example of a speech critique

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How to Critique a Speech

Last Updated: February 13, 2023 Approved

This article was co-authored by Lynn Kirkham and by wikiHow staff writer, Christopher M. Osborne, PhD . Lynn Kirkham is a Professional Public Speaker and Founder of Yes You Can Speak, a San Francisco Bay Area-based public speaking educational business empowering thousands of professionals to take command of whatever stage they've been given - from job interviews, boardroom talks to TEDx and large conference platforms. Lynn was chosen as the official TEDx Berkeley speaker coach for the last four years and has worked with executives at Google, Facebook, Intuit, Genentech, Intel, VMware, and others. There are 9 references cited in this article, which can be found at the bottom of the page. wikiHow marks an article as reader-approved once it receives enough positive feedback. In this case, several readers have written to tell us that this article was helpful to them, earning it our reader-approved status. This article has been viewed 194,060 times.

A good speech critique helps build the speaker’s skills by honestly identifying areas for improvement in a constructive, encouraging manner. Offering a good critique can also benefit your own public speaking skills! This article lists several questions you should ask yourself while critiquing a speech’s content and the speaker’s delivery, then provides pointers for effectively sharing your findings.

Does the speech resonate?

• If possible, note audience reactions to the speech. Do they seem to understand it? Are they paying close attention or getting bored?
• Remember to view the speech from the perspective of the target audience, which can be a bit tricky if you’re not actually in the target audience. Use your best judgment.

Is the speech easy to follow?

• Is the introduction effective? Does the speaker make their primary argument apparent within the first few sentences, or does it take awhile before you figure out what they are getting at?
• Is the speech full of distracting tangents that do not relate to the primary topic, or does it build in a logical manner toward the conclusion?
• If you were to summarize the speech to someone else, could you recite all the main points or would you have trouble remembering what it was really about?

Is the speech convincing?

• Listen for clear evidence (like names, dates, statistics, and other data) that backs up the points the speaker is making. Take notes so you can do some fact-checking to make sure the evidence is accurate.
• Once you’ve evaluated the quality of the evidence, make sure it supports the arguments and analysis made in the speech. A truly convincing speech has to hit on both elements—solid evidence and strong analysis.

Is the speech entertaining?

• Does it start with a good hook? Good speeches usually start with a funny or intriguing point that draws the audience in.
• Does it stay engaging the entire time? Well-placed anecdotes and jokes can grab and keep listeners' attention.
• Are the anecdotes and jokes distracting, or do they help build the speaker’s argument?
• Does the speaker use examples judiciously? One really superb, memorable example is better than three that don't stick with the audience.

Does the speech have a strong closing?

• It’s natural for the audience’s focus to lag as the speech carries on, so the closing should regain their attention by being powerful, thoughtful, deep, and concise.
• Both the speech and the speaker should exude confidence during the conclusion. This helps the audience gain confidence in the presentation.

How is the speaker’s vocal delivery?

• A person who is speaking too loudly may seem aggressive, while one who is speaking too quietly may struggle to be heard. See if the person seems to have a good sense of how loudly to speak.
• Many speakers tend to speak too quickly without realizing it. See if the person is speaking at a pace that sounds natural and easy to understand.
• Well-placed and well-timed pauses help the audience digest what’s just been said and prepare for what’s about to be said. Pauses that are too short or non-existent don't give the audience these opportunities, while pauses that are too long are distracting.

How is the speaker’s body language?

• Make easy, natural eye contact with audience members scattered throughout the crowd. This helps every part of the audience feel included.
• Stand up confidently, but not stiffly, and without fidgeting too much.
• Use natural arm and hand gestures from time to time, especially to emphasize key points.
• When appropriate, walk around the stage in a confident but relaxed manner instead of staying behind the podium.

Is the speaker showing high anxiety?

• Note any repeated movements or gestures that take away from the content of the speech; these could be signs of nervousness.
• A shaky voice or tendency to mumble are also signs of nervousness.

Did they read, memorize, or master the speech?

• Mastering the speech allows the speaker to better engage with the audience and make adjustments “on the fly” without wrecking the speech’s flow.

Take notes during and after the speech.

• Instead of a blank notebook, you may instead want to jot down several key questions or areas of focus (like those listed in this article) as a checklist you can refer to during the speech. Make sure to also take notes to flesh out your checklist, though.
• If there are no restrictions against it and you have time, record video or just audio of the speech. Always get the permission of the speaker first. [12] X Research source

Critique the speech’s content first.

• Note which elements of the speech were interesting, which parts were confusing, and which areas need more references to back them up.
• Identify jokes or anecdotes that either really hit the mark or just didn’t work. It’s better to be honest now than to let the person tell the same bad joke twice!
• Note whether you felt the speech was appropriate for the intended audience.

Critique the speaker’s delivery second.

• If, for example, the speaker seemed really nervous, it’s important to point this out as a distracting element that blunted the impact of the speech. You might also constructively point out techniques that help reduce stage fright, like exercising before the speech, laughing before the speech, and practicing in front of a small group of people first.

Offer positive encouragement throughout.

• Try the feedback sandwich technique: give the person a compliment on an element of their speech, tell them what needs improvement, then give them another compliment. For example, tell them they started with a brilliant hook, then explain that the second point was confusing, and finish by noting how the conclusion clarified the main point. [16] X Research source
• As a way to encourage the person to keep learning and improving, you might suggest they watch videos of speeches given by famous speakers. Point out similarities and differences between the speech you’re critiquing and the famous speech.

Expert Q&A

• Use a standardized evaluation form, rating scale, or point system in a classroom setting or competition. This helps you assign a grade to the speech or decide who presented a better speech. Thanks Helpful 1 Not Helpful 0

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• ↑ http://faculty.washington.edu/mcgarrit/COM220/online%20readings/Peer_Critique_Assignment_Description.pdf
• ↑ Lynn Kirkham. Public Speaking Coach. Expert Interview. 20 November 2019.
• ↑ http://www.uvm.edu/~cals183/spring2017/outside.html
• ↑ http://sixminutes.dlugan.com/speech-evaluation-1-how-to-study-critique-speech/
• ↑ https://www.psycom.net/glossophobia-fear-of-public-speaking
• ↑ https://hbr.org/2020/02/dont-just-memorize-your-next-presentation-know-it-cold
• ↑ http://sixminutes.dlugan.com/speech-evaluation-2-art-of-delivering-evaluations/
• ↑ https://www.toastmasters.org/magazine/magazine-issues/2016/oct2016/evaluation
• ↑ http://sixminutes.dlugan.com/speech-evaluation-3-modified-sandwich-technique/

About This Article

To critique a speech, start by evaluating whether or not the speaker made their argument apparent in the first few sentences of their speech. Then, decide if the rest of the speech supported that argument in a smooth, understandable manner. You should also focus on the speaker’s voice inflections, like speaking at a natural pace and knowing when to pause for effect. Additionally, evaluate their body language, which should project confidence with gestures like making eye contact and standing up straight without fidgeting too much. For more advice, including how to give constructive feedback in areas like credibility and emotional intelligence, keep reading. Did this summary help you? Yes No

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45 Critique Examples

A critique is an in-depth analysis and evaluation of a work, idea, or event. Critical evaluation is considered a higher-order thinking skill necessary for logical reasoning and development of new ideas.

