Self-Criticism in Speech

By Sarah Jennings Vinke, Montana State College

CONSTRUCTIVE CRITICISM THAT DOES NOT Add To The Timidity And Self-Consciousness Of Students Struggling For Confidence Is A Major Problem In Beginning Speech Classes.

Criticism from the instructor, however necessary, tends to further terrorize timid students. Criticism from fellow students is likewise dangerous: first, because it shows how inadequate they appear in the eyes of their classmates; second, because it places their fellows in the embarrassing role of critical role they hate to assume because they will be "defendants" all too soon, subjected to the same searching analysis. "He's my friend" is a frequent evasion when one student is asked to rate the speech of another. Criticism written and anonymous is hardly less disastrous in its psychological effect, for the whole aim of speech is to forget self in the enthusiastic presentation of ideas.

A solution to this problem [was] developed in my speech class last summer: Most students are well aware of their weaknesses-the nervous twitchings; the frigidity of fear (one is reminded of the figure of the frightened nymph Daphne, literally putting down the roots which mark her release through transformation into a laurel tree); the palsy of the mind; the blockage of thought. As soon as the speech is completed and the dread ordeal well past, they are eager to voice the anguish of their fright, their hesitation, their sense of inadequacy. Moreover, they are eager to supplement their self-analysis with the analysis of their fellow students. It is this atmosphere of release, of "letting-down-the-hair" in self-criticism that we utilized [to help the student].

Our plan is this: The student chairman for the day introduces the first speaker, who makes his speech and takes his seat; next, the chairman announces that there will be one minute for the members of the class to write brief notes of specific criticism, favorable and unfavorable, which are passed to the chairman; then the chairman recalls the speaker to the floor for one minute of self-criticism, after which he invites oral criticism, for one minute only, from his classmates. As he takes his seat again, he is given the notes of written criticism which he may peruse later. Thus the class proceeds; speech; one minute for reflection on the speech; two minutes for leadership of criticism on the speech.

The interval allowed for writing these notes of criticism gives the speaker a chance to recover his poise, to review with growing calm his own sensations, to reflect upon the speech in perspective, to weigh his achievements against his plans, and to make constructive suggestions for his own improvement.

In his profound sense of relief after the speech, the speaker seems to be disarmed of pride, and singularly frank and objective in exposing specific failings. Furthermore, he is now quite able to accept the criticism of others without injury to his ego-even to welcome that criticism. He speaks, when recalled, as naturally as if he were not in the role which had caused his tension during his original appearance.

THE TRANSITION FROM LEADING CRITICISM TO LEADING A DISCUSSION OF IDEAS IS INHERENT IN THE PLAN. (Criticism like the above is constructive only for the first two or three rounds of speeches.) The students are now required, during the minute of reflection following the speech, to write the speaker's subject sentence or to list his main ideas. The speaker, on recall to the floor, begins by asking "What were the main ideas of my speech?" or "What were my three main points?" After this opening, discussion of his ideas follows easily and naturally, with the leader, quite at ease, often displaying unsuspected intellectual agility.

The release from tension and consequent growth under this plan, with its attendant quickening of the powers of analytical thought, have been singularly satisfactory. Best of all, this procedure engenders an esprit de corps and a sense of responsibility for the development of each member of the group.

The Above Professor Vinke Article Was Published In:

Journal Title: Western Speech Volume: Volume 15 Issue: Issue 1
Month/Year: Jan 1951 Pages: p38-39, 2pp38-39, 2p
Article Author: Sarah Jennings Vinke
Article Title: Self-criticism In Speech

This Journal is available in many large university libraries.

A Note To Western Speech Publisher: We again ask for permission to publish the article you see above.

We never did get any answer to any of our five separate requests for permission to post, the last of which were in January 10 & 24, 2011.

From: [HenrySGurr@ … .net]
Sent: Monday, January 24, 2011 2:10 PM
To: Mark ….
Subject: Second Send: Copyright Permission use article from Western Journal of Communication …

Dear Professor Mark ….

As you may see from the email below, it is suggested that you may be able help me with permission to post the following article in your journal, on an Internet WebSite devoted to Information re book "Zen and the Art of Motorcycle Maintenance", here: http://ww2.usca.edu/ResearchProjects/ProfessorGurr/

Title: Self-criticism in speech
Author: Sarah Jennings Vinke
Publisher ….
Publication: Western Journal of Communication
If possible, we would like to post the entire article with credits to the Journal and internet link to more about the Western Journal of Communication organization.

Thanking you in advance for any help you may be able to give us.

Henry Gurr
PHONE:706 925 6401.
For my USCA Home Page GOOGLE => Professor Henry Gurr
[[http://venturearete.org/ResearchProjects/ProfessorGurr/Main.HomePage |You May Find My Webpages Here,
Including Zen And Art Motorcycle Maintenance & Author Owen Barfield .

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