Justin Nzekwe is Teaching the Art of Speaking

By Salami Adeyinka

In lecture rooms where students are expected to stand, speak, and persuade, many instructors face a persistent difficulty: translating the theory of public speaking into actual performance. While course outlines often define rhetoric, structure, and delivery, the practical task of guiding students to develop clear, confident speech remains uneven.

It is within this gap between instruction and execution that the work of Justin Nzekwe (Rev. Fr.), The Art of Oratory: Effective Guide to Public Speaking and Speech Making, has gained sustained relevance in academic settings.

At the Federal Polytechnic Nekede, Owerri, the book has been in continuous use since 2010 as both a recommended and reference text in courses related to communication studies, rhetoric, and language arts. According to Mrs. Nwachukwu I.C, the text provides a structured approach to speech formation, persuasive communication, and delivery techniques, making it a dependable instructional resource for lecturers working to build students’ oral communication skills.

For many lecturers, the value of the book lies not in abstraction, but in its practical applicability within the classroom.

“Teaching public speaking is not just about explaining concepts; it is about equipping students with tools they can actually use,” said Dr. Nwachukwu T. C., a senior lecturer in humanities. “What Nzekwe’s work does effectively is break down the process of speech construction and delivery into steps that students can follow and practice. It gives structure to something often difficult to teach.”

This structured approach has made the text particularly useful in large classroom settings, where instructors must balance theoretical instruction with practical engagement. By providing clear frameworks for speech development and delivery, the book allows lecturers to guide students through the process of crafting and presenting speeches in a more systematic way.

At the Imo State University, the impact of Nzekwe’s work is reflected not only in its adoption but in its scale of use. Over the past fifteen years, The Art of Oratory has been integrated into both undergraduate and postgraduate programs within departments such as Mass Communication and English and Literary Studies. Institutional estimates indicate that more than 2,000 students have engaged with the text as part of their academic training.

For lecturers working within these programs, the book serves as more than a supplementary resource.

“It has become a core teaching text in how we approach public speaking,” noted Dr. Christiana Onuh, head of department, English and Literary Studies. “The clarity and progression within the book allow us to move students from basic understanding to actual competence. It supports both instruction and assessment in a way that aligns with academic standards.”

One of the distinguishing features of the text, according to faculty members, is its balance between theoretical grounding and practical execution.

Beyond individual classrooms, the sustained use of Nzekwe’s work points to a broader academic pattern, and the continued integration of The Art of Oratory into course structures for more than a decade reflects its perceived value as a reliable instructional resource.

His contribution, as reflected in the institutional use of his work, lies in providing a structured response to that challenge. His writing does not simply describe public speaking; it operationalises it for teaching. By breaking down the components of speech formation, persuasive communication, and delivery into defined stages, the text enables lecturers to approach instruction with greater clarity and consistency.

The result is not only improved teaching efficiency, but also enhanced student outcomes.

As institutions continue to prioritise communication skills as a core component of higher education, the adoption of Nzekwe’s work across multiple institutions underscores a broader recognition of its academic and pedagogical value.

And in classrooms where lecturers question what to teach to shape instruction, Nzekwe’s work has increasingly become part of the answer.