Critique not only includes critical evaluation of content, but also an assessment of the structure, style, and effectiveness of a work or idea in achieving its purpose.

The importance of critique lies in its capacity to challenge assumptions, illuminate underlying ideologies, and promote critical thinking.

We need critical thinking skills in order to make sound judgments, develop well-formed opinions, and enhance our understanding of our world.

As such, critique is a valuable tool for academic, artistic, and professional contexts, driving innovation, improvement, and progress.

Critique Examples

1. assessing relevance.

Relevance is all about whether the point being made is valuable for the broader discussion or debate.

For example, bringing up stars in an astrology discussion is relevant; discussing the price of fish at the supermarket, on the other hand, is completely irrelevant to an astrology discussion!

In a critique, it is essential to evaluate whether the presented arguments and statements are pertinent to the core theme or purpose.If the content is irrelevant, it detracts from the main message, undermining the overall credibility and effectiveness of the work.

Assessing Relevance Example : The lecture on marine biology seemed out of place at a conference primarily focused on space exploration and astrophysics.

2. Evaluating Accuracy

Evaluating accuracy involves scrutinizing the factual correctness and reliability of the information or arguments presented in a work or idea.

Meticulous fact-checking is central to this evaluation process, ensuring that the claims made are based on accurate information.

Inaccurate or misrepresented facts can compromise the integrity of the work, and undermine its value to its audience or stakeholders. So, evaluating accuracy is a fundamental task in critique, contributing to the credibility and trustworthiness of the work.

Evaluating Accuracy Example : During the review of a book on World War II history, discrepancies were found between the dates mentioned in the book and the accepted historical timeline, bringing into question the book’s accuracy.

3. Analyzing Structure

Analyzing structure refers to the process of examining the arrangement or plan of a work or idea. This is common, for example, in the critical analysis of art and fashion.

This process could involve looking at how the various elements are organized and interlinked to form a coherent whole.

There are different conventions about what a well-structured work or idea looks like, depending on the discipline. For example, in fashion, it may have to do with how the clothing accentuates body features, whereas in non-fiction, it might be able how well a text presents logically ordered elements that enable easier understanding and following of the topic.

Analyzing Structure Example: In a film critique, the reviewer noted how the narrative structure, with flashbacks interspersed at strategic points, amplified the emotional impact and depth of the story.

4. Considering Originality

Originality refers to the creativity, novelty, or freshness brought to a work or an idea.

For a critique, weighing originality involves exploring whether the work or idea offers new perspectives, unique themes, or innovative methods. Or, in contrast, does the work simply repeat tired old tropes ?

The level of originality can greatly enhance the value of a work or idea by stimulating thought, provoking discussion, or advancing knowledge.

In many fields, such as art, literature, and academia, originality is a highly sought characteristic since it identifies works or ideas that break from convention and inspire progress.

Originality Example: In a critique of a music album, it was noted that the artiste successfully incorporated a blend of traditional folk and modern electronic music in their compositions, enhancing the album’s originality.

5. Questioning Sources

Questioning sources involves scrutinizing the origin and credibility of the evidence supporting a work or an idea.

Sources provide the foundation for arguments and assertions in a work, and their reliability and relevance are crucial for validity.

In a critique, evaluating sources helps ascertain the accuracy and integrity of the work, ensuring the information is well-founded and correctly attributed.

This is particularly important in academic and journalistic works wherein the veracity and reliability of sources significantly affect the overall validity and strength of the work.

Questioning Sources Example: During the peer-review of a scientific paper, one reviewer questioned the credibility of a non-peer reviewed website that the author had used extensively to support their arguments.

6. Examining Clarity

Examining clarity refers to checking the transparency, simplicity, and comprehensibility of a work or an idea.

Clarity ensures that the message or argument is effectively communicated to and understood by the audience. It helps avoid misunderstandings and misinterpretations.

In a critique, clarity examination entails assessing the work’s language, terminology, and style, evaluating whether these elements facilitate understanding.

A work displaying a high degree of clarity allows its audience to comprehend and engage with its content with relative ease.

Examining Clarity Example: The reviewer of a mystery novel observed that the author’s clear and concise writing style made the complex plot twists and clues easy to follow throughout the story.

7. Appraising Depth

Appraising depth is the examination of how profound a work or an idea is. In other words, has this person said something of meaning, or only scraped the surface of the concept?

A deep and thorough treatment of the subject matter suggests nuanced understanding, and often adds value to the work or idea.

I often tell my students that to achieve depth in essays, they need to consider the level of detail, context, compare-and-contrast, and insight they have provided. Furthermore, they might want to consider various perspectives related to the topic, not just one.

Appraising Depth Example: Upon analyzing an analysis of economic policy, it was recognized that the author’s in-depth exploration of varying socioeconomic impacts showed their deep understanding and research into the subject matter.

8. Reviewing Consistency

Reviewing consistency entails checking for the uniformity and reliability of the arguments, facts, and tone within a work or an idea.

Consistency is important because it lends credibility and cohesiveness to a work or idea. It shows that the author has a clear understanding and thoughtful execution of their topic or theme.

In a critique, consistency is assessed by observing the steadiness of the work’s arguments, use of evidence, and tone. Any inconsistencies detract from the overall quality and reliability of the work.

Reviewing Consistency Example : In a politician’s speech critique, it was noted that their stance concerning environmental policies remained consistent, maintaining the same core arguments throughout each policy discussion, lending strength to their overall position.

9. Assessing Feasibility

When we assess feasibility, we’re assessing whether something is really practical or viable. Quite simply, we’re asking: “will this actually work?”

Assessing feasibility can include exploring aspects such as financial considerations, available resources, and time factors.

This method is particularly useful for the critique of a proposal, business plan, or research project. A feasible work or idea has a much higher chance of achieving its intended outcome, making it more reliable and, in the case of business, attractive to stakeholders such as investors.

Exploring Feasibility Example: The critique of an ambitious development plan included an assessment of its feasibility. Given the budget constraints and tight timeframe, the plan was determined to be unrealistic in its current form.

10. Scrutinizing Aesthetic Appeal

Scrutinizing aesthetic appeal involves assessing the visual or sensory attractiveness of a work or idea.

This is significant especially in fields such as art, design, and literature where aesthetic attractiveness can greatly enhance the appeal and appreciation of the work.

In a critique, this might involve reviewing elements such as color, composition, style, form, and intricacy to determine how well they harmonize to create an appealing visual or sensory output.

Scrutinizing Aesthetic Appeal Example: In a review of a new architectural structure, the critic lauded the creative blending of traditional and modern design elements, which added to the aesthetic appeal of the building.

