Chapter 12
Types of Business Presentations
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.
Chapter Objectives
Resources
Prepare and deliver the following types of
informative presentations: briefing, feasibility
report, status report, final report, training session.
Key terms: briefing; feasibility report; final report;
report; status report; training
In the text:
Career Tips:
Adult Learning Styles
Poster Presentations
Technical Reports
Case Study: Online Training at Cheesecake Factory
Activities: 1-3
Instructor’s Manual online:
Discussion Launchers: 1-4
Classroom Activities: 1-4
Video Activity: 1
Choose the most persuasive organization plan for
your topic, audience, and situation.
In the text:
Career Tip: How to Request a Raise
Self-Assessment: Persuasive Strategies
Activities: 4, 5
Instructor’s Manual online:
Discussion Launchers: 4,5
Classroom Activities: 5
Video Activity: 2
Understand the elements of and be able to construct
motivational speeches, goodwill speeches,
proposals, and sales presentations.
Key terms: benefits; features; goodwill speech;
motivational speech; proposal; sales presentation
Instructor’s Manual online:
Discussion Launchers: 6-9
Classroom Activities: 6,7
Design a persuasive appeal that is ethical and
effective.
Key terms: anchor; credibility; fallacy; latitude of
acceptance; latitude of noncommitment; latitude of
rejection; persuasion
In the text:
Career Tips: Balancing Logic and Emotion
Ethical Challenge: Principled Persuasion
Activities: 4, 5
Instructor’s Manual online:
Personal Reflection for Individual Journaling
Discussion Launchers: 10-16
Video Activity: 3
Distinguish persuasive strategies (problem–
solution, comparative advantage, criteria
satisfaction, and motivated sequence) and use each
In the text:
Activities: 7,8
in appropriate presentations.
Key terms: comparative advantages; criteria
satisfaction; motivated sequence; problem-solution
Work with others to plan and deliver a group
presentation.
In the text:
Ethical Challenge: Honoring a Less-than-
Honorable Person
Activities: 9
Instructor’s Manual online:
Discussion Launchers: 18
Classroom Activities: 8
Prepare and deliver remarks for these special
occasions: welcoming remarks, introducing another
speaker, honoring a person or institution, giving a
toast, and presenting and accepting an award.
Key terms: award presentation; speech of
introduction; toast; tribute; welcoming remarks
In the text:
Activities: 10
Instructor’s Manual online:
Discussion Launchers: 19
Video Activity: 4
About Chapter 12
Chapter 12 examines both informative and persuasive presentations that are standard in business
settings. Throughout the chapter, students will be able to incorporate previously taught skills as they
plan and deliver contemporary business presentations that are both ethical and effective.
Informative presentations covered include briefings, several types of reports, and training sessions.
Students are prompted to apply specific strategies for constructing informative presentations that are
suitable to their audiences. As in previous chapters, the information presented encourages students to
consider the context of their presentation by appealing to the particular audience, shaping the presentation
to the occasion, using comparisons that fit this audience’s interests and needs, and involving the audience
appropriately.
The section about persuasive presentations reviews four patterns of organization that were introduced
in Chapter 9: problem-solution; comparative advantages; criteria satisfaction; and motivated sequence.
The text then compares the purposes of four types of persuasive presentations typical of business and
professional settings: motivational speeches, goodwill speeches, proposals, and sales presentations.
Suggestions are given for selecting organizational patterns that match each purpose.
This chapter continues with a discussion of ethical persuasion, developing students‘ sensitivity to the
distinctions among persuasion, coercion, and manipulation. The chapter provides an arsenal of ideas for
building credibility, avoiding logical fallacies, and incorporating psychological appeals. Here, the text
revisits various strategies of audience analysis introduced in Chapter 9, emphasizing the importance of
matching persuasive strategies to the needs, type, and cultural style of an audience.
The next section offers practical tips for organizing a group presentation. Advice is presented for
planning, organizing, delivering, and evaluating group presentations. In conjunction with this section, you
may wish to remind students about key factors from Chapters 7 & 8 regarding shared goals, desirable
norms, cohesiveness, and creativity.
The chapter concludes with an overview of various types of special occasion speeches that students
may be called upon to present in their academic, personal, civic, and workplace experiences. These
include welcoming remarks, introducing a speaker, honorary remarks, toasts, and presenting and
accepting awards. When covering this portion of the chapter, it is useful to review the material about
impromptu speeches and managing anxiety from Chapter 11, to assist students in feeling more
comfortable and confident on these special occasions.
