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IM 11-1
CHAPTER 11
Delivering the Presentation
Resource Guide
The opening page of each chapter in Communicating at Work lists desired learning outcomes. The
Resource Guide will assist you in locating activities and resources from the text and Instructor Manual
that are relevant to each objective.
Integrated Objectives
Resources
Evaluate delivery formats, select and use the
delivery type best suited for any specified
presentation.
Key terms: extemporaneous presentation;
impromptu presentation; manuscript presentation;
memorized presentation
In the text:
Activities: 1
Instructor's Manual online:
Discussion Launchers: 1-3
Classroom Activities: 1
Create and deliver effective extemporaneous and
impromptu presentations.
Key terms: disfluencies
In the text:
Activities: 2-6
Career Tip: Stand or Sit?
Culture at Work: Speaking to International
Audiences
Case Study: Cheerleader Sales Reps
Self-Assessment: Evaluating Your Delivery
Technology Tip: Using Your Smartphone to
Analyze Your Delivery
Instructor's Manual online:
Discussion Launchers: 4-7
Classroom Activities: 2-6
Written Application Exercises: 1
Video Activities: 1,2
Conduct effective question-and-answer sessions
following recommended guidelines.
In the text:
Career Tip: Minimizing Audience Interruptions
Instructor's Manual online:
Discussion Launchers: 8-10
Classroom Activities: 7
Apply information about communication
apprehension in order to speak effectively to others.
Key terms: communication apprehension
In the text:
Activities: 7
Career Tip: Confidence-Building Strategies
Ethical Challenge: Faking Your Feelings
Instructor's Manual online:
Personal Reflection for Journaling
Discussion Launchers: 11,12
Classroom Activities: 8
Written Application Exercises: 2
Video Activities: 3
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About Chapter 12
This chapter explains different types of delivery, pointing out advantages and disadvantages of the
manuscript, memorized, extemporaneous, and impromptu modes. Here again, students learn that there is
no one best style. Rather, choosing the best type of delivery for a particular presentation means
considering the entire context in which the delivery will take place. This is a natural place to review
context from Chapter 1. Students consider whether timing is crucial (chronological context), whether
building trust and relationships is the goal (social context), or whether other factors of audience and
occasion are primary.
Guidelines for effectively delivering a presentation include consideration of visual, verbal, and vocal
elements. The text offers students practical tips in each area. You can reinforce these tips by relating them
to verbal and nonverbal concepts presented in Chapter 4. Tips for handling question-and-answer sessions
provided the groundwork for students to consider this crucial part of presentational speaking. The last
section of the chapter focuses on speaking with confidence; it offers suggestions and guidelines to help
minimize the effects of anxiety on students' performance.
Of particular note in this chapter are the Career Tip, Culture at Work, Ethical Challenge, and
Technology Tip inserts, packed with useful information about whether to present standing up or sitting
down, addressing international audiences, using a smartphone for self-analysis, minimizing interruptions,
and confidence-building strategies.
Personal Reflection for Individual Journaling Assignment
Consider an embarrassing moment. How did you feel at the time? As you look back on it, are you still as
embarrassed? Similarly, if you currently feel embarrassed to stand up in front of an audience, how do you
think you will feel about this moment of embarrassment five years from now? Ten years from now?
Twenty years from now?
Discussion Launchers
1. Think about several of the best speeches you've seen. Which delivery style did the speaker use?
How much did the delivery style have to do with the effectiveness of that speech?
2. What style(s) of delivery do you associate with the worst speech(es) you've seen? Why?
3. Recall an effective impromptu presentation. What did the speaker do to make her or his remarks
effective?
4. Recall a speech you’ve seen in which the speaker used notes ineffectively. In what ways did the
notes hinder the effectiveness of the speech? Based on the guidelines in your text, recommend
ways the speaker could have improved his use of speaking notes.
5. What do you believe are the most important things a speaker can do to ensure that visual and
vocal elements add to, rather than detract from, the content?
6. Although we separate vocal, visual, and verbal elements for purposes of studying them, how do
they interrelate in an actual presentation?
7. In your own words, explain the differences between an oral speaking style and a written style of
language. What happens to the connection between the speaker and the audience when the
presenter speaks with a written style of language? How could a presenter remedy this problem?