11. Measuring Efficiency

Measuring efficiency relates to the examination of how optimally resources were utilized.

In a critique, efficiency measurement can relate to various elements including workflow, process design, time allocation, use of labor, or use of technology, among other things. A highly efficient operation minimizes waste, reduces costs, and maximizes results.

Measuring Efficiency Example : In a critique of a production process, it was observed that by adopting automation, the company significantly improved its efficiency, allowing it to produce more units in less time.

12. Gauging Effectiveness

Gauging effectiveness is about determining the success of a work or an idea in achieving its intended purpose or objective.

This requires an examination of the outcomes, results, or impact of the work or idea relative to its stated goals.

In a critique, this will often require a summative assessment of performance measures. An advertising campaign, for example, may require a poll or consumer survey to get the results of how effective it was in increasing brand awareness.

Gauging Effectiveness Example: A critique of an educational program looked at student test scores, classroom engagement, and teacher feedback to gauge how effectively the program was in improving student learning outcomes.

13. Investigating Methodology

Investigating methodology refers to the critical examination of the strategies, techniques, or procedures employed in the formulation of a work or an idea. This is particularly common in academic critique.

For example, this means examining the soundness and relevancy of the chosen methods in achieving the objective or producing the required results. Why did the person choose qualitative over quantitative methods? Was that a good idea, or did they miss an opportunity in this choice? Did they defend their choice sufficiently?

A well-chosen and properly executed methodology supports the conclusions and enhances the integrity and trustworthiness of a work or idea.

Investigating Methodology Example: In a critique of a psychological study, the peer-review process involved questioning the appropriateness of the chosen experimental design and statistical analysis techniques, thus investigating the research methodology.

14. Probing Author Bias

Probing author bias deals with uncovering and examining the unstated beliefs, values, or principles of the author which influence their claims.

Take, for example, a media critique, where you realize that the person writing a newspaper article has an underlying self-interest in what they’re saying. For example, someone who writes an article denying climate change may also have a lot of shares in a coal company, so they’ve got self-interest and bias inherent in their writing.

Probing Bias Example: In a critique of an economic policy proposal, the critic highlighted the underlying assumption that economic growth always leads to improved social welfare, provoking a deeper debate on the correlation between growth and welfare.

15. Judging Coherence

Judging coherence involves assessing how well the different parts of a work or an idea logically fit together to form a meaningful whole.

Coherence is vital in ensuring that a work or idea makes sense to the audience and that the overall message or argument is clear and consistent.

In a critique, examining coherence may include looking at how arguments are structured, how information is sequenced, and how concepts relate to each other.

A highly coherent work or idea effectively communicates its message or purpose, making it easy for its audience to understand and follow.

Judging Coherence Example : While critiquing an academic essay, the evaluator noted high coherence since the arguments were logically ordered, well connected, and systematically built up to support the overall thesis.

Other Techniques for Critique

Media Critique

• Evaluating cultural sensitivity.
• Analyzing representation and inclusivity.
• Examining bias and objectivity.
• Considering emotional resonance.
• Assessing narrative flow.
• Investigating technical proficiency (e.g., in films: cinematography, editing).
• Evaluating character development and depth.
• Probing thematic depth and complexity.
• Gauging audience reception and feedback.
• Analyzing historical context and accuracy.

Academic Critique

• Evaluating research methodology .
• Assessing the adequacy of literature review.
• Analyzing the validity of conclusions.
• Inspecting the rigor of data analysis.
• Questioning the reliability of the instruments used.
• Investigating potential conflicts of interest.
• Examining the relevance and recency of cited sources.
• Gauging the scope and limitations of the study.
• Evaluating the theoretical framework and its application.
• Assessing the generalizability of the findings to broader populations.

Business Critique

• Analyzing financial viability and profitability.
• Evaluating the effectiveness of marketing strategies.
• Assessing organizational structure and hierarchy.
• Investigating ethical business practices.
• Gauging scalability and growth potential.
• Reviewing talent acquisition and retention strategies.
• Examining stakeholder and shareholder relations.
• Scrutinizing supply chain and operational efficiencies.
• Evaluating product or service innovation and differentiation.
• Analyzing competitive positioning and market share.

The Difference Between Critique and Criticism

Critique is a good-faith evaluation of a range of factors, positive and negative, to provide constructive feedback on a topic. Criticism is a fully negative evaluation that’s often interpreted as an attack in bad faith.

• Critique is generally viewed as a detailed, analytical assessment aimed at understanding and improving a work or idea. This process usually involves constructive feedback, evaluating the strengths and the weaknesses while offering enlightening perspectives for enhancement. Sometimes, we call it ‘ constructive criticism ‘.
• Criticism often bears a negative connotation, focusing mainly on pointing out faults and shortcomings, often without providing considerable insight for improvement or recognizing the positive aspects of the work or idea.

The act of critique is a powerful tool that adds depth to our understanding and interpretation of works or ideas. The multilayered aspects of critique, ranging from analyzing the structure to questioning underlying assumptions, work together to provide a holistic evaluation. It allows us to identify strengths, expose weaknesses, and ultimately discover ways to improve. Therefore, honing critique skills is critical for intellectual growth, creativity, and progression in numerous fields of study and professional arenas.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 5 Top Tips for Succeeding at University
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 50 Durable Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 100 Consumer Goods Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 30 Globalization Pros and Cons

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32 Reflect – Informative Speech Self Critique

Informative Speech Self Critique Assignment

Understand the mn state communication pathways learning outcomes for this assignment:, students should be able to:.

1.4 Utilize appropriate research strategies to discover and ethically integrate supporting materials from diverse sources and points of view.

1.5 Demonstrate the ability to listen, analyze, and provide feedback on public discourse.

Description

Start: After you give your speech, ASAP — watch your video one time without stopping it. Then, watch it a second time and answer these questions, rewinding, stopping and playing, etc. as you go. Answer the questions honestly. Remember to use specific examples to support your responses. Remember to quote your online textbook – OR notes online in the Content Area that are relevant to your response — often folks forget and that is the only reason they get poor scores (really!). You will “cite” the textbook like you would a source in your outline.

Read: look back at the chapters related to this unit.

Practice: review the vide of your speech

Do: Complete this

A nice job here will help bolster your grade…!!!

•  How did you practice for this speech (honestly)? How did your preparation differ from the Introduction Speech? What went well in your preparation and what will you do differently for your next speech? How was anxiety similar/different this time? Answer fully below (about at least a paragraph – and please use proper grammar/spelling for full credit – i mn not “texting” mezaages k?):
• Did you state your sources at least 3 times during your speech? When — be specific – add times from your video if possible. Did you say “who, where and when” — be SPECIFIC).  Add the “times” on the video for full credit.
• Watch your speech carefully. Now describe your greatest strength concerning the CONTENT of your speech (content is “what” you said, delivery is “how” you said it careful not to mix these up).

