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How to write a speech that your audience remembers

Whether in a work meeting or at an investor panel, you might give a speech at some point. And no matter how excited you are about the opportunity, the experience can be nerve-wracking . 

But feeling butterflies doesn’t mean you can’t give a great speech. With the proper preparation and a clear outline, apprehensive public speakers and natural wordsmiths alike can write and present a compelling message. Here’s how to write a good speech you’ll be proud to deliver.

What is good speech writing?

Good speech writing is the art of crafting words and ideas into a compelling, coherent, and memorable message that resonates with the audience. Here are some key elements of great speech writing:

• It begins with clearly understanding the speech's purpose and the audience it seeks to engage. 
• A well-written speech clearly conveys its central message, ensuring that the audience understands and retains the key points. 
• It is structured thoughtfully, with a captivating opening, a well-organized body, and a conclusion that reinforces the main message. 
• Good speech writing embraces the power of engaging content, weaving in stories, examples, and relatable anecdotes to connect with the audience on both intellectual and emotional levels. 

Ultimately, it is the combination of these elements, along with the authenticity and delivery of the speaker , that transforms words on a page into a powerful and impactful spoken narrative.

What makes a good speech?

A great speech includes several key qualities, but three fundamental elements make a speech truly effective:

Clarity and purpose

Remembering the audience, cohesive structure.

While other important factors make a speech a home run, these three elements are essential for writing an effective speech.

The main elements of a good speech

The main elements of a speech typically include:

• Introduction: The introduction sets the stage for your speech and grabs the audience's attention. It should include a hook or attention-grabbing opening, introduce the topic, and provide an overview of what will be covered.
• Opening/captivating statement: This is a strong statement that immediately engages the audience and creates curiosity about the speech topics.
• Thesis statement/central idea: The thesis statement or central idea is a concise statement that summarizes the main point or argument of your speech. It serves as a roadmap for the audience to understand what your speech is about.
• Body: The body of the speech is where you elaborate on your main points or arguments. Each point is typically supported by evidence, examples, statistics, or anecdotes. The body should be organized logically and coherently, with smooth transitions between the main points.
• Supporting evidence: This includes facts, data, research findings, expert opinions, or personal stories that support and strengthen your main points. Well-chosen and credible evidence enhances the persuasive power of your speech.
• Transitions: Transitions are phrases or statements that connect different parts of your speech, guiding the audience from one idea to the next. Effective transitions signal the shifts in topics or ideas and help maintain a smooth flow throughout the speech.
• Counterarguments and rebuttals (if applicable): If your speech involves addressing opposing viewpoints or counterarguments, you should acknowledge and address them. Presenting counterarguments makes your speech more persuasive and demonstrates critical thinking.
• Conclusion: The conclusion is the final part of your speech and should bring your message to a satisfying close. Summarize your main points, restate your thesis statement, and leave the audience with a memorable closing thought or call to action.
• Closing statement: This is the final statement that leaves a lasting impression and reinforces the main message of your speech. It can be a call to action, a thought-provoking question, a powerful quote, or a memorable anecdote.
• Delivery and presentation: How you deliver your speech is also an essential element to consider. Pay attention to your tone, body language, eye contact , voice modulation, and timing. Practice and rehearse your speech, and try using the 7-38-55 rule to ensure confident and effective delivery.

While the order and emphasis of these elements may vary depending on the type of speech and audience, these elements provide a framework for organizing and delivering a successful speech.

How to structure a good speech

You know what message you want to transmit, who you’re delivering it to, and even how you want to say it. But you need to know how to start, develop, and close a speech before writing it. 

Think of a speech like an essay. It should have an introduction, conclusion, and body sections in between. This places ideas in a logical order that the audience can better understand and follow them. Learning how to make a speech with an outline gives your storytelling the scaffolding it needs to get its point across.

Here’s a general speech structure to guide your writing process:

• Explanation 1
• Explanation 2
• Explanation 3

How to write a compelling speech opener

Some research shows that engaged audiences pay attention for only 15 to 20 minutes at a time. Other estimates are even lower, citing that people stop listening intently in fewer than 10 minutes . If you make a good first impression at the beginning of your speech, you have a better chance of interesting your audience through the middle when attention spans fade. 

Implementing the INTRO model can help grab and keep your audience’s attention as soon as you start speaking. This acronym stands for interest, need, timing, roadmap, and objectives, and it represents the key points you should hit in an opening. 

Here’s what to include for each of these points: 

• Interest : Introduce yourself or your topic concisely and speak with confidence . Write a compelling opening statement using relevant data or an anecdote that the audience can relate to.
• Needs : The audience is listening to you because they have something to learn. If you’re pitching a new app idea to a panel of investors, those potential partners want to discover more about your product and what they can earn from it. Read the room and gently remind them of the purpose of your speech. 
• Timing : When appropriate, let your audience know how long you’ll speak. This lets listeners set expectations and keep tabs on their own attention span. If a weary audience member knows you’ll talk for 40 minutes, they can better manage their energy as that time goes on. 
• Routemap : Give a brief overview of the three main points you’ll cover in your speech. If an audience member’s attention starts to drop off and they miss a few sentences, they can more easily get their bearings if they know the general outline of the presentation.
• Objectives : Tell the audience what you hope to achieve, encouraging them to listen to the end for the payout. 

Writing the middle of a speech

The body of your speech is the most information-dense section. Facts, visual aids, PowerPoints — all this information meets an audience with a waning attention span. Sticking to the speech structure gives your message focus and keeps you from going off track, making everything you say as useful as possible.

Limit the middle of your speech to three points, and support them with no more than three explanations. Following this model organizes your thoughts and prevents you from offering more information than the audience can retain. 

Using this section of the speech to make your presentation interactive can add interest and engage your audience. Try including a video or demonstration to break the monotony. A quick poll or survey also keeps the audience on their toes. 

Wrapping the speech up

To you, restating your points at the end can feel repetitive and dull. You’ve practiced countless times and heard it all before. But repetition aids memory and learning , helping your audience retain what you’ve told them. Use your speech’s conclusion to summarize the main points with a few short sentences.

Try to end on a memorable note, like posing a motivational quote or a thoughtful question the audience can contemplate once they leave. In proposal or pitch-style speeches, consider landing on a call to action (CTA) that invites your audience to take the next step.

How to write a good speech

If public speaking gives you the jitters, you’re not alone. Roughly 80% of the population feels nervous before giving a speech, and another 10% percent experiences intense anxiety and sometimes even panic. 

The fear of failure can cause procrastination and can cause you to put off your speechwriting process until the last minute. Finding the right words takes time and preparation, and if you’re already feeling nervous, starting from a blank page might seem even harder.

But putting in the effort despite your stress is worth it. Presenting a speech you worked hard on fosters authenticity and connects you to the subject matter, which can help your audience understand your points better. Human connection is all about honesty and vulnerability, and if you want to connect to the people you’re speaking to, they should see that in you.

1. Identify your objectives and target audience

Before diving into the writing process, find healthy coping strategies to help you stop worrying . Then you can define your speech’s purpose, think about your target audience, and start identifying your objectives. Here are some questions to ask yourself and ground your thinking : 

• What purpose do I want my speech to achieve? 
• What would it mean to me if I achieved the speech’s purpose?
• What audience am I writing for? 
• What do I know about my audience? 
• What values do I want to transmit? 
• If the audience remembers one take-home message, what should it be? 
• What do I want my audience to feel, think, or do after I finish speaking? 
• What parts of my message could be confusing and require further explanation?

2. Know your audience

Understanding your audience is crucial for tailoring your speech effectively. Consider the demographics of your audience, their interests, and their expectations. For instance, if you're addressing a group of healthcare professionals, you'll want to use medical terminology and data that resonate with them. Conversely, if your audience is a group of young students, you'd adjust your content to be more relatable to their experiences and interests. 

3. Choose a clear message

Your message should be the central idea that you want your audience to take away from your speech. Let's say you're giving a speech on climate change. Your clear message might be something like, "Individual actions can make a significant impact on mitigating climate change." Throughout your speech, all your points and examples should support this central message, reinforcing it for your audience.

4. Structure your speech

Organizing your speech properly keeps your audience engaged and helps them follow your ideas. The introduction should grab your audience's attention and introduce the topic. For example, if you're discussing space exploration, you could start with a fascinating fact about a recent space mission. In the body, you'd present your main points logically, such as the history of space exploration, its scientific significance, and future prospects. Finally, in the conclusion, you'd summarize your key points and reiterate the importance of space exploration in advancing human knowledge.

5. Use engaging content for clarity

Engaging content includes stories, anecdotes, statistics, and examples that illustrate your main points. For instance, if you're giving a speech about the importance of reading, you might share a personal story about how a particular book changed your perspective. You could also include statistics on the benefits of reading, such as improved cognitive abilities and empathy.

6. Maintain clarity and simplicity

It's essential to communicate your ideas clearly. Avoid using overly technical jargon or complex language that might confuse your audience. For example, if you're discussing a medical breakthrough with a non-medical audience, explain complex terms in simple, understandable language.

