Effective speech and oral communication

Effective Speech and Oral Communication

COMMUNICATIONPART I

THE NATURE OF COMMUNICATION

Communication is the blood-line of society.

Communication is basic to success. Communication is important.

COMMUNICATION DEFINED A process by which we assign and

convey meaning in an attempt to create shared understanding.

This process requires a vast repertoire of skills:a. intrapersonal and interpersonal processingb. listeningc. observingd. speakinge. questioningf. analyzingg. evaluating

COMMUNICATION DEFINED It can be seen as processes of

information transmission governed by three levels of semiotic rules.

1. Syntactic2. Pragmatic3. Semantic

It is therefore a social interaction where at least two interacting agents share a common set of signs and a common set of semiotic rules.

COMMUNICATION DEFINED

COMMUNICATION PROCESS

LISTENINGPART 2

EFFECTIVE LISTENING

Expressing our wants, feelings, thoughts and opinions clearly and effectively is only half of the communication process needed for interpersonal effectiveness.

The other half is listening and understanding.

There is a real distinction between merely hearing the words and really listening to the message.

SOUND

The impact of vibrations make on the human ear – the reception of sound waves (Psychologist and speech teachers)

Sound is characterized by three features: pitch, loudness, and quality

Human speech adds a fourth feature – rate or timing.

RECEIVING SOUNDS

Sound(Vibration)

THREE BASIC LISTENING MODES

Competitive or Combative Listening—Interested in promoting own stance than

understanding someone else’s.

Passive or Attentive Listening—Interested in hearing and understanding

others’ stance .

Active or Reflective Listening—Active in checking understanding before

responding with message.

SOURCES OF DIFFICULTY BY THE SPEAKER

1. Voice volume is too low to be heard.2. Message is too complex.3. Speaker is getting lost.4. Body language or nonverbal elements

are contradicting or interfering with the verbal message.

5. Paying too much attention on how the other person is taking the message.

6. Using a very unique code or unconventional method for delivering message.

SOURCES OF DIFFICULTY BY THE LISTENER

1. Listener is preoccupied.2. More interested in what he has to say that

he listens mainly to find an opening to get the floor.

3. He is formulating and listening to his own rebuttal than to what the speaker is saying.

4. He is listening to his own personal beliefs about what is being said.

5. He is evaluating and making judgment about the speaker or the message.

6. He is not asking for clarification when he knows that he does not understand.

LISTENING TIPS

Usually, it is important to paraphrase and use your own words in verbalizing your understanding of the message.

Depending on the purpose of interaction and your understanding of what is relevant, you could reflect on the other person’s:a. account of the factsb. thoughts and beliefsc. feelings and emotionsd. wants, needs or motivatione. hopes and expectations

LISTENING TIPS

Don’t respond to just the meaning of the words; look for feelings or intent beyond the words.

Inhibit from immediately answering questions. Know when to quit using active listening. If you are confused and know that you do not

understand , ask the speaker to say it another way.

When the speaker is emotionally disturbed, use active listening as a response to him.

Use eye contact and listening body language. Be emphatic and not judgmental. Become a more effective listener.

SPEECHPART 3

LANGUAGE

Instrument of communication— Oral or written— Verbal and Non-verbal

Organized system of signals— Sounds— Intonation— Gesture— Written symbols

A system of symbols (lexemes) and rules (grammar)

LANGUAGE

Oral Communication—Spoken language —Production of sound representation of

language—Voice is the primary tool

VOICE

Voice and Speech— Voice is the production of sound— Speech is the combination of sounds

Becomes symbols that represent meanings

Has elements which reflect mood— Quality— Pitch — Force — Rate

VOICE QUALITY

Quality Description Purpose

Normal voice Speaker speaks naturally

Normal Conversation

Breathy voice Aspirate quality Whispering

Full voice Deep quality of voiceOrotund

Speaking in Formal and Dignified Occasion

Chesty voice Deep hollow voice

Give Horror Effect

Thin voice High-pitchedFalsetto

Extreme Fatigue and Excitement

VOICE LEVELS

Pitch shows emotion—High (e.g. angry lose control of their

emotion)—Medium (unemotional)—Low (sadness, contempt, indifference or

disappointment )

