conclusion about education speech

Speech on Education and its Importance for Students

Speech on importance of education for students.

Good Morning to one and all present here! Today I am here to deliver a speech about education. It is usually a belief that education is the foundation for all-round development. Life is based on development and that developing and growing is life. If we describe this view into the perspective of education, we can sum up that education is the all-round development of the individual’s personality. Thus, education is nothing but all-round development of the individual’s personality. Education is a process of man-making. Hence, education is necessary for all.

Importance of Education

As per the report of the Kothari Commission, “the destiny of India is being shaped in its classrooms.” Education ingrain civic and social responsibility among everyone. India is a land of diversities. Therefore, in order to bring unity, education is a means for emotional integration. We cannot do without any kind of education. Education is an essential aspect of human development. Education is a means of achieving a world of peace, justice, freedom, and equality for all. Thus, education is extremely necessary for all. No good life is possible without education.

It indorses the intelligence of human beings, develops his skill, and enables him to be industrious. It ensures his progress. Education also channelizes the undeveloped capacities, attitude, interest, urges and needs of the individual into desirable channels. The individual can adjust and modify his environment with the help of education as per his need.

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Problems and Prospects

In a democratic country, education is necessary for all its citizens. Unless all the citizens get education, democratic machinery cannot work well. So we may emphasize that the problem of equality of educational opportunities in Indian. This situation is a very formidable one.

Our education system is at cross-roads. The Indian constitution enacted that there should be a universalization of primary education. In the order of the constitution, it was indicated that compulsory education must be for all children up to the age of 14. The universalization of elementary education has been implemented as a national goal. ‘Education for all’ is now an international goal.

The main problems are finances. Rural-urban disparity due to illiteracy. Women’s education, economic conditions of backward communities and non-availability of equipment are some other major problems.

Strategies and efforts at the national and international level

Universal elementary education has run the formulation of the project “education for all”. The provision of article 45 of the Indian constitution is a noble determination for the universalization of elementary education. Big efforts have been made to reach the goal of providing elementary education to every child of the country through, universal enrolment, universal provision, and universal retention.

Our constitution is making arrangements for free and compulsory education with the right of minorities to establish educational institutions. As well as there are education for weaker sections, secular education, women’s education, instruction in the mother-tongue at the primary stage, etc. These constitutional provisions are nothing but our effort to achieve the target of the project “Education for all”.

Thus, in the end, we find that education is a significant factor for achieving success, building characters, and for living a wholesome and happy life. True education always humanizes the person. In this reference, “Education for all” has become an international goal for both developed and developing countries.

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Speech Writing /

2-Minute Speech on Importance of Education in English for Students

Updated on
Apr 4, 2024

Speech on Importance of Education: Knowledge is power, and education is the ocean of knowledge. Education is a tool that can bring social change to society. A person who does not read books has no advantage over those who cannot. In every culture, education is given great importance because it has the power to enhance personal, economic, and global developments.

Here is what Mahatma Gandhi said about education, ’ By education, I mean an all-round drawing out of the best in the child and man; body, mind, and spirit. True education must correspond to the surrounding circumstances or it is not a healthy growth.’ Can you believe this century-old quote can still be of great significance? This is what we will do for you today. We will provide you with a speech on the importance of education, where we will provide samples and other details on how it can change our lives.

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‘A person who never made a mistake never tried anything new.’ – Albert Einstein

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2-Minute Speech on Importance of Education

‘Good morning my friends and teacher (s). Today, I stand before you to present my ‘Speech on importance of education’. We all want to progress and grow in our lives. Education is the only weapon that can bring peaceful and sustainable development. Every personal, professional social, and environmental issue can be solved with an educated mind.

Every society requires educated people for overall development. A society that has more education and civilized people will flourish and sustain better than those who lack education. That is why our government and educational institutions are promoting education.

In earlier times, education was given little importance, as most people were either engaged in agricultural or different manual labor jobs. With the advancement of science and technology, different sectors, like secondary, tertiary, quaternary, and quinary emerged.

Education is the key that unlocks doors of opportunity, enabling individuals to reach their full potential and contribute meaningfully to society. At a personal level, education allows us to understand the world around us. It empowers us to dream big, set goals, and work towards achieving them.

Through education, we can understand our rights and duties towards our families, society and nation. We can explore innovative ideas, as were are constantly involved in learning and growing.

Important people like big industrialists, politicians, movie actors, and even sportspersons are all educated, as they know the importance of education in life. Their contribution is essential for innovation, productivity, and economic competitiveness.

Investing in education is like investing in a future workforce. It ensures that our society remains dynamic and resilient in the face of rapid technological and global changes.

When we talk about social justice and equality, education plays a major role. Education provides equal opportunities for people from different backgrounds. Making education accessible to everyone will help in building a fair and just society, one where talent and potential are recognized.’

Also Read: 2 Minutes Adult Education Speech for School Students

10 Quotes on Importance of Education

Here are 10 quotes on the importance of education. Feel free to add these quotes to your speech or any writing topics.

‘Live as if you were to die tomorrow. Learn as if you were to live forever.’ – Mahatma Gandhi
‘The great aim of education is not knowledge but action.’ – Herbert Spencer
‘Education is the most powerful weapon which you can use to change the world.’ – Nelson Mandela
‘The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.’ – Martin Luther King Jr.
‘Education is the passport to the future, for tomorrow belongs to those who prepare for it today.’ – Malcolm X
‘An investment in knowledge pays the best interest.’ – Benjamin Franklin
‘The beautiful thing about learning is that no one can take it away from you.’ – B.B. King
‘Education is not the filling of a pail, but the lighting of a fire.’ – W.B. Yeats
‘Education is not preparation for life; education is life itself.’ – John Dewey
‘The more that you read, the more things you will know. The more that you learn, the more places you’ll go.’ – Dr. Seuss

Also Read: Speech on Education in English for School Students

Ans: Education is an important tool for social change. Every society requires educated people, who can help in navigating the developmental changes and lead the country to new heights. Education means knowledge and power. Every society requires educated people for overall development. A society that has more education and civilized people will flourish and sustain better than those who lack education. That is why our government and educational institutions are promoting education.

Ans: Education plays an important role in a person’s overall development and life. It can make you a responsible citizen, can offer you a better life, and make you aware of your duty towards society and country. From a personal level to social development, education has the power to change the world and counter every problem hindering developmental activities.

Ans: Literacy and education can be used interchangeably, but there is a big difference in their meaning. A person’s ability to read and write is known as literacy. Education refers to the formal and informal learning experience that a person acquires through personal experience.

Shiva Tyagi

With an experience of over a year, I've developed a passion for writing blogs on wide range of topics. I am mostly inspired from topics related to social and environmental fields, where you come up with a positive outcome.

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Speech on Education in English

Why is education important? How can an educated person change the world? Speech on education should aim to provide answers to the above questions. It should also provide insight into how education can change a person’s life. Education is one of the necessities required to survive in today’s world. It helps in giving a perspective to a person where he or she can think and provide solutions to different social issues. There are many ways to deliver a speech on education but the most important and effective one is that which allows the audience to think and question the various points discussed in the speech. If you want to get the answer to why education is important, read on to discover how to deliver an effective and engaging speech on education.

Here we have provided a long and short speech about education along with that we have also given 10 line pointers about the best speech on education in English.

Long Speech about Education

Good morning to everyone present here today. I feel honored and blessed to be given this opportunity to give a speech on education. I hope everyone learns something from this speech.

Education has been with us for ages and it has transformed the world around us. It was because of educating ourselves, humans have invented technologies that have changed the world.

When it comes to an individual, education plays an important role throughout life. Getting proper education is necessary as it is the deciding factor for our status in society nowadays. Education is required to get a good high-paying job, to be successful, and even to start a family. Education also helps us by providing success that would eventually lead us to live a happy and luxurious life. Education helps in developing the personality of a person both in a physical and mental standard and helps in transforming a person’s living standard. It helps in promoting the feeling of the mental, social, and physical well-being of a person by providing a better living life. A good education is always constructive, a person who is educated well is respected by society and even has a role that would help in the development of society. Let us take an example of the teachers sitting here in the audience, their role of teaching and sharing knowledge with the students will help in making a future that will work for the betterment of the country. It is said that knowledge is the greatest weapon in the world and I believe it is true, education provides a lot of confidence by giving us vast knowledge in various fields. It helps in personal growth and the most important way to be successful in life. As we all know, the more knowledge we get, the more we grow and develop in life. Knowledge gives us recognition and respect in the world. There is a difference between the knowledge we learn in school and colleges and the knowledge required to live in a society. Being well educated does not only mean having fancy degrees from reputed colleges and a high-paying job but it also means being kind towards everyone around. Many people in social work in a multinational company but they lack the basic knowledge required to talk to people. Some people are arrogant and consider themselves above because of their education and jobs. Remember my friend, being educated is important but it is also very important to be kind to everyone around you and treat them with respect. The sole purpose of getting an education is to be a good citizen towards everyone and then being successful in personal and professional life. Everyone is incomplete without a good education as it helps us to make the right decisions in life. In this competitive world, everybody is fighting for survival, education could be considered as an advantage to be successful in life and it has become a necessity after food, shelter, and clothes.

The next point I would like to highlight is the lack of financial education that is taught at school. In many schools and colleges, the only thing everyone is teaching the students is how to score well in exams by memorizing a few textbooks but sadly they are not teaching students the knowledge required to excel in life. Financial education is a very important part of life, it is required to survive in society. Concepts like how to save money, how to invest money in different assets such as gold, silver, and real estate are not being taught in educational institutions. Students must also learn the practical application of learning a subject. We often hear that many graduates are unemployed and the reason being that they do not have enough practical knowledge about the concepts that they learned in educational institutions. Students must learn this knowledge and excel in their careers.

To conclude this speech, I want to say that education is the most important tool one can have to survive in this world and it is a necessity as it provides solutions to all the problems. If a person is educated, he or she will be aware of different concerns such as corruption, terrorism, and other social issues. It is the most important tool which provides inner and outer strength to a person. Treat everyone with respect, even if you have the most valuable degree or are working in a great company, and always have financial knowledge as it will help you to grow in society. Thank you.

A Short Speech about Education

Good morning to one and all present here. Today I have been given an opportunity to give a small speech on education. I hope everyone here learns something from it.

Education could be defined as the process of gaining knowledge, skill, beliefs, and values that help in the growth and development of a person. Education is the most important asset, it is as important as food, shelter, and clothes. While the school and college education programs are relatively modern, the learning process has persisted for a long time. Humans have developed by learning themselves, and society must evolve. We can take the example of hunter-gatherers, they used to pass down their knowledge of hunting and harvesting food during different seasons.

Today, education is the most important aspect of society as it helps in providing a job and starting a family. Educating helps in understanding the world in a better way. Let us take an example to understand that, a person who knows about corruption and other social issues will play an important role in fighting it rather than a person who is unaware of anything. Education provides an individual with opportunities to prove themselves in society and be successful in the future. Education also provides an employment opportunity and if a person is employed and is working, the poverty of the country will exponentially decrease which will help in the development of the country.

In India, many educational institutes provide only theoretical knowledge that helps the student to get good grades in exams which will increase his or her employment opportunities but many educational institutes in India fail to teach students the financial and practical knowledge that is required to excel in the real world. Financial education is important as it helps a person to understand the concept of how the world really works.

I would like to end this speech by saying education is very important as it helps in bringing economic progress and social change to the country. People who are educated will help in inventing and bringing new ideas, which will help in the development of the country. Thank you.

10 Lines about the Speech on Education in English

Speech on education should provide an insight on education is important in this world.

Education could be considered as an asset that could help in surviving in the world and make an impact on society.

If an education topic for speech is given it is very important that the definition of education is explained to the audience.

Education helps us in learning new things and develop a sense of innovation and creativity.

Education could be considered as the tool which will help in earning respect in society.

The Indian education system is divided into four stages of education such as preschool, primary, middle and secondary school.

Education will help in providing knowledge, enhancing the capability of the reader to think logically on various subjects.

Education plays an important role in the development of the country as educated citizens will choose a leader who will work for the development of the country.

If an education topic for speech is given try to explain to the audience why education is important and how it can impact the lives around you.

Education helps in bringing equality in society and eradicating poverty.

Education is not a destination; it is a journey. It is a path paved with challenges and triumphs, with moments of frustration and epiphany. But with each step we take, with each page we turn, we become more than just ourselves. We become citizens of a global community, stewards of our planet, and the authors of our own destinies. So, go forth, students, and let your words paint a picture of a future where knowledge is accessible, minds are empowered, and the possibilities of education are endless. Remember, the pen is mightier than the sword, and in this case, the pen holds the power to unlock the potential of generations to come.

FAQs on Speech on Education in English

1. What is the importance of education?

Education is fundamental for individual and societal development. It equips individuals with the knowledge, skills, and values necessary to lead fulfilling lives and contribute meaningfully to their communities.

2. What are the benefits of education?

Here are some of the key benefits of education:

Personal growth: Education fosters intellectual, emotional, and social development. It helps individuals to understand themselves and the world around them, and to develop critical thinking, problem-solving, and communication skills.

Economic opportunities: Education is essential for securing good jobs and achieving financial security. It opens doors to a wider range of career options and increases earning potential.

Civic engagement: Education empowers individuals to be active and informed citizens. It teaches them about their rights and responsibilities, and how to participate in the democratic process.

Social well-being: Education can help to reduce poverty, inequality, and discrimination. It promotes tolerance, understanding, and cooperation between different groups of people.

3. What are the different types of education?

There are many different types of education, each with its own focus and goals. Some of the most common types include:

Formal education: This type of education takes place in schools, colleges, and universities. It is typically structured and follows a set curriculum.

Informal education: This type of education takes place outside of formal institutions. It can include learning from experience, from mentors, or from everyday life.

Vocational education: This type of education is designed to prepare individuals for specific jobs or careers. It often includes hands-on training and experience.

Adult education: This type of education is for adults who want to continue learning after they have left school. It can be used to improve job skills, learn new hobbies, or simply for personal enrichment.

4. What are some tips for writing a speech on education?

Choose a clear topic: What specific aspect of education do you want to focus on?

Do your research: Gather information from a variety of sources to support your points.

Organize your thoughts: Use an outline to structure your speech and ensure that your ideas flow logically.

Write in a clear and concise style: Avoid using jargon or technical terms that your audience may not understand.

Practice your delivery: Speak slowly and clearly, and use gestures and facial expressions to make your speech more engaging.

5. How can I make my speech on education interesting and engaging?

Use personal stories and anecdotes to illustrate your points.

Incorporate humor and wit to keep your audience entertained.

Ask rhetorical questions to spark thought and discussion.

Use vivid language and imagery to paint a picture in your audience's mind.

Vary your vocal tone and pace to add emphasis and avoid monotony.

Connect with your audience on an emotional level by sharing your own passion for education.

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9 Closing a Speech: End with Power and Let Them Know It is Time to Clap

Open Your Speech With a Bang Close It With a Slam-Dunk Westside Toastmasters

“Great is the art of beginning, but greater is the art of ending,” according to poet Henry Wadsworth Longfellow. The first few words of your speech make the audience want to listen and the last few sentences help them decide what they feel about you and your topic. In this chapter, I will explain the function of a conclusion, the format of a conclusion, and I will give you numerous examples of ways to end your speech. Most of this chapter is dedicated to showing you good examples of different types of speech closings. Let’s get started by talking about the purpose of the closing.

A Strong Closing Does Many Things

Summarizes the points. By restating your points your audience is more likely to remember them.
Tells the audience when to clap. Let’s face it, it is so awkward when you are done with your speech, and no one claps. Being clear the end is near, relieves the audience of the pressure of wondering if they are clapping at the right time.
Provides resolution. Your speech should give the audience a sense of resolve or a sense of being challenged.

The Formula for Closing Most Speeches

Transition statement to ending.
Review the main points–repeat the thesis.
If it is a persuasive speech, tell the audience what you want them to do or think.
Provide a closing statement.

Restate the Thesis

Tell them what you are going to say, say it, tell them what you have said. This speech pattern is useful in most types of speeches because it helps the speaker to remember your key points. As you build your closing, make sure you restate the thesis. A good rule of thumb is to write it in such a way that if the audience were asked to restate the main points, their answer would match closely with your thesis.

EXAMPLE Watch as Stella Young gives her thesis and then restates her thesis at the end of the speech as she wraps up. The thesis of the talk in the introduction: We’ve been sold the lie that disability is a Bad Thing, capital B, capital T. It’s a bad thing, and to live with a disability makes you exceptional. It’s not a bad thing, and it doesn’t make you exceptional. Restates the thesis of the talk at the closing: Disability doesn’t make you exceptional but questioning what you think you know about it does.

Stella Young, I’m not your inspiration, thank you very much. https://www.youtube.com/watch?v=GtPGrLoU5Uk

This next example is from a student’s speech. It is easy to pull out one sentence that clearly summarizes the main points of her speech. Following her summary, she winds the speech down into a thoughtful conclusion and ends with three powerful words.

Now is the time to separate the war on drugs from the war on addiction. T oday you’ve heard the problems, impacts, and solutions of criminalizing addictions. Bruce Callis is 50 years old now. And he is still struggling with his addiction. while you all are sitting out there listening to this, I’m living with it. Bruce Callis is my father and for my entire life, I have watched our misguided system destroy him. The irony here is that we live in a society where we are told to recycle. We recycle paper, aluminum, and electronics. But why don’t we ever consider recycling them most precision think on Earth– the human life. Student Tunnette Powell, Winner of the 2012 Interstate Oratorical Association Contest.

Closing Phrases

After you restate your thesis, you should carefully deliver your closing phrases. Your closing should provide a resolution to your speech and/or it should challenge the audience. Frantically Speaking writer Hrideep Barot suggests “a conclusion is like tying a bow or ribbon to a box of your key ideas that your audience will be taking along with them.”

A speech closing is not just about the words you say, but it is also the way you say it. Change the pace near the end of your speech. Let your tone alone should signal the end is near. It is about deliberate voice control, don’t let your voice weakly away.

In the next section, I will cover these ways to end your speech:

End with powerful words End with a quote End with a graphic End with parallel construction End on a positive note End with a challenge End with a question End with inspiration End with well-wishing End with humor End with a call to action End with a feeling of resolve End with a prop

The best way to teach you about advanced closings is to show not tell. For this section, I will briefly explain each type of closing and then provide a video. Each video is queued so you can play the video and watch the closing statement. I included a transcript under each video if you want to follow along. It will be most beneficial for you to watch the clip and not just read the text. By watching, you will have a chance to hear the subtle changes in the speaker’s voice as they deliver their closing statements.

End with Powerful Words

As you design your closing, look at the last three to five words and examine them to see if they are strong words. Oftentimes, you can rearrange a sentence to end with a powerful word. (I have the video cued to play just the closing)

Watch this clip for how BJ Miller ends with a powerful thought and a powerful word.

Parts of me died early on, and that’s something we can all say one way or another. I got to redesign my life around this fact, and I tell you it has been a liberation to realize you can always find a shock of beauty or meaning in what life you have left, like that snowball lasting for a perfect moment, all the while melting away. If we love such moments ferociously, then maybe we can learn to live well — not in spite of death, but because of it. Let death be what takes us, not lack of imagination. BJ Miller, What Really Matters at the End of Life

End by Circling Back to the Opening

Another type of ending is to circle back to what you said in the beginning. You can revisit a quote, share the end to an illustration that was begun in the beginning, or you can put away a prop you got out in the beginning.

Watch this clip for how Zubing Zhang begins and ends with the same quote to circle back around to the main idea.

She starts by telling a story of bungee jumping off the world’s highest platform and how she saw a sign with a quote that says, “Life begins at the edge of your comfort zone.” After telling her own story about pushing her emotional limits, she circles back around at the end by saying, “As the words said high on the bungee platform, “Life begins at the edge of your comfort zone.”

Yubing Zhang, Life Begins at the End of Your Comfort Zone.

End With Quote

If you end your speech with a quote, attend to the following.

Always say the author of the quote before the quote for example, “I want to leave you with a leadership quote ‘What you do has far greater impact than what you say,’ Steven Covey.” The problem with this ending is that “Stephen Covey” are the last two words of the speech and that is boring. Consider instead this ending. “I think Robin Sharma said it best ‘Leadership is not about a title or a designation. It’s about impact, influence, and inspiration.'” In this arrangement, the last three words are powerful–influence and inspiration.
Provided context for the quote before or after. Make sure the quote is meaningful and not just an easy way to end.

Watch this clip for how Sir Ken Robinson ends with a quote. Notice how he says the author and then the quote.

Also, notice how he then ties his speech to the quote with a final few sentences and ends with the powerful word–“revolution” and how he uses a strong vocal emphasis as he says his last word. (I have the video cued to play just the closing)

There’s a wonderful quote from Benjamin Franklin. “There are three sorts of people in the world: Those who are immovable, people who don’t get it, or don’t want to do anything about it; there are people who are movable, people who see the need for change and are prepared to listen to it; and there are people who move, people who make things happen.” And if we can encourage more people, that will be a movement. And if the movement is strong enough, that’s, in the best sense of the word, a revolution. And that’s what we need.

Sir Ken Robinson, How to Escape Education’s Death Valley.

End with a Graphic

You might want to use a visual to make your final point. Bringing in a picture, graphic, or object, reengages the audience to pay attention to your final ideas.

Watch this clip for how Barry Schartz uses the magic words “so to conclude” and then he creatively uses a picture of a fishbowl to narrow in on his point. Notice how his final word is spoken with urgency as he says “disaster.” (I have the video cued to play just the closing)

So, to conclude. (He shows a picture of fish in a fishbowl) He says, “You can be anything you want to be — no limits.” You’re supposed to read this cartoon and, being a sophisticated person, say, “Ah! What does this fish know? Nothing is possible in this fishbowl.” Impoverished imagination, a myopic view of the world –that’s the way I read it at first. The more I thought about it, however, the more I came to the view that this fish knows something. Because the truth of the matter is, if you shatter the fishbowl so that everything is possible, you don’t have freedom. You have paralysis. If you shatter this fishbowl so that everything is possible, you decrease satisfaction. You increase paralysis, and you decrease satisfaction. Everybody needs a fishbowl. This one is almost certainly too limited –perhaps even for the fish, certainly for us. But the absence of some metaphorical fishbowl is a recipe for misery and, I suspect, disaster. Barry Schwartz, The Paradox of Choice

End with Parallel Construction

Parallel construction is a series of repeated phrases. It can be a powerful tool to use in a persuasive speech as it creates a feeling of importance.

Watch this clip for how Malala Yousafzai ends with a series of parallel statements to build momentum. Notice how her pace perfectly matches her words and you feel her strength when she ends with “education first.” (I have the video cued to play just the closing)

Dear brothers and sisters, we must not forget that millions of people are suffering from poverty, injustice, and ignorance. We must not forget that millions of children are out of schools. We must not forget that our sisters and brothers are waiting for a bright peaceful future. So let us wage a global struggle against illiteracy, poverty, and terrorism, and let us pick up our books and pens. They are our most powerful weapons. One child, one teacher, one pen, and one book can change the world. Education is the only solution. Education First.

Malala Yousafzai, United Nations Youth Assembly

End on a Positive Note

Audiences are constantly evaluating a speaker to determine their attitude and motivation. As you consider your speech closing, ask yourself what type of impression do you want to leave? Do you want to leave them with depression or hope? Sadness or promise? Most of the time, audiences will receive messages that end positively better than speeches that end negatively.

In this speech sample, Hans Rosling showed the audience some hard statistics and he even pointed fingers at the audience as part of the problem. To help them hear his main point, he wisely ends on a positive note.

Watch this clip for how Hans Rosling ends this thought-provoking talk on a positive note. (I have the video cued to play just the closing)

Now, when thinking about where all this leaves us, I have just one little humble advice for you, besides everything else, look at the data. Look at the facts about the world and you will see where we are today and how we can move forwards with all these billions on our wonderful planet. The challenge of extreme poverty has been greatly reduced and it’s for the first time in history within our power to end it for good. The challenge of population growth is, in fact, already being solved, the number of children has stopped growing. And for the challenge for climate change, we can still avoid the worst, but that requires the richest, as soon as possible, find a way to use their set their use of resources and energy at a level that, step by step, can be shared by 10 billion or 11 billion by the end of this century. I’ve never called myself an optimist, but I do say I’m a possibilist and I also say the world is much better than many of you think.

Hans Rosling, Facts about the Population.

End with a Challenge

Leave the audience with a doable personal challenge. Help them mentally make sense of all the information that you shared by helping them know how to file it away and how to use it.

Watch this clip for how Melissa Butler ends with a challenge. (I have the video cued to play just the closing)

So, I challenge each of you, when you go home today, look at yourself in the mirror, see all of you, look at all of your greatness that you embody, accept it, and love it. And finally, when you leave the house tomorrow, try to extend that same love and acceptance to someone who doesn’t look like you . Melissa Butler, Why You Think You’re Ugly.

Watch this clip as Darren LaCroix literally falls face down to anchor the point that when we fall, we “fall forward.” (I have the video cued to play just the closing)

Darren LaCroix talks about taking risks and falling down and getting back up, he literally and purposefully falls down during his speech and ends this way: What’s your next step… take it. I didn’t want to look back at my life and say you know I never did try that comedy thing, but I died debt-free. All of us are headed toward that goal we are going to teach a point where we get stuck and our feet are like in cement and we can’t move but we’re so afraid of that ouch but we forget that if we lean forward and take a risk–(He falls face down) and we fall on our face. When we get up, notice, you still made progress. So please, with me, go ahead and fall. But fall forward. Darren LaCroiz, Winning Speech delivered at National Speech Association

End with a Question

Asking a question at the end is one way to reengage the audience. It helps them think about what your topic might mean for them.

Watch this clip for how David Eagleman reminds us about why his topic is important and then ends with a question. Notice how he pauses before his final question and how he changes the pace of his speech for the final sentence. (I have the video cued to play just the closing)

So I think there’s really no end to the possibilities on the horizon for human expansion. Just imagine an astronaut being able to feel the overall health of the International Space Station, or, for that matter, having you feel the invisible states of your own health, like your blood sugar and the state of your microbiome, or having 360-degree vision or seeing in infrared or ultraviolet. So the key is this: As we move into the future, we’re going to increasingly be able to choose our own peripheral devices. We no longer have to wait for Mother Nature’s sensory gifts on her timescales, but instead, like any good parent, she’s given us the tools that we need to go out and define our own trajectory. So the question now is, how do you want to go out and experience your universe?