7. Practice and rehearse

Practice is key to delivering a great speech. Rehearse multiple times to refine your delivery, timing, and tone. Consider using a mirror or recording yourself to observe your body language and gestures. For instance, if you're giving a motivational speech, practice your gestures and expressions to convey enthusiasm and confidence.

8. Consider nonverbal communication

Your body language, tone of voice, and gestures should align with your message . If you're delivering a speech on leadership, maintain strong eye contact to convey authority and connection with your audience. A steady pace and varied tone can also enhance your speech's impact.

9. Engage your audience

Engaging your audience keeps them interested and attentive. Encourage interaction by asking thought-provoking questions or sharing relatable anecdotes. If you're giving a speech on teamwork, ask the audience to recall a time when teamwork led to a successful outcome, fostering engagement and connection.

10. Prepare for Q&A

Anticipate potential questions or objections your audience might have and prepare concise, well-informed responses. If you're delivering a speech on a controversial topic, such as healthcare reform, be ready to address common concerns, like the impact on healthcare costs or access to services, during the Q&A session.

By following these steps and incorporating examples that align with your specific speech topic and purpose, you can craft and deliver a compelling and impactful speech that resonates with your audience.

Tools for writing a great speech

There are several helpful tools available for speechwriting, both technological and communication-related. Here are a few examples:

• Word processing software: Tools like Microsoft Word, Google Docs, or other word processors provide a user-friendly environment for writing and editing speeches. They offer features like spell-checking, grammar correction, formatting options, and easy revision tracking.
• Presentation software: Software such as Microsoft PowerPoint or Google Slides is useful when creating visual aids to accompany your speech. These tools allow you to create engaging slideshows with text, images, charts, and videos to enhance your presentation.
• Speechwriting Templates: Online platforms or software offer pre-designed templates specifically for speechwriting. These templates provide guidance on structuring your speech and may include prompts for different sections like introductions, main points, and conclusions.
• Rhetorical devices and figures of speech: Rhetorical tools such as metaphors, similes, alliteration, and parallelism can add impact and persuasion to your speech. Resources like books, websites, or academic papers detailing various rhetorical devices can help you incorporate them effectively.
• Speechwriting apps: Mobile apps designed specifically for speechwriting can be helpful in organizing your thoughts, creating outlines, and composing a speech. These apps often provide features like voice recording, note-taking, and virtual prompts to keep you on track.
• Grammar and style checkers: Online tools or plugins like Grammarly or Hemingway Editor help improve the clarity and readability of your speech by checking for grammar, spelling, and style errors. They provide suggestions for sentence structure, word choice, and overall tone.
• Thesaurus and dictionary: Online or offline resources such as thesauruses and dictionaries help expand your vocabulary and find alternative words or phrases to express your ideas more effectively. They can also clarify meanings or provide context for unfamiliar terms.
• Online speechwriting communities: Joining online forums or communities focused on speechwriting can be beneficial for getting feedback, sharing ideas, and learning from experienced speechwriters. It's an opportunity to connect with like-minded individuals and improve your public speaking skills through collaboration.

Remember, while these tools can assist in the speechwriting process, it's essential to use them thoughtfully and adapt them to your specific needs and style. The most important aspect of speechwriting remains the creativity, authenticity, and connection with your audience that you bring to your speech.

5 tips for writing a speech

Behind every great speech is an excellent idea and a speaker who refined it. But a successful speech is about more than the initial words on the page, and there are a few more things you can do to help it land.

Here are five more tips for writing and practicing your speech:

1. Structure first, write second

If you start the writing process before organizing your thoughts, you may have to re-order, cut, and scrap the sentences you worked hard on. Save yourself some time by using a speech structure, like the one above, to order your talking points first. This can also help you identify unclear points or moments that disrupt your flow.

2. Do your homework

Data strengthens your argument with a scientific edge. Research your topic with an eye for attention-grabbing statistics, or look for findings you can use to support each point. If you’re pitching a product or service, pull information from company metrics that demonstrate past or potential successes. 

Audience members will likely have questions, so learn all talking points inside and out. If you tell investors that your product will provide 12% returns, for example, come prepared with projections that support that statement.

3. Sound like yourself

Memorable speakers have distinct voices. Think of Martin Luther King Jr’s urgent, inspiring timbre or Oprah’s empathetic, personal tone . Establish your voice — one that aligns with your personality and values — and stick with it. If you’re a motivational speaker, keep your tone upbeat to inspire your audience . If you’re the CEO of a startup, try sounding assured but approachable. 

4. Practice

As you practice a speech, you become more confident , gain a better handle on the material, and learn the outline so well that unexpected questions are less likely to trip you up. Practice in front of a colleague or friend for honest feedback about what you could change, and speak in front of the mirror to tweak your nonverbal communication and body language .

5. Remember to breathe

When you’re stressed, you breathe more rapidly . It can be challenging to talk normally when you can’t regulate your breath. Before your presentation, try some mindful breathing exercises so that when the day comes, you already have strategies that will calm you down and remain present . This can also help you control your voice and avoid speaking too quickly.

How to ghostwrite a great speech for someone else

Ghostwriting a speech requires a unique set of skills, as you're essentially writing a piece that will be delivered by someone else. Here are some tips on how to effectively ghostwrite a speech:

• Understand the speaker's voice and style : Begin by thoroughly understanding the speaker's personality, speaking style, and preferences. This includes their tone, humor, and any personal anecdotes they may want to include.
• Interview the speaker : Have a detailed conversation with the speaker to gather information about their speech's purpose, target audience, key messages, and any specific points they want to emphasize. Ask for personal stories or examples they may want to include.
• Research thoroughly : Research the topic to ensure you have a strong foundation of knowledge. This helps you craft a well-informed and credible speech.
• Create an outline : Develop a clear outline that includes the introduction, main points, supporting evidence, and a conclusion. Share this outline with the speaker for their input and approval.
• Write in the speaker's voice : While crafting the speech, maintain the speaker's voice and style. Use language and phrasing that feel natural to them. If they have a particular way of expressing ideas, incorporate that into the speech.
• Craft a captivating opening : Begin the speech with a compelling opening that grabs the audience's attention. This could be a relevant quote, an interesting fact, a personal anecdote, or a thought-provoking question.
• Organize content logically : Ensure the speech flows logically, with each point building on the previous one. Use transitions to guide the audience from one idea to the next smoothly.
• Incorporate engaging stories and examples : Include anecdotes, stories, and real-life examples that illustrate key points and make the speech relatable and memorable.
• Edit and revise : Edit the speech carefully for clarity, grammar, and coherence. Ensure the speech is the right length and aligns with the speaker's time constraints.
• Seek feedback : Share drafts of the speech with the speaker for their feedback and revisions. They may have specific changes or additions they'd like to make.
• Practice delivery : If possible, work with the speaker on their delivery. Practice the speech together, allowing the speaker to become familiar with the content and your writing style.
• Maintain confidentiality : As a ghostwriter, it's essential to respect the confidentiality and anonymity of the work. Do not disclose that you wrote the speech unless you have the speaker's permission to do so.
• Be flexible : Be open to making changes and revisions as per the speaker's preferences. Your goal is to make them look good and effectively convey their message.
• Meet deadlines : Stick to agreed-upon deadlines for drafts and revisions. Punctuality and reliability are essential in ghostwriting.
• Provide support : Support the speaker during their preparation and rehearsal process. This can include helping with cue cards, speech notes, or any other materials they need.

Remember that successful ghostwriting is about capturing the essence of the speaker while delivering a well-structured and engaging speech. Collaboration, communication, and adaptability are key to achieving this.

Give your best speech yet

Learn how to make a speech that’ll hold an audience’s attention by structuring your thoughts and practicing frequently. Put the effort into writing and preparing your content, and aim to improve your breathing, eye contact , and body language as you practice. The more you work on your speech, the more confident you’ll become.

The energy you invest in writing an effective speech will help your audience remember and connect to every concept. Remember: some life-changing philosophies have come from good speeches, so give your words a chance to resonate with others. You might even change their thinking.

Elevate your communication skills

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Elizabeth Perry, ACC

Elizabeth Perry is a Coach Community Manager at BetterUp. She uses strategic engagement strategies to cultivate a learning community across a global network of Coaches through in-person and virtual experiences, technology-enabled platforms, and strategic coaching industry partnerships. With over 3 years of coaching experience and a certification in transformative leadership and life coaching from Sofia University, Elizabeth leverages transpersonal psychology expertise to help coaches and clients gain awareness of their behavioral and thought patterns, discover their purpose and passions, and elevate their potential. She is a lifelong student of psychology, personal growth, and human potential as well as an ICF-certified ACC transpersonal life and leadership Coach.

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How to Write a Speech: Top Tips

Ashleigh Ferguson

Table of Contents

9 engaging speech writing tips, what are the different speech types , how to find help writing a speech.

A great speech is impactful and engaging. It should eloquently and clearly express your ideas.

Whatever the topic, a good speech should showcase your authority on a topic and demonstrate excellent communication and leadership skills.

Many people don't know how to write a speech, so the process seems daunting. But there are a few best practices and tips that can make the writing process easier.