IM 11-3
8. What do you consider to be the hallmarks of someone who handles question-and-answer sessions
well?
9. Are good question-and-answer sessions cooperative or competitive events? Why? Give reasons
for your answer.
10. Under what conditions should a speaker invite listeners to ask questions during a presentation?
Under what conditions should a speaker wait until the end of a presentation to invite audience
questions?
11. Think of a time when you felt anxiety about making a presentation. Identify specific elements of
the situation that caused your anxiety. What symptoms did you experience? If you could deliver
the same presentation again, how could you reduce your anxiety?
12. What advice would you give someone who wants to reduce the influence of her speech anxiety?
What works for you?
Classroom Activities
1. Comparing Four Modes of Delivery
Objective: After completing this activity, students should be able to highlight the differences among
manuscript, memorized, extemporaneous, and impromptu delivery.
Procedure: Ask for four volunteers to participate in an activity that clarifies the differences among
modes of delivery. Choose one paragraph from this chapter (or another source if you prefer). Ask
Student #1 to begin memorizing the paragraph. Ask Student #2 to notice the key points and examples in
the same paragraph and prepare to explain the ideas to the class in her or his own words. (You may wish
to suggest that she or he write down a few key phrases.) Ask Student #3 to prepare to read the paragraph
to the class. Ask Student #4 to give a brief impromptu talk about the topic of the paragraph.
Now the fun begins. Have students perform their tasks in reverse chronological order (that is, start with
Student #4 and end with Student #1). This will allow the student who is memorizing enough time to
memorize at least part of the paragraph.
Class Discussion: Questions to discuss after the four students have demonstrated include:
• Which mode seems easiest for the speaker? Why?
Explore students' answers. For example, if students suggest that impromptu seems
easiest, point out that this belief explains why some students justify 'winging it' without
presenting real substance, although this mode is acceptable only in trivial situations. If
students suggest that reading is the easiest mode, point out that this belief explains why
some students don't bother to practice, but simply read their speeches. In doing so, they
forfeit the opportunity that public speaking affords for enriching a message through
dynamic nonverbal delivery.
• Which mode of delivery do you prefer to listen to? Why?
• Which mode helps you understand the material best? Why?
• Which mode has the greatest impact on you? Why?
• Compare your reactions to the four modes of delivery. Do your reactions correspond to the
strengths and weaknesses of the various modes of delivery as pointed out in the textbook?
IM 11-4
2. Speaking Notes for Extemporaneous Speeches
Objective: This activity gives students an opportunity to prepare a set of speaking notes from a speech.
Additionally, students should be able to understand the impact of well-prepared speaker notes on the
effectiveness of their speech.
Procedure: Select a speech from Vital Speeches, and make a copy for every student in the class. As a
homework assignment, tell the students to prepare a speaking outline from the manuscript you have just
provided them. In class the next day, display and evaluate the speaking outlines in class.
After you complete this activity, construct a speaking outline of the same speech on the board using
student input. Ask the students to compare the speaking outline they constructed with the class's efforts.
Class Discussion: After working together with the students to develop the speaker outline on the board,
you can use the following questions to facilitate class discussion.
• Did you experience any difficulty developing the speaker outline from this speech? If so,
why?
• What types of differences exist across each of the speaker outlines from each of your
classmates? Where are the similarities?
• Which organizational pattern was most appropriate for this speech? Why?
• What changes would you make in their individually generated outline?
3. The “News Item” Impromptu Speech
Objective: This assignment should allow students to reduce anxiety about impromptu speaking and
assist in the development of organizational patterns. In addition, it will provide variety in impromptu
speaking situations and encourage student creativity and thinking on one's feet.
Procedure. On the day of this activity (not before), distribute short news articles to students. Ask each
student in turn to deliver an impromptu speech explaining the news item. The speech should last one to
two minutes. It should include an opening statement, a thesis, a body, and a conclusion that relates back
to the thesis. It is helpful to demonstrate one impromptu speech yourself.
Variation 1 - Ad Evaluations: Instead of news items, you could bring magazine ads. Ask
students to evaluate the use of verbal (written) and visual support in the ads. The thesis should
identify what the ad is trying to sell; the body should evaluate credibility, evidence, and
emotional appeals used in the ad.