VOICE INTENSITY

It refers to the effect of a sound on the ear.—Its loudness or softness

The force when one speaks varies in degree and form. —Degree refers to the amount of force applied—High degree (e.g. shouting)—Low degree (e.g. whispering)

RATE OF SPEECH

It refers to the variations of speed.—Slow speech projects calmness, acceptance,

and formality.—Too slow depicts dullness, listlessness,

apathy, laziness, and lack of intelligence.—Rapid speech shows animation, enthusiasm,

excitement, and informality.—Too fast suggests nervousness, tension, and

anxiety.

THE SPEECH MECHANISM


Motor


Vibrator


Resonators


Articulators

CLASSIFICATION OF PARTS OF SPEECH MECHANISM

Motor— Respiratory muscles which are responsible for the

regulation, expulsion and control of air

Vibrator— Vocal bands or cords to produce sound waves through

vibration of the air

Resonators— Nose, mouth, and throat. Modulate sound waves

Articulators— Lips, teeth, tongue, upper gums, lower jaw, hard palate,

and ovula. Give definite shape and character of sounds as air passes through the mouth or nose.

BREATHING AND FLEXIBILITY

Inhale deeply but relax. Maintain a steady pressure of air as

you speak. Maintain an adequate breath

reserve.

THE SPEECH SOUND

CONSONANTS

The sounds of all languages fall into two classes: consonants and vowels.

Consonants are produced with some restriction or closure in the vocal tract that impedes the flow of air from the lungs.

In phonetics, the terms consonant and vowel refer to types of sounds, not to the letters that represent them.

We classify consonants according to where in the vocal tract the airflow restriction occurs, called the place of articulation.

PLACE OF ARTICULATION


Articulation Examples Production

Bilabials [p] [b] [m] bringing both lips together

Labiodentals [f] [v] touching the bottom lip to the upper teeth

Interdentals [θ] [ð]think [θɪŋk]these [ðiz]

insertingthe tip of the tongue between the teeth



Alveolars [t] [d] [n] [s] [z] [l] [r]

tongue raised in various ways to the alveolar ridge

[t,d,n] the tongue tip is raised and touches the ridge, or slightly in front of it

[s,z] the sides of the front of the tongue are raised, but the tip is loweredso that air escapes over it



Alveolars [l] the tongue tip is raised while the rest of the tongue remains down,permitting air to escape over its sides

[r] speakers either curl the tip of the tongue back behind the alveolar ridge, or bunch up the top of the tongue behind the ridge



Palatals [ʃ] [ʒ] [tʃ] [dʒ] [j]mission [mɪʃən]measure [mɛʒər]cheap [tʃip]judge [dʒʌdʒ]yoyo [jojo]

the constriction occurs by raising the front part of the tongue to the palate

Velars [k] [g] [ŋ]kick [kɪk]gig [gɪg]back [bӕk]bag [bӕg]bang [bӕŋ]

raising the back of the tongue to the soft palate or velum



Uvulars [ʀ] [q] [ɢ] raising the back of the tongue to the uvula, the fleshy protuberance that hangs down in the back of our throats

The r in French is often a uvular trill symbolized by [ʀ].

The uvular sounds [q] and [ɢ] occur in Arabic.

These sounds do not ordinarily occur in English.



Glottals [h] [ʔ] The sound of [h] is from the flow of air through the open glottis, and past the tongue and lips as they prepare to pronounce a vowel sound, which always follows [h].

uh-oh [ʔʌʔo] If the air is stopped completely at the glottis by tightly closed vocal cords, thesound upon release of the cords is a glottal stop [ʔ]


MANNER OF ARTICULATION

Speech sounds also vary in the way the airstream is affected as it flows from the lungs up and out of the mouth and nose.

It may be blocked or partially blocked; the vocal cords may vibrate or not vibrate.

We refer to this as the manner of articulation.

VOICED AND VOICELESS SOUNDS

Sounds are voiceless when the vocal cords are apart so that air flows freely through the glottis into the oral cavity. [p] and [s] in super [supər] are two of the several voiceless sounds of English.