In this article, we’ll discuss some best practices to help you write an effective speech that engages and captures your audience.

Public speaking can be nerve-racking. However, having a well-written speech can decrease some of that anxiety.

Even if you’ve never written a speech before, there are still best practices you can follow. 

An engaging speech should be clear, to the point, and follow a logical order. But how do you ensure your speech follows these criteria? Follow these nine engaging speech writing tips.

Know Your Audience

Analyze your target audience to improve the effectiveness of your speech because different audiences will have different expectations. 

Consider your audience’s age, level of understanding, attitudes, and what they expect to take away from your speech, then tailor your message accordingly. 

For example, if your audience members are teenagers, it’s unlikely that references to the ’70s will be effective.

Start With a Clear Purpose

Decide on the main point of your speech, and make sure all your content supports that point. Choose a topic that fits the following criteria:

A topic that is relevant to your audience

A topic you’re excited about

A topic you have reasonable knowledge about

Organize Your Ideas 

Use a speech outline to organize your thoughts and ideas logically. 

Identify the introduction, body, and conclusion of your speech to help you stay focused and make your speech easier to follow.

Use Strong, Clear Language

Choose your words carefully, and use simple language that is easy to understand. Avoid jargon or technical terms that your audience may not be familiar with. 

Again, your word choice will depend on your audience. For example, you’ll want to steer clear of slang when speaking to an older, conservative crowd.

Use Transitions

Speech transitions are words and phrases that allow you to move smoothly from one point to another. Use transitional words and phrases like “besides” to help your audience follow your thought process and understand how your points are connected.

Add Variety to Speech

A speech that is monotonous or lacks variety may cause your audience to lose interest. 

Including a variety of elements in your speech, such as anecdotes, examples, and visual aids, can help keep your audience engaged and interested. 

Practice, Practice, Practice

Practice your speech out loud to ensure it flows well and you’re comfortable with the material. Read your speech in front of the mirror or before someone you trust to give you critical feedback. Note the points for improvement, and incorporate them into how you deliver your speech.

End With a Strong Conclusion

How would you like to leave your audience members: inspired, informed, or mesmerized? Aim to end your speech on a high note. Summarize your main points, and leave your audience with a memorable takeaway.

Edit and Revise

Proofread and revise your speech to ensure it’s well written and error free. Use a grammar checker, such as ProWritingAid, to correct any grammar issues. You’ll also get suggestions on how to improve your sentence structures and transitions.

How to Write a Good Speech Introduction

The introduction can make or break your speech. It’s where you grab your audience’s attention to keep them engaged and state the purpose of your speech. 

An introduction also gives you the opportunity to establish your credibility. You should aim to give your audience a reason to listen to the rest of the speech rather than tuning out.

Here are some tips on how to create a positive first impression.

Start With a Hook

Begin your introduction with a hook that will grab your audience’s attention and make them want to listen. There are several options for a hook:

A statistic

A personal anecdote

Reference to a current or historical event

When thinking of an attention grabber, consider how appropriate and relevant it is to your audience and the purpose of the speech. For example, if you’re giving a speech to an older audience, you can make a historical reference that they can easily relate to.

Provide Context

Provide context by giving your audience some background information about the topic of your speech. This will help them understand the importance of what you are talking about and why they should care.

State Your Thesis

Clearly and concisely state the main point or purpose of your speech. Your thesis should be easy to follow and clearly outline the main argument and your stance. This will give your audience a clear understanding of what they can expect to learn from your presentation.

Preview Your Main Points

Give your audience a sense of the structure of your speech by briefly outlining the key points or arguments you will be making. They’ll know what to expect, and your speech will be easier to follow. 

Keep It Short

Your introduction should be concise and to the point, so don’t spend too much time on it. It’s important to keep your speech brief, and avoid including unnecessary or unrelated information. 

The goal is to engage and interest your audience, not bore them, so aim for a few well-chosen words rather than a lengthy introduction. Aim for your introduction to be about 10-15% of the total length of your speech.

A speech is just like any other piece of writing. You’ll need to identify your purpose, audience, and intention and then write accordingly. There are many types of speeches, and each type has its own expectations.

Let’s look at some of the most popular speeches and how to write them.

How to Write a Short Speech

Short speeches may be the most tedious to write because of how condensed and concise the information has to be. However, if you ever have to give a farewell, birthday tribute, or just a quick welcome, there are still some tips available to make your speech great.

Start by identifying your topic, title, and the purpose of your speech, which will set the foundation of your outline. Then, determine the main points of your speech; keep it short with two to three points. Remember, a short speech is typically less than ten minutes long, so keep your points concise and to the point.

Since you have limited time to make the most impact, incorporate powerful words or other engaging elements. For example, you could throw out a thought-provoking question or anecdote, which will grab your audience’s attention and keep them engaged.

Finally, once you’ve written your speech, review it for brevity and clarity. 

Be confident about grammar

Check every email, essay, or story for grammar mistakes. Fix them before you press send.

How to Write a Presentation Speech

A presentation speech is used to inform, persuade, explain, or demonstrate a particular topic.

Presentation speeches are well structured and follow a logical flow. They have an introduction, body, and conclusion. Use transition words and phrases to help your speech flow smoothly and prevent it from appearing disjointed.

You can use ProWritingAid to organize your speech and make it even clearer. ProWritingAid’s transition report will show you whether you’re using transitions effectively in your speech.

How to Write a Debate Speech

A debate is a formal argument on a particular topic. Debate speeches are persuasive since the aim is to convince the audience to agree with a stance.

Like most other speeches, a debate speech also follows the introduction, body, conclusion outline. This format helps the audience follow the speaker’s point in a linear and logical way.

When writing your introduction, clarify your stance so it’s clear to the audience. Anyone reading or listening to your speech shouldn’t have any doubt about your position on the topic. Take some time to prepare a solid opener, which can be an interesting fact, a personal story, or even a powerful quote.

The introduction also gives you the opportunity to explain terms your audience will need to understand throughout the speech. You should also provide an overview of your main points, but don’t spend long divulging too much.

Each body paragraph should cover a main point, whether that’s a key idea or a main claim, and each paragraph should begin with a topic sentence. The topic sentence is an initial sentence that summarizes the idea being presented. 

Your conclusion should be a simple and clear reiteration of the points you made in the thesis statement and body paragraphs. Add an attention-grabbing element to leave a lasting impression on your audience.

Remember to use strong and emotive language throughout your speech, which makes it more likely for your audience to feel emotionally connected to your stance.

Always use transition words and phrases to maintain a logical flow between your arguments. Finally, edit and proofread your work for any potential grammar, punctuation, or spelling mistakes.

How to Write an Elevator Speech

An elevator speech is a brief speech that’s used to pitch a product, service, expertise, or credentials.

You have 30–60 seconds to persuade someone to act how you’d like: the same time as a quick elevator ride.

An effective elevator speech should contain an introduction, a clear value proposition, and a strong conclusion. 

Your introduction should be polite and clear. Briefly explain who you are, what you do, and what you are offering. For example, if you’re pitching your expertise, condense your background into two sentences. Include things that will make your audience remember you.

End your speech with what you want to achieve. What are you trying to accomplish with this speech? Perhaps it’s a job opportunity, a follow-up meeting, or an internship.

Once you’ve written your speech, be sure to revise it for brevity. Then practice and record yourself to ensure you don’t go over the time limit.

Writing a good speech takes time, but these tips are a good start to improving your speech-writing process. If you encounter writer’s block, look up popular speeches for inspiration. Ask someone you trust to give you feedback once you’ve written your speech.

Finally, while ProWritingAid can’t write your speech for you, it can help you write in a cohesive and logical manner. It highlights any grammar, spelling, and punctuation issues. It also shows you suggestions on how to improve your sentence structure, transition, pacing, and readability, so your next speech can be impactful and memorable.

Ashleigh Ferguson is a Copywriter on the ProWritingAid Team. With an affinity for learning new things, you can always count on her to know some random fact. She’s a self-proclaimed ‘Fix-it Felix’ and a newly minted ‘candle lady’.

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• Writing Tips

How to Write a Professional Speech

5-minute read

• 7th May 2022

At some point in your professional career, you may find yourself with the daunting task of writing a speech. However, armed with the right information on how to write an engaging, attention-grabbing speech, you can rest assured that you’ll deliver a truly memorable one. Check out our guide below on how to write a professional speech that will successfully communicate your message and leave your audience feeling like they’ve truly learned something.

1.Understand your audience

Knowing your target audience can help guide you along the writing process. Learn as much as possible about them and the event you’re planning to speak at. Keep these key points in mind when you’re writing your speech.

●  Who are they?

●  Why are they here?

●  What do they hope to learn?

●  How much do they already know about my topic?

●  What am I hoping to teach them?

●  What interests them about my topic?

2. Research your topic

Perform in-depth research and analysis of your topic.

●  Consider all angles and aspects.

●  Think about the various ways you can discuss and debate the subject.

●  Keep in mind why you’re passionate about the topic and what you’re hoping to achieve by discussing it.

●  Determine how you can use the information gathered to connect the dots for your audience.