Variation 2 – Review of Communication Concepts: Hand out slips of paper with review topics
from the text. Ask each student to state the topic in the thesis. In the body of the impromptu, they
should provide a definition, example, and reason why this topic is important to know.
Class Discussion: After each speech, ask the class to determine which organizational pattern the student
used. After all speeches have been concluded, additional discussion questions include:
• What were some of the key strengths and weaknesses you saw and heard in these speeches?
• Identify several speeches that were clearly organized. What organizational patterns did these
students use?
• Identify several speeches that demonstrated effective verbal elements. What guidelines from
the text did these speeches illustrate?
IM 11-5
• Identify several speeches that demonstrated effective vocal elements. What guidelines from
the text did these speeches illustrate?
4. Comparing Nonverbal Behaviors
Objective: This activity helps students compare effective and ineffective nonverbal behaviors.
Procedure: Divide the class into groups of about five students. Assign each group one of the three
categories of speaker body language from Table 11-1. (Because there are only three categories, you will
assign some categories to more than one group.) Each group should design a very short demonstration of
some of the nonverbal behaviors listed in their category.
Alternative: Instead of assigning categories to groups, you can ask each student to choose one behavior
to demonstrate.
Class Discussion: Give groups four to five minutes to prepare their demonstrations. Then, ask each
group to present their demonstration to the class. The class will identify the specific behavior and the
“common interpretation” they are enacting. After each group has presented their demonstration, wrap up
the session with a few open-ended questions.
• Did you interpret the behaviors in the same way as Table 11-1 suggests? If not, why not?
• Could these nonverbals ever be interpreted differently? Under what circumstances?
• What additional nonverbals might you add to each category?
• How can you find out if you are enacting any of these nonverbals while you are speaking?
• If you do tend to use any of the arrogant or insecure nonverbals, how could you change these
habits?
5. Use Opening Moments to Establish (and Closing Moments to Reinforce) a Relationship with
Your Audience
Objective: Students will recognize how crucial the opening moments of a speech are in establishing a
sense of presence, credibility, and immediacy with the audience, and how crucial the closing moments are
in maintaining those positive vibes. This helps students begin to form effective habits for opening and
closing nonverbals in a nonthreatening setting (they are not being graded, and they don't have to
remember any content).
Procedure: Present this entire activity in a lighthearted manner so it doesn’t seem like a punishment or
threat to students.
From the section in the text about Visual Elements, review the following pointers: Step Up to Speak with
Confidence and Authority; Get Set before Speaking; Begin without Looking at Your Notes; Establish and
Maintain Eye Contact (especially the following sentence: "Use the moment before you speak to establish
a relationship with your audience"); Don’t Pack Up Early; and Pause, Then Move Out Confidently.
Demonstrate this exercise to students first. Ask students to observe you as you complete the following:
• walk calmly to the front of the class
• arrange your speaking notes on the lectern
• assume a pleasant facial expression
• spend about five seconds establishing eye contact with the audience (being sure that no
area of the room is neglected)
• glance at your notes to set your opening words in your mind
• regain eye contact while stating one or two sentences about yourself
IM 11-6
o Be sure to signal the conclusion of your "speech" by lowering the pitch of your
voice.
• stand still, refrain from touching your notes, and maintain eye contact and a pleasant
expression while the audience claps
• gather your notes and walk calmly away from the lectern ONLY after the audience has
stopped clapping.
Give students a moment to write their own very brief set of speaking notes, using only key words.
Students should limit their remarks to two sentences. Now, work your way around the room, having
students complete the entire process one by one. Caution them that, if they start to rush back to their seats
before the clapping stops, they will earn the dubious privilege of repeating the entire exercise.
Class Discussion: Debrief this exercise with questions such as
• Which part of this exercise was most difficult for you?
• What was the easiest aspect of this exercise?
• Was looking at audience members before starting intimidating?
• What strategies did you use to help you do two tasks at once: looking at the audience,
and stating your opening words without looking down?
• How did it feel to stand and look at the audience while they were clapping for you? Why
is it important to learn to do this?
• Now that you've lived through an applause session without running away, will you be
able to do it again after you give your first speech?
• When you were in the audience, what nonverbal behaviors on the part of the speakers
made you interested in what they were saying?
• What types of ineffective nonverbals did you notice, as audience members?
