8.3: The Attention-Getter- The First Step of an Introduction

Learning Objectives

1. Understand the different tools speakers can use to gain their audience’s attention.
2. Name some common mistakes speakers make in trying to gain attention.

 

Figure 8.3.1: Stephen Velasco – IMG_1422 – CC BY-NC 2.0.

As we now know, a good introduction will capture an audience’s attention, while a bad introduction can turn an audience against a speaker. An attention-getter is the device a speaker uses at the beginning of a speech to capture an audience’s interest and make them interested in the speech’s topic. Typically, there are four things to consider in choosing a specific attention-getting device:

1. Appropriateness or relevance to audience
2. Purpose of speech
3. Topic
4. Occasion

First, when selecting an attention-getting device, make sure that the strategy is actually appropriate and relevant to the specific audience. Different audiences will have different backgrounds and knowledge, so use audience analysis to determine whether specific information would be appropriate for a specific audience. For example, if giving a speech on family units to a group of individuals over the age of sixty-five, starting a speech with a reference to the television show Gossip Girl may not be the best idea because the television show may not be relevant to that audience.

Second, consider the basic purpose of the speech. As discussed earlier in this text, there are three basic purposes for giving a speech: to inform, to persuade, and to entertain. When selecting an attention-getter, make sure to select one that corresponds with the basic purpose. If the goal is to entertain an audience, then starting a speech with a quotation about how many people are dying in Africa each day from malnutrition may not be the best way to get the audience’s attention. Remember, one of the basic goals of an introduction is to prepare the audience for the speech. If the attention-getter differs drastically in tone from the rest of the speech, the disjointedness may cause the audience to become confused or tuned out.

The third consideration when picking an attention-getting device is the speech topic. Ideally, an attention-getting device should have a relevant connection to the speech. Imagine if a speaker pulled condoms out of his pocket, yelled “Free sex!” and threw the condoms at the audience in the beginning of a speech about the economy. While this may clearly get the audience’s attention, this isn’t really a good way to prepare an audience for a speech about bull and bear markets. Not every attention-getter is appropriate for a given topic. Instead, a speaker could start this speech by explaining that “according to a 2004 episode of 60 Minutes, adults in the United States spend approximately $10 billion annually on adult entertainment, which is roughly the equivalent to the amounts they spend attending professional sporting events, buying music, or going out to the movies” (Leung, 2004). Notice how effective the shocking statistic is in clearly introducing the monetary value of the adult entertainment industry.

The last consideration when picking an attention-getting device involves the speech occasion. Different occasions will necessitate different tones, or particular styles or manners of speaking. For example, a persuasive speech about death and dying shouldn’t be happy and hilarious. An informative speech on the benefits of laughing shouldn’t be dull, dreary, and depressing. When selecting an attention-getter, make sure that the attention-getter sets the tone for the speech.

Now that we’ve explored the four major considerations for selecting an attention-getter, let’s look at a range of different attention-getters to employ. Miller (1946) discovered that speakers tend to use one of eleven attention-getting devices when starting a speech. The rest of this section is going to examine some of these eleven attention-getting devices.

Quotation

Another way to capture an audience's attention is to use the words of another person that relate directly to the speech topic. When researching for the speech, books and articles can provide those compelling quotations to begin a speech with. There are also a number of sources that compile useful quotations from noted individuals. Probably the most famous quotation book of all time is Bartlett’s Familiar Quotations (http://www.bartleby.com/100), now in its seventeenth edition. Here are some other websites that contain useful databases of quotations for almost any topic:

• http://www.quotationspage.com
• http://www.bartleby.com/quotations
• http://www.moviequotes.com
• www.quotesandsayings.com
• http://www.quoteland.com

Quotations are a great way to start a speech, so let’s look at an example that could be used for a speech on deception:

Oliver Goldsmith, a sixteenth-century writer, poet, and physician, once noted that “the true use of speech is not so much to express our wants as to conceal them.”

 

Figure 8.3.2: Tulane University – Students in Class – CC BY-2.0

 

Reference to Current Events

Referring to a current news event that relates to the speech topic is often an effective way to capture attention, as it immediately makes the audience aware of how relevant the topic is in today’s world. For example, consider this attention-getter for a persuasive speech on frivolous lawsuits:

On January 10, 2007, Scott Anthony Gomez Jr. and a fellow inmate escaped from a Pueblo, Colorado, jail. During their escape the duo attempted to rappel from the roof of the jail using a makeshift ladder of bed sheets. During Gomez’s attempt to scale the building, he slipped, fell forty feet, and injured his back. After being quickly apprehended, Gomez filed a lawsuit against the jail for making it too easy for him to escape.

