{"id":23,"date":"2022-11-25T15:22:01","date_gmt":"2022-11-25T20:22:01","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/speaking\/chapter\/chapter-3-ethics-in-public-speaking\/"},"modified":"2023-08-10T23:30:42","modified_gmt":"2023-08-11T03:30:42","slug":"chapter-3","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/speaking\/chapter\/chapter-3\/","title":{"raw":"Chapter 3: Ethics in Public Speaking","rendered":"Chapter 3: Ethics in Public Speaking"},"content":{"raw":"<div id=\"chapter-3-ethics-in-public-speaking\" class=\"level1\">\r\n<h2><span style=\"font-size: 1.424em\">3.1 \u2013 Ethical Stances on Public Speaking<\/span><\/h2>\r\n<div id=\"sources-of-ethical-stances-on-communication-and-public-speaking\" class=\"level2\">\r\n\r\nA public speaker, whether delivering a speech in a classroom, board room, civic meeting, or in any other venue, must uphold certain ethical standards. These standards will allow the audience to make informed choices, to view the speaker as a credible source of information, and to avoid repercussions of bad ethical choices.\r\n\r\n<strong>Ethics<\/strong> refers to the branch of philosophy that involves determinations of what is right and moral. On a personal level, ethics are your own standard of what you should and should not do in the various situations or in all situations. Although ethics are based on personal decisions and values, they are also influenced by factors outside of you. We will look at various ways ethics, particularly ethics related to speech, have been thought about. Determine how you would explain your own ethical standard for communication. Along with being able to articulate what you would not do, you should have an appreciation for why behaving ethically is important to you.\r\n\r\nOne of \u201cright things\u201d and most important ways that we speak ethically is to use material from others correctly. Occasionally, in the news media, we hear about a political speaker who uses the words of other speakers without attribution or of scholars who use pages out of another scholar\u2019s work without consent or citation. Usually the discussion of plagiarism stays within the community where it occurred, but there is still damage done to the \u201cborrower\u2019s\u201d reputation as an ethical person and scholar.\r\n\r\nWhy does it matter if a speaker or writer commits plagiarism? Why and how do we judge a speaker as ethical? Why, for example, do we value originality and correct citation of sources in public life, as well as in the academic world, especially in the North American context? These are not new questions and some of the answers lie in age-old philosophies of communication.\r\n<div id=\"legal-origins-of-ethics-in-public-speaking\" class=\"level3\">\r\n<h3>Legal Issues in Public Speaking<\/h3>\r\nThe Canadian Constitution guarantees freedom of expression, much like the more famous First Amendment in the United States. Thomas Emerson (1970), a Constitutional scholar and Yale Law Professor, asserted that freedom of expression is more than just a right; it is a necessity for having a free and democratic society.\r\n\r\nThere are a few limits on freedom of expression in a criminal sense. Threatening a person's life or impersonating a police officer is not legal, for example. People wishing to hold a large protest in a public place may need a permit, not because of limits on speech, but to protect the safety of so many participants and people who would otherwise use the space.\r\n\r\nAt the same time, people are responsible for what they say and write. If a person falsely claims that somebody else has done something unsavoury, they may find themselves the subject of a lawsuit for slander or libel.\u00a0The latter issue falls into the category of <strong>defamatory speech<\/strong>, which is <span style=\"text-align: initial;font-size: 1em\">a false statement that damages a person\u2019s character, fame or reputation.\u00a0<\/span>\r\n\r\nWith the Internet and social media, these issues become more complicated, of course. In the past, someone could express themselves only in limited ways: standing on a street corner, attending a public meeting, putting the words on paper and distributing them, or maybe getting on radio or television (if allowed or if wealthy enough).\r\n\r\nToday, almost anyone with a laptop, a webcam, an ISP, and technical know-how can be effective in getting a message to the masses. While most people use technology and the Internet for fun, profit, or self-expression, some use it for hurt\u2014bullying, defamation, even spreading terrorism.\r\n\r\nThe judicial system is trying to keep up with the challenges that the digital age brings to protecting free expression, while sheltering us from the negative consequences of some forms of free expression.\r\n\r\n<\/div>\r\n<\/div>\r\n<div id=\"credibility-and-ethics\" class=\"level2\">\r\n<h2>3.2 \u2013 Credibility and Ethics<\/h2>\r\nWhen Aristotle used the term <em>ethos<\/em> in the 5th century B.C.E. to describe one of the means of persuasion, he defined it as the \u201cwisdom, sagacity, and character of the rhetor.\"\u00a0Modern scholars of communication and persuasion speak more about \u201ccredibility\u201d as an attitude the audience has toward the speaker, based on both reality and perception, rather than an innate trait of the speaker. Audience members trust the speaker to varying degrees, based on the evidence and knowledge they have about the speaker and how that lines up with certain factors:\r\n<ul>\r\n \t<li>Similarity: does the speaker have experiences, values, and beliefs in common with the audience? Can the audience relate to the speaker because of these commonalities?