Public Speaking

158 CHAPTER 12^ Choosing Effective Language

yourself or what you are saying.^35 Here are a few of the most common forms of powerless

language in student speeches:

•   Hedges Words called hedges, such as sort of, kinda, I guess, or maybe, make you seem

less sure of yourself.

•   I had a story that I kinda wanted to talk about. Last year with my track team,

we really had I guess one event that didn’t go well. (speaker seems unsure of herself)

•   I think maybe he went to Yale as a young man. (speaker seems unsure of his

material)

•   Tag Questions Short questions at the end of a sentence, or tag questions (such as

isn’t it? Or doesn’t it?), invite the audience to agree with your conclusions. They are

not always bad, but try to avoid two annoying repetions: OK? And you know?

•   Disclaimers Audiences use disclaimers to form doubts about your credibility or

your competence on a topic.

•   I’m no expert on this but ...

•   This may sound crazy but ...

•   I don’t really know, but I’m guessing that ...

Be sure of your information, and avoid powerless forms of language.

In summary, effective language incorporates an oral style that differs from written

language in several important ways. You’ll be more effective if you use concise, familiar

wording, incorporate repetition and vivid vocabulary, and make sure your language is

powerful and appropriate to your personality and the audience, topic, and situation.

Use Language Ethically

Because words and phrases can include or exclude, affirm or dismiss individuals or entire

groups, language choices have ethical implications.^36 Emory University’s Statement on

Inclusive Language recommends, “A recognition of the full humanity of all peoples

should prompt an attempt to speak and think in ways which include all human beings

and degrade none.”^37 Inclusive language is not only ethical, it’s practical because it

can increase your credibility. One study^38 found that speakers who put down persons

with disabilities or focus on the disability rather than on the individual lose credibility,

likability, and persuasiveness. Inclusive terminology and positive presentations of groups

or individuals are elements of ethical language.

Choose Inclusive Terminology

Racist language privileges one racial or ethnic group and degrades or devalues others.

Ageist language portrays older people in ways that demean or devalue their age.

Phrases like over the hill or look ten years younger subtly reinforce the notion that youth

is better than age. Finally, sexist language gives priority to males, their activities, and

their interests.

Nonparallel language is a specific form of sexist language that speaks differently

about men and women. It’s nonparallel to designate a female by adding a suffix to a male

term, as in actor-actress or steward–stewardess. It’s also nonparallel to mark job titles, as in

a female judge. (Would you ever say a male judge?) Similarly, couples may be termed man

and wife but not woman and husband. (Husband and wife is parallel because both terms

designate roles.)

Use of the “generic he” or the use of the suffix – man makes women invisible.

So substitute inclusive labels such as chair for chairman, mail carrier for mailman, and

hedges words such as
kinda or I think that can
lead listeners to distrust
your competence or your
knowledge of your topic

tag question short question
tagged onto the end of a
sentence; some can be helpful
but others are annoying

disclaimer word or phrase
that leads the audience to
doubt your competence or
expertise

inclusive language ethical
terminology that affirms
and includes, rather than
excludes, persons or groups
of people

racist language language
that privileges one racial or
ethnic group over another

ageist language language
that negatively influences
the way listeners think about
older people

sexist language language
that privileges males and
their activities and interests

nonparallel language
language that does not treat
the two sexes equally

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