Learning About Public Speaking

 

When I first started this speech class, I thought it was all about reading to people and talking. I thought the hardest part would be over being nervous and reading off a piece of paper. But through the semester I realized it was about so much more. It included learning how to construct a message from scratch, how to write it so that it addresses an audience, and how to use persuasion and delivery to get people to listen. Every presentation, mine and my friends', was a lesson in some communications topic or another, and I view public speaking differently now than I did in the beginning.

One of the first things I learned was that there is a need for structure. A speech without a beginning, middle, and end has a tendency to lose people, no matter how interesting the topic is. In an introduction, you grab attention, in a body you elaborate on your points, and in a conclusion, you leave a lasting impression. In practice, I have discovered that starting with a question or short personal anecdote made people more receptive than diving headfirst into facts. I also discovered conclusions are more vital than I thought. A subpar conclusion makes a speech forgettable, and a strong one lingers in people's minds. This lesson taught me a great speech is built, not made on the fly.

Another trend that occurred was persuasion. I knew about ethos, pathos, and logos before, but I learned how to use them from this course. Ethos is credibility—proving why the readers will trust you. Pathos is emotion—getting people in touch with their feelings. Logos is logic—the reasoning in your mind. At first, I used too much logos. I gave facts and numbers, but soon found out that facts and numbers alone would not get people involved. Practicing pathos—sharing stories, painting images, asking people to reflect—made my speeches more persuasive. And ethos mattered too: my posture, confidence, and clarity all affected whether the audience took me seriously.

One of the best lessons came from watching Group 3. They taught persuasion by demonstrating it. They started off with a short story that evoked sympathy, and they asked direct questions like, "Have you ever been fearful of speaking up for something you believe in?" Nobody had to verbally answer but all of us mentally did so. Immediately we were hooked. I discovered persuasion is not forcing an opinion—it's taking people along to your way of thinking.

Then I used more questions in my speeches and saw the difference. Others seemed more interested, and I felt I was having more of an impact. Persuasion wasn't the only concern, naturally. Nervousness continued to be an issue. At first, my voice shook, I rushed, and sometimes lost my place. What improved it was practicing breathing, using pauses instead of rushing, and making eye contact. Instead of staring at the floor or over heads, I looked at different people in the room. It got me to sound more confident and calmed me down because I was able to see real reactions. I was giving a speech once, and I misspelled the technical word.

Before, I used to freak out, but this time I laughed, apologized, and went on. I realized that audiences do not want perfection—what they value more is authenticity and confidence. Something that shifted my perspective was realizing that the speech isn't about me, it's about the audience. My responsibility is not only to speak what I intend to but also to think about what they need to know and how they will hear it. For example, when I addressed technology in the classroom, I explained terms in plain language so that anyone could hear and even those without any technical background.

I also noticed from classmates that the best speeches were not necessarily the most information-dense, but the ones that engaged the audience. A speech may be great on paper, but if the audience is not able to comprehend it, then it fails. Delivery mattered too. I noticed how body language communicates as much as words. Standing erect, walking purposefully, and gesturing improved my speeches. On the other hand, standing stiffly or crossing my arms excluded me. My voice was another device I practiced to use on purpose. Varying tone, stopping, and emphasizing words emphasized important points. When I spoke in a monotone, people tuned out.

When I varied my style, they leaned toward me. Watching students was another mammoth source of learning. Everyone's style was different. Some were funny and used humor, some were concise and logical, and some presented compelling stories. I tried to take something from each and every one of them. For example, I enjoyed the way some groups used images—sublime images with little text. That encouraged me to cut down on my own slides and use images to add emphasis instead of distract.

Observing others also taught me that there is no single "right" style of public speaking.

The key is to be effective and genuine in your own voice. Another feature that I like is that these skills don't remain in the classroom. These are used in interviews, meetings, school, and life. Since I am studying cybersecurity, I am aware that I will have to present technical ideas to non-technical audiences. If I cannot present them clearly and persuasively, then information won't be enough. This class made me bold enough to do so. I now find public speaking a general skill, not one that is necessarily necessary at school. In reflection, this class gave me more than I expected. It helped me learn how to build a speech with intention, how to persuade with ethos, pathos, and logos, how to manage the stage fright, how to honor the audience, and how to use voice and body to your advantage. Group 3 specifically showed the use of storytelling and questioning to engage individuals, and that is a lesson that will remain with me. I believe I've learned not only as a learner but as a communicator. I still have to improve, but now I possess the tools and understanding to keep getting better.This class gave me more than drills—it gave me a means of communicating with purpose and clarity.