!"#$% '()*$+ ,-( '(.$/"(+ !"001 2"34-/(+ 5$3(6 7.(")(/+ !

(3"00$ 8$%9/$)(#
!"# %&'#( &)
*+##,"
!"#$%& ()*+,%-.
!"#$% '()*$+ ,-( '(.$/"(+ !"001 2"34-/(+ 5$3(6 7.(")(/+ !(3"00$ 8$%9/$)(#

:
!"#$%& /)*+,%-. %/ -01 0-$2 + .+1*3+2 10 14* 5"1"6*7 #"1 %1 %/ + -*&*//+62 100$ 506 /"&&*//
Public speaking is not only a gateway to the future, but it is a necessary tool for
success.


1
Whether working as a
Sandwich Artist at Subway or the
Chief Executive Officer at Apple, at
one point in a career, everyone will be
asked to speak in front of the public.
The key argument to be addressed is
to avoid embarrassment. It takes
plenty of practice and repetition to
fully master communication skills.
Keep in mind that it is extremely
difficult to stand up in front of a crowd
2
and speak. Numerous people are
fearful of standing on a stage and
speaking which is an inanimate fear
that can be reduced through practice.
In fact, public speaking is the number
one fear in the United States of
America. It is crucial to gain the
skillset in a college-level course
helping later in life in the workplace.


Public speaking comes in all forms, from news
broadcasting to Presidential Debates. It partakes
in society daily.
!"#$% '()*$+ ,-( '(.$/"(+ !"001 2"34-/(+ 5$3(6 7.(")(/+ !(3"00$ 8$%9/$)(#

;
!"#$%& /)*+,%-. %/ -01 0-$2 + .+1*3+2 10 14* 5"1"6*7 #"1 %1 %/ + -*&*//+62 100$ 506 /"&&*//
1
Teaching public speaking begins at a
young, elementary school age and
gradually improves throughout the
years. Project-based learning also builds
skills in critical thinking, collaboration, and
communicationand especially in making
presentations (Larmer 74). Students
scored better on the state-mandated
assessments when they actively
participated in project-based classrooms.

Teachers helped the students
improve by giving them basic
strategies. After explaining what makes a
good presentation, teachers will show
students live demonstrations or videos of
sample presentations. Teachers will then
write a rubric with the list of the qualities of
effective presentations and help the
students plan and form the
presentation. They let the students practice
for the teacher and peers to give feedback
used for revisions.
2

!"#$% '()*$+ ,-( '(.$/"(+ !"001 2"34-/(+ 5$3(6 7.(")(/+ !(3"00$ 8$%9/$)(#

<

In middle school, speeches become
more complex. They introduce research
into the projects. In the My Restaurant
project at TEAM Academy in Newark, New
Jersey, student teams presented ideas for a
new restaurant in their community, such as
the All-Sports Caf and the Hip-Hop Grill.
They researched nutrition and developed
menus, wrote grant letters for start-up
funding, produced video commercials, and
created multimedia presentations for an
audience of peers and visiting adults
(Larmer 75). Eye contact is introduced in
sixth grade when clear speaking and
punctuation also become important. High
school students begin to carefully consider
their audience and use visual media when
presenting. The requirement to research
outside of the classroom by speaking with
experts or other adults become
important. Since they learn how to speak
formally, they are required to speak and
dress professionally. An engaging real-
world project gives students an authentic
purpose for reading informational text
(Larmer 76). The project helps with thinking
and application skills.
8%9 $*:*$ ;9"&+1%0-
<"%$9%-. + 50"-9+1%0- 506 =0>>"-%&+1%0-
/,%$$/
!"#$% '()*$+ ,-( '(.$/"(+ !"001 2"34-/(+ 5$3(6 7.(")(/+ !(3"00$ 8$%9/$)(#

=

In the article "SLraLegles of
LmpowermenL of LffecLlve Cral and WrlLLen
CommunlcaLlon Lngllsh for 8uslness
CommunlcaLlon, PanumanLharao focuses on
teaching Indian business classes how to
use the English language to their advantage
and how to communicate it more effectively.
They emphasis listening as the main point.
According to the author, listening to others
making a speech or even reading aloud
helps create better communication. By
listening to others talking, you adapt their
language. Thus, by listening to someone
making a well-rounded and articulate
speech, the brain adapts to that kind of
intellect and tone. With practice, listeners
will begin to speak with more poise and
proper grammar. In giving a speech, the
brain will reflect on the other speeches that
have been heard in the past.