If the vocal cords are together, the airstream forces its way through and causes them to vibrate. Such sounds are voiced. [b] and [z] in buzz [bʌz] are two of the many voiced sounds of English.


Voiceless Voiced

rope [rop] robe [rob]

fate [fet] fade [fed]

rack [ræk] rag [ræg]

wreath [riθ] wreathe [rið]


Voiceless Voiced

fine [faɪn] vine [vaɪn]

seal [sil] zeal [zil]

choke [tʃok] joke [dʒok]

peat [pit] beat [bit]

tote [tot] dote [dot]

kale [kel] gale [gel]


Voiceless aspirated Voiceless unaspirated

pool [pʰul] spool [spul]

tale [tʰel] stale [stel]

kale [kʰel] scale [skel]


NASAL AND ORAL SOUNDS

NASAL AND ORAL SOUNDS

STOPS

Stops Examples Production

bilabial stops [p], [b], [m] airstream stopped at the mouth by the complete closure of the lips

alveolar stops [t], [d], [n] the airstream is stopped by the tongue, making a complete closure at the alveolar ridge

velar stops [k], [g], [ŋ] with the complete closure at the velum

palatal affricates

[tʃ], [dʒ] with complete stop closures

glottal stop [ʔ] the air is completely stopped at the glottis

FRICATIVES

Fricatives [f] [v] [θ] [ð] [s] [z] [ʃ] [ʒ] [x]

[ɣ] [h] In the production of some

continuants, the airflow is so severely obstructed that it causes friction, and the sounds are therefore called fricatives.

FRICATIVES

Fricatives Examples Production

labiodental fricatives

[f], [v] the friction is created at the lips and teeth, where a narrow passage permits the air to escape

interdental fricatives

[θ], [ð] the friction occurs at the opening between the tongue and teeth

alveolar fricatives

[s], [z] the friction created at the alveolar ridge

FRICATIVES

Fricatives Examples Production

palatal fricatives

[ʃ], [ʒ]mission [mɪʃən]

measure [mԑʒər]

friction created as the air passes between the tongue and the part of the palate behind the alveolar ridge

In English, the voiced palatal fricative never begins words except for foreign words

such as genre.

The voiceless palatal fricative begins the words shoe [ʃu] and sure [ʃur] and ends the

words rush [rʌʃ] and push [pʊʃ].

glottal fricative

[h] its relatively weak sound comes from air passing through the open glottis and pharynx

AFFRICATES

[tʃ] [dʒ] These sounds are produced by a stop

closure followed immediately by a gradual release of the closure that produces an effect characteristic of a fricative.

The palatal sounds that begin and end the words church and judge are voiceless and voiced affricates, respectively.

Affricates are not continuants because of the initial stop closure.

GLIDES

[j] [w] The sounds [j] and [w], the initial sounds

of you [ju] and we [wi], are produced with little obstruction of the airstream.

They are always followed directly by a vowel and do not occur at the end of words.

After articulating [j] or [w], the tongue glides quickly into place for pronouncing the next vowel, hence the term glide.

VOWELS

Vowels are produced with little restriction of the airflow from the lungs out the mouth and/or the nose.

Vowel sounds carry pitch and loudness.

We classify vowels according to three questions:1. How high or low in the mouth is the

tongue?2. How forward or backward in the mouth is

the tongue?3. Are the lips rounded (pursed) or spread?

TONGUE POSITION

TONGUE POSITION

Types of Vowels

Examples Production

high front vowels

[i] he [hi]

the tongue is high in the mouth and the front part is raised

high back vowel

[u] who [hu]

the tongue is high in the mouth and back part of the tongue is raised

low back vowel

[a]hah [ha]

the back of the tongue is low in the mouth

[ɪ] and [ʊ] hit [hɪt], heat

[hit]put [pʰʊt], hoot

[hut]

slightly lowered tongue positions

TONGUE POSITION

Types of Vowels

Examples Production

low front vowel

[æ]hack [hæk]

