When selecting a text for a high school public speaking course, what should be considered?

Selecting a text for a high school public speaking course that is written at a level slightly above students' abilities promotes an effective learning environment. This approach aligns with the concept of "scaffolding," where learners are presented with material that challenges them just enough to stimulate growth and development in their speaking skills. It encourages students to engage with new vocabulary, infer meaning, and develop critical thinking and analytical skills, which are crucial for effective public speaking.

Using a text that is appropriately challenging can also foster confidence as students learn to navigate complex content and develop their speaking techniques in response to nuanced ideas. This method encourages deeper comprehension, as students will likely engage more with content that requires them to stretch their abilities, rather than relying on overly simplistic material that doesn’t promote advancement. Additionally, exposure to slightly more complex texts prepares students for higher-level academic and real-world communication situations, where they will often encounter sophisticated ideas and arguments.