SPE-101 WEEK 2 - Foundations of Public Speaking
Fear of Public Speaking
Fear is explained as a normal response due to lack of practice and exposure; with repeated exposure, nerves decrease.
Analogy: fear of the gym diminishes after going a few times; public speaking behaves similarly.
Even in low-audience settings (like class), the process of preparing and delivering a speech reduces apprehension over time.
Public speaking is connected to early instincts and language development; the brain is still catching up with the natural phenomenon of speaking, similar to how writing (A, B, C, D, E, F, G) feels foreign to an instinctual level.
An article mentioned how parenting and language needs may have supercharged human language evolution, underscoring communication as a fundamental human trait.
When discussing different communication types, public speaking is distinct from dyadic and small-group communication, with mass communication being outside the scope of this class.
Dyadic communication: nervousness may be higher on first dates due to high stakes, while casual interactions with friends can be easy; small groups (like study buddies or coffee chats) are comfortable and support collaboration.
Intimate relationships are described as dyadic, but intimacy is a small portion of the relationship; many enjoyable activities (games, TV, raising kids) occur in long-term relationships, not just intimacy.
Small groups are a core part of life (sports, theater, debate); participation in groups enhances the ability to communicate, think critically, and solve problems; debate mimics a team sport to some extent.
In public speaking, many students have little experience delivering speeches; in-class exercises don’t typically simulate large audiences, hence additional practice is valuable.
Fight-or-flight is a key psychology concept underlying nervousness; exposure and practice serve as a form of exposure therapy, helping students realize that a speech isn’t dangerous and that they can survive the process.
The instructor uses humor about high-profile figures (e.g., presidents or governors) to normalize fear and emphasize that most students won’t face threats; the goal is to be purposeful and appealing, not necessarily famous or intimidating.
Public speaking is framed as building a speaking muscle through deliberate practice; the goal is not perfection but progress through repeated practice.
The class emphasizes that an audience size is often smaller in practice than a real class; however, delivering with intent and structure remains important.
Nervousness can signal unpreparedness; gut-brain communication (gut biome) is used as a metaphor to describe butterflies and the need for one more run-through before a speech.
The performance quality in sports and theater is linked to practice; poor practice leads to less conviction and credibility on stage or in debate.
The instructor encourages students to ask questions and engage, but also uses humor and casual tone to reduce anxiety and build rapport.
Public Speaking Goals and Credibility
The core goals of public speaking are purpose and appeal; these feed into credibility (the ability to be taken seriously).
Credibility is defined here as the ability to be taken seriously as a speaker.
Examples of factors influencing credibility include eye contact, vocal inflection, and overall presentation style.
A well-delivered speech balances purpose (the message) and appeal (how the message is delivered) to achieve credibility.
Even the most well-structured or well-informed content can fail if the delivery is dull or lacks appeal; credibility comes from a combination of content, delivery, and engagement.
The instructor emphasizes that public speaking is not about personal identity markers (height, race, age) but about being effective, credible, and engaging.
The class environment is described as intersectional and inclusive, focusing on speaking effectiveness rather than identity politics.
Topic Creation: Micro-Steps Before the Five Steps
There are small steps before the first major step: say yes to the liaison (commit to giving a speech).
After agreeing to speak, quickly determine the topic, but final topic selection happens within the research phase.
Understand the assignment and align topics with learning objectives; instructors are primarily concerned with meeting learning objectives, not arbitrary preferences.
Topics should be topical and relevant to the assignment; poor topic alignment can lead to credibility loss and potential resubmission.
Brainstorm topics before committing; determine the specific purpose and time limit to ensure feasibility (e.g., 3, 5, or 7 minutes).
It is acceptable to pass on a speech if you cannot establish credibility from start to finish; you should not force a topic just to fulfill an assignment.
For Speech 101, avoid overly complex topics intended for higher-level courses; simplicity can enhance effectiveness.
A good topic is enjoyable to prepare; the instructor highlights the word enjoyable as a signal for engaging delivery and audience interest.
Personal relevance and passion help create charisma and natural delivery; speakers who talk about topics they enjoy are more engaging.
The instructor's own background is used as an example of how expertise and passion help credibility; personal stories and interests can inform topic choices (e.g., sports, media content, or public figures).
Ideas for topics from students include media content (e.g., The Bear, Peacemaker, Breaking Bad, Dexter), sports, or other interests; the goal is to find topics that are enjoyable, relatable, and researchable.
Students are encouraged to simulate presenting to a real audience (YouTube links or recordings) to practice delivery and receive feedback.
