what is informal speech pattern

Formal Vs Informal Speeches: An A-Z Guide

Hrideep barot.

• Public Speaking , Speech Writing , Workplace Communication

A speech is either formal or informal. Meaning, it can either be a formal address delivered to an audience or the daily use of grammar and words to communicate. The only purpose of either of those speeches is to put across a message well enough to invoke the desired response from your audience. Throughout history, humans all across the world cleverly inspired world-wide revolutions solely through the power of speech. Since then, a lot of tools and techniques of speeches have developed to ensure we use this power to its maximum capacity.  

The two broad classifications of events we use speeches are called formal events and informal events. Therefore, depending on the kind of audience, the situation, the message, the tone and the environment, the orator must decide whether they should address a formal speech or an informal speech. Working out where you use what kind of speech is the most important aspect of being a good communicator.

Formal Speeches

What are formal speeches.

Formal Speeches are made when you’re speaking to a sizable audience you don’t personally know. These are professional events where you’re expected to make a good impression on the audience. The nature of these events is often serious and decorous. These events therefore demand a similar respectable tone of language and speech.

For example, while at a job interview, speaking to an individual of authority, delivering a lecture, making a presentation, giving a pitch, motivating the audience, hosting a business event etc., you must ensure you speak formally. 

What makes a speech formal?

Formal speeches are also called orations. They are used in situations that are more ‘serious.’ They project a specific tone and specific characteristics. A few basic tools and attributes of formal speeches are:

The tone of a formal speech is always polite and respectful. Since formal speeches are mainly used to communicate with people in authority or strangers, it is important to structure your sentences suitably. The use of civilised words, appropriate grammar, complete sentences and enhanced vocabulary maintains the decorum of a formal speech.

Objectiveness

A formal communication style usually takes no stances. The sentence is spoken in a passive voice with a minimum use of personal pronouns. When we avoid using personal pronouns such as ‘I’, ‘We’ and ‘You’, the essence of the point changes from being an opinion to a fact. Therefore, the content of your speech sounds more objective than subjective.

Effectiveness

A formal speech is more effective than an informal speech because it comprises longer sentences and clear, non-colloquial phrases. It is well-spoken and the pronunciations are fathomable and precise. Its adherence to the Standard English language makes it comprehensible for the entire audience, even the non-native English speakers. It therefore proves to be extremely effective, suitable for a workplace or a business environment.

Standard English Language

A formal speech naturally follows the standards and rules formally set by the language. Languages tend to have regional differences and additional local slang to them. Even within England, British English and Scottish English tend to have different dialects and colloquial. For example, maybe phrases like “sure-fire” or “works like a charm” are deemed normal at your workplace but you cannot expect a non-English speaking trader to know them. When we adhere to the Standard English prescribed by Oxford, everybody who has academically learnt the English language is able to understand what one is trying to say.

The generous use of long sentences, no contractions, minimum abbreviations, proper grammar, complex sentence structure, clear pronunciation and overall objectiveness of the information brings a lot of clarity to one’s speech. There is seldom any room for doubts or misunderstandings. The extensive use of impersonal and formal language brings out professionalism and makes your information more credible.

What should you NOT include in a Formal Speech

The obvious ways of distinguishing between a formal speech and an informal speech are determined through the process of elimination. The following are a few things that you shouldn’t include in a formal speech:

Casual Greeting

There are a number of ways you can greet a person. Each kind of greeting has formal and informal versions that you can use based on how well you know the person and what degree of professionalism you are required to maintain with that person. For example,

• Formal: Hello, how do you do?
• Informal: Hey, how are ya?
• Formal: Nice to meet you/ Pleased to meet you.
• Informal: Good to see you.
• Formal: How have you been?
• Informal: Long time no see!

Slangs and Colloquialism

Slangs include a language that’s peculiar to a particular group, a regional reference, or even curse words. It’s extremely important to keep slang words at bay when you’re delivering a formal speech. A formal tone prescribes standard, professional English language. For example,

• Informal: Stats say, stress is the reason why this workplace is always screwing up.
• Formal: According to statistics, stress is one of the most frequent factors that disrupts efficiency and encourages problems in the workplace.
• Informal: Know yourself honestly and well enough to find what stresses you out.
• Formal: Being candid with ourselves is the most effective way to establish the triggers of stress we experience.

Contractions

Contracting words and sentences assert an informal and casual tone. If you are aiming to sound professional and polished, avoiding contractions is recommended. For example,

• Informal: I’ve had enough, I don’t think I’m gonna let this slide the next time.
• Formal: Your limit has been surpassed, I do not think this mistake will go unpunished the next time.

Personal Pronouns

The main characteristics of a formal speech are its impersonal nature and the precise, passive and objective delivery of information. While writing a formal speech, avoid using pronouns altogether. However, if required, try using neutral pronouns such as ‘one.’ For example,

• Informal: I was alarmed when I found out the effects of stress.
• Formal: The effects of stress were found to be quite alarming.
• Informal: You shouldn’t stress out about the things you can’t control.
• Formal: One shouldn’t take stress about the things beyond one’s control.

Poor Vocabulary

Gather your thesaurus before you write your formal speech because the better your vocabulary, more formal the content of your speech sounds. While both your sentences would mean the same thing, the tone in which they are delivered would classify them as informal speeches or formal speeches. For example,

• Informal: He took the item back to the shop.
• Formal: He returned the item to the shop.
• Informal: The CEO of this company gave up his position because his mental health was being affected.
• Formal: The CEO of this company relinquished his position due to his mental health being compromised.

How should you structure a Formal Speech?

The basic structure of a formal speech is no different than the structure of an essay. Organising your speech not only improves the clarity of thought but also amplifies the effectiveness of your content. A formal speech includes an introduction, a body and a conclusion.

The Introduction

A formal introduction establishes a respectful contact between the speaker and the listener. The introduction should last for one minute at the most. It should sound deferential and strictly adhere to formal English. How should you begin a formal speech?

The Greeting

The introduction of a formal speech can typically begin with a greeting. After wishing ‘good morning’ or ‘good evening’ depending on the time of the day, you may introduce yourself humbly. You can thank the organisers of the event for inviting you to speak or compliment a senior member of the event to pay respect. 

Acknowledging the Audience

It is polite to thank the audience for gathering to hear you out. Greet them with a genuine smile and express what an honour it is to be speaking before them today. After all, they have sacrificed their precious time to be here today.

Placing your Claim

The introduction is the most crucial segment of your speech. The curiosity you are able to pique in this part decides how much audience you will retain throughout your speech. It is extremely important you place your claim in the most catchy manner. Even in a formal speech, you can use quotes, rhetorical devices, imagery, startling elements, stories or even silence. As long as the language used is respectful, professional and follows the formal English, it can be a good opener for a formal speech. 

In case you’re looking for a few creative ways you can open your speech, you can refer to our blogpost for help!

The body makes up everything you have to say about the claim you placed in the introduction. It can have additional facts, supporting arguments and other temporal modes of organising your information. The temporal modes of organising information can be:

• Cause-effect relation in past, present or future tense
• Effect-cause relation which is basically inverting it and highlighting the effects before you state how they are achieved.
• Compare and contrast your entities.
• Narrate your topics as a story by organising the flow of the speech by finding relation and joint-relevance between two topics.
• Subdividing a large chunk of information into headings and subheadings is also a good topical way to organise your information formally.

The Conclusion

How do you end a formal speech? The conclusion follows the transition that was laid down by the body. The two main aims of a conclusion are to summarise the ideas of the speech and provide a closure. The conclusion of any formal speech can include:

• A summary of the speech.
• A ‘Now-What?’ statement elucidating the takeaway of the speech for the audience.
• A reference back to the introduction of the speech.
• An open-ended question to ponder upon.

If the last line of your speech is as important as the introduction segment where you make the claim. The weight and impact of the last sentence decides how memorable your speech would be. If you don’t feel like dropping the mic after the last sentence of your speech, maybe it’s not as mind-blowing and impactful as it ideally should be. 

If you are looking to seek more advice on how you can structure your formal speeches more professionally , be sure to check out our guidelines.

Informal Speeches

Informal speeches are casual and relaxed. They are made while talking to friends, colleagues or people you personally know. There are no hard and fast rules while making an informal speech other than somehow conveying the message you want to convey. 

What makes a speech informal?

Informal speeches radiate a very comfortable and relaxed energy. They’re friendlier than formal speeches and they often carry the personality of the person addressing them. A few characteristics that can help you identify informal speeches are:

Since casual speeches don’t require a very strict preparation like formal speeches, they are often easygoing. Informal speeches are made sporadically and are mostly off the record. The level of ease informal speeches carry can differ from person to person given how extroverted they are, or how comfortable they are with the audience. 

Informal speeches sound colourful. In the sense, the speaker is given the liberty to express themselves as they truly are. They don’t have a monotonous tone like formal speeches. The speaker can add their own slang, phrases they normally use, their personality, their dialects and in general make the speech as entertaining and fun as they please. 

Informal speeches give you the artistic and comedic liberty to put forth your message. While formal speeches usually adhere to the strictness of sounding ‘serious’ and ‘professional’, informal speeches are like laid back and pleasurable conversations.

You do not normally talk in complex sentence structures or dramatically use vocabulary. Likewise, informal speeches are often simple and straightforward. They use short sentences and terms and references from day-to-day life. You may use words and phrases like ‘that’s dope’, ‘don’t be salty’, ‘bruh’, ‘I’m shook’, ‘No cap’ etc. 

Informal speech is used in day-to-day life. Unlike other languages, most English speakers tend to speak informally with strangers on the street. While they’re friendly, they might not necessarily be polite if the listener cannot interpret the tone of your speech. 

Since informal speeches are more often used in everyday life, they don’t really have a structure. They do not require an introduction, a body or a conclusion. Apart from the unspoken rules of exchanging pleasantries and courtesy, you do not need to ‘prepare’ anything formal, just have the idea of what you want to say in mind.

A few examples of informal speeches would be:

• A Best Man’s Speech for his Brother’s Wedding: In this example, the occasion is properly informal. The speaker is amongst friends and family, speaking about his brother and his new wife. It is hilarious and also contains a poem to deliver the message!

• A Valedictorian Speech for the Class of 2010: In this example, while the occasion is formal, the speaker has very cleverly added a subtle informal tone while still maintaining the collective polite structure. He framed all inside jokes in a way everybody could understand. It was overall confident, humorous, ingenious and a great valedictorian speech.

What are the Main Differences Between Formal and Informal Speeches?

The following table elucidates the main differences between formal and informal speeches, summarising all its characteristics.

Case Study: A Sales Pitch

Let’s study the an applied example of formal and informal speeches. The above video is a sales pitch for electric cars. There are two characters in this video, each used in informal speech and formal speech respectively. Let us analyse both their speeches to understand how you can implement the two styles in your communication. 

Informal Speech

The first man uses an informal style of speech. He begins his speech by saying, “Ladies and gentlemen, electric cars. They’re totally gay.” Naturally, in a work environment where formal tones are expected, the opening statement left all the members of the meeting stupefied. They found his speech disrespectful and all the faces around the room were either shocked, perplexed or disapproving. The casual tone could have easily been found offensive on the pretext of homophobia. He also says things like ‘rock-and-roll-ness’, ‘sexiness of the car’, ‘this model took more virginities than Francis Albert Sinatra’, which can come across as rather controversial in a formal business meeting. Gradually, the informal and blunt approach did work out for the salesperson. However, the chances of it being successful are bleak and you could just be overruled any time. Using a formal tone is therefore a safer option.

Formal Speech

The second man in the film, referred to as Nicholas, takes over and summarises the pitch using formal speech. He uses statements like, ‘We believe we can produce the technology to incorporate an electric motor in your current model.’ He said the exact same thing the first man was trying to communicate but in a far more classy manner. Instead of calling it ‘sexy’ or ‘rock-and-roll’, he refers to its features as ‘exhilarating’ and ‘aggressive’, making the experience ‘visceral’ and retaining a manly retro element of the car than making it look ‘gay’. 

This example distinguishing formal speech with informal speech hopefully gives you a thorough idea of what they are. However, when should you use formal speech? And when should you give an informal speech?

Should you use Formal Speech or Informal Speech?

Knowing what speech is best suited for the given situation always depends on the context. You should be intelligent enough to be able to recognize situations that demand a formal tone and situations that can be handled casually.

Generally, informal speeches are made at weddings while giving a toast or at birthdays to express love etc. Formal speeches are made in professional settings, work places, educational institutes, talking to authorities, job interviews, business meetings, negotiations, elders or people you don’t know.  

However, sometimes in job interviews, the interviewer can be looking for what your personality is like. In situations like this, you need to tone down how formally you talk. Some corporate cultures embrace a casual and informal tone in their business affairs while some companies prefer individuals who can maintain a strong formal and professional persona. 

When you are doubtful about what speech to use, always stick to formal speech. While informal speech is friendly, formal speech is polite. It establishes goodwill and credibility. Although it’s not good to be overly formal either. Saying “Greetings, let me guide you through the floorplans of this building so you can navigate the office easily.” is frankly absurd and foolish. Being too formal can also come across as cold, distant and ironically even impolite. You do not want to be a robot. Sometimes saying, “Good morning, allow me to give you an office tour.” does just the right thing.

To Conclude,

A good communicator can not only convey any kind of message to their audience but also convey their message to any kind of audience. And in order to achieve this, a good communicator is the master of the art of speech as well as the master of knowing the audience and what tone they would appreciate. 

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What Are the Differences Between Formal & Informal Speech?

How to Use Adverbs in Writing

The major differences between formal and informal speech come from the social and cultural contexts in which speakers use them. Speakers tend to use informal English among friends and relatives. Informal speech can include informal text messages and other written communication. Speakers use formal speech in more professional settings, usually among colleagues or new acquaintances. Judgment of comfort level and social expectations give clues to speakers so that the average person switches between formal and informal speech in a variety of situations.

To recognize the difference between formal and informal English, pay close attention to contractions, phrasal verbs, colloquialisms and, in informal text, the use of the first person.

Informal English Uses More Contractions

A contraction is a shortening of two words that combines them into one. Some common examples of contractions are can’t, won’t and don't. While most who speak English use contractions regularly, whether you're speaking in a formal setting to business people or your friends at school, contractions in formal written English are less common. So the use of contractions sometimes makes an easy indicator if a piece of writing qualifies as informal text. The more informal a text is, the more it will sound like regular speech, contractions and all.

Example Sentence: "I can’t go to school today because my car won’t start."

This sentence is informal for a number of reasons. The primary one is its use of contractions. To make the sentence sound more formal, a writer could take out the instances of contractions and replace them with their standard English equivalent.

New Sentence: "I cannot go to school today because my car refused to start."

Phrasal Verbs Abound in Informal Speech

A phrasal verb is an idiom in which a verb is accompanied by another word to make a complete expression. Some examples include “picked on,” “takes after” and “looking forward to.”

Example Sentence: "I put up with his shenanigans for so long that the two of us would have passed for brothers."

Not only do the phrasal verbs in this sentence make it informal, they make the sentence feel long-winded and wordy as well. To correct that, a writer should find more succinct synonyms for the phrasal verbs.

New Sentence: "I endured his shenanigans for so long that the two of us seemed like brothers."

Informal Speaking Patterns Use Colloquialisms and Slang

Slang is a type of vocabulary used by one social group but not by the population at large. Colloquial speech often refers to the use of a regional dialect and is often conflated with informal speech.

Example Sentence: "My rad Delorean zapped me all the way to the 2020s, and it was a totally righteous trip."

The problem with slang is that it isn’t always descriptive. It indicates tone and feeling more than it does detail. As you will see, attempting to excise slang can completely change the meaning of a sentence, so be careful!

New Sentence: "My energy-efficient Delorean helped me travel to the 2020s, and the trip was quite informative."