<\/li>\r\n \t<li>Character: does the speaker, in word and action, in the speech and in everyday life, show honesty and integrity?<\/li>\r\n \t<li>Competence: does the speaker show that they have expertise and sound knowledge about the topic, especially through firsthand experience?<\/li>\r\n \t<li>Good will: does the audience perceive the speaker to have ethical intentions toward the audience?<\/li>\r\n<\/ul>\r\nUnderstandably, the same speaker will have a different level of credibility with different audiences. However, these groups express their values in different ways. When trying to develop your own credibility as a speaker with an audience, you have to keep in mind all four of the factors listed above. Any attempt to portray yourself as \u201csimilar\u201d to the audience through deception or without authenticity will undermine your credibility in the long run. To only pretend to have good will and want the best for the audience will also have a short-term effect. And to intentionally misrepresent your background, such as experience and credentials, is clearly unethical.\r\n\r\n<\/div>\r\n<div id=\"plagiarism\" class=\"level2\">\r\n<h2>3.3 \u2013 Plagiarism<\/h2>\r\nAlthough there are many ways that you could undermine your ethical stance before an audience, the one that stands out and is committed most commonly in academic contexts is <strong>plagiarism<\/strong>. A dictionary definition of plagiarism would be \u201cthe act of using another person\u2019s words or ideas without giving credit to that person\u201d (Merriam-Webster, 2015). Plagiarism also includes the following actions:\r\n<ul>\r\n \t<li>Turning in someone else\u2019s work as your own;<\/li>\r\n \t<li>Copying words or ideas from someone else without giving credit;<\/li>\r\n \t<li>Failing to put quotation marks around an exact quotation correctly;<\/li>\r\n \t<li>Giving incorrect information about the source of a quotation;<\/li>\r\n \t<li>Changing words but copying the sentence structure of a source without giving credit;<\/li>\r\n \t<li>Copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not.<\/li>\r\n<\/ul>\r\nIn the business or professional world, plagiarism is never tolerated because using original work without permission (which usually includes paying fees to the author or artist) can end in serious legal action. The Internet has made plagiarism easier and thus increased the student\u2019s responsibility to know how to cite and use source material correctly. (But bless the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that made this Open Educational Resource textbook possible, legal, and free for students!)\r\n<div id=\"ethically-crediting-sources\" class=\"level3\">\r\n<h3>Ethically Crediting Sources<\/h3>\r\nIn using source material correctly, a speaker takes three steps:\r\n<ol type=\"1\">\r\n \t<li>The speaker clearly cites the source of the information. It is here that the oral mode of communication differs from the written mode. In a paper, such as for literature, you would only need to include a parenthetical citation, such as \"(Jones, 2012, p. 78).\" A speech is quite different. Saying \u201cAccording to Jones, 2012, p. 78,\u201d really does very little for the audience. They can\u2019t turn to the back of the paper. They don\u2019t have a way, other than oral communication, to understand the type of information being cited, how recent it is, the credibility of the author you are citing and why you think they are a valid source, or the title of the work. In a speech, giving more complete information would help the audience understand its value. The page number, the publishing company, and city it was published in are probably not important, but what is important is whether it is a website, a scholarly article, or a book; whether it was written in 1950 or 2010; and what is the position, background, or credentials of the source. So, instead of \u201cAccording to Jones, p. 78,\u201d a better approach would be, \u201cAccording to Dr. Samuel Jones, Head of Cardiology at Vanderbilt University, in a 2010 article in a prestigious medical journal\u2026\u201dOr\u201cIn her 2012 book, <em style=\"text-align: initial;font-size: 1em\">The Iraq War in Context<\/em><span style=\"text-align: initial;font-size: 1em\">, historian Mary Smith of the University of Georgia states that\u2026\u201d<\/span>Or\u201cIn consulting the website for the American Humane Society, I found these statistics about animal abuse compiled by the Society in 2021\u2026\u201dThis approach shows more clearly that you have done proper research to support your ideas and arguments. It also allows your audience to find the material if they want more information. Notice that in all three examples the citation precedes the fact or information being cited. This order allows the audience to recognize the borrowed material better. The use of a clear citation up-front makes it more noticeable, as well as more credible, to the audience.