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19 The Body in Delivery
<A> OBJECTIVES
To remember the importance of your nonverbal behavior.
To use nonverbal cues to enhance your credibility.
To animate your facial expressions in appropriate ways.
To maintain eye contact with your audience.
To use gestures that feel natural.
To use body movement to establish an appropriate degree of formality or informality.
To pay attention to your clothes and grooming.
To practice the delivery.
<A> CHAPTER CONTENT OUTLINE
I. The body in delivery
A. In addition to the content of a speech, audiences receive information through two
nonverbal channels—aural and visual.
1. Paralanguage (aural channel) is how something is said, not what is said,
and includes the speaker’s vocalizations, such as qualities of volume,
pitch, rate, variety, pronunciation, and articulation.
2. Audiences will analyze a speaker’s body language (visual channel),
including facial expressions, eye behavior, gestures, and general body
movement.
B. Research shows audiences derive about 93 percent of a speaker’s meaning from
nonverbal communication.
II. Enhancing your credibility through nonverbal cues
A. Nonverbal behavior also helps the speaker establish credibility by affecting
audience perceptions of competence, trustworthiness, and character.
1. Audiences are more readily persuaded by speakers who emphasize vocal
variety, eye contact, nodding at an audience, and standing with an open
body position than by those who minimize these nonverbal behaviors.
2. Audiences respond more positively to—and take more seriously—
speakers they perceive as well dressed and attractive.
III. Paying attention to body language
A. The speaker’s facial and eye behaviors convey emotion; these behaviors help
listeners determine how the speaker feels about the speech and the audience.
1. Few behaviors are as effective in building rapport with an audience as
smiling.
2. Facial expressions should correspond to the tenor of the speech, with the
speaker doing what is natural and normal for the occasion.
3. Poor eye contact is alienating, while good eye contact maintains the
quality of directness in the delivery.
a. Eye contact lets listeners know that they are recognized.
b. Eye contact indicates acknowledgment and respect.
c. Eye contact signals that the speaker sees the audience members as
unique individuals.
4. Speakers should scan the audience, or move their gaze from one listener to
another, pausing to make eye contact.
a. Scanning allows a speaker to make eye contact with many different
audience members.
b. Choosing three audience members, one from each section of the
room, as visual anchors helps the speaker to scan effectively. This is
termed the “rule of three.”
B. Speakers should incorporate gestures that feel natural. Gestures help clarify the
meaning of the speaker’s words and should arise from genuine emotions.
C. Speakers should be aware of their general body movement in an attempt to create
nonverbal immediacy, a perception of physical and psychological closeness with
the audience.
1. Speakers should try to move out from behind the podium to stand with the
audience when space and time allow; audience members tire of listening
to a “talking head” that does not move from behind a microphone or
podium.
2. Speakers should attempt to move at a comfortable, natural pace that is
appropriate to the topic, purpose, and occasion.
D. A speaker’s posture is important and should be monitored, as listeners perceive
speakers who slouch as being sloppy, unfocused, and weak. Speakers should
attempt to appear authoritative, but not rigid.
E. The way a speaker dresses can influence the audience’s perceptions of the
speaker.
1. The speaker’s clothing is often the first thing that listeners notice.
2. Speakers should consider the audience’s expectations and the nature of the
speech occasion when choosing what to wear.
3. Attire can reveal a speaker’s attitude and the amount of effort he or she put
into the speaking engagement.
4. The speaker should avoid holding objects that are unnecessary, as they
might distract the audience.
IV. Practicing the delivery
A. Practice is essential to effective delivery, and often results in greater confidence
and comfort.
B. There are several tips to practicing your speech:
1. The purpose of the speech is to get the message across, and focusing on
the message will likely make delivery more natural.
2. Record or videotape your speech, making notes about elements of delivery
that you would like to improve.
