When we now discuss specific goals, it`s about who, what, when, where, why, and how to ask questions for your speech. Let`s look at each of these points separately. First of all, you want to know who will be in your audience. Different target groups, as described in the chapter on target group analysis, have different wishes, backgrounds and needs. Keeping your audience in mind in the first place when choosing a specific goal increases the likelihood that your audience will find your speech meaningful. Many aspects fall within the context of a speech, but as mentioned in Chapter 2, the most important are the time, place and reason(s) of the event and the audience there. Your speeches in class have a fairly defined context: time limits, the classroom, task specifications. Other speeches you`ll be giving at university (or in your career and personal life) require you to think more deeply about the context, as well as the audience. Specific objective and central idea. The specific purpose is a short sentence that specifies your goal for your speech. The central idea is a brief one-sentence overview of the most important points of your speech. If you keep these three entries in mind, you can start writing a specific purpose that is the basis of everything you say in the speech and a guide to what you don`t say. This formula will help you set up your specific goal statement: limit your specific goal to a single idea.
In speech 151 for informative speech, it is your general purpose to inform. For an informative speech, you should consider your specific goal with “I will inform my audience about…” » start. A specific goal statement for an informative speech is formulated in the same way as the following statements. Click here for more examples of specific goals, key ideas and key points. Now that we`ve explored what specific goals are, we`re going to focus on a number of tips to help you write specific goals that are suitable for a range of speeches. Second, the content must match the purpose of the word objective. A common mistake is balancing an informative goal with a clause or phrase of persuasive content. For example, going back to a previous example of “explaining NASA`s history to my classmates” would be far too much material and the public might not be sure of its relevance.
A more specific program like “informing my classmates of the decline of the shuttle program” would be easier to manage and closer to their experience. Below are some examples of specific goal statements. Notice how they meet the standards of being unique, focused, relevant, and consistent. It would be a good place to take stock. Retail stores do regular inventories to find out what`s “really there” in the stores. You have much more in your brain and background in front of you than you can be aware of at any given time. When asked for the right prompts, you can come up with ideas. Figure 4.2 shows a list of prompts for this inventory. To generate ideas for your speeches, complete the sentences and/or answer the questions in Figure 4.2 to see if ideas can be generated from experiences or interests that you may not have realized. Third, you need to consider when your speech will be delivered.
Different speeches can be better for different times of the day. For example, explaining the importance of breakfast and providing people with granola bars at 9:00 a.m.m. .m can be a great topic, but may not have the same effect if you give it .m at 4:00 p.m. .m. First of all, when choosing your specific goal, you should always think about your target audience. In the previous section, we talked about a speech in which a speaker tries to convince a group of journalism students not to accept jobs as integrated journalists. Would the same speech be successful or even appropriate if it were given in your public speech? Probably not. As a speaker, you may think your topic is great, but you still need to make sure you`re thinking about your audience when choosing your specific goal.
For this reason, when writing your specific goal, start your sentence by inserting the words “my audience” or listing the name of your audience: a group of journalism students, people in my community, my colleagues in class, etc. If you prioritize your audience, you`re much more likely to deliver a successful speech. Now that you understand the basic form and function of a particular goal statement, let`s look again at the original diagram in Figure 4.1. The same topic for a different target group leads to a slightly different goal statement. Public speaking is not a “one-size-fits-all” proposition. Let`s take the topic of participation in the study abroad program. How would you change your approach if you targeted first-year students instead of juniors in the first semester? Or if you spoke to high school students at one of the college`s respite schools? Or if you were asked to share your experience with a group of local citizens who gave you a partial scholarship to participate in the program? You`d have slightly different specific goal statements, even though your experience and basic information are all the same. .