which of the following is a good example of a thesis statement for an informative speech

14 Crafting a Thesis Statement

Learning Objectives

• Craft a thesis statement that is clear, concise, and declarative.
• Narrow your topic based on your thesis statement and consider the ways that your main points will support the thesis.

Crafting a Thesis Statement

A  thesis statement  is a short, declarative sentence that states the purpose, intent, or main idea of a speech. A strong, clear thesis statement is very valuable within an introduction because it lays out the basic goal of the entire speech. We strongly believe that it is worthwhile to invest some time in framing and writing a good thesis statement. You may even want to write your thesis statement before you even begin conducting research for your speech. While you may end up rewriting your thesis statement later, having a clear idea of your purpose, intent, or main idea before you start searching for research will help you focus on the most appropriate material. To help us understand thesis statements, we will first explore their basic functions and then discuss how to write a thesis statement.

Basic Functions of a Thesis Statement

A thesis statement helps your audience by letting them know, clearly and concisely, what you are going to talk about. A strong thesis statement will allow your reader to understand the central message of your speech. You will want to be as specific as possible. A thesis statement for informative speaking should be a declarative statement that is clear and concise; it will tell the audience what to expect in your speech. For persuasive speaking, a thesis statement should have a narrow focus and should be arguable, there must be an argument to explore within the speech. The exploration piece will come with research, but we will discuss that in the main points. For now, you will need to consider your specific purpose and how this relates directly to what you want to tell this audience. Remember, no matter if your general purpose is to inform or persuade, your thesis will be a declarative statement that reflects your purpose.

How to Write a Thesis Statement

Now that we’ve looked at why a thesis statement is crucial in a speech, let’s switch gears and talk about how we go about writing a solid thesis statement. A thesis statement is related to the general and specific purposes of a speech.

Once you have chosen your topic and determined your purpose, you will need to make sure your topic is narrow. One of the hardest parts of writing a thesis statement is narrowing a speech from a broad topic to one that can be easily covered during a five- to seven-minute speech. While five to seven minutes may sound like a long time for new public speakers, the time flies by very quickly when you are speaking. You can easily run out of time if your topic is too broad. To ascertain if your topic is narrow enough for a specific time frame, ask yourself three questions.

Is your speech topic a broad overgeneralization of a topic?

Overgeneralization occurs when we classify everyone in a specific group as having a specific characteristic. For example, a speaker’s thesis statement that “all members of the National Council of La Raza are militant” is an overgeneralization of all members of the organization. Furthermore, a speaker would have to correctly demonstrate that all members of the organization are militant for the thesis statement to be proven, which is a very difficult task since the National Council of La Raza consists of millions of Hispanic Americans. A more appropriate thesis related to this topic could be, “Since the creation of the National Council of La Raza [NCLR] in 1968, the NCLR has become increasingly militant in addressing the causes of Hispanics in the United States.”

Is your speech’s topic one clear topic or multiple topics?

A strong thesis statement consists of only a single topic. The following is an example of a thesis statement that contains too many topics: “Medical marijuana, prostitution, and Women’s Equal Rights Amendment should all be legalized in the United States.” Not only are all three fairly broad, but you also have three completely unrelated topics thrown into a single thesis statement. Instead of a thesis statement that has multiple topics, limit yourself to only one topic. Here’s an example of a thesis statement examining only one topic: Ratifying the Women’s Equal Rights Amendment as equal citizens under the United States law would protect women by requiring state and federal law to engage in equitable freedoms among the sexes.

Does the topic have direction?

If your basic topic is too broad, you will never have a solid thesis statement or a coherent speech. For example, if you start off with the topic “Barack Obama is a role model for everyone,” what do you mean by this statement? Do you think President Obama is a role model because of his dedication to civic service? Do you think he’s a role model because he’s a good basketball player? Do you think he’s a good role model because he’s an excellent public speaker? When your topic is too broad, almost anything can become part of the topic. This ultimately leads to a lack of direction and coherence within the speech itself. To make a cleaner topic, a speaker needs to narrow her or his topic to one specific area. For example, you may want to examine why President Obama is a good public speaker.

Put Your Topic into a Declarative Sentence

You wrote your general and specific purpose. Use this information to guide your thesis statement. If you wrote a clear purpose, it will be easy to turn this into a declarative statement.

General purpose: To inform

Specific purpose: To inform my audience about the lyricism of former President Barack Obama’s presentation skills.

Your thesis statement needs to be a declarative statement. This means it needs to actually state something. If a speaker says, “I am going to talk to you about the effects of social media,” this tells you nothing about the speech content. Are the effects positive? Are they negative? Are they both? We don’t know. This sentence is an announcement, not a thesis statement. A declarative statement clearly states the message of your speech.

For example, you could turn the topic of President Obama’s public speaking skills into the following sentence: “Because of his unique sense of lyricism and his well-developed presentational skills, President Barack Obama is a modern symbol of the power of public speaking.” Or you could state, “Socal media has both positive and negative effects on users.”

Adding your Argument, Viewpoint, or Opinion

If your topic is informative, your job is to make sure that the thesis statement is nonargumentative and focuses on facts. For example, in the preceding thesis statement, we have a couple of opinion-oriented terms that should be avoided for informative speeches: “unique sense,” “well-developed,” and “power.” All three of these terms are laced with an individual’s opinion, which is fine for a persuasive speech but not for an informative speech. For informative speeches, the goal of a thesis statement is to explain what the speech will be informing the audience about, not attempting to add the speaker’s opinion about the speech’s topic. For an informative speech, you could rewrite the thesis statement to read, “Barack Obama’s use of lyricism in his speech, ‘A World That Stands as One,’ delivered July 2008 in Berlin demonstrates exceptional use of rhetorical strategies. 

On the other hand, if your topic is persuasive, you want to make sure that your argument, viewpoint, or opinion is clearly indicated within the thesis statement. If you are going to argue that Barack Obama is a great speaker, then you should set up this argument within your thesis statement.

For example, you could turn the topic of President Obama’s public speaking skills into the following sentence: “Because of his unique sense of lyricism and his well-developed presentational skills, President Barack Obama is a modern symbol of the power of public speaking.” Once you have a clear topic sentence, you can start tweaking the thesis statement to help set up the purpose of your speech.

Thesis Checklist

Once you have written a first draft of your thesis statement, you’re probably going to end up revising your thesis statement a number of times prior to delivering your actual speech. A thesis statement is something that is constantly tweaked until the speech is given. As your speech develops, often your thesis will need to be rewritten to whatever direction the speech itself has taken. We often start with a speech going in one direction, and find out through our research that we should have gone in a different direction. When you think you finally have a thesis statement that is good to go for your speech, take a second and make sure it adheres to the criteria shown below.

Preview of Speech

The preview, as stated in the introduction portion of our readings, reminds us that we will need to let the audience know what the main points in our speech will be. You will want to follow the thesis with the preview of your speech. Your preview will allow the audience to follow your main points in a sequential manner. Spoiler alert: The preview when stated out loud will remind you of main point 1, main point 2, and main point 3 (etc. if you have more or less main points). It is a built in memory card!

For Future Reference | How to organize this in an outline |

Introduction

Attention Getter: Background information: Credibility: Thesis: Preview:

Key Takeaways

Introductions are foundational to an effective public speech.

• A thesis statement is instrumental to a speech that is well-developed and supported.
• Be sure that you are spending enough time brainstorming strong attention getters and considering your audience’s goal(s) for the introduction.
• A strong thesis will allow you to follow a roadmap throughout the rest of your speech: it is worth spending the extra time to ensure you have a strong thesis statement.

Stand up, Speak out  by University of Minnesota is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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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9.1 Selecting and Narrowing a Topic

Learning objectives.

• Employ audience analysis.
• Determine the general purpose of a speech.
• List strategies for narrowing a speech topic.
• Compose an audience-centered, specific purpose statement for a speech.
• Compose a thesis statement that summarizes the central idea of a speech.

There are many steps that go into the speech-making process. Many people do not approach speech preparation in an informed and systematic way, which results in many poorly planned or executed speeches that are not pleasant to sit through as an audience member and don’t reflect well on the speaker. Good speaking skills can help you stand out from the crowd in increasingly competitive environments. While a polished delivery is important and will be discussed more in Chapter 10 “Delivering a Speech” , good speaking skills must be practiced much earlier in the speech-making process.

Analyze Your Audience

Audience analysis is key for a speaker to achieve his or her speech goal. One of the first questions you should ask yourself is “Who is my audience?” While there are some generalizations you can make about an audience, a competent speaker always assumes there is a diversity of opinion and background among his or her listeners. You can’t assume from looking that everyone in your audience is the same age, race, sexual orientation, religion, or many other factors. Even if you did have a fairly homogenous audience, with only one or two people who don’t match up, you should still consider those one or two people. When I have a class with one or two older students, I still consider the different age demographics even though twenty other students are eighteen to twenty-two years old. In short, a good speaker shouldn’t intentionally alienate even one audience member. Of course, a speaker could still unintentionally alienate certain audience members, especially in persuasive speaking situations. While this may be unavoidable, speakers can still think critically about what content they include in the speech and the effects it may have.

Good speakers should always assume a diversity of backgrounds and opinions among their audience members.

TEDx UniversityofTulsa – Audience – CC BY-NC-ND 2.0.

Even though you should remain conscious of the differences among audience members, you can also focus on commonalities. When delivering a speech in a college classroom, you can rightfully assume that everyone in your audience is currently living in the general area of the school, is enrolled at the school, and is currently taking the same speech class. In professional speeches, you can often assume that everyone is part of the same professional organization if you present at a conference, employed at the same place or in the same field if you are giving a sales presentation, or experiencing the nervousness of starting a new job if you are leading an orientation or training. You may not be able to assume much more, but that’s enough to add some tailored points to your speech that will make the content more relevant.

Demographic Audience Analysis

Demographics are broad sociocultural categories, such as age, gender, race, socioeconomic status, sexual orientation, education level, religion, ethnicity, and nationality that are used to segment a larger population. Since you are always going to have diverse demographics among your audience members, it would be unwise to focus solely on one group over another. As a speaker, being aware of diverse demographics is useful in that you can tailor and vary examples to appeal to different groups of people. As you can read in the “Getting Real” feature in this chapter, engaging in audience segmentation based on demographics is much more targeted in some careers.

Psychological Audience Analysis

Psychological audience analysis considers your audience’s psychological dispositions toward the topic, speaker, and occasion and how their attitudes, beliefs, and values inform those dispositions. When considering your audience’s disposition toward your topic, you want to assess your audience’s knowledge of the subject. You wouldn’t include a lesson on calculus in an introductory math course. You also wouldn’t go into the intricacies of a heart transplant to an audience with no medical training. A speech on how to give a speech would be redundant in a public speaking class, but it could be useful for high school students or older adults who are going through a career transition. Students in my class recently had to theme their informative speeches around the topic of renewable energy. They were able to tie their various topics to a new renewable energy production plant that opened that semester on our campus. They had to be careful not to overrun their speech with scientific jargon. One student compared the concept of biogasification to the natural gas production that comes from living creatures like humans and cows. This comparison got a laugh from the audience and also made the seemingly complex concept more understandable.

The audience may or may not have preconceptions about you as a speaker. One way to positively engage your audience is to make sure you establish your credibility. In terms of credibility , you want the audience to see you as competent, trustworthy, and engaging. If the audience is already familiar with you, they may already see you as a credible speaker because they’ve seen you speak before, have heard other people evaluate you positively, or know that you have credentials and/or experience that make you competent. If you know you have a reputation that isn’t as positive, you will want to work hard to overcome those perceptions. To establish your trustworthiness, you want to incorporate good supporting material into your speech, verbally cite sources, and present information and arguments in a balanced, noncoercive, and nonmanipulative way. To establish yourself as engaging, you want to have a well-delivered speech, which requires you to practice, get feedback, and practice some more. Your verbal and nonverbal delivery should be fluent and appropriate to the audience and occasion. We will discuss speech delivery more in Chapter 10 “Delivering a Speech” .

The circumstances that led your audience to attend your speech will affect their view of the occasion. A captive audience includes people who are required to attend your presentation. Mandatory meetings are common in workplace settings. Whether you are presenting for a group of your employees, coworkers, classmates, or even residents in your dorm if you are a resident advisor, you shouldn’t let the fact that the meeting is required give you license to give a half-hearted speech. In fact, you may want to build common ground with your audience to overcome any potential resentment for the required gathering. In your speech class, your classmates are captive audience members.

When you speak in a classroom or at a business meeting, you may have a captive audience.

Presbyterian Women – Business Meeting – CC BY-NC 2.0.

View having a captive classroom audience as a challenge, and use this space as a public speaking testing laboratory. You can try new things and push your boundaries more, because this audience is very forgiving and understanding since they have to go through the same things you do. In general, you may have to work harder to maintain the attention of a captive audience. Since coworkers may expect to hear the same content they hear every time this particular meeting comes around, and classmates have to sit through dozens and dozens of speeches, use your speech as an opportunity to stand out from the crowd or from what’s been done before.

A voluntary audience includes people who have decided to come hear your speech. This is perhaps one of the best compliments a speaker can receive, even before they’ve delivered the speech. Speaking for a voluntary audience often makes me have more speaking anxiety than I do when speaking in front of my class or my colleagues, because I know the audience may have preconceived notions or expectations that I must live up to. This is something to be aware of if you are used to speaking in front of captive audiences. To help adapt to a voluntary audience, ask yourself what the audience members expect. Why are they here? If they’ve decided to come and see you, they must be interested in your topic or you as a speaker. Perhaps you have a reputation for being humorous, being able to translate complicated information into more digestible parts, or being interactive with the audience and responding to questions. Whatever the reason or reasons, it’s important to make sure you deliver on those aspects. If people are voluntarily giving up their time to hear you, you want to make sure they get what they expected.

A final aspect of psychological audience analysis involves considering the audience’s attitudes, beliefs, and values, as they will influence all the perceptions mentioned previously. As you can see in Figure 9.1 “Psychological Analysis: Attitudes, Beliefs, and Values” , we can think of our attitudes, beliefs, and values as layers that make up our perception and knowledge.

Figure 9.1 Psychological Analysis: Attitudes, Beliefs, and Values

At the outermost level, attitudes are our likes and dislikes, and they are easier to influence than beliefs or values because they are often reactionary. If you’ve ever followed the approval rating of a politician, you know that people’s likes and dislikes change frequently and can change dramatically based on recent developments. This is also true interpersonally. For those of you who have siblings, think about how you can go from liking your sisters or brothers, maybe because they did something nice for you, to disliking them because they upset you. This seesaw of attitudes can go up and down over the course of a day or even a few minutes, but it can still be useful for a speaker to consider. If there is something going on in popular culture or current events that has captured people’s attention and favor or disfavor, then you can tap into that as a speaker to better relate to your audience.

When considering beliefs, we are dealing with what we believe “is or isn’t” or “true or false.” We come to hold our beliefs based on what we are taught, experience for ourselves, or have faith in. Our beliefs change if we encounter new information or experiences that counter previous ones. As people age and experience more, their beliefs are likely to change, which is natural.

Our values deal with what we view as right or wrong, good or bad. Our values do change over time but usually as a result of a life transition or life-changing event such as a birth, death, or trauma. For example, when many people leave their parents’ control for the first time and move away from home, they have a shift in values that occurs as they make this important and challenging life transition. In summary, audiences enter a speaking situation with various psychological dispositions, and considering what those may be can help speakers adapt their messages and better meet their speech goals.

Situational Audience Analysis

Situational audience analysis considers the physical surroundings and setting of a speech. It’s always a good idea to visit the place you will be speaking ahead of time so you will know what to expect. If you expect to have a lectern and arrive to find only a table at the front of the room, that little difference could end up increasing your anxiety and diminishing your speaking effectiveness. I have traveled to many different universities, conference facilities, and organizations to speak, and I always ask my host to show me the room I will be speaking in. I take note of the seating arrangement, the presence of technology and its compatibility with what I plan on using, the layout of the room including windows and doors, and anything else that’s relevant to my speech. Knowing your physical setting ahead of time allows you to alter the physical setting, when possible, or alter your message or speaking strategies if needed. Sometimes I open or close blinds, move seats around, plug my computer in to make sure it works, or even practice some or all of my presentation. I have also revised a speech to be more interactive and informal when I realized I would speak in a lounge rather than a classroom or lecture hall.

“Getting Real”

Marketing Careers and Audience Segmentation

Advertisers and marketers use sophisticated people and programs to ensure that their message is targeted to particular audiences. These people are often called marketing specialists (Career Cruising, 2012). They research products and trends in markets and consumer behaviors and may work for advertising agencies, marketing firms, consulting firms, or other types of agencies or businesses. The pay range is varied, from $35,000 to $166,000 a year for most, and good communication, creativity, and analytic thinking skills are a must. If you stop to think about it, we are all targeted based on our demographics, psychographics, and life situations. Whereas advertisers used to engage in more mass marketing, to undifferentiated receivers, the categories are now much more refined and the target audiences more defined. We only need to look at the recent increase in marketing toward “tweens” or the eight-to-twelve age group. Although this group was once lumped in with younger kids or older teens, they are now targeted because they have “more of their own money to spend and more influence over familial decisions than ever before” (Siegel et al., 2004).

Whether it’s Red Bull aggressively marketing to the college-aged group or gyms marketing to single, working, young adults, much thought and effort goes into crafting a message with a particular receiver in mind. Some companies even create an “ideal customer,” going as far as to name the person, create a psychological and behavioral profile for them, and talk about them as if they were real during message development (Solomon, 2006).

Facebook has also revolutionized targeted marketing, which has led to some controversy and backlash (Greenwell, 2012). The “Like” button on Facebook that was introduced in 2010 is now popping up on news sites, company pages, and other websites. When you click the “Like” button, you are providing important information about your consumer behaviors that can then be fed into complicated algorithms that also incorporate demographic and psychographic data pulled from your Facebook profile and even information from your friends. All this is in an effort to more directly market to you, which became easier in January of 2012 when Facebook started allowing targeted advertisements to go directly into users’ “newsfeeds.”

Markets are obviously segmented based on demographics like gender and age, but here are some other categories and examples of market segments: geography (region, city size, climate), lifestyle (couch potato, economical/frugal, outdoorsy, status seeker), family life cycle (bachelors, newlyweds, full nesters, empty nesters), and perceived benefit of use (convenience, durability, value for the money, social acceptance), just to name a few (Schiffman & Kanuk, 2000).

• Make a list of the various segments you think marketers might put you in. Have you ever thought about these before? Why or why not?
• Take note of the advertisements that catch your eye over a couple days. Do they match up with any of the segments you listed in the first question?
• Are there any groups that you think it would be unethical to segment and target for marketing? Explain your answer.

Determine Your Purpose, Topic, and Thesis

General purpose.

Your speeches will usually fall into one of three categories. In some cases we speak to inform, meaning we attempt to teach our audience using factual objective evidence. In other cases, we speak to persuade, as we try to influence an audience’s beliefs, attitudes, values, or behaviors. Last, we may speak to entertain or amuse our audience. In summary, the general purpose of your speech will be to inform, to persuade, or to entertain.

