persuasive speech about sign language

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Why more people should learn American Sign Language

Caitlin Wilkinson | April 19, 2022

Why should American Sign Language (ASL) be the next language to learn? ASL is arguably the most important language out there. ASL is necessary to know and understand, and here are some reasons. People who sign and or deaf people should be able to communicate with others. It’s good for expressing how you feel, and it’s a beautiful language. You don’t have to speak/pronounce things. We should be more involved/aware of the deaf and hard of hearing community. I can list on and on and on, but I won’t. That would take too much time… Imagine being in a world where there are people all around you, and you can’t even communicate with most of them. You don’t speak their language, and they are too impatient to slow down and try to communicate with you. I’ve seen and experienced that before, and it’s definitely not fun. I know I’m not the only one who has experienced it. If you have experienced it, then you know how it feels. It makes you feel lonely, frustrated, and many other feelings. Last year, in my ASL class, I had to be deaf for a day for the end-of-term project. I would have to wear earplugs and not speak for 24 hours. I wanted to make it a bit of a challenge, so I went to school during it. I wrote a sign to let everyone know that I couldn’t talk or hear. As soon as I showed the sign to someone, I noticed that they would give up on talking to me that day. It definitely was an adjustment. I wasn’t used to not hearing anyone. I couldn’t even hear the teachers talking. That might sound great at first, but it was way less great after being handed an assignment that I didn’t hear. I definitely wish that more people knew sign language or made an effort to learn it. Once, I was at a fast-food restaurant with my siblings; the customers in front of me were deaf. They were trying to order their food, and the person taking their order was getting really impatient with them. They would point at the menu, try to say some words, and sign to the guy taking their order. He said that he couldn’t help them so he left them there. The two customers ended up leaving without getting food. I didn’t know sign language at the time, so I couldn’t help them. I felt helpless, and after that, I knew that one day I would learn ASL and help others with it. Another reason to learn ASL (If the first reason wasn’t good enough for you) is that it’s a great way to express yourself. Dominique Lozano’s article “ Self Expression ” talks about how people express themselves. The way you express yourself makes you who you are. Sign language is a really expressive language. I love ASL. I love signing because I can show my emotions through my body. I feel way more connected and in tune with my feelings when I sign. In my ASL class, I have this term project that I’m doing. I’m making an ASL music video. The song my partner and I chose is “Waving Through a Window” from Dear Evan Hansen Broadway Musical. The lyrics come alive when I sign them. I can have the character Evan Hansen come alive. The emotion truly flows through the words I’m signing. Do you know what else I love about ASL? I LOVE how you don’t have to speak. I’m definitely more on the introverted side, and I always struggle with talking to people. ASL has been great in helping me with my social anxiety. I don’t know why, but it’s way less scary to use sign language than to speak. Whenever I would try to learn a new language, I would always hate the speaking/pronouncing words portion of learning it. With ASL, speaking isn’t needed. That’s probably one of my favorite things about sign language. Have I convinced you that ASL is the best language yet? Yes? No? Well, here is one more reason why you should learn it. It is essential to be involved and aware of the deaf and hard of hearing community. We must spread deaf awareness to bridge the gap between hearing and deaf people. We shouldn’t let a language barrier get in the way. There are so many great people out there that you might miss out on. Even if you learn a couple words, or at the very least learn the alphabet, that would make a difference. It may not seem like a big deal, but it really is. When I was doing the deaf for a day project, I had that sign saying that I couldn’t hear and speak. When I got on the bus to school, I sat down next to this girl Olivia like I usually did. I showed her the sign, and then she started fingerspelling to me out of nowhere! I was caught off guard because I wasn’t expecting that at all. It was incredible how she tried her best to communicate with me! It was probably the highlight of my day. Now, that was me, and I’m not even deaf. I did that for one day. That meant a lot to me. I can’t imagine what it might mean to someone who deals with this every day. This shows that learning something small like the alphabet can make a big difference in someone’s day. That’s just my experience. There are a lot of different kinds of stories out there. Learning ASL is so important, and doing this will bring us a few steps closer to Unity. With Unity, there is a great strength. ASL is a beautiful language, and I’m so glad that I have the opportunity to learn it.

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Angelina • Aug 30, 2022 at 12:58 PM

I believe we should all learn this too.

Mario Pena • May 6, 2022 at 1:01 PM

Yes, I believe we should all learn this language because it can be helpful so everyone can communicate with eachother.

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The Wrangler

Should Sign Language Be Taught At Schools?

Katelyn Ruggles

These are the letters a, s, and l in sign language, which stand for American Sign Language

Katelyn Ruggles , Photojournalist November 13, 2020

At almost every high school you go to, they always offer the basic languages to learn, commonly ranging from French to Spanish to German. However, one of the most common languages that are not taught in school is not a speaking language, but the language of the unspoken. Sign language is a popular and important language that many people across the world use to communicate, however, it is rarely offered to learn in schools. Here are several reasons why sign language is a valuable language to know, and therefore should be offered as a language to learn. 

Considering the number of people in the world that use sign language as communication, it should be important enough and qualified enough to be taught in schools. About 70 million people use sign language worldwide, and of that number, 13% are teenagers over the age of 12 (usahearingcenters.com). Offering sign language in school can allow students and teachers to communicate with their peers that are hearing impaired, and allow them to have an easier and smoother time communicating with others. While explaining her classes, Jenna Roncevich (10) states how she “wanted to learn sign language instead of the languages at the school, but she could not because it was not offered.” It can also provide more job opportunities for teachers that can teach sign language, which can overall help with the economy and unemployment rates. 

Not only can sign language be beneficial during school, but it is also a skill that can be useful to know in the future. Having the ability to speak sign language on your resume is a unique feature that can make you stand out amongst others. Many jobs ranging from receptionists in offices to hostesses in restaurants can find sign language a valuable asset to have on a resume as coming across deaf guests who mainly use sign language as communication can be common. Teaching sign language in schools can increase the chances of someone getting a job or into a certain school, just like any other subject taught in schools. 

Sign language being offered in schools can also help with socializing and interaction in school. Kids will be able to interact with each other in a new and different way, and can also reach out and interact with kids who are hearing impaired. It is also sensitive to kids with special needs that cannot communicate efficiently using words. Unfortunately, in most schools, kids with special needs are commonly looked over by the other students and do not interact with kids as normally as other students do. Teaching sign language can increase the number of students that reach out and talk to the students with special needs, which can immensely improve these students’ high school experiences and lives.  

With the increase of sensitivity to special needs and hearing-impaired students, along with the ability to better interact and communicate with students, sign language should be a given to be taught in high school. Not only can this help with including all students at school, but it can also make many of these students’ lives much better, and their high school days go much smoother. But the benefits do not stop there. Sign language also can be a unique skill to have on resumes, increasing the chances of people getting jobs or getting into schools. Obviously, with the numerous pros, sign language is a valuable asset to have in life that should be more commonly known worldwide, which should start at schools by offering it to be taught as a language option for students to take. 

Katelyn Ruggles is an upcoming senior at Yorba Linda High School. She is on the board of Political Social Activist club and enjoys giving back to her community....

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Sharon Sun • May 15, 2021 at 4:16 PM

I also agree that ASL should be opened as an option for a language, especially considering that it still is a separate language that requires learning how to translate. I think it would be a great step to start being inclusive towards others!

Hayden MacDonald • Dec 10, 2020 at 8:35 PM

I wanted to take Sign Language and was very disappointed myself when hearing it was not offered at Yorba Linda. I think it is super important to be as inclusive as possible, and I believe this class is a big step in the right direction!

Blake Kingsbury • Dec 10, 2020 at 8:39 AM

Sign language is such a good thing to learn for communicating with those who need to use it. I absolutely support it being taught at schools!

faith desio • Nov 18, 2020 at 9:00 PM

I loved reading this article! Learning sign language has been a personal goal of mine for a long time. I think introducing it into the school system would be great, I know I would definitely take that class. Amazing article Katelyn!

Kylie de Best • Nov 18, 2020 at 7:12 PM

I love that you wrote this article! I feel that it is something very important to be offered at schools, and it is also seems a lot of fun to learn,

Fiona Salisbury • Nov 16, 2020 at 7:40 PM

I agree with you and I also believe that sign language should be taught in school as a class, and even if the school could not offer a class, I think it would be great if students were at least taught basic sign language.

Anita Tun • Nov 16, 2020 at 10:04 AM

I think it’s also important that more high schools should introduce asl which would be so useful communicating with others!

danielle huizar • Nov 15, 2020 at 3:13 PM

I loved this article and how it shows the reasons why sign language should be taught at schools. I personally want to learn sign language, and I would’ve loved to take it as a language in high school.

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The moral case for sign language education

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• Volume 37 , pages 94–110, ( 2019 )

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Here, a moral case is presented as to why sign languages such as Auslan should be made compulsory in general school curricula. Firstly, there are significant benefits that accrue to individuals from learning sign language. Secondly, sign language education is a matter of justice; the normalisation of sign language education and use would particularly benefit marginalised groups, such as those living with a communication disability. Finally, the integration of sign languages into the curricula would enable the flourishing of Deaf culture and go some way to resolving the tensions that have arisen from the promotion of oralist education facilitated by technologies such as cochlear implants. There are important reasons to further pursue policy proposals regarding the prioritisation of sign language in school curricula.

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1 Introduction

Learning another language is a life goal for many. We generally think that doing so is a form of self-improvement. We teach languages in our schools. Many people go out of their way to ensure that their child becomes bi- or multilingual. However, it is important to ask exactly why we choose certain languages above others, and which languages we should teach our children. The answer depends on assessing not just what is good for the individual child, but also what makes society better.

Languages taught in schools in English-speaking countries are often European or Asian languages. In Australia, Japanese, Italian, French, Indonesian, German and Chinese constitute 93% of enrolment numbers (Orton 2016 ). In both the United States (US) and the United Kingdom (UK), Spanish, French and German dominate (American Council on the Teaching of Foreign Languages 2011 ; Long and Bolton 2016 ). One set of languages that receives comparatively little attention are sign languages such as Australian Sign Language (Auslan), British Sign Language (BSL) and American Sign Language (ASL).

In December 2016 the first Australian national curriculum for Auslan was launched, as a result of much lobbying from the deaf (or Deaf) community (Dalzell 2016 ). This means there is a standard text for teaching Auslan that can be implemented around the country. Despite this, Auslan is still only taught in 4% of all Victorian public schools (Hore 2017 ). A recent push has occurred in the UK for BSL to be made available as a GCSE subject, with one child mounting a legal challenge in 2018 (Busby 2018 ). A 2017 petition to the government calling for BSL to be integrated into the national curriculum received over 35,000 signatures (“Make British Sign Language part of the National Curriculum” 2018 ). A 2017 survey by the National Deaf Children’s Society found that 92% of young people (both deaf and hearing) thought BSL should be taught in schools (National Deaf Children’s Society 2017 ). In the US, the provision of ASL in secondary schools is increasing, although it remains a very small minority of foreign language enrolments; teachers generally rely on a number of commercially-prepared curricula (Rosen 2010 ).

Here, we argue that sign languages should be compulsorily integrated into the school curriculum, whether primary, secondary, or both. This would make sign language education accessible to both hearing and deaf or hard-of-hearing students. We will focus on English-speaking countries as examples, particularly Australia (with Auslan) and the UK (with BSL). In these two countries in particular, sign language education has been the matter of recent public debate. We do not propose a specific educational policy, but rather a moral case as to why sign languages should be prioritised in any approach to developing a school curriculum.

Although the strong version of our claim is that sign language should be made compulsory, we accept that there may be some situations and contexts where this may not be appropriate or possible. In these exceptions, we still argue that sign language education should at least be made accessible, prioritised, and/or incentivised.

Teaching a second language has many cognitive and social benefits. Teaching sign language, specifically, has further benefits. Firstly, learning sign language would benefit individual students, as it would improve each student’s overall communication skills and provide additional cognitive advantages that come from being bimodally bilingual. Secondly and critically, widespread knowledge of sign language would benefit numerous groups who are already disadvantaged, such as those with a communication disability, particularly those who are congenitally deaf or hard-of-hearing. These individuals are at risk for social isolation, stigmatisation, loss of independence, poorer literacy and academic outcomes, underemployment, and overrepresentation in the juvenile justice system (Bryan et al. 2010 ; Health Workforce Australia 2014 ; Law et al. 2009 ; Schoon et al. 2010 ; Snow and Powell 2007 ). This makes sign language education a question of justice. Thirdly, teaching sign language in schools will go some way to resolving the tension around new technologies and the erasure of Deaf culture.

We set out our case as follows. In Sect.  2 , we outline the benefits that learning sign language bestows on individuals. In Sect.  3 , we argue that considerations of justice favour prioritising the teaching of sign language over other second languages. In Sect.  4 , we discuss issues regarding identity and deaf culture. We conclude by endorsing the general principle that in a default curriculum, students should learn sign language. At the very least, sign languages should be much more widely taught than they are now, so that they are among the most widely taught languages.

2 Benefits to the individual

Learning a second language has a number of demonstrated benefits to the individual. It can foster analytic thinking (Jiang et al. 2016 ), enhance multitasking (Poarch and Bialystok 2015 ), and improve social cognition and executive control (Bialystok and Craik 2010 ; Carlson and Meltzoff 2008 ; Colzato et al. 2008 ; Cox et al. 2016 ; Hilchey and Klein 2011 ) among a number of other cognitive benefits. These benefits are most evident when the second language is supported with strong bilingual education rather than only speaking the language at home (Lauchlan et al. 2012 ). Numerous studies have indicated that bilingualism serves as protection against cognitive decline in older age, delaying the onset of dementia by 4 to 5 years (Alladi et al. 2013 ; Perani et al. 2017 ; Woumans et al. 2015 ). With this level of protection against age-related disease, language education could even be argued to be a kind of public health measure. Additionally, there is the simple positive aspect of being able to communicate directly with a larger number of people than one otherwise would be able to. This also means the opportunity to engage with other cultures to a deeper level.

Learning a sign language provides additional benefits, as not only does it make a person bilingual, but also bimodal. It provides several cognitive gains: it improves the use of co-gesture in speech (Casey et al. 2012 ), improves the ability to identify facial expressions (Bettger et al. 1997 ), enhances vocabulary development and literacy in young children (Daniels 1994 , 2004 ; Moses et al. 2015 ), and improves spatial cognition such as mental rotation (Emmorey et al. 1993 , 1998 ; Romero Lauro et al. 2014 ; Talbot and Haude 1993 ). Bimodal bilinguals can co-activate both languages during spoken comprehension (Shook and Marian 2012 ) and there is no cost to simultaneous speech and sign (Emmorey et al. 2016 ). Uniquely, sign language allows for simultaneous communication in two modalities; this is not possible with two oral languages.

There are additional social benefits to learning sign language. For example, it allows people to communicate in very noisy environments (such as a crowded bar or factory) or in an unobtrusive fashion where noise may not be allowed or may be distracting (such as the classroom). It facilitates effective communication with members of the deaf community who do not communicate orally, without the need of an interpreter or assistive device (including pen and paper). This can have advantages in both the personal and professional realm (for example, by making a business more accessible to deaf or hard-of-hearing people, thereby potentially increasing profit).

Gestures and visual communication are already an integral part of communication, with co-gestures representing an important visual modality that accompanies verbal output (Perniss et al. 2015 ). Sign language further provides another modality beyond the verbal to express oneself. A large part of communication is non-verbal, and the use of sign language integrates, formalises and expresses this non-verbal communication in an effective way. The strong link between sign language and emotional expression (Elliott and Jacobs 2013 ) may prove to be a positive outlet for some.

Learning sign language will also provide additional benefits to those who may become deaf. Hearing loss is associated with age (Oh et al. 2014 ). Australia’s population is ageing, and the proportion of Australians who are 65 or older is expected to continue to grow, projected to reach a quarter of the population by the end of this century (Australian Institute of Health and Welfare 2018 ). The situation is similar in the UK (Office for National Statistics 2017 ). Therefore, the number of people in these countries who are deaf or hard-of-hearing is likely to increase. Admittedly, technological and medical progress may prevent this, but this is not guaranteed. Loss of hearing due to age has been associated with impacts on quality of life, social relationships, and cognitive function (Fortunato et al. 2016 ). Learning sign language prior to the advent of hearing loss could ameliorate these impacts and make this transition less distressing. Learning another language such as German does not necessarily provide a benefit in the same way. For example, if you failed to learn German before you moved to Germany, you would be in a difficult position. However, apart from taking language lessons, you could also turn to a translator to translate German into your primary language. If you become hard of hearing when you rely on oral communication, you have lost your full capacity to communicate in your primary language. Without knowledge of sign language, a translator will provide no additional benefit to you. You have not just moved to another country where people do not understand you; there is no chance of going home. This is a reason that teaching sign language specifically confers a benefit to the individual over the teaching of other second languages. Over time, as younger generations transition, it would allow effective communication with the elderly as they become hard of hearing, without requiring hearing assistive technology.

In sum, the learning of sign language will benefit individuals by promoting a bimodal form of communication that can facilitate expressive communication. These benefits will be particularly significant for those who are, or will become, deaf. It should be noted, however, that the degree to which individuals (as well as society in general) will benefit depends on the degree to which students successfully acquire sign language in school, and the extent to which they will retain it throughout their lifetime. This is hard to predict prospectively. We will simply note even if people only acquired a small amount of sign language, this could have significant benefits in terms of the social acceptance of deaf culture. Furthermore, learning a little sign language at school would provide a platform on which to learn further sign language when needed (for example, if they become deaf).

The Roman lawyer Cicero gives one of the earliest definitions of justice as “the virtue which assigns to each his due” (Cicero 1933 ). This broad definition still captures the core concerns of justice today. While justice encompasses many elements of ethics and law, it fundamentally represents a concern for giving people what they are ‘due’. Educational resources (such as a teacher’s time, a school’s budget) are limited. This raises the question of how we ought to allocate these resources in a way that assigns each their due.

There are several different theories of distributive justice which give different answers to the question of how we should distribute a limited resource. However, the most widely accepted theories are versions of ‘prioritarianism’ (Parfit 1997 ), which is the view that, other things being equal, benefits matter more, the more worse off their recipients. Footnote 1 One version of prioritarianism is John Rawls’ theory of justice, which includes the difference principle (Rawls 1999 ). It holds that differences between the best-off and the worst-off are only permissible if they raise the absolute standing of the worst off. On this view, we should distribute educational resources so that the worst off in society are as well off as they possibly can be.

Teaching sign language will benefit groups in society who are significantly marginalised. In many contexts, there will be strong reasons of justice to prioritise teaching sign language over other languages, as outlined further here.

Being able to communicate is an essential component of being able to participate fully in society. For this reason, it is more important to teach children a language that will allow them to communicate with those whose capacities for communication and engagement with society are limited by a language barrier. This is not necessarily the case with all second languages currently being taught, such as some European languages of wealthy countries where migrants are likely to be highly educated and already speak English. Therefore, linguistic minorities that are less likely or able to speak English have a greater claim to their language being represented on the educational curriculum than those who can speak English.