●  Look for examples or statistics that will resonate with your audience.

●  Sift through the research to pick out the most important points for your audience.

 3. Create an opening hook

The first few minutes of your speech are paramount to its success. This is the moment when your audience truly pays attention and listens attentively.

●  Start with a bold, persuasive opening statement that captures your audience’s attention.

●  Ask a question to get them involved.

●  Offer a shocking statistic or a powerful, well-known quote.

●  Make a statement or rhetoric question and then pause for a moment, allowing them to grasp the gravity of what you’ve just said.

●  Use a personal anecdote or life experience related to your topic to engage them.

4. Use an easy-to-grasp format

When you have the information you need, outline your speech in a way that your audience can easily follow.

●  Start with what you plan to discuss in the speech.

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●  Go deeper into the details of the subject matter.

●  Repeat what you’ve already mentioned in a few brief points.

●  End with a strong statement that sums up what you were trying to achieve.

A typical structure should include:

●  Introduction: Outline the main talking points of your speech.

●  Body: Discuss these points in more detail, offer statistics, case studies, presentation aids, and other evidence to prove your theories.

●  Conclusion: Wrap up your discussion with a bold message that leaves your audience feeling empowered, hopeful, and more knowledgeable about the topic.

5. Add some personality and humor

Remember to let your personality shine through. This speech is more than just words on a page. Allow the audience to feel your passion and vigor. Force them to think about the message you’re conveying.

●  Share personal stories, fears, memories, or failures to help the audience relate to you as a person.

●  Include some humor, jokes, puns, or limericks to give them a brief respite from the complex discussion.

●  Offer well-known, popular, resounding quotes to help them acknowledge the significance of the topic.

5. Use anaphora for emphasis

Repetition is key in speeches. Realistically, you may lose your audience’s attention at times. By repeating key messages, they’ll be able to remember these vital takeaways despite drifting off somewhere in between. Anaphora allows you to repeat certain words or phrases in a clever, unique way that emphasizes your core message.

6. Keep it short and sweet

●  Say what you need to in the shortest amount of time possible.

●  You can’t realistically expect your audience to actively listen if you drone on and on.

●  Provide clear, concise explanations and supporting examples or evidence.

7. Adopt presentation aids

People will quickly understand your message if you show them charts, tables, graphs, photos, or even regular household items .

8. Read it aloud

●  This ensures you achieve a compelling tone of voice.

●  It can also help you determine if the length is appropriate.

●  Reading it aloud can also help you decide if you need to add more jokes, personal anecdotes, or even dramatic pauses and rhetoric questions.

9. End on a powerful note

End with a message that makes your reader feel inspired, motivated, and informed.

10. Proofread your speech

Finally, a well-researched speech riddled with errors, inconsistencies, and an ineffective tone of voice won’t help you achieve your ultimate goal – namely, to enlighten and educate your audience and have them walk away with the topic still playing on their mind. Have a friend or colleague read through your speech to highlight areas that require correction before you’re ready to present.

If you want to learn more about how we can help you write a powerful, resounding, and well-written speech, send us a free sample today.

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Writing a speech

Topic outline.

The purpose of a speech is often to inform or persuade an audience. 

Speeches are usually written to be spoken directly to an audience and can be used to entertain, influencing the listeners that the viewpoint of the speaker is correct. 

Speeches can also be used to encourage the audience to take action or to change their behaviour in some way; for example, to join a particular school club or society, or to recycle more. 

The ways you use language and vocabulary when writing the words of a speech will depend on the audience and the purpose you are writing for; for example, in a speech to a group of teachers and parents giving your views on a recent proposal, formal language is most appropriate.

• think about the audience that the speech is for  – are you giving your speech to a group of people you know, or do not know, or a mixture of both? If you know your audience well, you may be able to relax a little, but a speech is still a formal kind of talk and would usually not include slang
• whether your audience are likely to disagree with what you say – you will need to consider any possible objections and deal with them. Use language carefully to make objections seem less significant; for example, using phrases like ‘A few people may still think, however’
• the reason you are giving this speech and how you feel about this topic  – try to imagine the words of your speech as you would speak them out loud. Your tone of voice must match your message, so choose words that appeal to the emotions of your listeners. Focus on what you want your audience to know and feel by the end of your speech
• how to engage your listeners  – f or example, you might use inclusive words or phrases like ‘we’, ‘all of us’ and ‘our’ to make your listeners feel that you are all on the same side.
• Plan where you want to finish your speech and how you will get there before you start writing – t h e structure of a speech is usually in three parts. For example: 
• An opening that grabs your audience's attention and makes the overall topic of your speech clear  – for example, pose a question to the audience where you can predict the answer.
• A well-structured, supported and developed argument –  for example, to support your argument you might use real life examples or anecdotes.
• A powerful conclusion  –  for example, group your final words or ideas in threes to help make them memorable or end with a thought- provoking question or image and thank your audience for listening.
• Organise your ideas into paragraphs as appropriate – this will help you to develop and support your points convincingly, to build your argument and/or offer a full explanation of a particular point of view.
• S how the connectio ns between ideas in sentences and paragraphs  –  where a new point or idea follows on from what you have already said you might use linking words or phrases such as, ‘in addition’, ‘likewise’ or ‘similarly’.
• Example of a speech

• English Grammar
• Clause structure and verb patterns

Reported speech

Level: intermediate

Reporting and summarising

When we want to report what people say, we don't usually try to report their exact words. We usually give a  summary , for example:

Direct speech (exact words) :

Mary :  Oh dear. We've been walking for hours! I'm exhausted. I don't think I can go any further. I really need to stop for a rest. Peter :  Don't worry. I'm not surprised you're tired. I'm tired too. I'll tell you what, let's see if we can find a place to sit down, and then we can stop and have our picnic.

Reported speech (summary) :

When Mary complained that she was tired out after walking so far, Peter said they could stop for a picnic.

Reporting verbs

When we want to report what people say, we use reporting verbs . Different reporting verbs have different patterns, for example:

Mary complained (that) she was tired . (verb + that clause) She asked if they could stop for a rest . (verb + if clause) Peter told her not to worry . (verb + to -infinitive) He suggested stopping and having a picnic . (verb + - ing form) 

See reporting verbs with that , wh-  and if clauses , verbs followed by the infinitive , verbs followed by the -ing form .

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Tenses in reported speech

When reporting what people say or think in English, we need to remember that the rules for tense forms in reported speech are exactly the same as in the rest of the language.

This is a letter that Andrew wrote ten years ago:

If we wanted to report what Andrew said in his letter, we might say something like this: 

Andrew said that when he  was  22, he was an engineering student in his last month at university. He wanted  to travel abroad after he  had finished  his course at the university, but he would need to earn some money while he was abroad so he wanted  to learn to teach English as a foreign language. A friend  had recommended  a course but Andrew needed more information, so he wrote to the school and asked them when their courses started  and how much they were . He also wanted to know if there was  an examination at the end of the course.

We would naturally use past tense forms to talk about things which happened ten years ago. So, tenses in reports and summaries in English are the same as in the rest of the language.

Sometimes we can choose between a past tense form and a  present tense  form. If we're talking about the past but we mention something that's still true , we can use the present tense:

John said he'd stayed at the Shangri-la because it' s the best hotel in town. Mary said she enjoyed the film because Robert de Niro is her favourite actor. Helen said she  loves visiting New York.

or the past tense:

John said he'd stayed at the Shangri-la because it was the best hotel in town. Mary said she enjoyed the film because Robert de Niro was her favourite actor. Helen said she  loved visiting New York.

If we're talking about something that  everybody knows is true , we normally use the present tense :

Michael said he'd always wanted to climb Everest because it' s the highest mountain in the world. Mary said she loved visiting New York because it' s such an exciting city.

Hi! I found the following paragraph from a grammar site while I was studying the reported speech. Can you help me? It says; --> We can use a perfect form with have + -ed form after modal verbs, especially where the report looks back to a hypothetical event in the past: He said the noise might have been the postman delivering letters. (original statement: ‘The noise might be the postman delivering letters.’)

And my question is: How do we understand if it is a hypothetical event in the past or not? We normally don't change 'might' in reported speech. (e.g. ‘It might snow tonight,’ he warned. --> He warned that it might snow that night.) But why do we say 'He said the noise might have been the postman delivering letters.' instead of 'He said that the noise might be the postman delivering letters.’ What's the difference between these two indirect reported speeches? Could you please explain the difference? And I also found this example which is about the same rule above: --> He said he would have helped us if we’d needed a volunteer. (original statement: a) ‘I’ll help you if you need a volunteer’ or b) ‘I’d help you if you needed a volunteer.’) Can you also explain why we report this sentence like that. How can we both change a) and b) into the same indirect reported speech? Thank you very much!

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Hello Melis_06,

1. He said the noise might have been the postman delivering letters. 2. He said that the noise might be the postman delivering letters.

In sentence 1 it is clear that the noise has ended; it is a noise that 'he' could hear but it is not a noise that you can hear now. In sentence 2 the noise could have ended or it could be a noise that you can still hear now. For example, if the noise is one which is constant, such as a noise that comes from your car engine that you are still trying to identify, then you would use sentence 2. In other words, sentence 2 allows for a wider range of time possibilities - both past (ended) and present (still current).