Personal Reflection for Individual Journaling Assignment
Envision yourself as having studied the characteristics that contribute to effective speaking, developed a
positive mind-set, and dedicated enough hours of practice to have become fairly competent at presenting
ideas in front of an audience. (If you are already competent, envision yourself as you are now!) As a
competent speaker, what will be some of your personal lifelong contributions to your workplace and your
community?
Discussion Launchers
1. Select one type of informative presentation described in the text. Choose a topic you are
knowledgeable about and, using the text’s guidelines your chosen format, explain how you would
present your topic.
2. What does it mean to “use signposts” in your speech? What examples of signposting have you
heard in presentations you’ve attended? How did it contribute to the clarity of the message?
3. Recall a presentation you’ve attended in which the speaker covered more information than was
necessary (or not enough information). How did this impact the audience? Do you think the
speaker was aware of the impact on the audience? If so, what clues helped you notice this? How
can you prevent such an awkward experience when you are presenting to a group?
4. Discuss potential advantages and disadvantages of each of the patterns of organization identified
in this chapter.
5. “There is an informative element to most, if not all good persuasive talks.” Agree or disagree
with this statement. Support your stance with examples.
6. Consider effective and ineffective motivational speeches you have heard. Compare aspects of
these speeches, such as organization, content, length, and delivery. What have you learned from
observation that you can use to enhance your own ability to motivate others.
7. Think of a goodwill presentation that you have attended. What strategies did the speaker use to
creating a positive image of the cause that was being represented? How successful were these
strategies? Can you think of any suggestions you could give this speaker for enriching the
positive image?
8. Recall a proposal you have made that the receiver didn’t agree to. After having read this chapter,
how might you rework your presentation? Do you think this revised proposal might be more
successful if you had a chance to present it over again to the original audience in the original
setting?
9. The first three headings in the section about Sales Presentation exhort you to focus on your client,
not your product. Why is this so?
10. When have you felt that you have been the object of someone’s persuasion? Someone’s coercion?
Someone’s manipulation? Before reading this chapter, how would you have explained the
differences among these concepts? Do the differences lie in what the speaker intends or in how
you perceive what the speaker is doing?
11. According to the text, what distinguishes an ethical from an unethical attempt to persuade? Do
you agree or disagree with the text? Why?
12. What will be the topic of your next persuasive presentation? How can you assure the audience
that you have sufficient credibility (ethos) to address this topic?
13. Think about various speakers you’ve listened to. Which ones did you perceive as most credible?
What had the speaker done to enhance his or her credibility? What, in your mind, most quickly
destroys the credibility of a speaker? Why?
14. Have you ever given a speech in which you felt that you didn’t have much credibility as a
speaker? Why didn’t you have credibility? How did the audience react? How did you feel? If
you could present this speech again, how would you build more credibility?
15. We frequently read or hear examples of logical fallacies in the media (especially in political
speeches and advertisements). Recall an example of a logical fallacy you have run across
recently. Does it fit into one of the categories of logical fallacies identified in this chapter? If so,
which one? If not, create your own new category of fallacies to be aware of.
16. Which kind of evidence is more persuasive to you, logical or emotional? Which is less
persuasive? Does your response vary with the claim and the context? With the speaker? Explain.
17. How can you identify your audience’s psychological needs so you can address them in your
presentation?
18. Recall several effective group presentations you have watched in any of your classes. What
made these presentations effective? Now recall several group presentations that you thought
were not very effective? What suggestions for improvement could you offer to these groups?
19. Create an outline of an effective special occasion speech you might give (choose any of the types
mentioned in the text).
Classroom Activities
1. Drafting a Report
Objective: Students will apply information from this chapter as they construct an outline for a report.
Procedure: Review with the class the sections of this chapter covering status, final, and feasibility
reports. Be sure students understand the differences among the types and how each can be organized.
Divide students into six groups, so that each type of report can be assigned to two different groups.
Instruct groups to think of a topic suitable to their type of report. They should then develop an outline,
demonstrating how they would arrange their points. Have them prepare to justify their organizational and
content choices based on audience and situation analysis. When groups are ready, ask them to explain
their outlines to the class.
Class Discussion: Ask each group to share its recommendations with the class. Critique the pattern
choices, paying particular attention to students’ justifications.
• What is your overall informative goal in this situation?
• What is your relationship to the audience? How does this affect your credibility?
• How does the specific occasion and setting affect your choice of pattern?
• What other considerations influenced your choice of pattern?
• Why did you choose these particular main points?
