Public Speaking Exam 2

Mediated public speaking

(Introduction) Mediated communication are messages transmitted through a mechanical or electronic medium. •Preparation and delivery for both speeches involving mediated communication and traditional face-to-face speeches are similar.

Using presentation aids

(Introduction) •"Listening can lead to understanding; seeing can lead to believing." •A creative use of presentation aids can help you deliver an engaging and interesting speech.

Listening Skills

(Introduction) Listening is an important skill for speakers. •Good listening can help -During the research process. -During practice when you receive feedback. -During your speech as the audience gives you feedback.

Persuasive speaking

(Introduction) •A speech can be well organized, have solid supporting materials, and still fail to persuade. •Mastering the art of persuasive speaking can help you generate the outcomes you want.

Language and style

(Introduction) •Word choice (diction) -Requires you to consider the audience, occasion, and nature of your message. -Can make a speech clear and memorable. -Can confuse, offend, bore, or annoy listeners when used thoughtlessly.

Research works best when you have a plan (cont.)

-Develop a reliable system for matching each citation to the evidence you obtain. •Record citation information immediately. •The URL that appears on the bottom of the page when Internet evidence is printed out is not sufficient for a citation.

Using technology wisely (cont).

-Examples of presentation software include the following: •Adobe Flash •Apple Keynote •Google Docs Presentation •Microsoft PowerPoint •OpenOffice Impress •Prezi •Slideshark •Zoho Show Use it to unify a mixed-media presentation. -Remember, content is king. -Don't let the software steal the show.

The Listening Process (cont)

-Listening styles -Action-oriented listeners •Immediately focus on getting to the meaning of a message and determining a response. •Prefer direct, concise, error-free messages. •Are easily frustrated by rambling. -Content-oriented listeners •Favor depth and complexity of information and messages. •Are willing to spend more time listening. •Pay careful attention to what is said. •Enjoy discussing and thinking about what was said. -People-oriented listeners •Are willing to invest time and attention. •Are interested in supporting friends and strengthening relationships. •Notice the speaker's mood and body language. •Express more empathy toward the speaker. -Time-oriented listeners •Are concerned with managing time. •Can exhibit impatience and rush interactions.

Delivering Group Presentations (cont)

-Panel members should •Participate in the discussion. •Give each other an opportunity to talk. •Be tactful and professional when disagreeing with another panelist. -The atmosphere at a panel discussion is usually more casual than in a symposium. •Talk about the panel discussion in advance with your group so that all members know which questions or topics they want to bring up. •Single group representative -One person is responsible for presenting on behalf of an entire group. -The group decides on the best approach to the presentation. -All group members have input. -The speaker distinguishes among his or her own views, those of some group members, and those agreed to by all group members.

Using the Internet (cont.)

-The Virtual Chase offers the following credibility assessment guidelines: •How credible are the Web sites linked to and from this site? •Does another credible source provide information similar to that found on the site you're evaluating? •Does the site weigh arguments for both sides of an issue? • Is there advertising on the site? •Is the site's word choice professional?

Research works best when you have a plan (cont.)

-The following information typically is required for citations: •Name of author and his or her credentials •Title of the work •Source (title of the publication) •Date of the publication •Volume number of the publication (for periodicals) •Publisher and city of publication (for books) •Page number where the evidence appears •URL for Internet sources

Conducting Library Research (cont.)

-To find books related to your topic, •Use the library's electronic catalog by subject. •Use a digital e-reader. •Browse through books on nearby shelves.

Using the Internet (cont.)

-You can improve the quality of your search by doing the following: •Use quotation marks around key phrases. •Use precise search terms. •Use advanced search features. •Use scholarly search features.

Research Works Best When You Have a Plan...

A research plan is a strategy for finding and keeping track of information to use in your speech. -Inventory your research needs. -Decide on your research objectives .-Consider your rhetorical purpose and your instructor's research requirements. -List the subject matter you need to research and the questions you need to answer.

Advantages of mediated communication (cont)

Advantages of real-time technologies -They are most successful when participants have a relationship with one another. -Audience feedback •Certain technologies allow audience feedback, letting you adapt your speech in the moment. -Audience interaction •Real-time technology allows audience members to interact with the speaker during or immediately after the speech. Option to save •The audience may have the ability to go back to any point in your speech for clarification or reinforcement. •If you are able to record your real-time speech, you have the opportunity to share it with an even wider audience later.

Types of supporting materials (cont.)

Analogies -An analogy is a comparison based on similarities between two things, one of which is familiar to the audience. -A literal analogy compares two things in the same category. -A figurative analogy compares two different things, using traits of one to explain the other. Provide analogies that draw on concepts you heard in speeches your classmates have delivered. -Other sources of analogies include •Familiar sights and traditions on campus. •Aspects of college life that your listeners can all relate to.

Guidelines for supporting materials (cont.)