You can see various topics that may fit into the three general purposes for speaking in Table 9.1 “General Purposes and Speech Topics” . Some of the topics listed could fall into another general purpose category depending on how the speaker approached the topic, or they could contain elements of more than one general purpose. For example, you may have to inform your audience about your topic in one main point before you can persuade them, or you may include some entertaining elements in an informative or persuasive speech to help make the content more engaging for the audience. There should not be elements of persuasion included in an informative speech, however, since persuading is contrary to the objective approach that defines an informative general purpose. In any case, while there may be some overlap between general purposes, most speeches can be placed into one of the categories based on the overall content of the speech.

Table 9.1 General Purposes and Speech Topics

Choosing a Topic

Once you have determined (or been assigned) your general purpose, you can begin the process of choosing a topic. In this class, you may be given the option to choose any topic for your informative or persuasive speech, but in most academic, professional, and personal settings, there will be some parameters set that will help guide your topic selection. Speeches in future classes will likely be organized around the content being covered in the class. Speeches delivered at work will usually be directed toward a specific goal such as welcoming new employees, informing about changes in workplace policies, or presenting quarterly sales figures. We are also usually compelled to speak about specific things in our personal lives, like addressing a problem at our child’s school by speaking out at a school board meeting. In short, it’s not often that you’ll be starting from scratch when you begin to choose a topic.

Whether you’ve received parameters that narrow your topic range or not, the first step in choosing a topic is brainstorming. Brainstorming involves generating many potential topic ideas in a fast-paced and nonjudgmental manner. Brainstorming can take place multiple times as you narrow your topic. For example, you may begin by brainstorming a list of your personal interests that can then be narrowed down to a speech topic. It makes sense that you will enjoy speaking about something that you care about or find interesting. The research and writing will be more interesting, and the delivery will be easier since you won’t have to fake enthusiasm for your topic. Speaking about something you’re familiar with and interested in can also help you manage speaking anxiety. While it’s good to start with your personal interests, some speakers may get stuck here if they don’t feel like they can make their interests relevant to the audience. In that case, you can look around for ideas. If your topic is something that’s being discussed in newspapers, on television, in the lounge of your dorm, or around your family’s dinner table, then it’s likely to be of interest and be relevant since it’s current. Figure 9.1 “Psychological Analysis: Attitudes, Beliefs, and Values” shows how brainstorming works in stages. A list of topics that interest the speaker are on the top row. The speaker can brainstorm subtopics for each idea to see which one may work the best. In this case, the speaker could decide to focus his or her informative speech on three common ways people come to own dogs: through breeders, pet stores, or shelters.

Figure 9.2 Brainstorming and Narrowing a Topic

Overall you can follow these tips as you select and narrow your topic:

• Brainstorm topics that you are familiar with, interest you, and/or are currently topics of discussion.
• Choose a topic appropriate for the assignment/occasion.
• Choose a topic that you can make relevant to your audience.
• Choose a topic that you have the resources to research (access to information, people to interview, etc.).

Specific Purpose

Once you have brainstormed, narrowed, and chosen your topic, you can begin to draft your specific purpose statement. Your specific purpose is a one-sentence statement that includes the objective you want to accomplish in your speech. You do not speak aloud your specific purpose during your speech; you use it to guide your researching, organizing, and writing. A good specific purpose statement is audience centered, agrees with the general purpose, addresses one main idea, and is realistic.

An audience-centered specific purpose statement usually contains an explicit reference to the audience—for example, “my audience” or “the audience.” Since a speaker may want to see if he or she effectively met his or her specific purpose, the objective should be written in such a way that it could be measured or assessed, and since a speaker actually wants to achieve his or her speech goal, the specific purpose should also be realistic. You won’t be able to teach the audience a foreign language or persuade an atheist to Christianity in a six- to nine-minute speech. The following is a good example of a good specific purpose statement for an informative speech: “By the end of my speech, the audience will be better informed about the effects the green movement has had on schools.” The statement is audience centered and matches with the general purpose by stating, “the audience will be better informed.” The speaker could also test this specific purpose by asking the audience to write down, at the end of the speech, three effects the green movement has had on schools.

Thesis Statement

Your thesis statement is a one-sentence summary of the central idea of your speech that you either explain or defend. You would explain the thesis statement for an informative speech, since these speeches are based on factual, objective material. You would defend your thesis statement for a persuasive speech, because these speeches are argumentative and your thesis should clearly indicate a stance on a particular issue. In order to make sure your thesis is argumentative and your stance clear, it is helpful to start your thesis with the words “I believe.” When starting to work on a persuasive speech, it can also be beneficial to write out a counterargument to your thesis to ensure that it is arguable.

The thesis statement is different from the specific purpose in two main ways. First, the thesis statement is content centered, while the specific purpose statement is audience centered. Second, the thesis statement is incorporated into the spoken portion of your speech, while the specific purpose serves as a guide for your research and writing and an objective that you can measure. A good thesis statement is declarative, agrees with the general and specific purposes, and focuses and narrows your topic. Although you will likely end up revising and refining your thesis as you research and write, it is good to draft a thesis statement soon after drafting a specific purpose to help guide your progress. As with the specific purpose statement, your thesis helps ensure that your research, organizing, and writing are focused so you don’t end up wasting time with irrelevant materials. Keep your specific purpose and thesis statement handy (drafting them at the top of your working outline is a good idea) so you can reference them often. The following examples show how a general purpose, specific purpose, and thesis statement match up with a topic area:

Topic: My Craziest Adventure

General purpose: To Entertain

Specific purpose: By the end of my speech, the audience will appreciate the lasting memories that result from an eighteen-year-old visiting New Orleans for the first time.

Thesis statement: New Orleans offers young tourists many opportunities for fun and excitement.

Topic: Renewable Energy

General purpose: To Inform

Specific purpose: By the end of my speech, the audience will be able to explain the basics of using biomass as fuel.

Thesis statement: Biomass is a renewable resource that releases gases that can be used for fuel.

Topic: Privacy Rights

General purpose: To Persuade

Specific purpose : By the end of my speech, my audience will believe that parents should not be able to use tracking devices to monitor their teenage child’s activities.

Thesis statement: I believe that it is a violation of a child’s privacy to be electronically monitored by his or her parents.

Key Takeaways

• Getting integrated: Public speaking training builds transferrable skills that are useful in your college classes, career, personal relationships, and civic life.
• Demographic, psychographic, and situational audience analysis help tailor your speech content to your audience.
• The general and specific purposes of your speech are based on the speaking occasion and include the objective you would like to accomplish by the end of your speech. Determining these early in the speech-making process will help focus your research and writing.
• Brainstorm to identify topics that fit within your interests, and then narrow your topic based on audience analysis and the guidelines provided.
• A thesis statement summarizes the central idea of your speech and will be explained or defended using supporting material. Referencing your thesis statement often will help ensure that your speech is coherent.
• Getting integrated: Why do some people dread public speaking or just want to avoid it? Identify some potential benefits of public speaking in academic, professional, personal, and civic contexts that might make people see public speaking in a different light.
• Conduct some preliminary audience analysis of your class and your classroom. What are some demographics that might be useful for you to consider? What might be some attitudes, beliefs, and values people have that might be relevant to your speech topics? What situational factors might you want to consider before giving your speech?
• Pay attention to the news (in the paper, on the Internet, television, or radio). Identify two informative and two persuasive speech topics that are based in current events.

Career Cruising, “Marketing Specialist,” Career Cruising: Explore Careers , accessed January 24, 2012, http://www.careercruising.com .

Greenwell, D., “You Might Not ‘Like’ Facebook So Much after Reading This…” The Times (London) , sec. T2, January 13, 2012, 4–5.

Siegel, D. L., Timothy J. Coffey, and Gregory Livingston, The Great Tween Buying Machine (Chicago, IL: Dearborn Trade, 2004).

Solomon, M. R., Consumer Behavior: Buying, Having, and Being , 7th ed. (Upper Saddle River, NJ: Pearson, 2006), 10–11.

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.

Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Home / Guides / Writing Guides / Parts of a Paper / How to Write a Strong Thesis Statement

How to Write a Strong Thesis Statement

A thesis can be found in many places—a debate speech, a lawyer’s closing argument, even an advertisement. But the most common place for a thesis statement (and probably why you’re reading this article) is in an essay.

Whether you’re writing an argumentative paper, an informative essay, or a compare/contrast statement, you need a thesis. Without a thesis, your argument falls flat and your information is unfocused. Since a thesis is so important, it’s probably a good idea to look at some tips on how to put together a strong one.

Guide Overview

What is a “thesis statement” anyway.

• 2 categories of thesis statements: informative and persuasive
• 2 styles of thesis statements
• Formula for a strong argumentative thesis
• The qualities of a solid thesis statement (video)

You may have heard of something called a “thesis.” It’s what seniors commonly refer to as their final paper before graduation. That’s not what we’re talking about here. That type of thesis is a long, well-written paper that takes years to piece together.

Instead, we’re talking about a single sentence that ties together the main idea of any argument . In the context of student essays, it’s a statement that summarizes your topic and declares your position on it. This sentence can tell a reader whether your essay is something they want to read.

2 Categories of Thesis Statements: Informative and Persuasive

Just as there are different types of essays, there are different types of thesis statements. The thesis should match the essay.

For example, with an informative essay, you should compose an informative thesis (rather than argumentative). You want to declare your intentions in this essay and guide the reader to the conclusion that you reach.

To make a peanut butter and jelly sandwich, you must procure the ingredients, find a knife, and spread the condiments.

This thesis showed the reader the topic (a type of sandwich) and the direction the essay will take (describing how the sandwich is made).

Most other types of essays, whether compare/contrast, argumentative, or narrative, have thesis statements that take a position and argue it. In other words, unless your purpose is simply to inform, your thesis is considered persuasive. A persuasive thesis usually contains an opinion and the reason why your opinion is true.

Peanut butter and jelly sandwiches are the best type of sandwich because they are versatile, easy to make, and taste good.

In this persuasive thesis statement, you see that I state my opinion (the best type of sandwich), which means I have chosen a stance. Next, I explain that my opinion is correct with several key reasons. This persuasive type of thesis can be used in any essay that contains the writer’s opinion, including, as I mentioned above, compare/contrast essays, narrative essays, and so on.

2 Styles of Thesis Statements

Just as there are two different types of thesis statements (informative and persuasive), there are two basic styles you can use.

The first style uses a list of two or more points . This style of thesis is perfect for a brief essay that contains only two or three body paragraphs. This basic five-paragraph essay is typical of middle and high school assignments.

C.S. Lewis’s Chronicles of Narnia series is one of the richest works of the 20th century because it offers an escape from reality, teaches readers to have faith even when they don’t understand, and contains a host of vibrant characters.

In the above persuasive thesis, you can see my opinion about Narnia followed by three clear reasons. This thesis is perfect for setting up a tidy five-paragraph essay.

In college, five paragraph essays become few and far between as essay length gets longer. Can you imagine having only five paragraphs in a six-page paper? For a longer essay, you need a thesis statement that is more versatile. Instead of listing two or three distinct points, a thesis can list one overarching point that all body paragraphs tie into.

Good vs. evil is the main theme of Lewis’s Narnia series, as is made clear through the struggles the main characters face in each book.

In this thesis, I have made a claim about the theme in Narnia followed by my reasoning. The broader scope of this thesis allows me to write about each of the series’ seven novels. I am no longer limited in how many body paragraphs I can logically use.

Formula for a Strong Argumentative Thesis

One thing I find that is helpful for students is having a clear template. While students rarely end up with a thesis that follows this exact wording, the following template creates a good starting point:

___________ is true because of ___________, ___________, and ___________.

Conversely, the formula for a thesis with only one point might follow this template:

___________________ is true because of _____________________.

Students usually end up using different terminology than simply “because,” but having a template is always helpful to get the creative juices flowing.

The Qualities of a Solid Thesis Statement

When composing a thesis, you must consider not only the format, but other qualities like length, position in the essay, and how strong the argument is.

Length: A thesis statement can be short or long, depending on how many points it mentions. Typically, however, it is only one concise sentence. It does contain at least two clauses, usually an independent clause (the opinion) and a dependent clause (the reasons). You probably should aim for a single sentence that is at least two lines, or about 30 to 40 words long.

Position: A thesis statement always belongs at the beginning of an essay. This is because it is a sentence that tells the reader what the writer is going to discuss. Teachers will have different preferences for the precise location of the thesis, but a good rule of thumb is in the introduction paragraph, within the last two or three sentences.

Strength: Finally, for a persuasive thesis to be strong, it needs to be arguable. This means that the statement is not obvious, and it is not something that everyone agrees is true.

Example of weak thesis:

Peanut butter and jelly sandwiches are easy to make because it just takes three ingredients.

Most people would agree that PB&J is one of the easiest sandwiches in the American lunch repertoire.

Example of a stronger thesis:

Peanut butter and jelly sandwiches are fun to eat because they always slide around.

This is more arguable because there are plenty of folks who might think a PB&J is messy or slimy rather than fun.

Composing a thesis statement does take a bit more thought than many other parts of an essay. However, because a thesis statement can contain an entire argument in just a few words, it is worth taking the extra time to compose this sentence. It can direct your research and your argument so that your essay is tight, focused, and makes readers think.

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Speechwriting

8 Purpose and Thesis

Speechwriting Essentials

In this chapter . . .

As discussed in the chapter on Speaking Occasion , speechwriting begins with careful analysis of the speech occasion and its given circumstances, leading to the choice of an appropriate topic. As with essay writing, the early work of speechwriting follows familiar steps: brainstorming, research, pre-writing, thesis, and so on.

This chapter focuses on techniques that are unique to speechwriting. As a spoken form, speeches must be clear  about the purpose and main idea or “takeaway.” Planned redundancy means that you will be repeating these elements several times over during the speech.

Furthermore, finding purpose and thesis are essential whether you’re preparing an outline for extemporaneous delivery or a completely written manuscript for presentation. When you know your topic, your general and specific purpose, and your thesis or central idea, you have all the elements you need to write a speech that is focused, clear, and audience friendly.

Recognizing the General Purpose

Speeches have traditionally been grouped into one of three categories according to their primary purpose: 1) to inform, 2) to persuade, or 3) to inspire, honor, or entertain. These broad goals are commonly known as the  general purpose of a speech . Earlier, you learned about the actor’s tool of intention or objectives. The general purpose is like a super-objective; it defines the broadest goal of a speech. These three purposes are not necessarily exclusive to the others. A speech designed to be persuasive can also be informative and entertaining. However, a speech should have one primary goal. That is its general purpose.

Why is it helpful to talk about speeches in such broad terms? Being perfectly clear about what you want your speech to do or make happen for your audience will keep you focused. You can make a clearer distinction between whether you want your audience to leave your speech knowing more (to inform), or  ready to take action (to persuade), or feeling something (to inspire)

It’s okay to use synonyms for these broad categories. Here are some of them:

• To inform could be to explain, to demonstrate, to describe, to teach.
• To persuade could be to convince, to argue, to motivate, to prove.
• To inspire might be to honor, or entertain, to celebrate, to mourn.

In summary, the first question you must ask yourself when starting to prepare a speech is, “Is the primary purpose of my speech to inform, to persuade, or to inspire?”

Articulating Specific Purpose

A specific purpose statement builds upon your general purpose and makes it specific (as the name suggests). For example, if you have been invited to give a speech about how to do something, your general purpose is “to inform.”  Choosing a topic appropriate to that general purpose, you decide to speak about how to protect a personal from cyberattacks. Now you are on your way to identifying a specific purpose.

A good specific purpose statement has three elements: goal, target audience, and content.

If you think about the above as a kind of recipe, then the first two “ingredients” — your goal and your audience — should be simple. Words describing the target audience should be as specific as possible. Instead of “my peers,” you could say, for example, “students in their senior year at my university.”

The third ingredient in this recipe is content, or what we call the topic of your speech. This is where things get a bit difficult. You want your content to be specific and something that you can express succinctly in a sentence. Here are some common problems that speakers make in defining the content, and the fix:

Now you know the “recipe” for a specific purpose statement. It’s made up of  T o, plus an active W ord, a specific  A udience, and clearly stated  C ontent. Remember this formula: T + W + A + C.

A: for a group of new students

C: the term “plagiarism”

Here are some further examples a good specific purpose statement:

• To explain to a group of first-year students how to join a school organization.
• To persuade the members of the Greek society to take a spring break trip in Daytona Beach.
• To motivate my classmates in English 101 to participate in a study abroad program.
• To convince first-year students that they need at least seven hours of sleep per night to do well in their studies.
• To inspire my Church community about the accomplishments of our pastor.

The General and Specific Purpose Statements are writing tools in the sense that they help you, as a speechwriter, clarify your ideas.

Creating a Thesis Statement

Once you are clear about your general purpose and specific purpose, you can turn your attention to crafting a thesis statement. A thesis is the central idea in an essay or a speech. In speechwriting, the thesis or central idea explains the message of the content. It’s the speech’s “takeaway.” A good thesis statement will also reveal and clarify the ideas or assertions you’ll be addressing in your speech (your main points). Consider this example:

General Purpose: To persuade. Specific Purpose: To motivate my classmates in English 101 to participate in a study abroad program. Thesis: A semester-long study abroad experience produces lifelong benefits by teaching you about another culture, developing your language skills, and enhancing your future career prospects.

The difference between a specific purpose statement and a thesis statement is clear in this example. The thesis provides the takeaway (the lifelong benefits of study abroad). It also points to the assertions that will be addressed in the speech. Like the specific purpose statement, the thesis statement is a writing tool. You’ll incorporate it into your speech, usually as part of the introduction and conclusion.

All good expository, rhetorical, and even narrative writing contains a thesis. Many students and even experienced writers struggle with formulating a thesis. We struggle when we attempt to “come up with something” before doing the necessary research and reflection. A thesis only becomes clear through the thinking and writing process. As you develop your speech content, keep asking yourself: What is important here? If the audience can remember only one thing about this topic, what do I want them to remember?

Example #2: General Purpose: To inform Specific Purpose: To demonstrate to my audience the correct method for cleaning a computer keyboard. Central Idea: Your computer keyboard needs regular cleaning to function well, and you can achieve that in four easy steps.

Example # 3 General Purpose: To Inform Specific Purpose: To describe how makeup is done for the TV show The Walking Dead . Central Idea: The wildly popular zombie show The Walking Dead achieves incredibly scary and believable makeup effects, and in the next few minutes I will tell you who does it, what they use, and how they do it.

Notice in the examples above that neither the specific purpose nor the central idea ever exceeds one sentence. If your central idea consists of more than one sentence, then you are probably including too much information.

Problems to Avoid

The first problem many students have in writing their specific purpose statement has already been mentioned: specific purpose statements sometimes try to cover far too much and are too broad. For example:

“To explain to my classmates the history of ballet.”

Aside from the fact that this subject may be difficult for everyone in your audience to relate to, it’s enough for a three-hour lecture, maybe even a whole course. You’ll probably find that your first attempt at a specific purpose statement will need refining. These examples are much more specific and much more manageable given the limited amount of time you’ll have.

• To explain to my classmates how ballet came to be performed and studied in the U.S.
• To explain to my classmates the difference between Russian and French ballet.
• To explain to my classmates how ballet originated as an art form in the Renaissance.
• To explain to my classmates the origin of the ballet dancers’ clothing.

