Copyright Macmillan Learning.
Chapter 1 Building Confidence in the Craft
Chapter Objectives
Explain why the craft of public speaking is powerful, in both good and bad ways.
Explain why public speaking is rarely studied outside of democracies.
Describe “speech anxiety,” and explain why people have it.
List the things speakers can do to reduce speech anxiety.
Name and describe two models of public speaking in our time.
Explain why public speaking is an art or craft and not a science.
Explain the importance of positive visualization for public speaking.
List the four steps of basic speech planning and delivery.
Apply the principles of speech preparation to your first speech.
Lecture Outline
I.
The Celebrated and Feared Power of Speech
A. Learning Objective
1. Explain why the craft of public speaking is powerful, in both good and bad ways.
B. Since human speech moves people, it can influence how people think, act, and feel about
the world around them.
1. The first teachers of public speaking, such as the ancient Greek orator Gorgias,
compared the exciting and fearful effects of a good speech to “witchcraft” or “spell
binding.”
2. The craft of speaking can be used positively by changing people’s minds or
public policies for the better.
3. There are many historical instances when large numbers of people were moved
by the speeches of misguided leaders to support discrimination, hatred, and
warmongering.
4. An understanding of ethics and morality
go hand in hand with the risks of public
speaking.
II. Freedom of Speech
A. Learning Objective
1. Explain why public speaking is rarely studied outside of democracies.
B. In many nondemocratic cultures, leaders and influential citizens sometimes fear the craft
of public speaking since it can be a powerful tool in the hands of the masses.
1. A society could be persuaded to disobey laws or the will of the dictator.
2. Public speaking is sometimes banned because it is founded on the ideal of free
speech.
3. The formal study of public speaking rarely flourishes in nondemocratic societies
since the precondition of being moved by speech is the freedom to be moved in the first
place.
C. Public speaking is also feared because it is often required.
1. Part of the study and craft of public speaking is working through the
apprehension or fear often associated with it.
1
Copyright Macmillan Learning.
III. High Anxiety: The Fear of Public Speaking
A. Learning Objectives
1. Describe “speech anxiety,” and explain why people have it.
2. List the things speakers can do to reduce speech anxiety.
B. Looking to Your Audience for Support
1. Public speaking is often a performance before a small group of people in a
private setting.
2. If you think about public speaking as a group effort, which means it is as much
about listeners as it is speakers, then the challenge of giving a speech may seem much
less daunting.
C. Navigating Speech Anxiety
1. Communication apprehension concerns fears that we all have about verbal
communication with others.
2. Speech anxiety is communication apprehension specific to making speeches. It
is also known as “stage fright.”
3. Most novice public speakers feel anxious because of a lack of experience with
public speaking.
4. Speech anxiety is common for both beginner and expert public speaking.
5. You can reduce speaking anxiety in two ways:
a)
By preparing and planning your speech.
b)
By practicing public speaking.
6.
Most often we experience speech anxiety as we anticipate making a speech, not
when we are actually speaking.
IV. Public Speaking as a Civic Conversation
A. Learning Objective
1. Name and describe two models of public speaking in our time.
B. In the conversational model of public speaking, the speaker and the audience are
understood to be in dialogue with each other.
C. In the civic model, public speaking is understood as a component of a much larger
democratic dialogue among communities.
1. This model more equally balances the roles of listeners and speakers.
D. The formal study of public speaking focuses on the study of expectations rather than
unique skill.
1. Public speaking involves determining what constitutes a group of people or holds
them together.
V. The Craft of Speech
A. Learning Objective
1. Explain why public speaking is an art or craft and not a science.
B. Despite the changes in communication technologies, three elements of the craft have
remained the same:
1. Practicing and having good role models to emulate
2. Studying and understanding the expectations of audiences
3. Planning or preparing speeches in advance
C. Practice!
1. There are no hard-and-fast rules for public speaking.
2. How you speak and what you say depends on the speaking situation and your
audience.
2
3. Public speaking norms vary from community to community and from culture to
culture.
D. Crafting Your Speech
1. Ancient Greek manuscripts provide the foundations for how public speaking is
studied.
