10th english speech writing

• SAT + Profile Building
• UG in Abroad
• Profile Building
• For Parents
• B.Tech In USA
• B.Tech In UK
• B.Tech In Australia
• B.Tech In Canada
• Blogs & Articles
• News & Updates

50 Amazing English Speech Topics for 10th Class Students

Do you need help writing a good speech? We’re here to help.

Before we get into how to write a good speech, let’s get a few things straight.

Table of Contents

What is Speech?

What exactly is speech? It’s the act of expressing your ideas on a specific topic. It can also mean simply expressing your feelings in front of people.

How Do You Write a Good Speech?

Different situations call for different types of speech. However, there are a few things you should keep in mind and stick to no matter what topic you’re talking about.

Now that we have understood what speech is and how to write a good one let’s get started on the list of speech topics.

•  Social Media: Bane or Boon?
• Pros and Cons of Online Learning
• Environment Conservation
• The Best Lesson I have Learned
• How to Tackle a Bad Habit
• Why should every citizen vote?
• Fear of Missing Out (FOMO)
• Importance of Reading
• Importance of Books in Our Life
•  My Favorite Fictional Character
•  How to Prepare a Child for Nursery Admission?
•  Introverts vs Extroverts
•  Importance of KindnessThings I learned in Lockdown
•  Should school curriculum have art?
•  Life before and after technology
•  Impact of technology on our health
•  Hard Work vs Smart Work
•  What Makes Learning Fun?
•  The Importance of AI in Education
•  Importance of Extracurricular Activities
•  How to tackle Bullying in Schools?
•  Reason for Seeking Admission in School
•  Is it beneficial to learn a Second Language?
•  Depletion of Ozone Layer
•  Global Warming
•  Waste Management
•  Water-Saving Techniques
•  Efficiency of Recycling
•  Banning of Animal Testing
•  Hazards of Smoking in Public Places
•  Proper Care of Street Animals
•  Rs: Recycle, Reuse, Reduce
•  Benefits of Montessori Education
•  Education of Girl Child
•  Unemployment
•  Corruption
•  Child Labour
•  Importance of Right to Education
•  Child Trafficking
•  How to speak confidently in public?
•  Do exam results alone determine a child’s worth?
•  Which age is proper to own a mobile phone?
•  How to Find a Good Preschool?
•  How to overcome exam fever?
•  What is better: Remote learning or Hands-on Learning?
•  Are smart classes beneficial to students?
•  This generation cannot fix anything
•  Boredom always leads to trouble
•  Are plastic bags worse than paper bags?
•  The best source of energy for India

Tips for Writing and Delivering a Speech

Research your topic thoroughly.

• Use reliable sources of information, such as books, articles, websites, or videos, to gather facts, statistics, examples, and quotes that support your main points.
• Cite your sources properly and avoid plagiarism.

Organize Your Speech Logically

• Use a clear and coherent structure that consists of an introduction, a body, and a conclusion. 
• In the introduction, state your topic, purpose, and thesis statement. In the body, develop your main points with supporting details. 
• In the conclusion, summarize your main points and restate your thesis statement.

Use Appropriate Language and Style

• Choose words and phrases that suit your topic, audience, and purpose. 
• Use simple and clear sentences that convey your meaning effectively. 
• Avoid jargon, slang, or idioms that may confuse or offend your listeners. 
• Use transitions to connect your ideas and create a smooth flow. 
• Use rhetorical devices, such as repetition, contrast, analogy, or humor, to make your speech more interesting and persuasive.

Practice Your Speech Aloud

• Rehearse your speech several times before the actual presentation. 
• Use a timer to check the length of your speech and adjust it if necessary. 
• Record yourself or ask someone to listen to you and give you feedback. 
• Pay attention to your pronunciation, intonation, stress, and pauses.
• Improve your voice quality by speaking loudly and clearly.

Deliver Your Speech Effectively

• On the day of the presentation, dress appropriately and arrive early. 
• Relax and breathe deeply before you start. 
• Make eye contact with your audience and smile. 
• Use gestures and body language to enhance your message. 
• Speak at a moderate pace and vary your tone and pitch. 
• Engage your audience by asking questions or inviting comments. 
• Thank them for their attention at the end.

Common Mistakes in English Speeches

Mixing up “lend” and “borrow.” These verbs have opposite meanings: “lend” means to give something temporarily to someone else; “borrow” means to take something temporarily from someone else. 

Example-1: 

• Can you lend me your pen? (correct) 
• Can you borrow me your pen? (incorrect)

Confusing “me too” and “me either.” These expressions are used to agree with someone else’s statement: “me too” is used for positive statements; “me either” is used for negative statements.

Example-2: 

• I like pizza. Me too! (correct) 
• I don’t like pizza. Me either! (correct) 
• I like pizza. Me either! (incorrect) 
• I don’t like pizza. Me too! (incorrect)

Saying, “I have 20 years old” instead of “I am 20 years old”. In English, we use the verb “be” to talk about age; we don’t use the verb “have.” 

Example-3: 

• How old are you? I am 20 years old. (correct) 
• How old are you? I have 20 years old. (incorrect)

Using Double Negatives

A double negative is when you use two negative words in the same sentence; this can make the sentence unclear or change its meaning. 

For Example: 

• I don’t have nothing to say. (incorrect) 
• I don’t have anything to say. (correct) 
• I have nothing to say. (correct)

Misplacing Modifiers

A modifier is a word or phrase that adds information or description to another word or phrase; it should be placed as close as possible to the word or phrase it modifies; otherwise, it can cause confusion or ambiguity.

• He saw a dog walking down the street with a red collar. (incorrect; it sounds like the person was walking with a red collar.)
• He saw a dog with a red collar walking down the street. (correct)

These are some of the common mistakes that English speakers make; however, there are many more that you should be aware of and avoid.

To conclude, these are some of the amazing English speech topics for 10th class students that can help them improve their communication skills, critical thinking, and general knowledge. Whether you are preparing for a speech competition, a class presentation, or an extempore, you can choose any of these topics that suit your interest and purpose. Remember to research your topic well, organize your ideas clearly, and deliver your speech confidently. Happy speaking!

Related Posts

TS SSC Results 2024 Announced! Check Now

AP Class 10 Board Exam Results Announced | Check Your Result Now!

TS 10th Class Exam Time Table – 2024 | Download PDF

Recent articles.

Lets Connect!

Program Interested In MPC + SAT + PB MEC + SAT + PB SAT + Profile Building(PB) UG in Abroad

• Speech Topics For Kids
• How To Write A Speech

How to Write a Speech: A Guide to Enhance Your Writing Skills

Speech is a medium to convey a message to the world. It is a way of expressing your views on a topic or a way to showcase your strong opposition to a particular idea. To deliver an effective speech, you need a strong and commanding voice, but more important than that is what you say. Spending time in preparing a speech is as vital as presenting it well to your audience.

Read the article to learn what all you need to include in a speech and how to structure it.

Table of Contents

• Self-Introduction

The Opening Statement

Structuring the speech, choice of words, authenticity, writing in 1st person, tips to write a speech, frequently asked questions on speech, how to write a speech.

Writing a speech on any particular topic requires a lot of research. It also has to be structured well in order to properly get the message across to the target audience. If you have ever listened to famous orators, you would have noticed the kind of details they include when speaking about a particular topic, how they present it and how their speeches motivate and instill courage in people to work towards an individual or shared goal. Learning how to write such effective speeches can be done with a little guidance. So, here are a few points you can keep in mind when writing a speech on your own. Go through each of them carefully and follow them meticulously.

Self Introduction

When you are writing or delivering a speech, the very first thing you need to do is introduce yourself. When you are delivering a speech for a particular occasion, there might be a master of ceremony who might introduce you and invite you to share your thoughts. Whatever be the case, always remember to say one or two sentences about who you are and what you intend to do.

Introductions can change according to the nature of your target audience. It can be either formal or informal based on the audience you are addressing. Here are a few examples.

Addressing Friends/Classmates/Peers

• Hello everyone! I am ________. I am here to share my views on _________.
• Good morning friends. I, _________, am here to talk to you about _________.

Addressing Teachers/Higher Authorities

• Good morning/afternoon/evening. Before I start, I would like to thank _______ for giving me an opportunity to share my thoughts about ________ here today.
• A good day to all. I, __________, on behalf of _________, am standing here today to voice out my thoughts on _________.

It is said that the first seven seconds is all that a human brain requires to decide whether or not to focus on something. So, it is evident that a catchy opening statement is the factor that will impact your audience. Writing a speech does require a lot of research, and structuring it in an interesting, informative and coherent manner is something that should be done with utmost care.

When given a topic to speak on, the first thing you can do is brainstorm ideas and pen down all that comes to your mind. This will help you understand what aspect of the topic you want to focus on. With that in mind, you can start drafting your speech.

An opening statement can be anything that is relevant to the topic. Use words smartly to create an impression and grab the attention of your audience. A few ideas on framing opening statements are given below. Take a look.

• Asking an Engaging Question

Starting your speech by asking the audience a question can get their attention. It creates an interest and curiosity in the audience and makes them think about the question. This way, you would have already got their minds ready to listen and think.

• Fact or a Surprising Statement

Surprising the audience with an interesting fact or a statement can draw the attention of the audience. It can even be a joke; just make sure it is relevant. A good laugh would wake up their minds and they would want to listen to what you are going to say next.

• Adding a Quote

After you have found your topic to work on, look for a quote that best suits your topic. The quote can be one said by some famous personality or even from stories, movies or series. As long as it suits your topic and is appropriate to the target audience, use them confidently.  Again, finding a quote that is well-known or has scope for deep thought will be your success factor.

To structure your speech easily, it is advisable to break it into three parts or three sections – an introduction, body and conclusion.

• Introduction: Introduce the topic and your views on the topic briefly.
• Body: Give a detailed explanation of your topic. Your focus should be to inform and educate your audience on the said topic.
• Conclusion:  Voice out your thoughts/suggestions. Your intention here should be to make them think/act.

While delivering or writing a speech, it is essential to keep an eye on the language you are using. Choose the right kind of words. The person has the liberty to express their views in support or against the topic; just be sure to provide enough evidence to prove the discussed points. See to it that you use short and precise sentences. Your choice of words and what you emphasise on will decide the effect of the speech on the audience.

When writing a speech, make sure to,

• Avoid long, confusing sentences.
• Check the spelling, sentence structure and grammar.
• Not use contradictory words or statements that might cause any sort of issues.

Anything authentic will appeal to the audience, so including anecdotes, personal experiences and thoughts will help you build a good rapport with your audience. The only thing you need to take care is to not let yourself be carried away in the moment. Speak only what is necessary.

Using the 1st person point of view in a speech is believed to be more effective than a third person point of view. Just be careful not to make it too subjective and sway away from the topic.

• Understand the purpose of your speech: Before writing the speech, you must understand the topic and the purpose behind it. Reason out and evaluate if the speech has to be inspiring, entertaining or purely informative.
• Identify your audience: When writing or delivering a speech, your audience play the major role. Unless you know who your target audience is, you will not be able to draft a good and appropriate speech.
• Decide the length of the speech: Whatever be the topic, make sure you keep it short and to the point. Making a speech longer than it needs to be will only make it monotonous and boring.
• Revising and practicing the speech: After writing, it is essential to revise and recheck as there might be minor errors which you might have missed. Edit and revise until you are sure you have it right. Practise as much as required so you do not stammer in front of your audience.
• Mention your takeaways at the end of the speech: Takeaways are the points which have been majorly emphasised on and can bring a change. Be sure to always have a thought or idea that your audience can reflect upon at the end of your speech.

How to write a speech?

Writing a speech is basically about collecting, summarising and structuring your points on a given topic. Do a proper research, prepare multiple drafts, edit and revise until you are sure of the content.

Why is it important to introduce ourselves?

It is essential to introduce yourself while writing a speech, so that your audience or the readers know who the speaker is and understand where you come from. This will, in turn, help them connect with you and your thoughts.

Leave a Comment Cancel reply

Your Mobile number and Email id will not be published. Required fields are marked *

Request OTP on Voice Call

Post My Comment

Register with BYJU'S & Download Free PDFs

Register with byju's & watch live videos.

IN THE REALMS OF ENGLISH

Speech Writing

Mastering the art of speech writing: craft compelling messages  .

Welcome to our Speech Writing Hub, where the art of communication takes center stage. Here, we unlock the secrets to crafting captivating and impactful speeches that leave a lasting impression on your audience. Whether you're a student, a professional, a public speaker, or simply seeking to improve your communication skills, our expert guides and resources will equip you with the tools you need to excel in the world of oratory.

What is Speech Writing? 

In the realm of oratory, where words hold the power to sway hearts and minds, there exists a craft known as speech writing. This art form, honed by the skilled and eloquent, involves the meticulous crafting of Speech writing, a captivating art form, serves as a conduit for expressing the depths of one's thoughts to a receptive audience, skillfully weaving together the power of words. In the realm of written expression, the art of crafting a speech bears a striking resemblance to the noble pursuit of essay writing. Yet, one must acknowledge that the tone of a speech diverges from that of an essay, for in the realm of oratory, one's paramount objective is to captivate the hearts and minds of the assembled audience. 

In the realm of oratory, success is but a fleeting possibility, attainable only when one possesses a profound comprehension of the very essence of their discourse. It is imperative to grasp the purpose that lies at the core of one's speech, for it is this purpose that will guide the orator towards triumph. Equally crucial is an intimate understanding of the audience that will bear witness to the orator's words, for it is through this understanding that a connection, a bridge, can be forged between speaker and listener. 

Time, too, plays a significant role in the art of oration, for the duration of the speech must be carefully considered and meticulously planned, ensuring that the message is delivered with utmost precision and impact. And finally, the manner in which the speech is delivered holds the key to captivating the audience's attention, for it is through this delivery that the orator can weave a tapestry of words, emotions, and ideas, binding the audience to their every utterance. 

Thus, it is only through a profound understanding of these elements that the orator can hope to truly connect with their audience and leave an indelible mark on their hearts and minds. In the realm of crafting a flawless speech, one cannot deny the overwhelming sense of trepidation that often accompanies such a task. However, fear not, for there exists a steadfast and unwavering ally in the form of the proper speech-writing format. This tried and true structure, when adhered to with unwavering dedication, shall never fail to deliver the desired impact upon an audience.

Engage, Persuade, Inspire: The Power of Speech Writing 

[Section 1: Why Speech Writing Matters]

Discover the Significance of Effective Speech Writing - In this section, we explore the immense impact a well-crafted speech can have on your audience. From inspiring change to influencing decisions, speech writing is the key to conveying your message with clarity and conviction.

[Section 2: Understanding Your Audience]

Speak to Hearts and Minds: Tailoring Your Message - Learn the art of audience analysis and how to tailor your speech to resonate with different groups. Understand their needs, interests, and expectations, enabling you to create a meaningful connection with every listener.

[Section 3: The Anatomy of a Great Speech]

Building a Solid Foundation for Your Message - Discover the essential elements that comprise an exceptional speech. From crafting a compelling introduction that hooks your audience to developing a powerful conclusion that leaves a lasting impact, we'll guide you step-by-step through the process.

[Section 4: The Power of Storytelling]

Weaving Emotion and Relevance into Your Speech - Unleash the power of storytelling to captivate your audience and make your message unforgettable. Learn how to incorporate personal anecdotes, case studies, and relatable narratives that resonate with your listeners.

[Section 5: Ethos, Pathos, and Logos]

Persuasion in Every Word - Master the three pillars of persuasive communication: ethos, pathos, and logos. Understand how to establish credibility, evoke emotions, and present logical arguments that compel your audience to take action.

[Section 6: Overcoming Speech Writing Challenges]

From Writer's Block to Stage Fright - Encounter common obstacles in the speech writing process and gain practical tips to overcome them. Our resources help you conquer writer's block, build confidence, and deliver your speech with grace and poise.

[Section 7: Inspirational Speech Examples]

Learning from the Great Orators - Dive into famous speeches throughout history and contemporary masterpieces that have shaped the world. Gain insights from renowned speakers and observe how they skillfully utilized speech writing techniques to move and inspire millions.

[Section 8: The Art of Delivery]

Captivate Your Audience on Stage or Online - A great speech is not just about the words; it's about delivery too. Uncover the secrets of effective public speaking, body language, and harnessing technology to make a memorable impact on your listeners.

[Section 9: Resources and Tools]

Empowering You with Speech Writing Resources - Access a treasure trove of speech writing templates, sample outlines, and other valuable tools to streamline your creative process and elevate your speeches to new heights.

[Call to Action]

Elevate Your Speech Writing Skills Today - Join our community of passionate communicators and take your speech writing skills to the next level. Stick to this web-page for exclusive updates and access to premium content. Together, let's craft compelling messages that inspire change and make a difference.

Format of Speech Writing Here is the format of Speech Writing: 

• introduction: address the audience, tell them about yourself, and then continue to present the subject. , • body: present the subject in detail, discussing its essential characteristics, benefits and negatives, if any, and so on. , • conclusion: closure of your speech, tie up the issue, and give your audience something to ponder about , let's take a closer look at each component of the speech writing format: , introduction , following the compliments, the introduction is critical to reassuring your audience that you have something useful to contribute. the following elements must be included in the introduction: , • a brief preview of your topic. , • define the outlines of your speech. (for example, i’ll be talking about…first..second…third) , • begin with a story, quote, fact, joke, or an observation in the room. it shouldn’t be longer than 3-4 lines. (for example: “netaji subhash chandra said once…”, or “this topic reminds me of an incident/story…”) .