Your second question is similar:

He said he would have helped us if we needed a volunteer - you no longer need a volunteer

He said he would help us if we needed a volunteer - this could still be relevant; you may still need a volunteer.

The LearnEnglish Team

Hello my friend : what are you doing now? me : I'm eating an apple now and My friend repeated his question now

my question

Can I repeat the sentence in the past ( I was eating an apple) and mean( I'm eating an apple now) ?

You can but it is unusual. If you say  I was eating an apple  (past continuous), it means that it was in the past. You already finished eating the apple and you are not eating it now. But if your friend asked you just a moment ago, I guess you are still eating the apple when she/he asks the second question, so I would say  I'm eating an apple  (because you are still doing it).

Alternatively, you can use a past tense reporting verb e.g. I said I was eating an apple  (referring to the time of the first question), or  I said I 'm eating an apple  (to show that you are still eating it now, at the moment of speaking).

LearnEnglish team

Am I correct then? When someone wants us to repeat the sentence we have just said a moment ago we say 'I said I am doing...' if we are still doing that action. But if we are done with that action, then we say 'I said I was doing...' Did I get it right? Thanks!

Hello Meldo,

Yes, that's correct. Well done!

Hi. I wish to enquire if the verb tense used after a conjunction also changes in complex sentences as per tense transition rules, especially if it is already in simple past tense. In order to explain, could you please solve the following for me: 1. It has been quite a while since I last saw you. 2. Nevertheless, she has been quite desensitized to such perverse actions to the extent that it seldom ever seems obnoxious to her. 3. Let me keep this in my cupboard lest I misplace this. 4. I had arrived at the station before you even left your house. 5. I met my grandfather before he died.

Hi Aamna bluemoon,

The verb may or may not be backshifted, depending on whether the original speaker's point of view and the reporter's point of view are the same or not. For example:

• She said it had been quite a while since she last saw me . (it seems relatively recent, for both the original speaker and the reporter)
• She said it had been quite a while since she had last seen us . (a lot of time has passed between speaking and reporting this, or the situation has changed a lot since then e.g. they have met frequently since then)
• She said she had met her grandfather before he died . (seems quite recent)
• She said she had met her grandfather before he'd died . (a lot of time has passed between speaking and reporting this)

I hope that helps.

Hi, can you help me, please? How could I report this famous quotation: 'There's no such things as good news in America'.

Hi bri.q630,

First of all, the sentence is not grammatically correct. The phrase is 'no such thing' (singular), not 'things'.

How you report it depends. Using 'said' as the reporting verb we have two possibilities:

1. They said (that) there's no such thing as good news in America. 2. They said (that) there was no such thing as good news in America.

Sentence 2 tells that only about the time when 'they' said it. It does not tell us if it is still true or not.

Sentence 1 tells us that what 'they' said is still relevant today. In other words there was no good news (in their opinion) when they spoke, and there is still no good news now.

Thank you Peter,

All things are getting clear to me.

So, you mean, I can use both sentences depending on what I want to indicate, can't I?

then the possible indications are bellow, are those correct?

1-a I remembered the World War 2 ended in 1945. (This would be indicated the statement is still ture.)

1-b I remembered the World War 2 had ended in 1945. (This would be indicated I might missunderstand.)

2-a I felt time is money. (This would be indicated the statement is still ture.)

2-b I felf time was money. (This would be indicated I might not feel any more.)

3-a I knew the sun rises in the east. (This would be indicated the statement is still true.)

3-b I knew the sun rase in the east. (This would be indicated I might misunderstand or forget.)

4-a I guessed* that Darth Vader is Luke's father. (This would be indicated I still believe he is.*sorry for the typo)

4-2 I guessed that Darth Vader was Luke's father. (This would be indicated I might know he is not.)

Thank you in advance.

Hello again Nobori,

1-a I remembered the World War 2 ended in 1945. (This would be indicated the statement is still ture.) 1-b I remembered the World War 2 had ended in 1945. (This would be indicated I might missunderstand.)

Both forms are possible here. The 'ending' is a moment in the past; after this there is no war. By the way, we treat 'World War 2' as a name so there is no article before it.

2-a I felt time is money. (This would be indicated the statement is still ture.) 2-b I felf time was money. (This would be indicated I might not feel any more.)

That's correct. Remember that backshifting the verb does not mean something is no longer true; it simply does not tell us anything about the present. Here, it tells the reader how you felt at a given moment in time; you may 

3-a I knew the sun rises in the east. (This would be indicated the statement is still true.) 3-b I knew the sun rase in the east. (This would be indicated I might misunderstand or forget.)

That's also correct. Again, remember that backshifting the verb does not mean something is no longer true; it simply does not tell us anything about the present.

4-a I guessed* that Darth Vader is Luke's father. (This would be indicated I still believe he is.*sorry for the typo) 4-2 I guessed that Darth Vader was Luke's father. (This would be indicated I might know he is not.)

Again, correct. In the second example it might still be true that he is Luke's father, or it might have turned out to be not true. The sentence does not tell us.

Hi Peter, Thank you for your thoughtful answer. Allthing is now very clear to me. Best

Hi, I am translating a fiction novel into English and need your help regarding the reporting speech as for few things I am not getting any clear understanding over the internet. As you know in fiction, we need to write in non-ordinary way to create unique impressions of the word and academic writing is different than speaking. Will be grateful if you could give your insight below, especially considering in the context of fiction/academic writing.

1) Let’s say If someone is giving a speech or presentation, I want to mix their speech, indirect-direct and past tense- present tense. Below are three examples:

-He said, their company makes excellent profit every year OR their company made excellent profit every year ( can both be correct? As the sentence)

- Roger had given his speech yesterday. He said, their company makes excellent profit every year and your company will sustain for next hundred years.(Can YOUR be used in the sentence)

- Roger said people wants to feel important OR Roger said people wanted to feel important (which will be correct as this is a trait which is true in past and present)

2) He thought why he is talking to her OR He thought why he was talking to her (are both write? As usually I see in novels the second example with WAS)

3) Gia was sitting with Jake and she told him she had met with her last year. Her mother had taken her to the dinner. Her mother had told her about her future plans. Her mother also had paid the bill for the dinner. (Do I need to use every time past perfect in this example though it doesn’t feel natural? As a rule of thumb I think past perfect needs to be used when we talk about another past event in the past )

Hello Alamgir3,

We're happy to help with a few specific grammar questions, but I'm afraid we can't help you with your translation -- I'd suggest you find an editor for that.

1) In the second clause, you can use present or past. We often use the present when it's still true now, but the past is not wrong. FYI we don't normally use a comma after 'said' in reported speech.

2) 'Why was he talking to her?' he thought.

3) This is really more of a question of style than grammar. Here I would suggest doing something like combining the four sentences into two and then leaving out 'had' in the second verb in each sentence. Even if it isn't written, it's understood to be past perfect.

All the best, Kirk LearnEnglish team

Hello teachers, I'm sorry, I could not find where to new post. Could you tell me about the back-sifting of thoughts bellow? Which forms are correct?

1-a I remembered the World War 2 ended in 1945. 1-b I remembered the World War 2 had ended in 1945.

2-a I felt time is money. 2-b I felf time was money.

3-a I knew the sun rises in the east. 3-b I knew the sun rase in the east.

4-a I guess that Darth Vader is Luke's father. 4-2 I guessed that Darth Vader was Luke's father.

Do those questions have the same conclusion as indirect speech, such as say and tell?

Hello Nobori,

The verb form remains the same when we want to make it clear that the situation described by the verb is still true, and this works in the same way as indirect speech. For example:

She said she loves me. [she loved me then and she loves me still] She said she loved me. [she loved me then; no information on how she feels now]

Other than this rule, the choice is really contextual and stylistic (up to the speaker). Sometimes a choice implies something. For example, the saying 'time is money' is a general statement, so if you choose to backshift here the listener will know it is an intentional choice and suspect that something has changed (you no longer believe it).

Hi teachers, I've read almost the section of comments below and my summarize is the present tense only can be used if the statement is still true now and past simple only tells the statement was true in the past and doesn't tell the statement is true or not now. Just to make sure, I wanna ask, If I'm not sure whether the statement is still true or not now, can I choose backshift instead (this is still apply to past tense become past perfect)? Thank you

Hello rahmanagustiansyah,

It sounds to me as if you've got the right general idea. Could you please give a couple of example sentences that illustrate your question?

Thanks in advance, Kirk The LearnEnglish Team

For example, Steve said "Anna hates you." Then I wanna tell about that to my friend, but I'm not sure whether Anna still hates me or not now. What should I choose between these two options. Answer 1:Steve said Anna hates me or Answer 2 : Steve said Anna hated me. Thank you

Hi rahmanagustiansyah,

In that case, I would choose answer 2. I might even add "... but I don't know if she still does" to the sentence to clarify, if that is the key point you want to communicate.

Jonathan The LearnEnglish Team

Hello Natasa Tanasa,

Both sentences are grammatically possible.

