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CHAPTER 11

Delivering the Presentation

Resource Guide

The opening page of each chapter in Communicating at Work lists desired learning outcomes. The

Resource Guide will assist you in locating activities and resources from the text and Instructor Manual

that are relevant to each objective.

Integrated Objectives

Resources

Evaluate delivery formats, select and use the

delivery type best suited for any specified

presentation.

Key terms: extemporaneous presentation,

impromptu presentation, manuscript presentation,

and memorized presentation

Instructor’s Manual online:

Discussion Launchers: 1-3

Classroom Activities: 1

Create and deliver effective extemporaneous and

impromptu presentations.

Key terms: disfluencies

In the text:

Activities: 1-3

Career Tip: Sit or Stand?

Culture at Work: Speaking to International

Audiences

Technology Tip: Using Your Smartphone to

Analyze Your Delivery

Instructor’s Manual online:

Discussion Launchers: 4-7

Classroom Activities: 2-6

Written Application Exercises: 1

Video Activities: 1, 2

Conduct effective question–and–answer sessions

following recommended guidelines.

In the text:

Activities: 4, 5

Career Tip: Minimizing Audience Interruptions

Career Tip: Anticipating Customers’ Questions

Instructor’s Manual online:

Discussion Launchers: 8–10

Classroom Activities: 7

Apply information about communication

apprehension in order to speak effectively to others.

Key terms: communication apprehension

In the text:

Activities: 6, 7

Ethical Challenge: Walking Out of a Presentation

Career Tip: Confidence–Building Strategies

Instructor’s Manual online:

Personal Reflection for Journaling

Discussion Launchers: 11,12

Classroom Activities: 8

Written Application Exercises: 2

Video Activities: 3

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About Chapter 11

This chapter explains different types of delivery, pointing out advantages and disadvantages of the

manuscript, memorized, extemporaneous, and impromptu modes. Here again, students learn that there is

no one best style. Rather, choosing the best type of delivery for a particular presentation means

considering the entire context in which the delivery will take place. This is a natural place to review

context from Chapter 1. Students consider whether timing is crucial (chronological context), whether

building trust and relationships is the goal (social context), or whether other factors of audience and

occasion are primary.

Personal Reflection for Individual Journaling Assignment

Consider an embarrassing moment. How did you feel at the time? As you look back on it, are you still as

embarrassed? Similarly, if you currently feel embarrassed to stand up in front of an audience, how do you

think you will feel about this moment of embarrassment five years from now? Ten years from now?

Twenty years from now?

Discussion Launchers

1. Think about several of the best speeches you’ve seen. Which delivery style did the speaker use?

How much did the delivery style have to do with the effectiveness of that speech?

2. What style(s) of delivery do you associate with the worst speech(es) you’ve seen? Why?

3. Recall an effective impromptu presentation. What did the speaker do to make her or his remarks

effective?

4. Recall a speech you’ve seen in which the speaker used notes ineffectively. In what ways did the

notes hinder the effectiveness of the speech? Based on the guidelines in your text, recommend

ways the speaker could have improved his use of speaking notes.

5. What do you believe are the most important things a speaker can do to ensure that visual and

vocal elements add to, rather than detract from, the content?

6. Although we separate vocal, visual, and verbal elements for the purpose of studying them, how

7. In your own words, explain the differences between an oral speaking style and a written style of

language. What happens to the connection between the speaker and the audience when the

presenter speaks with a written style of language? How could a presenter remedy this problem?

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8. What do you consider to be the hallmarks of someone who handles question–and–answer sessions

well?

9. Are good question–and–answer sessions cooperative or competitive events? Why? Give reasons

for your answer.

10. Under what conditions should a speaker invite listeners to ask questions during a presentation?

Under what conditions should a speaker wait until the end of a presentation to invite audience

11. Think of a time when you felt anxiety about making a presentation. Identify specific elements of

the situation that caused your anxiety. What symptoms did you experience? If you could deliver

the same presentation again, how could you reduce your anxiety?