Look to chapters that talk about supporting materials and organization for this question.

Include a specific example from your speech to illustrate your response (yes, quote yourself); explain why this is a strength and include a quote and citation from the free online textbook  (or if you have a hard copy, you can use this too) to support your explanation.

My greatest strength in the content area was my use of transitions. An example of this was when I moved from my first main point to my second main point I said, “Now that I have told you how this book represents my hard exterior, let’s open it up and see how it can also represent the softer side of me.” This was a strength because I was clear and creative in my movement between ideas, as described on page 8-7 in chapter 8 of the online textbook, it says, ” One way to connect points is to include transitional statements. Transitional statements are phrases or sentences that lead from one distinct but connected idea to another. They are used to alert audiences to the fact that you are getting ready to discuss something else.” Thus, these should be smooth and help you move from one point to another” (Barnett, 8-7).

• Now watch your speech carefully and describe your greatest strengths concerning the DELIVERY of your speech (delivery is “how” you said it, content is “what” you said).

For this question,  include a specific example from your speech to illustrate your response (yes, quote yourself and describe the delivery of that quote); explain why this is a strength and include a quote and citation from the free online textbook to support your explanation.

My greatest strength in the delivery area was my use of eye contact. For example, in the body of my speech, when I was covering my second point on why this occurs, I said “this could happen to each of us” and began to look directly at the audience members, and looked to each side very slowly (at 1:30 in the video). I think that this is a strength because if you can look someone in the eye, you generally appear sincere. In the text, on page 12-10, it states, “The eyes are called the windows to the soul, and the importance of eye contact in communication cannot be overemphasized. Ideally, a speaker should include 80% to 90% of the delivery time with eye contact” (Capecce, 12-10). Thus, the online stresses you should not read your speech, with my eye contact I was able to avoid that!

• What will you want to improve upon concerning your delivery? List three areas you will focus upon for the next speech. For each area to improve, give a specific example from your speech to illustrate your response. Then describe how you will work to improve in this area.

I used too many hand gestures. For example, when I was describing the first reason the ball represents me, I looked like I was flying. I raised my hands 10 times in just 43 seconds! I plan to watch myself in a mirror and actually practice my gestures next time. I will write out on my note cards when I should use the gestures….  (then add 2 more areas to improve and your plans for improvement as above).

The Public Speaking Resource Project Copyright © 2018 by Lori Halverson-Wente and Mark Halverson-Wente is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Speech Critique Examples

How to Write a Speech Critique Paper

Many classes that focus on or include public speaking require critique papers to help develop your understanding of what makes a speech effective. These steps will help you pen a thoughtful paper critiquing a classmate's or coworker's speech.

Gather the notes you took during the speech and any guidelines you have for the length and breadth of the paper. If you have a recording of the speech, you may wish to listen to it a second time. Record your impressions and observations—what you liked, what you didn't like. Note the specific places where you felt confused, where your attention started to wander (i.e. the speaker lost your interest), where the speaker sounded awkward or hesitant and where the speaker did well. Also jot down any turn of phrase that caught your attention.

Elaborate on your thoughts, creating a very rough draft of the critique paper. At this stage, don't worry about smooth, polished phrasing or spelling the speaker's name right. Just get your thoughts down. It helps to write a longer rough draft than you need, so that later, after you revise, you won't have to fret about your paper being too short.

Revise the speech critique paper, starting with macro-level issues like structure and working your way down into the level of individual word choice. Delete repetitive phrases and weak or vague criticisms.

Such a paper typically begins with an introduction that includes the speaker's full name (check that you spell it right) and the topic of her speech. The body of the paper should cover the things that the speaker did well and the things the speaker could have done better. The conclusion should reiterate the things done well and offer a note of encouragement or expression of confidence that, with practice, the speaker will grow to be a dynamic, invigorating orator.

• When writing the critique paper, keep in mind that the speaker may see it. While you certainly don't have to sugar-coat your prose ("Billy did great in every part of his speech"), do keep basic courtesy and respect in mind when phrasing your criticisms.
• If you get stuck during the drafting process, use prompts as sentence beginnings, such as "I enjoyed," "I struggled with," "I felt" and "The speaker seemed."
• 1 Santa Fe College: Speech Critique Form

About the Author

First published at age 17, Kim Durant is an experienced writer with numerous published articles under her belt. A former tutor and community education teacher, she writes primarily about decorating, crafts and other creative pursuits.

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• Writing a Critical Review

Writing a Critique

A critique (or critical review) is not to be mistaken for a literature review. A 'critical review', or 'critique', is a complete type of text (or genre), discussing one particular article or book in detail.  In some instances, you may be asked to write a critique of two or three articles (e.g. a comparative critical review). In contrast, a 'literature review', which also needs to be 'critical', is a part of a larger type of text, such as a chapter of your dissertation.

Most importantly: Read your article / book as many times as possible, as this will make the critical review much easier.

1. Read and take notes 2. Organising your writing 3. Summary 4. Evaluation 5. Linguistic features of a critical review 6. Summary language 7. Evaluation language 8. Conclusion language 9. Example extracts from a critical review 10. Further resources

Read and Take Notes

To improve your reading confidence and efficiency, visit our pages on reading.

Further reading: Read Confidently

After you are familiar with the text, make notes on some of the following questions. Choose the questions which seem suitable:

• What kind of article is it (for example does it present data or does it present purely theoretical arguments)?
• What is the main area under discussion?
• What are the main findings?
• What are the stated limitations?
• Where does the author's data and evidence come from? Are they appropriate / sufficient?
• What are the main issues raised by the author?
• What questions are raised?
• How well are these questions addressed?
• What are the major points/interpretations made by the author in terms of the issues raised?
• Is the text balanced? Is it fair / biased?
• Does the author contradict herself?
• How does all this relate to other literature on this topic?
• How does all this relate to your own experience, ideas and views?
• What else has this author written? Do these build / complement this text?
• (Optional) Has anyone else reviewed this article? What did they say? Do I agree with them?

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Organising your writing

You first need to summarise the text that you have read. One reason to summarise the text is that the reader may not have read the text. In your summary, you will

• focus on points within the article that you think are interesting
• summarise the author(s) main ideas or argument
• explain how these ideas / argument have been constructed. (For example, is the author basing her arguments on data that they have collected? Are the main ideas / argument purely theoretical?)

In your summary you might answer the following questions:     Why is this topic important?     Where can this text be located? For example, does it address policy studies?     What other prominent authors also write about this?

Evaluation is the most important part in a critical review.

Use the literature to support your views. You may also use your knowledge of conducting research, and your own experience. Evaluation can be explicit or implicit.

Explicit evaluation

Explicit evaluation involves stating directly (explicitly) how you intend to evaluate the text. e.g. "I will review this article by focusing on the following questions. First, I will examine the extent to which the authors contribute to current thought on Second Language Acquisition (SLA) pedagogy. After that, I will analyse whether the authors' propositions are feasible within overseas SLA classrooms."