The first sentence is only possible if when the person asks the original question the woman is no longer there (she has already gone). The second sentence can be used in this situation too, or in a situation in which the woman was still there when the original question was asked. As the past tense is used in the original question ( Who was... ), both sentences are possible.

Hello Ahmed Imam,

When the situation is still true at the time of reporting, we can leave the verb form unchanged. For example:

1. She told me she loved me.

2. She told me she loves me.

In sentence 1 we know she loved me when she told me but we don't know whether or not she loves me now. In sentence 2, we know she loved me when she told me and we know that she loves me now.

In your example, if the supermarket is still in the same place then we can use either form. If the supermarket has been closed down or moved to another location then we need to use was .

As for which is 'safer', you'll need to make your own mind up! Keeping the verb in the same form carries more specific information and that may be appropriate or even important.

Hello eugelatina87,

I'll give you a hint: a verb is missing from the question.

Does that help you complete it?

All the best,

The first two sentences are possible and they can both mean that he is still Mary's boyfriend now. The first one makes this more clear, but the second one doesn't only refer to the past.

Hello magnuslin

Regarding your first question, the most common way of saying it is the second one. In some very specific situation, perhaps the first option would be possible.

This also answers your second question. It is not necessary to always backshift using the tenses you mention.

As for your third question, no, it is not necessary. In fact, it is probably more common to use the past simple in the reported speech as well. 

All the best

Hello manu,

Both forms are possible. If you use  had been  then we understand that he was there earlier but not when he said it - in other words, when he said it he had already left. If you use was then he may have left at the time of speaking, or he may have still been there.

Hello _princess_

I would recommend using answer a) because this is the general pattern used in reported speech. Sometimes the verb in the reported clause can be in the present tense when we are speaking about a situation that is still true, but the reported verb in the past tense can also have the same meaning. Since here the time referred to could be either past or present, I'd recommend using the past form.

Hello mwright,

This is an example of an indirect question. An indirect question reports a question, but is not a question itself, which is why we do not use a question mark at the end. Since it is not a question, we use the normal word order without inversion or auxiliary verbs. For example:

Indicative: He lives in Rome. Interrogative: Does he live in Rome? (Where does he live?) Reported: She asked if he lives in Rome. (She asked where he lives.)  

Hello ahlinthit

There are different styles of punctuating direct speech -- in other words, you might find other sources that will disagree with me -- but what I would use here is something different: "The boss is dead!" said the doctor.

Hope this helps.

Best wishes

Hello Timmosky,

The form that comes after the auxiliary verb 'do' (or 'does' or 'did') is not the plural present simple verb, but rather the bare infinitive (also known as 'base form' or 'first form') of the verb. Does that make sense?

All the best, Kirk The LearnEnglish Team

Hello sky-high,

This is very formal language. The phrase 'to the effect that' means 'with the meaning that'. In this context it can be understood to mean 'with the result that'.

Best wishes,

The difference is quite logical. If we use 'said' then we are talking about a claim by Peter in the past which he may or may not still maintain. If we use 'says' then we are talking about an opinion expressed by Peter which he still holds.

The reported information (whether or not Rooney is in good shape) can refer to only the past or to the present as well and the statement (what Peter thinks) can separately refer to only the past or the present as well. Of course, all of this is from the point of view of the person reporting Peter's opinion, and whether or not they think that Peter still thinks now what he thought then.

Both are possible. If you use the present tense then it is clear that the statement is still true (i.e. the business was not growing when Mary spoke and is still not growing now). If you use the past tense then no information is given regarding the present (i.e. the business was growing when Mary spoke and may or may not be growing now).

Hello aseel aftab,

It should be 'if they had'. This is not from this page, is it? I don't see it anywhere here, but if I've missed it please let me know.

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Reported Speech

Perfect english grammar.

Reported Statements

Here's how it works:

We use a 'reporting verb' like 'say' or 'tell'. ( Click here for more about using 'say' and 'tell' .) If this verb is in the present tense, it's easy. We just put 'she says' and then the sentence:

• Direct speech: I like ice cream.
• Reported speech: She says (that) she likes ice cream.

We don't need to change the tense, though probably we do need to change the 'person' from 'I' to 'she', for example. We also may need to change words like 'my' and 'your'. (As I'm sure you know, often, we can choose if we want to use 'that' or not in English. I've put it in brackets () to show that it's optional. It's exactly the same if you use 'that' or if you don't use 'that'.)

But , if the reporting verb is in the past tense, then usually we change the tenses in the reported speech:

• Reported speech: She said (that) she liked ice cream.

* doesn't change.

• Direct speech: The sky is blue.
• Reported speech: She said (that) the sky is/was blue.

Click here for a mixed tense exercise about practise reported statements. Click here for a list of all the reported speech exercises.

Reported Questions

So now you have no problem with making reported speech from positive and negative sentences. But how about questions?

• Direct speech: Where do you live?
• Reported speech: She asked me where I lived.
• Direct speech: Where is Julie?
• Reported speech: She asked me where Julie was.
• Direct speech: Do you like chocolate?
• Reported speech: She asked me if I liked chocolate.

Click here to practise reported 'wh' questions. Click here to practise reported 'yes / no' questions. Reported Requests

There's more! What if someone asks you to do something (in a polite way)? For example:

• Direct speech: Close the window, please
• Or: Could you close the window please?
• Or: Would you mind closing the window please?
• Reported speech: She asked me to close the window.
• Direct speech: Please don't be late.
• Reported speech: She asked us not to be late.

Reported Orders

• Direct speech: Sit down!
• Reported speech: She told me to sit down.
• Click here for an exercise to practise reported requests and orders.
• Click here for an exercise about using 'say' and 'tell'.
• Click here for a list of all the reported speech exercises.

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Grammar Goals for Speech Therapy (IEP Objectives)

Need some ideas for grammar goals for speech therapy? If you’re feeling stuck, keep on reading! In this post, I’ll provide some suggestions you could use for writing iep goals for grammar and sentence structure. Think of this blog post as an informal goal bank- one you can use to get some ideas for goal writing. Not only that, but I’ll also share some strategies for language intervention.

The important thing to remember is that grammar and syntax are very important areas to target in your therapy room (or classroom, if you do push-in therapy). This is because grammar and syntax affect reading comprehension . Children with language disorders on your caseload will likely need explicit and intentional instruction in this area. P.S. Read this blog post to see speech goals for 4th and 5th graders .

Smart Goals

As a reminder: you know your student best and will want to individualize all goals and make them measurable . This is really an “informal iep goal bank of ideas”. These goal ideas are simply intended to help get your creative juices flowing. Feel free to modify or expand on them . In fact, please do!

If you need help writing a measurable goal, you may want to read about the SMART framework. Smart goals are specific, measurable, attainable, results-oriented, and time-bound. You’ll need to decide on factors like what % progress will be measured, how many consecutive sessions you would like your student to demonstrate that percentage, and by what date you’d like your student to achieve this goal.

To read more about writing measurable IEP smart goals using the SMART framework, read this article from n2y.com .

The Areas of Grammar

Do you feel like you need a quick grammar review? This article explains more about the five areas of grammar , which include:

• punctuation
• tense and aspect
• determiners

Reference: The 5 Fundamental Elements of English Grammar. (2021). Retrieved 13 June 2022, from https://www.englishcollege.com/what-5-elements-grammar

Grammatical Parts of Speech

Speech pathologists are language experts- but we aren’t English teachers! It’s super helpful to have a quick “go to” reference for the 8 grammatical parts of speech. You can access that article here .

• noun (person, place, thing, idea)
• pronoun (a word used in place of a noun)
• verb (action or state of being)
• adjective (a modifier that describes a noun or a pronoun, such as pretty )
• adverb (a modifier that describes a verb, adjective, or another adverb)
• preposition (a word placed before a noun or a pronoun in order to form a phrase)
• conjunction (joins words, phrases, and clauses together)
• interjection (a word that expresses emotion)

Reference: The Eight Parts of Speech- TIPS Sheets- Butte College. (2022). Retrieved 13 June 2022, from http://www.butte.edu/departments/cas/tipsheets/grammar/parts_of_speech.html#:~:text=There%20are%20eight%20parts%20of,as%20grammatically%20within%20the%20sentence.

Verb Tense Review

Do you need a reminder on the different verb tenses? If so, I like this article . There are present, past, and future verb tenses . Verb tense tells us when the action happens. Each of these 3 “main” tenses can be broken down into further components, including simple, continuous, perfect, and perfect continuous .

Speech pathologists often work on verb tense with school-age children.

Reference: Verb Tenses: How to Use The 12 English Tenses with Useful Tenses Chart (2018). Retrieved 13 June 2022, from https://7esl.com/verb-tenses/

Conjunctions Review for SLPs

I wanted to make sure you had a quick reference for conjunctions as well!

I explain that conjunctions are words that join sentences or sentence parts together to my students.

