1.3 The Process of Public Speaking
Lana Iapicco and Marie Torres
1.3 The Process of Public Speaking
In a world saturated with messages, effective public speaking requires more than clever tactics—it depends on three core elements: message, skill, and passion.
- Message: Clear, coherent content captures attention. Ambiguity leads to disengagement.
- Skill: Strong delivery skills are essential. Even great ideas fall flat without effective communication.
- Passion: Audiences respond to speakers who care deeply about their topic. Genuine enthusiasm builds connections.
Models of Public Speaking
A basic model of human communication is one of the first topics that most communication teachers start with in any class. For our focus on public speaking, we will introduce two widely discussed models in communication: interactional and transactional.
Linear model of communication showing the exchange of messages between sources and receivers. Adapted from It’s About Them: Public Speaking in the 21st Century by LOUIS: The Louisiana Library Network, licensed under CC BY-NC-SA 4.0.
The Linear Model of Communication in Public Speaking
Communication, in its most basic form, can be understood through the linear model, which describes a one-way flow of information from a sender to a receiver. This model is particularly relevant in the context of public speaking, where the speaker delivers a message to an audience through a designated channel.
In this framework, the refers to the speaker—the individual responsible for generating and delivering the message. The speaker encodes their thoughts into verbal and nonverbal symbols intended to convey meaning.
The represents the medium through which the message is transmitted. In public speaking, this includes both (spoken words, tone, and language) and (gestures, facial expressions, posture, and visual aids). These elements work together to reinforce the speaker’s message and engage the audience.
The is the audience, who decodes and interprets the message based on their own experiences, knowledge, and perceptions. Effective communication depends on the audience’s ability to accurately understand the speaker’s intended meaning.
An important component of this model is , which encompasses any form of interference that disrupts the clarity or reception of the message. Noise can be , such as environmental sounds or technical issues, or , such as audience distractions, preconceived notions, or emotional states. Minimizing noise is essential for ensuring that the message is received as intended.
Although the linear model simplifies the complexity of human communication, it provides a foundational understanding of how messages are transmitted in public speaking settings. Recognizing each element of this model enables speakers to craft and deliver messages more effectively, enhancing audience comprehension and engagement.
Transactional Model of Public Speaking
While the linear model of communication presents a one-way flow of information from speaker to audience, the transactional model offers a more nuanced and realistic depiction of public speaking. In this model, communication is understood as a continuous, two-way process in which both the speaker and the audience function as sources and receivers. This dynamic exchange emphasizes mutual influence and shared meaning.
At the core of this model are two key processes: and . Encoding refers to the creation and adaptation of the message by the speaker, who selects verbal and nonverbal symbols to convey meaning. Decoding, on the other hand, involves the audience’s interpretation and response to the message, shaped by their individual experiences, expectations, and cultural context.
This model underscores that public speaking is not merely a performance; it is an interactive experience shaped by clarity, delivery, and audience engagement. Interpreting a speaker’s message requires more than passive listening—it demands active attention to verbal language, nonverbal cues, and visual aids. Miscommunication can arise from various sources, such as ambiguous vocabulary, inadequate volume, or poorly designed presentation materials. For instance, a speaker who uses technical jargon without explanation may confuse the audience. In contrast, defining terms clearly, employing expressive gestures, and presenting well-designed visuals—such as a graph illustrating campus parking usage—can significantly enhance audience comprehension.
Once the message is interpreted, the audience engages in evaluative processing. Listeners assess the logic of the argument, determine whether they agree or disagree, and consider the speaker’s credibility. These judgments influence the nature and quality of feedback provided to the speaker.
Feedback, a central component of the transactional model, represents the audience’s response and can take several forms. According to Schramm (1954), feedback may be , such as spoken questions or comments during a Q&A session. For example, a student might say, “I disagree with your solution to campus parking.” Feedback may also be , expressed through nonverbal reactions like nodding, smiling, or disengaging behaviors such as checking a watch. A student texting during a speech may signal disinterest or distraction. Finally, occurs after the speech, often in the form of delayed actions. For instance, losing a student election following a series of campaign speeches reflects indirect audience response.
Effective public speakers must learn to interpret and adapt to feedback in real time. This responsiveness is essential for maintaining audience engagement and ensuring that the message resonates. The transactional model, therefore, highlights the reciprocal nature of communication and the importance of audience-centered strategies in public speaking.
Licenses and Attribution
CC Licensed Content, Original
Speech Communication was created by Lana Iapicco and Marie Torres. Independently created original and AI-assisted content developed specifically for this book is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.
This educational material includes content generated or revised with the assistance of large language models. Lana Iapicco and Marie Torres reviewed, edited, and take responsibility for the final published content.
CC Licensed Content, Previously Shared
“The Process of Public Speaking” is adapted from “1.3 The Process of Public Speaking” by Douglas Marshall, James Yeargain, June Pulliam, Sara Kim, and Victoria VanNest, published in It’s About Them: Public Speaking in the 21st Century by LOUIS: The Louisiana Library Network.
