DD

Public Speaking Fundamentals

Public Speaking: Core Concepts

  • Public speaking is valuable and involves the process of speaking to an audience; it is a practical, everyday activity we engage in through various contexts (e.g., introductions, job interviews, presentations).
  • Three core ideas about public speaking:
    • It is a form of rhetoric: the art of using words strategically for a purpose (inform, persuade, or entertain).
    • It conveys a message to an audience: aims to educate, motivate, or influence beliefs or actions.
    • It operates within a democratic context: everyone has the right to speak and to challenge ideas; effectiveness depends on how well you communicate your message.
  • Public speaking is powerful because the way you speak can shape perceptions, drive actions, and influence opinions; it connects what you say with how you say it (tone, delivery, examples).
  • Everyday relevance: examples include introducing yourself, answering a job-why-should-we-hire-you type question, or presenting information in any professional role (nurse, educator, computer science technician, etc.).
  • Cultural norms and values influence what is considered acceptable when addressing an audience (content choices, phrasing, forms of persuasion, and respect for diverse audiences).
  • Several tangible implications of public speaking include personal confidence, professional presence, and the ability to articulate messages clearly and relevantly.

Publics, Audiences, and Relevance

  • Publics: groups of individuals who share common concerns, values, or experiences; audiences can be multi-layered and include subgroups.
  • Distinction between audience and publics:
    • Specific audience: the immediate group you are addressing (e.g., a class, coworkers).
    • Publics: broader or intersecting groups you ascribe to (e.g., CMOS students, early career professionals, rural American citizens).
  • Instructor example: as a speaker (Doctor Hall), the specific audience is SC105 students; the publics include: CMOS students (a community), and career professionals (early career professionals).
  • Group activity outcomes (illustrative examples from discussion):
    • Specific audience: “class,” “on-campus residents,” “pink enthusiasts,” etc.
    • Publics identified: multiple overlapping groups such as single students, young adults, residential communities, student-athletes, e-sports, baseball fans, etc.
  • Why knowing the audience/publics matters:
    • It helps ensure relevance and boundaries for content.
    • It guides examples and evidence that resonate with listeners.
    • It supports inclusive language and avoids alienating the audience.
    • It emphasizes the importance of making the content matter to those listening (relevance).
  • Application: tailor content to reflect publics (e.g., incorporate Cape Girardeau local references, sports examples, or student-life topics) to keep the presentation engaging and meaningful.

The Public Speaking Process: Preparation and Performance

  • Public speaking is often described as a sequence of preparing and performing; most effort goes into preparation.
  • Time allocation (approximate):
    • Preparing: 90\% of the total effort
    • Performing (delivery): 10\% of the total effort
    • These are not exact percentages in a textbook, but presented as a rule of thumb for emphasis on preparation.
  • Preparing involves:
    • Topic selection and relevance to audience/publics
    • Audience analysis and understanding publics
    • Defining the goal: inform, persuade, or entertain
    • Research and credibility: ensuring information is valid and well-supported
    • Organization and flow: coherent structure and logical progression
    • Word choice and cultural sensitivity: avoiding offense and including diverse examples
    • Selection of supporting materials and evidence
    • Planning for potential visual aids and how they will support, not distract from, the message
  • Performing (delivery) involves:
    • Tone, confidence, and presence; handling anxiety; maintaining engagement
    • Visual aids: decision to use them or not; ensuring they aid understanding
    • Practice and rehearsal, potentially with support from Speaker’s Lab for feedback
    • Organization strategy, selection of main points, and logical sequencing
  • Student engagement and feedback: the instructor encourages using the Speaker’s Lab for practice and feedback, highlighting available resources for improvement.
  • Practical notes:
    • Even without visuals, you must deliver clearly and confidently.
    • Delivery also involves nonverbal cues (gestures, eye contact, pacing).

The Transactional Model and the Loopy Loop

  • Public speaking is not a one-way transfer of information; it is a transactional process between speaker and listener.
  • Core idea: both speaker and listener are senders and receivers; feedback is ongoing through verbal and nonverbal cues.
  • The loopy loop concept:
    • The speaker communicates a message; listeners respond with feedback (e.g., body language, notes, facial expressions).
    • The speaker can adjust in real-time based on feedback (pauses, emphasis, examples, or wording changes).
    • Even when the speaker is not talking, the audience is still “talking” through their reactions; a pause may signal attention or a call to focus.
  • This model supports a more realistic view of public speaking than a simple speaker-to-listener, one-way flow.
  • Related course reference: interpersonal communication (SC155) covers similar one-on-one dynamics; public speaking is more expansive but leverages the same transactional principles.
  • Practical takeaway: read audience signals, adjust content or delivery accordingly, and recognize that audience feedback shapes the ongoing speech.