produced with the front part of the tongue low in the mouth, similar to the low vowel [a], but with the front rather than the back part of the tongue lowered

front mid vowels

[e] and [ɛ]bait [bet]bet [bɛt]

raising the front of the tongue to a position midway between the high and low vowels

back mid vowels

[o] and [ɔ]boat [bot]bore [bɔr]

raising back of the tongue to a position midway between the high and low vowels

TONGUE POSITION

Types of Vowels

Examples Production

lower mid central vowel

[ʌ]butt [bʌt]

the tongue is not strictly high nor low, front nor back

schwa vowel [ə]about [əbaʊt]

sofa [sofə]

articulated with the tongue in a more or less neutral position between the extremes of high/low, front/back

the schwa is used mostly to represent unstressed vowels

LIP ROUNDING

Types of Vowels

Examples Production

rounded vowels

[u] boot[ʊ] put [o] boat [ɔ] bore

produced with pursed or rounded lips

Unrounded vowel

[i] cheese[a] bar, bah,

aha

with the lips in the shape of a smile

LIP ROUNDING

DIPHTHONGS

A diphthong is a sequence of two vowel sounds.

Diphthongs are present in the phonetic inventory of many languages, including English.

The vowels we have studied so far are simple vowels, called monophthongs.

DIPHTHONGS

Diphthongs Sound Sequence

Examples

[aɪ]

[a] father followed rapidly by the [ɪ] sound

of fit

bite [baɪt]

[aʊ][a] followed by the [ʊ] sound of

putbout [baʊt]

[ɔɪ][ɔ] of bore

followed by [ɪ]boy [bɔɪ]

NASALIZATION OF VOWELS

Vowels can be produced with a raised velum that prevents the air from escaping through the nose, or with a lowered velum that permits air to pass through the nasal passage.

Nasal vowels occur for the most part before nasal consonants in the same syllable, and oral vowels occur in all other places. The words bean, bone, bingo, boom, bam, and

bang are examples of words that contain nasalized vowels.

To show the nasalization of a vowel in a narrow phonetic transcription, an extra mark called a diacritic—the symbol ~ (tilde) placed over the vowel, as in bean [bĩn] and bone [bõn].

TENSE AND LAX VOWELS

PHONETIC SYMBOLS AND SPELLING CORRESPONDENCES



RULES ON WORD STRESS

1. Two-Syllable nouns and adjectives In most two syllable nouns and adjectives, the first

syllable takes on the stress. Examples: SAM-ples CAR-ton Col-or-ful RAI-ny

2. Two-Syllable verbs and prepositions In most two syllable verbs and prepositions, the

stress is on the second syllable. Examples: re-LAX, re-CEIVE, di-RECT, a-MONG

Verbs and prepositions usually get stress placed on the second syllable, but there are exceptions to this too. a-SIDE be-TWEEN


3. Three-Syllable words For three syllable words, look at the word

ending (the suffix), using the following as your guide.

4. Words ending in er, or, ly For words ending with the suffixes er, or,

or ly, the stress is placed on the first syllable.

Examples: DI-Rect/DI-rec-tor, OR-der/OR-der-ly, MA-nage/MA-nag-er


5. Words ending in consonants and in y

If there is a word that ends in a consonant or in a y, then the first syllable gets the stress. Examples: RA-ri-ty OP-ti-mal GRA-di-ent CON-tain-er


6. Words with various endings Take a good look at the list of suffixes

below (suffixes are word endings). Your stress is going to come on the syllable right before the suffix. This applies to words of all syllable lengths. able: ADDable, ARable, DURable ary: PRIMary, DIary, liBRary cial: juDIcial, nonSOcial cian: muSIcian, phySIcian, cliNICian ery: BAkery, SCENery graphy: calLIgraphy, bibliOgraphy, stenOgraphy


ial: celesTIal, iniTIal, juDICial ian: coMEdian, ciVILian,

techNIcian ible: viSIble, terRIble, reSIstible ic: arCHAic, plaTOnic, synTHEtic ical: MAgical, LOgical, CRItical ics: diaBEtics, paediAtrics


ion: classifiCAtion, repoSItion, vegeTAtion

ity: imMUnity, GRAvity, VAnity ium: HElium, ALUminum, PREmium imum: MInimum, MAXimum, OPtimum logy: BIology, CARdiology, RAdiology tal: caPItal, biCOAstal, reCItal


