978-0078036873 Chapter 13

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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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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.