SAMPLE DEMONSTRATION SPEECH TOPICS

							SAMPLE DEMONSTRATION SPEECH TOPICS (Just some Ideas) HOW TO MAKE, REPAIR OR DO…….. 1. Bartending 2. Fruit Salad 3. Take Blood Pressure 4. Balloon Animals 5. Dancing 6. Wine Serving 7. Cooking recipes 8. Scrapbooking 9. Transplanting Plants 10. Sign Language 11. Guitar Playing 12. Put a grip on a tennis racket 13. Treat a rattlesnake bite 14. Wax a Snowboard 15. Manicure 16. First Aid 17. Apply Cosmetics 18. Napkin Folding 19. Pack for a Vacation 20. Transfer your Videos to DVD 21. Aerobics or exercising 22. Remove Stains 23. Homemade Gift Wrapping 24. Karate or Martial Arts 25. Make Christmas Ornaments 26. Modeling 27. Bird Grooming 28. Gift Baskets 29. Magnets 30. Fishing Set-Ups 31. Cleaning Musical Instruments 32. Golfing 33. Setting up an Aquarium 34. Furniture refinishing 35. Bird Calling 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. Pizza French Toast Pillows Floating Candles Chili Dogs Juggle Baseball Backpacking Homemade Candles Treat a Pepper Spray Victim Prevent Hiccups Sew Flower Pens Re-grip Golf Clubs Origami

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THE DEMONSTRATION SPEECH ASSIGNMENT 1. Purpose: To demonstrate something to your audience by making, doing, or repairing something. You will not simply inform us about something, but rather show us the entire process by actually doing it. 2. Developmental Skill: To gain experience speaking before a group, utilizing the correct outline format, supporting the main steps through demonstration, description, and explanation. In addition, provide specific reasons for doing something the way you do it. 3. Time: 4-6 minutes. Four point deduction for every thirty seconds short or over. 4. Grading: 100 total possible points. (Presentation-60 points, outline-30 points, visual aids-10 points) 5. Presentation: You may bring note cards up with you. These note cards are called a key word outline. In other words, as opposed to having your full sentence outline, you utilize only key words to help jog your memory. The key word outline should be made after practicing your speech so that you know where you may need to jog your memory during the course of the speech. Your key word outline will should also be derived from your full sentence outline to keep symmetry between the two. Do not use a full sentence outline while speaking since it is difficult to locate what you need and the tendency is to read up there instead of talk to us. Certain things can be written out for accuracy such as quotations, definitions and your introduction and conclusion. 6. Outline: A complete sentence outline that is typed is required to be turned into the instructor before you speak. Organization and completeness are essential

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aspects of the outline and are what the grading is based on for the outline. Examples of outlines follow. 7. Visual Aids: Visuals are usually inherent to the demonstration speech. In order for you to make, do, or repair something, you need to have the object that you are demonstrating. So for the most part, ingredients, materials, models, or even you make up the visual aids. If you would like to enhance your speech with an additional visual such as a poster board etc. with directions, recipes, etc. that would be helpful. Just remember to follow the dos and don’ts that we cover in class. 8. Other Stuff: Remember that you are the expert or authority on your topic. Your audience may have no idea, some idea, or even by highly aware of your topic, so make sure to be as clear as possible so the audience can follow the presentation easily. Principles that will help the flow of your speech include organization method (usually chronological for demonstration speeches), vocal variety, transition statements, good directions and explanations, and a pleasant, friendly, and lively delivery so that listeners will be receptive to you and your message. When you are excited about what you are talking about, your listeners will be too.

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OUTLINE TO DEMONSTRATE OR INFORM I. Introduction A. Attention-getter gains and captures the attention of your audience. This is a very important component of your speech as it is your opportunity to draw them in with something “catchy” yet pertinent and appropriate to your topic. Some different examples of attention getters include a story, quotation, illustration, a question etc. It is the first thing that you say. B. Thesis Statement is where you simply state your topic. In one brief sentence tell your audience the purpose of focus of the speech. For example: Today I am going to show you how to effectively pack for your next vacation. C. Fairhearing or Significance is why it is important for your audience to listen to you. What do you have to offer your audience? Some people may not have an immediate interest in your topic, so you need to tap in to some ways that you can appeal to them. How will this speech benefit them? One way of doing this is by appealing to their basic needs or any other of Maslow’s hierarchy of needs that we will discuss in detail. At this point of your speech you should also be sure to show your expertise or experience with your topic. D. Overview is a preview of your major steps, points, parts etc. of your speech. State your main points clearly and simply. Do not include any other information at this point, save that for the body of the speech. Simply preview only the main points of steps that you will discuss. Prepare your audience for what is coming and provide a roadmap. II. Body A. First main point or step one 1. supporting material/specific details 2. further information B. Second main point or step two 1. supporting material/specific details 2. further information C. Third main point or step three 1. supporting material/specific details 2. further information D. Fourth main point and so on….. Conclusion A. Review is a restatement of your main points or steps that you just covered in the body of your speech. Simply state the main points just as you did in the overview. This helps the audience remember what you covered. So essentially, you tell the audience what you are going to tell them, you then tell them, and then you tell them what you told them.

