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History of public speaking

June 15, 2024

Ternopil State Medical University

Institute of Nursing

International Nursing School

The Art of Speaking

Methodical Instruction

Practical Class № 2 (6 hours)

For Students

Theme: History of public speaking.

Professional Orientation: to understand the cultural-historical process; the peculiarities of Introduction to the Art of Speaking. The course will let the students evaluate analytically the cultural development of the mankind in the different historical epochs; it will broaden students’ cultural and spiritual outlook; the students will be able to understand and analyze artifacts.

Objectives to Topics:

1. History

2. Training

3. Public Speaking

Short account of the topic:

1. Public speaking is the process of speaking to a group of people in a structured, deliberate manner intended to inform, influence, or entertain the listeners.

2. In public speaking, as in any form of communication, there are five basic elements, often expressed as “who is saying what to whom using what medium with what effects?” The purpose of public speaking can range from simply transmitting information, to motivating people to act, to simply telling a story. Good orators should be able to change the emotions of their listeners, not just inform them. Public speaking can also be considered a discourse community. Interpersonal communication and public speaking have several components that embrace such things as motivational speaking, leadership/personal development, business, customer service, large group communication, and mass communication. Public speaking can be a powerful tool to use for purposes such as motivation, influence, persuasion, informing, translation, or simply entertaining.

3. The first known work on the subject was written over 2500 years ago, and the principles elaborated within it were drawn from the practices and experience of orators in ancient Greece. These basic principles have undergone modification as societies, and cultures have changed, yet remained surprisingly uniform. The history of public speaking has existed for centuries since civilization has been constructed and has had a major impact on society. The technology and the methods of this form of communication have traditionally been through oratory structure and rely on a large or sometimes somewhat small audience. However, new advancements in technology have allowed for more sophisticated communication to occur for speakers and public orators. The technological and media sources that assist the public speaking atmosphere include both videoconferencing and telecommunications. Videoconferencing is among one of the more recent technologies that is in a way revolutionizing the way that public speakers communicate to the masses. David M. Fetterman of Stanford University printed in his 1997 article Videoconferencing over the Internet: “Videoconferencing technology allows geographically disparate parties to hear and see each other usually through satellite or telephone communication systems”. This technology is helpful for large conference meetings and face to face communication context, and is becoming more widespread across the world.

Students’ Practical Activity (9.00-12.00)

1. training oral exercises to master new words and word-combinations;

2. training written exercises to master new words and word-combinations;

3. listening to the phonograms of the texts;

4. proper reading and translating of the texts;

5. asking and answering questions on the texts;

6. dividing the text into logical parts;

7. making dialogues on the relevant topics;

8. preparing summary of the texts.

METHODICAL INSTRUCTIONS FOR PRACTICAL ACTIVITY:

While mastering the grammar structures students should pay attention to:

1. using Ukrainian words in everyday communication;

2. differentiating complex grammar phenomena;

3. discuss similar and different features of the Ukrainian and English languages.

Break (12.00-12.30)

Seminar Discussion (12.30 – 14.00)

1. explaining the contents of the grammar texts and exercises in Ukrainian or in English.

2. communicating on the topics.

3. answering questions on the texts;

4. describing your room;

5. making dialogues on the relevant topics;

6. preparing summary of the texts;

7. resuming the texts.

Break (14.00-14.15)

Students’ Knowledge and Abilities Assessment (14.15-15.00)

Using quizzes, multiply choice tests and individual tasks to assess knowledge, practical skills and abilities of the students who did not pass online tests in Moodle.

STUDENTS’ SELF-PREPARATION PROGRAM:

training oral exercises to master new words and word-combinations;

listening to the phonograms of the texts;

making and dramatizing dialogues on the relevant topics;

proper reading and translating the texts;

asking and answering questions on the texts;

dividing the text into logical parts;

preparing summaries.

Student Should Know:

1. The main questions of Introduction to the Art of Speaking, its main categories and notions.

2. The principles and methods of the Art of Speaking analysis.

3. The art interpretation in the different historical periods and their scientific analysis.

4. The Art of Speaking classification according to human activity (spiritual and material) and according to some social factors (national and world)

5. The peculiarities of the Art cultural traditions.

6. The most ancient artifacts of the spiritual and material Introduction to the Art of Speaking of the ancient world.

7. The periods of Introduction to the Art of Speaking culture development.

8. The peculiarities of the Introduction to the Art of Speaking development.

Student Should Be Able:

1. to explain the importance of Introduction to the Art of Speaking for the mankind development.

2. to analyze the principal Introduction to the Art of Speaking terms and notion.

3. to explain the methods of culturological analysis

4. to interpret the notion “ Introduction to the Art of Speaking ” differently.

5. to define the notions of national and world, spiritual and material culture

6. to analyze world and cultural artifacts.

7. to determine the functions of culture.

8. to describe the importance of the art for the mankind .

9. to analyze the art of the ancient east and antique Introduction to the Art of Speaking.

10. to describe the role and position of man in the different historic epochs .

Test Samples:

1. How must this quotation from a speech by Sir Winston Churchill to the French people in the first year of World War II be completed: “We are waiting for the long-promised invasion. So … “?