With this line of argument, it is also important to establish the deaf or hard-of-hearing not only as a linguistic minority, but also as a marginalised minority who are worse-off in a way that is directly related to language. It is more difficult for people who are deaf to communicate with other members of society and go about their daily lives with the ease of those who are not deaf can do. Although many people do not recognise deafness as a disability in itself (Bauman et al. 2014 ), the social implications of not being able to communicate in the same way as the majority of society are clear (regardless of how we conceptualise these barriers). It is, for example, more difficult to order a coffee or open a bank account if there is nobody who can communicate with you simply and effectively by non-oral means—that is, through languages such as Auslan. These are relatively trivial tasks, but it is also evident in more serious and important moments in life, such as being unable to communicate with medical staff during the birth of your child (Browne 2016 ). There is evidence of discrimination against the deaf in both Australia and the UK. Those who are deaf have poorer employment outcomes (Hill et al. 2017 ; Willoughby 2011 ; Winn 2007 ); as of 2015 in Australia, people with a communication disability such as deafness have a labour participation rate of only 37.5% (Australian Bureau of Statistics 2017a ). Deaf people have increased difficulty with accessing primary healthcare services (Kuenburg et al. 2016 ), and in the UK, deaf mental healthcare service users stay in hospital twice as long as hearing patients (Baines et al. 2010 ). Deaf people have increased barriers accessing the criminal justice system in the UK (Elder and Schwartz 2018 ) and are not able to serve as jurors in Australia (Napier and McEwin 2015 ). Parents of deaf children have had to resort to the courts to ensure that their children receive education that is accessible to them (Busby 2018 ; Komesaroff 2004 ). Although some of these problems are systemic and institutional, if the number of people who were able to communicate in sign languages were to increase, even if that level of communication is not particularly strong or skilled, this will go some way to ameliorating the difficulties deaf people face as they go about their daily life. It will also normalise the use of sign languages in various contexts and could provide a societal background where discrimination against the deaf is less accepted.

Deafness, as noted above, also intersects with other marginalised groups such as the elderly. Forms of sign language can also be useful for students with intellectual and developmental disabilities, such as autism spectrum disorder, Down syndrome (Toth 2009 ), or the plethora of genetic syndromes identified in this genomic era. Emphasising alternate modalities of language may help in making these communication methods more accessible and/or normalised. Modified forms of sign language, such as Key Word Sign or Makaton, have proved highly valuable for people with intellectual disabilities (Beecher and Childre 2012 ; Meuris et al. 2015 ; van der Meer et al. 2012 ). Teaching sign language may benefit individuals with, for example, autism, either directly or indirectly by making communication with their friends, family members and support staff easier. Varieties of sign languages can form a part of or a more natural alternative to augmented communication devices, and increased knowledge may be helpful for those who require access to alternative or augmented communication. However, it is important to recognise here that in this context we are not referring specifically to sign languages such as Auslan or BSL. Auslan and BSL are not in any way ‘easier’ or less complex than spoken languages. Rather, we argue that the broader implementation, integration and normalisation of bimodality may foster a more conducive environment for those with other forms of communication disabilities. Having some knowledge of sign language may make it more accessible for people to use other forms of signed language to facilitate communication.

There is an additional key difference that makes it more just to learn a sign language than the languages of other marginalised linguistic minorities. Simply put, it is possible for someone who speaks French to learn how to speak English. Although there may be barriers for many people to learn another language (including, for example, access to educational resources and/or time to learn), and this should certainly be taken into consideration, second language learning is still generally possible. It is very difficult or impossible for someone who is profoundly deaf to communicate verbally in English or comprehend spoken English, particularly if they have not learnt to do so at a young age or prior to hearing loss. Communication in writing is not sufficient compensation. The language barrier is one of function and cannot be overcome by the deaf party learning another language. Thus, it is the onus of those who speak English to learn the most effective language with which to communicate—that is, sign language.

The benefits to deaf people do not just extend to being able to access more goods and services directly. Even with widespread integration of sign language into a curriculum, there will remain many hearing people who require an interpreter when communicating with deaf people. Deaf people have a right to communicate through an interpreter, particularly when it comes to vital services such as medical care. There are a limited number of sign language interpreters, and more are needed. In Australia, with the recent introduction of the National Disability Insurance Scheme (NDIS), the demand has increased and it is a matter of justice for this demand to be met (Campbell 2018 ). Three out of five children under 12 living with a communication disability, including deafness, have unmet needs for formal communication assistance (Australian Bureau of Statistics 2017a ). Similarly, a 2017 government review found that there is a significant shortage of interpreters in the UK, with only 908 registered sign language interpreters in the entire UK (Department of Work & Pensions 2017 ). Integrating sign language into school curriculums will increase the exposure of young people to sign language, and may influence the number of those who choose to become interpreters. There is also the risk that speech pathology services may deteriorate in quality due to the increase in demand caused by the NDIS (Health Workforce Australia 2014 ), and so the ability to use a non-oral language to communicate may become even more important.

It is important that the training and work of skilled and certified sign language interpreters would remain essential, even if there were more widespread knowledge of sign language. Some knowledge of a language would not be sufficient to provide translation services in an ad-hoc fashion in the context of medical care, education, or public events. A skilled interpreter would absolutely be required in many situations. There is the risk that some may overestimate their ability to communicate in sign language and thus counterproductively impair effective communication. However, in small daily tasks where an interpreter is unlikely to be resourced, some knowledge of a language—such as numbers, and common words—would facilitate effective communication.

A greater emphasis on learning sign language at schools can also serve to rectify historical injustices. The Milan conference of 1880 solidified the teaching of the oralist tradition and greatly discouraged the use of sign languages in deaf education (Moores 2010 ). This has had profound impacts on deaf pedagogy and the growth and development of sign languages. For a long time, sign languages were not seen as legitimate languages. Although the teaching of sign language in schools cannot rectify the harms already done to those who were unable to fully master, learn, or communicate in the most appropriate language for their needs, it can go some way to legitimising sign language as a valuable form of communication that should be encouraged.

Another justice-based reason to prioritise teaching sign language over other languages is that it would enable countries such as Australia and the UK to fulfil their obligations under The United Nations Convention on the Rights of Persons with Disabilities (CRPD), which was ratified in 2009 by both Australia and the UK (Australian Law Reform Commission n.d.; Fraser Butlin 2011 ). By ratifying the CRPD, these governments imposed on themselves several obligations in relation to sign language including:

Facilitating the learning of sign language and the promotion of the linguistic identity of the deaf community; Taking appropriate measures to employ teachers, including teachers with disabilities, who are qualified in sign language and/or Braille, and to train professionals and staff who work at all levels of education.

Given the lack of easy access to sign language education, there is an imperative on these governments to undertake more drastic means to increase the uptake of Auslan or BSL. Making sign languages compulsory in schools would be the most effective way to discharge their obligations in relation to the CRPD.

Amongst all this, there is the question as to whether the teaching of sign language will come at a cost to the individual. If it does, then this must be weighed against the benefits to others who are currently worse off or marginalised (i.e., the deaf). This cost to the individual student may be the provision of sign language education at the expense of another language that it is more in the student’s interests to learn, and that it may reduce the frequency of other forms of bilingualism on a population level. If this cost is significant (i.e. it affects many students), then this is reason to reconsider our contention. However, we do not believe that a policy of compulsory sign language education will make a large number of students or society worse off, at least in Australia and the United Kingdom.

Firstly, as of the 2016 Census, 21% of Australians speak a language other than English at home (Australian Bureau of Statistics 2017b ). However, less than 10% of students learn language to a Year 12 level (and this includes those who are already native language speakers) (Mayfield 2017 ). This suggests that most of those who speak a second language do not learn it at school. In addition, schools frequently offer multiple languages, so that students can continue to pursue learning several languages. We accept that in the event that a school only has the resources to teach one language, there may be considerations for an exception to making sign language education available if there is another language with a greater claim to be prioritised in a particular context. Depending on regional context, there may be a case for another language to be prioritised along with, or instead of, sign language. For example, if there is an area in an English-speaking country with a high number of unilingual Spanish speakers, and resources or individual capacity are not available to facilitate learning English (including resources such as a person’s time or capacity), then Spanish has a strong case to be prioritised alongside (or instead of) sign language. Additionally, there might be reasons to promote the teaching of Indigenous languages over sign language in certain areas, to promote the continued survival of particular cultures.

These reasons stem from the same considerations of justice we have outlined earlier. However, we do not believe that exceptions such as these need to be widespread. This is because when we are addressing prioritisation of sign language education, the cost should be considered within the context of the whole curriculum rather than only the languages curriculum. We do not believe that generally, making sign language a necessary part of the curriculum need be an either/or proposition; there will be ways to implement sign language education without seriously impacting the provision of other second languages. For example, for schools with extremely limited resources or very low enrolments, an external sign language educational course could be established within the overall public school system, and students could be incentivised to attend.

Secondly, sign language is unique in a certain respect; most deaf children are born to hearing parents (Mitchell and Karchmer 2004 ), and so parents will often learn sign language (if they do at all) alongside the child whose native language it is likely to be. Children who are deaf do not have the opportunity to learn a language at home in the same way as many second language speakers. Therefore, the school is a key nexus for the spread of languages such as Auslan or BSL. There is much to suggest that language education in general is in serious need of investment,but there is also a strong argument that any attempts to overhaul or prioritise language education curriculums should focus on sign language(s). Even basic communication skills in sign language, rather than fluency, may have an important impact on society.

4 Identity, Deaf culture, and language

There is significant tension between those who view deafness as something to be ‘fixed’, and those who view it as the basis for a rich cultural tradition (capital-D ‘Deaf’). This tension is exemplified in the debate around cochlear implants. Cochlear implants enable children with hearing loss to hear, with varying degrees of efficacy. It is generally encouraged to have cochlear implants implanted in children while they are very young, due to the sensitive period and neural plasticity that impacts their acquisition of oral communication (Tomblin et al. 2005 ). Implanting very young children with cochlear implants is done so that they grow up accustomed to the sensory input provided and more adequately adjust to oral communication methods.

However, some members of the Deaf community do not view cochlear implants as a positive development for deaf children. Rather, they view the advent of cochlear implants as facilitating a form of cultural erasure or ethnocide (Sparrow 2010 ). Deaf children undergoing cochlear implant surgery are thereafter generally raised in the ‘oralist’ tradition, where a strong emphasis is made on acquiring and practicing the skill of oral communication. This is at odds with a tradition more in line with the cultural model, which places an emphasis on sign language as a means of communication. Parents of children with cochlear implants have been discouraged by practitioners from signing with their children, with sign language viewed as a kind of ‘crutch’ that discourages effective oral communication (Humphries et al. 2017 ). Deaf children raised in an oralist tradition, with its strong emphasis on oral communication, are thus likely to learn sign language later in life, if they do at all. This may impact on their communication skills, their sense of identity, and their capacity to sign. Most deaf children are born to hearing parents (Mitchell and Karchmer 2004 ), and it is likely that hearing parents in general would wish their child to share their mode of communication—that is, oral language. This means that they may prioritise an oralist approach to what may be the detriment for the child.

Outcomes from cochlear implants vary greatly depending on the degree and nature of hearing loss (Cosetti and Waltzman 2012 ; Fontenot et al. 2018 ) and timing of implant (Dettman et al. 2016 ), and many children with cochlear implants do not attain the same level of spoken language outcomes as their non-deaf peers (Geers et al. 2009 ). Therefore, it would seem to remain beneficial on an individual level for children with cochlear implants to learn sign language. There is also, again, the level of group benefit. If there are fewer deaf people or people who view themselves as Deaf, the concern is that Deaf culture will lose many (potential) members. This sort of decrease in numbers of a cultural group is, naturally, generally seen as a negative by members of that culture who value its continued existence. Therefore, it would similarly be beneficial to a specific group of people (the culturally Deaf) that sign language be normalised and more widely taught and accessible, particularly to those who may otherwise have been discouraged from using it (deaf or hard-of-hearing people raised in an oralist tradition).

Much could be written on this source of disagreement between medical and cultural or social models of disability. However, this will not be explored at length here. It is sufficient to recognise that the Deaf community has a strong claim that their culture and practices are threatened by an emphasis on oral communication that is facilitated by the increased use of cochlear implants. However, there is concurrently a strong claim that children who are born deaf have the right to have access to the faculty of hearing if it is possible for them to do so (Byrd et al. 2011 ). It has been stated that cochlear implants provide the child with more of an ‘open future’ (Nunes 2001 ). Although the choice has been made by the parents to provide the deaf child with a degree of hearing, the child can later exercise that choice to reject the implant and the hearing abilities it provides. However, the reverse is not as true, as the older a child is when they receive a cochlear implant the less likely they are to effectively acquire oral communication (Boons et al. 2012 ). Therefore, providing young children with a cochlear implant may provide them with an increased range of options when making their life plans, if it is effective. Many culturally Deaf parents are now choosing cochlear implants for their children and raising them in a bimodal bilingual tradition (Mitchiner 2015 ).

It is important here not to assume that a deaf child would automatically be in favour of the use of a cochlear implant. Although teenagers with cochlear implants may generally view them positively (Wheeler et al. 2007 ), there are a number of cases where a cochlear implant may be rejected. This can be because the hearing facilitated by the cochlear implant is so poor as to be more of a hindrance than a help, dislike or pain associated with the sensation of hearing provided by the implant, difficulties with the extensive speech therapy generally required after cochlear implant surgery, or a rejection of the oralist tradition emblematised by the cochlear implant and concomitantly, an embracement of the Deaf identity (Watson and Gregory 2005 ). There are good reasons for the latter; involvement with the Deaf community has a positive impact on the mental health of deaf people (Fellinger et al. 2012 ). These may be valid and sensible reasons for an autonomous agent to reject the use of the cochlear implant in favour of their natural state of deafness.

However, while the decision to choose even a modicum of hearing over complete deafness is seen as the ‘obvious’ choice by hearing members of society, the converse choice to embrace deafness or Deafness is less understood and not necessarily seen as a reasonable choice to be supported. It is difficult to see how this choice between ‘hearing’ and ‘Deafness’ can be made in an autonomous fashion if the alternative option to oral culture—Deafness—is not sufficiently supported or validated by society. If a deaf person has not learnt sign language, how can it reasonably be said that they can make an autonomous and informed choice to embrace a Deaf identity with the ease that would have been provided to them if they had been raised in a manualist tradition? The debate may continue regarding the education of deaf children in their early years (a harm reduction approach would advocate for not depriving young deaf children of sign language regardless of cochlear implant status (Humphries et al. 2012 )), but at least if all children learn sign language in school, this will allow children full access to both worlds and facilitate fully autonomous choice later in life. All children who have difficulties with hearing will be able to make an informed and autonomous choice about whether they identify as deaf, or Deaf, even if they have been raised with a focus on oralism, because access to a key part of Deaf culture—the language—will be normalised and made accessible to them by default. Importantly, it will also encourage a wider intercultural understanding, and this will reduce some of the difficulties associated with embracing Deafness, decreasing some of the pressures that may compel someone to make the alternative choice when they would prefer not to.

In addition to the direct benefits to the deaf child and family gained through significantly increased availability of sign language, there will also be broader cultural benefits to the Deaf community. If the number of people who have familiarity with sign language greatly increases, there will be advantages beyond the direct facilitation of communication. Even if students at school only learn rudimentary levels of sign language, the availability of and increased familiarity with sign language may have a positive impact on the wellbeing of the members of the Deaf community. This would be because increased availability of sign language could make Deaf people feel more included and welcomed in society. It would also facilitate societal familiarity with Deaf culture and validate deaf needs amongst hearing peers. If children lack familiarity with deafness and the needs of deaf people, they are more likely to view deafness negatively and be less likely to accept deaf peers (Batten et al. 2013 ). Therefore, even if sign language education does not produce widespread fluency, increased familiarity with elements of Deaf culture, such as sign language, are likely to have a positive impact on the Deaf community.

5 Conclusion

There are a number of reasons why there is a strong moral claim for sign language to be compulsory, or at least highly prioritised, in the school curriculum. It would benefit individuals, and it would also benefit groups. The benefit to the deaf and/or culturally Deaf is a matter of justice, as the cost to the individual and other groups would be slight. Indeed, learning a sign language may provide hearing children with unique benefits. People living with a communication disability are also significantly marginalised, economically disadvantaged and have unmet needs for assistance; widespread knowledge of sign languages would ameliorate some of these associated negative impacts. It would also enable deaf or hard-of-hearing people to make an autonomous choice between hearing culture and Deaf culture, or embrace both.

As noted previously, this argument presents a moral perspective rather than a specific policy proposal. Here, we have outlined the ethical reasons why such policy proposals should be pursued and prioritised. In order to translate this into more concrete plans of action, extensive consultation would be required with the Deaf community, as well as service providers, teachers, and other education professionals.

It is a responsibility of society to create an environment that is most conducive to the welfare of everyone, including deaf people. Part of this process would be ensuring that as many people as possible can communicate in the most appropriate languages for the needs of this community, which are sign languages. The most effective way to ensure that as many people as possible would communicate in a sign language would be to integrate sign languages into the school curriculum.

Two other view of distributive justice are egalitarianism—which aims for a distribution in which all are equal; and utilitarianism, in which resources should be distributed to provide the greatest benefits to the greatest number. Both are subject to serious objections as theories of justice. For example see Crisp, Roger. 2003. ‘Equality, Priority, and Compassion’ Ethics vol. 113, Issue 4: 745–763 and Dworkin, Ronald, 2000,  Sovereign Virtue: the theory and practice of equality , Cambridge, MA: Harvard University Press.

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Acknowledgements

Research conducted at the Murdoch Children’s Research Institute was supported by the Victorian Government’s Operational Infrastructure Support Program. This work was also supported by the Wellcome Trust [203132]. This research was supported by the Research Training Program (RTP).

Funding was provided by Wellcome Trust (Grant No. 203132), State Government of Victoria, Operational Infrastructure Support Program, Department of Education and Training and Australian Government Research Training Program Scholarship.

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Angela Morgan

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Uehiro Centre for Practical Ethics, University of Oxford, St Ebbes St, Oxford, OX1 1PT, UK

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Bowman-Smart, H., Gyngell, C., Morgan, A. et al. The moral case for sign language education. Monash Bioeth. Rev. 37 , 94–110 (2019). https://doi.org/10.1007/s40592-019-00101-0

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75 Persuasive Speech Topics and Ideas

October 4, 2018 - Gini Beqiri

To write a captivating and persuasive speech you must first decide on a topic that will engage, inform and also persuade the audience. We have discussed how to choose a topic and we have provided a list of speech ideas covering a wide range of categories.

What is persuasive speech?

The aim of a persuasive speech is to inform, educate and convince or motivate an audience to do something. You are essentially trying to sway the audience to adopt your own viewpoint.

The best persuasive speech topics are thought-provoking, daring and have a clear opinion. You should speak about something you are knowledgeable about and can argue your opinion for, as well as objectively discuss counter-arguments.

How to choose a topic for your speech

It’s not easy picking a topic for your speech as there are many options so consider the following factors when deciding.

Familiarity

Topics that you’re familiar with will make it easier to prepare for the speech.