• When you were standing in front of the class, what behaviors on the part of the audience
helped you or hindered you from completing this task successfully?
If your class has any students with high speech anxiety, take this opportunity to congratulate the class for
having already made it through their first speech without passing out!
6. Converting Written Language to Oral Language
Objective: Students will practice revising stuffy, written language into lively, oral language.
Procedure: Just before introducing this activity, startle students slightly by bringing in a short
manuscript lecture and reading from it or by opening the text and reading directly from it. You should
maintain eye contact as much as possible, but be sure to use complex sentences that are difficult to
understand aurally. After a moment, stop reading and ask students for their reaction.
Use this demonstration to point out the differences between spoken and written genres of our language.
Mention that effective speakers use a style that is somewhere between complex written language and
casual conversations, which often include incomplete ideas, imprecise language, fillers, and "teen talk"
expressions (words like "awesome;" "sweet;" "and stuff;" "like;" "really;" "sort of"). Segue into a review
of the section in this chapter titled "Use an oral speaking style."
Next, distribute to groups of students a list of complex sentences such as the following:
• One should remind the class that it is a good idea for students to ask questions in cases
where a situation arises in which they do not understand the material.
• This insurance form must be properly filled out by all new hires before the last day of the
first week of full-time employment with this company.
IM 11-7
• It is imperative to admonish all salesclerks that a number one priority of effective sales is
that a high level of comfort should be created in customers.
• Safety glasses must be worn by electricians when in the vicinity of electrical equipment
that is prone to electrical emissions.
The groups should revise the statements into lively, oral language that is relevant to the audience.
Encourage them to be creative, and to focus on “connecting’ with the audience. They may revise a single
sentence into several sentences, add specific descriptions, illustrate the point with a concrete example of
analogy, or use other rhetorical devices.
Class Discussion: When groups have finished, compare the various groups' revisions. You might want
to have the class vote which version is most clear and interesting.
7. Mock Question and Answer Session
Objective: Students will become more familiar with answering questions about their speaking topic.
Procedure: Start by reviewing key points explained in the section of this text titled "How To Manage
Questions." Next, ask for two or three volunteers. This exercise actually works best if you, the instructor,
pose as the first volunteer! Instruct each volunteer to think of one concept from the text they know well
enough to answer questions about. There are two advantages to focusing on topics from the text: (a) This
exercise will serve as a chapter review while also demonstrating question/answer protocol, and (b)
students in the audience can assist in answering questions if needed.
The first volunteer will "start the ball rolling" by explaining what topic s/he has chosen, then asking the
class, "One question you might have is….” The volunteer will provide his or her own concise answer.
Next, s/he will prompt the class: "What questions do you have?" After a classmate asks a question, the
volunteer should rephrase the question and then answer it concisely, staying focused on the main point.
Since this is a low-stress practice exercise, if the volunteer gets "stuck," ask classmates to assist her or
him in crafting a concise answer. After answering three student questions, the volunteer will offer a brief
summary that refocuses the session back to the main point.
Proceed with one or two more volunteers, until students feel comfortable with this format. Alternatively,
you may wish to circulate 3x5 cards with the following written on them: factual question; opinion
question; controversial question; dumb question. The students holding the cards will ask that type of
question. At the end of each round, ask students to circulate the cards so a new set of students will be on
task to ask questions.
Class Discussion: Follow the demonstrations by asking which answers students thought were most
effective. Then, turn the tables by inquiring whether they noticed any types of questions from the
audience that were more effective or less effective at eliciting solid answers. Finally, work through the
guidelines listed under "How To Manage Questions," evaluating how well the volunteers accomplished
each one.
8. How Anxious Are You about Public Speaking?
Objective: After completing this activity, students will be aware of their level of communication
apprehension based on a widely used scale. More importantly, students will understand the commonality
among their peers concerning communication apprehension levels.
IM 11-8
Procedure: Distribute a copy of the handout titled "Personal Report of Communication Apprehension"
(located at the end of this section) to each of your students, and have them complete the instrument.
Make sure they read the instructions carefully, and allocate enough time to complete the entire survey
thoughtfully. The bottom of the handout provides a description of how the instrument is scored. Have all
students determine their scores on the PRCA.
Class Discussion: In class, discuss students' fears of public speaking and the connection to their PRCA
scores.