?- <"/%-*// !6+&1%&*/
!6+&1%&+$ /0$"1%0-/ %- 6*+$ 306$9 /&*-+6%0/
!"#$% '()*$+ ,-( '(.$/"(+ !"001 2"34-/(+ 5$3(6 7.(")(/+ !(3"00$ 8$%9/$)(#

>
^lorLune 300 companles
^Pow Lhelr ubllc 8elaLlons manage
^SeL ollcles Lo effecLlvely conducL
1
A study by Knapp was done on how
the top companies have public relations
policies set aside and how they contribute
to an effective business plan. In the
concluding results, the companies with
more reined public relations had better
companies. Without public speaking
classes, the ability to sell and persuade
others of certain products and services
would be lost. This is a skill necessary to
most people but vital to a businessman.
Communication is important because they
wrap their lives around sales and
persuasion. The study put forth evidence
that the concepts of selling a product or
service are more important than the actual
product or service. The companies with
teams devoted solely to communication and
sales held a higher mark than others.
2
Communication
in English is the
lifeblood of an
organization
(PanumanLharao 16).

!"#$% '()*$+ ,-( '(.$/"(+ !"001 2"34-/(+ 5$3(6 7.(")(/+ !(3"00$ 8$%9/$)(#

?
Accoring to Kaewpet In a Sociolinguistic
Approach to Oral and Written
Communication for Engineering Students,
engineering is an example of a work place that
called for a refinement in public speaking.
Engineers, as well as many other jobs, rely
heavily on communication therefore making it a
necessary skill to speak and communicate well
in public. Since engineers have to
communicate with people of other countries,
the language factor was a fallback for them.
After heavy debate and reasoning, it was
decided for one language to be the main
communication pathway. Because of this, the
English language became the main language
for communication, and it opened up a new
refined dialogue. It became essential for
engineers to learn persuasion and to
communicate plans effectively. Public speaking
dug its roots and plans to stay with anyone in
the engineering department.
1he LargeL level of
comprehenslblllLy of
communlcaLlon should
be close Lo LhaL of
naLlve speakers Lo
succeed ln real
communlcaLlon"
(PanumanLharao 183).
!"#$% '()*$+ ,-( '(.$/"(+ !"001 2"34-/(+ 5$3(6 7.(")(/+ !(3"00$ 8$%9/$)(#

@

- Purpose: This study assess the
effectiveness of a new type of internationalized
teaching style where a speech language pathologist
(SLP) trained typical secondary school teachers to
make adjustments to their respective teachings of
the oral and written language and speech. The
trained teachers showed off their own techniques in
their teaching practices and the impact this had on
the language abilities of students with language
impairment (LI).

@?1 %/ 14* 0#A*&1 05
*:*62 /)*+,*6 06
36%1*6 10 )"1 4%/
140".41/ +/
*55*&1%:* 506> +/
)0//%#$* /0 +/ 10
>+,* + .009
%>)6*//%0- 0- 14*
+"9%*-&* 06 6*+9*6/B
CD+-">+-14+6+0 EFGH
Method: Two secondary schools were randomly assigned to either a trained or a control condition
in which the trained condition group had the new teachers and the control taught normally and both
were to record their results. A unit of thirteen sets of teachers from separate schools, seven trained
and six control, and forty-three year eight students with LI, twenty-one trained and twenty-two
control, were tested multiple times through pre, post, and follow-up tests. A structured interview
tested the teachers while students by standardized spoken and written language assessments.