2. Covering Only the Necessary Information, AKA “Less Is More”
Objective: Students will practice focusing their presentations, emphasizing only what is necessary for
their audience to know. Students will learn the value of developing a few points in depth instead of
glossing over so many points that the listener becomes confused.
Procedure: Arrange students in groups of three or four. Ask each group to select a topic that one of the
students is quite familiar with and that is interesting to the entire group. The group will then narrow the
topic. Instruct each group to create a mind map, as follows. Write the topic and draw a circle around it.
For every related idea that you think you should include, draw a line branching off from the main circle,
and write the concept on the branch. Next, the group will choose the one concept they find most
interesting. They will now repeat the process by drawing a new circle with this word as the centerpiece.
From this second diagram, students will select one of the branches to use as the main topic of the
presentation. They will then draw a third circle using this concept as its centerpiece. The centerpiece of
this third flow chart will become the topic of the presentation. Group members will then choose two to
four of its branches as the main points of the presentation. With the help of the group “expert” on the
topic, they will create an outline of the main points and the supporting material. All group members must
agree that the material included is interesting, enlightening, relevant, and neither too complicated nor so
obvious that it would insult the intelligence of the audience.
Class Discussion: After groups have created their key word outlines, ask them to present to the class the
process they used in narrowing their topics. Find out whether the class agrees that the narrowed topic is
more interesting and informative than the original. If there is no class consensus, elicit a variety of
suggestions regarding what types of information are necessary and unnecessary. Use this opportunity to
point out that sometimes, with an audience of mixed levels of background knowledge, the speaker’s best
tack is to include a few elements that will appeal to each segment of the audience.
3. Informative Presentations in the Workplace
Objective: This assignment helps students become more familiar with various types of informative
presentations used in business settings.
Procedure: Divide the class into groups. Assign each group one type of informative presentation. For
their assigned type, students should identify the following:
• purpose
• suggested length
• typical type of content
• recommended organizational pattern or format
• other considerations
As time permits, students should choose a topic they have knowledge of and develop a brief outline
that illustrates this type of presentation.
Class Discussion:
After groups have presented their results, you could follow up with questions such as
• Which types of presentations are you most familiar with?
• Do some types seem to correlate with various types of job positions?
• Which types seem require the most care and planning?
4. Constructing Clear Explanations
Objective: Students will gain skills in explaining concepts clearly, using language that aids the interest
and understanding of the audience.
Procedure: Review with students the guidelines for avoiding jargon and linking the familiar to the
unfamiliar in the section of this chapter titled “Delivering the Training.” Next, instruct each student in the
class to write down one jargon term and one procedure they are familiar with. They should draw the
jargon and procedures from their own jobs or hobbies. For example, a student who owns a horse might
suggest the jargon “tack”; a student who works in a photocopy lab might suggest the procedure of
preparing a customer order for copying.
Place students in groups of three. Each group will (a) devise alternative language for expressing their
jargon words (without obscuring the original meaning) and (b) explain the procedures in lay terms by
comparing them to concepts most students are familiar with.
Class Discussion: After groups have completed their tasks, ask them to share examples with the class.
Have class members decide whether the explanations are clear. If not, ask the class to suggest additional
modifications.
5. Organizing Persuasive Messages
Objective: Students will select the most effective organizational patterns for a variety of topics and then
develop main points.
Procedure: Distribute a list of possible topics to small groups of students. Instruct students to define
their persuasive goal and specify information about the audience and setting. They should then choose an
organizational pattern, justify their choice, and identify main points they could use. If you are short of
time, you could assign the same topic to each group and then share the results.
Examples of topics:
• Your boss has asked you to report on how sales of three products have changed over the past
five years.
• You are trying to persuade a large business to switch from its present temporary service
agency to your company.
• You want to persuade selected students who will be graduating from college to work for your
company.
• You want to persuade your boss to hire a new assistant in your department.
• You want to show employees that the upcoming move to a new office site will be worth the
disruption and an additional 25-minute commute. The new site has more space, state-of-the-
art equipment, better parking, and more convenient dining.
Class Discussion: Ask each group to share its recommendations with the class. Critique the pattern
choices, paying particular attention to students’ justifications.
• What is your overall persuasive goal in this situation?
• What is your relationship to the audience? How does this affect your credibility?
• How does the specific occasion and setting affect your choice of pattern?
• What other considerations influenced your choice of pattern?
• Why did you choose these particular main points?
6. Drafting a Proposal
Objective: Students will apply skills from this chapter to draft an outline of a proposal.