This is also a crucial portion since your audience will judge whether or not the speech is worth their time. Maintain a truthful, entertaining, and persuasive beginning. 

Your body includes all of your speech's main points. With the information, create a logical flow chart. 

For example, if your speech is on waste management, divide the material into sub-paragraphs for your convenience. It might comprise the following: 

• What is Waste Management? 

• Major waste management strategies 

• Waste management benefits 

• Waste management importance 

When you talk about benefits and briefly move between ideas, your speech seems disorganised and confuses your audience. 

Conclusion 

The conclusion should be a moment that the audience remembers. It may be a reminder, a call to action, a synopsis of your speech, or a narrative. "It is up to us to decide the fate of our home, the earth, by beginning waste management in our personal spaces," for example.

After ending, express your appreciation to the audience for their time.

"Thank you for being an amazing audience and offering me your time," for example. "I hope you took something away from this speech."

How to Write a Good Speech? 

Writing a good speech is an art that takes considerable organisation and thought. Your advice on how to write a decent school speech is quite useful. Here's a summary of those suggestions, as well as some extra information to help you produce a successful and entertaining speech:

1. Public Speaking Speech Sandwich: Your speech's start and finish are critical. Begin with a great opening statement to capture the attention of your audience, and conclude with a memorable closing statement that creates a lasting impact. People are more likely to remember the start and ending sections of a speech, so make them important.

2. Use Concrete Facts: Research your issue thoroughly and provide particular facts and statistics to back up your points. Concrete information improves trustworthiness and increases the overall effect of your message.

3. Rhetorical Techniques and Humour: In order to engage your audience and make them think, use rhetorical tactics such as thought-provoking questions. Humour is an effective strategy for keeping your audience engaged and responsive to your message. However, make sure the humour is suitable and pertinent to the subject.

4. Know Your Audience: Understand your target audience's demographics, interests, and degree of understanding. Make your communication relevant to them by using language and situations they can connect to and comprehend.

5. Plan As a result, structure your communication logically and coherently: Begin with an introduction that presents the subject and establishes the tone for the rest of your speech. Organise the major body of your speech into distinct points or parts with a seamless transition between them. Finally, make a powerful and compelling concluding remark.

6. Timing Yourself: Be mindful of the time allotted for your speech. To keep your audience's attention, keep your speech brief and focused. Rehearse your speech and time it to ensure it fits within the time limit.

7. Practise and Rehearse: Delivering an effective speech requires practise. Rehearse in front of a mirror, with friends or family, or record yourself to detect flaws. Practise can also enhance your confidence on the big day.

8. Emphasise Delivery: It is crucial to remember that how you give your speech is just as significant as what you say. To keep your audience engaged and interested, use proper body language, gestures, and voice diversity.

9. Use Visual Aids (as needed): Depending on the environment and subject, visual aids such as slides, props, or movies may augment and enrich your speech.

10. Be yourself: Be yourself throughout the speech. Allow your individuality to shine through, and talk about your issue with passion and conviction.

11. Timing Yourself is Important: An important aspect of your speech is to time yourself. Don’t write your speech that exceeds your word limit. Here’s how can decide the right timing for your speech writing: 

• A one-minute speech roughly requires around 130-150 words 

• A two- minute speech requires roughly around 250-300 words 

Remember that practise and preparation are essential for making an effective speech. You can write an engaging and successful school speech that connects with your audience by following these suggestions and customising them to your individual scenario.

Speech Writing Samples 

Everybody owns a cell phone, but not everyone has the right manners to talk on the phone. Write a speech of not more than 250 words educating the people of your colony about cell phone etiquettes.

[Opening] Good morning/afternoon, respected teachers, and fellow students of Class 10. Today, I stand before you to address an essential topic that affects each one of us in this modern age—the importance of cellphone etiquettes. In a world where nearly everyone owns a cellphone, it becomes crucial for us to learn the right manners of using this powerful tool responsibly and respectfully.

Mindful Usage : Our cellphones provide us with immense connectivity, but it's vital to remember that we are not alone when using them. Whether in public spaces or at home, be mindful of your surroundings and refrain from disturbing others with loud conversations or notifications.

Silence is Golden : Imagine being in a quiet classroom or during a family gathering when a loud ringtone disrupts the peace. Let's make it a habit to keep our phones on silent or vibrate mode in such situations, to avoid unnecessary disturbances.

Respect Personal Space : Avoid using your cellphone in situations where it might intrude on someone's personal space or privacy. This includes during important conversations, meetings, or while studying with friends.

Texting Courtesy : When communicating via text, be clear, concise, and respectful. Avoid using excessive abbreviations or emojis in formal communications, and be patient while waiting for a reply.

Keep It Private : Remember that not everything needs to be shared on social media or group chats. Respect the privacy of others and think before posting or forwarding messages, pictures, or videos that might be inappropriate or hurtful.

Limit Screen Time : Overusing cellphones can lead to negative effects on our physical and mental health. Be conscious of your screen time and strike a balance between online and offline activities.

No Distractions during Class : As students, it's essential to give our undivided attention during class hours. Avoid texting or using your phone in the classroom to fully engage in learning.

Emergency Calls Only : In case of an emergency, your phone can be a lifesaver. But please, do not misuse this privilege and avoid making unnecessary calls during important occasions or gatherings.

[Conclusion] Let us be responsible digital citizens and showcase our impeccable cellphone etiquettes. By following these simple guidelines, we not only show respect to others but also uphold our values as responsible members of society. Let's use our cellphones as tools for connection, learning, and inspiration while setting an example for others to follow.

Thank you for lending me your ears, and together, let's embrace courteous cellphone usage and make our world a better place.

[Closing] Once again, thank you, and have a wonderful day ahead!

....................................................

2. You have to deliver a speech in the morning assembly on the relevance of Mahatma Gandhi in the 21st century, in India. We gave him the title of ‘the Father of the Nation’, yet we appear to remember Gandhiji’s life-work and his sacrifice for his motherland only on two days of the year—30 January and 2 October. Politicians give speeches at public gatherings, the film ‘Gandhi’ is telecast on a couple of TV channels, but in our daily lives we think it unnecessary to follow his example. Write the speech in about 150–200 words, describing Gandhiji’s contribution to our country

Respected Principal, teachers, and dear fellow students,

Today, I humbly present myself before this esteemed gathering to delve into the enduring significance of the venerable Mahatma Gandhi in the contemporary era of the 21st century, particularly within the intricate tapestry of India. In contemplating the illustrious figure that is Mahatma Gandhi, one cannot help but ponder the curious phenomenon that surrounds his legacy. Though rightfully bestowed with the esteemed title of "the Father of the Nation," it appears that the remembrance of his extraordinary life and profound sacrifices is confined to specific memorial days, such as the solemn 30th of January and the revered 2nd of October. As politicians eloquently expound their rhetoric and the celluloid masterpiece 'Gandhi' graces the airwaves, it behoves us to introspect and ponder the extent to which we wholeheartedly embody the profound tenets of Mahatma Gandhi in our quotidian existence.

Mahatma Gandhi transcended the boundaries of being a mere historical figure, for he embodied the essence of a visionary. His indomitable spirit and unwavering commitment to his ideals propelled him to the forefront of leadership, guiding our nation through a profoundly transformative era. His indelible mark on our nation was unmatched. He fervently advocated for the principles of non-violence, truthfulness, and communal concord. The resounding echoes of his profound message on self-reliance and self-sufficiency reverberated through the hearts and minds of countless individuals, igniting a fervent desire to partake in the noble cause of freedom and dedicate themselves to the arduous task of constructing a sovereign India.

In the ever-evolving landscape of the 21st century, the enduring relevance and indispensability of Gandhian values persist. In this tumultuous era, rife with strife and discord, the profound wisdom of his teachings on non-violence and tolerance resonates with unparalleled significance. As the world grapples with the relentless onslaught of conflicts and divisions, his timeless principles offer a beacon of hope and enlightenment. Now, more than ever, we are compelled to heed his profound insights and embrace the transformative power of peace and acceptance. The alignment of his focus on simplicity, sustainability, and environmental consciousness with the imperative to confront the pressing ecological challenges of our time is nothing short of impeccable.

The enduring relevance of Gandhiji's profound philosophy of inclusive growth, wherein the utmost priority is bestowed upon the welfare of the most destitute and marginalised, cannot be overstated. It serves as an invaluable tool in our ongoing battle against the persistent socio-economic disparities that continue to plague our society. With an unwavering focus on the advancement of rural development and the empowerment of local communities, his resounding emphasis resonates with the clarion call for a self-reliant and resilient India, poised to confront the myriad uncertainties that pervade the global landscape.

As the vibrant and spirited youth of this great nation, it is incumbent upon us to pay homage and steadfastly uphold the timeless principles espoused by the revered Mahatma Gandhi in the very fabric of our daily lives. Let us embark upon the noble pursuit of non-violence, weaving its essence into the very fabric of our interactions. With unwavering commitment, let us embrace the virtues of truth and honesty, allowing them to permeate every facet of our existence. And in our collective endeavour, let us ardently strive for the harmonious coexistence of all within our community. Let us, as conscientious individuals, remain ever cognizant of the profound influence we wield over the environment, and let us, in turn, strive unwaveringly towards the noble pursuit of sustainable living. Let us, as catalysts of profound transformation, ignite the flames of positive change, bestowing upon marginalised communities the power to transcend their limitations and actively participate in the advancement and prosperity of our great nation.

The teachings of Mahatma Gandhi transcend the boundaries of time, casting an eternal glow upon the nation and serving as a steadfast beacon of guidance. Let us not restrict the remembrance of his legacy to a mere couple of annual occasions but rather endeavour to assimilate his profound principles into the fabric of our everyday existence. In this manner, we bestow homage upon the esteemed progenitor of our nation, not solely through verbal expressions but through tangible deeds and endeavours.

With utmost gratitude, I extend my appreciation for your unwavering attention, dear audience. Let us embark on a collective endeavour, a noble pursuit, to embody the essence of Gandhian principles in the vast expanse of 21st-century India. May we, as individuals, rise to the occasion and become the luminous torchbearers, illuminating the path towards a brighter future, guided by the timeless wisdom of Mahatma Gandhi. With a resounding cry of "Jai Hind!" and fervent patriotism and allegiance to my beloved nation.

.............................................................................

  3. Wheelchair Warriors, Sanjana, Vipul and Atul, have been suffering from a debilitating disease— muscular dystrophy—for almost three decades. The symptoms started appearing when they were in their early teens. But disability has not dampened their spirit. It has only made them more determined. You are deeply moved by the above report. You realise that physically challenged people can also play a constructive role in society. We should neither underestimate nor ignore them; and we should definitely not pity them. We must give them the opportunity to prove themselves. Give a speech during the morning assembly urging your schoolmates to understand people like Sanjana, Vipul and Atul.

Ladies and gentlemen, teachers, and my dear schoolmates,

Today, I stand before you with a message that is close to my heart, a message about the indomitable spirit of three extraordinary individuals – Sanjana, Vipul, and Atul. These incredible individuals have been battling a debilitating disease, muscular dystrophy, for nearly three decades. Their journey has not been easy, but their perseverance and determination have been nothing short of awe-inspiring.

Often, when we encounter physically challenged individuals, we might be tempted to feel pity for them. We might think that their lives are full of struggles and limitations, but let me tell you, that is far from the truth. Sanjana, Vipul, and Atul have shown us that disability is not a hindrance; it is not a barrier to leading a fulfilling life or making valuable contributions to society.

In fact, they are not defined by their disabilities; they are defined by their strength, their courage, and their passion for life. Despite the challenges they face daily, they have chosen to embrace life with open arms and never let their circumstances dictate their destiny. They have shown us that they are not mere recipients of sympathy; they are warriors – the "Wheelchair Warriors" – fighting to achieve their dreams and aspirations.

Let us take a moment to reflect on the lessons we can learn from them. First and foremost, they teach us the value of resilience. Life is not always fair, and it can throw unexpected obstacles in our path. However, it is how we respond to these challenges that define us. Sanjana, Vipul, and Atul have demonstrated the strength to rise above their adversities, and we can draw inspiration from their courage to overcome our own obstacles.

Secondly, they remind us that each person is unique and has something valuable to offer. Just because someone has a physical limitation does not mean they lack talent or potential. In fact, they might possess skills and talents that we have yet to discover. By acknowledging and respecting their abilities, we create a more inclusive and compassionate society.

Moreover, by understanding the struggles faced by people like Sanjana, Vipul, and Atul, we become more empathetic individuals. Empathy is the key to fostering meaningful connections and building a supportive community. When we put ourselves in their shoes, we gain a deeper appreciation for the challenges they confront daily.

As a school, it is our responsibility to ensure that everyone feels welcome and valued. We must create an environment that celebrates diversity and embraces all individuals, regardless of their physical abilities. Let us pledge to treat each other with kindness and respect, and let us actively include and involve everyone in our school activities and events.

I urge all of you to remember that disability does not define a person's worth. We are all capable of achieving greatness if we believe in ourselves and receive the support and encouragement of those around us. Let us be the support system that Sanjana, Vipul, Atul, and others need to thrive.

So, my dear friends, let us stand together as a united school community, recognizing the strength and potential of every individual, regardless of their physical challenges. Together, we can make a difference by being more understanding, inclusive, and compassionate towards one another.

Thank you for listening, and let us strive to be better individuals and a better community, where everyone is given the opportunity to prove themselves.

Empowering Voices: Relevant Speech Topics for Indian School Students

These topics cover a wide range of important issues that are relevant to the lives of students in class 10, 11, and 12, and they can spark meaningful discussions and create awareness on various subjects that matter in the Indian education system.

The Importance of Environmental Conservation: How Small Actions Can Make a Big Difference

Mental Health Awareness: Breaking the Stigma and Promoting Well-being

Digital Literacy: Navigating the Online World Safely and Responsibly

Empowering Youth Voices: Encouraging Student Activism and Engagement

Gender Equality: Promoting Inclusivity and Respect in Schools and Beyond

The Power of Mindfulness: Cultivating Inner Peace and Focus in a Fast-paced World

Financial Literacy: Building a Strong Foundation for a Secure Future

Sports and Physical Fitness: Balancing Academics and Health for Holistic Development

Embracing Cultural Diversity: Celebrating India's Rich Heritage and Traditions

Entrepreneurship and Innovation: Nurturing Creativity and Problem-Solving Skills

The Impact of Social Media on Society: Striking a Balance between Virtual and Real Life

Overcoming Exam Stress: Strategies for Effective Time Management and Stress Relief

Cybersecurity and Online Safety: Protecting Yourself and Others in the Digital Age

Career Exploration: Discovering Passion and Pathways for Future Success

Responsible Voting: Empowering Young Voters to Participate in the Democratic Process

Building Strong Interpersonal Skills: Nurturing Relationships and Communication

Promoting Volunteerism: The Joy of Giving Back to the Community

Promoting Healthy Relationships: Understanding Consent and Respect in Relationships

Art and Creativity: Expressing Yourself through Various Art Forms

Sustainable Development: Taking Actions to Ensure a Better Future for All

SOME INSPIRING SPEECHES OF THE GREAT PERSONALITIES OF ALL TIME 

VIVEO COURTESY GOES TO ALL THE RESPECTIVE YOU TUBE CHANNELS AND WEBSITES.

Sudha Murty's tribute to wives of entrepreneurs:

Martin Luther King Jr. 

Dr. Shashi Tharoor's most Viral speech 

Marlon Brando  an Mark Anthony from Julius Caesar

How it works

Transform your enterprise with the scalable mindsets, skills, & behavior change that drive performance.

Explore how BetterUp connects to your core business systems.

We pair AI with the latest in human-centered coaching to drive powerful, lasting learning and behavior change.

Build leaders that accelerate team performance and engagement.

Unlock performance potential at scale with AI-powered curated growth journeys.

Build resilience, well-being and agility to drive performance across your entire enterprise.

Transform your business, starting with your sales leaders.

Unlock business impact from the top with executive coaching.

Foster a culture of inclusion and belonging.

Accelerate the performance and potential of your agencies and employees.

See how innovative organizations use BetterUp to build a thriving workforce.

Discover how BetterUp measurably impacts key business outcomes for organizations like yours.

A demo is the first step to transforming your business. Meet with us to develop a plan for attaining your goals.

• What is coaching?

Learn how 1:1 coaching works, who its for, and if it's right for you.

Accelerate your personal and professional growth with the expert guidance of a BetterUp Coach.

Types of Coaching

Navigate career transitions, accelerate your professional growth, and achieve your career goals with expert coaching.

Enhance your communication skills for better personal and professional relationships, with tailored coaching that focuses on your needs.

Find balance, resilience, and well-being in all areas of your life with holistic coaching designed to empower you.

Discover your perfect match : Take our 5-minute assessment and let us pair you with one of our top Coaches tailored just for you.

Research, expert insights, and resources to develop courageous leaders within your organization.

Best practices, research, and tools to fuel individual and business growth.

View on-demand BetterUp events and learn about upcoming live discussions.

The latest insights and ideas for building a high-performing workplace.

• BetterUp Briefing

The online magazine that helps you understand tomorrow's workforce trends, today.

Innovative research featured in peer-reviewed journals, press, and more.

Founded in 2022 to deepen the understanding of the intersection of well-being, purpose, and performance

We're on a mission to help everyone live with clarity, purpose, and passion.

Join us and create impactful change.

Read the buzz about BetterUp.

Meet the leadership that's passionate about empowering your workforce.

