CHAPTER 4
PUBLIC SPEAKING: MAKE ETHICS AND TECHNOLOGY WORK FOR YOU
Chapter Objective:
This chapter covers the ethical obligations one must consider when developing a speech. The
consequences of unethical behavior are discussed. Students are alerted to unethical practices
such as exaggeration, distortion, and plagiarism. As students are sometimes tempted by the
ease of abusing technology, tips on how to avoid Internet plagiarism are stressed. Students are
also reminded that there are professional ethics in classrooms as well. The chapter then
highlights ways students can take the effective public speaking skills they are learning and use
them to develop videos, interview via Skype, and create vlogs.
To use this chapter effectively, explain why being ethical is a public speaker’s obligation and
compare professions that are viewed by the American public as the most ethical with
professions that are considered the least ethical. Review the many ways that speaking skills are
needed to make social technologies successful in today’s electronic age. Ask students to select
at least two social technologies that would benefit them and have them work to complete each
one (more if they have time).
Chapter Outline
I. Because speakers can influence other people, they must be ethical speakers.
A. Unfortunately we don’t have to look too far to find cases that may have led to this
loss of public confidence.
1. Plagiarism was found at the engineering school of Ohio University.
2. A North Carolina Central University student gave a plagiarized
commencement speech.
3. Scott Thompson’s resume contained an inaccuracy.
B. To be an ethical speaker, you must be careful to tell only the truth.
1. Exaggeration is overstating or presenting facts as more important than
they are.
2. Distortion is misrepresenting or twisting facts or stating that they are true
when they are only partially true.
3. Plagiarism is using the ideas of others without giving them credit.
C. The Internet has created serious problems when it comes to preparing a speech.
1. Because it is so easy to copy and paste information directly from articles
into a speech, some students either unintentionally or deliberately use information without citing
its source.
2. There are many websites willing to sell both canned and custom speeches
for the classroom.
3. Turnitin.com reports plagiarism from both print and Internet sources.
D. There are many reasons not to plagiarize.
1. It is unethical.
2. The consequences can be severe.
relating back to the introduction (bookending).
4. The purpose is to make the content simple, easy to follow, and easy to
remember.
5. Speakers research to find supporting materials to clarify, add interest, and
prove main points. Researching for a video is similar. You can edit B-roll material into your
video.
6. The speaker should have enthusiasm and passion and use an
extemporaneous method of delivery. Avoid upspeak.
B. Technology is needed to make great videos.
1. Use close-up shots most of the time.
2. Plan on editing.
3. Don’t use the digital zoon or digital effects.
4. When you are filming, keep the light source behind you.
5. Purchase an external microphone.
C. Many YouTube videos are how-to videos and should follow the pointers already
covered. Repetition is also a good idea.
D. Skype allows users to send instant messages and make video calls for many uses
such as interviewing. Some companies may use FaceTime.
1. Prepare the same way you would for a regular interview or a speech.
2. Organize your answers.
3. Dress professionally, make direct eye contact, and sound professional yet
2. Effective vloggers’ content is well-organized and their delivery is visually
and verbally interesting.
Classroom Exercises
Online Activity
Ask your students to conduct a search of articles that report on high-profile ethical breaches in
public speaking. Have them share what they have found with the class and discuss the
implications of these breaches. Are some seen as more egregious than others? What could these
speakers have done to give an ethical presentation?
4.1 Proving the Importance of Using Communication Technology Well
4.2 Exploring Exaggeration and Distortion
Think, Pair, Share Activity: These activities are designed to engage students and help them
with active learning. In think, pair, share the students are given a question to think about for a
few minutes. They are then asked to pair with someone sitting near them and talk about the
question and their feelings about it for a very brief period of time (usually two to three
minutes). Class discussion is then initiated on the questions and the findings of pairs of
students. When students become accustomed to participating in think, pair, share activities in
the classroom, there is usually lively student-initiated discussion.
Ask the class to identify times when they noticed someone exaggerating or distorting in their
message. Were they bothered by the exaggeration or distortion? Did the exaggeration or
distortion impact the communicator’s credibility in the student’s eyes?
4.3 Detecting Plagiarism
Bring in a variety of materials that represent the gamut from ethical source citation to plagiarism