10.4: The Body Section of a Speech

After doing an audience analysis, selecting a topic considering the audience’s needs and interests, and creating the thesis, we need to develop the body of the speech. The body is the largest component of a speech, about 85 percent, and where we specifically do what the thesis says. In the body, the speaker gives the information or arguments necessary to fulfill the intention of the thesis.

“Writing” the Body of a Speech

When a student says, “I’m going to write my speech,” we cringe. The way we use language is different when spoken versus when written. Inevitably, if a student sits down to write a speech, they will slip into a written style of language, like they are writing a paper for class. However, when this written speech is presented orally, it will sound dull, awkward, and artificial; it will sound like someone reading a paper for class. Instead, we develop or create speeches. We work from outlines to plan the flow of ideas and keep the oral language style. Avoid writing out any more than necessary to keep the speech in a conversational style.

Most commonly, speeches are broken into 2-4 main points. The main points are the major subdivisions of the thesis. Having too many main points can be overwhelming to the audience; fewer main points are more manageable for the speaker and the listener. Imagine hearing a speaker say, “Today I want to review 14 types of financial aid.” Chances are most audience members would feel a sense of dread over how long they assume the speech will be. If, however, that speaker groups those 14 types into 4, saying “Today I want to review four categories of financial aid,” most would find the thesis far less overwhelming.

Coordination and Subordination

The main points have two key issues. First, the main points are coordinate with each other, meaning that they are of equal importance, justifying them being set off as separate points. Second, each main point is part of the thesis, and once they are addressed, they fulfill the thesis. The main points are subordinate to the thesis, meaning that they fit within it and are part of it.

Organizing the Main Points

When developing the speech, a crucial step is to decide the order in which to present the main points. Speakers need to remember although they will have a thorough understanding of the content, they need to stop and think about what will work well with the given audience. Just because the speaker is well versed in the information does not mean the audience will understand it clearly, unless the speaker presents it in a well-planned structure based on the audience’s needs.

Clear organization is important for three reasons:

• It makes the information much more memorable for the audience. To remember information, we need it organized, and it is up to the speaker to provide the organization.
• It reduces the chance of the audience getting lost or confused. Once they are lost, it is extremely hard to get the audience back on track. Creating confusion is easy; reducing confusion is difficult.
• A well-organized speech is easier for the speaker to better recall the order of the ideas to be presented.

In ordering the main points, use a logical idea development pathway. The speaker considers which order of presentation will be most effective with the audience in leading them to an understanding of the material. There are no concrete rules about what does/does not work because it depends on the topic and audience, but there are some common ways to do this:

Both Informative and Persuasive Speeches

• Organize the speech topically. Divide the speech into major subtopics and order them in a logical pattern. Start from specific and go broad or start broad and move to specifics. For example, to inform about a disease, you would start with background information, then on to the symptoms of the disease, and then look at the techniques for treatment. With persuasive speeches, each main point would be a reason the speaker’s thesis is correct. For example, if you were proving that a law should be enacted/enforced/repealed, each main point would be a unique reason for why this should happen.
• Organize the speech with the cause/effect format. For speeches attempting to show two things are linked causally, tell us about the causes and the impacts of those causes. For an informative speech example, a speaker could inform an audience on how caffeine affects memory by discussing how caffeine works chemically and then how it interacts with the body. For a persuasive speech, the speaker could use the same structure to persuade the audience that artificial sweetener is bad for a person by talking about how it works and the effects on the body.

Informative Speeches Only

• Organize the speech chronologically. For a process speech, take us through it in time order, e.g., first step, second step, etc. Obviously, this works for any historically based informative speeches.
• Organize the speech spatially. In describing a place or an object, take us through it by its location or structure, i.e. breaking up the space that it inhabits. For example, if describing vacation opportunities in Minnesota, dividing the state into southern, central, and northern Minnesota provides structure to the information.

