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Beebe/Beebe/Ivy Communication: Principles for a Lifetime 6e
Instructor’s Manual
162
CHAPTER 13:
Delivering Your Speech
LEARNING OBJECTIVES
After studying this chapter, students will be able to:
1. List and describe the four methods of delivery, and provide suggestions for
effectively using each one.
2. List and explain five criteria for effective verbal delivery.
3. Identify and illustrate characteristics of effective nonverbal delivery.
4. Discuss how to prepare and use presentation aids effectively.
5. Make the most of your rehearsal time, and deliver your speech effectively.
6. Understand and apply criteria for evaluating speeches.
TEACHING OUTLINE
I. Methods of Delivery
A. Manuscript Speaking
B. Memorized Speaking
C. Impromptu Speaking
D. Extemporaneous Speaking
II. Effective Verbal Delivery
A. Using Words Well
1. Specific, Concrete Words
2. Unbiased Words
3. Vivid Words
III. Effective Nonverbal Delivery
A. Eye Contact
B. Physical Delivery
1. Gestures
2. Movement
3. Posture
C. Facial Expression
D. Vocal Delivery
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1. Volume
2. Pitch
3. Rate
4. Articulation
E. Appearance
IV. Effective Presentation Aids
A. Types of Presentation Aids
1. Objects
2. Models
3. People
4. Drawings
5. Photographs
9. Audio and Video
10. Computer-Generated Slides
B. Guidelines for Preparing Presentation Aids
1. Select the Right Presentation Aids
2. Make Your Presentation Aids Easy to See
3. Keep Your Presentation Aids Simple
4. Use Presentation Aids Thoughtfully
C. Guidelines for Using Presentation Aids
1. Rehearse with Your Presentation Aids
2. Maintain Eye Contact with Your Audience, Not with Your Presentation
Aids
3. Explain Your Presentation Aids
4. Time the Display of Your Presentation Aids to Coincide with Your
Discussion of Them
5. Do Not Pass Objects, Pictures, or Other Small Items Among Audience
CLASS DISCUSSION QUESTION SETS
How should a speaker choose to deliver a presentation?
• So are there times you would want to use all four delivery styles?
• What is manuscript delivery? When would you use it?
• What is a statement of policy?
• Do ordinary folk give statements of policy or just CEOs and presidents?
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• What is a syllabus?
• What is a drug policy given by a personnel director?
• Is a manuscript easier to deliver than the others? (Actually, it is probably
the most challenging.)
• What do the authors mean by memorization?
• When do you deliver this? (Ceremonial circumstances, primarily.)
• How do you avoid sounding memorized?
• What do the authors mean by extemporaneous speaking?
• What kind of speaking have I done throughout the semester?
• How do you learn to deal with this kind of speaking? (Practice with
standard format.)
Why are words so important to presentational speaking?
• Do you use words differently in a presentation than you do in a paper?
How so?
• What are concrete words?
• Let’s take some examples. How can you make the word dog more
concrete?
• What if you’re describing a vicious dog? Can somebody make this
concrete?
• What’s the danger in using biased language?
• What do the authors mean by unbiased language?
• Now can you create bias by omission? Referring to African Americans,
Asians, Hispanics, but not Indigenous Americans, for example.
competence?
• Why is it important to use correct words?
• Does that mean a speaker can’t play with words?
• As an example, would colloquialisms be appropriate to make a point or
add humor or interest?
• So when is it inappropriate?
• How do you relate this to pronunciation?
• Can choosing the right word, but pronouncing it wrong be just as bad as
choosing the wrong word all together?
What do the authors mean by figurative language?
• Why would it be important to use figurative language?
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• Can a speaker use too much? (Yes, it’s the spice and you don’t want to
overpower the meal.)
• What is a metaphor?
• So let’s create metaphors for money, children, and education. What can
you come up with?
• How are similes different?
• Which do you prefer? Metaphors or similes?
• What is personification? Give me some examples.
• How would you highlight these in a presentation?
• Do you want to be overly dramatic or allow the words to work on their
own?
What do the authors mean by drama?
• What is omission? When can you use this?
• What is inversion?
• Now, if you aren’t writing the full presentation out, how do you work this in
a presentation? (Practice)
• How do you use suspension?
• What do the authors mean by a vocal cadence?
• Does natural presentation have rhythm? (Dialect and regionalisms)
• What is parallelism? Does this refer to main points or phrases?
• What is antithesis? What are some antithetical phrases you can think of?
• What must you do to pull antithesis off? (Pause)
• What is repetition? How is it different from parallelism?
• Can you think of a famous presentation in which repetition was used?
• What is alliteration?
Think of a speaker you enjoy listening to. How does he deliver his
presentations?
Should all presentations have visual aids?
• What test can you apply to know when to use or not use them? (If you
can do the presentation without the visual aid, don’t use it.)
• Are objects good to use?
• What objects are poor visual aids? (Things we can visualize.)
• When should objects be used? (No visual referent.)
• Would it be a good idea to bring in a bag of cocaine? Why not? (Caution
students that professors do have legal obligations.)
• When is a three-dimensional model preferable to an object?
• How do you create a model?
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• How can a speaker use people?
• What danger do you have in using people? (Upstaging you.)
• When should a speaker use drawings or diagrams?
• When would you choose a photograph over a drawing?
• If you use a slide projector, is it a good idea to turn the lights off in the
room? What’s the danger?
• Why are maps good to use?
• Do Americans generally have a good sense of geography?
• When are graphs good to use?
• Are all graphs created equally?
• When do you want to use a bar graph vs. a pie chart vs. a line graph?
• How can a speaker use charts?
• Can a speaker over-rely on charts?
• How do you back up a video?