The second problem happens when the “communication verb” in the specific purpose does not match the content; for example, persuasive content is paired with “to inform” or “to explain.” Can you find the errors in the following purpose statements?

• To inform my audience why capital punishment is unconstitutional. (This is persuasive. It can’t be informative since it’s taking a side)
• To persuade my audience about the three types of individual retirement accounts. (Even though the purpose statement says “persuade,” it isn’t persuading the audience of anything. It is informative.)
• To inform my classmates that Universal Studios is a better theme park than Six Flags over Georgia. (This is clearly an opinion; hence it is a persuasive speech and not merely informative)

The third problem exists when the content part of the specific purpose statement has two parts. One specific purpose is enough. These examples cover two different topics.

• To explain to my audience how to swing a golf club and choose the best golf shoes.
• To persuade my classmates to be involved in the Special Olympics and vote to fund better classes for the intellectually disabled.

To fix this problem of combined or hybrid purposes, you’ll need to select one of the topics in these examples and speak on that one alone.

The fourth problem with both specific purpose and central idea statements is related to formatting. There are some general guidelines that need to be followed in terms of how you write out these elements of your speech:

• Don’t write either statement as a question.
• Always use complete sentences for central idea statements and infinitive phrases (beginning with “to”) for the specific purpose statement.
• Use concrete language (“I admire Beyoncé for being a talented performer and businesswoman”) and avoid subjective or slang terms (“My speech is about why I think Beyoncé is the bomb”) or jargon and acronyms (“PLA is better than CBE for adult learners.”)

There are also problems to avoid in writing the central idea statement. As mentioned above, remember that:

• The specific purpose and central idea statements are not the same thing, although they are related.
• The central idea statement should be clear and not complicated or wordy; it should “stand out” to the audience. As you practice delivery, you should emphasize it with your voice.
• The central idea statement should not be the first thing you say but should follow the steps of a good introduction as outlined in the next chapters.

You should be aware that all aspects of your speech are constantly going to change as you move toward the moment of giving your speech. The exact wording of your central idea may change, and you can experiment with different versions for effectiveness. However, your specific purpose statement should not change unless there is a good reason to do so. There are many aspects to consider in the seemingly simple task of writing a specific purpose statement and its companion, the central idea statement. Writing good ones at the beginning will save you some trouble later in the speech preparation process.

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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• Knowledge Base
• How to Write a Thesis Statement | 4 Steps & Examples

How to Write a Thesis Statement | 4 Steps & Examples

Published on January 11, 2019 by Shona McCombes . Revised on August 15, 2023 by Eoghan Ryan.

A thesis statement is a sentence that sums up the central point of your paper or essay . It usually comes near the end of your introduction .

Your thesis will look a bit different depending on the type of essay you’re writing. But the thesis statement should always clearly state the main idea you want to get across. Everything else in your essay should relate back to this idea.

You can write your thesis statement by following four simple steps:

• Start with a question
• Write your initial answer
• Develop your answer
• Refine your thesis statement

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Table of contents

What is a thesis statement, placement of the thesis statement, step 1: start with a question, step 2: write your initial answer, step 3: develop your answer, step 4: refine your thesis statement, types of thesis statements, other interesting articles, frequently asked questions about thesis statements.

A thesis statement summarizes the central points of your essay. It is a signpost telling the reader what the essay will argue and why.

The best thesis statements are:

• Concise: A good thesis statement is short and sweet—don’t use more words than necessary. State your point clearly and directly in one or two sentences.
• Contentious: Your thesis shouldn’t be a simple statement of fact that everyone already knows. A good thesis statement is a claim that requires further evidence or analysis to back it up.
• Coherent: Everything mentioned in your thesis statement must be supported and explained in the rest of your paper.

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The thesis statement generally appears at the end of your essay introduction or research paper introduction .

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts and among young people more generally is hotly debated. For many who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its many benefits for education: the internet facilitates easier access to information, exposure to different perspectives, and a flexible learning environment for both students and teachers.

You should come up with an initial thesis, sometimes called a working thesis , early in the writing process . As soon as you’ve decided on your essay topic , you need to work out what you want to say about it—a clear thesis will give your essay direction and structure.

You might already have a question in your assignment, but if not, try to come up with your own. What would you like to find out or decide about your topic?

For example, you might ask:

After some initial research, you can formulate a tentative answer to this question. At this stage it can be simple, and it should guide the research process and writing process .

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Now you need to consider why this is your answer and how you will convince your reader to agree with you. As you read more about your topic and begin writing, your answer should get more detailed.

In your essay about the internet and education, the thesis states your position and sketches out the key arguments you’ll use to support it.

The negatives of internet use are outweighed by its many benefits for education because it facilitates easier access to information.

In your essay about braille, the thesis statement summarizes the key historical development that you’ll explain.

The invention of braille in the 19th century transformed the lives of blind people, allowing them to participate more actively in public life.

A strong thesis statement should tell the reader:

• Why you hold this position
• What they’ll learn from your essay
• The key points of your argument or narrative

The final thesis statement doesn’t just state your position, but summarizes your overall argument or the entire topic you’re going to explain. To strengthen a weak thesis statement, it can help to consider the broader context of your topic.

These examples are more specific and show that you’ll explore your topic in depth.

Your thesis statement should match the goals of your essay, which vary depending on the type of essay you’re writing:

• In an argumentative essay , your thesis statement should take a strong position. Your aim in the essay is to convince your reader of this thesis based on evidence and logical reasoning.
• In an expository essay , you’ll aim to explain the facts of a topic or process. Your thesis statement doesn’t have to include a strong opinion in this case, but it should clearly state the central point you want to make, and mention the key elements you’ll explain.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

• Ad hominem fallacy
• Post hoc fallacy
• Appeal to authority fallacy
• False cause fallacy
• Sunk cost fallacy

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A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

The thesis statement is essential in any academic essay or research paper for two main reasons:

• It gives your writing direction and focus.
• It gives the reader a concise summary of your main point.

Without a clear thesis statement, an essay can end up rambling and unfocused, leaving your reader unsure of exactly what you want to say.

Follow these four steps to come up with a thesis statement :

• Ask a question about your topic .
• Write your initial answer.
• Develop your answer by including reasons.
• Refine your answer, adding more detail and nuance.

The thesis statement should be placed at the end of your essay introduction .

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McCombes, S. (2023, August 15). How to Write a Thesis Statement | 4 Steps & Examples. Scribbr. Retrieved April 11, 2024, from https://www.scribbr.com/academic-essay/thesis-statement/

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Informative Speech Evaluation Thesis Statement

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Informative Speeches — Types, Topics, and Examples

What is an informative speech?

An informative speech uses descriptions, demonstrations, and strong detail to explain a person, place, or subject. An informative speech makes a complex topic easier to understand and focuses on delivering information, rather than providing a persuasive argument.

Types of informative speeches

The most common types of informative speeches are definition, explanation, description, and demonstration.

A definition speech explains a concept, theory, or philosophy about which the audience knows little. The purpose of the speech is to inform the audience so they understand the main aspects of the subject matter.

An explanatory speech presents information on the state of a given topic. The purpose is to provide a specific viewpoint on the chosen subject. Speakers typically incorporate a visual of data and/or statistics.

The speaker of a descriptive speech provides audiences with a detailed and vivid description of an activity, person, place, or object using elaborate imagery to make the subject matter memorable.

A demonstrative speech explains how to perform a particular task or carry out a process. These speeches often demonstrate the following:

How to do something

How to make something

How to fix something

How something works

How to write an informative speech

Regardless of the type, every informative speech should include an introduction, a hook, background information, a thesis, the main points, and a conclusion.

Introduction

An attention grabber or hook draws in the audience and sets the tone for the speech. The technique the speaker uses should reflect the subject matter in some way (i.e., if the topic is serious in nature, do not open with a joke). Therefore, when choosing an attention grabber, consider the following:

What’s the topic of the speech?

What’s the occasion?

Who’s the audience?

What’s the purpose of the speech?

Common Attention Grabbers (Hooks)

Ask a question that allows the audience to respond in a non-verbal way (e.g., a poll question where they can simply raise their hands) or ask a rhetorical question that makes the audience think of the topic in a certain way yet requires no 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, which is typically done using data or statistics. The statement should surprise the audience in some way.

Provide a brief anecdote that relates to the topic in some way.

Present a “what if” scenario that connects to the subject matter of the speech.

Identify the importance of the speech’s topic.

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

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

The thesis statement shares the central purpose of the speech.

Demonstrate

Preview the main ideas that will help accomplish the central purpose. Typically, informational speeches will have an average of three main ideas.

Body paragraphs

Apply the following to each main idea (body) :

Identify the main idea ( NOTE: The main points of a demonstration speech would be the individual steps.)

Provide evidence to support the main idea

Explain how the evidence supports the main idea/central purpose

Transition to the next main idea

Review or restate the thesis and the main points presented throughout the speech.

Much like the attention grabber, the closing statement should interest the audience. Some of the more common techniques include a challenge, a rhetorical question, or restating relevant information:

Provide the audience with a challenge or call to action to apply the presented information to real life.

Detail the benefit of the information.

Close with an anecdote or brief story that illustrates the main points.

Leave the audience with a rhetorical question to ponder after the speech has concluded.

Detail the relevance of the presented information.

Before speech writing, brainstorm a list of informative speech topic ideas. The right topic depends on the type of speech, but good topics can range from video games to disabilities and electric cars to healthcare and mental health.

Informative speech topics

Some common informative essay topics for each type of informational speech include the following:

Informative speech examples

The following list identifies famous informational speeches:

“Duties of American Citizenship” by Theodore Roosevelt

“Duty, Honor, Country” by General Douglas MacArthur

“Strength and Dignity” by Theodore Roosevelt

Explanation

“Give Me Liberty or Give Me Death” by Patrick Henry

“The Decision to Go to the Moon” by John F. Kennedy

“We Shall Fight on the Beaches” by Winston Churchill

Description

“I Have a Dream” by Martin Luther King, Jr.

“Pearl Harbor Address” by Franklin Delano Roosevelt

“Luckiest Man” by Lou Gehrig

Demonstration

The Way to Cook with Julia Child

This Old House with Bob Vila

Bill Nye the Science Guy with Bill Nye

• Speech Crafting →

How to Write an Informative Speech Outline: A Step-by-Step Guide

It’s the moment of truth — the anxiety-inducing moment when you realize writing the outline for your informative speech is due soon. Whether you’re looking to deliver a report on the migratory patterns of the great white stork or give a lecture on the proper techniques of candle making, knowing how to write an effective outline is essential.

That’s why we’ve put together this complete, step-by-step guide on how to write an informative speech outline. From selecting a topic to transitioning during your speech, this guide will have you well on your way to writing a compelling informative speech outline . So grab your pen and paper, put on your thinking cap, and let’s get started!

What is an Informative Speech Outline?

An informative speech outline is a document used to plan the structure and core content of a public speech. It’s used by speakers to ensure their talk covers all the important points, stays on-topic and flows logically from one point to another. By breaking down complex topics into smaller, concise sections, an effective outline can help keep a speaker organized, set objectives for their talk, support key points with evidence and promote audience engagement. A well-structured outline can also make a presentation easier to remember and act as an invaluable reminder if nerves ever get the better of the speaker. On one hand, an informative speech outline enables speakers to cover multiple ideas in an efficient manner while avoiding digressions. On the other hand, it’s important that speakers remain flexible to adjust and adapt content to meet audience needs. While there are some tried-and-tested strategies for creating outlines that work, many successful speakers prefer to tweak and modify existing outlines according to their personal preferences. In conclusion, preparing an informative speech outline can boost confidence and create an effective structure for presentations. With this in mind, let’s now look at how to structure an informative speech outline

How to Structure an Informative Speech Outline

The structure of your informative speech outline should be based on the points you need to cover during your presentation. It should list out all of the main points in an organized and logical manner, along with supporting details for each point. The main structure for an informative speech should consist of three parts: the introduction, body and conclusion.

Introduction

When starting to craft your structure, begin by introducing the topic and giving a brief synopsis of what the audience can expect to learn from your speech. By setting up what they will gain from your presentation, it will help keep them engaged throughout the rest of your talk. Additionally, include any objectives that you want to achieve by the end of your speech.

The body of an informative speech outline typically consists of three parts: main points, sub-points, and supporting details. Main points are the core topics that the speaker wishes to cover throughout the speech. These can be further broken down into sub-points, that explore the main ideas in greater detail. Supporting details provide evidence or facts about each point and can include statistics, research studies, quotes from experts, anecdotes and personal stories . When presenting an informative speech, it is important to consider each side of the topic for an even-handed discussion. If there is an argumentative element to the speech, consider incorporating both sides of the debate . It is also important to be objective when presenting facts and leave value judgments out. Once you have determined your main points and all of their supporting details, you can start ordering them in a logical fashion. The presentation should have a clear flow and move between points smoothly. Each point should be covered thoroughly without getting overly verbose; you want to make sure you are giving enough information to your audience while still being concise with your delivery.

Writing an informative speech outline can be a daunting yet rewarding process. Through the steps outlined above, speakers will have created a strong foundation for their speech and can now confidently start to research their topics . The outline serves as a guiding map for speakers to follow during their research and when writing their eventual speech drafts . Having the process of developing an informative speech broken down into easy and manageable steps helps to reduce stress and anxiety associated with preparing speeches .

• The introduction should be around 10-20% of the total speech duration and is designed to capture the audience’s attention and introduce the topic.
• The main points should make up 40-60% of the speech and provide further detail into the topic. The body should begin with a transition, include evidence or examples and have supporting details. Concluding with a recap or takeaway should take around 10-20% of the speech duration.

While crafting an informative speech outline is a necessary step in order for your presentation to run smoothly, there are many different styles and approaches you can use when creating one. Ultimately though, the goal is always to ensure that the information presented is factual and relevant to both you and your audience. By carefully designing and structuring an effective outline, both you and your audience will be sure to benefit greatly from it when it comes time for delivering a successful presentation .

Now that speakers know how to create an effective outline, it’s time to begin researching the content they plan to include in their speeches. In the next section we’ll discuss how to conduct research for an informative speech so speakers are armed with all the facts necessary to deliver an interesting and engaging presentation .

How to Research for an Informative Speech

When researching an informative speech, it’s important to find valid and reliable sources of information. There are many ways that one can seek out research for an informative speech, and no single method will guarantee a thorough reliable research. Depending on the complexity of the topic and the depth of knowledge required, a variety of methods should be utilized. The first step when researching for an informative speech should be to evaluate your present knowledge of the subject. This will help to determine what specific areas require additional research, and give clues as to where you might start looking for evidence. It is important to know the basic perspectives and arguments surrounding your chosen topic in order to select good sources and avoid biased materials. Textbooks, academic journals, newspaper articles, broadcasts, or credible websites are good starting points for informational speeches. As you search for information and evidence, be sure to use trustworthy authors who cite their sources. These sources refer to experts in the field whose opinions add credibility and can bolster your argument with facts and data. Evaluating these sources is particularly important as they form the foundation of your speech content and structure. Analyze each source critically by looking into who wrote it and evaluating how recent or relevant it is to the current conversation on your chosen topic. As with any research paper, one must strive for accuracy when gathering evidence while also surveying alternative positions on a topic. Considering both sides of a debate allows your speech to provide accurate information while remaining objective. This will also encourage audience members to draw their conclusions instead of taking your word for it. Furthermore, verifying sources from multiple angles (multiple avenues) ensures that information is fact-checked versus opinionated or biased pieces which might distort accuracy or mislead an audience member seeking truth about a controversial issue. At this stage in preparing for an informative speech, research should have been carried out thoroughly enough to allow confidently delivering evidence-based statements about a chosen topic. With all of this necessary groundwork completed, it’s time to move onto the next stage: sourcing different types of evidence which will allow you to illustrate your point in an even more helpful way. It is now time to transition into discussing “Sources & Evidence”.

Sources and Evidence

When crafting an informative speech outline, it is important to include accurate sources and valid evidence. Your audience needs to be sure that the content you are presenting not only reflects a clear understanding of the topic but is also backed up with reliable sources. For example, if you are speaking about climate change, include research studies, statistics, surveys and other forms of data that provide concrete evidence that supports your argument or position. Additionally, be sure to cite any sources used in the speech so that your audience can double-check the accuracy. In some cases, particularly when discussing sensitive topics, each side of the issue should be addressed. Not only does this make for a more balanced discussion, it also allows you to show respect for different points of view without compromising your own opinion or position. Presenting both sides briefly will demonstrate a comprehensive understanding of the subject matter and show your ability to present a well-rounded argument. Knowing how to source accurately and objectively is key to creating an informative speech outline which will be compelling and engaging for an audience. With the right sources and evidence utilized correctly, you can ensure that your argument is both authoritative and convincing. With these fundamentals in place, you can move on to developing tips for crafting an informative speech for maximum impact and engagement with the listeners.

Tips for Crafting an Informative Speech

When crafting an informative speech, there are certain tips and tricks that you can use to make sure your outline is the best it can be. Firstly, if you are speaking about a controversial issue, make sure you present both sides of the argument in an unbiased manner. Rely on researching credible sources, and discuss different points of views objectively. Additionally, organize and prioritize your points so that they are easy to follow and follow a logical progression. Begin with introducing a succinct thesis statement that briefly summarizes the main points of your speech. This will give the audience a clear idea of what topics you will be discussing and help retain their attention throughout your speech. Furthermore, be mindful to weave in personal anecdotes or relevant stories so that the audience can better relate to your ideas. Make sure the anecdotes have a purpose and demonstrate the key themes effectively. Acquiring creative ways to present data or statistics is also important; avoid inundating the audience with too many facts and figures all at once. Finally, ensure that all visual aids such as props, charts or slides remain relevant to the subject matter being discussed. Visual aids not only keep listeners engaged but also make difficult concepts easier to understand. With these handy tips in mind, you should be well on your way to constructing an effective informative speech outline! Now let’s move onto exploring some examples of effective informative speech outlines so that we can get a better idea of how it’s done.

Examples of Effective Informative Speech Outlines

Informative speeches must be compelling and provide relevant details, making them effective and impactful. In order to create an effective outline, speakers must first conduct extensive research on the chosen topic. An effective informative speech outline will clearly provide the audience with enough information to keep them engaged while also adhering to a specific timeframe. The following are examples of how to effectively organize an informative speech: I. Introduction: A. Stimulate their interest – pose a question, present intriguing facts or establish a humorous story B. Clearly state the main focus of the speech C. Establish your credibility– explain your experience/research conducted for the speech II. Supporting Points: A. Each point should contain facts and statistics related to your main idea B. Each point should have its own solid evidence that supports it III. Conclusion: A. Summarize supporting points B. Revisit your introduction point and explain how it’s been updated/changed through the course of the discussion C. Offer a final statement or call to action IV. Bibliography: A. Cite all sources used in creating the speech (provide an alphabetical list) Debate both sides of argument if applicable: N/A

Commonly Asked Questions

What techniques can i use to ensure my informative speech outline is organized and cohesive.

