How to Prepare a Speech – Dr. Mufti Abdur-Rahman ibn Yusuf Mangera

Transcribed from a beneficial discourse by Dr. Mufti Abdur-Rahman ibn Yusuf Mangera ḥafiẓahullāh, delivered in Urdu and translated by Mawlana Mohammed Junaid Sheikh

Introduction

Allah has mentioned the importance of lectures and speeches in the Qur’an through various terms such as maw‘iẓah, wa‘ẓ, naṣīḥah, and bayān. While bayān is commonly understood as a lecture, its Arabic origin conveys the meaning of speaking with clarity and openness. This is reflected in the science of ‘Ilm al-Bayān within Balāghah: to speak in a direct, uncomplicated, and clear manner.

One may discuss complex concepts, but they should be presented in an easy and understandable way. This is the real skill that needs to be mastered.

Delivering the Speech

Before preparing a lecture, ask which topic should be addressed. As the saying goes, “The people of the house are more knowledgeable of what occurs within it,” meaning the local community best understands which issues need attention.

Choosing a complicated topic can actually be beneficial, as it forces one to research and deepen personal understanding. Make it a habit to take on challenging subjects and prepare thoroughly for them.

Delivering a speech is not merely listing points or presenting evidence. One should adopt the mindset expressed in the verse: “Wa mā ‘alaynā illā al-balāgh al-mubīn” — “Our responsibility is only to convey the message clearly.” This means explaining the message properly, not simply stating it and leaving it unexplained.

Some individuals possess only limited information, yet their manner of explaining it allows that small amount to leave a lasting impression on the heart. There is no single method for explaining concepts; rather, there are many effective approaches.

In settings such as the Jumu‘ah sermon, the audience consists of people of all ages. Often, speakers address only the elders, causing the younger attendees—who are usually brought by their parents—to disengage. They too must be included. One effective method is to involve a young person by asking whether he understands and to raise his hand if he does not. This makes him feel responsible for listening attentively and places responsibility on the speaker to explain clearly.

Always be mindful of time. Even if people politely say, “Speak as long as you wish,” it is important to complete the lecture punctually.

Key Suggestions

One of the most important speeches is the Jumu‘ah sermon. For many, the fifteen to twenty minutes of advice delivered there may be the only Islamic reminder they hear all week.

Audience attention can be maintained by asking questions in a pleasant, non-offensive manner. These methods exist to help people understand, accept, and act upon the message.

If people have heard something repeatedly and it is delivered in the same manner each time, it will have little impact. Familiar material must be presented in a new and thoughtful way. The primary objective of a lecture is acceptance and implementation.

Poetry can be highly effective in conveying messages. With few yet meaningful words—neither excessive nor careless—it leaves a strong impression. This is why people are drawn to poetry, and why the hadith states: “There is magic in speech,” and “There is wisdom in poetry.”

Conveying subtle and intricate concepts to the general public is difficult. Many newly graduated students from Darul Uloom, accustomed to formal academic lessons, attempt to apply the same style to teaching maktab children. This approach does not work, as children are simple-minded and require a different method.

The tone of a speech should not remain monotonous, like the constant noise of a fan or aeroplane, which eventually puts people to sleep. Skilled orators vary their tone. The Qur’an itself, despite having the most comprehensive meanings, is also melodious and rhythmic. For example, in Surah al-Qiyāmah, the verse endings align with a particular theme and then change as the topic changes.

Make people smile, in accordance with the hadith: “That you meet your brother with a cheerful face.” If the subject is serious, briefly raising the voice is acceptable.

When mentioning a well-known hadith, it is often sufficient to allude to it rather than narrating it in full. For example: “You recall the hadith about the man who killed ninety-nine people and sought forgiveness…” One may also ask, “Is there anyone who has not heard of this hadith?” If someone is unfamiliar, it can then be explained for their benefit.

Structure of the Lecture

Preparation should begin with a Qur’anic verse related to the topic, as this brings immense blessings. A hadith should also be included, whether at the beginning or later in the lecture, as this too carries blessings.