3. Be prepared to revise your speaking notes.
4. Practice under realistic conditions and settings, in front of at least one
other person, and seek detailed feedback about the quality of your
delivery.
5. Time your speech when practicing. Consider your speaking rate and adjust
as necessary.
6. Plan ahead and practice often.
<A> KEY TERMS
paralanguage the vocal effects that accompany speech.
body language a person’s facial expressions, eye behavior, gestures, and general body
movement.
nonverbal communication communication sent through aural and visual channels, including
volume, pitch, rate, variety, pronunciation, facial expressions, eye behavior, gestures, and general
body movement.
scanning a technique for creating eye contact with large audiences; speakers move their
gaze across the audience from one listener to another and from one section to another,
pausing as they do so to gaze briefly at individual listeners.
talking head a speaker who remains static, standing stiffly behind a podium, and so
resembles a televised shot of a speaker’s head and shoulders.
CHAPTER STUDY GUIDE
I. SUMMARY QUESTIONS
What is the difference between the aural and visual channel?
The aural channel consists of the vocalizations that form and accompany spoken words. The
What is paralanguage?
Paralanguage is vocalizations that include the qualities of volume, pitch, rate, variety, and
How does the speaker’s nonverbal communication—face, eye, and body movements—
affect the way audiences receive the spoken message?
By our facial expressions, audiences can gauge whether we are excited, disenchanted, or
What does eye contact accomplish and how can a speaker use effective eye contact?
Eye contact maintains the quality of directness in speech delivery, lets people know they are
What is nonverbal immediacy?
Why is practicing the delivery so important? What are some key points to remember when
practicing a speech?
Practicing a speech is critical to effective delivery. Practice decreases anxiety and allows you to
II. DISCUSSION QUESTIONS
Think of a speaker who you believe exhibits excellent nonverbal delivery. Why is he or she
effective?
Students should use specific examples to back up their claims regarding effective nonverbal
Why is eye contact so critical in effective delivery?
Students should know by now that eye contact connects the speaker and the audience, conveys
When selecting clothes to wear for your next speech, should comfort or appropriateness be
your first consideration? Why?
Have students engage in a debate on this issue and generate arguments for both comfort and
How do you practice for your speeches? Do you follow the guidelines discussed in the
chapter? How?
This discussion helps students plan and strategize their speech preparation and practice. Some
Can you think of some examples you have seen of terrible nonverbal delivery during a
speech? If so, provide some examples.
Students always have fun with this activity because almost everyone has witnessed a speaker
III. ADDITIONAL QUESTIONS AND ACTIVITIES
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 paralanguage?
What is the aural channel, and what is the visual channel?
The aural channel consists of the vocalizations that form and accompany spoken words. The
What is the “rule of three?”
Speakers use the “rule of three” when they pick three audience members to focus on—one in the
What can facial and eye behavior communicate?
Facial expressions convey emotions: sadness, happiness, surprise, boredom, fear, contempt,
What is nonverbal immediacy?
When practicing delivering a speech, a speaker should be concerned with which six
elements?
Focus on the message: the clarity of your message should be your primary concern
ACTIVITIES
Nonverbal Communication
Purpose: To explore examples of nonverbal communication, and to examine how nonverbal
signals might be read differently by different individuals.
Instructions: Class members should divide into groups of five to seven students. The instructor
will write an example of nonverbal communication on a slip of paper, and give it to one person
in each group. That person should act out the nonverbal behavior for the group, while students in
the group name the meaning of each nonverbal signal. The instructor will time each group to
determine which one conveys the nonverbal signal the fastest.
Rehearsing for Time
Purpose: To give students an opportunity to rehearse their speeches; to reiterate the importance
of speaking rate.
Instructions: Ask students to come to class prepared to rehearse their upcoming speeches, with
a completed key-word speaking outline on note cards. In a small group, have students rehearse
their speeches while group members serve as time-keepers. Group members should time the
introduction, speech body, and conclusion to determine whether the speaker adhered to the
guidelines discussed in the chapter. The introduction and conclusion should make up no more
than 10 or 15 percent of the overall speech. If the speech is too long, or if the introduction or
conclusion is too long, have group members work with the speaker to revise his or her speech.