JOURNAL QUESTIONS
1. Do a dress rehearsal of your presentation using an extemporaneous style of
speaking. Then take a favorite poem, short story, or just a section of the
2. Look at your presentation and evaluate your use of concrete, vivid, unbiased,
simple, and correct language. Do you feel your language choices are
appropriate? Where might you make some improvements? How will this
affect your overall presentation? Write a journal entry to discuss how you
might change some of the wording.
3. Take one more look at your presentation and evaluate it with regard to
figurative language, drama, and cadence. Where might you make some
4. Deliver your presentation to an audience of teddy bears or other inanimate
objects and concentrate on the delivery issues. What are your strongest
points of delivery? What are the weakest elements? Critically evaluate your
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rehearsal and identify one thing you want to keep the same and one thing you
want to improve upon.
5. Pay attention to how visual aids are used in your other classes. Identify one
instance where visual aids were used well and one instance where they were
used poorly. What made the difference? Do some speakers tend to over-rely
on visual aids? What is the consequence of this? Based on your
observations, what guidelines would you give yourself for using visual aids?
ACTIVITIES
Activity 13.1: Creating Vivid Phrases
The following can be done in groups or as a class activity.
• The weather looks fair and sunny today.
• Studies report that as many as 70% of all capital punishment cases were
flawed by significant judicial error.
• The goal is that people of all ethnicities and religious background will join
together with a genuine sense of community.
• The proposal, while interesting and significant, failed to set forward a
sufficient rationale.
• Left unchecked, we may anticipate similar failures in the future.
• Reports indicate as many as 30% of American children are raised in
poverty. The numbers are particularly significant among minority and
single parent households.
• The peril of the American democratic system will be the continued reliance
on corporate donations.
• I am pleased to be honored by you today.
• Given our continued difficulties, I think it would be better for us just to be
friends.
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Activity 13.2: Using Figurative Language
Poetry is particularly helpful in illustrating figurative and dramatic language as
well as exploring the role of cadence. Bring in some poems and songs that
include excerpts from Shakespeare’s Venus and Adonis. This poem is fairly
explicit, so it may not be appropriate for all classes. Lead a discussion on the
use of figurative language and the other techniques. Put students into groups
and ask them to look at specific phrases in their presentations with the goal of
making them more artistic. After 20 minutes, ask students to share some of the
phrases.
Activity 13.3: Are You Talking to ME?
Ask students to watch a national broadcast of the news AND a local broadcast of
the news, taking notes the ways in which the various broadcasters (news,
weather, sports, etc.) speak (cadence, etc.), maintain “eye contact” with the
audience via the camera, use figurative language, and other concepts from this
chapter. During the class discussion, have students offer their insights into how
effectively or ineffectively the broadcasters presented the news, weather, sports,
etc. to their audience. Students should also be able to determine if what they saw
on the national and local news programs would work when delivering a speech to
a live audience in an auditorium.
ASSIGNMENTS
Assignment 13.1: Creating a Visual Aid
This assignment is designed to help students:
1. Prepare and design appropriate visual aids.
2. Present a visual aid.
3. Gain practical experience in delivering information.
Preparation: All students will need to do is design a visual aid for a potential
presentation. This is an exercise, so the visual aid does not need to be related to
the upcoming presentation in class. Rather, the visual aid can be on entirely
different subject. Students may use objects, models, charts, diagrams, pictures,
graphs, maps, or people. Due to the time limit of the assignment, students
should avoid audio or movie clips. Visual aids may be converted to overhead
transparencies as well. (If your college or university supports PowerPoint, you
may wish to include, or even require, this.)
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Students will be asked to present their visual aid as though it were part of a
presentation. No introduction or conclusion is required. Presentations should
last no more than one minute. Students should follow the guidelines for
effectively using visual aids provided in the text.
Following all presentations, you can lead a discussion of strengths and
weaknesses. Of course, the single greatest weakness for most inexperienced
speakers is speaking to the visual aid rather than the audience. This is a good
way to help student recognize this tendency.
Assignment 13.2: Visual Aid Evaluation
Rate each speaker on the following scales where one is unacceptable and five is
outstanding. Refer to the “Visual Aid Evaluation Form”.
Assignment 13.3: Roll Tape
This assignment is designed to help students:
1. Describe their strengths and development areas as presenters.
2. Identify and use strategies to improve their verbal presentational delivery.
3. Identify and use strategies to improve their nonverbal presentational delivery.
Although many students find videotaping their speeches an uncomfortable
experience, it is one of the most educational and powerful tools for quickly
improving their presentation skills. After the presentation assignment, have
students take their videotapes home and watch them from three different angles:
screen and simply listening to their presentations. In particular, students
should focus on what they are saying as well as how they are saying it.
Have students write a 3-4 page paper identifying what they learned from
watching the tape, including specific ways they can improve their verbal as well
as nonverbal presentational delivery.
Explain that students’ papers will be graded on:
❖ Depth of honest, critical analysis of their videotaped presentation.
❖ Identification of specific steps for improving verbal presentational delivery
❖ Identification of specific steps for improving nonverbal presentational
delivery.
❖ Quality of scholarly writing and free from spelling and grammatical errors.
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Visual Aid Evaluation Form
Student’s Name___________________ Type of Visual Aid____________________
Overall Effect
Professional appearance:
Clarity:
Appropriateness:
Achieved intended purpose:
Use of Visual Aid
Explained well:
Maintain contact with audience:
Revealed at the right time:
Was not distracting:
Visual Aid Evaluation Form
Student’s Name___________________ Type of Visual Aid____________________
Overall Effect
Professional appearance:
Clarity:
Appropriateness:
Achieved intended purpose:
Use of Visual Aid
Explained well:
Maintain contact with audience:
Revealed at the right time:
Was not distracting:
