Open Public Speaking Textbook

The initial focus is on self-reflection, prompting the speaker to ask themselves 'Why am I so anxiety-ridden about giving a presentation?' and 'What is the worst that can happen?'. The text suggests that anxieties often stem from the unknown, such as unfamiliarity with classmates. The passage proposes that building rapport with classmates over time can alleviate these anxieties. A key takeaway is that we frequently magnify our concerns, losing perspective on the actual situation. An anecdote is offered, where an author reassures students by comparing public speaking anxieties to the experiences of childbirth or military service—significantly more challenging scenarios. The role of the instructor in fostering a supportive environment and reducing uncertainty is also highlighted.

Understanding one's strengths and weaknesses is crucial in managing presentation anxiety. The text advocates for using personality inventories like the Myers-Briggs or Gallup StrengthsQuest to gain self-awareness. A particular focus is placed on the distinction between introverts and extroverts, noting that while extroverts might find public speaking easier due to their tendency to derive energy from social interaction, they might also be less inclined to prepare rigorously. Introverts, conversely, may overprepare yet still experience discomfort. The key takeaway is that recognizing your personality type and tendencies can inform preparation strategies and reduce anxiety related to public speaking. The section even includes a reference to an online self-inventory for further exploration.

This section introduces the crucial concept, attributed to Paul Watzlawick, Janet Beavin, and Don Jackson (1967), that all communication possesses both content and relationship dimensions. This framework is foundational for audience analysis, emphasizing that a speech shouldn't just deliver information but should also connect meaningfully with the audience. The success of a presentation hinges significantly on the audience's perception of the speaker and the nature of their relationship—factors such as mutual trust and respect greatly influence the communication's effectiveness. The speaker's respect for the audience, in turn, fosters trust and contributes to a successful interaction.

The text cautions against stereotyping and totalizing when analyzing an audience. Stereotyping, exemplified by the example of assuming all college students drive pickup trucks based on a limited observation, is identified as a fallacy. Similarly, totalizing, where one characteristic defines an entire person or group (e.g., reducing a person with a disability solely to their disability), is condemned as both harmful and ineffective communication. The example of a speaker assuming all professional women are solely concerned with 'women's issues' highlights the detrimental impact of totalizing assumptions on communication and ethical considerations.

Audience analysis extends to examining demographic and psychographic factors. Demographics encompass readily observable characteristics such as age, education, and occupation. The text uses the example of educational attainment in the United States, highlighting how education reflects training and experience but doesn't necessarily equate to intelligence. It further observes the tendency among employers to view a college degree as evidence of 'grit.' Psychographics delve into attitudes and beliefs, described as stable positive or negative responses to people, ideas, or policies (Bem, 1970; Myers, 2012). The formation of attitudes, influenced by experiences, peer groups, and rewards/punishments, is briefly discussed. The importance of sensitivity to cultural identity is stressed, warning against generalizations, using the example of Anglo perceptions of Hispanic cultures.

The physical space where a presentation occurs significantly affects audience engagement and the speaker's effectiveness. The text highlights the variation in presentation settings: classrooms, boardrooms, or informal spaces with comfortable seating. It notes that the speaker's ability to move freely, proximity to the audience, available audiovisual equipment, and even room temperature, all impact the presentation. Control over these aspects, while limited in some settings like speech classrooms, should be maximized whenever possible, as even seemingly minor factors (e.g., closing a door to reduce outside noise) affect the overall experience.

This section establishes a clear definition of plagiarism, drawing from Merriam-Webster's Dictionary (2015) as 'the act of using another person’s words or ideas without giving credit to that person,' and Plagiarism.org (2014), which expands on this by including 'copying another’s work or borrowing someone else’s original ideas.' The text highlights that the common understanding of plagiarism might be misleading, suggesting that it encompasses a broader range of actions than simply copying. The section emphasizes that the intent behind plagiarism does not excuse the act, stating that 'Ignorance of the law is not an excuse for breaking it,' underscoring the seriousness of this ethical breach in academic and professional contexts.

The text categorizes plagiarism into three levels: stealing, sneaking, and borrowing. These categories aren't mutually exclusive and can be either intentional or unintentional. The authors' experience in teaching highlights that unintentional plagiarism often stems from insufficient high school training, resulting in serious academic consequences (failing grades or worse). This section acts as a cautionary tale and a preventative measure, aiming to educate readers about the nuances of plagiarism to help avoid it. The three categories provide a detailed framework to understand how plagiarism can occur in different forms and degrees of severity.