It’s best if you decide on a topic in which you have a genuine interest in because you’ll be doing lots of research on it and if it’s something you enjoy the process will be significantly easier and more enjoyable. The audience will also see this enthusiasm when you’re presenting which will make the speech more persuasive.

The audience’s interest

The audience must care about the topic. You don’t want to lose their attention so choose something you think they’ll be interested in hearing about.

Consider choosing a topic that allows you to be more descriptive because this allows the audience to visualize which consequently helps persuade them.

Not overdone

When people have heard about a topic repeatedly they’re less likely to listen to you as it doesn’t interest them anymore. Avoid cliché or overdone topics as it’s difficult to maintain your audience’s attention because they feel like they’ve heard it all before.

An exception to this would be if you had new viewpoints or new facts to share. If this is the case then ensure you clarify early in your speech that you have unique views or information on the topic.

Emotional topics

Emotions are motivators so the audience is more likely to be persuaded and act on your requests if you present an emotional topic.

People like hearing about issues that affect them or their community, country etc. They find these topics more relatable which means they find them more interesting. Look at local issues and news to discover these topics.

Desired outcome

What do you want your audience to do as a result of your speech? Use this as a guide to choosing your topic, for example, maybe you want people to recycle more so you present a speech on the effect of microplastics in the ocean.

Persuasive speech topics

Lots of timely persuasive topics can be found using social media, the radio, TV and newspapers. We have compiled a list of 75 persuasive speech topic ideas covering a wide range of categories.

Some of the topics also fall into other categories and we have posed the topics as questions so they can be easily adapted into statements to suit your own viewpoint.

• Should pets be adopted rather than bought from a breeder?
• Should wild animals be tamed?
• Should people be allowed to own exotic animals like monkeys?
• Should all zoos and aquariums be closed?

Arts/Culture

• Should art and music therapy be covered by health insurance?
• Should graffiti be considered art?
• Should all students be required to learn an instrument in school?
• Should automobile drivers be required to take a test every three years?
• Are sports cars dangerous?
• Should bicycles share the roads with cars?
• Should bicycle riders be required by law to always wear helmets?

Business and economy

• Do introverts make great leaders?
• Does owning a business leave you feeling isolated?
• What is to blame for the rise in energy prices?
• Does hiring cheaper foreign employees hurt the economy?
• Should interns be paid for their work?
• Should employees receive bonuses for walking or biking to work?
• Should tipping in restaurants be mandatory?
• Should boys and girls should be taught in separate classrooms?
• Should schools include meditation breaks during the day?
• Should students be allowed to have their mobile phones with them during school?
• Should teachers have to pass a test every decade to renew their certifications?
• Should online teaching be given equal importance as the regular form of teaching?
• Is higher education over-rated?
• What are the best ways to stop bullying?
• Should people with more than one DUI lose their drivers’ licenses?
• Should prostitution be legalised?
• Should guns be illegal in the US?
• Should cannabis be legalised for medical reasons?
• Is equality a myth?
• Does what is “right” and “wrong” change from generation to generation?
• Is there never a good enough reason to declare war?
• Should governments tax sugary drinks and use the revenue for public health?
• Has cosmetic surgery risen to a level that exceeds good sense?
• Is the fast-food industry legally accountable for obesity?
• Should school cafeterias only offer healthy food options?
• Is acupuncture a valid medical technique?
• Should assisted suicide be legal?
• Does consuming meat affect health?
• Is dieting a good way to lose weight?

Law and politics

• Should voting be made compulsory?
• Should the President (or similar position) be allowed to serve more than two terms?
• Would poverty reduce by fixing housing?
• Should drug addicts be sent for treatment in hospitals instead of prisons?
• Would it be fair for the government to detain suspected terrorists without proper trial?
• Is torture acceptable when used for national security?
• Should celebrities who break the law receive stiffer penalties?
• Should the government completely ban all cigarettes and tobacco products
• Is it wrong for the media to promote a certain beauty standard?
• Is the media responsible for the moral degradation of teenagers?
• Should advertising be aimed at children?
• Has freedom of press gone too far?
• Should prayer be allowed in public schools?
• Does religion have a place in government?
• How do cults differ from religion?

Science and the environment

• Should recycling be mandatory?
• Should genetically modified foods be sold in supermarkets?
• Should parents be allowed to choose the sex of their unborn children?
• Should selling plastic bags be completely banned in shops?
• Should smoking in public places be banned?
• Should professional female athletes be paid the same as male athletes in the same sport?
• Should doping be allowed in professional sports?
• Should schools be required to teach all students how to swim?
• How does parental pressure affect young athletes?
• Will technology reduce or increase human employment opportunities?
• What age should children be allowed to have mobile phones?
• Should libraries be replaced with unlimited access to e-books?
• Should we recognize Bitcoin as a legal currency?
• Should bloggers and vloggers be treated as journalists and punished for indiscretions?
• Has technology helped connect people or isolate them?
• Should mobile phone use in public places be regulated?
• Do violent video games make people more violent?

World peace

• What is the safest country in the world?
• Is planetary nuclear disarmament possible?
• Is the idea of peace on earth naive?

These topics are just suggestions so you need to assess whether they would be suitable for your particular audience. You can easily adapt the topics to suit your interests and audience, for example, you could substitute “meat” in the topic “Does consuming meat affect health?” for many possibilities, such as “processed foods”, “mainly vegan food”, “dairy” and so on.

After choosing your topic

After you’ve chosen your topic it’s important to do the following:

• Research thoroughly
• Think about all of the different viewpoints
• Tailor to your audience – discussing your topic with others is a helpful way to gain an understanding of your audience.
• How involved are you with this topic – are you a key character?
• Have you contributed to this area, perhaps through blogs, books, papers and products.
• How qualified are you to speak on this topic?
• Do you have personal experience in it? How many years?
• How long have you been interested in the area?

While it may be difficult to choose from such a variety of persuasive speech topics, think about which of the above you have the most knowledge of and can argue your opinion on.

For advice about how to deliver your persuasive speech, check out our blog  Persuasive Speech Outline and Ideas .

How to Write and Structure a Persuasive Speech

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The purpose of a persuasive speech is to convince your audience to agree with an idea or opinion that you present. First, you'll need to choose a side on a controversial topic, then you will write a speech to explain your position, and convince the audience to agree with you.

You can produce an effective persuasive speech if you structure your argument as a solution to a problem. Your first job as a speaker is to convince your audience that a particular problem is important to them, and then you must convince them that you have the solution to make things better.

Note: You don't have to address a real problem. Any need can work as the problem. For example, you could consider the lack of a pet, the need to wash one's hands, or the need to pick a particular sport to play as the "problem."

As an example, let's imagine that you have chosen "Getting Up Early" as your persuasion topic. Your goal will be to persuade classmates to get themselves out of bed an hour earlier every morning. In this instance, the problem could be summed up as "morning chaos."

A standard speech format has an introduction with a great hook statement, three main points, and a summary. Your persuasive speech will be a tailored version of this format.

Before you write the text of your speech, you should sketch an outline that includes your hook statement and three main points.

Writing the Text

The introduction of your speech must be compelling because your audience will make up their minds within a few minutes whether or not they are interested in your topic.

Before you write the full body you should come up with a greeting. Your greeting can be as simple as "Good morning everyone. My name is Frank."

After your greeting, you will offer a hook to capture attention. A hook sentence for the "morning chaos" speech could be a question:

• How many times have you been late for school?
• Does your day begin with shouts and arguments?
• Have you ever missed the bus?

Or your hook could be a statistic or surprising statement:

• More than 50 percent of high school students skip breakfast because they just don't have time to eat.
• Tardy kids drop out of school more often than punctual kids.

Once you have the attention of your audience, follow through to define the topic/problem and introduce your solution. Here's an example of what you might have so far:

Good afternoon, class. Some of you know me, but some of you may not. My name is Frank Godfrey, and I have a question for you. Does your day begin with shouts and arguments? Do you go to school in a bad mood because you've been yelled at, or because you argued with your parent? The chaos you experience in the morning can bring you down and affect your performance at school.

Add the solution:

You can improve your mood and your school performance by adding more time to your morning schedule. You can accomplish this by setting your alarm clock to go off one hour earlier.

Your next task will be to write the body, which will contain the three main points you've come up with to argue your position. Each point will be followed by supporting evidence or anecdotes, and each body paragraph will need to end with a transition statement that leads to the next segment. Here is a sample of three main statements:

• Bad moods caused by morning chaos will affect your workday performance.
• If you skip breakfast to buy time, you're making a harmful health decision.
• (Ending on a cheerful note) You'll enjoy a boost to your self-esteem when you reduce the morning chaos.

After you write three body paragraphs with strong transition statements that make your speech flow, you are ready to work on your summary.

Your summary will re-emphasize your argument and restate your points in slightly different language. This can be a little tricky. You don't want to sound repetitive but will need to repeat what you have said. Find a way to reword the same main points.

Finally, you must make sure to write a clear final sentence or passage to keep yourself from stammering at the end or fading off in an awkward moment. A few examples of graceful exits:

• We all like to sleep. It's hard to get up some mornings, but rest assured that the reward is well worth the effort.
• If you follow these guidelines and make the effort to get up a little bit earlier every day, you'll reap rewards in your home life and on your report card.

Tips for Writing Your Speech

• Don't be confrontational in your argument. You don't need to put down the other side; just convince your audience that your position is correct by using positive assertions.
• Use simple statistics. Don't overwhelm your audience with confusing numbers.
• Don't complicate your speech by going outside the standard "three points" format. While it might seem simplistic, it is a tried and true method for presenting to an audience who is listening as opposed to reading.
• How to Write a Persuasive Essay
• 5 Tips on How to Write a Speech Essay
• Tips on How to Write an Argumentative Essay
• Writing an Opinion Essay
• How To Write an Essay
• 5 Steps to Writing a Position Paper
• How to Structure an Essay
• Ethos, Logos, Pathos for Persuasion
• What Is Expository Writing?
• Audience Analysis in Speech and Composition
• Definition and Examples of Analysis in Composition
• 100 Persuasive Speech Topics for Students
• What an Essay Is and How to Write One
• How to Write a Good Thesis Statement
• 100 Persuasive Essay Topics
• How to Write a Graduation Speech as Valedictorian

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Persuasive Speeches — Types, Topics, and Examples

What is a persuasive speech?

In a persuasive speech, the speaker aims to convince the audience to accept a particular perspective on a person, place, object, idea, etc. The speaker strives to cause the audience to accept the point of view presented in the speech.

The success of a persuasive speech often relies on the speaker’s use of ethos, pathos, and logos.

Ethos is the speaker’s credibility. Audiences are more likely to accept an argument if they find the speaker trustworthy. To establish credibility during a persuasive speech, speakers can do the following:

Use familiar language.

Select examples that connect to the specific audience.

Utilize credible and well-known sources.

Logically structure the speech in an audience-friendly way.

Use appropriate eye contact, volume, pacing, and inflection.

Pathos appeals to the audience’s emotions. Speakers who create an emotional bond with their audience are typically more convincing. Tapping into the audience’s emotions can be accomplished through the following:

Select evidence that can elicit an emotional response.

Use emotionally-charged words. (The city has a problem … vs. The city has a disease …)

Incorporate analogies and metaphors that connect to a specific emotion to draw a parallel between the reference and topic.

Utilize vivid imagery and sensory words, allowing the audience to visualize the information.

Employ an appropriate tone, inflection, and pace to reflect the emotion.

Logos appeals to the audience’s logic by offering supporting evidence. Speakers can improve their logical appeal in the following ways:

Use comprehensive evidence the audience can understand.

Confirm the evidence logically supports the argument’s claims and stems from credible sources.

Ensure that evidence is specific and avoid any vague or questionable information.

Types of persuasive speeches

The three main types of persuasive speeches are factual, value, and policy.

A factual persuasive speech focuses solely on factual information to prove the existence or absence of something through substantial proof. This is the only type of persuasive speech that exclusively uses objective information rather than subjective. As such, the argument does not rely on the speaker’s interpretation of the information. Essentially, a factual persuasive speech includes historical controversy, a question of current existence, or a prediction:

Historical controversy concerns whether an event happened or whether an object actually existed.

Questions of current existence involve the knowledge that something is currently happening.

Predictions incorporate the analysis of patterns to convince the audience that an event will happen again.

A value persuasive speech concerns the morality of a certain topic. Speakers incorporate facts within these speeches; however, the speaker’s interpretation of those facts creates the argument. These speeches are highly subjective, so the argument cannot be proven to be absolutely true or false.

A policy persuasive speech centers around the speaker’s support or rejection of a public policy, rule, or law. Much like a value speech, speakers provide evidence supporting their viewpoint; however, they provide subjective conclusions based on the facts they provide.

How to write a persuasive speech

Incorporate the following steps when writing a persuasive speech:

Step 1 – Identify the type of persuasive speech (factual, value, or policy) that will help accomplish the goal of the presentation.

Step 2 – Select a good persuasive speech topic to accomplish the goal and choose a position .

Step 3 – Locate credible and reliable sources and identify evidence in support of the topic/position. Revisit Step 2 if there is a lack of relevant resources.

Step 4 – Identify the audience and understand their baseline attitude about the topic.

Step 5 – When constructing an introduction , keep the following questions in mind:

What’s the topic of the speech?

What’s the occasion?

Who’s the audience?

What’s the purpose of the speech?

Step 6 – Utilize the evidence within the previously identified sources to construct the body of the speech. Keeping the audience in mind, determine which pieces of evidence can best help develop the argument. Discuss each point in detail, allowing the audience to understand how the facts support the perspective.

Step 7 – Addressing counterarguments can help speakers build their credibility, as it highlights their breadth of knowledge.

Step 8 – Conclude the speech with an overview of the central purpose and how the main ideas identified in the body support the overall argument.

Persuasive speech outline

One of the best ways to prepare a great persuasive speech is by using an outline. When structuring an outline, include an introduction, body, and conclusion:

Introduction

Attention Grabbers

Ask a question that allows the audience to respond in a non-verbal way; ask a rhetorical question that makes the audience think of the topic without requiring a response.

Incorporate a well-known quote that introduces the topic. Using the words of a celebrated individual gives credibility and authority to the information in the speech.

Offer a startling statement or information about the topic, typically done using data or statistics.

Provide a brief anecdote or story that relates to the topic.

Starting a speech with a humorous statement often makes the audience more comfortable with the speaker.

Provide information on how the selected topic may impact the audience .

Include any background information pertinent to the topic that the audience needs to know to understand the speech in its entirety.

Give the thesis statement in connection to the main topic and identify the main ideas that will help accomplish the central purpose.

Identify evidence

Summarize its meaning

Explain how it helps prove the support/main claim

Evidence 3 (Continue as needed)

Support 3 (Continue as needed)

Restate thesis

Review main supports

Concluding statement

Give the audience a call to action to do something specific.

Identify the overall importan ce of the topic and position.

Persuasive speech topics

The following table identifies some common or interesting persuasive speech topics for high school and college students:

Persuasive speech examples

The following list identifies some of history’s most famous persuasive speeches:

John F. Kennedy’s Inaugural Address: “Ask Not What Your Country Can Do for You”

Lyndon B. Johnson: “We Shall Overcome”

Marc Antony: “Friends, Romans, Countrymen…” in William Shakespeare’s Julius Caesar

Ronald Reagan: “Tear Down this Wall”

Sojourner Truth: “Ain’t I a Woman?”

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11.2 Persuasive Speaking

Learning objectives.

• Explain how claims, evidence, and warrants function to create an argument.
• Identify strategies for choosing a persuasive speech topic.
• Identify strategies for adapting a persuasive speech based on an audience’s orientation to the proposition.
• Distinguish among propositions of fact, value, and policy.
• Choose an organizational pattern that is fitting for a persuasive speech topic.

We produce and receive persuasive messages daily, but we don’t often stop to think about how we make the arguments we do or the quality of the arguments that we receive. In this section, we’ll learn the components of an argument, how to choose a good persuasive speech topic, and how to adapt and organize a persuasive message.

Foundation of Persuasion

Persuasive speaking seeks to influence the beliefs, attitudes, values, or behaviors of audience members. In order to persuade, a speaker has to construct arguments that appeal to audience members. Arguments form around three components: claim, evidence, and warrant. The claim is the statement that will be supported by evidence. Your thesis statement is the overarching claim for your speech, but you will make other claims within the speech to support the larger thesis. Evidence , also called grounds, supports the claim. The main points of your persuasive speech and the supporting material you include serve as evidence. For example, a speaker may make the following claim: “There should be a national law against texting while driving.” The speaker could then support the claim by providing the following evidence: “Research from the US Department of Transportation has found that texting while driving creates a crash risk that is twenty-three times worse than driving while not distracted.” The warrant is the underlying justification that connects the claim and the evidence. One warrant for the claim and evidence cited in this example is that the US Department of Transportation is an institution that funds research conducted by credible experts. An additional and more implicit warrant is that people shouldn’t do things they know are unsafe.

Figure 11.2 Components of an Argument

The quality of your evidence often impacts the strength of your warrant, and some warrants are stronger than others. A speaker could also provide evidence to support their claim advocating for a national ban on texting and driving by saying, “I have personally seen people almost wreck while trying to text.” While this type of evidence can also be persuasive, it provides a different type and strength of warrant since it is based on personal experience. In general, the anecdotal evidence from personal experience would be given a weaker warrant than the evidence from the national research report. The same process works in our legal system when a judge evaluates the connection between a claim and evidence. If someone steals my car, I could say to the police, “I’m pretty sure Mario did it because when I said hi to him on campus the other day, he didn’t say hi back, which proves he’s mad at me.” A judge faced with that evidence is unlikely to issue a warrant for Mario’s arrest. Fingerprint evidence from the steering wheel that has been matched with a suspect is much more likely to warrant arrest.

As you put together a persuasive argument, you act as the judge. You can evaluate arguments that you come across in your research by analyzing the connection (the warrant) between the claim and the evidence. If the warrant is strong, you may want to highlight that argument in your speech. You may also be able to point out a weak warrant in an argument that goes against your position, which you could then include in your speech. Every argument starts by putting together a claim and evidence, but arguments grow to include many interrelated units.

Choosing a Persuasive Speech Topic

As with any speech, topic selection is important and is influenced by many factors. Good persuasive speech topics are current, controversial, and have important implications for society. If your topic is currently being discussed on television, in newspapers, in the lounges in your dorm, or around your family’s dinner table, then it’s a current topic. A persuasive speech aimed at getting audience members to wear seat belts in cars wouldn’t have much current relevance, given that statistics consistently show that most people wear seat belts. Giving the same speech would have been much more timely in the 1970s when there was a huge movement to increase seat-belt use.

Many topics that are current are also controversial, which is what gets them attention by the media and citizens. Current and controversial topics will be more engaging for your audience. A persuasive speech to encourage audience members to donate blood or recycle wouldn’t be very controversial, since the benefits of both practices are widely agreed on. However, arguing that the restrictions on blood donation by men who have had sexual relations with men be lifted would be controversial. I must caution here that controversial is not the same as inflammatory. An inflammatory topic is one that evokes strong reactions from an audience for the sake of provoking a reaction. Being provocative for no good reason or choosing a topic that is extremist will damage your credibility and prevent you from achieving your speech goals.