The source material is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. The material was revised, reorganized, updated, and supplemented with original and AI-assisted content for this edition.
Adapted portions derived from this source, including revisions to those portions, are licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Independently created portions developed specifically for Speech Communication are licensed under the book’s Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.
CC Licensed Images and Diagrams
Person using a megaphone during a public demonstration
Image from “The Process of Public Speaking” in It’s About Them: Public Speaking in the 21st Century by LOUIS: The Louisiana Library Network.
License: Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Changes: The image was resized, and its alternative text and caption were revised for this edition. The source does not identify a separate photographer or image license.
Linear model of communication
Diagram adapted from “The Process of Public Speaking” in It’s About Them: Public Speaking in the 21st Century by LOUIS: The Louisiana Library Network.
License: Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Changes: The diagram was reformatted, and its alternative text and caption were revised for this edition.
Transactional model of public speaking
Diagram adapted from “The Process of Public Speaking” in It’s About Them: Public Speaking in the 21st Century by LOUIS: The Louisiana Library Network.
License: Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Changes: The diagram was reformatted, and its alternative text and caption were revised for this edition.
Other Content Included
Communication models and theories
The discussion of linear, interactional, and transactional communication draws on foundational communication scholarship, including the following works:
Arnett, R. C., & Arneson, P. (1999). Dialogic civility in a cynical age: Community, hope, and interpersonal relationships. SUNY Press.
Bakhtin, M. (2001). The problem of speech genres. In P. Bizzell & B. Herzberg (Eds.), The rhetorical tradition (pp. 1227–1245). Bedford/St. Martin’s. (Original work published 1953)
Bakhtin, M. (2001). Marxism and the philosophy of language. In P. Bizzell & B. Herzberg (Eds.), The rhetorical tradition (pp. 1210–1226). Bedford/St. Martin’s. (Original work published 1953)
Barnlund, D. C. (2008). A transactional model of communication. In C. D. Mortensen (Ed.), Communication theory (2nd ed., pp. 47–57). Transaction.
DeVito, J. A. (2009). The interpersonal communication book (12th ed.). Allyn & Bacon.
Geissner, H., & Slembek, E. (1986). Miteinander sprechen und handeln [Speak and act: Living and working together]. Scriptor.
Mortensen, C. D. (1972). Communication: The study of human communication. McGraw-Hill.
Feedback in communication
Schramm, W. (1954). How communication works. In W. Schramm (Ed.), The process and effects of communication (pp. 3–26). University of Illinois Press.
This work supports the section’s discussion of direct, moderately direct, and indirect audience feedback.
Linear communication
Shannon, C. E., & Weaver, W. (1949). The mathematical theory of communication. University of Illinois Press.
This work provides a foundational model of communication as the transmission of information from a source to a receiver.
West, R., & Turner, L. H. (2010). Introducing communication theory: Analysis and application (4th ed.). McGraw-Hill.
Wrench, J. S., McCroskey, J. C., & Richmond, V. P. (2008). Human communication in everyday life: Explanations and applications. Allyn & Bacon.
Yakubinsky, L. P. (1997). On dialogic speech. PMLA, 112(2), 249–256. (Original work published 1923)
These scholarly works remain subject to the rights of their respective authors and publishers. Their inclusion as citations and intellectual foundations does not place the publications themselves under the Creative Commons licenses applied to Speech Communication.
Third-Party References and Links
Scholarly publications, quotations, theories, trademarks, and other third-party materials referenced in this section remain the property of their respective authors, publishers, organizations, and copyright holders. Their inclusion as citations, links, or examples does not place them under the Creative Commons licenses applied to Speech Communication.
Unless a separate license is specifically identified, third-party content may not be copied, redistributed, or adapted independently of the permissions provided by its copyright holder or applicable law.
the person who is giving the speech
the speaker's use of verbal and nonverbal communication
refers to the production of spoken language to send an intentional message to a listener
The process of conveying meaning without relying solely on words through facial expressions, gestures, posture, eye contact, movement, appearance, use of space, and vocal qualities such as tone, pitch, volume, and pacing.
the audience members listening to the speech
a wide range of distractions that can inhibit an audience member from accurately attending to a speaker’s speech
Environmental sounds or technical issues.
Audience distractions, preconceived notions, or emotional states.
what a source does when “creating a message, adapting it to the receiver, and transmitting it across some source-selected channel” (Wrench, McCroskey & Richmond, 2008)
“sensing (for example, hearing or seeing) a source’s message, interpreting the source’s message, evaluating the source’s message, and responding to the source’s message” (Wrench, McCroskey & Richmond, 2008)
An immediate verbal response from audience members, such as spoken questions, comments, or expressed disagreement during or after a speech.
An audience response communicated through observable nonverbal behavior, such as nodding, smiling, checking a watch, or using a phone.
A delayed audience response shown through later actions or outcomes rather than immediate words or behaviors.