Students should practice until they are comfortable with their use of time.
Violations of Acceptable Nonverbal Behavior
Purpose: To understand the violations of acceptable nonverbal behavior by observing the
behaviors.
Instructions: This activity must be done outside of class. Students should think of a norm of
nonverbal behavior that they can violate. They should not do anything that will mentally or
physically harm anyone. Students should simply engage in nonverbal behavior that is not
generally accepted in their culture. Then they should write up a one- to two-page summary of
their observations. Students can use the following statements and questions to help guide their
writing.
Summarize the nature of the nonverbal behavior norm you violated.
Where did you violate this standard of behavior, and how many people were around?
What did you observe in the behavior of others?
What conclusions can you draw about nonverbal communication based on this
experience?
Find a concept and an explanation from your textbook that directly relate to the violation
you committed.
How Important Is Attire?
Purpose: To open a discussion about how attire affects the speechmaking process; to get
students thinking about how they will dress during their speeches.
Instructions: Before class, collect several pictures of people who are dressed in various styles.
Try to locate examples of sloppy dress and professional dress, people wearing baseball caps,
people with flashy jewelry, and so on. Display one picture at a time, asking students to answer
the following questions out loud:
What does this person’s attire communicate to an audience?
What types of speeches, if any, would call for this particular style of dress?
What suggestions would you offer this speaker about his or her attire?
Discussion: It is important to remind students to keep their answers appropriate and ethical, as
you do not want anyone to feel offended or alienated during this discussion. Point out that,
though it may not always be productive, people tend to make assumptions about character and
personality based on appearance; this means that it is valuable for speakers to consider the kinds
of messages their attire sends to an audience.
Three Strikes and You’re Out! The Importance of Nonverbal Communication
Purpose: To illustrate to students the prevalence of nonverbal communication and to emphasize
the various functions that nonverbal behaviors fulfill.
Instructions: Choose three students to participate in this activity. (Try to choose students who
are not apprehensive about speaking in front of the class.) Ask each student to think about a
funny, scary, exciting, or infuriating personal experience and to share this experience with the
class. The students should not be permitted to use anything but their voices to tell the story.
While the three students are thinking about the story, inform the rest of the class that the speakers
are not permitted to use any nonverbal gestures or cues. The class members will act as referees,
and they will cry “Strike” whenever the speaker uses a nonverbal gesture. When the speaker gets
three strikes, he or she is out.
Discussion: After all three students have told their stories, the class should discuss the difficulty
of communicating without the use of nonverbal expressions. The students who told stories
should give their personal accounts of these difficulties.
The audience members should discuss the effectiveness of the presentation with and
without nonverbal gestures. If time allows, ask students to tell their stories again, this time using
nonverbal forms of expression.
Evaluating Yourself (also for online courses)
Purpose: To help students identify their own nonverbal strengths and weaknesses during
the delivery of a speech.
Instructions: Record your students’ speeches and then assign them to watch the video and
evaluate their own nonverbal delivery. First, students should watch the video without the sound
turned on, paying close attention to things such as eye contact, gesturing, body movement, and
attire. Then, students should watch the speech with the sound turned on and evaluate their use of
vocal elements (volume, pitch, pronunciation, etc.). Have students turn in a short paper on their
self-evaluation.
Isolating and Self-Evaluating Nonverbals
Purpose: To help students isolate and evaluate one nonverbal behavior at a time.
Instructions: Try to videotape yourself giving a speech. Perhaps your instructor videotapes class
speeches, or perhaps you can have a friend or a relative videotape your practice of an upcoming
speech assignment. Evaluate your physical delivery in terms of how natural, relaxed,
enthusiastic, and direct your nonverbal behavior is. Pay particular attention to your facial
expressions and eye contact, gestures and body movements, and your attire and use of objects.
