Wednesday August 25, 2010. Links to support material, sample outlines, and potential topic ideas may be found at http://art-lynch.blogspot.com. Information on the instructor may be found at http://artlynch.org.
Day Fourteen: Understanding Informative Speaking
Class Name: Oral Communication / SPC 62016
Actions:
1. Chapter 12, 13, 14 Report
2. Complete Improvisational Speeches
3. Cover material indicated below
Daily Objectives: After this lesson you will understand or be able to:
V1 Outline your speech
V2 Select an Informative Structure for your speech topic
V3 Begin research on your informative speech
V 4 Understand the proper use of body language
VT1 Understand proper use of vocal qualities and speech
VT2 Fully understand chapters 1 to 14
VT3 Work to study and rehears with others in the class outside of class
VT4 Be up to date on vocabulary and the concepts needed to succeed in this course.
Statement:
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 George Bernard Shaw quotes (Irish literary Critic, Playwright and Essayist. |
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V. Facts and figures tend to be most objective (judge the source objectively).
a. Factual statements can stand alone but
i. Source must be supported or believed by receiver / audience.
ii. Speaker can or even must interpret their meanings
iii. Speaker should carefully distinguish facts from interpretive claims derived from the information.
iv. There are usually multiple ways to interpret “facts”
v. Speaker must cite reputable sources in support of claims and/or “facts” alleged to be interpreted correctly or true.
vi. Speaker must be cognizant of potential bias in sources of “factual” information
1. All sources/writers/individuals select information based on their own filters, bias, objectives or thesis.
2. Even neutral sources and statements are colored by the culture of the source/reference/writer/ speaker/ individual.
3. Even objective sources must be selective in deciding what information to present and what to omit.
4. All of communications is filtered or limited by size, time, potential, bias, culture, intent or perceived intent…etc.
b. Figures, statistics and numbers are considered numerical “facts” (but may or may not accurately indicate what you are studying in their methodology, collection, statistical error, volume or interpretation.
i. Figures /statistics
1. Forms of numerical information that describe some population, event, relationship or real world data collected
2. Describe size
3. Describe scope
4. Make predictions
5. Illustrate trends
6. Support or disprove claims
7. Show relationships
8. May not be relevant when reexamined
ii. Speakers may
1. Unpack or present “meaning” of figures for the audience/receiver
2. Provide explanation
3. Provide analysis
4. Use visual aids to make the figures real or show relationships
c. Facts and Figures are needed
i. To support claims
ii. To make the unfamiliar failure
iii. To add or support credibility
iv. To help persuade on controversial topics
d. Facts and figures can
i. Be used unethically
ii. Be misleading
iii. Be mistrusted by the audience/ receiver
iv. Be misinterpreted by the source/speaker/transmitter
v. Be bias
vi. Be incomplete
vii. Be derived incorrectly
viii. Include distortions
ix. Have omissions through fault or in error
x. Clutter a speech if too many used or used too often
xi. Confuse the audience if too many used or used too often
xii. Be outdated (fallacy or regency)
xiii. Be too dependant on one source or easy sources
xiv. Be non-academic or academic in nature
xv. Can represent possibilities instead of certainties
xvi. Can be willfully misused by source or resource utilized
e. Speakers should not
i. Rely too heavily on one or just a few sources
ii. Ignore contradictory information or sources
iii. Seek out only sourced that support their own view or assumptions
iv. Omit material that is important for interpreting the information
f. Three devises for turning facts and figures into supporting materials
i. Definitions
1. Help audiences understand unpopular ideas
2. Help audiences understand unfamiliar ideas
3. Help audiences understand unfamiliar concepts
4. Should include at least two attempts to translate into terms failure with the audience
5. May have to be repeated in the speech as needed
ii. Explanations
1. May combine facts and figures
2. Are used to clarify a topic, idea or concept
3. Can be used to demonstrate how something works
4. Can be used to show why steps in a plan are needed
iii. Descriptions
1. Are word pictures
2. Can invoke vivid, mood setting images
3. Are needed for full understanding of image or perspective
4. Are used for visualization of images, concepts or ideas
5. Can be overused
6. Can actually confuse audience is used incorrectly
VI. Secondary Ethos used by source to support argument through outside expertise, credibility or support audience will/may accept.
a. Speakers use testimony by citing the words and or ideas of others in supporting their speech or message.
i. Testimony is a form of evidence that relies on the expertise of others
ii. Testimony can be spoken, written, recorded or related to audience
iii. Best if video and/or audio is available
iv. Support with presentation aids when applicable
v. See text for additional information on testimony
b. Speaker may use direct quotation (citing the words of others verbatim) or they may paraphrase materials into their own words (this includes the creative intellectual property or concepts of others).
i. Speakers should always show/cite their source when quoting testimony
ii. See definition of plagiarism in the text. You may not plagiarize the words, thoughts, creative concepts or intellectual property of others. Giving credit actually strengthens your arguments.
c. There are three types of testimony that can be used as supporting material
i. Expert testimony from those qualified by training, education, experience to qualify or serve as experts.