Procedure: Review with the class the section of this chapter titled “Proposals.” Then, have students
form groups. Each group should choose an initiative they would like to propose, along with an audience
and a setting where they would present the proposal. Groups should choose either the problem-solution,
criteria satisfaction, comparative advantages, or motivated sequence pattern of organization. They must
justify their choice of organizational pattern and content based on the audience and occasion.
Class Discussion: Have each group present their outlines to the class. Invite classmates to raise
additional points or to question the effectiveness of the group’s strategies. After all groups have
presented, you may wish to stimulate further discussion:
• What do you think makes a proposal effective?
• What features might reduce the chances that a proposal will be accepted?
7. Planning a Sales Presentation
Objective: Students will apply skills from this chapter to draft an outline of a sales presentation.
Procedure: The day before this assignment, ask students to bring an item they would like to “sell” to
their classmates. If possible, they should bring product documentation such as feature descriptions and
user manuals.
Review with the class the section of this chapter titled “Sales Presentations.” Then have students form
groups. Each group should select one of their items and develop a presentation with the goal of “selling”
this item to their classmates. Instruct groups to work through each of the subheadings in the “Sales
Presentation” section (Establish Client Relationships before Your Presentation; Put Your Clients’ Needs
First; Listen to Your Clients; Emphasize Benefits, Not Features; and Use an Effective Closing Strategy).
Students should jot down how they would achieve each topic. Allow time for each group to show their
item to the class and explain how they achieved the tasks indicated under each of these headings.
Class Discussion: As each group presents, invite classmates to raise additional points or to question the
effectiveness of the group’s strategies. After all groups have presented, you may wish to reinforce the
importance of putting audience needs first by pursuing additional questions:
• Have you ever attended a sales presentation?
• Did it seem to follow these guidelines? Explain why or why not.
• If so, was your reaction positive or negative? Explain.
• What would you suggest to salespersons who want to leave a positive impression on their
clients?
• If the sales presentation did not follow these guidelines, did you learn anything that you
would like to add to this conversation?
8. Organizing a Group Presentation
Objective: Students will become familiar with two ways of organizing group presentations.
Procedure: Review the text section titled “Approaches to Organizing Group Presentations.” Assign
students to groups of seven students. Ask each group to select a section of the text they are familiar with.
They will imagine that they have been assigned to deliver a 20-minute presentation about this material to
the class.
The group’s task is to devise two potential methods of organizing this material: (a) by topic and (b) by
task. For each method, the group should develop an outline, indicating who would speak, in what order,
about what, and for how long. Each group should try to be creative enough to design two substantially
different outlines. In each case, the hypothetical workload should be spread relatively equally among all
participants.
Class Discussion: Ask groups to share with the class the group presentation formats they constructed.
As each group presents their organizational patterns, encourage class members to analyze one another’s
patterns:
• Which of the group’s suggested patterns do you think works best for this topic? Why?
• Can you suggest modifications that would improve the group’s organization?
Wrap up the discussion by asking the class how difficult it was to get out of the box and dream up a
different organizational pattern after they had already thought of one. Were there any situations in which
the second pattern worked better?
Written Application Exercises
1. Avoiding Logical Fallacies
Study the section in Chapter 12 titled “Using Logical Arguments.” Also read both pages about Logical Fallacies
posted on the Propaganda Critic website, available at http://www.propagandacritic.com/articles/lf.bl.html .
Explain why it is important to recognize avoid using logical fallacies, especially for manipulative ends.
Choose several types of logical fallacy and illustrate them with examples you’ve recently run across.
(They are easy to find … just read a few political blogs or editorials!) How will you use this information
in your speech for this class and in future situations to improve the credibility of your communication?
Video Activities
1. Using Organization to Emphasize Important Points in Informative Presentations
Objective: This activity should enable students to better assess a speaker’s efforts to emphasize the
important parts in an informative presentation.
Procedure: Review the techniques used to “emphasize the organization of your material” in the chapter
section titled “Delivering the Training.” Then watch an informative presentation. Ask students to take
notes on the techniques of emphasis used. Below are some informative presentations from YouTube (skip
the preceding advertisements):
• How to Build a Rain Barrel (5 min) http://www.youtube.com/watch?v=MGFDlkJOdaM
• How to Use Chopsticks (4 min) http://www.youtube.com/watch?v=5Y9HO-c0dxU
• How to Juggle Three Balls (2 min) http://www.youtube.com/watch?v=kCt1bmSASCI
(This speech covers six steps, which is more than the recommended number of main points for a
speech. Ask students how they could categorize the steps into fewer main points.)
Class Discussion: After showing the speech, engage students with the following questions:
• What did the speaker do to highlight his or her important ideas?
• Did the speaker provide a clear thesis and preview of the main points of the presentation?
Why would this have been helpful?
• Did the speaker add transitions?
• Did the speaker use other types of signposts, interjection, repetition, or redundancy?
• Did the speaker provide both personal tips and cautions about what to avoid?
• Would you suggest anything to help the speaker make the important ideas even more
noticeable?
2. Analyzing Persuasive Strategies and Speaker Credibility
Objective: This activity provides students with an opportunity to identify strategies for persuasion and
speaker credibility in a business or professional presentation.
Procedure: Distribute to each student a copy of the handout titled “Persuasive Strategies and Speaker
Credibility” located at the end of this section. Show a video of a presentation from C-SPAN of from
American Rhetoric (available at http://www.americanrhetoric.com/speechbank ). Instruct the students,
individually or in small groups, to determine which of the persuasive strategies and speaker-credibility
techniques were most evident in the presentation. Using the chart as a guide, ask students to explain their
conclusions and to cite the parts of the presentation that support their contentions regarding the most
evident strategies and techniques in the presentation.
Class Discussion: After a brief discussion about the various strategies students identified in the speech,
pose the following questions to help students critically analyze the effectiveness and quality of the
persuasive appeals used.
• Which strategies did you view to be most effective?
• How do persuasive strategies affect a speaker’s credibility? Can persuasive strategies be used
to make a non-credible speaker appear credible? If so, how?
• What impact did these strategies have on the speaker’s credibility as a presenter?
• Could the speaker have drawn upon different persuasive strategies to appear even more
credible? If so, which ones?
3. Other People’s Money
Objective: The purpose of this activity is to enable students to apply the principles of the different forms
of proof, arguments, and audience analysis as they relate to the text.
Procedure: Other People’s Money portrays a rival investor, played by Danny DeVito, attempting to take
over a local steel-manufacturing company. During a meeting with the stockholders of the company,
DeVito and the company’s president present their perspectives and make persuasive appeals in an attempt
to sway their audience. Begin the clip as the vice president of the company calls the meeting to order, and
end after DeVito has finished his presentation.
Class Discussion: After viewing the clip, the following questions could be used to facilitate class
discussion.
• How does each speaker use credibility, psychological appeals, and evidence in his
presentation?
• What types of arguments does each speaker use?
• How does each speaker use audience analysis?
• Did you notice any logical fallacies?
• Which arguments would you classify as ethical or unethical? Explain.
• Whom would you vote for? Why?
4. Analyzing a Speech of Acceptance
Objective: This activity gives students a chance to apply principles from the text in analyzing real-world
special occasion speeches.
Procedure: Give students audio, video, or print transcripts of authentic special occasion speeches, such
as
• Robert Kraft’s 2004 Super Bowl Victory Speech, available at
http://www.americanrhetoric.com/speeches/robertkraft2004superbowl.htm.
• Jackie Robinson’s 1962 Pro Baseball Hall of Fame Induction Address
http://www.americanrhetoric.com/speeches/jackierobinsonbaseballhofinduction.htm
Class Discussion: Ask students to analyze the speech(es) using the following questions
• Which type of special occasion speech does this represent?
• Which guidelines from the text does this speech incorporate?
• Which guidelines does it ignore?
• Was the speech successful? Why or why not?
Persuasive Strategies & Speaker Credibility
Quote from speech that demonstrates this
or explanation of how this was done
© 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. IM 12–12
Additional Resources needs updating
Print
Bettinghaus, E. P., & Cody, M. J. (1994). Persuasive communication (5th ed.). Fort Worth, TX: Harcourt
Brace.
This classic includes sections on theories of attitude change, ethics of persuasion, components of
persuasion, language, and nonverbal communication. Discusses persuasion in formal
organizations, conflict, interpersonal settings, and in groups.
Both, D., Shames, D., & Desberg, P. (2010). Own the room: Business presentations that persuade,
engage, and get results. New York: McGraw Hill.
Strategies for making a business presentation come alive. Includes tips for group presentations.
Griffin, J. (1994). How to say it best: Choice words, phrases, and model speeches for every occasion.
Englewood Cliffs, NJ: Prentice Hall.