David Eagleman, Can We Create New Senses for Humans?

Watch this clip for how Lera Boroditsky ends with a personal note and a powerful final question. (I have the video cued to play just the closing)

I want to leave you with this final thought. I’ve told you about how speakers of different languages think differently, but of course, that’s not about how people elsewhere think. It’s about how you think. It’s how the language that you speak shapes the way that you think. And that gives you the opportunity to ask, “Why do I think the way that I do?” “How could I think differently?” And also, “What thoughts do I wish to create?” Lera Boroditsky, How Language Shapes the Way We Think

End with Inspiration

“Inspiring your audience is all about helping them see their own vision, not yours.”

You may want to end your speech with inspiring and encouraging words. Pick words that resonate with most of your audience and deliver them in such a way that your audience feels your lift in emotion.

Watch this clip for how Chimamanda Ngozi Adichie ends with an inspiring final note and a powerful last few words “regain a kind of paradise” (I have the video cued to play just the closing)

Stories matter. Many stories matter. Stories have been used to dispossess and to malign, but stories can also be used to empower and humanize. Stories can break the dignity of a people, but stories can also repair that broken dignity.

I would like to end with this thought: That when we reject the single-story, when we realize that there is never a single story about any place, we regain a kind of paradise.

Chimamanda Ngozi Adichie, The Danger of a Single Story

Watch this clip for how Dan Pink ends with an inspiring final note. (I have the video cued to play just the closing) Let me wrap up. There is a mismatch between what science knows and what business does. Here is what science knows. One: Those 20th century rewards, those motivators we think are a natural part of business, do work, but only in a surprisingly narrow band of circumstances. Two: Those if-then rewards often destroy creativity. Three: The secret to high performance isn’t rewards and punishments, but that unseen intrinsic drive– the drive to do things for their own sake. The drive to do things cause they matter.

And here’s the best part. We already know this. The science confirms what we know in our hearts. So, if we repair this mismatch between what science knows and what business does, if we bring our motivation, notions of motivation into the 21st century, if we get past this lazy, dangerous, ideology of carrots and sticks, we can strengthen our businesses, we can solve a lot of those candle problems, and maybe, maybe — we can change the world. I rest my case. Dan Pink, The Puzzle of Motivation

End with Well Wishing

There are several types of closings where the speaker wished the audience well.

The Benediction Close: M ay God bless and keep you…. The Presidential Close: God bless you and may God bless the USA The Congratulatory Close: I congratulate you on your accomplishment and wish you continued success.

End with Humor

You can end on a fun lighthearted note. It is important to always run your humor by a variety of people to make sure you are funny, and your humor is appropriate.

Watch this clip for how Andrew Dunham uses humor throughout his speech and ends with a funny one-liner. (I have the video cued to play just the closing)

I wish you all the best as we begin this journey on our paths and I sincerely hope and pray that your time and success have proven to be as memorable and spiritually rewarding as mine. If not, there’s always summer school.

Andrew Dunham, Valedictorian Comes Out As Autistic During Speech

End with a Call to Action

If you are delivering a persuasive speech, let the audience know exactly what you want them to do.

End with a Feeling of Resolve

Paul Harvey made famous the line “And now you know…the rest of the story.” Your closing should allow us to know the rest of the story or to know how a situation was resolved.

Watch this clip for how Lucy Hone ends this tough but inspiring talk with a feeling of resolve (I have the video cued to play just the closing)

https://youtu.be/9-5SMpg7Q0k?t=913 If you ever find yourself in a situation where you think there’s no way I’m coming back from this, I urge you to lean into these strategies and think again. I won’t pretend that thinking this way is easy and it doesn’t remove all the pain. But if I’ve learned anything over the last five years, it is that thinking this way really does help. More than anything it has shown me that it is possible to live and grieve at the same time. And for that I will be always grateful. Lucy Hone, The Three Secrets of Resilient People

End with a Prop

Nancy Duarte says you should give your audience, SOMETHING THEY will ALWAYS REMEMBER–S.T.A.R. One way to do that is with an action or statement that will have the audience talking about it for a long time. President Obama did it with a mic drop.

Memorize Your Conclusion

End on time.

Do not diminish the effect of a great speech with a bloated, aimless conclusion. Dan Rothwell.

“Times about up.”

Don’t end with any references to time. It is like a giant stop sign saying, “stop listening.” Don’t highlight that you ran over time or that it is almost time for lunch. You want them to think about your speech, not the clock.

“Any Questions?”

You want them to feel a sense of closure for your speech. End with something powerful and let them applaud. After the applause, you can offer to answer questions. Similarly, projecting your last slide with the words, “Any Questions” is a weak ending.

“Let Me Add This Point I Missed”

If you forget something in the body of your speech, it is usually best to leave it out. Most of the time you are the only one who will miss it.

“Thank You to the Team”

There is a time to thank the organizers and those who helped you but it is not at the end of your speech. Your focus should be on your audience and what they need and what they need to hear is your idea. Send a thank you letter to the team if you want them to feel your appreciation.

“I’m Sorry”

“Sorry again for the technology issue,” “I apologize for going over time, ” “I regret I have no answer to this.” These are all negative phrases. Keep to your topic that is what they need to hear and stay focused.

“I’ll Close with this Video”

No, you should close with talking about the big idea.

If you don’t have a plan at the end, you will ramble. “Steer clear of meandering endings they kill a story,” according to the Moth Storytelling website. “Your last line should be clear in your head before you start. Yes, bring the audience along with you as you contemplate what transpires in your story, but remember, you are driving the story, and must know the final destination. Keep your hands on the wheel!”

To Thank or Not to Thank, That is the Question

There is a debate amongst speech professionals, speech teachers, and speech coaches about whether or not you should thank the audience. Here are their main arguments.

Why You Should Not Say Thank You

You want to end with powerful words. “Thank you” are not strong words.
The recency effect suggests they will remember the last words you spoke. You want them to remember more than just “thank you.”
It is not a very creative way to end.
It can be a sign of a lazy speaker, “I have no idea how to end this, I’ve run out of good things to say so I’ll say ‘Thank you’ so you will clap now.”

Why You Should Say Thank You

It has come to be the expected ending in many settings. Violating their expectations can cause them to have a negative reaction.
It clearly signals you are finished so the audience knows when to clap. The relieves the pressure from both you and the audience.
It expresses gratitude.

I will leave it up to you to decide what works for you. As for me, I plan on trying to find more creative ways to end other than just saying “thank you.”

Maximizing the Primacy Recency Effect

If I were to read you a list of thirty things on my grocery list and then asked you to list all that you can remember, chances are you would remember the first times on the list and the last items on the list ( and any ones you found interesting from the middle). When people engage in listening, they tend to remember the first and last things they hear, it is called the primacy-recency effect. T his is just one more reason that your introduction and conclusion should be so well planned out. It is those first words and last words that the audience is going to remember.

The primacy recency effect influences, not only what people pay attention to in a speech, but also which speech we pay the most attention to in a series of speeches. For example, if there is a lineup of six speakers, the first and last speakers tend to get the most attention.

As a speaker, you can use this information to your advantage by volunteering to go first or last. If you are giving a long presentation, you can break it up by allowing the audience to move around or talk to a neighbor. When you come back from break, you have re-engaged that primacy effect and moved them back to a high state of attention.

Do You Have Everything You Need for a Strong Closing?

Have I signaled my speech is coming to an end with my words or my voice?
Have I restated my main points?
If I am persuading my audience, do they know what I want them to do or think?
Have I written the last three to five words in such a way that I end with powerful words?
Have I memorized my closing?

Getting Off the Platform is Part of Your Closing

Plan on making a strong exit. Whether you are stepping off a stage or simply going to your seat, you should consider that the audience is watching you.

I have had students who finished their speech and then walked over to the trashcan and in a large, exaggerated movement, they threw their notecards in the trash. In our minds, we threw their message away with those cards. I’ve seen speakers, sit in their chairs and then announce, “I can’t believe my hands were shaking so much.” I’ve sat there and thought, “I didn’t notice.” I then realized that the comments they made influenced my perception of them and my perception of their topic.

You said your last word and the audience is applauding, now what? Look at your audience and smile and nod in appreciation before walking off the stage. If you will be answering questions, wait until after the applause stops to begin your question and answering period.

When practicing your speech, it is a good idea to start from your chair, walk up to a spot and then give your speech, and then walk back to your chair and sit down. Your “speech” impression begins and ends from your chair.

Key Takeaways

Remember This!

A speech closing should include a review of the main points and a purposeful closing sentence.
Persuasive speech endings should tell the audience specifically what they should do or think about.
The recency effect suggests that people remember the most recent things they have heard which is one reason the closing is so important.
Chance the pace of your speech and the tone of your voice to signal the end of the speech.

Please share your feedback, suggestions, corrections, and ideas.

I want to hear from you.

Do you have an activity to include? Did you notice a typo that I should correct? Are you planning to use this as a resource and do you want me to know about it? Do you want to tell me something that really helped you?

Click here to share your feedback.

Adichie, C.N. (2009). The danger of a single story. [Video]. YouTube https://www.youtube.com/watch?v=D9Ihs241zeg Standard YouTube License.

Anderson, C. (2016). TED talks: The official TED guide to public speaking. Mariner Books.

Barot, H. Fifteen powerful speech ending lines (and tips to create your own). Frantically Speaking. https://franticallyspeaking.com/15-powerful-speech-ending-lines-and-tips-to-create-your-own/

Boroditsky, L. (2017). How language shapes the way we think. https://www.ted.com/talks/lera_boroditsky_how_language_shapes_the_way_we_think Standard Youtube License.

Butler, M. (2018). Why you think you’re ugly. [Video]. YouTube https://www.youtube.com/watch?v=imCBztvKgus Standard YouTube License.

Dunham. A. (2019). Valedictorian comes out as autistic during speech. [Video]. YouTube https://www.youtube.com/watch?v=GtPGrLoU5Uk Standard Youtube License.

Eagleman, D. (2015). Can we create new senses for humans?[Video]. YouTube https://youtu.be/4c1lqFXHvqI Standard YouTube License.

Hone, L. (2019). The three secrets of resilient people. [Video]. YouTube https://youtu.be/NWH8N-BvhAw Standard YouTube License.

Jeff, P. (2009). Ten ways to end your speech with a bang. http://sixminutes.dlugan.com/10-ways-to-end-your-speech

Jobs, S. (2005). You’ve got to find what you love. https://news.stanford.edu/2005/06/14/jobs-061505/

Khanna, P. (2016). Let the head of TED show you how to end your speech with power. https://www.fastcompany.com/3059459/let-the-head-of-ted-show-you-how-to-end-your-speech-with-p

Karia, A. (2013). How to open and close a TED talk (or any other speech or presentation). https://akashkaria.com/wp-content/uploads/2014/01/HowtoOpenandCloseaTEDTalk.pdf

LaCroix, D. (2001). World champion of public speaking. [Video]. YouTube https://www.youtube.com/watch?v=FUDCzbmLV-0 Standard YouTube License.

Mandela, N. (2011). Speech from the dock in the Rivonia trial.[Video]. YouTube https://www.nelsonmandela.org/news/entry/i-am-prepared-to-die Standard YouTube License.

Mandela, N. (1994). Presidential Inaugural Speech. [Video]. YouTube https://www.americanrhetoric.com/speeches/nelsonmandelainauguralspeech.htm Standard YouTube License.

Miller, B.J. (2015). What really matters at the end of life. [Video]. YouTube https://www.ted.com/talks/bj_miller_what_really_matters_at_the_end_of_life?language=en Standard YouTube License.

Moth. (2021). Storytelling tips and tricks: How to tell a successful story. https://themoth.org/share-your-story/storytelling-tips-tricks

Obama, B. (2016). White House correspondents dinner. [Video]. YouTube https://www.youtube.com/watch?v=NxFkEj7KPC0 Standard YouTube License.

Pink, D. (2009). The puzzle of motivation. [Video]. YouTube https://www.ted.com/talks/dan_pink_the_puzzle_of_motivation Standard YouTube License.

Rothwell, D. (2014). Practically Speaking. Oxford University Press.Robinson, K. (2013). How to escape education’s death valley. [Video]. YouTube https://www.youtube.com/watch?v=wX78iKhInsc Standard YouTube License.

Rosling, H. (2014). Don’t Panic-Hans Rosling showing the facts about population.[Video]. YouTube https://www.youtube.com/watch?v=FACK2knC08E Standard YouTube License.

Schwartz, B. (2005). The paradox of choice. [Video]. YouTube https://www.ted.com/talks/barry_schwartz_the_paradox_of_choice Standard YouTube License.

Toastmasters International. (2016). Concluding your Speech. https://www.toastmasters.org/Resources/Concluding-Your-Speech

Young, S. (2014). I’m not your inspiration, thank you very much. [Video]. YouTube https://www.youtube.com/watch?v=GtPGrLoU5Uk Standard YouTube License.

Yousafzai, M. (2013). Malala Yousafzai addresses United Nations Youth Assembly. [Video]. YouTube https://youtu.be/3rNhZu3ttIU Standard YouTube License.

Zhang, Y. (2015). Life begins at the end of your comfort zone. [Video]. YouTube https://www.youtube.com/watch?v=cmN4xOGkxGo Standard YouTube License.

Media Attributions

Audience clapping © Alex Motoc is licensed under a CC BY (Attribution) license
jose-aragones-81QkOoPGahY-unsplash © Jose Aragones is licensed under a CC BY (Attribution) license

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Importance Of Education Speech: Unlocking Power of Education

Education is the key to unlocking the potential within individuals and societies. It is a powerful tool that can transform lives, shape communities, and drive progress. In this speech, I will delve into the importance of education speech in today’s society, exploring how it shapes individuals, promotes personal growth and development, and serves as a fundamental human right.

Furthermore, the impact of education on social and economic progress emphasizes the importance of value education in shaping ethical individuals.

Finally, it will address the challenges and barriers to education, highlighting the role of technology, including AI, in enhancing educational opportunities. Through inspiring stories and examples, I hope to shed light on the immense power education holds and provide practical tips for delivering an impactful speech on the importance of education.

Table of Contents

The Significance of Education in Today’s Society

Education plays a crucial role in shaping the fabric of society. It catalyzes social mobility, enabling individuals to escape poverty and inequality. A well-educated society fosters innovation, creativity, and critical thinking, leading to advancements in various fields. Moreover, education equips individuals with the necessary skills and knowledge to actively participate in democratic processes actively, fostering a sense of civic responsibility and engagement.

How Education Shapes Individuals and Communities

Education is not merely about acquiring knowledge; it is about personal growth and development. It instills values such as empathy, compassion, and resilience, shaping individuals into well-rounded human beings.

Additionally, education cultivates a sense of community and fosters social cohesion. It brings people from diverse backgrounds together, promoting understanding, tolerance, and inclusivity. Education uplifts entire communities by empowering individuals to reach their full potential, laying the foundation for a brighter future.

The Role of Education in Personal Growth and Development

Education is a lifelong journey of self-discovery and personal growth. It provides individuals the tools and opportunities to explore their passions, pursue meaningful careers, and contribute to society. Through education, individuals gain knowledge and invaluable skills such as critical thinking, problem-solving, and communication.

These skills are essential in navigating the complexities of the modern world and adapting to an ever-changing landscape. Education empowers individuals to become lifelong learners, continuously expanding their horizons and embracing new opportunities.

Education as a Fundamental Human Right

Education is not a privilege; it is a fundamental human right. Regardless of their background or circumstances, everyone deserves access to quality education. Through education, individuals can break free from the cycle of poverty, discrimination, and inequality. Education provides a pathway to a brighter future, offering personal and professional growth opportunities. As global citizens, our collective responsibility is to ensure that every child, adolescent, and adult can receive a quality education, regardless of socioeconomic status or geographical location.

The Role of Education in Personal Growth and Development

The Impact of Education on Social and Economic Progress

Education is a powerful driver of social and economic progress. It equips individuals with the skills and knowledge needed to participate in the workforce, fostering economic growth and reducing unemployment rates. Moreover, education empowers individuals to make informed decisions about their health, leading to improved overall well-being and reduced healthcare costs.

Furthermore, education is pivotal in bridging the gender gap, promoting gender equality, and empowering women and girls to participate fully in society. By investing in education, societies can unlock their full potential and build a prosperous future for all.

The Importance of Value Education in Shaping Ethical Individuals

While academic knowledge is essential, education must go beyond the classroom. Value education plays a crucial role in shaping ethical individuals guided by integrity, empathy, and respect.

Education creates a moral compass that guides individuals in making ethical decisions by instilling values such as honesty, compassion, and social responsibility. Value education encourages individuals to become active contributors to society, promote social justice, and address pressing global challenges like climate change and poverty.

Addressing the Challenges and Barriers to Education

Despite the importance of education , numerous challenges and barriers hinder access and quality. Poverty, discrimination, conflict, and inadequate infrastructure are just a few examples of the obstacles that prevent individuals from receiving an education.

Addressing these challenges through targeted policies, increased investment, and collaboration between governments, civil society, and the private sector is vital. By working together, we can create inclusive educational systems that leave no one behind, ensuring that education becomes a reality for all.

The Role of Technology, Including AI, in Enhancing Education

Technology, including artificial intelligence (AI), has the potential to revolutionize education and overcome some of the existing barriers. AI can personalize learning, adapting to individual needs and preferences, making education more engaging and effective. It can also provide access to quality education through online learning platforms in remote areas.

However, ensuring that technology is used responsibly and ethically is essential, considering privacy concerns and the potential for exacerbating existing inequalities. With careful implementation and thoughtful integration, technology can be a powerful tool in enhancing educational opportunities for all.

Addressing the Challenges and Barriers to Education

Inspiring Stories and Examples of the Power of Education

Throughout history, countless stories and examples demonstrate the transformative power of education . From individuals who have overcome adversity to achieve academic success to communities that have risen above poverty through education, these stories serve as a testament to the indomitable spirit of human potential. By sharing these stories, we can inspire others and ignite a collective commitment to unlocking the power of education.

Tips for Delivering an Impactful Speech on the Importance of Education

Delivering an impactful speech on the importance of education requires careful preparation and effective communication. Here are some tips to help you have an inspiring and persuasive speech:

Start with a compelling introduction that grabs the audience’s attention and highlights the significance of education.
Use personal anecdotes or stories to connect with the audience emotionally and make your message relatable.
Structure your speech logically, with a clear introduction, body, and conclusion. Use transitions to create a smooth flow between ideas.
Incorporate facts, statistics, and research to support your arguments and make your speech persuasive.
Engage the audience through interactive elements such as questions, discussions, or multimedia presentations.
Emphasize the practical benefits of education, such as improved job prospects, enhanced critical thinking skills, and personal growth.
End your speech with a powerful conclusion summarizing your main points and leaving the audience with a call to action.

Conclusion: Importance Of Education Speech

In conclusion, education holds immense power in shaping individuals, communities, and societies. It is a fundamental human right that should be accessible to all. By recognizing the significance of education, addressing the challenges and barriers, and harnessing the potential of technology, we can unlock a brighter future for generations to come.

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Is Psychology A Social Science Or Natural Science: Overview

Why Is Educational Psychology Important

The Joy of Education and Lifelong Learning

James d. gordon iii.

March 15, 2013

I am happy to be here with you today. I remember when I was a university student. Like some of you, I had trouble deciding what my major should be. First I thought about majoring in economics. That way, if I couldn’t get a job after I graduated, at least I would understand why.

Then I thought I might major in physical education. I went down to the gym to lift weights, but the laughter made it difficult to concentrate.

I sampled some classes, but I didn’t always do very well. For example, I took a photography class. I just about went crazy trying to take a close-up of the horizon. The teacher in that class gave me an F minus. He said that giving me an F would be unfair to the people who failed normally.

I studied chemistry, but I thought that there were only four elements on the periodic table: earth, air, fire, and water. I thought that fire had three electrons in the outer shell.

I thought about studying math. It has been reported that 60 percent of Americans cannot do basic math. Sixty percent! That’s nearly half! But we shouldn’t laugh—and most of you didn’t, and I appreciate that.

Seek Learning

Seriously, I would like to speak about the joy of education and lifelong learning. Life is a test, and life is also a school. The Lord has invited us to seek learning. He said, “Seek ye diligently and teach one another words of wisdom; yea, seek ye out of the best books words of wisdom; seek learning, even by study and also by faith.” 2 He commanded early Church leaders to “study and learn, and become acquainted with all good books, and with languages, tongues, and people.” 3

Three reasons why we should learn are to develop personally, to increase our ability to serve others, and to be prepared in all things. Brigham Young said, “Our education should be such as to improve our minds and fit us for increased usefulness; to make us of greater service to the human family.” 4

President Thomas S. Monson taught:

Your talents will expand as you study and learn. You will be able to better assist your families in their learning, and you will have peace of mind in knowing that you have prepared yourself for the eventualities that you may encounter in life. 5

Learning helps us to be prepared in all things. The Lord said:

Teach ye diligently and my grace shall attend you, that you may be instructed more perfectly in theory, in principle, in doctrine, in the law of the gospel, in all things that pertain unto the kingdom of God, that are expedient for you to understand;

Of things both in heaven and in the earth, and under the earth; things which have been, things which are, things which must shortly come to pass; things which are at home, things which are abroad; the wars and the perplexities of the nations, and the judgments which are on the land; and a knowledge also of countries and of kingdoms—

That ye may be prepared in all things when I shall send you again to magnify the calling whereunto I have called you, and the mission with which I have commissioned you. 6

Being prepared in all things includes being prepared for the world of work so that you can provide for yourself and your family.

It is a great privilege to study at Brigham Young University. You have the opportunity to learn in an environment that is consistent with the principles of the gospel. Being a student here is a position of trust. As you know, the Church pays for much of your education. You have the responsibility to study hard, to obey the Honor Code, and to prepare for future service. Hopefully throughout your life you will look back on your time here with fondness and cherish the memories.

On Pursuing a BYU Education

I would like to offer some advice as you pursue your education here. I hope that I don’t sound like Polonius giving advice to Laertes in Shakespeare’s play Hamlet— especially when I remember what happened to Polonius. I am not referring to the fact that he was killed behind the arras, but rather to the fact that over the centuries he has been portrayed by literally thousands of bad actors.

First, do your best in school. You might recall a story about a person who was asked to build a house. He decided to cut corners, use cheap materials, and do a poor job. When he was done, the owner handed him the key and said, “I’d like to give you this house as a gift.”

Attending the university is like that. You can work hard and do a good job, or you can cut cor-ners and do a poor job. Be fair with yourself by giving your best effort. I encourage you to work diligently, to learn a lot, and to prepare well for the future.

Second, do things to enrich your education, such as having a mentored-learning experience with a faculty member, publishing an article, doing an internship, working in BYUSA, or participating in a student club. Perhaps you can be a teaching assistant or a research assistant or participate in a performing group. BYU offers so many opportunities to develop and grow. When you look back on your education here, these extra activities will have special meaning.

You might participate in intramural sports. Personally, I’m not very athletic. I tell my students that I played football in high school. They had a play designed especially for me. It was called “Pencilneck Right.” You know how BYU uses the run to set up the pass? Well, Pencilneck Right was used to set up the injury timeout.

When I was in high school I was in the chess club. I tell my students that I had a rook on my letterman jacket. Do you know what it says when you walk around campus with a rook on your letterman jacket? “Don’t mess with me, pal. Checkmate!”

Third, give service. It is important to fulfill Church callings and to perform other service. Y-Serve, the Center for Service and Learning, located in the Wilkinson Student Center, offers many opportunities to serve in the community. Service is important for its own sake, and it helps you to keep a broader perspective and to stay balanced.

Fourth, make friends. Even though your classmates are not as good-looking—and not as humble—as you are, they are bright, good, and interesting people. The friendships you make here can last throughout your whole life and can be a particularly sweet aspect of your university experience. Take time to make friends.

When I was in high school I didn’t have many friends. Once I told my dad that the other kids were giving me a hard time about my religion. My father sat down next to me, and, in his fatherly way, he said, “Son, it doesn’t matter what race you are or what religion you are. There will always be people who don’t like you—because you’re irritating.”

Fifth, attend devotional and forum addresses and other events, such as academic presentations, concerts, plays, and art exhibits. These are wonderful opportunities.

Sixth, enjoy your university education. It’s exciting, fascinating, challenging, and fun. The secret to happiness is not to look forward to some future time when all your problems will be solved. The secret is to be happy today.

The Joy and Sweetness of Lifelong Learning

There is joy in learning. In some Hebrew schools a special ceremony occurs on the first day of class. The teacher places a drop of honey on the cover of a book and gives the book to the student, who licks the honey off. The symbolic message is that learning is sweet.

Learning can also be challenging. Sometimes the learning curve is steep. When we are acquiring new knowledge or skills, we may feel uncertain, and we may make mistakes. However, being stretched means that we are growing. If we ask Heavenly Father in prayer, He will increase our ability to learn and help us to overcome our challenges.

Hopefully your university education will provide a foundation for lifelong learning. As The Aims of a BYU Education describes:

BYU should inspire students to keep alive their curiosity and prepare them to continue learning throughout their lives. BYU should produce careful readers, prayerful thinkers, and active participants in solving family, professional, religious, and social problems. . . . Thus a BYU diploma is a beginning, not an end, pointing the way to a habit of constant learning. In an era of rapid changes in technology and information, the knowledge and skills learned this year may require renewal the next. Therefore, a BYU degree should educate students in how to learn, teach them that there is much still to learn, and implant in them a love of learning “by study and also by faith.” 7

The most important area of lifelong learning is spiritual learning. We seek answers through prayer. We read the scriptures regularly so that they become part of our lives. Reading the scriptures reminds us of the Lord’s commandments, the covenants that we have made to keep them, and the blessings of the gospel. Studying the scriptures also invites the Holy Ghost, who guides our decisions and helps us to learn. Elder Russell M. Nelson said: “Faith is nurtured through knowledge of God. It comes from prayer and feasting upon the words of Christ through diligent study of the scriptures.” 8

Regardless of one’s opportunities for formal education, a person can engage in lifelong learning. My grandfather was Jim Gordon. His parents were Scottish immigrants. He was only able to finish the eighth grade before he went to work. He drove a delivery wagon in San Francisco when he was a young man.