• Is there a consistent theme concerning the class's scores on the PRCA?
• What factors might contribute to having either high or low scores on this instrument?
• What methods can individuals use to experience less communication apprehension while
speaking?
Written Application Exercises
1. Delivery
Choose two professional presentations you've attended: one that was delivered effectively and one that
was not delivered so effectively. Compare the speakers' use of visual elements, verbal elements, and vocal
elements. Provide several very specific examples. Incorporate vocabulary from the text. Explain why you
considered each example to be effective or ineffective. Explain how you can use this information to
improve your own speech delivery.
2. Managing Anxiety
Write an essay in which you identify and describe types of anxiety that you might experience when you
deliver oral presentations. Try to be as honest as possible. Using three or four ideas from the text that you
find to be most helpful for you, develop a strategy to help you manage your anxieties. Be very specific.
Explain exactly how you'll apply your strategy in this class and in future speaking opportunities.
Video Activities
1. Influencing Credibility
Objective: After completing this activity, students should be able to understand and discuss the relative
contributions of verbal and nonverbal behavior to an individual's credibility as a speaker. They should
also be able to define the various elements of credibility as they relate to an individual's verbal and
nonverbal behavior. Finally, they should comprehend the various forms of nonverbal communication that
impact the way individuals communicate with one another in a variety of settings.
Procedure: After reviewing the various verbal and nonverbal concepts discussed in the text, show a
four- or five-minute segment of a videotaped presentation. The presentation can be from any type of
public speaking situation—a presidential campaign speech, a student's class presentation, or a speech
from a film. Regardless of the type of presentation, it is important that you do not tell the students
anything about the speaker. Show the clip first with the picture turned off so that the students hear only
the speaker's voice; then show it again with the picture on and the sound off. The third time, show the
video with both sound and picture. After each viewing, the students should complete the Credibility
Rating Form located at the end of this section. Read the following directions to the students after each
presentation: On your Credibility Rating Form indicate how you rate the speaker by writing a number
from 1 (low) to 5 (high) beside each characteristic. For example, if you think that the speaker was very
IM 11-9
charismatic, write 5; if only average, write 3; if uncharismatic, write 1. After the third showing, discuss
students’ ratings and the reasons for their ratings.
Class Discussion: Class discussion should focus on the differences in students' scores for each viewing
and the elements that contributed to the ratings given.
• Which of the three viewings did you score the highest? Why?
• What impact do both verbal and nonverbal elements have on the effectiveness of a speaker?
• Which aspects of nonverbal communication added to or detracted from the speaker’s
credibility?
• Which aspects of verbal communication added to or detracted from the speaker’s credibility?
• Did the combination of verbal and nonverbal elements increase the speaker's effectiveness?
Why or why not?
Applications: This activity explores the relationship between the aspects of credibility and the
appearance and delivery of the speaker, as well as the verbal content of the speech. Students should learn
the elements that enhance credibility when they deliver their own speeches to a classroom audience.
2. Analyzing Yourself on Video
Objective: Students will apply the wisdom set forth in the Technology Tip titled "Using Your
Smartphone to Analyze Your Delivery."
Procedure: This exercise works best if you instruct students to prepare and practice ahead of time. You
can either ask them to prepare a one- to two-minute practice speech, or you can use this exercise as a
dress rehearsal before their graded speech. Have students bring their own tapes or data storage devices on
the day of the exercise so they can keep their recordings for future reference.
In class, assign students to "help groups" of five. Have a camcorder or DVD recorder available for each
group. Each group will take turns until each student has been recorded as she or he presents a practice
speech to the help group. Next, the group will proceed one-by-one, watching each student's video and
analyzing it using the items in the Career Tip. Help group members will then make suggestions to each
other for improvements.
If your class time is limited, you can (a) suggest that students watch only portions of each speech, (b)
assign this as a homework project, or (c) allow time for students to give one another feedback in class,
and then instruct students to watch their own video four times at home.
Class Discussion: After help groups have completed their peer evaluations, ask questions such as
• What did you learn that surprised you?
• What one or two pointers from your group would you like to share with the entire class?
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3. Coming to Grips with Anxiety
Objective: This activity provides a humorous way to encourage students to identify and discuss some of
their own anxieties about public speaking.
