17 Methods of Delivery
<A> OBJECTIVES
To strive for naturalness in your delivery.
To show enthusiasm.
To project a sense of confidence
and composure.
To engage
your audience by being direct.
If
you must read from a prepared text, to do so naturally.
In general, to not try to memorize entire speeches.
When speaking impromptu, to maximize any preparation time.
In most situations, to select the extemporaneous method of delivery.
<A> CHAPTER CONTENT OUTLINE
I. Keys to effective delivery
A. Speakers should strive for naturalness.
1. During the heyday of the elocutionary movement, speechmaking was seen as a
type of performance, much like acting, where the speech delivery was often
more important than the speech content.
2. Today, the content or message itself, rather than the delivery, is seen as most
important.
3. The speaker’s delivery should seem like a normal conversation, although a bit
more forethought will be necessary. Rehearsal encourages delivery that is
marked with enthusiasm, confidence, and directness and is crucial if one
wants to appear natural and polished.
B. Effective delivery is enthusiastic.
1. The speaker’s enthusiasm for his or her topic will capture and hold the
audience’s attention and focus it on the message.
2. Enthusiasm can be contagious, and can spill over to listeners, further drawing
them into the message.
3. Speakers who are enthusiastic tend to use more gestures, look at their listeners
more frequently, use more pronounced facial expressions, and talk more
rapidly.
C. A speaker’s confidence contributes to the effectiveness of his or her delivery.
1. Confident speakers appear composed and convey certainty and comfort.
2. Their manner focuses the audience’s attention on the message rather than on
specific speaker behaviors.
D. An effective delivery is direct; it requires the speaker to build rapport with his or her
listeners, showing them that he or she cares about them and their reasons for listening.
1. Speakers build rapport by making their message relevant to the interests and
attitudes of audience members, and by demonstrating interest and concern for
them in delivery.
2. Eye contact, a friendly tone of voice, animated facial expressions, and close
physical positioning help to establish the speaker’s direct connection to
audience members.
II. Selecting a method of delivery
A. Speaking from manuscript involves reading the speech from a prepared written text
that contains the entire speech, word for word.
1. Manuscript delivery can negatively impact the speaker’s presentation because
it may appear boring or monotonous.
2. This type of delivery also limits eye contact and body movement.
3. It is most useful when very precise messages are required, such as with
politicians and business leaders who expect to be quoted.
4. Speakers utilizing this method should practice until delivery is expressive and
some eye contact is possible.
B. Speaking from memory, called oratory, occurs when presenters memorize entire
speeches, word for word.
1. Speaking from memory is not a natural way to present a message.
2. It can stifle enthusiasm and threaten a relaxed delivery, due to a possible
mental lapse or block.
3. Brief speeches, such as a toast or introduction, can be well served by
memorization.
C. Speaking impromptu means spontaneous speaking without practice, with little time to
prepare; it is often improvised. There are several guidelines that will help you succeed
in impromptu speaking.
1. Try to anticipate situations, and be as prepared as possible.
2. Think on your feet—and think first about your listeners.
3. Listen to what others around you are saying.
4. Write a few notes if possible.
5. If your speech follows someone else’s, acknowledge that person’s statements
before making your own.
6. Stay on topic.
7. Use transitions to organize points and to help listeners follow them.
D. Speaking extemporaneously occurs when speakers deliver a prepared and practiced
speech without either memorization or reading from a prepared word-for-word
document.
1. More speeches are delivered through extemporaneous delivery than by any
other method.
2. This type of delivery promotes a more natural, fluid, and conversational
speech, and allows the speaker to adapt to the specific speaking situation.
3. Generally, speakers use key-word or phrase outlines to guide them on the
ideas they want to communicate.
4. Potential drawbacks for a speaker using extemporaneous delivery include
getting off track and becoming too wordy or repetitive.
5. As with other methods, practice is essential for an effective delivery that is
natural, enthusiastic, confident, and direct.
<A> KEY TERMS
effective delivery the controlled use of voice and body to express the qualities of
naturalness, enthusiasm, confidence, and directness.
elocutionary movement an approach to public speaking in which speechmaking is
regarded as a type of performance, much like acting.
speaking from manuscript a style of delivery in which the speaker reads the speech
verbatim—that is, from a prepared written text (either on paper or on a TelePrompTer)
containing the entire speech.