This section focuses on the proper methods of ethically crediting sources, differentiating between oral and written communication. For written work, the section details the use of parenthetical citations in MLA and APA formats, emphasizing the necessity of a Works Cited or References page for detailed source information. The differences in citation styles between summarizing/paraphrasing and direct quoting are clearly outlined with examples. The section emphasizes that in oral presentations, clear and explicit citation of sources is equally crucial, even though the format differs from written academic works. Proper attribution is presented as a fundamental component of ethical communication.

While the main focus is on plagiarism, the section acknowledges that other ethical breaches can occur in public speaking. It emphasizes the importance of adhering to factual truth and demonstrating respect for the audience. Various ethical frameworks—Categorical Imperative, pragmatism, Judeo-Christian principles, the Golden Rule—are mentioned as potential guiding principles. The importance of respecting the audience, as the basis for responsible communication, is highlighted. The text concludes by stating that ethical conduct means delivering factual, well-researched information intended to inform and improve the lives of the audience.

This section differentiates between attention and perception, two closely related but distinct concepts. It explains that perception involves organizing and interpreting stimuli, highlighting the brain's role in making sense of the thousands of stimuli we encounter. The text contrasts sensation (receiving stimuli) with perception (psychological processing of stimuli), emphasizing how memory and past experiences influence perception. An example is given of tasting a dessert: sensation involves the physical input of taste and smell, while perception occurs when you identify the taste as reminiscent of a familiar recipe. This understanding of how audiences process information is foundational to capturing and maintaining their attention.

The text outlines several strategies to capture and maintain audience attention. One method is using anecdotes, which can be brief, impactful stories with a clear point. The example of an anecdote about technology controlling our lives is given. Another type of anecdote is a parable or fable, using Aesop's Fables as an example, illustrating that these can be used to convey life lessons. The section also discusses the use of personal examples as attention-grabbers but cautions against overly personal or emotionally upsetting material, to prevent an emotional breakdown that might disrupt audience engagement and effectiveness. It stresses the importance of selecting anecdotes relevant to the speech topic, and avoiding anything that might cause distress to the speaker.

Using humor as an attention-getter requires careful consideration of the audience's sense of humor, stressing the importance of avoiding potentially offensive jokes. The character of Michael Scott from 'The Office' is used to illustrate the negative impact of ineffective humor. The text recommends testing any humor on a sample audience before using it in the actual presentation. The text also addresses the issue of credibility, suggesting that even when speaking on unfamiliar topics, sufficient research can establish a level of expertise that adds to the speaker's credibility in the eyes of the audience. Providing a context for your knowledge (e.g., 'After conducting research...') builds trust and enhances audience engagement.

The section provides two examples of effective introductions to illustrate the key elements of attention-getting and establishing credibility. The first example discusses allergies, effectively incorporating an attention-getter (personal anecdote), credibility statement (extensive research), rapport-building (relevance to audience), and purpose/preview statements. The second example, addressing Seasonal Affective Disorder (SAD), similarly demonstrates a clear attention-getter (relatable question), a credibility statement (nursing student's research), and the preview of main points. These examples serve as practical illustrations of effective strategies for creating compelling introductions that capture audience attention and establish the speaker's expertise.

This section stresses the importance of preparedness and contingency planning when using technology and presentation aids. It strongly urges speakers to arrive early to test equipment and assess the condition of materials. The speaker is responsible for ensuring that all presentation aids function as intended. The text even suggests carrying masking tape to display posters in case an easel is unavailable. Thorough testing of computer setups is emphasized, advising speakers to store their presentation files on a flash drive AND electronically (email or cloud storage) for backup. A crucial point is having an alternative plan ready in case of technical glitches, along with the necessary skills to operate the technology effectively. Proactive problem-solving is key to a smooth and successful presentation.

The section explores various types of charts and graphs suitable for presentations. It begins by discussing statistical charts, noting that they need to be kept simple and clearly explained for most audiences. A 'Birth Weight Chi-Square' chart is used as an example, highlighting that complex statistical information might be inappropriate for a general audience, but suitable for specialists. The text then describes different types of charts: statistical charts, sequence-of-steps charts, and decision trees. It explains the use of graphs as pictorial representations of quantitative data using various visual elements like lines, bars, and pie slices. The purpose of graphs in showing how factors vary in comparison to others is highlighted, illustrating the differences between statistical charts and graphs through the examples of mean ages in college and computer sales data.

This section provides specific examples of charts and graphs and their applications. It details the characteristics and uses of pie graphs, designed to show proportional relationships within datasets. The emphasis is on simplification without losing crucial information, with proportional plotting and clear color-coding (with a legend if necessary) being essential aspects of effective design. A 'Causes of Concussions in Children' pie graph is provided as an illustration of a well-designed, easy-to-understand visual aid. The text also mentions different types of graphs, with a contrast given between a less effective graph and a more effective 'Suicide vs. Homicide' graph, suggesting factors to consider when choosing appropriate visual aids.