Automobiles replaced horse-drawn wagons. Later my grandfather became a mechanic. He brought books about diesel engines home from work, and he read them. Eventually he became the supervisor over all the diesel equipment for a substantial company. Although his opportunity for formal education was limited, he kept learning on his own. His most important learning experiences occurred when, later in life, he decided to enter the waters of baptism and to receive the blessings of the temple.

When my grandfather was young, he drove a horse-drawn wagon. However, his world changed. During his lifetime he flew in passenger planes, and astronauts landed on the moon. Your world will change too. Many of the changes will be positive and exciting; others may present challenges. Will you be prepared to meet the challenges that will arise during your lifetime?

We need to continue to learn throughout our lives. President Gordon B. Hinckley told graduating BYU students:

We live in a world where knowledge is developing at an ever-accelerating rate. Drink deeply from this ever-springing well of wisdom and human experience. If you should stop now, you will only stunt your intellectual and spiritual growth. Keep everlastingly at it. Read. Read. Read. Read the word of God in sacred books of scripture. Read from the great literature of the ages. Read what is being said in our day and time and what will be said in the future. 9

Personally, I love to read. I tell my students that my first job was as a proofreader in an M&M factory. You have your own patterns for reading. One thing that helps me is that my wife, Nadine, and I belong to a book group with some friends. During the school year we meet almost monthly. We take turns: a couple chooses a book, hosts the book group in their home, leads the discussion, and serves refreshments afterward. We have read books about a wide variety of subjects. I had never even heard of many of these books before, but I have enjoyed reading them very much.

In addition, I have always enjoyed words. When I was a boy and I would encounter a word I didn’t know, sometimes I would ask my father what it meant. He would reply, “Look it up.” My father usually knew the answer, but he wanted me to learn how to look words up. So I would open the dictionary that sat on the bookshelf in our living room and look the word up.

Later I wanted to learn more words. One summer my friend John Tanner (who later became a BYU English professor) and I worked as groundskeepers at the Oakland California Temple. On some days we would each write five words and their definitions on an index card and put the card in our shirt pocket. Then we would share the words and use them in sentences during the day. My favorite word from that summer was halcyon. It means calm, peaceful, tranquil, or golden. As we pulled weeds and performed other physical labor on the beautiful temple grounds, we would exclaim, “Oh, those halcyon days of youth!” Now, as I look back, I see that they really were halcyon days.

In our busy lives, how can we make time to continue learning? I believe in consistent, incremental progress—small steps over time. For example, one doesn’t learn to play the piano in a single day. One must practice daily for several years. After many small increments, one can eventually play hymns, popular songs, or classical music. Lifelong learning is like that. We need to schedule some time each day to study the scriptures. We can also regularly read a little in other books. We learn “line upon line” and “precept upon precept.” 10

Elder Dallin H. Oaks and Sister Kristen M. Oaks wrote:

There are few things more fulfilling and fun than learning something new. Great happiness, satisfaction, and financial rewards come from this. An education is not limited to formal study. Lifelong learning can increase our ability to appreciate and relish the workings and beauty of the world around us. This kind of learning goes well beyond books and a selective use of new technology, such as the Internet. It includes artistic endeavors. It also includes experiences with people and places: conversations with friends, visits to museums and concerts, and opportunities for service. We should expand ourselves and enjoy the journey. 11

Two Stumbling Blocks of Learning

There are two issues connected with learning about which we must be careful. First, learning can lead to pride. In 2 Nephi Jacob wrote:

O that cunning plan of the evil one! O the vainness, and the frailties, and the foolishness of men! When they are learned they think they are wise, and they hearken not unto the counsel of God, for they set it aside, supposing they know of themselves, wherefore, their wisdom is foolishness and it profiteth them not. And they shall perish.

But to be learned is good if they hearken unto the counsels of God. 12

President Ezra Taft Benson taught:

Pride is the universal sin, the great vice. . . .

The antidote for pride is humility—meekness, submissiveness. (See Alma 7:23.) It is the broken heart and contrite spirit. 13

Humility opens our hearts and minds to learning. By contrast, thinking that we already know everything impedes our learning. King Benjamin taught that a person needs to become “as a child, submissive, meek, humble, patient, full of love, willing to submit to all things which the Lord seeth fit to inflict upon him, even as a child doth submit to his father.” 14

Second, we should expect that at times apparent conflicts may arise between secular learning and gospel principles. “[T]he gospel encompasses all truth.” 15 At the groundbreaking of the BYU Eyring Science Center in 1948, President George Albert Smith said:

I want to say that The Church of Jesus Christ of Latter-day Saints accepts all that is true in the world from whatever source it may come, with the knowledge that it originated with the greatest of all scientists, our Father in Heaven. . . .

And so I congratulate the students of this great institution [BYU] to think that you have all the advantages that the people of the world have, plus the advantages of faith in God, a belief in the power of our Heavenly Father, and His inspiration. 16

The Aims of a BYU Education states:

Students need not ignore difficult and important questions. Rather, they should frame their questions in prayerful, faithful ways, leading them to answers that equip them to give “a reason of the hope that is in” them (1 Peter 3:15) and to articulate honestly and thoughtfully their commitments to Christ and to His Church. 17

When human knowledge and the gospel appear to conflict, we should remember that human knowledge is limited. Eternal truth is not limited, but our understanding of it is incomplete. After this life, if we are worthy, we will understand all truth. Meanwhile, we seek answers to faithful questions. We study, ponder, pray, and have patience. We exercise faith in God. He blesses us with greater knowledge, understanding, and peace in our lives.

We should be humble about what we know and what we do not know. An angel appeared to Nephi. Nephi wrote:

And he said unto me: Knowest thou the condescension of God?

And I said unto him: I know that he loveth his children; nevertheless, I do not know the meaning of all things. 18

We do not know the meaning of all things, but we do know that God loves His children.

God’s wisdom supersedes human knowledge. Elder Oaks wrote:

We are commanded to seek learning by study, the way of reason, and by faith, the way that relies on revelation. Both are pleasing to God. He uses both ways to reveal light and knowledge to his children. But when it comes to a knowledge of God and the principles of his gospel, we must give primacy to revelation because that is the Lord’s way. 19

We should also remember to put the gospel, not our academic discipline, first in our lives. Jesus said, “But seek ye first the kingdom of God and his righteousness, and all these things shall be added unto you.” 20

The Strength in Learning

This is a wonderful time to be on the earth. There are so many opportunities for lifelong learning. If we do our best and seek Heavenly Father’s help, He will strengthen us beyond our natural abilities and help us to learn. That learning will enable us to develop personally, will increase our ability to serve others, and will help us to be prepared in all things.

I testify that the gospel is true. Heavenly Father lives and loves us, and Jesus Christ is the Son of God, the Savior of the world. In the name of Jesus Christ, amen.

1. Marion B. and Rulon A. Earl Professor of Law, J. Reuben Clark Law School, Brigham Young University. Apologies and thanks to Johnny Carson, Jay Leno, Steven Wright, and others.

2. D&C 88:118.

3. D&C 90:15.

4. JD 14:83.

5. Thomas S. Monson, “Three Goals to Guide You,” Ensign, November 2007, 119.

6. D&C 88:78–80.

7. The Mission of Brigham Young University and The Aims of a BYU Education (Provo: BYU, 1996), 12.

8. Russell M. Nelson, “With God Nothing Shall Be Impossible,” Ensign, May 1988, 34.

9. Gordon B. Hinckley, “A Three-Point Challenge,” BYU commencement address, 27 April 1995; excerpt in TGBH, 171.

10. D&C 98:12; 2 Nephi 28:30.

11. Dallin H. Oaks and Kristen M. Oaks, “Learning and Latter-day Saints,” Ensign, April 2009, 27.

12. 2 Nephi 9:28–29.

13. Ezra Taft Benson, “Beware of Pride,” Ensign, May 1989, 6.

14. Mosiah 3:19.

15. Elder Cecil O. Samuelson Jr. on Elder Neal A. Maxwell’s views, quoted in Bruce C. Hafen, A Disciple’s Life: The Biography of Neal A. Maxwell (Salt Lake City: Deseret Book, 2002), 167; see also Henry Eyring, quoted in Henry J. Eyring, Mormon Scientist: The Life and Faith of Henry Eyring (Salt Lake City: Deseret Book, 2007), 60.

16. George Albert Smith, “Address at Ground Breaking Ceremonies for the Physical Science Building at Brigham Young University,” 11 May 1948, 2, 4; this quotation is posted on the fifth floor of the BYU Harold B. Lee Library.

17. The Aims, 4.

18. 1 Nephi 11:16–17.

19. Dallin H. Oaks, The Lord’s Way (Salt Lake City: Deseret Book, 1991), 72.

20. 3 Nephi 13:33.

James D. Gordon III1 was assistant to the president for planning and assessment and a professor of law at BYU when this devotional address was given on 26 March 2013.

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Importance of Education | Speech In English

Good morning/afternoon/evening to all of you. Today, I stand before you to emphasize the paramount importance of education in our lives. Education is not merely a path to acquiring knowledge; it is the key that unlocks countless opportunities and empowers us to shape our own destinies.

From the moment we take our first steps into the world of learning, education becomes an integral part of our journey. It equips us with the skills, knowledge, and tools necessary to navigate through life, overcome challenges, and achieve our goals. Education opens doors, broadens our horizons, and enables us to reach our fullest potential.

First and foremost, education empowers us with knowledge. It exposes us to various subjects, disciplines, and perspectives, nurturing our curiosity and thirst for understanding. It allows us to explore the wonders of science, delve into the intricacies of mathematics, appreciate the beauty of literature, and understand the complexities of history. Through education, we gain a deeper understanding of the world around us and develop critical thinking skills that enable us to question, analyze, and make informed decisions.

Beyond knowledge, education nurtures our personal growth and development. It shapes our character, hones our values, and instills in us a sense of morality and empathy. Education teaches us important life lessons, such as perseverance, resilience, and the value of hard work. It empowers us with the skills to communicate effectively, collaborate with others, and solve problems creatively. Through education, we become well-rounded individuals capable of contributing meaningfully to society.

Moreover, education is the great equalizer in society. It provides us with equal opportunities, irrespective of our background, gender, or socio-economic status. It breaks down barriers, challenges stereotypes, and paves the way for social mobility. Education enables us to dream big, regardless of our circumstances, and empowers us to pursue our passions and ambitions.

In today’s rapidly changing world, education is more important than ever. We live in an age of constant innovation and technological advancements, where new challenges and opportunities emerge at an unprecedented pace. Education equips us with the skills to adapt, embrace change, and thrive in this dynamic environment. It prepares us for the jobs of the future, where creativity, critical thinking, and problem-solving abilities are highly valued.

Beyond personal growth and career prospects, education also plays a crucial role in fostering a harmonious and inclusive society. It cultivates tolerance, respect, and appreciation for diversity. Education empowers us to break down prejudices, challenge stereotypes, and build bridges between cultures and communities. It is through education that we can create a world where everyone has access to the same opportunities, regardless of their background.

In conclusion, education is the foundation upon which our lives are built. It empowers us with knowledge, nurtures personal growth, and provides equal opportunities. Education prepares us for the challenges of the future and enables us to become active participants in shaping our world. Let us cherish the gift of education, embrace it with enthusiasm, and never stop learning. Together, let us unlock the endless possibilities that education offers and strive to make a positive impact on our lives and the lives of others.

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Speech About Education

“Education is the most powerful tool you can use to change the world”- one of the most revolutionary quotes relevant in past, present and future. My speech today is on the same topic. Why did this quote gain such popularity? How does education change the country? What is our role after obtaining an education? These are a few of the questions my speech will provide insight into. Education has transformed humanity and revolutionaries the world. Here are some sample speeches about education.

10 Lines Speech About Education

The present modern developed, technologically upfront world we are used to was possible due to education.

A popular Sanskrit shloka defines Education as one that can’t be stolen or taken away, divided among others; education increases by giving. An essential wealth among all is education.

As a diverse nation, we have various opinions and views on everything. Education helps individuals to understand and respect others' opinions. Peace can only prevail in a multiculturally diverse country through education.

A well-educated person studies concepts and knows how to apply them to both practical and personal life efficiently.

Education is the only way to gain victory over all social, economic, and personal issues. Henceforth, our constitution has made the right to education a fundamental right.

The age of a person never matters in attaining education. It instils moral conscience and better communication.

A child’s brain is like a blank canvas. Education gives the kid freedom for free thinking, logical and critical thinking and innovative thinking for discoveries and innovation.

To promote education, the government of India has launched several schemes like “Sarva Shiksha Abhiyan” - free education to all from age 6-14. Midday meals - free lunch to schools etc.

Higher education is a crucial point in any student's life. To encourage more and more students to pursue it, both State and Central governments have launched my scholarships.

It is also essential to use the knowledge obtained through education in a constructive way towards the welfare of society, not for ill use.

Education is the key to unlocking the secret towards a better life and future.

Short Speech About Education

“Education is not learning facts and figures, but training the mind to think”. - Albert Einstein

Indian philosophy defines jnana as “knowledge” and the art of acquiring it through lessons, instruction and classes as Shiksha or education. A classroom shapes the fate of a nation. It is essential in the development of any country. Education implants social and civic responsibility in people. Education is an extreme necessity for justice, equality, and world peace. The only way to eradicate ignorance among the masses is through education. Education provides skills and critical and logical thinking to a person making him diligent and hard-working.

Education is not about obtaining certificates and degrees or completing the syllabus; it is much more than that. It should aim at the overall well-being of a person physically, mentally and socially. It's about upskilling oneself to solve problems more efficiently.

Education is a chain reaction. An educated person gets his children educated, and society's education ultimately leads to an educated country. A country thrives better under the support of educated citizens. Education helps a person strike a proper balance in life, handling ambiguity. A country can uphold its ethical and integral values through education.

In conclusion, education is key to success. We must create awareness about its benefits and impact. The government has implemented many schemes to promote education. Many underprivileged kids are benefitted from it and escape poverty. We must pass the knowledge we learnt to the next generation.

Long Speech About Education

Education is for improving the lives of others, leaving the community better than it was initially. Originating from the Latin word “Educare”, it means to ‘lead out or bring forth’. It aims at learning the facts, training the mind to think, face any challenge, and improve life. It is a way to acquire wisdom through observation.

Impact Of Education

Education helps a person communicate his ideas and thoughts.
An educated person can reason analytically, critically, and logically.
Education instills the ability in a person to collaborate and cooperate to resolve conflicts.
A person can explore problems and conceptualise solutions through education.
An educated person has endurance, perseverance, adaptability, and discipline.
Education makes a man culturally, spiritually, morally, intellectually, technologically, and philosophically literate.
It helps in fighting social stigmas. Through education, we could demolish customs like child marriages and Sati Pratha.
Education empowers women to be independent and voice their opinions. Women can achieve financial freedom through education.

Initiatives Taken

Many Strategies and efforts are made towards Education. Universal access to quality is a fundamental right of every kid in India. To promote education, the Indian government introduced “Sarva Shiksha Abhiyan (SSA)” or "Universal Education Scheme”. It aims at providing free and compulsory education to all kids of age 6-14 years. SSA also aims to provide life skills. It also has special programs for girls and children with special needs.

The oldest running and the most successful policy is the mid-day meals policy. Under this policy, the central government provides free after-lunch to the students—milk in the morning. Nutritionists curate meals offered to facilitate proper growth among students. Started on 15th August 1995, this program has benefitted crores of children. To encourage girls, the government provides proper sanitation facilities in schools. Children are provided with free stationery and uniform dress too.

The Education System

Problems are part and parcel of life. Similarly, the education system has its problems. Although “universal education for all” has been a motto of our government, we still have a long way to go. Income disparity between rural and urban areas and women’s and backward community education need tremendous work.

Education obtained must be used for the constructive purpose of the welfare of society. Few people, for selfish gains, sometimes use their knowledge for unfair and unjust purposes. It is essential to create awareness regarding this.

Finally, addressing the lack of financial literacy at a young age. Subjects like physics, maths etc., are taught to us in school, but not the practical skills required to excel in life. Concepts like saving, investments, asset management, shares and bonds etc., must be taught in our educational institutions. A student must be financially literate before being employed to manage his finances well.

Story Of My Neighbour

My neighbour, an aunty, is very enthusiastic, knowledgeable and lovely. Her dream was to become a doctor. While pursuing her 2nd-year medicine, due to some financial and personal issues, she had to give up her dream of being a doctor and had to support her family through her job. Fifteen years later, she was comfortable in her life, and she decided to pursue her studies again. She successfully obtained her doctorate and treated underprivileged people for free. She also helps other kids like her who are unable to support their education financially. This incident is a fine example of how educating one person can lead to a chain system of bettering society.

Darwin’s theory expletives on the fact “Survival of the fittest”. Education is the tool for it. It is of utmost necessity. It bestows a person with strength, knowledge, financial independence and, importantly, thinking. Valuing others' views and treating everyone with respect is the basis of education. Educated people make a better family, home, community, and ultimately a better and happy country.

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The power of education

Save the Children

Speech given by Save the Children International CEO Helle Thorning-Schmidt at the Education World Forum on 23 January 2017

Education is the most empowering force in the world. It creates knowledge, builds confidence, and breaks down barriers to opportunity.

For children, it is their key to open the door to a better life.

However, it is a sad reality of our world today that millions of children will never receive this key.

They are destined to stay locked in cycles of disadvantage and poverty.

I think Malala described this heart-wrenching situation best when she said:

“In some parts of the world, students are going to school every day. It’s their normal life. But in other parts of the world, we are starving for education … its like a precious gift. Its like a diamond”.

This cannot continue.

All children deserve to receive the ‘precious gift’ of education. In fact, we have promised to give it to them. It is time to deliver.

Under the Sustainable Development Goals, the blue print for progress the whole world has agreed, we are committed to give all children an inclusive and quality education by 2030.

To get the 263 million children currently out of school, back in.

To make sure the 130 million children currently reaching Grade 4 without learning basic reading and maths skills, become masters of both.

To stop girls being excluded, or married off.

Right now, one girl under 15 is married every 7 seconds. They should be starting a new year of school, not starting a new life of disadvantage.

I know this sounds a bit bleak. But we have to face up to the fact that we are in the midst of an education crisis and are running well behind on our promise to the world’s children.

I have just returned from the World Economic Forum in Davos where I gave world leaders this same message.

However, instead of acting fast to address this crisis, our efforts are slowing down. Development dollars spent on education have declined in the past decade — from 13 per cent to 10 per cent since 2002.

The challenge is also not getting any easier. Two billion jobs will be lost to automation by 2050. Access to quality education will therefore be even more critical to prepare young people for the challenges of a changing world.

If we continue with our glacial pace of action, up to half of the world’s 1.6 billion children will still be out of school or failing to learn by 2030, and we would need an extra 50 years to reach our global education goals.

Yet, as we face up to this crisis, we should not be tempted to despair.

We can turn things around if we are prepared to step up now.

I am proud to be part of group doing just that, the Education Commission. We are a group of government, business and cultural leaders who have produced a roadmap for how we can live up to the education promise we have made under the global goals.

A vision for how to create a Learning Generation.

It will not be easy to achieve. But, it can be done.

We know this is possible because a quarter of the world’s countries are already on the right path.

This top 25 per cent are already delivering. They are improving their education systems fast and equipping their children with the skills they need for the future.

What we have to do now is focus more effort on the remaining 75 per cent of countries that are not yet hitting the mark.

In these countries, we have to dramatically scale up investment in education systems to improve both the availability of education, but just as importantly, education quality.

To achieve this, the Education Commission report calls for a Financing Compact. The Financing Compact means that countries commit to invest and reform.

In return, the international community offers leadership and education finance, and both are held accountable for their commitment.

To fulfil the compact, countries need to take on four education transformations.

First, performance. This is about putting results front and centre. Successful education systems must invest in what works.

Second, innovation. We must develop new and creative approaches. Education systems must innovate rather than just replicate.

Third, inclusion. We must reach every last child. We will not close the global learning gap unless leaders take steps to include and support those at greatest risk of being out of school. The poor, the discriminated against, girls, and those facing multiple disadvantages.

And fourth, finance. We need to mobilize more money and ensure that we spend it wisely.

Total spending on education must increase steadily from $1.2 to 3 trillion by 2030 across all low- and middle-income countries. The 75 per cent that are falling behind.

This includes mobilising more domestic resources for education. Public spending on education must rise in these countries from 4 per cent to 5.8 per cent.

And by mobilising more support from the international community — governments, financial institutions, business and philanthropists.

International finance needs to increase from today’s estimated $16 billion per year to $89 billion per year by 2030.

These are certainly huge amounts of money.

But we must not forget that by investing now, we will also create huge benefits.

In developing countries, $1 dollar invested in an additional year of schooling gives back $10 back in economic benefits.

What a rate of return!

It gets even better when you think about the role that education can play in empowering girls.

If we close the gender gap by 2030, and education is a big part of this, we are looking at benefits to the global economy of $25 trillion. That is truly a huge number. It makes the upfront investments needed seem small.

And there are other important benefits to children that you cannot put a price on.

Education equals better lives. Access to decent work, improved health and life outcomes, and the dignity that comes from the ability to know and stand up for your human rights.

In 2017, we at the Commission are already taking the first steps to bring our vision of a learning generation into reality.

Two steps we are taking include:

First, advocating for the establishment of a new development bank for education. One that could potentially mobilize $20 billion or more annually by 2030, up from $3.5 billion today.

Second, kick starting a Pioneer Country Initiative, led by former President of Tanzania, Jakaya Kikwete. Work has already commenced in Uganda and Malawi with other countries joining in soon.

Under this initiative, the Commission will work closely with the leadership of pioneer countries to push education up to the top of their domestic priority pile.

Leaders will undertake needed reforms, and invest more resources in the right places. The commission will then act as a bridge to international financing institutions, to attract even more resources from outside. By working in this way, we can trigger virtuous cycles of reform, investment and results.

It is my hope, that 2017 is the year that we all finally stand up and prioritise education. At the Commission, we are trying to do our part. However, we cannot do it alone. We need government, business and even individual citizens to step up.

The case for education is indisputable, and we have no time to waste. Millions of children and youth around the world cannot wait any longer.

Please join us in our effort to create the Learning Generation!

Improving Adult Literacy Instruction: Options for Practice and Research (2012)

Chapter: 9 conclusions and recommendations.

Conclusions and Recommendations

It is clear that a significant proportion of U.S. adults do not have the high level of literacy in both print and digital media required for negotiating many aspects of life in the 21st century. As noted in Chapter 1 , more than 90 million U.S. adults are estimated to lack adequate literacy (Kutner et al., 2007); only 38 percent of U.S. twelfth graders are at or above proficient in reading (National Assessment of Educational Progress, 2008); and more than 50 percent of recent 250,000 community college student enrollees were referred to at least one developmental (remedial) education course to remediate weak skills during their college tenure (Bailey, Jeong, and Cho, 2010), with about one-third of them referred specifically for reading. Furthermore, the estimated 2.6 million adults enrolled in federally funded programs in 2005 showed variable progress in their literacy skills, and their skill gains were insufficient to achieve functional literacy (Tamassia et al., 2007).

This committee was asked to (1) synthesize research findings on literacy and learning from cognitive science, neuroscience, behavioral and social science, and education; (2) identify from the research the main factors that affect literacy development in adolescence and adulthood, both in general and with respect to the specific populations served in education programs for adults; (3) analyze the implications of the research for informing curricula and instruction used to develop adults’ literacy; and (4) recommend a more systemic approach to subsequent research, practice, and policy. To focus our work, we defined the target population (to whom we refer generally as “adults”) to be adolescents and adults ages 16 and older who need to develop their literacy skills outside the K-12 system. This definition is

consistent with eligibility for participation in federally funded adult literacy education programs. We considered research on learning and literacy that would be most relevant to those eligible or likely to attend formal literacy instruction in programs of four general types: adult basic education, adult secondary education, English as a second language programs offered in a wide range of settings (e.g., community-based programs, local education agencies, community colleges, workplace, prisons, etc.), and developmental education courses for academically underprepared students in college.

Ideally, conclusions and recommendations for adult literacy instruction would be grounded in clear research findings demonstrating the efficacy of the recommended approaches. When rigorous demonstrations of efficacy do not exist, the next best approach would be to recommend both instructional practices consistent with available evidence on adult literacy and rigorous efficacy studies to confirm these recommendations. Findings from research on cognition and learning with the target population would also be most useful.

The present situation is more complex. There is a surprising lack of research on the effectiveness of the various instructional practices for adults seeking to improve their literacy skills. The lack of relevant research is especially striking given the long history of both federal funding for adult education programs, albeit stretched thin, and reliance on developmental education courses to remediate college students’ skills. Few studies of adult literacy focus on the development of reading and writing skills. There is also inadequate knowledge about assessment and ongoing monitoring of adult students’ proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning.

Similarly, basic research on adult cognition and learning is constrained for our purposes. It relies on study samples of convenience (college students in introductory psychology courses) or elderly populations, and it does not usually include adults with relatively low education or literacy skills. In addition, it is well known that literacy research has focused mainly on young children first learning to read and decode text. Major research efforts launched by the U.S. Department of Education, the National Institute of Child Health and Human Development, and others on the development of literacy in adolescence and adulthood are too new to have produced numerous peer-reviewed publications. As discussed in Chapter 2 , research is emerging with adolescents on topics that we think are important to pursue with the target population given their literacy development needs (e.g., academic or disciplinary literacy and discussion-based approaches). More research is needed with adolescent and adult populations to evaluate the effectiveness of instructional practices and specify learning trajectories and the interaction of factors—cognitive, social, linguistic, economic, neurobiological—that may affect literacy development in subpopulations

of adolescents and adults who vary greatly in literacy development needs, education levels, socioeconomic status, linguistic background, and other characteristics.