The Five Steps to Speech Success (Core Framework)
Step 0: Micro-steps before Step 1
Say yes to the liaison to commit to the speech
Decide on a topic quickly after commitment
Understand the assignment and its learning objectives
Step 1: Research
Use primary research (the instructor’s book, direct sources) and secondary research (cited sources) to gather information
Plagiarism rules apply; always cite sources; the instructor authored the book as the primary reference
Use base knowledge from reliable sources (e.g., Wikipedia for background, but verify with other sources before citing)
Research supports background knowledge and helps shape a strong outline
Step 2: Outlining
Outlining helps ensure you meet the specific purpose of the speech
The longer and more complex the speech, the more important the outline becomes
A well-structured outline guides flow and transitions between ideas
The outline should align with the instructor’s criteria and learning objectives
Step 3: Relay to Notes
Translate the outline into a concise set of notes or index cards, not a full script
Notes should support eye contact and fluid delivery; avoid reading verbatim from a script
Keep notes short and organized to enable natural movement and minimal up-down looking
The balance between notes and eye contact maintains credibility and audience connection
Step 4: Practice
Practice with your notes (not a full script or teleprompter yet)
Rehearsing reduces nervousness and builds confidence; practice multiple times if needed
The instructor shares anecdotes (e.g., a student named Daniel) to emphasize the cost of insufficient practice
Mock trials, debates, and scrimmages are used as analogies to illustrate the importance of practice
Step 5: Speak with Conviction (A-grade standard)
Deliver with conviction by combining clear organization and confident delivery
Use the note cards as a guide, but avoid over-reliance that harms eye contact
A well-delivered speech with purpose, appeal, and credibility earns the A grade
The five steps form a cycle: Research → Outline → Relay notes → Practice → Speak with conviction
Additional notes on practice and evaluation
Practice also reduces nervousness by creating familiarity and reducing uncertainty
A well-executed practice session improves performance in real presentations
The instructor uses scoring anecdotes (e.g., Daniel’s two-minute speech) to illustrate the consequences of insufficient practice
Practical tips for applying the five steps
Organize content logically; the slides in the class serve as the outline sequence
Relate notes to the outline to maintain coherence while speaking
Maintain eye contact and natural movement; minimize reading from notes
Use appropriate inflection, pace, and emphasis to enhance audience appeal
Focus on being purposeful, appealing, and credible to maximize audience impact
Topic Ideas and Real-World Connections
Topics should be enjoyable and doable within time constraints; avoid overly technical or niche topics for an introductory course
Examples of potential topics mentioned by the instructor:
Favorite media content (e.g., The Bear, Peacemaker, Breaking Bad, The Hunger Games)
A sport or personal interest (e.g., baseball or theater experiences)
A popular movie or TV show a guest speaker knows well (e.g., Sinners, The Office, Dexter)
How to choose topics that align with strengths and interests:
Pick topics you can discuss extemporaneously and with enthusiasm
Choose topics where you already have knowledge and can highlight personal experiences
Consider topics that allow for clear structure and supporting evidence
Concrete decision-making guidance:
If a topic cannot be researched or credible sources cannot be cited, reconsider or pass on the assignment
Use a topic that can be broken into clear points with a strong specific purpose and time limit
Ethical and Practical Implications
Emphasis on credibility and ethical scholarship: avoid misrepresenting sources; cite properly; adhere to plagiarism rules
The instructor stresses meeting learning objectives rather than chasing grade inflation; integrity and alignment with course goals are essential
Audience-centered communication: focus on purpose, appeal, and credibility to earn trust and be taken seriously
Inclusivity and respect in a diverse classroom: the course aims to recognize diverse backgrounds while prioritizing effective communication skills
Delivery and Classroom Culture Notes
The instructor stresses that the class is about building public speaking skills and not about judging personal worth or identity
The comedic and casual tone is used to reduce anxiety and create a supportive learning environment
Students are encouraged to submit recordings or links (e.g., YouTube) to demonstrate delivery and receive feedback
The class uses flexible assignments to accommodate varying workloads while maintaining core skill development
Attendance prompts: students contribute in the chat with topic ideas or responses to keep engagement and track participation
Quick Reference: Key Definitions and Concepts
Public Speaking: the practice of communicating information to an audience with clarity, purpose, and engagement
Purpose: the specific aim or goal of a speech (inform, persuade, entertain, etc.)
Appeal: the delivery aspects that engage and persuade an audience (tone, energy, eye contact, inflection, etc.)
Credibility: the audience’s perception that the speaker is competent, trustworthy, and prepared; described here as the ability to be taken seriously
Five Steps to Speech Success: Research → Outline → Relay to Notes → Practice → Speak with Conviction
Primary Research: first-hand sources (the instructor’s book as a core reference in this course)
Secondary Research: sources used to support and contextualize arguments, to be cited properly
Non-Topical Topics: topics that do not align with the assignment or learning objectives; can harm credibility
Non-Reading Delivery: using notes to guide speaking without reading a script verbatim
Exposure Therapy: gradual exposure to feared situations to reduce anxiety and improve performance