When crafting an informative speech outline, there are several techniques you can use to ensure your speech is organized and cohesive. First of all, make sure your speech follows a logical flow by using signposting , outlining the main ideas at the beginning of the speech and then bulleting out your supporting points. Additionally, you can use transitions throughout the speech to create a smooth order for your thoughts, such as ‘next’ and ‘finally’. Furthermore, it is important that each point in your outline has a specific purpose or goal, to avoid rambling and confusion. Finally, use visual aids such as charts and diagrams to emphasise key ideas and add clarity and structure to your speech. By following these techniques , you can ensure your informative speech outline is well organized and easy to follow.

How should I structure the order of the information in an informative speech outline?

The structure of an informative speech outline should be simple and organized, following a linear step-by-step process. First, you should introduce the topic to your audience and provide an overview of the main points. Next, give an explanation of each point, offer evidence or examples to support it, and explain how it relates to the overall subject matter. Finally, you should conclude with a summary of the main points and a call for action. When structuring the order of information in an informative speech outline, it is important to keep topics distinct from one another and stick to the logical progression that you have established in your introduction. Additionally, pay attention to chronology if appropriate; when discussing historical events, for example, make sure that they are presented in the correct order. Moreover, use transition phrases throughout your outline to help move ideas along smoothly. Finally, utilize both verbal and visual aids such as diagrams or graphics to illustrate complex knowledge effectively and engage your audience throughout your presentation.

What are the essential components of an informative speech outline?

The essential components of an informative speech outline are the introduction, body, and conclusion. Introduction: The introduction should establish the topic of your speech, provide background information, and lead into the main purpose of your speech. It’s also important to include a strong attention-grabbing hook in order to grab the audience’s attention. Body: The body is where you expand on the main points that were outlined in the introduction. It should provide evidence and arguments to support these points, as well as explain any counterarguments that might be relevant. Additionally, it should answer any questions or objections your audience may have about the topic. Conclusion: The conclusion should restate the purpose of your speech and summarize the main points from the body of your speech. It should also leave your audience feeling inspired and motivated to take some kind of action after hearing your speech. In short, an effective informative speech outline should strongly focus on bringing all of these elements together in a cohesive structure to ensure that you deliver an engaging presentation that educates and informs your audience.

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8 Preparing and Supporting a Speech

Introduction, 8.1 selecting and narrowing a topic.

Many steps go into the speech-making process. Many people do not approach speech preparation in an informed and systematic way, which results in many poorly planned or executed speeches that are not pleasant to sit through as an audience member and do not reflect well on the speaker. Good speaking skills can help you stand out from the crowd in increasingly competitive environments. While a polished delivery is important, good speaking skills must be practiced much earlier in the speech-making process (James Madison University Writing Center, 2021).

Analyze Your Audience

Audience analysis is key for a speaker to achieve his or her speech goal. One of the first questions you should ask yourself is “Who is my audience?” While there are some generalizations you can make about an audience, a competent speaker always assumes there is a diversity of opinion and background among his or her listeners. You cannot assume from looking that everyone in your audience is the same age, race, sexual orientation, religion, or many other factors. Even if you did have a homogenous audience, with only one or two people who do not match up, you should still consider those one or two people. Of course, a speaker could still unintentionally alienate certain audience members, especially in persuasive speaking situations. While this may be unavoidable, speakers can still think critically about what content they include in the speech and the effects it may have (James Madison University Communication Center, 2021).

Demographic Audience Analysis

Demographics are broad sociocultural categories, such as age, gender, race, socioeconomic status, sexual orientation, education level, religion, ethnicity, and nationality used to segment a larger population. Since you are always going to have diverse demographics among your audience members, it would be unwise to focus solely on one group over another. Being aware of audience demographics is useful because you can tailor and vary examples in order to appeal to different groups of people (James Madison University Communication Center, 2021).

Psychological Audience Analysis

Psychological audience analysis considers the audience’s psychological dispositions toward the topic, the speaker, and the occasion as well as how their attitudes, beliefs, and values inform those dispositions (Dlugan, 2012). When considering your audience’s disposition toward your topic, you want to assess your audience’s knowledge of the subject. You would not include a lesson on calculus in an introductory math course. You also would not go into the intricacies of a heart transplant to an audience with no medical training.

The audience may or may not have preconceptions about you as a speaker. One way to engage positively with your audience is to make sure you establish your credibility. In terms of credibility , you want the audience to see you as competent, trustworthy, and engaging. If the audience is already familiar with you, they may already see you as a credible speaker because they have seen you speak before, have heard other people evaluate you positively, or know that you have credentials and/or experience that make you competent. If you know you have a reputation that is not as positive, you will want to work hard to overcome those perceptions. To establish your trustworthiness, you want to incorporate good supporting material into your speech, verbally cite sources, and present information and arguments in a balanced, non-coercive, and non-manipulative way. To establish yourself as engaging, you want to have a well-delivered speech, which requires you to practice, get feedback, and practice some more. Your verbal and nonverbal delivery should be fluent and appropriate to the audience and occasion.

The circumstances that led your audience to attend your speech will affect their view of the occasion (Dlugan, 2012).  A captive audience includes people who are required to attend your presentation. Mandatory meetings are common in workplace settings. Whether you are presenting for a group of your employees, coworkers, classmates, or even residents in your dorm if you are a resident advisor, you should not let the fact that the meeting is required give you license to give a half-hearted speech. In fact, you may want to build common ground with your audience to overcome any potential resentment for the required gathering. In your speech class, your classmates are captive audience members.

View having a captive classroom audience as a challenge, and use this space as a public speaking testing laboratory. You can try new things and push your boundaries more, because this audience is very forgiving and understanding since they have to go through the same things you do. In general, you may have to work harder to maintain the attention of a captive audience. Since coworkers may expect to hear the same content they hear every time at this particular meeting (and classmates have to sit through dozens and dozens of speeches), use your speech as an opportunity to stand out from the crowd or from what has been done before.

A voluntary audience includes people who have decided to come hear your speech. To help adapt to a voluntary audience, ask yourself what the audience members expect (Dlugan, 2012). Why are they here? If they have decided to come and see you, they must be interested in your topic or you as a speaker. Perhaps you have a reputation for being humorous, being able to translate complicated information into more digestible parts, or being interactive with the audience and responding to questions. Whatever the reason or reasons, it is important to make sure you deliver on those aspects. If people are voluntarily giving up their time to hear you, you want to make sure they get what they expected.

A final aspect of psychological audience analysis involves considering the audience’s attitudes, beliefs, and values, as they will influence all the perceptions mentioned previously (Dlugan, 2012). As you can see in the figure below, think of our attitudes, beliefs, and values as layers that make up our perception and knowledge.

At the outermost level, attitudes are our likes and dislikes, and they are easier to influence than beliefs or values because they are often reactionary (Dlugan, 2012). If you have ever followed the approval rating of a politician, you know that people’s likes and dislikes change frequently and can change dramatically based on recent developments. This is also true interpersonally. For those of you who have siblings, think about how you can go from liking your sisters or brothers, maybe because they did something nice for you, to disliking them because they upset you. This seesaw of attitudes can go up and down over the course of a day or even a few minutes, but it can still be useful for a speaker to consider. If there is something going on in popular culture or current events that has captured people’s attention and favor or disfavor, then you can tap into that as a speaker to better relate to your audience.

When considering beliefs, we are dealing with what we believe “is or isn’t” or “true or false.” We come to hold our beliefs based on what we are taught, experience for ourselves, or believe (Dlugan, 2012). Our beliefs change if we encounter new information or experiences that counter previous ones. As people age and experience more, their beliefs are likely to change, which is natural.

Our values deal with what we view as right or wrong, good or bad (Dlugan, 2012). Our values do change over time but usually because of a life transition or life-changing event such as a birth, death, or trauma. For example, when many people leave their parents’ control for the first time and move away from home, they have a shift in values that occurs as they make this important and challenging life transition. In summary, audiences enter a speaking situation with various psychological dispositions, and considering what those may be can help speakers adapt their messages and better meet their speech goals.

General Purpose

Your speeches will usually fall into one of three categories. In some cases, we speak to inform, meaning we attempt to teach our audience using factual objective evidence. In other cases, we speak to persuade, as we try to influence an audience’s beliefs, attitudes, values, or behaviors. Last, we may speak to entertain or amuse our audience. In summary, the general purpose of your speech will be to inform, to persuade, or to entertain.

You can see various topics that may fit into the three general purposes for speaking in the table below “General Purposes and Speech Topics”. Some of the topics listed could fall into another general purpose category depending on how the speaker approached the topic, or they could contain elements of more than one general purpose. For example, you may have to inform your audience about your topic in one main point before you can persuade them, or you may include some entertaining elements in an informative or persuasive speech to help make the content more engaging for the audience. There should not be elements of persuasion included in an informative speech, however, since persuading is contrary to the objective approach that defines an informative general purpose. In any case, while there may be some overlap between general purposes, we place most speeches into one of the categories based on the overall content of the speech.

[table id=6 /]

Choosing a Topic

Once you have determined (or been assigned) your general purpose, you can begin the process of choosing a topic (James Madison University Communication Center, 2021). In class, an instructor may give you the option of choosing any topic for your informative or persuasive speech, but in most academic, professional, and personal settings, there will be some parameters set that will help guide your topic selection. It is likely that speeches will be organized around the content covered in the class. Speeches delivered at work will usually be directed toward a specific goal, such as welcoming new employees, informing employees about changes in workplace policies, or presenting quarterly sales figures. We are also usually compelled to speak about specific things in our personal lives, like addressing a problem at our child’s school by speaking out at a school board meeting. In short, it is not often that you will be starting from scratch when you begin to choose a topic.

Whether you have received parameters that narrow your topic range or not, the first step in choosing a topic is brainstorming (James Madison University Writing Center, 2021). Brainstorming involves generating many potential topic ideas in a fast-paced and nonjudgmental manner. Brainstorming can take place multiple times, as you narrow your topic. For example, you may begin by brainstorming a list of your personal interests that you can narrow down to a speech topic. It makes sense that you will enjoy speaking about something that you care about or find interesting. The research and writing will be more interesting, and the delivery will be easier since you will not have to fake enthusiasm for your topic. Speaking about something you are familiar with and interested in can also help you manage speaking anxiety.

While it is good to start with your personal interests, some speakers may be stuck here if they do not feel like they can make their interests relevant to the audience. In that case, you can look around for ideas. If your topic is something being discussed in newspapers, on television, in the lounge of your dorm, or around your family’s dinner table, then it is likely to be of interest and be relevant, since it is current. Figure 8.3 shows how brainstorming works in stages. A list of topics that interest the speaker are on the top row. The speaker can brainstorm subtopics for each idea to see which one may work the best. In this case, the speaker could decide to focus his or her informative speech on three common ways people come to own dogs: through breeders, pet stores, or shelters.

Overall, you can follow these tips as you select and narrow your topic:

• Brainstorm topics that you are familiar with, interest you, and/or are currently topics of discussion.
• Choose a topic appropriate for the assignment/occasion.
• Choose a topic that you can make relevant to your audience.
• Choose a topic that you have the resources to research (access to information, people to interview, etc.).

Specific Purpose

Once you have brainstormed, narrowed, and chosen your topic, you can begin to draft your specific purpose statement (James Madison University Communication Center, 2021). Your specific purpose is a one-sentence statement that includes the objective you want to accomplish in your speech. You do not speak aloud your specific purpose during your speech; you use it to guide your researching, organizing, and writing. A good specific purpose statement is audience centered, agrees with the general purpose, addresses one main idea, and is realistic.

An audience-centered specific purpose statement usually contains an explicit reference to the audience—for example, “my audience” or “the audience.” Since a speaker may want to see if he or she effectively met his or her specific purpose, write the objective so that it could be measured or assessed. Moreover, since a speaker actually wants to achieve his or her speech goal, the specific purpose should also be realistic. You will not be able to teach the audience a foreign language or persuade an atheist to Christianity in a six- to nine-minute speech. The following is a good example of a good specific purpose statement for an informative speech: “By the end of my speech, the audience will be better informed about the effects the green movement has had on schools.” The statement is audience-centered and matches with the general purpose by stating, “The audience will be better informed.” The speaker could also test this specific purpose by asking the audience to write down, at the end of the speech, three effects the green movement has had on schools.

Thesis Statement

Your thesis statement is a one-sentence summary of the central idea of your speech that you either explain or defend (James Madison University Communication Center, 2021). You would explain the thesis statement for an informative speech, since these speeches are based on factual, objective material. You would defend your thesis statement for a persuasive speech, because these speeches are argumentative and your thesis should clearly indicate a stance on a particular issue. In order to make sure your thesis is argumentative and your stance clear, it is helpful to start your thesis with the words “I believe.” When starting to work on a persuasive speech, it can also be beneficial to write out a counterargument to your thesis to ensure that it is arguable.

The thesis statement is different from the specific purpose in two main ways. First, the thesis statement is content centered, while the specific purpose statement is audience centered. Second, the thesis statement is incorporated into the spoken portion of your speech, while the specific purpose serves as a guide for your research and writing and an objective that you can measure (Goodwin, 2017). A good thesis statement is declarative, agrees with the general and specific purposes, and focuses and narrows your topic. Although you will likely end up revising and refining your thesis as you research and write, it is good to draft a thesis statement soon after drafting a specific purpose to help guide your progress. As with the specific purpose statement, your thesis helps ensure that your research, organizing, and writing are focused so you don’t end up wasting time with irrelevant materials. Keep your specific purpose and thesis statement handy (drafting them at the top of your working outline is a good idea) so you can reference them often. The following examples show how a general purpose, specific purpose, and thesis statement match up with a topic area:

Topic: My Craziest Adventure

General purpose: To Entertain

Specific purpose: By the end of my speech, the audience will appreciate the lasting memories that result from an eighteen-year-old visiting New Orleans for the first time.

Thesis statement: New Orleans offers young tourists many opportunities for fun and excitement.

Topic: Renewable Energy

General purpose: To Inform

Specific purpose: By the end of my speech, the audience will be able to explain the basics of using biomass as fuel.

Thesis statement: Biomass is a renewable resource that releases gases that can be used for fuel.

Topic: Privacy Rights

General purpose: To Persuade

Specific purpose : By the end of my speech, my audience will believe that parents should not be able to use tracking devices to monitor their teenage child’s activities.

Thesis statement: I believe that it is a violation of a child’s privacy to be electronically monitored by his or her parents.

8.2 Researching and Supporting Your Speech

We live in an age where access to information is more convenient than ever before. The days of photocopying journal articles in the stacks of the library or looking up newspaper articles on microfilm are over for most. Yet, even though we have all this information readily available, research skills are more important than ever. Our challenge now is not accessing information but discerning what information is credible and relevant. Even though it may sound inconvenient to have to go physically to the library, students who did research before the digital revolution did not have to worry as much about discerning. If you found a source in the library, you could be assured of its credibility because a librarian had subscribed to or purchased that content. When you use Internet resources like Google or Wikipedia, you have no guarantees about some of the content that comes up.

Finding Supporting Material

As was noted earlier, it is good to speak about something with which you are already familiar. So existing knowledge forms the first step of your research process. Depending on how familiar you are with a topic, you will need to do more or less background research before you actually start incorporating sources to support your speech. Background research is just a review of summaries available for your topic that helps refresh or create your knowledge about the subject. It is not the more focused and academic research that you will actually use to support and verbally cite in your speech.

Your first step for research in college should be library resources, not Google, Bing, or other general search engines. In most cases, you can still do your library research from the comfort of a computer, which makes it as accessible as Google but gives you much better results. Excellent and underutilized resources at college and university libraries are reference librarians. Reference librarians are not like the people who likely staffed your high school library. They are information-retrieval experts. At most colleges and universities, you can find a reference librarian who has at least a master’s degree in library and information sciences, and at some larger or specialized schools, reference librarians have doctoral degrees. Research can seem like a maze, and reference librarians can help you navigate the maze. There may be dead ends, but there is always another way around to reach the end goal.

Unfortunately, many students hit their first dead end and give up or assume that there is not enough research out there to support their speech. If you have thought of a topic to do your speech on, someone else has thought of it, too, and people have written and published about it. Reference librarians can help you find that information (Matook, 2020). Meet with a reference librarian face-to-face and take your assignment sheet and topic idea with you. In most cases, students report that they came away with more information than they needed, which is good because you can then narrow that down to the best information. If you cannot meet with a reference librarian face-to-face, many schools now offer the option to do a live chat with a reference librarian, and you can contact them by e-mail or phone.

Aside from the human resources available in the library, you can also use electronic resources such as library databases . Library databases help you access more credible and scholarly information than what you will find using general Internet searches. These databases are quite expensive, and you cannot access them as a regular citizen without paying for them. Luckily, some of your student fee dollars go to pay for subscriptions to these databases so that you can access them as a student. Through these databases, you can access newspapers, magazines, journals, and books from around the world. Of course, libraries also house stores of physical resources like DVDs, books, academic journals, newspapers, and popular magazines (James Madison University Libraries, 2021). You can usually browse your library’s physical collection through an online catalog search. A trip to the library to browse is especially useful for books. Since most university libraries use the Library of Congress classification system, books are organized by topic. That means if you find a good book using the online catalog and go to the library to get it, you should take a moment to look around that book, because the other books in that area will be topically related. On many occasions, I have used this tip and gone to the library for one book but left with several.

Although Google is not usually the best first stop for conducting college-level research, Google Scholar is a separate search engine that narrows results down to scholarly materials. This version of Google has improved much over the past few years and has served as a good resource for my research, even for this book. A strength of Google Scholar is that you can easily search for and find articles not confined to a particular library database. The pool of resources you are searching in is much larger than what you would find by using a library database. The challenge is that you have no way of knowing if the articles that come up are available to you in full-text format. As noted earlier, you will find most academic journal articles in databases that require users to pay subscription fees. Therefore, you are often only able to access the abstracts of articles or excerpts from books that come up in a Google Scholar search. You can use that information to check your library to see if the article is available in full-text format, but if it is not, you have to go back to the search results. When you access Google Scholar on a campus network that subscribes to academic databases, however, you can sometimes click through directly to full-text articles. Although this resource is still being improved, it may be a useful alternative or backup when other search strategies are leading to dead end.

Types of Sources

Periodicals.

Periodicals include magazines and journals that are published periodically. Many library databases can access periodicals from around the world and from years past. A common database is Academic Search Premiere (a similar version is Academic Search Complete). Many databases, like this one, allow you to narrow your search terms, which can be very helpful as you try to find good sources that are relevant to your topic. You may start by typing a key word into the first box and searching. Sometimes a general search like this can yield thousands of results, which you obviously would not have time to look through. In this case, you may limit your search to results that have your keyword in the abstract , which is the author-supplied summary of the source. If there are still too many results, you may limit your search to results that have your keyword in the title. At this point, you may have reduced those ten thousand results down to a handful, which is much more manageable.

Within your search results, you will need to distinguish between magazines and academic journals. In general, academic journals are considered more scholarly and credible than magazines because most of the content in them is peer reviewed. The peer-review process is the most rigorous form of review, which takes several months to years and ensures that the information that is published has been vetted and approved by numerous experts on the subject. Academic journals are often affiliated with professional organizations rather than for-profit corporations, and neither authors nor editors are paid for their contributions.

Newspapers and Books

Newspapers and books can be excellent sources but must still be evaluated for relevance and credibility. Newspapers are good for topics that are developing quickly, as they are updated daily. While there are well-known newspapers of record like the New York Times , smaller local papers can also be credible and relevant if your speech topic does not have national or international reach. You can access local, national, and international newspapers through electronic databases like LexisNexis.