2. The ancient Greeks described public speaking or oratory as a techne, or a habit
of mind and body that is cultivated to make something.
a)
“Techne” is usually translated as “craftsmanship” or “art.”
3. Whereas Gorgias believed that public speaking could be taught as a science with
principles and techniques that could help speakers manipulate audiences, others like Plato
and Aristotle found this unethical and argued that public speaking is context dependent.
4. Aristotle argued that there are a number of general guidelines and principles that
could be helpful to any speaker including:
a)
Studying audience psychology
b)
Evoking emotions
c)
Following the rules of reasoning
5. Public speaking is a craft that depends on understanding, planning, and doing.
VI. Getting Up There: Fake It Until You Make It
A. Learning Objective
1. Explain the importance of positive visualization for public speaking.
B. As speakers, we want to appear competent and confident no matter how nervous we may
be.
C. The Wake Forest study suggests that just acting extroverted can improve the positive
feelings of the speaker and the whole group and lead to more productive or successful
interactions.
D. Those who teach and study public speaking emphasize the psychology of confidence and
the importance of speech preparation.
1. Researchers have demonstrates that visualization, or imaging the outcome of a
possible course of action or behavior, is an important factor in developing feelings of
confidence.
2. Although visualizing bad outcomes is sometimes necessary when planning
ahead, dwelling on the negative in public speaking situations can make your speech
worse and probably make you more nervous.
E. Visualizing a positive speech encounter is easier if you are prepared to speak.
1. Knowing that your speech is researched and mapped out will reduce your
nervousness substantially.
VII. Basic Speech Prep and Delivery
A. Learning Objective
1. List the four steps of basic speech planning and delivery.
B. Research the speech.
1. Part of your research is anticipating how the audience may react to what you
have to say, and planning to say something that will appeal specifically to them.
2. Conducting an “audience analysis” will help you identify basic demographic
information about your audience.
C. Organize your main points.
1. Audiences respond well to speeches that have no more than three main points.
2. You should organize all speeches even though most will require
extemporaneous speaking, or speaking with little or no preparation.
3
D. Practice how you will present the speech.
1. By practicing a speech, you will discover phrases or points that can be added or
eliminated.
2. Rehearsing will also help you determine how long your speech is and help you
memorize your main points.
E. Deliver your speech.
1. If you have researched, organized, and rehearsed your speech, you will be more
confident when delivering your speech.
2. Try to make eye contact with your audience and do not read directly from your
notes.
3. Speak at an even pace and at an appropriate volume for the situation.
VIII. Let’s Do This!
A. Learning Objective
1. Apply the principles of speech preparation to your first speech.
B. Most public speaking situations throughout your life will take place in private settings
(e.g., family gatherings, weddings, toasts at parties).
C. As a craft, public speaking is a lifelong art.
Key Terms
Communication apprehension: the anxiety or fear experienced by communicators.
Speech anxiety: the communication apprehension specific to speech making.
Techne: a habit of mind and body that is cultivated to make something; a craft.
Visualization: imagining the outcome of a possible course of action or behavior.
Extemporaneous speaking: a form of public speaking that appears to require little or no preparation.
Chapter Summary
Chapter 1: B uilding Confidence in the Craft provides an overview of the art of public speaking. Public
speaking is a powerful tool for communication, yet it is also the most feared form of communication. This
chapter touches on publ ic speaking anxiet y and o ffers so me ti ps and tools to overcom e the fear and
become a confident public speaker. Visualization is discussed in detail.
The history of public speaking, as well as theories of public speaking, are also discussed. In addition, the
related concepts of freedo m of speech and p ublic speaking as a civic conversation are included to
generate dialogue among communities. Finally, this chapter concludes by introducing some practical tips
for preparing and presenting a speech.
Discussion Questions
1. Think about the different ways that that chapter refers to the word craft: spellcraft, witchcraft,
craftsmanship, techne. What do you think naming the book Speech Craft implies about learning to give
speeches?
A: Students should differentiate between speech as an art (techne, craft) and speech as a science.
An art or techne is based on preparation and practice.
