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IM – 13 | 1
Chapter 13: Delivery and Visual Resources
Chapter Objectives and Integrator Guide
After reading and thinking about this chapter, students should be able to meet the
following objectives.
Objectives
1. Explain four methods of delivery.
Key terms: delivery, extemporaneous method, impromptu method, manuscript method,
memorized method
2. Name and explain each of the vocal and nonverbal aspects of delivery.
Key terms: pitch, rate, pause, vocalized pauses, enunciation, pronunciation, articulation,
fluency, vocal variety, gestures, facial expression, eye contact, bodily movement
3. Describe methods for managing your communication apprehension.
Key terms: communication apprehension, skills approach, positive thinking approach,
visualization approach, relaxation approach, self-managed approach
4. Understand when and why you should use visual resources in your speech.
Key term: visual resources
5. Apply design principles to improve the way you make visuals for presentations.
Key terms: slide-deck visuals, rule of thirds
Activities
Activity 13.1 Observing Vocal Aspects of Delivery
Objective
Class Discussion
As a class, critically evaluate the speaker’s vocal aspects of delivery. With which aspects of
vocal delivery was the speaker especially effective? With which aspects of vocal delivery
was the speaker relatively ineffective? Give the students a realistic appraisal of vocalized
pauses and verbal fillers; that is, few speakers get by without any vocalized pauses or verbal
fillers.
Applications
This activity provides the students with practice in focusing on vocal aspects of speech
delivery. Recognition of effective and ineffective vocal delivery should encourage students to
practice their informative and persuasive speeches with the vocal aspects of delivery in mind.
Activity 13.2 Observing Bodily Aspects of Delivery
Objective
contact, facial expression, and movement. After the students have watched the speaker for a
while without sound, restore the audio portion of the speech so that the students can see how
bodily movement reinforces the speaker’s message.
Class Discussion
As a class, critically evaluate the speaker’s bodily aspects of delivery. With which aspects of
delivery. Recognition of effective and ineffective bodily delivery should encourage students
to practice their informative and persuasive speeches with the bodily aspects of speech
delivery in mind.
Activity 13.3 An Impromptu Speech with Emphasis on Delivery
Objective
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Procedure
Divide the class in half and hold a round of charades. For this activity, it would probably be
best to use topics that have previously been presented in class. Although charades may be
well known, the instructor might need to explain the “rules” associated with the activity. As
an incentive, extra credit points or some “prize” might be offered to the winning team.
Class Discussion
This activity provides students with practice in gesturing. All too often, students fail to
recognize that gestures can aid in achieving speaking effectiveness. If used naturally and
effectively, gestures help in getting a message across to the audience.
Activity 13.4 Poetry in Motion
Objective
Students should be able to utilize techniques of effective vocal delivery to improve their
public speaking.
Procedure
Provide students with a copy of a poem or a short story. (For an interesting selection of
literature, see works by Gwendolyn Brooks, E. E. Cummings, W. H. Auden, Ray Bradbury,
Langston Hughes, Toni Morrison, or Anne Sexton.) Volunteer students should read the
pieces of literature to the rest of the class. Students should be prepared to address the
importance of vocal characteristics in presenting a message to the class.
Class Discussion
This activity is an effective one to illustrate not only the poise necessary to deliver a speech,
Students will have a better understanding of how to incorporate effective vocal cues into
their speeches. Literature serves a valuable role in facilitating the various levels of vocal
effectiveness.
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Activity 13.5 Reduction of Anxiety
Objective
Students should be able to recognize that communication apprehension is a manageable event
in the public speaking context.
Procedure
Tell each student to prepare a short oral statement about his or her favorite pastime, interest,
or hobby. The statement should be one to two minutes long. The student should first prepare
the statement alone (intrapersonal), then share the information with one other person (dyad),
then with a group of five students (small group), and finally with the class as a whole (public
discussion about their feelings, reactions, problems, and successes in each context. The
students should first identify the differences in the situations. They should discuss the amount
and type of feedback available; the manner in which the ideas were verbally encoded; the
differences in such nonverbal behavior as eye contact, body movement, and voice; and the
kinds of responses they received from the other students. They should then describe the
apprehensive students, however, may still have trouble in the public speech situation. For
such students, you should consult colleagues for approaches typically used by your
department. If no procedures exist, you may want to explore other possibilities like meeting
with the student during office hours to help them develop presentation skills in less
threatening situations, with hope that those skills will transfer to the classroom speaking
situation.
Applications
This activity helps the students cope with anxiety about public speaking. It should serve to
ease apprehension about the public speaking presentations suggested in future chapters.
Activity 13.6 What If...
Contributed by Joanna Pucel
Director, Speech Anxiety Reduction Program
Procedure
Ask each student to prepare on a sheet of paper a list of all the situations and/or feelings
toward public speaking that might cause them anxiety. The situations may have previously
occurred or may be anticipatory. Collect the lists and anonymously read the situations and
feelings to the class. As each situation is read, discuss ways to alleviate the problems cited by
feelings toward public speaking since it is a new experience for some and a threatening one
for others. It also allows for an avenue of discussion about ways to cope with hidden fears or
simply answers the question “What do I do if this happens to me?”
Activity 13.7 Bagging Apprehension
Objective
Students should be able to begin work on communication apprehension they may experience
in public speaking situations.
Procedure
The instructor should bring in a bag or box of items to be used for impromptu speaking
with an equal number of items and students. The instructor should number the items, and
prior to getting up to speak, students should state a number. The instructor should then
give the student the item that corresponds to the number the student chose. The student
has approximately one minute to prepare a one-minute speech that addresses the item.
This procedure continues until the students have chosen all items in the bag or box. The
one-minute speeches can be informative, entertaining, or persuasive in nature.
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Copyright © 2017 McGraw-Hill Education. All rights reserved.
No reproduction or distribution without the prior written consent of McGraw-Hill Education.
Class Discussion
The implications of this activity are two-fold: first, students receive an opportunity to speak,
and second, students may experience their first noticeable sign of communication
apprehension in the course. The discussion of this activity should center on the frequently
occurring speaking apprehension signals that students report. Also, students should indicate
what they did to help reduce their speaking anxiety.
Applications
Activity 13.8 Visual Appeal
Objective
Students should be able to recognize the value of integrating appropriate visual resources into
their speech.
Procedure
appropriate.
Class Discussion
The class discussion should address the manner in which groups arrive at a decision to use a
particular type of visual aid. What types of topics seem more conducive to using visual
resources? What types of visual resources seem more compelling than others? Why would
powerful tool in speechmaking.
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Activity 13.9 Design with the Rule of Thirds
Objective
Students should be able to use their own technology or a computer lab to create a slide that
follows the rule of thirds and makes a point about something they intend to say in their
presentations.
Procedure
Students will use their own smart phones or computers or visit a computer lab on campus to
compose a slide that utilizes design principles articulated in the chapter—specifically, the
rule of thirds. Students should take a picture that composes a primary object in one of the hot
zones as described by the rule of thirds. Then, in the other hot zone(s), minimal text should
be added to help make a point that is accented by the visual image. Students can use readily
Students have greater access to technology now than ever before. Using their own devices or
a computer lab, this activity illustrates the nexus between creativity and presentation
planning that is made possible through such technology. This activity can be done partly as
“homework” or conducted entirely within the time-period of one class. The “hands on”
nature of the activity is both enjoyable and meaningful as students learn to use design
principles to enhance their visual communication skills.
