Clearer!
Photo by davidsilver
The part which explanation plays in all phases of life is too apparent
to need any emphasis here. It is to a great extent the basis of all
our daily life, from explaining to a teacher why a lesson has
not been prepared, to painstakingly explaining to a merchant why a
bill has not been paid.
An instructor patiently explains a problem to a class, and a merchant explains the merits of an article or the operation of a device to his customers. The politician explains why she should be elected. The financier explains the returns from stock and bond purchases. The President explains to the Senate the reason for treaty clauses.
The minister explains the teachings of his faith to his congregation. You can make this list as long as the varied activities of all life.
Good explanations are clear.
Without that quality it is as nothing. When you direct a stranger how to reach a certain building in your town, of what value are your remarks unless they are clear?
When a scientist writes a treatise on the topic of the immortality of
humankind, of what value are his opinions unless his statements are clear?
All the other qualities which prose may and should possess sink into
subordinate value in exposition when compared with clearness. In its
demand for clearness lies also its difficulty. Is it easy to tell the
exact truth, not as a moral exercise, but merely as a matter of
exactness?
Why do the careless talkers speak so often of “a sort of pink” or “a kind of revolving shaft” or tack on at the end of phrases the meaningless “something” or “everything” except that even in their unthinking minds there is the hazy impression–they really never have a well-defined idea–that they have not said exactly what they want to say?
Here then is the first requisite for the public speaker. She must have no hazy impressions, no unthinking mind, no ill-defined ideas, no inexactness. He must have a clear understanding of all he tries to tell to others.
Without this the words of a speaker are as sounding brass and tinkling cymbals. Or she may deliver a great roar of words signifying nothing.
So far, in public speaking, the only way of learning that the student understands the principles and can apply them is to have him speak frequently to indicate his ability. Can you not name among your associates and friends those whose explanations are lucid, concise, direct, unconfusing, and others whose attempts at exposition are jumbled, verbose, unenlightening?
Have you not criticized certain teachers by remarking “they may know
their own subjects all right, but they couldn’t impart their knowledge
to the class”?
The bottom line: Ask yourself, “Is this clear?” when you are organizing your speech or explaining concepts. It makes it easier for an audience to understand you.
(Written by Clarence Stratton and edited by LearningPublicSpeaking.com)
No related posts.
Related posts brought to you by Yet Another Related Posts Plugin.
