Be Honest and Avoid Plagiarism
Credible public speakers are open and honest with their audiences. Honesty includes telling your audience why you’re speaking [thesis statement] and what you’ll address throughout your speech [preview]. For instance, one example of dishonest speech is when a vacation destination offers “complimentary tours and sessions” which are really opportunities for a sales person to pitch a timeshare to unsuspecting tourists. In addition to being clear about the speech goal, honest speakers are clear with audience members when providing supporting information.
One example of dishonest public communication occurs in the music industry where many cases of illegal melody lifting exist. For example, a famous Beach Boys song titled Surfin’ USA is actually a note-for-note rendition of a 1958 Chuck Berry song. Though it may be common, the practice of not properly crediting an author for his or her work is unethical. Other examples of deceitful communication include political speeches that intentionally mislead the public. For instance, a former White House press aide, Scott McClellan, claims that President Bush misled the American people about reasons for the Iraqi war. McClellan claims that the President had manipulated sources in order to gain support for the war. Such claims can be damaging to one’s reputation. Thus, responsible public speakers must actively avoid plagiarism and remain committed to honesty and integrity at all costs.
Mimi & Eunice, “Thief” by Nina Paley. CC-BY-SA.
Why Do High School Students Need to Practice Giving a Speech in Class?
Teachers frequently assign oral presentations, either individually or as part of a group project. Accordingly, the goal is twofold: to disseminate information clearly and to engage the audience.
Learning to communicate well takes time and effort, so high school students should take advantage of opportunities to speak in public. Indeed, students can draw from many helpful tips for giving a speech in class.
Additionally, giving a speech in class can help high school students develop essential interpersonal skills, or “soft skills.” Young people need these skills as they enter adulthood, especially when they enter the workplace. Increasingly, employers expect their workers to be competent communicators; in other words, all professionals should practice active listening, critical thinking, problem-solving, and time management.
Although giving a speech in class may seem like a relatively minor task, it enhances the students’ soft skills, especially active listening, critical thinking, problem-solving, and time management.
Whenever high school students craft a speech, they must plan every part of the presentation. They will evaluate their topic critically and organize their thoughts logically. They should anticipate objections, and they must respect time limits.
Additionally, students must consider whether they will incorporate visual aids, when and how they will gesture or move, and when to modulate their voice. Consequently, giving a speech in class encompasses far more than a single assignment; it becomes a path to personal growth and responsibility.
As an independent, single-sex school, Marlborough encourages high school students to give speeches in various subjects. For instance, students in our History and Social Sciences classes have recurring opportunities to present their views in culturally-relevant courses, such as Honors Humanities Seminar: Theories & Politics of Race, Contemporary Asian Studies, and Presidential Elections.