Procedure: Show a clip from the video titled Ghost and Mr. Chicken in which Mr. Chicken becomes
overwhelmingly embarrassed about addressing a crowd and blows it entirely.
Class Discussion: After showing the clip, ask students to analyze Mr. Chicken's experience. Ask
students to use material found in the section of the text titled "Speaking with Confidence" to suggest
remedies that Mr. Chicken might try to help him overcome his anxiety.
After students have discussed Mr. Chicken's experience, divide them into small groups. Have them
identify some of their own anxieties and find appropriate strategies for managing them.
* This activity was contributed by Ann Gates, Itineris Technical School
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Credibility Rating Form
Characteristic
Sound Only
Picture Only
Both
Charisma
Expertise
Trustworthiness
Competence
Sincerity
Commitment
Empathy
Strength
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Personal Report of Communication Apprehension
The following is a self-report measure of public speaking anxiety. Respond to each statement honestly, and work
quickly. Indicate the extent to which you agree or disagree, and score yourself as follows: Strongly Agree = 1, Agree
= 2, Undecided = 3, Disagree = 4, Strongly Disagree = 5.
1. While preparing for giving a speech I feel tense and nervous.
2. I feel tense when I see the words "speech" and "public speaking" on a course outline when
studying.
3. My thoughts become confused and jumbled when I am giving a speech.
4. Right after giving a speech, I feel that I have had a pleasant experience.
5. I get anxious when I think about a speech coming up.
6. I have no fear of giving a speech.
7. Although I am nervous just before giving a speech, I soon settle down after starting and feel calm
and comfortable.
8. I look forward to giving a speech.
9. When the instructor announces a speaking assignment in class, I can feel myself getting tense.
10. My hands tremble when I am giving a speech.
11. I feel relaxed while giving a speech
12. I enjoy preparing for a speech.
13. I am in constant fear of forgetting what I prepared to say.
14. I get anxious if someone asks me something about my topic that I do not know.
15. I face the prospect of giving a speech with confidence.
16. I feel that I am in complete possession of myself while giving a speech.
17. My mind is clear when giving a speech.
18. I do not dread giving a speech.
19. I perspire just before giving a speech.
20. My heart beats very fast just as I start a speech.
21. I experience considerable anxiety while sitting in the room just before my speech starts.
22. Certain parts of my body feel very tense and rigid while giving a speech.
23. Realizing that only a little time remains in a speech makes me very tense and anxious.
24. While giving a speech I know I can control my feelings of tension and stress.
25. I breathe faster just before starting a speech.
26. I feel comfortable and relaxed in the hour or so just before giving a speech.
27. I do poorly on speeches because I am anxious.
28. I feel anxious when the teacher announces the date of a speaking assignment.
29. When I make a mistake while giving a speech, I find it hard to concentrate on the parts that follow.
30. During an important speech, I experience a feeling of helplessness building up inside me.
31. I have trouble falling asleep the night before a speech.
32. My heart beats very fast while I present a speech.
33. I feel anxious while waiting to give my speech.
34. While giving a speech I get so nervous I forget facts I really know.
To determine your score, first total the numbers you gave yourself for statements 1, 2, 3, 5, 9, 10, 13, 14, 19, 20, 21,
22, 23, 25, 27, 28, 29, 30, 31, 32, 33, and 34. Now subtract this total from 132, and add the difference to your total
score on statements 4, 6, 7, 8, 11, 12, 15, 16, 17, 18, 24, and 26. Your total score should be no higher than 170 and
no lower than 34. If your score is higher than 100, then you are moderately too fearful of public speaking. A score
between 80 and 100 means moderate fear, and anything less than 80 means minimal fear. Your score is only an
approximation of your speech anxiety and should be regarded as such. Also, know that the vast majority of students
who have responded to this measure on many campuses in the United States fall in the moderately anxious range.
Super low and super high scores are rare.
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Additional Resources
Print
Greene, Richard. (2002). Words that shook the world: 100 years of unforgettable speeches and events.
New York: Prentice Hall Press. Analyzes the strategies of the world’s most dynamic speakers.
Hamlin, S. (2006). How to talk so people listen: Connecting in today’s workplace. New York: Harper
Collins.