Implicit evaluation

Implicit evaluation is less direct. The following section on Linguistic Features of Writing a Critical Review contains language that evaluates the text. A difficult part of evaluation of a published text (and a professional author) is how to do this as a student. There is nothing wrong with making your position as a student explicit and incorporating it into your evaluation. Examples of how you might do this can be found in the section on Linguistic Features of Writing a Critical Review. You need to remember to locate and analyse the author's argument when you are writing your critical review. For example, you need to locate the authors' view of classroom pedagogy as presented in the book / article and not present a critique of views of classroom pedagogy in general.

Linguistic features of a critical review

The following examples come from published critical reviews. Some of them have been adapted for student use.

Summary language

•     This article / book is divided into two / three parts. First...
•     While the title might suggest...
•     The tone appears to be...
•     Title is the first / second volume in the series Title, edited by...The books / articles in this series address...
•     The second / third claim is based on...
•     The author challenges the notion that...
•     The author tries to find a more middle ground / make more modest claims...
•     The article / book begins with a short historical overview of...
•     Numerous authors have recently suggested that...(see Author, Year; Author, Year). Author would also be once such author. With his / her argument that...
•     To refer to title as a...is not to say that it is...
•     This book / article is aimed at... This intended readership...
•     The author's book / article examines the...To do this, the author first...
•     The author develops / suggests a theoretical / pedagogical model to…
•     This book / article positions itself firmly within the field of...
•     The author in a series of subtle arguments, indicates that he / she...
•     The argument is therefore...
•     The author asks "..."
•     With a purely critical / postmodern take on...
•     Topic, as the author points out, can be viewed as...
•     In this recent contribution to the field of...this British author...
•     As a leading author in the field of...
•     This book / article nicely contributes to the field of...and complements other work by this author...
•     The second / third part of...provides / questions / asks the reader...
•     Title is intended to encourage students / researchers to...
•     The approach taken by the author provides the opportunity to examine...in a qualitative / quantitative research framework that nicely complements...
•     The author notes / claims that state support / a focus on pedagogy / the adoption of...remains vital if...
•     According to Author (Year) teaching towards examinations is not as effective as it is in other areas of the curriculum. This is because, as Author (Year) claims that examinations have undue status within the curriculum.
•     According to Author (Year)…is not as effective in some areas of the curriculum / syllabus as others. Therefore the author believes that this is a reason for some school's…

Evaluation language

•     This argument is not entirely convincing, as...furthermore it commodifies / rationalises the...
•     Over the last five / ten years the view of...has increasingly been viewed as 'complicated' (see Author, Year; Author, Year).
•     However, through trying to integrate...with...the author...
•     There are difficulties with such a position.
•     Inevitably, several crucial questions are left unanswered / glossed over by this insightful / timely / interesting / stimulating book / article. Why should...
•     It might have been more relevant for the author to have written this book / article as...
•     This article / book is not without disappointment from those who would view...as...
•     This chosen framework enlightens / clouds...
•     This analysis intends to be...but falls a little short as...
•     The authors rightly conclude that if...
•     A detailed, well-written and rigorous account of...
•     As a Korean student I feel that this article / book very clearly illustrates...
•     The beginning of...provides an informative overview into...
•     The tables / figures do little to help / greatly help the reader...
•     The reaction by scholars who take a...approach might not be so favourable (e.g. Author, Year).
•     This explanation has a few weaknesses that other researchers have pointed out (see Author, Year; Author, Year). The first is...
•     On the other hand, the author wisely suggests / proposes that...By combining these two dimensions...
•     The author's brief introduction to...may leave the intended reader confused as it fails to properly...
•     Despite my inability to...I was greatly interested in...
•     Even where this reader / I disagree(s), the author's effort to...
•     The author thus combines...with...to argue...which seems quite improbable for a number of reasons. First...
•     Perhaps this aversion to...would explain the author's reluctance to...
•     As a second language student from ...I find it slightly ironic that such an anglo-centric view is...
•     The reader is rewarded with...
•     Less convincing is the broad-sweeping generalisation that...
•     There is no denying the author's subject knowledge nor his / her...
•     The author's prose is dense and littered with unnecessary jargon...
•     The author's critique of...might seem harsh but is well supported within the literature (see Author, Year; Author, Year; Author, Year). Aligning herself with the author, Author (Year) states that...
•     As it stands, the central focus of Title is well / poorly supported by its empirical findings...
•     Given the hesitation to generalise to...the limitation of...does not seem problematic...
•     For instance, the term...is never properly defined and the reader left to guess as to whether...
•     Furthermore, to label...as...inadvertently misguides...
•     In addition, this research proves to be timely / especially significant to... as recent government policy / proposals has / have been enacted to...
•     On this well researched / documented basis the author emphasises / proposes that...
•     Nonetheless, other research / scholarship / data tend to counter / contradict this possible trend / assumption...(see Author, Year; Author, Year).
•     Without entering into detail of the..., it should be stated that Title should be read by...others will see little value in...
•     As experimental conditions were not used in the study the word 'significant' misleads the reader.
•     The article / book becomes repetitious in its assertion that...
•     The thread of the author's argument becomes lost in an overuse of empirical data...
•     Almost every argument presented in the final section is largely derivative, providing little to say about...
•     She / he does not seem to take into consideration; however, that there are fundamental differences in the conditions of…
•     As Author (Year) points out, however, it seems to be necessary to look at…
•     This suggest that having low…does not necessarily indicate that…is ineffective.
•     Therefore, the suggestion made by Author (Year)…is difficult to support.
•     When considering all the data presented…it is not clear that the low scores of some students, indeed, reflects…

Conclusion language

•     Overall this article / book is an analytical look at...which within the field of...is often overlooked.
•     Despite its problems, Title offers valuable theoretical insights / interesting examples / a contribution to pedagogy and a starting point for students / researchers of...with an interest in...
•     This detailed and rigorously argued...
•     This first / second volume / book / article by...with an interest in...is highly informative...

Example extracts from a critical review

Writing critically.

If you have been told your writing is not critical enough, it probably means that your writing treats the knowledge claims as if they are true, well supported, and applicable in the context you are writing about. This may not always be the case.

In these two examples, the extracts refer to the same section of text. In each example, the section that refers to a source has been highlighted in bold. The note below the example then explains how the writer has used the source material.    

There is a strong positive effect on students, both educationally and emotionally, when the instructors try to learn to say students' names without making pronunciation errors (Kiang, 2004).

Use of source material in example a: 

This is a simple paraphrase with no critical comment. It looks like the writer agrees with Kiang. (This is not a good example for critical writing, as the writer has not made any critical comment).        

Kiang (2004) gives various examples to support his claim that "the positive emotional and educational impact on students is clear" (p.210) when instructors try to pronounce students' names in the correct way. He quotes one student, Nguyet, as saying that he "felt surprised and happy" (p.211) when the tutor said his name clearly . The emotional effect claimed by Kiang is illustrated in quotes such as these, although the educational impact is supported more indirectly through the chapter. Overall, he provides more examples of students being negatively affected by incorrect pronunciation, and it is difficult to find examples within the text of a positive educational impact as such.