<\/li>\r\n \t<li>The speaker should take special care to use information that is in context and relevant. This step takes more critical thinking skills. For example, it is often easy to misinterpret statistical information or take a quotation from an expert in one field and apply it to another field. It is also important to label facts as facts and opinions as opinions, especially when dealing with controversial subjects. In addition, be sure you understand the material you are citing before using it. If you are unsure of any words, look their definitions up so you are sure to be using the material as it is intended. Finally, understand the type of publication or source you are using; for example, note the difference between scholarly publications and journalistic stories or somebody's personal blog.<\/li>\r\n \t<li>The speaker should phrase or summarize the ideas of the source into their own words. Paraphrasing, which is putting the words and ideas of others into one\u2019s own authentic or personal language, is often misunderstood by students. Paraphrasing is not changing 10% of the words in a long quotation, but still keeping most of the vocabulary and word order (called syntax) of the source. You should compose the information in your own \u201cvoice\u201d or way of expressing yourself.In fact, you would be better off to think in terms of summarizing your source material rather than paraphrasing. For one, you will be less likely to use too much of the original and, therefore, be skirting the edge of plagiarism. Secondly, you will usually want to put the main arguments of a source in your own words and make it shorter.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n<div class=\"level2\">\r\n<h2>Conclusion<\/h2>\r\nAs mentioned before, students often have not been trained to use source material correctly and plagiarize unintentionally. But, as the old saying goes: \u201cIgnorance of the law is no excuse.\u201d You will still be held accountable whether you understand or not, so now, early in your college career, is the time you should learn to cite source material correctly in oral and written communication.\r\n\r\n<\/div>\r\n<div id=\"case-study\" class=\"level2\">\r\n<h2>Attribution<\/h2>\r\nThis chapter was adapted from <a href=\"https:\/\/alg.manifoldapp.org\/projects\/exploring-public-speaking\" target=\"_blank\" rel=\"noopener\">Exploring Public Speaking<\/a>, 4th Edition by Barbara Tucker and Matthew LeHew, which is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.\r\n\r\n<\/div>\r\n<\/div>","rendered":"<div id=\"chapter-3-ethics-in-public-speaking\" class=\"level1\">\n<h2><span style=\"font-size: 1.424em\">3.1 \u2013 Ethical Stances on Public Speaking<\/span><\/h2>\n<div id=\"sources-of-ethical-stances-on-communication-and-public-speaking\" class=\"level2\">\n<p>A public speaker, whether delivering a speech in a classroom, board room, civic meeting, or in any other venue, must uphold certain ethical standards. These standards will allow the audience to make informed choices, to view the speaker as a credible source of information, and to avoid repercussions of bad ethical choices.<\/p>\n<p><strong>Ethics<\/strong> refers to the branch of philosophy that involves determinations of what is right and moral. On a personal level, ethics are your own standard of what you should and should not do in the various situations or in all situations. Although ethics are based on personal decisions and values, they are also influenced by factors outside of you. We will look at various ways ethics, particularly ethics related to speech, have been thought about. Determine how you would explain your own ethical standard for communication. Along with being able to articulate what you would not do, you should have an appreciation for why behaving ethically is important to you.<\/p>\n<p>One of \u201cright things\u201d and most important ways that we speak ethically is to use material from others correctly. Occasionally, in the news media, we hear about a political speaker who uses the words of other speakers without attribution or of scholars who use pages out of another scholar\u2019s work without consent or citation. Usually the discussion of plagiarism stays within the community where it occurred, but there is still damage done to the \u201cborrower\u2019s\u201d reputation as an ethical person and scholar.<\/p>\n<p>Why does it matter if a speaker or writer commits plagiarism? Why and how do we judge a speaker as ethical? Why, for example, do we value originality and correct citation of sources in public life, as well as in the academic world, especially in the North American context? These are not new questions and some of the answers lie in age-old philosophies of communication.<\/p>\n<div id=\"legal-origins-of-ethics-in-public-speaking\" class=\"level3\">\n<h3>Legal Issues in Public Speaking<\/h3>\n<p>The Canadian Constitution guarantees freedom of expression, much like the more famous First Amendment in the United States. Thomas Emerson (1970), a Constitutional scholar and Yale Law Professor, asserted that freedom of expression is more than just a right; it is a necessity for having a free and democratic society.<\/p>\n<p>There are a few limits on freedom of expression in a criminal sense. Threatening a person&#8217;s life or impersonating a police officer is not legal, for example. People wishing to hold a large protest in a public place may need a permit, not because of limits on speech, but to protect the safety of so many participants and people who would otherwise use the space.<\/p>\n<p>At the same time, people are responsible for what they say and write. If a person falsely claims that somebody else has done something unsavoury, they may find themselves the subject of a lawsuit for slander or libel.