Speech as Communication

Year 9 Power of Speech • Fundamentals • Communication

A speech is not a container of words poured into passive ears. It is an exchange. The speaker shapes a message, the audience interprets it, and the situation shapes what can be said. This page introduces the communication model and shows how it changes the way you prepare.

The communication model

Element	Question	Example
Speaker	Who is speaking, and what authority or relationship do they have?	A student welcoming a new class; a captain addressing a team.
Message	What is the main idea, and what feeling should accompany it?	“You belong here” or “This change is necessary”.
Audience	Who is listening, what do they know and what do they need?	Peers, younger students, families, a panel.
Channel	How is the message carried?	Live voice, microphone, video call, recording.
Feedback	How is the audience responding?	Nods, confusion, laughter, silence, questions.
Context	Where, when and why is this happening?	Assembly, classroom, competition, ceremony.
Noise	What interferes with the message?	Traffic, echo, jargon, distraction, preconceptions.

The model is simple, but it is not linear. Feedback loops back into the speech: a speaker who notices confusion can slow down, define a term or give another example. A speaker who notices boredom can shorten a section or change pace. Good speakers do not simply deliver a script; they read the room and adjust.

Why public speaking is different from writing

Feature	Writing	Speaking
Time	The reader can pause, re-read or skip.	The listener hears once, in real time.
Presence	The writer is usually absent.	The speaker's body, voice and nerves are part of the message.
Feedback	Usually delayed.	Immediate and visible.
Memory	The reader can return to the page.	The listener relies on signposts, repetition and clear structure.
Audience	Often imagined or unknown.	Usually present and specific.
Revision	Can be invisible.	Must be rehearsed and internalised.

This is why a spoken speech often needs more repetition and signposting than an essay. The listener cannot scroll back. A phrase such as “I want to make three points” is not padding; it helps the audience build a map.

Functions of public speech

Function	What it does	Example
To inform	Shares knowledge or explains an idea.	A briefing on a science project.
To explain	Makes a process or concept understandable.	A demonstration of how a tool works.
To persuade	Invites the audience to accept or act on a view.	A pitch for a change at school.
To entertain	Creates enjoyment, laughter or shared pleasure.	A funny story at a celebration.
To inspire	Raises energy or commitment.	A captain's address before a match.
To mark an occasion	Gives shape to a ritual or transition.	A welcome, tribute or toast.
To instruct	Directs action or teaches a procedure.	Safety instructions before an activity.

Most speeches combine functions. A welcome may inform, entertain and create belonging. A persuasive speech may need to explain before it can convince. Decide which function is primary, then let the others support it.

Audience analysis

Audience analysis is not guessing what people want to hear. It is gathering useful information about who will be in the room and what they need in order to understand you.

Question	Why it matters	What to change
What do they already know?	Prevents over-explaining or losing them in jargon.	Definitions, examples, level of detail.
What do they believe or value?	Shapes how an argument will be heard.	Framing, evidence, tone.
Why are they there?	Reveals whether attendance is voluntary.	Length, energy, direct address.
What access needs do they have?	Makes the speech usable for everyone.	Volume, captions, visual aids, plain language.
What is the occasion?	Sets expectations for tone and length.	Formality, humour, ritual elements.
What power relationships are present?	Affects what can be said and by whom.	Humility, attribution, invitation, safety.

The audience is not a monolith. A class contains different knowledge, languages, beliefs and access needs. Design for the range, not for an imaginary average listener.

Context and occasion

The same words can land differently in a classroom, an assembly, a funeral or a competition. Context includes the room, the time of day, the reason for gathering, the speaker's relationship to the audience, and the expectations attached to the occasion. A joke that works in a casual classroom may be inappropriate at a formal ceremony. A passionate argument may be welcome in a debate but unwelcome at a welcome-to-country or a tribute.

Ask three context questions before you write:

What does this occasion expect from a speaker?
What would be inappropriate here, even if it is effective elsewhere?
How much time and attention does the audience realistically have?

Noise and interference

Noise is not only physical sound. It can be internal: hunger, anxiety, preconceptions or a listener's own worries. It can be linguistic: jargon, acronyms, long sentences or unfamiliar accents. It can be environmental: echo, heat, poor sight lines or a screen that does not work. A strong speaker reduces noise where possible and plans for it where not.

Activity: map a real exchange

Choose a recent conversation, announcement or class explanation.
Identify the speaker, message, audience, channel, feedback, context and noise.
Mark one moment where the speaker adjusted to feedback.
Mark one moment where noise interfered.
Write one sentence: what made the communication work or fail?

Common errors

Speaking to an imaginary audience. Analyse the actual people in the room.
Confusing information with communication. Giving facts is not the same as being understood.
Ignoring feedback. A confused face is information.
Over-explaining. Match the level of detail to what the audience already knows.
Assuming shared context. Explain references, acronyms and local knowledge.
Treating the occasion as neutral. Ceremonies, competitions and classrooms have different rules.

Next, study voice and breath to see how the speaker's instrument carries the message. The audience and purpose page develops the analysis into practical choices.