1. Using language
SPE 108

2. Meanings of words
Words have two types of meanings: denotative and
connotative
• Denotative meaning : precise, literal and objective
• Connotative meaning: more variable, figurative and
subjective
• What do you think of when you hear the word "school?" Is your
reaction positive? Negative? Nostalgic? Hopeful? This is an
example of a word's connotation
• Connotative meaning gives words their emotional power and
intensity

3. Using language
accurately
Criminal persecution or
criminal prosecution?
[these words are spelled similarly, and have a similar
pronunciation -- could be easily mixed up – but what
about their meaning? Similar or different?]
•Errors in use of language can
make the speaker appear
poorly qualified, ignorant
or unprepared.
•A thesaurus can be a
valuable tool for finding just
the right word, with the right
connotation.

4. Using language
clearly
• You cannot assume what's clear to you is clear to the
audience
• A speaker's meaning must be immediately
comprehensible
• Use familiar words: unless you have an audience that
specializes in your topic, you will make a clearer
communication effort using ordinary language
• Ordinary language does NOT mean you cannot be
descriptive and vivid

5. Using language
clearly
• Choose concrete words:
words that refer to tangible
things (like carrot, pencil,
nose, versus words like
philosophy, science, humility
- these are abstract words)
• Eliminate clutter: clutter
happens when you use more
words than necessary to
express an idea

6. Using language vividly
• Just as you can be
accurate, without being
clear -- you can be both
accurate and clear
without being interesting
• If you want to move
people with your
speeches, use vivid,
animated language

7. Using language vividly
Imagery: creating word "pictures" that allow the
listener to "see" what you're describing
• Concrete words: enhance clarity, as well as
being the key to effective imagery. They call up
mental impressions of sights, sounds, touch, smell
and taste.
• Simile: an explicit comparison between things
that are essentially different, yet, have something
in common. It always has the words "like" or "as."

8. Using language vividly
• Cliches: overused phrases. Fresh as a
daisy.
• Metaphor: an implicit comparison between
two things that are essentially different yet
have something in common. Does not contain
like or as.

9. Using language vividly
Rhythm: the pattern of sound in a speech
created by the choice and arrangement of
words.
• A speech, however, is not a poem. You
should never emphasize rhythm at the
expense of meaning.

10. Using language vividly
•
Parallelism: the similar arrangement of a
pair or series of related words, phrases or
sentences.
•
Repetition: reiterating the same word or
set of words at the beginning or end of
successive clauses or sentences.
•
Alliteration: repetition of the initial
consonant sound of close or adjoining
words.
•
Antithesis: the juxtaposition of contrasting
ideas, usually in parallel structure.

11. Using language
appropriately
In addition to being accurate, clear and vivid,
language should be appropriate -- to the
occasion, to the audience, to the topic and to
the speaker.
• Appropriateness for the occasion : a coach may
address a team as "you guys." would this be
appropriate at a formal speaking engagement?
• Appropriateness to the audience : avoid off-color
language, speak at the appropriate level for the
audience. Err on the side of caution.

12. Using language
appropriately
• Appropriateness to the topic : certain
topics require a more straightforward delivery,
whereas other tropics lend themselves well to
utilization of imagery, metaphor, simile, etc.
• Appropriateness to the speaker : in the
beginning, you are developing a style as a
public speaker. Practice techniques, but do
not try to "become" someone else when you
speak.

13. Inclusive language
Inclusive
language:
the use of
language which is
respectful of the
different diverse
groups that make
up American
society

14. Notes on inclusive
language
1. Avoid the generic "he"
2. Avoid the use of "man" when
referring to both men and
women.
3. Avoid stereotyping jobs and
social roles by gender
4. Use names that groups use
to identify themselves.