You should also choose a topic that is important to you and to society as a whole. As we have already discussed in this book, our voices are powerful, as it is through communication that we participate and make change in society. Therefore we should take seriously opportunities to use our voices to speak publicly. Choosing a speech topic that has implications for society is probably a better application of your public speaking skills than choosing to persuade the audience that Lebron James is the best basketball player in the world or that Superman is a better hero than Spiderman. Although those topics may be very important to you, they don’t carry the same social weight as many other topics you could choose to discuss. Remember that speakers have ethical obligations to the audience and should take the opportunity to speak seriously.

You will also want to choose a topic that connects to your own interests and passions. If you are an education major, it might make more sense to do a persuasive speech about funding for public education than the death penalty. If there are hot-button issues for you that make you get fired up and veins bulge out in your neck, then it may be a good idea to avoid those when speaking in an academic or professional context.

Choose a persuasive speech topic that you’re passionate about but still able to approach and deliver in an ethical manner.

Michael Vadon – Nigel Farage – CC BY-SA 2.0.

Choosing such topics may interfere with your ability to deliver a speech in a competent and ethical manner. You want to care about your topic, but you also want to be able to approach it in a way that’s going to make people want to listen to you. Most people tune out speakers they perceive to be too ideologically entrenched and write them off as extremists or zealots.

You also want to ensure that your topic is actually persuasive. Draft your thesis statement as an “I believe” statement so your stance on an issue is clear. Also, think of your main points as reasons to support your thesis. Students end up with speeches that aren’t very persuasive in nature if they don’t think of their main points as reasons. Identifying arguments that counter your thesis is also a good exercise to help ensure your topic is persuasive. If you can clearly and easily identify a competing thesis statement and supporting reasons, then your topic and approach are arguable.

Review of Tips for Choosing a Persuasive Speech Topic

• Not current. People should use seat belts.
• Current. People should not text while driving.
• Not controversial. People should recycle.
• Controversial. Recycling should be mandatory by law.
• Not as impactful. Superman is the best superhero.
• Impactful. Colleges and universities should adopt zero-tolerance bullying policies.
• Unclear thesis. Homeschooling is common in the United States.
• Clear, argumentative thesis with stance. Homeschooling does not provide the same benefits of traditional education and should be strictly monitored and limited.

Adapting Persuasive Messages

Competent speakers should consider their audience throughout the speech-making process. Given that persuasive messages seek to directly influence the audience in some way, audience adaptation becomes even more important. If possible, poll your audience to find out their orientation toward your thesis. I read my students’ thesis statements aloud and have the class indicate whether they agree with, disagree with, or are neutral in regards to the proposition. It is unlikely that you will have a homogenous audience, meaning that there will probably be some who agree, some who disagree, and some who are neutral. So you may employ all of the following strategies, in varying degrees, in your persuasive speech.

When you have audience members who already agree with your proposition, you should focus on intensifying their agreement. You can also assume that they have foundational background knowledge of the topic, which means you can take the time to inform them about lesser-known aspects of a topic or cause to further reinforce their agreement. Rather than move these audience members from disagreement to agreement, you can focus on moving them from agreement to action. Remember, calls to action should be as specific as possible to help you capitalize on audience members’ motivation in the moment so they are more likely to follow through on the action.

There are two main reasons audience members may be neutral in regards to your topic: (1) they are uninformed about the topic or (2) they do not think the topic affects them. In this case, you should focus on instilling a concern for the topic. Uninformed audiences may need background information before they can decide if they agree or disagree with your proposition. If the issue is familiar but audience members are neutral because they don’t see how the topic affects them, focus on getting the audience’s attention and demonstrating relevance. Remember that concrete and proxemic supporting materials will help an audience find relevance in a topic. Students who pick narrow or unfamiliar topics will have to work harder to persuade their audience, but neutral audiences often provide the most chance of achieving your speech goal since even a small change may move them into agreement.

When audience members disagree with your proposition, you should focus on changing their minds. To effectively persuade, you must be seen as a credible speaker. When an audience is hostile to your proposition, establishing credibility is even more important, as audience members may be quick to discount or discredit someone who doesn’t appear prepared or doesn’t present well-researched and supported information. Don’t give an audience a chance to write you off before you even get to share your best evidence. When facing a disagreeable audience, the goal should also be small change. You may not be able to switch someone’s position completely, but influencing him or her is still a success. Aside from establishing your credibility, you should also establish common ground with an audience.

Build common ground with disagreeable audiences and acknowledge areas of disagreement.

Chris-Havard Berge – Shaking Hands – CC BY-NC 2.0.

Acknowledging areas of disagreement and logically refuting counterarguments in your speech is also a way to approach persuading an audience in disagreement, as it shows that you are open-minded enough to engage with other perspectives.

Determining Your Proposition

The proposition of your speech is the overall direction of the content and how that relates to the speech goal. A persuasive speech will fall primarily into one of three categories: propositions of fact, value, or policy. A speech may have elements of any of the three propositions, but you can usually determine the overall proposition of a speech from the specific purpose and thesis statements.

Propositions of fact focus on beliefs and try to establish that something “is or isn’t.” Propositions of value focus on persuading audience members that something is “good or bad,” “right or wrong,” or “desirable or undesirable.” Propositions of policy advocate that something “should or shouldn’t” be done. Since most persuasive speech topics can be approached as propositions of fact, value, or policy, it is a good idea to start thinking about what kind of proposition you want to make, as it will influence how you go about your research and writing. As you can see in the following example using the topic of global warming, the type of proposition changes the types of supporting materials you would need:

• Proposition of fact. Global warming is caused by increased greenhouse gases related to human activity.
• Proposition of value. America’s disproportionately large amount of pollution relative to other countries is wrong .
• Proposition of policy. There should be stricter emission restrictions on individual cars.

To support propositions of fact, you would want to present a logical argument based on objective facts that can then be used to build persuasive arguments. Propositions of value may require you to appeal more to your audience’s emotions and cite expert and lay testimony. Persuasive speeches about policy usually require you to research existing and previous laws or procedures and determine if any relevant legislation or propositions are currently being considered.

“Getting Critical”

Persuasion and Masculinity

The traditional view of rhetoric that started in ancient Greece and still informs much of our views on persuasion today has been critiqued for containing Western and masculine biases. Traditional persuasion has been linked to Western and masculine values of domination, competition, and change, which have been critiqued as coercive and violent (Gearhart, 1979).

Communication scholars proposed an alternative to traditional persuasive rhetoric in the form of invitational rhetoric. Invitational rhetoric differs from a traditional view of persuasive rhetoric that “attempts to win over an opponent, or to advocate the correctness of a single position in a very complex issue” (Bone et al., 2008). Instead, invitational rhetoric proposes a model of reaching consensus through dialogue. The goal is to create a climate in which growth and change can occur but isn’t required for one person to “win” an argument over another. Each person in a communication situation is acknowledged to have a standpoint that is valid but can still be influenced through the offering of alternative perspectives and the invitation to engage with and discuss these standpoints (Ryan & Natalle, 2001). Safety, value, and freedom are three important parts of invitational rhetoric. Safety involves a feeling of security in which audience members and speakers feel like their ideas and contributions will not be denigrated. Value refers to the notion that each person in a communication encounter is worthy of recognition and that people are willing to step outside their own perspectives to better understand others. Last, freedom is present in communication when communicators do not limit the thinking or decisions of others, allowing all participants to speak up (Bone et al., 2008).

Invitational rhetoric doesn’t claim that all persuasive rhetoric is violent. Instead, it acknowledges that some persuasion is violent and that the connection between persuasion and violence is worth exploring. Invitational rhetoric has the potential to contribute to the civility of communication in our society. When we are civil, we are capable of engaging with and appreciating different perspectives while still understanding our own. People aren’t attacked or reviled because their views diverge from ours. Rather than reducing the world to “us against them, black or white, and right or wrong,” invitational rhetoric encourages us to acknowledge human perspectives in all their complexity (Bone et al., 2008).

• What is your reaction to the claim that persuasion includes Western and masculine biases?
• What are some strengths and weaknesses of the proposed alternatives to traditional persuasion?
• In what situations might an invitational approach to persuasion be useful? In what situations might you want to rely on traditional models of persuasion?

Organizing a Persuasive Speech

We have already discussed several patterns for organizing your speech, but some organization strategies are specific to persuasive speaking. Some persuasive speech topics lend themselves to a topical organization pattern, which breaks the larger topic up into logical divisions. Earlier, in Chapter 9 “Preparing a Speech” , we discussed recency and primacy, and in this chapter we discussed adapting a persuasive speech based on the audience’s orientation toward the proposition. These concepts can be connected when organizing a persuasive speech topically. Primacy means putting your strongest information first and is based on the idea that audience members put more weight on what they hear first. This strategy can be especially useful when addressing an audience that disagrees with your proposition, as you can try to win them over early. Recency means putting your strongest information last to leave a powerful impression. This can be useful when you are building to a climax in your speech, specifically if you include a call to action.

Putting your strongest argument last can help motivate an audience to action.

Celestine Chua – The Change – CC BY 2.0.

The problem-solution pattern is an organizational pattern that advocates for a particular approach to solve a problem. You would provide evidence to show that a problem exists and then propose a solution with additional evidence or reasoning to justify the course of action. One main point addressing the problem and one main point addressing the solution may be sufficient, but you are not limited to two. You could add a main point between the problem and solution that outlines other solutions that have failed. You can also combine the problem-solution pattern with the cause-effect pattern or expand the speech to fit with Monroe’s Motivated Sequence.

As was mentioned in Chapter 9 “Preparing a Speech” , the cause-effect pattern can be used for informative speaking when the relationship between the cause and effect is not contested. The pattern is more fitting for persuasive speeches when the relationship between the cause and effect is controversial or unclear. There are several ways to use causes and effects to structure a speech. You could have a two-point speech that argues from cause to effect or from effect to cause. You could also have more than one cause that lead to the same effect or a single cause that leads to multiple effects. The following are some examples of thesis statements that correspond to various organizational patterns. As you can see, the same general topic area, prison overcrowding, is used for each example. This illustrates the importance of considering your organizational options early in the speech-making process, since the pattern you choose will influence your researching and writing.

Persuasive Speech Thesis Statements by Organizational Pattern

• Problem-solution. Prison overcrowding is a serious problem that we can solve by finding alternative rehabilitation for nonviolent offenders.
• Problem–failed solution–proposed solution. Prison overcrowding is a serious problem that shouldn’t be solved by building more prisons; instead, we should support alternative rehabilitation for nonviolent offenders.
• Cause-effect. Prisons are overcrowded with nonviolent offenders, which leads to lesser sentences for violent criminals.
• Cause-cause-effect. State budgets are being slashed and prisons are overcrowded with nonviolent offenders, which leads to lesser sentences for violent criminals.
• Cause-effect-effect. Prisons are overcrowded with nonviolent offenders, which leads to increased behavioral problems among inmates and lesser sentences for violent criminals.
• Cause-effect-solution. Prisons are overcrowded with nonviolent offenders, which leads to lesser sentences for violent criminals; therefore we need to find alternative rehabilitation for nonviolent offenders.

Monroe’s Motivated Sequence is an organizational pattern designed for persuasive speaking that appeals to audience members’ needs and motivates them to action. If your persuasive speaking goals include a call to action, you may want to consider this organizational pattern. We already learned about the five steps of Monroe’s Motivated Sequence in Chapter 9 “Preparing a Speech” , but we will review them here with an example:

• Hook the audience by making the topic relevant to them.
• Imagine living a full life, retiring, and slipping into your golden years. As you get older you become more dependent on others and move into an assisted-living facility. Although you think life will be easier, things get worse as you experience abuse and mistreatment from the staff. You report the abuse to a nurse and wait, but nothing happens and the abuse continues. Elder abuse is a common occurrence, and unlike child abuse, there are no laws in our state that mandate complaints of elder abuse be reported or investigated.
• Cite evidence to support the fact that the issue needs to be addressed.
• According to the American Psychological Association, one to two million elderly US Americans have been abused by their caretakers. In our state, those in the medical, psychiatric, and social work field are required to report suspicion of child abuse but are not mandated to report suspicions of elder abuse.
• Offer a solution and persuade the audience that it is feasible and well thought out.
• There should be a federal law mandating that suspicion of elder abuse be reported and that all claims of elder abuse be investigated.
• Take the audience beyond your solution and help them visualize the positive results of implementing it or the negative consequences of not.
• Elderly people should not have to live in fear during their golden years. A mandatory reporting law for elderly abuse will help ensure that the voices of our elderly loved ones will be heard.
• Call your audience to action by giving them concrete steps to follow to engage in a particular action or to change a thought or behavior.
• I urge you to take action in two ways. First, raise awareness about this issue by talking to your own friends and family. Second, contact your representatives at the state and national level to let them know that elder abuse should be taken seriously and given the same level of importance as other forms of abuse. I brought cards with the contact information for our state and national representatives for this area. Please take one at the end of my speech. A short e-mail or phone call can help end the silence surrounding elder abuse.

Key Takeaways

• Arguments are formed by making claims that are supported by evidence. The underlying justification that connects the claim and evidence is the warrant. Arguments can have strong or weak warrants, which will make them more or less persuasive.
• Good persuasive speech topics are current, controversial (but not inflammatory), and important to the speaker and society.
• When audience members agree with the proposal, focus on intensifying their agreement and moving them to action.
• When audience members are neutral in regards to the proposition, provide background information to better inform them about the issue and present information that demonstrates the relevance of the topic to the audience.
• When audience members disagree with the proposal, focus on establishing your credibility, build common ground with the audience, and incorporate counterarguments and refute them.
• Propositions of fact focus on establishing that something “is or isn’t” or is “true or false.”
• Propositions of value focus on persuading an audience that something is “good or bad,” “right or wrong,” or “desirable or undesirable.”
• Propositions of policy advocate that something “should or shouldn’t” be done.
• Persuasive speeches can be organized using the following patterns: problem-solution, cause-effect, cause-effect-solution, or Monroe’s Motivated Sequence.
• Getting integrated: Give an example of persuasive messages that you might need to create in each of the following contexts: academic, professional, personal, and civic. Then do the same thing for persuasive messages you may receive.
• To help ensure that your persuasive speech topic is persuasive and not informative, identify the claims, evidence, and warrants you may use in your argument. In addition, write a thesis statement that refutes your topic idea and identify evidence and warrants that could support that counterargument.
• Determine if your speech is primarily a proposition of fact, value, or policy. How can you tell? Identify an organizational pattern that you think will work well for your speech topic, draft one sentence for each of your main points, and arrange them according to the pattern you chose.

Bone, J. E., Cindy L. Griffin, and T. M. Linda Scholz, “Beyond Traditional Conceptualizations of Rhetoric: Invitational Rhetoric and a Move toward Civility,” Western Journal of Communication 72 (2008): 436.

Gearhart, S. M., “The Womanization of Rhetoric,” Women’s Studies International Quarterly 2 (1979): 195–201.

Ryan, K. J., and Elizabeth J. Natalle, “Fusing Horizons: Standpoint Hermenutics and Invitational Rhetoric,” Rhetoric Society Quarterly 31 (2001): 69–90.

Communication in the Real World Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

56 How to Deliver an Effective Persuasive Speech

Learning Objectives

Advanced Delivery Methods for Persuasion

• Deliver a persuasive speech that connection to the audience through exemplar rhetorical strategies

Effective Persuasive Delivery

At this point in your learning, you are well-versed in effective verbal and non-verbal delivery. You may be thinking, what else can I learn in order to connect more deeply with my audience and persuade them to change their minds or behaviors. The readings thus far have provided the foundation for informative and persuasive speaking; the readings, lectures, and activities all work together to create a well-rounded approach to public speaking. However, the most well-written speech will be just well written if it isn’t delivered effectively. Writing your speech is only half of your job. Delivering it effectively is what will accomplish your speaking goals. Let’s push the envelope a bit more to hone in on key skills of persuasion and elements of rhetoric that can be refined.

• A student could boldly state the word suffering. 
• The student could repeat suffering again to reinforce their message: “College students are suffering, we are financially suffering,  due to the increased cost of college textbooks all the while professors have the ability to craft creative readings and online learning materials”.
• The student could take a pause after suffering and scan the audience to engage the audience.
• The student could point to professors in the audience, or at the visual aid with a professor on the slide.
• The student could increase their vocals towards the end of the sentence to ensure the message is heard loud and clear: “ all the while professors have the ability to craft creative readings and online learning materials”.
• For example: a note card can state a statistic: “92% of college professors enjoy teaching their courses with tailored lecture materials” and on the top of that note card you could write SLOW SPEAKING RATE  to remind yourself to slow down and carefully pace through this statistic.
• Try this instead: College professors lament that college students rarely read course material; texts are outdated and boring, yet these materials continue to circulate higher ed.
• For example: The students in the classroom are always on their cellphones.
• Instead state: The students are distracted by cell phones.
• You can elaborate on each of these ideas with support as well. Research suggests that color in a classroom can improve students learning, attention spans, and interest in the overall course material (citation, year).
• You can use newer technology to ensure you are providing a pleasing visual aid to your audience.
• You can incorporate videos (embed them properly), memes, artwork/designs, animations, voiceovers, and other visual cues to keep yourself and the audience on-track and engaged.
• People will remember how you began and how you ended, make it meaningful! Connect with your audience through the introduction into the conclusion. You will want to make a lasting impression on them in the conclusion so they engage in your call to action. Take careful inventory of what you have stated, and be sure to recap the main points before you get to the call to action. End just as strong as you started.

Review of Persuasive Strategies 

• Ethos.  Develops a speaker’s credibility.
• Logos.  Evokes a rational, cognitive response from the audience.
• Pathos.  Evokes an emotional response from the audience.
• Cognitive dissonance.  Moves an audience by pointing out inconsistencies between new information and their currently held beliefs, attitudes, and values.
• Positive motivation.  Promises rewards if the speaker’s message is accepted.
• Negative motivation.  Promises negative consequences if a speaker’s message is rejected.
• Appeals to safety needs.  Evokes an audience’s concern for their safety and the safety of their loved ones.
• Appeals to social needs.  Evokes an audience’s need for belonging and inclusion.
• Appeals to self-esteem needs.  Evokes an audience’s need to think well of themselves and have others think well of them, too.

Key Takeaways

Advanced delivery skills in persuasive speaking are possible.

• These skills might take more time, dedication, and refinement; however, the results are worth it.
• Consider implementing one or two of these strategies into your persuasive speech and see the difference the skill(s) make in your final delivery.

Public Speaking Copyright © by Dr. Layne Goodman; Amber Green, M.A.; and Various is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Transitions and Signposts

Learning objectives.

• Understand the importance of transitions within a speech.
• Identify and be able to use a variety of transition words to create effective transitions within a speech.
• Understand how to use a variety of strategies to help audience members keep up with a speech’s content: internal previews, internal summaries, and signposts.

Chris Marquardt – REWIND – CC BY-SA 2.0.

