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How to write a good speech in 7 steps

By:  Susan Dugdale  

- an easily followed format for writing a great speech

Did you know writing a speech doesn't have be an anxious, nail biting experience?

Unsure? Don't be.

You may have lived with the idea you were never good with words for a long time. Or perhaps giving speeches at school brought you out in cold sweats.

However learning how to write a speech is relatively straight forward when you learn to write out loud.

And that's the journey I am offering to take you on: step by step.

To learn quickly, go slow

Take all the time you need. This speech format has 7 steps, each building on the next.

Walk, rather than run, your way through all of them. Don't be tempted to rush. Familiarize yourself with the ideas. Try them out.

I know there are well-advertised short cuts and promises of 'write a speech in 5 minutes'. However in reality they only truly work for somebody who already has the basic foundations of speech writing in place.

The foundation of good speech writing 

These steps are the backbone of sound speech preparation. Learn and follow them well at the outset and yes, given more experience and practice you could probably flick something together quickly. Like any skill, the more it's used, the easier it gets.

In the meantime...

Step 1: Begin with a speech overview or outline

Are you in a hurry? Without time to read a whole page? Grab ... The Quick How to Write a Speech Checklist And come back to get the details later.

• WHO you are writing your speech for (your target audience)
• WHY you are preparing this speech. What's the main purpose of your speech? Is it to inform or tell your audience about something? To teach them a new skill or demonstrate something? To persuade or to entertain? (See 4 types of speeches: informative, demonstrative, persuasive and special occasion or entertaining for more.) What do you want them to think, feel or do as a result of listening the speech?
• WHAT your speech is going to be about (its topic) - You'll want to have thought through your main points and have ranked them in order of importance. And have sorted the supporting research you need to make those points effectively.
• HOW much time you have for your speech eg. 3 minutes, 5 minutes... The amount of time you've been allocated dictates how much content you need. If you're unsure check this page: how many words per minute in a speech: a quick reference guide . You'll find estimates of the number of words required for 1 - 10 minute speeches by slow, medium and fast talkers.

Use an outline

The best way to make sure you deliver a perfect speech is to start by carefully completing a speech outline covering the essentials: WHO, WHY, WHAT and HOW.

Beginning to write without thinking your speech through is a bit like heading off on a journey not knowing why you're traveling or where you're going to end up. You can find yourself lost in a deep, dark, murky muddle of ideas very quickly!

Pulling together a speech overview or outline is a much safer option. It's the map you'll follow to get where you want to go.

Get a blank speech outline template to complete

Click the link to find out a whole lot more about preparing a speech outline . ☺ You'll also find a free printable blank speech outline template.  I recommend using it!

Understanding speech construction

Before you begin to write, using your completed outline as a guide, let's briefly look at what you're aiming to prepare.

• an opening or introduction
• the body where the bulk of the information is given
• and an ending (or summary).

Imagine your speech as a sandwich

If you think of a speech as a sandwich you'll get the idea.

The opening and ending are the slices of bread holding the filling (the major points or the body of your speech) together.

You can build yourself a simple sandwich with one filling (one big idea) or you could go gourmet and add up to three or, even five. The choice is yours.

But whatever you choose to serve, as a good cook, you need to consider who is going to eat it! And that's your audience.

So let's find out who they are before we do anything else. 

Step 2: Know who you are talking to

Understanding your audience.

Did you know a  good speech is never written from the speaker's point of view?  ( If you need to know more about why check out this page on  building rapport .)

Begin with the most important idea/point on your outline.

Consider HOW you can explain (show, tell) that to your audience in the most effective way for them to easily understand it.   

Writing from the audience's point of view

To help you write from an audience point of view, it's a good idea to identify either a real person or the type of person who is most likely to be listening to you.

Make sure you select someone who represents the "majority" of the people who will be in your audience. That is they are neither struggling to comprehend you at the bottom of your scale or light-years ahead at the top.

Now imagine they are sitting next to you eagerly waiting to hear what you're going to say. Give them a name, for example, Joe, to help make them real.

Ask yourself

• How do I need to tailor my information to meet Joe's needs? For example, do you tell personal stories to illustrate your main points? Absolutely! Yes. This is a very powerful technique. (Click storytelling in speeches to find out more.)
• What type or level of language is right for Joe as well as my topic? For example if I use jargon (activity, industry or profession specific vocabulary) will it be understood?

Step 3: Writing as you speak

Writing oral language.

Write down what you want to say about your first main point as if you were talking directly to Joe.

If it helps, say it all out loud before you write it down and/or record it.

Use the information below as a guide

(Click to download The Characteristics of Spoken Language  as a pdf.) 

You do not have to write absolutely everything you're going to say down * but you do need to write down, or outline, the sequence of ideas to ensure they are logical and easily followed.

Remember too, to explain or illustrate your point with examples from your research. 

( * Tip: If this is your first speech the safety net of having everything written down could be just what you need. It's easier to recover from a patch of jitters when you have a word by word manuscript than if you have either none, or a bare outline. Your call!)

Step 4: Checking tone and language

The focus of this step is re-working what you've done in Step 2 and 3.

You identified who you were talking to (Step 2) and in Step 3, wrote up your first main point.  Is it right? Have you made yourself clear?  Check it.

How well you complete this step depends on how well you understand the needs of the people who are going to listen to your speech.

Please do not assume because you know what you're talking about the person (Joe) you've chosen to represent your audience will too. Joe is not a mind-reader!

How to check what you've prepared

• Check the "tone" of your language . Is it right for the occasion, subject matter and your audience?
• Check the length of your sentences. You need short sentences. If they're too long or complicated you risk losing your listeners.

Check for jargon too. These are industry, activity or group exclusive words.

For instance take the phrase: authentic learning . This comes from teaching and refers to connecting lessons to the daily life of students. Authentic learning is learning that is relevant and meaningful for students. If you're not a teacher you may not understand the phrase.

The use of any vocabulary requiring insider knowledge needs to be thought through from the audience perspective. Jargon can close people out.

• Read what you've written out loud. If it flows naturally, in a logical manner, continue the process with your next main idea. If it doesn't, rework.

We use whole sentences and part ones, and we mix them up with asides or appeals e.g. "Did you get that? Of course you did. Right...Let's move it along. I was saying ..."

Click for more about the differences between spoken and written language .

And now repeat the process

Repeat this process for the remainder of your main ideas.

Because you've done the first one carefully, the rest should follow fairly easily.

Step 5: Use transitions

Providing links or transitions between main ideas.

Between each of your main ideas you need to provide a bridge or pathway for your audience. The clearer the pathway or bridge, the easier it is for them to make the transition from one idea to the next.

If your speech contains more than three main ideas and each is building on the last, then consider using a "catch-up" or summary as part of your transitions.

Is your speech being evaluated? Find out exactly what aspects you're being assessed on using this standard speech evaluation form

Link/transition examples

A link can be as simple as:

"We've explored one scenario for the ending of Block Buster 111, but let's consider another. This time..."

What follows this transition is the introduction of Main Idea Two.

Here's a summarizing link/transition example:

"We've ended Blockbuster 111 four ways so far. In the first, everybody died. In the second, everybody died BUT their ghosts remained to haunt the area. In the third, one villain died. His partner reformed and after a fight-out with the hero, they both strode off into the sunset, friends forever. In the fourth, the hero dies in a major battle but is reborn sometime in the future.

And now what about one more? What if nobody died? The fifth possibility..."

Go back through your main ideas checking the links. Remember Joe as you go. Try each transition or link out loud and really listen to yourself. Is it obvious? Easily followed?

Keep them if they are clear and concise.

For more about transitions (with examples) see Andrew Dlugan's excellent article, Speech Transitions: Magical words and Phrases .

Step 6: The end of your speech

The ideal ending is highly memorable . You want it to live on in the minds of your listeners long after your speech is finished. Often it combines a call to action with a summary of major points.

Example speech endings

Example 1: The desired outcome of a speech persuading people to vote for you in an upcoming election is that they get out there on voting day and do so. You can help that outcome along by calling them to register their support by signing a prepared pledge statement as they leave.

"We're agreed we want change. You can help us give it to you by signing this pledge statement as you leave. Be part of the change you want to see!

Example 2: The desired outcome is increased sales figures. The call to action is made urgent with the introduction of time specific incentives.

"You have three weeks from the time you leave this hall to make that dream family holiday in New Zealand yours. Can you do it? Will you do it? The kids will love it. Your wife will love it. Do it now!"