Appeal to different learning styles. -Active learners need to "do something active" with the material. -Reflective learners "prefer to think about it." -Visual learners tend to "remember best what they see." -Verbal learners tend to "get more out of words—written and spoken explanations." Incorporate visual aids for visual learners. -Have active learners do something with the supporting materials. -Have reflective learners think about the supporting materials being presented. -Ask verbal learners to read or listen to the materials. -Multimedia presentations are most effective when you combine words and images

Maximizing your audience's listening

Audience surveillance -Pay attention to an audience's nonverbal and verbal responses while you give a speech. •Anticipate ineffective listening before your speech. -Consider your listeners' attention and energy levels. -Assess your audience's knowledge and abilities. -Front- and back-load your main message. -Use presentation aids strategically. Encourage active listening during your speech. -Tailor your delivery by adjusting your voice, volume, fluency, projection, rate, and timing. -Acknowledge the viewpoints of argumentative listeners. -Pause for questions to help re-engage defeated listeners .-Engage superficial listeners by making eye contact or asking questions.

Guidelines for supporting materials (cont.)

Avoid long lists. -People find it difficult to understand strings of facts, examples, or statistics with no elaboration. -Select a small number of supporting materials, each taking about 15‒30 seconds. Consider your audience. -Use your audience's knowledge and interests to guide your selection of supporting materials. -Listeners will respond more effectively to interesting and informative materials to which they can relate. Respect the available time. -Choose supporting materials that fit into your speech's time frame. -Short speeches should have supporting materials that require little time to present.

Choosing respectful and unbiased language

Biased language refers to word choices that suggest prejudice or preconceptions about other people. -Its use erodes your credibility and distracts the audience from listening to your message. -Avoid language that suggests you're making judgments about race, ethnicity, gender, sexuality, religion, or mental or physical ability. Avoid stereotypes. -A stereotype is a generalization based on the false assumption that characteristics displayed by some members of a group are shared by all members of that group. -It can come into play when claims are made beyond the facts that the evidence proves. -Stereotypes always should be avoided when discussing potentially controversial topics. Use gender-neutral references. -Using only masculine pronouns reinforces gender-based stereotypes. -Occasionally use of "he or she" is fine. -Use plurals ("their") where appropriate. -Alternating "he" and "she" is useful. -Select a gender-neutral term where possible ("chair" instead of "chairman"; "firefighter" instead of "fireman"). Make appropriate references to ethnic groups. -Use the noun preferred by a particular ethnic group when referring to that group. •Some people prefer "African American" instead of "black." -Refer to ethnic groups correctly. •A visitor from Nigeria is not African American. -Use masculine and feminine forms correctly. •Ana Castillo is a Chicana, not a Chicano.

Why use supporting materials

Building audience interest -Select supporting materials that motivate your audience to listen to your speech by appealing to their interests. -You can increase the chances that your audience will listen by selecting materials that •Surprise them. •Make them laugh. •Touch their emotions.

Recording your classroom speech

Camera -You can use an iPad or smartphone camera. -If you use a smartphone to shoot video, •Use a tripod, where possible. •Shoot your video horizontally instead of vertically. •Shoot a sample, and replay it to check lighting and sound quality. •Edit on a computer where you have a large screen and can see everything in more detail. If you want to buy a camcorder, research online reviews before making the investment. -Select an option that is familiar and easy-to-use. Setting and background -Be sure the background looks professional. -Avoid background noises. -Place the primary source of light behind the camera operator and directed toward the speaker. •It is generally better to have more light than less. Attire -Select clothing that is appropriate for public speaking and will make a good impression on camera. •Single, neutral colors are recommended. •Jewelry should not make noise. -Record and view a practice speech to see how you and your speech setting will appear to the audience.

Recording your classroom speech (cont)

Camera positioning -Be sure the view is wide enough to capture your movement and gestures. -Avoid using a "talking head" shot. -If a cell phone camera is used, place it on a flat surface to avoid camera shakiness. -Position the camera to the level of your eyes. -Consider changing the camera shot, which is challenging but can enliven your speech.

Guidelines for supporting materials

Choose the most credible proof. -Give priority to supporting materials that are backed by credible evidence. -Examples are more credible when they can be proven. Use a variety of supporting materials. -Using the same type of supporting material repetitively can cause audience fatigue and reduce effectiveness. -Use different types of supporting materials to clarify, elaborate on, or substantiate different points in your speech.

Research Works Best When You Have a Plan (cont.)

Consider what types of sources will best meet your needs: •Books, journal articles, newspapers, government documents, and reference works •High-quality Internet sources •Interviews with experts -Use library indexes, and adjust your keywords (words related to your topic) for broader or narrower results.

Types of supporting materials (cont.)

Definitions -Dictionary definitions provide the meaning of a term as it appears in a dictionary. -Expert definitions come from a person who is a credible source of information. -Etymological definitions explain the linguistic origin of terms. -Functional definitions explain how something is used or what it does.

Optimizing delivery and messages in mediated presentations

Delivery considerations -Voice •Speak at the same volume you would use when addressing people seated in a conference room. •If you are prerecording, do a quick "voice check" by recording yourself saying the beginning of your introduction and playing it back to ensure appropriate volume. •Maintain an effective rate of speaking, and pause at natural stopping points in your speech. •Imagine you are speaking to a live audience, and try to maintain an energetic delivery. •Consider asking the audience to use high-quality ear buds when listening to you. -Eye contact •Look toward the camera while presenting. •Make extended eye contact in several directions, just as you would with a live audience. Movement and gestures •Don't gesture too expansively. •Ensure that all movement remains within the range of your camera so that you do not move in and out of the screen.