Have you ever been listening to a speech or a lecture and found yourself thinking, “I am so lost!” or “Where the heck is this speaker going?” Chances are one of the reasons you weren’t sure what the speaker was talking about was that the speaker didn’t effectively keep the speech moving. When we are reading and encounter something we don’t understand, we have the ability to reread the paragraph and try to make sense of what we’re trying to read. Unfortunately, we are not that lucky when it comes to listening to a speaker. We cannot pick up our universal remote and rewind the person. For this reason, speakers need to really think about how they keep a speech moving so that audience members are easily able to keep up with the speech. In this section, we’re going to look at four specific techniques speakers can use that make following a speech much easier for an audience: transitions, internal previews, internal summaries, and signposts.

Transitions between Main Points

A transition is a phrase or sentence that indicates that a speaker is moving from one main point to another main point in a speech. Basically, a transition is a sentence where the speaker summarizes what was said in one point and previews what is going to be discussed in the next point. Let’s look at some examples:

• Now that we’ve seen the problems caused by lack of adolescent curfew laws, let’s examine how curfew laws could benefit our community.
• Thus far we’ve examined the history and prevalence of alcohol abuse, but it is the impact that this abuse has on health that is of the greatest concern.
• Now that we’ve thoroughly examined how these two medications are similar to one another, we can consider the many clear differences between the two medications.
• Although he was one of the most prolific writers in Great Britain prior to World War II, Winston Churchill continued to publish during the war years as well.

You’ll notice that in each of these transition examples, the beginning phrase of the sentence indicates the conclusion of a period of time (now that, thus far). Table 10.1 “Transition Words” contains a variety of transition words that will be useful when keeping your speech moving.

Table 10.1 Transition Words

Beyond transitions, there are several other techniques that you can use to clarify your speech organization for your audience. The next sections address several of these techniques, including internal previews, internal summaries, and signposts.

Internal Previews

An internal preview is a phrase or sentence that gives an audience an idea of what is to come within a section of a speech. An internal preview works similarly to the preview that a speaker gives at the end of a speech introduction, quickly outlining what he or she is going to talk about (i.e., the speech’s three main body points). In an internal preview, the speaker highlights what he or she is going to discuss within a specific main point during a speech.

Ausubel was the first person to examine the effect that internal previews had on retention of oral information (Ausubel, 1968). Basically, when a speaker clearly informs an audience what he or she is going to be talking about in a clear and organized manner, the audience listens for those main points, which leads to higher retention of the speaker’s message. Let’s look at a sample internal preview:

To help us further understand why recycling is important, we will first explain the positive benefits of recycling and then explore how recycling can help our community.

When an audience hears that you will be exploring two different ideas within this main point, they are ready to listen for those main points as you talk about them. In essence, you’re helping your audience keep up with your speech.

Rather than being given alone, internal previews often come after a speaker has transitioned to that main topic area. Using the previous internal preview, let’s see it along with the transition to that main point.

Now that we’ve explored the effect that a lack of consistent recycling has on our community, let’s explore the importance of recycling for our community (transition). To help us further understand why recycling is important, we will first explain the positive benefits of recycling and then explore how recycling can help our community (internal preview).

While internal previews are definitely helpful, you do not need to include one for every main point of your speech. In fact, we recommend that you use internal previews sparingly to highlight only main points containing relatively complex information.

Internal Summaries

Whereas an internal preview helps an audience know what you are going to talk about within a main point at the beginning, an internal summary is delivered to remind an audience of what they just heard within the speech. In general, internal summaries are best used when the information within a specific main point of a speech was complicated. To write your own internal summaries, look at the summarizing transition words in Table 10.1 “Transition Words” Let’s look at an example.

To sum up, school bullying is a definite problem. Bullying in schools has been shown to be detrimental to the victim’s grades, the victim’s scores on standardized tests, and the victim’s future educational outlook.

In this example, the speaker was probably talking about the impact that bullying has on an individual victim educationally. Of course, an internal summary can also be a great way to lead into a transition to the next point of a speech.

In this section, we have explored how bullying in schools has been shown to be detrimental to the victim’s grades, the victim’s scores on standardized tests, and the victim’s future educational outlook (internal summary). Therefore, schools need to implement campus-wide, comprehensive antibullying programs (transition).

While not sounding like the more traditional transition, this internal summary helps readers summarize the content of that main point. The sentence that follows then leads to the next major part of the speech, which is going to discuss the importance of antibullying programs.

Have you ever been on a road trip and watched the green rectangular mile signs pass you by? Fifty miles to go. Twenty-five miles to go. One mile to go. Signposts within a speech function the same way. A signpost is a guide a speaker gives her or his audience to help the audience keep up with the content of a speech. If you look at Table 10.1 “Transition Words” and look at the “common sequence patterns,” you’ll see a series of possible signpost options. In essence, we use these short phrases at the beginning of a piece of information to help our audience members keep up with what we’re discussing. For example, if you were giving a speech whose main point was about the three functions of credibility, you could use internal signposts like this:

• The first function of credibility is competence.
• The second function of credibility is trustworthiness.
• The final function of credibility is caring/goodwill.

Signposts are simply meant to help your audience keep up with your speech, so the more simplistic your signposts are, the easier it is for your audience to follow.

In addition to helping audience members keep up with a speech, signposts can also be used to highlight specific information the speaker thinks is important. Where the other signposts were designed to show the way (like highway markers), signposts that call attention to specific pieces of information are more like billboards. Words and phrases that are useful for highlighting information can be found in Table 10.1 “Transition Words” under the category “emphasis.” All these words are designed to help you call attention to what you are saying so that the audience will also recognize the importance of the information.

Key Takeaways

• Transitions are very important because they help an audience stay on top of the information that is being presented to them. Without transitions, audiences are often left lost and the ultimate goal of the speech is not accomplished.
• Specific transition words, like those found in Table 10.1 “Transition Words” , can be useful in constructing effective transitions.
• In addition to major transitions between the main points of a speech, speakers can utilize internal previews, internal summaries, and signposts to help focus audience members on the information contained within a speech.
• Using the main points you created earlier in this chapter, create clear transitions between each main point. Look at the possible transition words in Table 10.1 “Transition Words” See which words are best suited for your speech. Try your transitions out on a friend or classmate to see if the transition makes sense to other people.
• Take your most complicated main point and create an internal preview for that main point and then end the point with an internal summary.
• Think about your current speech. Where can you use signposts to help focus your audience’s attention? Try at least two different ways of phrasing your signposts and then decide which one is better to use.

Ausubel, D. P. (1968). Educational psychology . New York, NY: Holt, Rinehart, & Winston.

Rhetoric and Persuasion Copyright © by cwilliams1 is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Understanding Ethos, Pathos, and Logos: The Foundations of Persuasive Speaking

• Carolyn Manion Kinnie
• January 30, 2024

Table of Contents

Here at The Speaker Lab, we talk a lot about how to launch a speaking business. Usually, we focus on the “business” part. Fundamentals like establishing your pipeline and setting your speaker fee are key to really succeeding as a speaker. But mastering the business side will only take you so far if your talk isn’t persuasive! How do you make sure your message sticks with your audience? That’s what we’re diving into today. Learning how to speak persuasively will help you deliver a compelling talk that listeners remember. And what do we find at the heart of persuasive speaking? Three age old terms coined by an ancient Greek: ethos, pathos, and logos. 

Today we’re breaking down how ethos, pathos, and logos play a role in persuasive speaking in any field, on any topic. If you’re busy crafting your signature talk , it’s easy to get caught up in the weeds and forget to look at the big picture. That’s why we’re getting back to the basics–all the way back to the fourth century B.C.

Aristotle and Persuasive Rhetoric  

Aristotle’s Rhetoric is one of the foundational philosophical works at the basis of what we consider persuasive speaking. In the Rhetoric, he explains that ethos, pathos, and logos are three ways that any speech–no matter what kind of speech–can have a persuasive effect. So what exactly do these words mean? 

Ethos refers to the character of the speaker. Good, bad, old, young, famous, obscure…any attribute that belongs to the speaker as a person . Would you more willingly listen to someone whose character is honest and trustworthy or a well-known con man? The ancient Greeks felt the same way. Listeners are more likely to take advice from a speaker whose character they trust.

Keep in mind that character qualities in a speaker can be positive or negative depending on context. A speaker’s age on either end of the spectrum can give a negative impression of either inexperience or outdatedness. But youthfulness characterized by drive and ambition (or old age characterized by wisdom and self-reflection) comes across extremely favorably, especially to other young people! 

If ethos centers on the speaker, pathos centers on the audience. A speaker leveraging e thos appeals to their own character, one using pathos appeals to emotion. To master pathos, you must influence your audience’s emotional state throughout your talk in a way that contributes to your message. While your credibility goes a long way toward winning their trust, if you fail to evoke the right emotions you will quickly lose their interest. You can be the most rational, data-driven speaker and ruin the impact of your talk by “giving someone the ick,” as the kids say these days! By using vivid words and dynamic nonverbal cues, you can profoundly impact your audience’s feelings as they listen to your talk.

Logos is where the rubber meets the road. This is your argument–how you prove your point with evidence and logic. No good speech can go without logos, though it can play a greater or lesser role depending on the context. Logos is especially important when the desired impact of your talk requires big changes from your audience in thought or action. Industries and events that rely heavily on research and data will also have high expectations for the logos in your talk. 

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Applying ethos, pathos, and logos to your own talk.

Now, we’ll go through a few practical applications of ethos, pathos, and logos to your professional speaking business. As you book speaking gigs, keep in mind how your marketing, content, and delivery can reflect these principles. We don’t intend to burden you with extra steps on the route to your next speaking gig. You don’t have to be a Greek philosopher to figure this out! Often, it just requires a little extra introspection as you compose and rehearse your talk.

Applying Ethos

Your ethos  is the story your personal brand tells on and off the stage. Focus on establishing expertise, authority, and credibility before and during your talk.  Your audience will find you more persuasive if they already trust you. That’s why it’s important to write your speaker bio effectively with references to your experience in the field.

Relating to your audience in your talk will also establish a powerful ethos. If they know that you are someone like them, they are more likely to agree with your argument. Tell stories that connect your experiences to those of your audience.

Citing data and known authorities also contributes to a positive ethos. Without realizing it, your audience will associate the authorities to whom you appeal with you. Appeal to inspiring figures and well-reputed sources already trusted by your audience–they will trust you. Appealing to a screenshot of a random tweet you found on the internet or treating unverified theories as facts will simply discredit you.  

Offstage interactions play a huge role in  ethos  too. Try to take the time to chat with your audience after your talk, even if it’s just for a few minutes. Make friends with mission-driven speakers in your field who are easy to work with and genuinely care about their audience. Event planners and audience members alike will see you as someone accessible rather than aloof. As your reputation precedes you to each speaking engagement, back it up with the version of yourself who goes onstage.

Applying Pathos 

Swaying your audience’s emotions can rarely carry your entire argument. But it can be a huge help. Feeling a variety of emotions will keep your listeners from getting bored and put them in the right headspace to receive the information you want to communicate. 

Think of your talk as an emotional journey on which you embark with your audience. When you write your speech section by section, think about what you want the audience to be feeling at each point. Anticipation, as you introduce a meaningful story that leaves them breathless? Somber gravity, as you present facts and data about a troubling situation to which you present solutions? Enthusiasm, as you offer a transformative business solution that, while difficult, might get them out of a rut? Amusement, as you tell a funny joke to hook their attention? 

You are their guide on this journey, so it’s up to you to tell them (without literally telling them) how to feel. Delivery and nonverbal communication are key here. Voice intonations, hand gestures, pauses, and facial expressions can add emotional weight to even the driest of phrases. Often, the best way to elicit a new emotion is to tell a story ! Stories can support your message, offer humorous diversion, or transition to a new topic…all while guiding emotions along the way. 

Applying Logos 

Neither ethos nor pathos directly concern the content of your talk, but logos does. Logos is the logical argument you make. You can ruin the effects of great pathos and ethos by failing to adequately support your argument. Sure, if your main purpose is to hype up your audience, you will likely rely more on pathos. But if you fail to connect everything you say to the point or (even worse) cite exaggerated facts or falsehoods, any listening ear will immediately discredit what you have to say. On the other hand, if you struggle to emotionally connect with your audience and have little experience in your field, great logos can still carry your point across and convince a skeptical audience. 

Think of Logos as simply speaking the truth with clarity. Back up your claims and cite any important data or statistics. Use compelling examples from client results you were responsible for with or well-established research. Avoid fallacies and over-fluffy modes of speaking that might throw your audience off. Many speakers try to cover up weak links in their argument with jargon or convoluted palaver. Don’t do that! If the data doesn’t back up your argument, it’s time to reevaluate your argument. 

Many speakers unintentionally obscure a good point by going off track. Your stories, jokes, and elaborations should all support one clear message. If you try to communicate too many messages at once, you’ll leave your audience adrift. Some tips? Replace long tangents with more relevant stories. For a talk on a broad topic, only delve into one or two examples in detail. If you’re speaking about something specific or granular, only give the most necessary background information. 

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Exemplary Persuasive Speeches

To wrap up, let’s look at some classic examples of how speakers use ethos, pathos, and logos to persuade their audiences. 

Winston Churchill’s address to Congress in December 1941 utilizes ethos remarkably well to assure the assembly that he is speaking as a friend, not a foreigner. He reminds them that his own mother was American. He emphasizes his understanding of the American system of representation as a “child of the House of Commons.” Then, he further details that the King himself gave him permission to meet with the president! This way, he appeals to two very venerable heads of authority. As he moves on into a grim but stirring vision of the war, its past present and future, his credibility and trustworthiness are well-established. 

Marc Antony’s speech from Shakespeare’s Julius Caesar is a timeless example of powerful pathos . He immediately plays into the emotions of his audience by reminding them that his purpose is not to deliver a panegyric, but to bury a friend. “When that the poor have cried, Caesar hath wept” he reminds the Romans, giving them cause for self-reflection upon whether their empathy matched Caesar’s. As if his appeal “You all did love him once” was not stirring enough? He finishes off “My heart is in the coffin there with Caesar, / And I must pause till it come back to me.” Absolutely gutting! (Incidentally, Marc Antony also leverages some reverse psychology ethos by referring to Caesar’s murderer Brutus as “an honourable man” throughout.)

Frederick Douglass ’ moving address “What to the Slave Is the Fourth of July?” is a long speech worth reading. Indeed, it could be used as an example for all three pillars of persuasion! He appeals especially to logos by examining the documents of the American Founding and pointing out the hypocrisy with which they have long been interpreted regarding slavery. Then he declares: “Take the constitution according to its plain reading, and I defy the presentation of a single proslavery clause in it. On the other hand it will be found to contain principles and purposes, entirely hostile to the existence of slavery.” He supports his point with facts (the text of the constitution was easy to fact-check) and clear, concise argumentation. The powerful impact of his words even today stands a testament to his mastery of rhetoric.  

You should always use a combination of ethos, pathos, and logos to speak persuasively. Your niche will likely determine which you spend the most time emphasizing. For example, a motivational speaker in an intensely personal field like relationships, grief, or mental health will likely need to leverage a lot of pathos. A speaker who tries to convince professionals of any kind to make big changes will need a great deal of logos to show why their proposed solution is better than “what we’ve always done.” And any speaker in any field offering a potentially controversial solution will need to establish an ethos that is authoritative and trustworthy.

Ethos, pathos, and logos have played an integral role in the art of persuasive speaking for over 2000 years. Even the greatest speakers continue working on this skill well into their careers. While we are no longer Greek orators in marble amphitheaters, Aristotle’s principles can help you craft your speech and finesse your delivery for maximum impact. 

• Last Updated: March 7, 2024

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Speechwriting

12 Language in Speechwriting

What language is and does

In this chapter . . .

Regardless of how interesting your speech topic is or how well it’s structured, if the language you choose is difficult for the audience to understand, they will become confused and disengaged. We explain both how to shape language through rhetorical techniques to enhance mental imagery and sound sense and what type of language should be avoided.

We would be wrong to treat language as an “add-on” to the ideas and structure of the speech. Language is far too complex and foundational an aspect of our lives for us to consider it as an afterthought for a speech. In this chapter we will look at how language functions in communication, what standards language choices should meet in public speaking, and how you can become more proficient in using language in public speaking.

As a means of communication, language functions on two levels we call denotative and connotative. Denotative is the specific meaning associated with a word. We sometimes refer to denotative as dictionary definitions. Connotative, on the other hand, is the idea associated with a word at a cultural or personal level. It’s the way a specific listener interprets a word. For example, the word “police” denotes, according to common dictionary definitions, “the civil force of a national or local government, responsible for the prevention and detection of crime and the maintenance of public order.” Connotations for the word “police,” however, vary according to individuals. In practice, listening involves processing both denotation and connotation.

While as speechwriters we can’t control exactly how an audience hears the words we speak, if we work towards language clarity, effectiveness, and elegance, which are discussed in the next sections, we can improve understanding between speaker and listener.

Clarity is the first concern of a public speaker when it comes to choosing how to phrase the ideas of their speech. If you are not clear, specific, precise, detailed, and sensory with your language, you won’t have to worry about being emotional or persuasive, because you won’t be understood.

Be Concrete

The first aspect of clarity is concreteness. We usually think of concreteness as the opposite of abstraction. Language that evokes many different visual images in the minds of your audience is abstract language. Unfortunately, when abstract language is used, the images evoked might not be the ones you really want to evoke. A word such as “art” is very abstract; it brings up a range of mental pictures or associations: dance, theatre, painting, drama, a child’s drawing on a refrigerator, sculpture, music, etc. When asked to identify what an abstract term like “art” means, twenty people will have twenty different ideas. One the other hand, being concrete means saying specifically what you mean so audiences see what you see.

Choose the Right Word

Related to the issue of specific vs. abstract is using the right word. Mark Twain said, “The difference between the right word and the almost right word is the difference between lightning and a lightning bug.” For example, the words “prosecute” and “persecute” are commonly confused, but not interchangeable. Can you think of other such word pair confusion?

Be Simple and Familiar

In the attempt to be clear, which is your first concern, you will also want to be simple and familiar in your language. Familiar language draws in the audience. Simple does not mean simplistic, but the avoidance of multi-syllable words. If a speaker said, “A collection of pre-adolescents fabricated an obese personification comprised of compressed mounds of minute aquatic crystals,” you might recognize it as “Some children made a snowman,” but maybe not. The language isn’t simple or familiar and therefore does not communicate well.

Add Figurative Language

Using appropriate similes and metaphors can add clarity to your speech. Similes and metaphors are tools of figurative language that provide more information through comparisons. The opposite of figurative language is literal language. Literal language says, “The truck is fast.” Figurative language says, “The truck is as fast as a rocket.”

Similes and metaphors do the same thing. The distinction is that similes are indirect while metaphors are direct. An example of a simile is, “Love is like a battlefield.” The metaphor is “Love is a battlefield.” Which one do you think is more effective?

Using figurative language to add comparisons can help you achieve clearer language, if chosen wisely. Speakers are encouraged to pick their similes and metaphors but not overuse them.