7. Words ending in ee, ese, ique, ette

Words that use the suffix ee, ese, eer, ique or ette, have the primary stress actually placed on the suffix. This applies to words of all syllable lengths. Examples: ee: agrEE, jamborEE, guarantEE eer: sightsEER, puppetEER ese: SiamESE, JapanESE, cheESE ette: cassETTE, CorvETTE, towelETTE ique: unIQUE, physIQUE


8. Prefixes Usually, prefixes do not take the stress of

a word. There are a few exceptions to this rule, however, like: un, in, pre, ex and mis, which are all stressed in their prefix. Examples: ex: e-XAM-ple, ex-pla-NAtion, e-XAM-ine in: IN-side, IN-efficient, IN-terest mis: MIS-spoke, MI-stake, MIS-spelled pre: PRE-cede, PRE-ar-range, PRE-li-min-ary


9. Stress on the second from the end syllable

You put stress on the second syllable from the end of the word, with words ending in ic, sion and tion. Examples: i-CON-ic Hy-per-TEN-sion Nu-TRI-tion


10. Stress on the third from end syllable

You put stress on the third from end syllable with words that end in cy, ty, phy, gy and al. Examples: de-mo-CRA-cy TREA-ty Ge-O-graphy AL-ler-gy NAU-ti-cal


C. Compound verbs A compound verb is when a subject has two or

more verbs. The stress is on the second or on the last part. Examples: Matilda loves bread but de-TESTS butter. Sarah baked cookies and ATE them up. Dogs love to eat bones and love DRIN-king water.

D. Noun + compound nouns Noun + compound Nouns are two word

compound nouns. In noun + compound noun, the stress is on the first word. Examples: AIR-plane mechanic PRO-ject manager BOARD-room member


B. Compound adjectives A compound adjective is an adjective

composed of at least two words. Often, hyphens are used in compound adjectives. In compound adjectives, the stress is placed within the second word. Examples: ten-ME-ter rock-SO-lid Fif-teen-MI-nute


11. Word stress for compound words

A. Compound noun A compound noun is a noun made out of

two nouns in order to form one word. In a compound noun, the first word usually takes on the stress. Examples: SEA-food ICE-land TOOTH-paste


12. Phrasal verbs Phrasal verbs are words made from a verb and

preposition. In phrasal verbs, the second word gets the stress (the

preposition). Examples: Black OUT break DOWN look OUT

13. Proper nouns Proper nouns are specific names of people, places or

things. For example: Jeniffer, Spain, Google. The second word is always the one that takes the stress

Examples: North DAKOTA Mr. SMITH Apple INCORPORATED


14. Reflexive pronouns Reflexive pronouns show that the action affects the

person who performs the action. For example: I hit myself. The second syllable usually takes the stress. Examples: my-SELF Them-SELVES Our-SELVES

15. Numbers If the number is a multiple of ten, the stress is

placed on the first syllable. Examples: TEN FIF-ty ONE-hundred

INTONATION

INTONATION

The falling tone

INTONATION

The low rising tone

INTONATION

The high rising tone

INTONATION

The fall-rise tone

PUBLIC SPEAKINGPART 4

INTRODUCTION

Humans’ ability to communicate using formalized systems of language sets us apart from other living creatures on the Earth.

The ironic feature of public speaking is that while we recognize that it is an important skill to have, many of us do not like or want to give speeches.

Anyone can learn to give effective presentations.

BENEFITS OF PUBLIC SPEAKING

Public

Professional

Personal

• allow you to participate in democracy at its most basic level

• is required at any professions

• enhances chance of securing employment and advancing in career

• fulfills essential roles in family and community

• builds self-confidence

MODELS OF COMMUNICATION

MODELS OF COMMUNICATION

THREE TYPES OF PUBLIC SPEAKING

1. Speeches that inform Explain Report Describe Clarify Define

THREE TYPES OF PUBLIC SPEAKING

2. Speeches that persuade Designed to convince or influence

beliefs or attitudes

3. Speeches that entertain Use humor to influence an audience Goal: to warm audience up

SPECIAL OCCASION SPEECHES

A special occasion speech includes one of several kinds that celebrate an occasion.

