In this blog, senior lecturer Mary Moore advocates for the inclusion of speaking assignments in the classroom, providing suggestions for authentic and effective versions of these assignments.  

Communication is not a “soft skill.” Rather, it is a core competency, essential in careers, civic life, and relationships. In fact, it’s hard to imagine we can overcome our current cultural challenges without ethical, audience-centered communicators who can listen and connect across differences.  

The National Association of Colleges and Employers (NACE) lists communication as one of eight core competencies for career readiness, and four others (leadership, teamwork, professionalism, and inclusiveness) depend directly on our ability to articulate ideas clearly and listen actively. Beyond employability, speaking skills shape belonging and well-being.  

For today’s students, who often report heightened anxiety and social disconnection, the ability to communicate clearly and project authentic social presence can serve as a protective factor for their success. Yet, despite this clear importance, speaking assignments can be overlooked or treated as supplementary.  

Speaking assignments offer instructors authentic insight into student thinking and learning, which is especially valuable when AI can generate written work. Yet we’ve all sat through flat presentations that left everyone disengaged. However, this lack of engagement isn’t the product of student laziness, but rather students’ need for better scaffolding. The good news? Small, intentional design changes can transform these public speaking experiences. In this article, I provide scaffolding for effective speaking assignments in the form of questions.  

Six Guiding Questions for Instructors

  1. Have you provided low-stakes opportunities for your students to practice public speaking?
    Students need opportunities to rehearse before high-stakes presentations. Short, informal tasks, such as a quick reading response, a one-slide explainer, or a two-minute persuasive pitch, give them valuable practice and normalize speaking as part of class. 
  2. Have you been transparent about success criteria?
    Rubrics are helpful, but modeling expectations make them feel real. Ask students to apply the assignment rubric to a TED Talk or sample student speech as a discussion assignment or in-class activity. Transparency turns grading into a learning opportunity.
  3. Have you clarified delivery expectations? 
    Delivery is not one-size-fits-all. Do you expect manuscript (word-for-word) delivery or extemporaneous (conversational, well-rehearsed) delivery? Students will prepare differently depending on your answer. Additionally, try showing examples of effective speaking notes and rehearsal strategies, as this will help align their preparation with your goals.
  4. Have you recognized multiple styles of effective speaking? 
    Our idea of a “good” speaker is often culturally specific. Students may shine in different ways, through accent, rhythm, cultural communication norms, or movement. Inclusive grading criteria makes room for these differences, while still holding students to clear standards of effectiveness.
  5. Have you addressed speaking anxiety? 
    Public speaking anxiety is common and expected, and naming it in class can reduce stigma. Offering small strategies, such as breathing exercises, rehearsal routines, or visualization, helps students prepare to speak in class. Above all, you should emphasize that consistent practice lowers anxiety. 
  6. Have you built in opportunities for rehearsal, reflection, and feedback? 
    The strongest growth happens when students set goals, rehearse meaningfully, and reflect afterward. Consider requiring practice evidence (a rehearsal log, peer run-through, or short video) and follow it up with reflection so students connect their effort with improvement. 

Conclusion 

These six questions guide you toward speaking assignments that truly serve your students. Small, intentional changes, such as transparent criteria, inclusive expectations, meaningful practice, transform presentations from dreaded requirements into powerful learning experiences.  

Still need support for students’ speaking assignments? You don’t have to do it alone! The Ball State Speaking Center offer one-on-one planning and delivery support, VR practice with a virtual audience, and in-class workshops on effective presentations. These resources complement your teaching and help students build the skills they need to succeed. 

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References

Association of American Colleges & Universities. Value Rubric: Oral Communication. Accessed October 9, 2025. https://www.aacu.org/initiatives/value-initiative/value-rubrics/value-rubrics-oral-communication 

Kroczek, Leon O. H., and Andreas Mühlberger. “Public Speaking Training in Front of a Supportive Audience in Virtual Reality Improves Performance in Real-Life.” Scientific Reports 13, no. 1 (2023): 13968. https://doi.org/10.1038/s41598-023-41155-9 

National Association of Colleges and Employers. Career Readiness Competencies (Revised, April 2024). March 2024.https://www.naceweb.org/docs/default-source/default-document-library/2024/resources/nace-career-readiness-competencies-revised-apr-2024.pdf?sfvrsn=1e695024_6 

Tan, Gabriel X. D., Xun Ci Soh, Andree Hartanto, Adalia Y. H. Goh, and Nadyanna M. Majeed. 2023. “Prevalence of Anxiety in College and University Students: An Umbrella Review.” Journal of Affective Disorders Reports 14 (2): 100658. https://doi.org/10.1016/j.jadr.2023.100658 

  • At her core, Senior Lecturer Mary Moore is a coach. After spending nearly twenty years coaching the BSU speech team, she learned that great speakers aren’t born but made through practice and the desire to say something that matters. Today, as director of COMM 210, she brings that same belief into the classroom. Honored with the 2024 Lawhead Teaching Award in General Education and the 2025 CCIM Outstanding Teaching Award, she is on a mission to help new speakers turn nervousness into confidence. 

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