How to figure out the right call to action

A clue for working out what the most appropriate call to action might be, is to go back to your original purpose for giving the speech.

• Was it to motivate or inspire?
• Was it to persuade to a particular point of view?
• Was it to share specialist information?
• Was it to celebrate a person, a place, time or event?

Ask yourself what you want people to do as a result of having listened to your speech.

For more about ending speeches

Visit this page for more about how to end a speech effectively . You'll find two additional types of speech endings with examples.

Write and test

Write your ending and test it out loud. Try it out on a friend, or two. Is it good? Does it work?

Step 7: The introduction

Once you've got the filling (main ideas) the linking and the ending in place, it's time to focus on the introduction.

The introduction comes last as it's the most important part of your speech. This is the bit that either has people sitting up alert or slumped and waiting for you to end. It's the tone setter!

What makes a great speech opening?

Ideally you want an opening that makes listening to you the only thing the 'Joes' in the audience want to do.

You want them to forget they're hungry or that their chair is hard or that their bills need paying.

The way to do that is to capture their interest straight away. You do this with a "hook".

Hooks to catch your audience's attention

Hooks come in as many forms as there are speeches and audiences. Your task is work out what specific hook is needed to catch your audience.

Go back to the purpose. Why are you giving this speech?

Once you have your answer, consider your call to action. What do you want the audience to do, and, or take away, as a result of listening to you?

Next think about the imaginary or real person you wrote for when you were focusing on your main ideas.

Choosing the best hook

• Is it humor?
• Would shock tactics work?
• Is it a rhetorical question?
• Is it formality or informality?
• Is it an outline or overview of what you're going to cover, including the call to action?
• Or is it a mix of all these elements?

A hook example

Here's an example from a fictional political speech. The speaker is lobbying for votes. His audience are predominately workers whose future's are not secure.

"How's your imagination this morning? Good? (Pause for response from audience) Great, I'm glad. Because we're going to put it to work starting right now.

I want you to see your future. What does it look like? Are you happy? Is everything as you want it to be? No? Let's change that. We could do it. And we could do it today.

At the end of this speech you're going to be given the opportunity to change your world, for a better one ...

No, I'm not a magician. Or a simpleton with big ideas and precious little commonsense. I'm an ordinary man, just like you. And I have a plan to share!"

And then our speaker is off into his main points supported by examples. The end, which he has already foreshadowed in his opening, is the call to vote for him.

Prepare several hooks

Experiment with several openings until you've found the one that serves your audience, your subject matter and your purpose best.

For many more examples of speech openings go to: how to write a speech introduction . You'll find 12 of the very best ways to start a speech.

That completes the initial seven steps towards writing your speech. If you've followed them all the way through, congratulations, you now have the text of your speech!

Although you might have the words, you're still a couple of steps away from being ready to deliver them. Both of them are essential if you want the very best outcome possible. They are below. Please take them.

Step 8: Checking content and timing

This step pulls everything together.

Check once, check twice, check three times & then once more!

Go through your speech really carefully.

On the first read through check you've got your main points in their correct order with supporting material, plus an effective introduction and ending.

On the second read through check the linking passages or transitions making sure they are clear and easily followed.

On the third reading check your sentence structure, language use and tone.

Double, triple check the timing

Now go though once more.

This time read it aloud slowly and time yourself.

If it's too long for the time allowance you've been given make the necessary cuts.

Start by looking at your examples rather than the main ideas themselves. If you've used several examples to illustrate one principal idea, cut the least important out.

Also look to see if you've repeated yourself unnecessarily or, gone off track. If it's not relevant, cut it.

Repeat the process, condensing until your speech fits the required length, preferably coming in just under your time limit.

You can also find out how approximately long it will take you to say the words you have by using this very handy words to minutes converter . It's an excellent tool, one I frequently use. While it can't give you a precise time, it does provide a reasonable estimate.

Step 9: Rehearsing your speech

And NOW you are finished with writing the speech, and are ready for REHEARSAL .

Please don't be tempted to skip this step. It is not an extra thrown in for good measure. It's essential.

The "not-so-secret" secret of successful speeches combines good writing with practice, practice and then, practicing some more.

Go to how to practice public speaking and you'll find rehearsal techniques and suggestions to boost your speech delivery from ordinary to extraordinary.

The Quick How to Write a Speech Checklist

Before you begin writing you need:.

• Your speech OUTLINE with your main ideas ranked in the order you're going to present them. (If you haven't done one complete this 4 step sample speech outline . It will make the writing process much easier.)
• Your RESEARCH
• You also need to know WHO you're speaking to, the PURPOSE of the speech and HOW long you're speaking for

The basic format

• the body where you present your main ideas

Split your time allowance so that you spend approximately 70% on the body and 15% each on the introduction and ending.

How to write the speech

• Write your main ideas out incorporating your examples and research
• Link them together making sure each flows in a smooth, logical progression
• Write your ending, summarizing your main ideas briefly and end with a call for action
• Write your introduction considering the 'hook' you're going to use to get your audience listening
• An often quoted saying to explain the process is: Tell them what you're going to tell them (Introduction) Tell them (Body of your speech - the main ideas plus examples) Tell them what you told them (The ending)

TEST before presenting. Read aloud several times to check the flow of material, the suitability of language and the timing.

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Lyon, A. (2017). Communication coach Alex Lyon. https://www.youtube.com/watch?v=h6sm47j-Am4 Standard YouTube License.

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/ Lessons Plans / Language Arts Lesson Plans / Delivering a Persuasive Speech Lesson Plan

Delivering a Persuasive Speech Lesson Plan

Want to help fellow teachers.

Please help us grow this free resource by submitting your favorite lesson plans.

Lesson Plan #: AELP-SPH0200 Submitted by: Douglas Parker Email: [email protected] School/University/Affiliation: Albany Academy, Albany, NY Date: May 30, 2001

Grade Level: 6, 7, 8, 9, 10, 11, 12

Subject(s):

• Language Arts/Speech

Duration: Two 50-minute sessions

Description: Students need to understand that how they say something and how they physically present themselves are just as important as what they say. By understanding the dynamics involved in effective persuasive speaking, students will improve their overall confidence in communicating.

Goals: The goal of this lesson is to improve students’ speaking skills by understanding persuasion proficiencies.

Objectives: Students will be able to:

• Demonstrate the appropriate classroom public speaking and listening skills (e.g., body language, articulation, listening to be able to identify specific examples of the speaker’s coordination of talking and action) that would be necessary to influence or change someone’s mind or way of thinking about a topic.
• Define the elements of persuasion.
• Recognize the elements of personal credibility.
• Develop methods to analyze other students’ speeches.
• Understand outlining main ideas.
• Create a persuasive speech.
• teacher-prepared topics for persuasive speeches
• sample rubric (available in .pdf format)
• Sample Rubric

Procedure: During class discussion, define and explain how people make decisions based on what they see and hear. Explain that sometimes we have to use skills to convince others about our positions. Have the students recall and list their own experiences trying to convince their friends about something, and then ask them to share these with the class. Have the students pick a proposition that not everyone would agree with such as: nuclear power plants are superior energy sources. Have them write a 6-8 minute speech in outline form to persuade the class. Each student will then deliver this speech in front of the class while the rest of the students take notes and prepare to give the speaker feedback on the speech. 