1. Adds to the overall ethos of your presentation
2. Curtail for supporting topics and ideas
3. Remember that expertise may be area specific. One person may be an expert in one area but not in another, regardless of how well they are known or respected in celebrity.
ii. Testimony to relate to real-life consequences of an issue / idea / concept.
1. First hand experience is valued in our culture
2. The voice of those effected carries weight in our society
3. Pathos is invoked or reinforced by use of emotional testimony
4. Lay testimony reinforces identification between listeners and the message.
5. Testimony can reinforce the objective validity of ideas.
6. Can bring the life to otherwise removed ideas or events.
iii. Prestige testimony associates a message with the words of a respected public figure.
1. Cultural heroes invoke mythos, pathos and ethos.
2. Be careful as one persons prestige is another’s disrepute
3. Be aware that prestige or celebrity does not necessarily mean expertise and could be taken as celebrity speaking out of turn.
d. Testimony needs to be evaluated carefully
i. Judgment value
1. Relevant
2. Somewhat free from Bias
1. Free from Bias
2. Or bias is make clear and understood
3. Regency
1. Current or recent
2. Or show how it applies to current issue being discussed
3. Make clear if the person testifying changes their mind
a. Example: Global Warming
b. Example: Anti-War in the 1930’s
c. Example: Pro-Invasion of Iraq switching to Pro-Withdrawal or anti-war.
4. Some testimony can actually improve with age (famous people)
a. Example: Abraham Lincoln
b. Example: Martin Luther King
c. Example: Viet Nam pilot
ii. Appropriate
1. Fit or tied carefully into topic discussed
2. Needed for argument or understanding
3. Not redundant unless redundancy desirable
4. No misused or misrepresented
5. On topic or related in way where difference is clear
6. Only expert testimony can demonstrate factual nature of claims
7. Prestige enhances topic
8. Lay testimony used to humanize or make current and real
iii. Avoid distorting meaning through
1. Contextual errors
2. Interpretation errors
3. Lack of understanding of source intent
4. Plagiarism
iv. Support with a variety of experts or sources
VII. Use of examples
a. Enliven oral message by providing it with verbal illustrations and narratives
b. Clarifies ideas or concepts
c. Arouse and sustain audience attention and interests
i. Provides concrete examples
ii. Puts imagination and thoughts into action
iii. Personal examples can involve an audience and promote identification
iv. Common experience, beliefs and values can build bridges between cultures (all demographic differences).
d. Can help to bridge or “get through” noise/screens/filters
e. Provides emphasis for important ideas or concepts
f. Forms of examples:
i. Brief example mentions specifics to demonstrate a general statement
ii. Extended examples contain details to allow a speaker to convey a mood or bring an example to life
iii. Factual examples provide support for ideas
iv. Hypothetical examples are representational
1. Make sure they do represent what you are trying to convey
2. Should be plausible
3. Real examples should be used when possible
4. Can be used to avoid embarrassing individuals
5. Should be representative and not distort
6. Alert the audience to hypothetical with clues such as “imagine” or “picture this” or “what if”.
g. Be cautious in use of and evaluation of examples
i. Relevance
ii. Believability
iii. Representativeness
iv. “Hold water” test
v. Tasteful
vi. Propriety in relation to event or environment of speech
VIII. Narratives
a. Stories, telling a story to illustrate, make or support a point
b. Helps make sense of events or concepts
c. Can promote identification
d. Function like examples, using same structures and tests explained above
e. Effective for introduction, transitions or conclusions
f. Can be woven throughout the speech
g. Evaluate Carefully
i. Is it needed
ii. How much time does it take (worth it?)
