English 1: Analysis of Speech Preparation and Listening Skills

This report critically analyzes Chapters 3 and 4 of an English 1 course, focusing on speech preparation and effective listening. Chapter 3 provides a detailed overview of speech preparation, including finding the speech's focus, gathering materials, organizing content, crafting introductions and conclusions, creating outlines, and practicing. The chapter emphasizes the importance of content, credibility, and organization, while also touching on the significance of overcoming language anxiety. Chapter 4 shifts the focus to the power of listening, highlighting the role of the audience and the impact of poor listening habits. The chapter discusses barriers to effective listening, such as noise and inattentiveness, and explores different types of listening, including appreciative, emphatic, comprehensive, and critical listening. The report concludes that both chapters are valuable resources for improving public speaking and communication skills, emphasizing the interconnectedness of effective speaking and attentive listening.

Running Head: ENGLISH 1
Scrapbook- Ch 3 and 4
Author's Name
Institutional Affiliation

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Introduction
Public speaking, preparing a speech and giving presentations before a live audience is an
essential part of any profession. The content of the speech and how the matter is communicated
to the targeted audience are both important. Public speaking is recognized as one of the major
fears and the impact of nervousness before giving a speech is admitted in the literature (Happell,
2009). A successful speech and presentations require not just a good speaker but a gold listener
too. Chapter 3 and Chapter 4 focus on the preparation of speech as well as the power of a good
listener. The paper makes a critique of the two chapters and how effective they cover the subject
of making a good speech.
Chapter 3 focuses on how to prepare the speech, making the right impressions and
introductions. The chapter offers a simple overview of public speaking and speech preparation.
The author comments correctly as to why one must go through a series of steps to prepare for
their speaking assignment, especially if it is the first one. Even seasoned speakers who have
made several speeches still devote time to prepare for their public speeches. The chapter gives
seven steps for effective speech preparation and presentation. These include to find the focus of
the speech, get material, organize the content, add proper introduction and conclusion, prepare
the outline, and practice a lot before giving the final speech (Chapter 3, n.d.). The topic and the
content are essential here as they should be not only interesting for the audience but also useful
for them. One can add more credibility to their speech with the use of facts, statistics, and
testimonials. According to Knight, Johnson & Stewart (2016), teachers can develop a support
system for students to improve their speech preparation and speech delivery. Following effective
exercises both in and out of class can lead to significant improvement in improving overall
communication skills. How you organize the content will rely on the kind of speaking, whether it

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is narrative, informative or ceremonial. Narrative design is often preferred because of the
stronger impact it carries because of the use of personal experiences and the drama around it.
How one introduces their speech, makes the transitions and how one concludes are all part of a
good speech. One needs to follow the right strategies of how they open and close their speech. A
formal outline of the s speech allows the speaker to get a good idea of how the different
components of the speech work together. A thorough preparation comes with only practice and
more practice (Chapter 3, n.d.). A good speaker carries the outline in mind but does not speak
from memory, but his speech is based on his connection and interaction with the audience. It is
more important to speak nautically and stay connected with the audience. It is essential to speak
loudly and Cleary with regular eye contact with your audience and enjoy the speech (Chapter 3,
n.d.). Chapter 3 could have mentioned about language anxiety as, when it comes to making a
speech, the speaking anxiety, as well as the language anxiety, should be taken into consideration.
Sometimes, language anxiety is the reason behind speaking anxiety as asserted by Cheng-Chang
Tsai1 (2018). For most students, it can be anxiety-provoking to make a speech in a foreign
language.
Chapter 4 empathizes on the power of listening and the role of a good listener during a
speech. American Listening Association states that on an average, one spends 44% of their time
listening. Thus, it is essential that we improve our power of listening with education and practice.
The chapter rightly mentions how poor listening can make all efforts behind a good speech and
speaker go waste if the context of the speech has not been imbibed effectively by the audience.
Thus, during the public speaking, the whole onus does not lie with the speaker but also with the
audience who should know how to listen attentively and thoughtfully (Chapter 4, n.d). The
chapter discusses the power of a listener, how to overcome the barriers of good listening and

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how to become a better listener. The objective of the speaker is not just to present a good speech,
but ensure that his audience listens to him carefully and imbibe the ideas expressed by the
speaker. The speaker can keep his audience motivated and attentive by creating a supportive and
interactive environment. As the speaker shares his experiences and opinions with his audience,
he is sure to keep his speech and presentation more interesting and engaging for his listeners. It is
a good idea to use visual aids as most people are visual learners. The thought of presenting
questions to the audience or taking questions from the audience can provoke anxiety as stated by
Happell (2009). A speaker can become more effective once he improves his listening skills.
There are many barriers to effective listening that must be recognized and removed. Noise is a
significant barrier and needs to be removed to create a positive environment for the speaker as
well as the listener. Another barrier is inattentiveness, and the speaker needs to make continuous
efforts to keep the audience interested and attentive. Poor listening habits and use of certain
trigger words tend to create a certain image of the speaker and his speech that can further erode
the quality of listening (Chapter 4). The chapter further shows how to become a better listener.
Depending on the situation, there are different kinds of listening such as appreciative listening,
emphatic listening, comprehensive listening, and critical listening. One can improve his critical
listening skills by asking certain questions regarding the speaker and his speech. For example, if
the speaker makes credible support and claims in his speech. The speaker should be evaluated on
the basis of how effectively he makes use of emotional appeal and the kind of words he uses.
The speech should be appraised based on what constructive application the speaker can make
(Chapter 4, n.d.).
Both chapters are worth reading and make a useful contribution to the subject of effective
public speaking and speech preparation. The topics discussed are important and relevant. The

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flow of the content is logical, and there are no inconsistencies. The language is simple and easy
to follow. Plus, the use of figures and images make the chapters interesting to read. It is easy to
locate the main points of the chapter and grasp the main idea behind.
References
Chapter 3. (n.d.). Your first speech: An Overview of Speech Preparation. University, 1(1), 37–
53.

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Chapter 4. (n.d.). Becoming a Better Listener. University, 1(1), 55–67.
Cheng-Chang Tsai1. (2018). The Effects of Communication Strategy Training on EFL Speaking
Anxiety and Speaking Strategy among the Community College Adult Learners in
Taiwan. International Forum of Teaching & Studies, 14(2), 3–19.
Happell B. (2009). Presenting with precision: preparing and delivering a polished conference
presentation. Nurse Researcher, 16(3), 45–56.
Knight, M. L. ., Johnson, K. G., & Stewart, F. (2016). Reducing Student Apprehension of Public
Speaking: Evaluating Effectiveness of Group Tutoring Practices. Learning Assistance
Review (TLAR), 21(1), 21–54.