To evaluate the credibility of a book, you will want to know some things about the author. You can usually find this information at the front or back of the book. If an author is a credentialed and recognized expert in his or her area, the book will be more credible. However, just because someone wrote a book on a subject does not mean he or she is the most credible source. The publisher of a book can also be an indicator of credibility. Books published by university/academic presses (University of Chicago Press, Duke University Press) are considered more credible than books published by trade presses (Penguin, Random House), because they are often peer reviewed and they are not primarily profit driven.

Reference Tools

The transition to college-level research means turning more toward primary sources and away from general reference materials. Primary sources are written by people with firsthand experiences or by researchers/scholars who conducted original research (National WW II Museum, n.d.). Unfortunately, many college students are reluctant to give up their reliance on reference tools like dictionaries and encyclopedias. While reference tools like dictionaries and encyclopedias are excellent for providing a speaker with a background on a topic, they should not be the foundation of your research unless they are academic and/or specialized.

Dictionaries are handy tools when we are not familiar with a particular word. However, citing a dictionary like Merriam-Webster ’s as a source in your speech is often unnecessary. A dictionary is useful when you need to challenge a Scrabble word, but it is not the best source for college-level research.

Many students have relied on encyclopedias for research in high school, but most encyclopedias, like World Book , Encarta , or Britannica , are not primary sources. Instead, they are examples of secondary sources that aggregate, or compile, research done by others in a condensed summary (James Madison University Libraries, 2019). Reference sources like encyclopedias are excellent resources to get you informed about the basics of a topic, but at the college level, primary sources are expected. Many encyclopedias are internet-based, which makes them convenient, but they are still not primary sources, and their credibility should be even more scrutinized.

Wikipedia revolutionized how many people retrieve information and pioneered an open-publishing format that allowed a community of people to post, edit, and debate content. While this is an important contribution to society, Wikipedia is not considered a scholarly or credible source. Like other encyclopedias, Wikipedia should not be used in college-level research, because it is not a primary source. In addition, since its content can be posted and edited by anyone, we cannot be sure of the credibility of the content. Even though there are self-appointed “experts” who monitor and edit some of the information on Wikipedia, we cannot verify their credentials or the review process that information goes through before it is posted.

When conducting an interview for a speech, you should access a person who has expertise in or direct experience with your speech topic. If you follow the suggestions for choosing a topic that mentioned earlier, you may already know something about your speech topic and may have connections to people who would be good interview subjects. Previous employers, internship supervisors, teachers, community leaders, or even relatives may be appropriate interviewees, given your topic. If you do not have a connection to someone you can interview, you can often find someone via the Internet who would be willing to answer some questions. Many informative and persuasive speech topics relate to current issues, and most current issues have organizations that represent their needs.

Open-ended questions cannot be answered with a “yes” or “no” but they can provide descriptions and details that will add to your speech. Quotes and paraphrases from your interview can add a personal side to a topic or at least convey potentially complicated information in a more conversational and interpersonal way. Closed questions can be answered with one or two words and can provide a starting point to get to information that is more detailed. However, the interviewer must have prepared follow-up questions. Unless the guidelines or occasion for your speech suggest otherwise, you should balance your interview data with the other sources in your speech. Do not let your references to the interview take over your speech.

We already know that utilizing library resources can help you automatically filter out content that may not be scholarly or credible, since the content in research databases is selected and restricted. However, some information may be better retrieved from websites. Even though research databases and websites are electronic sources, two key differences between them may affect their credibility (Brigham Young University Library, 2021).

First, most of the content in research databases is or was printed but was converted to digital formats for easier and broader access. In contrast, most of the content on websites has not been printed. Second, most of the content on research databases has gone through editorial review, which means a professional editor or a peer editor has reviewed the material to make sure it is credible and worthy of publication. Most content on websites is not subjected to the same review process, as just about anyone with internet access can self-publish information on a personal website, blog, wiki, or social media page. Therefore, what sort of information may be better retrieved from websites, and how can we evaluate the credibility of a website?

A key way to evaluate the credibility of a website is to determine the site’s accountability (Brigham Young University Library, 2021). Accountability means determining who is ultimately responsible for the content put out and whose interests the content meets. The more information that is included on a website, the better able you will be to determine its accountability. Ideally all or most of the following information would be included: organization/agency name, author’s name and contact information, date the information was posted or published, name and contact information for person in charge of web content (i.e., web editor or webmaster), and a link to information about the organization/agency/ business mission. While not all this information has to be present to warrant the use of the material, the less accountability information is available, the more you should scrutinize the information.

You can also begin to judge the credibility of a website by its domain name. Some common domain names are .com , .net , .org , .edu , .mil , and .gov . For each type of domain, there are questions you may ask that will help you evaluate the site’s credibility. You can see a summary of these questions in table 8.2.

[table id=7 /]

Types of Supporting Material  

There are several types of supporting material you can add to your speech. They include examples, explanations, statistics, analogies, testimony, and visual aids. You will want to have a balance of information, and you will want to include the material that is most relevant to your audience and is most likely to engage them.

An example is a cited case that is representative of a larger whole. Examples are especially beneficial when presenting information that may be unfamiliar to an audience. They are also useful for repackaging or reviewing information that has been presented previously. Examples are used in many different ways, so you should let your audience, purpose and thesis, and research materials guide your use. You may pull examples directly from your research materials, making sure to cite the source. The following is an example used in a speech about the negative effects of standardized testing: “Standardized testing makes many students anxious, and even ill. On March 14, 2002, the Sacramento Bee reported that some standardized tests now come with instructions indicating what teachers should do with a test booklet if a student throws up on it.” You may also cite examples from your personal experience, if appropriate: “I remember being sick to my stomach while waiting for my SAT to begin.”

You may also use hypothetical examples, which can be useful when you need to provide an example that is extraordinary or goes beyond most people’s direct experience (Beare, 2020). Capitalize on this opportunity by incorporating vivid description into the example that appeals to the audience’s senses. Always make sure to indicate when you are using a hypothetical example, as it would be unethical to present an example as real when it is not. Including the word imagine or something similar in the first sentence of the example can easily do this.

Explanations

Explanations clarify ideas by providing information about what something is, why something is the way it is, or how something works or came to be. One of the most common types of explanation is a definition. Definitions do not have to come from the dictionary. Many times, authors will define concepts as they use them in their writing, which is a good alternative to a dictionary definition. As you do your research, think about how much your audience likely knows about a given subject. You do not need to provide definitions when information is common knowledge. Anticipate audience confusion and define legal, medical, or other forms of jargon as well as slang and foreign words.

Statistics are numerical representations of information (Barnard, 2017). They are very credible in our society, as evidenced by their frequent use by news agencies, government offices, politicians, and academics. As a speaker, you can capitalize on the power of statistics if you use them appropriately. Unfortunately, speakers often intentionally or unintentionally misuse statistics and misconstrue the numbers to support their argument. They do so without examining the context from which the statistic emerged. All statistics are contextual, so plucking a number out of a news article or a research study and including it in your speech without taking the time to understand the statistic is unethical.

Although statistics are popular as supporting evidence, they can also be boring. There will inevitably be people in your audience who are not good at processing numbers. Even people who are good with numbers have difficulty processing through a series of statistics presented orally. Remember that we have to adapt our information to listeners who do not have the luxury of pressing a pause or rewind button. For these reasons, it is a good idea to avoid using too many statistics and to use startling examples when you do use them (Barnard, 2017). Startling statistics should defy our expectations. When you give the audience a large number that they would expect to be smaller, or vice versa, you will be more likely to engage them, as the following example shows: “Did you know that 1.3 billion people in the world do not have access to electricity? That’s about 20 percent of the world’s population according to a 2009 study on the International Energy Agency’s official website.”

Analogies involve a comparison of ideas, items, or circumstances (Segar, 2016). When you compare two things that actually exist, you are using a literal analogy—for example, “Germany and Sweden are both European countries that have had nationalized health care for decades.” Another type of literal comparison is a historical analogy. In Mary Fisher’s now famous 1992 speech to the Republican National Convention, she compared the silence of many U.S. political leaders regarding the HIV/AIDS crisis to that of many European leaders in the years before the Holocaust.

A figurative analogy compares things not normally related, often relying on metaphor, simile, or other figurative language devices. In the following example, wind and revolution are compared: “Just as the wind brings changes in the weather, so does revolution bring change to countries.”

When you compare differences, you are highlighting contrast—for example, “Although the United States is often thought of as the most medically advanced country in the world, other Western countries with nationalized health care have lower infant mortality rates and higher life expectancies.” To use analogies effectively and ethically, you must choose ideas, items, or circumstances to compare that are similar enough to warrant the analogy.

Testimonies

Testimonies are quoted information from people with direct knowledge about a subject or situation. Expert testimony is from people who are credentialed or recognized experts in a given subject (Davis, 2020). Lay testimony is often a recounting of a person’s experiences, which is more subjective. Both types of testimony are valuable as supporting material. We can see this in the testimonies of people in courtrooms and other types of hearings. Lawyers know that juries want to hear testimony from experts, eyewitnesses, and friends and family. Congressional hearings are similar.

When using testimony, make sure you indicate whether it is expert or lay by sharing with the audience the context of the quote. Share the credentials of experts (education background, job title, years of experience, etc.) to add to your credibility or give some personal context for the lay testimony (eyewitness, personal knowledge, etc.).

Visual Aids

Visual aids help a speaker reinforce speech content visually, which helps amplify the speaker’s message (Beqiri, 2018). They can be used to present any of the types of supporting materials discussed previously. Speakers rely heavily on an audience’s ability to learn by listening, which may not always be successful if audience members are visual or experiential learners. Even if audience members are good listeners, information overload or external or internal noise can be barriers to a speaker achieving his or her speech goals. Therefore, skillfully incorporating visual aids into a speech has many potential benefits.

Three-dimensional objects that represent an idea can be useful as a visual aid for a speech (Beqiri, 2018). They offer the audience a direct, concrete way to understand what you are saying. I often have my students do an introductory speech where they bring in three objects that represent their past, present, and future. Students have brought in a drawer from a chest that they were small enough to sleep in as a baby, a package of Ramen noodles to represent their life as a college student, and a stethoscope or other object to represent their career goals, among other things. Models also fall into this category, as they are scaled versions of objects that may be too big (the International Space Station) or too small (a molecule) to actually show to your audience.

Chalkboards, Whiteboards, and Flip Charts

Chalkboards, whiteboards, and flip charts can be useful for interactive speeches (Beqiri, 2018). If you are polling the audience or brainstorming, you can write down audience responses easily for everyone to see and for later reference. They can also be helpful for unexpected clarification. You can also have audience members write things on boards or flip charts themselves, which helps get them engaged and takes some of the pressure off you as a speaker.

Posters and Handouts

Posters generally include text and graphics and often summarize an entire presentation or select main points (Beqiri, 2018). We frequently use posters to present original research, as they can be broken down into the various steps to show how a process worked. Posters can be useful if you are going to have audience members circulating around the room before or after your presentation, so they can take the time to review the poster and ask questions. Posters are not often good visual aids during a speech, because it is difficult to make the text and graphics large enough for a room full of people to see adequately. The best posters are those created using computer software and professionally printed on large laminated paper.

These professional posters come at a price. If you opt to make your own poster, take care to make it look professional. Use a computer and printer to print out your text; do not handwrite on a poster. Make sure anything you cut by hand has neat, uniform edges. You can then affix the text, photos, and any accent backing to the poster board. Double-sided tape works well for this, as it does not leave humps like those left by rolled tape or the bubbles, smearing, or sticky mess left by glue.

Handouts can be a useful alternative to posters. Think of them as mini-posters that audience members can reference and take with them. Audience members will likely appreciate a neatly laid out, one-page handout that includes the speaker’s contact information. It can be appropriate to give handouts to an audience before a long presentation where note taking is expected, complicated information is presented, or the audience will be tested on or have to respond to the information presented. In most regular speeches less than fifteen minutes long, it would not be wise to distribute handouts ahead of time, as they will distract the audience from the speaker. It is better to distribute the handouts after your speech or at the end of the program, if others speaking after you.

Photographs, paintings, drawings, and sketches fall into the pictures category of visual aids. Pictures can be useful when you need to show an exact replication about which you are speaking. Pictures can also connect to your audience on a personal level, especially if they evoke audience emotions (Beqiri, 2018). Think about the use of pictures in television commercials asking for donations or sponsorships. Organizations like Save the Children and the American Society for the Prevention of Cruelty to Animals successfully use pictures of malnourished children or abused animals to pull at the heartstrings of viewers. A series of well-chosen and themed pictures can have a meaningful impact on an audience.

Diagrams and Drawings

Diagrams are good for showing the inner workings of an object or pointing out the most important or relevant parts of something (Neal, 2016). Think about diagrams as blueprints that show the inside of something—for example, key bones in the human body in a speech about common skateboarding injuries. Diagrams are good alternatives to pictures when you only need to point out certain things that may be difficult to see in a photograph.

Charts and Tables

Charts and tables are useful for compiling and cross-referencing larger amounts of information (Presentation Magazine, 2011). The combination of rows and columns allows you to create headers and then divide them up into units, categories, dates, and so on. Medical information is put into charts so that periods of recorded information, such as vital signs, can be updated and scanned by doctors and nurses. Charts and tables are also good for combining text and numbers, and they are easy to make with word processing software like Microsoft Word or spreadsheet software like Excel.

Think of presenting your department’s budget and spending at the end of a business quarter. You could have headers in the columns with the various categories and itemized deductions in the rows ending with a final total for each column.

A pie chart is an alternative representation of textual and numerical data that offers audience members a visual representation of the relative proportions of a whole. In a pie chart, each piece of the pie corresponds to a percentage of the whole, and the size of the pie varies with the size of the percentage. As with other charts and tables, most office software programs can now make pie charts.

Graphs are representations that point out numerical relationships or trends and include line graphs and bar graphs (Presentation Magazine, 2011). Line graphs are useful for showing trends over time. For example, you could track the rising cost of tuition for colleges and universities in a persuasive speech about the need for more merit-based financial aid.

Bar graphs are good for comparing amounts. In the same speech, you could compare the tuition of two-year institutions to that of four-year institutions. Graphs help make numerical data more digestible for your audience and allow you to convey an important numerical trend visually and quickly without having to go into lengthy explanations. Remember to label clearly your x -axis and y -axis and to explain the basics of your graph to your audience before you go into the specific data. If you use a graph created by someone else, make sure it is large and clear enough for the audience to read and that you cite the original source.

Video clips as visual aids can be powerful and engaging for an audience, but they can also be troublesome for speakers (Gallo, 2017). Whether embedded in a PowerPoint presentation, accessed through YouTube, or played from a laptop or DVD player, video clips are notorious for tripping up speakers. They require more than one piece of electronics when they are hooked to a projector and speaker. They may also require an Internet connection. The more electronic connection points, the more chances for something to go wrong. Therefore it is very important to test your technology before your speech, have a backup method of delivery if possible, and be prepared to go on without the video if all else fails.

Although sometimes tempting, you should not let the video take over your speech (Gallo, 2017). Make sure your video is relevant and cued to where it needs to be. One useful strategy for incorporating video is to play a video without audio and speak along with the video, acting as a narrator. This allows the speaker to have more control over the visual aid and to adapt it and make it more relevant to a specific topic and audience. Additionally, video editing software like iMovie is readily available to college students and relatively easy to use. Some simple editing to cut together various clips that are meaningful or adding an introductory title or transitions can go a long way toward making your video look professional.

Presentation Software

The prevalence of computers and projectors in most schools, offices, and other presentation facilities has made using computer-generated visual aids more convenient. PowerPoint is the most commonly used presentation software and has functionality ranging from the simplest text-based slide to complicated transitions, timing features, video/sound imbedding, and even functionality with audience response systems like Turning Point that allow data to be collected live from audience members and incorporated quickly into the slideshow. Despite the fact that most college students have viewed and created numerous PowerPoint presentations, we have all seen many poorly executed slideshows that detracted from the speaker’s message. PowerPoint should be viewed as a speech amplifier. Like an amplifier for a guitar, it does not do much without a musician there to play the instrument. The speaker is the musician, the speech is the instrument, and PowerPoint is the amplifier. Just as the amplifier does not dictate what the guitar player does, neither should PowerPoint take over the speaker (Rielly, 2020).

Presentations are generally longer than speeches, at least fifteen minutes long, and are content heavy. College lectures and many professional conference presentations fall into this category. In these cases, PowerPoint generally runs along with the speaker throughout the presentation, reviewing key points and presenting visual aids such as pictures and graphs. The constant running of the slideshow also facilitates audience note taking, which is also common during presentations.

Speeches, on the other hand, are usually fifteen minutes or less, have repetition and redundancy built in (as they are adapted to a listening audience), and carry less expectation that the audience will take detailed notes. In this case, PowerPoint should be used more as a visual aid, meaning that it should be simpler and amplify particular components of the speech rather than run along with the speaker throughout the speech (Rielly, 2020).

8.3 Organizing

When organizing your speech, you want to start with the body. Even though most students want to start with the introduction, it is difficult to introduce and preview something that you have not yet developed. A well-structured speech includes an introduction, a body, and a conclusion. Think of this structure as a human body. This type of comparison dates back to Plato, who noted, “every speech ought to be put together like a living creature” (Winans, 1917). The introduction is the head, the body is the torso and legs, and the conclusion is the feet. The information you add to this structure from your research and personal experience is the organs and muscle. The transitions you add are the connecting tissues that hold the parts together, and a well-practiced delivery is the skin and clothing that makes everything presentable.

Organizing the Body of Your Speech

Writing the body of your speech takes the most time in the speech-writing process. Your specific purpose and thesis statement should guide the initial development of the body, which will then be more informed by your research process (LibreTexts, 2021). You will determine main points that help achieve your purpose and match your thesis. You will then fill information into your main points by incorporating the various types of supporting material discussed previously. Before you move on to your introduction and conclusion, you will connect the main points together with transitions and other signposts.

Determining Your Main Points

Think of each main point as a miniature speech within your larger speech. Each main point will have a central idea, meet some part of your specific purpose, and include supporting material from your research that relates to your thesis. Reviewing the draft of your thesis and specific purpose statements can lead you to research materials.

As you review your research, take notes on and/or highlight key ideas that stick out to you as useful, effective, relevant, and interesting. It is likely that these key ideas will become the central ideas of your main points, or at least sub-points. Once you have researched your speech enough to achieve your specific purpose, support your thesis, and meet the research guidelines set forth by your instructor, boss, or project guidelines, you can distill the research down to a series of central ideas. As you draft these central ideas, use parallel wording , which is similar wording among key organizing signposts and main points that helps structure a speech. Using parallel wording in your central idea statement for each main point will also help you write parallel key signposts like the preview statement in the introduction, transitions between main points, and the review statement in the conclusion.

While writing each central idea using parallel wording is useful for organizing information at this stage in the speech-making process, you should feel free to vary the wording a little more in your actual speech delivery. You will still want some parallel key words woven throughout the speech, but sticking too close to parallel wording can make your content sound forced or artificial.