4
The distinction between art and science should also help students cognitively shift as they craft
their own speeches. Students should start learning to ask instructors about the “best way” rather
2. Think about the different ways that the chapter uses magic or power to describe speech. What about the
magic and power of speech makes it “celebrated and feared”?
A. Students should discuss how speech moves people individually and collectively. They can use
3. The dominant model of public speaking, which is called the civic conversation, grew out of two other
models: the civic model and the conversation model. Compare and contrast these three models. Which
model best fits your image or impression of what speeches are supposed to be like? Which model best fits
the kind of speech you are most comfortable delivering? Explain your answers and give examples.
A:
Civic Conversation Civic Conversation
Speaker is part of larger
democratic dialogue
Speaker and audience are in
dialogue with each other.
Equally balances role of
speaker and listener. Give
4. We expect good speakers to be honest and have good moral character. Yet one of the most effective
strategies to manage speech anxiety is to “fake it until you make it.” Do you think these two expectations
are contradictory? Why or why not? Defend your answer using ideas from the chapter and examples to
illustrate.
A. Speech anxiety is generally not a reflection of someone’s moral character. Students might
argue that pretending to be someone you’re not is morally questionable, but there is a difference
5
5. Looking to role models can help students improve as public speakers. Who is your speech craft role
model? You do not need to know your role model personally. Describe the person using terms and ideas
from the chapter and examples from your experience.
Activities for in-class work or homework
1. Complete a KWL on the semester content.
KWLs are graphic organizers that help students connect prior knowledge to the current topic and help
instructors gauge students’ current knowledge base. As an informal assessment, they are most effective at
the beginning of a new topic or unit. KWL stands for
K = “What I Know”
W = “What I Want to Know”
L = “What I Learned”
Introduce the semester course content with a blank KWL chart drawn on the board. Use a Padlet in online
classes with a separate pad for each column. The format can be individual, group, or whole class;
debriefing should be whole class.
KWL on Public Speaking
K W L
People are afraid of public
speaking
Good speakers are entertaining
Some speeches are boring
How to outline
How not to be nervous
6
2. Hopes and fears think-pair-share
Do a think-pair-share about students’ hopes and fears of class. The share portion of the activity should be
a round robin that includes introductions. Give students the option of sharing a goal, fear, or both.
Two-question writing prompt:
1. What are your goals for this class? Briefly describe what you would like to accomplish or
learn.
2. What are your fears about this class? Briefly describe what will be most challenging and
explain what makes it difficult.
3. Video analysis
In this activity, students discuss how actress Emma Watson manages her speech anxiety in her
“HeForShe” campaign launch speech. To find the video online, search “emma watson HeForShe speech
united nations 2014 video.”
The activity works best if the steps are followed. The goal is to focus students’ attention on Watson’s
message, then discuss her delivery, then explore the degree to which Watson’s anxiety distracted from the
impact of her message.
Emma Watson is best known as the actress who plays Hermione Granger in the Harry Potter movies. As a
UN Women Goodwill Ambassador, she launched the UN’s HeForShe campaign to promote gender
equality. During the launch speech, Watson is visibly anxious and comments on her nervousness.
Step 1: Have students make a list of five to ten key ideas as they listen to the speech.
7
4. Address speech anxiety with a chalk talk.
Chalk talks are silent but interactive activities designed for whole group reflection. Search “chalk talk
school reform initiative pdf” for more information. This chalk talk is useful for early in the semester to
help students connect and to express speech anxiety, particularly in a large class, or a class with many
introverted or apprehensive students.
Directions: Write a compelling question about speech anxiety on the board or flip chart and
explain the question and process.
Example questions:
How do you feel when you experience speech anxiety?
What do you do to beat speech anxiety?
What are you most afraid of when giving your upcoming speech?
5. Visualization activity
Positive thinking and self-affirmation can establish a growth mindset and build resilience or grit. Through
this activity, students visualize their success and cultivate a growth mindset about public speaking.
Have students write a letter addressed to their end-of-the-semester selves. In the letter, they should
Teaching Tips
8
(General advice to new instructors on surviving the first week of school.)
