Impromptu speech: invention, arrangement and delivering

Why we're doing the impromptu speech? 

It's a very effective model of speaking for:

• job interview
• group presentation
• clients meeting
• information interview
• debate
• etc.

Quick preparation 

• Select a prompt - decide on your position - why is this thesis true? - your main points (claims) should not be topics - the reasons (claims) show how the idea is good and its feasibility - the division: what is key topics or parts in that thesis statement? - short and long terms - past vs future - increase vs decrease - cause vs effect 
• Prepare an outline in five minutes - subordination & coordination & discreteness; style - (main points are consice and memorable by using short sentences, active voice and vivid verbs)
• Deliver 3-6 minute speech

Impromptu speech structure

Introduction

Point #1

   - Support

   - Support

Point #2

   - Support

   - Support

Conclusion

How to evaluate the impromptu speech?

Rubrics are very important in the case of better understanding, studying and evaluating speech. We consern about rhetoric canons like an invention, arrangement and delivering.

Invention

The speaker:

• supported the thesis with appropriate main points 
• and 
• explained how the main points supported the thesis clearly and effectively.

The speaker:

• included appropriate and effective evidence for both main points 
• and 
• explained how the evidence supported the main points clearly and effectively.

Thus, invention is the key concern in the impromptu speech.

Arrangement

It is a short speech, but it needs to be clear so the audience can follow it easely.

The speaker:

• previewed the speech clearly and effectively
• and
• transitioned between the speech's main points clearly and effectively
• and
• provided an internal structure clearly and effectively
• and
• reviewed the speech clearly and effectively and provided a sense of closure

Delivering

The speaker:

• appeared confident
• used projection effectively and appropriately
• used pacing and pausing effectively and appropriately
• used jestures and movement effectively and appropriately

Outlining and flowing

Outlining means preparing your speech in hierarchical structure.

For example:

Introduction

- Opening: academic talking about MOOCs

- Thesis: MOOCs can help universities

- Preview

Body

    I. MOOCs can raise the university's profile

         A. Coursera has over three million users

         B. Free education advances the public mission 

    II. MOOCs can raise the money for a university

         A. Pay for certificates of completion

         B. University of Washington computational finance

Conclusion

- Review

- Closing: tie back to my experience

Flowing means taking notes on a speech in an outline format.

Elements of arguments

• Claim
• Suppopt
• Warrant

Claim is an assertion that you want the audience to take as valid.
Support is all evidence and information used to support your claim.
Warrant is the link that ties your support to the claim.

Thesis: Microsoft and Apple should give their operating systems to any student enrolled in college free of charge.

I. Such a move benefits to students (claim)
    A. It eleminates a mandatory cost (support)
    B. It creates an academic equality (support)

II. Such a move benefits to companies (claim)
    A. It builds a large audience (support)
    B. It equips proficient users as they move into the business market (support)

Thesis: Online education will never replace traditional universities

Division

I. Online education is good at broadcasting information.

II. Traditional university is good at cultivating learning environments.

Short/long term

I. Online eduction will initially challenge traditional universities.
II. They eventually split into different entities.

Past/future

I. Extention education found its relationship with traditional universities.
II. Online education will find a relationship with traditional universities.

Increase / decrease

I. There will be an increase in online courses.
II. But we probably won't see a significant decrease in campus enrollments.

Cause / effect

I. Online education emerged because of a need of adult learning.
II. That adult learning will impact traditional universities minimally.

Developing evidence

Evidence is there to validate the claim. Ask yourself what is your experience or knowledge on the claim?

Good evidence should:

• relate to the main point (logical link between claim and support)
• be concrete (more details)
• be plausible if hypothetical
• be veryfiable if not hypothetical

Thesis: MOOC providers (Coursera, EdX, etc.) should not pressure university to offer university credit for MOOC classes.

I. Such a move would restrict the diversity of MOOCs (claim)

    A. Limits the type of classes (support)

    B. Limits the range of universities (support)

II. Such a move is unnecessary (claim)

    A. Some colleges already offer credit (support)

    B. As a movement, the goal is free education rather than course credit (support)

or

in opposite

Thesis: MOOC providers (Coursera, EdX, etc.) should pressure university to offer university credit for MOOC classes.

I. Establishing credit strengthens the quality of MOOCs (claim)

    A. Credit standards foster rigor in the course (support)

    B. Credit standards can help reduce college costs (support)

II. Universities can always opt out (claim)

    A. Some colleges may continue to offer non-credit MOOCs  (support)

    B. Some may opt out, but this is an acceptable loss (support)

To be clear you need to explain How and Why your evidence supports the claim.

For each claim:

• state it - give us the claim
• explain it - spend a bit of time unpaking the claim and priming us for the evidence
• prove it - get into the details of the evidence and how they relate to the claim
• conclude it - walk us out of the point; reinforce the claim and its relationship to the thesis