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B. Finality is when you provide closure to your speech. You want your audience to know that you are ending your speech, provide them with a sense of closure accomplishment. Utilize a lot of the same methods here as in the attention getter like a story, a quote, or tie in your finality with your conclusion by perhaps answering a question that you asked. All topics must be “OK’d” by the instructor. This will help to eliminate any duplicate topics and also to ensure that your speech is indeed a demonstration speech as well as appropriate for a collegiate audience. In addition, I may be able to provide some insight or suggestions to enhance the speech. Obviously, we all must use common sense and professionalism when selecting topics and what to bring on campus. There is to be no alcohol, live animals, weapons, etc. If you have a question or concern about something, please do not hesitate to ask me. Your topic card or paper that you turn in should look like the following: Demonstration/Informative Speech Topic Card 1. Topic: 2. Thesis Statement: 3. Overview: 4. Visual Aids:

Be sure to check your syllabus to see when topic cards are due.

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DEMONSTRATION SPEECH EVALUATION AND FEEDBACK FORM Speaker_________________________ Topic___________________________ Speech Time_____________________ I. Introduction Attention getter: engaged interest Thesis Statement: Clear, simple Fairhearing: relevance Overview: main points stated Performance Points________________ Outline Points_____________________ Total Points_______________________ 1 2 3 4 5 6 7 8 9 10

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Body 2 4 6 8 10 12 14 16 18 20 Structure: organization Development: clear and adequate explanations Reasons for instructions Transitions between main points Creativity and originality of topic Message was stimulating/interesting Conclusion 1 2 3 4 5 6 Review: main points restated Effective finality in concluding statement Voice and Language 1 2 3 4 5 6 7 8 9 10 Vocal Variety in Rate, Pauses, Volume, etc. Word Choice: accurate, appropriate, Grammar, and vivid language Pronunciation and Articulation Delivery Use of notecards, preparedness Rapport with audience Originality, Creativity, personality Enthusiasm, Involvement Facial Expressions, eye contact Hand and body gestures Posture and Movement Visual Aids Pertinent, Accurate, Clear, and Proper Usage 1 2 3 4 5 6 7 8 9 10 11 12 13 14

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Activity: Introductions and Conclusions
Purpose: Below are various methods of beginning and concluding your speech. A large part of having an effective introduction is capturing your audience’s attention, making clear to them what your topic and purpose is, giving them reasons to listen to you, and being organized. In your conclusion you want to leave a good lasting impression. This exercise is designed to help you identify these elements and to give you some examples. Directions: Please follow the specific directions that follow: 1. Capital letter “A”, “B”, “C”, and “D”: When you see a blank line and any of these capital Letters, write in the appropriate element of the speech. It may be the attention-getter, the thesis statement, fairhearing, overview, review or finality. Small letter “a”, “b”, “c”, and “d”: “a”: What attention-getting technique is being used? Is it novelty, suspense, rhetorical question, story, hypothetical illustration, factual illustration, quotation, startling statement of fact, or opinion? “b”: Is it a speech to demonstrate or inform? “c”: What realm(s) of Maslow’s hierarchy of needs is used? “d”: What type of organization method is used? Is it Chronological (time), Spatial (space), or Topical (topic)? Conclusion “e”: What type of ending is used? Is it a quotation, illustration, story, or tying it to the attention-getter?

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1. ____________ A. Imagine a cold, clear winter afternoon on the slopes of beautiful _____________a. Mt. Hood in Oregon. The sun is shining, the snow is deep, and there is the scent of wet pine in the air. What an awesome day to have gone snowboarding! _____________ B. This evening I am going to show all of you how to pick out a ______________b. snowboard and how to tune it. _____________C. There is a very good chance that some of the people here have already tried snowboarding before. It is the fastest growing winter sport over the last 10 years, with the majority of the people on the ______________c. slopes today riding a board. Even if you don’t plan to snowboard, it is very likely that your children or a relative will. Therefore, it is important that you know the equipment being used is in good working condition for the safety and enjoyment of everyone. ______________D. Tonight, I will be covering four major points of snowboarding preparation. First, you must choose an appropriate board. Second, ______________d. is securely mounting the bindings. Third, will be sharpening the edges of the board. Finally, applying a coat of wax to the bottom. Conclusion: ______________A. Tonight I have shown you four things to remember when preparing to go snowboarding. You pick the board that is right for you, next you secure the bindings in the correct position, then you sharpen the edges, and finally apply wax. ______________B. As I came flailing off the edge of the cliff that day, it suddenly occurred to me that were a half dozen or so watermelon-sized rocks at the base. The next thing I remembered is a sharp pain