Challenges of mediated presentations (cont)

Difficulty managing distractions -Multitasking is juggling multiple tasks with and without technological devices. •Listeners are more likely to multitask when the speaker is in a different location. -Speakers lose opportunities to use nonverbal strategies to regain audience attention. -They have few or no opportunities to notice things that are distracting listeners. Technological difficulties -Prevent technological issues by •Practicing with the technology beforehand. •Making sure a backup device is available. •Opening a Web site in a different browser or disconnecting and reconnecting to the Internet. •Contacting the help team if a submission site is not allowing you to upload. •Switching to another online video service.

Why use supporting materials (cont.)

Enhancing audience understanding -Anticipate difficulties. -Use accessible examples and easy-to-understand definitions. Strengthening audience memory -Give listeners "hooks" that will help your ideas "stick" in their minds. -Use supporting materials such as props, pictures, and demonstrations to help create hooks.

types of supporting materials

Examples -An example is a sample or instance that supports or illustrates a general claim. -Brief examples •Brief examples are a set of short instances used to support or illustrate your claim. •A brief example is usually a single sentence. -Extended examples •Extended examples provide details and give the audience a deeper and richer picture of your point.

Expressing your ideas effectively (cont)

Figurative language -Figurative language (or figures of speech) refers to techniques used by speakers. -Anaphora is the repetition of a word or phrase at the beginning of successive phrases, clauses, or sentences and is used for emphasis, clarity, and a rhetorical sense of style. Antithesis is clauses set in opposition to each other to distinguish choices, concepts, and ideas. -A simile makes explicit comparisons with the word like or as. -A metaphor makes implicit comparisons of unlike objects that are not meant literally. -Be clear and consistent when using similes and metaphors to avoid using mixed metaphors and mixing comparisons.

Effective group leadership (cont)

Focus on tasks, not disagreements. •Articulate desired changes in behavior rather than criticizing individuals. •A personality clash perhaps may be solved best by discussing the problem in private with the members who disagree. Manage disruptive emotions. •Even after a conflict has been resolved, members may still feel angry, upset, or embarrassed and may withdraw from the group. •Bring reluctant members back into the discussion by inviting their input on important issues. Seek to create a diverse group atmosphere. •Group members with different ideas can tackle complex problems by offering, weighing, and trying out multiple solutions. •Greater group heterogeneity (member difference) can be challenging. -Challenge: Members need more time explaining background information. -Challenge: Members are more likely to disagree with one another. •Groups with greater homogeneity (member similarity) run more smoothly but less productively.

Using presentation aids during your speech (cont)

Fold up half of any displays pinned on the wall to cover them until you're ready to use them. -Insert blank sheets between sheets with images when using a flip chart. -Issue clear instructions on how to use handouts. -Watch the audience during the presentation. •Maintain eye contact. -Maintain eye contact with the audience instead of looking at your visual aid. Remember the purpose of your aids. -Presentation aids are tools that supplement your speech, not the main vehicle for delivering your speech.

advantages of mediated communication

General advantages -Flexibility •Audience members can be at multiple and more convenient locations. •Prerecorded speeches can be viewed at different locations and at different times. -Savings •Travel time and money are saved. -Audience size •There are no limits on audience size. Advantages of prerecorded speeches -Do-overs •If you make a mistake, you can start over. •Editing may or may not be allowed in your class. -Pause and rewind buttons •Listeners have additional opportunities to process and reflect on your message. -Option to save •Recording makes a permanent record of your speech for future use.

The Listening Process

Good listening can -Improve a speaker's connection with the audience by helping him or her respond to feedback. -Help an audience member absorb information and critically evaluate claims. Listening vs. hearing -Hearing is passive reception. -Listening means actively paying attention to the message. -Scientific process of listening •Selection (attention, perception) •Organization (interpretation) •Integration (storage recall) -Listening as part of the communication process •Sensing •Interpreting •Evaluating •Responding •Processing is actively thinking about both vocal and nonverbal messages and cues. •Retention is your ability to remember what you've heard. •The attentiveness curve •Poor listeners tend to pay little attention at the beginning of a presentation. •Attentiveness then picks up, falls again, and rebounds near the end of the speech.

Types of presentation aids (cont.)

Graphs -A graph is a visual representation of the relationship among different numbers, measurements, or quantities. -Graphs are especially useful when presenting statistical evidence. -A line graph uses lines plotted on a pair of axes to show relationships between two elements. -A bar graph uses parallel bars of varying height or length to compare several pieces of information. A pie chart ( or circle graph) shows how percentages and proportions relate to one another.

Optimizing delivery and messages in mediated presentations (cont)

Have the camera operator record your practice to become familiar with the equipment and your speech. -During your "final take," allow sufficient time for a do-over, and watch it to make sure it is a quality recording. -Save the recording to more than one place.