For Business

For Individuals

How to write a speech that your audience remembers

Whether in a work meeting or at an investor panel, you might give a speech at some point. And no matter how excited you are about the opportunity, the experience can be nerve-wracking . 

But feeling butterflies doesn’t mean you can’t give a great speech. With the proper preparation and a clear outline, apprehensive public speakers and natural wordsmiths alike can write and present a compelling message. Here’s how to write a good speech you’ll be proud to deliver.

What is good speech writing?

Good speech writing is the art of crafting words and ideas into a compelling, coherent, and memorable message that resonates with the audience. Here are some key elements of great speech writing:

• It begins with clearly understanding the speech's purpose and the audience it seeks to engage. 
• A well-written speech clearly conveys its central message, ensuring that the audience understands and retains the key points. 
• It is structured thoughtfully, with a captivating opening, a well-organized body, and a conclusion that reinforces the main message. 
• Good speech writing embraces the power of engaging content, weaving in stories, examples, and relatable anecdotes to connect with the audience on both intellectual and emotional levels. 

Ultimately, it is the combination of these elements, along with the authenticity and delivery of the speaker , that transforms words on a page into a powerful and impactful spoken narrative.

What makes a good speech?

A great speech includes several key qualities, but three fundamental elements make a speech truly effective:

Clarity and purpose

Remembering the audience, cohesive structure.

While other important factors make a speech a home run, these three elements are essential for writing an effective speech.

The main elements of a good speech

The main elements of a speech typically include:

• Introduction: The introduction sets the stage for your speech and grabs the audience's attention. It should include a hook or attention-grabbing opening, introduce the topic, and provide an overview of what will be covered.
• Opening/captivating statement: This is a strong statement that immediately engages the audience and creates curiosity about the speech topics.
• Thesis statement/central idea: The thesis statement or central idea is a concise statement that summarizes the main point or argument of your speech. It serves as a roadmap for the audience to understand what your speech is about.
• Body: The body of the speech is where you elaborate on your main points or arguments. Each point is typically supported by evidence, examples, statistics, or anecdotes. The body should be organized logically and coherently, with smooth transitions between the main points.
• Supporting evidence: This includes facts, data, research findings, expert opinions, or personal stories that support and strengthen your main points. Well-chosen and credible evidence enhances the persuasive power of your speech.
• Transitions: Transitions are phrases or statements that connect different parts of your speech, guiding the audience from one idea to the next. Effective transitions signal the shifts in topics or ideas and help maintain a smooth flow throughout the speech.
• Counterarguments and rebuttals (if applicable): If your speech involves addressing opposing viewpoints or counterarguments, you should acknowledge and address them. Presenting counterarguments makes your speech more persuasive and demonstrates critical thinking.
• Conclusion: The conclusion is the final part of your speech and should bring your message to a satisfying close. Summarize your main points, restate your thesis statement, and leave the audience with a memorable closing thought or call to action.
• Closing statement: This is the final statement that leaves a lasting impression and reinforces the main message of your speech. It can be a call to action, a thought-provoking question, a powerful quote, or a memorable anecdote.
• Delivery and presentation: How you deliver your speech is also an essential element to consider. Pay attention to your tone, body language, eye contact , voice modulation, and timing. Practice and rehearse your speech, and try using the 7-38-55 rule to ensure confident and effective delivery.

While the order and emphasis of these elements may vary depending on the type of speech and audience, these elements provide a framework for organizing and delivering a successful speech.

How to structure a good speech

You know what message you want to transmit, who you’re delivering it to, and even how you want to say it. But you need to know how to start, develop, and close a speech before writing it. 

Think of a speech like an essay. It should have an introduction, conclusion, and body sections in between. This places ideas in a logical order that the audience can better understand and follow them. Learning how to make a speech with an outline gives your storytelling the scaffolding it needs to get its point across.

Here’s a general speech structure to guide your writing process:

• Explanation 1
• Explanation 2
• Explanation 3

How to write a compelling speech opener

Some research shows that engaged audiences pay attention for only 15 to 20 minutes at a time. Other estimates are even lower, citing that people stop listening intently in fewer than 10 minutes . If you make a good first impression at the beginning of your speech, you have a better chance of interesting your audience through the middle when attention spans fade. 

Implementing the INTRO model can help grab and keep your audience’s attention as soon as you start speaking. This acronym stands for interest, need, timing, roadmap, and objectives, and it represents the key points you should hit in an opening. 

Here’s what to include for each of these points: 

• Interest : Introduce yourself or your topic concisely and speak with confidence . Write a compelling opening statement using relevant data or an anecdote that the audience can relate to.
• Needs : The audience is listening to you because they have something to learn. If you’re pitching a new app idea to a panel of investors, those potential partners want to discover more about your product and what they can earn from it. Read the room and gently remind them of the purpose of your speech. 
• Timing : When appropriate, let your audience know how long you’ll speak. This lets listeners set expectations and keep tabs on their own attention span. If a weary audience member knows you’ll talk for 40 minutes, they can better manage their energy as that time goes on. 
• Routemap : Give a brief overview of the three main points you’ll cover in your speech. If an audience member’s attention starts to drop off and they miss a few sentences, they can more easily get their bearings if they know the general outline of the presentation.
• Objectives : Tell the audience what you hope to achieve, encouraging them to listen to the end for the payout. 

Writing the middle of a speech

The body of your speech is the most information-dense section. Facts, visual aids, PowerPoints — all this information meets an audience with a waning attention span. Sticking to the speech structure gives your message focus and keeps you from going off track, making everything you say as useful as possible.

Limit the middle of your speech to three points, and support them with no more than three explanations. Following this model organizes your thoughts and prevents you from offering more information than the audience can retain. 

Using this section of the speech to make your presentation interactive can add interest and engage your audience. Try including a video or demonstration to break the monotony. A quick poll or survey also keeps the audience on their toes. 

Wrapping the speech up

To you, restating your points at the end can feel repetitive and dull. You’ve practiced countless times and heard it all before. But repetition aids memory and learning , helping your audience retain what you’ve told them. Use your speech’s conclusion to summarize the main points with a few short sentences.

Try to end on a memorable note, like posing a motivational quote or a thoughtful question the audience can contemplate once they leave. In proposal or pitch-style speeches, consider landing on a call to action (CTA) that invites your audience to take the next step.

How to write a good speech

If public speaking gives you the jitters, you’re not alone. Roughly 80% of the population feels nervous before giving a speech, and another 10% percent experiences intense anxiety and sometimes even panic. 

The fear of failure can cause procrastination and can cause you to put off your speechwriting process until the last minute. Finding the right words takes time and preparation, and if you’re already feeling nervous, starting from a blank page might seem even harder.

But putting in the effort despite your stress is worth it. Presenting a speech you worked hard on fosters authenticity and connects you to the subject matter, which can help your audience understand your points better. Human connection is all about honesty and vulnerability, and if you want to connect to the people you’re speaking to, they should see that in you.

1. Identify your objectives and target audience

Before diving into the writing process, find healthy coping strategies to help you stop worrying . Then you can define your speech’s purpose, think about your target audience, and start identifying your objectives. Here are some questions to ask yourself and ground your thinking : 

• What purpose do I want my speech to achieve? 
• What would it mean to me if I achieved the speech’s purpose?
• What audience am I writing for? 
• What do I know about my audience? 
• What values do I want to transmit? 
• If the audience remembers one take-home message, what should it be? 
• What do I want my audience to feel, think, or do after I finish speaking? 
• What parts of my message could be confusing and require further explanation?

2. Know your audience

Understanding your audience is crucial for tailoring your speech effectively. Consider the demographics of your audience, their interests, and their expectations. For instance, if you're addressing a group of healthcare professionals, you'll want to use medical terminology and data that resonate with them. Conversely, if your audience is a group of young students, you'd adjust your content to be more relatable to their experiences and interests. 

3. Choose a clear message

Your message should be the central idea that you want your audience to take away from your speech. Let's say you're giving a speech on climate change. Your clear message might be something like, "Individual actions can make a significant impact on mitigating climate change." Throughout your speech, all your points and examples should support this central message, reinforcing it for your audience.

4. Structure your speech

Organizing your speech properly keeps your audience engaged and helps them follow your ideas. The introduction should grab your audience's attention and introduce the topic. For example, if you're discussing space exploration, you could start with a fascinating fact about a recent space mission. In the body, you'd present your main points logically, such as the history of space exploration, its scientific significance, and future prospects. Finally, in the conclusion, you'd summarize your key points and reiterate the importance of space exploration in advancing human knowledge.

5. Use engaging content for clarity

Engaging content includes stories, anecdotes, statistics, and examples that illustrate your main points. For instance, if you're giving a speech about the importance of reading, you might share a personal story about how a particular book changed your perspective. You could also include statistics on the benefits of reading, such as improved cognitive abilities and empathy.

6. Maintain clarity and simplicity

It's essential to communicate your ideas clearly. Avoid using overly technical jargon or complex language that might confuse your audience. For example, if you're discussing a medical breakthrough with a non-medical audience, explain complex terms in simple, understandable language.

7. Practice and rehearse

Practice is key to delivering a great speech. Rehearse multiple times to refine your delivery, timing, and tone. Consider using a mirror or recording yourself to observe your body language and gestures. For instance, if you're giving a motivational speech, practice your gestures and expressions to convey enthusiasm and confidence.

8. Consider nonverbal communication

Your body language, tone of voice, and gestures should align with your message . If you're delivering a speech on leadership, maintain strong eye contact to convey authority and connection with your audience. A steady pace and varied tone can also enhance your speech's impact.

9. Engage your audience

Engaging your audience keeps them interested and attentive. Encourage interaction by asking thought-provoking questions or sharing relatable anecdotes. If you're giving a speech on teamwork, ask the audience to recall a time when teamwork led to a successful outcome, fostering engagement and connection.

10. Prepare for Q&A

Anticipate potential questions or objections your audience might have and prepare concise, well-informed responses. If you're delivering a speech on a controversial topic, such as healthcare reform, be ready to address common concerns, like the impact on healthcare costs or access to services, during the Q&A session.

By following these steps and incorporating examples that align with your specific speech topic and purpose, you can craft and deliver a compelling and impactful speech that resonates with your audience.

Tools for writing a great speech

There are several helpful tools available for speechwriting, both technological and communication-related. Here are a few examples:

• Word processing software: Tools like Microsoft Word, Google Docs, or other word processors provide a user-friendly environment for writing and editing speeches. They offer features like spell-checking, grammar correction, formatting options, and easy revision tracking.
• Presentation software: Software such as Microsoft PowerPoint or Google Slides is useful when creating visual aids to accompany your speech. These tools allow you to create engaging slideshows with text, images, charts, and videos to enhance your presentation.
• Speechwriting Templates: Online platforms or software offer pre-designed templates specifically for speechwriting. These templates provide guidance on structuring your speech and may include prompts for different sections like introductions, main points, and conclusions.
• Rhetorical devices and figures of speech: Rhetorical tools such as metaphors, similes, alliteration, and parallelism can add impact and persuasion to your speech. Resources like books, websites, or academic papers detailing various rhetorical devices can help you incorporate them effectively.
• Speechwriting apps: Mobile apps designed specifically for speechwriting can be helpful in organizing your thoughts, creating outlines, and composing a speech. These apps often provide features like voice recording, note-taking, and virtual prompts to keep you on track.
• Grammar and style checkers: Online tools or plugins like Grammarly or Hemingway Editor help improve the clarity and readability of your speech by checking for grammar, spelling, and style errors. They provide suggestions for sentence structure, word choice, and overall tone.
• Thesaurus and dictionary: Online or offline resources such as thesauruses and dictionaries help expand your vocabulary and find alternative words or phrases to express your ideas more effectively. They can also clarify meanings or provide context for unfamiliar terms.
• Online speechwriting communities: Joining online forums or communities focused on speechwriting can be beneficial for getting feedback, sharing ideas, and learning from experienced speechwriters. It's an opportunity to connect with like-minded individuals and improve your public speaking skills through collaboration.

Remember, while these tools can assist in the speechwriting process, it's essential to use them thoughtfully and adapt them to your specific needs and style. The most important aspect of speechwriting remains the creativity, authenticity, and connection with your audience that you bring to your speech.

5 tips for writing a speech

Behind every great speech is an excellent idea and a speaker who refined it. But a successful speech is about more than the initial words on the page, and there are a few more things you can do to help it land.

Here are five more tips for writing and practicing your speech:

1. Structure first, write second

If you start the writing process before organizing your thoughts, you may have to re-order, cut, and scrap the sentences you worked hard on. Save yourself some time by using a speech structure, like the one above, to order your talking points first. This can also help you identify unclear points or moments that disrupt your flow.

2. Do your homework

Data strengthens your argument with a scientific edge. Research your topic with an eye for attention-grabbing statistics, or look for findings you can use to support each point. If you’re pitching a product or service, pull information from company metrics that demonstrate past or potential successes. 

Audience members will likely have questions, so learn all talking points inside and out. If you tell investors that your product will provide 12% returns, for example, come prepared with projections that support that statement.

3. Sound like yourself

Memorable speakers have distinct voices. Think of Martin Luther King Jr’s urgent, inspiring timbre or Oprah’s empathetic, personal tone . Establish your voice — one that aligns with your personality and values — and stick with it. If you’re a motivational speaker, keep your tone upbeat to inspire your audience . If you’re the CEO of a startup, try sounding assured but approachable. 

4. Practice

As you practice a speech, you become more confident , gain a better handle on the material, and learn the outline so well that unexpected questions are less likely to trip you up. Practice in front of a colleague or friend for honest feedback about what you could change, and speak in front of the mirror to tweak your nonverbal communication and body language .

5. Remember to breathe

When you’re stressed, you breathe more rapidly . It can be challenging to talk normally when you can’t regulate your breath. Before your presentation, try some mindful breathing exercises so that when the day comes, you already have strategies that will calm you down and remain present . This can also help you control your voice and avoid speaking too quickly.

How to ghostwrite a great speech for someone else

Ghostwriting a speech requires a unique set of skills, as you're essentially writing a piece that will be delivered by someone else. Here are some tips on how to effectively ghostwrite a speech:

• Understand the speaker's voice and style : Begin by thoroughly understanding the speaker's personality, speaking style, and preferences. This includes their tone, humor, and any personal anecdotes they may want to include.
• Interview the speaker : Have a detailed conversation with the speaker to gather information about their speech's purpose, target audience, key messages, and any specific points they want to emphasize. Ask for personal stories or examples they may want to include.
• Research thoroughly : Research the topic to ensure you have a strong foundation of knowledge. This helps you craft a well-informed and credible speech.
• Create an outline : Develop a clear outline that includes the introduction, main points, supporting evidence, and a conclusion. Share this outline with the speaker for their input and approval.
• Write in the speaker's voice : While crafting the speech, maintain the speaker's voice and style. Use language and phrasing that feel natural to them. If they have a particular way of expressing ideas, incorporate that into the speech.
• Craft a captivating opening : Begin the speech with a compelling opening that grabs the audience's attention. This could be a relevant quote, an interesting fact, a personal anecdote, or a thought-provoking question.
• Organize content logically : Ensure the speech flows logically, with each point building on the previous one. Use transitions to guide the audience from one idea to the next smoothly.
• Incorporate engaging stories and examples : Include anecdotes, stories, and real-life examples that illustrate key points and make the speech relatable and memorable.
• Edit and revise : Edit the speech carefully for clarity, grammar, and coherence. Ensure the speech is the right length and aligns with the speaker's time constraints.
• Seek feedback : Share drafts of the speech with the speaker for their feedback and revisions. They may have specific changes or additions they'd like to make.
• Practice delivery : If possible, work with the speaker on their delivery. Practice the speech together, allowing the speaker to become familiar with the content and your writing style.
• Maintain confidentiality : As a ghostwriter, it's essential to respect the confidentiality and anonymity of the work. Do not disclose that you wrote the speech unless you have the speaker's permission to do so.
• Be flexible : Be open to making changes and revisions as per the speaker's preferences. Your goal is to make them look good and effectively convey their message.
• Meet deadlines : Stick to agreed-upon deadlines for drafts and revisions. Punctuality and reliability are essential in ghostwriting.
• Provide support : Support the speaker during their preparation and rehearsal process. This can include helping with cue cards, speech notes, or any other materials they need.

Remember that successful ghostwriting is about capturing the essence of the speaker while delivering a well-structured and engaging speech. Collaboration, communication, and adaptability are key to achieving this.

Give your best speech yet

Learn how to make a speech that’ll hold an audience’s attention by structuring your thoughts and practicing frequently. Put the effort into writing and preparing your content, and aim to improve your breathing, eye contact , and body language as you practice. The more you work on your speech, the more confident you’ll become.

The energy you invest in writing an effective speech will help your audience remember and connect to every concept. Remember: some life-changing philosophies have come from good speeches, so give your words a chance to resonate with others. You might even change their thinking.

Boost your speech skills

Enhance your public speaking with personalized coaching tailored to your needs

Elizabeth Perry, ACC

Elizabeth Perry is a Coach Community Manager at BetterUp. She uses strategic engagement strategies to cultivate a learning community across a global network of Coaches through in-person and virtual experiences, technology-enabled platforms, and strategic coaching industry partnerships. With over 3 years of coaching experience and a certification in transformative leadership and life coaching from Sofia University, Elizabeth leverages transpersonal psychology expertise to help coaches and clients gain awareness of their behavioral and thought patterns, discover their purpose and passions, and elevate their potential. She is a lifelong student of psychology, personal growth, and human potential as well as an ICF-certified ACC transpersonal life and leadership Coach.