The voice and the body are the best tools — every student is a natural persuader! They have done it all their lives. Every time someone enters a conversation, he or she engages in elementary persuasion techniques. It is true that any time students make a statement of fact, they are asserting its validity and assuming that their listener agrees. This speech goes further than a normal conversational assertion: now students have to assume that not everyone will agree with them from the start, and it is their job to make them see things their way. The goal of this speech is to change someone’s mind or way of thinking about a topic. This is not a speech to sell, as students do not ask that the listener do anything except to agree with them or to begin to listen to their way of thinking. Their message is, of course, very important in this speech, but their voice and body language are even more important. Here they will learn how their delivery can help. There are several important aspects of presentation to keep in mind; the academic elements of persuasion are:

• Body Language – Make sure that they have a proper posture. If their shoulders are sagging and their legs are crossed, they will not appear as being sincere, and people just will not accept their message.
• Articulation – Articulation means how their total vocal process works. There are several steps to this entire process. Students need to understand the process. First, they need air from the lungs, their vocal cords in their larynx must be working, their mouth and tongue must be in sync, and they have to make sure that they have got some saliva in their mouths to keep things oiled. They should be aware of their physical makeup to be able to understand how they speak.
• Pronunciation – Students need to pronounce each word. They must avoid slang, except to make a point, and not slur the words. They must avoid saying, you know.
• Pitch – Pitch refers to the highs and lows of the voice. Whatever they do, they must avoid a monotone!
• Speed – The speed, or pace, is an important variable to control. Between 140-160 words per minute is the normal pace for a persuasive speech. Any faster and they may appear to be glib; any slower and they sound like they are lecturing. If they are not sure about their speed, tape them for one minute and then replay it and count the number of words they used in the minute! The human ear and brain can compile and decode over 400 spoken words per minute, so if they are going too slow their listeners’ minds are going to start to wander as the brains finds other ways to keep themselves occupied.
• Pauses – The pause, or caesura, is a critical persuasive tool. When they want to emphasize a certain word, have them just pause for one second before; this highlights the word. If they really want to punch it, tell them to pause before and after the word!
• Volume – Volume is another good tool for a persuasive speech, but they should use it with caution. If they scream all the way through their speech, people will become accustomed to it and it will lose its effectiveness. On the other hand, a few well-timed shouts can liven up the speech! They must try to project or throw their voice out over the entire class – or speak to the last row.
• Quality – Quality of voice is gauged by the overall impact that their voice has on their listeners. Quality of voice is the net caliber of their voice, its character and attributes. They must try to keep the vocal quality high; it is what separates their voices from everyone else’s.
• Variance – Variance of vocal elements is the most important consideration of all! One of the most persuasive speakers in modern history was Winston Churchill. One of his most remarkable qualities was his ability to vary the elements of his voice. He would start with a slow, laconic voice and then switch gears to a more rapid pace. People were light-headed after listening to him! Even if they have no desire to run for political office, students can still use the tools of variance. Have them try to change their pitch, volume, and speed at least once every 30 seconds, if only for just one word. Never let them go more than one paragraph without a vocal variance. This keeps the class locked into the speech, if for no other reason than it sounds interesting! Let the students’ words speak for themselves; reflect their nature through their voices. If they use the word strangle, have them say it with a hint of menace in their voices. If they say the word heave, let the class feel the onomatopoeic force behind it. If they say the word bulldozer, make it sound like a titan earthmover, not like a baby with a shovel.

The Strategy: Appear Rational When students are trying to convince someone of something, they must first establish their credibility, or in other words, they must sell themselves before they sell their message. If people feel that they are not being reasonable or rational, they do not stand a chance. They must be committed to the ideals and goals of their speech and what they are saying. They should not use words such as maybe or might- the should use positive words such as will and must. Students must portray themselves as the authority figures in this speech, so they had better supply enough information to prove their points so that they can seem knowledgeable, and they had better know their material cold. People can usually spot someone who is trying to wing a speech. They should also appear to be truthful – even when they are really stretching a point. If they do not appear to be earnest, even if their message is the 100% truth, people will doubt their word and tune out their speech. Lastly, they must not be afraid to show a little emotion – this is not a sterile or static speech. Students’ bodies and voices must match the tone of their words. If their language is strong, they must present a physical force to go along with their deliveries.

The Class Reaction The class has two major criteria to consider after each member’s speech. First, the delivery. Were the speaker’s body, words, and actions in synchronization and harmony? Did one support the other or was there tension between the body and the voice? Secondly, were the students persuaded? Why or why not? Discuss what makes a persuasive speech work and how the intangibles effect a positive outcome. Assessment: The class will assess each speaker’s performance in terms of voice and body coordination and in terms of persuasiveness. Each class can develop performance assessments such as rubrics to facilitate this process (see sample rubric in Materials ).

Useful Internet Resource: * Basic Public Speaking, 2nd edition (written by the lesson plan author) http://www.capital.net/~bps2

Table of Contents

Speech Writing Outline and Format for Students

Learning how to write a speech is a skill most students will need help refining. Guide your students through the speech writing process with the outline and descriptions below. All of the major components of a speech are included and explained in a format students can understand and apply. Once students understand the step-by-step method for crafting a successful speech, they will feel more confident speaking in front of an audience. 

I.  Introduction

The beginning of a speech is called the introduction. The introduction is important because it sets the tone for the entire presentation. The introduction can be broken into two parts: the attention grabber and the preview. 

A.  Attention Grabber: Capturing the attention of the audience is the first thing the speaker says or does. In order to do this, the speaker might tell a humorous story, ask a rhetorical question, describe a hypothetical situation, or share an interesting fact. 

B.  Preview: The second part of the introduction is when the speaker introduces himself or herself and the topic of the speech. The main points of the speech can also be presented at this time. 

II.  Body

After the introduction, the speaker transitions to the body of the speech. This is where the speaker will spend the most amount of time. The goal of the body of the speech is to clearly explain the topic. 

A. Main Points: To clearly explain the topic, the body of the speech is broken down into main points. The number of main points will vary from speech to speech. Regardless of the number, it is important to keep the main points organized in a purposeful way. Also, clear transitions between main points (and throughout the speech) are critical. Without them, the audience will have trouble following along. 

1. Supporting Details: Each main point needs supporting material to help the audience understand and remember that point. Examples, explanations, visual aids, and props can be used as supporting material.

III. Conclusion

The conclusion puts the finishing touches on the speech. It lets the audience know that the speech is about to end. Like the introduction, the conclusion can be broken into two parts: the review and the final statement. 

A.  Review: During the first part of the conclusion, the speaker restates the topic of the speech and each main point. 

B.  Final Statement: The speech ends with a strong final statement. The final statement addresses the topic one last time in a powerful and meaningful way. The purpose of the final statement is to round out the speech and provide the audience with a strong signal that the presentation is complete.

Click here to download everything you need to teach your students how to write an organized speech. The comprehensive lesson includes “How to Write a Speech” informational text, comprehension questions, example speech, speech outline template, speech writing rubric, and a list of 40 student-friendly speech topics.

Speech Writing Lesson Bundle 

“This was an excellent way to begin the year in my speech class. It was very informative for students, had a fun appearance, and was easy to follow. I know I will use this every semester! Thank you!” -Kim O.

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Resources you can trust

Writing a speech

These are user friendly KS3 resources for preparing a persuasive speech on a familiar subject. It includes ideas for topics. It would be ideal for an Argue and Persuade Writing unit. 

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• Ford’s Shop

Original Speech Writing

Students write eight original speeches.

Rubrics and example speeches are included. Each speech performance focuses on using two Podium Points (elements of effective public speaking).

Common Core Standards

CCSS.ELA-LITERACY.W.8.1

Write arguments to support claims with clear reasons and relevant evidence

Classroom Activities

• Classroom Activity One: Introductory Speech Students write and present a speech introducing themselves using Presence.
• Classroom Activity Two: Brown Bag Speech Focusing on Pace and Volume, students share an item that is important to them.
• Classroom Activity Three: Storytelling Speech Tone and Emphasis are stressed in this speech where students tell a true story that happened to them.
• Classroom Activity Four: Tribute Speech Each student honors someone in his/her life while working on improving Eye Contact, Enunciation and Diction.
• Classroom Activity Five: “Read to Me Speech” After picking a favorite text, students return to Emphasis and Tone in order to share a selection with the class.
• Classroom Activity Six: Book Speech Posture and Gesture are introduced to students through a speech on a favorite book. 
• Classroom Activity Seven: Teaching Speech In this activity, students must use all Podium Points while teaching the class a new skill.
• Classroom Activity Eight: This I Believe Using all Podium Points, students need to share their personal philosophy with the class.

Teacher Preparation:

Catherine Plumb-Sperry is a sixth-grade reading teacher at James Bridger Middle School in Independence, MO. Over the course of a year, her students write and perform an original speech each month. This lesson gives teachers framework for how to structure eight different speeches. Catherine’s most important tips for successfully implementing this in the classroom:

• Students do not have the option to “opt-out” of giving a speech. The teacher should perform a sample speech on the day that each speech is assigned.
• When delivering a sample speech, pick a few moments to intentionally ignore one of the Podium Points, so that students can hone their observation skills.
• Starting with Lesson Activity One, model Warm and Cool Feedback.
• Focus on two Podium Points for each speech. However, once a Podium Point has been the focus of a speech, students must continue to work on that element in all subsequent speeches. The Podium Points are cumulative as they progress through the school year. 
• It takes about three 45-minute class periods for a class of 25 students to give their two-minute speeches and receive Warm and Cool Feedback.
• Do not time speeches until the Tribute Speech. It’s better for students to have the first three speech opportunities to stand and speak in front of the class without the added pressure of a time limit.

