Analysis Of Effective Speech Delivery In COM201 Reflections

Analysis of Effective Speech Delivery in COM201 Reflections

Throughout the completion of the COM201 course, students have been tasked with delivering various types of speeches, including introductory, informative, persuasive, and special occasion addresses. The reflection emphasizes the significance of recognizing which type of speech was most effective for the individual, based on personal experience and perceived effectiveness. The most impactful speech, according to the reflection, was the one delivered during a special occasion. The student reported feeling more comfortable and confident when delivering this speech, stemming from prior practice with earlier speeches. This increased comfort level directly contributed to a more effective delivery, illustrating the importance of preparation and familiarity with the material.

Initial assumptions held by the student that they would easily master speech delivery were challenged early in the process. It became clear that effective public speaking required more effort and practice than initially anticipated. The student acknowledged that the class served as a vital platform for improvement, enhancing both their current and future speaking abilities. The iterative process of practicing, receiving feedback, and refining skills fostered confidence and proficiency, especially with the special occasion speech, which resonated most deeply with the student.

Effective speech delivery hinges on multiple factors, including audience awareness, confidence, clarity, and emotional connection, all of which the student noted were bolstered through sustained practice. The student’s reflection reveals an understanding that mastery in public speaking is a gradual process supported by consistent effort. The class environment, peer and instructor feedback, and personal dedication contributed to this growth. The student’s honest evaluation highlights that authentic confidence, developed through preparation, can significantly influence the overall impact of a speech, particularly for special occasions that require emotional resonance and personal engagement.

This reflection underscores the broader pedagogical principle that public speaking skills are honed through deliberate practice, and both comfort and confidence are pivotal for effective delivery. It also emphasizes that initial overconfidence may need recalibration as students confront real-world speaking challenges. The student’s experience aligns with scholarly research suggesting that practice, feedback, and emotional preparation are critical components of successful public communication (Beebe & Beebe, 2018; Lucas, 2015). Therefore, this course has successfully equipped the student with vital skills that extend beyond academic settings into professional and personal spheres.

References

• Beebe, S. A., & Beebe, S. J. (2018). Public speaking: An audience-centered approach. Pearson.
• Lucas, S. E. (2015). The art of public speaking (11th ed.). McGraw-Hill Education.
• O'Neill, M. (2010). Effective Public Speaking. Pearson.
• Gamble, T. K., & Gamble, M. (2013). Communication Works. McGraw-Hill Education.
• Seiler, W., & Beebe, S. (2014). Business and Professional Communication: Strategies and Skills. Pearson.
• McCroskey, J. C., & McCroskey, L. L. (2007). An Introduction to Communication in the School Context. Pearson.
• Preston, J. E., & MacIntosh, A. (2017). Speech communication and the art of persuasion. Routledge.
• Allen, K. R., & Gregg, N. (2015). Interpersonal and Public Communication. Pearson.
• Townsend, J. W., & DeVries, R. (2008). Foundations of Human Communication. Wadsworth.
• Crider, J. R. (2019). Communication theory: Jurisprudence and practice. Routledge.