Persuasive Speeches Only

• Organize the speech with the problem/solution format. Using only two main points, show us the problem being addressed, and then lay out the solution that is being used or advocated. For example, if a student wants to argue that college textbook prices are too high, they might first explain why they are expensive, then offer an alternative to using traditional bookstore texts.
• Organize the speech with the problem/cause/solution format. Using three main points, show us the problem being addressed, then prove what causes or caused the problem, and then lay out the solution(s) to stop the causes. For example, if you had the problem of childhood obesity, you would show the intensity of the problem, prove the causes of obesity (like a lack of activity or improper diet), then you would provide solutions to counteract the causes (like fun physical activities or nutritious food substitutes).
• Organize the speech with Monroe’s Motivated Sequence. This is an organizational pattern that attempts to convince the audience to respond to a need that is delineated in the speech. Five separate steps characterize the Motivated Sequence organization style:
  • The “Attention” step should get the audience’s attention as well as describe your goals and preview the speech. (This is technically not a “main point,” but the introduction section of the speech.)
  • The “Need” step should provide a description of the “problem” as well as the consequences that may result if the problem goes unresolved. In this step, the speaker should also alert audience members to their role in mitigating the issue. (This would be considered the first main point.)
  • The “Satisfaction” step is used to outline your “solutions” to the problems you have previously outlined as well as deal with any objections that may arise. (This would be considered the second main point.)
  • In the “Visualization” step, audience members are asked to imagine what will happen if your solutions are implemented and what will happen if they do not come to fruition. Visualizations should be rich with detail. (This would be considered the third main point.)
  • The “Call to Action” appeal step should be used to make a direct appeal for action. In this step, you should describe precisely how the audience should react to your speech and how they should carry out these actions. (This last step is included in the conclusion section of your speech.)

Regardless of how the speaker orders the main point, the goal is always the same, moving the audience along an idea development pathway that is logical, easy to follow, and enhances memory value and understanding.

The Substructure

The substructure of the speech is the content included within each main point. The substructure contains the actual information, data, and arguments the speaker wishes to communicate to the audience. Within the substructure, the speaker must continue to determine the best order for items to be presented so the speaker and the audience can follow the development of ideas. This is the core of the speech. How to use evidence and sources will be addressed in a later section.

Incorporating Transitions

Transitions are a vital component of any good speech. Their role is to verbally move the audience from point to point, keep the audience on track, and clearly lead the audience through the organization. It is important to have the audience on track from the start and to keep them on track. If a reader gets lost, they can simply go back and re-read, but in speaking, if the audience gets lost, it can be extremely hard to get them back on track.

In public speaking, we like to use signpost transitions which are blatant transitions, such as “My second point is….” We are far less subtle in speaking than in writing.

There are five types of transitions we use in speaking:

“Today I will be telling you about some other forms of financial aid. I’ll be looking at special scholarships, work reimbursement programs, and grants designed for individuals in exceptional cases.”

Note the thesis and the brief reference to the three main points. Another version of a preview is incorporated directly into the thesis. For example,

“Today I will tell you about three forms of financial aid you probably have not considered.”

Although not as detailed as the first example, it does let the audience know there are three main points to be covered. Regardless of which type is used, a key to a good preview is that it is not overdone, and merely mentions what is coming up. Do not over-preview.

• Thesis/Preview: This is a special transition used immediately after the thesis to preview the main points. Each point is briefly mentioned to let the audience know what is coming.
• Single Words/Phrases: These are general transition terms used throughout the speech but in the substructure. These include terms and phrases such as “also,” “in addition to,” “furthermore,” “another,” and so on.
• Numerical Terms: Numbering is a common and effective way to aid an audience in keeping track of a series of points. Terms such as “first,” “second,” and “third,” can be highly effective in clearly identifying major points. The major danger with these is their overuse. If a speaker uses numerical terms as transitions between main points, then uses them again in the substructure, the audience is likely to get confused.

“One type of alternative financial aid is special scholarships.”
“Another type of alternative financial aid is work reimbursement.”
“Another type of alternative financial aid is special grants.”

When heard back-to-back, they seem redundant. There will be several substructure sentences between the main point statements, so when they appear, they jump out as main point markers.

• Parallel Structure: This previous example is also considered parallel structure and is typically used for main point transitions. The main point statements are worded very similarly. Once the audience hears these similarly worded statements, they know they are moving into a new topic.
• Summary/Preview: Summary/Preview transitions are an excellent choice for moving between main points. When you are leaving one main point to go to the next point, the speaker says one sentence in which the first half summarizes what was just covered, and the second half previews what is coming up. For example, “Now that we have looked at special scholarships, we can move on and consider reimbursements you can get from your workplace.” This is a very distinct, clean, and effective transition. Also, by stating the focus of the next main point, the speaker can now move directly into the sub-structure of the main point.