Additionally, Catherine believes that a podium is a necessary classroom accessory when teaching oratory. Students need to be accustomed to speaking from and using a podium. The podium is also a visual aid indicating that when someone stands to speak, we listen.

Classroom Activity One

Introductory speech.

The first speech of the year is untimed. Catherine usually does the speech on the third day of school. Students cannot use notes of any kind. 

The podium point being evaluated is presence: Can you walk to the podium confidently (even if you don’t feel confident) and use a greeting?

Students are expected to:

• Have presence: walk to the podium confidently and stand confidently throughout their speech.
• Greet their audience.
• Sentence one – Tell their complete name.
• Sentence two – Tell us something about their family.
• Sentence three – Tell us something unique about them.
• End with a “thank you.”

After the speech, the students in the audience spend two minutes giving warm and cool feedback.

Classroom Activity Two

Brown bag speech.

This speech is very similar to “show-and-tell” from early elementary school. 

Students are each given a brown lunch sack. They write the speech requirements on it. They bring it home that night, and select an item to share with the class for their speech. The item must fit in the sack, and may not be a previously living or presently living item. Students bring the item in the sack to school the next day.

The two Podium Points added to this speech are volume and pace. Nerves cause speakers to speak quickly so pace is a challenge. Introduce pace early in the process so student have many opportunities to practice speaking at an appropriate pace.

• Have presence.
• Use appropriate pace and volume.
• Select an item to share.
• Walk the item around and show it to the class.
• Return to the podium to speak.
• Greet the audience. describe where the item came from, what it is used for, why it is significant to them, why they like it, or any other information they want us to know.
• Ask the audience if they have any questions.
• End their speech with a “thank you.”

After the speech, the class spends two minutes giving warm and cool feedback.

Classroom Activity Three 

Storytelling speech.

In this speech, students tell a story from their life. It must be something they are comfortable sharing in front of the class.

The two podium points that are the focus of this speech are tone and emphasis. Students are telling stories that may contain strong emotion, so this is a natural way for them to add tone and emphasis. Students should write their speech down and identify the tone they are trying to achieve. They should also highlight or circle any words they are going to emphasize. They will use the written text to rehearse, and then turn in the text before giving their speech.

Students are expected to

• Use appropriate pace, volume, tone and emphasis.
• Greet the audience.
• Tell a story with a distinct beginning, middle and end.
• Have the story memorized.

Classroom Activity Four

Tribute speech.

In this speech, students are telling the class about an important person in their life, and why they admire this person.

Encourage students to bring a photograph of their person. A photograph gives the audience a nice visual reference during the speech.

The two podium points that are the focus of this speech are eye-contact and diction. Students may use a script when delivering this speech. A caveat: because a script is  allowed, students may tend to read to the audience. It takes a high level of skill to have a script and still make eye contact. Students are expected to rehearse their speech at home before the speech performance day. Assign a rehearsal log to ensure that students practice before their performance.

Teach tongue twisters in class to support development of diction. Students can practice these tongue twisters at home when rehearsing their speech. On speech performance day, the class can warm-up using the tongue twisters. Starting off class this way may also alleviate nerves, as tongue twisters can be fun and promote a bit of laughter.

This is the first speech where speeches are timed. Speeches must be at least one minute and no longer than two minutes. Discuss time with the students but do not use it as an evaluation criteria.

• Use all previously learned Podium Points.
• Use eye-contact and diction.
• Section One: Tell who the person is, what their relationship is to the student, and why the student admires them. The student might also describe physical traits.
• Section Two: Give a personality trait the person has. Students must give two examples of the person showing the trait. (If he says a person is kind, he must say two ways that they show kindness.)
• Section Three: Give a second personality trait that the person has. The student must also give two examples of the person showing the trait.
• Conclude by restating in a different way from their introduction why the person is so special to them.
• End their speech with “thank you.”

Classroom Activity Five 

“read to me” speech.

Note: It might be helpful to pair this with the Refining Tone and Emphasis Lesson.

In this speech, the students read a piece of text written by someone else. The text can be lyrics from a song, a story or a poem.   The Podium Points that are the focus of this speech are emphasis and tone. Although these Podium Points have been covered in the past, the content of this speech requires “extra” attention to tone and emphasis when delivering the speech. Students should make a deliberate effort to put emotion into their delivery.

To find a text to read for performance, students may search online to find song lyrics, a story or poem that they connect with emotionally. They should cut and paste this text into a Word document. Students should read the text carefully to understand the message of the text, and determine the emotional tone. They should annotate their text by circling words they think best express the meaning and tone, and practice emphasizing those words when saying it aloud. Students should bring their annotated text with them to the podium for reference.

Speeches are timed and should be between one and maximum two minutes long.

• Use all previously learned Podium Points, with extra effort to demonstrate tone and emphasis.
• Credit the source of their reading.
• Make an effort to memorize as much of their text as possible and only use their scripts as reference.

After the speech, students are expected to explain briefly how they employed tone and emphasis to convey the meaning of their speech. The class then spends two minutes giving warm and cool feedback.

Classroom Activity Six

Book speech.

In this speech, students review a book they’ve read during the school year.

The Podium Points added for this speech are gesture and posture. Students need to demonstrate confident posture. Confident posture includes standing up tall, without slouching, feet firmly on the floor, no rocking or fidgeting. Shoulders should be back and down. Students can be prompted to squeeze their shoulder blades together, or imagine  that they are tucking their shoulder blades into the back pockets. The goal is to open the chest up, without puffing it out, so that students can breath properly and look confident.

They also should use gestures to emphasize the important parts of the speech or to engage the audience. Remind students that gestures should be as natural as possible. As a frame of reference, it may be helpful to demonstrate examples of natural gestures, or play clips of famous orators and have students observe their gestures.

Students are required to use a visual aide for this speech. They have the choice between creating the visual aide (e.g. a poster advertising the book) or bringing in an item related to the topic of the book (e.g. for a baseball book, a news article from the same time period as the book, or memorabilia that relates to the book). Using the visual aid is an easy way for students to include gesture into a speech.

This is a timed speech and should be between two and three minutes.

• Use all of the Podium Points learned previously.
• Use gestures and have confident posture.
• Discuss the literary elements of the book: main character, theme and plot (without giving away the ending). Share if they liked or didn’t like the book, and offer reasons why.
• Have confident posture, with feet solidly on the floor, standing calmly.
• Use gestures.
• Show their visual aid and explain how it relates to the book. The visual aid must add to the understanding of the book or author of the book.
• Ask if there are any questions about the book.
• End the speech with “thank you.”

After the speech, students spend two minutes giving warm and cool feedback.

Classroom Activity Seven

Teaching speech.

In this speech, students teach something to the entire class. To help students decide their lesson topic, offer some suggestions. This helps students to focus their ideas, so they select something they will feel confident teaching. Some suggestions: origami, how to draw something, a sports strategy, how to do a card trick, a dance step or a simple craft project.

By lesson seven, all of the Podium Points have been introduced. Students are now assessed on their use of all Podium Points and speech requirements.

This is a timed speech and should be between three and five minutes.

• Use all of the Podium Points.
• Include what the class will be learning in their speech introduction.
• If teaching a step-by-step lesson, circulate around the room to assist classmates when needed.
• Provide all the required materials, enough for every student.
• Answer any questions the audience might have.

Classroom Activity Eight

This i believe.

In this speech, students speak about a topic important to them. This speech introduces students to the art of persuasive speech. Students should be encouraged to think about what matters to them, and to select a topic they feel passionately about.  As they write their speeches, students should consider what they want the audience to know, understand and do about the topic as a result of listening to their speech. The speech must include a call to action to the audience.

This is speech includes a research component, to help students understand their issue, find evidence to support their belief, and learn about any opposing points of view. Students will need to be provided with time for research. Length of instructional time dedicated conducting research should be determined according to grade level and how much time the school curriculum will allow.

After researching the topic, the writing process begins. In-class time devoted to writing should be a minimum of three days. Consider a process that includes students writing drafts, editing and rewriting.  This I Believe  has an excellent teaching guide on how to help students write their own statements.

Our original speech writing lesson also has several useful techniques for helping students write their own speeches.

This is a timed speech and must be at least 1 minute 50 seconds, and no longer than 2 minutes 10 seconds.

