Every student of public speaking has a vocabulary. They have a reading vocabulary, a writing vocabulary and a speaking vocabulary. These three vocabularies have a tremendous impact on their ability to effectively convey their ideas through speech, and in order to truly master the art of public speaking the student must first master their vocabulary.

A vocabulary is, by definition, the collection of words a person can command, either in use or in understanding. While most people would assume an individual’s speaking vocabulary to be his largest unless he is a voracious reader, it is actually the reading vocabulary that is most developed by the majority of the population. Why? There are thousands of words in the English language, and it would require years of intense study before an individual speaker could even hope to gain enough familiarity to use 90% of them in casual conversation.

The reading vocabulary, on the other hand, does not require that the reader know the dictionary definition for each word. There are generally enough context clues for him to grasp the meaning, allowing him to understand the nuances and suggestions of the word without  knowing its true meaning. If asked what the word meant he would likely flail wildly for a moment, then either give an example from a piece of literature he has recently read or refer to a dictionary.

Were this individual a student of public speaking he would not dare to use the word in spoken discourse. The inability to properly identify the meaning of the word means that while he would be able to use it in his writing, shrouded in the proper context, he would not incorporate it into his spoken vocabulary without first carefully researching its definitions, pronunciations and nuances. Failure to do so could result in any number of negative consequences.

Unlike written material, spoken discourse often takes on a life of its own. Because it moves so rapidly, and because in public speaking the speaker does not have the chance to change the material once it leaves their minds in the way that a writer can erase a line of text, it is neither as precise or as varied in its vocabulary as the written word. Furthermore, the written word can often sound stilted and awkward when transposed into a spoken environment.

This was illustrated clearly by President Lowell and Senator Lodge following a debate on the League of Nations in Boston. After being shown the reports of their speeches each made changes in specific expressions. The Senator said “I want” but preferred to write “I wish,” changed “has got to be” into “must” and “nothing to see” into “nothing visible.” The listening audience had picked up on his awkward turn of these phrases, proving that there is little missed by the ear of the avid listener.

There are many who claim that in order to achieve true mastery in public speaking the reading vocabulary, written vocabulary and spoken vocabulary must correspond. Although useful, it is not necessary. As long as a speaker continues to read and expand their mind they are going to incorporate thousands of words into their reading vocabulary that they will not need in speaking. There is no discredit to having a spoken vocabulary smaller than the reading vocabulary, as long as the spoken vocabulary continues to grow and expand to allow the speaker to convey his ideas clearly, emphatically and with enough persuasion to encourage the listener to his point of view. The ability to do this is what defines the vocabulary of the true master of public speaking. 

My Name Is Christopher Carlin And I Want To Give You Twenty Free Public Speaking Tips