12. What advice would you give someone who wants to reduce the influence of her speech anxiety?

Classroom Activities

1. Comparing Four Modes of Delivery

Objective: After completing this activity, students should be able to highlight the differences among

manuscript, memorized, extemporaneous, and impromptu delivery.

Procedure: Ask for four volunteers to participate in an activity that clarifies the differences among

modes of delivery. Choose one paragraph from this chapter (or another source if you prefer). Ask

Student #1 to begin memorizing the paragraph. Ask Student #2 to notice the key points and examples in

the same paragraph and prepare to explain the ideas to the class in her or his own words. (You may wish

Now the fun begins. Have students perform their tasks in reverse chronological order (that is, start with

Student #4 and end with Student #1). This will allow the student who is memorizing enough time to

memorize at least part of the paragraph.

Class Discussion: Questions to discuss after the four students have demonstrated include:

• Which mode seems easiest for the speaker? Why?

Explore students’ answers. For example, if students suggest that impromptu seems

easiest, point out that this belief explains why some students justify ‘winging it’ without

presenting real substance, although this mode is acceptable only in trivial situations. If

• Which mode of delivery do you prefer to listen to? Why?

• Which mode helps you understand the material best? Why?

• Which mode has the greatest impact on you? Why?

• Compare your reactions to the four modes of delivery. Do your reactions correspond to the

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2. Speaking Notes for Extemporaneous Speeches

Objective: This activity gives students an opportunity to prepare a set of speaking notes from a speech.

Additionally, students should be able to understand the impact of well–prepared speaker notes on the

effectiveness of their speech.

After you complete this activity, construct a speaking outline of the same speech on the board using

student input. Ask the students to compare the speaking outline they constructed with the class’s efforts.

Class Discussion: After working together with the students to develop the speaker outline on the board,

you can use the following questions to facilitate class discussion:

• Did you experience any difficulty developing the speaker outline from this speech? If so,

why?

• What types of differences exist across each of the speaker outlines from each of your

3. The “News Item” Impromptu Speech

Objective: This assignment should allow students to reduce anxiety about impromptu speaking and

assist in the development of organizational patterns. In addition, it will provide variety in impromptu

speaking situations and encourage student creativity and thinking on one’s feet.

Procedure. On the day of this activity (not before), distribute short news articles to students. Ask each

student in turn to deliver an impromptu speech explaining the news item. The speech should last one to

two minutes. It should include an opening statement, a thesis, a body, and a conclusion that relates back

to the thesis. It is helpful to demonstrate one impromptu speech yourself.

Variation 2 – Review of Communication Concepts: Hand out slips of paper with review topics

from the text. Ask each student to state the topic in the thesis. In the body of the impromptu

speech, they should provide a definition, example, and reason why this topic is important to

know.

Class Discussion: After each speech, ask the class to determine which organizational pattern the student

used. After all speeches have been concluded, additional discussion questions include:

• What were some of the key strengths and weaknesses you saw and heard in these speeches?

• Identify several speeches that were clearly organized. What organizational patterns did these

students use?

• Identify several speeches that demonstrated effective verbal elements. What guidelines from

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• Identify several speeches that demonstrated effective vocal elements. What guidelines from

the text did these speeches illustrate?

4. Comparing Nonverbal Behaviors

Objective: This activity helps students compare effective and ineffective nonverbal behaviors.

Procedure: Divide the class into groups of about five students. Assign each group one of the three

Alternative: Instead of assigning categories to groups, you can ask each student to choose one behavior

to demonstrate.

Class Discussion: Give groups four to five minutes to prepare their demonstrations. Then, ask each

group to present their demonstration to the class. The class will identify the specific behavior and the

“common interpretation” they are enacting. After each group has presented their demonstration, wrap up

the session with a few open–ended questions.

• Did you interpret the behaviors in the same way as Table 11-1 suggests? If not, why not?

• Could these nonverbals ever be interpreted differently? Under what circumstances?

• What additional nonverbals might you add to each category?

5. Use Opening Moments to Establish (and Closing Moments to Reinforce) a Relationship with

Your Audience.