Given the dearth of relevant research with the target adult population, this report draws on what is available: extensive research on reading and writing processes and difficulties of younger students, emerging research on literacy and learning in adolescents and adults with normal reading capability, and extremely limited research on adult literacy learners. Until the necessary research is conducted with adults who receive literacy instruction outside the K-12 system, the committee concluded that it is reasonable to apply the wealth of available research on learning and literacy with other populations. Findings from this research provide guidance about the reading and writing skills to target with instruction and principles for designing instructional practices, technologies, assessments, and preparation for teachers. With our conclusions, we recommend a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school and create the supports needed for learning and achievement.

The request to the committee stressed the need for guidance from research to inform the design of instructional curricula and practices for use in programs, and not broader improvements to adult education delivery systems or access to programs—important as such improvements might be. In drawing conclusions from the research and recommending a more systemic approach to research, practice, and policy, however, we recognize four main issues related to the adult literacy system: (1) the variability in the profiles of adult learners, (2) the variability of instructor preparation, (3) the existence of many different types of programs that have varied literacy development aims and practices, and (4) the instructional and other supports that enable adults to persist in programs and practice skills outside the classroom. We urge attention to these issues in research and policy because they impinge directly on the quality of instruction, the feasibility of completing the recommended research, and the potential for broad dissemination and implementation of the practices that emerge as effective from research findings.

CONCLUSIONS

Adult Learners and Learning Environments

Conclusion 1: The population of adult learners is heterogeneous. Optimal reading and writing instruction will therefore vary according to goals for literacy development and learning, knowledge and skill, interests, neurocognitive profiles, and cultural and linguistic backgrounds. The contexts in which adults receive literacy instruc-

tion also are highly variable with respect to (1) place and purpose of instruction, (2) literacy development aims and practices, and (3) instructor preparation.

Learners have diverse instructional needs, varying motivations for acquiring greater literacy, and diverse educational, economic, linguistic, and cultural backgrounds. Some adults have specific neurocognitive challenges associated with disability that have not been addressed with the appropriate interventions, and others simply have not had the social and educational environment as children that would support learning to read and write well and with proficiency in multiple contexts and domains. Moreover, adult learners vary, sometimes substantially, in the level of facility they have already attained.

The contexts in which adults receive literacy instruction are highly varied. People who need to develop their literacy skills receive instruction in many different types of programs, including adult basic education, community colleges, general educational development (GED) programs, workplace literacy programs, university remedial education programs, citizenship programs, English language learning programs, basic skills and job training centers, among others. While some of the adults receiving literacy instruction may have attained certain levels and forms of literacy, they lack the range and level of reading and writing skills required for education, work, parental and family responsibilities, and other purposes. The literature on adult literacy indicates that a wide range of largely untested theoretical frameworks, practices, texts, and tools are used in literacy instruction with adults. At present, there are neither clear objectives for the development of literacy skills nor standards for curricula and practice that take into consideration research on component reading and writing skills, valued literacy tasks linked to learning goals, and the social and cultural backgrounds and motivations of learners. Programs also differ in whether they provide or facilitate access to services for transportation, child care, and psychological counseling, which might affect the ability of certain segments of the population to engage in and persist with learning.

Instructors vary in their knowledge of reading and writing development, assessment, curriculum development, and pedagogy. The training instructors receive is generally limited, and professional development is constrained by lack of funding, inflexible locations, work, and other life demands. To be effective, however, the instructors must reliably assess learners’ skills, plan and differentiate instruction, and select and adapt materials and learning activities to meet the skill development needs of learners who differ greatly in their neurobiological, psychosocial, cultural, and linguistic characteristics, as well as in their level of literacy attainment. Thus, teachers need to have the requisite tools for instruction and the technical knowledge and expertise, professional development, and ongoing supports

as needed for effective implementation. This training and support must include knowledge and skills for teaching adults with disabilities. Teachers of English learners need access to specific help in understanding their students’ capabilities and challenges, communicating with them effectively, and using available support techniques to help them engage with English texts. They also need to understand how adults develop proficiency in a second language and have knowledge of the characteristics of English language.

Principles of Effective Literacy Instruction

Conclusion 2: Effective literacy instruction

• targets (as needed) word recognition, fluency, vocabulary, reading comprehension, background knowledge, strategies for deeper analysis and understanding of texts, and the component skills of writing;

• combines explicit teaching and extensive practice with motivating and varied texts, tools, and tasks matched to the learner’s skills, educational and cultural backgrounds, and literacy needs and goals;

• explicitly targets the automation and integration of component skills and the transfer of skills to tasks valued by society and the learner; and

• includes formative assessments to monitor progress, provide feedback, and adjust instruction.

Students who have not mastered the foundational component skills of reading and writing require instruction targeted to their skill level and practice with reading and writing in amounts substantial enough to produce high levels of competence in the component skills. As discussed in Chapter 2 , a large body of research with K-12 students has identified the major components of reading and writing and principles of instructional practice that are important to typically developing and struggling learners. A sizeable literature on efficacious interventions for struggling learners in K-12 education points to additional principles for developing literacy and overcoming specific areas of difficulty among adults:

1. Interventions that directly target specific learning difficulties in the context of broader reading and writing instruction result in better literacy outcomes for struggling readers and writers.

2. Intervention must include explicit instruction to support generalization and transfer of learning, with abundant and varied opportunities for practice.

3. Struggling learners require more intense instruction, more explicit instruction, and even more opportunities to practice inside and outside the classroom.

4. Attributions, beliefs, and motivational profiles of struggling learners must be understood and targeted during instruction.

5. Intervention should be differentiated to meet the particular needs of adults, including those with disabilities. Research is needed to test whether and when subgroups of adult learners might benefit from different types of instruction.

Decades of research points to principles of learning (see Box 4-1 in Chapter 4 ) and motivation (see Box 5-1 in Chapter 5 ) that warrant inclusion in the design of adult literacy instruction. The principles are derived from research with both adults and younger populations and converge with findings from research on effective literacy instruction for K-12 students. The research has not included samples of low-literate adults, however; further efforts are needed to design and evaluate the effectiveness of instructional approaches consistent with these principles for adults who need to develop their literacy.

Conclusion 3: Although knowledge of effective literacy instruction for adults is lacking, research with younger populations can be used to guide the development of instructional approaches for adults if the instruction is modified to account for two major differences between adults and younger populations: (1) adults may experience age-related neurocognitive declines that affect reading and writing processes and speed of learning and (2) adults have varied and more substantial life experiences and knowledge and different motivations for learning that need attention in instructional design. Research with adult literacy learners is required to validate, identify the boundaries of, and extend current knowledge to identify how best to meet the particular literacy development needs of well-defined subgroups of adults.

Except for a few intervention studies, the study of instruction in the component literacy skills and processes has not been a priority in research with adults, nor has the research incorporated knowledge of the practices that develop reading and writing skills in K-12 students. Research even for younger populations is not complete with respect to understanding the components of literacy, interrelations among the components, how to most effectively develop each component, or why literacy may not be sufficiently developed in every adult. Significant research remains to be undertaken with individuals of all ages to develop more comprehensive models of adult reading comprehension and of adult writing to guide assessment and in-

struction. Similarly, questions remain about fluency and its relation to other components of literacy, and the best ways to teach vocabulary remain to be fully tested. Significant work remains to be done to identify the social and contextual factors that affect the literacy development of adolescents and adults, neurobiological mechanisms of reading and writing development, and age-related changes in reading and writing processes, all of which have implications for the design of instruction and development of assessments to measure progress.

Yet the practices already validated to develop reading and writing skills in younger students should work for older students, provided that the instruction is modified in two ways. First, findings from cognitive science and aging show that the increased knowledge and decreased speed and information processing capacity of cognitive processes that occurs with age may, at the margin, require some tuning of instruction for older learners. Second, although general principles of motivation should apply to learners of all ages, the particular motivations to read or write are often different at different ages. Instruction for adolescents and adults may need to be designed differently to motivate these populations to persist.

Compared with children progressing through a more typical trajectory of literacy development, adolescents and adults may have more knowledge and possess forms of literacy while still needing to fill gaps in component skills, acquire content knowledge, and develop types and levels of literacy proficiency needed for education, work, and practical life. Engagement of learners in higher levels of literacy and learning need not wait until all the gaps in lower level skills have been filled, however. Scaffolds, such as prompts and visual displays, can provide the supports learners need to engage with texts and develop complex thinking usually prohibited by the lack of fully fluent foundational skills. To become facile in executing component skills for particular purposes, adults require both explicit teaching and plentiful opportunities to practice skills typical of those needed to achieve functional goals. For this reason and for increased motivation, it is important to facilitate the development and integration of component skills as much as possible using texts, activities, and tools that relate to the adult learners’ interests, learning goals, and everyday functional literacy needs.

Conclusion 4: Literacy development is a complex skill that requires thousands of hours of practice to reach the levels needed for full opportunity in modern life, yet many adults do not persist long enough in adult education programs or developmental education courses. Many factors—instructional, cognitive, economic, and social—affect persistence. At present, research does not indicate which methods are most effective in supporting adults’ persistence and engagement with instruction. Enough is known, however, from

research on motivation, literacy, and learning with other populations to suggest how to design motivating instructional environments, create more time for practice, and ensure that the time is efficiently used. The efficacy of these approaches will need to be tested rigorously.

A most significant challenge to the design of literacy development opportunities for adults is getting the adults to participate and persevere. Findings show low completion rates for developmental education courses in college, lack of persistence in adult education programs, and high rates of attrition from research studies on instructional effectiveness for adults with low- to intermediate-level skills. Moreover, even if completed, the available programs cannot, by themselves, provide enough practice to build needed facility levels. Future interventions must be designed on the assumption that a main reason for the lack of substantial progress is that significant portions of the needed practice have not occurred for adults with inadequate literacy.

Motivation involves multiple factors that are related but not identical. First, the adult needs to be present for and persist with instruction. Convenient instructional opportunities may be critical to supporting repeated access. Many adult literacy programs are offered at specific sites, often sites that low-income adults cannot easily reach. Accordingly, the total time spent going to a class, attending the class, and going home may be much longer than the time spent in the literacy-enhancing activity. This challenge to access and participation suggests that if some literacy instruction or practice could be provided to adults in forms they could access at home, the yield from whatever time they choose to invest would be much higher. Certainly, as discussed later, information technologies can be exploited for this purpose.

Time for learning competes with time for work. Transportation from home to a study site and child care responsibilities can be major barriers. Increased access to child care and transportation and other social services, such as counseling, may help with retention of learners in programs and with their persistence in literacy practice. Financial support and incentives may be necessary even for highly motivated learners. Although research on the factors that motivate adults to persist in literacy programs is limited, we encourage the development and testing of approaches that have been used with some success to motivate adherence to health promotion programs (e.g., weight loss, smoking cessation). Reminder systems used in health care may also prove of benefit in encouraging repeated presence for classes.

Having some level of choice in the source, location, and form of instruction is likely to increase motivation. For this reason and because effective literacy is built up over thousands of hours, it is extremely worthwhile to include out-of-class practice opportunities in any program. Technology

has the potential to expand time for practice beyond what institutions can afford to provide via human instructors. Substantial innovation may be required, however, to provide adults with access to technologies. In some cases, community-based centers with computers that afford some level of privacy or computer loan programs so that students can work at home may be helpful for increasing access and retention. Just as schools sometimes team with other institutions to provide after-school learning opportunities, adult literacy programs may need to team with a range of other entities to provide easily accessible learning time in addition to formal classes “on campus.”

Second, when present in the instructional setting, adults need to be motivated and engaged with learning through the instructional interactions, texts, tasks, and tools available in their learning environment. Learners are more engaged and more likely to persist when literacy instruction and practice includes valued learning activities designed to scaffold progress. As described in Chapter 5 , research shows the importance of setting clear goals and a path toward longer term goals. To engage in and persist with learning, learners need help to set realistic goals and expectations about the amount of effort and practice required. Learners can underestimate the amount of practice and effort required to achieve fluency and often need help with monitoring their progress and regulating their behavior toward goal attainment. Instruction also needs to help learners develop self-efficacy and feelings of control and autonomy. Thus, learners are likely to benefit from realistic expectations about the amount of practice needed to achieve literacy development goals and feedback that allows for recognizing both progress and the amount of work needed to achieve the next goal.

Even when learners are eager to improve their literacy, they can possess deeply rooted and maladaptive attributions and beliefs about their literacy skills as a result of past experiences with learning in school, past failed attempts at remedial literacy instruction, and labels assigned to them based on skill and background. Because adult literacy learners have a history of failure and embarrassment at reading and academic learning, it is important to explore through research whether persistence might be increased through learning communities. Collaborative learning arrangements, both group learning and learner interactions via online environments, are promising ways to increase engagement.

English Language Learners

Conclusion 5: The component skills of reading and writing in English and the principles of effective literacy instruction derived from research with native English speakers are likely to apply to English language learners. Consistent with principles of learning, effective

instruction meets the particular skill development needs of English learners, which differ in several respects from the needs of native speakers, and uses existing knowledge of content, language, and literacy whether in the native or the English language.

English language learners are the largest subgroup of adults enrolled in adult education programs. Although treated as a monolithic category, in reality they vary dramatically in what they need to become more literate in English. Some are literate in a first language and hence may need little practice in recognizing or spelling words or even basic comprehension skills. Many are U.S. citizens who speak English well but have low- to intermediate-level English literacy skills. Others are recent immigrants who lack basic literacy skills in any language. Some English learners may be challenged by the lack of opportunities to use and be exposed to English.

The principles of effective literacy instruction discussed in Chapter 2 for typically developing learners should apply to English learners as well. Instruction will need to target, however, the particular skill development needs of the specific English learner, which can differ depending on the degree of literacy in a first language. For example, English learners show weaker vocabulary and comprehension relative to native English speakers but often show relative strength in decoding, especially if they are literate in their first language. Some of those learning English may benefit from some cultural background knowledge to support their learning and performance, for example, in reading comprehension.

Adult English language learners who can read fluently in their native language often can use some of their first language and literacy skills to facilitate learning to read and write in their second language. This means that adult literacy instruction would be most effective if tailored to the level of literacy they have developed in their native language.

A particular challenge to address in adult literacy instruction for English learners is developing their language and literacy skills at the same time. Second language learning past childhood can be difficult and differs from language learning at younger ages in two important ways: it usually is learned via explicit instruction more than through implicit learning, and it also usually is more closely tied to reading.

Experiences in second language instruction with young language learners, high schools, and colleges suggests several principles that may be effective with adult language learners, although these principles await systematic evaluations in adult education contexts. These include a balanced and integrated focus on oral language, reading, and writing; providing meaningful, genuine, and relevant materials and tasks; utilizing learners’ first language strengths; a focus on both form and meaning; providing frequent and explicit feedback; providing opportunities to experience and apply linguistic

structures in varied contexts, including outside the classroom; and being sensitive to learner’s existing levels and readiness as new linguistic concepts are introduced.

Conclusion 6: Improved adolescent and adult literacy programs require the development of measures and comprehensive systems of assessment that (1) include measures of language and literacy skills related to a range of literacy forms and tasks, domain knowledge, cognitive abilities, and valued functional as well as psychological outcomes; (2) include measures for differentiated placement and instruction, diagnosis, formative assessment, and accountability that are all aligned to work toward common learning goals; and (3) produce information at learner, classroom, and program levels that is useful to learners, instructors, program administrators, and policy makers.

Three types of assessment are needed: diagnostic, formative, and accountability assessment. The different forms of measurement serve different purposes. Diagnostic assessment gives detailed information to instructors about which skill components the learner possesses and which need to be developed. Formative assessment provides the information needed to improve instruction by focusing attention on skills that need to be improved as instruction progresses. Accountability assessment provides funders and the public with a sense of how well the program and systems that serve adult literacy learners are working. There is a focus on the development of effective diagnostic and formative assessment of learners’ progress during the course of instruction, so that it can be focused efficiently and improved continually. Instructors also need training in how to use diagnostic assessments to guide instructional choices and formative assessments to improve instruction.

To be feasible to implement, classroom instruction must share common elements whenever possible while being differentiated enough to meet each learner’s needs for skill development and practical goals for learning, and thus assessments are needed to help differentiate instruction. Although some attempts have been made to assess adults’ profiles for instructional purposes, the reliability and validity of any particular approach to assessing profiles of skills and other characteristics for the purpose of planning instruction remains to be established (see Chapter 3 ).

The validity of measures for both practice and research needs attention with respect to (1) the suitability of the measures for adults, (2) comprehensive coverage of the multiple dimensions of component skills (especially

those most likely to be weak in adult learners), and (3) the measurement of reading, writing, and language skills that society demands and values. To elaborate: there are no satisfactory ways to comprehensively assess the range of literacy skills that adults bring to instruction and their growth over time. The use of grade level equivalents to measure skill levels and gains needs to be rethought because adults begin instruction with widely varied skills that do not fit neatly into grade level categories. Longitudinal research would help to inform the development of valid measures for adults by elucidating patterns and variations in the growth of adults’ literacy skills across the lifespan and in response to instruction.

In both research and practice, better measurement tools are especially needed to more adequately assess all aspects of reading comprehension. The measures that are available and that have been used in the few intervention studies focus on a narrow range of skill (e.g., very low or intermediate). To evaluate effective instructional practices, measures used in research must have sufficient breadth and complexity to measure the important dimensions of literacy and language. Sufficient breadth and depth of measurement is important for testing hypotheses about how particular practices affect learners’ growth and address specific areas of reading and language difficulty. Use of only a single composite score on a standardized assessment, by contrast, or measurement of a narrow skill set should be avoided to maximize understanding and return on investment, especially in large-scale effectiveness research. There is a need to conceptualize and develop multidimensional measures in tandem with the development and testing of integrated reading comprehension models and comprehensive approaches to instruction. In doing this work, attention is needed to construct validity. Across studies, the same measures have been used to assess different constructs, and different measures have been used to assess the same constructs, indicating a need to systematically clarify both the constructs that are important to assess and valid ways to define and measure them.

The same comprehensive and multidimensional approaches are needed for research and assessment of writing and writing development. Moreover, because writing assessment is often costly and time-consuming, considerable attention needs to be devoted to developing valid automatic computerized scoring systems that will prove useful to teachers and learners alike.

Studies must measure outcomes of literacy instruction that have external validity, meaning that they measure component skills needed to perform valued literacy tasks for education, work, and other life goals. Measurements of growth in the ability to use and compose texts for these purposes are needed for both print and digital text forms.

There are many reasons why people think that universal literacy is important, so studies need to measure the extent to which all the goals of interest are realized. These might include such outcomes as GED attainment

and job improvement, self-confidence, continuing one’s education, civic engagement or participation in other aspects of social life, avocational engagement in literate activity, and so on. Although more needs to be known about how to reliably assess them, such noncognitive outcomes contribute to a complete view of the effectiveness of adult literacy instruction. Despite a long history of psychological and sociocultural research on the constructs of motivation, engagement, and persistence, the best ways to measure the related constructs still need to be determined or developed for use in studies with the target population.

Conclusion 7: Technologies for learning can help to resolve problems facing adult learners caused by time and space constraints. Technology can assist with multiple aspects of learning and assessment that include diagnosis, feedback, scaffolding, embedded practice with skills in meaningful tasks, tracking of learner progress, and accommodations to create more effective and efficient instruction. Given the costs of human labor, technology also may offer a more cost-effective means of achieving the extended levels of practice needed to gain reading and writing facility.

Technologies for learning, including social networking tools, have advanced to the point that literacy instruction and practice no longer need to be offered only in the traditional classroom. Technology has the potential to scaffold literate activity to make learning more efficient. Technology also can assist with assessment, especially by leveraging recent model tracing, Bayesian network, and natural language processing advances. Technology can be used for placement, feedback, and tracking of learner progress for more effective and efficient instruction. Writing is improved by intelligent tutoring systems and automated scoring systems that diagnose and give feedback on language and discourse deficits at multiple levels. Technology also can assist with accommodation, and in particular text-to-speech and speech-to-text technologies can help to support both reading and writing development.

Many adult learners can benefit from technology that can guide, coach, or scaffold engagement with literacy tasks. For example, electronic texts might include software routines that monitor how long various pieces of a text are engaged and use that information to provide prompts that encourage persistence in deep processing. Pop-up questions can allow students to self-assess the depth of their engagement.

Technology tools exist or could be developed to link the instruction and practice of specific literacy skills to particular tasks and purposes designed

to meet goals of the adult learner. Technology can be leveraged to create motivating environments for acquiring reading and writing skills that include virtual worlds, animated agents, and multiparty simulations or games that simulate or have a close correspondence to the learners’ everyday lives.

Developing the literacy skills for using collaborative communication technologies can be motivating as well as valuable, because they help learners maintain connections with important people in their social world and develop the pragmatic understandings needed to comprehend and compose texts for effective communication. Although some adults may be somewhat familiar with these tools, the rich use of collaborative technologies will require training, not only for students but also for their instructors, and they may enhance persistence in literacy programs that use them.

The human resource cost of education, as well as other cultural opportunities, tends to rise faster than the general cost of living. This means that deeper levels of instructional support by human teachers may be less feasible to support publicly as time passes. Technology can leverage human teaching, especially to provide more and deeper opportunities to engage texts. In addition, given the temporal barriers many adult learners face to increase literacy opportunity, technology can make added literacy engagement opportunities more accessible and more portable.

Conclusion 8: Society increasingly requires broader, more intensive and more complex forms of literacy given new communication technologies. Adults need to be able to use contemporary tools of literacy and become facile with forms of reading and writing that are valued and expected for education, work, health maintenance, social and civic participation, and other life tasks.

Literate practice always involves tools and technologies. Society has moved from pen and paper to digital forms of expression through information media and multimodal communications. To be functionally literate today, an adult will need to also have made this move. Adults need opportunities to learn valued literacy skills, which include the tools and forms of communication and information seeking that have resulted from the information revolution and which society now expects adults to possess as part of being literate and skilled.

Research is just beginning to examine practices and proficiencies related to the use of new information and communication technologies that are now part of being literate in 21st-century society (see Appendix B ). Various theories regarding digital media and learning offer ideas about how to develop proficiencies related to these technologies to meet adults’ learning goals. An important direction for research in the next decade will be to investigate online reading, writing, and learning to identify the underlying

cognitive, social, and cultural mechanisms involved in learning, engagement, and performance with technologies. The features of instructional practices and learning environments must also be identified that promote technology-related literacy proficiencies for adult populations with different levels of literacy.

Specific questions for research include the following: What are the competencies involved in reading and writing online and comprehending and creating multimodal texts? What instructional materials and programs are effective in developing digital literacy skills? How should the development of digital literacy skills be incorporated into adult literacy programs: for example, what is the most effective ordering and configuration of media and modalities in the teaching of reading and writing certain digital multimodal texts? Should literacy development always begin with print-based texts or should it start with texts in multimodal and digital media? How should learning environments be structured to help adults with diverse educational, economic, cultural, and linguistic backgrounds and familiarity with information and communication technologies develop their digital literacy?

Formative and intervention research is needed to determine how adult learners use digital literacy practices in informal and work contexts. For example: How do adults with a need to further develop their literacy take up and use Web 2.0 technologies (wiki-writing, social networking, blogging) in their everyday lives? How might these new technologies be used for collaboration in literacy instruction to develop desired skills?

New forms of assessment are needed to measure adults’ proficiency with digital and multimodal forms of literacy. A coherent approach is required to specify instructional goals for digital and multimodal forms and design the necessary measures and assessment tools for assessing these skills.

Adult Literacy Instruction: State of the Evidence

Conclusion 9: There is a lack of research and data of the kind required to better define, prevent, and remediate problems that adolescents and adults enrolled in instruction outside compulsory schooling are experiencing with developing their literacy skills in the United States.

This report provides priorities for literacy research with adults in light of the gaps in current knowledge of adult learners, effective instruction, and adults’ learning environments (see Box 3-2 in Chapter 3 ). It also points to additional priorities for research with English language learners (see Box 8-1 in Chapter 8 ). As discussed in Chapter 3 , the lack of relevant research on adult learners is due to several factors that have affected both the quantity and the quality of the information available. Key among these

is that the level of funding has been insufficient and too sporadic to systematically accumulate knowledge and stimulate sophisticated uses of new technologies. To provide an adequate research base for better adult literacy improvement efforts, several things are needed:

• First, exploratory studies are needed to identify approaches that show promise of effecting substantial improvement.

• Then, support is needed both to develop scalable instructional programs reflecting that promise and to test these new approaches rigorously.

• Finally, further research may be needed to ensure that general findings are applicable to the entire range of adult literacy learners or to specify for whom they work.

Methodological improvements and development of standard protocols for collecting information about adult learners, instructional interventions, and instructional environments are required to yield an interpretable body of information about adults’ literacy skills and the practices and other conditions that support adults’ learning.

RECOMMENDATIONS

In Chapter 1 , we present the conceptual framework that guided our synthesis of research and gathering of other information on adult literacy (see Figure 1-2 ). The framework also specifies the major categories of variables that require attention in a comprehensive and systematic program of research to develop adults’ literacy skills. Although many important specific hypotheses remain to be tested about how best to support adults’ learning, this figure conveys that the overall research effort must be multifaceted in order to provide an adequate answer to the primary question: What instructional practices (interactions, texts, tools, etc.) and other supports for learning are effective for developing component and valued functional literacy skills, for which learners, and under which conditions? Implementing the recommendations will require productive collaborations among researchers from multiple disciplines, along with partnerships including these researchers, instructors, program administrators, and the learners themselves. It will also require attending to systemic constraints and political realities that are largely beyond the committee’s purview, as well as strong leadership of the U.S. Department of Education, especially the Office of Vocational and Adult Education and the Institute of Education Sciences, the U.S. Department of Labor, and other sponsoring research agencies.

A sustained and systematic research effort is needed that begins with well-designed pilot studies of instructional practices and other interventions. Funds will be needed first to adopt and evaluate promising approaches at

initial test sites. In the same time frame, advances in measurement and assessment must be made, which will require the collaboration of programs.

Recommendation 1: Federal and state policy makers should move quickly to build on and expand the existing infrastructure of adult literacy education to support the use of instructional approaches, curricula, materials, tools, and assessments of learners consistent with (a) research on reading, writing, learning, language, and adult development; (b) research on the effectiveness of instructional approaches; and (c) knowledge of sound assessment practices.