Nearly any special occasion imaginable is covered in this book. Each type of speech is
accompanied by a section indicating what to say, what not to say, words to use, words to avoid,
phrases to use, sentences to use, sample paragraphs, and sample speeches. In addition, there is
information on diverse topics such as support and slang, humor and hecklers.
Jaffe, C. (1995). Reasoning. In Public speaking: A cultural perspective (pp. 340–373). Belmont, CA:
Wadsworth.
What may be a “good reason” in one culture is not necessarily so in another. Understanding
cultural influences on reasoning is a pervasive theme in this chapter, and the engrossing and
enlightening examples will broaden student perspectives in choosing reasoning strategies that
make sense for various cultural groups.
Pearce, T. (1995). Leading out loud: The authentic speaker, the credible leader. San Francisco, Jossey-
Bass Publishers.
This book is an “antidote to our media-driven world” of superficially sounding good but
communicating little of authenticity. The author believes you can use speech as a leadership tool
to articulate a vision, communicate with a passion, and connect authentically with the audience.
Pierce, H. (2004) Persuasive proposals and presentations. New York: McGraw-Hill.
Although this book focuses on written communication, most of the lessons are equally applicable
to oral persuasive presentations.
Robbins, J. (1997). High-impact presentations: A multimedia approach. New York: Wiley Publishing.
Chapter 13 includes information and advice about handling questions within a presentation.
Rusk, T. (1993). The power of ethical persuasion: winning through understanding at work and at home.
New York: Penguin Books.
The premise of this book is that persuasion must be preceded by understanding the other person’s
point of view and that ethical persuasion treats others with respect, fairness, and care.
Rybacki, K.C., & Rybacki, D.J. (2011). Advocacy and opposition: An introduction to argumentation (7th
ed.). Boston: Allyn & Bacon.
This text provides instruction in and illustration of basic theories of argument and reasoning. In
addition, it contains a chapter that identifies and explains common fallacies. Another section
provides a discussion of ethical issues related to argumentation.
Video
Building Arguments. (2007) 30 min. Insight Media.
How to analyze the arguability of a thesis, develop support, and present evidence.
Ceremonial Speaking. 89 min. The Educational Video Group.
Shows models of eulogies, commencement speeches, and commemorative speeches.
Critical thinking. (1996) 30 min. RMI Media.
Five principles of critical thinking, as applied to public speaking.
Great Speeches. Volumes I-XI. and Great Speeches-Today’s Women. 90–140 min. each. The Educational
Video Group.
Each volume contains five speakers representing the U.S. in the Twentieth Century. Wonderful
for analysis and enjoyment.
Great Moments from Great Speeches. (118 min) The Educational Video Group.
A rhetorical introduction to speeches of key history makers.
Learning Fallacies and Arguments. (2001) Insight Media
Gives insights into the structure and form of argument, including concepts and examples of
logical fallacies.
Communicating Successfully: How to Give a More Persuasive Presentation. 23 min. Time-Life Films.
Reporting and Briefing. 16 min. Centron.
Speaking Persuasively. RMI Media.
Covers purposes and preparation of persuasive messages, consideration of internal and external
factors, and audience analysis.
Speaking with Confidence: Ethics. (1996) 30 min. RMI Media.
Three characteristics of ethical speech and why it’s important to speak ethically.
Successful Speaking: Dynamic Business Presentations. 33 min. The Educational Video Group.
Shows how knowing your audience can help you prepare a dynamic presentation. Address visual
aids and answering questions.
Successful Speaking: Using Logic and Reason. 28 min. The Educational Video Group.
Explains deductive and inductive logic; causal logic; analogical logic; and how to employ them in
speeches.
Types of Information. 15 min. Films for the Humanities.
Web
Businesstown
http://www.businesstown.com/presentations/index.asp
This site offers advice for planning and delivering presentations for small business
contexts.
Business Week
http://bx.businessweek.com/business-presentations/blogs/
Business Week magazine offers a blog about effective business presentations.
Ferguson Center for Public Speaking
http://www.hsc.edu/Academics/Speaking-Center/For-Students/Types-of-Oral-Presentations.html
Compares informative to persuasive presentations.
http://www.hsc.edu/Academics/Speaking-Center/For-Students/Ethical-Speaking.html
Shows the correlation between ethical public speaking and an honor code.
Patricia Fripp, Consultant
http://www.fripp.com/public_speaking_tips.html
This site offers a number of free educational articles about public speaking.
Propaganda
http://www.propaga ndacritic.com/
Encourage students to visit this site to find descriptions of common propaganda
techniques and logical fallacies, complete with current and historical examples.