More specifically, it might introduce a speaker, entertain an audience, or inspire people.

Another term for special occasion speech is ceremonial speech.

PURPOSE OF SPECIAL OCCASION SPEECHES

Magnification It means giving benefit to the

audience, amplifying emotion, and exceeding expectations.

Identification It involves creating familiarity and

closeness.

TYPES OF SPECIAL OCCASION SPEECHES

Speech of Introduction Toast and Roast Speech to Present an Award Acceptance Speech Keynote Address Commencement Speech Commemorative Speeches and

Tributes After-Dinner Speech


Speech of Introduction A speech of introduction is a brief

presentation used to introduce the main speaker of an event and to inspire the audience to listen to that speaker.

The introductory speech usually has three components: 1. provide a brief backdrop or

background of the main speaker2. introduce the speaker’s topic3. an invitation from the audience to

warmly welcome the speaker


Toast A toast is a brief

tribute to a person or event.

Roast A roast is a variation

of the toast in which the speaker pays tribute to a person by poking fun at her or him in a friendly way.

TYPES OF SPECIAL OCCASION SPEECHES Presentational Speech

Also called a speech to present an award, the presentational speech serves to highlight the merits of the award recipient and to point out the purpose and significance of the award being given.

Acceptance Speech Also called the speech to

accept an award, the acceptance speech gives the recipient an opportunity to express appreciation for the award as well as humility and grace.


Keynote Address The keynote

address represents the keynote of a larger idea taking place at a conference or exposition usually organized around a central theme.


Commencement Speech The commencement

speech is given by a well-known person of local, national, or international acclaim to mark a university or secondary school graduation ceremony.


Commemorative or Tribute Speech A commemorative or tribute speech

is one that pays special accolades to an occasion, extraordinary person, event, idea, or monument.

Such a speech is intended to reflect the emotions of the audience.


After-dinner Speech During the after-dinner speech,

audiences expect to be entertained by a speech that informs them about a particular issue.

This speech sometimes uses humor to make a serious point.

IDENTIFYING YOUR SPEAKING STYLE

Cool presenter Hot presenter Dull presenter

SPEAKING COMPETENCIES

Useful Topic Engaging Introduction Clear Organization Well-Supported Ideas Closure in Conclusion Clear and Vivid Language Suitable Vocal Expression Corresponding Nonverbals Adapted to the Audience Adept Use of Visual Aids Convincing Persuasion

DELIVERING YOUR PRESENTATION

Methods of Speech Delivery Effective Verbal Delivery Effective Nonverbal Delivery Final Tips for Rehearsing and

Delivering

METHODS OF SPEECH DELIVERY

Manuscript Speaking Rarely done well enough to be interesting Guidelines

1. Type your manuscript in short, easy-to-scan phrases

2. Use appropriate nonverbal messages3. Do not read the speech too quickly4. Vary the rhythm, inflections, and pace

of your delivery5. Use gestures and movement to add

nonverbal interest


Memorized Speaking Guidelines

1. Do not deliver your memorized speech too rapidly

2. Avoid patterns of vocal inflection that make the presentation sound recited

3. Use gestures and movement to add interest and emphasis to your message


Impromptu Speaking “off the cuff” Guidelines

1. Consider your audience2. Be brief3. Organize4. Draw upon your personal experience

and knowledge5. Use gestures and movement that arise

naturally from what you are saying6. Be aware of the potential impact of

your communication


Extemporaneous Speaking Method of delivery preferred by most

audiences Guidelines

1. Use a full-content preparation outline when you begin to rehearse your presentation

2. Prepare an abbreviated delivery outline and speaking notes

3. Do not try to memorize your message word for word

4. As you deliver your presentation, adapt it to your audience


RECAP Methods of DeliveryManuscript Reading a speech from written text

Memorized Giving a speech word for word from memory

without using notes

Impromptu Delivering a presentation without advance

preparation

Extemporaneous Speaking from a written or memorized outline

without having memorized the exact wording of

the presentation

KNOW YOUR AUDIENCE

Make up of Audience Superiors Peers Team members Special interest groups Mixed groups