Although the evidence is mostly on groups not quite identical to the target group (children still in school, students in college who participate in psychological studies, and the elderly), a substantial body of research exists to guide the selection and implementation of instructional practices in reading, writing, and oral language for adolescents and adults with literacy development needs that range from minimal to substantial. Thus, some practices warrant application immediately, based on evidence from other populations, while research is undertaken to assess the extent to which they produce improvements for various segments of the adult population.

Recommendation 2: Federal and state policy makers should ensure that professional development and technical assistance for instructors are widely accessible and consistent with the best research on reading, writing, learning, language, and adult development.

The variability in instructor preparation is a clear impediment to both ensuring instructional effectiveness on a broad scale and conducting the needed research. There is a critical need to ensure that instructors possess knowledge and skills that are consistent with the most reliable research on literacy development and learning.

Although recommendations about specific mechanisms for delivering instructor preparation are beyond the charge to the committee, it is worth noting that instructors experience many of the same constraints on their professional development (lack of funding, inflexible locations, work and other life demands) as those who participate in literacy programs. Given these constraints, options to consider include online courses supported by the U.S. Department of Education to deliver instruction in the science of teaching reading and writing and a process that involves researchers and practitioners in the development and evaluation of professional development content, to ensure that it is consistent with the most recent research and validated best practice. Education and technical assistance efforts for instructors themselves need evaluation to determine whether they result in more effective implementation of taught practices and continuous improve-

ment of offerings. It may be possible to offer a collection of professional development modules that serve both high school and adult literacy instructors, even if subsets of the modules need to be specialized for one group or the other. Along with such programming, attention must be given to providing appropriate incentive structures to ensure that instructors needing the support take advantage of it. There is also a need for data to identify the characteristics of teachers associated with effective implementation of literacy instruction across the four general types of literacy education programs (basic education, secondary education, English as a second language, and developmental education in colleges).

Recommendation 3: Policy makers, providers of literacy programs, and researchers should collaborate to systematically implement and evaluate options (instructional components, technology components, social service components, incentives) aimed at maximizing persistence with literacy learning.

Achieving literacy requires thousands of hours of practice. The problem of high attrition from instructional programs (as well as the relatively brief length of those programs altogether) must be resolved if adults are to receive sufficient amounts of practice and instruction and if reliable evidence is to accumulate on the instructional methods that are effective when adults engage with learning. Although research documents the challenges that adults experience with persistence and engagement, it does not provide clear evidence about specific practices and policies that address these challenges for particular groups of adults. Systematic implementation and evaluation of various approaches is required to identify the mix of strategies that will engage learners of different backgrounds for the large amounts of time required for instruction and practice to be effective. The interventions should be developed with consideration of the factors that are likely to cause attrition and lack of perseverance. Programs can then select strategies that are most appropriate with an understanding of the specific situations of their students.

Recommendation 4: To inform local, state, and federal decisions aimed at optimizing the progress of adult learners, the committee strongly recommends strategic and sustained investments in a coordinated and systemic approach to program improvement, evaluation, and research about adult literacy learners.

A variety of federal units currently play a role in the education of adult learners and in research to understand and intervene with this population. Key among them are the Office of Vocational and Adult Education, the Institute of Education Sciences and the Office of English Language Acquisi-

tion of the U.S. Department of Education, the U.S. Department of Labor, the National Institute of Child Health and Human Development of the National Institutes of Health, and the U.S. Department of Defense. Other agencies that might play a role in shaping and monitoring adult literacy education efforts include the National Institute on Aging of the National Institutes of Health and the National Science Foundation. However the proposed research and programmatic changes are implemented, they will benefit from a coordination infrastructure that ensures continued focus on the primary goal of producing a better educated workforce and citizenry.

The five-goal structure used in the Institute of Education Sciences’ approach to research and development is very close to the research strategy needed, although more attention will be required to defining subgroups of learners that require specific variations in instructional approaches to meet their needs. The sequence includes exploration, innovation, efficacy testing, scaling up, and assessment development. Some of the practices of the National Institutes of Health and the National Science Foundation that represent focused, long-term strategies might also be helpful, including registries for related research findings and possibly the designation of multidisciplinary centers to pursue synergistic programs of work that are guided by an overarching research plan and regularly reviewed by an advisory group of scientists for adherence to the plan.

Research Design

The research called for in this report should meet the following requirements:

• Research should address the diversity of populations for whom literacy improvement is a concern, including high school dropouts, low-literate English language learners with varying levels of first language literacy, students with documented disabilities, students in career and technical education, academically underprepared college students, and other adults who fared poorly in the K-12 system.

• Research should use rigorous designs and integrated multidisciplinary perspectives that can clarify the effective components of instructional practice and why they work, with adequate experimental power to clarify both what does and what does not work for specific subgroups of the population. Planned variation experiments would be one approach that is valuable for this purpose. The research should include detailed qualitative and quantitative information on learner and instructional contexts, because the diversity of learners and instructional contexts may affect whether the results generalize.

• Research should include longitudinal designs to determine which approaches produce substantial and durable literacy improvement and to track the developmental trajectories of students in an instructional program to provide some insight into what types of individual differences might be instructionally relevant.

• Research should use the best methods for reducing attrition known to be effective in conducting research with difficult-to-study populations.

• Research should determine that the approaches and effects are achievable and sustainable in the instructional context and thoroughly analyze the instructional practices, the instructors, the instructional environment, and provided supports.

Priorities for Basic and Applied Research

As the committee notes throughout this report, a substantial program of research is required to better articulate the specific literacy needs and challenges of adult learners, the literacy demands they face, and the cognitive, neurological, linguistic, social, cultural, and systemic factors that affect their learning. This research should address the following aspects:

• Characteristics of literacy learners: The range of specific literacy needs of the population needs to be better understood, including competencies in a native language that can support the development of English literacy and the challenges to learning faced by specific subgroups of English learners. Done well, such research would provide a stronger basis for the differentiation of adult literacy instruction and for grouping of learners who need substantially different learning opportunities.

• Specification of the literacy skills required in today’s society: The specific literacy skills required for meeting certain educational or career milestones need to be documented, including the literacy skills associated with knowledge building, collaborative problem solving, and effective use of new communications media. This information would permit a move from indexing the success of adult literacy instruction using traditional measures, which are based mostly on the learning that typically occurs in elementary school, to the assessment of literacy skills and levels required for adults’ educational and economic success and full social and civic participation.

• Knowledge of the cognitive, linguistic, and neural underpinnings of instruction: The underlying cognitive, linguistic, and neural functions need to be further developed as part of instruction for both

typical adult literacy learners and those with learning disabilities. Such research would allow better adaptation of instructional approaches to cognitive differences among children, adolescents, and working-age adults, and the specific challenges faced by some adults trying to become more literate.

• Contextual influences on literacy development throughout the life span: This would include research on the multiple paths of literacy development and, more specifically, the ways in which various forces (cognitive, linguistic, social, cultural, instructional, and systemic) interact to affect typical and atypical literacy development from childhood through adulthood. This research would provide knowledge about the population needed to better address the challenges that adult learners experience in developing their literacy skills outside K-12 education.

Priorities for Translational Science

Translational science bridges the gap between the type of knowledge derived from small-scale, controlled research and that required for implementation in large systems that serve diverse individuals in diverse contexts. To improve adult literacy instruction, translational research is needed in four areas to inform the selection and use of practices and products that effectively develop valued literacy skills: (1) instructional approaches and materials grounded in principles of learning and instruction derived mainly from other populations, (2) supports for persistence, (3) technologies to assist with and expand opportunities for learning, and (4) assessments of learners and their instructional environments.

The research will need to include a strong instructor training component and thorough description and analysis of the practices used and instructor characteristics to inform improved instructor recruitment, training, professional development, and ongoing supports required to deliver instruction effectively. It should include large-scale data collection and information gathering. Strong leadership will be required from the U.S. Departments of Education and Labor and other sponsoring research agencies. Partnerships will need to be developed among interdisciplinary teams of researchers, practitioners, curriculum developers, and administrators to systematically build this knowledge and to identify and address barriers to implementation.

Instructional Approaches and Materials

New and modified approaches to remedial literacy instruction are needed that both develop the skills that society demands for education, work, social and civic participation, and health maintenance and apply

the principles of learning, cognitive and neural function, and motivation derived from research with other populations to diverse subgroups of adult learners. An interdisciplinary effort involving researchers, practitioners, and curriculum developers is needed to create a coherent system of literacy activities, practices, texts, and tools that are linked to the particular literacy development needs of the learner.

The effort should address the need for appropriate texts for practicing reading skills to develop fluency and accumulate useful knowledge. Adolescents and adults lack a sufficient range of high-interest texts matched to assessed proficiencies and designed to develop literacy skills while developing knowledge needed to achieve broader goals. “Authentic” (real-world) materials often contain too many literacy elements that learners have not yet mastered and so can be overwhelming and frustrating if presented without substantial scaffolding; there is a need to develop materials and evaluation strategies that instructors can use to select materials that present appropriate challenges to learners according to their skill levels. One promising possibility is to add to existing online work environment tools that can scaffold developing literacy. Tools already exist that scaffold the comprehension of free-standing texts, and it should be possible to build similar tools into basic work systems that allow adults to stretch their literacy levels and thus gain added literacy practice.

Persistence

It is vital to study the mix of practices, program components, and policies that support persistence with literacy instruction and that would also serve to reduce the high rates of attrition reported in research studies with the population. Research should be conducted to identify how to maximize persistence and progress by designing programs that attend comprehensively to the cognitive, social, cultural, psychological, and motivational needs of the learner. Literacy is a skill requiring thousands of hours of practice. Adults with inadequate literacy skills have not had sufficient practice and often have not found learning in school to be pleasant. Research should be conducted to encourage attendance, sustained practice, and engagement with instruction. This research should apply and extend current knowledge, focusing in particular on aspects of the learner, the learning environment, learning activities, texts, and materials that affect persistence. In addition to understanding persistence in programs, work is needed to determine how to facilitate persistence with specific literacy tasks.

Developing and identifying effective uses of technology are important for several reasons. First, technologies can free literacy practice from being

dependent on a specific learning location. This is important because learning is usually limited for adults as a result of limited program funds and locations available (a few hours of instruction are offered a few days per week), participants’ work schedules, and other life demands.

Second, technologies can help to standardize instructional offerings across the many places of instruction that have shared populations with common literacy development needs and learning goals. Third, technologies have the potential to provide some of the scaffolding needed for progress with literacy skills and engagement with complex texts and tasks while filling gaps in lower level reading skills. Intelligent interactive media should be developed to motivate and scaffold practice by adults with literacy needs and incorporate specific work and life goals and interests.

Fourth, technology has the potential to help overcome the high cost of intelligent human labor, in this case literacy instructors. For example, web-based and automated evaluation, diagnosis, and prescription of further learning opportunities could be developed both to support instructors and to support adults in reading practice. Technology for use in classrooms must also be engineered to be accessible to the instructors with appropriate instructor training.

Assessment of Learners and Instructional Environments

A valid, coherent, and comprehensive system of assessment should be developed for diagnosis, planning instruction, and accountability. The system should comprehensively assess knowledge, skills, and valued psychological and functional outcomes. It should be aligned to produce different but linked forms of measurement for assessing learning at the learner, classroom, and program levels. The system should generate information that is appropriate and useful for the particular purposes and audiences: learners, instructors, program administrators, or policy makers in local, state, and federal governments. Effective assessment tools would address all of the components of literacy and map onto the primary valued learning outcomes for adult remedial and basic education. The needed assessments would, among other things, measure the ability to comprehend and use text meaning for purposes (e.g., for academic learning, health maintenance, civic participation, work). Valid measures must be developed that are (1) appropriate for use with adults and for learners’ cultural and linguistic backgrounds, (2) provide comprehensive coverage of the multiple dimensions of component skills, and (3) measure the reading, writing, and language skills that society demands and values.

Few studies examine the characteristics of programs in adult education associated with improved learner outcomes. One reason for this lack of research is that few measures are available to assess learning environments in adult education. Such work is just beginning even for K-12 schooling. Thus,

in addition to better measures of adult outcomes, standard ways of measuring the quality of the educational environment are needed that are derived from research on language, learning, and literacy. These measures would assess instructional interactions, texts, and implementation of instruction and contextual factors (e.g., content of teacher preparation, uses of technology outside school) that support or constrain the implementation of effective practices and adults’ opportunities to learn and practice new skills.

Large-Scale Data Collection and Information Gathering

Information about the literacy skills of adults in the United States and in the diverse systems that offer adult literacy instruction should be gathered and analyzed on a continual and long-term basis to know whether the population is becoming more literate and whether efforts to improve literacy are effective at a macro level as well as in specific individual efficacy studies.

Allocations of funding for adult literacy programs signal an understanding of the magnitude and importance of the literacy problem in the United States. Yet the only assessment tools used at the federal level to evaluate the effectiveness of adult literacy education programs are global accountability measures that relate only superficially to the specific literacy proficiencies that need to be developed. In addition, these measures do not convey how much more a literate U.S. society is as a result of investments in adult literacy instruction or how to focus efforts to improve instructional practices and adult learning. While current efforts to survey literacy in the U.S. population and collect information on adult literacy programs and learners are important, there is a need to modify them to track progress in the components of reading and writing that have been identified in research and proficiency in performing important literacy tasks. There is also a need to gather data on the instructional interactions, materials, and tools used in literacy instruction to better understand current practices, plan the appropriate professional development of instructors, create effective out-of-classroom learning opportunities, and better match literacy instruction to emerging literacy demands for work, education, health, and functioning in society. Finally, it is important to have data on the personal writing and reading goals of the adult learner population, so that the gap between broad social goals and personal goals can be negotiated. It may be productive to embed questions relating to literacy in broader longitudinal surveys.

CONCLUDING THOUGHTS: LEADERSHIP AND PARTNERSHIP

The current approaches to adult literacy instruction represent well-intentioned and partly productive efforts of adult literacy program providers, community colleges, state agencies, and the U.S. Departments of

Education and Labor, operating under several constraints. Although it is wise not to change practice without rigorous experimental confirmation that a new approach is more effective, the available research on literacy and learning with other populations strongly indicates that better approaches to instruction are possible. The request to this committee—to synthesize the knowledge base on learning and literacy to inform instructional practice and develop a more systemic approach to research, practice, and policy—is a necessary step to improve adult learning in the United States. The relevant agencies should encourage research that is sufficiently focused and sustained to accumulate knowledge about how to improve adult literacy instruction and make substantial progress in adults’ literacy.

Meaningful change will be difficult, however, given the current level of investment, the need for substantial instructor training as part of any change in current practice, the needed research and innovation, and the extent of additional learning that many adults will require. Success will depend on a strong partnership of school districts, states, and the federal government. It will also require strong and sustained partnerships between researchers and practitioners at various levels.

Although many federal programs and agencies contribute to adult education services, it is the Office of Vocational and Adult Education in the U.S. Department of Education that administers the Adult Education and Family Literacy Act, enacted as Title II of the Workforce Investment Act, which is the principal source of federal support for adult basic and literacy education programs for those who are at least 16 years old, not enrolled in high school, and lack basic skills, a high school diploma, or proficiency in English. The law specifies that agencies eligible to provide adult literacy instruction consider whether the programs they choose to fund use practices that research has “proven to be effective in teaching individuals to read” (Workforce Investment Act [WIA], Title II, Section 231 (e4)(B)). It also gives the secretary of education the authority to establish and carry out a program of national leadership activities to enhance the quality of adult education and literacy programs nationwide (WIA, Title II, Section 223). Thus, current legislation provides the authority and one possible source of existing funds for collaborating with other appropriate funders. 1

__________________

1 The Adult Education and Family Literacy Act (which is Title II of WIA) aims broadly to help adults become literate and build the knowledge and skills for employment and self-sufficiency, completion of secondary education, and full participation in the educational development of their children. The legislation directs how federal funds are distributed by formula to states, defines goals for adult programs, and defines core indicators of performance. The Office of Vocational and Adult Education contributes an estimated 25 percent of the total funds used for adult literacy programs. States must provide matching funds to qualify for the allocations made on the basis of census data. States competitively award most of the funds to local institutions to provide adult literacy programs and retain 12.5 percent for overall

The nature of the work to be done will require partnerships among researchers, practitioners, curriculum developers, and administrators to systematically build the needed knowledge and tools and to identify and address barriers to implementation. Major employers, existing training and education organizations, faith-based groups, and other community groups will need to be enlisted to help in the effort. A number of organizations have been started by business and civic groups to promote literacy, especially “21st-century literacy,” but these organizations have, for the most part, been advocates for change rather than participants in effecting change. Just as government must play a role in sponsoring the needed research, providing program incentives, and monitoring progress, it also will be important for the business community to move from a role of advocacy alone to also providing input into literacy requirements, providing onsite learning opportunities, being accommodating of needed research on effectiveness, and helping to provide incentives to boost motivation to complete literacy programs. Substantial national leadership will be needed to sustain investment and strategic direction through periods of uncertainty and economic variability. Having an educated, literate workforce is essential to the preservation of the U.S. economy in the information age.

As with any field, the dissemination of knowledge and effective practice from research to policy makers, administrators, and instructors in the field of adult literacy is a subject of inquiry in its own right. The committee hopes that those with a mission to improve adult literacy will, as part of acting on the recommendations in this report, participate in the steps needed to identify and address the factors that will affect the conduct of the recommended research and the implementation of the findings into widespread practice.

program improvement. Federal funding for programs has remained relatively level since 2001, with an annual appropriation of about $560 million. An additional sum is provided annually for research, technical assistance, and other national leadership activities, which in 2010 were funded at 13.3 million, or .021 percent of the total $628.2 million adult education and family literacy budget (U.S. Department of Education, 2010).

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A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading.

Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning.

There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.

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Education and Communications
Communication Skills
Public Speaking

How to Conclude a Speech

Last Updated: May 15, 2023 Fact Checked

This article was co-authored by Gale McCreary . Gale McCreary is the Founder and Chief Coordinator of SpeechStory, a nonprofit organization focused on improving communication skills in youth. She was previously a Silicon Valley CEO and President of a Toastmasters International chapter. She has been recognized as Santa Barbara Entrepreneurial Woman of the Year and received Congressional recognition for providing a Family-Friendly work environment. She has a BS in Biology from Stanford University. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 115,413 times.

The last moments are where a good speech can be made. If you want to leave your audience stunned, you can learn the basics needs of a good conclusion, as well as some tactics for ending creatively. You can also learn what techniques to avoid.

Things You Should Know

Summarize the main points of your speech to remind listeners what they've learned.
Recall something from the introduction so your speech comes full circle.
Thank your audience for attending and listening.

Concluding Your Speech

Step 1 Summarize the main points you made throughout the speech.

Use the chance to repeat your thesis a final time, if necessary. What's the one thing you hope someone remembers from your speech? What's the one thing that needs to be learned?
In informal speeches, repeating the main points won't be necessary. If you're giving a toast at a wedding, you don't need to run back through a list of the great things about the groom.

If you started the speech by drawing a sad portrait of a recently returned veteran who couldn't get work, or health insurance, and ended up in dire straits, that can be a heart-breaking intro. Pick back up with the story in conclusion to let you know where that vet is now.
Any kind of reference can work. If you started a speech with a quote by Thomas Paine, end with more about Thomas Paine. The bookend technique is an excellent way of signaling the end for the audience.

Put a face on things. Case studies and personal examples are extremely effective in helping an audience connect with a complicated issue or topic.
Some people like to use this technique for the introduction, but it can be unexpected and even more effective to wait and use it at the conclusion, especially for speeches that are a little bit shorter.

Step 4 Use a signal phrase from your title.

"We can turn back the oceans and stop the warming of our planet. It's not too late, as the title of my speech promises. It's not too late for any of us."

Step 5 Don't be afraid of using the phrase "in conclusion."

It's also appropriate to use a "thank you" as the very last thing that you say: "We must continue fighting the good fight on climate change, for our children, for our economy, and for ourselves. Thank you." Cue applause.
Sometimes, it's also appropriate to ask for questions if the occasion calls for it. People should be sure your speech is over, but if people seem hesitant, it's ok to say, "I'd be happy to take questions, if anyone has them."

Nailing the Ending

Step 1 Slow down the speed of your speech at the end.

"The fight for climate change (pause ) is a fight (pause) that we must (pause) win. Our children (pause). Our children's children (pause). Demand it."

Return to the story of the veteran struggling to find work. With the sorts of infrastructure you're calling for in your speech, maybe he could be working a specific job, and getting into his own house, and even starting to plant a garden in the yard, something he always wanted to do. Dream a little, and let your audience do the same.

"We must do this for our children, we must do this for our neighbors, we must do this for America, we must do this for the world, we must do this for the oceans, we must do this for the forests..."
"Politicians can't legislate this. Architects can't build this. Artists can't dream this. Developers can't innovate this. Only you can do this."

Address the audience specifically. Start using "you" toward the end of the speech, or address an individual in the audience to help bring it home.

Avoiding Common Mistakes

"Well, that's pretty much it."
"That's it."
"I'm done."

When the speech is over, don't keep talking. Even if you just remembered a point you forgot to make a few minutes ago, don't launch back into the speech when people are clapping, or once they're finished. When the speech is over, let it be over. If there's a chance for Q & A, then get to it then.

Step 3 Don't apologize, even self-deprecatingly.

Some speeches can be leavened with a bit of humor in the ending. If you've just given a particularly touching toast at a wedding, it might be good to release a bit of the tension with a well-placed gag. Probably not so much for a professional presentation.

Community Q&A

Don't overwrite it. After your first few drafts, sit back and let it rest a few days. Then come back to your ending with new perspective. Pretend that you are listening to someone else say it for the first time. Read it like you will at the event. Then go back to editing. Thanks Helpful 4 Not Helpful 0
Catch your audience's attention. Use a shocking fact, or statistic that will leave the listeners thinking and will urge them to action. Thanks Helpful 2 Not Helpful 0

↑ https://www.hamilton.edu/academics/centers/oralcommunication/guides/introductions-and-conclusions
↑ https://westsidetoastmasters.com/article_reference/12_ways_to_end_your_speech.html
↑ https://www.indeed.com/career-advice/career-development/how-to-conclude-a-presentation
↑ https://courses.lumenlearning.com/boundless-communications/chapter/conclusion/
↑ https://www.linkedin.com/pulse/best-call-action-speech-examples-mitch-carson?trk=public_profile_article_view
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To conclude a speech, try summarizing the main points you made throughout it so you can remind the listener what you want them to learn or take away. In some cases, you can use the conclusion to recall the introduction, showing how the speech comes full circle. Or, if you have a catchy title, work it into the conclusion to grab your audience's attention. You can also signal the ending by thanking the audience for listening or simply stating “In conclusion” to let your listeners know it’s time to wrap up. To put extra emphasis on your ending, slow your speech to get people to perk up and really hear your final points. To learn how to use your conclusion as a call to action, keep reading! Did this summary help you? Yes No

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50 Speech Closing Lines (& How to Create Your Own) | The Ultimate Guide

Hrideep barot.

Public Speaking , Speech Writing

While speech openings are definitely one of the most important components of a speech, something that is equally as important is the way you conclude your speech.

There are few worse ways to end your speech than with a terse ‘thank you’–no elaboration or addition whatsoever.

Speech endings are just as crucial to the success of your speech as speech openings, and you must spend just as much time picking the perfect ending as you do to determine your best possible speech opening.

The words you speak at the beginning and end of your speech are words that your audience will pay the most attention to, and remember longer than any other part of your speech.

Speech endings can put even the most experienced speaker in flux, and increase their anxiousness manifold as they sit there attempting to figure out the perfect way to end your speech.

If you’re someone who’s in flux about your speech ending too, don’t worry. We’ve got some amazing ways to conclude your speech with a bang!

1. Circling Back To The Beginning

The idea behind circling back to the beginning of your speech is to reinforce the idea of your speech being a complete whole. By circling back to the beginning and connecting it to your ending, you let the audience understand that the idea of your speech is complete & standalone.

Circling back to the beginning of your speech also acts as an excellent way of reinforcing the central idea of your speech in the audience’s mind, and makes it more likely that they will remember it after the speech ends.

Need more inspiration for speech opening lines? Check out our article on 15 Powerful Speech Opening Lines & Tips To Create Your Own.

How To Circle Back To The Beginning

The easiest way to do this is to set up your beginning for the conclusion of your speech. That is, if you’re saying something like, say, a story or joke in the beginning, then you can leave your audience in a cliffhanger until the ending arrives.

Another great way to circle back to the beginning is by simply restating something you said at the start. The added knowledge from attending the rest of your speech will help the audience see this piece of information in a new–and better–light.

1. Will Stephen

Ending Line: “I’d like you to think about what you heard in the beginning, and I want you to think about what you hear now. Because it was nothing & it’s still nothing.”

2. Canwen Xu

Speech Ending: My name is Canwen, my favorite color is purple and I play the piano but not so much the violin…

Think of a memorable moment from your life, and chances are you’ll realize that it involved a feeling of happiness–something that we can associate with smiling or laughter. And what better way to generate laughter than by incorporating the age-old strategy of good humor.

The happy and lighthearted feeling you associate with good memories is the kind of emotional reaction you want to create in your audience too. That’s what will make your speech stick in their memory.

Done incorrectly, humor can be a disaster. Done right, however, it can entirely transform a speech.

Humor doesn’t only mean slapstick comedy (although there’s nothing wrong with slapstick, either). Humor can come in many forms, including puns, jokes, a funny story…the list is endless.

How To Incorporate Humor In Your Speech Ending

The simplest way to incorporate humor into your speech ending is by telling a plain old joke–something that’s relevant to your topic, of course.

You can also tell them a short, funny anecdote–may be an unexpected conclusion to a story you set up in the beginning.

Another way would be by employing the power of repetition. You can do this by associating something funny with a word, and then repeating the word throughout your speech. During the end, simply say the word or phrase one last time, and it’s likely you’ll leave off your audience with a good chuckle.

1. Woody Roseland

Ending Line: “Why are balloons so expensive? Inflation.”

2. Andras Arato

Ending Line: “There are three rules to becoming famous. Unfortunately, nobody knows what they are.”

