Daniel De La Rosa: Reflections on Our Class Presentations

 Daniel De La Rosa

Reflections on Our Class Presentations

This semester, our oral communication class was unlike any other I’ve taken. Instead of sitting through lectures, we took on the responsibility of teaching one another. Each group presented sections of Public Speaking: The Evolving Art (5th edition, by Stephanie J. Coopman and James Lull), dividing the seventeen chapters among four groups. What could have been a routine class turned into something closer to a mini-conference, where every student had a voice and a chance to lead.

I didn’t know what to expect at first, but looking back, I can honestly say I enjoyed the presentations. They were interactive, creative, and gave me insights that went far beyond just memorizing information from a textbook.

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My Group: Chapters 9–12

My group was responsible for Chapters 9–12, which covered visual aids, special occasion speeches, speaking in groups, and the effective use of language. We divided the chapters so that each of us became an “expert” in one area while working together to keep the overall presentation consistent.

Chapter 9: Visual Aids

This chapter emphasized the importance of keeping slides clean and simple. I liked how my group member used examples of good vs. bad slides during the presentation—it made the concept real instead of abstract. It reminded me how easily a cluttered slide can distract from the message.

Chapter 10: Special Occasion Speeches

This chapter stood out because it went beyond the usual informative or persuasive speeches we think about. Weddings, graduations, and memorials all require unique tones, and my classmate explained this with real-life examples. I enjoyed hearing those because it helped me imagine how I might handle those moments myself one day.

Chapter 11: Speaking in Groups

This chapter felt especially relatable since we were literally practicing group speaking while presenting it. I thought it was clever how my groupmate pointed out common pitfalls of group presentations—like uneven participation or poor coordination—while showing how our group avoided them.

Chapter 12: Language (My Chapter)

My responsibility was Chapter 12, which focuses on the power of language. At first, I underestimated it, thinking language was “obvious.” But as I prepared, I realized how much word choice influences audience response. I enjoyed presenting this chapter because it pushed me to think about my own habits, like using filler words or relying on clichés. I learned how clarity, vividness, and appropriateness can make or break a message.

I was nervous going in, but once I started presenting, the audience’s engagement helped calm me. By the end, I felt proud of how much I had grown, not just in preparing content but also in delivering it.

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What I Learned From the Other Groups

Even though my group focused on Chapters 9–12, I found myself looking forward to the other groups’ presentations as well. Each brought a different perspective, and I walked away with lessons I didn’t expect.

Group 1: Chapters 1–4

These chapters covered the foundations of public speaking—things like managing stage fright, the speaking process, and the importance of ethics. I especially enjoyed Chapter 2 on anxiety because it felt so relevant. One group member shared practical breathing techniques and strategies for calming nerves before speaking. I found myself using those same techniques when it was my turn to present.

Another highlight was how they tied ethics in public speaking to real-world examples. Instead of just defining ethical speaking, they connected it to current events, which made me think more deeply about the responsibility speakers have when addressing an audience.

Group 2: Chapters 5–8

This group dove into topics like audience analysis, research, and organizing ideas. I enjoyed Chapter 5 on analyzing the audience the most, because it directly affects how effective a speaker can be. The presenters showed how a speech for high school students would look very different from a speech for business professionals. That made me realize how important it is to tailor messages to specific audiences.

I also appreciated how they presented research strategies. They didn’t just say “use credible sources”—they gave tips on how to identify bias and check reliability. That was useful not only for speeches but also for writing assignments in other classes.

Group 4: Chapters 13–17

The final group wrapped up the book with chapters on delivery, persuasive speaking, and distance communication. Their presentation felt polished and practical.

Chapter 14 on delivery was my favorite from their section. One member broke down elements like tone, gestures, and eye contact, and even demonstrated examples of good vs. poor delivery. Watching those demonstrations was both funny and memorable—it made the material stick.

Chapter 16 on distance speaking also felt especially relevant today, since so much communication now happens online. I liked how they connected it to Zoom meetings and virtual interviews. It made me think differently about how speaking in front of a camera requires its own strategies compared to speaking in person.

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Why I Enjoyed the Presentations

There were several reasons I enjoyed the presentations overall:

1. Creativity – Every group found ways to make their chapters engaging, whether through visuals, examples, or demonstrations.

2. Practicality – The material wasn’t just theory; it came with strategies I could actually use, like calming nerves, organizing slides, or choosing inclusive language.

3. Growth – I could see classmates getting more confident as the weeks went on. Watching that growth was encouraging because it reminded me that everyone improves with practice.

4. Variety – With seventeen chapters and four groups, there was always something new to learn. Even when topics overlapped, different delivery styles kept it interesting.

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Takeaways

Looking back, here are the biggest lessons I’ll carry with me:

• Preparation is everything. The more I practiced, the less nervous I was.

• Language shapes response. Word choice can inspire or confuse.

• Audiences matter. An effective message is always tailored.

• Visuals count. Clean, consistent slides keep attention.

• Teamwork pays off. Smooth group presentations require behind-the-scenes cooperation.

• Adaptability beats perfection. Mistakes will happen, but handling them calmly makes a speaker stronger.

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Final Reflection

Overall, I can honestly say I enjoyed this project. It was more than just an assignment—it was an experience that changed how I view public speaking. My group’s chapters gave me insight into the importance of visuals, collaboration, and word choice, while the other groups’ chapters taught me strategies for handling nerves, tailoring messages, and improving delivery.

Public speaking used to feel like a stressful requirement, but now I see it differently. It’s an opportunity to connect, share, and inspire. Watching my classmates—and presenting myself—showed me that communication isn’t about perfection. It’s about preparation, teamwork, and authenticity.