• Include a personal belief.
• Share a personal story to highlight their belief.
• Explain why this topic is important to them.
• Include a call to action.

Each speech includes an individual rubric for assessment.

Speech Writing Lesson | Public Speaking | Printable & Digital

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Teach students how to write an organized speech with this printable and digital public speaking lesson plan! Everything your students need to develop a clear understanding of the speech writing process is included. Printable PDF and Google Drive versions are included.

**This resource is part of the engaging Speaking and Listening Bundle. It includes eleven no-prep public speaking resources at a 20% discount price! Click here to preview the lessons and take advantage of the bundle savings.

This resource can be completed on paper or online with laptops, Chromebooks, tablets, or any device that supports Google Slides. The included Teacher's Guide includes access to the links that will allow you to make your own copy of the resources for use in Google Classroom/Google Drive.

INCLUDED WITH YOUR PURCHASE:

• “HOW TO WRITE A SPEECH” TEXT: The informational text explains the three major parts of a speech: the introduction, the body, and the conclusion. The description of each major part includes components and examples.
• COMPREHENSION QUESTIONS: Assess student understanding of the speech writing format using eight text-based questions. A full-page and half-page layout is included. You can also pause after reading each section of the text and ask the questions orally. An answer key is included for easy grading or use with a substitute.
• EXAMPLE SPEECH: An example speech, written in outline form, is provided to share with students before they begin the speech writing process. The example speech includes all the necessary components included in the “How to Write a Speech” text.
• SPEECH WRITING RUBRIC: The rubric lists the necessary criteria for each major part of the speech. Review the rubric ahead of time to ensure students clearly understand the speech writing expectations.
• SPEECH TOPICS: A list of 40 diverse speech topics is included. After selecting a topic, students will write a complete speech in outline form.
• SPEECH OUTLINE TEMPLATE: A template with all the necessary components is provided for students to use as a guide when writing their speech in outline form. A smaller speech outline handout is also included for use as needed. The smaller handout can be placed in student binders, writing journals, interactive notebooks, and more!

Additional Public Speaking Resources:

Public Speaking Vocabulary

Voice and Gestures

Stage Fright

Listening Skills

200 Inspirational Quotes- Quote of the Day

Speech of Introduction

Sales Speech

Pet Peeve Speech

Storybook Speech

Award Speech

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Analyzing Famous Speeches as Arguments

• Resources & Preparation
• Instructional Plan
• Related Resources

Traditionally, teachers have encouraged students to engage with and interpret literature—novels, poems, short stories, and plays. Too often, however, the spoken word is left unanalyzed, even though the spoken word has the potential to alter our space just as much than the written. After gaining skill through analyzing a historic and contemporary speech as a class, students will select a famous speech from a list compiled from several resources and write an essay that identifies and explains the rhetorical strategies that the author deliberately chose while crafting the text to make an effective argument. Their analysis will consider questions such as What makes the speech an argument?, How did the author's rhetoric evoke a response from the audience?, and Why are the words still venerated today?

Featured Resources

From Theory to Practice

Nearly everything we read and hear is an argument. Speeches are special kinds of arguments and should be analyzed as such. Listeners should keep in mind the context of the situation involving the delivery and the audience-but a keen observer should also pay close attention to the elements of argument within the text. This assignment requires students to look for those elements.

"Since rhetoric is the art of effective communication, its principles can be applied to many facets of everyday life" (Lamb 109). It's through this lesson that students are allowed to see how politicians and leaders manipulate and influence their audiences using specific rhetorical devices in a manner that's so effective that the speeches are revered even today. It's important that we keep showing our students how powerful language can be when it's carefully crafted and arranged.

Further Reading

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
• 4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
• 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.

Materials and Technology

• ReadWriteThink Notetaker
• Teacher Background and Information Sheet
• Student Assignment Sheet
• List of Speeches for Students
• Queen Elizabeth I’s Speech with Related Questions
• Historical Speech Research Questions
• Peer Response Handout
• Essay Rubric

This website contains audio of the Top 100 speeches of all time.

Included on this site is audio of famous speeches of the 20th century, as well as information about the speeches and background information on the writers.

The "Great Speeches Collection" from The History Place are available here in print and in audio.

This website includes information on finding and documenting sources in the MLA format.

Preparation

• Review the background and information sheet for teachers to familiarize yourself with the assignment and expectations.  Consider your students' background with necessary rhetorical terms such as claims, warrants, the appeals (logos, pathos, ethos), and fallacies; and rhetorical devices such as tone, diction, figurative language, repetition, hyperbole, and understatement. The lesson provides some guidance for direct instruction on these terms, but there are multiple opportunities for building or activating student knowledge through modeling on the two speeches done as a class.
• Check the links to the online resources (in Websites section) make sure that they are still working prior to giving out this assignment.
• Decide whether you want to allow more than one student to analyze and write about the same speech in each class.
• Look over the  List of Speeches for Students to decide if there are any that you would like to add.
• Look over the suggested Essay Rubric and determine the weights you would like to assign to each category.  For example, you might tell students that Support and Research may be worth three times the value of Style. Customize the Essay Rubric to meet the learning goals for your students.
• Reserve the library for Session Three so the students can do research on their speeches.
• President Obama’s Inauguration Speech.
• Former President Bush’s Defends War in Iraq Speech.
• Former President Bush’s 9/11 Speech.
• Former President Clinton’s “I Have Sinned” Speech.

Student Objectives

Students will

• analyze a speech for rhetorical devices and their purpose.
• identify an author’s purposeful manipulation of language.
• identify elements of argument within a speech.
• write an analysis of a speech with in-text documentation.

Session One

• Begin the lesson by asking students what needs to be present in order for a speech to occur. Though the question may seem puzzling—too hard, or too simple—at first, students will eventually identify, as Aristotle did, the need for a speaker, a message, and an audience.
• The class should discuss audience and the importance of identifying the audience for speeches, since they occur in particular moments in time and are delivered to specific audiences. This is a good time to discuss the Rhetorical Triangle (Aristotelian Triad) or discuss a chapter on audience from an argumentative textbook. You may wish to share information from the ReadWriteThink.org lesson Persuasive Techniques in Advertising and  The Rhetorical Triangle from The University of Oklahoma.
• Next distribute Queen Elizabeth’s speech to the troops at Tilbury and use the speech and its historical context as a model for the processes students will use on the speech they select. Provide a bit of background information on the moment in history.
• Then, as a class, go over  Queen Elizabeth’s speech and discuss the rhetorical devices in the speech and the purpose for each one. Adjust the level of guidance you provide, depending on your students' experiences with this type of analysis. The questions provide a place to start, but there are many other stylistic devices to discuss in this selection.

Discuss the audience and the author’s manipulation of the audience. Consider posing questions such as

• This is a successful speech.  Why?
• Elizabeth uses all of the appeals – logos, pathos, and ethos – to convince all of her listeners to fight for her from the loyal follower to the greedy mercenary.  How?
• The tone shifts throughout the selection.  Where?  But more importantly, why?

Martin Luther King, Jr. uses an appeal to pathos in his “I Have a Dream” speech through his historical allusion to Abraham Lincoln’s Emancipation Proclamation: “Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.” This is particularly effective for his audience of people sympathetic to the cause of African American men and women who would have been especially moved by this particular reference since it had such a significant impact on the lives of African Americans.

Session Two

• Continue the work from the previous session by distributing the  Analyzing Famous Speeches as Arguments handout and discussing the assignment and what it requires. See the  background and information sheet for teachers for more details.
• Tell students they will be getting additional practice with analyzing a speech as an argument by showing a short  10-minute clip of a presidential speech . Ask students to think about how the particular moment in history and the national audience contribute to the rhetorical choices made by the speaker.
• Lead a discussion of the speech as an argument with regard to purpose and intent. Work with students to identify warrants, claims, and appeals.
• Ask students to consider how the author manipulates the audience using tone, diction, and stylistic devices. What rhetorical devices aided the author’s manipulation of his audience? Discuss a particular rhetorical device that the President used and the purpose it served.
• Share the Essay Rubric and explain to students the expectations for success on this assignment.
• Allow students to select a speech from the List of Speeches for Students . If they wish to preview any of the speeches, they can type the speaker's name and the title of the speech into a search engine and should have little difficulty finding it.

Session Three

• Take the students to the library and allow them to research their speeches. They should locate their speech and print a copy for them to begin annotating for argumentative structure and rhetorical devices.
• What was the speaker up against?  What is the occasion for the speech?
• What did the author have to keep in mind when composing the text?  
• What were his or her goals?  
• What was his or her ultimate purpose?  
• What was his or her intent?
• Remind students that the writer of the speech is sometimes not the person who delivered the speech, for example, and this will surprise some students. Many people assume that the speaker (president, senator, etc.) is always the writer, and that’s not always the case, so ask your students to check to see who wrote the speech. (They might be surprised at the answer. There’s always a story behind the composition of the speech.)
• Help students find the author of the speech because this will challenge some students. Oftentimes, students assume the speaker is the author, and that’s sometimes not the case. Once the speechwriter is identified, it is easier to find information on the speech. Help students find the history behind the speech without getting too bogged down in the details. They need to understand the climate, but they do not need to be complete experts on the historical details in order to understand the elements of the speech.
• If they wish, students can use the ReadThinkWrite Interactive Notetaker to help them track their notes for their essays. Remind them that their work cannot be saved on this tool and should be printed by the end of the session so they can use it in future work.
• For Session Four, students must bring a thesis, an outline, and all of their research materials to class for a workday. Remind them to refer to the Analyzing Famous Speeches as Arguments , the Essay Rubric , and any notes they may have taken during the first two sessions as they begin their work.
• The thesis statement should answer the following question: What makes this speech an effective argument and worthy of making this list?

Session Four

• Set up students in heterogeneous groups of four. Ask students to share their outlines and thesis statements.
• Go around to check and to monitor as students share their ideas and progress. The students will discuss their speeches and their research thus far.
• Have students discuss the elements of an argument that they plan on addressing.
• Finally, have students work on writing their papers by writing their introductions with an enticing “grab” or “hook.” If time permits, have students share their work. 
• For Session Five, students should bring in their papers. This session would happen in about a week.

Session Five

• In this session, students will respond each other's drafts using the Peer Response Handout .
• Determine and discuss the final due date with your students. Direct students to Diana Hacker’s MLA site for assistance with their citations if necessary. 
• Remind students that their work will be evaluate using the essay rubric .  They should use the criteria along with the comments from their peer to revise and polish their work.
• During the process of analyzing  Queen Elizabeth I’s Speech , consider showing the related scene from the film Elizabeth: The Golden Age . Though the text of the speech is drastically cut and altered, seeing one filmmaker's vision for the scene may help reinforce the notion of historical context and the importance of audience.
• Allow students to read and/or perform parts of the speeches out loud. Then, they can share some of their thinking about the argumentative structure and rhetorical devices used to make the speech effective. This activity could happen as part of the prewriting process or after essays have been completed.
• Require students to write a graduation speech or a speech on another topic. They can peruse print or online news sources to select a current event that interests them.  Have them choose an audience to whom they would deliver an argumentative speech.

Student Assessment / Reflections

• After peer response has taken place, use the essay rubric to provide feedback on student work. You may change the values of the different categories/requirements to better suit the learning goals for your classroom.
• Calendar Activities
• Lesson Plans
• Student Interactives
• Strategy Guides

Students explore the ways that powerful and passionate words communicate the concepts of freedom, justice, discrimination, and the American Dream in Martin Luther King, Jr.'s "I Have a Dream" speech.

While drafting a literary analysis essay (or another type of argument) of their own, students work in pairs to investigate advice for writing conclusions and to analyze conclusions of sample essays. They then draft two conclusions for their essay, select one, and reflect on what they have learned through the process.

Useful for a wide variety of reading and writing activities, this outlining tool allows students to organize up to five levels of information.

This strategy guide clarifies the difference between persuasion and argumentation, stressing the connection between close reading of text to gather evidence and formation of a strong argumentative claim about text.

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KS3 Speech Writing

Subject: English

Age range: 11-14

Resource type: Unit of work

Last updated

6 July 2023

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KS3 English - Speech Writing

• 59-slide editable PowerPoint-led unit of work with 6 worksheets

Speech Writing is a five lesson KS3 English unit of work that explains how to write an effective speech. It guides students through the process of how to plan, write and redraft an effective speech.

KS3 Speech Writing covers the following:

Mind the GAP - Genre, Audience and Purpose – why it’s important in speech writing

How to plan, structure and write a speech

The techniques of speech writing

Exemplar speeches for modelling and assessment

Identifying problems and creating solutions

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Table of Contents

No, jd vance didn’t fuck a couch. but saying he did is free speech. here’s why..

• Daniel Burnett

Consolidated News Photos via Shutterstock

Republican presidential nominee JD Vance

He certainly didn’t couch his words.

Last night, Democratic vice presidential pick and Minnesota Gov. Tim Walz came to FIRE’s hometown of Philadelphia to campaign with presidential nominee Kamala Harris. 

“And I got to tell you, I can’t wait to debate the guy — that is, if he’s willing to get off the couch and show up,” Walz  told the crowd . “See what I did there?”

Walz was referencing a now-deleted X post that has morphed from fringe joke into  mainstream political consciousness . 

X user @rickrudescalves posted on July 15: “can’t say for sure but he might be the first vp pick to have admitted in a ny times bestseller to fucking an Inside-out latex glove shoved between two couch cushions (vance, hillbilly elegy, pp. 179-181).”

I read “Hillbilly Elegy.” I definitely would’ve remembered that.

There’s no truth to the statement . And the X user who tweeted it acknowledged the post was a joke and deleted it about a week later — after it took off. 

But if it’s obviously not true, why is it protected?

First, some definitions.

Misinformation is simply false or inaccurate information. Nothing more, nothing less.  Disinformation is false or misleading information peddled  deliberately to deceive . The two get confused, but both are protected by the First Amendment, and for good reason. And political jokes — well, we’ll get to that.

Political disinformation is nothing new. Thomas Jefferson was  Native American ? Lincoln had a  top secret plan to make a new “American race” via interracial sex? Michelle Obama  has a penis ? People have been claiming wild falsehoods about the political classes for millenia. (Someday, archaeologists will surely find some ancient graffiti alleging that Julius Caesar is a Muslim and INELIGIBLE to lead.)

It’s up to Americans to weigh evidence for themselves and make up their own minds. If false claims weren’t protected by free speech, we’d have to  trust the government to decide the truth  for us. That’s exactly why the First Amendment gives wide latitude even to lies, misinformation, and disinformation. Check out our handy explainer on  misinformation and disinformation to learn more.

If we sacrifice comedy to save innocent voters from the horrors of misinformation, we’ll lose a lot more than killer SNL skits.

If you think it's bad for government bureaucrats to decide whether claims in the rough and tumble of political debate are true (and worthy of protection) or false (and worthy of punishment), just wait until you add in comedy. 

The brouhaha ignores an important part of our national discourse: the ability to joke. 2008 vice presidential nominee Sarah Palin never said she could see Russia from her house. That was  Tina Fey . And studies show that 7 in 10 Americans believed it! But if we sacrifice comedy to save innocent voters from the horrors of misinformation, we’ll lose a lot more than killer SNL skits.

The First Amendment rightly  protects satire and parody. In 1983, Hustler magazine parodied Jerry Falwell, a nationally known minister and public commentator, in  an ad for Campari featuring Falwell recalling a sexual experience with his mother in an outhouse. The cartoon even included a disclaimer that it is an “ad parody not to be taken seriously.” Falwell was awarded $150,000 in damages for intentional infliction of emotional distress before the case was unanimously overturned by the Supreme Court in 1987.

So I can lie all I want?

Like much of First Amendment law, not exactly. Some forms of lying aren’t protected speech, including:

• Making false statements to government officials concerning official matters
• Falsely speaking on behalf of the government
• Impersonating a government officer to exercise false authority over someone

As my colleague Angel Eduardo says in his post on  lying and the First Amendment , “Like any deviation from the presumption that speech is protected, these exceptions to the rule are limited, narrowly defined, and place the burden on the government to justify.”

In a free society, there’s only one solution to fight misinformation and disinformation — and that’s an informed citizenry who can separate fact from fiction without the heavy hand of government regulation. 

Listen, FIRE isn’t playing the role of a fact-checker in this election. There are lots of other folks with the resources and mandate to do that. But when political disinformation explodes into the national conversation and you have questions about free speech and disinformation —  FIRE has your back .

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Supreme Court’s NetChoice decision bolsters FIRE’s legal challenge to New York’s Online Hate Speech Law

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What has Kamala Harris accomplished as vice president? Here's a quick look.

Vice President Kamala Harris and her meteoric rise as the successor to President Joe Biden, 81, as the Democratic presidential candidate in the Nov. 5 election is the most significant seismic shift in presidential politics in recent history.

As she gears up to secure the Democratic presidential nomination in Chicago this August, we examine some of Harris’ most significant accomplishments and policy initiatives.

More: Biden drops out of 2024 presidential race: What to know as America looks to election

Immigration

In response to immigration concerns, Harris’ call to action was the public-private partnership Central America Forward (CAF). The idea behind CAF is to support the creation of local jobs and other measures in order to slow the flow of mass migration.

CAF has generated more than $5.2 billion since its launch in 2021, and its partners include more than 50 companies and organizations that have committed to supporting economic growth in the Central America region. The entities represent the financial services, textiles, apparel, agriculture, technology, telecommunications, nonprofit sectors, and others, according to the White House.

Voting rights

Harris was at the forefront of the administration’s pursuit to enshrine voting rights protection throughout the U.S. according to White House transcripts . She pushed for Congress to pass the John R Lewis Voting Rights Advancement Act , which would’ve extended the protections of the 1965 Voting Rights Act and required federal approval for some local election law changes.

In 2021, the bill did not receive the 60 votes needed to overcome a Republican filibuster, preventing the start of debate on the Senate floor where Harris would have cast the deciding vote in the evenly split chamber.

Harris visited a Planned Parenthood clinic on March 14, a historic first for any president or vice president while in office, according to previous reporting by USA TODAY.

Walking through the clinic in Minnesota, the vice president spoke with staff members and health care providers as part of her nationwide “Fight for Reproductive Freedoms” tour earlier this year.

Gun violence

In September 2023, Biden established the first-ever White House Office of Gun Violence Prevention to reduce gun violence, overseen by Vice President Harris, as announced by the White House.

The Office of Gun Violence Prevention builds upon actions taken by the Biden-Harris administration to end gun violence, which include the signing of the Bipartisan Safer Communities Act.

Heralded by the White House as the most impactful gun violence prevention measure in almost three decades, the now law bars individuals under the age of 21 from buying firearms, grants the Justice Department additional powers to prosecute gun traffickers, provides mental health services in schools to assist youth affected by gun violence trauma and grief and funds community-based violence intervention programs.

Maternal health

In her previous role as U.S. Senator for California, Harris introduced the Maternal CARE Act and the Black Maternal Health Momnibus Act , which would direct multi-agency efforts to improve maternal health, particularly among racial and ethnic minority groups, veterans, and other vulnerable populations as well as maternal health issues related to COVID-19.

The vice president’s prior work on maternal and infant health care was a key component of the Build Back Better Act , passed in 2022. The legislation expands access to maternal care and makes new investments to drive down mortality and morbidity rates.  

Broadband expansion

In 2023, Harris and U.S. Secretary of Commerce Gina Raimondo traveled to Kenosha, Wisconsin to celebrate the announcement of new electronics equipment production made possible by the Biden-Harris Administration’s “ Investing in America ” agenda and Bipartisan Infrastructure Law.

The Bipartisan Infrastructure Law requires the use of American-made materials and products for federally funded infrastructure projects, with the goal of bringing hundreds of new jobs to the U.S. The law also notably includes a historic $65 billion investment to expand affordable and reliable high-speed Internet access in communities across the U.S.

“Our investments in broadband infrastructure are creating jobs in Wisconsin and across the nation and increasing access to reliable, high-speed internet so everyone in America has the tools they need to thrive in the 21st century,” said Harris.

In 2021, President Biden declared Juneteenth a federal holiday. Often referred to as the “Second Independence Day,” it commemorates June 19, 1865, the day when 2,000 Union troops reached Galveston, Texas, to announce that enslaved African Americans were freed by executive order two years after the signing of the Emancipation Proclamation, according to the National Museum of African American History and Culture .

“As a United States Senator, I was proud to co-sponsor a bill to make Juneteenth a federal holiday,” said Harris during the Juneteenth concert at the White House. “This [day], we will hold a national day of action on voting.  And I call on all the leaders here to please join us in helping more Americans register to vote.”

Reuters contributed to the reporting of this story.

Crucial lessons from the front-line as Russia advances in Donbas - Ukraine: The Latest podcast

Every weekday The Telegraph's top journalists analyse the Russian invasion of Ukraine from all angles and tell you what you need to know

Today,  we bring you the latest updates from the front lines and discuss in detail the situation on the front lines with friend of the podcast, Kyiv Independent Reporter, Francis Farrell who’s recently returned from a reporting trip near Toretsk in Donbas. 

Listen to Ukraine: the Latest , The Telegraph’s daily podcast, using the audio player at the top of this article or on Apple Podcasts , Spotify , or your favourite podcast app.

War in Ukraine is reshaping our world. Every weekday The Telegraph’s top journalists analyse the invasion from all angles - military, humanitarian, political, economic, historical - and tell you what you need to know to stay updated.

With over 70 million listens, our Ukraine: The Latest podcast is your go-to source for all the latest analysis, live reaction and correspondents reporting on the ground. We have been broadcasting ever since the full-scale invasion began.

Ukraine: The Latest ’s regular contributors are:

David Knowles

David is Head of Audio Development at The Telegraph , where he has worked for over three years. He has reported from across Ukraine during the full-scale invasion. 

Dominic Nicholls

Dom is Associate Editor (Defence) at The Telegraph , having joined in 2018. He previously served for 23 years in the British Army, in tank and helicopter units. He had operational deployments in Iraq, Afghanistan and Northern Ireland. 

Francis Dearnley

Francis is Assistant Comment Editor at The Telegraph. Prior to working as a journalist, he was chief of staff to the Chair of the Prime Minister’s Policy Board at the Houses of Parliament in London. He studied History at Cambridge University and on the podcast explores how the past shines a light on the latest diplomatic, political, and strategic developments.

They are also regularly joined by Telegraph reporters and correspondents around the world, including Joe Barnes (Brussels Correspondent), James Kilner , (Foreign Correspondent and Editor of the Central Asia & the South Caucasus Bulletin), Sophia Yan (Senior Foreign Correspondent), Roland Oliphant (Senior Foreign Correspondent), Colin Freeman (Foreign Correspondent), Danielle Sheridan (Defence Editor), and Tony Diver (US Editor).

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3 marketing lessons from the paris 2024 olympics.

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Paris Olympics 2024.

The Summer Olympic Games in Paris is in full swing, and there is no shortage of inspiring stories and international controversy. The history of the games goes back around 3,000 years—held every four summers in honour of the Greek god Zeus. But modern companies can gain valuable lessons from the competition despite its ancient origins. The Paris Olympics reflects the unique hopes, dreams and challenges of the 206 territories that make up our diverse, imperfect and beautiful world.

Getting noticed

The Olympic ceremony launched with extravagance and controversy. The ceremony featured performances from Lady Gaga, Celine Dion and a torch-bearing Snoop Dogg. But it was a scene featuring drag queens, a transgender model and a semi-naked blue man that sparked international outrage. Critics viewed the performance as a parody of Leonardo da Vinci’s “Last Supper”. Catholics and other religious groups called the show demeaning, disgusting and disrespectful. The Vatican said it was saddened by the Paris opening ceremony and the Organizing Committee apologised . The contrasting reaction to the opening ceremony highlights growing cultural polarization: accelerated and amplified by social media algorithms.

Most marketing goes unnoticed. If your marketing goes unseen, everything else is academic. In the words of Oscar Wilde: “There is only one thing in life worse than being talked about, and that is not being talked about.” Brands are drowning in a sea of sameness. For marketing to be effective, it needs to evoke an emotional response. A positive emotion is ideal, but any emotion is better than apathy. Now, that doesn’t mean being controversial for the sake of controversy. Getting noticed can be as simple as making a stand, choosing a common enemy or telling a story. The Beijing (2008) and London (2012) Olympic opening ceremonies are still talked about today because they made people feel something. What would your brand’s opening ceremony look and feel like?

Niche Subplots

Historically, the Olympics could only be viewed through a handful of official TV broadcasters that secured the licensing rights. But in 2024, the most exciting and eccentric coverage is happening on TikTok. Fans are getting direct access to life in the Olympic Village from their favourite athletes. The spontaneous nature of the content makes it more human, relatable and engaging than the official programming from NBC Universal, BBC or Eurosport.

Norwegian swimmer Henrik Christiansen aka Muffin Man has become one of the breakout stars of the games, not for swimming but for his obsession with chocolate muffins from the Olympic Village cafeteria. He has generated more than 100 million views documenting his love affair with the baked good. The democratization of media has a the unfolding of several unexpected subplots. From Turkey’s nonchalant marksman turned meme, Yusuf Dikec who won silver in the air pistol competition wearing casual clothing. To “Aunty” Ni , the 61-year-old grandmother who won her first game in the women’s table tennis. And Stephen Nedoroscik aka pommel horse guy who charmed the internet with his Rubik’s cube, prescription glasses and commitment to the niche apparatus. The lesson for marketers is simple, don’t just focus on tentpole moments and big celebrity names. Your message will get lost. A better strategy is to tap into niches where you can find immense passion and energy. Going niche is the best way to achieve mainstream appeal.

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The emergence of China is an untold Olympic story. In the 1996 Summer Olympics in Atlanta, the USA won a whopping 44 Gold Olympic medals, in contrast to China’s 16 Gold medals. The Beijing Olympics announced China as an economic, political and sporting superpower on the international stage. China finished the Beijing 2008 Olympics ranked first with 48 gold medals. What is perhaps less documented is China’s strategic plan since the 1980s to become an Olympic heavyweight. The masterplan began with a shortlist of sports with the highest potential for a gold medal. Before expanding to medal-rich sports where China traditionally had limited representation. This was known as Project 119 —named after the number of gold medals available in the events—which included track and field, swimming and water sports. Finally, since 2008, China has targeted more internationally popular sports.

China invested in 3,000 state-run sports schools and more than 400,000 students were enrolled in sports schools in 2005 ahead of the 2008 Olympics. It combined centralized investment and grassroots development to identify, develop and train the best talent in the country. Unlike China’s long-term vision and investment, many companies operate under the tyranny of quarterly results. If China made decisions for the next Summer Olympic Games rather than future generations, its results would be vastly different.

The lack of time, space and vision for the future prevents companies from imagining a future that is different to the current reality. Today’s priorities don’t have to detract from future opportunities if brands adopt a core, expand and explore model.

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Ethnicity, race and health equity: 3 lessons from the COVID-19  pandemic

Associate Vice-President Global Health, McMaster University

Post Doctoral Fellow, Faculty of Social Sciences, Brock University

Professor, Department of Pediatrics, University of Toronto

Disclosure statement

Sonia Anand received funding from Public Health Agency of Canada for COVID-19 research. She holds a Canada Research Chair and an endowed chair co-sponsored by Michael G DeGroote School of Medicine and Heart and Stroke Foundation of Canada. She holds grants from CIHR, and consults with pharmaceutical companies in cardiovascular conditions including Novartis, Bayer AG, Servier, and Novonordisk.

Sujane Kandasamy has received funding from the Public Health Agency of Canada (PHAC) for community-based COVID-19 knowledge mobilization.

Upton D. Allen is a professor at the University of Toronto and is The Bastable-Potts Chair in Infectious Diseases Research, Research Institute, The Hospital for Sick Children. He has received funding from SickKids, University of Toronto, CIHR, NSERC, Public Health Agency of Canada, COVID-19 Immunity Task Force..

McMaster University and University of Toronto provide funding as founding partners of The Conversation CA.

McMaster University , Brock University , and University of Toronto provide funding as members of The Conversation CA-FR.

Brock University provides funding as a member of The Conversation CA.

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The COVID-19 pandemic has underscored the critical need for robust and equitable public health systems in Canada that address the population’s diverse needs. One of the most glaring issues during the pandemic was the lack of standardized definitions and consistent data collection methods regarding ethnicity and race within the health system. This gap was particularly evident in the discrepancies between federal and provincial systems.

The importance of data collection

During the pandemic, timely and accurate data on COVID-19 infectivity rates among different ethnic and racialized groups were insufficient. This hindered efforts to identify hotspots and effectively prioritize increased opportunities for testing and vaccinations.

The absence of such data reflects a broader issue: the need for structured and formalized data collection practices for public health purposes that do not depend on provincial priorities.

Currently, data collection varies across regions. Public health systems often do not collect self-reported ethnicity and race in a standardized and safe manner. They may not have digitized vaccine records, and often lack access to comprehensive health-care system data.

To be prepared for future epidemics, these gaps in the public health system must be addressed. As physicians and research experts we suggest the following “prescription,” which includes a three-pronged strategy.

1. Collect key demographic characteristics

First, provincial governments and public health organizations should begin routine collection of key demographic characteristics , including ethnicity and race, to identify hotspots — communities that have a higher caseload — of preventable infectious diseases. These data are essential for guiding evidence-based decision-making and improving public health responses.

At the federal level, the Disaggregated Data Action Plan (DDAP) aims to improve data collection from diverse populations and enable intersectional assessments considering sex/gender, ethnicity and race, and socioeconomic status. Collaboration between Statistics Canada, provincial and territorial governments is crucial to address data gaps, uncover health inequity, and inform policy and research priorities.

The federal government set an example with DDAP, and during the pandemic, the Public Health Agency of Canada (PHAC) worked closely with provincial and territorial colleagues, academics and research funders. During the COVID-19 pandemic PHAC strengthened its connection with communities, including facilitating by regular meetings with faith-based leaders, which exemplified the importance of ongoing community alliances.

Provincial and municipal data collection is necessary because public health responses are administered provincially. Localized data helps to address specific community needs. This was seen in Toronto’s neighbourhood-specific studies during the pandemic, which informed the deployment of mobile vaccine clinics .

In addition to quantitative data, qualitative data from the pandemic provides valuable lessons for public health officials. It’s crucial to highlight the experiences of essential workers who, lacking sick pay or worksite testing, continued to work even when symptomatic.

Read more: COVID-19 outbreaks in long-term care highlight the urgent need for paid sick leave

Another example is the neglect of higher-risk communities in prioritizing testing centres and early vaccine roll-out. This type of qualitative data helps paint accurate pictures of how inequities shaped transmission of the virus, to combat stereotypes and misinformation in public discussion about viral transmission, and helps ensure that the narrative does not falsely suggest these communities disregarded public health advice and continued to gather.

2. Community engagement

Second, community engagement and trust-building with marginalized groups is essential and should precede data collection. These can be identified in each region using census-level information, which includes information on type of housing, socioeconomic factors, age, and immigration and racialized status. During the COVID-19 pandemic , ethnic-specific research provided valuable insights into vaccine hesitancy and helped counter stigmatization narratives.

However, delays in engaging ethnically diverse communities in research were common, often due to the lengthy process of securing funding and ethics board approvals.

Vaccine hesitancy in marginalized communities was influenced by several factors: mistrust of the rapid vaccine development process, historical experiences of racism, and concerns about long-term side effects.

Health service providers, including public health officials, must foster ongoing dialogue with these communities about matters of population health — including healthy active living, healthy babies and mothers, and routine childhood vaccination. Building relationships with on-the-ground grassroots organizations, settlement agencies and faith-based groups plays a vital role in these conversations, helping to dispel misinformation and building trust .

3. Tailored communication

The third requirement is effective communication of culturally tailored information delivered in a language concordant with a community’s needs. In the pandemic, physicians and public health officials’ communication through mainstream media were consistently included as trusted sources of information among specific ethnic and race groups.

Furthermore, providing information regarding COVID-19 testing and vaccination availability in multiple languages, and delivery of services by people who looked like them was crucial in research studies of Black , South Asian , racialized and Indigenous communities. Linguistic and cultural matching between health-care workers, researchers and community members strengthens trust, while poorly translated health messaging begins to erode it.

The lessons learned from COVID-19 should prompt all levels of government to enhance co-ordination to deliver public health and respond efficiently and effectively for future outbreaks. Pandemic preparedness requires continuous community engagement and trust-building, which are prerequisites for effective data collection and public health response strategies.

Lessons from COVID-19

Unfortunately, the recent measles outbreak in southwestern Ontario reiterated the urgent need for rapid information sharing and dialogue with affected communities. The lessons from the COVID-19 pandemic should inform public health officials at all levels of government to work together in order to act swiftly and decisively in similar scenarios.

The COVID-19 pandemic has taught us that a one-size-fits-all approach is inadequate for addressing health inequities. A targeted, community-informed strategy is essential to improve public health responses to ensure equity for all Canadians. Moving forward, we must prioritize the collection and use of disaggregated data, build strong community partnerships, and ensure our public health systems are prepared to meet the needs of our entire population.

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