Rhetoric, Message, and Democracy

  • Rhetoric: study of how words are used to persuade, inform, or entertain; public speaking is a branch of rhetoric focused on strategic word use to achieve purpose.
  • Message delivery: public speaking conveys a message to educate, persuade, or move listeners toward a certain action or understanding.
  • Democracy in public speaking:
    • Everyone has the right to speak and to challenge ideas; strong public speaking can influence opinions and stimulate dialogue.
    • The effectiveness of a message depends on how well the speaker communicates and engages with the audience, not merely on the right to speak.
  • Examples discussed include:
    • Positive: Martin Luther King Jr.’s I Have a Dream, Barack Obama, and Donald Trump as effective public speakers capable of changing minds.
    • Negative: Adolf Hitler used rhetoric to mobilize movements and sway opinions for harmful purposes.
  • Historical anecdotes: Franklin D. Roosevelt’s speech interrupted by a gunshot demonstrated resilience and adaptability; the injury-related distraction and the speaker’s response showcased public speaking in extreme circumstances.
  • Takeaway: public speaking can be a powerful tool for good or harm; awareness of rhetorical impact and ethical use is essential.

Examples and Memorable Speeches

  • Notable figures and impact:
    • Martin Luther King Jr. — influential civil rights rhetoric and the power to inspire widespread social change.
    • Barack Obama and Donald Trump — considered highly effective in persuading audiences across different segments.
    • Adolf Hitler — an example of how rhetoric can be used to mobilize harmful movements; ethical considerations are critical.
  • Anecdotes and class reflections:
    • Roosevelt’s gunshot incident: a memorable moment illustrating adaptability and composure under pressure.
    • The class discussed a famous feminist speech that moved many, including among men, highlighting how effective public speaking can shift beliefs and attitudes.
  • Practical takeaway: study both powerful, ethical persuasion techniques and the risks of manipulative rhetoric; aim to use public speaking to inform and inspire responsibly.

Practical Guidelines and Resources for Public Speaking

  • The role of preparation in public speaking:
    • Audience analysis and identification of publics
    • Clear goal setting (inform, persuade, entertain)
    • Credible research and well-structured arguments
    • Word choice and cultural sensitivity to avoid offense and increase inclusivity
    • Organizational structure for logical flow
  • The role of delivery:
    • Voice modulation, confidence, and pace
    • Management of anxiety and maintaining audience engagement
    • Use (or not) of visual aids; ensure aids support rather than distract
  • Resources to help:
    • Speaker’s Lab: available for practice, outlining, and feedback from professionals
  • Final Gems: reflective journaling prompts for personal growth and exam preparation:
    • Why does public speaking matter to you?
    • How will it benefit you to become a better public speaker?
    • Who is your public, and how would you take a deliberative stance for your public?
  • Additional notes:
    • Public speaking is powerful because it communicates in a way that respects the audience and has the potential to invoke change when done thoughtfully.
    • Always consider audience first and adapt content to be relevant and engaging.
    • The course emphasizes making deliberate choices about content, organization, delivery, and visual aids.
    • The public speaking journey includes ongoing practice, feedback, and reflective journaling as a path to improvement.

Quick Reference: Key Terms and Concepts

  • Rhetoric: The study and use of language for persuasion, information, and entertainment.
  • Publics: Groups of people sharing common concerns or values; not the same as the entire audience, but overlapping groups that influence how you tailor a message.
  • Specific audience vs. publics: The immediate audience versus broader or intersecting groups you address through your message.
  • Democratic speaking: The right to speak and the obligation to communicate effectively to contribute to public discourse.
  • Transactional model of communication (loopy loop): A dynamic, two-way flow where both speaker and listener continuously send and receive messages through verbal and nonverbal cues.
  • 90/10 rule (preparation vs. performance): Rough guideline that roughly 90% of effort is spent on preparation and 10% on delivery.
  • Visual aids: Tools used to enhance understanding; decisions about their use should support the message and audience needs.
  • Final Gems: Reflective journaling prompts used for personal growth and optional extra credit.

90\%\text{ preparation},\quad 10\%\text{ performance}

Connections to Prior and Real-World Relevance

  • Early course activities (e.g., talking about yourself on day one) illustrate that public speaking is a daily practice, not a rare event.
  • The ability to articulate a message clearly improves job prospects and professional effectiveness across disciplines (nursing, education, CS, etc.).
  • Public speaking skills support broader communication competencies including persuasive argumentation, clear organization, and audience-centered messaging.
  • Real-world relevance includes political, educational, corporate, and social contexts where speaking can inform, persuade, or inspire action while respecting audience diversity.

Notes on Ethical and Practical Implications

  • Ethical considerations: avoid manipulation; use language that respects the audience; present information truthfully; acknowledge diverse perspectives.
  • Practical implications: adapt to audience needs, choose relevant examples, and use delivery techniques that maintain engagement and credibility.
  • The aim is to empower listeners, not to overwhelm or belittle them; public speaking should invite dialogue and critical thinking.

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