For some people, just being able to stand up, say their name and tell something about themselves is a terrifying challenge. Asking college students to prepare a short introductory speech about themselves will give the instructor an opportunity to assess the student's beginning skills as a speaker, acquaint classmates, and help the student get past the fear of speaking in front of a group, before having to engage in research.
Expository or factual presentations require the student to select and research a topic that lends itself to presenting factual material with a minimum of bias. It also gives the instructor an opportunity to discuss bias and to point out appropriate resources from which to pull accurate material. Students will learn to use an outline, and get their first experience with speaking from note cards.
Most people will be called upon at some time in their professional career to show people how to do something. A demonstration speech is one in which students will show their classmates and teacher how to make, create, assemble or participate in an activity. Ask the students to focus on something they know well or do often. This assignment is usually a lot of fun for the class, and frequently quite educational for everyone.
The persuasive speech is similar to the expository speech in that it needs to be well researched. Students should present a resource sheet to the instructor as a part of their presentation. Unlike the expository speech, however, the persuasive speech is intended to sway the audience to the speaker's point of view. It can be interesting to take an anonymous poll of the class after the speech to see how many people would adopt the speaker's position on the topic.
Debate is not necessarily a part of basic public speaking, but if you have room for it in your course of instruction, it is a valuable tool for students who will deal extensively with the public. The Lincoln-Douglas format is intended for two speakers, has a very specific format and is generally much easier to master than team debating. Students are given a topic and asked to argue opposite sides of the issue. Each student makes a three-minute speech, then there is a brief question and answer session after the speeches. The students may need some instruction as to what kinds of responses and questions are allowed, to keep the session from becoming emotionally charged.