Objective: Students will recognize how crucial the opening moments of a speech are in establishing a

sense of presence, credibility, and immediacy with the audience, and how crucial the closing moments are

in maintaining those positive vibes. This helps students begin to form effective habits for opening and

Procedure: Present this entire activity in a lighthearted manner so it doesn’t seem like a punishment or

threat to students.

From the section in the text about Visual Elements, review the following pointers: Step Up to Speak with

Confidence and Authority; Get Set before Speaking; Begin Without Looking at Your Notes; Establish

and Maintain Eye Contact (especially the following sentence: “Use the moment before you speak to

establish a relationship with your audience”); Don’t Pack Up Early; and Pause, Then Move Out

Confidently. Demonstrate this exercise to students first. Ask students to observe you as you complete the

following:

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• Regain eye contact while stating one or two sentences about yourself.

o Be sure to signal the conclusion of your “speech” by lowering the pitch of your

voice.

• Stand still, refrain from touching your notes, and maintain eye contact and a pleasant

expression while the audience claps.

• Gather your notes and walk calmly away from the lectern ONLY after the audience has

stopped clapping.

Give students a moment to write their own very brief sets of speaking notes, using only key words.

Class Discussion: Debrief this exercise with questions such as:

• Which part of this exercise was most difficult for you?

• What was the easiest aspect of this exercise?

• Was looking at audience members before starting intimidating?

• What strategies did you use to help you do two tasks at once: looking at the audience and

stating your opening words without looking down?

• How did it feel to stand and look at the audience while they were clapping for you? Why

is it important to learn to do this?

• Now that you’ve lived through an applause session without running away, will you be

If your class has any students with high speech anxiety, take this opportunity to congratulate the class for

6. Converting Written Language to Oral Language

Objective: Students will practice revising stuffy, written language into lively, oral language.

Procedure: Just before introducing this activity, startle students slightly by bringing in a short

manuscript lecture and reading from it or by opening the text and reading directly from it. You should

maintain eye contact as much as possible, but be sure to use complex sentences that are difficult to

understand aurally. After a moment, stop reading and ask students for their reaction.

Use this demonstration to point out the differences between spoken and written genres of our language.

Mention that effective speakers use a style that is somewhere between complex written language and

casual conversations, which often include incomplete ideas, imprecise language, fillers, and “teen talk”

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• This insurance form must be properly filled out by all new hires before the last day of the

first week of full–time employment with this company.

• It is imperative to admonish all salesclerks that a number one priority of effective sales is

that a high level of comfort should be created in customers.

7. Mock Question and Answer Session

Objective: Students will become more familiar with answering questions about their speaking topic.

Procedure: Start by reviewing key points explained in the section of this text titled “How to Manage

Questions.” Next, ask for two or three volunteers. This exercise actually works best if you, the instructor,

pose as the first volunteer. Instruct each volunteer to think of one concept from the text they know well

enough to answer questions about. There are two advantages to focusing on topics from the text: (a) This

exercise will serve as a chapter review while also demonstrating question/answer protocol, and (b)

students in the audience can assist in answering questions if needed.

The first volunteer will “start the ball rolling” by explaining what topic s/he has chosen, then asking the

Class Discussion: Follow the demonstrations by asking which answers students thought were most

effective. Then, turn the tables by inquiring whether they noticed any types of questions from the

audience that were more or less effective at eliciting solid answers. Finally, work through the guidelines

8. How Anxious Are You About Public Speaking?

Objective: After completing this activity, students will be aware of their level of communication

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Procedure: Distribute a copy of the handout titled “Personal Report of Communication Apprehension”

(located at the end of this section) to each of your students, and have them complete the instrument.

Class Discussion: In class, discuss students’ fears of public speaking and the connection to their PRCA

scores.

• Is there a consistent theme concerning the class‘s scores on the PRCA?

• What factors might contribute to having either high or low scores on this instrument?

• What methods can individuals use to experience less communication apprehension while

speaking?