Effective group leadership (cont)

Help members avoid groupthink, the tendency to accept ideas and information uncritically because of strong feelings of loyalty or single-mindedness within the group. •Groupthink erodes the lively and open exchange of ideas that is necessary for informed decisions. •It suggests that being increasingly amiable with other members of a group can decrease independent, critical thinking. Facilitate decisions. •When group members have thoroughly discussed the issue at hand, help them come to a decision. •Never use your power to manipulate the group. -Help organize the group's presentation. •The group leader does not need to make all the decisions but coordinates the decisions that need to be made. Managing conflict -Refer to ideas by topic, not by person. •Focus on the content of specific suggestions rather than attributing those suggestions to individual members. •When ideas get associated with an individual, that person may become defensive if the proposal is criticized, even if it has real shortcomings. Resolve conflicts quickly. •Try to resolve distracting conflicts rather than allowing them to continue or repressing them. •Give each disagreeing member an equal opportunity to explain his or her perspective. •You may ultimately need to offer your opinion or vote to break a deadlock on an issue.

Becoming a better listener

Interactive listening includes filtering distractions, focusing on the speaker, and showing you're paying attention. •Filter out distractions. -External noise •Environmental noise •Visual distractions -Internal noise •Thoughts that make it hard for you to concentrate -Avoid nonlistening activities, and focus on the person speaking. •Focus on the speaker. -Keep your mind on what the speaker is saying, not on what he or she may say next. -Ask yourself, •What does this statement mean? •Do I agree or disagree with it? •Do I have questions about it? •How might other people think or feel about it? Show that you are listening. -Nonverbal cues that indicate listening include •Alert posture •Head nodding •Eye contact -Verbal cues that indicate listening include •Asking questions •Paraphrasing audience members' question

Group communication

Introduction A small group is a limited number of people gathered for a specific purpose. •Group dynamics are the ways in which members relate to one another and view their functions. -Group dynamics can determine whether a group achieves its mission. Small groups offer important advantages over individual efforts. -Groups often achieve better outcomes by collaborating than people working alone. -Each group member has unique experiences and perspectives to offer. -Groups can see problems and improvements more easily than an individual alone. -Groups can divide project workload to best suit each member's strengths.

Using supporting materials

Introduction •Supporting materials are the different types of information you use to develop and support your main points. -Select the best supporting materials for your main points. -Include materials that show you have done research and know the topic well. -Use clear and understandable language.

Research works best when you have a plan (cont.)

Keep track of your sources. -Maintain a complete and accurate record of your research resources. •This lets you to cite your sources in your speech. •If you don't have a citation, you can't include the material in your speech. -A citation contains information about the source author and the location of your evidence.

Guidelines for developing your presentation aids (cont)

Keep your aids simple and clear. -Presentation aids work best when audience members can simply glance at or hear them once and quickly grasp what you're trying to communicate. -Make sure each visual aid is large enough to be seen by everyone in your audience. Create contrast between text and background on visual aids to increase readability. -Test the legibility of visual aids to ensure they are legible at a distance. -Test the volume and clarity of audio aids.

challenges of mediated presentations

Loss of naturalness -Naturalness is determined by the extent to which it matches the features of face-to-face interaction. -Key factors that contribute to naturalness include •Sharing the same space. •Sending and receiving messages quickly. •Being able to send and receive both verbal and nonverbal expressions. Loss of immediacy -A sense of connection is reduced when the speaker and audience do not share the same space. -Speakers face greater challenges establishing credibility and building common ground. -You may feel less of a bond with the audience when presenting to a camera. Decreased nonverbal communication -Mediated presentations limit and alter how listeners see and interpret the speaker's nonverbal messages. •Diminished feedback -The speaker cannot gauge audience interest, comprehension, or positive reactions.

Effective group membership (cont)

Maintenance-oriented roles •Harmonizers decrease tension in the group. •Compromisers attempt to find common ground between adversaries within the group and offer solutions that may be palatable to both sides. •Encouragers inspire other group members by complimenting their ideas and work. •Gatekeepers facilitate the exchange of information among group members. •Norm facilitators reinforce healthy group norms and discourage unproductive ones. Self-oriented roles •Blockers stop the group from moving toward its objective by refusing to accept group decisions or the opinions and ideas of other group members. •Withdrawers refuse to make any contribution or to participate in the discussion. •Dominators monopolize group interactions. •Distracters send the group in irrelevant directions with off-topic comments or extraneous conversation. Tips for participating in a small group -Prepare for group meetings. -Treat other members courteously. -Listen interactively. -Participate, don't dominate. -Participate authentically. -Fulfill your commitments. -Use technology to your advantage.

Using presentation aids during your speech

Make sure everyone can see and hear your aids. Control audience interaction with your aids. -Do not show or play an aid until you are ready for the listeners to see or hear it. -When you are finished, put the aid away or shut it off. -Cue the desired scene or track beforehand. -Avoid playing background music.