6 presentation skills and how to improve them

How to be more persuasive: 6 tips for convincing others, self-management skills for a messy world, what are analytical skills examples and how to level up, learn types of gestures and their meanings to improve your communication, why you need an accountability partner (and how to find one), 10 examples of principles that can guide your approach to work, 9 high-income skills to learn in 2024, the 11 tips that will improve your public speaking skills, similar articles, how to write an executive summary in 10 steps, 18 effective strategies to improve your communication skills, the importance of good speech: 5 tips to be more articulate, how to pitch ideas: 8 tips to captivate any audience, how to give a good presentation that captivates any audience, anxious about meetings learn how to run a meeting with these 10 tips, writing an elevator pitch about yourself: a how-to plus tips, how to write a memo: 8 steps with examples, stay connected with betterup, get our newsletter, event invites, plus product insights and research..

3100 E 5th Street, Suite 350 Austin, TX 78702

• Platform Overview
• Integrations
• Powered by AI
• BetterUp Lead™
• BetterUp Manage™
• BetterUp Care®
• Sales Performance
• Diversity & Inclusion
• Case Studies
• Why BetterUp?
• About Coaching
• Find your Coach
• Career Coaching
• Communication Coaching
• Life Coaching
• News and Press
• Leadership Team
• Become a BetterUp Coach
• BetterUp Labs
• Center for Purpose & Performance
• Leadership Training
• Business Coaching
• Contact Support
• Contact Sales
• Privacy Policy
• Acceptable Use Policy
• Trust & Security
• Cookie Preferences

Get in touch with us

Are you sure you want to logout?

Please select your grade.

• Earth and space

Speech Writing: Introduction with Examples

What is a speech.

• A speech is a formal address delivered to an audience.
• It always has a purpose. It aims to convey the purpose with logically connected ideas.
• Speech writing is a method of telling a thought or message to a reader using correct punctuation and expressions.

While writing a speech we should concentrate on the three ‘ C’ s.

Your speech should be clear, concise, and consistent .

• Clear: The speech should be simple and easy to understand.
• Concise: It should not be too long. Generally, the word limit is 150-200 words. But it may vary.
• Consistent: The speech should be logically in order.

Let’s see the format of speech writing.

It contains two parts.

Title: Give a good title to the topic while writing a speech.

Content: The content section is divided into 3 subparts.

• Introduction

1. INTRODUCTION:

Start greeting the audience with the phrases like:

• Respected Sir/Ma’am
• Dear students
• Good morning, everyone

Share your personal introduction in one or two lines.

Then write in brief what is the theme of the speech.

• Explain the topic in detail.
• Be clear and specific about your thoughts.
• We can use 3 techniques while writing a speech.

Advantage & Disadvantage

Cause & Effect

Problem & Solution

Let’s learn them in detail.

Advantages & Disadvantages:

• Tell the advantages and disadvantages of the thing.
• Example: If the topic is ‘online education’, you can write its benefits and side effects.

Cause & Effect:

• Write why it is happening or the cause of the thing given in the speech.
• What is its effect on society?
• Example: If the topic is ‘ pollution ’, you can write its cause and effect on the earth.

Problem & Solution:

• Discuss the problem and write the proper solution to it.
• Write the need for that thing in your daily life.

3. CONCLUSION:

• Conclude the speech by giving an overall view or summary.
• Add the specific action you want the audience to do right away.

Some important things you must keep in mind while writing a speech.

• Figure out the primary point of the speech.
• Identify the audience who will listen to the speech.
• Give proper support and structure to the speech.
• Make sure to use correct punctuation while writing.

Sample of Speech:

Good morning respected principal sir, all the teachers, and my dear friends.

Today we have gathered here to celebrate the Teachers’ Day.

First, I would like to wish all my respected teachers a very happy Teachers’ Day. Thank you for being

our backbone and support. Teachers play a big role in building the character of students. They give

us knowledge and help in achieving our dreams. They are our guiding spirits and role models.

Teachers help in building the character of students. Teachers plays an important role in the education

of students, society, and country.

On behalf of all students, I would like to thank all the teachers for their tireless efforts they make to give us knowledge and shape our future.

Another Example of Speech :

Write a speech on “Importance of Education” which you will deliver in your school.

Good morning respected teachers and my dear friends.

      I am Linda studying from grade 3.

The topic of my speech is ‘Importance of Education’. I would let you know all about the value of education and its contribution to our lives.

      Education helps us to remove doubt and fear of challenges in our lives. We can say it is a tool that keeps us happy and give courage to fight in difficult situations. We need education to make ourselves confident and to be aware of equality. It makes us self -dependent. Education shape us for the future challenges in life. It helps you to earn money to fulfill the basic need of life.

If we are not properly educated, we may face challenges in some situations. Education is not about gaining knowledge only; it means learning the ways to be happy and social life.

      My dear friends, education is like a healthy food that nourishes us both internally and externally. It gives us confidence by developing our personality. We should help others as well as ourselves to be educated and contribute to the development of the society.

      Thank you!!!

Related topics

Exploring the World of Adjectives: Types, Usage, and Examples

What are Parts of Speech? Parts of speech determine words’ grammatical and semantic position in a sentence. Activity time The parts of speech are nouns, adverbs, conjunctions, pronouns, interjections, adjectives, articles, prepositions, and verbs. Identify the parts of speech of the underlined words in the following sentences. White- Adjective Big- Adjective    Exciting- Adjectives New- […]

Memoir Writing: Basic Elements, Structures, and Types

Memoir: A memoir is a narrative written from an author’s perspective about a particular facet of his/her own life. ‘Memoir’ word comes from the French word ‘memoire’, which means ‘memory’ or ‘reminiscence’. Example Night: Elie Wiesel gives an account of how he survived his teenage years at Auschwitz and Buchenwald concentration camps during World War […]

Identification of Main Idea in Fiction and Non-fiction

Every story or paragraph or non-fictional text has at least one main idea. The MAIN IDEA is what the text is mostly about. (It is backed up or supported by SUPPORTING DETAILS) Before discussing how to find the main idea, we shall first look at TOPIC. Can you define a topic? A topic can be […]

Writing an Article: Structure and Essential Tips

What is an article? Structure of Article Writing : Title : Draw the attention of readers with an attractive title and indicate the main topic of the article Introduction : Attract the reader’s attention with a sentence that gives a general presentation of the topic. Main Body : Between these sentences, the body should do […]

Other topics

How to Find the Area of Rectangle?

How to Solve Right Triangles?

Ways to Simplify Algebraic Expressions

• Home keyboard_arrow_right

Question and Answer forum for K12 Students

Dialogue Writing for Class 10 CBSE Format, Examples, Topics, Exercises

Basic  English Grammar  rules can be tricky. In this article, we’ll get you started with the basics of sentence structure, punctuation, parts of speech, and more.

We also providing Extra Questions for Class 10 English Chapter wise.

Dialogue Writing  for Class 10 Format, Examples, Topics, Exercises PDF

Writing a dialogue must follow certain basic rules.

• The language should be simple depending upon the relationship between the speakers.
• Though a dialogue should read like real speech, the dull parts should be taken out. A real conversation would be completely boring to read. Edit out the filler words and unessential dialogue – that is, the dialogue that does not contribute to a given situation.

Sample Dialogue

David has met with an accident. His friends Rahul and Varun are talking about him. Read the dialogue between them. Rahul: Do you know that David was hit by a two-wheeler? Varun: Oh no! When did it happen? Rahul: He was hit by a motorcycle on his way back from school yesterday. Varun: How did it happen? Rahul: He was crossing the road at a zebra crossing when a speeding motorcyclist jumped the traffic light and knocked him down. Varun: Is he badly injured? Rahul: He has fractured his arm. Varun: Oh that’s sad! I suppose he will not be able to participated the Inter-school swimming competition next week. He was sure to have won the trophy this year, too. Rahul: Yes. He was quite upset about it.

Dialogue Writing Solved Example for Class 10 CBSE

Diagnostic Test – 14

Ram and Shyam are discussing their plans for the weekend. Complete the dialogue below in a suitable way in around 100 words. Ram: (a) …………………………. . Shyam: I don’t have any special plan. Ram: How do you like the idea (b) …………………………. . Shyam: That sounds lovely, but (c) …………………………. . Ram: I’ll come to your house this evening and request your parents to allow you to join the picnic. Shyam: Hey, that’s a good idea. Ram: (d) …………………………. . Shyam: Yes, I don’t think they are going out tonight. Ram: Then I’ll definitely come and meet them. By the way, (e) …………………………. . Shyam: No, I haven’t, but I’ve heard it’s a lovely picnic spot. Answer: (a) What are you doing this weekend, Shyam? (b) of going for a picnic to the Dal Lake? (c) I will have to seek my parents’ permission. (d) Should I come over in the evening? (e) have you ever visited Dal Lake

Choose the right options from the ones given below:

• I will have to seek my parents’ permission.
• have you ever visited Dal Lake?
• Should I come over in the evening?
• of going for a picnic to the Dal Lake?
• What are you doing this weekend, Shyam?

Dialogue Writing Practice Example for Class 10 CBSE

1. You go to borrow a book from the library, but the librarian says a book has been issued to you three weeks ago and is overdue. Talk to your librarian explaining why you need this book you are asking for now. Also explain why the other book is overdue. Write the conversation in 100 words.

2. You are undecided as to the stream you will choose in Class XI. Ask an elder for advice. Write the conversation in 100 words.

3. You have to go for a wedding but are not familiar with the venue. Ask a passer-by for directions. Write the conversation between yourself and the passer-by in 100 words.

4. Rajat/Rajini has gone to the railway station to make reservations. Write the conversation between him/her and the person at the ticket counter as he/she makes enquiries about the train route and/or accommodation in the train. Write the conversation in 100 words.

Speech Topics in English for Students and Children

Many times we have wanted our voices to be heard and also inspire others with our ideas and thoughts. However, we aren’t able to do so in the correct manner sometimes. It is mostly because one fails to find the right words at the right times. That is why we have speeches. They help you attract the attention of the audience and make people listen to you. In school and college, speech topics become a part of our lives. While it is comparatively easy to write an essay, to deliver a speech is an entirely different thing. Proper persuasive speech topics can help you inform and convince your target audience. In order to do that, you need to do thorough research and state valid points to make a good impression.

When we talk about persuasive speech topics, it is important to note that they must inform, educate, convince or motivate your audience. In other words, you will be influencing them to accept your point of view. The finest persuasive speech topics are always stimulating, daring and very crisp and clear. Always remember to choose an interesting persuasive speech topic. It will help attract the attention of the listener or reader from the start to the end. Moreover, make sure to have ample knowledge about the topics, which will assist you in counter-questioning.

When choosing your persuasive speech topic, make sure it is familiar so you can prepare it easily. Further, your audience must care about the topic and must be able to easily visualize them. The main point is to make sure to not choose something that is overdone. Emotional topics help stimulate more emotions and give better chances of achieving the desired outcome.

Types of Persuasive Speech Topics

• Factual Persuasive Speech – Use facts and figures to prove whether the topic is true or false
• Value Persuasive Speech – Argues whether something is morally correct or not
• Policy Persuasive Speech – Speeches that try to advance policies, laws and more.

There are a lot of persuasive speech topics that we consider interesting enough to be chosen as given below. All these persuasive speech topics are relevant and will remain so for a long time. When it comes to choosing persuasive speech topics, your options are infinite. We have compiled some of the best ones to help you make a good impression.

Toppr has done all the thorough research on your behalf so you can solely focus on delivering the speech excellently. In this article, we have listed out numerous important speech topics from various categories for special occasions, on prominent leaders, motivational, persuasive speech topics and more. They are appropriate for everyone from school students to college ones. Our vast collections of speech topics ensure you find anything and everything that you are looking for. Following is a great list of speech topics divided into different categories like persuasive speech topics and more for a better and quick search:

List of 100+ Speech Topics for Students and Children

List of persuasive speech topics.

• Will punishing bullies help?
• How to speak confidently in public?
• Do exam results alone determine a child’s worth?
• Do video games promote violence?
• How to overcome the fear of Maths?
• Should schools have longer recess time?
• Should schools make swimming lessons mandatory?
• What is the best age to own a mobile phone?
• What is better: Paper books or E-Books?
• How to overcome exam fever?

List of Persuasive Speech Topics on Environment

• How will recycling help us?
• Should there be a ban on smoking in public places?
• Should zoos be banned?
• Should there be a ban on animal testing?
• Will banning plastic bags help?
• Should exotic animals be kept as pets?
• Is the government doing enough to tackle Global Warming?
• How to control water pollution?
• What is better: Buying pets or Adoption?
• Why Elephant riding is unethical?

Speech Topics about Prominent Leaders

• APJ Abdul Kalam Speech
• Jawaharlal Nehru Speech
• Lal Bahadur Shastri Speech
• Mahatma Gandhi Speech
• Speech On Swami Vivekananda

Speech Topics about Yourself

• My Aim In Life Speech
• My Mother Speech
• My School Life Speech
• My School Speech

Get the huge list of more than 500 Essay Topics and Ideas

Speech Topics on Environment and Nature

• Climate Change Speech
• Global Warming Speech
• Save Environment Speech
• Save Water Speech
• Speech About Nature
• Speech On Air Pollution
• Speech On Deforestation
• Speech On Disaster Management
• Speech On Environment
• Speech On Importance Of Water
• Speech On Pollution
• Speech On Waste Management
• Speech On Water
• Speech On Water Pollution
• Speech On World Environment Day

Speech Topics on Festivals and Events

• Speech on Ambedkar Jayanti
• Children’s Day Speech
• Christmas Day Speech
• Gandhi Jayanti Speech
• Hindi Diwas Speech
• Human Rights Day Speech
• Independence Day Speech
• International Women’s Day Speech
• Labour Day Speech
• Mother’s Day Speech
• Speech On Baisakhi
• Speech On Diwali
• Speech On World Population Day
• Teachers Day Celebration Speech
• Teachers Day Speech
• Welcome Speech For Independence Day
• Tryst With Destiny

Speech Topics on Proverbs

• Health Is Wealth Speech
• Knowledge Is Power Speech
• Laughter Is The Best Medicine Speech
• Speech On Unity Is Strength

Speech Topics for Special Occasions

• Best Man Speech
• Best Farewell Speech
• Annual Function Speech
• Farewell Speech For Colleague
• Retirement Farewell Speech
• Thank You Speech
• Thank You Speech For Award
• Thank You Speech For Birthday
• Thank You Speech For Farewell
• Vote Of Thanks Speech
•  Welcome Speech For Republic Day
• Welcome Speech For Annual Function
• Welcome Speech For College Function
• Welcome Speech For Conference
• Welcome Speech For Event
• Welcome Speech For Farewell

Speech Topics on Social Issues

• Beti Bachao Beti Padhao Speech
• Clean India Speech
• Organ Donation Speech
• Road Safety Speech
• Speech On Child Labour
• Speech On Agriculture
• Speech On Cleanliness
• Speech On Corruption
• Women Empowerment Speech
• Speech On Unemployment

Speech Topics about Education

• Importance Of Education Speech
• Speech on Education
• Speech On Books
• Speech On Education System In India
• Speech On Girls Education
• Value Of Education Speech

Speech Topics for Kids

• Doctor Speech
• Speech On Money
• Speech On Mother
• Speech On Music
• Speech On Respect
• Speech On Sports
• Speech On Sports And Games
• Speech On the Importance of Teacher in Our Lives
• Speech About Friendship
• Speech On India
• Speech On Junk Food
• Speech On Grandparents

Speech Topics on Public Speaking Topics

• Speech On Article 370
• Speech On Constitution Of India
• Election Speech
• Leadership Speech
• Political Speech
• Speech About Youth
• Speech On Fashion
• Speech On Generation Gap
• Speech On Indian Army
• Speech On Indian Culture
• Speech On Internet
• Speech On Technology
• Speech On Unity
• Speech On Yoga
• Speech On Travel And Tourism
• Speech On Health
• Speech On Importance Of Cleanliness

List of Persuasive Speech Topics on Education

• Should school uniforms be banned?
• Should we allow mobile phones in school?
• Co-Education has more benefits or drawbacks?
• What is better: Rote learning or Hands-on Learning?
• Boarding schools are better than Day schools?
• Dropping a year helps students or not?
• Are PowerPoint presentations a waste of time?
• Having the same grading system for all students, is it fair?
• Should it be mandatory for all schools to have a canteen?
• Are smart classes beneficial to students?

Motivational Speech Topics

• Speech About Dreams
• Speech About Life
• Speech On Time
• Speech On Discipline
• Speech On Happiness
• Speech On Kindness
• Speech On Value Of Time
• Speech On Health And Fitness

Tips for Writing a Speech

It does not matter if you have the most innovative ideas if you don’t execute them well in your speech. A good speech always invokes emotion, is well-researched and addresses relevant subjects. In order to write a good speech, make sure to follow the points given below:

Structure: Always remember to have a definite structure when you begin writing your speech. It is a frame that will give shape to your speech and help keep you on track. Jot down all ideas coming to your mind and then connect them so that each part has something interesting to keep the audience intrigued.

Vocabulary: A speech is meant for an audience that is filled with different types of people. You need to make sure you are using the right words so your message is conveyed successfully to each and every one. Only the right words can express and highlight your message. Thus, the level of complexity must match the level of the audience of your speech.

Relatable: Your speech is what you make of it, if your speech has incredible points but you don’t deliver it well, it won’t work. Try to include relatable things in the speech to make everyone comfortable and deliver it in a humanized manner so the audience relates to you as well as your speech.