After distilling your research materials down, you may have several central idea statements. You will likely have two to five main points (depending on what your instructor prefers), time constraints, or the organizational pattern you choose. Not all of the central idea may be converted into main points; some may end up becoming sub-points and some may be discarded. Once you get your series of central ideas drafted, you will then want to consider how you might organize them, which will help you narrow your list down to what may actually end up becoming the body of your speech.

Organizing Your Main Points

There are several ways you can organize your main points. Some patterns correspond well to a particular subject area or speech type. Determining which pattern you will use helps filter through your list of central ideas generated from your research and allows you to move on to the next step of inserting supporting material into your speech. Here are some common organizational patterns.

Topical Pattern

When you use the topical pattern , you are breaking a large idea or category into smaller ideas or subcategories (Davis, 2021). In short, you are finding logical divisions to a whole. While you may break something down into smaller topics that will make two, three, or more main points, people tend to like groups of three. In a speech about the Woodstock Music and Art Fair, for example, you could break the main points down to (1) the musicians who performed, (2) the musicians who declined to perform, and (3) the audience. You could also break it down into three specific performances—(1) Santana, (2) The Grateful Dead, and (3) Creedence Clearwater Revival—or three genres of music—(1) folk, (2) funk, and (3) rock.

The topical pattern breaks a topic down into logical divisions but does not necessarily offer any guidance in ordering them. To help determine the order of topical main points, you may consider the primacy or recency effect (Morrison, Conway, & Chein, 2014). You prime an engine before you attempt to start it and prime a surface before you paint it. The primacy effect is similar in that you present your best information first in order to make a positive impression and engage your audience early in your speech. The recency effect is based on the idea that an audience will best remember the information they heard most recently. Therefore, you would include your best information last in your speech to leave a strong final impression. Both primacy and recency can be effective. Consider your topic and your audience to help determine which would work best for your speech.

Chronological Pattern

A chronological pattern helps structure your speech based on time or sequence. If you order a speech based on time, you may trace the development of an idea, product, or event (LibreTexts, 2020). A speech on Woodstock could cover the following: (1) preparing for the event, (2) what happened during the event, and (3) the aftermath of the event. Ordering a speech based on sequence is also chronological and can be useful when providing directions on how to do something or how a process works. This could work well for a speech on baking bread at home, refinishing furniture, or harvesting corn. The chronological pattern is often a good choice for speeches related to history or demonstration speeches.

Spatial Pattern

The spatial pattern arranges main points based on their layout or proximity to each other. A speech on Woodstock could focus on the layout of the venue, including (1) the camping area, (2) the stage area, and (3) the musician/crew area. A speech could also focus on the components of a typical theater stage or the layout of the new 9/11 memorial at the World Trade Center site.

Problem–Solution Pattern

The problem-solution pattern entails presenting a problem and offering a solution (LibreTexts, 2020). This pattern can be useful for persuasive speaking—specifically, persuasive speeches focused on a current societal issue. This can also be coupled with a call to action, asking an audience to take specific steps to implement a solution you offered. This organizational pattern can be applied to a wide range of topics and can be organized easily into two or three main points. You can offer evidence to support your claim that a problem exists in one main point and then offer a specific solution in the second main point. To be more comprehensive, you could set up the problem, review multiple solutions that have been proposed, and then add a third main point that argues for a specific solution out of the ones reviewed in the second main point. Using this pattern, you could offer solutions to the problem of rising textbook costs or offer your audience guidance on how to solve conflicts with roommates or coworkers.

Cause–Effect Pattern

The cause-effect pattern sets up a relationship between ideas that shows a progression from origin to result (LibreTexts, 2020). You could also start with the current situation and trace back to the root causes. You can use this pattern for informative or persuasive speeches. When used for informing, the speaker is explaining an established relationship and citing evidence to support the claim—for example, accessing unsecured, untrusted websites or e-mails leads to computer viruses. When used for persuading, the speaker is arguing for a link that is not as well established and/or is controversial—for example, violent video games lead to violent thoughts and actions. In a persuasive speech, a cause-effect argument is often paired with a proposed solution or call to action, such as advocating for stricter age restrictions on who can play violent video games. When organizing an informative speech using the cause-effect pattern, be careful not to advocate for a particular course of action.

Monroe’s Motivated Sequence

Monroe’s Motivated Sequence is a five-step organization pattern that attempts to persuade an audience by making a topic relevant, using positive and/or negative motivation, and including a call to action. The five steps are (1) attention, (2) need, (3) satisfaction, (4) visualization, and (5) action (Monroe & Ehninger, 1964).

You accomplish the attention step in the introduction to your speech. Whether your entire speech is organized using this pattern or not, any good speaker begins by getting the attention of the audience. We will discuss several strategies in Section 9 “Getting Your Audience’s Attention” for getting an audience’s attention. The next two steps set up a problem and solution.

After getting the audience’s attention you will want to establish the need step and that there is a need for your topic to be addressed. You will want to cite credible research that points out the seriousness or prevalence of an issue. In the attention and need steps, it is helpful to use supporting material that is relevant and proxemic to the audience.

Once you have set up the need for the problem to be addressed, you move on to the satisfaction step , where you present a solution to the problem. You may propose your own solution if it is informed by your research and reasonable. You may also propose a solution that you found in your research.

The visualization step is next and incorporates positive and/or negative motivation as a way to support the relationship you have set up between the need and your proposal to satisfy the need. You may ask your audience to visualize a world where things are better because they took your advice and addressed this problem. This capitalizes on positive motivation. You may also ask your audience to visualize a world where things are worse because they did not address the issue, which is a use of negative motivation. Now that you have hopefully persuaded your audience to believe the problem is worthy of addressing, proposed a solution, and asked them to visualize potential positive or negative consequences, you move to the action step.

The action step includes a call to action where you are saying, “Now that you see the seriousness of this problem, here’s what you can do about it.” The call to action should include concrete and specific steps an audience can take. Your goal should be to facilitate the call to action, making it easy for the audience to complete. Instead of asking them to contact their elected officials, you could start an online petition and make the link available to everyone. You could also bring the contact information for officials that represent that region so the audience does not have to look them up on their own. Although this organizing pattern is more complicated than the others are, it offers a proven structure that can help you organize your supporting materials and achieve your speech goals.

Incorporating Supporting Material

So far, you have learned several key steps in the speech creation process. Now you will begin to incorporate more specific information from your supporting materials into the body of your speech. You can place the central ideas that fit your organizational pattern at the beginning of each main point and then plug supporting material in as sub-points.

This information will also make up the content of your formal and speaking outlines. Remember that you want to include a variety of supporting material (examples, analogies, statistics, explanations, etc.) within your speech. The information that you include as sub-points helps back up the central idea that started the main point. Depending on the length of your speech and the depth of your research, you may also have sub-sub-points that back up the claim you are making in the sub-point. Each piece of supporting material you include eventually links back to the specific purpose and thesis statement. This approach to supporting your speech is systematic and organized and helps ensure that your content fits together logically and that your main points are clearly supported and balanced.

One of the key elements of academic and professional public speaking is verbally citing your supporting materials so your audience can evaluate your credibility and the credibility of your sources (James Madison University Communication Center, 2010). You should include citation information in three places: verbally in your speech, on any paper or electronic information (outline, PowerPoint), and on a separate reference sheet. Since much of the supporting material you incorporate into your speech comes directly from your research, it is important that you include relevant citation information as you plug this information into your main points. Do not wait to include citation information once you have drafted the body of your speech. At that point, it may be difficult to retrace your steps to locate the source of a specific sentence or statistic. As you paraphrase or quote your supporting material, work the citation information into the sentences; do not clump the information together at the end of a sentence, or try to cite more than one source at the end of a paragraph or main point. It is important that the audience hear the citations as you use the respective information so it is clear which supporting material matches up with which source.

Writing key bibliographic information into your speech will help ensure that you remember to verbally cite your sources and that your citations will be more natural and flowing and less likely to result in fluency hiccups. At minimum, you should include the author, date, and source in a verbal citation (James Madison University Communication Center, 2010). Sometimes more information is necessary. When citing a magazine, newspaper, or journal article, it is more important to include the source name than the title of the article, since the source name—for example, Newsweek —is what the audience needs to evaluate the speaker’s credibility. For a book, make sure to cite the title and indicate that the source is a book. When verbally citing information retrieved from a website, you do not want to try to recite a long and cumbersome URL in your speech. Most people do not even make it past the “www.” before they mess up. It is more relevant to audiences for speakers to report the sponsor/author of the site and the title of the web page, or section of the website, where they obtained their information.

When getting information from a website, it is best to use “official” organization websites or government websites. When you get information from an official site, make sure you state that in your citation to add to your credibility. For an interview, state when it took place, the name of the interviewee, their credentials. Advice for verbally citing sources and examples from specific types of sources follow:

Signposts on highways help drivers and passengers navigate places they are not familiar with and give us reminders and warnings about what to expect down the road (Amadeba, 2021). Signposts in speeches are statements that help audience members navigate the turns of your speech. There are several key signposts in your speech. In the order you will likely use them, they are preview statement, transition between introduction and body, transitions between main points, transition from body to conclusion, and review statement (see the table below for a review of the key signposts with examples). While the preview and review statements are in the introduction and conclusion, respectively, the other signposts are all transitions that help move between sections of your speech.

[table id=8 /]

There are also signposts that can be useful within sections of your speech. Words and phrases like Aside from and While are good ways to transition between thoughts within a main point or sub-point. Organizing signposts like First , Second , and Third can be used within a main point to help speaker and audience move through information (Amadeba, 2021). The preview in the introduction and review in the conclusion need not be the only such signposts in your speech. You can also include internal previews and internal reviews in your main points to help make the content more digestible or memorable.

In addition to well-written signposts, you want to have well-delivered signposts. Nonverbal signposts include pauses and changes in rate, pitch, or volume that help emphasize transitions within a speech. Here are some ways you can use nonverbal signposting: pause before and after your preview and review statements so they stand out, pause before and after your transitions between main points so they stand out, and slow your rate and lower your pitch on the closing line of your speech to provide closure.

We all know that first impressions matter. Research shows that students’ impressions of instructors on the first day of class persist throughout the semester (Laws, Apperson, Buchert, & Bregman, 2010). First impressions are quickly formed, sometimes spontaneous, and involve little to no cognitive effort. Despite the fact that first impressions are not formed with much conscious effort, they form the basis of inferences and judgments about a person’s personality (Lass-Hennemann, Kuehl, Schulz, Oitzl, & Schachinger, 2011). For example, the student who approaches the front of the class before their speech wearing sweatpants and a t-shirt, looks around blankly, and lets out a sigh before starting has not made a very good first impression. Even if the student is prepared for the speech and delivers it well, the audience has likely already associated what they observed with personality traits of the student (i.e., lazy, indifferent), and those associations now have staying power in the face of contrary evidence that comes later.

Your introduction is only a fraction of your speech, but in that first minute or so, your audience decides whether they are interested in listening to the rest of the speech. You should accomplish four objectives in your introduction. They include getting your audience’s attention, introducing your topic, establishing credibility and relevance, and previewing your main points.

Getting Your Audience’s Attention

Several strategies can get the attention of your audience. Although each can be effective on its own, combining these strategies is also an option. A speaker can get their audience’s attention negatively, so think carefully about your choice. The student who began his speech on Habitat for Humanity by banging on the table with a hammer definitely got his audience’s attention during his 8:00 a.m. class, but he also lost credibility in that moment because many in the audience probably saw him as a joker rather than a serious speaker. The student who started her persuasive speech against animal testing with a little tap dance number ended up stumbling through the first half of her speech when she was thrown off by the confused looks the audience gave her when she finished her “attention getter.” These cautionary tales point out the importance of choosing an attention getter that is appropriate, meaning that it’s unusual enough to get people interested—but not over the top—and relevant to your speech topic.

In one of my favorite episodes of the television show The Office , titled “Dwight’s Speech,” the boss, Michael Scott, takes the stage at a regional sales meeting for a very nervous Dwight, who has been called up to accept an award. In typical Michael Scott style, he attempts to win the crowd over with humor and fails miserably.

In general, when a speech is supposed to be professional or formal, as many in-class speeches are, humor is more likely to be seen as incongruous with the occasion. However, there are other situations where a humorous opening might fit perfectly (Ginger Leadership Communications, 2019). For example, a farewell speech to a longtime colleague could start with an inside joke. When considering humor, it is good to get feedback on your idea from a trusted source.

Cite a Startling Fact or Statistic

As you research your topic, take note of any information that defies your expectations or surprises you. If you have a strong reaction to something you learn, your audience may, too. When using a startling fact or statistic as an attention getter, it is important to get the most bang for your buck. You can do this by sharing more than one fact or statistic that builds up the audience’s interest (Ginger Leadership Communications, 2019).

When using numbers, it is also good to repeat and/or repackage the statistics so they stick in the audience’s mind, which you can see in the following example: “In 1994, sixteen states reported that 15–19 percent of their population was considered obese. Every other state reported obesity rates less than that. In 2010, no states reported obesity rates in that same category of 15–19 percent, because every single state had at least a 20 percent obesity rate. In just six years, we went rom no states with an obesity rate higher than 19 percent, to fifty. Currently, the national obesity rate for adults is nearly 34 percent. This dramatic rise in obesity is charted on the Center for Disease Control and Prevention’s website, and these rates are expected to continue to rise.”

The speaker could have just started by stating that nearly 34 percent of the US adult population was obese in 2011. However, statistics are not meaningful without context. So sharing how that number rose dramatically over six years helps the audience members see the trend and understand what the current number means. The fourth sentence repackages and summarizes the statistics mentioned in the first three sentences, which again sets up an interesting and informative contrast. Last, the speaker provides a verbal citation for the source of the statistic.

Use a Quotation

Some quotations are attention getting and some are boring. Some quotations are relevant and moving and some are abstract and stale. If you choose to open your speech with a quotation, choose one that is attention getting, relevant, and moving.

Just because a quote seems relevant to you does not mean the audience will also notice that relevance, so it is best to make that explicit right after you use and cite the quote. Also, evaluate the credibility of the source on which you found the quote. Many websites that make quotations available care more about selling pop-up ads than the accuracy of their information. Students who do not double-check the accuracy of the quote may end up attributing the quote to the wrong person or citing a made-up quote.

Ask a Question

Starting a speech with a question is a common attention getter, but in reality many of the questions that I have heard start a speech are not very attention getting. It is important to note that just because you use one of these strategies that does not make it automatically appealing to an audience. A question can be mundane and boring just like a statistic, quotation, or story can (Ginger Leadership Communications, 2019).

A rhetorical question is different from a direct question. When a speaker asks a direct question, they actually want a response from their audience. A rhetorical question will elicit a mental response from the audience, not a verbal or nonverbal one. In short, a rhetorical question makes an audience think. Asking a direct question of your audience is warranted only if the speaker plans to do something with the information they get from the audience.

A safer bet is to ask a rhetorical question that elicits only a mental response. A good rhetorical question can get the audience primed to think about the content of the speech. When asked as a series of questions (and combined with startling statistics or facts), this strategy can create suspense and hook an audience.

Tell a Story

When you tell a story, whether in the introduction to your speech or not, you should aim to paint word pictures in the minds of your audience members (Ginger Leadership Communications, 2019). You might tell a story from your own life or recount a story you found in your research. You may also use a hypothetical story, which has the advantage of allowing you to use your creativity and help place your audience in unusual situations that neither you nor they have actually experienced. When using a hypothetical story, you should let your audience know it is not real, and you should present a story to which the audience can relate. Speakers often let the audience know a story is not real by starting with the word imagine .

Introducing the Topic

Introducing the topic of your speech is the most obvious objective of an introduction, but speakers sometimes forget to do this or do not do it clearly. As the author of your speech, you may think that what you are talking about is obvious. Sometimes a speech topic does not become obvious until the middle of a speech. By that time, however, it is easy to lose an audience that was not clearly told the topic of the speech in the introduction. Introducing the topic is done before the preview of main points and serves as an introduction to the overall topic. The following are two ways a speaker could introduce the topic of childhood obesity: “Childhood obesity is a serious problem facing our country,” or “Today I’ll persuade you that childhood obesity is a problem that can no longer be ignored.”

Establishing Credibility and Relevance

The way you write and deliver your introduction makes an important first impression on your audience. However, you can also take a moment in your introduction to set up your credibility in relation to your speech topic. If you have training, expertise, or credentials (e.g., a degree, certificate, etc.) relevant to your topic, you can share that with your audience. It may also be appropriate to mention firsthand experience, previous classes you have taken, or even a personal interest related to your topic. For example, a student delivers a speech persuading the audience that the penalties for texting and driving should be stricter. In his introduction, he mentioned that his brother’s girlfriend was killed when a car driven by someone who was texting hit her. His personal story shared in the introduction added credibility to the overall speech.

Previewing Your Main Points

The preview of main points is usually the last sentence of your introduction and serves as a map of what is to come in the speech (Davis, 2021). The preview narrows your introduction of the topic down to the main ideas you will focus on in the speech. Your preview should be one sentence, should include wording that is parallel to the key wording of your main points in the body of your speech, and should preview your main points in the same order you discuss them in your speech. Make sure your wording is concise so your audience does not think there will be four points when there are only three. The following example previews the main points for a speech on childhood obesity: “Today I’ll convey the seriousness of the obesity epidemic among children by reviewing some of the causes of obesity, common health problems associated with it, and steps we can take to help ensure our children maintain a healthy weight.”

How you conclude a speech leaves an impression on your audience (Barnard, 2017). There are three important objectives to accomplish in your conclusion. They include summarizing the importance of your topic, reviewing your main points, and closing your speech.

Summarizing the Importance of Your Topic

After you transition from the body of your speech to the conclusion, you will summarize the importance of your topic (Abhishek, 2020). This is the “take-away” message, or another place where you can answer the “so what?” question. This can often be a rewording of your thesis statement. You could summarize the speech about childhood obesity by saying, “Whether you have children or not, childhood obesity is a national problem that needs to be addressed.”

Reviewing Your Main Points

Once you have summarized the overall importance of your speech, you review the main points (Abhishek, 2020). The review statement in the conclusion is very similar to the preview statement in your introduction. You do not have to use the exact same wording, but you still want to have recognizable parallelism that connects the key idea of each main point to the preview, review, and transitions. The review statement for the childhood obesity speech could be “In an effort to convince you of this, I cited statistics showing the rise of obesity, explained common health problems associated with obesity, and proposed steps that parents should take to ensure their children maintain a healthy weight.”

Closing Your Speech

Like the attention getter, your closing statement is an opportunity for you to exercise your creativity as a speaker (Abhishek, 2020). Many students have difficulty wrapping up the speech with a sense of closure and completeness. In terms of closure, a well-written and well-delivered closing line signals to your audience that your speech is over, which cues their applause. You should not have to put an artificial end to your speech by saying “thank you”, that is it, or that is all I have In terms of completeness, the closing line should relate to the overall speech and should provide some “take-away” message that may leave an audience thinking or propel them to action. A sample closing line could be “For your health, for our children’s health, and for our country’s health, we must take steps to address childhood obesity today.” You can also create what I call the “ribbon and bow” for your speech by referring back to the introduction in the closing of your speech. For example, you may finish an illustration or answer a rhetorical question you started in the introduction.