\u00a0The latter issue falls into the category of <strong>defamatory speech<\/strong>, which is <span style=\"text-align: initial;font-size: 1em\">a false statement that damages a person\u2019s character, fame or reputation.\u00a0<\/span><\/p>\n<p>With the Internet and social media, these issues become more complicated, of course. In the past, someone could express themselves only in limited ways: standing on a street corner, attending a public meeting, putting the words on paper and distributing them, or maybe getting on radio or television (if allowed or if wealthy enough).<\/p>\n<p>Today, almost anyone with a laptop, a webcam, an ISP, and technical know-how can be effective in getting a message to the masses. While most people use technology and the Internet for fun, profit, or self-expression, some use it for hurt\u2014bullying, defamation, even spreading terrorism.<\/p>\n<p>The judicial system is trying to keep up with the challenges that the digital age brings to protecting free expression, while sheltering us from the negative consequences of some forms of free expression.<\/p>\n<\/div>\n<\/div>\n<div id=\"credibility-and-ethics\" class=\"level2\">\n<h2>3.2 \u2013 Credibility and Ethics<\/h2>\n<p>When Aristotle used the term <em>ethos<\/em> in the 5th century B.C.E. to describe one of the means of persuasion, he defined it as the \u201cwisdom, sagacity, and character of the rhetor.&#8221;\u00a0Modern scholars of communication and persuasion speak more about \u201ccredibility\u201d as an attitude the audience has toward the speaker, based on both reality and perception, rather than an innate trait of the speaker. Audience members trust the speaker to varying degrees, based on the evidence and knowledge they have about the speaker and how that lines up with certain factors:<\/p>\n<ul>\n<li>Similarity: does the speaker have experiences, values, and beliefs in common with the audience? Can the audience relate to the speaker because of these commonalities?<\/li>\n<li>Character: does the speaker, in word and action, in the speech and in everyday life, show honesty and integrity?<\/li>\n<li>Competence: does the speaker show that they have expertise and sound knowledge about the topic, especially through firsthand experience?<\/li>\n<li>Good will: does the audience perceive the speaker to have ethical intentions toward the audience?<\/li>\n<\/ul>\n<p>Understandably, the same speaker will have a different level of credibility with different audiences. However, these groups express their values in different ways. When trying to develop your own credibility as a speaker with an audience, you have to keep in mind all four of the factors listed above. Any attempt to portray yourself as \u201csimilar\u201d to the audience through deception or without authenticity will undermine your credibility in the long run. To only pretend to have good will and want the best for the audience will also have a short-term effect. And to intentionally misrepresent your background, such as experience and credentials, is clearly unethical.<\/p>\n<\/div>\n<div id=\"plagiarism\" class=\"level2\">\n<h2>3.3 \u2013 Plagiarism<\/h2>\n<p>Although there are many ways that you could undermine your ethical stance before an audience, the one that stands out and is committed most commonly in academic contexts is <strong>plagiarism<\/strong>. A dictionary definition of plagiarism would be \u201cthe act of using another person\u2019s words or ideas without giving credit to that person\u201d (Merriam-Webster, 2015). Plagiarism also includes the following actions:<\/p>\n<ul>\n<li>Turning in someone else\u2019s work as your own;<\/li>\n<li>Copying words or ideas from someone else without giving credit;<\/li>\n<li>Failing to put quotation marks around an exact quotation correctly;<\/li>\n<li>Giving incorrect information about the source of a quotation;<\/li>\n<li>Changing words but copying the sentence structure of a source without giving credit;<\/li>\n<li>Copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not.<\/li>\n<\/ul>\n<p>In the business or professional world, plagiarism is never tolerated because using original work without permission (which usually includes paying fees to the author or artist) can end in serious legal action. The Internet has made plagiarism easier and thus increased the student\u2019s responsibility to know how to cite and use source material correctly. (But bless the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that made this Open Educational Resource textbook possible, legal, and free for students!)<\/p>\n<div id=\"ethically-crediting-sources\" class=\"level3\">\n<h3>Ethically Crediting Sources<\/h3>\n<p>In using source material correctly, a speaker takes three steps:<\/p>\n<ol type=\"1\">\n<li>The speaker clearly cites the source of the information. It is here that the oral mode of communication differs from the written mode. In a paper, such as for literature, you would only need to include a parenthetical citation, such as &#8220;(Jones, 2012, p. 78).