Here are the types of conjunctions:

• coordinating conjunctions (for, and, nor, but, or, so, yet)
• correlative conjunctions (coordinating conjunctions that work as a pair, such as both…and)
• subordinating conjunctions (conjunctions that tell us about cause and effect, time, condition, or concessions)

How I Write IEP Goals for Younger Children

Younger students can- and SHOULD- work on grammar and syntax, too! Verbs are a great place to start when targeting expressive language. In fact, research tells us that focusing on “harder” verbs may be more effective . Therefore, I not only work on labeling verbs in therapy, but I also address grammatical morphemes . I additionally believe that exposure to a variety of sentence structures and sentence types (interrogative, negative sentences, interrogative sentences) during speech therapy sessions is very important.

We can use intervention strategies with young children in language therapy such as direct teaching, modeling, expansion, verbal prompts to use the grammatical target, and recasts .

If you need a quick review, morphemes are the smallest unit of language. There are grammatical morphemes (such as a plural -s ending) and derivational morphemes (prefixes and suffixes).

Early grammatical morphemes can include present progressive -ing (i.e. eating), plural -s (i.e. shoes), prepositions (in, on), possessive ‘s’ (i.e. mommy’s bag), regular past tense -ed, articles, and conjunctions. For a more comprehensive list of grammatical morphemes, see this chart from ASHA .

Our speech goals for grammar and syntax should involve encouraging young children to use more morphemes to create longer utterances. When we don’t use morphemes, the result is telegraphic speech. (Reference: Pence, Khara L. “Building Blocks of Language.” Language Development From Theory To Practice ,” Pearson Education, Inc. , Upper Saddle River, NJ, 2008, pp. 82–101.)

It’s also important to remember that to work on grammatical endings, our students must be able to SAY the required speech sounds. This will likely mean explicit instruction in articulation, which I why I am including articulation goals in this list .

Grammar Goals for Speech Therapy (Preschoolers):

• label actions or pictured actions during play-based activities
• use grammatical markers (i.e. verb + ing) to describe actions or pictured actions
• use present progressive verbs (verb +ing) to describe actions
• create simple sentences using 2-3 word utterances (i.e. agent + action) to show a variety of communicative intents
• express negation (no, can’t, won’t, don’t) in utterances or simple sentences of 2-3 words in length
• ask questions (wh questions, yes- no questions) during play
• use early prepositions (in, on) in simple sentences
• use grammatical markers (i.e. possessive ‘s: the cat’s toy) in sentences
• create complex sentences using conjunctions (i.e. and)
• create spoken sentences containing embedded prepositional phrases
• label common objects using grammatical endings (i.e. plural ‘s ending: toys)
• correctly produce final consonant clusters to indicate a past tense grammatical ending (i.e. /t/, /d/, “id”)
• correctly produce final consonants and/ or final consonant clusters to mark plurals
• correctly produce final consonant clusters to mark possessive ‘s’ grammatical endings

How I Write IEP Goals for School Age Children

What are some good grammar goals for speech therapy with school age children? By the way, I discussed my speech goals for 4th and 5th graders earlier. This blog post, however, specifically is focusing on grammar goals and syntax goals. I’ve already discussed that I feel like it is super important to include morphology in expressive language intervention. That’s why you’ll specifically see some goals devoted to grammatical morphemes and derivational morphemes.

I think there is a huge importance, as well, in teaching our students how to pronounce grammatical endings (especially for past tense and plurals).

Our students also need to know how these grammatical endings will look in print.

For structured language activities that target past tense verbs and morphology, you can check out this grammar program . If you need a resource that addresses a variety of grammar and complex syntax targets for older children, be sure to look into the Entire Year of Grammar and Sentence Structure program .

Grammar Goals for Speech Therapy: School Age Children

• correctly pronounce past tense -ed verbs (sounds like /t/, sounds like /d/, sounds like “id”)
• sort base verbs by the correct past tense suffix ending (d or ed)
• identify the base and suffix within words (i.e. dance/d)
• create the past tense form of a verb by adding a suffix (d or ed)
• use regular past tense verbs at the sentence level to describe actions or pictured actions
• correctly pronounce plural -s nouns (sounds like /s/, sounds like /z/, sounds like “is”)
• retell a short story using transitional words
• explain cause and effect about a picture or story event using causal conjunctions
• use irregular past tense verbs in sentences to describe actions or pictured actions
• sort words into correct piles based on part of speech (i.e. noun vs verb)
• identify parts of speech or sentence parts within sentences
• complete sentence fill-in tasks using targeted parts of speech or sentence parts
• arrange scrambled words into meaningful sentences
• complete spoken/ written sentences using relative clauses
• create a sentence about a picture using a targeted coordinating conjunction
• finish spoken sentence starters using targeted subordinating conjunctions
• use a target word (i.e. adjective) to describe a picture
• add modifiers (i.e. adjectives, adverbs) to spoken/ written sentences
• join sentences or sentence parts together using a target conjunction (coordinating, subordinating) or conjunction pair (correlative)
• create a complex sentence about a picture when provided with a target conjunction
• choose the correct modifier (ie. adjective, adverb) to correctly complete a sentence
• when provided with a dependent clause (i.e. Although I studied…), generate an independent clause to finish the sentence
• create a compound sentence about a picture using a targeted coordinating conjunction

How I Teach Past Tense Verbs in Speech Therapy

In this video , I explain exactly how I teach regular past tense verbs in speech therapy. As I’ve mentioned throughout this post, I like to make sure I’m also addressing morphology. Past tense verbs can be very tricky for our students to figure out. That’s why I like to take a structured approach and really break things down. I make sure to explain what the past tense suffix endings look like and what they mean. We practice sorting verb cards by suffix ending. After that, we practice pronouncing the verbs. I explain the rules for pronouncing past tense verbs to my students. Check out the Past Tense Verbs Program to see how it will be beneficial for your speech therapy students.

• when the base word ends with a voiceless sound, -ed or -d sounds like /t/ (example: laughed)
• when the base word ends with a voiced sound, -ed or -d sounds like /d/ (example: waved)
• when a base word ends with a /t/ or a /d/, -ed or -d sounds like “id” (example: painted)

Addressing Grammar Goals for Speech Therapy Using a Communication Device

Many students in special education may require some sort of aided communication. Whether they are using a communication board or a communication device, be sure to provide that student with access to increasing morphology, grammar, and syntax . This means that it’s a good idea to ensure that a communication system contains grammatical endings, for example. Often, communication boards contain core vocabulary. Core vocabulary is very important, of course. However, we want to increase language skills and help our students share information. To encourage the student to increase utterance length and overall communication skills, they need access to more than just single words. They also need access to grammatical morphemes, derivational morphemes, and grammatical parts of speech, to name just a few things.

My 10 Favorite Resources for Grammar in Speech Therapy

Here is a list of my favorite resources to work on grammar and sentence structure skills in speech and language or special education. These resources are wonderful for the school setting. They can be used in individual therapy sessions or small group.

• Entire Year of Grammar and Sentence Structure (Grades 2-3)
• Entire Year of Grammar and Sentence Structure (Grades 4-5)
• Entire Year of Grammar and Sentence Structure (BUNDLE)
• Regular Past Tense Verbs Program
• Regular and Irregular Nouns Program
• Relative Clauses (Worksheets)
• Causal Conjunctions (Complex Sentences)
• Coordinating Conjunctions
• Subordinating Conjunctions
• Creating Sentences with Conjunctions (Upper Elementary or Middle School)

The Entire Year of Grammar and Sentence Structure

I realize how overwhelming teaching grammar and syntax can be for any speech language pathologist! While I was working with my 4th and 5th graders, I realized I needed a better system for teaching grammar and sentence structure. There’s so much to cover- so, where to start? I realized my language kids simply needed to start with the basics and work their way up. We needed solid visual cues. We needed a system that would start with the basics before moving to compound sentences and complex sentences.

If you’re looking for an organized, effective approach to use in speech, then you’re in the right place! The Entire Year of Grammar and Sentence Structure provides you with a structured activity and lesson to use each week with your students. Try the first lesson here .

You don’t need to “re-learn” everything grammar. SLPs are too busy for that! Spend less time stressing and more time enjoying therapy. This handy program provides you with everything you need to jump in and get started.

The Basic Grammar Program

The Basic Grammar Program addresses areas of concern such as morphology and grammar. This program specifically focuses on teaching regular past tense verbs (-d and -ed) and regular and irregular plurals. Your students will start with the basics. They will learn what the past tense suffixes (-ed, d) and plural suffixes (-s, -es) mean. They will practice sorting words by suffix for increased understanding. Your student will work on pronouncing the suffixes correctly once they have been added to a base word. You can practice creating new words by adding a suffix to a base word to work on morphology. Finally, this program is also unique because it addresses spelling. This will help your student make the “speech to print” connection.

Grammar Worksheets to work on Grammar Goals in Speech Therapy

Do you need grammar worksheets to address specific areas of concern?

Clauses are an important area to address with our students. For students working on relative clauses, these worksheets come with a built-in “scaffolding of skills” support. In addition, they will make your upper elementary students smile as they create “silly” (and sometimes “gross”) sentences.

If you need a structured activity to work on cause and effect conjunctions, your students will love this conjunctions resource . It pairs perfectly with a magnetic wand and chips.