TelePrompTer an electronic screen that displays the written text of a speech.
speaking from memory a type of delivery in which the speaker puts the entire speech,
word for word, into writing and then commits it to memory.
oratory in classical terms, the art of public speaking.
speaking impromptu a type of delivery that is unpracticed, spontaneous, or improvised,
and involves speaking on relatively short notice with little time to prepare.
speaking extemporaneously a type of delivery that falls somewhere between impromptu
and written or memorized deliveries. Speakers delivering an extemporaneous speech
prepare well and practice in advance, giving full attention to all facets of the speech—
content, arrangement, and delivery. Instead of memorizing or writing the speech word for
word, they speak from a key-word outline or phrase outline.
CHAPTER STUDY GUIDE
I. SUMMARY QUESTIONS
What are the four general qualities of effective delivery?
Today’s scholars of public speaking agree that a natural style of delivery is most effective.
What are the four methods of delivery described in this chapter?
The four methods of delivering a speech are (1) speaking from manuscript, (2) speaking from
memory, (3) speaking impromptu, and (4) speaking extemporaneously.
When would it be appropriate to speak from manuscript? How can speakers effectively
deliver a manuscript speech?
Speaking from manuscript is appropriate when precise wording is called for, when you want to
II. DISCUSSION QUESTIONS
In what ways is a speech
like a conversation? What are some differences between
conversations and speeches? What implications do these differences have for
understanding speaker delivery?
Have students identify the differences and similarities by making lists on the board, one
for
public speaking
and one
for conversation. Point out that the similarities between both types of
Why is enthusiasm important to effective delivery? How might too much enthusiasm be
detrimental to a speech?
The right amount of enthusiasm conveys a speaker’s interest and excitement for the topic. This
adds dynamism to the delivery
and enhances the speaker’s credibility. Conversely, excessive
III. ADDITIONAL QUESTIONS AND ACTIVITIES
Which method of delivery seems most appropriate for speeches that you deliver in public
speaking class? How might you ensure effective delivery utilizing this method?
Students should acknowledge that extemporaneous delivery is best for speeches delivered in
class. If there is disagreement among students, open a discussion about the strengths and
Have you ever had to deliver an impromptu speech? If so, how
did you do? What would
you do differently now that you have studied this type of speaking?
This discussion can be very
engaging and fun for students. Many will describe experiences at
QUESTIONS
The following questions may help you illustrate important points in the chapter and facilitate
students’ learning of this material. These questions can also be used as:
homework questions
quizzes
in-class work (individually or in groups)
topics to generate discussion
question-and-answer sessions
between instructor and students
What is effective delivery, and what are the four qualities of an effective delivery?
Identify and explain each of the four methods of delivery.
Speaking from manuscript: Reading the speech from a prepared text
ACTIVITIES
If You Could?
Purpose: To help students learn how to speak on short notice; to reduce speech anxiety about
impromptu speaking.
Instructions: After discussing tips for impromptu speaking, ask students to brainstorm one
impromptu speech topic, using the prompt, “If you could _____.” Examples include, “If you
could spend one day with any celebrity, who would it be and why?” or “If you could spend one
million dollars on someone besides yourself, who would you help and why?” Once all students
have written down a topic, collect them and place them in a hat or basket. Have students draw
one topic and give them two to three minutes to prepare a brief, one- to two-minute impromptu
speech. Students will then take turns presenting their speeches to the class.
Discussion: It is likely that your students will feel a great deal of anxiety about impromptu
speaking, so it is important to make this a lighthearted activity. For this reason, make sure all
topics are simple and easy to understand. Additionally, consider completing this activity toward
the end of a semester, when students feel more comfortable with one another.
Commit It to Memory
Purpose: To give students the opportunity to practice memorizing speech material; to reiterate
how difficult it is to achieve effective delivery when speaking from memory.
Instructions: Ask students to memorize a short portion of a well-known speech from history. In
a small group, have them take turns delivering the content as they would if delivering a speech in
class. After a student has presented, have classmates describe his or her delivery, evaluating the
qualities of effective delivery: naturalness, enthusiasm, confidence, and directness.
Identifying Methods of Delivery
Purpose: To become familiar with the four methods of delivering a speech.