Use Imagery

Like comparisons, imagery or sensory language can help make your speech clearer. This is language that makes the recipient smell, taste, see, hear, and feel a sensation. Think of the word “ripe.” What is “ripe?” Do ripe fruits feel a certain way? Smell a certain way? Taste a certain way? Ripe is a sensory word. Most words just appeal to one sense, like vision. Think of color. How can you make the word “blue” more sensory? How can you make the word “loud” more sensory? How would you describe the current state of your bedroom or dorm room to leave a sensory impression? How would you describe your favorite meal to leave a sensory impression? or a thunderstorm?

Avoid Euphemisms

Euphemisms are often used to make something unpleasant sound more tolerable. While not unclear, euphemisms are not quite honest. During the Vietnam War, “air support” was invented to cover the real meaning: “bombing.” Today, terms like “revenue enhancement” are used instead of “tax increases.” Realtors sell “homes,” not houses. McDonald’s sells “Happy Meals” even though it’s the same food they sell that are not “Happy Meals.”

In everyday speech, we use euphemisms all the time. For example, we might say that someone “passed away” instead of “died.”  However, public speakers should use euphemisms carefully. Avoid any that are meant to mislead listeners or hide the true meaning of what we are trying to say.

Effectiveness

Language achieves effectiveness by communicating the right message to the audience. Clarity contributes to effectiveness, but there are some other aspects of effectiveness, specifically credibility and appropriateness. The way you use language helps establish your credibility as a speaker and allows you to communicate your awareness of your audience. Choosing appropriate language fosters inclusion and identification, rather than exclusion.

Unfortunately, we habitually use language for exclusion rather than inclusion. We can push people away with our word choices rather than bringing them together. Below are some examples of language that can exclude members of your audience from understanding what you are saying.

Credibility

Language is an element of credibility. As you learned, speakers establish credibility with audiences by sharing their expertise, experience, and personal interest in the speech topic. However, language plays a role in credibility, as well. Audiences trust speakers who use clear, vivid, respectful, engaging, and honest language. On the other hand, audiences tend not to trust speakers who use language that excludes others. In addition, a speaker who uses language and references that are not immediately accessible or that are unfamiliar will have diminished credibility.

Appropriateness

For language to be effective, it needs to be appropriate to the audience. Appropriateness relates to several categories involving how persons and groups should be referred to and addressed based on inclusiveness and context. People and groups should be respected and referred to in the way they choose to be. Using inclusive language in your speech will help ensure you aren’t alienating or diminishing any members of your audience. Language is ever-changing and responding to the cultural moment; being aware of changes in how language adjusts to inclusiveness, and seeking advice when unsure, is part of the responsibility of being a public speaker.

Gender-Inclusive Language

Avoid non-inclusive language that privileges one gender identity over any other one. Using “he” as generic, for example, or “man” to mean all humans. Use plural subjects and use neutral pronouns (“they” and “their”). Also, avoid gender-typing jobs, for example, by assuming that doctors are “he” and nurses are “she.”

Ethnic Identity

Ethnic identity refers to a group an individual identifies with based on a common culture. Within the United States we have numerous ethnic groups. Avoid statements such as “The committee is made up of four women and a Vietnamese man.” All that should be said is, “The committee is made up of five people.”

In recent years, there has been a trend toward steering inclusive language away from broad terms like “Asians” and “Hispanics” because these terms are not considered precise labels for the groups they represent. You should ask people who belong to an ethnic group how they prefer to be referred to in that context.

Inclusive Language and Disability

A category of exclusive versus inclusive language that causes problems for some speakers relates to individuals with physical or intellectual differences. Sometimes it happens that we take a characteristic of someone and make that the totality or all of what that person is. A common example of this is how to refer to what used to be called “autism.” Saying someone is “autistic” substitutes an attribute of a person for the totality of their identity. Preferable terms are “a person with an autism diagnosis” or “a person on the autism spectrum.”

This is another situation where the person should be referred to as they prefer. “Hearing impaired” denotes a wide range of hearing deficit, as does “visually impaired. “Deaf” and “blind” are not generally considered offensive by these groups.

Slang words for mental illness should always be avoided, such as “crazy” or “mental.”

Other Types of Appropriateness

Language in a speech should be appropriate to the speaker and the speaker’s background and personality, to the context, to the audience, and to the topic. Let’s say that you’re an engineering student. If you’re giving a presentation in an engineering class, you can use language that other engineering students will know. On the other hand, if you use that engineering vocabulary in an arts class, audience members may not understand you. As another example, if you are speaking about the Great Depression to an audience of young adults or recent immigrants, you can’t assume they will know the meaning of terms like “New Deal” and “WPA,” which would be familiar to an audience of senior citizens. Audience analysis is a key factor in choosing the language to use in a speech.

Elegance through Rhetorical Techniques

Elegance in speechwriting means enhancing the power of a speech through rhetorical techniques. There are several traditional techniques that have been used to engage audiences and make ideas more attention-getting and memorable. We will not mention all of them here, but some important ones are listed below.

Assonance is the repetition of vowel sounds in a sentence or passage. As such, it’s a kind of rhyme. Minister Tony Campolo said, “When Jesus told his disciples to pray for the kingdom, this was no pie in the sky by and by when you die kind of prayer.”

Alliteration

This means the repetition of initial consonant sounds in a sentence or passage. In his famous “I Have a Dream Speech,” Dr. Martin Luther King said, “I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.” Not only does this sentence use alliteration (“content of character”), but it also uses the next rhetorical technique on our list, antithesis.

Antithesis is immensely powerful in public speaking. It means the juxtaposition of contrasting ideas in balanced or parallel words, phrases, or grammatical structures. A common antithesis has the structure, “not this, but this.” John F. Kennedy’s statement from his 1961 inaugural address is one of the most quoted examples of antithesis:

“Ask not what your country can do for you; ask what you can do for your country.”

In that speech he gave another example,

“If a free society cannot help the many who are poor, it cannot save the few who are rich.”

Parallelism

Like antithesis is parallelism. Parallelism is the repetition of sentence structures. It can be useful for stating your main ideas. Which one of these sounds better?

“Give me liberty or I’d rather die.” vs. “Give me liberty or give me death.”

The second one uses parallelism. Quoting again from JFK’s inaugural address: “Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe to assure the survival and the success of liberty.” The repetition of the three-word phrases in this sentence (including the word “any” in each) is an example of parallelism.

This is a succession of sentences beginning with the same word or group of words. In his inaugural address, JFK began several succeeding paragraphs with “To those”: “To those old allies,” “To those new states,” “To those people,” etc.

Language to Avoid

Clichés are expressions, usually similes, which are predictable. You know what comes next because they are overused and sometimes out of date. Clichés are not just a problem because they are overused; they also sometimes don’t communicate what you need, especially to audiences whose second language is English. “I will give you a ballpark figure” isn’t as clear as “I will give you an estimate.” As the United States becomes more diverse, being aware of your audience members whose first language isn’t English is a valuable tool for a speaker.

Jargon used in your profession or hobby should only be used with audiences who share your profession or hobby. Not only will the audience members who don’t share your profession or hobby miss your meaning, but they will feel that you are not making an honest effort to communicate or are setting yourself above them in intelligence or rank. You need to be careful about assumptions of your audience’s knowledge and their ability to interpret jargon.

The whole point of slang is for a subculture or group to have its own code, almost like secret words. Once slang is understood by the larger culture, it’s no longer slang and may be classified as “informal” or “colloquial” language. “Bling” was slang; now it’s in the dictionary. Sports have a great deal of slang used by the players and fans that then get used in everyday language. For example, “That was a slam dunk” is used to describe something easy, not just in basketball.

Complicated vocabulary

If a speaker used the word “recalcitrant,” some audience members would know the meaning or figure it out, but many would not. It would make much more sense for them to use a word readily understandable: “stubborn.” Especially in oral communication, we should use language that is immediately accessible. However, don’t take this to mean “dumb down for your audience.” It means being clear and not showing off. For a speaker to say “I am cognizant of the fact that…” instead of “I know” or “I am aware of…” adds nothing to communication.

Profanity and cursing

It’s difficult to think of many examples, other than artistic or comedy venues, where profanity or cursing would be effective or useful with most audiences, so this kind of language is discouraged.

Developing Your Ability with Language

At this point, we will make some applications and suggestions about using language as you grow as a public speaker.

First, get in the habit of using “stipulated definitions” with concrete examples (defining operationally). In other words, define your terms for the audience. This is especially necessary if you are using a technical term, a word that has multiple meanings in different contexts, or an often-misunderstood word. You can say at the beginning of the body of your speech, “In this speech I am going to be using the word ”X,” and what I mean by it is . . . ”

Second, develop specific language. You can develop specific language with the following techniques:

• Distinguishing between individuals and the group (that is, avoid stereotyping).
• Specifying time and place of behavior instead of making broad statements. What was true of a person in 1999 isn’t necessarily true of the person now.
• Using names for jobs or roles (“accountants,” “administrative assistants,” “instructors”) instead of “people” or “workers.”
• Avoid “always/never” language. “Always” and “never” usually don’t reflect reality and tend to make listeners defensive.
• Avoid confusing opinions for facts. If I say, “Avatar is a terrific movie,” I am stating an opinion in the language of fact. If you preface opinions with “I believe,” or “It’s my opinion” you will be truthful and gain the appearance of being fair-minded and non-dogmatic. Using this kind of language also helps make the speaker seem less dogmatic and closed-minded.

Third, personalize your language. In a speech it’s fine to use personal pronouns as opposed to third person. That means “I,” “me,” “we,” “us,” “you,” etc. are often helpful in a speech. It gives more immediacy to the speech. Be careful of using “you” for examples that might be embarrassing. “Let’s say you are arrested for possession of a concealed weapon,” sounds like the audience members are potential criminals.

Finally, develop your vocabulary, but don’t show it off. One of the benefits of a college education is that your vocabulary will expand greatly—and it should. A larger vocabulary will give you access to more complicated reading material and allow you to understand the world better. But knowing the meaning of a more complicated word doesn’t mean you have to use it with every audience.

Language choices, or what the ancient rhetoricians called “style,” are as important as other parts of speechwriting. Audience analysis will help you to develop language that is clear, vivid, appropriate, credible, and persuasive.

Something to Think About

What are some of the clichés and slang that have become popular recently? What do they mean? Why would they not be useful in public speaking?

Listen to a presidential speech, such as an inaugural address, and study it for the figurative language (similes, metaphors), rhetorical techniques, and use of words to build and reflect the power of the presidency as well as connect with the audience.

Public Speaking as Performance Copyright © 2023 by Mechele Leon is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Signposts in Speeches: A Guide to Fully Unlock the Power

Going from a blank page to a full speech can be an intimidating process; however, once you have your outline and key points in hand, you will want to ensure that your key points are expressed in a clear, concise, and logical way. This is where signposting can come in handy! Signposting is defined as, “the practice of using words, phrases, and pauses to direct listeners through a speech.” Signposting is a great way to make sure that your listeners are able to keep up with you and find a logical progression in your speech.

What Are Signposts in Speech?

Signposts are verbal clues and indications within a speech that connects the audience with the topic and structure of the overall presentation . In essence, signposts are like waypoints within your speech or presentation, connecting different topics and ideas as you guide your audience from point A to point B. These indicators articulate clear transitions between elements of your speech, highlighting both the beginning and end of each point, as well as the importance of any further detail you may wish to discuss. To illustrate this point further, imagine a speech about the many unique tourist attractions found in California. At the start of your talk , you may use a sign post such as “Today we will explore some of California’s most iconic locations” to clearly indicate both the start and main focus of your talk. As you progress through your presentation, you can also use signposts such as “Now let’s look at some famous beaches in California” to help make transitions more seamless and to keep the audience connected to their overall context. Finally, when it is time to wrap up your discussion, you might use a signpost such as “That was just a brief overview of some of California’s main attractions”. Signposting not only gives structure and clarity to any speech or presentation but also helps ensure that an audience can follow along easily with what is being discussed. Yet on the other hand, too much signposting can also be detrimental; if an audience feels like they are being pulled through a presentation too rigidly or excessively reminded about what is being discussed, then it may negatively affect their engagement with the material being presented. Therefore when using sign posts during a speech it is important to do so purposefully and strategically; they should be used judiciously and only when needed. This way they will help maintain focus while still allowing for natural conversational dialogue in order to create an enjoyable experience for both speaker and listener alike. With that in mind, this brings us to our next section which will explore how signposts can help guide the audience during presentations or speeches.

Signposts Help Guide the Audience

Signposts help guide the audience through a speech or piece of writing. They work like stoplights, creating visual markers that direct readers to the important points quickly and effectively. Signposts can be used as simple summaries of a speaker’s main points or as more detailed explanations of how each point logically follows from the one before it. Used correctly, they not only allow the audience to keep up with the flow of the argument but also give them clues about what is coming next. It has been suggested that signposting is essential to an effective speech because it helps both the speaker and their audience stay focused on the material being presented. This type of structure assists in ensuring that everyone remains engaged, as well as allowing them to better absorb and remember the information being conveyed. Signposting also helps ensure a smooth transition between various sections of a speech and prevents arguments from becoming disjointed or confusing. On the other hand, some argue that too much use of signposts can limit originality and may result in speeches lacking fluidity and creative expression . Furthermore, there are times in which it can be difficult for a speaker to identify when and how to use them appropriately within their delivery, resulting in their use feeling forced or interrupting the momentum of the argument. The best approach is therefore to strike a balance between providing the audience with enough information to assist in comprehending your message without overwhelming them with too many details or sudden shifts in direction. Signposting helps guide the audience through complex speeches and arguments by connecting ideas together and clearly signaling transitions between topics. As we move into our next section on “Connecting Your Ideas Through Signposts”, you will learn more about how to properly utilize this helpful communication tool within your own speeches and presentations.

Connecting Your Ideas Through Signposts

In order to effectively communicate a message, it is important to properly link the ideas in your speech together. This is where signpost language can be useful in helping an audience to perceive the message you are trying to convey. Signposts are verbal cues used to draw attention to a change in topic, or transition, between ideas in a speech. These transitions within the speech help audience members make sense of the message and can be critical for persuasion. When constructing signposts it is important to remain concise and articulate. Signpost language should not be overwhelming, rather they should act as simple cues that express what kind of message transition is taking place and subtly explain why they are necessary. It is also important to connect signpost language consistently with the overall flow of your speech – use words and phrases throughout your address that naturally encourage movement or transition between ideas. Using signpost language helps structure an argument by breaking the larger concepts into smaller components that build upon one another. This builds interest because listeners can follow the progression more easily, understanding how each idea relates back to the main story line. By looking at the big picture and then slowly working through all of its facets, listeners feel more engaged as you take them slowly on a journey from point A to point B. Furthermore, signpost language is beneficial for debates because it allows for support of your arguments before contradicting them; making sure both sides of an opinion are heard. Constructive criticism then has more context when presented and understood by those participating in the discussion. Overall, effective use of signpost language can vastly improve the clarity and persuasiveness of your speech by providing structure and cohesion between ideas. To conclude this section, let’s move on to discussing how referring to previous ideas often ties well into using signposts in order to create connections among ideas throughout a speech.

Referring to Previous Ideas

When you refer back to a previous idea in your speech, it helps remind the audience of what was previously discussed. This serves as an effective transition between topics and reminds people how one topic is connected to another. By referring back to previous ideas, you also demonstrate that you are speaking with knowledge and confidence about the subject. This type of signposting adds structure and clarity to your speech and can be used to link different points together. For example, if you are discussing the risks associated with investing in stocks, you can start by reminding the audience of the positive aspects discussed earlier. This allows you to smoothly transition from one topic to another while preserving continuity in the overall flow of your speech. On the other hand, over-referring to previous ideas can make your speech seem repetitive or even create confusion. If you reiterate something too many times, it may cause listeners to tune out or lose interest in what you are saying. It is therefore important to find a balance when referring back to previous ideas so that your speech stays interesting and engaging for the audience. The Benefits of Signposting is a valuable tool for any speaker because it helps keep ideas organized and structured. In order for signposting to be effective, speakers must learn understand how and when to refer back to their own ideas in order create a clear narrative for listeners.

The Benefits of Signposting

The benefits of signposting in your speech are numerous. By clearly outlining where the discussion is heading, you can help your audience grasp the main points more quickly and help structure your argument for better results. Signposting can also provide helpful reminders to help keep the conversation on track; it allows you to plan ahead and anticipate issues that may arise throughout the speech. Signposting helps guide the conversation organically and can be used to transition from one topic to another in a smooth and natural way. The use of signposts also gives your presentation a more professional feel, helping maintain an organized and efficient flow to your talk. Furthermore, research on public speaking shows that audiences prefer speeches with clear signposts as they make it easier for them to stay focused and follow the discussion. Moreover, signposting can assist you in delivering a polished final product by making sure the main points are covered while remaining clear and understandable. However, some may argue that too much signposting is distracting and takes away crucial time that could be used exploring each point in greater detail. In reality though, there is no ‘one-size-fits-all’ approach — it all depends on how you as the speaker choose to craft your presentation. Signposting ultimately serves as an essential tool for effectively communicating ideas during any convincing presentation or persuasive speech. It helps create focus while establishing contextual links between your various thoughts and assertions which in turn encourages engagement from the audience members. As such, if used correctly signposting can effectively unlock the power of persuasion within any speech. Now that we have discussed the benefits of using signposting when crafting your narrative, let’s take a look at how it can help focus your speech in the next section.

Help You Focus Your Speech

Signposting allows you to guide the flow of your speech, helping you to stay organized and focused. It provides structure and direction that keep you on track throughout the entire presentation. Using signposts helps you clearly articulate your message and ensure that your audience can follow the logical progression of your argument. There are two main ways to help focus your speech. First, use signposts to develop clear transitions between different points in your presentation, making it easier for audience members to follow along as you move from one idea to another. Second, use signposts to periodically reiterate the main point of your talk and how it relates to other points in the discussion. This will remind listeners of the overall scope of what you are discussing and help them remain focused on the big picture. Additionally, signposting allows you to anticipate potential areas where your audience might struggle with comprehension or begin drifting off topic, allowing you to address those issues before they become problematic. You can also use signposts to emphasize important ideas or points within your talk – by explicitly stating something like “this is an important concept” or “let’s take a look at this data”, you are guiding listeners’ attention directly to the point that needs clarifying or elaboration. These strategies will help ensure that your audience is following along with your discussion and open up more opportunities for engagement. By effectively incorporating these elements into your speech, you can make sure that everyone is hearing what you have to say and remaining focused on the content of your talk. By recognizing our ability to tailor our language and visual cues while presenting we can help our audience understand our arguments more fully and with greater clarity. This will give us more opportunity for meaningful dialogue and effective communication across all perspectives which can ultimately help us accomplish our objectives through persuasive dialogue and negotiation. With this key information in mind, let’s take a look at how we can use signposting to help our audience follow our dialogue.

Most Important Summary Points

Signposting is an effective way to guide the flow of your speech and provide structure that keeps you and your audience focused. It also helps to prevent confusion or misunderstanding by providing clear transitions between points and periodically reiterating main ideas. Signposting allows you to anticipate possible issues before they become problematic, highlight key concepts, and open up opportunities for more meaningful dialogue and engagement. This allows us to use persuasive dialogue and negotiation to more effectively accomplish our objectives.

