The oral tradition is one of the oldest known to humankind.  We learned to talk as small children.  Much like walking, we tend to just do it and not think about how we do it.  We use language daily to express feelings, achieve our goals, and to share information.  This section explores the important role “oral language,” or verbal communication, plays in that process.  How do we create meaning?  How does written language differ from oral language?  How can we use language effectively?  How do we make our language appropriate, vivid, inclusive and familiar to our audience?  Finally, this chapter explores the six elements of language:  clarity, economy, obscenity, obscurity, power and variety.  Do not just talk, make your words count!

This educational lesson focuses on listening.  Two open network textbooks (ONT) covering listening content are available at no cost:  Stand up, Speak Out: The Practice and Ethics of Public Speaking is the recommended textbook and Exploring Public Speaking (3rd ed.) is the supplemental textbook.  In Stand up, Speak Out, the listening information is found in Chapter 4.  In Exploring Public Speaking, listening information is found as a partial mention in Chapter 2.  The learning objectives are addressed in the materials provided:  styles of listening, listening barriers, responsibilities of the audience as listeners, responsibilities of the speaker to help audience listen and remove barriers, and critiquing of speeches.  Key terms:  listening, hearing, people-oriented listener, action-oriented listener, content-oriented listener, time-oriented listener, comprehensive listening, empathetic listening, appreciative listening, critical listening, noise, physical noise, physiological noise, psychological noise, semantic noise, confirmation bias, planned redundancy.

Scholars and practitioners agree that between 50-65% of the information that we communicate with others is done through nonverbal channels... That is, all of the ways that we communicate without using words.  Whether it’s a smile or a smirk; eye contact and a nod; gestures, or touch...they all send a message. This section introduces students to the ways in which nonverbal communication is used at an interpersonal level as well as in the public speaking context. As public speakers, students will learn to use nonverbal communication to develop rapport with their audience, to demonstrate confidence and competence, and to deliver clear, engaging, and memorable speeches. Developing strong nonverbal communication habits takes practice, and this chapter includes educational activities designed to help students hone their skills. When used effectively, nonverbal communication can support the words that are being said and improve the effectiveness of the message. When used poorly, nonverbal cues can confuse the audience, or worse, may send the message that the speaker is unprepared, uninterested, or even deceitful. This section provides information that will help students understand the best ways to use nonverbal techniques to become a more confident and engaging presenter. 

Have you ever thought to yourself, “Ugh, Public Speaking?! Why do I have to take that class, I’m never going to use it!”  It’s true, many of us may never give a graduation address, a keynote presentation, or political campaign stump speech, but the fact is, all of us will, at some point in our lives, be in a situation that calls for us to speak in front of a group of people. This topic is designed to help you identify what those other speaking situations may be, and will offer information on how to make the most of everything from an impromptu toast at an intimate party to a high-stakes business presentation in the boardroom. We will use the term “other speaking situations” as a way to distinguish between what you will encounter in your Public Speaking class and what you will encounter in social or professional contexts.First, this section will compare and contrast other speaking situations and formal rhetorical conventions you would find in a typical informative or persuasive speech. This section will examine specific types of speaking contexts and will demonstrate strategies for preparing, supporting, and delivering each. Finally, this section will address ways to maximize your communication effectiveness in challenging contexts such as online presentations, group projects, or highly emotional settings.  

This educational lesson focuses on outlining and organizing.  Two open network textbooks (ONT) covering these topics are available at no cost:   Stand up, Speak Out: The Practice and Ethics of Public Speaking and Exploring Public Speaking (3rd ed.).  In Stand up, Speak Out, the outlining information is found in Chapter 12, with additional organizational technique covered as a partial mention in Chapters 10 and 17.  In Exploring Public Speaking, outlining and organizing information is covered in Chapter 6.  The first set of learning objectives are addressed in the materials provided for organization of a speech and include organizational framework patterns, techniques for main point and support point development, coordination and subordination of main points, as well as use of transitions, signposts, internal previews, and internal summaries.  Key terms:  chunked, parallelism, categorical/topical, comparison/contrast, spatial, chronological, biographical, causal, problem-cause-solution, psychological organization, Monroe’s motivated sequence, comparative advantage, internal previews, internal summaries, signposts, bridging statements.  The second set of learning objectives are addressed in the materials provided for outlining of a speech.  Types outlines are described.  Key terms:  working outline, full-sentence outline, and speaking outline.

Understanding persuasion and persuasive speaking can be challenging. Persuasive speeches typically center on questions of fact, value, or policy and involve changing your audience's attitudes, values, or beliefs. Your success as a persuasive speaker depends on your ability to adapt messages to your audience. This section explores the complexity of persuasion, the different types of persuasive speeches, the common organizational patterns used in persuasive speaking, as well as how to construct a persuasive speech.

There are many important reasons to study public speaking. This opening section explores public speaking in the modern age as well as the many benefits associated with becoming a competent speaker.  This section also explains the process of public speaking and the different models of communication. Ethics is explored as well as the ethical choices public speakers and listeners must make. Last, this section introduces the National Communication Association’s Credo for Ethical Communication as well as the First Amendment to the U.S. Constitution in relation to free speech.

Reasoning and argument are critical components of persuasive speaking. This section examines persuasive appeals as well as the fundamentals of reasoning and argument. Ethos, logos, and pathos are discussed as well as the many forms of reasoning. Argument construction is explored as well as Toulmin’s model.  The section concludes by discussing logical fallacies and how to avoid them.

When thinking about public speaking, many people focus of the act of speech delivery. However, before we can deliver a great speech, we have to write a great speech. That means we need to make sure our content is accurate and meaningful to our audience. Conducting research greatly assists in this process. This section introduces the concept of researching. Students will learn the differences between primary and secondary research, academic and nonacademic research, and MLA and APA source citation styles.  This section also discusses plagiarism and how to avoid it by using and citing sources ethically. Students will also learn about the different types of supporting materials along with where and how to gather them. Additionally, students will learn how to assess supporting materials and effectively incorporate them into their speeches.