Although the conclusion is likely the shortest part of the speech, students should practice it often. Even a well-written conclusion can be ineffective if the delivery is not good. Conclusions often turn out bad because they are not practiced enough. If you only practice your speech starting from the beginning, you may not get to your conclusion very often because you stop to fix something in one of the main points, get interrupted, or run out of time. Once you have started your speech, anxiety may increase as you near the end and your brain becomes filled with thoughts of returning to your seat, so even a well-practiced conclusion can fall short. Practicing your conclusion by itself several times can help prevent this.

Think of your outline as a living document that grows and takes form throughout your speech-making process.  When you first draft your general purpose, specific purpose, and thesis statement, you could create a new document on your computer and plug those in, essentially starting your outline. As you review your research and distill the information down into separate central ideas that support your specific purpose and thesis, type those statements into the document. After choosing your organizational pattern and are ready to incorporate supporting material, you can quote and paraphrase your supporting material along with the bibliographic information needed for your verbal citations into the document. By this point, you have a good working outline, and you can easily cut and paste information to move it around and see how it fits into the main points, sub-points, and sub-sub-points (James Madison University Communication Center, n. d.). As your outline continues to take shape, you will want to follow established principles of outlining to ensure a quality speech.

The Formal Outline

The formal outline is a full-sentence outline that helps you prepare for your speech. It includes the introduction and conclusion, the main content of the body, key supporting materials, citation information written into the sentences in the outline, and a references page for your speech (Dlugan, 2008). The formal outline also includes a title, the general purpose, specific purpose, and thesis statement. It is important to note that an outline is different from a script. While a script contains everything that will be said, an outline includes the main content. Therefore, you should not include every word you are going to say on your outline. This allows you more freedom as a speaker to adapt to your audience during your speech. Students sometimes complain about having to outline speeches or papers, but it is  a skill that will help in other contexts. Being able to break a topic down into logical divisions and then connect the information together will help ensure that you can prepare for complicated tasks or that you are prepared for meetings or interviews.

Principles of Outlining

There are principles of outlining you can follow to make your outlining process more efficient and effective. Four principles of outlining are consistency, unity, coherence, and emphasis (DuBois, 1929). In terms of consistency, you should follow standard outlining format. In standard outlining format, you indicate main points by capital roman numerals, sub-points by capital letters, and sub-sub-points by Arabic numerals. You indicate further divisions by either lowercase letters or lowercase roman numerals.

The principle of unity means that each letter or number represents one idea. One concrete way to help reduce the amount of ideas you include per item is to limit each letter or number to one complete sentence. If you find that one sub-point has more than one idea, you can divide it into two sub-points. Limiting each component of your outline to one idea makes it easier to plug in supporting material and helps ensure that your speech is coherent.

Following the principle of unity should help your outline adhere to the principle of coherence, which states that there should be a logical and natural flow of ideas, with main points, sub-points, and sub-sub-points connecting to each other (Winans, 1917). Shorter phrases and keywords can make up the speaking outline, but you should write complete sentences throughout your formal outline to ensure coherence.

The principle of coherence can also be met by making sure that when dividing a main point or sub-point, you include at least two subdivisions. After all, it defies logic that you could divide anything into just one part. Therefore, if you have an A , you must have a B , and if you have a 1 , you must have a 2 . If you can easily think of one sub-point but are having difficulty identifying another one, that sub-point may not be robust enough to stand on its own.

The principle of emphasis states that the material included in your outline should be engaging and balanced. As you place supporting material into your outline, choose the information that will have the most impact on your audience. Choose information that is proxemic and relevant, meaning that it can be easily related to the audience’s lives because it matches their interests or ties into current events or the local area.

Remember primacy and recency discussed earlier and place the most engaging information first or last in a main point depending on what kind of effect you want to have (Morrison, Conway, & Chein, 2014). Also, make sure your information is balanced. The outline serves as a useful visual representation of the proportions of your speech. You can tell by the amount of space a main point, sub-point, or sub-sub-point takes up in relation to other points of the same level whether your speech is balanced. If one sub-point is a half a page, but a main point is only a quarter of a page, then you may want to consider making the sub-point a main point. Each part of your speech does not have to be equal. The first or last point may be more substantial than a middle point if you are following primacy or recency, but overall the speech should be relatively balanced.

The Speaking Outline

The formal outline is a full-sentence outline that helps as you prepare for your speech, and the speaking outline is a keyword and phrase outline that helps you deliver your speech. While the formal outline is important to ensure that your content is coherent and your ideas are balanced and expressed clearly, the speaking outline helps you get that information out to the audience. Make sure you budget time in your speech preparation to work on the speaking outline. Skimping on the speaking outline will show in your delivery.

You may convert your formal outline into a speaking outline using a computer program. You may also choose, or be asked to, create a speaking outline on note cards. Note cards are a good option when you want to have more freedom to gesture or know you will not have a lectern on which to place notes printed on full sheets of paper. In either case, this entails converting the full-sentence outline to a keyword or key-phrase outline. Speakers will need to find a balance between having too much or too little content on their speaking outlines. You want to have enough information to prevent fluency hiccups as you stop to retrieve information, but you do not want to have so much information that you read your speech, which lessens your eye contact and engagement with the audience.

Budgeting sufficient time to work on your speaking outline will allow you to practice your speech with different amounts of notes to find what works best for you. Since the introduction and conclusion are so important, it may be useful to include notes to ensure that you remember to accomplish all the objectives of each.

Aside from including important content on your speaking outline, you may want to include speaking cues. Speaking cues are reminders designed to help your delivery. You may write “(PAUSE)” before and after your preview statement to help you remember that important nonverbal signpost. You might also write “(MAKE EYE CONTACT)” as a reminder not to read unnecessarily from your cards. Overall, my advice is to make your speaking outline work for you. It is your last line of defense when you are in front of an audience, so you want it to help you, not hurt you.

Figure 8.1: Mandatory work meetings are an example of captive audiences. Rodeo Project Management Software. 2020. Unsplash license . https://unsplash.com/photos/ONe-snuCaqQ

Figure 8.2: Layers that make up our perception and knowledge. Kindred Grey. 2022. CC BY 4.0 .

Figure 8.3: Brainstorming and narrowing a topic. Kindred Grey. 2022. CC BY 4.0 .

Figure 8.4: If you get stuck in your research, ask a reference librarian! Tima Miroshnichenko. 2021. Pexels license . https://www.pexels.com/photo/an-elderly-woman-talking-to-a-student-9572566/

Figure 8.5: Whiteboards are a great way to interact with your audience. Bonneval Sebastien. 2019. Unsplash license . https://unsplash.com/photos/UIpFY1Umamw

Figure 8.6: Example of a sales spreadsheet. Kindred Grey. 2022. CC BY 4.0 .

Figure 8.7: Example of a pie chart. Kindred Grey. 2022. CC BY 4.0 .

Figure 8.8: Examples of a line graph (top) and a bar graph (bottom). Kindred Grey. 2022. CC BY 4.0 .

Figure 8.9: Example of a chronological pattern of events. Kindred Grey. 2022. CC BY 4.0 .

Figure 8.10: Before using humor in your speech, reflect on if it is the right occasion. Omar Lopez. 2017. Unsplash license . https://unsplash.com/photos/rwF_pJRWhAI

Section 8.1

Aristotle (2007). On rhetoric: A theory of civic discourse (G. A. Kennedy, Trans.) (2nd ed.). Oxford University Press. (Original work published ca. 367-322 BCE)

Dlugan, A. (2012, November 15). Audience analysis: A guide for speakers . http://sixminutes.dlugan.com/audience-analysis/

Goodwin, J. (2017, December 11). Writing a thesis statement for a speech . https://magoosh.com/pro-writing/writing-thesis-statement-for-a-speech/

James Madison University Communication Center. (2021). Developing a presentation . https://www.jmu.edu/commcenter/presentation-support/developing.shtml

James Madison University Writing Center. (2021). Choosing a topic . https://www.jmu.edu/uwc/link-library/writing-process/choosing-topic.shtml

Section 8.2

Beare, K. (2020, January 21). How to discuss hypothetical situations in English . https://www.thoughtco.com/how-to-discuss-hypothetical-situations-in-english-4177287

Beqiri, G. (2018, June 21). Using visual aids during a presentation or training session . https://virtualspeech.com/blog/visual-aids-presentation

Brigham Young University Library. (2021, July 15). Step-by-step guide & research rescue: Evaluating credibility . https://guides.lib.byu.edu/c.php?g=216340&p=1428399

Davis, B. (2020, August 16). What is the main value of using expert testimony in a speech? https://www.mvorganizing.org/what-is-the-main-value-of-using-expert-testimony-in-a-speech/#What_is_the_main_value_of_using_expert_testimony_in_a_speech

Gallo, C. (2017, January 31). Four easy tips on using video to make your presentation stand out . https://www.forbes.com/sites/carminegallo/2017/01/31/four-easy-tips-on-using-video-to-make-your-presentation-stand-out/?sh=74ce88146e3a

James Madison University Libraries. (2019, September 16). Primary, secondary, and tertiary sources: Definitions . https://guides.lib.jmu.edu/sources

James Madison University Libraries. (2021). Quick overview of JMU Libraries services & resources for fall 2021 . https://www.youtube.com/watch?v=b_nHy3rstl0

Matook, M. E. (2020). The impactful research appointment: Combating research anxiety and library stereotypes. The Reference Librarian , 61 (3-4), 185-198. https://doi.org/10.1080/02763877.2020.1837710

National WW II Museum. (n.d.). Guidelines for using primary sources in your classroom . https://www.nationalww2museum.org/sites/default/files/2017-07/using-primary-sources.pdf

Presentation Magazine. (2011, April 11). Top tips for using graphs and charts in your presentations . https://www.presentationmagazine.com/top-tips-for-using-graphs-and-charts-in-your-presentations-6686.htm

Rielly, T. (2020, May 12). The #1 rule for improving your presentation slides . https://masterclass.ted.com/blog/visual-presentations-series-less-is-more

Segar, G. (2016, September 12). Three types of relevant analogies to use in speeches . https://potentspeaking.com/relevant-analogies/

Section 8.3

Abhishek, K. G. (2020, November 16). How to end a speech: The best tips and examples . https://www.orai.com/blog/how-to-end-a-speech-the-best-tips-and-examples/

Amadeba, E. (2021, September 4). What is signposting in speech? https://www.acethepresentation.com/signposts-in-speech/

Barnard, D. (2017, November 6). Different ways to end a presentation or speech . https://virtualspeech.com/blog/different-ways-to-end-presentation-speech

Davis, B. (2021, April 30). What are the five organizational patterns? https://www.mvorganizing.org/what-are-the-five-organizational-patterns/

Davis, B. (2021, May 8). What is a preview statement example? https://www.mvorganizing.org/what-is-a-preview-statement-example/

Dlugan, A. (2008, February 29). Speech preparation #3: Don’t skip the speech outline . http://sixminutes.dlugan.com/speech-preparation-3-outline-examples/

DuBois, W. C. (1929). Essentials of public speaking . Prentice Hall.

Ginger Leadership Communications. (2019, December 13). How to start a speech with power and confidence . https://www.gingerleadershipcomms.com/article/how-to-start-a-speech-with-power-and-confidence

James Madison University Communication Center (n. d.). Creating an outline . https://www.jmu.edu/commcenter/_files/Outline-Tip-Poster.pdf

James Madison University Communication Center. (2010). Oral source citations . https://www.jmu.edu/commcenter/_files/Oral%20Citation%20Guide.pdf

Lass-Hennemann, J., Kuehl L. K., Schulz, A., Oitzl, M. S., & Schachinger, H. (2011). Stress strengthens memory of first impressions of others’ positive personality traits. PLoS ONE , 6 (1), e16389. https://doi.org/10.1371/journal.pone.0016389

Laws, E. L., Apperson, J. M., Buchert, S., & Bregman, N. J. (2010). Student evaluations of instruction: When are enduring first impressions formed? North American Journal of Psychology, 12 (1), 81–92.

LibreTexts. (2020, August 12). Patterns of organization and methods of development . https://human.libretexts.org/Bookshelves/Composition/Introductory_Composition/Book%3A_The_Word_on_College_Reading_and_Writing_(Babin_et_al.)/Part_2/08%3A_Drafting/8.07%3A_Patterns_of_Organization_and_Methods_of_Development

LibreTexts. (2021, February 20). Formulating a specific purpose statement . https://socialsci.libretexts.org/Bookshelves/Communication/Public_Speaking/Exploring_Public_Speaking_(Barton_and_Tucker)/04%3A_Selecting_Your_Approach_and_Main_Points/4.02%3A_Formulating_a_Specific_Purpose_Statement

Monroe, A. H., & Ehninger, D. (1964). Principles of speech (5th ed.). Scott, Foresman.

Morrison A., Conway, A., & Chein, J. (2014). Primacy and recency effects as indices of the focus of attention. Frontiers in Human Neuroscience , 8 (Article 6), 1-14. https://doi.org/10.3389/fnhum.2014.00006

Winans, J. A. (1917). Public speaking . Century.

Broad socio-cultural categories, such as age, gender, race, socioeconomic status, sexual orientation, education level, religion, ethnicity, and nationality used to segment a larger population

Consider the audience’s psychological dispositions towards the topic, the speaker and the occasion as well as how their attitudes, beliefs, and values inform those dispositions

When an audience sees you as competent, trustworthy, and engaging

People who are required to attend your presentations

People who have decided to come hear your speech

To inform, to persuade, or to entertain

Generating many potential topic ideas in a fast-paced and a non-judgmental manner

One-sentence statement that includes the objective you want to accomplish in your speech

One-Sentence Summary of the central idea of your speech

Information-retrieval experts

Magazines and journals that are published periodically

The author-supplied summary of the source

The most rigorous form of review, which takes several months to years and ensures that the information that is published has been vetted and approved by numerous experts on the subject

Sources written by people with firsthand experiences or by researchers/scholars who conducted original research

Compiled research by others in a condensed format

Cited case that is representative of a larger whole

Clarify ideas by providing information about what something is, why something is the way it is, or how something works or came to be

Numerical representations of information

A comparison of ideas, items, or circumstances

Quoted information from people with direct knowledge about a subject or situation

Help a speaker reinforce speech content visually, which helps amplify the speaker’s message

A “miniature speech” within your larger speech. Each will have a central idea, meet some part of your specific purpose, and include supporting material from your research that relates to your thesis

Similar wording among key organizing signposts and main points that helps structure a speech

Breaking a large idea or category into smaller ideas or subcategories

Presenting your best information first in order to make a positive impression and engage your audience early in your speech

Based on the idea that an audience will best remember the information they heard most recently

Speech structure based on time or sequence

Arranges main points based on their layout or proximity to each other

Presenting a problem and offering one or multiple solutions

Forming a relationship between ideas that shows a progression from origin to result

A five step organizational pattern to help persuade an audience. 1. Attention Step: Grab the audience’s attention in the introduction. 2. Need Step: Establish the reason that your topic needs to be addressed. Satisfaction Step: Present a solution to the problem that you are addressing. 4. Visualization Step: Incorporate a positive/negative motivation to support the relationship you have set up between the need and your proposal. 5. Action Step: Include a call to action that tells people what they can do about the situation.

Citing the sources you have obtained information from in your speech to prove your credibility to the audience

Statements that help audience members navigate the changes in a speech

Pauses and changes in rate, pitch, or volume that help to emphasize a transition in a speech

A question which will elicit a mental response from the audience, not a verbal or nonverbal one

A full-sentence outline that helps you prepare for your speech. It includes the introduction and conclusion, the main content of the body, key supporting materials, citation information written into the sentences in the outline, and a references page for your speech.

A keyword and phrase outline that helps you deliver your speech. The speaking outline helps you get that information out to the audience.

Communication in the Real World Copyright © by Faculty members in the School of Communication Studies, James Madison University is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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Speech Thesis Statement

In the realm of effective communication, crafting a well-structured and compelling speech thesis statement is paramount. A speech thesis serves as the bedrock upon which impactful oratory is built, encapsulating the core message, purpose, and direction of the discourse. This exploration delves into diverse speech thesis statement examples, offering insights into the art of formulating them. Moreover, it provides valuable tips to guide you in crafting speeches that resonate powerfully with your audience and leave a lasting impact.

What is a Speech Thesis Statement? – Definition

A speech thesis statement is a succinct and focused declaration that encapsulates the central argument, purpose, or message of a speech. It outlines the primary idea the speaker intends to convey to the audience, serving as a guide for the content and structure of the speech.

What is an Example of Speech Thesis Statement?

“In this speech, I will argue that implementing stricter gun control measures is essential for reducing gun-related violence and ensuring public safety. By examining statistical data, addressing common misconceptions, and advocating for comprehensive background checks, we can take meaningful steps toward a safer society.”

In this example, the speech’s main argument, key points (statistics, misconceptions, background checks), and the intended impact (safer society) are all succinctly conveyed in the thesis statement.