In this case, the speaker is highlighting a news event that illustrates what a frivolous lawsuit is, setting up the speech topic of a need for change in how such lawsuits are handled.

Historical Reference

We can also capture our listeners’ attention by referring to a historical event related to our topics. Obviously, this strategy is closely related to the previous one, except that instead of a recent news event we are reaching further back in history to find a relevant reference. For example, if we are giving a speech on the Iraq War that began in 2003, we could refer back to the Vietnam War as way of making a comparison:

During the 1960s and 1970s, the United States intervened in the civil strife between North and South Vietnam. The result was a long-running war of attrition in which many American lives were lost and the country of Vietnam suffered tremendous damage and destruction. Today, we see a similar war being waged in Iraq. American lives are being lost, and stability has not yet returned to the region.

In this example, the speaker is evoking the audience’s memories of the Vietnam War to raise awareness of similarities to the war in Iraq.

Anecdote

Another device we can use to start a speech is to tell an anecdote related to the speech’s topic. An anecdote is a brief account or story of an interesting or humorous event. Notice the emphasis here is on the word “brief.” A common mistake speakers make when telling an anecdote is to make the anecdote too long. Remember, the entire introduction should only be 10 to 15 percent of a speech, so an attention-getter must be very short.

One type of anecdote is a real story that emphasizes a speech’s basic message. For example, here is an anecdote a speaker could use to begin a speech on how disconnected people are from the real world because of technology:

In July 2009, a high school girl named Alexa Longueira was walking along a main boulevard near her home on Staten Island, New York, typing in a message on her cell phone. Not paying attention to the world around her, she took a step and fell right into an open manhole (Whitney, 2009).

A second type of anecdote is a parable or fable. A parable or fable is an allegorical anecdote designed to teach general life lessons. The most widely known parables for most Americans are those given in the Bible and the best-known fables are Aesop’s Fables (http://www.aesopfables.com). For the same speech on how disconnected people are with the real world because of technology, the speaker could have used the Fable of The Boy and the Filberts:

The ancient Greek writer Aesop told a fable about a boy who put his hand into a pitcher of filberts. The boy grabbed as many of the delicious nuts as he possibly could. But when he tried to pull them out, his hand wouldn’t fit through the neck of the pitcher because he was grasping so many filberts. Instead of dropping some of them so that his hand would fit, he burst into tears and cried about his predicament. The moral of the story? “Don’t try to do too much at once” (Aesop, 1881).

After recounting this anecdote, the speaker could easily relate the fable to the notion that the technology in our society leads us to try to do too many things at once.

While parables and fables are short and entertaining, their application to any speech topic should be clear. We’ll talk about this idea in more detail later in this chapter when we discuss how to link an attention-getter explicitly to a topic.

Startling Statement

The next strategy we can use to start a speech is to surprise our audience with startling information about our topic. Often, startling statements come in the form of statistics and strange facts. The goal of a good startling statistic is that it surprises the audience and gets them engaged in the topic. For example, if we are giving a speech about oil conservation, we could start by saying, “A Boeing 747 airliner holds 57,285 gallons of fuel.” We could start a speech on the psychology of dreams by noting, “The average person has over 1,460 dreams a year.” A strange fact, on the other hand, is a statement that does not involve numbers but is equally surprising to most audiences. For example, we could start a speech on the gambling industry by saying, “There are no clocks in any casinos in Las Vegas.” We could start a speech on the Harlem Globetrotters by saying, “In 2000, Pope John Paul II became the most famous honorary member of the Harlem Globetrotters.” All four of these examples came from a great website for strange facts (http://www.strangefacts.com).

Although startling statements are fun, it is important to use them ethically. First, make sure that the startling statement is factual. The Internet is full of startling statements and claims that are simply not factual, so we have an ethical duty to ascertain its truth before we use it. Second, make sure that the startling statement is relevant to the speech and not just thrown in for shock value. We’ve all heard startling claims made in the media that are clearly made for purposes of shock or fear mongering. As speakers, we have an ethical obligation to avoid playing on people’s emotions in this way.

