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Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Plan your presentation by contrasting informative and persuasive presentations, analyzing
your audience, and selecting your topic
Research your topic by using printed materials, commercial databases, Internet, blogs,
personal interviews, and more, all while avoiding plagiarism
Organize your presentation to best communicate clear content and keep audience interest
Deliver your speech in a natural, enthusiastic, and confident manner using effective
verbal, visual, and vocal elements and stylistic language devices
know
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
informative
Audience analysis
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
often predetermined.
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
basic outline
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Organizing
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Speaking
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Impromptu without
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
analyze
11.1 Instruct students to select a manuscript reading about five to seven minutes in
11.2 Ask students to work in groups of four or five. Each group should select a
11.3 Ask students to determine pattern of organization would be best for the
following topics:
11.4 The instructor should bring a large number of possible topics to class in
preparation for a round of impromptu speaking. The topics may deal with subject
matter from the course or general topics. Students will be asked to draw three
have an introduction, a body, and a conclusion, and there should be some effort to
adapt the presentation to the specific class. Students are free to treat the topic
seriously, humorously, or in any creative manner the key is to appear as
confident as possible. Students should try to use the techniques discussed in
Chapter 10. The following are some possible topics for impromptu presentations:
1. If you had the chance to do something over and do it differently, what would it be and
why?
2. How innovative and creative are employees allowed to be?
3. Do you feel you should always be truthful even if it means losing a friend or a job?
4. What makes you decide to buy something? The sales person or the object? Why?
5. What do you most like about working for______?
6. If during a briefing you were told by a top boss to shut up and sit down, how would
you handle it and what effect would this have on your future briefings?
7. If you had $555,000 and could use it only to establish your own business, what would
it be and why?
8. How do you feel about women supervisors?
9. Would you argue with your boss if you knew the instructions given were wrong?
10. What is your favorite hobby and what importance does it play in your life?
11. Should federal workers have the right to strike?
12. What are you doing (or planning to do) differently in raising your children than your
parents did in raising you?
13. What makes a good manager?
11.5 Instruct students to an informative briefing four to six minutes in length.
They are free to select any subject they wish, as long as the following criteria are
followed:
11.6 Students are to prepare an informative report five to seven minutes in length.
11.7 Use as an in-class assignment.
Give each team a writing pen. Assign an impromptu speech for half of the teams which
