ORAL COMMUNICATION IN CONTEXT

SECOND QUARTER: WEEK 4

PRINCIPLES OF EFFECTIVE SPEECH WRITING

Name of Learner: _________________________________

Section: ________________________________________ Date: ____________

Background Information:
Speech writing, an art of expressing thoughts, ideas, emotions, and standpoints, is a recursive
process. This definition means that the writer may go back and forward to its different stages, repeat a
writing procedure, or produce multiple drafts before having the final output. In writing, the first draft is
never the final draft. There will always be several drafts before the best output is achieved. Editing in
speech writing is a must.
In editing, the written speech needs correction of errors in mechanics such as grammar, punctuation,
capitalization, unity and coherence and the like. Below is a list of six powerful principles for speech
editing identified by Dlugan (2013). These principles will help you edit correctly for proper word choice.

A. Word Choice Six Power Principles for Speech Editing (Dlugan 2013)

1. Edit for Focus

As a writer, you would not want your speech to be all over the place or confusing. You have to
make sure that every detail you write on the speech is connected. Everything— anecdotes, statistics,
discussions, main points, and supporting points should be relevant enough to connect to the thesis
statement.
2. Edit for Clarity
You would not want to leave your audience confused about the message you want to convey.
Your speech may be interesting, but you have to make sure that as you capture their interest you
send your message across clearly.
To ensure clarity in speech, arrange your ideas in the speech logically. When listeners visualize
meaningful relationships in your points of discussion, the message of your speech becomes clear to
them. The use of different writing patterns will help you achieve clarity. You may also go back to
your sentences and check if they can be made simpler. Make sure that you avoid tongue twisters
and technical jargon.

3. Edit for Concision

Make sure your speech is concise. A hodgepodge of useless, unrelated discussions is not good.
It is better to have a short but meaningful speech than a long and confusing one.

4. Edit for Continuity

Signal words or phrases will help your listeners follow through your discussion. These signal
words or phrases help you transition from one idea, concept, or event to another. Also, the different
patterns of development in writing will help you observe continuity in your speech.
 5. Edit for Variety
You do not want to bore your audience with a bland speech. The audience enjoys variety since
it makes the speech more enjoyable and it helps you appeal to different types of thinkers. To add
variety to your speech you may add humor to your statements, engage the audience with a rhetorical
question, balance theory with practical statistics, and balance stories with logical arguments.

6. Edit for Impact and Beauty

Some of the tips that you can use to add impact and beauty to your speech are the following:
surprise the audience, create vivid images, appeal to the senses, craft memorable lines, and use
analogies, similes, and metaphors.

B. Grammar
In speech writing, good written communication skills are essential because speakers have to clearly
and effectively communicate ideas to be understood. For this reason, it is a must for a writer to proofread
carefully. The listeners can grasp only what will be presented to them and these ideas which will be
presented will help them understand the main point.
As a speech writer you want to be clear, precise, and exact as much as possible; thus, you have to edit
carefully. Proofread thoroughly for grammatical errors.
The following are common grammatical mistakes students make as identified in the article Grammar
(2015).

1. Indefinite Referents
Whenever possible, avoid using "it," "there," and "this" when no specific referent precedes these
pronouns. It is often better to reword the sentence to create stronger sentences as a result. If you
cannot identify a specific noun in the preceding sentence to which one of these words refers, you will
have to restructure your sentence.
X Wrong: This is because we do not think anymore, we just accept.
 Right: Often we are misinformed because we do not think anymore, we just accept.”