Question

Another strategy for getting our audience’s attention is to ask them a question. There are two types of questions commonly used as attention-getters: response questions and rhetorical questions. A response question is a question that the audience is expected to answer in some manner. For example, we could ask our audience, “Please raise your hand if you have ever thought about backpacking in Europe” or “Have you ever voted for the Electoral College? If so, stand up.” In both of these cases, we are asking our audience to respond. A rhetorical question, on the other hand, is a question to which no actual reply is expected. For example, a speaker talking about the importance of HIV testing could start by asking the audience, “I have two questions that I’d like you to think about. How many students on this campus have had sexual intercourse? Of those who have had sex, how many have been tested for HIV?” In this case, the speaker does not expect the audience to give an estimate of the numbers of students that fit into each category but rather to think about the questions as the speech goes on.

Humor

Humor is another effective method for gaining an audience’s attention. Humor is an amazing tool when used properly. We cannot begin to explain all the amazing facets of humor within this text, but we can say that humor is a great way of focusing an audience on what we are saying. However, humor is a double-edged sword. If we do not wield the sword carefully, we can turn our audiences against us very quickly. When using humor, we really need to know our audience and understand what they will find humorous. One of the biggest mistakes a speaker can make is to use some form of humor that the audience either doesn’t find funny or finds offensive. Think about how incompetent the character of Michael Scott seems on the television program The Office, in large part because of his ineffective use of humor. We always recommend testing out humor of any kind on a sample of potential audience members prior to actually using it during a speech.

Figure 8.3.3: Thinkmedialabs – Audience laughing – CC BY-NC 2.0.

Now that we’ve offered warnings about the perils of using humor, let’s talk about how to use humor as an attention-getter. Humor can be incorporated into several of the attention-getting devices already mentioned. We could use a humorous anecdote, quotation, or current event. As with other attention-getting devices, we need to make sure our humor is relevant to our topic, as one of the biggest mistakes some novices make when using humor is to add humor that really doesn’t support the overall goal of the speech. So when looking for humorous attention-getters, we want to make sure that the humor is non-offensive to our audiences and relevant to our speeches. For example, here’s a humorous quotation from Nicolas Chamfort, a French author during the sixteenth century, “The only thing that stops God from sending another flood is that the first one was useless.” While this quotation could be great for some audiences, other audiences may find this humorous quotation offensive (e.g., religious audiences). The Chamfort quotation could be great for a speech on the ills of modern society, but probably not for a speech on the state of modern religious conflict. We want to make sure that the leap from our attention-getters to our topics isn’t too complicated for our audiences, or the attention-getter will backfire.

Personal Reference

Another attention getting device to consider is referencing a relevant personal story. Some of the best speeches are ones that come from personal knowledge and experience.

When using a personal example, don’t get carried away with the focus on other aspects of life. The speech topic is the purpose of the attention-getter, not the other way around. Another pitfall in using a personal example is that it may be too personal for a speaker to maintain composure. For example, a student once started a speech about her grandmother by stating, “My grandmother died of cancer at 3:30 this morning.” The student then proceeded to cry nonstop for ten minutes. While this is an extreme example, we strongly recommend that you avoid any material that could get you overly choked up while speaking. When speakers have an emotional breakdown during their speech, audience members stop listening to the message and become very uncomfortable.

Reference to Occasion

The last device we mention for starting a speech is to refer directly to the speaking occasion. This attention-getter is only useful if the speech is being delivered for a specific occasion. Many toasts, for example, start with the following statement: “Today we are here to honor X.” In this case, the “X” could be a retirement, a marriage, a graduation, or any number of other special occasions. Because of its specific nature, this attention-getter is the least likely to be used for speeches being delivered for college courses.

Key Takeaways

• In developing a speech introduction, begin by deciding upon a statement to capture the audience’s attention.
• Attention-getters can include references to the audience, quotations, references to current events, historical references, anecdotes, startling statements, questions, humor, personal references, and references to the occasion.

Exercises

1. Make a list of the attention-getting devices you might use to give a speech on the importance of recycling. Which do you think would be most effective? Why?
2. You’ve been asked to deliver a speech on the use of advertising in children’s media. Out of the list of ten different possible attention-getting devices discussed in the chapter, how could you use four of them to start your speech?

References

Aesop (1881). Aesop’s fables. New York, NY: Wm. L. Allison. Retrieved from http://www.litscape.com/author/Aesop/The_Boy_and_the_Filberts.html

Leung, R. (2004, September 5). Porn in the U.S.A.: Steve Kroft reports on a $10 billion industry. Retrieved from http://www.cbsnews.com.

Miller, E. (1946). Speech introductions and conclusions. Quarterly Journal of Speech, 32, 181–183.

Whitney, L. (2009, July 13). Don’t text while walking? Girl learns the hard way. CNET News Wireless. Retrieved from news.cnet.com/8301-1035_3-10285466-94.html