, the next step is to organize the speech itself. For this, the best method is an outline. There are different types of outline. There are different types of outlines that one can use depending on how the speech is to be organized: chronological outline, spatial or geographical outline, cause and effect outline, problem – solution outline and topical outline.
What’s More
Directions: Conduct an “Audience Analysis” for a possible speech to be delivered. Be very particular with the indicators written below. Afterwards, determine the purpose of the speech and the manner of delivery based on the findings made in the audience analysis.
AUDIENCE ANALYSIS
| Indicators | Analysis/Remarks |
|---|---|
| 1. Demographic Data | |
| 2. Affiliation | |
| 3. Interests | |
| 4. Feelings | |
| 5. Purpose of the Speech | |
| 6. Manner of Delivery |
(Report your findings after the conduct of the “audience analysis” orally in class.)
What I Have Learned
A speech is a powerful instrument to persuade people to follow the goals of a speaker.
We have to be familiarized with the different elements involved in successfully writing a speech.
Using the principles of effective speech writing we would be able to focus the audience profile, the logical organization, the duration and word choice and even the grammatical correctness.
The Principles also include: choosing the topic, analyzing the audience, sourcing the information and outlining and organizing the speech content.
In outlining the content, the following types of outline can be used depending on how the speech is to be organized. The following are the types of outline: chronological outline, which refers to a historical or time approach like from past to the present, spatial or geographical outline, which means going from one place to another or from one direction to another, cause and effect outline, which involves a discussion of both cause and effect of an issue, problem – solution outline, which explains a problem and suggest a possible solution, and lastly, topical outline, which divides the topic into subtopics based on importance or interest value.
That once there is an outline, it will be easier to know which supporting material may be useful or not.
What I Can Do
Directions: Draft an outline for a possible speech to be delivered based on the analysis you made in the previous activity. Choose any one of the types of outline written on the chart to guide you with the development of your speech.
TYPES OF SPEECH OUTLINE CHART
| Type of Outline | Description |
|---|---|
| 1. Chronological Outline | Historical or time approach like from past to present. |
| 2. Spatial or Geographical | Going from one place to another, from one direction to another. |
| 3. Cause and Effect Outline | Involves a discussion of both cause and effect of an issue. |
| 4. Problem – Solution Outline | Explains a problem and suggest a possible solution. |
| 5. Topical Outline | Divides the topic into subtopics based on importance or interest value. |
Assessment
Directions: Read the given tasks below and do what is asked for.
- Write an original speech (of any topic). Before you read your speech, give you outline to a classmate seated beside you and ask for an evaluation.
- Outline the speech written by your classmate. Give suggestions on how to improve the body of the speech.
- Research on a short sample speech on any subject. Look for the thesis statement in the introductory part. Identify what techniques or strategies were used in the closing part of the speech.
Rubric Scoring for a Speech Writing
| Skill | 3 | 2 | 1 | 0 |
|---|---|---|---|---|
| 1. Audience | The audience is engaged to the greatest extent to the speech writing. | The audience is engaged to the average extent to the speech writing. | The audience is engaged to the less extent to the speech writing. | The audience is engaged to the least extent to the speech writing. |
| 2. Logical Organization | The content and thought of the written speech is arranged clearly and logically. | Few of the content and thought of the written speech is not arranged clearly and logically. | Many of the content and thought of the written speech is not arranged clearly and logically. | Most of the content and thought of the written speech is not arranged clearly and logically. |
| 3. Duration | The length, period or duration of the written speech is excellently employed. | The length, period or duration of the written speech is well employed. | The length, period or duration of the written speech is not well employed. | The length, period or duration of the written speech is absolutely not employed. |
| 4. Word Choice | Words used were creative and well-chosen for target audience. Examples were precise. | Words evidently considered the audience, appropriate language and examples. | Simple language, context, or examples were used. | Words were not chosen well. Some words were clearly inappropriate. |
| 5. Grammatical Correctness | The written speech is free from grammatical errors. | The written speech has very few grammatical errors | The written speech has many grammatical errors. | The written speech has almost found to be grammatically incorrect. |
Additional Activities
Here are some additional guidelines when you are writing your speech:
- Keep your words short and simple. Your speech is meant to be heard by your audience, not read.