Optimizing delievery and messages in mediated presentations (cont)

Message adaptations -Building common ground •Make brief references to other classmates' speeches during your presentation. •Note points made during mandatory chat times. •Relate common experiences of online students to concepts in your speech. •Use relevant ideas from previous discussions. •Emphasize goals or principles familiar to members of the group. Keeping audience members engaged •Ask rhetorical questions. •Increase the variety of supporting materials. •Keep it simple and relevant. •Highlight takeaways (memorable phrases or sentences that capture the essence of your speech). Practicing delivery and recording -Practice as you would for face-to-face. -Review your practice recordings. •Are your rate and volume appropriate? •Do you appear to be looking at the audience? •Can all of your movements and gestures be seen? •Are your presentation aids both visible and on screen long enough for viewers to process? •Does the setting of your speech look professional? •Do the lighting and background make a clear picture of you?

Special considerations for real time presentations

Practice with your equipment to make sure your technology works. -It is vital to practice real-time mediated speeches with the technology you plan to use. •Select a robust Internet connection. -An Ethernet connection is preferred over wifi. Using group chat/video and screen sharing -Group chat can be used to add audience participants from a contact list. -Group video allows you to see all participants individually. Creating opportunities for audience interaction -Position yourself directly in front of your computer. -Encourage questions at deliberate points in your speech, or ask for comments/feedback. -Study listeners' reactions as you watch them. -Focus their attention to make it more likely that they will interact with you. Soliciting feedback through an alternative medium -Ask someone at the audience's location to send you messages about the audience's level of engagement, comprehension, skepticism, interest, enthusiasm, and boredom. •Keep your phone-checking discrete so your audience does not see it and think that you are distracted. •Ask the helper to keep the feedback simple

Presenting your message clearly (cont)

Proper use of words -Incorrect word choice can •Undermine clarity and credibility. •Create unintended humorous consequences. -Watch out for words that •Are commonly misused. •Are frequently mispronounced. •Sound alike but have different meanings. Concise language -Use the fewest words needed to express an idea. -Avoid verbal clutter (extraneous words that make it hard for the audience to follow your message).

Guidelines for developing presentation aids (cont)

Rehearsing with your presentation aids -Practice using your presentation aids as you rehearse your speech. -Always prepare a hard copy of any presentation aids you plan to present using technology—because technology can fail. -Practice giving your speech without using your presentation aids. Practice a number of times when delivering digital presentations. -Check before the speech that your media will work with the computers in the speech setting. -Consider taping power cables to the floor to avoid tripping over them during your speech. -Make sure you have any video cued to the right scene before beginning your speech.

Expressing your ideas effectively

Repetition -Repetition grabs listeners' attention and leaves lasting memories. -It should be used sparingly. -Returning to a point later in a speech provides a reminder to the audience. -Rewording potentially confusing passages is a form of repetition. Hypothetical examples -A hypothetical example is an imagined example or scenario that you invite your audience to consider. -It can help listeners follow a complicated point that you present immediately afterward. Personal anecdotes -They are brief stories that can help you build credibility. -They can reassure listeners that you're not judging them. Vivid language -Vivid language grabs attention with words and phrases that appeal to all five senses. •Strong imagery (mental pictures or impressions) helps an audience visualize your topic. •You should select descriptive words that evoke pictures, smells, textures, sounds, and flavors. •Overuse of vivid language may diminish its effectiveness.

Researching Your Speech: (Introduction)

Researching your topic and providing strong evidence for your claims help you -Develop a quality speech. -Convince your audience. -Impress your instructor. -Be effective in the workplace after you graduate.

Research Is Essential

Researching your topic helps you to -Gain a broader understanding of the topic. -Gain audience agreement. -Research allows you to gather evidence .-Evidence strengthens your credibility. -Demonstrate college-level academic research skills to your instructor. -Develop skills important for the workplace.

Effective group leadership

Selecting a leader -Groups gain leaders in various ways: •A designated leader is selected by an external authority. •An implied leader has preexisting authority or skills that are well suited to the task at hand. •An emergent leader comes to be recognized as a leader by the group's members over time. Leading meetings -Address procedural needs. •When and where will meetings take place? •Who will start meetings and record notes? •How will notes be circulated? -Model the behavior you expect. •Avoid interrupting others or dismissing their questions or comments. •Do not dominate discussions or decisions. Facilitate discussion. •Ensure that all members of your group have the opportunity to participate in each discussion. Keep members on task in a friendly manner.

types of supporting materials (cont.)

Statistics -A statistic is a piece of information presented in numerical form. -When used properly, statistics can help you to •Quantify the points you're making. •Show the big picture regarding multiple instances or instances over time of the situation you are discussing. Disadvantages of using statistics: •The more statistics you include, the greater the chance that your listeners will consider your topic too complicated. •Too many statistics can bore listeners. -Follow these guidelines for using statistics: •Limit the number of statistics you present. •Use visual aids to explain your statistics. •Establish context.