Help Your Audience Follow Your Dialogue

The way you help your audience follow your dialogue is by providing signposts. Signposts are verbal markers such as statements, phrases and/or words that allow listeners to better understand the direction in which you are heading with your speech. They communicate important information so that audience members know where you’re going with your speech and how the various points connect to one another. Those opposed to the use of signposts may argue that they make speeches sound rigid and lacking in creativity. However, research suggests that signposting actually aids flow and transitions between points, making speeches more engaging for audiences. Others may also point out that using too many signposts causes speakers to sound repetitive and monotonous. While it is true to an extent, using signposts can actually help speakers demonstrate their audience’s main points more clearly without sounding redundant. When used effectively, signposting allows members of your audience to keep up with your arguments and stay on track throughout the duration of your presentation or talk, rather than getting bogged down in all of the details. Effectively using signposts helps listeners to have a much better grasp on what you’re talking about and allows them to draw connections between individual points, resulting in a more engaging experience overall. By providing helpful signposts in your talk or presentation, you can ensure that your audience understands precisely what you’re saying and can easily follow along with each point. Now, let’s move onto the next section about how to use signposts effectively!

How to Use Signposts Effectively

Signposting is an invaluable tool when giving a speech and can have a dramatic impact on the audience’s understanding and enjoyment of the material. As such, it is essential that speakers learn how to use signposts effectively, helping to provide structure and clarity to their presentation. There are a few key tips for effective signposting that speakers should take into account. Firstly, signposts should be used as often as necessary throughout a presentation in order to keep the audience engaged . Too few signposts can lead to confusion, whereas too many can sound tedious and detract from the content itself. Secondly, the language chosen for signposts should be kept simple and straightforward. The aim of signposting is to tell the audience where you are headed with your argument or ideas, not to confuse them further or introduce additional complexity. Finally, it is important to make sure that signposts fit naturally into the overall flow of a presentation. A succinct phrase is all that’s generally required, no more than 3-5 words if possible, so as not to detract from the content of the speech itself. That said, some would argue that rather than relying heavily on signposting each point in a speech with overly elaborate language, more attention should be paid to crafting powerful statements and stories around individual points. While there is value in this approach – ensuring that certain points stand out regardless of whether they have been prominently signposted or not – it should not come at the cost of clarity and structure entirely. Signposting can go a long way towards making sure that everyone is on the same page during a presentation and making sure the most important points are understood. With this in mind, it is crucial for speakers to ensure they properly highlight the most important points in their presentation through effective use of signposting. This will be discussed further in the next section.

Highlight the Most Important Points

When you are giving a speech, it is important to highlight the most crucial points. This can help ensure that your audience is understanding and retaining key concepts. One way to do this is by using signposting language. Signposting language is language used to shift the audience’s focus from one point to another in order to guide them through your spoken message. It also communicates which of your points are the most significant. For example, when providing background information on a particular topic, you can begin with phrases like “What’s most important is…” or “Most notably…” These phrases give clear indications of which parts of the story are essential and should be remembered to understand the overall concept. Similarly, when transitioning between arguments, use phrases like “Let’s turn our attention to…” or “Essential to consider…” in order to equip the audience with crucial details. On the other hand, some may choose to not signpost at all. They believe doing so takes away from their natural flow and would rather rely on making a few key points throughout their presentation that yield the same purpose as signposting for listeners. Proponents of this school of thought may prefer a conversational style or storytelling format because it tends to be more engaging for audiences. In either case, being aware of how you can highlight your main points is important for conveying your message effectively and allowing your listeners to apprehend vital concepts from your speech. Now that we have discussed how you can emphasize the main points within your speech, let’s move on to understanding presentation structure.

Understanding Presentation Structure

As a speaker or presenter, it is important to understand the structure of your presentation in order to master signposting effectively. The structure should be made clear from the beginning and should remain consistent throughout your speech. Signposting helps to make this transition between topics and ideas smooth for both the speaker and the audience. When constructing a presentation, consider both the logical flow of ideas and how much time you have allocated for each topic. Make sure that each part ties into an overall goal or conclusion by using signpost words or phrases that indicate when you are changing direction or moving towards a conclusion. This can help inform your audience about what will come next without overwhelming them with too much information. It may also be helpful to provide some sort of visual aid or introduction at the beginning of your presentation so that everyone can be on the same page regarding where you are going in the discussion. It may also be useful to include a summary slide or wrap up your talk with a quick review of what has been said during the course of your talk if you feel it would assist the audience in understanding its structure better. Signposting during your presentation is essential in providing clarity and ensuring that all members of the audience are engaged in what you are saying. Using signposts alerts your listeners that something new is coming and allows you to transition more easily between topics. By understanding how to effectively present a structured speech, speakers can make use of signposting as an effective tool for connecting with their audiences and furthering their messages. By mastering signposting techniques, speakers can ensure their message reaches even further and engage wider audiences more deeply than ever before. With this guide on using signposting in speech, you can now begin developing effective presentations that leave lasting impressions on listeners.

Examples of Singposts in Speeches

“First, I will give an overview of the issue we’re addressing. Then, I’ll outline some of the key challenges we face, and finally, I’ll propose some potential solutions.”

Let me begin by introducing our panelists for today’s discussion. After their opening remarks, we’ll move on to a Q&A session, and then wrap up with some closing thoughts.”

“To better understand the impact of this policy, I’d like to first provide some background information on the history of this issue. Then, I’ll examine the current state of affairs, and finally, I’ll offer some insights into the potential future implications.”

“Before we dive into the details, let me start by giving you an overview of the structure of my presentation. I’ll begin by discussing the problem we’re trying to solve, then I’ll move on to some potential solutions, and finally, I’ll offer some closing thoughts on how we can move forward.”

In the next few minutes , I’d like to share with you three key takeaways from my research. First, I’ll discuss the overall trends in the data. Second, I’ll explore some of the factors driving those trends. And finally, I’ll highlight some potential implications and opportunities for future research.”

Conclusion: Signpost in Speech

Signposting is an invaluable tool that can take your speeches to the next level. By providing clear direction and purpose, your audience can easily follow along and understand the main points of your speech. Ultimately, signposting allows you to fully capture and communicate your message to those listening. In closing, it’s important to note that while signposting can be beneficial, its importance should not be overstated. Too much signposting can often become distracting rather than reinforcing your point. It’s important to strike a balance between continuously informing your audience while also using natural pauses , body movements, and other forms of non-verbal communication to control the flow of your speech. Although there are no hard and fast rules when it comes to utilizing signposting in your speeches, being mindful of how you address transitions and emphasize key points can greatly enhance their impact. The more practice you give yourself with signposting techniques, the more comfortable you’ll become at delivering speeches or presentations with confidence and poise. Overall, signposting offers a powerful way for individuals to deliver engaging speeches that are memorable and effective. While mastering the art of signposting takes time, implementing these tips into each speech will undoubtedly improve both its delivery and reception from the audience.

Frequently Asked Questions and Responses

How can i properly structure signposting in a speech.

Structuring signposting in a speech is not overly complicated, but it does require some preparation. To begin, you should determine the overall structure of the speech, including the main points and any relevant background information. Once this is done, you can then insert signposts identifying the points and giving an indication as to what each point entails. At each major transition in your speech, you should use a signpost such as: “Now that we have discussed XYZ, let’s take a look at ABC…” Signposting not only serves to indicate where you are going in your speech, it also aids in keeping listeners interested by giving them clues about what is coming next. Additionally, it can serve to reinforce key points and transitions within the speech so that they remain clear to the listener long after the speech is over. Finally, signposts increase continuity of presentation by indicating a logical progression from one point to the next.

How can I effectively use signposting in my speech?

Signposting is a powerful technique to make your speech more organized and persuasive. It allows you to control the direction of your argument and give your audience a better sense of what you’re talking about, making it easier for them to follow your argument. To effectively use signposting in your speech: 1.Organize Your Ideas Before You Speak – Before delivering your speech, take some time to plan out the structure and main points of your arguments. This will help you focus on what’s important in terms of the message you want to convey, as well as allowing you to anticipate any questions or objections that might arise during your discussion. 2.Introduce Your Topic – Begin with a brief overview of the topic and state why it’s important or relevant. This will set the scene for the rest of your discussion and provide context for each point. 3.Use Signposts to Guide Your Audience – Introduce signposts throughout your speech, giving your listeners a sense of direction so they know what’s coming next and can follow along with ease. It may be helpful here to use phrases such as “firstly”, “secondly”, “in conclusion” etc., to ensure everyone is keeping up with where you are in the presentation/speech. 4.Repeat Key Points & Summarize – To ensure that all of your points have been taken onboard by your audience, repeat key points from time-to-time throughout the presentation/speech and at the conclusion, provide a summary of these points so they can be cemented into memory. By taking these steps when delivering a speech or presenting an argument, you can ensure that signposting is used effectively and efficiently, helping strengthen the overall message whilst ensuring continuity between each point made throughout the presentation/speech.

Ultimate Guide to Using Signposts in Speeches

Hrideep barot.

• Presentation , Public Speaking

Welcome to the Ultimate Guide to Using Signposts in Speeches! In this comprehensive guide, we will explore the world of signposts in speeches, starting with the fundamental question: What is a signpost in speech?

What is a Signpost in speech?

A signpost in speech refers to a clear and concise verbal or visual cue used by speakers to signal key points, transitions, or shifts in their presentations. These signposts serve as guiding markers for the audience, helping them navigate through the speech’s content and structure with ease. Think of them as directional road signs, pointing the way and providing valuable context for the audience to follow the speaker’s message effectively.

Now that we have a basic understanding of what a signpost in speech entails, let’s delve deeper into the various types of signposts and how they can enhance the impact of your presentations.

Why are Signposts used in an effective speech?

Signposts are indispensable tools in the realm of public speaking, playing a pivotal role in guiding both speakers and audiences through the intricate journey of a speech . To appreciate their significance fully, let’s delve into the reasons why signposts are not just a valuable addition but a fundamental necessity in any effective speech.

1. Clarity and Structure:

Signposts are the architectural blueprints of a speech. They establish a clear and logical structure that ensures your audience doesn’t get lost in the labyrinth of your words. Think of them as road signs on a journey; they tell your listeners where they are and where they’re headed, making the path comprehensible and predictable.

2. Enhanced Comprehension:

In an age characterized by information overload, the ability to grasp and retain information is a precious commodity. Signposts act as cognitive guides, helping your audience understand the relationships between various parts of your speech. By doing so, they facilitate comprehension, making it easier for listeners to process and remember your message.

3. Engagement:

Imagine listening to a speech with no signposts – it’s akin to wandering in a featureless desert without a map. The absence of clear markers can lead to disengagement and confusion among your audience. Effective signposting, on the other hand, keeps your listeners actively engaged by providing a framework that allows them to anticipate, follow, and participate in your presentation.

4. Retention of Information:

Human memory has its quirks and limitations. Signposts offer a solution. By highlighting key points or summarizing the content you’ve covered, they serve as memory aids. Repetition, often employed in signposting, reinforces important takeaways, increasing the likelihood that your message will stick with your audience.

5. Professionalism:

Incorporating signposts into your speech demonstrates professionalism and meticulous planning. It sends a message that you’ve organized your content thoughtfully and are committed to delivering a coherent and structured presentation. This professionalism enhances your credibility as a speaker.

6. Smooth Transitions:

Transitions are the connective tissue of your speech. Navigating from one point to another can be a precarious endeavor, but signposts are your safety net. They ensure seamless transitions between different parts of your speech, maintaining the flow and preventing abrupt shifts that can confuse your audience.

7. Respect for Your Audience’s Time:

Signposts are a show of respect for your audience’s time. They help you steer clear of tangents and unnecessary digressions, sending a clear signal that you value your listeners’ time and are committed to delivering a concise and organized presentation.

8. Reduced Anxiety:

Public speaking often accompanies anxiety. It’s a natural response to standing before an audience. Signposts alleviate this anxiety by providing a mental roadmap when you know where you’re going and how you’ll get there, your confidence soars, leading to an improved overall delivery.

9. Active Listening:

Signposts encourage active listening. When your audience knows what to expect – whether it’s a new topic, a key point, or a transition – they become more engaged in the listening process. Active listening enhances comprehension and retention.

10. Adaptability:

Every speech is a live performance. Signposts offer flexibility. They allow you to gauge your audience’s reactions and adjust your speech accordingly. If you sense confusion or the need to emphasize a particular point, you can strategically use signposts to address these needs in real time.

In conclusion, signposts are the unsung heroes of effective public speaking. They provide clarity, enhance comprehension, boost engagement, and contribute to the overall success of your speech. Understanding and harnessing their power allows you to take your public speaking skills to new heights, captivating your audience and leaving a lasting impact.

How should you use Signpost? 

While understanding the significance of signposts is essential, knowing how to use them effectively is equally crucial. Here, we explore the art of incorporating signposts into your speech, ensuring that they serve as valuable guiding lights throughout your presentation.

1. Start with the Basics:

Begin by incorporating fundamental signposts that introduce the different sections or segments of your speech. These can include opening statements, section titles, and key takeaways. Such signposts set the stage for your audience, providing an initial framework for what to expect.

2. Strategic Placement:

Signposts should be strategically placed throughout your speech. They shouldn’t be confined solely to the beginning or end. Distribute them evenly to guide your audience through each part of your presentation. Consider using them at natural transition points, such as when you move from one idea to the next.

3. Be Concise:

Signposts are meant to be concise and to the point. They shouldn’t overshadow your content but rather enhance its accessibility. A lengthy signpost can confuse your audience instead of guiding them. Keep them brief and focused on the main message or theme of each section.

4. Utilize Verbal and Non-Verbal Cues:

Verbal signposts involve explicitly stating what comes next. For example, “Now, let’s move on to our second point,” serves as a clear verbal signpost. Non-verbal cues can include pausing briefly before introducing a new section, changing your tone of voice, or using gestures to emphasize a transition.

5. Summarize Key Points:

One effective way to use signposts is by summarizing the key points or takeaways of a section before diving into it. This primes your audience, ensuring they know what to look for and what information is essential. It also reinforces important concepts.

6. Maintain Consistency:

Consistency in your signposting style is crucial. If you use specific phrases or signals to introduce different sections, stick to them throughout your speech. This consistency helps your audience become familiar with your signposting patterns, making your speech more predictable and easier to follow.

7. Align with Your Audience’s Needs:

Consider your audience’s needs and expectations when using signposts. What will help them follow your presentation more effectively? Are there complex concepts that require extra explanation? Tailor your signposts to cater to your specific audience’s understanding and engagement.

8. Gauge Audience Reaction:

Stay attuned to your audience’s reactions. If you notice signs of confusion or disinterest, it may be time to revisit your signposting strategy. You can use signposts to redirect their attention, emphasize crucial points, or reframe information to regain their engagement.

9. Practice and Feedback:

Effective signposting requires practice. Rehearse your speech while paying attention to the timing and delivery of your signposts. Seek feedback from peers or mentors to refine your technique. They can provide valuable insights into the clarity and effectiveness of your signposts.

10. Evolve with Experience:

As you gain experience in public speaking, your signposting skills will naturally evolve. Pay attention to what works well in your speeches and what doesn’t. Continuously refine your signposting approach based on audience feedback and your growth as a speaker.

Incorporating signposts into your speech is an art that, when mastered, can significantly enhance your effectiveness as a communicator. By following these guidelines and practicing consistently, you’ll be well on your way to guiding your audience seamlessly through your presentations, leaving a lasting impact.

What are the different types of Signposts?

There are various types of signposts that speakers can use in their speeches to guide their audience and make their message more effective. Signposts serve as roadmaps for the audience, helping them navigate through the speech and understand its structure and key points. Here are some different types of signposts:

1. Numerical Signposts:  

These signposts involve the use of numbers to indicate the order or sequence of points in a speech. For example, a speaker might say, “First, let’s discuss the causes of climate change. Second, we’ll explore its effects, and third, we’ll look at potential solutions.”

2. Time-Based Signposts:

 Time-based signposts refer to the use of time-related words or phrases to indicate when something occurred or will occur. For instance, a speaker might use words like “now,” “next,” “in the past,” or “in the future” to guide the audience’s understanding of the timeline of events.

3. Spatial Signposts:  

Spatial signposts involve using words or phrases related to space or location. These can help the audience visualize the physical arrangement or relationship between objects or ideas. For example, a speaker might say, “To the left of the screen, you’ll see a graph representing our sales data.”

4. Sequential Signposts:  

Sequential signposts indicate a step-by-step process or a chronological sequence of events. They help the audience follow along with a series of actions or developments. Phrases like “firstly,” “secondly,” “then,” and “finally” are commonly used for sequential signposting.

5. Comparative Signposts:  

Comparative signposts involve highlighting similarities or differences between ideas, concepts, or objects. They help the audience make connections and distinctions. A speaker might say, “In contrast to our competitors, our product offers unique features that set it apart.”

6. Causal Signposts:  

Causal signposts indicate cause-and-effect relationships between ideas or events. They help the audience understand why something happened or the consequences of certain actions. Phrases like “as a result,” “because of,” and “therefore” are used for causal signposting.

7. Summary Signposts:  

Summary signposts are used to recap or summarize key points made in the speech. They serve as reminders for the audience and reinforce important information. A speaker might say, “To sum up, we’ve discussed the main benefits of our new product: cost-effectiveness, efficiency, and sustainability.”

8. Transition Signposts:  

Transition signposts are used to smoothly transition from one point or section of the speech to another. They help maintain the flow and coherence of the speech. Common transition words and phrases include “moving on,” “now let’s shift our focus to,” and “with that in mind.”

9. Questioning Signposts:  

Questioning signposts involve posing questions to the audience to stimulate their thinking or engagement. For example, a speaker might ask, “Have you ever wondered why this issue is so important?” This encourages the audience to reflect on the topic.

10. Quotation Signposts: 

Quotation signposts involve incorporating relevant quotes from experts, sources, or notable figures to support or emphasize a point. The speaker may introduce a quote with phrases like “According to,” “As stated by,” or “In the words of.”

11. Emphasis Signposts:  

Emphasis signposts are used to highlight specific words or phrases for emphasis or clarity. They can be achieved through changes in tone, volume, or pacing. For instance, a speaker might say, “This is the most crucial aspect of our strategy: teamwork.”

12. Contrast Signposts: 

Contrast signposts draw attention to differences between two or more elements. They help the audience discern distinctions and understand the significance of those differences. Phrases like “on the other hand” and “in contrast” are commonly used.

By incorporating these different types of signposts into their speeches, speakers can enhance the overall structure, coherence, and audience understanding of their message. Signposts act as valuable cues, ensuring that the audience remains engaged and follows the speaker’s narrative with ease.

Signpost in Speech Examples:

– using signposts such as first:  .