2. Shifts in Person or Point of View

Be consistent with the use of “you”, “they”, and "I." Each of these pronouns represents a different
point of view. Choose one and use it through your paper. Any piece of writing should be grounded in
a particular point of view. That point of view can be first person, second person, or third person. The
following demonstrates the same idea from one of these three points of view:
First person: I, me, we, us
Second person: you
Third person: her, him, he, she, they, them
X Wrong: I have trouble understanding why some are greedy despite this crisis because they
think this is the perfect time to extend help especially those in need.
 Right: I have trouble understanding why some are greedy despite this crisis because I think
this is the perfect time to extend help especially to those in need.
3. Such as and Like
Examples should be introduced by "such as" rather than by "like":
X Wrong: There are simple gestures to show courtesy to others like wearing a face mask and
sanitizing hands frequently.
 Right: There are simple gestures to show courtesy to others such as wearing a face mask
and sanitizing hands frequently.

4. Subject-Verb agreement
A singular subject takes a singular verb and a plural subject takes a plural verb.
X Wrong: The series of webinars help a lot in terms of our psychosocial well-being.  Right:
The series of webinars helps a lot in terms of our psychosocial well-being.

5. Pronoun-Antecedent Agreement
A pronoun must always agree with its antecedent.
X Wrong: The Department of Education has announced that they will produce quality
assured modules for the learners.
 Right: The Department of Education has announced that it will produce quality assured
modules for the learners.

6. Critical differences
Certain words are similar in meaning to each other but are used in slightly different ways.
6.1. Less and Few
Rule: If you can count it, use “few"; if not, use "less."
X Wrong: Less students are excited about blended distance learning.  Right:
Few students are excited about blended distance learning.
6.2. Like and As
“Like” precedes a noun phrase, while “as” is used before a verbal expression. Like is used as
a preposition, telling where, when, or how the noun in the sentence is doing, while as is used
as a conjunction, joining two clauses.
X Wrong: The student thinks as a great philosopher.
 Right: The student thinks like a great philosopher.
X Wrong: It is not possible to go out on a vacation like nations are suffering from the
world-wide pandemic.
 Right: It is not possible to go out on a vacation as nations are suffering from the world-
wide pandemic.
7. Quote and Quotation
“Quote” is a verb. "Quotation" is a noun. "Quote" is not a short form for quotation. X Wrong: This
quote proves my point regarding the statistical inaccuracies related to COVID-19.
 Right: This quotation proves my point regarding the statistical inaccuracies related to
COVID-19.

8. Which and That

"Which" and "that" should not be used interchangeably.
"Which" is used when what follows is not crucial to the meaning of the sentence.
X Wrong: Unlike other essential vitamins that must be obtained from food vitamin D can be
synthesized in the skin through a photosynthetic reaction.
 Right: Unlike other essential vitamins, which must be obtained from food, vitamin D can
be synthesized in the skin through a photosynthetic reaction.
"That" is used when what follows is essential to the meaning of the sentence.
X Wrong: The type of antibiotic which the Doctor prescribed to the patient was effective.
 Right: The type of antibiotic that the Doctor prescribed to the patient was effective.

9. Sentence Errors
Sentence errors include use of incomplete sentences or fragments, run-on sentences, and comma
splices.
9.1. Incomplete Sentences/Fragments
A complete sentence consists of a subject and a predicate. Students often write incomplete
sentences when they begin the sentence with an adverbial, dependent clause.
X Wrong: After the parents realized their role in the learning of their children. (without a subject
and a verb)
 Right: After the parents realized their role in the learning of their children, they (subject)
started (verb) reading and following the weekly home learning plans.
9.2. Run-on Sentences
A run-on sentence is actually two or more sentences that run together without punctuation.
X Wrong: Teachers dedicated their time and effort in reproducing quality Learners’ Activity Sheets
the students are thankful because of that.
 Right: Teachers dedicated their time and effort in reproducing quality Learners’ Activity Sheets.
The students are thankful because of that.
9.3. Comma Splices
Comma splices are like run-on sentences except that the writer places a comma between the two
clauses. Commas cannot connect two independent clauses unless a conjunction (such as "and"
or "but") is used. Usually, a semi-colon can repair a sentence with a comma splice. The example
could be repaired by using a conjunction, by using a semi colon, by making a sentence into a
single sentence, or by making it into two separate sentences.
 X Wrong: The sun can be your body’s best friend, its rays have tangible benefits for your physical
well-being.