At the outset comes the khutbah. If one uses the short Sunnah khutbah, this is sufficient. However, if a specific lengthy khutbah is recited every time, valuable minutes—especially during Jumu‘ah—may be lost. The Prophet ﷺ was described as wajīz (brief yet comprehensive). Our speeches should be jāmi‘ (inclusive of essential points) and māni‘ (free of irrelevant details).

The lecture should begin with the praise of Allah and His remembrance, in line with the hadith: “Every matter that is not begun with the praise (or name) of Allah is incomplete.”

The Sahabah would often deliver a lecture first and then the khutbah. In some Arab regions, such as Masjid al-Aqsa, the practice includes a speech, recitation, and then the khutbah. This is therefore not an innovation.

What follows immediately after the khutbah is extremely important, as people are most attentive at that moment. An engaging opening—such as an interesting story or a thought-provoking question—can capture attention and sustain interest.

At the end, provide a concise conclusion by summarizing the main points or highlighting the most important one. The conclusion should be brief and followed by a du‘ā relevant to the topic.

Preparation and Practice

A good bayān cannot be prepared in a single day. It requires several days of reflection. For a Jumu‘ah lecture, fix the topic on Monday or Tuesday. Throughout the week, note relevant points and Qur’anic verses as they come to mind. The day before, extract the most important points and list them separately from additional material. This ensures that essential points are not omitted.

Those who struggle to choose topics should read the news or observe local circumstances—both good and bad—to encourage positive actions and warn against harm. One may also listen to lectures and expand upon a single point taken from them.

Regarding nerves and confidence: one way to build confidence is to practice alone in a room, even speaking to a wall. This helps one become accustomed to one’s own voice, just as Qurra’ practice their recitation. If a goat happens to be present, as with the goat of al-A‘mash, that is even better.

Another method is to record oneself and review the recording for self-correction (iṣlāḥ). Noting moments of hesitation or poor wording helps prevent repetition of those mistakes.

Having someone else listen and provide feedback is also beneficial. Writing the lecture word-for-word is acceptable initially, provided one does not sound robotic. By reviewing it beforehand, one should reach a point where the key points can be delivered without constant reference. After preparing ten to fifteen lectures, confidence naturally develops.

Including a story within the speech is not obligatory but is highly effective. This may be a personal experience or an incident from someone else’s life.

A common complaint in the West is that speakers do not address contemporary realities. The pious predecessors often expanded on one or two hadiths rather than listing many, supplementing them with stories and practical guidance. A lecture is not meant to be a formal lesson in hadith or tafsir.

One may also deliver a series on a particular topic—such as The Harms of the Tongue from Imam al-Ghazali’s Iḥyā’—or focus on issues prevalent among the people, adjusting the topic when necessary.

If an Arabic khutbah relevant to the topic is required, one can find suitable material online, extract what is needed, and shorten it accordingly.

Reading directly from notes should be a temporary practice. The aim is not memorization, but clear explanation and understanding.

Some people possess a natural talent for public speaking, but even those without it can reach a sufficient level through practice. The voice should not be robotic or monotonous; neither constant shouting nor excessive softness is beneficial.

With experience, one learns to gauge audience engagement and adjust delivery accordingly. Observing facial expressions and reactions helps determine whether points are being understood. The goal is not to make people smile, but to help them understand.

Generic speeches can be delivered easily, but effective speeches require new points. If these are difficult to remember, write them down. Points heard from others should also be recorded. Over time, this becomes a personal collection that begins to surface naturally during lectures as wurūd—a divine gift granted through the responsibility of teaching, similar to when a teacher is inspired to answer an unexpected question.

With ten to fifteen years of experience, one may even ask the audience to suggest topics and then address them accordingly.

Repeating the same speech may benefit first-time listeners, but those who regularly attend will eventually disengage. Unlike songs or movies, people do not enjoy hearing the same lecture repeatedly.

Finally, regarding posture: the Prophet ﷺ would stand while delivering sermons. While there may be instances of sitting, standing is generally more effective, unless the lecture is lengthy and detailed.

Conclusion

May Allah Ta‘ālā make us effective—firstly upon ourselves and then upon others. May He accept our efforts and grant us the ability to convey understanding to those who listen. Ameen.