It is recommended to write out a speech in full ahead of time and put it to memory but not recommended to read a speech word for word.
The object of a speech is to persuade and even convince others and not merely to state an opinion. In some cases, a nation’s policy may place a student in a position where he must defend the indefensible and cannot be expected to persuade a majority to support him. In preparing speeches, students must be aware not only of their strengths and weaknesses, but also be aware of the points to be made by others. It is advisable to list arguments and counter-arguments so students will be in a position to defend their views as well as make proposals.
Remember: a speech is heard only once and, therefore, needs to leave a strong impression. The audience will remember the important parts of a speech that is short, clear and well structured than if they have to listen to a long, confusing, and rambling one. The key elements to an effective speech include the following:
The advanced speaker has taken the next steps in preparing his techniques in delivery. Besides building repetitions, using catch phrases and rhetorical pauses, he has worked out his stance (firm, dogmatic, ironic, conciliatory, etc.), the image he wants to project (idealistic, revolutionary, moderate, etc.), and the appropriate level of language needed for the role he is assuming. The MUN Director can help in the selection of appropriate terminology, phraseology and vocabulary in this aspect of speech making in the classroom.
Speakers should deliver their speeches in a clear, loud voice. Every speech should have an obvious beginning, e.g. “Madame Chairwoman, ladies and gentlemen, the delegate is in favor of this resolution because...,” followed by arguments that are to the point, and an obvious ending, e.g. “Therefore, I urge the House to vote in favor of this resolution. I will now yield to points of information.” Points of information must be phrased in the form of a question, but that does not imply that they are used to elicit information from the speaker. In many cases, they are used rhetorically in order to express an opinion when one does not have the floor or to support or disconcert the speaker who does have the floor, e.g. “Does the speaker not agree that the recent strike against unarmed civilians in Iraq can only be regarded as murder?”
The speaker who has the floor should not allow himself to be put off by points of information. He can, however, take the opportunity to reply to the question in any way he chooses, either re-emphasizing his points earlier or using the question as a springboard to launch into another argument. Points of information should never be answered by a simple “yes” or “no” which would be a wasted opportunity. It is during this stage of answering points of information that the debate is the liveliest, so students should be encouraged to answer points which arise and not simply yield the floor after delivering their prepared speech.
Sample Persuasive Speech
Good morning delegates of the house and chairperson. My name is -------- and along with ------, I represent -----------. Today our delegation is here to discuss one of the most aggravating issues in the world. It is a great concern to our people, and we are sure that it is a great concern to the entire world as well – we are here to discuss the HIV virus, most commonly known as AIDS.
Sample Opening Speech
Good Morning Chair People, delegates of the house. My name is ------ and along with ----------, I represent----------. We are here today, in another United Nations conference, such as the one that created our country.