Examples: When you use examples, it helps support and proves your point in a better manner. It also helps convince the audience and result in better engagement. Try using just enough examples so people buy what you are offering and also to add that emotional edge to your speech.

Short: The worst thing you can do to your audience is to deliver a long speech. Do not try too hard and sum up your views in a short and informative speech. In fact, the longer you take, the more mistakes you will make. When someone is investing their time to listen to you, make sure it is worth it.

To sum it up, a good speech requires time and effort. Try to pick the right topic if it’s in your hand and express your thoughts and opinions freely, without any hesitance. Consistency is key, you won’t get it perfect the first time, but eventually, you will get there.

Customize your course in 30 seconds

Which class are you in.

Speech for Students

• Speech on India for Students and Children
• Speech on Mother for Students and Children
• Speech on Air Pollution for Students and Children
• Speech about Life for Students and Children
• Speech on Disaster Management for Students and Children
• Speech on Internet for Students and Children
• Speech on Generation Gap for Students and Children
• Speech on Indian Culture for Students and Children
• Speech on Sports for Students and Children
• Speech on Water for Students and Children

16 responses to “Speech on Water for Students and Children”

this was very helpful it saved my life i got this at the correct time very nice and helpful

This Helped Me With My Speech!!!

I can give it 100 stars for the speech it is amazing i love it.

Its amazing!!

Great !!!! It is an advanced definition and detail about Pollution. The word limit is also sufficient. It helped me a lot.

This is very good

Very helpful in my speech

Oh my god, this saved my life. You can just copy and paste it and change a few words. I would give this 4 out of 5 stars, because I had to research a few words. But my teacher didn’t know about this website, so amazing.

Tomorrow is my exam . This is Very helpfull

It’s really very helpful

yah it’s is very cool and helpful for me… a lot of 👍👍👍

Very much helpful and its well crafted and expressed. Thumb’s up!!!

wow so amazing it helped me that one of environment infact i was given a certificate

check it out travel and tourism voucher

thank you very much

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Download the App

Oxymoron Figure of Speech

Ai generator.

Oxymorons aren’t just a quirk of the English language; they’re a powerful figure of speech that can make your writing more compelling. These unique phrases bring together conflicting ideas in a way that adds depth and intrigue to your prose. Whether you’re a seasoned writer or a newbie, understanding how to use oxymorons can make your text pop. For a more detailed understanding, you can explore these oxymoron examples from various sources.

What is an Oxymoron Figure of Speech? – Definition

An oxymoron is a figure of speech that combines two seemingly contradictory or opposite words or ideas to create a new, often complex meaning. For example, phrases like “jumbo shrimp” or “deafening silence” are classic oxymorons that invite readers to explore the tension between the conflicting concepts. If you’re interested in how oxymorons are used in literature, you can check out this article on oxymorons in literature .

What is the best Example of an Oxymoron Figure of Speech?

One of the most iconic examples of an oxymoron in literature is “O brawling love! O loving hate!” from Shakespeare’s “Romeo and Juliet.” This line perfectly encapsulates the conflicting emotions of love and hate, creating a complex emotional landscape that resonates with readers even today. For those who enjoy poetry, you might find oxymorons in poetry equally fascinating.

100 Oxymoron Figure of Speech Examples

Size: 112 KB

• Deafening Silence – William Shakespeare’s “Hamlet”
• Living Dead – George A. Romero’s “Night of the Living Dead”
• Original Copy – Common parlance
• Act Naturally – Oxymoron in common speech
• Passive Aggressive – Psychological terminology
• Alone Together – Title of a book by Sherry Turkle
• Seriously Funny – Stand-up comedy jargon
• Small Crowd – Reported by news outlets
• Virtual Reality – Tech industry term
• Same Difference – Colloquial expression
• Old News – Common phrase in journalism
• Random Order – Mathematical term
• Found Missing – Police reports
• Awfully Good – Popular critique term
• Minor Crisis – News headline
• Growing Smaller – Economic terminology
• Clearly Confused – Educational language
• Exact Estimate – Construction jargon
• Freezer Burn – Culinary term
• True Myth – C.S. Lewis writings
• Only Choice – Philosophical discussion
• Open Secret – Political term
• Rolling Stop – Traffic terminology
• Paid Volunteer – Nonprofit sector
• Jumbo Shrimp – Culinary arts
• Liquid Gas – Scientific term
• Constant Change – Business jargon
• Passive Resistance – Social activism
• Plastic Glasses – Eyewear industry
• Bittersweet Symphony – Song by The Verve
• Controlled Chaos – Military term
• Definite Maybe – Everyday conversation
• Civil War – Historical events
• Crash Landing – Aviation term
• Actively Waiting – Customer service jargon
• Terribly Pleased – British colloquialism
• Negative Growth – Economic reports
• Tragic Comedy – Shakespearean plays
• Detailed Summary – Academic papers
• Lesser Evil – Political debates
• Cautiously Optimistic – Media interviews
• Painfully Beautiful – Art critique
• Virtual Community – Online platforms
• Harmless Lie – Moral dilemmas
• Random Pattern – Design term
• Unbiased Opinion – Journalism ethics
• Seriously Joking – Social interaction
• Quiet Riot – Band name
• Passive Income – Financial planning
• Old Boys – Elite social clubs
• Ill Health – Medical reports
• Awfully Pretty – Fashion industry
• Walk-on star – Theater term
• Definite Possibility – Scientific jargon
• Pretty Ugly – Pop culture phrase
• Known Secret – Espionage term
• Passive Leadership – Management studies
• Silent Scream – Horror genre
• Advanced Basics – Educational curriculum
• Fuzzy Logic – Computer science
• Larger Half – Common expression
• Holy War – Religious text
• Restless Sleep – Sleep studies
• Same Opposite – Philosophical discourse
• Living Fossil – Paleontological term
• Recorded Live – Entertainment industry
• Student Teacher – Educational field
• Brief Speech – Public speaking
• Genuine Fake – Art forgery
• Constant Variable – Mathematical terminology
• Passive-aggressive – Psychological studies
• Minor Miracle – Religious discourse
• Friendly Fire – Military terminology
• Growing Smaller – Environmental context
• Organized Mess – Personal description
• Original Spin – Political jargon
• Partially Complete – Project status
• Soft Rock – Music genre
• Liquid Solid – Physics term
• Rising Fall – Market trends
• Accurate Rumors – Gossip circles
• Seriously Silly – Children’s books
• Tight Slacks – Fashion paradox
• Controlled Freedom – Political studies
• Qualified Success – Career lingo
• Working Vacation – Corporate culture
• Virtual Friend – Social media term
• Light Darkness – Religious texts
• Fresh Rotten – Food quality
• Painful Pleasure – Emotional complexity
• Quiet Noise – Sound studies
• Sad Smile – Emotional state
• Dry Humor – Comedy style
• Active Retirement – Lifestyle choice
• Complex Simplicity – Artistic expression
• Planned Spontaneity – Social dynamics
• Thoughtless Consideration – Moral dilemma
• Brave Coward – Character analysis
• Blind Sight – Metaphysical discourse
• Near Miss – Aviation reports

Parody Oxymoron Figure of Speech Examples

Dive into the amusing world of parodies where oxymorons play a pivotal role in heightening humor and satire. These contradictory yet compelling phrases are key to crafting parodies that are not only entertaining but also intellectually stimulating.

• Act Naturally – Source: Comedy Skits
• Seriously Joking – Source: Satirical Articles
• Awfully Good – Source: Parody Songs
• Same Difference – Source: Comedy Shows
• Virtual Reality – Source: Tech Parodies
• Organized Chaos – Source: Political Parodies
• Passive-Aggressive – Source: Social Commentary Memes
• Original Copy – Source: Artistic Parodies
• Small Crowd – Source: Theater Performances
• Known Secret – Source: Spy Parodies

Oxymoron Figure of Speech Examples for Class 10

Incorporate oxymorons into your class 10 syllabus to make learning more engaging and multi-dimensional. These phrases help students develop analytical skills while appreciating the complexities of language.

• Deafening Silence – Source: Literature Textbook
• Open Secret – Source: Social Studies
• Passive Resistance – Source: History Book
• Tragic Comedy – Source: Drama Class
• Liquid Gas – Source: Science Textbook
• Bittersweet – Source: Poetry Assignment
• Freezer Burn – Source: Home Economics
• Civil War – Source: History Lessons
• Controlled Chaos – Source: Philosophy Discussions
• Living Dead – Source: English Literature

Oxymorons in Various Contexts

Oxymorons captivate us by marrying contradictory terms into one fascinating expression. This figure of speech is a staple in both literature and everyday language, offering intriguing complexity within simple phrases. Recognizing and understanding oxymorons can enrich your reading experience and elevate your own writing. For a lighter take on the subject, you might enjoy these funny oxymorons .

What Do Oxymorons Represent?

Oxymorons are not mere quirks of language; they are a robust literary tool that embodies paradox and complexity. When two contradictory words are placed together, an oxymoron often captures a more profound truth or complexity that either word couldn’t achieve independently. They are particularly useful in exploring dichotomies, highlighting contradictions, or adding a layer of depth to your thoughts and expressions.

For instance, in the term “deafening silence,” the oxymoron is used to express a silence so intense that it feels almost loud or overwhelming. This helps in capturing the essence of a situation that is too complex to describe with a single word or phrase. So, oxymorons serve as compact vessels that contain within them multifaceted ideas, making them ideal for both literary and everyday usage.

Oxymorons are not mere quirks of language; they are a robust literary tool that embodies paradox and complexity. When two contradictory words are placed together, an oxymoron often captures a more profound truth or complexity that either word couldn’t achieve independently. They are particularly useful in exploring dichotomies, highlighting contradictions, or adding a layer of depth to your thoughts and expressions. If you’re interested in the emotional depth that oxymorons can offer, you might want to read about emotional oxymorons .

What is an Oxymoron Figure of Speech for Kids?

An oxymoron for kids is essentially a simplified version of the complex figure of speech we commonly encounter. Teaching oxymorons to kids can be both educational and entertaining, helping them appreciate the richness and complexity of language at an early age. For more on this, you can visit oxymorons for kids .

Let’s take the example of “bittersweet.” At first glance, “bitter” and “sweet” seem like complete opposites. But when you taste dark chocolate, you realize it’s both! Here, the oxymoron serves as a wonderful introduction to the complexities of flavors, emotions, and situations kids might face. Hence, introducing oxymorons at a young age can serve as a building block for critical thinking, language development, and even emotional intelligence.

In summary, oxymorons for kids aren’t just child’s play; they’re a gateway to a more nuanced understanding of language and life itself.

How do you write an Oxymoron Figure of Speech? – Step by Step Guide

Oxymorons can add depth and nuance to your writing or speech, but how do you craft the perfect oxymoron? Here is a simple, step-by-step guide to help you master this intriguing figure of speech. If you’re looking for a more comical approach, you might find these comical oxymorons interesting.

Step 1: Identify the Context

Before you start, understand the context in which you intend to use the oxymoron. Knowing the theme, subject, or tone can guide you towards choosing a fitting oxymoron.

Step 2: Brainstorm Opposing Concepts

List down words or phrases that are inherently contradictory but could make sense when put together. For instance, “deafening” and “silence” are opposing ideas, but they work in unison to describe an overpowering quietness.

Step 3: Test the Pairing

Before finalizing, see if the words you’ve chosen truly create an impactful oxymoron. The terms should bring a new layer of meaning when combined.

Step 4: Use it in a Sentence

An oxymoron is most effective when it fits naturally into a sentence or phrase. Test out your oxymoron in a full sentence to check if it enhances your point.

Step 5: Review and Revise

Read the sentence out loud or get a second opinion. Make any necessary revisions to ensure the oxymoron adds value to your communication.

Tips for Using Oxymoron Figure of Speech

While oxymorons can be engaging, using them too frequently can lessen their impact. An oxymoron should be pertinent to the subject you are discussing. A misplaced oxymoron can confuse the reader or listener. For more everyday examples, you can check out everyday oxymorons .

Tip 1: Don’t Overdo It

While oxymorons can be engaging, using them too frequently can lessen their impact.

Tip 2: Keep it Relevant

An oxymoron should be pertinent to the subject you are discussing. A misplaced oxymoron can confuse the reader or listener.

Tip 3: Aim for Subtlety

Sometimes the most effective oxymorons are those that aren’t immediately obvious but require a second thought to fully grasp their complexity.

Tip 4: Use in Titles or Headings

Oxymorons catch attention and provoke thought, making them excellent for titles, headings, or slogans.

Tip 5: Experiment with Variations

Don’t hesitate to modify or coin new oxymorons that suit your purpose. Innovation can make your writing truly stand out.

By incorporating these tips and following the step-by-step guide, you can proficiently utilize oxymorons to enrich your writing or speech, adding layers of meaning and drawing your audience into a deeper engagement with your work.

Text prompt

• Instructive
• Professional

10 Examples of Public speaking

20 Examples of Gas lighting

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• My Account Login
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Open access
• Published: 22 May 2024

Collaborative reflection and discussion using the narrative medicine approach: speech acts and physician identity

• Shanshan Li   ORCID: orcid.org/0009-0006-2816-6389 1 ,
• Libo Zhong 2 &
• Yaping Cai 3  

Humanities and Social Sciences Communications volume  11 , Article number:  651 ( 2024 ) Cite this article

Metrics details

• Medical humanities

Narrative medicine has become a meaningful solution to promote medical students’ professional and personal growth. However, there is a lack of study on how students benefit from the narrative medicine approach when developing identities. This study aimed to establish and implement an integrated English reading and writing curriculum based on collaborative reflection and discussion using the narrative medicine approach, exploring how students presented and constructed physician identities by performing speech acts. First-year undergraduate students majoring in clinical medicine were recruited. Collaborative reflection and discussion were conducted in the integrated course involving 14 pieces of medical-related narrative works, along with essential elements that guided the students to engage in classroom activities. In the following analysis, the qualitative analysis software NVivo was used to identify the main speech acts and their frequency to analyze students’ perception and recognition of different physician identities. Our analysis presented 33 major speech acts and revealed their frequency and characteristics, which we summarize in five interrelated physician identities. The fine-grained analysis showed how these identities were influenced by the narrative medicine approach, which provides enlightenment for supporting students to develop their professional identities. Another unique contribution of this study was to present the teaching basis and essential elements in an integrated humanistic curriculum. The results helped clarify the relationship between speech acts and physician identity and suggested that collaborative reflection and discussion using the narrative medicine approach improved the humanistic component that was in short supply in medical education through its interdisciplinary advantages, thus promoting professional identity development that can lead to higher-quality medical and emotional care.

Similar content being viewed by others

Testing theory of mind in large language models and humans

Impact of artificial intelligence on human loss in decision making, laziness and safety in education

Toolbox of individual-level interventions against online misinformation

Introduction.

Physician identity is “a representation of self, achieved in stages over time during which the characteristics, values, and norms of the medical profession are internalized” (Cooke et al. 2010 ). Many medical education commissions and associations encourage medical educators to ensure the ongoing development of appropriate professional behaviors for students in medical and health professions because the cultivation of physician identities, including professional values, actions, and aspirations, is the backbone of medical education (Cooke et al. 2010 ). Medical students with a professional identity are more confident in what they do as doctors, which affects their relationships with colleagues, patients, professional groups, and society (Monrouxe, 2010 ). They show concern for ethical principles and a willingness to interact with patients and co-workers to achieve professional growth (Cruess et al. 2002 ).

One of the reasons for the difficulty in professional identity development can be found in medical education, for it has become a source of biased teaching and learning (An et al. 2008 ). The students are trained to excel in medical and treatment technology, while social value and humanistic aspects of medicine are excluded (Ferry-Danini, 2018 ; Thibault, 2019 ). Medical educators have criticized “dehumanization in medicine” by calling on doctors to be scientific in their way of thinking as well as to learn to conduct ethical analysis and moral judgment (Amin et al. 2021 ; Pellegrino, 1984 ; Serodio et al. 2016 ). Therefore, academic attention should be paid to medical humanities. It is necessary to make educational suggestions for cultivating future doctors who pay more attention to patients.

As a theoretical and operative approach, narrative medicine plays a role in interdisciplinary learning from medicine, education, and humanities. Narrative medicine’s innovative model includes training in close reading and reflective writing. On the one hand, by reading virtual records of possible clinical situations, medical students are trained in the four essential abilities of attention, representation, reflection, and affiliation (Charon, 2005 ). Therefore, they can look outward at patients and inward at themselves (Langellier, 2009 ). On the other hand, medical students may not only gain emotional benefits (e.g., empathy) but also understand the patient’s experience and spiritual journey of themselves in career growth (Charon, 2008 ). In addition, using narrative medicine as a medical education tool includes potential benefits such as the perception of ethical challenges (Daryazadeh et al. 2020 ), identification with peers and broader professional communities (Lukolyo et al. 2019 ), and enhanced communication and reasoning skills (Welch and Harrison, 2016 ). Evidence from the structured model for narrative-based medicine interventions has shown that collaborative reflection and discussion further enrich the teaching strategies of close reading and corresponding reflective writings (Balmer and Richards, 2012 ; Milota et al. 2019 ). Opportunities are created for medical students to promote reflective thinking and their awareness of professional identity, thereby influencing their learning of professionalism (Huang et al. 2021 ). Close reading, reflective writing, sharing, and discussion help students have a broader view of patients and diseases in clinical practice, understand what the physician profession means, and comprehend the discourse of medicine and the society it serves (Charon, 2001 ). Students can think, act, and feel like a doctor under the positive influence of narrative medicine.