3. Hasan Minhaj

Ending Line: “And you want to know the scariest part? Pretty soon every country on the earth is going to have its own TLC show.”

4. Sophie Scott

Speech Ending: In other words, when it comes to laughter, you and me baby, ain’t nothing but mammals.

5. Tim Urban

Speech Ending: We need to stay away from the Instant Gratification Monkey. That’s a job for all of us. And because there’s not that many boxes on there. It’s a job that should probably start today. Well, maybe not today, but, you know, sometime soon.

6. Hasan Minhaj

Speech Ending: Showing my legs on TV is probably the scariest thing I’ve ever done. And keep in mind last week I went after the Prince of Saudi Arabia.

3. Question

The idea behind posing a question at the end of your speech is to get the wheels in your audience’s minds turning and to get them thinking of your speech long after it has ended. A question, if posed correctly, will make your audience re-think about crucial aspects of your speech, and is a great way to prompt discussion after your speech has ended.

How To Add Questions To Your Speech Ending

The best type of questions to add to your speech ending is rhetorical questions. That’s because, unlike a literal question, a rhetorical question will get the audience thinking and make them delve deeper into the topic at hand.

Make sure your question is central to the idea of your speech, and not something frivolous or extra. After all, the point of a question is to reinforce the central idea of your topic.

1. Lexie Alford

Speech Ending: Ask yourself: How uncomfortable are you willing to become in order to reach your fullest potential?

2. Apollo Robbins

Speech Ending: If you could control somebody’s attention, what would you do with it?

Quotes are concise, catchy phrases or sentences that are generally easy to remember and repeat.

Quotes are an age-old way to start–and conclude–a speech. And for good reason.

Quotes can reinforce your own ideas by providing a second voice to back them up. They can also provoke an audience’s mind & get them thinking. So, if you add your quote to the end of your speech, the audience will most likely be thinking about it for long after you have finished speaking.

How To Use Quotes In Your Speech Ending

While adding quotes to your speech ending, make sure that it’s relevant to your topic. Preferably, you want to pick a quote that summarizes your entire idea in a concise & memorable manner.

Make sure that your quote isn’t too long or complicated. Your audience should be able to repeat it as well as feel its impact themselves. They shouldn’t be puzzling over the semantics of your quote, but its intended meaning.

1. Edouard Jacqmin

Speech Ending: “Life is either a daring adventure or nothing at all.”

2. Chris Crowe

Speech Ending: “It’s more certain than death and taxes.”

3. Olivia Remes

Speech Ending: I’d like to leave you with a quote by Martin Luther King: “You don’ have to see the whole staircase. Just take the first step.”

4. Tomislav Perko

Speech Ending: Like that famous quote says, “In twenty years from now on, you’ll be more disappointed by the things you didn’t do than by the things you did do.

5. Diana Nyad

Speech Ending: To paraphrase the poet, Mary Oliver, she says, “So, what is it? What is it you’re doing with this one wild and precious life of yours?”

5. Piece Of Advice

The point of giving a piece of advice at the end of your speech is not to pull your audience down or to make them feel bad/inferior about themselves. Rather, the advice is added to motivate your audience to take steps to do something–something related to the topic at hand.

The key point to remember is that your advice is included to help your audience, not to discourage them.

How To Add Piece Of Advice To Your Speech Ending

To truly make your audience follow the advice you’re sharing, you must make sure it resonates with them. To do so, you need to inject emotions into your advice, and to present it in such a manner that your audience’s emotions are aroused when they hear it.

Your advice shouldn’t be something extra-complicated or seemingly impossible to achieve. This will act as a counter-agent. Remember that you want your audience to follow your advice, not to chuck it away as something impossible.

Our article, 15 Powerful Speech Ending Lines And Tips To Create Your Own , is another great repository for some inspiration.

1. Ricardo Lieuw On

Speech Ending: “Learn something new, or a new way of approaching something old because there are a few skills are valuable as the art of learning.”

2. Tomas Chamorro-Premuzic

Speech Ending: “If we want to improve the competence level of our leaders, then we should first improve our own competence for judging and selecting leaders.”

3. Sharique Samsudheen

Speech Ending: “Some people love money, some people hate money, some people crave money, some people even kill for money. But what they miss is they just need to learn how to manage money well, and that will give them financial freedom.”

4. Kate Simonds

Speech Ending: Teens, you need to believe in your voices and adults, you need to listen.

5. Melissa Butler

Speech Ending: When you go home today, see yourself in the mirror, see all of you, look at all your greatness that you embody, accept it, love it and finally, when you leave the house tomorrow, try to extend that same love and acceptance to someone who doesn’t look like you.

6. Iskra Lawrence

Speech Ending: Speak to your body in a loving way. It’s the only one you got, it’s your home, and it deserves your respect. If you see anyone tearing themselves down, build them back up And watch your life positively grow when you give up the pursuit of perfection.

6. Contemplative Remark

As the name itself suggests, contemplative remarks are intended to make your audience contemplate or mull over something. The ‘something’ in question should be the idea central to your speech, or a key takeaway that you want them to return home with.

The idea is to get your audience thinking and to keep them thinking for a long, long time.

How To Add A Contemplative Remark To Your Speech Ending

To add a contemplative remark to your speech ending, you first need to figure out your key takeaway or main theme. Then, you want to arrange that as a question, and propose it to your audience at the end of your speech.

Remember that your question shouldn’t be something too wordy or complicated to understand. As with the quotes, you don’t want your audience stuck on the semantics. Rather, you want them to focus on the matter at hand.

1. Lisa Penney

Speech Ending: “So I invite you to pay more attention to your thoughts & consider the legacy you leave behind.”

2. Grant Sanderson

Speech Ending: “Some of the most useful math that you can find or teach has its origin in someone who was just looking for a good story.”

3. Greta Thunberg

Speech Ending: “We will not let you get away with this. Right here, right now is where we draw the line. The world is waking up & change is coming whether you like it or not.”

4. Bill Eckstrom

Speech Ending: Now, think about this: it’s not the complexity-triggering individuals or events you should fear the most, but it’s your own willingness to accept or seek discomfort that will dictate the growth of not just you, but our entire world.

5. Robert Hoge

Speech Ending: Choose to accept your face, choose to appreciate your face, don’t look away from the mirror so quickly; understand all the love, and the life, and the pain that is the part of your face, that is the art of your face. Tomorrow when you wake up, what will your choice be?

7. Personal Anecdote

Personal anecdotes, as the name suggests, are anecdotes that are personal to the speaker or instances from their life. Personal anecdotes are a great way to incorporate the magical powers of storytelling in your speech, as well as to make a personal connection with the audience. Using personal anecdotes, you can hit two birds with one stone!

How To Add Personal Anecdotes To Your Speech Ending

To add personal anecdotes to your speech ending, you need to filter through your life experiences to find out ones that directly relate to your topic at hand. You don’t want to include an anecdote, no matter how compelling it is, if it doesn’t relate to your topic.

Remember to not keep your anecdote too long. Your audience will most likely lose their attention if you do so.

1. Sheila Humphries

Speech Ending: “Why do you go work for these people?” My answer to them was, “If I could help one child make it in this world, it’ll be worth it all.”

8. Call To Action

A call-to-action is one of the absolute best ways to conclude a speech with a bang. A well-written speech should aim to alter the audience’s mind or belief system in some way and to make them take an action in that direction. One crucial way to assure your audience does this is by using a call to action.

How To Add A Call To Action To Your Speech Ending

A call to action comes right before the ending of your speech to provide your audience with a clear idea or set of instructions about what they’re supposed to do after your talk ends.

A call to action should provide a roadmap to the audience for their future steps, and to outline clearly what those future steps are going to be.

1. Armin Hamrah

Speech Ending: “So tonight, after you finish your Math homework & before you lay your head down on that fluffy pillow, bring a piece of paper and pen by your bedside…”

2. Graham Shaw

Speech Ending: “So I invite you to get your drawings out there & spread the word that when we draw, we remember more!”

3. Andy Puddicombe

Speech Ending: You don’t have to burn any incense, and you definitely don’t have to sit on the floor. All you need to do is to take out 10 minutes out a day to step back, familiarize yourself with the present moment so that you get to experience a greater sense of focus, calm, and clarity in your life.

4. Amy Cuddy

Speech Ending: Before you go into the next stressful evaluative situation, for two minutes, try doing this in the elevator…

5. Jia Jiang

Speech Ending: When you are facing the next obstacle or the next failure, consider the possibilities. Don’t run! If you just embrace them, they might become your gifts as well.

9. Motivational Remark

As the name clearly explains, a motivational remark motivates your audience to carry out a plan of action. It ruffles the audience’s mind and emotions and has a powerful impact on the steps that your audience will take after you’ve finished speaking.

How To Add A Motivational Remark To Your Speech Ending

The key to a good motivational remark is to inspire your audience. Your motivational remark should act as a ray of hope to your audience and positively inspire them to take a desired course of action.

Your motivational remark should not be negative in any way. You don’t want to guilt or coerce your audience into doing something or feeling a certain way. You want to leave them on a positive note to move forward with their life.

1. Khanh Vy Tran

Speech Ending: “No matter what you’re going through right now & no matter what the future holds for you, please don’t change yourself. Love yourself, accept yourself & then transform yourself.”

2. Mithila Palkar

Speech Ending: “Get a job, leave a job, dance, sing, fall in love. Carve your own niche. But most importantly: learn to love your own randomness.”

3. Andrew Tarvin

Speech Ending: “Anyone can learn to be funnier. And it all starts with a choice. A choice to try to find ways to use humor. A choice to be like my grandmother, to look at the world around you and say WTF–wow, that’s fun.”

4. Laura Vanderkam

Speech Ending: There is time. Even if we are busy, we have time for what matters. And when we focus on what matters, we can build the lives we want in the time we’ve got.

5. Julian Treasure

Speech Ending: Let’s get listening taught in schools, and transform the world in one generation into a conscious listening world, a world of connection, a world of understanding, and a world of peace.

6. Mariana Atencio

Speech Ending: Let’s celebrate those imperfections that make us special. I hope that it teaches you that nobody has a claim on the word ‘normal’. We are all different. We are all quirky and unique and that is what makes us wonderfully human.

10. Challenge

Much like a call to action, the aim of proposing a challenge at the end of your speech is to instigate your audience to take some desired course of action. A challenge should make an appeal to your audience’s emotion, and motivate them to meet it.

How To Add A Challenge To Your Speech Ending

To apply a challenge effectively to your speech ending, you need to make sure that it’s something relevant to your topic. Your challenge should drive the central topic of your speech forward, and make your audience engage in real-life steps to apply your idea in the real world.

While its always a good idea to set a high bar for your challenge, make sure its an achievable one too.

1. Jamak Golshani

Speech Ending: “I challenge you to open your heart to new possibilities, choose a career path that excites you & one that’s aligned to who you truly are.”

2. Ashley Clift-Jennings

Speech Ending: So, my challenge to you today is, “Do you know, would you even know how to recognize your soulmate?” If you are going out in the world right now, would you know what you are looking for?

11. Metaphor

Metaphors are commonly used as a short phrase that draws a comparison between two ideas in a non-literal sense. People use metaphors quite commonly in daily life to explain ideas that might be too difficult or confusing to understand otherwise. Metaphors are also great tools to be used in speech, as they can present your main idea in a simple and memorable way.

How To Add Metaphors To Your Speech Ending

To add a metaphor to your speech ending, you need to first decide on the main idea or takeaway of your speech. Your metaphor should then be organized in such a way that it simplifies your main idea and makes it easier for your audience to understand & remember it.

The key is to not make your metaphor overly complicated or difficult to retain and share. Remember that you’re trying to simplify your idea for the audience–not make them even more confused.

1. Ramona J. Smith

Speech Ending: “Stay in that ring. And even after you take a few hits, use what you learned from those previous fights, and at the end of the round, you’ll still remain standing.”

2. Shi Heng YI

Speech Ending: “If any of you chooses to climb that path to clarity, I will be very happy to meet you at the peak.”

3. Zifang “Sherrie” Su

Speech Ending: “Are you turning your back on your fear? Our life is like this stage, but what scares are now may bring you the most beautiful thing. Give it a chance.”

12. Storytelling

The idea behind using stories to end your speech is to leave your audience with a good memory to take away with them.

Stories are catchy, resonating & memorable ways to end any speech.

Human beings can easily relate to stories. This is because most people have grown up listening to stories of some kind or another, and thus a good story tends to evoke fond feelings in us.

How To Incorporate Stories In Your Speech Ending

A great way to incorporate stories in your speech ending is by setting up a story in the beginning and then concluding it during the end of your speech.

Another great way would be to tell a short & funny anecdote related to a personal experience or simply something related to the topic at hand.

However, remember that it’s the ending of your speech. Your audience is most likely at the end of their attention span. So, keep your story short & sweet.

1. Sameer Al Jaberi

Speech Ending: “I can still see that day when I came back from my honeymoon…”

2. Josephine Lee

Speech Ending: “At the end of dinner, Jenna turned to me and said…”

Facts are another excellent speech ending, and they are used quite often as openings as well. The point of adding a fact as your speech ending is to add shock value to your speech, and to get your audience thinking & discussing the fact even after your speech has ended.

How To Add Facts To Your Speech Ending

The key to adding facts to your speech ending is to pick a fact that thrusts forward your main idea in the most concise form possible. Your fact should also be something that adds shock value to the speech, and it should ideally be something that the audience hasn’t heard before.

Make sure that your fact is relevant to the topic at hand. No matter how interesting, a fact that doesn’t relate to your topic is going to be redundant.

1. David JP Phillips

Speech Ending: 3500 years ago, we started transfering knowledge from generation to generation through text. 28 years ago, PowerPoint was born. Which one do you think our brain is mostly adapted to?

14. Rhethoric Remark

Rhetoric remarks are another excellent way to get the wheels of your audience’s minds turning. Rhetoric remarks make your audience think of an imagined scenario, and to delve deeper into your topic. Rhetoric remarks or questioned don’t necessarily need to have a ‘right’ or one-shot answer, which means you can be as creative with them as possible!

How To Add Rhethoric Remarks To Your Speech Ending

Since rhetorical questions don’t need to have a definite answer, you have much freedom in determining the type of question or statement you wish to make. However, as with all other speech endings, a rhetorical question shouldn’t be asked just for the sake of it.

A rhetorical question should make your audience think about your topic in a new or more creative manner. It should get them thinking about the topic and maybe see it from an angle that they hadn’t before.

Rhetorical questions shouldn’t be too confusing. Use simple language & make sure it’s something that the audience can easily comprehend.

1. Mona Patel

Speech Ending: Pick your problem, ask “What if?” Come up with ideas. Bring them down. Then execute on them. Maybe you’re thinking, “What if we can’t?” I say to you, “What if we don’t?”

2. Lizzie Velasquez

Speech Ending: I want you to leave here and ask yourself what defines you. But remember: Brave starts here.

Another great way to end your speech with a literal bang is by using music! After all, if there’s something that can impact the human mind with just as much force as a few well-placed words, it’s the correct music.

How To Add Music To Your Speech Ending

To add music to your speech ending, you must make sure that the music has something to do with your speech theme. Remember that you’re not playing music in your concert. The piece of music that you choose must be relevant to your topic & work to have a contribution in your overall speech.

1. Tom Thum

Speech Ending: *ends the TED Talk with beat boxing*

16. Reitirate The Title

The title of your speech is its most important component. That’s why you need to pay careful attention to how you pick it, as it is something that your viewers will most likely remember the longest about your speech.

Your title will also act as a guiding hand towards how your audience forms an initial idea about your speech and is what they will associate your entire speech with.

By repeating your title at the end of your speech, you increase the chances that your audience will remember it–and your speech–for a long time.

How To Retierate The Title In Your Speech Ending

Your title is something that your audience associates your entire speech with. However, you don’t want to simply add the title in your speech end for the sake of adding it. Instead, make it flow naturally into your speech ending. This will make it seem less forced, and will also increase the chances of your audience remembering your entire speech ending and not just the title of your speech.

1. Ruairi Robertson

Speech Ending: I feel we can all contribute to this fight worth fighting for our own health, but more importantly, our future generations’ health by restoring the relationship between microbe and man. There is SOME FOOD FOR THOUGHT!

Need more inspiration for speech closing lines? Check out our article on 10 Of The Best Things To Say In Closing Remarks.

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To sum up, speech endings are just as imperative to the success of your speech as speech openings, and you must spend just as much time picking the perfect ending as you do to determine your best possible speech opening. The words you speak at the beginning and end of your speech are words that your audience will pay the most attention to, and remember longer than any other part of your speech.

Still looking for inspiration? Check out this video we made on closing remarks:

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How to end a speech effectively

How to end a speech memorably

3 ways to close a speech effectively.

By: Susan Dugdale | Last modified: 09-05-2022

Knowing how, and when, to end a speech is just as important as knowing how to begin. Truly.

What's on this page:

why closing well is important
3 effective speech conclusions with examples and audio
7 common ways people end their speeches badly - what happens when you fail to plan to end a speech memorably
How to end a Maid Honor speech: 20 examples
links to research showing the benefits of finishing a speech strongly

Image: Stop talking. It's the end. Finish. Time's up.

Why ending a speech well is important

Research * tells us people most commonly remember the first and last thing they hear when listening to a speech, seminar or lecture.

Therefore if you want the audience's attention and, your speech to create a lasting impression sliding out with: "Well, that's all I've got say. My time's up anyway. Yeah - so thanks for listening, I guess.", isn't going to do it.

So what will?

* See the foot of the page for links to studies and articles on what and how people remember : primacy and recency.

Three effective speech conclusions

Here are three of the best ways to end a speech. Each ensures your speech finishes strongly rather than limping sadly off to sure oblivion.

You'll need a summary of your most important key points followed by the ending of your choice:

a powerful quotation
a challenge
a call back

To work out which of these to use, ask yourself what you want audience members to do or feel as a result of listening to your speech. For instance;

Do you want to motivate them to work harder?
Do you want them to join the cause you are promoting?
Do you want them to remember a person and their unique qualities?

What you choose to do with your last words should support the overall purpose of your speech.

Let's look at three different scenarios showing each of these ways to end a speech.

To really get a feel for how they work try each of them out loud yourself and listen to the recordings.

1. How to end a speech with a powerful quotation

Image: Martin Luther King Jr. Text:The ultimate measure of a man is not where he stands in moments of comfort, but where he stands at times of challenge and controversy.

Your speech purpose is to inspire people to join your cause. Specifically you want their signatures on a petition lobbying for change and you have everything ready to enable them to sign as soon as you have stopped talking.

You've summarized the main points and want a closing statement at the end of your speech to propel the audience into action.

Borrowing words from a revered and respected leader aligns your cause with those they fought for, powerfully blending the past with the present.

For example:

"Martin Luther King, Jr said 'The ultimate measure of a man is not where he stands in moments of comfort, but where he stands at times of challenge and controversy.'

Now is the time to decide. Now is the time to act.

Here's the petition. Here's the pen. And here's the space for your signature.

Now, where do you stand?"

Try it out loud and listen to the audio

Try saying this out loud for yourself. Listen for the cumulative impact of: an inspirational quote, plus the rhythm and repetition (two lots of 'Now is the time to...', three of 'Here's the...', three repeats of the word 'now') along with a rhetorical question to finish.

Click the link to hear a recording of it: sample speech ending with a powerful quotation .

2. How to end a speech with a challenge

Image: New Zealand Railway poster - 'Great Place this Hermitage', Mt Cook c.1931. ((10468981965) Source: Wikimedia Commons.

Your speech purpose is to motivate your sales force.

You've covered the main points in the body of it, including introducing an incentive: a holiday as a reward for the best sales figures over the next three weeks.

You've summarized the important points and have reached the end of your speech. The final words are a challenge, made even stronger by the use of those two extremely effective techniques: repetition and rhetorical questions.

"You have three weeks from the time you leave this hall to make that dream family holiday in New Zealand yours.

Can you do it?

Will you do it?

The kids will love it.

Your wife, or your husband, or your partner, will love it.

Do it now!"

Click the link to listen to a recording of it: sample speech ending with a challenge . And do give it a go yourself.

3. How to end a speech with a call back

Image: Spring time oak tree leaves against a blue sky. Text: Every blue sky summer's day I'll see Amy in my mind. How end a speech with a call back.

Your speech purpose is to honor the memory of a dear friend who has passed away.

You've briefly revisited the main points of your speech and wish in your closing words to leave the members of the audience with a happy and comforting take-home message or image to dwell on.

Earlier in the speech you told a poignant short story. It's that you return to, or call back.

Here's an example of what you could say:

"Remember that idyllic picnic I told you about?

Every blue sky summer's day I'll see Amy in my mind.

Her red picnic rug will be spread on green grass under the shade of an old oak tree. There'll be food, friends and laughter.

I'll see her smile, her pleasure at sharing the simple good things of life, and I know what she'd say too. I can hear her.

"Come on, try a piece of pie. My passing is not the end of the world you know."

Click the link to hear a recording of it: sample speech ending with a call back . Try it out for yourself too. (For some reason, this one is a wee bit crackly. Apologies for that!)

When you don't plan how to end a speech...

That old cliché 'failing to plan is planning to fail' can bite and its teeth are sharp.

The 'Wing It' Department * delivers lessons learned the hard way. I know from personal experience and remember the pain!

How many of these traps have caught you?

having no conclusion and whimpering out on a shrug of the shoulders followed by a weak, 'Yeah, well, that's all, I guess.', type of line.
not practicing while timing yourself and running out of it long before getting to your prepared conclusion. (If you're in Toastmasters where speeches are timed you'll know when your allotted time is up, that means, finish. Stop talking now, and sit down. A few seconds over time can be the difference between winning and losing a speech competition.)
ending with an apology undermining your credibility. For example: 'Sorry for going on so long. I know it can be a bit boring listening to someone like me.'
adding new material just as you finish which confuses your audience. The introduction of information belongs in the body of your speech.
making the ending too long in comparison to the rest of your speech.
using a different style or tone that doesn't fit with what went before it which puzzles listeners.
ending abruptly without preparing the audience for the conclusion. Without a transition, signal or indication you're coming to the end of your talk they're left waiting for more.

* Re The 'Wing It' Department

One of the most galling parts of ending a speech weakly is knowing it's avoidable. Ninety nine percent of the time it didn't have to happen that way. But that's the consequence of 'winging it', trying to do something without putting the necessary thought and effort in.

It's such a sod when there's no one to blame for the poor conclusion of your speech but yourself! ☺

How to end a Maid of Honor speech: 20 examples

More endings! These are for Maid of Honor speeches. There's twenty examples of varying types: funny, ones using Biblical and other quotations... Go to: how to end a Maid of Honor speech

Label: old fashioned roses in background. Text: 20 Maid of Honor speech endings.

How to write a speech introduction

Now that you know how to end a speech effectively, find out how to open one well. Discover the right hook to use to captivate your audience.

Find out more: How to write a speech introduction: 12 of the very best ways to open a speech .

Retro Label: 12 ways to hook an audience

More speech writing help

Image: creativity in progress sign. Text: How to write a speech

You do not need to flail around not knowing what to do, or where to start.

Visit this page to find out about structuring and writing a speech .

You'll find information on writing the body, opening and conclusion as well as those all important transitions. There's also links to pages to help you with preparing a speech outline, cue cards, rehearsal, and more.

Research on what, and how, people remember: primacy and recency

McLeod, S. A. (2008). Serial position effect . (Primacy and recency, first and last) Simply Psychology.

Hopper, Elizabeth. "What Is the Recency Effect in Psychology?" ThoughtCo, Feb. 29, 2020.

ScienceDirect: Recency Effect - an overview of articles from academic Journals & Books covering the topic.

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100+ Excellent Topics for a Stellar Persuasive Speech

What Makes a Truly Remarkable Speech?

The Ingredients of an Effective Topic

Ideas & Inspiration: 100+ Topics

Your Next Steps, Step-by-step

This comprehensive blog post serves as a vital resource for anyone looking to craft an impactful persuasive speech. It provides an extensive list of over 100 compelling topics tailored for a wide range of interests and academic fields. Additionally, it offers advanced guidance on selecting the perfect topic, structuring your arguments effectively, and employing persuasive techniques that captivate and convince your audience. Whether you're an academic achiever or an aspiring public speaker, this guide equips you with the insights to deliver a stellar persuasive speech.

Before You Pick the Perfect Topic...

If you’re struggling to find a strong topic for a persuasive speech , you’ll find 100+ ideas for subjects and topics below. Use one that grabs you, or simply find inspiration to get unstuck and come up with a topic about something you and your audience will find interesting.

To help you think about the big picture — your larger essay — we also review what makes a truly effective persuasive speech, all the ingredients of an effective topic, and how to pick the best topic for your circumstances.

Here's what's most essential as you consider your topic choices:

pick a topic that has the right scope, one aligned with your larger assignment
be sure the topic is one you're interested in researching, has meaning and relevance for your audience, and has the right level of complexity — both for your audience and for your level of speech writing prowess
remember your topic should align with themes and subjects related to your circumstances and the speech requirements

Finally, once you’ve picked your topic, and even if you know all the basics — which I’m guessing you do if you’re following posts from Crimson Education — you might still benefit from other advice in today's post, such as numerous speech writing tips and strategies designed to save you time and stress and improve the odds your final speech will exceed expectations.

Here's what you'll find:

What Makes a Truly Remarkable Persuasive Speech
The Ingredients of an Effective Topic, and Tips for Picking Your Topic
100+ Topic Suggestions
How to Develop a Stellar Persuasive Speech — Step-by-Step!

Still feeling a bit hesitant or stuck?

Don’t worry. Once you've picked a really interesting and effective topic and start your research, you'll quickly become a subject-matter expert, regaining both motivation and confidence for all the remaining steps.

What Makes a Truly Remarkable Persuasive Speech?

A good persuasive speech will grab the audience’s attention, help them connect with the speaker (that’s you), and guide their reasoning process — giving the speech the power to persuade your audience why your point of view is logical and compelling, and also superior to the opposing viewpoints.