Use of source material in example b: 

The writer describes Kiang's (2004) claim and the examples which he uses to try to support it. The writer then comments that the examples do not seem balanced and may not be enough to support the claims fully. This is a better example of writing which expresses criticality.

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Further resources

You may also be interested in our page on criticality, which covers criticality in general, and includes more critical reading questions.

Further reading: Read and Write Critically

We recommend that you do not search for other university guidelines on critical reviews. This is because the expectations may be different at other institutions. Ask your tutor for more guidance or examples if you have further questions.

IOE Writing Centre Online

Self-access resources from the Academic Writing Centre at the UCL Institute of Education.

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Newsmoor.com is an educational website for online learning. It Provides information: on verbal and nonverbal communication elements, noise, models, and theories, print, broadcast, and online journalism, and feature article writing. It also includes business models, theories, plans, profile examples, advantages and disadvantages of several models, facts, research methodology, research proposal writing, assignment writing, a study abroad, including top public and private universities and educational consultants.

Lisa Kamal Graduation Speech Critique Example

Speech Critique Example: Lisa Kamal Graduation Speech Critique. How to Critique a Speech Example. Lisa Kamal’s Speech Critique Example. Speech Critiquing Example For Student’s Assignment.

Speech Critique Example

A Complete Speech Critique Example of Lisa Kamal’s Speech has been presented below for students.

Introduction 

Lisa Nurmarini Mohd Kamal has delivered an impressive graduation speech during the University of Wisconsin Madison winter commencement in 2019. She is a Malaysian and completed her graduation as an academy award nominee. Liza has delivered an amazing speech in front of 7000 people including 1200 graduates with family members (Hassandarvish, 2019). This speech earned huge praise after the video clip went viral on social media. Liza’s video has been viewed over 2.2 million times on Youtube platforms (DEAN EQUAL, 2019).

Any effective speech must include three basic elements such as vocal delivery, physical appearance or body language, and language (Grice & Skinner, 2000). Based on my observation; she has delivered an outstanding speech including clear vocal delivery and meaningful body language, using little filler words, a high level of confidence, and delivered her speech in the English language.

Speaker: Lisa Nurmarini Mohd Kamal

Title: Graduation speech

Venue:  University of Wisconsin Madison Winter Commencement.

Time:  2019

Notable Elements: Best inspirational graduation speech.

Link: https://youtu.be/xHXLY-fG6wo

Social Media Advantages and Disadvantages Essay

Lisa kamal speech, verbal communication elements.

A perfect clear vocal delivery includes rate and pause, volume, pitch, inflection, voice quality, articulation, and pronunciation (Viswanathan & Viswanathan, 2005).

Firstly, at the commencing of her speech, she expressed gratefulness and thankfulness to the audience. “Thank You Provost rolls for that kind introduction, Thank You, Chancellor, blank senior class officers for this incredible honor”, (Camus Alpha, 2019). The speaker took a deep breath after that, she sang a few lines from “The Story of Tonight”   song to attract audiences.

“Raise a glass to freedom, raise a glass to all of us, telling the story of today”, (Camus Alpha, 2019).

Rate and Pause

Lisa has used a perfect combination of the rate and pause during delivering her speech. Lisa smiled and took a few moments of silence to start her speech again. It is called a pause of speech that can allow the audience time to focus on the speaker. She did not talk too fast or too slow, therefore it has been a comprehensive speech to audiences. Sometimes she spoke a little faster than the normal rate to increase the persuasiveness by carrying exactly what she wants to say.

In addition to that, the volume of Lisa’s speech was very appropriate; it was not too loud or too slow, hence the audience can hear clearly.

Pitch and Inflection

Furthermore, the pitch and inflection of the speech are very comfortable incorporating the audience to perceive the message concisely. Pitch refers to the highness and lowness of the speaker’s voice and inflection defines the patterns of variation in the speaker’s pitch level during delivering the speech. The variation of the pitch level has been identified when she uttered “Soundtrack became my coping mechanism”, the combination of the pitch and inflection made this speech more melodious.

“In my junior year of college listening to Hamilton, Soundtrack became the coping mechanism that would get me through the day”, (Camus Alpha, 2019).

Articulation

Moreover, Lisa has flexible voice quality and timbre therefore audience enjoys her speech and feels to listen again and again. Finally, the most important element of a melodious speech is articulation and pronunciation. Based on my observation, Lisa has used the perfect combination of articulation and pronunciation during delivering her speech. She stressed many words to convey her message to the audience clearly when need to do so. For example, she stressed the word “Prestigious” when talking about how she came to study at the University of Wisconsin-madison.

“I came here on a scholarship a long way from my home in Kuala Lumpur Malaysia this opportunity to be here at the prestigious  University of Wisconsin-madison did not come easy or cost little for any of us”, (Camus Alpha, 2019).

Non-Verbal Communication Elements

Body languages are the most important part of any public speaking because the audience will focus more on your body language rather than vocal words. According to Azeez & Azeez (2018), people use only 7 percent verbal and the rest of 97 percent non-verbal cues. They also said that the nonverbal elements are made of 38 percent tone of voice and 55 percent body language. Examples of nonverbal communication cues are physical appearance, facial expression, posture, eye contact, movement, and gesture.

Physical Appearance

First of all, physical appearance describes the physical features of the speaker including dress and grooming. Lisa had worn a graduation gown with a hijab scarf that represents her as a Muslim speaker. The audience can easily understand that she is a Muslim girl because of her dress, so our appearance always represents a great message about ourselves. The proverb says that the first expression is the best information.

Secondly, the speaker maintained a good posture cue during delivering her speech. She was enough confident, comfortable, and prepared to speak in front of the 7000 audiences. Posture refers to the position of the body of the speaker while delivering the speech. Lisa was moving her body to the left, right sides too rather than only standing like a robot. It is very clear that her body language was impressive to attract the audience to listen carefully. She was smiling while delivering the speech; it also made the speech melodious to the audience.

Eye Contact

Also, the speaker maintained good eye contact with the audience that made her more enthusiastic, sincere, confident, and interested. She aligned her eyes with body language, for example, she was maintaining eye contact with all audiences included left, right, and front side’s audiences. For instance, she was looking down too while uttering the words “14-hour time difference”.

“We juggle our studies relationships with friends and family and in most, in my case, most of them were abroad separated by a 14 hour time difference”, (Camus Alpha, 2019).

Apart from eye contact, gesture describes the movement of the speaker’s arms, hands, and head while delivering the speech. Based on my observation, Lisa used her gesture perfectly. Deaf communication is based on only sigh language so it is sensed that how important is a gesture in conducting effective communication. The speaker strengthened her arms so many times for delivering an effective speech. For example, she extended her both hands and fingers a little bit while uttering the words Broadway musical, coursework, graduated, and so more.

