The Crimson reported in April 2004 that there is potential for such a change in the ongoing Curricular Review.

In meetings last year, the Working Group on Pedagogy, which studied writing at Harvard, discussed ideas for integrating public speaking into the required first-year Expository Writing course.

In the absence of such a curricular change, the seminar provides students with the unique opportunity to get advice from the pros, Emre said.

Sitting in the front row, Houfek began the event by telling the eager students that she would not be critiquing the ideas in the speeches.

“What I am really interested in is how you present them,” she said. “How do you get your voice out there, speak clearly, and articulate.”

During the seminar, Houfek stressed elements such as posture, eye contact and voice inflection.

The crowd that had gathered around her dispersed when she called for a volunteer to speak.

While the other participants kept their hands down, LaRue jumped at the chance.

“I knew if I didn’t go first, I wouldn’t go at all,” he said afterwards, adding that he was initially nervous.

The forum, however, helped put him at ease.

“This was a better crowd because the people didn’t expect me to be perfect,” LaRue said.

The speakers that followed LaRue also took the open floor, foregoing the podium to share the stage with empty soda bottles and pizza containers that had provided earlier refreshment.

The speakers presented a wide range of skills. Some of the speakers were novices, while others were clearly more experienced, like Natasha S. Alford ’08.

She confidently presented a poem that she wrote and memorized for an upcoming pageant.

But Houfek still had suggestions to offer, giving Alford pointers on hand gesticulation.

“I thought the tips were great,” Alford said afterward. “I feel like there is always room for improvement.”