This signpost is commonly used at the beginning of a speech to introduce the initial point or topic of discussion. It serves as a clear indicator to the audience that a new idea is about to be presented. For instance, in a presentation about climate change, you might say, “Firstly, let’s address the importance of environmental conservation.” This signpost not only introduces the topic but also sets the stage for what’s to come, helping the audience mentally prepare for the upcoming information.

The “next” signpost is used to transition smoothly from one point or idea to the next one. It maintains the flow of the speech and lets the audience know that you’re moving on to a related topic. For example, in a speech about sustainable living, you could say, “Next, we’ll explore the various strategies for reducing our carbon footprint.” This signpost provides a logical sequence to your presentation, making it easier for the audience to follow your narrative.

-Furthermore:

“Furthermore” is employed to emphasize additional information or supporting details regarding a particular point. It signals to the audience that there’s more to consider on the topic at hand. In a speech on the benefits of recycling, you might say, “Furthermore, research has shown that reducing waste can significantly benefit the environment.” This signpost strengthens your argument by presenting supporting evidence or insights.

– In contrast:  

When you want to highlight a differing perspective or opposing viewpoint, “in contrast” is a valuable signpost. It helps you acknowledge alternative opinions or arguments while reinforcing your stance. For instance, in a debate about economic growth versus environmental conservation, you could say, “In contrast, some argue that economic growth should take precedence over environmental concerns.” This signpost encourages critical thinking by presenting contrasting viewpoints.

– As a result:  

This signpost is essential for indicating the consequence or outcome of a previous point or argument. It connects the dots for the audience, showing them the cause-and-effect relationship between ideas. In a discussion about pollution, you might say, “As a result, we can see that pollution levels have continued to rise.” This signpost adds depth to your speech by demonstrating the real-world implications of your points.

-In conclusion:  

When you’re nearing the end of your speech, “in conclusion” is a powerful signpost to use. It signals to the audience that you’re summarising key points and wrapping up your presentation. For instance, in a speech about environmental conservation, you could say, “In conclusion, our collective efforts are crucial in preserving our planet for future generations.” This signpost provides closure and reinforces the main takeaways of your speech.

These examples illustrate how signposts in speech enhance clarity, structure, and engagement, making your presentations more compelling and audience-friendly.

These signposts, in their simplicity and effectiveness, leave a lasting impression on your audience’s minds. They enhance comprehension, provoke thought, and foster inspiration—a testament to the power of effective communication. Your audience may forget individual words, but they will remember how your words made them feel.

Inspirations of a speech with Signposts in it: 

As we delve into this ultimate guide to using signposts in speeches, we embark on a transformative journey to master the art of communication. Signposts become our allies, helping us become more influential, persuasive, and compelling speakers. They empower us to find our unique voice—a voice that resonates with authenticity and purpose.

Much like Robert Frost , who pondered the divergent paths in a yellow wood and chose the one less traveled, we too make choices in our speeches. We use signposts to lead our audience down the path of our narrative, guiding them through the wilderness of ideas. Just as Frost’s words inspire contemplation and decision, our signposts inspire action and understanding.

In the spirit of Langston Hughes , who eloquently asked what happens to a dream deferred, we understand that unspoken ideas remain dormant until communicated effectively. Signposts act as the conduits for our dreams, transforming them into reality, and allowing our audience to grasp the essence of our aspirations.

And like Maya Angelou , whose words soared with courage and hope, we use signposts to uplift our audience, to help them rise above challenges, and to inspire them to embrace a brighter future.

Conclusion:

In the realm of public speaking, where every word holds the potential to captivate, persuade, and inspire, signposts emerge as guiding stars along your journey to connect with your audience. They serve as beacons of clarity, illuminating the path through the intricate terrain of your speech.

Signposts are like poetic lines in your speech, adding depth and meaning to your narrative. They guide you and your audience, much like the North Star guided sailors through uncharted waters. Just as poets choose their words with precision to convey profound emotions and ideas, speakers employ signposts to navigate through the rich tapestry of their messages.

In summary, by embracing the art of using signposts in our speeches, we open doors to a world of communication enriched by clarity, impact, and connection. Whether our goal is to inform, persuade, or inspire, signposts are the companions that ensure our words find their mark, leaving a lasting legacy in the realm of public speaking. Let us harness the power of signposts and embark on our journey to become masterful orators who shape the future, one compelling speech at a time.

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Chapter 3: Preparing for Your First Speech

Connective Statements: Signposts and Transitions

At this point, you may be thinking that preparing for public speaking does not always follow a completely linear process. In writing the specific purpose statement, you might already have a predetermined structure, and if so, the central idea or thesis sentence flows simply from the specific purpose statement and structure. In other instances, the process may not be as direct and you will need to think more deeply about the best way to organize your speech and write your central idea. Some of the examples shown above, such as the one about the chambers of the heart, fall into the “easy-to-follow” category, but others, such as the development of the Civil Rights movement, would be less easy to follow.

Also at this point, we have worked on the core of the speech: the purpose, the main idea or thesis, and the key main points, also referred to as “Roman numerals” because traditional outline format uses I. through V. for them. You will notice that we have not addressed the introduction or the conclusion. You will find that information in upcoming chapters. That information is in a separate chapter and placed later because it is important and needs special emphasis, not because it is unimportant. Basically, you cannot write an introduction if you do not know what you are introducing. For that reason, even if you are tempted to write your introduction first, you should probably wait until the “core” or “body” of your speech is fairly solid in your mind.

However, there is one aspect beyond the introduction and conclusion that you should prepare and not leave to chance or “ad lib” during the speech. (In fact, you really should not leave anything to chance or “ad lib” in this stage of your development as a public speaker.) That aspect is the connec- tive statements, the subject of the next section.

Connectives or “connective statements” are broad terms that encompass several types of statements or phrases. They are generally designed to help “connect” parts of your speech to make it easier for audience members to follow. Connectives are tools that add to the planned redundancy, and they are methods for helping the audience listen, retain information, and follow your structure. In fact, it is one thing to have a well-organized speech. It is another for the audience to be able to “consume” or understand that organization.

Connectives in general perform a number of functions:

•      Remind the audience of what has come before

•      Remind the audience of the central focus or purpose of the speech

•      Forecast what is coming next

•      Help the audience have a sense of context in the speech—where are we?

•      Explain the logical connection between the previous main idea(s) and next one or previous subpoints and the next one

•      Explain your own mental processes in arranging the material as you have

•      Keep the audience’s attention through repetition and a sense of movement

Connectives can include “internal summaries,” “signposting,” “internal previews” or “bridging statements.” Each of these terms all help connect the main ideas of your speech for the audience, but they have different emphases and are useful for different types of speeches.

Types of connectives and examples

Internal summaries emphasize what has come before and remind the audience of what has been covered.

“So far I have shown how the designers of King Tut’s burial tomb used the antechamber to scare away intruders and the second chamber to prepare royal visitors for the experience of seeing the sarcophagus.”

Internal previews let your audience know what is coming up next in the speech and what to expect with regard to the content of your speech.

“In this next part of the presentation I will share with you what the truly secret and valuable part of the King Tut’s pyramid: his burial chamber and the treasury.”

Transitions serve as bridges between seemingly disconnected (but related) material, most commonly between your main points.

“After looking at how the Cherokee Indians of the North Georgia mountain region were politically important until the 1840s and the Trail of Tears, we can compare their experience with that of the Indians of Central Georgia who did not assimilate in the same way as the Cherokee.”

At a bare minimum your transition is saying, “Now that we have looked at (talked about, etc.) X, let’s look at Y.”

Signposts emphasize the physical movement through the speech content and let the audience know exactly where they are. Signposting can be as simple as “First,” “Next,” “Lastly” or using numbers such as “First,” “Second,” Third,” and “Fourth.” Signposts can also be lengthier, but in general signposting is meant to be a brief way to let your audience know where they are in the speech. It may help to think of these like the mile markers you see along interstates that tell you where you are or like signs letting you know how many more miles until you reach your destination.

“The second aspect of baking chocolate chip cookies is to combine your ingredients in the recommended way.”

Bridging statements emphasize moving the audience psychologically to the next step.

“I have mentioned two huge disadvantages to students who don’t have extracurricular music programs. Let me ask: Is that what we want for your students? If not, what can we do about it?”

There is no standard format for connectives. In any speech there would be multiple ways to help the audience move with you, understand your logic, keep their attention, and remind them of where they have been and where they are going. However, there are a few pieces of advice to keep in mind about connectives.

First, connectives are for connecting. They are not for providing evidence. Save statistics, stories, examples, or new factual information for the sup- porting points of the main ideas of the speech. Use the connectives for the purposes listed above (review, psychological emphasis, etc.) not to provide new examples, facts, or support.

Second, remember that connectives in writing can be relatively short—a word or phrase. In public speaking, connectives need to be a sentence or two. When you first start preparing and practicing connectives, you may feel that you are being too obvious with them and they are “clunky.” Some connectives may seem to be hitting the audience over the head with them like a hammer. While it is possible to overdo connectives, and we have heard speakers do so, it is less likely than you would think. The audience will appreciate them, and as you listen to your classmates’ speeches, you will become aware of when they are present and when they are absent.

Lack of connectives results in hard-to-follow speeches where the information seems to come up unexpectedly or the speaker seems to jump to something new without warning or clarification.

The third piece of advice is that your instructor may want you to include connectives on your outlines in some way to help you start thinking about them. More experienced public speakers have developed the ability to think of transitions, internal previews and summaries, and signposts on the spot, but that skill takes many years to develop.

Fourth, you will also want to vary your connectives and not use the same one all the time. A popular transitional method is the question, such as:

“Now that you know what was in the first chamber of the King Tut’s tomb, you are probably asking, what is in the second tomb? I am glad you asked.”

While this method can occasionally be clever, usually it is not; it is just annoying. The audience didn’t ask, so you don’t want to put words in their mouths. Or this:

“The first, outer layer of the skin is the epidermis, the protection for what lies beneath. But what does lie beneath the epidermis?”

You should also want to avoid the word “so” too much or repeatedly.

Finally, up to this point we have only discussed connectives between the main points. In reality, you will want to think in terms of connectives between any list of subpoints. For example, going back to the example Problem-Solution speech about music in the high schools, you would want a shorter connecting phrase between Subpoint A and B under Main Point I.

“Not only do students without band or choir have lower standardized college test scores, they get involved in more unhealthy activities.”

Admittedly, preparing connectives between subpoints is more difficult, but you also want to avoid jumping to the next idea without warning.

Fundamentals of Public Speaking Copyright © by Lumen Learning is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Types of Signposting: 10 Examples of Signposts in Speech

Have you ever noticed that sometimes it feels like the presenter is guiding you on a journey with his or her speech? When considering a speech, a signpost is crucial as it helps to keep the audience’s attention and navigate them through the speech.

What is signposting in Speech? 

A signpost is a verbal statement or visual cue used by the speaker to guide or engage the audience while bringing them through the various stages of a speech or presentation.

Signposts can be displayed as a physical change of direction or a deliberate movement of the speaker. It is a speech technique that helps you connect what you’re about to say next with what you said previously.

In this article, you will learn more about the types of signposts and the examples of signposting for effective audience engagement.

Highly Recommended Articles:

Transitions in Speech: 69 Speech Transition Statements

The 7 Components of Public Speaking: 8 Tips for Effective Delivery

Types of Signposting in Speech

• Single Words Signposting
• Short Phrases Signposting
• Whole Sentence or Long Phrases Signposting

1. Single words signposting

You can use signpost during a speech with single words like; initially, however, furthermore, etc.

2. Short phrases signposting

Signposting can be achieved with short phrases such as; in conclusion, in contrast, an additional point is, etc.

3. Whole sentence/Long phrases signposting

Long phrases can also be used for signposting, and they include: having discussed the liability of the research, I want to leave you with the following thoughts, this report will next address its validity, etc.

4. Visual Cues Signposting

Visual images or text can be used when delivering presentations or speeches with supplementary visual aids. I can signal to the audience that it’s time for a Q&A without necessarily saying it, by just pausing and sharing the slide that says/shows it.

How to Effectively use Signposting in Public Speaking

Alex Lyon, Communication skills expert and coach, shares a ton of valuable insights and tips on youtube about how to become a better speaker and presenter. Here’s a video on how to more effectively use signposts in public speaking.

Examples of Signposts in Speech

• Moving to a new point

After concluding a point or an idea, and you are about to go onto the next point during a speech, the audience must know you are moving to a new point.

Examples to use while moving on to a new point:

“Now, let’s move on to point number 3, where we will be discussing…”

“Moving on to the next point”

“Now that we have discussed…, I would like to talk about…”

From these examples, you can see how indicative the language of movement is, taking the audience from one point to another.

Just like what most tour guide says “moving on” or “time to move on” when they are through in a particular area and needs to go to a new area. You can as well use it in speeches.

• Going into more details on a point

If you need to go into details on a point or about a topic, the use of signposts gives the audience the signal of expansion.

Examples to use:

“Let me talk more in-depth about…”

“By focusing on…in detail, …”

“To be more precise….”

“Expanding on that point…”

Using these signposts will enable the audience to know there is more information coming on a particular topic or area. It also makes the audience aware that the speaker is still on the same topic but will be discussing it in more details.

• Introducing an alternative or opposing view

When you make a point during a speech, you might want to give an alternative view of that point you made. With this, you give the audience the opportunity to evaluate both sides.

“Nonetheless/Nevertheless, …”

“Conversely, …”

“However, …”

“In contrast, …”

“Alternatively, …”

This signpost gives the audience a clearer idea of what the speaker is conveying.

• Changing a topic entirely

When trying to change a topic completely, it is of high importance that the audience are aware so that they can go along with you on the journey.

Examples are:

“Now, let us turn to something entirely different…”

• Talking off-topic for a moment

When giving a speech, it is often proper to go off tangent for a moment. The purpose of going off point is to express another crucial point that is loosely related to the main topic.

“As a side note…”

“Going off on a tangent, I would like to discuss…”

“Let me deviate…”

Going off on a tangent during a speech sometimes help get or bring back the audience’s attention.

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• Continuing a point with a related one

After making a point during a speech, you might want to add a related point to the one made already. By so doing you create a connection between both points.

“Similarly, …”

“To further understand the…”

“Moreover …”

“Besides, …”

• Repeating points stated earlier

A weighty technique used in a speech is repetition as it helps to pass across important messages to the audience.

“This is really important, therefore, I am going to say it again…”

“Recapping on the previous point I made about…”

“Let me repeat that…”

The use of repetition as a signpost during a speech is to attract audience-specific attention to a key message as well as to give it more emphasis.

• Going back to previous points of examples

Sometimes during a speech, there might be the need to tap from an earlier given example in order to make your points well understood by the audience.

“Remember when I said…”

“Let’s go back to the story where I…”

“Going back to the time when…”

This mostly occurs when you tell a story at the beginning of your speech. You may be able to draw a lot of learnings from that particular story.

So, all through your speech, you will continually need to refer to that very story by reminding the audience about the story. By so doing, the audience can have one or two things to learn from the story as you proceed with your speech.

• Summarizing the points

Summaries are quite important when giving a speech. You create a point, elaborate the point, and then summarize that very point.

Summarizing a speech gives the audience a better understanding of the information you have passed across to them in a nutshell.

Examples include:

“In summary, …”

“Summarizing what we talked about…”

“To summarize the report…”

A summarized signpost provides a way of generating relevant points for the audience in a simplified version.

• Concluding/Wrapping up

When rounding up a speech, it is of great importance to use a concluding signpost as it enables the audience to know you are about to end your speech.

“As I conclude…”

“In conclusion…”

“To close this off…”

“From this, it could be concluded that…”

“In closing, let me say…”

When the audience hears a concluding signpost, they often pay more attention because they can pick up somethings they must have missed during the main speech.

One of the Types of Signposting – Visual Signposts in Speech

It’s not just about what we say to connect to the next phase of our speech that is included in the different signposts we can use in a speech or presentation, but also what we show.

For instance, as you are closing your presentation and share your final remarks, you may go into a Q&A session and showcase an image saying that. (We shared this above)

After going through all the phases of delivery of your speech, you can also share a final THANK YOU slide, which will signal the END of your presentation for the audience.

During a speech, signposting is of high relevance as it is the verbal statement that can be used to engage the audience. It aims to draw in and maintain the audiences’ attention all through the speech.

A speech without a clear structure will fail to win the audience’s interest, whereas an effectively used signposting gives the audience confidence and helps them navigate their way through the speech.

References and Further Reading

A summarized PDF file from Hawaii.edu. Signposts in Speech

AcethePresentation. Transitions in Speech: 69 Speech Transition Statements

Ryan Mclean. What is Signpost in Public speaking? 9 Examples .

Speak for Success. Public Speaking Signposts: Verbal, visual, and Occupy Wall Streets signs

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These Raspberry Pi-powered glasses translate sign language into speech

The Raspberry Pi bridges another communication gap.

Some Raspberry Pi projects really tug at your heartstrings. As cool as it is to build a robot or a plant-monitoring system, there's something to be said about projects that help bring us closer together as people. Today we've got a wonderful example of such a project, created by a maker who goes by Nekhil . Using our favorite SBC, the Raspberry Pi, he's managed to create a pair of glasses that can help the wearer understand sign language.

It works by using AI to monitor a live video feed. The AI system has been trained to recognize hand gestures and their associated letters. When a letter has been confirmed, the Pi uses text-to-speech to say the letter aloud. This makes it possible for anyone nearby to understand what's being conveyed, whether or not they are familiar with any sign language at all.

The platform holding together the design is VIAM, an open-source tool that's oriented toward smart machine projects like this one. Because this project is so reliant on AI and image processing, it's understandable that Nekhil would first turn to the latest Raspberry Pi 5. However, it quickly became evident that he could get away with using a Pi Zero 2 W, which would be plenty capable performance-wise while providing a smaller form factor.

The Raspberry Pi Zero 2 W is connected to a Camera Module V3, which is positioned in the front center of the glasses frame. This makes it possible to capture images and video of whatever is directly in front of the wearer. As long as you're facing the person who's signing, the Pi will be able to read the gestures. According to Nekhil, the frames were designed using Fusion 360 and 3D printed just for this project.

In the project details, Nekhil explains that the machine learning model vision service that VIAM uses is able to work with Tensor Flow Lite models. However, this project is using a YOLOv8 model. Although American Sign Language (ASL) is a vast language with many signs for words and phrases, this system is designed to recognize only letters for spelling.

If you want to get a closer look at this Raspberry Pi project , you can check it out over at Hackster and see it in action at  the YouTube video embedded above.

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• Alvar "Miles" Udell Honestly surprised Google and Samsung don't have this tech on their phones considering the heavy push into "AI", of which many "AI" features are trash. Reply

Alvar Miles Udell said: Honestly surprised Google and Samsung don't have this tech on their phones considering the heavy push into "AI", of which many "AI" features are trash.

• HaninTH Unless they could conjure a direct revenue stream from it, they won't bother. The only useful uses of AI they see are currently in activity/behavior monitoring for resale. Plus, there's that whole us/them thing that still lingers with the "Able-bodied" that, for whatever reason, would rather them stay isolated/unable to communicate with others. It's this whole big thing that we're not supposed to talk about; people suck. You can find more information about it via the usual channels. Reply
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