“I sang like my life was a Tony award-winning Broadway musical  and believe me you did not throw away your shot because if you graduate it having completed most of your coursework  from the comfort of your own bed staring into your laptop you made it I see you if you graduated  having spent all hours of the day in the library or evenings in coffee shops you made it”, (Camus Alpha, 2019).

At the end of the speech, she congratulated the graduates by singing a line of a song. “We’re gonna teach him had goodbye say goodbye one last time congratulations Badgers” (Camus Alpha, 2019).

Nevertheless, despite the many positive aspects of the speech, Lisa was a little bit nervous while delivering the speech. It has been articulated from her trembling voice while addressing her speech. However, based on my observation, Lisa delivered an outstanding speech including appropriate verbal and nonverbal elements. So, it is very easy to perceive the message of the speech. She has managed to implement all elements of effective communication such as clear articulation, pronunciation, posture, eye contact, gesture, and so more. Therefore, we can conclude that Lisa has delivered an effective, perfect, and memorable speech in the convocation ceremony.

Lisa Kamal’s Speech Critique Example Download Link- PDF Download Here

DEAN EQUAL. (2019, December 18). Lisa Nur Marini Mohd Kamal Gemparkan Amerika!!! | Nyanyi Broadway di Graduasi (Dgn Sarikata BM) . YouTube. https://www.youtube.com/watch?v=2EZQSgd2udw

Hassandarvish, M. (2019, December 17). Malaysian student shares inspiring story to a crowd of 7,000 people at US graduation (VIDEO) . Life | Malay Mail. https://www.malaymail.com/news/life/2019/12/17/malaysian-student-shares-inspiring-story-to-a-crowd-of-7000-people-at-us-gr/1820057

Viswanathan, M., & Viswanathan, M. (2005). Measuring speech quality for text-to-speech systems: development and assessment of a modified mean opinion score (MOS) scale.  Computer Speech & Language ,  19 (1), 55-83.

Camus Alpha. (2019, December 16). Lisa Kamal’s Graduation Keynote Speech – University of Wisconsin-Madison Winter Commencement 2019 . YouTube. https://www.youtube.com/watch?v=_cuqEmomnlU

Grice, G. L., & Skinner, J. F. (2000).  Mastering public speaking . Allyn & Bacon.

Azeez, R. A., & Azeez, P. Z. (2018). Incorporating Body Language into EFL Teaching.  Koya University Journal of Humanities and Social Sciences ,  1 (1), 36-45.

Author: M M Kobiruzzaman

M M Kobiruzzaman is a researcher, lecturer, and academic & creative content writer. He studied for a Master of Management By Research at the School of Business and Economics Faculty, Universiti Putra Malaysia. Previously, he graduated from the Department of Communication, Universiti Putra Malaysia. His research interests contained Journalism, Social Media Communication, Information and Communication Technology (ICT), and Corporate Communication. He has published several journal articles globally. He prefers to impart academic knowledge to other people through content writing.  View all posts by M M Kobiruzzaman

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Ben Shapiro denies Candace Owens' departure from Daily Wire was just over disagreement on Israel

L OS ANGELES, CALIFORNIA: Candace Owens ' departure from the Daily Wire has sparked much speculation, but Ben Shapiro , the co-founder of the platform, denies that it was solely due to her stance on Israel.

He suggested that Owens' exit was influenced by multiple factors beyond the disagreements over Israel.

According to New York Post , Shapiro stressed that the Daily Wire operates within certain ideological boundaries but doesn't stifle free speech.

He explained that their approach is guided by the "Overton window," representing the range of politically acceptable viewpoints in mainstream society.

Canace Owens' critique and departure

Prior to leaving, Owens had vocally criticized Israel for its military actions in Gaza following the October 7 Hamas attack, which resulted in the deaths of at least 1,200 Israelis.

Subsequently, she reappeared on Locals, a subscription-based platform for videos and newsletters.

"She's free to do whatever she wants to do, to be wherever she wants to be," Shapiro informed podcaster Dave Rubin during a discussion on Thursday regarding Owens.

Addressing Owens' departure, Shapiro pointed out that the Daily Wire wouldn't necessarily retain a host whose views significantly diverge from their established stance, using the example of positions on issues like abortion.

Critics have raised concerns about potential conflicts between Owens' criticism of Israel and the Daily Wire's position, particularly given Shapiro's vocal support for Israel. However, Shapiro refuted claims of suppressing dissenting views, stating that Owens was not explicitly barred from expressing her opinions.

Debates on free speech and ideological alignment

Ongoing debates around free speech and ideological alignment within media organizations are highlighted by Owens' departure from the Daily Wire, reflecting broader tensions within conservative media circles.

Despite efforts to obtain a comment from Owens, her response remains elusive at present.

Owens' controversial remarks, including those criticized by the Anti-Defamation League as antisemitic, continue to draw scrutiny.

Notably, her social media comments regarding Israel's military actions in Gaza have been condemned, with Shapiro condemning them as "absolutely disgraceful."

In response to criticism, Owens has stood by her beliefs on various platforms. However, accusations of antisemitism from figures like celebrity Rabbi Shmuley Boteach persist, adding to the ongoing discourse surrounding Owens' statements and their implications.

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Speech Preparation #9: Prepare Now for Your Next Speech

This article focuses on the sixth step: critiquing your speech so you can learn from your strengths and weaknesses . Thus, a self-critique is really the first step in preparation for your next speech.

• How to Prepare Your Presentation
• Select Your Speech Topic
• Plan Your Speech Outline
• Writing Your First Draft
• Editing Your Speech
• Add Speech Impact with Rhetorical Devices
• Staging, Gestures, and Vocal Variety
• Practicing Your Presentation
• Self-Critique: Preparation for Next Time
• Winning a Toastmasters Speech Contest

Why Critique Your Presentation Skills?

Great speakers realize that presentation skills are not easily mastered in one or two or ten speeches. Speaking skills are improved incrementally one speech at a time.

To realize these incremental improvements, it is essential to periodically review your skills . Some people prefer to do this review once a week or once a month; I recommend that you review your skills after every speech , especially if you are a novice speaker just dipping your toes into the public speaking pool.

Critiquing Your Own Speech

It only takes a few minutes to review a speech , and the best time to do it is the same day that you delivered it. Your delivery is still fresh in your mind, as is your preparation for the speech.

When critiquing your own speech, you can apply many of the same criteria that you would when critiquing someone else’s speech. You will find an extensive list of these criteria in a previous Six Minutes article about speech analysis .

Those criteria are a great start, but you can also ask yourself many other questions too.