!"#$% '()*$+ ,-( '(.$/"(+ !"001 2"34-/(+ 5$3(6 7.(")(/+ !(3"00$ 8$%9/$)(#

A



Results: In the end, the results showed
that instructors significantly increased the use of
the language modification techniques by the
trained teachers. They observed that when
compared to the control group of untrained
teachers, use of language modification
techniques increased over time. Results from the
students who were taught by the trained group of
teacher showed a significant improvement in
written expression and listening comprehension.

Conclusion: This controlled trial is one of
the first to evaluate a new type of
internationalized teaching style that links changes
in typical secondary teachers instructional
language practices with improvements in the
abilities of LI adolescents (Starling 474).
@I%/1*- 10 14*
&"/10>*6 +-9
+-/3*6 J"*/1%0-/
5"$$2H <2 $%/1*-%-.7
%1 9%/)$+2/ 20"6
&0>>%1>*-1 10
14* &"/10>*6K/
-**9/ +-9 3+-1/H
L/ + #"/%-*//
03-*67 $%/1*-%-.
/40"$9 #* 90-*
5%6/1 +-9 14*-
/)*+,%-. 3%14 14*
&"/10>*6B
CD+-">+-14+6+0 EFGH
!"#$% '()*$+ ,-( '(.$/"(+ !"001 2"34-/(+ 5$3(6 7.(")(/+ !(3"00$ 8$%9/$)(#

BC
-.!"# (#/&012 &) 31((4#(5 6& 2#1(7478 )&( 9&:78 +#&+2# '46" 2178:18# 17; ,&//:74,164&7 7##;5
45 1 5+#,4)4, (#,&//#7;164&7 &) 1 (#,#76 7164&712 (#04#' &) 5+##,"<2178:18# +16"&2&89
5#(04,#5. =*61(2478 >?>@AB

1
Based off of the quote mentioned
above, Bercow states that in teaching, the
biggest issue is the language barrier Many
teachers choose to teach based on the
language spoken among the majority of the
population within the area; however, to
those speaking other languages, learning
2
speech is a difficult task to overcome. The
article continues by, stating that public
speaking courses show less interest today
in the case of language barriers, making
these teachings even harder on those who
are multi-lingual.

!"#$% '()*$+ ,-( '(.$/"(+ !"001 2"34-/(+ 5$3(6 7.(")(/+ !(3"00$ 8$%9/$)(#

BB
Similarly, the Response to Intervention (RTI) model has been adopted by many school districts in
the United States as a way to provide support to students with additional learning needs
(Starling 474).

In the quote above, we then learn that
as time has gone by, some people have taken
notice in the case of special needs students
that are in need of extra help. Making this
help mandatory needs to become a top
priority.

It continues by stating that many
bilingual students reaching out for help
have found answers in their speech
instructors through means of extra help
as well as acceptance in the case of
those who do not speak the dominant
language.
!"#$% '()*$+ ,-( '(.$/"(+ !"001 2"34-/(+ 5$3(6 7.(")(/+ !(3"00$ 8$%9/$)(#

B:
LffecLlve lorms
of CommunlcaLlon:
WhaL works
Ensure Active Participation
By speaking while in another room or with your back turned, it may
appear the customer may feel unimportant, which can lead to
frustration between you and your customer.



Know Your Audience
When you are in tune with your customer's lives, the business
relationship develops on a more personable level.

Let Others Talk
Look for signals that you may be boring your listener and ask questions
to involve them in the conversation.
Hit Replay Before You Speak
Know exactly how you want to convey that message to your customer or
business associate (Hanumantharao 16).
LISTENING

Listen to the customer and answer questions fully. By listening, it
displays your commitment to the customer's needs and wants. As a
business owner, listening should be done first and then speaking
with the customer.
!"#$% '()*$+ ,-( '(.$/"(+ !"001 2"34-/(+ 5$3(6 7.(")(/+ !(3"00$ 8$%9/$)(#

B;




Another study was held pertaining
student success with public speaking and
how to improve their overall ability. The
studies concluded that the strategy for
improving students public speaking is
practice. They compared scores of
students and inquired them of their overall
familiarity with giving oral speeches. It was
found that the majority of students who did
well on their speeches had given various
public speeches in the past. On the other
hand, those who did poorly had admitted
to avoiding speeches. The students who
scored higher had a higher level of comfort
with public speaking and those who scored
lower had a greater fear of public
speeches. Thus, its to be concluded that
the mere act of practicing speaking in
public helps you give speeches later in life
(Finn 92-109).