Delivering Group Presentations

Symposium -In a symposium, several or all group members speak to the audience in turn. -Members plan carefully and agree on which topic each member will address, how she or he will present it, and how much time is available. -Each speaker should introduce and provide a transition to the next speaker. -Organize the symposium as you would an individual speech by including an introduction, a body, and a conclusion. •Have the first speaker also give the introduction. •Have the final speaker present a conclusion that summarizes each presenter's main ideas. Panel discussion -In a panel discussion, group members converse among themselves at a table while the audience watches and listens. -A panel requires a moderator who •Introduces panelists •Facilitates group discussion and monitors time. •Ensures that each panel member participates. •May participate in the discussion.

The rise of mediated communication

Technological changes have created increasing options for public speakers to reach an audience. -Face-to-face presentations remain the gold standard of public speaking formats. -Mediated communication opens up new channels for distributing and viewing presentations. The expansion of mediated public speaking -Mediated presentations include •Recording a presentation for class. •Participating in a job or scholarship interview on Skype. •Creating a YouTube video for charity. •Podcasting a program you produced. •Delivering a sales presentation by videoconference.

types of supporting materials (cont.)

Testimony -Testimony is information provided by others. -Expert testimony •Comes from professionals who have in-depth knowledge of a topic. •Is used to increase acceptance of your claims. -Lay testimony •Comes from people without special expertise. •Is used to show how a typical person has been affected by your topic.

Types of presentation aids ( cont.)

Text-based visuals -A verbal chart arranges words in a certain format to list or compare items. A flowchart combines text and graphics to demonstrates the direction of information, processes, and ideas. Audio and video -Audio •Enhances a presentation if used well. •Can make abstract concepts easier to understand. -Video •Helps demonstrate actions that cannot be described with words or pictures. •Must be clear, compelling, and easy to see to be useful.

Group Decision Making and the reflective-thinking process

The reflective-thinking process is a particularly effective approach to making a group decision. -It has five steps: •Define the problem. •Analyze the problem. •Establish criteria for solving the problem. •Generate possible solutions. •Select the best solution (and communicate it).

Types of presentation aids

The speaker -You can wear the clothing or use the equipment associated with your topic. -You can demonstrate or act out an aspect of your topic. Assistants -An assistant can help reinforce points from your speech or demonstrate when serving as a presentation aid yourself would be too complicated. Objects -Show objects or models to listeners, or demonstrate with them. -If your object is small, consider walking closer to the audience and holding up the object for them to see. -If the object is too large to present in its entirety, be creative.

Effective group membership

Three types of member roles -Task-oriented roles •Initiators suggest the group's goals and offer new ideas or propose new solutions. •Information providers offer facts relevant to the issue under discussion. •Information gatherers ask other members to share facts they know, or they seek out needed information from other sources. Elaborators add supporting facts, examples, or ideas to a point that someone else has made during the discussion. •Clarifiers attempt to make the meaning of another member's statement more precise. •Evaluators offer their own judgments about the ideas put forward during a discussion. •Synthesizers identify emerging agreements and disagreements among the group as a whole. •Recorders take notes during the meeting, tracking major decisions and plans made by the group.

Culprits behind Poor Listening

Unprocessed note taking is copying the speaker's words verbatim without considering what you are writing down. -When taking notes, focus on the content of what's being said. -Write down only the most important points. •Nonlistening is not paying attention. It prevents you from processing and retaining the message. -When feeling distracted, calm your mind. -Redirect your energy to listening. •Interruptive listening occurs when one person consistently interrupts another. -Interruptive audience members can derail the speaker. -Interruptive speakers can miss certain aspects of a question or comment. -Be sure not to interrupt when listening to others. -If someone interrupts you, tell them you'd be happy to answer questions at the end. •Agenda-driven listening occurs when speakers focus so much on what comes next in the speech that they pay little attention to audience members. -It annoys audience members and damages the speaker's credibility. -Make sure you are analyzing your audience to confirm listeners are keeping up with and understanding your speech.

The rise of mediated communication (cont)

Use of mediated presentations is expanding. •Over 3/4 of colleges in a recent survey teach online classes. •Videoconferencing technology exceeds $7 billion worldwide and is expected to grow by almost 10% a year through 2019. •Many governmental organizations allow people to use technology such as Skype to make comments during public meetings. -This increases civic engagement for those who cannot attend public meetings in person. Prerecorded and real-time presentations -A prerecorded or asynchronous presentation is recorded by the speaker for later viewing by one or more audiences. -A real-time or synchronous presentation •Is delivered directly to the audience as the speaker presents the message from a remote location. •Is similar to a face-to-face presentation, except that the audience and speaker are not together.

Using technology wisely (cont)

Using other technology -Not every forum is equipped for digital presentations. -Traditional presentation aids may be more appropriate. •Photographs •Marker boards and flip charts •Television and DVD player -Consider a mixed approach.

Using technology wisely

Using presentation software -Presentation software (or slideware) enables users to create, edit, and present information, usually in a slide-show format. -It is used to create tables, charts, graphs, and illustrations. -Digital devices enable you to capture, download, and share media cheaply and easily. -Microsoft PowerPoint is most common, but there are many other options.

Types of presentation aids (cont.)

Visual images -A map is a visual representation of geography to which you can add labels. Photographs and drawings •Photographs provide an exact depiction. •Drawings help emphasize and deemphasize certain details. -Diagrams •A diagram is a drawing that -Details an object or action. -Shows the relations among its parts. -Usually includes labels.