• Overall, were you satisfied with your final speech? If not, why not?
• Did you achieve your objective ? Was your core message received by the audience?
• Were you confident during your delivery? Were you more nervous or less nervous than previous speeches?
• What audience feedback did you receive during or after delivery of the speech? What strengths were mentioned? What weaknesses were revealed?
• What did you think of your delivery ?
• Did you have any stumbles ? Were they caused by nervousness, or was there another cause?
• How long did you speak ? Was this shorter or longer than you had planned? If you were under time, this may be an indication that your speaking rate was a bit fast. If you were over time, this may be an indication that you should have cut more material.
• Did you try any new techniques, either in the preparation phase or in your delivery? If so, what did you think? What lessons can you extract?

Depending on the context of the speech , a few other questions include:

• Was your pre-speech audience analysis accurate ? If not, what did you learn about this audience that you could apply to the speech to make it better?
• If you led a Q&A session during the presentation, how did it go? From the types of questions asked, did it seem like your audience “got” the message?
• If you obtained an audio recording , what did you learn from listening to it? Was your voice clear throughout? Did you have any distracting habits? (e.g. um’s, ah’s, trailing off at the end of sentences)
• If you obtained a video recording , what did you learn from watching it? How was your posture and eye contact? Were your gestures varied and timed well? Did you have any distracting habits?

And, one final question:

• If you were going to deliver the same speech to the same audience, what would you do differently ?

Remember that the aim of the self-critique is not to beat yourself up over any slips or mistakes you might have made. Instead, the true aim is to celebrate your successes and look ahead to see how you can improve for your next speech.

Self-Critique Example — Face the Wind

Overall, I’m very happy with my 2007 contest speech Face the Wind . I won the club, area, and division contests, and presented on the “big stage” at the district conference.

Unfortunately, I didn’t achieve the goal I had set for myself — winning the District 21 Speech Contest. I felt that I could have won, but the field of ten contestants was very strong.

Here’s my self-assessment, aided by the fact that I have an excellent video of my performance!

Speech Self-Critique: Strengths

• I did my best. I honestly felt that I delivered the best possible speech that my skills allowed at that given time. As I was walking off the stage, I wanted to give someone a high-five because I knew the delivery was my best.
• Gestures and Staging. I felt my choreography was second to none . I received numerous compliments on this aspect of the speech. This made me quite happy because I had spent a great deal of time working on gestures and staging.
• I got laughter from the audience in most places where I was aiming for it.
• Several audience members suggested that I have the skill set to be a full-time motivational speaker .
• I had lots of fun through the whole process! I received such positive encouragement from so many people. The organizers of the district speech contest treated the contestants like royalty!

Speech Self-Critique: Weaknesses

• In the future , I should videotape my rehearsal sessions to see if I can pick up on this trait.
• In the future , I need to work on writing so I have better punchlines and punch words .
• In the future , I need to keep my voice strong even during “quiet” lines.
• In the future , I need to solicit more feedback specifically about the core message and what might be done to strengthen it. Perhaps I need to devote a little more time to speech writing, and less to delivery techniques.

A question for you, my esteemed readers … How could I have improved the speech?

Next in the Speech Preparation Series

The last article in the Speech Preparation Series examines Toastmasters Speech Contests and the preparation necessary to be successful.

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• Speech Preparation #8: How to Practice Your Presentation
• Speech Analysis #1: How to Study and Critique a Speech
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Great point to critique yourself and I’m constantly amazed at how many people don’t. Actually, I’m not – because in the relief of having finished and not dieing of fright during their presentation they are on such a high they just don’t think.

One way I’ve encouraged myself to do it is to put it on my checklist of things to do – which obviously covers the things before I go on stage but also includes the things to do afterwards: thank X, speak to the sound person, check my kit etc….

Simon: I like the idea of a post-presentation checklist. That may help to form the speech self-critique habit.

Two hopefully helpful critiques: First, while your gestures were overall really excellent–evocative and well delivered–there were a few that I felt were overdone. Gestures which hit the audience over the head a bit too much, as it were. Two that come to mind: when you went down on your knees in the tree story, that felt over-done and somewhat un-natural. And in the Maximus story when you made the baby-cradling gesture, it felt almost hyperbolic–we get that it’s an emotional story, and I don’t feel that the words actually needed a gesture to underscore them. To me, the best gestures have an “organic” feel to them, they seem wholly natural in the context of the words that surround them. But those two gestures struck me as having been added solely to “punch up” your speech, and not because they were natural. Thus they ring false and detract from your overall message and the audience’s perception of it.

Second, on the speech content itself: As you moved from story to story, I had trouble understanding the connection between them. Part of this was because such a large part of the first story was taken up with talking about yardwork, which was only peripheral to your real message. I’d have spent less (or no) time talking about moving your maple tree and more time talking about the threat posed by the neighbor’s tree. So as the speech moved from yardwork to the neighbor’s tree to miscarriage, my concept of the speech’s theme had to keep shifting from “work” to “risk” to “challenge”. That, too, undermined your message. Taking each story within the speech, paring it to the essentials that focus on your real message, and briefly stating the message at the end of each story would have helped enormously. They say that if you want people to remember anything, you have to say it three times. So with two stories, each one concluding with the message, and an overall speech conclusion that really lays out the message for all to see, you’ve got your three times.

Jason: I appreciate your detailed and specific speech critique. It is very helpful, and also a great example of the type of evaluation I discuss in the Speech Analysis Series .

I find your columns quite helpful! So I would pass on a couple of thoughts on your performance in Face The Wind.

I agree with the comments listed and would like to add two more. 1. Lug the tree – wrap your arms around it and walk like it is heavy. 2. Add energy to your voice. Make it more dynamic. Increase the volume range, variation and energy.

Hi, It really was a great speech. Content great. I think it could have been pruned a little to make it snappier.

Body language was perfect.

I have just delivered my ‘ice breaker’ so what do I know?!

What I feel personally is that many speeches lack congruency. What I mean by that is that although they are executed well, they don’t connect with the audience. They are a speech and not a conversation with the audience.

Anthony Robbins is that master at congruent speaking. Even though he is running through set material it is like he is doing it for the first time and its all off the cuff. You can really see his emotional connection with his words.

I think if you had attached emotional congruency with the sadness of the bad weather and also with the lost of the babies, it would have been more powerful.

Check out http://www.youtube.com/watch?v=Cpc-t-Uwv1I for the master at work. I have no connection to the guy what so ever but I am working on improving my skills based on his talent.

Hi, Andrew: I am preparing my third speech-get to the point and searched at web and found you web that is absolutely helpful to me-a new member of TM since Sep. this year. I read all the 1-9 of your speech preparation series (have not done the 10 as you mentioned feedback to your FACE the WIND, I decide to write you before reading the 10). I love your face the wind and reviewed it for different learning purposes from step 1 to 9. The first time I viewed it, I expected your two hands and arms would be upper or higher for “the mortgage is tripled” than you said your living space is doubled, same expectation when I reviewed it more times later. Thanks to find your web, I am more confident to prepare for the third one and wished I found you earlier, I would do better for the Ice breaker speech and the second one Organize your speech. Regards, Zhou Hui

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