The 6 Most Essential Ingredients

A strong introduction that gets the audience engaged and provides context about the subject and topic, what’s at stake (why it matters), and what issues or concerns tend to be front and center
A clear thesis in the form of a specific point of view, opinion, or argument
An orderly progression of ideas and arguments, each argument or subtopic supported by logic and evidence
An anticipation of opposing viewpoints and arguments (the counterarguments to your opinion)
Your responses or ‘rebuttals’ to the opposing viewpoints , answering the anticipated objections and adding additional support for your point of view or thesis
A conclusion that highlights the most powerful persuasive elements in your speech and reminds listeners what's at stake, including, if suitable, a call to action

The Historical Roots of Persuasive Speech

Did you know that persuasive speech assignments may be testing your mastery of concepts that go back as far as ancient Greece?

The emergence of democracy in ancient Greece (the 6th and 5th centuries B.C.) created a space for the rule of law and political governance informed by the will of the people — making persuasive speech an essential element of social life.

From courtroom trials to political campaigns and democratic assemblies, persuasive speech emerged in 5th-century Athens as an essential tool of democracy. Soon the brightest philosophers of the day became concerned with the principles of "rhetoric" — the study of orderly and effective persuasive speaking.

Now, thousands of years later, little has changed in Western democracies: "constructing and defending compelling arguments remains an essential skill in many settings" (Harvard U, Rhetoric ). In short, the principles of deliberation, free speech, and consensus building we use for governance, in school, extracurricular activities , at work, and sometimes our day-to-day life, still rely on persuasive speech.

In every free society individuals are continuously attempting to change the thoughts and/or actions of others. It is a fundamental concept of a free society.

- persuasive speaking, by r. t. oliver, ph.d., interested in learning more attend one of our free events, beyond the classroom: building your academic candidacy for top college admissions.

Friday, June 14, 2024 12:00 AM CUT

Hear from a Former Princeton Admissions Officer about what top universities look for in candidates' academic profiles, and how you can strengthen your academic candidacy beyond strong grades and test scores!

How The Rhetorical Triangle Can Turbo-charge Your Speech

The 5th-century B.C. Athenian philosopher Aristotle argued that your ability to persuade is based on how well your speech appeals to the audience in three different areas: logos, ethos, and pathos, sometimes referred to as the three points of the rhetorical triangle .

From observation and reflection Aristotle understood that humans are thinking animals (logos), social and moral animals (ethos), and emotional animals (pathos) — such that appealing to all three of these pillars of human understanding and action were essential parts of an effective persuasive speech .

1. Logos — Using clear, logical, and evidence-based reasoning and argumentation to add persuasive power to your speech.

For obvious reasons, audiences will typically expect strong arguments supported by evidence and clear reasoning and logic, all elements that are often prominent on grading rubrics for persuasive speeches.

Maybe you're thinking of speeches you've heard that utterly lacked logic and evidence? It's a reminder that persuasion as such is ultimately about points of view and not always about facts. Even without logic, a speaker can persuade, through effective uses of ethos and pathos , for example. In other instances social phenomena may underlie a lack of logic and evidence, such as "group think," for example , when people are swayed or swept up by a common point of view about an issue, instead of thinking critically about it.

2. Ethos — The component of persuasive speaking that spotlights the appeal, authority, credentials, and moral standing of the speaker .

Have you ever agreed with a speaker simply because you liked the person speaking, or rejected an argument because you disliked a speaker, responding to who the speaker is more than to their arguments? That may not be very logical, but it is very natural for us humans.

Aristotle understood this, that persuasion relies not solely on logical thinking but on relational factors too, including how much we trust a speaker, how much we believe in the integrity of their motives, and the knowledge and expertise they possess (or are perceived to possess).

Take law courts, for example. One common strategy lawyers use to undermine the force of witness testimony is to “discredit” or “taint” the witness , to undermine jurors' confidence in the veracity and motives of the witness. That's using ethos, rather than logic and facts, to impact an audience (the jury).

Likewise, when an audience has a high regard for the speaker's reputation, authority, and credibility, the more convincing that person's arguments are likely to be.

Suggestions for enhancing appeals to ethos in your speech:

Share a transformative journey where you shifted from an opposing perspective to your current stance due to overwhelming evidence. This approach can demonstrate your capacity for logic and open-mindedness, helping your audience see you as very rational and impartial, potentially strengthening your credibility.
Incorporate the viewpoints and expertise of respected authorities to bolster your arguments. Referencing reliable sources and experts boosts your credibility by showing you've grounded your arguments in established facts, perspectives, and ideas.
Foster a connection with your audience. For example, rather than overwhelming them with complex reasoning to showcase your intelligence, strive to comprehend and reflect their perceptions and potential biases regarding your topic. This should make your audience more receptive to your logic and perspectives as your speech progresses.
Employ personal anecdotes or lived experiences that unveil a deeper layer of understanding and wisdom. This personal touch not only humanizes you, the speaker, but makes your arguments more relatable and persuasive.

Depending on circumstances, you may think of additional ways to bolster your credibility and trustworthiness — enhancing your standing in the eyes of the audience in order to elevate the persuasive impact of your speech!

3. Pathos — This means injecting your speech with some powerful appeals to listeners' feelings and emotions , in addition to using logic and reason.

For example, if your speech entails persuading voters to increase foreign aide to combat world hunger, you wouldn’t just want to cite cold statistics. Painting a picture of ways malnutrition is affecting real individuals is likely to have a strong impact on listeners' emotions, appealing to their innate capacity for compassion towards others and helping them more deeply appreciate the urgency of the subject . This approach impacts listeners' emotions and highlights an urgent and universal moral imperative that adds conviction to your point of view.

In most academic settings, you'll be expected to present a speech with a strong line of evidence-based, logical reasoning, often making appeals to logos prominent in persuasive speeches in school settings. That said, by injecting and balancing appeals to logos, ethos, and pathos, based on what's most suitable for your topic, assignment, and approach, you'll add a significant measure of mastery to your persuasive writing method.

A Consistent Style and Tone

What style, voice, and tone best suit your personality, the occasion, the listeners, and your subject?

Consider adopting a straightforward, clear, and succinct style , reminiscent of a newspaper editorial or a no-nonsense argument in a voter guide. This approach works well for topics and settings requiring direct communication with clear insights and persuasive arguments free from subjectivity and unnecessary analysis and complexity.
For topics, interests, or assignments that naturally entail wading through broader philosophical and ethical debates — like debating justifications for euthanasia or arguments against the death penalty — a more introspective, contemplative voice may be expected . This style allows for a deeper exploration of moral dimensions and the broader implications of the issue at hand or the underlying logical principles involved.
If your inclination is towards something more unconventional, employing humor and wit could be a chance to take the road less traveled! Whether through irony or parody, for example, by showcasing a humorous topic from the outset, such as "why dog people outshine cat people," or cleverly presenting weaker arguments to underscore your point, this strategy, while offbeat, can captivate and entertain , making your speech stand out in a large class setting. Just be sure to balance the creativity with a clear demonstration of your persuasive speech skills and consider checking in with your teacher about possibilities and expectations beforehand.

With a broader understanding of what goes into a great persuasive speech, you’re better equipped for the important step of picking the topic that will guide your speech.

Picking Your Topic — Questions to Ask

Does it interest you.

Conveying passion for a topic is infectious, adding power to your speech. The more interested and invested you are in your subject and topic, the more likely you are to make your speech the best it can be.

Will the topic interest your audience?

Understanding your audience's values, interests, and views will help you make immediate connections with their own thought processes and attitudes. Try to pick a topic that will get your listeners to perk up and move to the edge of their seats.

Is the topic or point of view fresh and engaging?

Choosing a topic that's novel, contemporary, or presents a unique angle on a familiar issue should help you captivate your audience's attention. You also want the topic to be something that matters to your audience with a point of view that challenges their thinking, so you're not just "preaching to the choir."

Are there any "triggers" or otherwise "sensitive" or "inappropriate" themes?

You might not think there’s not any problem with a topic such as Should we build a wall to keep immigrants out of the country? Or, Should same sex marriage be legal? That said, topics that delve into identity politics or areas that are so controversial that they elicit anger or hostility rather than dialogue and debate may lead to emotional hurt and harm, even if not intended. If you have any doubts, check in with your teacher or a school counselor before settling on your topic!

Finding Subjects and Topics on Your Own

Before you jump ahead and grab a ready-made topic from the list below, remember that a quick brainstorming or online search could be your preferred method to find the best, most interesting topic for your audience, setting, and individual interests or class requirements. For example, an internet search with keywords such as “biggest problems or biggest issues in the world today” will quickly uncover a host of themes and subjects that are both timely and controversial.

Search Results for Keyword Phrase Contemporary World Problems and Issues

Water contamination
Human rights violation
Global health issues
Global poverty
Children's poor access to healthcare, education and safety
Access to food and hunger
Anti-corruption and transparency
Arms control and nonproliferation
Climate and environment
Climate crisis
Combating and crime
Countering terrorism
Cyber issues
Economic prosperity and trade policy
Technology and privacy

A General List vs. Time & Place Factors

Where you live and what’s timely for you and your audience is going to depend on your circumstances. Finding a “hot topic” in your specific time and place could be an effective way to get listeners' attention and address an issue that feels highly relevant.

Is there a big policy decision that’s a hot topic at your school?
Is there a ballot initiative your community will vote on soon that your audience has strong opinions about?
Is there a current events issue in your local news headlines that offers a compelling persuasive speech topic?
What’s before congress these days, or before the Supreme Court, or the United Nations — this week (any great topics there for your speech)?

More Inspiration: 100+ Interesting Persuasive Speech Topics for High School

If you haven’t already navigated your way to an interesting persuasive speech topic, use the list below for even more ideas and inspiration!

You can go from top to bottom, or you can jump the line and look for the themes that most interest you, such as Art and Culture or Recreation and Tourism.

Art and Culture

1. Is digital art really art?

2. Street art: vandalism or cultural expression?

3. Is there a place for censorship in the music industry?

4. Do museums promote culture or appropriate culture?

5. Should other countries have a minister of culture or similar government office, as they do in France?

6. Can schools, or art teachers, define good art vs. bad art? Should they?

7. Censorship in art: when is it justified or necessary?

8. Does creative freedom take precedence over cultural appropriation?

9. The impact of digital platforms on the consumption of art and the value of art.

10. Is there a role for public policy and public funding in arts and culture?

1. The pros and cons of minimum wage laws and policies.

2. Cryptocurrency: the future of finance or a scam?

3. Is student loan debt relief good policy?

4. Gender wage gap: are the concerns justified or unjustified?

5. Sustainable development: Is there a way to sustain economic growth and without an environmental catastrophe?

6. The role of small businesses in the economy, do they promote prosperity or undermine efficiencies?

7. Globalization: economic boon or bane?

8. Is consumerism in the general interest or a threat to the planet?

9. The economic effects of climate change, should they be paid now or later?

10. Universal Basic Income: a solution to poverty or a disincentive to work?

1. The case for and against school uniforms.

2. Should non-citizens be allowed to vote in school board elections?

3. The impact of technology on education.

4. Should college education be free?

5. The importance of teaching financial literacy in schools: promoting independent living or consumerism?

6. Should parents have the right to home school children against their will?

7. Is the grading system improving learning?

8. Is mandatory attendance a good policy for high school?

9. Addressing the mental health crisis in schools: is it an individual problem or a social one?

10. Arts education: valuable or a waste of time?

Environmental Issues

1. The urgency of addressing climate change and what to do about it.

2. Plastic pollution: are more stringent government regulations, policies, and laws the answer?

3. Should the government subsidize clean energy technologies and solutions?

4. The importance of water conservation, but whose responsible?

5. Should there be a global environmental tax? On what?

6. Should environmental costs be factored into everyday economic activity?

7. The impact of fast fashion on the environment.

8. The necessity of protecting endangered species.

9. Deforestation: Who's impacted? Who should have power (or not) to stop it?

10. Are electric cars truly better for the environment?

1. The changing dynamics of the modern family.

2. The role of the state in protecting children from parents and guardians.

3. Should adoption records be open or sealed?

4. How can employers, or employment laws, support healthy families?

5. Is there an age when euthanasia should become universally legal and accessible?

6. How to balance parental rights with child welfare.

7. Is your child's gender something they're born with, or something they should be free to choose?

8. The responsibilities of women vs. men in addressing an unplanned pregnancy.

9. Should parents restrict children's use of technology? What is too lax vs. what is too restrictive?

10. Balancing discipline and love in parenting.

Health, Nutrition, & Fitness

1. Should junk food advertising be regulated?

2. The dangers of fad diets: free market vs. consumer protection.

3. Should junk food be banned in schools?

4. Nutrition: are schools failing to teach it?

5. Should students be graded on their fitness and nutrition levels and habits?

6. Should sports programs be replaced by fitness education?

7. E-cigarettes: should they be regulated or not?

8. The obesity epidemic: a problem of individual responsibility, genetics, or social policy?

9. Are agricultural subsidies good for health and the environment?

10. Should teens have more options for balancing school attendance and individual sleep needs and preferences?

Media, Social Media, and Entertainment

1. The effects of social media on teenagers.

2. Should there be regulations on influencer marketing?

3. The impact of video games on behavior.

4. Fake news: Its impact and how to combat it.

5. The role of media in shaping public opinion.

6. Privacy concerns with social media platforms.

7. The influence of celebrities on youth culture: is there a role for rewards and consequences to impact celebrities public behaviors?

8. Digital detox: pros and cons.

9. Media portrayal of women and its societal impact.

10. Censorship in media: necessary or oppressive?

Politics and Society

1. The importance and limits of voting in a democracy.

2. Gun control laws: balancing safety and liberty.

3. The impact of immigration: universal human rights vs. national sovereignty.

4. The death penalty: justice vs. ethics?

5. The legalization of marijuana: the right policy?

6. The right to protest vs. public order.

7. Affirmative action: whose definition of "fairness" do we use?

8. The future of healthcare in America: market solutions or a public option?

9. Climate change policy: National vs. global approaches.

10. The role of the United Nations in today's world.

Recreation & Tourism

1. The benefits of outdoor recreation.

2. Sustainable tourism: protecting nature while promoting travel.

3. The impact of tourism on local cultures.

4. The future of space tourism.

5. The effects of recreational activities on mental health.

6. The importance of historical preservation in tourism.

7. Adventure tourism: reasonable or unreasonable risks vs. rewards proposition?

8. The effects of over-tourism on popular destinations and local communities.

9. Is eco-tourism the right way to promote environmental sustainability?

10. Does international tourism help or harm indigenous peoples, cultures, and communities?

1. Do the ethical downside of genetic engineering outweigh the potential benefits?

2. The potential and pitfalls of artificial intelligence in society.

3. Climate change denial: is it fully within the bounds of free speech?

4. Competing views of vaccine policies and individual rights in pandemics and other health emergencies.

5. Space exploration: is it worth the investment?

6. The use of affirmative action to diversify STEM education and workforce.

7. The impact of technology on job displacement and future employment: is a universal income the right answer?

8. Do renewable energy technologies offer a feasible substitute for eliminating fossil fuels?

9. Ocean pollution: is more government regulation the answer?

10. Protecting biodiversity vs. the right to economic prosperity.

Sports and School Athletics

1. The emphasis on athletic programs in high schools: is the hype benefiting students?

2. Should college athletes be compensated?

3. Do teamwork and group activities help or hinder academic and athletic development?

4. Should schools should require more physical education or less?

5. Should there be more emphasis on non-competitive formats in high school and college athletics?

6. The influence of professional athletes as role models: good or bad?

7. Doping in sports: are athletic programs teaching the wrong values?

8. The benefits and risks of contact sports in high schools athletics.

9. Should there be absolute gender equality in school athletics?

10. What should the educational goal of school athletics be?

These topics span a broad spectrum of interests and concerns — look for one that matters to you and your audience, is likely to prompt insightful dialogue or debate, and is challenging enough to put your individual persuasive speech skills to the test!

1. Use Diligent Research to Make a Watertight Argument

To go from just any persuasive speech to a truly riveting one, you’ll want to dig around until you find compelling and authoritative research . Even if you're already knowledgeable about your topic, applying yourself with patience and perseverance at this early stage will usually pay off, allowing you to uncover some real gems when it comes to compelling facts and expert perspectives.

What to look for:

Facts, statistics, and surveys
An expert analysis of a policy or issue
Quotes from compelling experts, from books, editorials, or speeches
Anecdotal evidence in the form of isolated events or personal experiences that don’t have much statistical significance but can illustrate or capture something powerful that supports your point of view, or add emotional appeal
Graphs, tables, and charts

Riveting research will better position you to hit some home runs when you put together your speech. And remember, research is primarily to build a strong logical argument ( logos ), but citing and spotlighting reputable sources will also lend your speech greater persuasive credibility ( ethos ), just as experiential perspectives can add appeals to emotion ( pathos ).

Define Your Thesis

Clearly articulate your stance on the topic. This thesis statement will guide the structure of your speech and inform your audience of your central argument.

I like to create a "working thesis" as a planning tool, something that encapsulates and maps my point of view and essential supporting arguments, and as a way to uncover gaps in my reasoning or evidence early on. Later, it also gives me a ready guide for writing my outline.

Essential Elements of a ‘working thesis’ for a persuasive speech:

The subject (including how you'll frame the context for your topic and speech)
Your main point of view
List of principal arguments
The most important counterarguments
Key rebuttals to the counterarguments

As you can see, this kind of "working thesis" gives you a bird's eye view of your thesis along with all the key components of your speech and the reasoning you’ll deploy.

Marshaling Your Evidence

As you delve into researching your chosen topic, such as "Why space exploration is not worth the investment," you'll accumulate evidence, including data, anecdotes, expert opinions, and more. This evidence is vital for adding depth, credibility, and persuasion to your speech. You also need to strategically align the evidence with each of your supporting arguments , ensuring that each claim you make is substantiated.

You can use a simple table format to visually map out how you want to align your subtopics and evidence.

Here's an example using the topic Why space exploration is not worth the investment .

This table is just for illustration, and doesn't use real data and opinions, but you can see how organizing your evidence ahead of time can help you logically present and support your arguments and subtopics . It can also help you spot gaps, in case you need to do additional research, and gives you a head start on the next step: outlining your speech!

Make an Outline

Begin with a structured outline to ensure your speech flows logically from one point to the next. Your outline should include:

introduction elements
key subtopics and the relevant arguments and evidence, examples, anecdotes, or citations, all in sequential order
key wording for any important or challenging transitions from one line of thought to the next, or from one subtopic to the next
a section for responding to opposing arguments and viewpoints, with the specific rebuttals, all in sequential order
key points for your conclusion

Drafting Body Paragraphs, Your Introduction & Conclusion

Now you're making your first rough attempts of turning the key content of your speech into phrases, sentences, and paragraphs. So, this is a could point to refocus on the tone, style, and voice you want to use, and how to use it consistently.

Pro Tip: Write your introduction and conclusion after drafting all of your body paragraphs, because you these two sections to really capture the essence of the larger speech.

Introduction : Start with a strong hook—this could be a startling statistic, a compelling quote, or a relatable and captivating (or entertaining) anecdote— then briefly preview your main points to set the stage for your argument.

Conclusion : Reinforce your thesis with concise references to the the primary evidence you presented. End with a powerful closing statement that reminds your audience of why this topic is important. As suitable, you can also call your audience to action or leave them with something significant to ponder on their own.

Balancing Pathos, Logos, Ethos

Ensure a harmonious balance among logos (logical appeal), ethos (establishing your credibility and using evidence from credible sources and quotes or perspectives from credible authorities), and pathos (emotional appeal).

Checklist for Balancing Logos, Ethos, and Pathos

Here's a rubric, adapted from a real university writing rubric for persuasive speeches, that can help you elevate appeals to logos , ethos , and pathos in your speech.

Is the thesis clear and specific?
Is the thesis supported by strong reasons and credible evidence?
Is the argument logical and well organized?
What are the speaker’s qualifications?
How has the speaker connected him/herself to the topic being discussed?
Does the speaker demonstrate respect for multiple viewpoints, and respond to them with thoughtful arguments?
Are sources credible?
Are tone, style, and word choice appropriate for the audience/purpose?
Is the speech polished and written with care?
Are vivid examples, details and images used to engage the listeners' emotions and imagination?
Does the writer appeal to the values and beliefs of the listeners by using examples the audience can relate to or cares about?

Revise & Polish

Review your speech and revise for clarity, flow, sentence structure, and word choice.

Remember to use a voice and style consistent with making a speech, with the topic and subject matter, and the specific circumstances for your speech.

Remove any jargon or unnecessary details that might distract from your message.

Sharpen your arguments, making sure they are clear, concise, and compelling.

Practice the Delivery

Dedicate ample time to practicing what it will be like giving your speech. Focus on mastering the tone, pace, and volume of your delivery. If you have time limits on the speech, be sure to time your delivery as well, and make any needed adjustments. Consider body language, eye contact, and gestures, as these non-verbal cues can significantly impact your speech's effectiveness.

The more comfortable and familiar you are with your speech, the more confidently you'll present it.

Also, being nervous, for lots of people, is normal. Practice will help; with better command of your speech you'll feel more confident. Also, practicing your delivery with a friend who can listen and give you some feedback is good way to catch helpful adjustments.

Final Thoughts

Finding a topic you like and one that your audience will be interested in is a critical foundation for an effective persuasive speech. It will also help you stay motivated and get more out of the experience!

Just remember that investing in some extra research, some thoughtful organization, anticipating counterarguments, and artfully weaving in ethos and pathos alongside a strong line of evidence-based arguments ( logos ) will help you elevate your speech and your learning experience.

With the insights we've just shared, you're more than ready to turn what is often a rote class exercise into something far more artful. In addition, your effort will help prepare you for college — for debating, editorial writing, legal argumentation, public policy advocacy, public speaking, and even running for ASB President!

If you're interested in taking on the challenge of more advanced research and persuasive writing, or even projects that involve scholarly publication, be sure to reach out to a Crimson Education Advisor for information on ways to get connected to advanced online courses and any number of cool capstone and research projects that will also connect you to networks of motivated young scholars and top-notch research and writing mentors.

About the Author

Keith Nickolaus

Keith Nickolaus is a former educator with a passion for languages, literature, and lifelong learning. After obtaining a B.A. from UC Santa Cruz and exploring university life in Paris, Keith earned his Ph.D. in Comparative Literature from UC Berkeley, and then worked for 16 years in K12 education before setting up shop as a freelance writer.

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Remember, you don't have to navigate this journey alone. crimson provides a comprehensive suite of services, from academic mentoring and test prep to essay assistance, extracurricular guidance, and career mentoring, ensuring a holistic approach to your college preparation journey..

16 Best Graduation Speeches That Leave a Lasting Impression

By Kristi Kellogg and Noor Brara

Listen to words of wisdom from the best graduation speeches.

Some of the most impactful and inspiring sentiments are shared during graduation speeches delivered by the leaders we look up to. Graduation speeches from celebrities , entrepreneurs, authors and other influential thinkers are motivational, inspiring, thought-provoking and just might make you reach for the nearest tissue. After four years of hard work, stress, and exhausting self-discovery, lucky graduates are privy to a life-changing speech to top it all off.

Here, we rounded up up 16 of the best graduation speeches of all time, including words of wisdom from Natalie Portman, Michelle Obama, Oprah Winfrey, and more.

1. Steve Jobs: Stanford, 2005

"You've got to find what you love. And that is as true for your work as it is for your lovers. Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe is great work. And the only way to do great work is to love what you do. If you haven't found it yet, keep looking. Don't settle. As with all matters of the heart, you'll know when you find it."

2. Michelle Obama: Tuskegee University, 2015

"I've found that this journey has been incredibly freeing. Because no matter what happened, I had the piece of mind knowing that all of the chatter, the name-calling, the doubting...all of it was just noise. It did not define me, it didn't change who I was, and most importantly, it couldn't hold me back."

3. Natalie Portman: Harvard, 2015

"I just directed my first film. I was completely unprepared, but my own ignorance to my own limitations looked like confidence and got me into the director's chair. Once there, I had to figure it all out, and my belief that I could handle these things, contrary to all evidence of my ability to do so was half the battle. The other half was very hard work. The experience was the deepest and most meaningful one of my career."

4. Amy Poehler: Harvard University, 2011

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"What I have discovered is this: You can't do it alone … Listen. Say 'yes.' Live in the moment. Make sure you play with people who have your back. Make big choices early and often."

5. Meryl Streep: Barnard College, 2010

"This is your time and it feels normal to you but really there is no normal. There's only change, and resistance to it and then more change."

6. David Foster Wallace: Kenyon College, 2005

"Twenty years after my own graduation, I have come gradually to understand that the liberal arts cliché about teaching you how to think is actually shorthand for a much deeper, more serious idea: learning how to think really means learning how to exercise some control over how and what you think. It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience. Because if you cannot exercise this kind of choice in adult life, you will be totally hosed. Think of the old cliché about quote the mind being an excellent servant but a terrible master."

7. Barack Obama: Howard University, 2016

"You have to go through life with more than just passion for change; you need a strategy. I’ll repeat that. I want you to have passion, but you have to have a strategy. Not just awareness, but action. Not just hashtags, but votes."

8. Kerry Washington: George Washington University, 2013

"You and you alone are the only person who can live the life that can write the story that you were meant to tell."

9. Conan O'Brien: Dartmouth College, 2011

"There are few things more liberating in this life than having your worst fear realized. Today I tell you that whether you fear it or not, disappointment will come. The beauty is that through disappointment you can gain clarity, and with clarity comes conviction and true originality … Work hard, be kind, and amazing things will happen."

10. J.K. Rowling: Harvard, 2008

"I stopped pretending to be anything than what I was. My greatest fear had been realized. I had an old typewriter and a big idea. Rock bottom became the solid foundation on which I rebuilt my life."

11. Oprah Winfrey: Harvard University, 2013

"Learn from every mistake because every experience, encounter, and particularly your mistakes are there to teach you and force you into being more who you are. And then figure out what is the next right move. And the key to life is to develop an internal moral, emotional G.P.S. that can tell you which way to go."

12. Joss Whedon: Wesleyan University, 2013

"You have, which is a rare thing, that ability and the responsibility to listen to the dissent in yourself, to at least give it the floor, because it is the key—not only to consciousness–but to real growth. To accept duality is to earn identity. And identity is something that you are constantly earning. It is not just who you are. It is a process that you must be active in. It's not just parroting your parents or the thoughts of your learned teachers. It is now more than ever about understanding yourself so you can become yourself."

