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An old adage suggests that people are interested first in themselves, next in other people, then in things, and finally in ideas. This may explain why relating a topic to personal experience heightens audience interest. When speakers have been personally involved with a topic, they gain credibility.
We are more willing to listen to others and take their advice if we know that they have traveled the road themselves. Jason Shafer, a Dean’s List student at Vanderbilt University, related the following personal experience as he began his self-introductory speech:
With a lot of hard work, your son will hopefully make it through a trade school. That heart-gripping statement was what my parents heard when I was in third grade. You see, I was a terrible student in grade school. I was the worst. I’m sure most of you just flew through grade school, getting As and Bs. No problem whatsoever. Me, on the other hand, not at all. I got Cs and Ds. And I had to work for them. All of my teachers tried. They didn’t know what was wrong. They tried different techniques, but nothing really seemed to work. I guess the point of crisis came in third grade when my teacher realized that I couldn’t even read yet. It just about killed my parents. They wanted the best for me. So they had some testing done, and found out I had a learning disability.
Relating your subject to personal experience can be very important if you face an unfriendly audience. Brock Evans, vice president of the Audubon Society, recently addressed the Seattle Rotary Club on the Endangered Species Act. Because this speech was presented amid a controversy concerning logging restrictions in that area, his introduction before this group was especially critical. Evans combined the techniques of involving the audience and relating the topic to personal experience in this introduction:
It is always a distinct honor to be invited to speak before a prestigious group like the Rotary Club of Seattle. I thank you for inviting me to be here today, and not just because of the opportunity to share a few
thoughts about this very important subject. Those of.you who know me know that my roots here run very deep. It was 30 years ago that I moved here from the Midwest, because I wanted to live in what I thought then—and still do now—was the most beautiful part of the country.
And those of you who know me know that my passion for this special Northwest land, its unique blend of mountain and forest and sea, goes even deeper. . . . It caused me to leave a law practice here, in order to devote my life to fight to help keep our way of life, to keep the Northwest the special place it is. It has now become a life’s work that has taken me many places, first all across the Northwest, and finally into “exile” as I now believe—in the nation’s capital—that other
Washington, where for better or worse, so many of the great issues of our time are finally resolved.
In this example, the love of the area and its beauty unites the speaker and his listeners. The fact that the speaker “adopted” the area lends special credence to his passion for it.

Speakers will often open a presentation with a question or series of questions. Questions start the audience thinking about a topic and also get them actively involved. Sometimes the questions will call for a direct answer. For example, Holly Carison, a student at Vanderbilt, opened a speech on censorship by reading a list of banned books. As she read off the title of each book, she asked listeners to raise their hands if they had read it.
Not all questions used in speeches call for direct answers, however. Rhetorical questions (such as, “Have you ever thought about what your life would be like if you were a different color?”) arouse curiosity and start listeners thinking about the topic. Wendy Liebmann, president of WSL Strategic Retailers, opened a speech to the Non-Prescription Drug Manufacturers Association with the following series of rhetorical questions:
Have you ever wondered of late what’s going on with consumers? Why they are so full of contradictions when it comes to spending money? Why they will buy a $500 leather jacket at full price but wait for a $50 sweater to go on sale? Will buy a top-of-the-line sports utility vehicle then go to Costco to buy new tires? Will eagerly pay $3.50 for a cup of coffee but think $1.29 is too expensive for a hamburger? Will spend $2.00 for a strawberry-smelling bath soap but wait for a coupon to buy a 99 cent twin pack of toilet soap?
The economy is booming. Unemployment is at a 25-year low. Real income has increased. Why isn’t everyone out spending like they did in the 1980s—shopping everywhere, buying everything? Why are so many companies struggling? What is this paradox? Is there a paradox? Well, that’s what we are going to talk about today. This apparent consumer paradox: what it is, what it means, and how to make sense of it.13