Finally, your older students will love this creating sentences using conjunctions activity. The pictures are not “childish” and are designed to be used with older students. Excellent examples are provided on every page.

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Microsoft Edge gets some Grammarly-style AI upgrades to boost your writing chops

An upgraded writing experience in Edge: smarter text, seamless writing

Edge , Microsoft ’s default web browser in Windows 11 , is getting new text editing capabilities, including Copilot-assisted rewriting, improved clipboard functionality, and support for handwritten text in forms and web pages via a stylus. 

Windows Copilot is the AI assistant that Microsoft has been busy integrating into Windows 11 and various other products, including Microsoft Edge. It was presented as eventually being able to help you with any task on your device, and while it still looks like there’s a way to go before Copilot lives up to that lofty ambition, it is getting there. 

The new feature, AI Compose, will make rewrite suggestions for text selected by users in editable parts of a web page and can assist writers with possible phrasing improvements and pointers on sentence structure. It’ll also allow users to change the text suggestions’ tone, format, or length.

MSPowerUser compares the new functionality to the popular AI-powered writing assistance tool Grammarly . Apparently, this update will make Copilot more competitive with Google ’s large language model and AI assistant project, Gemini , which is rumored to bring similar features to Google’s rival Chrome web browser. 

Adding support in for digital pens and more

Edge will also get support for digital pen writing that will let users write in web pages’ input fields directly, turning their handwriting into text. Microsoft also describes in a blog post that users will be able to make use of Windows Ink support in Edge to do the following with digital pens:  

• Enter text by writing with a pen in or near an input field 
• Delete text by scribbling over words to delete them
• Add or remove spaces by drawing vertical lines in the text
• Add line breaks by drawing horizontal lines

Other text-related updates that are coming to Edge include a new EditContext API tool for web developers that’s intended to simplify the process of creating custom text editors, an enhanced copy-and-paste function that allows users to copy and paste formatted rich HTML content more reliably, and more control for web developers over Edge’s text prediction function. 

I think this certainly has the potential to be a very helpful addition to Edge, because as Microsoft itself points out, a lot of the web’s success in general is due to its form submission and text editing capabilities. Microsoft has also stated that it would like feedback to improve the feature if needed, and this is a feature where it could take the initiative and actively encourage users to try the feature.

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Kristina is a UK-based Computing Writer, and is interested in all things computing, software, tech, mathematics and science. Previously, she has written articles about popular culture, economics, and miscellaneous other topics.

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Humza Yousaf, Scotland’s departing first minister, and the art of the resignation speech

Senior Lecturer in Political Communications, Nottingham Trent University

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Colin Alexander does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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Humza Yousaf’s resignation as first minister of Scotland was, in the end, expected, after a chain of events made his position untenable. It was trailed from early in the morning that he would be resigning, so when he finally addressed the media at lunchtime, there was no sense of shock in the room.

The departure speeches of government leaders are of course as varied as the reasons for which they are given. But there are consistencies across the genre, too.

Such speeches are usually between about 12 and 20 minutes long and follow what is crudely called the “turd sandwich” approach. They begin with a justification of the politician’s record in office, focusing on key successes and innovations. They then make comments about the future of politics – perhaps swiping at certain opponents or even members of their own party – and encourage public vigilance around certain issues. The speech will then conclude with broad comments about what the resigning leader may do in the future, observations that it has been an honour and pleasure to serve the public of “this great nation” and thanks to those who have helped in their career, including family and friends. Often a wife, husband or partner will stand dutifully at their side while the speech is made.

Yousaf spoke for just under 10 minutes , which may be a reflection of his short tenure of just over one year. He also largely resisted the urge to take swipes at others. He “genuinely” wished his party and the opposition well and said he had no ill feeling towards anyone. This may be a reflection of his own culpability in his downfall, but also his age (39) and his thoughts about what may be to come.

Yousaf welled up somewhat when he talked about the support of his wife and family, and this is a common occurrence in departure speeches. Gordon Brown was visibly upset as he spoke for the last time as prime minister in 2010, as was Theresa May in 2019. There are famous photographs of Margaret Thatcher in tears in the back of the car as she left Downing Street in 1990.

Staying humble

Few politicians are afforded the luxury of a departure on their own terms or even under the relatively steady circumstances of a regular turnover of democratic power. Many leave amid the chaos of governmental collapse or being stabbed in the back by rivals. Some leave in light of accusations of wrongdoing or mismanagement.

The context of the departure is important. However, it is often the character of the leader that matters more when it comes to the content and tone of the speech. Some leaders are simply more gracious and eloquent than others and Yousaf managed to convey a sense of humbleness, despite the frustrating circumstances.

This is in contrast to Kevin Rudd who gave one of the most compelling departure speeches at the end of his first stint as prime minister of Australia in 2010. Rudd was unable to speak at times due to his level of emotion, but was also clearly furious at being forced out by his deputy, and then successor, Julia Gillard. His jaw clenched and his words almost hissed at times.

Lost to history?

Few departure speeches are memorable. This is because they tend to have little bearing on policy and contain no profound political message. They also rarely contain any revealing or helpful information about the circumstances that underpin the departure. But there are some exceptions.

Japanese politician Ryutaro Nonomura’s memorable resignation speech went viral in 2014 when he sobbed incoherently and banged his fist on the desk after he had been accused of abusing his expenses.

In terms of importance of content though, the standout departure speech was probably made by US President Dwight Eisenhower when he left the White House in 1961 after two terms in office. Historical records tell us that Eisenhower put a lot of time into drafting his speech and wrote most of it himself. In it he made a profound critique of American politics and society and its direction of travel. He also coined a new term that remains in regular use today: the “military-industrial complex”.

In terms of fundamental issues, facing his country, Yousaf did mention Scottish independence and Scotland’s soft power overseas. But he refrained from discussing climate change and the debate about gender – which were key areas of disagreement with the Green party and Alba party and contributed to his demise. This was not a speech that is likely to be remembered – but perhaps, given the circumstances of his departure, and his own role in it, Yousaf would prefer it that way.

• Scottish parliament
• UK politics
• Political communication
• Scottish politics
• Give me perspective
• Humza Yousaf

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Colin Jost sleepwalked through his White House Correspondents Dinner speech

When your best joke of the evening is about how donald trump looks like "the grinch had sex with the lorax," things are clearly looking rough.

Tonight was the annual White House Correspondents Dinner, when America celebrates its most teeth-grittingest night of blazing-tepid comedy. Yes, the annual tradition that sees Washington D.C.’s funniest people prove that depressing reality in dismal detail, while a paid comedian prepares themselves to be compared unfavorably to Stephen Colbert , has come and gone again, producing upwards of two whole big laughs in the entire process.

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As people who watched the event—possibly because they were being paid to, on the off, and ultimately unfounded, chance that Colin Jost would say more than one funny or newsworthy thing—will know, it was full, as always, of wholesome stuff before getting to the main event. Journalists calling out for their imprisoned friends to be released; scholarship kids shining big smiles; impressionist Matt Friend making a joke about the guy who self-immolated outside Donald Trump’s New York trial. (Classy!) But people were, presumably, mostly watching for the traditional comedy sets that wrap up the night: A joke-heavy speech from the President, and then a follow-up from professionally funny person Jost.

Uncharacteristically, though, Biden got the biggest laugh of the night, to our minds. Not one of his many digs at Trump—although pointing out that one of the differences between them was that “My vice president actually endorses me” wasn’t bad. No, what caught us was a surprisingly sharp “Lauren Boebert caught vaping and handjob-ing at Beetlejuice ” reference, noting that Congress can’t just be “political theater,” because “they’d have thrown out Lauren Boebert a long time ago.” Kudos to whichever White House staffer gave, but did not explain, that particular gag to the president.

Jost, meanwhile, seemed distinctly out of his element without a desk (or Michael Che) to hide behind, fielding tons of jokes about his far-more-famous wife (who was in attendance) and swinging weakly at print journalists. (Correcting himself, at one point, after addressing the New York Times as “Wordle.”) Working his way through the usual array of “Biden is old” jokes, he got off only a handful of genuinely cutting lines. (“Like many of you here tonight,” he noted at one point, “I pretend to do news on TV.”) His best material was lobbed at the familiar, very mockable target of Trump, with Jost’s biggest line of the night coming when he stated that every court room sketch of Trump at his current trial looks “Like The Grinch had sex with The Lorax.”

Mostly, though, Jost’s material was just toothless, despite a single reference to “dangerous geopolitical hot spots like Columbia University.” If the big appeal of the White House Correspondents Dinner is in seeing a comedian actually speak a little truth to power, Jost mostly passed the buck, instead peddling middle of the road material before ending his whole speech on a slightly mawkish, “I love my grandpa” note. We’d love to tell you it was hilarious, because it’d mean we’d have spent the last half hour of our lives laughing, instead of jotting down about a dozen half-smiles’ worth of jokes. But outside of one other line, comparing Obama and Biden’s first terms—“Obama got Bin Laden, you got O.J.!”—it was just sort of a waste of everyone involved’s presumably very expensive time.