 Right: The sun can be your body’s best friend. Its rays have tangible benefits for your physical well-
being.
 Right: The sun can be your body’s best friend, for its rays have tangible benefits for your physical
well-being.
 Right: The sun can be your body’s best friend; its rays have tangible benefits for your physical well-
being.
 Right: The sun can be your body’s best friend since its rays have tangible benefits for your physical
well-being.

Learning Competency with code:

Use principles of speech writing focusing on word choice and grammatical correctness. (Quarter 2 Week
4 EN11/12OC-IIcj-25.4-25.5)
Exercise A
Instructions: Read and understand each statement carefully. Write T if the statement is true or F if
the statement is false. Write each answer on the space provided before every number.
_____ 1. Speech writing is a linear process.
_____ 2. Editing in speech writing is a must.
_____ 3. Writers need to make sure that every detail written on the speech is connected.
_____ 4. In speech writing, every detail included such as anecdotes, statistics, main points, and
supporting points should all go back and connect to the thesis statement.
_____ 5. To make sure that your audience will not be confused about the message you want to convey,
edit your speech for continuity.
_____ 6. To edit for concision, make sure you avoid tongue twisters and technical jargon in your
speech.
_____ 7. When listeners can visualize meaningful relationships in your points of discussion, the
message of your speech becomes clear to them.
_____ 8. A short yet meaningful speech is better than a long, confusing one.
_____ 9. Signal words and different patterns of development in writing help observe continuity in
speech.
_____ 10. When editing for impact and beauty, avoid a hodgepodge of useless, unrelated discussions.
_____ 11. Signal words and/or phrases and the different patterns of development in writing help observe
continuity in speech.
_____ 12. You add variety to a speech by adding humor to your statements, engaging the audience
with a rhetorical question, balancing theory with practical statistics, and balancing stories with
logical arguments.
_____ 13. When you edit your speech for impact and beauty you have to make sure you surprise the
audience, create vivid images, appeal to the senses, craft truly memorable lines, and use
analogies, similes, and metaphors.
_____ 14. When your audience is left confused about the message you want to convey, they lose
interest in your speech and your message will not reach them.
_____ 15. Editing in speech writing is not of much importance.

Exercise B
Instructions: Read and critique DepEd Secretary Leonor Magtolis Briones’ message for World
Teachers’ Day. Tell whether or not it underwent editing for focus, clarity, conclusion, continuity, variety,
and impact and beauty. Briefly explain your answers on the table provided.

Secretary Leonor Magtolis Briones Message for World Teachers’ Day I am deeply
honored and privileged to lead the celebration of World Teachers’ Day with the very opportune theme,
“Gurong Pilipino: Kaakbay sa Progreso.”
While progress is often associated with high levels of gross domestic product (GDP), technological
advancements and towering infrastructures, the principal measure of a country’s progress and
development is still, and will always be, its people. Teachers play a crucial role in raising, nurturing, and
honing the citizenry to become holistically developed and equipped with values and competencies
needed to contribute to a progressive society.
I am a teacher myself, and I am no stranger to the struggles teachers face and the sacrifices they make.
The Filipino teachers do not only carry out their duties and responsibilities; they always go the extra
mile. They burn the proverbial midnight oil to prepare lessons and materials. As they facilitate classroom
instruction, they instill positive discipline and strive to make learning enjoyable. They stay in school
beyond work hours to ensure that no learner is left behind. They reach out to stakeholders and
accomplish other related tasks to successfully carry out the Department’s reforms in education.
No other profession deserves the highest form of gratitude and appreciation than teaching. All of you
will agree that more than a profession, teaching is a vocation, a passion, and a calling. It is staying true
to the arduous mission to improve the life of every Filipino child entrusted to the teacher’s care through
the delivery of quality, accessible, relevant, and liberating basic education for all.
Today, we extend our heartfelt gratitude to one of the country’s most vital and dynamic resources –
you, our dear teachers. The education system, and consequently, the future of a developing country like
the Philippines can only be as strong as its teaching force. Inasmuch as you are the key to empowering
our citizenry, you also need to be empowered. This is why we prioritize institutional capacity building,
expand the scope of employee welfare to respond to your various needs, and provide you with
opportunities for your personal and professional growth.
To all our teachers, we dedicate this special day to you, and thank you for being the front liners in this
crusade to eradicate illiteracy, and thereby end mass poverty, so that we may finally call the Philippines
a progressive country.