Why use supporting materials (cont.)

Winning audience agreement -Provide supporting data that offers a good reason for accepting your claims. -To do this, you can •Quote an expert. •Present a demonstration. •Provide examples. Evoking audience emotion -You'll capture more of your listeners' attention if you touch their emotions. -The right supporting materials can stimulate the audience's empathy, anger, or commitment.

Why use presentation aids?

•A presentation aid (also known as an audiovisual aid) is anything beyond your spoken words that you use to help listeners understand and remember your message. -Presentation aids can make your speech more interesting. -They can simplify a complex topic -They can help the audience remember your speech.

Culprits behind poor listening (cont)

•Argumentative listening occurs when speakers listen only enough to fuel their own arguments (also known as selective listening). -It may occur when you disagree with an interviewee's opinions or ideas. -Remind yourself to listen first before making judgments. -Try to keep an open mind. •Nervous listening occurs when speakers feel compelled to talk through silences. -This makes it difficult to gather and interpret information. -It can damage your ability to gather and interpret the information you need to deliver an effective speech. -Collect yourself, and wait a few beats before continuing.

Using the Internet

•Benefits of Internet research -Access is convenient, and searching is quick. -You can find an immense volume of information, including that found in quality sources accessed through many linked libraries. •The World Wide Web contains about 170 trillion bytes of information, which is seventeen times the size of the print collections in the Library of Congress.

Conducting Library Research (cont.)

•Books -Store huge amounts of information written by people with extensive experience in subject areas. -Are the best place to start your research. -Are likely to provide in-depth information on your topic. -Typically offer synthetic thinking on your topic. -Usually are vetted before publication.

Interviewing Sources (cont.)

•Conduct the interview. -Arrive on time, and dress appropriately. -Explain the purpose of your interview. -Start with friendly, easy-to-answer questions. -Stay focused and take notes. -Maintain eye contact. -Be open to new information. -Listen carefully. -Ask for permission to record the interview.

Guidelines for developing presentation aids

•Consider the forum. -The forum is the location. -Where will the audience listen to your speech, and is the forum equipped to handle presentation aids? -Are outlets and wireless Internet access available? -Do you have access to poster boards, flip charts, marker boards, or chalkboards? Consider your audience. -Demographics •Consider the age, gender, place of birth, and other listener demographic information. -Prior exposure •Has the audience seen or heard a particular aid before? •What was the result of the prior exposure? •If the prior exposure was ineffective, why? Make sure your aids support your points.

Using the Internet (cont.)

•Credibility of social media -Information on participatory (or social) media is not reviewed before it is posted. -Wikipedia is a popular example. •Any user can modify the content. •Studies show it suffers from omissions and is not a neutral source of information. •At the start of your research, it can be used to learn background information.

Evaluating a Source's Credibility

•Credible sources can be reasonably trusted to be accurate and objective. •Expertise -Expertise is the possession of knowledge necessary to offer reliable facts or opinions about the topic.

Denotative and connotative meaning

•Denotative meaning -The denotative meaning of a word is its exact, literal dictionary definition. -When a word has a single, not overly technical definition, you can expect your audience to understand what you mean. -Many words have numerous definitions. •If a specific word is likely to confuse the audience, choose a different word or phrase. Connotative meaning -A connotative meaning is an association that is made when people hear or read a word. -It may be unlike its denotative meaning. -You can make a powerful impression on an audience by using words for their connotative meanings. -Careless use of a word with very different denotative and connotative meanings can confuse your audience.

Differences between oral and written language

•Differences between oral and written language -Oral language is more adaptive. -Oral language tends to be less formal. -Oral language incorporates repetition.

Using the Internet (cont.)

•Disadvantages of Internet research -Authorities publish in print, not online, and copyright protections may restrict access. -Information may not be credible or of sufficient quality; anyone can post anything. -The top-level domain is no longer a reliable gauge of the quality of a Web site. -Information from advocacy or commercial groups may contain incorrect or biased information.

Interviewing Sources (cont.)

•Evaluate your notes. -Ensure that your notes are accurate by reviewing them immediately after the interview. -Contact the interviewee for clarification, if necessary. -Always send a thank-you note.

Using the Internet (cont.)

•Evaluating the credibility of online sources -Evaluating credibility can be difficult. -Many sites fail to identify authors or credentials. -Many articles are posted without expert reviewing or editing. -It is important to develop guidelines for evaluating the credibility of the sites you're considering using.

Research Works Best When You Have a Plan (cont.)

•Find the sources you need. -Start with school and community libraries. -Use the Internet as a supplemental resource. -Discuss your topic with a research librarian •They know the library's resources and the location of hard-to-find items. •Their job is to help you find the best resources.

Conducting Library Research (cont.)