Watch for First Person Pronouns in Informal Text

While most people speak in the first person, many types of documents require more formal third-person writing. If you're writing a formal essay, watch out for the sneaky “I” appearing where it shouldn’t.

Example Sentence: "I think time travel is a fascinating subject, but I’m not sure it will ever become as easy as in the movies."

Even when writing an opinion essay, the use of the first person is unnecessary. The reader will assume that you think or believe everything you write unless you say otherwise. To make your writing more formal, remove the first person.

New Sentence: "Time travel is a fascinating subject, but it will never become as easy as in the movies."

Related Articles

How to Speak Formal English

How to Teach Contractions to ESL Students

How to Write a Testimonial Speech

Difference Between Imperative and Exclamatory

Rules for Elementary English Grammar

What Is a Formulaic Phrase?

How to Teach Direct and Indirect Speech

How to Write an Essay in Conversation Style

• University of Technology Sydney: Formal and Informal Language
• RegisteredNursing.org: Distinguishing Between Formal and Informal Language: TEAS
• Espresso English: Formal, Semi-Formal, And Informal English

Rebecca Renner is a teacher and college professor from Florida. She loves teaching about literature, and she writes about books for Book Riot, Real Simple, Electric Literature and more.

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10.2 Using Common Organizing Patterns

Learning objectives.

• Differentiate among the common speech organizational patterns: categorical/topical, comparison/contrast, spatial, chronological, biographical, causal, problem-cause-solution, and psychological.
• Understand how to choose the best organizational pattern, or combination of patterns, for a specific speech.

Twentyfour Students – Organization makes you flow – CC BY-SA 2.0.

Previously in this chapter we discussed how to make your main points flow logically. This section is going to provide you with a number of organization patterns to help you create a logically organized speech. The first organization pattern we’ll discuss is categorical/topical.

Categorical/Topical

By far the most common pattern for organizing a speech is by categories or topics. The categories function as a way to help the speaker organize the message in a consistent fashion. The goal of a categorical/topical speech pattern is to create categories (or chunks) of information that go together to help support your original specific purpose. Let’s look at an example.

In this case, we have a speaker trying to persuade a group of high school juniors to apply to attend Generic University. To persuade this group, the speaker has divided the information into three basic categories: what it’s like to live in the dorms, what classes are like, and what life is like on campus. Almost anyone could take this basic speech and specifically tailor the speech to fit her or his own university or college. The main points in this example could be rearranged and the organizational pattern would still be effective because there is no inherent logic to the sequence of points. Let’s look at a second example.

In this speech, the speaker is talking about how to find others online and date them. Specifically, the speaker starts by explaining what Internet dating is; then the speaker talks about how to make Internet dating better for her or his audience members; and finally, the speaker ends by discussing some negative aspects of Internet dating. Again, notice that the information is chunked into three categories or topics and that the second and third could be reversed and still provide a logical structure for your speech

Comparison/Contrast

Another method for organizing main points is the comparison/contrast speech pattern . While this pattern clearly lends itself easily to two main points, you can also create a third point by giving basic information about what is being compared and what is being contrasted. Let’s look at two examples; the first one will be a two-point example and the second a three-point example.

If you were using the comparison/contrast pattern for persuasive purposes, in the preceding examples, you’d want to make sure that when you show how Drug X and Drug Y differ, you clearly state why Drug X is clearly the better choice for physicians to adopt. In essence, you’d want to make sure that when you compare the two drugs, you show that Drug X has all the benefits of Drug Y, but when you contrast the two drugs, you show how Drug X is superior to Drug Y in some way.

The spatial speech pattern organizes information according to how things fit together in physical space. This pattern is best used when your main points are oriented to different locations that can exist independently. The basic reason to choose this format is to show that the main points have clear locations. We’ll look at two examples here, one involving physical geography and one involving a different spatial order.

If you look at a basic map of the United States, you’ll notice that these groupings of states were created because of their geographic location to one another. In essence, the states create three spatial territories to explain.

Now let’s look at a spatial speech unrelated to geography.

In this example, we still have three basic spatial areas. If you look at a model of the urinary system, the first step is the kidney, which then takes waste through the ureters to the bladder, which then relies on the sphincter muscle to excrete waste through the urethra. All we’ve done in this example is create a spatial speech order for discussing how waste is removed from the human body through the urinary system. It is spatial because the organization pattern is determined by the physical location of each body part in relation to the others discussed.

Chronological

The chronological speech pattern places the main idea in the time order in which items appear—whether backward or forward. Here’s a simple example.

In this example, we’re looking at the writings of Winston Churchill in relation to World War II (before, during, and after). By placing his writings into these three categories, we develop a system for understanding this material based on Churchill’s own life. Note that you could also use reverse chronological order and start with Churchill’s writings after World War II, progressing backward to his earliest writings.

Biographical

As you might guess, the biographical speech pattern is generally used when a speaker wants to describe a person’s life—either a speaker’s own life, the life of someone they know personally, or the life of a famous person. By the nature of this speech organizational pattern, these speeches tend to be informative or entertaining; they are usually not persuasive. Let’s look at an example.

In this example, we see how Brian Warner, through three major periods of his life, ultimately became the musician known as Marilyn Manson.

In this example, these three stages are presented in chronological order, but the biographical pattern does not have to be chronological. For example, it could compare and contrast different periods of the subject’s life, or it could focus topically on the subject’s different accomplishments.

The causal speech pattern is used to explain cause-and-effect relationships. When you use a causal speech pattern, your speech will have two basic main points: cause and effect. In the first main point, typically you will talk about the causes of a phenomenon, and in the second main point you will then show how the causes lead to either a specific effect or a small set of effects. Let’s look at an example.

In this case, the first main point is about the history and prevalence of drinking alcohol among Native Americans (the cause). The second point then examines the effects of Native American alcohol consumption and how it differs from other population groups.

However, a causal organizational pattern can also begin with an effect and then explore one or more causes. In the following example, the effect is the number of arrests for domestic violence.

In this example, the possible causes for the difference might include stricter law enforcement, greater likelihood of neighbors reporting an incident, and police training that emphasizes arrests as opposed to other outcomes. Examining these possible causes may suggest that despite the arrest statistic, the actual number of domestic violence incidents in your city may not be greater than in other cities of similar size.

Problem-Cause-Solution

Another format for organizing distinct main points in a clear manner is the problem-cause-solution speech pattern . In this format you describe a problem, identify what you believe is causing the problem, and then recommend a solution to correct the problem.

In this speech, the speaker wants to persuade people to pass a new curfew for people under eighteen. To help persuade the civic group members, the speaker first shows that vandalism and violence are problems in the community. Once the speaker has shown the problem, the speaker then explains to the audience that the cause of this problem is youth outside after 10:00 p.m. Lastly, the speaker provides the mandatory 10:00 p.m. curfew as a solution to the vandalism and violence problem within the community. The problem-cause-solution format for speeches generally lends itself to persuasive topics because the speaker is asking an audience to believe in and adopt a specific solution.

Psychological

A further way to organize your main ideas within a speech is through a psychological speech pattern in which “a” leads to “b” and “b” leads to “c.” This speech format is designed to follow a logical argument, so this format lends itself to persuasive speeches very easily. Let’s look at an example.

In this speech, the speaker starts by discussing how humor affects the body. If a patient is exposed to humor (a), then the patient’s body actually physiologically responds in ways that help healing (b—e.g., reduces stress, decreases blood pressure, bolsters one’s immune system, etc.). Because of these benefits, nurses should engage in humor use that helps with healing (c).

Selecting an Organizational Pattern

Each of the preceding organizational patterns is potentially useful for organizing the main points of your speech. However, not all organizational patterns work for all speeches. For example, as we mentioned earlier, the biographical pattern is useful when you are telling the story of someone’s life. Some other patterns, particularly comparison/contrast, problem-cause-solution, and psychological, are well suited for persuasive speaking. Your challenge is to choose the best pattern for the particular speech you are giving.

You will want to be aware that it is also possible to combine two or more organizational patterns to meet the goals of a specific speech. For example, you might wish to discuss a problem and then compare/contrast several different possible solutions for the audience. Such a speech would thus be combining elements of the comparison/contrast and problem-cause-solution patterns. When considering which organizational pattern to use, you need to keep in mind your specific purpose as well as your audience and the actual speech material itself to decide which pattern you think will work best.

Key Takeaway

• Speakers can use a variety of different organizational patterns, including categorical/topical, comparison/contrast, spatial, chronological, biographical, causal, problem-cause-solution, and psychological. Ultimately, speakers must really think about which organizational pattern best suits a specific speech topic.
• Imagine that you are giving an informative speech about your favorite book. Which organizational pattern do you think would be most useful? Why? Would your answer be different if your speech goal were persuasive? Why or why not?
• Working on your own or with a partner, develop three main points for a speech designed to persuade college students to attend your university. Work through the preceding organizational patterns and see which ones would be possible choices for your speech. Which organizational pattern seems to be the best choice? Why?
• Use one of the common organizational patterns to create three main points for your next speech.

Stand up, Speak out Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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• April 21, 2021

Speech Pattern Fundamentals and How You Communicate

Whether they prefer slick slang or fancy formality, most people get their points across in unique ways. After all, talking feels more rewarding when you can say something that adds informative or emotional value to the conversation. It makes perfect sense that individuals pick the speech patterns that seem the most comfortable and efficient.

A speech pattern is a characteristic mode of verbal expression. These mannerisms are noteworthy because each person has their own version. Knowing how to describe speech patterns can dramatically improve your ability to create media content.

But if you prefer to watch a video instead, click here:

This post was updated in April 2021

What Defines a Speech Pattern?

Every speaker has a unique speech pattern. That means the same quantifiers don’t fit all situations.

You might meet someone who talked at a rapid speed and uses lots of inflections. Although it would be natural to describe them as having a dynamic speech pattern, the same qualifiers might not help you categorize another person’s speech.

Next, imagine that you met someone whose only vocal quirk was that they used rare vocabulary. Discussing their speaking rate or the way they emphasize their words might not reveal much.

Speech pattern descriptions should ultimately focus on the most iconic elements. It’s particularly important to pay attention to these aspects when creating media. Want to tell your voice actors, scriptwriters, or other creative partners what you want?  You’re best off sticking to the elements that define the character.

What Are Some Ways to Describe Speech Patterns?

A few characteristics seem to crop up quite often when people discuss speech patterns. Some highlights you might want to touch on are

• Inflection,
• Speech rate,
• Brevity, and
• Emotive mood.

This term describes how someone places stress on the vocal elements in their speech. Some common modes of inflection include:

• Uptalk , also known as the  high-rising terminal,  Australian Question Intonation, or “valley girl” speech. This pattern involves people adding a rising sound to the end of their statements as if they were asking questions. Some people find it annoying or perceive its users as being less knowledgeable, but others feel it simply characterizes polite, deferent speakers. Such sentiments may decrease as the pattern becomes more prevalent in general use.
• Intonation contours  are distinctive tones used with individual expressions. According to the  University of Manitoba , these elements describe how a speaker’s pitch rises and falls. The same phrase, such as “you really like that boyfriend of yours,” might take on two different contours depending on whether it was capped off with a period or a question mark.

• Rhythm , as in music, reveals how people alternate between weak and robust stresses to give their speech a sense of motion. A speaker without much vocal rhythm might be described as “flat” or “monotone.” Speech pattern rhythm includes not only stress but also timing and syllable count, so an easy way to conceptualize it is as the flow of communication.
• Prosody  is pitch, volume, rhythm, and tempo — the non-phonetic elements of speech — rolled into one. It also conveys how people use these elements to communicate meaning and structure their ideas. A good way to understand this concept is to realize that it has a similar purpose in written literature, where it describes particulars like verse structure and poetic meter. Like intonation countors, prosody  helps speakers communicate meaning  that goes beyond what you’d get from looking up their words in a dictionary.

Speech Rate

The speed at which someone chats is a critical element of their communication. It plays a significant role in scripting audio ads, narrations, and voiceovers. With limited time to get the point across, you’ll usually need to hit a specific words-per-minute, or WPM, rate.

Variable Speech Rates

Speech rates aren’t set in stone. Even the fastest talkers instinctively seem to recognize the value of slowing down occasionally. For instance, you could ease your pace to explain a difficult concept or make yourself heard over a noisy background.

Some speech rate issues are less voluntary than others. Someone who speaks haltingly, or in abrupt starts and stops, might just be puzzled. Or they might be insecure or nervous. When writing a script, you might include voice stage directions in parenthesis, such as “haltingly” or “nervously” to make use of these familiar communication tropes.

Not everyone pronounces or groups their words in the same fashion. While this is part of what makes listening to people fun, it can also result in difficulties understanding others.

One  2003 study showed that non-native speakers  tended to be a bit harder to understand, but this wasn’t always the case. Clarity isn’t just a matter of pronunciation. The same investigation showed that, although listening to a non-native speaker’s accent could help listeners predict the clarity of their speech, the results weren’t consistent. Many people with heavy accents speak second languages perfectly clearly and understandably — especially with practice.

Communicating With Clarity

Rhythm can be a considerable aid to clarity.  Some experts believe  it plays a vital role in helping us tell where different words and thoughts begin and end. Reading your scripts and sentences aloud is an excellent way to understand how their rhythm might impact their clarity.

Clarity also depends on elements like background noise. Although this isn’t strictly a speech-pattern factor, it’s critically important for creating media. Since things like commercials usually include sound effects and background music, you need to mix and master them correctly. Investing in facilities such as  whisper rooms  can also help you do more with a talented voice actor’s speech patterns.

As with speaking rates, talkers habitually modulate this speech pattern element. People who want to be understood commonly  articulate, or clearly pronounce, the different sounds in words  using an exaggerated manner. Although this can be rather annoying when someone does it to you in person, it’s a valuable technique for tasks like recording voiceovers.

Brevity represents a speaker’s ability to express a lot in the space of a few words. Someone who speaks with notable brevity might also be described as “terse” or “concise.”

With so many different ways to say the same thing, most languages make it easy to pick a concise option. For instance, you might choose a word with fewer syllables instead of trying to win  Wheel of Fortune  with every sentence. Or, you might generally practice  economy of language  by breaking your ideas down into quick blurbs.

Making the Most of Fewer Syllables

The same ideas apply to speech, and you can leverage them to great effect in media like commercials. A narrator that used fewer words might make your content more listenable since the audience could get the idea faster.

Imagine you wanted to create a commercial for a company that sold baby monitors. Your crucial selling point might be that parents could rest more comfortably when they knew what was happening with their toddlers. You could have a frazzled dad figure who “stumbled over their words” contrasted with a character that depicted one of your product’s users. For instance, they might meet a cool mom who spoke in a calm, collected voice and used concise language. This kind of strategy would play off of listeners’ automatic mental associations to evoke the desired mood.

Emotive Mood

Although they’re not the same things, someone’s mood can be a part of their speech pattern. This factor commonly influences the other descriptors we’ve covered.

Sometimes, people who speak with extreme brevity get labeled as “curt” or “gruff.” These words additionally communicate a rude or dismissive element on top of describing efficient talkers. Someone who doesn’t speak clearly might be labeled as “garbled,” meaning that they’re not just unintelligible; they may also distort the truth, omit facts, or simply get things wrong.

Specifiers That Carry Weight

Should you use a loaded descriptor to discuss a desired character or voiceover speech pattern? Doing so can help voice actors bring out the big guns and produce memorable output. On the other hand, it might change the overall dramatic tone of your creative work. Here are some helpful project organization rules for keeping things clear:

• Take a top-down approach to mood.  Decide on — and commit to writing — the tone you want your whole piece to take before breaking it down by character and scene. By considering the big picture first, you can increase your odds of staying on track.
• Be realistic.  Most people are more than their speech patterns, and creating nuanced characters tends to be more productive. Moods also change, so each character’s tone should reflect the situation at hand.
• Don’t be insulting.  Loaded language appeals to people’s emotions to influence their reactions. While you want to push voice actors and other creatives in a particular direction, using highly negative speech pattern descriptors can backfire. Would you want someone working on your project after your specification left a permanent sour taste in their mouth?

Also, remember that loaded language might constrain voice actors. Voice actors who feel locked into one mood often find it hard to communicate all of the ideas you’re asking for.  Err on the side of simplicity.

Honesty, Humor, Sarcasm, and More

Many people use irony, sarcasm, jokes, and other qualities to communicate additional moods that give their words more impact. These elements can be hard to pick up on in writing, but speech makes it easier to drive the point home.

Although anyone can use such linguistic tools, they dominate some speech patterns. They’re so common, however, that they might prove insufficient as descriptors. For instance, you could ask the same voice actor to portray a sarcastic character and get a whole range of different results.

Remember prosody and intonation contours from earlier? They come into play again here, and everyone interprets them differently. It pays to be specific — unless you don’t mind letting your creatives flex their creative muscles.

How Do Speech Patterns Translate From Writing Into Sound?

As we’ve been hinting at, speech patterns are subject to interpretation. This reality makes it imperative to write clear scripts and apply the brevity idea to your descriptions. Since voiceovers and other content begin with your written specs, avoiding confusion helps them shine more clearly.

One surprise that many first-time cross-media creators encounter is that things don’t go the way they intended. In fields like drawing or music, this can seem pretty devastating, but audio ads and voiceovers grant you more leeway. It’s easy to ask someone to try a take differently, so don’t get discouraged by misfires.

Choosing a Speech Pattern That Suits Your Content

Voiceovers benefit from creative direction that identifies target speech patterns without overly restricting voice actors. Describing a speech pattern can be tricky since there are so many different ways to speak. Taking the time to plan this element leads to more satisfactory creative results.

If you’re not sure which speech pattern might fit the bill, be open to creative input. Instead of writing a whole novel trying to describe a job’s specs, give your voice over artists freedom to contribute. Doing so can result in a more realistic, natural-sounding final product, particularly when you  pick a voiceover studio with the experience to help .

Need help with one of your voiceover projects? Submit a project with us and we’ll be happy to deliver excellent results! 

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Home » SEL Implementation » Exploring the Meaning Behind Everyday Speech Patterns

Exploring the Meaning Behind Everyday Speech Patterns

Key takeaways:.

• Understanding everyday speech patterns is crucial for effective communication and social-emotional learning.
• Speech patterns reflect emotions, thoughts, and beliefs, shaping how we express ourselves.
• Everyday speech patterns encompass tone of voice, volume, speed, pauses, word choice, metaphors, idioms, and cultural influences.

Introduction: Exploring the Meaning Behind Everyday Speech Patterns

Welcome to my blog! In today’s post, we will delve into the fascinating world of everyday speech patterns and uncover the hidden meanings behind them. Understanding these patterns is crucial for effective communication and social-emotional learning. So let’s dive in!

I. Introduction

A. Importance of understanding everyday speech patterns

Everyday speech patterns play a vital role in our daily interactions. They provide insights into our emotions, thoughts, and beliefs. By understanding these patterns, we can navigate social situations more effectively and build stronger connections with others.

B. How speech patterns reflect our emotions and thoughts

Our speech patterns are not just a string of words; they are a reflection of our inner world. The way we speak, the tone we use, and the words we choose all convey our emotions and thoughts. By paying attention to these patterns, we can gain a deeper understanding of ourselves and others.

C. Overview of the blog post

In this blog post, we will explore what everyday speech patterns are, decipher their meanings, and understand their impact on social interactions. We will also discuss strategies for developing self-awareness of our own speech patterns and enhancing social-emotional learning through effective communication.

II. What are everyday speech patterns?

A. Definition and explanation

Everyday speech patterns refer to the way we speak in our daily lives. They encompass various aspects such as tone of voice, volume, speed of speech, use of pauses, hesitations, word choice, vocabulary, metaphors, idioms, and cultural influences. These patterns are deeply ingrained in our communication style and shape how we express ourselves.

B. Examples of common speech patterns

Common speech patterns include using phrases like “you know,” “um,” or “like” as fillers, speaking in a fast-paced manner when excited, or using specific idioms and metaphors to convey meaning. These patterns can vary across cultures and regions, adding richness and diversity to our conversations.

C. How speech patterns differ across cultures and regions

Speech patterns are influenced by cultural norms, regional dialects, and individual experiences. For example, in some cultures, direct communication is valued, while in others, indirect communication is preferred. Understanding these differences is essential for effective cross-cultural communication and building cultural competence.

III. The meaning behind speech patterns

A. How speech patterns convey emotions

1. Tone of voice and intonation

Our tone of voice and intonation can convey a wide range of emotions, such as anger, excitement, sadness, or sarcasm. For example, a high-pitched and fast-paced tone may indicate enthusiasm, while a monotone voice may suggest boredom or disinterest.

2. Volume and speed of speech

The volume and speed at which we speak can also reveal our emotional state. Speaking loudly and quickly may indicate excitement or urgency, while speaking softly and slowly may indicate calmness or sadness.

3. Use of pauses and hesitations

The use of pauses and hesitations can add depth and meaning to our speech. Pausing before a significant point can create suspense, while hesitations can indicate uncertainty or the need to gather one’s thoughts.

B. How speech patterns reflect thoughts and beliefs

1. Word choice and vocabulary

The words we choose and the vocabulary we use reflect our thoughts, beliefs, and level of education. For example, someone who frequently uses technical jargon may be knowledgeable in a specific field, while someone who uses simple language may prioritize clarity and accessibility.

2. Use of metaphors and idioms

Metaphors and idioms are powerful tools for conveying meaning and cultural understanding. They can add depth and richness to our speech, but they can also be misinterpreted if not understood within the appropriate cultural context.

3. Cultural and social influences on speech patterns

Our speech patterns are influenced by the culture and society we grow up in. They shape our communication style, values, and beliefs. Being aware of these influences can help us navigate intercultural communication and foster understanding and respect.

IV. Understanding the impact of speech patterns on social interactions

A. Importance of effective communication

Effective communication is the foundation of healthy relationships and successful interactions. By understanding the impact of speech patterns, we can enhance our communication skills and build stronger connections with others.

B. How speech patterns can enhance or hinder social connections

Speech patterns can either enhance or hinder social connections depending on how they are used. Clear and empathetic communication can foster trust and understanding, while miscommunication or the use of offensive language can damage relationships.

C. Strategies for improving communication through speech patterns

To improve communication through speech patterns, we can practice active listening, be mindful of our tone and body language, use clear and concise language, and adapt our communication style to the needs of others. It is also important to be open to feedback and continuously strive for self-improvement.

V. Developing self-awareness of speech patterns

A. Recognizing our own speech patterns

Developing self-awareness of our speech patterns begins with recognizing how we speak. Pay attention to the words, phrases, and patterns you frequently use in your conversations. This awareness can help you identify areas for improvement and growth.

B. Reflecting on the meaning behind our speech patterns

Once you recognize your speech patterns, take time to reflect on their meaning. Consider how your tone, choice of words, and cultural influences shape your communication style. This reflection can deepen your understanding of yourself and others.

C. Identifying areas for improvement and growth

Identify areas for improvement and growth in your speech patterns. Are there any patterns that may hinder effective communication or create misunderstandings? Set goals for yourself and actively work towards developing more effective and empathetic communication skills.

VI. Enhancing social emotional learning through speech patterns

A. How speech patterns contribute to self-awareness

By paying attention to our speech patterns, we can develop a greater sense of self-awareness. Understanding how our speech reflects our emotions and thoughts allows us to better understand ourselves and regulate our emotions.

B. Using speech patterns to express emotions effectively

Speech patterns provide us with a powerful tool for expressing our emotions effectively. By consciously choosing our words, tone, and body language, we can communicate our feelings in a clear and respectful manner, fostering healthy emotional expression.

C. Building empathy and understanding through speech patterns

Speech patterns also play a crucial role in building empathy and understanding. By listening attentively to others’ speech patterns and being open to different perspectives, we can develop a deeper understanding of their emotions, thoughts, and experiences.

VII. Conclusion

A. Recap of key points discussed

In this blog post, we explored the meaning behind everyday speech patterns. We discussed how speech patterns reflect our emotions and thoughts, the impact of speech patterns on social interactions, and strategies for developing self-awareness and enhancing social emotional learning through effective communication.

B. Encouragement to explore and reflect on everyday speech patterns

I encourage you to take the time to explore and reflect on your own everyday speech patterns. Pay attention to the meaning behind your words and how they impact your interactions with others. This self-reflection can lead to personal growth and improved communication skills.

C. Importance of incorporating social emotional learning in daily life

Social-emotional learning is a lifelong journey that can greatly enhance our personal and professional relationships. By incorporating social emotional learning into our daily lives, we can foster empathy, understanding, and effective communication.

Where Can I Find More Resources on Understanding Everyday Speech Patterns?

Start your Everyday Speech Free trial today and embark on a journey of self-discovery and growth through understanding everyday speech patterns.

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What is Informal Speech?

• Teaching Strategies, Tactics, and Methods

Informal speech is casual and relaxed, like conversations with friends. Conversational speech may include slang, contractions, and everyday phrases.

What is the difference between informal and formal speech?

Informal speech differs from Standard English, favoring a more relaxed tone and deviation from the typical grammar rules. You may hear conversational speech between friends, families, peers, and strangers. It is commonly heard in everyday life.

Informal speech may include slang words such as ‘lit,’ ‘shook,’ and ‘squad.’ People speaking informally will typically use contractions to save time, choosing to say ‘haven’t’ rather than ‘have not.’

For instance:

“Cheers for ringing, Dude. Feels like I haven’t seen you in ages! Have you seen Jono and Mark lately?”

Formal speech is more likely to adhere to the rules of Standard English. Eloquent speech is most commonly used in the workplace, places of learning such as universities, or events with a serious tone.

Formal speech rarely includes slang words. Fewer contractions will be used, and the speaker will likely follow a proper sentence structure.

“I’m so pleased to be here today. Thank you for your invitation and kind words regarding my recent promotion. I feel truly grateful to be surrounded by such wonderful, distinguished individuals tonight.”

Examples of data handling

There are many examples of data handling that you will encounter, both in the classroom and in real life. Some school-related examples could be:

• Taking stock of the remaining buns after a school bake sale.
• Creating a tally chart of what color eyes class-mates have.
• Drawing a pie chart to show how many boys and girls there are in a class.
• Making a bar chart to show different people’s favorite colors.
• Finding the mean, mode, and median of a data set.

Some real-life examples of data handling would be:

• The National Census
• Voter Polls
• Online Marketing Surveys

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Formal and informal speech and writing

People speak and write in different ways on different occasions. There are, however, some words and structures which are mainly used in formal situations  – for example report writing, business meetings, conferences, polite conversations etc.

There are also some words and expressions which are mainly used in informal situations – conversations with friends etc.

In writing, we almost always use formal words and expressions. Speech, on the other hand, is often more informal.

Some grammatical structures have two forms – formal and informal.

For example, in informal speech and writing we use contracted auxiliary verbs and negatives.

Formal: It is working. Informal: I t’s working. Informal: He ‘s gone. Formal: He has gone.

Prepositions

In informal language prepositions often come at the end of certain structures.

Formal: To which nation does he belong? Informal: Which nation does he belong to?

Some determiners are followed by singular verbs in formal language and plural verbs in informal language.

Formal: Neither of us like s him. Informal: Neither of us like him.

Some pronouns have different forms in formal and informal language.

Formal: Whom did they elect? Informal: Who did they elect?

In informal language we often leave out words.

Formal: She said that she would come. Informal: She said she would come. Formal: Have you seen Annie? Informal: Seen Annie?

Some words are mainly used in informal situations. In formal situations other words or expressions are used.

Informal                                               Formal Fix                                                           Repair Begin / start                                        commence Thanks                                                   Thank you What? / Pardon? / Sorry?              I beg your pardon?

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Formal and informal language

We use formal language in situations that are serious or that involve people we don’t know well. Informal language is more commonly used in situations that are more relaxed and involve people we know well.

Formal language is more common when we write; informal language is more common when we speak. However, there are times where writing can be very informal, for example, when writing postcards or letters to friends, emails or text messages. There are also examples where spoken English can be very formal, for example, in a speech or a lecture. Most uses of English are neutral; that is, they are neither formal nor informal.

Formal language and informal language are associated with particular choices of grammar and vocabulary.

Contractions, relative clauses without a relative pronoun and ellipsis are more common in informal language.

More formal vocabulary commonly involves longer words or words with origins in Latin and Greek. More informal vocabulary commonly involves shorter words, or words with origins in Anglo-Saxon. Most dictionaries indicate very informal and/or formal words.

We often choose to use certain modal verbs to be more formal and polite:

Can I suggest you try this new model? (neutral)

May I suggest you try this new model? (more formal)

Might I suggest you try this new model? (very formal)

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1.4: Dialects and Languages

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• Michael Gasser
• Indiana University

Idiolects and Dialects

Exercise \(\PageIndex{1}\)

Two Americans are talking about a couple they have just met.

• She sounded English to me, but he doesn't seem to have any accent at all.

Two English people are talking about the same couple.

• He sounded American to me, but she doesn't seem to have any accent at all.

What's going on here? Who has the accent?

What I know about my language and how to use it is called my idiolect . It almost certainly varies in minor ways from the idiolects of all other speakers. But what is an idiolect? That is, what kinds of things do I know? In one sense, this whole book is an answer to that question, but we need to have a first cut at the answer here to help us get started.

• I know words. I have a vocabulary, a set of words which I know how to pronounce and use appropriately. For example, I know how to say the word apple , I know that it refers to a particular type of fruit, I come up with this word when I want to refer to a particular apple, and I understand it when I hear it.
• I know how to pronounce words and combinations of words more generally. That is, there are aspects of pronunciation that go beyond individual words. For example, I know to pronounce the ending that we spell -ed like /t/ in words like picked and watched but to pronounce it like /d/ in words like signed and burned .
• I know how to put words together into sentences in meaningful ways. For example, I know that if I want to ask when a particular train leaves I can say when does the train leave? , but not when leaves the train? .
• I know how to use language appropriately to achieve my goals. I know that if I want a friend to lend me $100, it is better to say I was wondering if you could lend me some money than to say give me $100 .

I'll be much more careful later on about how each of these types of knowledge is described, but for now I'll say (informally) that my idiolect involves knowledge about vocabulary, pronunciation, grammar, and usage.

Of course no one is really interested in describing idiolects. Linguists and other language scientists study the speech of communities of people, not of individuals. More specifically, they study the knowledge of vocabulary, pronunciation, grammar, and usage that is shared by the members of a speech community. Because the members of the community agree on this knowledge, because it differs (at least in some ways) from the knowledge shared by other communities, and because it is mostly arbitrary, I will refer to the knowledge as linguistic conventions.

But what is a speech community? I will use this term to refer to any group of people that shares a set of linguistic conventions differing in some noticeable way from the conventions found elsewhere. You may know that in the United States people in some cities have some characteristic features in their pronunciation, although they are easily understood by people elsewhere in the United States. For example, people native to Pittsburgh are known for using you uns (or yinz ) to mean 'you plural'. Here's an example from the (partly tongue-in-cheek) "Pittsburghese" website: if yinz wants served, raise your hands. The number of conventions that distinguish Pittsburghers from other English speakers in the northeastern United States is actually pretty small, but because there is such a set of conventions, we can consider these people to be a speech community. The speech patterns, that is, conventions of vocabulary, pronunciation, grammar, and usage, of a speech community are called a dialect, so we can speak of a "Pittsburgh dialect".

Note that a dialect may not be defined entirely on the basis of its physical location. Cities often contain a variety of ethnic and social groups with different speech patterns. For example, the African-American population of many US cities (for example, Pittsburgh) often has a quite different dialect from the Euro-American population of the same cities.

Which Dialect do you Speak? There may be a Number of Possible Answers.

What about larger communities? Pittsburghers share some speech conventions with speakers in other cities of the northeast and north midwest, for example, their pronunciation of the a in a word like hands , as in the example above (more on this pronunciation later on). And people in that larger region share some conventions with people in an even larger region encompassing speakers in most of the northern and western United States, for example, their pronunciation of the long English vowels ( bite , beat , bait , boat , etc.). And people in that even larger region share many conventions with English speakers all over North America, including most of their grammar and usage conventions, as well as a number of pronunciation conventions, for example, the tendency to pronounce the words latter and ladder in roughly the same way.

This idea of larger and larger communities, each sharing fewer and fewer conventions, is an over-simplification in one sense. The fact is that the boundaries of the communities overlap in many ways. If we look at particular vocabulary, we may find a region with one boundary, whereas if we look at other vocabulary or at some pronunciation convention, we may find another boundary. For example, Pittsburghers tend to say pop (as opposed to soda or some other word) for carbonated drinks, and they share this convention with many speakers in the northern midwestern cities who also share their pronunciation of the vowel in hands , but not with speakers to the east of them, in New York City, for example, who share the pronunciation but not the word. (New Yorkers tend to say soda rather than pop .) Thus where we draw the boundaries around a dialect depends on which convention or set of conventions we're looking at. For more about soda vs. pop , see this interesting website.

Another way what I've said so far is an over-simplification is that there is great variation within any of these regions. Some of this variation has to do with the constant contact between dialects that is a fact of life in most communities. Some of the variation also has to do with the fact that people often know a range of ways to say things and they may sometimes avoid their local dialect in favor of a standard (see below) in certain situations.

Each of these shared sets of conventions, whether at the level of a small village, a subculture within a city, or a larger region, is a dialect. And a linguist can be interested in describing any level and any aspect of the dialect at any level (pronunciation, vocabulary, grammar, usage). The pronunciation associated with a dialect is called an accent.

Exercise \(\PageIndex{2}\)

What is a language? How would you tell someone (say, an alien with no knowledge of human culture) what English is, without using the word language ?

We can of course extend the boundaries in our example even further, beyond North America to include England, Scotland, Wales, Ireland, Australia, New Zealand, a number of Caribbean countries, and communities within many other countries. This large speech "community" is not really a community in the usual sense of the word, but it does share many conventions. For example, in all of these places, speakers make a question from a sentence like he ate potatoes by inserting the word did and changing the form of the verb ate : did he eat potatoes? , and of course speakers in all of these places share the word potato for referring to a class of tuberous vegetables. The conventions of this large "community" are what we refer to as "English", which we consider a language. Thus in one sense a language is a set of dialects. In another sense it is (like a dialect) a set of conventions shared by a speech community.

Two Dialects of One Language or Two Separate Languages?

But how do we decide when a collection of dialects is a language and not just another, more general dialect? As we've already seen, a dialect can also be a set of dialects (the North American English dialect consists of Southern dialect, New England dialect, Canadian dialect, etc.). What makes English a language and not just another very general dialect? What makes Canadian English a dialect of English and not a language in its own right?

The answer to this question is complicated. In fact there is no clear answer because the words dialect and language are used in different ways for different purposes. There are two completely different kinds of criteria related to the distinction between dialect and language, linguistic criteria and social or political criteria.

Linguistic Criteria

Given two overlapping sets of linguistic conventions associated with two different speech communities, for example, Mexican Spanish and Argentine Spanish, how do we decide whether they should count as two dialects or two separate languages? One criterion is the degree of overlap: how similar are the vocabulary, the pronunciation, the grammar, and the usage? Unfortunately there's no simple wat to measure this overlap, at least no way that researchers would agree on. One way to have a sense of the overlap, though, is mutual intelligibility , the extent to which speakers from the two or more speech communities can understand each other. Mutual intelligibility is also not easy to measure, and it is often based on the impressions of speakers and hearers, how much they understand when they encounter members of the other group or how long it takes them to get accustomed to the speech of the other group. We also need to establish some sort of intelligibility threshold; no two speakers can be expected to understand each other all of the time. So none of this is precise at all. The idea is simply that if two sets of linguistic conventions are similar enough so that their speakers can usually understand each other, then the two sets of conventions should count as dialects of the same language rather than separate languages. On these grounds, we call Mexican Spanish and Argentine Spanish dialects of the same language (Spanish) because speakers of these dialects normally have little trouble understanding each other.

To find out what should count as a separate language on grounds of mutual intelligibility, a good resource is Ethnologue, an online database of all of the world's known languages, 6,912 according to their current listing. The Ethnologue compilers attempt to use mutual intelligibility to decide what should count as a language. While English is listed as a single language, both German and Italian are listed as multiple languages. Each of these languages, for example, the variety of Italian called Sicilian, is usually referred to as a "dialect", but, according to the Ethnologue compilers, these are distinct enough to be considered separate languages. Again, the criterion of mutual intelligibility is a rough one, and some of Ethnologue 's claims are controversial.

Social and Political Criteria

Another sort of criterion for what counts as a dialect is the social or political unity of the group in question. In Bavaria, a state in southern Germany, and in parts of Austria most people speak a dialect called Bavarian or Austro-Bavarian, which on grounds of mutual intelligibility could be considered a language distinct from the speech of Germans and Austrians in other regions. Ethnologue calls Bavarian a language. But Bavarian is clearly closely related to those other dialects and not more closely related to dialects of some other language, and so for mainly political reasons, it is convenient to consider it a dialect of the German "language", rather than a language in its own right. Something similar can be said about the speaking conventions of the older generation in the Ryukyu Islands in southern Japan (because these dialects are dying out, most young people do not speak them). On the basis of mutual intelligibility, we could divide the island dialects into several separate languages, each distinct from the Japanese language (as is done in Ethnologue and in the Wikipedia article on these languages). But the Ryukyu Islands are politically part of Japan, and these dialects are clearly related to Japanese and not related at all to any other known language (unless we consider each of them to be a language). So for political reasons, it is convenient to consider them dialects of Japanese, just as the dialect of Osaka is considered a dialect of Japanese.

Mutually Intelligible "Languages"

At the other extreme are examples like the languages spoken in the northern European countries Sweden, Norway, and Denmark.These "languages" are all related to one another, and speakers from some pairs of countries within these have little difficulty understanding one another when they are speaking the standard dialects of their languages, despite the obvious differences, especially in pronunciation. Thus on grounds of mutual intelligibility, we might consider some of these "languages" to be dialects of a single language. But Swedish, Danish, and Norwegian are official "languages" of separate countries, and there are separate spelling conventions for some of the sounds in the languages.

Actually the situation is even more complex than this because Norway has two official dialects, and a fourth related language, Faroese, is spoken in the Faroe Islands, which are administered by Denmark.

So for mainly political reasons, they are considered separate languages rather than dialects of a single language.

To summarize, the line between dialects of one language and separate languages is somewhat arbitrary. However, wherever we draw the line, three points should be clear.

• Every language has multiple dialects.
• Every speaker of every language is also a speaker of at least one dialect of that language.
• Since the pronunciation conventions of a dialect constitute an accent, every speaker of every language speaks with some accent. There is no such thing as "speaking without an accent".

Standard Dialects

Exercise \(\PageIndex{3}\)

The following appears on the website of a person who spent some time in Pittsburgh: "probably relating to the rest of Pittsburgh's terrible dialect, which I, fortunately, did not pick up". Why would some dialects be thought of as "terrible"?

Some dialects within a language may be singled out for special status. When we're dealing with a political unit, such as a nation, in which related dialects are spoken by most people, one dialect is often treated as the standard dialect. You know something about this already from the last section of the book. The standard dialect is often the only dialect that is written, and it is the one that is taught in schools and (with some exceptions) used in the media. Thus in Germany, Austria, and the German-speaking part of Switzerland, it is Standard German that is taught in the schools and used in broadcasting, even though most people in this region are not native speakers of the Standard German dialect. This means that most people in the German-speaking countries end up bidialectal . The same situation holds in Japan, where it is Standard Japanese, based on Tokyo dialect, that is taught in the schools and used in the media. Note how this makes it possible to speak of a German or Japanese speech community, even when the native dialects of people in these communities are very different from one another, because all educated speakers in these communities share the standard dialect, often as a second dialect.

So what do we mean when we say "German" or "Japanese"? There are two possibilities. "German" could mean Standard German, that is, one of the set of dialects spoken in Germany and also the basis of written German. Or it could mean the collection of related dialects, some mutually unintelligible, which are spoken in Germany and other countries where Standard German is the official language (Austria) or one of the official languages (Switzerland). When linguists refer to "German" or "Japanese", without specifying the dialect, they normally mean the standard dialect.

Dialects of English in the US and England

In the United States, the situation is somewhat simpler than in Germany or Japan because the differences among most of the dialects are not nearly as great; native speakers of English in the United States have little trouble understanding each other. (An important exception is African-American Vernacular English (AAVE), spoken mainly by many African-Americans.) As in Germany and Japan, we have an (informal) standard dialect, for vocabulary, grammar, and usage, if not for pronunciation. Thus children in Pittsburgh learn in school to write sentences like the school needs to be renovated rather than the school needs renovated , which would be grammatical in their local dialect. Americans tend to be relatively tolerant of differences in accent , however. Teachers in schools throughout the country teach the standard grammar but use their own local pronunciation. If we have a standard accent, it is the one people associate with television announcers, the accent characteristic of much of the Midwest and the West. This accent is called General American. I will have more to say about it later.

The situation in England is similar to that in the United States, and the standard vocabulary, grammar, and usage that children learn to write in English schools are very similar to the American standard. However, in England, there is a stronger idea of a standard accent than in the United States and more pressure for children to learn this accent if it differs from their home accent. This accent is referred to as Received Pronunciation (RP); it is based on the speech of educated speakers in southern England. (Note that RP is standard English English pronunciation, not British English; in Scotland, there is a quite different standard accent.) I'll have more to say about RP and how it differs from General American and other English accents in this section.

"Just" a "Dialect" or a Full-blown "Language"

The existence of a single standard dialect among a set of non-standard dialects has important social implications. The non-standard dialects have less prestige, and their use may be discouraged in formal situations, not just situations in which writing is called for. Sometimes, as in the Ryukyu Islands in Japan or in some regions of France and Spain, this leads to the decline and possible death of the non-standard "dialects" (which would be considered languages by the mutual intelligibility criterion). In other situations, speakers of non-standard dialects retain pride in their local speech patterns, while recognizing that they are not appropriate in certain situations. Finally, this pride, along with other cultural differences separating the speakers of the non-standard dialect from the speakers of other dialects (non-standard or standard), may lead to pressure to have non-standard dialects given official status, especially if they differ significantly from the standard. At this point the words dialect and language become politically charged terms because the supporters of official status for the non-standard dialect may feel the need to argue that it is not "just" a dialect of the larger language but rather a language in its own right. This has happened in the United States with AAVE (here is an essay on this topic by the sociolinguist John Rickford) and in Europe with many languages that are normally considered "dialects" of other languages (this website includes many of them as well as links to other sites concerned with the "minority language" question in Europe and elsewhere).

Language Families

Why some languages resemble each other.

We've seen how as we extend the boundaries of speech communities, we get fewer and fewer shared conventions. When we reach the level of a language such as English, Spanish, or Mandarin Chinese, we have a speech community which shares a set of conventions (in some cases a standard dialect) which allows people in the community to communicate with one another despite dialect differences. But we can go beyond a language. So for English, we could extend the boundaries to include the Netherlands, Germany, Scandinavia, and some other regions in western Europe. We'd now find a much smaller set of shared conventions. All speakers in this large "community", for example, share a word meaning 'all' which is similar in pronunciation to the English word all . But there would be no reason to call this set of conventions a "language" since the speakers obviously do not understand each other and do not belong to a single political unit with a single standard dialect. Instead we refer to this set of conventions, or set of languages, as a language family, in this case, the Germanic languages. The members of a language family resemble each other because they are genetically related; that is, historically they derived from a common ancestor language. (Note that this use of the word genetic differs somewhat from its use in biology; the speakers of Germanic languages are not necessarily genetically closer to one another than they are to the speakers of other languages.) The ancestor of the modern Germanic languages was not a written language, so we can only infer what it was like.

In most cases we can go even further back; the ancestor languages of two or more families themselves may have had a common ancestor language. Thus the modern Romance languages, including Spanish, French, Italian, Portuguese, Catalan, and Romanian; the modern Germanic languages; and many other languages spoken today in Europe, the Middle East, and South Asia, apparently descended from a much older (and also unwritten) language. This means we can group all of these languages into a single family, in this case the one we call Indo-European . Sometimes, to distinguish the lower from the higher levels within a family tree of languages, we use "language family" only for the largest grouping (for example, Indo-European) and "branch" to refer to groupings within this (for example, Germanic and Romance). Note that there may be many intermediate levels in the family tree of languages. Within Germanic, for example, there is North, including the Scandinavian languages, and West, including English, Dutch, and German.

Note also that languages may resemble each other in one way or another for reasons other than a genetic relationship. The main non-genetic source of similarity is language contact ; when the speech communities for two language are in close cultural contact, their languages often influence one another. So modern Japanese vocabulary includes thousands of words borrowed from Chinese and uses the Chinese writing system (as well as writing systems specific to Japanese). But, except in the sense that all human languages may be ultimately related to one another, there is no evidence that Japanese is genetically related to Chinese. A more complicated situation occurred in Western Asia with the complicated cultural influences among people speaking Arabic, Persian, and Turkish. These three languages belong to separate language families (Afro-Asiatic, Indo-European, and Altaic, respectively), which are either unrelated to one another or only very distantly related, but Turkish and Persian have borrowed many words from Arabic, Turkish has also borrowed many words from Persian, and Persian borrowed its writing system from Arabic.

Module 9: Informative Speaking

Organizing the informative speech, learning objectives.

Discern the best organizational approach for types of informative speeches.

Like an essay, a speech should have a clear organizational structure with a recognizable beginning, middle, and end. But unlike an essay where your reader can go back and re-read sections they may not understand or follow, in a speech in front of a live audience your audience can’t stop, rewind, and re-listen to parts of your speech they didn’t follow. For that reason it is especially important to have a clear and easy-to-follow structure to a speech.

In this section, we introduce the characteristic organizational structures of an informative speech. Later on, we’ll explore each of the organizational structural elements in greater detail.

An informative speech can be broken up into three sections:

• Section 1: Introduction.  The first section of the speech contains an attention-getter to grab the interest of the audience and orient them to the topic of the speech, a clear thesis that states the purpose of the speech, and a preview of the main points of the speech.
• Section 2: Body. The heart of the speech is the body. The body is where you provide your audience all the information they will need to understand your topic. To make the body of the speech easier for the audience to follow, divide it up into at least two but no more than five main points . Organize the main points in a clear structure appropriate to the topic and thesis and provide supporting examples and/or evidence for each main point.
• Section 3: Conclusion. The conclusion is a short section that reinforces the thesis, summarizes the main points, and provides a sense of closure.

Video example

To see an example of an informative speech with a clear introduction, body, and conclusion, watch this speech where the speaker informs her audience how to manage the stress that comes with being a college student.

You can view the transcript for “Stress Informative Speech (with captions)” here (opens in new window) .

Specific Purpose Statement

Once you have a speech topic selected, develop a specific purpose statement. Your purpose statement describes what you want your audience to know as a result of listening to your speech. Here are some examples of informative speech purpose statements:

• To inform my audience about different types of coffee makers.
• To inform my audience about the historical significance of Harriet Tubman.
• To inform my audience about how to prune roses.

Central Idea

Your purpose statement helps you determine the thesis or central idea of your speech. You will present your central idea in the introduction to the speech and everything you say in the speech will support that central idea.

For example, if your purpose is to inform your audience about different types of coffee makers you could develop a central idea like this:

• There are two main types of coffee makers, automatic drip machines and manual coffee makers.

Main Points

Once you have a purpose statement you want to develop your main points. The body of the speech is where you will present and provide support for the main points of the speech. Remember that you should generally aim to have at least two but no more than five main points. Keep time constraints in mind when developing your main points. If you are given four minutes to speak, for instance, trying to have four main points might be too ambitious, so you might instead focus on two or at the most three main points.

You’ll want to organize the body of the speech in a way that helps you present your main points in the most effective order. Your purpose statement helps you decide what kind of organizational pattern would make the most sense for your topic.

Organizational Patterns

There are many types of organizational patterns you can use for an informative speech, as you can see in more detail in Module 6: Organizing and Outlining Your Speech. Here are a few examples:

In a topical organization structure, each point fits into one of a few topic categories.

Topical : This is a good, all-purpose organizational pattern where you divide your main points into topics. It works well for speeches where the main points are clearly distinct from each other and the order they are placed in isn’t critical like it would be for some other organizational patterns. The example above about coffee makers, for example, could be divided into two topical main points: 1) automatic drip coffee makers and 2) manual coffee makers. Each main point would be supported by subpoints that elaborate on the characteristics of each type of coffee maker.

Compare/contrast: With compare/contrast organizational patterns, you explain the similarities and differences between two or more things. A speech about the similarities and differences between video game consoles PlayStation and Xbox would fit this type of organizational pattern. You could devote one main point to the qualities they share in common and a second point to how they differ from each other.

A spatially organized speech about the Mississippi River might follow the river from north to south.

Spatial: Do you have a topic that lends itself to being explained in a directional order such as from top to bottom, left to right, or east to west? If so, you could organize your speech in a spatial pattern. This can be a good organizational pattern to use when you want to describe a place to an audience. For instance, if you gave a speech about the major cities the Mississippi River passes through you could start in the north by describing its origin in Minnesota near Minneapolis and St. Paul, then work south and explain how it flows through other cities like St. Louis before it empties into the Gulf of Mexico in New Orleans.

Chronological: This is a speech that follows a time order. This is a good choice for speeches where you want to explain a sequence of events. For example, you could use a chronological pattern for a speech explaining the steps Apple took in developing the iPhone or the significant decisions made by the Supreme Court affecting rights of the LGBTQIA community. Chronological can also be a good organizational choice for speeches where you are explaining a process or demonstrating how to do something.

To describe or demonstrate a process, step by step may be the best structure.

Step-by-Step:  When you’re speaking about a process, the most logical organizational structure may be step by step. Step-by-step organization is useful for “how-to” or demonstration speeches where you are teaching or showing how to do a task. If you were speaking about how to spray-paint a mural, you might describe each layer of the painting step by step.

Biographical : A biographical organization tells the story of a person’s life. The person could be a well-known person or someone who is not. The subject of the speech could even be the speaker themselves. It can be similar to the chronological pattern in that it can be organized by time but it doesn’t have to be. A biographical speech could start by focusing on an important event late in someone’s life and then going back in time to explain how the person got to that point.

A causal structure talks about why something happened.

Causal: If you want to explain a cause/effect relationship, you want to use the causal organizational pattern. Typically with this pattern, you would have two main points: one focused on the causes of an event, the second about its effects. A speech about hurricanes might be organized this way, for example. One main point could be devoted to oceanic and atmospheric causes of hurricanes and the second main point about the effects of hurricanes such as storm surge, strong winds, and flooding.

We cover outlining in detail elsewhere, but at this point once you have a purpose statement, general idea, main points, and an organizational pattern, you are ready to develop an outline.

Some important reminders about outlines:

• Working outlines are what you start with and they help you with speech preparation and planning. This isn’t the outline you will use for speaking.
• The full-sentence outline develops the full details of the message. But, again, it is not the outline you use to speak.
• The speaking outline includes key words or phrases and helps you stay organized in front of the audience without reading to them. This is the outline you will speak from so that you are speaking extemporaneously rather than reading your outline word for word.
• Tip: Using notecards for your speaking outline helps with delivery and makes it easier to find information if you lose your place or draw a blank.
• Silverware. Authored by : Peter Griffin. Located at : https://www.needpix.com/photo/download/1307472/silverware-drawer-utensils-knife-fork-spoon-silverware-free-pictures-free-photos . License : CC0: No Rights Reserved
• Mississippi River Watershed. Authored by : Shannon1. Located at : https://commons.wikimedia.org/wiki/File:Mississippiriver-new-01.png . License : CC BY-SA: Attribution-ShareAlike
• Airplane. Authored by : Spacefem. Located at : https://openclipart.org/detail/274994/draw-a-single-engine-airplane . License : CC0: No Rights Reserved
• Dominoes. Authored by : Clint Budd. Located at : https://flic.kr/p/MN2WaG . License : CC BY: Attribution
• Stress Informative Speech (with captions). Authored by : RITPublicSpeaking. Located at : https://youtu.be/f4RLULR6iNg . License : Other . License Terms : Standard YouTube License
• Organizing the Informative Speech. Authored by : Mike Randolph with Lumen Learning. License : CC BY: Attribution
• Organizing the Informative Speech. Authored by : Sandra K. Winn with Lumen Learning. License : CC BY: Attribution

Formal vs. Informal Discourse

In our Formal vs. Informal Discourse lesson plan, students learn about the differences between formal and informal discourse and how to identify them. Students practice adapting their speech and writing for specific situations using the lesson material.

Description

Additional information.

Our Formal vs. Informal Discourse lesson plan helps students identify the differences between formal and informal discourse. Examples are provided for each type of discourse to enhance students’ understanding and several situations are discussed to show students when each type of discourse should be used. During this lesson, students are asked to work with a partner to write conversations based on provided scenarios both formally and informally, demonstrating their understanding of the differences between the two and their ability to write using both.

At the end of the lesson, students will be able to differentiate between formal and informal discourse, use formal English when appropriate, and adapt speech to a variety of contexts and tasks.

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Impromptu speech outline: 7 formats

How to prepare for an impromptu speech.

By:  Susan Dugdale  

Using a speech outline to prepare an impromptu speech seems counterintuitive, doesn't it? After all, impromptu means of the moment, spontaneous, without preparation. So, what is an impromptu speech outline?

Quite simply it’s the structure, or format of your speech. It’s how you order your material from the time you open your mouth at the beginning of your speech, until you close it at the end.

An outline doesn’t need to be a written document or put on note cards to be effective. An experienced impromptu speaker will have an assortment of structural patterns memorized. When they’re asked to speak, they’ll mentally flick through them and choose the most appropriate.

Following an outline lessens the possibility of rambling aimlessly off topic. And, given my flibberty gibbet tendencies it's vital! Maybe yours too?☺

What's on this page

Seven structural patterns , each with example impromptu speech outlines and a printable blank outline template to download.

How to use these structural patterns : guidelines for practice

About the printable impromptu speech outlines

How to reframe a topic : examples of openings showing how to adapt a topic.

The patterns are: 

• Point, Reason, Example, Point (PREP)

Past, Present, Future

Problem, solution.

• Pros/Cons, Positives/Negatives, For/Against, Advantages/Disadvantages

Cause, Effect, Remedy

• Before/The Event/The Result

Local, National, International

 How to use these structural patterns

To become a competent impromptu speaker you need to get familiar with them. So initially just play with them for practice either with a friend or by yourself.

• Get a subject to talk about. (Click for 150 impromptu speaking topics ).
• Choose yourself a pattern to form the body of speech.
• Now go. Open your mouth and speak.

You’ll need an introduction followed by your material organized according to whatever pattern you’ve selected, and then a conclusion.

Keep it simple. You don’t need to try hard to say devastatingly intelligent insightful things. The starting goal is to get used to thinking, then speaking, without a great deal of prior preparation.

This is impromptu speaking, ‘off the cuff’, largely spontaneous. Be honest and where you can, add personal stories. Your own experiences, plus your knowledge of the subject, will establish rapport and credibility. Don’t be afraid to experiment, or 'fail', as that's how you'll learn.

If your content at this stage is trite nonsense and you putter out of ideas too soon, so be it. At the beginning it’s more important to learn to let go of feeling anxious, inadequate and the need for perfection. 

Once you’re used to a pattern, and can follow it easily without having to stop and think about which part comes next, you’ll naturally come up with better material.

Along with examples of each impromptu speech outline structure there's a link to a blank printable. There are seven of them: one for each pattern. They are there for you to use as a guide. You'll find the links for them below the example outlines. 

Each outline has the same four step format.

The first step is mentally preparing yourself: sorting out your topic, considering your audience and working out what tone best fits with them, as well as your speech purpose. 

The second step covers preparing the introduction, the third, the body, and the fourth and final step, the conclusion.

Your chosen structural pattern is the body  

The third step, the body of your speech, holds the specific pattern you’re working with. It’s this step, the body, you’ll want to focus on first when you’re practicing. After you’ve set your topic allow yourself a few minutes to think it through (or make notes) using the pattern headings as a guide.

Once you feel comfortable with the body, you’ll find the openings and conclusions become much easier.

Getting the time and content balance right

The overall length of your speech or the time you take to deliver it is, to a large part, determined by how much information you put into the body. Obviously one or two main points and their supporting material will take less time than three or four.

( Practice will help you confidently and reliably get the balance of time to content right. Click the link for  examples of one minute speeches  prepared using the Point-Reason-Example-Point (PREP) pattern. They'll give you an idea of what's required.)

Practice, practice, and then do it some more

You don’t need to follow each of the four steps of the outline slavishly. However, to use that old cliché, before you can run, you need to know how to walk. So before giving yourself permission to try to improvise and dazzle publicly, ground yourself in structure. Give yourself a solid baseline to work from.

There’s no secret behind becoming more confident and competent reasonably quickly. It’s practice. Lots of it.

Time and record yourself. Play it back and listen carefully.

Is there a good opening? Have you followed the pattern you chose in the body of the speech? Is it clear? Have you got clean transitions between each part of your speech and the one following it? Is there a strong ending? And are the words you’ve chosen, as well as the way you use them, right for your subject, the purpose of the speech and your intended audience?

And lastly, learn one pattern well before you work with another.

Effective impromptu speech activities 

If you teach a public speaking or communication class or lead a public speaking group, here's  a comprehensive bundle of   17 proven fun and effective impromptu speech activities , complete with full guidelines and printables. They ease, rather than jettison, students into impromptu speaking one step at a time.  

How to reframe a topic

Sometimes when you're asked to speak on a topic you'll find yourself needing to modify it before going ahead.

Or maybe you want confirmation that you've understood what you're being asked to speak about.

Here are examples of three ways to reframe the topic as part of your opening. They are particularly useful for Question and Answer sessions.

Add them to your practice too.

1. Give the topic a scope. This establishes what you're prepared to cover.  

For example: Thanks. That’s a great question. I am happy to share what has happened since I joined the organization in 2020.

Or:  Thanks, that’s a great, and very big question. I don’t have time right now to cover all aspects of it. So here’s the first part. If anybody would like me to follow up with the second and third, please see me later and we’ll make a time.

2. Summarize and ask for confirmation. Use this technique to  make sure you’ve understood what’s being asked of you before you answer. 

Example:  Thank you for your question. It's an important one and I want to make sure I’ve understood it correctly before answering. You want to know why we’re not mobilizing the Defense Force to clear protesters from the streets, is that right?

3. Redirecting, reshaping the question or angle, before responding . This can be useful when you want to give a bigger picture, or establish context - something the original question didn't allow for.

Example: You’ve asked about using the Defense Force to clear the streets. Let’s consider the precedents for that: the 1951 Waterfront Dispute, Bastion Point, 1978, and the anti-Springbok rugby tour protest in 1981. What have they taught us?

7 impromptu speech outline patterns

Please note, these examples are not complete speech outlines. In most instances they don't include the opening or the conclusion. What they do is illustrate seven ways to organize material in the body of the speech. And some of the examples are more fleshed out than others.

 PREP: Point, Reason, Example, Point

PREP is an acronym for: Point, Reason, Example, Point. The pattern adapts well to most situations.

Here are two PREP impromptu speech outline examples: one for a social setting and one for business or workplace audiences. You can also see it in action on this page of one minute speech topics where I've used it in three sample one minute speech outlines.

PREP impromptu speech outline: workplace 

Topic: Cameras off during a virtual team meeting

Point: Human Resources are reporting numerous requests from employees to be allowed to leave their cameras off during routine virtual (zoom) meetings.

Reason: The reason most frequently given is fatigue due to  strain 

Examples: It is hard to:

• maintain focus while looking at a grid of faces for the length of an entire meeting,
• see yourself on camera and NOT respond to it,
• be physically constrained in a small space in order to remain on camera,
• arrange life so it doesn’t intrude in the form of kittens, babies or anything else while on camera,
• have your colleagues in your home without having issued the invitation yourself.

Point: And that’s why we’ve asked Human Resources to develop a set of guidelines to cover when cameras should be on, and when they can be turned off. If you have any suggestions or points you’d like them to consider, please get them by Friday.

For more: 

• Bailenson, J. N. (2021). Nonverbal Overload: A Theoretical Argument for the Causes of Zoom Fatigue . Technology, Mind, and Behavior, 2(1). 
• Should We Require Students to Turn Their Cameras On in the Zoom Classroom?   Anna Lännström, Stonehill College. Published by Wabash Center, 2020  

PREP impromptu speech outline example: social

A toast to acknowledge friend’s engagement

Point: It’s a joy to join you celebrating Ryan and Mary’s engagement.

Reason(s): There’s dozens of reasons for my being pleased to be here. We haven’t got time for them all. So here’s three. The first goes back a long way to when we were ten years old. I’m never going going to get married, he said. Thanks to Mary, look at you now! I am delighted you have to eat those words. The second reason is quite selfish. At least the field is cleared now because he’s well and truly spoken for. Hi ya singletons out there! And the third and most important is because I’ve never seen Ryan quite so deliriously crazy happy, ever, in all the years I’ve known him.

Example(s): This is the man who has spent all his weekends for last year renovating the house they share. You know it’s got to be the real thing when unclogging drains, getting rid of rat nests and replacing rotten window frames is better than time out with me and the boys. When you add making significant positive changes to his eating and drinking habits, throw in running a kilometer or two or three or more, several times a week, it’s proof. You’ve got be happy to do any of that!

Point: Which in turn, makes me happy too. Here's to Ryan and Mary!

Download PREP impromptu speech outline

Click the link to download a printable pdf file to use: PREP impromptu speech outline

Use this pattern if you want apply a time line treatment to a subject.

Topic: In your experience what's an effective way of getting children to eat vegetables?

In the past:

When I was a child not eating whatever was served was not an option. It didn’t matter if it was something dreaded like cauliflower, broccoli or spinach. It was on the plate. Therefore it needed to be chewed and swallowed. If it wasn’t you were in for a long sit at the table. Because both you and the plate of food remained in place until the plate was cleared. This as a technique was a failure. It built resentment rather than a love of vegetables.

That kind of stand off would not happen nowadays. I have more tolerance than my parents for children whose taste buds do not thrill to strong tasting vegetables. The only thing I ask of my kids, is that they try a little of each new one when it is served. If they don’t like it, they can put it to one side. Alongside that, we use vegetables as snacks, sneak them into purees and sauces, get the kids involved in choosing and cooking them, and set an example by eating copious quantities of them ourselves.

Our diets are changing. They are becoming increasingly plant based. Vegetables are no longer an accompaniment, an after-thought. Instead they’re center plate – up front and proud. 

Perhaps the infamous battle over vegetables will disappear entirely. It’s my hope that through showing greater tolerance of our children’s preferences and by being more creative with how we introduce them into their diets, that the issue will simply cease to be one.

Vive la broccoli!  

Topic: What are the most popular and enduring toys for children?

Past : Toys that sold well: Teddy bears, named after Theodore Roosevelt 1902, yo-yos – 1928, Silly Putty, 1955, GI Joe – dolls for boys, 1960s, including two that have kept right on selling;

Present: Lego from Denmark, 1932, and Barbie from USA, 1959

Future : More Lego, more Barbies who are more diverse, more skin types and shapes. Both seem set for along time yet.

Download Past, Present, Future outline

Click the link to download a printable pdf file to use:  Past, Present, Future impromptu speech outline

This is a simple two part pattern: here’s the problem. Now here’s the solution.

Example: The problem is congestion on our main city roads during peak hours.

The solution is to:

• reroute heavy vehicles over those hours
• look carefully at the current design of the roundabouts, on and off ramps and laybys and update them if necessary 
• adjust the speed limit

Example: The problem is maintaining a work routine while working from home

• make yourself a dedicated work space.
• set yourself regular hours for getting up, having breakfast, being at your desk, lunch etc.
• establish clear boundaries around your work time for family and friends. Being in the same room or the next one, doesn’t mean you’re available.
• prioritize your tasks for the day each morning.

Download Problem, Solution outline

Click the link to download a printable pdf file to use: Problem, Solution impromptu speech outline

Pros and Cons, Positives and Negatives

This is a useful beginning point toward answering the classic ‘what shall I do?’ dilemmas.

Setting out the pros and cons * of a situation gives us an overview, which we can then use to help make a rational, considered decision.

* 16th century: from Latin  prō  for + con, from  contrā  against

Dilemma:  Whether or not to go to university

• New experiences, new people, broadens outlook
• Builds networking opportunities, long term friendships, & professional relationships
• After graduation enter workforce at different level – a leg up because core competencies already established
• Scholarships available
• Leadership and extension activities/clubs available
• High levels of personal debt
• Difficult to sustain oneself mentally, physically and financially without support
• Doesn’t guarantee a job on graduation
• Doesn’t train you for a specific vocation
• Doesn’t automatically mean entry into higher paying job

Dilemma:  Whether or not to buy cheap or fast fashion

• Affordable – instantly gratifying
• Up to the minute clothing – democratization of fashion – not just for elite rich
• Can follow the trend – included rather than excluded on price
• Can change mind and buy more if don’t like what you have – not going to cause you hardship
• Profitable for retailers and manufacturers
• pollution: people throw out their clothes which then enter land fills
• waste: breeds throwaway mentality – chuck rather than mend
• loss of skills: how to mend clothing: sew on buttons, fix a fallen hem, patch a rip etc.
• exploitation of woman and children in 3rd world countries: low wages, and unsafe workplaces

For more: Fast Fashion by Adam Hayes, April 2021, investopedia.com

Download Pros and Cons outline

Click the link to download a printable pdf file to use:  Pros and Cons impromptu speech outline

 This is a three-part problem solving pattern.

• What is the cause of something?
• What is its effect?
• And what is the remedy?

Topic: Public speaking anxiety

Cause(s) of public speaking anxiety:

• feeling self conscious in front of others
• fearing repeat of past poor experiences
• fear of being judged
• fearing not being as good as you’d like to be, or as good as others
• breathing poorly which doesn’t support the voice
• becoming overwhelmed by symptoms of fear: shaking limbs, quivering voice, racing heart beat, forgetting what had been practiced
• gabbling through speech at break neck speed
• becomes a cycle which intensifies each time a person has to speak in public
• limits personal potential in many ways: at work and socially
• take a public speaking course, join a public speaking club
• practice a great deal,  get good support and practical feedback you can use
• and take every opportunity to speak in front of others as it will lessen the fear.

Topic: Procrastination

Cause(s) of procrastination:

• boredom: not being interested in the task that needs completing
• fear of failure: thinking the task will prove too difficult - would rather not begin it, than risk failure, perfectionism
• unable to prioritize what needs to be done against what isn’t so urgent
• overwhelmed: too many things to do, and too little energy

Effect(s) of procrastination:

• pressure: rushing to catch up on what should have been done which leads to poor decision making
• failure: letting oneself, friends, family and workmates down, compromised work standards, reputation
• losing time, opportunities, limiting your career options
• escalating low self-esteem issues and health risks
• Create incremental to-do lists – a bit at a time rather than one huge overwhelming piece of work.
• Create a stimulating work-place for yourself – surround yourself with what you genuinely like to see.
• Time-line your work realistically - what needs to happen. today, tomorrow and the next day to arrive at the due date with the work completed to your satisfaction.
• Get rid of the temptations you know you are distracted by. Put your phone on mute. Remove bookmarked sites.
• Find a mentor, someone you admire and who will hold you to account.

Download Cause, Effect, Remedy outline

Click the link to download a printable pdf file to use: Cause, Effect, Remedy impromptu speech outline

Before, The Event, The Result

This three-part pattern is a time line centered around an event. The result of event (eg. a natural disaster or a personal or societal change, large or small) profoundly changes what came before it. Sometimes the end result is much better, and sometimes far worse.

It’s a pattern much loved by advertisers who imply that the event (the purchase and use of whatever product or service they are selling) will result in whatever is desired: health, wealth, beauty, popularity, longevity, peace, love, intelligence... It's the classic Before and After format.    

Topic: Covid-19 - its impact on the tourism industry in NZ

Total annual tourism expenditure had increased by almost $15 billion, or 55%, in the seven years prior to 2020. 

• Tourism was New Zealand’s biggest export industry, contributing 20.1% of total exports. 
• Tourism generated a direct annual contribution to Gross Domestic Product (GDP) of $16.4 billion, or 5.5%, and a further indirect contribution of $11.3 billion, another 3.8% of New Zealand’s total GDP.  

Then along came Covid–19.  The borders were closed in an effort to keep it out for as long as possible. Good for the population: fewer deaths and hospitalizations compared to other first world countries: USA, UK, Australia but not so good for tourism.

The result:  

• total tourism expenditure was $26.1 billion, a decrease of 37.3 percent ($15.6 billion) from the previous year.
• international tourism’s overall contribution to New Zealand’s total exports of goods and services fell to 2.1 percent from 20.0 percent
• tourism generated a direct contribution to GDP of $8.5 billion, or 2.9 percent, a decrease of 47.5 percent ($7.7 billion), or 2.6 percentage points

Reference:  https://www.tia.org.nz/about-the-industry/quick-facts-and-figures/

Here’s a feel-good-hard-work-pays-off story using the format, the sort you might hear on your local TV or radio station.

Topic: the house makeover

Before the makeover:

• dark and dingy – very few windows, dated décor
• very poor heat retention – no insulation
• no outdoor – indoor flow
• small poky kitchen with limited storage
• one bathroom – not adjacent to either living areas or bedrooms

The Event:   the makeover of the worst house in the best street,  a perfect project for husband (builder) and wife (interior decorator), 12 month time line, carefully planned

The Result:

• jump in value of property
• a house which is a pleasure to live in, fabulous garden, everybody is happy, reporters come calling for house and garden magazine before and after spreads☺
• an inspirational example of talent plus effort

Download Before, The Event, The Result outline

Click the link to download a printable pdf file to use:  Before, The Event, The Result impromptu speech outline

This structure is excellent for comparisons and overviews spanning spatial areas.

Topic: Deaths from Covid-19 in New Zealand as at 22nd February 2022

Local: none

National: 56

International:  5,905,942

Reference: Google News - Covid 19 map - New Zealand  

Topic: Who follows the news?  A survey of 38 countries, 2018

Local news :  Global median = 78%. 78% of respondents are  more likely to follow the news if in own area and own country. 

National news : Global median = 86%. 86% of respondents are more likely to follow if the news is about own country.

International news : Global median = 57%. Comparatively significantly less of the respondents are likely to follow the news. That changes with the amount of education a person has. If they have more education, they are more likely to follow the news.

Reference:  Publics around the world follow national and local news more closely than international : Pew Research Center report, 2018

Download Local, National, International outline

Click the link to download a printable pdf file to use:  Local, National, International impromptu speech outline

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Donald Trump’s strange speaking style, as explained by linguists

Is Donald Trump a throwback to ancient oratory — or an undisciplined rambler?

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When Donald Trump goes off script, transcribing him can be a challenge. As someone covering him during this campaign, I can attest to this. When he’s speaking off the cuff, his rambling remarks can be full of digressions and hard-to-follow tangents. He often jumps to an entirely new thought before finishing his previous one.

Consider this Trump comment on the Iran nuclear deal during a campaign rally in South Carolina on July 21, 2015. Try to follow the train of thought here:

Look, having nuclear — my uncle was a great professor and scientist and engineer, Dr. John Trump at MIT; good genes, very good genes, okay, very smart, the Wharton School of Finance, very good, very smart — you know, if you’re a conservative Republican, if I were a liberal, if, like, okay, if I ran as a liberal Democrat, they would say I'm one of the smartest people anywhere in the world — it’s true! — but when you're a conservative Republican they try — oh, do they do a number — that’s why I always start off: Went to Wharton, was a good student, went there, went there, did this, built a fortune — you know I have to give my like credentials all the time, because we’re a little disadvantaged — but you look at the nuclear deal, the thing that really bothers me — it would have been so easy, and it’s not as important as these lives are (nuclear is powerful; my uncle explained that to me many, many years ago, the power and that was 35 years ago; he would explain the power of what's going to happen and he was right — who would have thought?), but when you look at what's going on with the four prisoners — now it used to be three, now it’s four — but when it was three and even now, I would have said it's all in the messenger; fellas, and it is fellas because, you know, they don't, they haven’t figured that the women are smarter right now than the men, so, you know, it’s gonna take them about another 150 years — but the Persians are great negotiators, the Iranians are great negotiators, so, and they, they just killed, they just killed us.

Trump’s simple message — "the Iran deal is bad for the United States" — was interrupted by musings on his uncle’s education, his own education, the power of nuclear energy, prisoners, the intelligence of women, and the negotiating prowess of Iranians, seemingly without rhyme or reason. Slate even called on the public to help diagram it .

Others have noticed this as well. "His speeches are full of non sequiturs," says Kristin Kobes Du Mez, a Calvin College historian who has done a comparative study of Trump and Hillary Clinton’s speaking styles. It’s a completely different style from nearly any other politician you normally see on a big stage.

So I was curious if professional linguists and historians could help us figure out what makes Trump unique. Are there any precedents for this speaking style? Is it coherent? Is there a reason it appeals to certain people?

There were lots of disagreements on this front, but one thing stood out: Trump’s speeches aren’t meant to be read. Their seeming incoherence stems from the big difference between written and spoken language. Trump’s style of speaking has its roots in oral culture. He rallies people through impassioned, targeted conversation — even if it doesn’t always follow a clear arc. But is it effective? That’s a much harder question.

Why Trump’s speeches are incomprehensible to some — and make perfect sense to others

Only a few of Trump’s big speeches are scripted. At many of his rallies, by contrast, he speaks off the cuff. We get a lot of unscripted moments, with fractured, unfinished sentences, moving quickly from thought to thought.

To some (or many), this style is completely incoherent. But not everyone feels this way. Many people clearly walk away from Trump rallies having seemingly understood what he said.

Why is that? It’s the difference between reading Trump’s remarks and listening to them in real time. University of Pennsylvania linguist Mark Liberman has explained this in more detail:

This apparent incoherence has two main causes: false starts and parentheticals. Both are effectively signaled in speaking — by prosody along with gesture, posture, and gaze — and therefore largely factored out by listeners. But in textual form the cues are gone, and we lose the thread.

In other words, Trump’s digressions and rambles are much easier to follow in person thanks to subtle cues.

Trump’s style of speaking is conversational, and may even stem from his New York City upbringing. As George Lakoff, a linguist at UC Berkeley, told me, "[The] thing about being a New Yorker it is polite if you finish their sentences for them. It’s a natural part of conversation."

This may be why Trump’s sentences often seem, in transcript form, to trail off with no ending. "He knows his audience can finish his sentences for him," Lakoff says.

Watching Trump, it’s easy to see how this plays out. He makes vague implications with a raised eyebrow or a shrug, allowing his audience to reach their own conclusions. And that conversational style can be effective. It’s more intimate than a scripted speech. People walk away from Trump feeling as though he were casually talking to them, allowing them to finish his thoughts.

Yet to many linguists, Trump stands out for how often he deploys these conversational tics. "Trump's frequency of divergence is unusual," Liberman says. In other words, he goes off topic way more often than the average person in conversation.

Geoffrey Pullum, a linguist at University of Edinburgh, argues that there’s more going on than just a conversational, I’ll-let-you-fill-in-the-gaps-style. Trump’s unorganized sentences and short snippets might suggest something about how his mind works. "His speech suggests a man with scattered thoughts, a short span of attention, and a lack of intellectual discipline and analytical skills," Pullum says.

More sophisticated thinkers and speakers (including many past presidents), Pullum argues, are able to use "hypotaxis — that is, embedding of clauses within clauses." Trump can’t seem to do that.

Pullum explains further: " When you say something like 'While Congress shows no interest in doing X, I feel that the American people believe it is essential,' the clause ‘it is essential’ is inside the clause ‘the American people believe it is essential’ which is inside the clause ‘I feel that the American people believe it is essential,’ and so on. You get no such organized thoughts from Trump. It's bursts of noun phrases, self-interruptions, sudden departures from the theme, flashes of memory, odd side remarks. ... It's the disordered language of a person with a concentration problem."

Trump’s speeches can be appealing because he uses a lot of salesmen’s tricks

Lakoff, for his part, has an explanation for why Trump’s style of speaking is so appealing to many. Many of Trump’s most famous catchphrases are actually versions of time-tested speech mechanisms that salesmen use. They’re powerful because they help shape our unconscious.

Take, for example, Trump’s frequent use of "Many people are saying..." or "Believe me" — often right after saying something that is baseless or untrue. This tends to sound more trustworthy to listeners than just outright stating the baseless claim, since Trump implies that he has direct experience with what he’s talking about. At a base level, Lakoff argues, people are more inclined to believe something that seems to have been shared.

Or when Trump keeps calling Clinton "crooked," or keeps referring to terrorists as "radical Muslims," he’s strengthening the association through repetition. He also calls his supporters "folks," to show he is one of them (though many politicians employ this trick). Trump doesn’t repeat phrases and adjectives because he is stalling for time, Liberman says; for the most part, he’s providing emphasis and strengthening the association.

These are normal techniques, particularly in conversational speech. "Is he reading cognitive science? No. He has 50 years of experience as a salesman who doesn’t care who he is selling to," Lakoff says. On this account, Trump uses similar methods in his QVC-style pitch of steaks and vodka as when he talks about his plan to stop ISIS.

"He has been doing this for a very long time as a salesman — that’s what he is best at," Lakoff says.

People understand Trump on an emotional level

To some extent, Trump's style has been successful — Trump beat out a highly competitive field of lifelong Republicans to become the party’s nominee. He's confident enough to address large crowds conversationally and ad-lib on stage.

That said, his rise can’t be attributed purely to his speaking style. It certainly has a lot to do with what he is actually saying. "If the content were different, I think it would come across as rambling and flabby and ineffective," Liberman says.

In other words, when Trump’s audience finishes his sentences for him, the blanks are filled with sentiments that resonate: fears of joblessness, worries about the United States losing its status as a major world power, concerns about foreign terrorist organizations. Trump validates their insecurities and justifies their anger. He connects on an emotional level, Du Mez says.

"For listeners who identify with Trump, there is little they need to do but claim what they’re entitled to," she says. "No need for sacrifice, for compromise, for complexity. He taps into fear and insecurity, but then enables his audience to express that fear through anger. And anger gives the illusion of empowerment."

In style alone, however, this "emotional" appeal may not be enough to portray a strong leader. As much as the American people look for authenticity and spontaneity in a president, which Trump seems to have mastered, they are also known to value discipline in their leaders.

"Leadership is hard; it needs discipline, concentration, and an ability to ignore what's irrelevant or needless or personal or silly," Pullum says. "There is no sign of it from Trump. This man talks honestly enough that you can see what he's like: He's an undisciplined narcissist who craves power but doesn't have the intellectual capacity to exercise it wisely."

Donald Trump hates lies, but can't tell the truth

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Informative Speeches — Types, Topics, and Examples

What is an informative speech?

An informative speech uses descriptions, demonstrations, and strong detail to explain a person, place, or subject. An informative speech makes a complex topic easier to understand and focuses on delivering information, rather than providing a persuasive argument.

Types of informative speeches

The most common types of informative speeches are definition, explanation, description, and demonstration.

A definition speech explains a concept, theory, or philosophy about which the audience knows little. The purpose of the speech is to inform the audience so they understand the main aspects of the subject matter.

An explanatory speech presents information on the state of a given topic. The purpose is to provide a specific viewpoint on the chosen subject. Speakers typically incorporate a visual of data and/or statistics.

The speaker of a descriptive speech provides audiences with a detailed and vivid description of an activity, person, place, or object using elaborate imagery to make the subject matter memorable.

A demonstrative speech explains how to perform a particular task or carry out a process. These speeches often demonstrate the following:

How to do something

How to make something

How to fix something

How something works

How to write an informative speech

Regardless of the type, every informative speech should include an introduction, a hook, background information, a thesis, the main points, and a conclusion.

Introduction

An attention grabber or hook draws in the audience and sets the tone for the speech. The technique the speaker uses should reflect the subject matter in some way (i.e., if the topic is serious in nature, do not open with a joke). Therefore, when choosing an attention grabber, consider the following:

What’s the topic of the speech?

What’s the occasion?

Who’s the audience?

What’s the purpose of the speech?

Common Attention Grabbers (Hooks)

Ask a question that allows the audience to respond in a non-verbal way (e.g., a poll question where they can simply raise their hands) or ask a rhetorical question that makes the audience think of the topic in a certain way yet requires no response.

Incorporate a well-known quote that introduces the topic. Using the words of a celebrated individual gives credibility and authority to the information in the speech.

Offer a startling statement or information about the topic, which is typically done using data or statistics. The statement should surprise the audience in some way.

Provide a brief anecdote that relates to the topic in some way.

Present a “what if” scenario that connects to the subject matter of the speech.

Identify the importance of the speech’s topic.

Starting a speech with a humorous statement often makes the audience more comfortable with the speaker.

Include any background information pertinent to the topic that the audience needs to know to understand the speech in its entirety.

The thesis statement shares the central purpose of the speech.

Demonstrate

Preview the main ideas that will help accomplish the central purpose. Typically, informational speeches will have an average of three main ideas.

Body paragraphs

Apply the following to each main idea (body) :

Identify the main idea ( NOTE: The main points of a demonstration speech would be the individual steps.)

Provide evidence to support the main idea

Explain how the evidence supports the main idea/central purpose

Transition to the next main idea

Review or restate the thesis and the main points presented throughout the speech.

Much like the attention grabber, the closing statement should interest the audience. Some of the more common techniques include a challenge, a rhetorical question, or restating relevant information:

Provide the audience with a challenge or call to action to apply the presented information to real life.

Detail the benefit of the information.

Close with an anecdote or brief story that illustrates the main points.

Leave the audience with a rhetorical question to ponder after the speech has concluded.

Detail the relevance of the presented information.

Before speech writing, brainstorm a list of informative speech topic ideas. The right topic depends on the type of speech, but good topics can range from video games to disabilities and electric cars to healthcare and mental health.

Informative speech topics

Some common informative essay topics for each type of informational speech include the following:

Informative speech examples

The following list identifies famous informational speeches:

“Duties of American Citizenship” by Theodore Roosevelt

“Duty, Honor, Country” by General Douglas MacArthur

“Strength and Dignity” by Theodore Roosevelt

Explanation

“Give Me Liberty or Give Me Death” by Patrick Henry

“The Decision to Go to the Moon” by John F. Kennedy

“We Shall Fight on the Beaches” by Winston Churchill

Description

“I Have a Dream” by Martin Luther King, Jr.

“Pearl Harbor Address” by Franklin Delano Roosevelt

“Luckiest Man” by Lou Gehrig

Demonstration

The Way to Cook with Julia Child

This Old House with Bob Vila

Bill Nye the Science Guy with Bill Nye

ReviseSociology

A level sociology revision – education, families, research methods, crime and deviance and more!

Speech patterns and educational achievement

restricted and elaborated speech codes explain social class differences in achievement.

Table of Contents

Speech and language are important aspects of communication and a child’s ability to learn is related to their ability to communicate effectively with adults and other children.

A child with more developed speech and language skills can learn faster than those with less developed skills, and thus will have better educational achievement.

Moreover a child’s ability at language (in English Language key stage tests, for example) is in fact a measure of their level of educational achievement, so in one respect, a child’s ability to communicate (at least in formal tests) is the same as their level of educational attainment!

This post summarises and evaluates Basil Bernstein’s work on speech patterns.

Speech patterns

Basil Bernstein (1) developed the theory that there are two different types of speech patterns, or speech codes: the restricted code and the elaborated code, the later having a wider vocabulary and more complex grammatical structures than the former.

He theorised that the working classes were largely limited to speaking in the restricted code, while the middle classes used both the elaborate and restricted codes, and that the limited use of the restricted code by working class children explained their relative underachievement in education compared to middle class children.

The restricted speech code

Bernstein stated that restricted speech codes are characterised by ‘short, grammatically simple, often unfinished sentences’.

This code has limited use of adjectives or adverbs and meanings are often conveyed by gesture and voice intonation.

The restricted code tends to operate in terms of particularistic meanings – it is usually linked to a specific context and utterances only make sense to people in that immediate context.

It is a sort of short hand between close friends or partners that have a shared understanding of a social situation such that there is no need to spell out meanings in any great detail.

The elaborated speech code

Elaborated speech code has a wider vocabulary and uses more complex grammatical structures than the restricted code.

It provides more in-depth explanations of meanings than the restricted speech code does and thus operates in terms of universalistic meanings : listeners do not need to be embedded in a specific context to fully understand what is being communicated.

To illustrate the difference between the two speech codes consider a cartoon strip of four pictures:

• Some boys playing football
• The ball breaking a window
• A woman looking out of the window and a man shaking his fist
• The boys running away.

A middle class child speaking the elaborated code would be able to describe the pictures in such a way that you wouldn’t need the pictures to fully understand the story, everything would be explained in detail. The explanation here would be free of the context, universal!

A working class child speaking the restricted code would refer to the pictures so that you would need to see the pictures to understand the story. The explanation here would remain dependent on the context.

Speech patterns and educational attainment

Formal education is conducted in the elaborated speech code, so working class kids are automatically at a disadvantage compared to middle class kids.

The elaborated code is necessary to make generalizations and to be able to understand higher order concepts.

Bernstein found that middle class children were much more able to classify things such as food into higher order categories such as vegetables, or meats, for example. Working class kids were more likely to classify them according to personal experiences such as ‘things mum cooks for me’.

Evaluations of Bernstein

His concept of social class is too vague. Sometimes he refers to the working class, others he talks about the lower working class. He also puts all non-manual workers into ‘middle class’ thus ignoring variation between the middle classes.

Bernstein also provides only limited examples of the two types of speech code. He does not make a convincing case that either of them actually exist in reality!

Labov (1973) criticized Bernstein for alluding to the elaborated code being superior, whereas in reality working class and middle class speech are just different, it is only the cultural dominance of the elaborated code in education that makes it seem superior.

The language of African Americans and White Americans can be very different, but it is historically Anglo-American English which is taught as standard English in schools.

Thus African American pupils in the USA have had a particularly negative experience of language in school, often experiencing school as a linguistically and culturally alienating environment.

Rather than their children feeling alienated, some activists adopted ‘Ebonics’ (the language of African Americans) as a medium of instruction, celebrating their linguistic heritage and pointing out differences with the ‘standard’ Anglo-American English.

Ebonics has highlighted the following:

• it has indicated the extent to which language plays a role in educational success or failure.
• It raised questions about the appropriateness of standard English in assessments.
• It highlighted cultural tensions between several minority pupils in schools and the school curriculum.

Signposting

This topic is relevant to the sociology of education , especially the issue of social class differences in educational achievement.

(1) Bernstein (1971) Class, Codes and Control, Volume 1.

Barlett and Burton (2021): Introduction to Education Studies, fifth edition

Part of this post was adapted from Haralambos and Holborn (2013) Sociology Themes and Perspectives 8th Edition.

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Formal Versus Informal Speech Therapy Assessments

Speech therapy assessments are usually comprised of formal testing and informal testing. Formal testing may include tools such as standardized assessments, while informal testing may include caregiver/client interviews and usually use methods that are more flexible and adaptable.

In the field of speech-language pathology, assessments are broadly categorized into two types: formal assessments and informal assessments . For clinicians, educators, and parents, it's vital to understand the distinct nuances of each type of assessment to ensure they can be accurately interpreted and yield the most beneficial results for the individuals receiving the speech and language evaluations. Often, it is considered “best practice” for an SLP to obtain data from both assessment types when completing a comprehensive evaluation for the creation of an effective treatment plan. Should this always be the case?

In this article, we will describe and discuss different types of formal and informal assessment measures , the pros and cons of each , as well as considerations when deciding which assessment tools are appropriate for the client being evaluated. 

Understanding Formal and Informal Speech Therapy Assessments

Formal speech therapy assessments.

Formal assessments are standardized tests that have been scientifically developed and tested. They provide a systematic way to measure an individual's abilities in different areas of speech and/or language. These tests are usually administered under specific conditions (e.g., in a quiet, well-lit room, sitting at a desk) and are scored in a standardized manner. There are two types of formal assessments used in speech-language pathology: (1) norm-referenced assessments and (2) criterion-referenced assessments (or tests) .

(1) Norm-referenced tests : These tests are designed to compare an individual's performance to that of a larger, typically representative, group (e.g., a normative sample). These tests are standardized, meaning they have consistent procedures for administration and scoring.

Examples of speech therapy norm-referenced tests include: 

• The Clinical Evaluation of Language Fundamentals - Fifth Edition (CELF-5)
• The Peabody Picture Vocabulary Test - Fourth Edition (PPVT - 4)

(2) Criterion-referenced tests: These tests assess an individual's performance against a specific set of criteria or learning standards rather than comparing them to others. These tests focus on what the individual can and cannot do concerning predefined objectives.

Examples of speech therapy criterion-referenced tests include: 

• The Functional Communication Profile - Revised (FCP - R)
• The Rossetti Infant-Toddler Language Scale

Note: The examples of formal, standardized tests in this post are for educational purposes only, illustrating various speech-language assessments. We do not endorse or have affiliations with any tests mentioned.

Informal speech therapy assessments

Informal assessments use more flexible tools that can be adapted to the individual's needs. There is a wide range of informal assessments, including observations of the individual in their natural settings (like home or school), speech and language samples, and questionnaires. See a fuller list below. SLPs can use these assessments to understand how the individual being evaluated communicates across everyday routines and activities, which can provide valuable insights that formal tests might not specifically address. Informal assessments can help in identifying specific areas of need and in planning personalized therapy sessions. 

Examples of informal speech therapy assessment measures include:

• Clinical observations
• Speech and language samples
• Interviews (including ethnographic interviews )
• Questionnaires
• Dynamic assessments
• Play-based assessments

Pros and Cons of Formal and Informal Speech Therapy Assessments

Formal speech therapy assessments: pros and cons.

NORM-REFERENCED TESTS

PROS to norm-referenced (formal) speech therapy assessments may include:

• Objective comparison: Allows for objective measurement and comparison of an individual's performance against a broader population.
• Identification of disorders : Useful in identifying and diagnosing speech and language disorders.
• Eligibility for services: Often required for qualifying individuals for special education or therapy services.

CONS to norm-referenced (formal) speech therapy assessments may include:

• Cultural biases : These may not be suitable for individuals from diverse cultural or linguistic backgrounds. Read more about this later in the article.
• Limited scope : Focuses more on the presence of a disorder rather than functional communication skills.

CRITERION-REFERENCED TESTS 

PROS to criterion-referenced (formal) speech therapy assessments may include:

• Tailored goals: Useful for creating individualized educational or therapy plans.
• Functional assessment: More focused on practical, everyday communication skills.
• Flexibility: Can be adapted for various populations and purposes.

CONS to criterion-referenced (formal) speech therapy assessments may include:

• Limited comparability: Not designed for comparing an individual’s performance to a broader population.
• Subjectivity: Some degree of subjectivity in interpreting results, depending on the criteria.

Informal speech therapy assessments: pros and cons

PROS to informal speech therapy assessments may include:

• Personalization: They can be tailored to fit the unique context and needs of each individual.
• Real-world relevance : They tend to offer more insight as to how the individual is functionally using language in their natural environment.
• Reduced pressure : Often, client-led, this informal nature can increase comfortability and ease the pressures of feeling tested, leading to more representative performance.

CONS to informal speech therapy assessments may include:

• Subjectivity : Results can vary based on the evaluator's experience and perspective, affecting the reliability and validity of the information collected.
• Lack of standardization : Comparing results across different settings or over time can be challenging.

Understanding the pros and cons of formal and informal assessments is essential for choosing suitable diagnostic tools and planning effective treatments, ensuring that interventions are tailored to individual needs and backed by evidence. 

Assessment Considerations for Specific Populations

Formal or standardized evaluation tools used in speech therapy evaluations are designed to assess various aspects of speech and language disorders consistently and objectively. This ensures that outcomes produce reliable and valid results, as they claim to measure. However, several areas should be considered when interpreting the results of standardized assessments, especially when communicating these results to families:

• Cultural and linguistic diversity: Standardized tests are often developed based on a specific linguistic and cultural population, usually English-speaking populations from Western countries. This can lead to inaccuracies when used with individuals from diverse linguistic and cultural backgrounds. Therefore, tests may not account for different speech patterns (e.g., misjudge a difference for a delay/disorder ), vocabulary, and grammatical structures, leading to misdiagnoses or underdiagnoses in these populations.
• Individual differences: The tests might not adequately account for individual variations in language development, speech, and other diagnostic factors ( e.g., the client being evaluated is autistic; however, there are no reported autistic individuals part of the normative sample ). Factors like age, gender, socio-economic status, and educational background can influence a person's performance on these tests and lend to biases. A standardized test might not be sensitive enough to capture these individual differences, potentially leading to inaccurate information about various skills.
• Testing environment and conditions: The reliability of a test can be compromised by the environment in which it is administered. External factors like noise, distractions, or even the individual’s mood and health on the day of testing can affect their performance. Consistency in test administration is crucial for reliability, but this is not always achievable in real-world settings.
• Test construction and updating: If the standardized test is outdated or not regularly updated, it may not reflect current best practices or recent research findings in the field of speech-language pathology. Also, the test's construction, including the types of questions and the scoring system, can impact its validity and reliability.
• Practitioner expertise and bias: The expertise of the SLP administering the test can influence its outcomes. Inconsistent administration, interpretation of results, and unintentional bias can lead to variability in results.
• Over-reliance on quantitative data: Standardized tests primarily provide quantitative data, which might not capture the qualitative aspects of speech and language disorders. As a result, important nuances and characteristics of an individual's speech and language abilities might be overlooked.

