We take special pride in the dozens of students, of all levels of experience, who come to us each summer and/or work with us online—then go on to reach elimination rounds at these national tournaments.

Mastering speaking, writing, and competing is essential to an educational and fulfilling career in the activity. It is an investment that will serve the students far beyond their high school years. What’s more, the curriculum is designed to teach us how we and the students can collaborate to take Original Oratory in new directions—rather than merely following others’ trends. But at the end of the camp, the student will return with a speech from which any audience will benefit—and a speech, true to the student’s voice, that will instill confidence, clarity of expression, and the passion to change how others think and act.

Over the past three years alone, the curriculum have sent more than 30 students to the NSDA National Tournament, a third of them sophomores who had never tried the event before the school year. The students embrace the InterProd process of learning, creating, embracing, practicing, improving, and then sharing their skills with their teammates.

 
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INSTRUCTION BEGINS BEFORE CAMP

We begin to work with students before they even arrive at camp. All students are given at least one free individual pre-camp Skype session, from the comfort of their homes, to meet with our Original Oratory Director. In the session(s), the students discuss topic ideas, and we arrive at a topic and thesis before the official summer session even begins. We help the students choose topics organically, through fun dialogues about their lives and what matters most to them. Usually, it’s a topic that comes straight from their everyday experiences—yet one they had never even considered. We never choose topics from a list or ask the students the standard “What do you hate about the world?” question. It is here that we learn their goals, concerns, experience level, and any regional standards that govern their participation in the events.

The students arrive at camp with a topic already chosen (it can easily be changed on-site) and having already met the director. They arrive confident, excited, and are ready to hit the ground running


Individualized curriculum with a focus on all, not a few.

We do not have “labs.” Every student meets and works with every other instructor. This permits the student to gain multiple insights from expert educators with varying perspectives and life experiences.

There is no divisive “top group,” although we ensure that lectures are appropriate to those who hear them—we wouldn’t, for instance, share our introductory thesis lecture with veteran competitors (unless they want to attend!). Nor would we require novices to attend our group seminar on advanced structures.

 

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interactive speaking sessions

We begin extensive speaking exercises on Day One and continue them every day of the summer session.

We do not divide our curriculum into nine intensive days of write-write-write, then two days of memorization, leaving perhaps two days for mastering delivery. By selecting the students’ topics with them before they arrive, we are able to devote three hours every day at camp to fun, interactive speaking exercises and challenges.

The final delivery showcase is a true test of the speaker’s imagination—involving costuming, visual aids, and audience participation.

 

How we #ReachForTheSummit

InterProd Informative & Original Oratory emphasizes three distinct skill sets, each with its own provocative curriculum, throughout every single day of the camp.

 

SPEAKING

It is our hallmark belief that no camp can teach the transformational power of original oratory without relentless focus on speaking technique. Each morning session addresses a different aspect of presentation: gestures, eye contact, the mastery of the walk, the approach to the front of the room, vocal choices, posture, inflection, vocal reaction to one’s own words, and so forth. We also teach proven memorization methods and how and when to practice at home. We have found that sharing our own joy in these skills is highly contagious—and that we therefore motivate students to write the words that these techniques will help them express. This leads logically to our afternoon sessions

WRITING

Having begun to appreciate the power of their own voice every morning, the students are even more motivated each afternoon to benefit from all that our revolutionary writing instruction has to offer. Lecture is limited to one hour. The rest of the afternoon involves private tutorials and small-group sessions. We discuss approaches to structure (an organic structure that develops naturally from the students’ topics and personalities, not one that is pasted onto them)—as well as humor, radically atypical approaches to research (not merely Googling but interviewing, mining classmates’ experiences, and other journalistic techniques that will set the students apart), finding the perfect example, transitions, revisions, the art of the introduction, and the forgotten power of the conclusion. We synthesize speaking and writing every evening in our third component

COMPETING

Here we tie in what we have shared and learned from one another in the morning and afternoon—with a series of unusual exercises designed to replicate the tournament environment. We address judge interaction, etiquette, the art of being an audience member, ballot analysis (even when the ballot comes back blank!), reacting to stone-facing, composure when things go wrong, room-space adaptation, time signals and when/how to ask for them, adapting from preliminary to elimination rounds, and regional differences in approach and decorum.