Six Power Principles for Edited/ Not Explanation

Speech Editing Edited

Focus
 Clarity

Concision

Continuity

Variety

Impact and Beauty

Exercise C
Instructions: Read and study each sentence carefully. Tell whether or not each construction is
grammatically correct. Write CORRECT or INCORRECT on the space provided before each number.
__________ 1. This should not be considered since there can never be an evidence that face shields
can shield people from viruses.
__________2. I know that doctors are more sick since I see that they are the ones trapped in hospital
buildings slowly getting weaker because of the G5 technology radiation and lack of
exposure to the sun.
__________ 3. Zinc protects us from viruses and we can get it from natural sources like Brazilian nuts
and whole grains.
__________4. The 103 minerals in the body keep us strong and healthy.
__________ 5. The more people understand health and well-being, the more she will take care of
herself.
__________ 6. There are zero cases of COVIS-19 among the Aetas in the mountains who eat fruits and
vegetables and there are few cases among people who eat less meat.
__________ 7. If you let your food be your medicine you will live long and healthy like Methuselah has
lived.
__________ 8. I never quote the World Health Organization because its reports are erroneous according
to Centers for Disease Control and Prevention.
__________ 9. This is my favorite quotation — “Health is an investment, not an expense”.
__________ 10. Fonio, amaranth, and teff grains, which are baby Khareem’s favorites, are few of the
healthiest natural grains excellent for the human body.
__________ 11. Food that are not God-made must not be consumed by humans.
__________ 12. Remove from your diet food that are hybrid and food that are genetically modified for
they cause sickness and death.
__________ 13. Since all seafood is not good for the body due to their uric acid content.
__________ 14. But seaweeds specially nori and laver are very good because they help flush out
radiation trapped in the body.
__________ 15. Cow milk is from a cow therefore is for a baby cow do not consume it.

Reflection
Put a checkmark on the blank which corresponds to how well you learned the lesson.
YES SOMEHOW NO

1. I know and understand the principles of effective speech writing

focusing on word choice.

2. I know and understand the principles of effective speech writing

focusing on grammar.

3. I can identify misconstructed sentences and rewrite them

correctly.

4. I can critique a speech content and tell whether or not it

observes the principles of effective speech writing focusing on
word choice.

5. I can create a speech that observes the principles of effective

speech writing focusing on grammar.

References for Learners

Dlugan, Andrew. “Speech Preparation #5: Six Power Principles for Speech Editing.” Six Minutes
RSS. Accessed September 20, 2020. http://sixminutes.dlugan.com/speechpreparation-5-editing/.
Flores, Ramona S. Oral Communication in Context. Quezon City: Rex Printing Company, Inc, 2016.
“Grammar.” College of Liberal Arts. September 20, 2015.
https://liberalarts.oregonstate.edu/school-arts-and-
communication/speechcommunication/students/writing-guide/editing-common-errors/grammar.
Llego, Mark Anthony. “Secretary Leonor Magtolis Briones Message for World Teachers' Day.”
TeacherPH, October 2, 2017. https://www.teacherph.com/leonor-briones-worldteachers-day/.
Sipacio, Philippe John F. and Balagos, Anne Richie G. 2016. Oral Communication in Context for Senior
High School. Quezon City: C&E Publishing
Answer Key

Prepared:
SHERYLOU P. DAVID
Master Teacher I
English