100 Speech Thesis Statement Examples

• “Today, I will convince you that renewable energy sources are the key to a sustainable and cleaner future.”
• “In this speech, I will explore the importance of mental health awareness and advocate for breaking the stigma surrounding it.”
• “My aim is to persuade you that adopting a plant-based diet contributes not only to personal health but also to environmental preservation.”
• “In this speech, I will discuss the benefits of exercise on cognitive function and share practical tips for integrating physical activity into our daily routines.”
• “Today, I’ll argue that access to quality education is a fundamental right for all, and I’ll present strategies to bridge the educational gap.”
• “My speech centers around the significance of arts education in fostering creativity, critical thinking, and overall cognitive development in students.”
• “Through this speech, I’ll shed light on the impact of plastic pollution on marine ecosystems and inspire actionable steps toward plastic reduction.”
• “My aim is to persuade you that stricter regulations on social media platforms are imperative to combat misinformation and protect user privacy.”
• “Today, I’ll discuss the importance of empathy in building strong interpersonal relationships and provide techniques to cultivate empathy in daily interactions.”
• “In this speech, I’ll present the case for implementing universal healthcare, emphasizing its benefits for both individual health and societal well-being.”
• “My speech highlights the urgency of addressing climate change and calls for international collaboration in reducing carbon emissions.”
• “I will argue that the arts play a crucial role in fostering cultural understanding, breaking down stereotypes, and promoting global harmony.”
• “Through this speech, I’ll advocate for the preservation of endangered species and offer strategies to contribute to wildlife conservation efforts.”
• “Today, I’ll discuss the power of effective time management in enhancing productivity and share practical techniques to prioritize tasks.”
• “My aim is to convince you that raising the minimum wage is vital to reducing income inequality and improving the overall quality of life.”
• “In this speech, I’ll explore the societal implications of automation and artificial intelligence and propose strategies for a smooth transition into the future.”
• “Through this speech, I’ll emphasize the significance of volunteering in community development and suggest ways to get involved in meaningful initiatives.”
• “I will argue that stricter regulations on fast food advertising are necessary to address the growing obesity epidemic among children and adolescents.”
• “Today, I’ll discuss the importance of financial literacy in personal empowerment and provide practical advice for making informed financial decisions.”
• “My speech focuses on the value of cultural diversity in enriching society, fostering understanding, and promoting a more inclusive world.”
• “In this speech, I’ll present the case for investing in renewable energy technologies to mitigate the adverse effects of climate change on future generations.”
• “I will argue that embracing failure as a stepping stone to success is crucial for personal growth and achieving one’s fullest potential.”
• “Through this speech, I’ll examine the impact of social media on mental health and offer strategies to maintain a healthy online presence.”
• “Today, I’ll emphasize the importance of effective communication skills in professional success and share tips for honing these skills.”
• “My aim is to persuade you that stricter gun control measures are essential to reduce gun-related violence and ensure public safety.”
• “In this speech, I’ll discuss the significance of cultural preservation and the role of heritage sites in maintaining the identity and history of communities.”
• “I will argue that promoting diversity and inclusion in the workplace leads to enhanced creativity, collaboration, and overall organizational success.”
• “Through this speech, I’ll explore the impact of social media on political engagement and discuss ways to critically evaluate online information sources.”
• “Today, I’ll present the case for investing in public transportation infrastructure to alleviate traffic congestion, reduce pollution, and enhance urban mobility.”
• “My aim is to persuade you that implementing mindfulness practices in schools can improve students’ focus, emotional well-being, and overall academic performance.”
• “In this speech, I’ll discuss the importance of supporting local businesses for economic growth, community vibrancy, and sustainable development.”
• “I will argue that fostering emotional intelligence in children equips them with crucial skills for interpersonal relationships, empathy, and conflict resolution.”
• “Through this speech, I’ll emphasize the need for comprehensive sex education that addresses consent, healthy relationships, and informed decision-making.”
• “Today, I’ll explore the benefits of embracing a minimalist lifestyle for mental clarity, reduced stress, and a more mindful and sustainable way of living.”
• “My aim is to persuade you that sustainable farming practices are essential for preserving ecosystems, ensuring food security, and mitigating climate change.”
• “In this speech, I’ll discuss the importance of civic engagement in democracy and provide strategies for individuals to get involved in their communities.”
• “I will argue that investing in early childhood education not only benefits individual children but also contributes to a stronger and more prosperous society.”
• “Through this speech, I’ll examine the impact of social media on body image dissatisfaction and offer strategies to promote body positivity and self-acceptance.”
• “Today, I’ll present the case for stricter regulations on e-cigarette marketing and sales to curb youth vaping and protect public health.”
• “My aim is to persuade you that exploring nature and spending time outdoors is essential for mental and physical well-being in our technology-driven world.”
• “In this speech, I’ll discuss the implications of automation on employment and suggest strategies for reskilling and preparing for the future of work.”
• “I will argue that embracing failure as a valuable learning experience fosters resilience, innovation, and personal growth, leading to ultimate success.”
• “Through this speech, I’ll emphasize the significance of media literacy in discerning credible information from fake news and ensuring informed decision-making.”
• “Today, I’ll explore the benefits of implementing universal healthcare, focusing on improved access to medical services and enhanced public health outcomes.”
• “My aim is to persuade you that embracing sustainable travel practices can minimize the environmental impact of tourism and promote cultural exchange.”
• “In this speech, I’ll present the case for criminal justice reform, highlighting the importance of alternatives to incarceration for nonviolent offenders.”
• “I will argue that instilling a growth mindset in students enhances their motivation, learning abilities, and willingness to face challenges.”
• “Through this speech, I’ll discuss the implications of artificial intelligence on the job market and propose strategies for adapting to automation-driven changes.”
• “Today, I’ll emphasize the importance of digital privacy awareness and provide practical tips to safeguard personal information online.”
• “My aim is to persuade you that investing in renewable energy sources is crucial not only for environmental sustainability but also for economic growth.”
• “In this speech, I’ll discuss the significance of cultural preservation and the role of heritage sites in maintaining a sense of identity and history.”
• “I will argue that promoting diversity and inclusion in the workplace leads to improved creativity, collaboration, and overall organizational performance.”
• “Through this speech, I’ll explore the impact of social media on political engagement and offer strategies to critically assess online information.”
• “Today, I’ll present the case for investing in public transportation to alleviate traffic congestion, reduce emissions, and enhance urban mobility.”
• “My aim is to persuade you that implementing mindfulness practices in schools can enhance students’ focus, emotional well-being, and academic achievement.”
• “In this speech, I’ll discuss the importance of supporting local businesses for economic growth, community vitality, and sustainable development.”
• “I will argue that fostering emotional intelligence in children equips them with essential skills for healthy relationships, empathy, and conflict resolution.”
• “Through this speech, I’ll emphasize the need for comprehensive sex education that includes consent, healthy relationships, and informed decision-making.”
• “My aim is to persuade you that sustainable farming practices are vital for preserving ecosystems, ensuring food security, and combating climate change.”
• “In this speech, I’ll discuss the importance of civic engagement in democracy and provide strategies for individuals to actively participate in their communities.”
• “I will argue that investing in early childhood education benefits not only individual children but also contributes to a stronger and more prosperous society.”
• “Through this speech, I’ll examine the impact of social media on body image dissatisfaction and suggest strategies to promote body positivity and self-acceptance.”
• “Today, I’ll present the case for stricter regulations on e-cigarette marketing and sales to combat youth vaping and protect public health.”
• “My aim is to persuade you that connecting with nature and spending time outdoors is essential for mental and physical well-being in our technology-driven world.”
• “In this speech, I’ll discuss the implications of automation on employment and suggest strategies for reskilling and adapting to the changing job landscape.”
• “I will argue that embracing failure as a valuable learning experience fosters resilience, innovation, and personal growth, ultimately leading to success.”
• “Through this speech, I’ll emphasize the significance of media literacy in discerning credible information from fake news and making informed decisions.”
• “Today, I’ll explore the benefits of implementing universal healthcare, focusing on improved access to medical services and better public health outcomes.”
• “My aim is to persuade you that adopting sustainable travel practices can minimize the environmental impact of tourism and promote cultural exchange.”
• “I will argue that instilling a growth mindset in students enhances their motivation, learning abilities, and readiness to tackle challenges.”
• “Through this speech, I’ll discuss the implications of artificial intelligence on the job market and propose strategies for adapting to the changing landscape.”
• “Today, I’ll emphasize the importance of digital privacy awareness and provide practical tips to safeguard personal information in the online world.”
• “My aim is to persuade you that investing in renewable energy sources is essential for both environmental sustainability and economic growth.”
• “In this speech, I’ll discuss the transformative power of art therapy in promoting mental well-being and share real-life success stories.”
• “I will argue that promoting gender equality not only empowers women but also contributes to economic growth and social progress.”
• “Through this speech, I’ll explore the impact of technology on interpersonal relationships and offer strategies to maintain meaningful connections.”
• “Today, I’ll present the case for sustainable fashion choices, emphasizing their positive effects on the environment and ethical manufacturing practices.”
• “My aim is to persuade you that investing in early childhood education is an investment in the future, leading to a more educated and equitable society.”
• “In this speech, I’ll discuss the significance of community service in building strong communities and share personal stories of volunteering experiences.”
• “I will argue that fostering emotional intelligence in children lays the foundation for a harmonious and empathetic society.”
• “Through this speech, I’ll emphasize the importance of teaching critical thinking skills in education and how they empower individuals to navigate a complex world.”
• “Today, I’ll explore the benefits of embracing a growth mindset in personal and professional development, leading to continuous learning and improvement.”
• “My aim is to persuade you that conscious consumerism can drive positive change in industries by supporting ethical practices and environmentally friendly products.”
• “In this speech, I’ll present the case for renewable energy as a solution to energy security, reduced carbon emissions, and a cleaner environment.”
• “I will argue that investing in mental health support systems is essential for the well-being of individuals and society as a whole.”
• “Through this speech, I’ll discuss the role of music therapy in enhancing mental health and promoting emotional expression and healing.”
• “Today, I’ll emphasize the importance of embracing cultural diversity to foster global understanding, harmony, and peaceful coexistence.”
• “My aim is to persuade you that incorporating mindfulness practices into daily routines can lead to reduced stress and increased overall well-being.”
• “In this speech, I’ll discuss the implications of genetic engineering and gene editing technologies on ethical considerations and future generations.”
• “I will argue that investing in renewable energy infrastructure not only mitigates climate change but also generates job opportunities and economic growth.”
• “Through this speech, I’ll explore the impact of social media on political polarization and offer strategies for promoting constructive online discourse.”
• “Today, I’ll present the case for embracing experiential learning in education, focusing on hands-on experiences that enhance comprehension and retention.”
• “My aim is to persuade you that practicing gratitude can lead to improved mental health, increased happiness, and a more positive outlook on life.”
• “In this speech, I’ll discuss the importance of teaching financial literacy in schools to equip students with essential money management skills.”
• “I will argue that promoting sustainable agriculture practices is essential to ensure food security, protect ecosystems, and combat climate change.”
• “Through this speech, I’ll emphasize the need for greater awareness of mental health issues in society and the importance of reducing stigma.”
• “Today, I’ll explore the benefits of incorporating arts and creativity into STEM education to foster innovation, critical thinking, and problem-solving.”
• “My aim is to persuade you that practicing mindfulness and meditation can lead to improved focus, reduced anxiety, and enhanced overall well-being.”

Speech Thesis Statement for Introduction

Introductions set the tone for impactful speeches. These thesis statements encapsulate the essence of opening remarks, laying the foundation for engaging discourse.

• “Welcome to an exploration of the power of storytelling and its ability to bridge cultures and foster understanding across diverse backgrounds.”
• “In this introductory speech, we delve into the realm of artificial intelligence, examining its potential to reshape industries and redefine human capabilities.”
• “Join us as we navigate the fascinating world of space exploration and the role of technological advancements in uncovering the mysteries of the universe.”
• “Through this speech, we embark on a journey through history, highlighting pivotal moments that have shaped civilizations and continue to inspire change.”
• “Today, we embark on a discussion about the significance of empathy in our interactions, exploring how it can enrich our connections and drive positive change.”
• “In this opening address, we dive into the realm of sustainable living, exploring practical steps to reduce our environmental footprint and promote eco-consciousness.”
• “Join us as we explore the evolution of communication, from ancient symbols to modern technology, and its impact on how we connect and convey ideas.”
• “Welcome to an exploration of the intricate relationship between art and emotion, uncovering how artistic expression transcends language barriers and unites humanity.”
• “In this opening statement, we examine the changing landscape of work and career, discussing strategies to navigate career transitions and embrace lifelong learning.”
• “Today, we delve into the concept of resilience and its role in facing adversity, offering insights into how resilience can empower us to overcome challenges.”

Speech Thesis Statement for Graduation

Graduation speeches mark significant milestones. These thesis statements encapsulate the achievements, aspirations, and challenges faced by graduates as they move forward.

• “As we stand on the threshold of a new chapter, let’s reflect on our journey, celebrate our achievements, and embrace the uncertainties that lie ahead.”
• “In this graduation address, we celebrate not only our academic accomplishments but also the personal growth, resilience, and friendships that have enriched our years here.”
• “As we step into the world beyond academia, let’s remember that learning is a lifelong journey, and the skills we’ve honed will propel us toward success.”
• “Today, we bid farewell to the familiar and embrace the unknown, armed with the knowledge that every challenge we face is an opportunity for growth.”
• “In this commencement speech, we acknowledge the collective accomplishments of our class and embrace the responsibility to contribute positively to the world.”
• “As we graduate, let’s carry with us the values instilled by our education, applying them not only in our careers but also in shaping a more just and compassionate society.”
• “Join me in celebrating the diversity of talents and perspectives that define our graduating class, and let’s channel our unique strengths to make a meaningful impact.”
• “Today, we honor the culmination of our academic pursuits and embrace the journey of continuous learning that will shape our personal and professional paths.”
• “In this graduation address, we acknowledge the support of our families, educators, and peers, recognizing that our successes are a testament to shared effort.”
• “As we don our caps and gowns, let’s remember that our education equips us not only with knowledge but also with the power to effect positive change in the world.”

Speech Thesis Statement For Acceptance

Acceptance speeches express gratitude and acknowledge achievements. These thesis statements capture the essence of acknowledgment, appreciation, and commitment.

• “I am humbled and honored by this recognition, and I pledge to use this platform to amplify the voices of the marginalized and work toward equity.”
• “As I accept this award, I express my gratitude to those who believed in my potential, and I commit to using my skills to contribute meaningfully to our community.”
• “Receiving this honor is a testament to the collaborative efforts that make achievements possible. I am dedicated to sharing this success with those who supported me.”
• “Accepting this award, I am reminded of the responsibility that accompanies it. I vow to continue striving for excellence and inspiring those around me.”
• “As I receive this recognition, I extend my deepest appreciation to my mentors, colleagues, and family, and I promise to pay it forward by mentoring the next generation.”
• “Accepting this accolade, I recognize that success is a team effort. I commit to fostering a culture of collaboration and innovation in all my endeavors.”
• “Receiving this honor, I am reminded of the privilege I have to effect change. I dedicate myself to leveraging this platform for the betterment of society.”
• “Accepting this award, I am grateful for the opportunities that have shaped my journey. I am committed to using my influence to uplift others and drive positive change.”
• “As I stand here, I am deeply moved by this recognition. I pledge to use this honor as a catalyst for making a meaningful impact on the lives of those I encounter.”
• “Accepting this distinction, I embrace the responsibility it brings. I promise to uphold the values that guided me to this moment and channel my efforts toward progress.”

Speech Thesis Statement in Extemporaneous

Extemporaneous speeches require quick thinking and concise communication. These thesis statements capture the essence of on-the-spot analysis and delivery.

• “On the topic of technological disruption, we explore its effects on job markets, emphasizing the importance of upskilling for the workforce’s evolving demands.”
• “In this impromptu speech, we dissect the complexities of global climate agreements, assessing their impact on environmental sustainability and international cooperation.”
• “Addressing the issue of cyberbullying, we examine its psychological consequences, potential legal remedies, and strategies to create safer online spaces.”
• “Discussing the merits of universal basic income, we weigh its potential to alleviate poverty, stimulate economic growth, and reshape the social safety net.”
• “As we delve into the debate on genetically modified organisms, we consider the benefits of increased crop yields, while also evaluating environmental and health concerns.”
• “On the topic of urbanization, we analyze its benefits in fostering economic growth and cultural exchange, while addressing challenges of infrastructure and inequality.”
• “Delving into the controversy surrounding artificial intelligence, we explore its transformative potential in various sectors, touching on ethical considerations and fears of job displacement.”
• “In this impromptu speech, we examine the impact of social media on political discourse, highlighting the role of echo chambers and the need for critical thinking.”
• “Addressing the issue of mental health stigma, we discuss the societal barriers that prevent seeking help, while advocating for open conversations and destigmatization.”
• “Discussing the concept of ethical consumerism, we weigh the impact of consumer choices on industries, environment, and labor rights, emphasizing the power of informed purchasing.”

Speech Thesis Statement in Argumentative Essay

Argumentative speeches present clear stances on contentious topics. These thesis statements assert positions while indicating the direction of the ensuing debate.

• “In this argumentative speech, we assert that mandatory voting fosters civic participation and strengthens democracy by ensuring diverse voices are heard.”
• “Advocating for stricter gun control, we contend that regulations on firearm access are vital for public safety, reducing gun violence, and preventing tragedies.”
• “Arguing for the benefits of school uniforms, we posit that uniforms promote a focused learning environment, reduce socioeconomic disparities, and enhance school spirit.”
• “In this persuasive speech, we assert that capital punishment should be abolished due to its potential for wrongful executions, lack of deterrence, and ethical concerns.”
• “Taking a stand against standardized testing, we argue that these assessments stifle creativity, promote rote learning, and fail to measure true intellectual potential.”
• “Defending the benefits of renewable energy, we assert that transitioning to sustainable sources will mitigate climate change, create jobs, and reduce dependence on fossil fuels.”
• “Addressing the merits of open borders, we contend that welcoming immigrants bolsters cultural diversity, contributes to economic growth, and upholds humanitarian values.”
• “In this persuasive speech, we argue against the use of animal testing, asserting that modern alternatives exist to ensure scientific progress without unnecessary suffering.”
• “Advocating for comprehensive sex education, we assert that teaching about contraception, consent, and healthy relationships equips students to make informed choices.”
• “Arguing for universal healthcare, we posit that accessible medical services are a basic human right, contributing to improved public health, reduced disparities, and economic stability.”

These examples offer a range of thesis statements for various types of speeches, catering to different contexts and styles of presentation. Tailor them to fit your specific needs and adjust the content as necessary to create impactful speeches.

Is There a Thesis Statement in a Speech?

Yes, a thesis statement is an essential component of a speech. Just like in written essays, a thesis statement in a speech serves as the central point or main idea that the speaker wants to convey to the audience. It provides focus, direction, and a preview of the content that will follow in the speech. A well-crafted thesis statement helps the audience understand the purpose of the speech and what they can expect to learn or gain from listening.

What is the Thesis Structure of a Speech?

The structure of a thesis statement in a speech is similar to that of a thesis statement in an essay, but it’s adapted for the spoken format. A speech thesis generally consists of:

• Topic: Clearly state the topic or subject of your speech. This provides the context for your thesis and gives the audience an idea of the subject matter.
• Main Idea or Argument: Present the main point you want to make or the central argument you’ll be discussing in your speech. This should be a concise and focused statement that encapsulates the essence of your message.
• Supporting Points: Optionally, you can include a brief overview of the main supporting points or arguments that you’ll elaborate on in the body of your speech. This gives the audience an outline of what to expect.

How Do You Write a Speech Thesis Statement? – Step by Step Guide

• Choose Your Topic: Select a topic that is relevant to your audience and aligns with the purpose of your speech.
• Identify Your Main Message: Determine the central message or argument you want to convey. What is the key takeaway you want your audience to remember?
• Craft a Concise Statement: Write a clear and concise sentence that captures the essence of your main message. Make sure it’s specific and avoids vague language.
• Consider Your Audience: Tailor your thesis statement to your audience’s level of understanding and interests. Use language that resonates with them.
• Review and Refine: Read your thesis statement aloud to ensure it sounds natural and engaging. Refine it as needed to make it compelling.

Tips for Writing a Speech Thesis Statement

• Be Specific: A strong thesis statement is specific and focused. Avoid vague or general statements.
• Avoid Jargon: Use language that your audience can easily understand, avoiding complex jargon or technical terms unless you explain them.
• One Main Idea: Stick to one main idea or argument. Multiple ideas can confuse your audience.
• Preview Supporting Points: If applicable, briefly preview the main supporting points you’ll cover in your speech.
• Reflect the Purpose: Your thesis should reflect the purpose of your speech—whether it’s to inform, persuade, entertain, or inspire.
• Keep It Concise: A thesis statement is not a paragraph. Keep it to a single sentence that encapsulates your message.
• Practice Pronunciation: If your thesis statement includes challenging words or terms, practice pronouncing them clearly.
• Test for Clarity: Ask someone to listen to your thesis statement and summarize what they understood from it. This can help you gauge its clarity.
• Revise as Necessary: Don’t be afraid to revise your thesis statement as you refine your speech. It’s important that it accurately represents your content.
• Capture Interest: Craft your thesis statement in a way that captures the audience’s interest and curiosity, encouraging them to listen attentively.

Remember, the thesis statement sets the tone for your entire speech. It should be well-crafted, engaging, and reflective of the main message you want to communicate to your audience.

Speech Thesis Statement Generator

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