Which elements are used effectively, and how? Which elements are potentially distracting, and
why? Specify what you could do to overcome the distracting behaviors.
Have students conduct a visual diagnostic and watch themselves on videotape at different
time periods, noting the positive and negative changes in their visual delivery. An alternative is
to have students note patterns in their facial expressions only; then, at another time, pay attention
to hand gestures; and so on. A visual diagnostic can also be completed as an out-of-class paper
assignment. Furthermore, this assignment works very well as a final paper requiring students to
watch all of their speech videos from the semester and evaluate their progress and growth.
Audience Feedback: Positive or Negative?
Purpose: To ask students to identify positive and negative audience feedback.
Instructions: List some examples of feedback conveyed by an audience, and identify each one
as positive or negative. When do you think positive feedback is more appropriate than negative
feedback? What are some ways in which speakers can deal with negative feedback they receive
while making a speech?
Examples of positive feedback may include smiling, leaning forward, or nodding the head.
Negative feedback may include yawning, rolling the eyes, texting or looking at a cell
phone/computer, or talking among audience members. Because speakers are in a more formal
situation than they would be in dyadic communication, for example, they have much more
control. Speakers can therefore take the opportunity to pay attention to the negative cues and
adjust to them so that the audience becomes more positive, reinforcing nonverbal cues. Speakers
cannot, however, pay attention to every single stimulus. Appropriate attention to feedback
requires speakers to determine which behaviors are exhibited by a majority, or at least by many
of the audience members, and adjust their delivery accordingly. Also, students must remember
that they have more control over delivery in terms of responding to feedback than they do over
adjusting a speech’s content.
IV. GROUP ACTIVITIES
Reflecting on Your Instructors’ Attire
Purpose: To encourage students to think about the way attire affects presentation effectiveness.
Instructions: Discuss the attire worn by your instructors. Is it suitable for the tasks they perform
in your classes? Have there been any occasions when you caught yourself thinking about your
instructors’ clothes instead of attending to their instructions or message? Share the best and worst
examples. What implications do differences in clothing have for what you remember about these
instructors’ communication?
It is best that students discuss the attire of instructors in classes other than yours, and that
they avoid disclosing the names of these instructors. Generate a list of “effective” and
“ineffective” attire on the board, and have students list the differences between these two types
of instructors. Have each group report for discussion the effects of both types of instructors and
their attire.
Practicing Scanning
Purpose: To give students an opportunity to practice scanning in a small group in preparation for
using it with the class during their speeches.
Instructions: In a small group, practice the technique of scanning. Try to move your gaze from
group member to group member while talking about a simple topic, such as your weekend plans
or your favorite hobby. After you have concluded the exercise, discuss how easy or difficult it
was to make effective eye contact.
Students are often very uncomfortable with eye contact, so this activity is particularly
helpful for improving nonverbal delivery. Many will note that making eye contact in a
conversation is much easier than making eye contact during a speech. Point out that public
speaking is similar to conversation in several ways (consider reviewing this content from
Chapter 1), and that making eye contact helps establish the nonverbal immediacy we often
experience in a conversation. A class discussion on eye contact might also be helpful after
completing the exercise.
Identifying Effective and Ineffective Nonverbal Delivery
Purpose: To encourage students to identify effective and ineffective delivery in well-known
speakers.
Instructions: List at least three well-known speakers who have effective nonverbal delivery.
What makes their nonverbal delivery effective? List at least three speakers who have ineffective
nonverbal delivery. What makes their delivery ineffective?
Have groups share their answers with the class, giving specific behaviors that constitute
effective and ineffective nonverbal delivery. It is important that students identify particular
behaviors, as opposed to simply making generic claims about a speaker’s style of speech. If
groups disagree with one another, encourage them to debate the issue.