Written Application Exercises

1. Delivery

Choose two professional presentations you’ve attended: one that was delivered effectively and one that

was not delivered so effectively. Compare the speakers’ use of visual elements, verbal elements, and vocal

2. Managing Anxiety

Write an essay in which you identify and describe types of anxiety that you might experience when you

deliver oral presentations. Try to be as honest as possible. Using three or four ideas from the text that you

Video Activities

1. Influencing Credibility

Objective: After completing this activity, students should be able to understand and discuss the relative

contributions of verbal and nonverbal behavior to an individual’s credibility as a speaker. They should

also be able to define the various elements of credibility as they relate to an individual’s verbal and

Procedure: After reviewing the various verbal and nonverbal concepts discussed in the text, show a

four– or five–minute segment of a videotaped presentation. The presentation can be from any type of

public speaking situation—a presidential campaign speech, a student’s class presentation, or a speech

from a film. Regardless of the type of presentation, it is important that you not tell the students anything

about the speaker. Show the clip first with the picture turned off so that the students hear only the

speaker’s voice; then show it again with the picture on and the sound off. The third time, show the video

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charismatic, write 5; if only average, write 3; if uncharismatic, write 1. After the third showing, discuss

students’ ratings and the reasons for their ratings.

Class Discussion: Class discussion should focus on the differences in students’ scores for each viewing

and the elements that contributed to the ratings given.

• Which of the three viewings did you score the highest? Why?

• What impact do both verbal and nonverbal elements have on the effectiveness of a speaker?

• Which aspects of nonverbal communication added to or detracted from the speaker’s

credibility?

• Which aspects of verbal communication added to or detracted from the speaker’s credibility?

• Did the combination of verbal and nonverbal elements increase the speaker‘s effectiveness?

Why or why not?

Applications: This activity explores the relationship between the aspects of credibility and the

2. Analyzing Yourself on Video

Objective: Students will apply the wisdom set forth in the Technology Tip titled “Using Your

Smartphone to Analyze Your Delivery.”

Procedure: This exercise works best if you instruct students to prepare and practice ahead of time. You

can either ask them to prepare a one– to two–minute practice speech, or you can use this exercise as a

dress rehearsal before their graded speech. Have students bring their own tapes or data storage devices on

the day of the exercise so they can keep their recordings for future reference.

Class Discussion: After help groups have completed their peer evaluations, ask questions such as:

• What did you learn that surprised you?

• From your group, what are one or two pointers you would you like to share with the entire class?

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3. Coming to Grips with Anxiety

Objective: This activity provides a humorous way to encourage students to identify and discuss some of

their own anxieties about public speaking.

Procedure: Show a clip from the video titled Ghost and Mr. Chicken in which Mr. Chicken becomes

overwhelmingly embarrassed about addressing a crowd and blows it entirely.

Class Discussion: After showing the clip, ask students to analyze Mr. Chicken’s experience. Ask

students to use material found in the section of the text titled “Speaking with Confidence” to suggest

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Credibility Rating Form

Characteristic

Sound Only

Picture Only

Both

Charisma

Expertise

Trustworthiness

Competence

Sincerity

Commitment

Empathy

Strength

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Personal Report of Communication Apprehension

The following is a self–report measure of public speaking anxiety. Respond to each statement honestly, and work

quickly. Indicate the extent to which you agree or disagree, and score yourself as follows: Strongly Agree = 1, Agree

= 2, Undecided = 3, Disagree = 4, Strongly Disagree = 5.

1. While preparing for giving a speech I feel tense and nervous.

2. I feel tense when I see the words “speech” and “public speaking” on a course outline when

studying.

3. My thoughts become confused and jumbled when I am giving a speech.

4. Right after giving a speech, I feel that I have had a pleasant experience.

5. I get anxious when I think about a speech coming up.

6. I have no fear of giving a speech.

7. Although I am nervous just before giving a speech, I soon settle down after starting and feel calm

and comfortable.