Using Evidence-Based Information to Support Decisions for Assessment

Both formal and informal assessments have their place in speech-language pathology. It is important that whether you are the SLP performing the evaluation or the loved one of the individual participating in one, you are aware of the different results each may provide.

The choice of assessment selection can depend on many factors, including the purpose of the assessment, the characteristics of the individual, and the specific communication disorder being evaluated. Evidence-based practice requires the integration of the best available research with clinical expertise and client preferences.

Additionally, evidence-based decision-making also calls for careful consideration of special populations and deciding if the assessment tools the SLP has chosen yield the most reliable , valid, as well as ethical results. In some cases, standardized evaluation tools compromise the reliability and validity of cultural and linguistic diversity, individual differences, testing conditions, the construction and updating of the test, practitioner expertise and bias, and an over-reliance on quantitative data. These limitations highlight the importance of using a comprehensive and individualized approach to assessment.

References/further resources

• American Speech-Language-Hearing Association. (n.d.). Assessment tools, techniques, and data sources. Retrieved from https://www.asha.org/practice-portal/clinical-topics/late-language-emergence/assessment-tools-techniques-and-data-sources/
• Kearney, T. (2023, January 14). Incorporating Dynamic Assessment to Avoid Standardized Test Pitfalls. The ASHA Leader. Retrieved from https://leader.pubs.asha.org/do/10.1044/leader.scm.28012023.schools-dynamic-assess.30/full/
• Kleiman, L. I. (n.d.). FCP-R: Functional Communication Profile-Revised. Retrieved from https://www.proedinc.com/Products/34040/fcpr-functional-communication-profilerevised.aspx
• Nair, V., Farah, W., & Cushing, I. (July 2023). A Critical Analysis of Standardized Testing in Speech and Language Therapy. Language, Speech, and Hearing Services in Schools , Volume 54 (3), pages 781-793. https://doi.org/10.1044/2023_LSHSS-22-00141
• Pearson Assessments. (n.d.). Clinical Evaluation of Language Fundamentals | Fifth Edition (CELF-5). Retrieved from https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Speech-%26-Language/Clinical-Evaluation-of-Language-Fundamentals-%7C-Fifth-Edition/p/100000705.html
• Pearson Assessments. (n.d.). Peabody Picture Vocabulary Test | Fourth Edition (PPVT-4). Retrieved from https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Academic-Learning/Brief/Peabody-Picture-Vocabulary-Test-%7C-Fourth-Edition/p/100000501.html
• Rossetti, L. (n.d.). The Rossetti Infant-Toddler Language Scale. Retrieved from https://www.proedinc.com/Products/34110/the-rossetti-infanttoddler-language-scale.aspx
• Wisconsin Department of Public Instruction. (November 2021). Criterion-referenced assessments-language. Retrieved from https://dpi.wi.gov/sites/default/files/imce/sped/pdf/sl-criterion-referenced_assessments-language.pdf

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Understanding Informal Speech Patterns in Filipino

• by Amiel Pineda
• January 27, 2024 February 25, 2024

Understanding informal speech patterns in Filipino involves recognizing the importance of non-verbal cues, regional variations, and the balance between politeness and informality. By grasping the nuances of informal speech patterns, you can navigate conversations with Filipinos more effectively and build stronger relationships.

Key Takeaways

• Informal Filipino vocabulary and slang reflect warmth, camaraderie, and a sense of belonging in interactions.
• Regional variations in expressions and slang contribute to the vibrancy of Filipino culture and enhance the communication experience with native speakers.
• Understanding informal grammar constructions and regional variations in speech patterns is essential for grasping the nuances and maintaining harmony in conversations.
• Code-switching between languages, paying attention to intonation, and embracing idiomatic expressions add depth and emotion to informal Filipino communication.

Informal Filipino Vocabulary

Filipinos commonly use informal vocabulary in daily conversations, reflecting the warmth and closeness they value in their interactions.

This aspect of Filipino culture emphasizes the importance of creating an atmosphere of friendliness and familiarity when communicating with others.

Informal Filipino vocabulary includes terms of endearment, casual greetings, and colloquial expressions that convey a sense of camaraderie and connection.

In Filipino culture, the use of informal speech patterns is a way to establish rapport and build relationships, showing respect and genuine interest in others. This language style aligns with the Filipino value of hospitality and mutual support.

By using informal Filipino vocabulary, individuals demonstrate their openness and willingness to engage in meaningful and heartfelt conversations, fostering a sense of belonging and community.

Just like how necessary cookies are to a website, informal speech patterns are essential to nurturing relationships in Filipino culture.

Common Filipino Slang and Expressions

So, what’re the popular slang words and everyday expressions that Filipinos commonly use?

From Manila to Mindanao, each region has its own unique variations of language and expressions that add color to everyday conversations.

Let’s explore the common slang and expressions that make Filipino communication lively and vibrant.

Popular Filipino Slang

Commonly used in everyday conversations, Filipino slang and expressions reflect the informal speech patterns prevalent in the culture.

Understanding and analyzing popular Filipino slang is crucial for delivering a better user experience and improving your interactions with native speakers.

These informal expressions are used to understand the nuances of Filipino communication and to store whether a conversation is formal or casual. By familiarizing yourself with popular Filipino slang, you can better connect with locals and gain insight into their unique way of expressing themselves.

Embracing these colloquial terms won’t only help you communicate more effectively but also foster a sense of belonging within the Filipino community. So, immerse yourself in the vibrant world of Filipino slang and enrich your cultural experience.

Everyday Expressions

Indulge in the rich tapestry of everyday expressions and common slang used in Filipino communication. In the Philippines, informal speech is peppered with colorful expressions that reflect the warmth and vibrancy of the culture.

When interacting with Filipinos, you’ll often hear expressions like ‘Salamat’ (Thank you), ‘Kamusta ka?’ (How are you?), and ‘Kain tayo’ (Let’s eat). These everyday expressions reflect the emphasis on hospitality and close social ties in Filipino society.

Additionally, slang terms like ‘Chika’ (gossip) and ‘Petmalu’ (awesome) are commonly used among the youth. Understanding and using these expressions can enhance your communication experience and help you connect with Filipinos on a deeper level.

Regional Variations

As you engage with different regions of the Philippines, you’ll encounter diverse slang and expressions that reflect the unique linguistic and cultural influences shaping informal speech patterns.

• Taglish (Tagalog-English mix), Bisaya, and other regional dialects contribute to the colorful tapestry of Filipino communication styles.
• Popular expressions like ‘petmalu’ (awesome), ‘werpa’ (power), and ‘lodi’ (idol) originate from urban slang and are widely used in Filipino youth culture and on social media platforms.
• Non-verbal communication, such as hand gestures and facial expressions, also varies across regions and adds to the richness of informal speech patterns.
• Understanding regional variations in slang and expressions can enrich interactions and foster a deeper connection with Filipino speakers.
• The diversity in informal speech patterns reflects the vibrant and dynamic nature of Filipino language and culture.

Filipino Informal Grammar Constructions

In informal Filipino speech, passive voice is often utilized to soften the tone and avoid appearing confrontational. This means that instead of directly assigning blame or responsibility, Filipinos might phrase their sentences in a way that shifts the focus away from a specific individual.

For example, instead of saying ‘You made a mistake,’ a Filipino might say ‘A mistake was made.’ This helps maintain harmony and respect in conversations.

Additionally, informal Filipino grammar constructions may involve using informal pronouns and verb forms to convey closeness and familiarity. These language choices contribute to the warm and inclusive nature of informal Filipino communication.

Understanding these informal grammar constructions is essential for grasping the nuances of informal speech patterns in Filipino.

Regional Variations in Filipino Informal Speech

Shifting our focus from informal grammar constructions, let’s now explore the regional variations in informal speech found across the diverse language and dialects of the Philippines.

Understanding regional variations in informal speech can provide insight into the cultural diversity and linguistic richness of the Philippines.

Here are some key points to consider:

• Regional variations in informal speech exist across the diverse language and dialects of the Philippines.
• Informal speech patterns may differ in terms of slang, intonation, and vocabulary depending on the region.
• Different regions may have unique expressions, idioms, and informal greetings in their speech.
• Informal speech may incorporate local terms, colloquialisms, and borrowed words from other languages specific to each region.
• Exploring these regional variations can help you understand the nuances of informal speech patterns in Filipino and foster a deeper sense of belonging within different communities.

Code-Switching in Filipino Informal Conversations

Filipinos frequently switch between Filipino languages and English in informal conversations, seamlessly blending linguistic influences to convey emotions and create a sense of belonging.

This code-switching allows you to express yourself effectively, emphasizing certain points and adapting to different social contexts.

It reflects the rich diversity of languages and cultures in the Philippines, merging local expressions with English to create a unique communication style.

Understanding how you use code-switching in informal conversations helps you navigate through various social interactions, allowing you to connect with others on a deeper level.

Filipino Intonation and Emphasis in Informal Speech

When speaking informally in Filipino, your pitch and stress on certain words can convey a range of emotions and tones, adding depth and nuances to your communication.

You may find yourself naturally emphasizing specific words or phrases to express your feelings and intentions more effectively. Paying attention to these intonations and emphases is crucial for understanding informal speech patterns in Filipino.

Pitch and Stress

During informal Filipino speech, the variation in pitch and stress serves to convey emotions, importance, and emphasis in the conversation. Understanding these nuances is crucial for grasping the full meaning of informal speech patterns in Filipino.

• Intonation reflects emotions like excitement, doubt, or sarcasm.
• Stress is used to emphasize specific words or phrases for clarity or emotional impact.
• Rising or falling pitch patterns convey questions, surprise, or affirmation.
• Exaggerated pitch changes are used for dramatic effect or to express strong emotions.
• Contextually relevant emphasis and intonation can completely alter the understanding of a sentence.

Understanding these aspects is fundamental in informal Filipino conversations.

Emotion and Tone

Understanding the nuances of emotion and tone in informal Filipino speech is essential for grasping the full meaning of pitch and stress variations.

In informal speech patterns, Filipinos use emotion and tone to convey their feelings and attitudes. A sing-song tone often expresses enthusiasm or a good mood, while rising inflections indicate questions or uncertainty, and falling inflections denote certainty or emphasis.

Strong emotions or emphasized points are expressed through repetition and exaggerated emphasis. Additionally, non-verbal cues like facial expressions and hand gestures complement and reinforce the emotional tone of informal speech in Filipino culture.

Understanding Informal Filipino Phrases

Indirect communication is a significant aspect of Filipino speech, often emphasizing politeness and respect for hierarchy. Understanding informal Filipino phrases is crucial in navigating informal speech patterns. Here are some key points to consider:

• Informal Filipino phrases often include code-switching between Filipino and English.
• Tagalog expressions like ‘alam mo na’ (you know) are commonly used to convey understanding without explicit verbal confirmation.
• Filipino slang, such as ‘besh’ (short for ‘bes,’ meaning friend), is frequently integrated into informal conversations.
• The use of borrowed words from Spanish, Chinese, and other local languages adds depth and nuance to informal Filipino speech.
• Embracing informal Filipino phrases fosters a sense of camaraderie and connection in casual conversations.

Understanding these informal speech patterns enhances your ability to engage in authentic Filipino communication.

Filipino Idiomatic Expressions in Everyday Conversations

So, you want to know about idiomatic expressions in everyday Filipino conversations?

Well, these common expressions add color and emotion to your communication. Understanding how to use them in context can help you connect with Filipinos on a deeper level in casual conversations.

Common Idioms

Idiomatic expressions in Filipino conversations often convey deeper or figurative meanings beyond their literal interpretation, reflecting the rich cultural context of the language. Learning common idioms is essential for understanding informal Filipino speech patterns.

Here are some common idiomatic expressions that you might encounter:

• ‘Bukas ng umaga’ (literally ‘tomorrow morning’) means ‘in the future.’
• ‘Ihanda ang sarili’ (literally ‘prepare oneself’) means ‘to brace oneself for something.’
• ‘Kumakain ng cookies’ (literally ‘eating cookies’) means ‘enjoying the good life.’
• ‘Naglalakad sa buwan’ (literally ‘walking on the moon’) means ‘having unrealistic expectations.’
• ‘Naglalagay ng puso sa bag’ (literally ‘putting a heart on a bag’) means ‘falling in love unexpectedly.’

Understanding these idiomatic expressions will greatly enhance your ability to communicate fluently in Filipino.

Usage in Context

You’ll frequently encounter idiomatic expressions in everyday Filipino conversations, adding depth and nuance to informal speech patterns. These expressions are deeply rooted in Filipino culture and are used to convey specific meanings that may not be immediately apparent to non-native speakers.

To help you understand how these expressions are used in context, take a look at the table below:

These expressions provide visitors with relevant cultural insights and enhance the user experience while you navigate Filipino conversations.

Politeness and Informality in Filipino Communication

When communicating in Filipino, the use of formal terms such as ‘po’ and ‘opo’ is essential for demonstrating respect for hierarchy and emphasizing politeness.

Understanding the balance between politeness and informality is crucial in Filipino communication. Here are some key points to consider:

• Politeness is highly valued, with formal terms like ‘po’ and ‘opo’ used to show respect.
• Non-verbal cues and gestures are often employed to convey meaning indirectly.
• Pay attention to unspoken cues and hints of hesitation to understand the underlying message.
• Face culture emphasizes harmony and preserving relationships, leading to non-confrontational communication.
• Communication with older or higher-status individuals often involves using polite forms of speech.

Understanding these informal speech patterns is contextually relevant and essential for effective communication in Filipino culture.

Navigating Informal Filipino Conversations

Navigating informal Filipino conversations involves recognizing the subtle cues and non-verbal communication that were pivotal in our previous discussion on politeness and informality in Filipino communication.

Understanding informal speech patterns is essential for seamless interactions.

In Filipino conversations, non-verbal cues like facial expressions, tone of voice, and body language convey unspoken messages. Pay attention to these cues as they often carry significant meaning.

Additionally, Filipinos tend to communicate indirectly to maintain harmony and avoid causing offense. When navigating informal Filipino conversations, being attuned to these unspoken signals is crucial.

It’s also important to be mindful of politeness, respect for hierarchy, and deference, as these values are highly regarded in Filipino culture. By understanding informal speech patterns and non-verbal cues, you can navigate informal Filipino conversations with ease and sensitivity.

Frequently Asked Questions

What are the traditional patterns of communication in the philippines.

Traditional communication in the Philippines emphasizes indirectness, diplomacy, and non-verbal cues. Politeness and respect for hierarchy are crucial. Understanding underlying meanings and reading between the lines is essential in Filipino communication style.

What Are Some Common Communication Styles in Filipino Families?

In Filipino families, communication often involves indirect refusals and respect for hierarchy. Non-verbal cues are important, and gestures convey meaning. Understanding underlying messages and the use of polite speech are key in maintaining harmony.

What Are the 20 Types of Non Verbal Communication Commonly Used by Filipino?

Filipinos commonly use non-verbal communication like eye contact, facial expressions, and gestures to convey messages. They also value physical touch, such as holding hands, as a form of communication.

What Is the Filipino Communication Style in the Workplace?

In the workplace, Filipino communication style values indirectness, politeness, and harmony. Non-verbal cues are crucial, so read between the lines. Respect for hierarchy and authority is key. Face culture is significant.

So, now you know the key aspects of informal speech patterns in Filipino. Understanding the informal vocabulary, slang, grammar, and regional variations, as well as the importance of politeness and non-verbal cues, will help you navigate informal conversations with Filipinos.

By showing humility and respect, and being aware of cultural nuances, you can build rapport and effectively communicate in informal Filipino settings.

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