TIME TO OUTLINE

Gather materials Examples Statistics Testimony

PREPARING THE OUTLINE

I. IntroductionII. Body

A. Main pointB. Main point

1. Sub-point2. Sub-point

a. Sub sub-point

b. Sub sub-pointIII. Conclusion

BUILDING THE BODY

Begin developing your speech by working on the middle first, or the body.

The body covers everything you want to say during your speech.

The body should have three to five main points for a 20 minute to half hour presentation.

And if you want your audience to remember those points, the most effective approach is point development.

Once your speech is over, the audience is going to remember main points only.

MAKING AN EFFECTIVE INTRODUCTION

Get the attention of the audience. You can get attention and interest by relating the

topic to the audience. People pay attention to things that affect them directly.

Startle the audience with an arresting or intriguing statement. “Almost one year ago today, a perfect stranger

saved my best friend’s life.”

Arouse Curiosity. Give an arresting synopsis of what you will explore.

Or you may question your audience. This draws the audience in immediately.

PREPARING THE CONCLUSION

Two Purposes1. Let the audience know you are

ending2. Reinforce central idea

EFFECTIVE VERBAL DELIVERY

• Using words well• Crafting memorable word

structure

USING WORDS WELL

• Specific, Concrete Words– Refers to an object or action in the most

specific way possible• Unbiased Words– Do not offend any sexual, racial, cultural,

or religious group• Vivid Words– Add color and interest to your language

• Simple Words– Immediately understandable

• Correct Words– Grammatical and usage errors

communicate a lack of preparation

CRAFTING MEMORABLEWORD STRUCTURES

• Figurative Language– Metaphors

(implied comparisons)

– Similes (over comparisons)

– Personification (attribution of human qualities to non-human things or ideas)


• Drama–Omission (strip a phrase or

sentence of nonessential words that the audience expects)• Do you believe that he can cope …?

– Inversion (invert the usual subject-verb-object sentence pattern)• Him the crowd adores.

–Suspension (saving a key word or phrase for the end of a sentence)• They tried, they fought, they did their

best.


• Cadence– Parallelism (two or more clauses have

the same grammatical pattern)– Antithesis (the two structures

contrast)• From rags to riches, from beans to beef, from

water to wine.

– Repetition (repeat key word or phrase)• The game was lost. The game was finished

before it began. The game was a farce of sportsmanship.

– Alliteration (repetition of an initial consonant sound several times in a phrase, clause, or sentence)• They have bribed us with promise,

blackmailed us with threats, and bled us with taxes.

EFFECTIVE NONVERBAL DELIVERY

• Eye contact• Physical

delivery– Gestures– Movement– Posture

• Facial expression


• Vocal Delivery–Volume–Pitch–Rate–Articulation

• Appearance


RECAP Characteristics of Nonverbal Delivery

Gestures should be relaxed, definite, varied, and appropriate.

Movement should be purposefulPosture should feel natural and be appropriate to your

topic, audience, and occasionEye Contact should be established before you say

anything and sustained throughout your presentationFacial Expression should be alert, friendly, and

appropriateVolume should be loud enough to be heard and variedPitch should be varied to sustain audience interestRate should be neither too fast or too slowArticulation should be clear and distinctAppearance should conform to what the audience

expects

FINAL TIPS FOR DELIVERING YOUR PRESENTATION

Finish your full-content outline several days before you must deliver the presentation

Practice, Practice, Practice Practice good delivery skills while

rehearsing If possible, practice your

presentation for someone else Tape record or videotape your

presentation

FINAL TIPS FOR DELIVERING YOUR PRESENTATION

Re-create the speaking situation in your final rehearsals

Get plenty of rest the night before you speak

Arrive early After you have delivered your

presentation, seek feedback from members of your audience.

Education

Effective speech and oral communication