iii. Relevance to audience and topic
iv. Does it fit the audience
v. Will it work with an audience
vi. Have they heard it before
vii. See story telling chapter in text
IX. Principles
a. See text for further explanation
b. Uses ethos and cultural proofs
X. Three Major Techniques
a. Comparison
b. Contrasts
c. Analogy
XI. Selecting the right supportive materials
a. Controversial
i. Facts and statistics
ii. Strong supporting secondary ethos
iii. Factual examples
iv. Expert testimony
v. Audience consideration of values and ideas
b. Abstract
i. Use narratives and examples to bring life
ii. Comparison
iii. Contrasts
iv. Analogies
v. Develop appropriate feelings
vi. Develop appropriate contextual application
c. Technical
i. Expert testimony to supplement facts and figures
ii. Definitions
iii. Explanations
iv. Descriptions
v. Comparisons
vi. Contrasts
vii. Analogies
viii. Simplify whenever possible
d. Arouse Emotions
i. Lay and prestige testimony
ii. Examples
iii. Narratives
iv. Excite listeners by using comparison contrasts
e. Defuse emotions
i. Facts and statistics
ii. Defuse any emotion
iii. Expert testimony
iv. Definitions
v. Focus on explanations
f. To bring closer to audience
i. Localize if possible
ii. Analogies
iii. Show why it is important to audience
XII. Support Materials
a. Must be adapted to your audience.
b. They need to be limited to what is required or necessary so as not to confuse your audience.
c. Support the main point whenever possible
d. Avoid tangents
e. Support each point unless obvious or no objection
f. Clarify main points
g. Illustrate main points
h. Meet academic, cultural and use tests
XIII. Chapter 13 Using Visual Aids
a. Visual Aids are actually Presentation Aids and may include
i. Sight
ii. Sound
iii. Smell
iv. Touch
b. Objectives of the Chapter
i. Explain he major advantages of using visual aids in a speech
ii. Identify and know how to use the kinds of presentation/visual aids available for a speech
iii. Apply good process guidelines to preparing and presenting aids within a speech
iv. Select only aids essential to the speech, aesthetics or content.
v. Apply the information learned to date to presentation aids
c. Presentation Aids offer advantages
i. Strengthen the clarity of the message
ii. Increase listeners interests in the message
iii. Makes message easier to understand and retain
iv. Reengages interests at key points in the speech
v. Enhance a speakers credibility
vi. Can improve a speakers persuasiveness
vii. Can help combat stage fright
viii. Illustrate and support key points
ix. Provide Logos, Pathos, Mythos or Ethos outside the speakers vocal remarks
x. Makes the speech more interesting
xi. Takes up time (if used properly supports with this time)
d. Kids of Visual Aids
i. Objects
ii. Models
iii. Photographs
iv. Drawings
v. Graphs
1. Line graph for statistical trends
2. Pie graphs for distribution patterns or relationship to the whole
3. Bar graphs show comparison between two or more items
vi. Video
vii. Audio
viii. Transparencies
ix. Slides
x. Multimedia (computer assisted mediated presentation)
xi. Guests or other physical examples
xii. Sometimes you can use your own body as a visual aid
e. Six Basic Guidelines for Visual Aids
i. Prepare Visual Aids in Advance
1. Time to correct, be creative, make decisions
2. Time to practice with the aid
ii. Keep it Simple Silly (KISS)
1. Enhance communication
2. Do not overdo artistry or wizardry unless relevant to the topic and needed for other reasons
3. Be clear, straightforward and uncluttered
4. Include only what needs to be there to make the speaker’s point
iii. Aids must be seen or heard
1. Size large enough to be seen
2. Size of letters and image large enough to be seen
3. Avoid clutter and small details
iv. Use Fonts that are easy to read
v. Do not overdo font use
1. Less is more
2. Fewer is better
3. Keep it easy to read and pleasing to the eye
vi. Use color effectively
1. Color can dramatically increase the impact of the presentation
2. Color carried emotion (Pathos)
vii. Basic Guidelines for Color Use
1. Use contrasting colors that can be easily differentiated
2. Use a limited number of colors
3. Keep colors consistent
4. Use color strategically to highlight key points
5. Avoid yellow, orange or other very light colors except as a highlight
6. Keep in mind most people have varying degrees of color blindness, so make sure the visual holds up if it were in black and white…
f. Guidelines when using visual aids during a speech
i. Avoid using the chalkboard or white board
1. Speakers may have to turn their back to the audience
2. May not look as good as alternatives
3. May lack vividness of prepared visuals
4. People are anal in judging handwriting, graphics, etc.
ii. Display visual aids where audience can see them
1. Do not block aids
2. Make sure they are easy to see and read
3. Make sure they can be understood by target audience
4. Are they necessary…if not, do not use them.
iii. Avoid passing visuals
a. Causes noise and takes attention off speech
b. May not be timed with when you are presenting the point illustrated by the pass around
c. When in hand audience member may pay more attention to the visual than the message or the speaker
d. Do not hand out material during the speech
a, Do so before the speech – however make sure it is not something the audience will page through and thus be distracted form your speech
b. Offer material after the speech for those who are interested.
iv. Display visual aids only when discussing them
1. Visuals may distract from what you are saying if on view early or after the point where they are utilized in the speech.