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______________e. rocketing up and down my spine, and my whole body going stiff. I heard faint yelling in the distance as my friends raced up the hill to make sure that I was still breathing. I consider myself lucky to have only broken my tailbone that day, things could have been a lot worse. If with the information I have provided today, can help anyone avoid breaking their tailbone and sitting on an inflatable donut for five weeks than I consider my job done here. (Jaymes Merritt) 2. _____________A. Wake up! Wake up! You were starting to snore. Does this sound familiar to you? Are you often awakened at night because of ______________a. someone snoring?...either yours of someone else’s? If so, don’t laugh. ______________B. Today, I’d like to “wake you up” by talking about snoring, and ______________b. clear up any confusion on the topic. ______________C. There are some common misconceptions about snoring that you may not be aware of. In all actuality, snoring is not as humorous ______________c. as a topic as it might sound. You or a family member, in extreme cases, could be a victim of a serious sleep disorder if snoring is prevalent. ______________D. I’d like to share with you how snoring physically happens, what it ______________d. means if you snore, and give you a few tips on how to stop. Conclusion: ______________A. Today, I have told you how snoring happens, what it means if a person snores, and how to stop snoring. ______________B. So, if you’ve been told that you snore, or if you know someone ______________e. who does, don’t just laugh it off. I think it is time we all woke up to the fact that snoring can kill. (Lynne Allison) 3. _____________A. Loops, whorls, and arches. I’m sure these words are creating different ideas in everyone’s minds. Possibly handwriting, ______________a. painting strokes, roller coasters, or any number of things. But how many of you thought of fingerprints? ______________B. Today I am going to talk to you about fingerprinting and how it ______________b. came to be one of the main sources of identification of the 20th century. ______________C. So why learn about fingerprinting? This method of identification was the biggest breakthrough in law enforcement of the 20th ______________c. century. It has helped solve thousands of cases and also helps keep track of military personnel, immigrants, and sexual predators. ______________D. Some of the areas I will cover are the history of fingerprinting, the ______________d. different types of prints and how they are developed, and the patterns and classifications. Conclusion: ______________A. Today I have discussed the history of fingerprinting, the different

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types of prints and how they are developed, and patterns and ______________B. patterns and classifications. Now, the next time someone ______________e. mentions loops, whorls, and arches, maybe the first thing you think about will be fingerprints. (Chris Earnest) 4. _____________A. Did you know that a professional tennis player can sometimes _____________a. change the grip on their tennis racket two or three times a match? _____________B. So today, I am going to show you how to change the grip on your tennis racket, so that you can always feel and look like a _____________b. professional when you are on the court. _____________C. I understand that not all of you are tennis players or ever even want to play tennis. But perhaps some family members or children ______________c. will play the game and you can now show them how to change their grip. Or even if you watch a professional match on television you can look really intelligent to your friends as you unveil your knowledge of what the players are doing with their rackets during changeovers. _____________D. In a few short steps, you will have a new grip on the racket. First, you take the old grip off, then you start at the bottom and wrap _____________d. tightly upward, then you tape it securely, and finally feel for comfort. Conclusion: _____________A. Now it is complete. So just remember the easy steps, take the old grip off, start at the bottom and wrap the new grip tightly and upward, then tape it secure and make sure it is comfortable to play _____________B. with. So the next time you are on the tennis court, you can prepare and remember what Andre Agassi says, “The grip on your racket is _____________e. one of the most important pieces of tennis equipment.” (C.J. Toner)

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Activity: Group Demonstration Speech and Presentation

Purpose: For students to show their understanding of the basic elements used in a demonstration or informative speech. It is also an opportunity to work cooperatively and constructively in a group. Participants: Groups of 4-6. Directions: Prepare by selecting a simple topic that you can do with the materials that you have with you to use. As a group, select one topic. Work together in creating the speech utilizing the correct speech outline that was given to you earlier. Once you have written out the speech, assign the different parts to group members. Every group member must speak in the presentation. Please label each part of the speech. So in other words, whoever is starting, they will say this is our attention getter and then proceed. Please label each part (thesis, fairhearing, preview, body, review etc.) as you go through the speech. We are only labeling the parts for the group speeches, you do not do this in your regular demonstration speeches. Then you will have some time to practice your parts and iron out your presentation. Have fun and be creative!

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