Instructions: This exercise should be given after the instructor has completed the lecture on the
different methods of delivery. Have students select partners. Instruct students to think of and
write down all of the different presentations they have given or attended. Then have them
identify which method of delivery was used and which method should have been used (i.e., was
most appropriate); these two methods may or may not differ.
Evaluating a President
Purpose: To expose students to manuscript speeches delivered using a TelePrompTer.
Instructions: Before class, locate several examples of presidential manuscript speeches in which
the president used a TelePrompTer. State of the Union addresses are usually great examples for
this activity. Ask students to evaluate and critique the president’s use of the TelePrompTer. Was
the delivery effective—natural, enthusiastic, confident, and direct? What specific strategies did
the president utilize when delivering the speech? Can you offer any advice to the president in
order to improve nonverbal delivery?
Using Different Methods for the Same
Message
Purpose: To help students learn how to adapt their messages to different methods of speaking.
Instructions: Select a speech topic and have students present a short, one-minute impromptu
speech. Then assign them a manuscript speech on the same topic. During the next class period
students will present their manuscript speeches. Students should be required to turn in the
manuscript copy after delivering the speech. Then assign them to memorize this speech, and
have them present this method during the next class period. Finally, ask students to craft another
speech on the same topic, using the extemporaneous method. Students will be exposed to all four
methods of delivery, while also improving their nonverbal delivery. This assignment takes a
considerable amount of time to complete, but students report that it is extremely helpful because
it aids in their understanding of the importance of selecting the right method of delivery.
Comparing Conversation to Public Speaking
Purpose: To encourage students to compare the qualities of their everyday conversation with the
characteristics of effective speaking.
Instructions: Observe yourself in a conversation with one or more friends. Recall how James
Albert Winans likened a speech to a conversation. Note the ways in which your part in the
conversation sounds and looks like giving a speech. How would you rate the quality of your
composure, enthusiasm, and directness in the conversation? In what ways does the conversation
feel “natural”? What similarities and differences do you see between your behavior in the
conversation and your behavior in giving a speech?
Encourage students to engage in conversations in or out of class, and to engage their
conversational partners in a discussion of their nonverbal or delivery patterns. Students’ partners
may be able to pick up on some common habits of which they themselves are not aware. In order
for this activity to work outside the classroom, it will be necessary
for students to find a
conversational partner who is honest and comfortable with commenting
constructively on the
conversational patterns of others. You might ask students to bring in a short written report on
their findings to share with the class.
Practicing Manuscript Delivery
Purpose: To give students experience delivering from a manuscript.
Instructions:
Practice delivering manuscript speeches by locating examples on the
Internet. Use
the tips from Chapter 17 to guide your practice, paying careful attention
to appear genuine and
natural in your delivery.
This can be completed as a small group activity or even a
class discussion on achieving
naturalness. Students are
likely to point out that it
was difficult to achieve eye
contact, gesture
effectively, or engage the audience
appropriately
when reading
from a prepared text. Have
students deliver the speech several times, as this will demonstrate the importance of familiarizing
themselves with the speech in order to avoid the pitfalls of manuscript delivery.
Practicing Extemporaneous Speaking
Purpose: To give students an opportunity to practice extemporaneous speaking.
Instructions: Speaking extemporaneously occurs when speakers deliver a prepared and
practiced speech without memorizing it or reading from a text. Give extemporaneous speeches in
class. Use the campus newspaper to generate topics for the speeches, or have students generate
topics for a partner. Have students develop speaking notes—a speaking outline or note cards.
Discuss how students felt while giving the speech. How did they prepare?
IV. GROUP ACTIVITIES
Gathering Internet Feedback on Speeches
Purpose: To encourage students to collect and report online feedback about speeches by national
and international leaders.
Instructions: If you have access to the Internet, go to a discussion forum or chat room where
participants discuss the U.S. president and other national and international leaders. Initiate a
discussion of what people like or dislike about the way a selected leader presents himself or
herself to the media and the public. Among these likes and dislikes, what might be attributed to
the person’s delivery? Discuss your findings with a small group of classmates.
Students can report their findings from the Internet discussions to their groups, or they
can turn in a short report. Before assigning this activity, have students generate a list of questions
they will ask before going online.