•Government documents -They provide detailed and useful information on laws, regulations, and government activities. -Resources for finding government documents include the following: •Catalog of U.S. Government Publications •FDsys - Federal Digital System •CQ Electronic Library

The nature of a persuasive speech

•In a persuasive speech, the goals are to -Influence audience members' beliefs, attitudes, or actions. -Advocate fact, value, or policy claims. •Depending on the goal, persuasive speeches try to -Strengthen audience commitment. -Weaken audience commitment. -Promote audience action. •Persuasive speeches advocate a fact, value claim, or policy claim. -A fact claim asserts that something is true or false. -A value claim attaches a judgment (such as good, bad, moral, or immoral) to a subject. -A policy claim advocates action by organizations, institutions, or members of your audience.

Conducting Library Research

•Libraries offer -Convenient access to the broadest range of credible sources. -Sources not available on Web sites. -Databases with indexed collections of articles relevant to your topic. -Librarians who can help you find what you need.

Types of supporting materials (cont.)

•Narratives -A narrative is a brief (real or imaginary) story that supports your main point -They can be used as attention-getters or to illustrate a point. -Anecdotal evidence does not replace credible proof. -Use short narratives to recapture the audience's attention.

Conducting Library Research (cont.)

•Newspapers -Newspapers provide very current information. -Libraries often have general and specialized indexes for articles from local and major local newspapers. -Most newspapers have Web sites, and many offer a searchable database.

Evaluating a Source's Credibility (cont.)

•Objectivity -Sources with objectivity have no bias that would prevent them from making an impartial judgment on your speech topic. -Avoid evidence from biased sources because it leads audience members not to accept the point you are trying to prove.

Evaluating a Source's Credibility (cont.)

•Observational capacity -Observational capacity is the ability to witness a situation for oneself. -Sources with training and experience make more credible observers. •Recency -Recency is timeliness. -Newer evidence is generally more reliable. -Do not overlook classic, enduring evidence.

Conducting Library Research (cont.)

•Periodicals are publications that appear at regular intervals. -Their advantages include the following: •Scholarly journals provide credible information. •Peer-reviewed articles in journals provide sound research. •Newsmagazines are helpful for current events. -Consult general periodical indexes. -Use specialized periodical indexes. -Ask your reference librarian for help.

Interviewing Sources (cont.)

•Plan your interview questions. -Prepare focused questions that the person you are interviewing is in a unique position to answer. -Frame each question based on the information that you need. -Consider asking a candid question that the interviewee might like to avoid, but phrase it professionally.

Interviewing Sources

•Prepare for your interview. -Determine what you want to find out through an interview. -Decide whom to interview. •The person should be an expert on the subject.

Listening when you are in the audience

•Providing a speech critique can help you and the speaker. •Guidelines include the following: -Take notes. -Identify main points. -Consider the speech's objectives and provide constructive criticism .-Support your feedback with examples. -Be ethical.

Conducting Library Research (cont.)

•Reference works -Reference works are compilations of background information on major topic areas. -Reference works help with introductory research on a topic. -The major categories of reference works are encyclopedias, dictionaries, quotation books, atlases, and yearbooks

Using the Internet (cont.)

•Searching the World Wide Web -A search engine is a specialized program that continually visits Web pages and indexes what is found there. •Search results are sorted to make them more useful, based on various criteria. •Try several to see which is best for you. •Engines may prioritize sponsored sites. •The most frequently used search engines are Google, Bing, and Yahoo!

Interviewing Sources (cont.)

•Set up your interview. -Contact potential interview subjects in person, if possible. •Identify yourself. •Explain that you're preparing a speech. •Describe what you hope to learn from the interview. -Be willing to accommodate the person's schedule.

Choosing respectful and unbiased language (cont)

•Steer clear of unnecessary references to ethnicity, religion, gender, or sexuality. -Do not mention these unless they are relevant to a point you are making. •A note on appropriate language and political correctness -Words have tremendous power to influence the ways that people think of, feel about, and treat each other. -As often as possible, avoid words that could cause harm or pain to others. -Some people argue that guidelines on word choice may restrict rights to freedom of expression by establishing strict rules of "political correctness." -Avoid the "PC debate" by supporting your position with credible evidence and logical reasoning.

Presenting Evidence in Your Speeches

•To present information accurately, do the following: -Clearly cite your sources. •Attribute all sources in your speech. •Include all sources on the works cited page. -Present the information accurately. •Direct quotations present someone else's ideas word-for-word. -They must be inside quotations marks. -Leaving out the quotation marks is plagiarism. •Paraphrasing is restating the information in your own words. -A paraphrase must be substantially different from the original words. -It must be done accurately. Do not use power wording (rewording evidence so that it support your position).

Presenting your message clearly

•Understandable language -Use language your listeners recognize. -Analyze your audience to determine appropriate word choice. -Avoid jargon (specialized or technical words that are familiar only to people in a specific group). •If you can say something in plain language, do so. •If you use jargon, explain it. Concrete words -A concrete word is specific and suggests exactly what you mean. -An abstract word is general and can be confusing and ambiguous. -Use abstract words to give the big picture. -Use a mix of concrete and abstract words as needed.

Importance of language and word choice

•Words convey a speaker's ethos (credibility) to listeners. -Use language appropriately to boost your credibility. -Choose the right words to clarify your message. -Explain technical terms, and use helpful presentation aids.