8. I look forward to giving a speech.

9. When the instructor announces a speaking assignment in class, I can feel myself getting tense.

10. My hands tremble while giving a speech.

11. I feel relaxed while giving a speech.

12. I enjoy preparing for a speech.

13. I am in constant fear of forgetting what I prepared to say.

14. I get anxious if someone asks me something about my topic that I do not know.

15. I face the prospect of giving a speech with confidence.

16. I feel that I am in complete possession of myself while giving a speech.

17. My mind is clear when giving a speech.

18. I do not dread giving a speech.

19. I perspire just before giving a speech.

20. My heart beats very fast just as I start a speech.

21. I experience considerable anxiety while sitting in the room just before my speech starts.

22. Certain parts of my body feel very tense and rigid while giving a speech.

23. Realizing that only a little time remains in a speech makes me very tense and anxious.

24. While giving a speech I know I can control my feelings of tension and stress.

25. I breathe faster just before starting a speech.

26. I feel comfortable and relaxed in the hour or so just before giving a speech.

27. I do poorly on speeches because I am anxious.

28. I feel anxious when the teacher announces the date of a speaking assignment.

29. When I make a mistake while giving a speech, I find it hard to concentrate on the parts that follow.

30. During an important speech, I experience a feeling of helplessness building up inside me.

31. I have trouble falling asleep the night before a speech.

32. My heart beats very fast while giving a speech.

33. I feel anxious while waiting to give my speech.

34. While giving a speech I get so nervous I forget facts I really know.

To determine your score, first total the numbers you gave yourself for statements 1, 2, 3, 5, 9, 10, 13, 14, 19, 20, 21,

22, 23, 25, 27, 28, 29, 30, 31, 32, 33, and 34. Now subtract this total from 132, and add the difference to your total

score on statements 4, 6, 7, 8, 11, 12, 15, 16, 17, 18, 24, and 26. Your total score should be no higher than 170 and

no lower than 34. If your score is higher than 100, then you are moderately over–fearful of public speaking. A score

between 80 and 100 means moderate fear, and anything less than 80 means minimal fear. Your score is only an

approximation of your speech anxiety and should be regarded as such. Also, know that the vast majority of students

who have responded to this measure on many campuses in the United States fall in the moderately anxious range.

Super–low and super–high scores are rare.

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Additional Resources

Greene, Richard. (2002). Words that shook the world: 100 years of unforgettable speeches and events.

New York: Prentice Hall Press. Analyzes the strategies of the world’s most dynamic speakers.

Hamlin, S. (2006). How to talk so people listen: Connecting in today’s workplace. New York: Harper

communication apprehension.

Addresses symptoms, signs, and perceptions regarding communication avoidance. Helpful

remedies for overcoming reticence.

Richmond, V. P., & McCroskey, J. C. (1997). Communication: Apprehension, avoidance, and

effectiveness (5th ed). Scottsdale, AZ: Gorsuch Scarisbrick.

This classic is concise, yet is still a good source of material on communication anxiety. Causes

This text is an ideal study of the various factors of voice: pitch, volume, rate, quality, articulation,

and more. Pronunciation guides are included.

DVD

90 Minutes to Killer Presentation Skills. 84 min. Educational Video Group, Inc.

Examines effective delivery skills used by charismatic speakers such as JFK, Bill Clinton, and

Barack Obama.

The 5 Communication Secrets That Swept Obama to the Presidency (2008) 47 min. Cambridge

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Communicating by Voice and Action. 14 min. Coronet.

Confident Public Speaking. Career Track Publications.

Conquering Communication Anxiety. (2010) 24 min. Insight Media.

Behavioral and cognitive approaches to overcoming anxiety.

Delivering the Speech. 30 min. VTAE.

Traces a young man’s efforts to overcome anxiety as he interviews contestants in a youth speech

competition.

Speaking Effectively: To One or One Thousand. 24 min. CRM Productions.

Gives basic information needed for beginning public speakers. Covers anxiety, body language,

rehearsal, and confidence–building techniques to develop mental, visual, and verbal effectiveness.

The Toastmasters’ Guide to Public Speaking: How to Write and Deliver Great Speeches. 35 min.

Kantola Videos.

Techniques for writing and delivering compelling speeches.

Web

Stephen Boyd

http://www.speaking–tips.com/Delivery/

Boyd presents tips for effective delivery.

Ferguson Center for Public Speaking: