Juniors Reflect on Sophomore Speech

As the annual sophomore speech is approaching, many upperclassmen hope to share their personal experiences with the project and their advice to the class of 2028. Sophomore speech is used to target 10th graders’ speaking skills, researching abilities, and time management as students take a stance on the enforcement of a specific policy.

Finding a policy that resonates with the student is crucial and leaves many seeking guidance from others. Hazel Robin-Lerner (‘27) emphasized the need to “make a claim of policy,” as this was required from all students. As for what topics to choose from, Felicia Ogundimu (‘26) mentioned that the lack of “any major restrictions” made the process easier. This allowed individuals to have a form of control throughout the project as it encouraged students to find a topic that resonated with their own interests.

Additionally, this project is an opportunity for students to advance in skill sets centered around presenting and public speaking. Robin-Lerner (‘27) advised sophomores to “practice it as many times as you can, in front of as many people as you can.” Since this will be performed in front of your humanities class as well as some invited guests, it is important one feels prepared for this setting. Ogundimu (‘26) said that she “used to practice [while] doing morning announcements.” Oftentimes, knowing that others will be listening can be a frightening aspect of this assignment, which leaves many finding ways to practice this skill. Ogundimu (‘26) said, “I was getting familiar with being in that position,” which helped her get out of her comfort zone.

It is also necessary to note that sophomore speech is prepared alongside the other courses a student has. This includes preparing for AP exams such as AP World History and classes that need similar attention. Ogundimu (‘26), however, believed “it wasn’t too bad because of its position at the end of the year.” Robin-Lerner (‘27) agreed, saying, “it was pretty manageable.” Since this task is started in early December, it gives students enough time to understand the workload of this project and realize the limited impact it causes in terms of adjustment.

Students are also exposed to support systems provided by their teachers and staff. This includes taking advantage of office hours, class time, and time spent with one’s teachers and peers. Ogundimu (‘26) said that during class time, “Ms. Briggs provided examples of what it was supposed to look like and how we should conduct ourselves.” This is a helpful method of learning that students have appreciated in the past, as it demonstrates what should and should not be included in one’s own speech. Furthermore, Ogundimu (‘26) said that when scheduling time to present, “Ms. Briggs was flexible.” Throughout this process, some students found that they engaged well with certain aspects of the assignment. Robin-Lerner (‘27) said, “the research portion was the most enjoyable part for me.”

As Sophomore Speech begins, students will be reassured through various support systems and have upperclassmen that are available to assist them in this process.