Consider the expectations of people who attend a formal dinner. ![]() The speech to inform the audience on a topic, idea, or area of content is not intended to be a display of attitude and opinion. But when we set out to inform an audience, taking sides or using sarcasm to communicate attitude may divide the audience into groups that agree or disagree with the speaker. When we share information informally, we often provide our own perspective and attitude for our own reasons. Your intentions, of course, are not to argue that salsa is better than ketchup or that eBay is better than Amazon, but to inform the audience, increasing their understanding of the subject, and in this case, gaining new skills. The audience may learn an important skill, clean out the old items in their garage, and buy new things for the house with their newfound skills. You may project onto a screen in class the main Web site and take the audience through a step-by-step process on how to sell an item. In the same way, perhaps you decide to inform your audience about eBay, a person-to-person marketplace much like a garage sale in which items are auctioned or available for purchase over the Internet. If your audience members have never made their own salsa, they may gain a new skill from your speech. If you are presenting a speech on how to make salsa from fresh ingredients, your audience may thank you for not only the knowledge of the key ingredients and their preparation but also the product available at the conclusion. Just as you want to increase the audience’s understanding, you may want to help the audience members gain skills. A bar chart, a pie graph, and a video clip may all serve you and the audience well, but how will each ingredient in your speech contribute to their understanding? The audience will respond to your attention statement and hopefully maintain interest, but how will you take your speech beyond superficial coverage of content and effectively communicate key relationships that increase understanding? These questions should serve as a challenge for your informative speech, and by looking at your speech from an audience-oriented perspective, you will increase your ability to increase the audience’s understanding. The second involves your presentation and the illustration of ideas. The first involves what they already know-or don’t know-about your topic, and what key terms or ideas might be necessary for someone completely unfamiliar with your topic to grasp the ideas you are presenting. How well does your audience grasp the information? This should be a guiding question to you on two levels. ![]() Let’s take a look at the functions and see how they relate to the central objective of facilitating audience understanding. There are distinct functions inherent in a speech to inform, and you may choose to use one or more of these functions in your speech. On the other hand, a negative response reaffirms the idea that to communicate a topic, issue, or subject clearly is a challenge in itself and shouldn’t be viewed as a simplistic process. They may, however, inform audiences on issues that may be under consideration in an election or referendum. An affirmative response underscores the idea that informative speeches do not seek to motivate the audience to change their minds, adopt a new idea, start a new habit, or get out there and vote. You might say, “Is that all?” and the answer is both yes and no. Informative presentations focus on helping the audience to understand a topic, issue, or technique more clearly. Explain the difference between exposition and interpretation. ![]()
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