If practice is the number one way to
build on your communication skills, than
project-based learning is a sure way to
improve. They found that project-based
learning not only lessens the fear of public
speaking, but it also builds skills in critical
thinking, collaboration and communication.
Since project based learning has been a
key factor to developing the mind and
speech centers, it would only be right to
incorporate it into schools. This strategy is
simple and effective, so the outcome
would be beneficial in all circumstances
(Larmer 74-6).
!"#$% '()*$+ ,-( '(.$/"(+ !"001 2"34-/(+ 5$3(6 7.(")(/+ !(3"00$ 8$%9/$)(#

B<

Fear, however, becomes a major setback to people giving a speech in front of a crowd.
Most people have experienced the overwhelming panic before a speech, and this fear steers
them away from the stand. A study conducted concluded that the majority of people ranked their
fear in public speaking higher than their fear of death. This would be a major setback for anyone.
The way to break this fear is by starting at a young age. By incorporating public speaking at a
young age, one is less likely to fear it. The fear of public speaking itself is a concept created by
the brain and relies heavily on social anxiety. However, the act of practicing public speaking in
itself dissolves the social anxiety which in turn, gets rid of the initial fear (Dwyer 99-107).
Therefore, practice makes perfect for any kind of public speech. It is an essential concept
to be able to communicate effectively, if not vital, to most businesses and departments. By
incorporating speeches in early youth with practice will help stop the fear of speaking in front of
others from ever starting and ensure a healthy skill.
!"#$% '()*$+ ,-( '(.$/"(+ !"001 2"34-/(+ 5$3(6 7.(")(/+ !(3"00$ 8$%9/$)(#

B=

Works Cited
Dwyer, Karen Kangas and Marlina M. Davidson. "Is Public Speaking Really More Feared Than
Death." Communication Research Reports 29.2 (2012): 99-107. Communication &
Mass Media Complete. Web. 12 Nov. 2013.
Finn, Amber, Chris Sawyer, and Paul Schrodt. "Examining the Effect of Exposure Therapy on
Public Speaking State Anxiety." Communication Education 58.1 (2009): 92-109. Web. 12 Nov.
2013.
Geiser, Michael P. "I Say Enthymeme Till They Scream." Vital Speeches of the Day 77.6 (2011):
216-19. Web. 10 Nov. 2013.
Hanumantharao, Chirivella Radhika. "Strategies of Empowerment of Effective Oral and Written
Communication English for Business Communication." Indian Streams Research Journal 1.10
(2011): 15-20. Web. 11 Nov 2013.
Kaewpet, Chamnong and Suphat, Sukamolson. "A Sociolinguistic Approach to Oral and Written
Communication for Engineering Students." Asian Social Science 7.10 (2011): 183-87. Web. 11
Nov. 2013.
Knapp, Mark L. "Public Speaking In Business And Industry: Policies, Publications, And
Publicity." Journal Of Business Communication 5.3 (1968): 3-10. Business Source
Complete. Web. 9 Nov. 2013.
Larmer, John and John R. Mergendoller. "Speaking of Speaking." Educational Leadership 70.4
(2013): 74-6. Web. 13 Nov. 2013.
Starling, Julia, et.al, Training Secondary School Teachers in Instructional Language Modification
Techniques to Support Adolescents with Language Impairment: A Randomized Controlled
Trial. Clinical Forum Language and Communication Disorders in Adolescents, 4.46 (2012):
474-95. Web. 10, Nov. 2013.


!"#$% '()*$+ ,-( '(.$/"(+ !"001 2"34-/(+ 5$3(6 7.(")(/+ !(3"00$ 8$%9/$)(#


M4* !03*6 05 ()**&4

!"#$%& ()*+,%-.
Mlcah 8enza, !oe 8eLarle, Mlssy Cllmore,
Caleb SLelner, Mellssa Zahuranec