13. George Saunders: Syracuse University, 2013

"Do all the other things, the ambitious things … Travel, get rich, get famous, innovate, lead, fall in love, make and lose fortunes, swim naked in wild jungle rivers (after first having it tested for monkey poop)—but as you do, to the extent that you can, err in the direction of kindness."

14. Nora Ephron: Wellesley College, 1996

"Be the heroine of your life, not the victim."

15. Chimamanda Ngozi Adichie: Wellesley College, 2015

"As you graduate, as you deal with your excitement and your doubts today, I urge you to try and create the world you want to live in. Minister to the world in a way that can change it. Minister radically in a real, active, practical, get your hands dirty way."

16. Admiral William H. McRaven: University of Texas at Austin, 2014

"If you make your bed every morning you will have accomplished the first task of the day. It will give you a small sense of pride, and it will encourage you to do another task and another and another. By the end of the day, that one task completed will have turned into many tasks completed. Making your bed will also reinforce the fact that little things in life matter. If you can't do the little things right, you will never do the big things right."

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Entertainment Speech About Education

Ai generator.

Good [morning/afternoon/evening], Ladies and Gentlemen, Teachers, and Fellow Students ,

It’s a pleasure to be here today, and I’m excited to share some light-hearted moments about a topic we all know very well—education.

Opening Joke

Let’s start with a joke: Why was the math book sad? Because it had too many problems.

Story 1: The Homework Excuse

Remember when we were kids and tried to come up with the most creative excuses for not doing our homework? I once told my teacher that my dog ate my homework. She looked at me and said, “You don’t even have a dog!” I quickly responded, “It was my neighbor’s dog. He’s very hungry!” Needless to say, that excuse didn’t fly, but it was worth a shot.

Story 2: The Science Experiment Gone Wrong

Science classes have given us some of the best stories. Take, for example, the time I decided to mix baking soda and vinegar for a volcano project. It sounded simple enough. But I must have miscalculated the proportions because the volcano erupted with such force that it covered the entire classroom in foam. The look on the teacher’s face was priceless. We spent the rest of the period cleaning up, but it was definitely a memorable lesson in chemistry.

Story 3: The Unforgettable Presentation

And then there was that unforgettable presentation in history class. I had worked so hard on my slideshow, but when it was time to present, the projector refused to cooperate. So, I improvised and started acting out the historical events. Imagine me trying to portray the signing of the Declaration of Independence with my classmates as backup actors. It was part educational, part comedy show, and it ended with a round of applause. I guess you could say I made history come alive!

Relatable Moments

Education is full of these funny and unexpected moments. It’s not just about the facts and figures we learn; it’s about the experiences we share and the memories we create. Whether it’s the classic prank on a substitute teacher or the whispered jokes during a boring lecture, these moments bring joy and laughter into our educational journey.

Humor and Learning

Humor plays a crucial role in learning. It makes lessons more engaging and helps us remember information better. Think about your favorite teachers—they probably used humor to make their classes enjoyable and memorable. Laughter breaks down barriers, encourages participation, and makes the classroom a lively place.

Conclusion: Words of Wisdom

As we continue our educational journeys, let’s not forget to find humor in the little things and to appreciate the funny moments that make learning enjoyable. In the words of Albert Einstein, “Creativity is intelligence having fun.” Let’s embrace that spirit in our studies and beyond.

Thank you all for listening and for sharing in these amusing reflections on education. Let’s continue to learn, laugh, and make the most of our educational adventures.

[Your Name]

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Critic’s Notebook

Why Bad Commencement Speeches Are a Good Thing

At a time of extreme polarization on campus, the banality of the graduation ceremony is a tradition worth celebrating.

Share full article

This color photo depicts dozens of students, dressed in purple gowns and black mortar boards, sitting in rows of folding chairs in an outdoor area, listening to a commencement address.

By A.O. Scott

Over the past few weekends, graduating seniors at American colleges and universities have been reminded of the necessity of laughter, the importance of failure and the need for empathy in a troubled and divided world.

This sounds like the dog-bites-man version of the story, but in the wake of months of campus strife it might be the opposite. Given the intensity of the pro-Palestinian demonstrations, the sometimes harsh responses to them and the eagerness of some politicians to make hay of the situation, the relative normalcy of this season of cap-and-gown ritual may seem surprising.

There have been exceptions: Several schools scaled back their ceremonies . Some scheduled speakers withdrew ; others, notably Jerry Seinfeld at Duke and President Biden at Morehouse , were met with protests. At Harvard, which has been roiled by unrest for months, hundreds of students walked out of commencement and booed the university’s interim president .

Not all the controversy had to do with the war in Gaza. The Kansas City Chiefs kicker Harrison Butker pushed culture-war hot buttons with an anti-feminist oration at Benedictine College. The entrepreneur Chris Pan, at Ohio State, claimed to have written his speech with the help of ayahuasca , which inspired him to preach to the assembled Buckeyes about the glories of cryptocurrency. D’Youville University in Buffalo sent its class of 2024 out into the world with words of wisdom from an A.I.-powered robot .

Of course, the turmoil that shook so many colleges this spring hasn’t melted away in the May sunshine. The war in Gaza continues, and the fissures it has exposed in American liberal institutions — in 21st-century liberalism — are unlikely to heal anytime soon. The arguments about intellectual freedom and the limits of dissent, about the place of political passions in higher education, about what speech is antisemitic and who is complicit in violence, will continue with particular ferocity on quads and in classrooms.

But not, for the most part, from the speakers overlooking the rows of folding chairs where the newly fledged degree holders await expulsion from the nest. Like a wedding toast, a commencement address is not supposed to surpass its occasion. The speaker is generally someone who has said or done memorable things; the speech should not be one of them.

So when it is, history takes note. Sort of. In 1947, at Harvard, the secretary of state, Gen. George C. Marshall, proposed that the United States use its wealth and power to help rebuild Europe. Technically, this wasn’t a commencement address but a speech to the Harvard Alumni Association given after the morning ceremonies. In any case, it led to the development of the European Recovery Program, better known as the Marshall Plan, and set a bar that no future commencement speaker could ever hope of clearing.

Not that anyone really tries. In 1997 — which some of us remember as an earlier, more carefree era of internet disinformation — graduation remarks supposedly delivered at M.I.T. by the writer Kurt Vonnegut made the rounds online, sensibly advising young people to wear sunscreen. That the text was actually a tongue-in-cheek newspaper column , written for The Chicago Tribune by Mary Schmich, has only burnished its legend. (In 2014, another newspaper columnist, Valerie Strauss of The Washington Post, declared it “ the greatest commencement speech ever. ”)

Which is true insofar as the not-Vonnegut non-speech deftly parodies — which is to say faithfully replicates — the deep inanity of the genre. It veers from misty truisms (“Understand that friends come and go, but with a precious few you should hold on”) to brisk practicalities (“Get plenty of calcium”) and leavens its advice with skepticism about the futility of advice-giving.

The other frequently cited candidate for best graduation speech — one actually given at a college (Kenyon) by a writer (David Foster Wallace) — does something similar . With his trademark anti-ironic deployment of irony, Wallace annotates the clichés and commonplaces that any speaker in his position is likely to deploy. “This is a standard requirement of U.S. commencement speeches,” he observes, after relating a parable about fish: “the deployment of didactic little parable-ish stories.”

His purpose, though, was not to defy the expectations of his listeners, but to give them what they came to hear. His speech, delivered in 2005 and published as a slim book called “This Is Water” after his death by suicide in 2008, plucks at one of the central contradictions facing modern college graduates. They are encouraged toward independent, adventurous, even rebellious individualism in a society built on standardization, conformity and boredom. Wallace doesn’t resolve this paradox so much as restate and refine it until he can find something to say that is both truthful and hopeful:

The really important kind of freedom involves attention and awareness and discipline, and being able truly to care about other people and to sacrifice for them over and over in myriad petty, unsexy ways every day.

This is not an unusual place for a commencement speech to arrive. Wallace’s is cherished because he managed to find an idiosyncratic, intellectually nimble and disarmingly sincere way to offer up platitudes. He comforted the graduates and allowed them to believe — or invited them to allow him to believe — that he was challenging them.

And that is the point of the ritual, an odd annual spectacle of tender and reciprocal generational condescension. The old pretend to have some wisdom for the young, and the young pretend to accept it.

Over the past few weeks, I’ve sampled several dozen commencement ceremonies, on video or via transcripts. An absurd undertaking, I know; those speeches are not meant for me. Their sameness, their rhetorical emptiness, is part of their value.

Ideological polarization is a powerful force in American life, but our shared commitment to banality may be stronger still.

Congratulations and good luck.

A.O. Scott is a critic at large for The Times’s Book Review, writing about literature and ideas. He joined The Times in 2000 and was a film critic until early 2023. More about A.O. Scott

Explore More in Books

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Each week, top authors and critics join the Book Review’s podcast to talk about the latest news in the literary world. Listen here .

Get to Know Isabelle Butker: The Wife of NFL Star Harrison Butker and Her Appearance in His Contentious Commencement Address

T he spotlight has turned towards Harrison Butker’s personal life after the quarterback delivered a polarizing commencement speech at Benedictine University. Many are curious about his marital status.

At 28 years old, the NFL athlete criticized several social issues during his speech, including the subject of abortion rights and the role of women in the workforce.

In his address, he mentioned his wife Isabelle , while making controversial comments about the female members of the graduating class and their aspirations.

Curious about who Isabelle Butker is and what was said? Here’s the insight you need.

Continue reading for more details…

“To all the ladies here today, I congratulate you on this significant achievement,” Harrison said. “I want to talk to you specifically because I believe that you have been the targets of some particularly harmful falsehoods.”

He speculated about the graduates’ priorities, saying, “While some of you may embark on successful professional endeavors, it’s likely that many of you are more eagerly anticipating marriage and starting a family.”

Then, he elaborated on his wife’s experience: “I am here today, being the man that I am, because I have a wife like Isabelle , who fully embraces her calling as a wife and mother.” He went on to discuss Isabelle ‘s career intentions, stating, “While Isabelle may not have pursued her professional dreams, ask her if she has any remorse about her choice, and she’d laugh and emphatically say, ‘Absolutely not.’”

Beyond the discussion in the commencement speech, here is some background on Isabelle .

The Butkers have been together since high school, having even attended prom as a couple.

In 2013, Harrison posted a prom night picture , dressed in matching red with Isabelle . According to Harrison’s timeline in another post , they had been dating for three years by then.

In early 2017, Harrison took to Instagram to announce their engagement.

“Nearly 7 years into our friendship, I asked the big question,” he captioned their engagement photos. “From the start of our relationship during freshman year, I envisioned us getting married and having a family. You’ve made me strive to be a better person, and you’re incredibly patient and forgiving. I’m in awe of how our relationship has been shaped by God’s hand, and I pray that we’ll continue to learn from each other. Excited about our future together. I love you, Izzy.”

They tied the knot in 2018.

The following year, James Augustine Butker , their first child, arrived just in time to celebrate his father’s first Super Bowl victory.

Sharing the memory, Harrison tweeted a video of the father and son amidst falling confetti.

Harrison and Isabelle had a second child, a daughter whose name has not been disclosed. She and her brother appeared on the field after the Chiefs claimed the 2023 Super Bowl.

Isabelle has not publicly responded to Harrison ‘s speech, which received his first comments on the following Friday (May 25).

Discover what team member Travis Kelce said about the speech.

FAQs About Harrison and Isabelle Butker

Who is Harrison Butker?

Harrison Butker is a professional NFL player known for his role as a quarterback. He recently became a topic of discussion due to his commencement speech at Benedictine University.

What was controversial about Harrison Butker’s speech?

The controversy stemmed from his comments about abortion rights and his view on women prioritizing marriage and motherhood over careers, which he expressed during the speech.

How long have Harrison and Isabelle Butker been together?

Harrison and Isabelle Butker have been together since high school and have been a couple for over 10 years.

Do Harrison and Isabelle Butker have children?

Yes, they have two children, James Augustine Butker and a daughter whose name has not been made public.

In light of Harrison Butker’s contentious graduation speech, which gained notable media attention, the public’s interest shifted towards his personal life, particularly his marriage to Isabelle Butker. Through the peaks and valleys of their long-term relationship, from high school prom to parenthood, Harrison and Isabelle have shared significant milestones, mirroring a commitment to family life as echoed in Harrison’s public statements. While Isabelle’s response to her husband’s speech remains private, the couple’s journey continues to intrigue fans and the broader audience alike.

General election latest: Diane Abbott claims Labour will block her from standing at election; Tories don't owe Angela Rayner an apology, minister claims

Diane Abbott tells Sky News that although she has been given the Labour whip back, the party doesn't want her to stand; a minister tells Sky News the Tories don't owe Angela Rayner an apology after police said they will take no further action against her over housing claims.

Wednesday 29 May 2024 09:00, UK

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Abbott given back Labour whip - but claims party to bar her from standing
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Gurpreet Narwan: Farage already has eyes on elections to come
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Veteran MP Diane Abbott has told Sky News that reports she will be barred from standing as a Labour candidate at this election are true.

The MP for Hackney North and Stoke Newington was suspended by the party more than a year ago after suggesting Jewish people did not experience racism, but rather prejudice similar to red heads.

She swiftly apologised and withdrew her remarks.

While a Labour investigation into her comments ended in December, she was made to wait for the outcome.

A report in The Times yesterday suggested she'd been banned from standing for the party at the election on 4 July.

Ms Abbott has told Sky News this morning that the report is correct.

She added: "As of yesterday evening, I have not heard from the party directly."

It's not yet been confirmed whether she will stand for election again - Labour's deadline for picking candidates is 4 June.

The party has been contacted for comment.

"Bacon, prime minister," said the political editor of the Times.

File that one under sentences you only hear on the campaign trail.

Rishi Sunak had just got off the overnight sleeper train from London to Penzance when he headed immediately into the tiny Sullivan's Cafe outside the station to pick up breakfast for the travelling media pack.

Making a spectacle of feeding the press is something of a campaign ritual.

But it's unlikely to produce more sympathetic coverage, especially when the sausage sandwiches are as lacking in ketchup as they were this morning.

Next with the SNP's Stephen Flynn, we ask how the party's election campaign is going amid reports that one MP, Tommy Sheppard, had only raised £70 for his campaign by last Sunday.

The Westminster leader replied: "I bet you any money in the world that Tommy Sheppard will have one of the best funded and most exciting campaigns in Edinburgh."

He said crowdfunding campaigns are just one stream of income, and candidates get donations from people "on the side", and from others who want to remain anonymous.

Mr Flynn also explained that the party itself will give money to candidates for their campaigns.

"Our party in particular relies upon our members to donate.

"We don't have the unions. We don't have big business, like the Conservative Party do.

"So our membership donates to the party and our party makes sure that candidates are supported."

He added he is "very confident that right across Scotland we'll be in a position to fund our campaign and to take forward our positive message of putting Scotland first".

We've just been speaking with the SNP's Westminster leader, and we started with the claim from veteran MP Diane Abbott that Labour will be blocking her from standing at this election ( more here ).

Stephen Flynn said it is a "pretty sorry state of affairs".

"Natalie Elphicke [who defected from the Tories] is obviously welcomed with open arms, the right wing populist, into the Labour Party."

He went on: "I'd just like to thank Diane for everything she's done as a trailblazer for women in parliament, but also as the first black female in parliament.

"She's a phenomenal individual and her legacy is going to be long-lasting."

Mr Flynn added that it is "a pretty sorry reflection of the Labour Party and where it stands, what its values are, and what its principles are at the moment".

What are the rules on voter ID? How does tactical voting work? In what different ways can you cast your ballot?

The countdown to the election is on - and already the amount of information can seem overwhelming.

We cut through the noise to bring you what you need to know, from registering to vote, to election day and what happens next.

Read on here...

Police said yesterday they will take no further action against Labour's Angela Rayner after accusations were made by Tory party deputy chair James Daly surrounding her living arrangements in 2010.

Reports suggested she may have lived primarily at her then husband's address in Stockport, despite registering to vote under her own nearby - which could be a breach of electoral rules.

Ms Rayner had repeatedly denied the claims ( read more here ).

We asked Tory minister Damian Hinds if the party or Mr Daly owe Ms Rayner an apology, and he replied: "This all could have been cleared up a great deal earlier had Sir Keir Starmer simply read Angela's tax advice and it had been published.

"That's what all the unclarity, all the uncertainty was about."

Continuing to pile blame onto Labour, the minister said: "It could have been cleared up quite some time ago. And it was let drag on. And that, I think, is regrettable."

Pushed on if Mr Daly should apologise to Labour's deputy leader, he replied: "No."

The Tories unveiled plans to unfreeze tax thresholds for retirees to ensure they never pay income tax on the state pension.

But analysis from the i newspaper this morning suggests the move will save retirees relying on the state pension just £14.60 a year by 2028 - or around 28p per week.

We put to schools minister Damian Hinds that it's not exactly a coup for pensioners, and replied that it's "not only the money - there's also the admin that comes with having to pay tax".

He insisted that it's an "important principle" to ensure pensioners aren't paying tax on the state pension.

We've just been hearing from Damian Hinds, minister for schools.

We started with the Tory party's pledge to replace "rip-off degrees" with 100,000 apprenticeships each year by the end of the next parliament if they win the general election.

He explained the party wants to ensure that "when people are making investments in themselves, that that is time and money well-spent".

"For some, that will be university and for some it will be apprenticeship. And in both cases, we want to make sure the quality is really high," he said.

He went on to say the government has been investing in apprenticeships in "improving" apprenticeships in recent years, and they want to expand them "significantly".

Sky's Kay Burley put to the minister that apprenticeship starts have fallen from 131,400 in 2015 to 77,000 in 2022/23, and he replied that one cannot compare like for like because changes have been made, such as making them longer and improving standards.

"So the apprenticeships that you have now are significantly upgraded compared to what we've had in the past," he said, arguing that there is "the opportunity now to grow that very significantly".

Asked about the cost, he said it will be around £900m, funded through reducing "the amount of money that goes into degrees, the ones that aren't performing well".

But he refused to name individual courses because it "would not be fair" to those people already on them, and said the Office for Students, which oversees university courses, would use "objective criteria" to make the assessment.

In her first major campaign speech, Rachel Reeves has pitched herself as the UK's next chancellor to an audience of company bosses, promising the "most pro-growth Treasury in our country's history" if Labour wins the election.

But after pledging not to announce any new tax hikes and that Labour policies would be fully funded and costed, how she intends to pay for Labour's plan for the UK remains unclear.

Today on the Sky News Daily, Sophy Ridge speaks with our deputy political editor Sam Coates to discuss the woman hoping to be in charge of the public finances, and whether Labour will be able to please workers and businesses while delivering on a promise of "economic stability" at the same time.

This is fast shaping up to be the biggest spending election ever - and already the Conservatives are spending their cash begging their voters not to defect to Reform.

Take paid political adverts on Meta, which owns Instagram and Facebook. Labour started strong and is still seriously outpacing the Conservatives.

And the picture on Google-owned sites - we're mainly talking about YouTube - is even more stark.

Here, the Conservatives have spent £50,200 since May 22, according to Who Targets Me. Labour has spent £250,350 - more than five times more.

Put it another way - that's roughly 10 million advert plays versus 50 million.

Our online campaign correspondent Tom Cheshire has been diving into these quite extraordinary numbers:

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The Importance of Education

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Speech on Education and its Importance for Students
Education is an essential aspect of human development. Education is a means of achieving a world of peace, justice, freedom, and equality for all. Thus, education is extremely necessary for all. No good life is possible without education. It indorses the intelligence of human beings, develops his skill, and enables him to be industrious.
2-Minute Speech on Importance of Education in English for Students
10 Quotes on Importance of Education. Here are 10 quotes on the importance of education. Feel free to add these quotes to your speech or any writing topics. 'Live as if you were to die tomorrow. Learn as if you were to live forever.'. - Mahatma Gandhi. 'The great aim of education is not knowledge but action.'. - Herbert Spencer.
Importance of Education Speech in English for Students
Speech on Importance of Education in English for Students. In one's life, education is an important concern. It is the key to a successful future and to the numerous opportunities we come across in our lives. For an individual, education has many advantages. It not only enlightens the mind but also enhances the thought process of a person.
How To Write A Speech On Education (With Sample Speech)
So, make sure to incorporate appropriate personal stories and props in your speech. Make sure that your prop is relevant to the speech, and not merely an accessory. 5. Make Them Feel, Not Just Hear. If you truly want your audience to be impacted by your speech, then you need to make them feel more deeply about it.
Speech on Education For Students in English
Speech on education should aim to provide answers to the above questions. It should also provide insight into how education can change a person's life. Education is one of the necessities required to survive in today's world. ... Conclusion. Education is not a destination; it is a journey. It is a path paved with challenges and triumphs ...
Closing a Speech: End with Power and Let Them Know It is Time to Clap
The Formula for Closing Most Speeches. Transition statement to ending. Review the main points-repeat the thesis. If it is a persuasive speech, tell the audience what you want them to do or think. Provide a closing statement. Restate the Thesis. Tell them what you are going to say, say it, tell them what you have said.
Importance Of Education Speech: Unlocking Power of Education
Conclusion: Importance Of Education Speech. In conclusion, education holds immense power in shaping individuals, communities, and societies. It is a fundamental human right that should be accessible to all. By recognizing the significance of education, addressing the challenges and barriers, and harnessing the potential of technology, we can ...
The Joy of Education and Lifelong Learning
He said, "Seek ye diligently and teach one another words of wisdom; yea, seek ye out of the best books words of wisdom; seek learning, even by study and also by faith." 2 He commanded early Church leaders to "study and learn, and become acquainted with all good books, and with languages, tongues, and people." 3.
Importance of Education
Education empowers us to break down prejudices, challenge stereotypes, and build bridges between cultures and communities. It is through education that we can create a world where everyone has access to the same opportunities, regardless of their background. In conclusion, education is the foundation upon which our lives are built.
Speech About Education in English
Speech About Education- Education is much more than just finishing the curriculum or earning certificates and degrees. It should focus on a person's total physical, mental, and social well-being. It's about improving one's abilities to deal with issues more effectively. Here is a 10-line speech, short speech, and long speech about education.
Importance of Education Speech for Students and Children in English
February 27, 2023 by Prasanna. Importance of Education Speech: Education is an integral part of human lives. Education and knowledge are not only essential for personal development, but it is also required for the development of the economy. Education nurtures an individual's thinking and supplies them with the ability to think, act and grow ...
The power of education
View original. Speech given by Save the Children International CEO Helle Thorning-Schmidt at the Education World Forum on 23 January 2017. Education is the most empowering force in the world. It ...
Know How To Deliver A Perfect Speech on Education
Speech on Education - Presentation Tips and Tricks. Try to build rapport with the audience. Use simple and easy-to-understand language. If jargons are present, try to explain it to the audience. Smile. Try to make eye contact with your audience. Do not over extend the speech. Provide credits where due.
9 Conclusions and Recommendations
consistent with eligibility for participation in federally funded adult literacy education programs. We considered research on learning and literacy that would be most relevant to those eligible or likely to attend formal literacy instruction in programs of four general types: adult basic education, adult secondary education, English as a second language programs offered in a wide range of ...
3 Ways to Conclude a Speech
The bookend technique is an excellent way of signaling the end for the audience. 3. Make the topic seem important. The speech should do a lot to present a case and lots of details to your audience, but the conclusion can be a great opportunity to make those points important.
50 Speech Closing Lines (& How to Create Your Own)
5. Melissa Butler. Speech Ending: When you go home today, see yourself in the mirror, see all of you, look at all your greatness that you embody, accept it, love it and finally, when you leave the house tomorrow, try to extend that same love and acceptance to someone who doesn't look like you. 6.
How to end a speech effectively
Three effective speech conclusions. Here are three of the best ways to end a speech. Each ensures your speech finishes strongly rather than limping sadly off to sure oblivion. You'll need a summary of your most important key points followed by the ending of your choice: a powerful quotation. a challenge. a call back.
100+ Excellent Topics for a Stellar Persuasive Speech
1. Logos — Using clear, logical, and evidence-based reasoning and argumentation to add persuasive power to your speech. For obvious reasons, audiences will typically expect strong arguments supported by evidence and clear reasoning and logic, all elements that are often prominent on grading rubrics for persuasive speeches.
How to Conclude a Speech?
Plan your conclusion speech word for word. Aside from using a speech outline, the best way you can make your conclusion memorable and remarkable is to plan every word of your closing speech. Make use of a call to action. The call to action will provide your closing statement with strength and power; Always summarize your speech at the end.
16 Best Graduation Speeches That Leave a Lasting Impression
15. Chimamanda Ngozi Adichie: Wellesley College, 2015. "As you graduate, as you deal with your excitement and your doubts today, I urge you to try and create the world you want to live in ...
Entertainment Speech About Education
Conclusion: Words of Wisdom. As we continue our educational journeys, let's not forget to find humor in the little things and to appreciate the funny moments that make learning enjoyable. In the words of Albert Einstein, "Creativity is intelligence having fun.". Let's embrace that spirit in our studies and beyond.
From Biden to Butker, the biggest graduation speeches so far this year
While his 30-minute speech largely focused on the struggles of the 2024 graduates faced and domestic issues, Biden gave a direct appeal to students about the situation in Gaza. "Your voices ...
Commencement Speeches Are Supposed to Be Bad
Students at New York University's commencement in 1998. Like a wedding toast, a commencement address is not supposed to surpass its occasion. The speaker is generally someone who has said or ...
Get to Know Isabelle Butker: The Wife of NFL Star Harrison Butker ...
Conclusion. In light of Harrison Butker's contentious graduation speech, which gained notable media attention, the public's interest shifted towards his personal life, particularly his ...
Enhancing Early Identification of Speech-Language-Hearing Delays
In A. Johnson (Ed.), Introduction to interprofessional education and practice in communication sciences and disorders: An introduction and case-based examples of implementation in education and health care settings (pp. 1-28). American Speech-Language-Hearing Association.
General election latest: Starmer gives blunt response on potentially
Meanwhile, the party's shadow chancellor has delivered her first big speech of the campaign - and Rishi Sunak continues to sing the virtues of his national service policy proposal.