&#8221; A speech is quite different. Saying \u201cAccording to Jones, 2012, p. 78,\u201d really does very little for the audience. They can\u2019t turn to the back of the paper. They don\u2019t have a way, other than oral communication, to understand the type of information being cited, how recent it is, the credibility of the author you are citing and why you think they are a valid source, or the title of the work. In a speech, giving more complete information would help the audience understand its value. The page number, the publishing company, and city it was published in are probably not important, but what is important is whether it is a website, a scholarly article, or a book; whether it was written in 1950 or 2010; and what is the position, background, or credentials of the source. So, instead of \u201cAccording to Jones, p. 78,\u201d a better approach would be, \u201cAccording to Dr. Samuel Jones, Head of Cardiology at Vanderbilt University, in a 2010 article in a prestigious medical journal\u2026\u201dOr\u201cIn her 2012 book, <em style=\"text-align: initial;font-size: 1em\">The Iraq War in Context<\/em><span style=\"text-align: initial;font-size: 1em\">, historian Mary Smith of the University of Georgia states that\u2026\u201d<\/span>Or\u201cIn consulting the website for the American Humane Society, I found these statistics about animal abuse compiled by the Society in 2021\u2026\u201dThis approach shows more clearly that you have done proper research to support your ideas and arguments. It also allows your audience to find the material if they want more information. Notice that in all three examples the citation precedes the fact or information being cited. This order allows the audience to recognize the borrowed material better. The use of a clear citation up-front makes it more noticeable, as well as more credible, to the audience.<\/li>\n<li>The speaker should take special care to use information that is in context and relevant. This step takes more critical thinking skills. For example, it is often easy to misinterpret statistical information or take a quotation from an expert in one field and apply it to another field. It is also important to label facts as facts and opinions as opinions, especially when dealing with controversial subjects. In addition, be sure you understand the material you are citing before using it. If you are unsure of any words, look their definitions up so you are sure to be using the material as it is intended. Finally, understand the type of publication or source you are using; for example, note the difference between scholarly publications and journalistic stories or somebody&#8217;s personal blog.<\/li>\n<li>The speaker should phrase or summarize the ideas of the source into their own words. Paraphrasing, which is putting the words and ideas of others into one\u2019s own authentic or personal language, is often misunderstood by students. Paraphrasing is not changing 10% of the words in a long quotation, but still keeping most of the vocabulary and word order (called syntax) of the source. You should compose the information in your own \u201cvoice\u201d or way of expressing yourself.In fact, you would be better off to think in terms of summarizing your source material rather than paraphrasing. For one, you will be less likely to use too much of the original and, therefore, be skirting the edge of plagiarism. Secondly, you will usually want to put the main arguments of a source in your own words and make it shorter.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n<div class=\"level2\">\n<h2>Conclusion<\/h2>\n<p>As mentioned before, students often have not been trained to use source material correctly and plagiarize unintentionally. But, as the old saying goes: \u201cIgnorance of the law is no excuse.\u201d You will still be held accountable whether you understand or not, so now, early in your college career, is the time you should learn to cite source material correctly in oral and written communication.<\/p>\n<\/div>\n<div id=\"case-study\" class=\"level2\">\n<h2>Attribution<\/h2>\n<p>This chapter was adapted from <a href=\"https:\/\/alg.manifoldapp.org\/projects\/exploring-public-speaking\" target=\"_blank\" rel=\"noopener\">Exploring Public Speaking<\/a>, 4th Edition by Barbara Tucker and Matthew LeHew, which is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.<\/p>\n<\/div>\n<\/div>\n","protected":false},"author":1660,"menu_order":3,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-23","chapter","type-chapter","status-publish","hentry"],"part":3,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/speaking\/wp-json\/pressbooks\/v2\/chapters\/23","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/speaking\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/speaking\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/speaking\/wp-json\/wp\/v2\/users\/1660"}],"version-history":[{"count":11,"href":"https:\/\/pressbooks.bccampus.ca\/speaking\/wp-json\/pressbooks\/v2\/chapters\/23\/revisions"}],"predecessor-version":[{"id":310,"href":"https:\/\/pressbooks.bccampus.ca\/speaking\/wp-json\/pressbooks\/v2\/chapters\/23\/revisions\/310"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/speaking\/wp-json\/pressbooks\/v2\/parts\/3"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/speaking\/wp-json\/pressbooks\/v2\/chapters\/23\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/speaking\/wp-json\/wp\/v2\/media?parent=23"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/speaking\/wp-json\/pressbooks\/v2\/chapter-type?post=23"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/speaking\/wp-json\/wp\/v2\/contributor?post=23"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/speaking\/wp-json\/wp\/v2\/license?post=23"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}