More attention has been put on the effects of narrative medicine interventions in recent years. There are many studies on its implementation for students during clinical practice, such as cultivating professionalism (Huang et al. 2021 ), its impact on patient care (Chretien et al. 2015 ; Fioretti et al. 2016 ), and increasing a sense of empathy (McDonald et al. 2015 ). It has also applied to teachers, helping them reflect in a unique space and gain support for their professional growth (Balmer and Richards, 2012 ; Holdren et al. 2023 ). Few studies have been conducted on how medical students in pre-clinical years benefit from the narrative medicine approach when developing identities. Pre-clinical students’ professional identity as preliminary doctors has not been fully developed (Park and Hong, 2022 ). Therefore, students need to perceive humanistic values and construct a professional identity for their future careers by having a rich knowledge of medical humanities, strengthening their ability to reflect and discuss with others, and enhancing listening, interpreting, absorbing, and imaginative skills (Miller et al. 2014 ).

Therefore, the study focuses on narrowing the gap in humanities education for pre-clinical students who lack sufficient opportunities to develop their professional identity and clarifying to what extent students externalize humanistic literacy into virtual clinical practice. We encourage students to integrate reading and writing practice into narrative medicine. Apart from improving English reading and writing abilities, with collaborative reflection and discussion (CRD) using the narrative medicine approach, students can also pay more attention to the reflection on medical-related stories, think about the attitudes, emotions, and values of the characters, gaining an awareness of professional identity. CRD refers to students inspiring and complementing each other through self-examination and peer interaction to generate new ideas, usually in the form of group and classroom discussions. This study designed a 32-week English reading and writing course to explore what physician identities students may develop from the analytical perspective of speech acts in the CRD corpus. Our study focused on the following questions:

(1) What are the repeated speech acts in CRD using the narrative medicine approach? How about their frequency?

(2) What physician identities do medical students develop through repeated speech acts?

Study design and context

This curriculum innovation experiment was conducted during the 2022–2023 academic year at Hangzhou Medical College in China. Based on the theory and practice of narrative medicine, an integrated English reading and writing curriculum was designed to explore how to adapt English teaching to medical education to avoid traditional grammar and vocabulary teaching. In our preliminary study (Zhong, 2021 ), we negotiated the main challenges and participatory changes involved in such an integrated course. As an implicit goal of medical education, professional identity is often taught in reliance on humanities, such as Ethics and Psychology. It is also the implicit teaching goal of this innovative curriculum partly because the characteristics of language learning help researchers to observe the relationship between students’ perception of physician identity and their language use and partly because the interdisciplinary characteristics of the integrated course help students improve their ability to explain and reflect on medical behavior from the stories and their ability to use metaphors and symbolic tools for future medical practice which may bring practical benefits to their identity transformation (Jones, 2013 ).

Participants

Fifty-six first-year undergraduate students majoring in clinical medicine from the same class participated in this research. The usual duration of their studies was five years. In addition to electives, the participants studied seven basic courses like Psychological Health Education, six specialized courses like Topological Anatomy, and had a two-week clinical clerkship. None of the participants took courses related to narrative medicine. All participants provided written informed consent before participating in the study.

Narrative medicine was introduced into the weekly English reading and writing course, which was compulsory for the participants. The teacher used the narrative medicine approach to organize reading and writing activities with the explicit goal of nurturing the ability to read and write in English to improve communicative skills and the implicit goal of developing an awareness of physician identity. The medical-related texts were selected from the successful experiences of narrative medicine researchers and our preliminary study to cater to the needs of general medical students. The participants were divided into groups of five to six students to participate in CRD, the basis and teaching elements of which are described as follows:

CRD is based on a series of curriculum activities (Table 1 ). First, students understood the theoretical background of narrative medicine and the analysis methods of narrative works and simulated the process of narrative reading and writing. The focus was to give students a preliminary understanding of narrative medicine, laying the foundation for CRD. Then, we encouraged the medical students to adopt the narrative medicine approach, read and discuss narrative works in groups and with the class, engage in reflective writing, and share and comment on their writings with peers. The purpose was to promote medical students’ better understanding of their feelings and attitudes toward patients and doctors and of peers’ reflective discourse.

The essential elements of CRD were set according to the principles and teaching framework of narrative medicine based on the previous studies of Charon et al. ( 2016 ) (Fig. 1 ).

The arrows in the left panel reflect two contexts (i.e., close reading and reflective writing) involved in the three phases; the upper box in the right panel refers to the four elements of close reading centering on the goal of raising the awareness of physician identity through CRD; the lower box in the right panel refers to the four elements of reflective writing centering on the goal of exploring the physician identity through CRD.

After the students interpreted and absorbed the information through close reading, one researcher trained in teaching narrative medicine guided the students to engage in CRD around the four elements of narrative reading (Charon et al. 2016 ): time, space, metaphor, and voice. The aim of CRD in English reading was to encourage students to be aware of the role of medical staff in society and organizations.

The corresponding writing tasks enhanced students’ reflective ability. The subsequent CRD created a reflective space wherein students could explore the dimension and depth of narrative works and involved the following elements: reflection that helped students notice and shape their perceptions of medical behavior and organizational behavior; comment on the patient’s illness experience that helped construct empathy; and discussion that encouraged students to share their writings focusing on the understanding of plot, situation, illness, and death. The teacher provided supportive and non-judgmental mentoring and helped students develop an awareness of professional identity through interactions.

Data Sources

The corpus source is 24 CRD from October 2022 to June 2023 (Table 2 ). One of the researchers guided the students to engage in 24 CRD in the classroom; the other two took turns observing and recording the discussions via stenography, with a focus on students’ speech acts.

Fourteen pieces of medical-related narrative works were discussed (Table 3 ). The identities mentioned and discussed by the students include doctors, patients, patient’s relatives and friends, nurses, judges, and so on. All the discussions were tape-recorded. We transcribed the tape recordings into the corpus from which identifiable personal information was hidden.

Data analysis

Analytical perspectives.

The analytical perspectives are “speech acts” and speech acts as “acts of identity.” Although there are many analytical tools for communication and conversation in medicine, such as the Roter interactive analysis system (Roter and Larson, 2002 ) applied to general clinical practice, speech acts analysis is a more direct and effective tool to analyze the CRD of medical students in the field of education.

Speech Act Theory, an important pragmatic theory, suggests that human language is not simply a combination of “sound and meaning” and that language can produce behavior because if the speaker says something meaningful and acceptable, his words will have a behavioral result. Austin ( 1975 ) called the behavior “speech acts” (SA) and divided it into three categories: the locutionary act is the act of speaking words, phrases, and clauses, expressing literal meaning through syntax, vocabulary, and phoneme; the illocutionary act is the act of expressing the speaker’s intention, which means people carry out specific acts when speaking, such as informing, ordering, and warning; the perlocutionary act has the consequences or changes brought by utterances. We focused more on the illocutionary act, as it is more conventional for us to judge and distinguish from the other two acts as connected with the production of effects in certain senses (Austin, 1975 ). For example, “She can read some poems” in our study implied the speaker’s intention that the doctor can recommend this patient to read poetry, and it revealed the student’s perception of physician identity on this occasion. The classification and examples of the illocutionary act provide us a reference to an analysis: Austin ( 1975 ) divided the illocutionary act into five categories; Searle ( 1979 ) further classified them in greater detail. Besides, a person can also realize the same intention through different locutionary acts, but there are often some typical expressions. In our study, speech acts were conducted within speech events (Hymes, 1968 ) in which medical-related works were discussed, so descriptions and explanations could be made to understand students’ attitudes and values.

All speech acts are “acts of identity”—linguistic behaviors contribute to constructing complex identities (Walters, 1987 ). “Identity” refers to an individual identifies with a social group, such as ethnicity, race, and class, containing two meanings: one is that an individual can be identified as a member of a social group while the other is that an individual regards himself as part of a group. These “acts of identity” emphasize the structural impact of social groups and are limited and influenced by contexts and situations within the class in our study. It included the identity that an individual student readily chose in communication, presenting and constructing important identities by repeatedly performing some SA in their discourse.

Analytical process

Our analysis began with familiarization of the data, where we re-read, made notes, and added comments on the content of classroom discussions to identify recurring SA as students used them through reading and writing activities. Reviewing these preliminary records of SA, all authors collaboratively identified descriptive codes to develop our first cycle coding. These initial codes, including SA of close reading and SA of reflective writing, were intended to capture our perceived fragments of an association between SA and physician identity within the teaching framework of CRD. Using the software NVivo, we then applied the first cycle coding scheme, coded independently, generating various codes and having regular discussions about these codes. We generated codes at the locutionary act level, for example, literal meanings that had typical expressions to realize intentions, and at the illocutionary act level, exploring students’ intentions (for example “his needs should come first” indicated doctors should prioritize patients’ needs). This step was used to examine how students’ SA over different narrative works revealed their physician identity. We refined the second cycle coding scheme by sharing coding to illustrate the relationships among CRD elements, SA, and physician identity, and then collaboratively defined the second cycle codes. To address reliability issues, the team discussed a section of the initial coding of the data conducted by Shanshan Li to modify and refine our coding definitions as the team negotiated conflicts in applying the coding scheme. We then applied the second cycle codes, building nodes classified by theme, and supplemented, merged, revised, and finalized the coding. For example, the sub-node of “reflect on how to help the ill” was placed under the tree node of “medical behavior” when it was initially coded, but after our in-depth discussion of the data, it was placed under the tree node of “illness and death.” We finally calculated the frequency of repeated SA, namely, how many CRDs contained the repeated SA. Based on these SA, we analyzed students’ perception and identification of physician identity.

Reflexivity

The stenography of all lessons made by two authors was allowed to capture real-time experiences by minimizing all authors’ voices. The writing assignments students handed in allowed for the validation of CRD fragments. All authors checked transcripts with original audio files to ensure data accuracy and met regularly to engage reflexively in reviewing data from multiple perspectives and challenging interpretations that may result from potential biases. Diversity in the research backgrounds of the authors limited personal or disciplinary bias: Shanshan Li was trained in English language and literature at the bachelor’s level and educational sciences at the master’s level, and Libo Zhong was trained in English language and literature at the doctoral level. Both work as teachers and researchers in undergraduate medical education and conduct research projects on narrative medicine. Yaping Cai works as a professor in education with expertise in curriculum theory and boundary crossing. All researchers have experience in qualitative research. Trustworthiness was addressed by collaborative interrogation of our perception of data derived from diverse positionalities and by rigorous analytical steps. The research was approved by the institutional review board and followed ethical approvals.

SA and frequency

Many characteristics can be seen in Table 4 . Some SA appeared with high frequency in 24 CRD, which shows a distinct feature of the narrative medicine approach. For example, the SA of “focus on the time and speed of illness process (1)” appeared in 22 out of 24 discussions. SA with a percentage higher than 70% can be considered to be the most repeated parts of CRD, including “focus on the time and speed of illness process (1),” “analyze the patient’s physical changes (4),” “identify the different voices (6),” “know the attitude of the patient (13),” “understand the plot and situation deeply (15),” “increase the level of empathy (19),” “attention to details of illness and death, such as word choice (22),” “reflect on what kind of attitude doctors should have toward the patient (29),” and “think about communication and connection (32)”.

The frequency of SA varies widely, but it is not easy to distinguish which SA is necessary for students to use in CRD. One reason may be related to the contextual differences. If the narrative works provided the context in the first person of the patient, students need not “confirm that the patient is aware of the illness status (2)”; if there were no apparent conflicts in attitudes or interests, students need not “rank the wishes of the patient and others (14)”. The examples demonstrate that although some SA seems important, the narrative works do not guarantee the necessity to use them. The perspective of thinking also influences the choice of SA. For example, “give spatial information in a region (5)” and “identify the voices that influence the patient (10)” were usually not directly related to the medical knowledge that aroused students’ interest, but were often proposed by the teacher who guided the discussion. Students may choose SA that seems related to their major, or the one that is easier to identify from the elements of CRD. As a rough estimate, SA with a frequency of more than 60% (bold in Table 4 ) is necessary for CRD.

Physician identity

Based on the frequency of SA and the CRD corpus, we summarized the main physician identities as follows.

The spokesperson for the patient’s wishes

Students noticed that when patients did not clearly state their wishes for subjective or objective reasons, doctors should take the initiative to inquire and presume the patient’s wishes from the details. The identity of the spokesperson can be seen in confirming that the patient is aware of the illness status (2), presuming the patient’s wishes (11), knowing the attitude of the patient (13), ranking the wishes of the patient, and others (14), and being aware of the rights and interests of the patient (17). Students tried to analyze the patient’s wishes while taking notes of other people. Even when the patient did not express any wishes, the students speculated about his possible expression based on his educational background and life experience. When patients and doctors choose different medical options, students realize that they need to communicate with the patients (32), prioritize their wishes (14), and consider inviting their relatives regarded as people who know them best to participate in medical decisions (10).

Example 1a: The doctor’s objectivity and the patient’s suffering (CRD on How the Poor Die )

Student: Based on all we know about him (10), he would refuse cupping therapy (11). But his resistance had no effect (15), and he suffered too much (19).

Teacher: Did Orwell say anything? Why did you make this judgment?

Student: He knew he was seriously ill (2), but he didn’t want to be treated like the No. 57 patient (13) whose belly is the only valuable part to the doctor and interns (15). I think the doctor should ask for Orwell’s permission (32).

Student: Case teaching is inevitable, but the way the doctor performed was not beneficial for Orwell (17).

Teacher: What did he do for Orwell?

Student: Ask him to take fundamental drugs. But I’m afraid the doctor wanted to take him to the autopsy room after he died (14, 15).

Teacher: What did Orwell expect?

Student: His needs should come first (13, 14). If possible, any of his relatives or friends should also be there to help (10).

After closely reading How the Poor Die , the students identified that patients in free wards were treated with no dignity, and presumed Orwell’s wishes based on his life background and experience in public hospitals (11). After reviewing the details, they confirmed that he knew the illness status (2). The student perceived that the treatment chosen by the doctor or the medical institution did not necessarily correspond to the rights and interests of the patient (17). Therefore, after examining the doctor’s medical behavior in the story (15), they knew the patient’s attitudes by checking the medical context (13) and found that the wish of the patient was different from that of the doctor (14). The students were aware that, in diagnosis and treatment, the doctor should ask patients and their relatives about their wishes, putting the patient’s wish first in the ranking process (14).

The students found the hybrid identities of doctors challenging; they viewed the doctor as a scientist and researcher who should take a distant and objective attitude when communicating with the patient; on the other hand, they realized it was far from the patient-centered concept required by the clinical practice as it showed no respect for the patient. The students wrote in reflection (Example 1b): “This is a story told from the patient’s perspective as if to warn us what should be the first concern of a doctor (12,15)”; “Scientific descriptions and research are important, but ignoring the emotional demands of patients can lead to doctor-patient conflicts (9) and undermine doctors’ efforts to respect patients (17).” The students tried to understand complex expressions and the plot in the stories (12,15), coming to a consensus that, by inquiring and presuming the patient’s wishes, doctors not only prioritize the patient’s rights and interests (14,17) but also protect doctors’ safety by avoiding possible risks (29).

The guide for patients in the face of illness and death

Most students learned about different diseases and their consequences for the first time by reading a novel or watching a movie. They read detailed descriptions of the illness and tried to understand patients’ psychological states like emotions, perceptions, and expectations. Therefore, the physician identity as a guide was developed in CRD as the students learned how to help patients increase courage in the face of illness and death, and how to advise on possible arrangements as the disease got worse. It can be seen in focusing on the time and speed of illness development (1), examining how patients experience sick time (3), analyzing the patient’s physical changes (4), accepting and promoting the concept of palliative care (23), raising the issue of caring for patients (25), suggesting arrangements or activities (27), and paying attention to the patient’s hobbies or the final wishes (28).

Example 2a: Noticing, finding, and advising arrangements (CRD on Breathe )

Student: In just ten minutes of the film, Robin was infected with the polio virus and paralyzed (1), with only a slight head movement (3,4). It’s so sad (19).

Student: Without a ventilator, he would die in two minutes (1,4).

Teacher: So what is the narrative focus of Breath ?

Student: It’s about how they faced the disease (12). It’s good for them to do everything they can, leaving no regrets (27). What the doctors can do is trying to keep death from coming too soon (25).

Student: But Robin was lucky (19). Diana took care of everything with the help of their friends (25). Relatives can do more than doctors (25).

Teacher: What happened then?

Student: He finally decided to say goodbye to the world (1,13) because relying on the ventilator for such a long time made his lungs extremely susceptible to infection (1,4).

Student: At least he saw his son growing up. It may be what he wanted most (13,28). The near-death stage should not be prolonged (23). If I were Robin, I would do the same (19).

In Example 2a, the elements of “time” and “space” (1,4) were discussed several times as students constantly found new details of the progression of the disease and the physical changes of the patient. The students empathized with the loss of the patient’s health (19), tried to know the best that the doctor and caregivers could do in different stages of illness (25), noticed the patient’s final wishes (28), and accepted and promoted the concept of palliative care (23). By directly observing the dynamic changes of the disease and the patient’s experience of illness, the students proposed the arrangement (27) concerning emotional care and finally accepted and respected the patient’s decision to say goodbye to the world (13). Students developed an understanding of the doctor’s responsibility as a guide for patients. In the CRD of reflective writings (Example 2b), students realized that doctors need to communicate with patients on the topic of illness and death (32), reflect on what kind of attitude doctors should have toward the patient (29), and guide patients to vent their feelings when they are in sickness:

Example 2b: Guide patients to think about illness and death

• I think what the author wants to say is that the meaning of death is letting life explode more brightly in an increasingly limited time (12,15). Death is not a negative existence; it’s a “good night.” If we convey such positive emotions to the patient (29,32), it is also a form of medical help and treatment (16). (CRD on Do Not Go Gentle into That Good Night )

• When the doctor informed the patient of the bad news, he encouraged the patient to face reality bravely rather than using technical terms (32). I was deeply impressed by his solicitude. A doctor’s verbal language can help a patient calm down and encourage him (16,29). (CRD on What the Doctor Said ).