1. The initial class meeting sets the tone for the semester. If group work and discussion are a teaching
goal, then prioritize time for group activities during the first session. In a standard-sized class, the more
2. Harry Wong, the famous teacher of new first grade teachers, says that every student has seven pressing
questions on the first day of class. One is “Will the teacher treat me as a human being?”
3. Desensitization is a standard method of helping students manage speech anxiety. Introduce this
approach into class as early as possible through two steps. First, get students talking as soon and as often
4. Modeling, demonstrating for students what you want them to do, is a common teaching practice that
5. Tips for remembering names:
In a general statement ask students to get into the habit of stating their names before they make a
comment or ask a question. When they say their names, repeat it.
When calling on a student to answer a question, ask them to state their name first. Sample script:
Student Activity from Josh Gunn: Introduce Your Classmate
Early on in your speaking course, your instructor may ask you to briefly interview and then be
interviewed by a classmate. You will then be asked to introduce your classmate to the rest of the class,
and your classmate will introduce you in turn. Your instructor will give you more detailed instructions,
but understand that this short speaking activity is assigned for two reasons: (1) to get you up in front of a
group to speak to help you work on reducing speech anxiety right away; and (2) to reduce the entire
classes anxiety about public speaking by helping to learn something about other classmates. In a sense,
the short “Introduction of a Classmate” speech is an early form of “audience analysis,” the topic of the
third chapter of Speech Craft.
9
When you are partnered with a classmate, interview each other and take notes. Try to learn at
least two things. First, find out basic biographical information about each other: what is your classmate’s
name and where is s/he from? What is her or his major? Is she a first, second, third, or fourth year
student? Second, learn and share something with each other that that you each think will be unique or
memorable for the rest of the class: What hobbies do you devote time to? What or who is the most
important thing or person in your lives, and why? Do you and your classmate have a favorite music artist,
or film director, or political leader? What are each of you most passionate about?
After interviewing your classmate, you will be given time (either in class or as a homework
assignment) to read over your notes and organize a brief speech of introduction. Your instructor may give
you more direct instructions concerning how to organize your speech. Regardless, remember the four
steps of basic speech preparation and delivery:
Research: Interview and be interviewed by your classmate.
Organize: After reviewing your interview notes, arrange your speech of introduction into two or three
basic points that include the name and background of your classmate, and something about his or her
hobbies, loves, or passions that your classmates will remember about him or her.
Rehearse: Briefly rehearse your speech to yourself (if in class) or aloud (if at home). Try to commit your
speech to memory, and keep it the time limits your instructor assigns.
Deliver: Introduce your classmate to the rest of the class. Show enthusiasm for the person you are
introducing. peak at a steady pace, not too loudly or too softly, and try to use your hands and body
language to avoid appearing stiff. You got this!
Content Presentation Ideas
1. Self-Introduction Speech
This assignment is useful for getting students comfortable speaking in front of the class talking about
what they know best: themselves. This will also help students to get to know one another, and it will help
you get to know more about the students.
Assignment Instructions
You will present a short, 2- to 3-minute speech in which you will introduce yourself to your classmates.
Although some people find talking about themselves to be challenging or uncomfortable, this is not a
subject you are unfamiliar with; it’s all about you! Please mention the following in your speech:
The Basics:
Full name
The Interesting Stuff: What makes you unique?
What brought
you to this college/university and to this class?
What do you enjoy outside of class? (Because you all have real lives—even me!)
2. How-To Speech
This is a confidence-building activity. It is designed to give students more practice in speaking in front of
a group.
Assignment Instructions
3. Reciting Poetry or Prose
In this assignment, students will present a passage from poetry or prose to the class. The written piece can
be of their choosing. Through this assignment, students will practice speaking in front of their peers when
presenting a piece of text word-for-word, rather than speaking extemporaneously or spontaneously.
More Resources
1. The chapter refers Amy Cuddy’s research on “power posing” as a strategy to manage speech anxiety.
2. Positive visualization not only helps manage speech anxiety, it also closely relates to the growth
3. For information about speech anxiety, see James McCroskey’s PRPSA, or Personal Report of Public
5. The American Association of Colleges and Universities regularly surveys employers and recent
graduates to evaluate workforce readiness. The surveys indicate that communication is one of the most