You involve listeners when you connect them with your message. One of the most frequently used involvement techniques is to offer sincere, well-deserved compliments.
Does the group, the location, the occasion, or an audience member merit praise?
People like to hear good things about themselves and their community. This technique is often used in formal speeches when custom requires a speaker to make such acknowledgments before moving into the actual presentation.
These introductory remarks can be very brief, as illustrated by the opening words of President John F. Kennedy in a speech given at a White House dinner honoring Nobel Prize winners:
I think this is the most extraordinary collection of talent, of human knowledge, that has ever been gathered together at the White House, with the possible exception of when Thomas Jefferson dined alone.
With this elegant tribute, Kennedy was able to honor his guests without embarrassing them or going overboard with praise. His witty reference to the genius of Thomas Jefferson also paid tribute to the past.
Involvement is especially important if your topic seems distant from the audience’s immediate concerns or experiences. A student at Kutztown University wanted to give an informative speech on the Black Plague of the Middle Ages. He knew that he had to do something dramatic to involve his audience from the outset in order to make the topic interesting and relevant. Here is how he handled it.’
As the students entered the classroom, a confederate gave each a card containing the name of a profession, such as clergyman, sailor, farmer, merchant. The number of cards for each profession was proportional to that profession’s representation in European society at the time of the plague. When the student’s name was called, he entered from the back of the room wearing an over sized black sweatshirt, hood up, cinched around the waist with a length of sash cord. He opened with a rhetorical question, “If the Black Plague were to strike Kutztown today, given the same medical limitations, how many do you think would survive?” He then asked everyone to stand, and after a pause, continued as follows: “Will all of you with a card reading ‘physician’ please sit down. In tending the sick, you have come in contact with the disease and have become one of its victims.” A student took her seat. He followed with “Will all of those identified as ‘sailor’ or ‘merchant’ please be seated. You have traveled about the country or the world and so have also come close to other victims and have sealed your fate.” Five more students sat down. He then called out the clergy, city dwellers, dock workers, soldiers, and others who would have been exposed to the disease.
By the time he finished reading the list of those most susceptible to the disease, only three of his twenty-five classmates were left standing. He then explained that if the plague were to strike Kutztown the way it did many cities during the Middle Ages, those three would have the awesome task of rebuilding society.
Your introduction need not be this dramatic to involve the audience. If you can demonstrate that what you are talking about matters to the audience, your speech will be more effective. You also can involve your listeners by relating your topic to their motivations or attitudes and by using inclusive pronouns such as we and our.

The introduction to your speech is the invitation you give your audience t listen. When you first begin to speak, the audience will have two basic concerns in mind:
Why should I listen to this speech? and Why should I listen to the speaker?
These questions relate to two of the three basic functions of an introduction.
First, it should capture attention and arouse interest so that your audience wants to listen to your message.
Second, it should help establish you ethos as a competent, trustworthy, and likable person with whom the audience can identify. Finally, your introduction should preview your message to make it easier for the audience to follow.
A successful introduction also helps prepare you to present the rest of you speech. When you get off to a good start, you have less performance anxiety Therefore, you should prepare your introduction carefully. Practice until you are confident and comfortable with your opening words. Establish good eye contact with listeners. Do not read your introduction!
Capturing Attention
All too often, speakers open their presentations with something like “Good evening. My speech tonight is on. . .“ and then jump right into their mes sage. Needless to say, this is not a good way to begin a speech. It does to make the audience want to listen.
There are several ways to attract, build, and hold the interest of your audience. You may
• Involve the audience
• Ask questions
• Relate a personal experience
• Tell a story
• Use humor
• Develop suspense
• Begin with a quotation
• Use a presentation aid
• Startle the audience

A lack of planned transitions may cause beginning speakers to overuse words and vocalized pauses such as well, you know, -okay, or “er.” Plan a variety of transitions to help your speech flow smoothly. If you have trouble developing effective transitions, rethink the structure of your message. Outline your thoughts to be sure that they move in a clear direction and an orderly sequence.
Once you have identified and arranged your main points, decided how to develop them with supporting materials, and planned how to connect them with transitions, you can prepare an introduction and conclusion that will begin and end your speech effectively. Introductions and conclusions are very important because listeners tend to be most affected by what they heat at the beginning and end of a message. The introduction allows you to make a good first impression and to set the stage for how your audience will respond. The conclusion gives you a final opportunity to make a lasting impression.