- Avoid jargons, acronyms and technical words. These definitely could confuse your audience.
- Make your speech more personal. Use the personal pronoun “I,” but take care not to overuse it. When you need to emphasize collectiveness with your audience, use the personal pronoun “We.”
- Use active verbs and contractions. These add to the personal conversational tone of your speech.
- Be sensitive of your audience. Be very careful with your language, jokes and non – verbal cues.
- Use metaphors and other figures of speech. These will effectively convey your point.
- Manage your time well. Make sure that the speech falls under the time limit.
Directions: Using the additional guidelines discussed above, try to write or compose your own speech given the scenario below.
The recent Corona Virus (COVID 19) Pandemic has swallowed the lives of millions of people and put all the human activities all around the world and at a standstill. You feel concerned about it and decide to participate in an international on – line school speech competition on Corona.
Write your speech giving details on Corona Virus, its spread and its impact by giving your creative and useful suggestions to fight the pandemic and hopefully won our battle against it.
Refer to the rubric scoring for writing a speech below. Come up with a very sensible speech by taking into consideration the skills to be employed in speech writing production.
Rubric Scoring for a Speech Writing
| Skill | 3 | 2 | 1 | 0 |
|---|---|---|---|---|
| 1. Audience | The audience is engaged to the greatest extent to the speech writing. | The audience is engaged to the average extent to the speech writing. | The audience is engaged to the less extent to the speech writing. | The audience is engaged to the least extent to the speech writing. |
| 2. Logical Organization | The content and thought of the written speech is arranged clearly and logically. | Few of the content and thought of the written speech is not arranged clearly and logically. | Many of the content and thought of the written speech is not arranged clearly and logically. | Most of the content and thought of the written speech is not arranged clearly and logically. |
| 3. Duration | The length, period or duration of the written speech is excellently employed. | The length, period or duration of the written speech is well employed. | The length, period or duration of the written speech is not well employed. | The length, period or duration of the written speech is absolutely not employed. |
| 4. Word Choice | Words used were creative and well-chosen for target audience. Examples were precise. | Words evidently considered the audience, appropriate language and examples. | Simple language, context, or examples were used. | Words were not chosen well. Some words were clearly inappropriate. |
| 5. Grammatical Correctness | The written speech is free from grammatical errors. | The written speech has very few grammatical errors | The written speech has many grammatical errors. | The written speech has almost found to be grammatically incorrect. |
Answer Key
[transcriber’s note: this page is printed upside down; the content is transcribed in upright reading order]
| ASSESSMENT | WHAT’S NEW, WHAT’S MORE, WHAT I CAN DO | WHAT I KNOW |
|---|---|---|
| (The teacher will refer to the Rubrics prepared for the Activity) | WHAT’S NEW (answers may vary) WHAT’S MORE (answers may vary) WHAT I CAN DO (answers may vary) | WHAT I KNOW (Answers may vary) |
References
Abulencia, Efren F. Fundamentals of Public Speaking. Manila: Rex Book Store, 2009. Anudin, Ali G. and Andrew Rey S. Pena. Oral Communication. Quezon City: Vibal Group Inc., 2016.
Arcturus aReaganDesignee. “John F. Kennedy Presidential Inaugural Speech (full).” YouTube. Accessed May 30, 2020. https://www.youtube.com/watch?v=fSZSbIAZlpQ
Flores, Ramona S. Oral Communication in Context. Manila: Rex Book Store, 2016.
Kumar, Ashwini. Speech writing for class xi and xii. SlideShare A Scribe Company. Last modified April 24, 2020. https://www.slideshare.net/ashwinipun/speech-writing-for-class-xi-and-xii232565896?qid=b4a72316-1855-4337-9448-b6649000c3e0&v=&b=&from_search=11
Sumapig, Jason. Principle of Speech Writing. SlideShare A Scribe Company. Last modified October 7, 2018. https://www.slideshare.net/JasonSumapig/principle-of-speechwriting?qid=22aa35a9-161a-469e-9fc2-96427e4c5e4e&v=&b=&from_search=1
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