Ideas for answering questions, thinking ahead, planning to communicate, and participating in
meetings and presentations. Includes tips for meetings and one-on-one conversations. Addresses
generational differences.
Hutchison, D. & Hutchison, M. (2008). Speaking mastery: The 7 keys to delivering high impact
presentations. Garden City, NY: Morgan James Publishing.
Offers tips for improving speaking style. Includes chapters on powerful delivery, such as “the
eyes have it,” “physiology,” and “voice is power.”
Daly, J., McCroskey, J., Ayres, J., & Hopf, T. (2009) Avoiding communication: Shyness, reticence, and
communication apprehension.
Addresses symptoms, signs, and perceptions regarding communication avoidance. Helpful
remedies for overcoming reticence.
Richmond, V. P., & McCroskey, J. C. (1997). Communication: Apprehension, avoidance, and
effectiveness (5th ed). Scottsdale, AZ: Gorsuch Scarisbrick.
This classic is concise, yet is still a good source of material on communication anxiety. Causes
and effects of apprehension about communicating in many contexts, not only the public-speaking
context, are addressed, and the appendix provides multiple self-report instruments for readers to
assess their communication apprehension.
Rubin, R. B., Rubin, A. M., & Jordan, F. F. (1997, April). Effects of instruction on communication
apprehension and communication competence. Communication Education, 46(2), 104–114.
A report on the effects of classroom instruction on students' personal reports of communication
competence and communication apprehension.
Wells, L. K. (2003). The articulate voice: An introduction to voice & diction (4th ed.). Scottsdale, AZ:
Gorsuch Scarisbrick.
This text is an ideal study of the various factors of voice: pitch, volume, rate, quality, articulation,
and more. Pronunciation guides are included.
DVD
90 Minutes to Killer Presentation Skills. 84 min. Educational Video Group, Inc.
Examines effective delivery skills used by charismatic speakers such as JFK, Bill Clinton, and
Barack Obama.
The 5 Communication Secrets That Swept Obama to the Presidency (2008) 47 min. Cambridge
Educational Films.
Explores the impact of tone of voice; body language; verbal language; message content; and
fluency. Analyzes clips from Obama’s speeches as examples.
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Communicating by Voice and Action. 14 min. Coronet.
Confident Public Speaking. Career Track Publications.
Conquering Communication Anxiety. (2010) 24 min. Insight Media.
Behavioral and cognitive approaches to overcoming anxiety.
Delivering the Speech. 30 min. VTAE.
Addresses causes of stage fright and ways to overcome it, plus verbal and nonverbal
considerations in delivering a speech.
Extemporaneous Speaking. (2011) 23 min. Insight Media.
Writing and research tips; preparation; practice; and performance.
Face To Face: A Common-Sense Approach to Developing Effective Business Communication Skills. Vol.
IV. Part 3. "Appearing on Television." 30 min. The Educational Video Group.
Face To Face: A Common-Sense Approach to Developing Effective Business Communication Skills.
Vol. II. Part 2: "Presentation Skills." 30 min. The Educational Video Group.
Just Say It! Exploring the Fear of Public Speaking. (2007) 73 min. Cambridge Educational Videos.
Traces a young man’s efforts to overcome anxiety, as he interviews contestants in a youth speech
competition.
Speaking Effectively: To One or One Thousand. 24 min. CRM Productions.
Gives basic information needed for beginning public speakers. Covers anxiety, body language,
rehearsal, and confidence-building techniques to develop mental, visual, and verbal effectiveness.
The Toastmasters’ Guide to Public Speaking: How to Write and Deliver Great Speeches. 35 min.
Kantola Videos. Techniques for writing and delivering compelling speeches.
Web
Stephen Boyd
http://www.speaking-tips.com/Delivery/
Boyd presents tips for effective delivery.
Ferguson Center for Public Speaking:
http://www.hsc.edu/Academics/Speaking-Center/For-Students/Speaking-Anxiety.html
Anxiety management article.
Lenny Laskowski
http://www.ljlseminars.com/monthtip.htm
Features a tip of the month for public speaking. Includes archives to numerous helpful tips.
Rochester College Speech Anxiety Website
http://www.roch.edu/dept/spchcom/anxiety.htm
Students can gain many useful strategies for managing communication apprehension from this
site. Also includes tips for instructors who are attempting to help students overcome anxiety.