A. is General de Gaulle

B. are the Americans

C. are the fishes

D. are the German soldiers

E. are the Americans and the fishes

ANSWER: C

2. Which US President was described as “a triumph of the embalmer’s art” ? He was still alive at the time.

A. Harry Truman

B. Lyndon Johnson

C. Ronald Reagan

D. Gerald Ford

E. Lyndon Reagan

ANSWER: C

3. Of which British Prime Minister was it said: “ – has devoted the best years of his life to preparing his impromptu speeches”?

A. Winston Churchill

B. Tony Blair

C. Harold Wilson

D. Clement Attlee

E. Winston Blair

ANSWER: A

4. Who famously described US vice-president Dan Qualye as: “An empty suit that goes to funerals and plays golf”?

A. Ross Perot

B. George W. Bush

C. Bill Clinton

D. Al Gore

E. Bill Gore

ANSWER: A

5. Which political philosopher wrote to US President George Washington in these words: “and to you, sir, treacherous in private friendship … and a hypocrite in public life, the world will be puzzled to decide whether you are an apostate or an impostor, whether you have abandoned good principles or whether you ever had any.”?

A. Thomas Paine

B. William Cobbett

C. Thomas Jefferson

D. James G. Blaine

E. Thomas Cobbett

ANSWER: A

6. An Australian MP was once chided in parliament for saying: “half the honourable gentlemen on the other side of the house are halfwits.” On being told to retract by the speaker of the House he said: “I retract; half the honourable gentlemen on the other side of the house AREN’T halfwits.” Which MP said this?

A. John Howard

B. Fred Daly

C. Andrew Peacock

D. Rolf Harris

E. Fred Peacock

ANSWER: B

7. Of which politician was it said: “When she speaks without thinking, she says what she thinks”?

A. Margaret Thatcher

B. Indira Gandhi

C. Hillary Clinton

D. Eva Peron

E. Hillary Peron

ANSWER: A

8. Which British Prime Minister was once described as “A sheep in sheep’s clothing”?

A. Gordon Brown

B. Clement Attlee

C. Harold Wilson

D. Neville Chamberlain

E. Gordon Attlee

ANSWER: B

9. Of which Canadian politician was it said: “It is better to be sincere in one language than to be a twit in two”?

A. Brian Mulroney

B. Pierre Trudeau

C. Ian McClelland

D. Jacques Jean Chrétien

E. Brian Trudeau

ANSWER: B

10. Which US President was described thus: “He’s a nice guy, but he played too much football with his helmet off”?

A. Bill Clinton

B. Gerald Ford

C. Ronald Reagan

D. George W. Bush

E. Bill Ford

ANSWER: B

11. “Say what you want about the president, but we know his friends have convictions.” Which US President was being referred to here?

A. Lyndon Johnson

B. Richard Nixon

C. Bill Clinton

D. Gerald Ford

E. Richard Clinton

ANSWER: C

References:

Principal:

1. COUNCIL OF THE EUROPEAN COMMUNITIES European Educational Policy Statements, third edition (Luxembourg, Office for Official Publications of the EC). EC Bulletin, periodical monthly. Selected issues European Community Historical Archive (ECHA) Selected archives Le Magazine, periodical from the DG Education and Culture, published from 1994 Official Journal, daily.

2. TEICHLER, U. & MAIWORM, F. (1997) The Erasmus Experience, major findings of the Erasmus evaluation project (Luxembourg, Office for Official Publications of the EC).

Additional:

1. BAUMGARTNER, F. & JONES, B. (1993) Agendas and Instability in American Politics (Chicago, University of Chicago Press)

2. BEUKEL, E. (1994) Reconstructing Integration Theory, Nordic Journal of International Studies 29, pp. 33–54.

3. CERYCH, L. (1999) The CRE, NGOs and European integration, CRE-Action, 115, special issue ‘40 ans d’histoire’ (Geneva, CRE).

4. CORBETT, A. (2002) Ideas, Institutions and Policy Entrepreneurship in European Community Higher Education, 1955–95 (University of London, Unpublished PhD thesis).

5. CRAM, L. (1994) The European Commission as a multi-organisation, Journal of European Public Policy, 21(2).

6. DE WITTE, B. (Ed) (1989) The Community Law of Education (Baden-Baden, Nomos).

7. FIELD, J. (1998) European Dimensions, Education,Training and the European Union (London, Jessica Kingsley).

8. FOGG, K. & JONES, H. (1985) Educating the European Community — ten years on, European Journal of Education, 20(2–3).

9. HAIGH, A. (1970) A Ministry of Education for Europe (London, Geo Harrap).

10. HALLSTEIN, W. (1969) Der unvollendete Bundesstaat [Europe in the Making, trans 1972] (Dusseldorf ).

11. HIRSCH, E. (1988) Ainsi va la vie (Lausanne, Fondation Jean Monnet pour l’Europe).

Video:

http://www.youtube.com/watch?v=o6xV6b_VeKA

Prepared by Oleksiy K.B.

Adopted at the Chair Sitting

June 10, 2013 Minutes № 11