Impromptu Speaking
KB September 2003 8 minutes to write and deliver a speech.
Things to teach the student contestant: How to Use an Outline
The Traditional Outline I. Opening example, story, anecdote (in this the student exemplifies the problem posed) State the question/problem/topic II. Point One Explanation of Point One Example of Point one III.Point Two (etc) IV. Point Three V. Conclusion… Using a summary of the points made then stating the speaker’s thesis. Or..concluding with final example. Or.. doing both. (This is like teaching them to use the writing prompts on the state tests with one exception: This is useful.)
Spatial Outline If, for example, the topic is “Why I appreciate my family,” the speaker may want to simply move from one family member to another. Opening example, story, anecdote First example Second Example Third, etc… Conclusion: What all of the above have in common then perhaps ending with a final example.
Chronological Outline Example topic: “My idea of a great day,” or “The highlights of Jr. High for me.” Opening example, story or anecdote The first point in chronological order The second Etc. Conclusion: In short, what all these events together mean to you.
Tips on Coaching I.S.:
You must teach them to use an outline! The finest ideas will turn to mush unless organized. In fact, this may be the greatest benefit to this event. The purpose of your rehearsals must be two-fold. First, teaching them to use the outline and secondly, demonstrating for them how they have a world of valuable examples in their memories. Show them how to brainstorm. Do it with them. The typical Jr. High student has these experiences but has no idea that they might be of value for illustration. It is vital that you rehearse as many of your I.S. speakers together as you can possibly muster. If you have only one contestant, then ask another to come in and rehearse with them. And PLEASE! When you give a contestant a topic, work right along with him or her and present a speech of your own. You must make clear to the student that this is an art, not a science. There are many correct paths to the goal. Teach them to make extemporaneous notes, not full sentences. Let them feel free to fail in rehearsal by taking chances and NOT writing everything down. If you rehearse often enough, the chances of the student being able to use an example in contest that they’ve used in rehearsal are great. Do the event as a classroom activity, BEFORE you have the kids sign up for speech. You’ll be astounded at the increase in interest. Do everything you can to take the pressure off rehearsals. Work on one goal per rehearsal. Organization today, brainstorming ideas next week, polishing your speaking style later. (No one can have a great speaking style unless they have organization and ideas.)
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