2. Cover or remove aids when not in use
3. Be consistent in look of similar aids throughout the speech
v. Talk to the audience, not the visual
1. Eye contact should be 80% or more with the audience
2. Audience interests may fade if you are perceived as not talking with them
3. Never READ off your visual, simply refer to it and memorize or use note cards for what visual says
4. Keep writing on visual simple so the audience is listening to you and not reading long sections on the visual
5. Glance at first and then periodically toward the visual
vi. Explain the aids clearly and concisely
1. Visual aids are only as valuable as the information you use while presenting them, or the impact they carry in ethos, pathos, mythos or logos
2. Do not rush the use of the visual, make sure it is seen, understood and supports what you are saying at the time
3. Explain the major features of the aid and their meaning to the audience
vii. Practice with the visual aids when preparing for the speech.
XIV. Using Power Point
a. PowerPoint is a Microsoft product, these notes apply to all PowerPoint like systems of presentation, but use the term PowerPoint due to its market dominance
b. Must take into account not to use as a crutch
c. Must take into account to avoid briefing (unless the speech is a briefing- see Unit 6 notes on Informative Speaking)
d. Avoid distracting movements, music and graphics
e. Do not let the power point be the speech, it is only an aid
f. Do not put everything on the PowerPoint
g. Avoid clutter, too much gray matter (verbiage and numbers) and anything that is not referred to vocally and important to the speech
h. Do use creative integrated features as needed
i. Do plan and rehearse use of PowerPoint
j. Use professional quality layout that compliments your speech
k. Be able to give the speech effectively without the PowerPoint
l. Do not darken room so that you are not seen clearly by audience
m. Speak to the audience and not the PowerPoint
n. Reveal items slightly after you introduce the subject supported (except in the use of humor)
o. Be sure you do not plagiarize
p. Make sure you use copyrighted materials properly and within the law
q. Wide use of PowerPoint (avoid overuse)
i. 94% of professional speakers use PowerPoint
ii. 90% of multi-media presentations are developed using PowerPoint
r. Plus and Minus
i. Allows use of a variety of visual aids without having to juggle between them or set up separate equipment
ii. Allows incorporation of text, photographs, charts, graphs, video, sound and other presentation aids under one system
iii. Allows for easy professional images (if proofed properly and if design elements are taken into consideration)
iv. PowerPoint could dominate the presentation (a negative)
v. PowerPoint may make speaker too dependant on presentation aids
vi. PowerPoint may lead to the use of aids that are not needed
vii. PowerPoint can lead to inflexibility in the presentation
viii. PowerPoint is not easily adaptable to the audience
ix. Do not use PowerPoint to illustrate every aspect of the speech
x. Do no look at the PowerPoint more than to glance at it
xi. Do not let the PowerPoint upstate the speaker
s. Do not throw together a presentation
i. Required planning
ii. Requires rehearsal
iii. May require changes as speech is developed and practices
iv. May require changes to adapt to an audience
v. Make sure the presentation enhances the content of the speech
t. Review further components and their use in the textbook and in PowerPoint Tutorials
u. Check for errors. Any error will take away form your Ethos
i. Spelling
ii. Statistics
iii. Color use
iv. Image order
v. Etc.
v. Do request help from other students or professionals when needed
w. Observe Copyright laws
i. Obtain permission
ii. Pay fees if requested
iii. Fair use provision of copyright law for education
1. May use portions of copyrighted material for a class
2. May not receive payment of any kind for presentation
3. May not post copyrighted material on the open web without written permission form copyright holder
4. Must credit source in any use, even on closed systems or in a speech use (may be done with written source acknowledgment in find print or in your full outline)
5. May use three minutes to ten percent, whichever is less, on all film, video or time motion media without obtaining permission, provided above items are observed.
6. May use ten percent or no more than thirty seconds of music provided source is acknowledged
7. May use entire photographs or illustrations pro video no more than 15 images or ten percent, whichever is less, of a collection of works.
8. Must credit sources and use the copyright symbol when presenting material in a PowerPoint or any other presentation aid.
Demographics include:
Age
Gender (sex is how most people answer, but gender are psychological traits)
Psychographics (anything else you can put a number do or use data to understand, involving an individual, group, audience or market. Examples include individual income, household income, racial or ethnic identification, religious and/or church affiliation or beliefs, size of family, geography, nationality, language spoken, group affiliations, marital status, sexual orientation, etc.
Demographics- numbers (data used to understand an individual, group, audience, or market). Assist in research, presentation, and preparation of communication. Can be reasoned over time or instantaneous in consideration and effect/
Cultural definitions are based on various demographic influences as well as the elements, influences and forces that influence and form an individual, group, audience, or market
Bias- the tendency to feel one way or another about anything. Judgments made as a part of life that can be fixed or easily altered. Thoughts, opinions on almost anything.
Stereotype- a communication shorthand that is a form or and type of bias. Fast decisions on people or things used that make rapid communication possible. Can change over time and/or vary by individual, circumstances, context or other influence.
Prejudice- to pre-judge. Usually a strong culturally entrenched form of bias, difficult to change. Can be negative or positive (example “You’ve Go To Be Taught” from “South Pacific”.
Encode and Decode are not the Codes
Codes are how we encode and decode intended messages:
Verbal- the words or language –
Vocal- how the words or language are said, articulated, spoken
Visual- everything else, including visual, auditory (music, sounds), olfactory (smell), taste, touch, etc.
Proofs are how we get through noise, screens, and filters
How we prove an argument, get others to listen
Proofs: how you prove an argument, how you influence the listener…
Ethos- credibility (experience, education, power, appearance, likeability, etc.)
Pathos- emotion (feelings, emotions, gut, etc.)
Logos- logic
Mythos- culture (beliefs, mythos, shared ideas, culturally held truths)
Encode and Decode are the process in which ideas and concepts are put into symbolic representations to be transmitted and received. These are transmitted and received using the Codes
Codes are how we encode and decode intended messages:
Verbal- the words or language –
Vocal- how the words or language are said, articulated, spoken
Visual- everything else, including visual, auditory (music, sounds), olfactory (smell), taste, touch, etc.
Proofs are how we get through noise, screens, and filters
How we prove an argument, get others to listen
Proofs: how you prove an argument, how you influence the listener…
Ethos- credibility (experience, education, power, appearance, likeability, etc.)
Pathos- emotion (feelings, emotions, gut, etc.)
Logos- logic
Mythos- culture (beliefs, mythos, shared ideas, culturally held truths)
Thumbnail: Key Word Outline / Presentation outline
A few key words under each organizing letter or number (can be as few as one word) to remind you of where you are. As few as possible. You may even delete numbers or letters if you can remember them. Simply the very basic structure of your outline/speech. It is not to be read from or utilized except as a reminder if needed. See handout.
Stock Issue: Focus on questions reasonable people might ask. The elephant in the living room. The gorilla in the closet. What needs to be addressed. The obvious that cannot be avoided. The expected that needs to be dealt with.
Jargon: Language used within a group, association or profession that may or may not have the same or similar definition outside of the group. Use of jargon should be limited to groups that understand it or explained well to the audience. Avoid jargon that may be offensive or easily misunderstood by others.
Idioms: Phrases that carry a particular meaning to a particular culture. For example: Home Run, “Cover All the Bases” “Three Pointer”, “Take It to the End Zone”, “Touchdown”, “ASAP”, “See Ya Later”, “Goliath”, “Herculean Feat”
Status Quo: The current system, prevailing opinion, existing state of affairs, most common beliefs, as always, the way things are…Status Quo is powerful because it carries the power of presumption, presuming that things are fine and work now so why change, or that the way things are done now is the best possible way.
Presumption: Assuming the status quo is correct. Comfortable with status quo. Not questioning. Not open to ideas or change. Resistant to conflicting views. Resist conflicting or uncomfortable opinions, ideas, concepts, and actions. Allowing screens to determine self-image, truth, and concept of reality. Not aware of a need for change. Resentful of attacks on close held beliefs. See opposing views as the enemy or a threat to stability and their personal life. Resent threats to their core beliefs. Tend to only research or study what they already believe in (reinforcement instead of challenge to ideas).
Burdon of Proof: Speakers responsibility to prove to audience or receiver. Solid arguments that cut through screens/filters/noice/interfereance. Well through out argumentation. Utilize all four proofs (ethos, logos, pathos, mythos). Requires knowing and understanding other side. Should acknowledge and when possible utilize others beliefs.
Prima Fascia: On the face of it. At first sight. On it’s Face. Needs support of secondary ethos and use of other techniques to work unless audience already believes. Often used to reinforce those who already feel or think the way you do.