The students’ SA were often targeted, usually from doctors’ perspectives, such as informing diagnosis, body language, medical or life advice, and palliative care. Students can understand that the doctor should be with the patient in the face of illness or death as their guide during medical treatment.

The listener for multiple voices

The students often searched for medical knowledge related to the narrative works and briefly exchanged information with peers (33) to prepare for a better understanding of diverse voices. They identified different voices (6), confirmed the speaker’s rights and obligations (7), noticed the gap between the speaker and the listener (8), and observed the effects of the speaker’s encounter with the listener (9) to understand all the voices in the story. Through deeper reading and writing, they noticed the patient’s difficulties (26) and communication issues (32). Students were thus able to ensure that all voices were taken into account in the virtual medical context and realized that they should listen to multiple voices before taking responsibility for healthcare decisions.

Example 3a: An understanding of all voices (CRD on the Children Act )

Teacher: Adam’s parents were supposed to know Adam best (10). What choice did they make?

Student: They would refuse blood transfusion because of religious beliefs (6).

Teacher: So what choice did others make?

Student: The hospital filed a lawsuit, so Fiona decided to force blood transfusions (6).

Teacher: We seemed to ignore Adam’s wishes (11).

Student: He refused the treatment (13).

Teacher: What did he say? Why did you make this judgment?

Student: He would accept blood transfusion treatment (11) because Fiona had become his new faith (15). But when he wrote or talked to her, Fiona thought it was not her job (6,26), so he refused (13).

Student: Fiona did not listen to Adam’s story (8). She ignored Adam’s emotional needs (7). There’s a big gap between them (8,26).

Teacher: But she finally changed. Do you know why?

Student: Her conversation with her husband showed that she had changed (9). If she had changed earlier, the result might have been different (29,32).

The students discovered the hidden voices between the lines and the intricate background behind them. The student first pointed out that Adam had leukemia and briefly shared relevant medical knowledge, noting that it should be a recurrent case (33). After identifying the voices of Adam, his parents, the court, Fiona, and her husband (6), they pointed out that Fiona, as a professional, refused to listen to Adam (26), which prevented the patient’s voice from being heard, and that she did not fulfill her duty as a listener (7,8). As a result, the students shared an in-depth reflection on Adam’s refusal of blood transfusion (9), which prompted them to think about how to communicate and connect with others as doctors (32). One student shared his writing excerpts in the class (Example 3b): “When Adam wanted to talk to Fiona, what Fiona thought about was the proprieties and dignity of her professional identity (26,32). Children are vulnerable. In addition to the physical well-being, we must provide them with spiritual well-being (29)”.

Different voices that need to be heard by doctors also arise among students who presume they are doctors. In the 22nd CRD on You Don’t Know Jack , many students believed that Jack patiently listened to each patient’s words and understood their wishes and interests, so making euthanasia legal was acceptable. However, some expressed concern about the technical aspects of communicating with the patients and understanding their choices and wishes. They finally concluded that doctors should pay attention to all the voices, on which they could make prudent healthcare decisions.

The Empathizer who offers love and help

Some SA showed students’ empathy for patients’ emotions like pain and loneliness. Being an empathetic doctor who can offer love and help to patients was also what medical students realized when developing the awareness of physician identity. The identity of the empathizer can be seen in their new or changed knowledge to help the patient (16), their perception of the patient’s experience (18), an increased level of empathy (19), an increased understanding of the elderly and the seriously ill (20), and reflection on how to help the ill (24). The discourse in Example 4 came from the 3rd CRD about how people help each other to overcome difficulties together.

Example 4: Giving care, love, and empathy to patients (CRD on The Way We Live Now )

• There are no words warning visitors of the possibility of infection now. It’s hard to imagine what it was like for him to live in an environment of discrimination before such changes happened (19).

• During his hospitalization, he began to keep a diary, recording his feelings since he was diagnosed with AIDS, and writing down his regrets (3,15). Will it be of great help if we encourage patients to read or write poems or diaries to vent their feelings or get inspiration (16,24)?

• He may think he was alienated and isolated (18), but the doctor was kind, patient, and optimistic about his condition (15). Good qualities such as respect, compassion, and companionship are valuable for the patients (16,24).

The students analyzed from all perspectives: how “his” lover, friends, the hospital, and doctors were concerned about his illness in different ways. They focused on how to provide “him” with continual love and assistance. The above SA with strong empathy included open-ended questions (“What it was like for him to …?”) and more implied questions (“Is it of great help if …?”). Such emotional insights left room for reflection and reminded students to offer love and help to patients. “Good qualities … are valuable” is not only the affirmation of the doctor’s medical behavior but also an invitation for all future doctors to give care and empathy to the patients.

The reflective doctor who reinterprets the process

To develop the ability to describe the clinical process in non-technical language, the students learned to describe the causes and effects, disease progression, and the care process, reinterpreting and thinking reflectively based on “time and speed of illness process (1),” “spatial information (5),” “complex and metaphorical expression (12),” “the plot and contextual situation (15),” and “details of illness and death such as word choice (22).” The students explored the way they reinterpreted the process in the discussions, which may contribute to their reflection on illness, diagnosis, and death:

Example 5a: Reinterpretation of the story (CRD on The Masque of the Red Death )

• During the plague (1), the king welded the bolt and reveled inside the castle, leaving people to die outside (5,15). The strike of midnight (1) suggested his death (12). “Red” (12,22) is the color of blood from killing all people (12), but behind the masque was empty. Does it indicate that the king was not killed by the “Red Death” but by his ruthlessness and brutality (12)?

Through reflection and discussion, students noticed something they were unaware of and re-understood the complicated information. Sometimes, they invited their peers to pay attention and listen to their reflections (30), and they responded to the invitations (31). In this process (Example 5b), the students often examined their reinterpretations from a distance or from the point of view of another student to verify whether their perceptions were accurate and adequate:

Example 5b: The dilemma of oncologists (CRD on Wit )

• She reviewed her life in the hospital bed (3), talking to her father, first teacher, students, and “us” in the classroom (5). Passing away with the teacher reading her favorite childhood story (1,3) was the best send-off she could have imagined (28). I felt a deep sadness (19). I think oncologists love cancer cells more than patients because the former is the victor and the strong (15). Do you agree (30)?

• It’s true that doctors should be calm, objective, and rational, but most also have compassionate hearts. Sometimes, patients only need someone to be with them (16,19).

Some students took great pride in their reflective writings and were adept at capturing what they saw in narrative works and sharing it with others (30); some commented on their peers’ concerns and reinterpretation (31). They responded to the call of the suffering patients and tried to understand what the doctor should do to echo the call.

While most medical-related narrative works provide opportunities for medical students to improve their level of empathy and sense of humanistic literacy (Milota et al. 2019 ), the students often have little support in systematically considering how they might utilize theory and knowledge of narrative medicine to influence their perceptions as a doctor and maintain an awareness of self-reflection with the help of peer-learning in the school context. Integrating CRD using the narrative medicine approach into the teaching of medical humanities, we intentionally targeted the professional identity development of medical students as the implicit teaching goal, leveraging the tool of speech acts to reveal students’ SA and their frequency. By intentionally enhancing the listening, interpreting, absorbing, and imaginative skills of the students through close reading and reflective writing, we summarized the physician identities from the CRD corpus—the spokesperson for the patient’s wishes, the guide for patients in the face of illness and death, the listener for multiple voices, the empathizer who offers love and help, and the reflective doctor who reinterprets the process. Through the analysis of SA frequency and CRD corpus, we summarized some speech acts and explored the process of students’ reflection and discussion. The above analysis and our work on curriculum integration provided implications for supporting medical students’ professional identity development.

First, a sustained commitment to providing students with poetry, novel, and film narratives related to illness and death while utilizing literary texts to discuss is imperative for developing students’ abilities to reflect on medical contexts and physician identities. Previous studies have shown that the fictional world created by narrative works may expand students’ knowledge of self and others and of self and the world around them, regardless of the limitations of time and space, which is conducive to professional identity development and the effective prevention of job burnout (Oyebode and Pourgourides, 1996 ; Charon, 2000 ). As for the physician’ss identity as the spokesperson, many SA show that medical students presumed, confirmed, and respected patients’ wishes; they tried to understand the patients and thought about how to communicate with them rather than being objectively alienated researchers. CRD supported by the narrative medicine approach helped students acquire the tacit knowledge that cannot be obtained from books: students can recognize that doctors should prioritize patients’ interests and wishes to avoid risks that may take place between doctors and patients. For another example, reflection and observation of the dynamic changes of disease deepen their understanding of life and death, training themselves to be the guide for patients in the face of illness and death, which may bring a new point of view for their future clinical practice.

It can be assumed that these narrative works imperceptibly convey ethical and moral values through CRD, inspiring students to think deeply about the process of diagnosis and treatment and re-understand patient narratives and the role of doctors. By targeting the creation of reflective space and positioning CRD as an opportunity to co-construct group identity, medical students can engage in the process of conceptual change (Sinatra and Pintrich, 2003 ) that promotes professional identity development. The study also confirmed the previous research results that narrative-based medical education has a positive impact on the cultivation of professional identity (Miller et al. 2014 ).

Second, guidance for medical students on the recognition of balance and interrelation among different physician identities is necessary. It can improve their sensitivity to medical situations and their capacity to find possible cause-and-effect relationships. Furthermore, the guidance can facilitate the students to identify the signal of what actions a doctor should take at some point and thus make more well-rounded judgments and diagnoses.

The interrelated physician identities as the listener for multiple voices and the empathizer who offers love and help, both of which reflected the benefits of using the narrative medicine approach—attention, reproduction, and affiliation (Charon, 2005 ): by focusing on the patients and their illness experience, listening to multiple voices in and out of the illness stories, sharing and discussing reflective writings, in the process being able to increase the understanding of the ill and re-understand the patients’ viewpoints and behaviors; attention and reproduction spiral into an affiliated relationship between the patient and the future doctors, medical students can understand the patient’s wishes and difficulties, empathize with them by examining their behavior and thoughts in the whole process, and tend to become reflective doctors who reinterpret the medical stories. This study illustrates that CRD using the narrative medicine approach may promote a more systematic and comprehensive understanding of physician identity among medical students. However, some studies have also pointed out that maintaining the steady development of these understandings through continuous training is also crucial (Xue et al. 2023 ).

In addition, we recommend that engaging in collaborative learning should provide more opportunities for students to repeatedly use some SA to develop an awareness of different physician identities, especially high-frequency SA as they are easier to identify from the elements of CRD. If the teacher guides the students to an in-depth discussion of the plot and situation, they must be prepared to understand discourse, mental activity, silence, metaphor, and implication of the virtual medical story. Therefore, speech acts with high repetition, such as “know the attitude of the patient” and “understand the plot and situation deeply,” are useful to explain more accurately their views and attitudes towards patients, diagnosis, and treatment, focusing their attention on the physician identity that they were unaware of—doctors who listen to patients’ description of pain or who are good at observing details. Students can be trained as reflective doctors who reinterpret the medical process by using frequent SA like “focus on the time and speed of illness,” “analyze the patient’s physical changes,” and “observe the effects of the speaker’s encounter with the listener.” Students can develop the habits of paying attention to the patient’s emotional demands rather than only focusing on the scientific description and morphological characteristics of the disease by repeatedly using SA such as “presume the patient’s wishes” and “pay attention to the patient’s hobbies or final wishes,” so the great decline in empathy levels may not occur. Students’ speech acts are not merely a reflection of the objective world, because language users are engaged in social activity while conveying information, creating a perspective filled with specific meanings, thus revealing their social identity (Gee, 2014 ). This study can be used as a non-linear model to consider how to expand SA through CRD, thereby encouraging more diverse identities of being a doctor, which may challenge the scientific learning experience these future doctors are very familiar with in their daily study and work.

Finally, we also recommend that encouraging students’ participation in the context of close reading and reflective writing be imperative for developing the capability of making the implicit learning of physician identity explicit for medical students by using the tool of language and literature. Influencing factors include the support for the ability of students to notice and negotiate different perceptions of the virtual medical stories, and the selection of narrative works. On the one hand, by organizing activities involving collaborative learning and reflective learning like CRD, students can discuss what they perceive from the role of a doctor, such as attitudes, behaviors, and values, through negotiation as critical peers. Isolated reflections and learning experiences can be challenging and uncertain without conceptual change processes, resulting in fewer opportunities for generative learning (Sinatra and Pintrich, 2003 ). Medical students can be provided the opportunities to feel what the group feels, mitigating some of the risks of interpersonal relationships brought about by critical friendship (Swaffield, 2007 ). On the other hand, considering that narrative works are reading materials and discussion contents, teachers should select narrative works and corresponding English versions that meet students’ English levels. By targeting medical narratives with sufficient details and ethical dimensions as opportunities for reflective and collaborative learning, teachers can help students engage in elaboration and description processes that improve narrative skills (Charon, 2008 ), constituting a valuable source of the implicit learning goal of professional identity for students in interdisciplinary environments.

Limitations

First, there were few interdisciplinary collaborations among different medical majors and few collaborations with experts who have diverse experiential and academic expertise that may occur in clinical practice. Introducing such collaboration may act as a catalyst for critical reflection on physician identity, resulting in producing a more comprehensive understanding of SA. Second, our study only investigated pre-clinical students, so further study can focus on the interns to produce more exciting ideas. Third, since there is no systematic and theoretical guidance for the selection of medical-related narrative works, we relied on the successful experience of narrative medicine researchers and our previous teaching experiments. Further research can be conducted on teaching contents and syllabi. Finally, it lacks an assessment of the long-term effects of the integrated curriculum and repeated use of SA, which may have implications for transferring the positive characteristics from classroom settings to clinical practice contexts to maintain sustainable development of professional identity.

The results of this qualitative study illustrated the benefits and value of the CRD approach based on narrative medicine theory and helped clarify the relationship between the frequent use of some SA and different physician identities to promote the professional identity development of medical students. This study used close reading and reflective writing adopting the narrative medicine approach to guide students in collaborative reflection, and in evaluating and discussing doctors’ clinical behaviors and patients’ experiences within the teaching framework of the integrated course, thereby bringing potential benefits for medical students’ personal and professional development.

Thus, many humanities courses with interdisciplinary strengths in medicine and literature, including English reading and writing, create conditions for teachers to use the narrative medicine approach through CRD to encourage students to view illness stories with humility and empathy and reflect on the attitudes, emotions, and values of healthcare professionals. Students can thereby gain an awareness of professional identity that may lead to higher-quality medical and emotional care. It is low-cost and easy to implement. Teachers can build a CRD corpus when implementing an integrated curriculum by collecting SA data to understand how the implicit goal of professional identity development is achieved. It is relatively simple and can be updated over time. We must give priority to favorable conditions, such as the selection of medical-related narrative works conducive to CRD, and the construction of teaching teams to achieve the desired results.

The fact that most Chinese medical schools have a requirement to learn English is more conducive to developing CRD using the narrative medicine approach in interdisciplinary courses. Although change is necessary in language courses that seem to have nothing to do with medicine, it is particularly vital in changing teaching methods and establishing the implicit goal because traditional instructional practices often fail to use medical-related works to influence students’ perception of physician identity. Traditional grammar and vocabulary teaching is not enough as it is divorced from the actual needs of medical education. Therefore, by integrating curriculum and updating teaching methods, the study tries to narrow the gap in medical humanities education for pre-clinical students and provides some references for professional identity and professionalism.

Data availability

Due to conditions on participant consent and other ethical restrictions required by the funder and the medical school, the datasets generated and analyzed during the current study are not publicly available. If you have any database data requirements, please contact the corresponding author of this study.

Amin S, Chin J, Terrell MA, Lomiguen CM (2021) Addressing challenges in humanistic communication during COVID-19 through medical education. Front Commun 6:619348. https://doi.org/10.3389/fcomm.2021.619348

Article   Google Scholar  

An JH, Kwon I, Lee SN, Han JJ, Jeong JE (2008) Study on the medical humanities and social sciences curriculum in Korean medical school: current teaching status and learning subjects. Korean J Med Educ 20(2):133–144. https://doi.org/10.3946/kjme.2008.20.2.133

Austin JL (1975) How to do things with words. 2nd edn. Harvard University Press, Massachusetts

Balmer DF, Richards BF (2012) Faculty development as transformation: lessons learned from a process-oriented program. Teach Learn Med 24(3):242–247. https://doi.org/10.1080/10401334.2012.692275

Article   PubMed   PubMed Central   Google Scholar  

Charon R (2000) Literature and medicine: origins and destinies. Acad Med. 75(1):23–27. https://doi.org/10.1097/00001888-200001000-00008

Article   CAS   PubMed   Google Scholar  

Charon R (2001) Narrative medicine: a model for empathy, reflection, profession, and trust. JAMA: J Am Med Assoc 286(15):1897–1902. https://doi.org/10.1001/jama.286.15.1897

Article   CAS   Google Scholar  

Charon R (2005) Narrative medicine: attention, representation, affiliation. Narrative 13(3):261–270. https://doi.org/10.2307/20079651

Charon R (2008) Narrative medicine: honoring the stories of illness. Oxford University Press, New York

Google Scholar  

Charon R, DasGupta S, Hermann N, Irvine C, Marcus ER, Colsn ER, Spencer D, Spiegel M (2016) The principles and practice of narrative medicine. Oxford University Press, New York

Book   Google Scholar  

Chretien KC, Swenson R, Yoon B, Julian R, Keenan J, Croffoot J, Kheirbek R (2015) Tell me your story: a pilot narrative medicine curriculum during the medicine clerkship. J Gen Intern Med 30(7):1025–1028. https://doi.org/10.1007/s11606-015-3211-z

Cooke M, Irby DM, O’Brien BC (2010) Educating physicians: a call for reform of medical school and residency. Jossey Bass, San Francisco

Cruess SR, Johnston S, Cruess RL (2002) Professionalism for medicine: opportunities and obligations. Med J Aust 177(4):208–211. https://doi.org/10.5694/j.1326-5377.2002.tb04735.x

Article   PubMed   Google Scholar  

Daryazadeh S, Adibi P, Yamani N, Mollabashi R (2020) Impact of a narrative medicine program on reflective capacity and empathy of medical students in Iran. J Educ Eval Health Prof 17:3. https://doi.org/10.3352/jeehp.2020.17.3

Ferry-Danini J (2018) A new path for humanistic medicine. Theor Med Bioeth 39(1):57–77. https://doi.org/10.1007/s11017-018-9433-4

Fioretti C, Mazzocco K, Riva S, Oliveri S, Masiero M, Pravettoni G (2016) Research studies on patients’ illness experience using the narrative medicine approach: a systematic review. BMJ Open 6(7):e011220. https://doi.org/10.1136/bmjopen-2016-011220

Gee JP (2014) An introduction to discourse analysis: theory and method. Routledge, London. https://doi.org/10.4324/9781315819679

Holdren S, Iwai Y, Lenze NR, Weil AB, Randolph AM (2023) A novel narrative medicine approach to DEI training for medical school faculty. Teach Learn Med 35(4):457–466. https://doi.org/10.1080/10401334.2022.2067165

Huang CD, Jenq CC, Liao KC, Lii SC, Huang CH, Wang TY (2021) How does narrative medicine impact medical trainees’ learning of professionalism? A qualitative study. BMC Med Educ 21(1):391. https://doi.org/10.1186/s12909-021-02823-4

Hymes DH (1968) The ethnography of speaking. In: J Fishman (ed.) Readings in the sociology of language. De Gruyter Mouton, Berlin, Boston, pp.99-138. https://doi.org/10.1515/9783110805376.99

Jones AH (2013) Why teach literature and medicine? Answers from three decades. J Med Hum 34:415–428. https://doi.org/10.1007/s10912-013-9241-9

Langellier KM (2009) Performing narrative medicine. J Appl Commun Res 37(2):151–158. https://doi.org/10.1080/00909880902792263

Lukolyo H, Keating EM, Rees CA (2019) Creating a collaborative peer writing group during residency. Med Educ Online 24(1):1563421. https://doi.org/10.1080/10872981.2018.1563421

McDonald P, Ashton K, Barratt R, Doyle S, Imeson D, Meir A, Risser G (2015) Clinical realism: a new literary genre and a potential tool for encouraging empathy in medical students. BMC Med Educ. 15:112. https://doi.org/10.1186/s12909-015-0372-8

Miller E, Balmer D, Hermann N, Graham G, Charon R (2014) Sounding narrative medicine: Studying students’ professional identity development at Columbia University College of Physicians and Surgeons. Acad Med 89(2):335–342. https://doi.org/10.1097/acm.0000000000000098

Milota MM, van Thiel GJMW, van Delden JJM (2019) Narrative medicine as a medical education tool: A systematic review. Med Teach 41(7):802–810. https://doi.org/10.1080/0142159x.2019.1584274

Monrouxe LV (2010) Identity, identification and medical education: Why should we care? Med Educ 44(1):40–49. https://doi.org/10.1111/j.1365-2923.2009.03440.x

Oyebode F, Pourgourides C (1996) Literature and medicine. Lancet 348(9031):894. https://doi.org/10.1016/s0140-6736(00)04584-0

Park GM, Hong AJ (2022) “Not yet a doctor”: medical student learning experiences and development of professional identity. BMC Med Educ. 22(1):146. https://doi.org/10.1186/s12909-022-03209-w

Pellegrino ED (1984) The humanities in medical education: Entering the post-evangelical era. Theor Med 5(3):253–266. https://doi.org/10.1002/chp.4760020317

Roter D, Larson S (2002) The Roter interaction analysis system (RIAS): Utility and flexibility for analysis of medical interactions. Patient Educ Counsel 46(4):243–251. https://doi.org/10.1016/S0738-3991(02)00012-5

Searle JR (1979) Expression and meaning: studies in the theory of speech acts. Cambridge University Press, Cambridge, England

Serodio A, Kopelman BI, Bataglia PUR (2016) The promotion of medical students’ moral development: a comparison between a traditional course on bioethics and a course complemented with the Konstanz method of dilemma discussion. Int J Ethics Educ 1(1):81–89. https://doi.org/10.1007/s40889-016-0009-8

Sinatra GM, Pintrich PR (2003) The role of intentions in conceptual change learning. In: Sinatra GM, Pintrich PR (eds.) Intentional Conceptual Change. Lawrence Erlbaum, Mahwah, New Jersey, pp. 1-18

Swaffield S (2007) Light touch critical friendship. Improv Sch. 10(3):205–219. https://doi.org/10.1177/1365480207077845

Thibault GE (2019) Humanism in medicine: What does it mean and why is it more important than ever? Acad Med. 94(8):1074–1077. https://doi.org/10.1097/acm.0000000000002796

Walters K (1987) RB Le Page and Andrée Tabouret-Keller. Acts of identity: Creole-based approaches to language and ethnicity. Cambridge: Cambridge University Press, 1985. pp. x+275. Lang Soc 16(4):569–571. https://doi.org/10.1017/S0047404500000403

Welch TJ, Harrison SL (2016) Teaching medicine through the study of literature: Implementing a fourth-year distance learning elective. Acad Med: J Assoc Am Med Coll 91(3):360–364. https://doi.org/10.1097/ACM.0000000000001030

Xue M, Sun H, Xue J, Zhou J, Qu J, Ji S, Bu Y, Liu Y (2023) Narrative medicine as a teaching strategy for nursing students to developing professionalism, empathy and humanistic caring ability: a randomized controlled trial. BMC Med Educ 23(1):38. https://doi.org/10.1186/s12909-023-04026-5

Zhong LB (2021) An integrated curriculum of British and American literature and narrative medicine. Mod Commun 23:13–16. https://doi.org/10.3969/j.issn.1009-5349.2021.23.xiandaijj202123006

Download references

Acknowledgements

This work was supported by the Teaching Commission of Hangzhou Medical College under Grant number XJJG202216.

Author information

Authors and affiliations.

School of Basic Medical Sciences & Forensic Medicine, Hangzhou Medical College, Hangzhou, China

Shanshan Li

Faculty of Foreign Languages, Shanghai University of Medicine and Health Sciences, Shanghai, China

Jing Hengyi School of Education, Hangzhou Normal University, Hangzhou, China

You can also search for this author in PubMed   Google Scholar

Contributions

Shanshan Li substantially contributed to the conception, data collection, data analysis, interpretation, drafting, and critical revision of the paper. Libo Zhong substantially contributed to the conception, methodology, data collection, data analysis, review, and editing of the manuscript. Yaping Cai was involved in the data collection, data analysis, and interpretation of the manuscript. All authors read and approved the final manuscript, and agreed to be accountable for all aspects of the research.

Corresponding author

Correspondence to Shanshan Li .

Ethics declarations

Competing interests.

The authors declare no competing interests.

Ethical approval

The study conducted was approved by the local ethics committee of Hangzhou Medical College. Throughout the study, all methods followed the approved methodology and adhered to the relevant guidelines and regulations.

Informed consent

All participants provided written informed consent prior to participating in the study.

Additional information

Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Cite this article.

Li, S., Zhong, L. & Cai, Y. Collaborative reflection and discussion using the narrative medicine approach: speech acts and physician identity. Humanit Soc Sci Commun 11 , 651 (2024). https://doi.org/10.1057/s41599-024-03046-w

Download citation

Received : 10 July 2023

Accepted : 19 March 2024

Published : 22 May 2024

DOI : https://doi.org/10.1057/s41599-024-03046-w

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

30,000+ students realised their study abroad dream with us. Take the first step today

Meet top uk universities from the comfort of your home, here’s your new year gift, one app for all your, study abroad needs, start your journey, track your progress, grow with the community and so much more.

Verification Code

An OTP has been sent to your registered mobile no. Please verify

Thanks for your comment !

Our team will review it before it's shown to our readers.

• Speech Writing /

Speech on Maharana Pratap in English

• Updated on  
• May 20, 2024

On this page, we will discuss a speech on Maharana Pratap for school students. On this auspicious occasion of Maharana Pratap Jayanti, we gather to pay tribute to one of the greatest warriors and patriots in the history of India. Maharana Pratap Singh was a great Rajput warrior who fought against the Mughal Emperor Akbar in the Battle of Haldighati in 1576. Let’s understand more about this great Rajput warrior through a speech.

2 Minute Speech on Maharana Pratap

‘Good morning, respected teachers and dear friends. On the occasion of Maharana Pratap Jayanti, I’d like to give a speech about his life, his role in India’s freedom struggle, and his achievements. Maharana Pratap, the epitome of bravery and indomitable spirit, was born into the Sisodia Rajput clan on May 9, 1540, in Kumbhalgarh, Rajasthan. From a young age, he displayed remarkable leadership qualities and a fierce determination to defend his motherland against foreign invaders.

Despite facing numerous challenges and betrayals, Maharana Pratap remained steadfast in his resolve to uphold the honor and dignity of Mewar. His refusal to submit to the mighty Mughal Empire, led by Emperor Akbar, symbolizes his unwavering commitment to sovereignty and independence.

The Battle of Haldighati in 1576 stands as a testament to Maharana Pratap’s unmatched courage and military prowess. Despite being outnumbered and outgunned, he fought valiantly against the Mughal forces, refusing to surrender even in the face of adversity. Though he lost the battle, he never surrendered his ideals or his commitment to his people.

Do you know that Maharana Pratap’s legacy extends far beyond the battlefield? His emphasis on justice, equality, and the welfare of his subjects earned him the love and admiration of his people. He was not only a fearless warrior but also a compassionate ruler who always prioritised the needs of his subjects over his own.

Even in defeat, Maharana Pratap never compromised on his principles or his duty towards his kingdom. He continued to resist the Mughal occupation, engaging in guerrilla warfare and strategic alliances to safeguard the freedom of his people.

Today, as we commemorate Maharana Pratap Jayanti, let us draw inspiration from his life and legacy. Let us all remember his unyielding spirit, his unwavering commitment to justice, and his unparalleled devotion to his motherland. Let us strive to emulate his courage, resilience, and sense of duty towards our nation.

Maharana Pratap’s life is a shining example of bravery, sacrifice, and patriotism. His legacy continues to inspire us to stand up against injustice and tyranny, and to fight for the ideals of freedom, equality, and dignity for all.

Also Read: Speech on Rabindranath Tagore Jayanti in English

Short Paragraph on Maharana Pratap

Also Read: Speech on Ram Navami in 2 Minutes

Ans: Maharana Pratap belonged to the Sisodia clan of the Rajputs of Mewar. He was born on May 9th, 1540, to Udai Singh II and Jaiwanta Bai. His younger brothers were Shakti Singh, Vikram Singh, and Jagmal Singh. Maharana Pratap was married to Ajabde Punwar of Bijolia.

Ans: He remains a symbol of Rajput pride and valor in India, he is remembered as a legendary figure in Indian history and is known for his bravery, chivalry, and patriotism.

Ans: Maharana Pratap became popular after he fought the Battle of Haldighati in 1576 with Akbar, the Mughal Emperor.

Popular English Speech Topics

For more information on such interesting speech topics for your school, visit our speech writing page and follow Leverage Edu .

Aayushi Vardhan

Leave a Reply Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Contact no. *

Connect With Us

30,000+ students realised their study abroad dream with us. Take the first step today.

Resend OTP in

Need help with?

Study abroad.

UK, Canada, US & More

IELTS, GRE, GMAT & More

Scholarship, Loans & Forex

Country Preference

New Zealand

Which English test are you planning to take?

Which academic test are you planning to take.

Not Sure yet

When are you planning to take the exam?

Already booked my exam slot

Within 2 Months

Want to learn about the test

Which Degree do you wish to pursue?

When do you want to start studying abroad.

January 2024

September 2024

What is your budget to study abroad?

How would you describe this article ?

Please rate this article

We would like to hear more.

Have something on your mind?

Make your study abroad dream a reality in January 2022 with

India's Biggest Virtual University Fair

Essex Direct Admission Day

Why attend .

Don't Miss Out

• Share full article

Advertisement

Supported by

An English Town Drops Apostrophes From Street Signs. Some Aren’t Happy.

The move has prompted some resistance, with someone writing an apostrophe on a sign for St. Mary’s Walk. “What’s next?” one North Yorkshire resident asked. “Commas?”

By Jenny Gross

Malcolm Wood, an English teacher in North Yorkshire, did a double take recently as he passed by a quiet road, St. Mary’s Walk. The street’s new sign had no apostrophe.

The change, part of the North Yorkshire Council’s move to phase out apostrophes from its street signs, has elicited dissent in Harrogate, a Victorian spa town in northern England. Soon after the new sign was erected, someone drew an apostrophe on it.

“If you get rid of the apostrophe, what’s next?” said Mr. Wood, who has spent years teaching students the rules of English grammar. “Commas? Full stops?” He asked, “We just use emojis?”

The North Yorkshire Council said that its policy of phasing out apostrophes was not new.

“We appreciate that residents value the meaning and history behind official street names which often date back centuries, and that the removal of punctuation is seen as a reduction in standards,” Karl Battersby, the council’s director of environment, said in a statement on Thursday. “However, the decision does have benefits, such as helping to prevent complications while searching on databases, for instance.” He said the council would be reviewing the matter.

Andrew Jones, the member of Parliament for the Harrogate and Knaresborough constituency in North Yorkshire, sent a letter on Wednesday to the head of the council on behalf of several constituents who had complained to him that apostrophes had been dropped from signs for St. Mary’s Walk and King’s Road in Harrogate.

“We spend time, effort and money educating children about the correct use of punctuation so our councils should use punctuation correctly too,” Mr. Jones said in a statement that urged the council to reverse its policy.

The apostrophe policy was reported last month by a local news site, The Stray Ferret, after a resident complained to the publication about the new sign for St. Mary’s Walk.

While some grammarians said apostrophes were as essential as proper spelling, others said they served no real purpose.

John McWhorter, a Columbia University linguist and associate professor, said that he cringes a little bit when he sees a misused apostrophe, but he is never confused about the writer’s meaning.

“Ultimately, no coherent case could be made that apostrophes help with clarity,” said Dr. McWhorter, who writes a weekly column for The New York Times. They are merely “a kind of decoration,” he added.

Dr. McWhorter said apostrophes were the “fish forks” of punctuation. “They sit there, you’re not quite sure how to use them; you’re almost sure to use them wrong.”

Apostrophes crept into written English for arbitrary reasons, Dr. McWhorter said. “It’s one more way to look down on people who never quite mastered ‘its’ and ‘it’s’ when really we should be thinking about how effectively they get their message across.”

Debates about grammar usage elicit strong feelings because language is an important part of identity, said Ellie Rye, an English lecturer at the University of York in England. Still, in the history of the English language, apostrophes are “quite modern,” she said. They were not used to mark possession until the 16th century, in a limited capacity, and more widely in the 17th or 18th centuries, Dr. Rye said.

Over the years, apostrophes have been dropped from some British store names, such as one of Harrogate’s most famous shops, Bettys Café Tea Rooms, which removed its apostrophe decades ago. The British bookseller Waterstones, founded by Tim Waterstone, dropped the apostrophe from its name in 2012.

Bob McCalden, the chairman of the Apostrophe Protection Society, a tiny group in Britain focused on promoting proper usage of the apostrophe, said he took no issue with businesses dropping apostrophes from their names, but phasing them out of street names was “cultural vandalism.”

Dropping the apostrophe from St. Mary’s Walk obscured the history of the street, named after the nearby St. Mary’s Church, he said. “We should be acknowledging and celebrating our social history, rather than trying to erase it."

Mr. McCalden said he was drafting a letter to the chief executive of the North Yorkshire Council to try to persuade it to reverse its decision. There’s some precedent: A decade ago, the Cambridge City Council reversed its decision to remove apostrophes from new road names. Last year, after residents complained that a new sign for St. Mary’s Terrace did not have an apostrophe , local leaders replaced the sign with one that included one.

Rebecca Evans, a writer in Harrogate, acknowledged that languages change over time. But she said the council’s reason for changing the signs was uninspiring. “It’s a bit sad if computer software is dictating how the language of the town is changing,” she said.

Mr. McCalden, who is also a retired information technology director, questioned what computer system was unable to cope with apostrophes. He said that in the case of the post office, for example, it was not as if postal workers said about their computer system, “Oh dear, it fell over because we came across an apostrophe in a street name.”

Jenny Gross is a reporter for The Times in London covering breaking news and other topics. More about Jenny Gross