CHAPTER 12

Delivering the Presentation

Chapter Objectives and Integrator Guide

The opening page of each chapter in Communicating at Work lists desired learning outcomes.
The Integrator Guide will assist you in locating activities and resources relevant to each
objective.

Integrated Objectives Resources

Choose and use the delivery type best suited for a In the text:
given presentation. Page references: 405-410
Activities: 1,2
Key terms: extemporaneous presentation; Career Tip: Color-Coded Speaking Notes
impromptu presentation; manuscript presentation; On Your Feet: Your Impromptu Talk
memorized presentation
Instructor's Manual online:
Discussion Launchers: 1-4
Classroom Activities: 1-3
Create and deliver effective extemporaneous In the text:
and impromptu presentations. Page references: 411-418
Activities: 3-5
Key terms: disfluencies Career Tips:
Stand or Sit?
Increasing Credibility with Good Delivery
Using a Microphone
Minimizing Interruptions
Self-Assessment: Evaluating Your Delivery

Instructor's Manual online:

Discussion Launchers: 5-7
Classroom Activities: 4-6
Video Activities: 1,2

Student Online Learning Center:

Internet Exercises 1 & 2 from Ch 13
Conduct an effective question-and-answer session In the text:
following suggested guidelines. Page references: 418-422

Instructor's Manual online:

Discussion Launchers: 8-10
Classroom Activities: 7
Apply knowledge about speaker anxiety to speak In the text:
effectively to others with minimal negative effects. Page references: 422-427
Activities: 6
Career Tip: Confidence-Building Strategies

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 Ethical Challenge: Faking Your Feelings

Instructor's Manual online:

Personal Reflection for Journaling
Discussion Launchers: 11,12
Classroom Activities: 8
Video Activity: 3
Other resources found on the Online Learning Center:
Student online center
Glossary
Key Term Flashcards
Key Term Crosswords
Self-Quizzes
Instructor online center
PowerPoint Files

About Chapter 12

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.

Guidelines for effectively delivering a presentation include consideration of visual, verbal,

and vocal elements. The text offers students practical tips in each area. You can reinforce these
tips by relating them to verbal and nonverbal concepts presented in Chapter 4. Tips for handling
question-and-answer sessions provided the groundwork for students to consider this crucial part
of presentational speaking. The last section of the chapter focuses on speaking with confidence;
it offers suggestions and guidelines to help minimize the effects of anxiety on students'
performance.

Of particular note in this chapter are the Career Tip inserts, packed with useful information
about preparing speaking notes, whether to present standing up or sitting down, increasing
credibility through delivery style, using video for self-analysis, using microphones, minimizing
interruptions, and confidence-building strategies.

Personal Reflection for Individual Journaling Assignment

Consider your most embarrassing moment. How did you feel at the time? As you look
back on it, are you still as embarrassed? If you currently feel embarrassed to stand up in

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 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 youve 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 purposes of studying them,
how do they interrelate in an actual presentation?

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?

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 questions?

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?

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

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 do an assignment to clarify 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 to suggest that she or he write down a few key phrases.) Ask
Student #3 to prepare to read the paragraph to the class. Ask Student #4 to give a brief
impromptu talk about the topic of the paragraph.
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 students suggest that reading is the easiest mode,
point out that this belief explains why some students don't bother to practice, but
simply read their speeches. In doing so, they forfeit the opportunity that public
speaking affords for enriching a message through dynamic nonverbal delivery.
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 strengths and weaknesses of the various modes of delivery as pointed out in the
textbook?

2. The Impromptu Item 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.

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 Procedure. On the day of this activity (not before), ask students to think about an item they
have with them that could form the basis of an impromptu speech (e.g., markers, paper clips,
cosmetics, headbands, mobile phones, beepers, backpacks, sunglasses, or jewelry). At this
point you might demonstrate a couple of ideas for students and show how the same item
could be developed into different organizational patterns depending on the thesis statement.
Ask each student in turn to deliver an impromptu speech that lasts no longer than two
minutes. After each speech, ask the class to determine which organizational pattern the
student used.
Note: Know your class. In some (less-mature) classes it may be wise to specifically define
and forbid illegal and personal hygiene items: marijuana, weapons, condoms, blood-testing
kits, etc. Students need to consider that what is funny in some contexts may be offensive in
others. This is a chance to reinforce concepts of cultural sensitivity; social, cultural, and
physical context of the speech; and adapting to the audience.

Class Discussion: Questions to discuss after the speeches may 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 the text did these speeches illustrate?
Identify several speeches that demonstrated effective vocal elements. What guidelines
from the text did these speeches illustrate?
What made some visuals better than others? What guidelines from the text did these
speeches illustrate?

3. Speaking Notes

Objective: The purpose of this activity is to give students an opportunity to prepare a set of
speaking notes from a speech. Additionally, students should be able to understand the impact
of speaker notes on the effectiveness of their speech.

Procedure: Select a speech from Vital Speeches, and then make a copy for every student in
the class. As a homework assignment, tell the students to prepare a speaking outline from the
manuscript you have just provided them. In class the next day, use an opaque projector to
review each of the speaking outlines in class. Have the class talk about the speaking outlines
as presented.

After you complete this activity, construct a speaking outline of the same speech on the board
using student input. Have one student serve as secretary to write down the outline from the
board. Have the student's notes typed and copied to pass out in class. Finally, ask the students
to compare the speaking outline they constructed on their own with the class's efforts.

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 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
classmates? Where are the similarities?
Which organizational pattern was most appropriate for this speech? Why?
What changes would they make in their individually generated outline?

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 categories of speaker body language from Table 12-1. (Because there are only three
categories, you will assign some categories to more than one group.) Each group should
design a very short demonstration of some of the nonverbal behaviors listed in their category.

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 12-1 suggests? If not, why
not?
Could these nonverbals ever be interpreted differently? Under what circumstances?
What additional nonverbals might you add to each category?
How can you find out if you are enacting any of these nonverbals while you are
speaking?
If you do tend to use any of the arrogant or insecure nonverbals, how could you
change these habits?

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 closing nonverbals in a nonthreatening
setting (they are not being graded, and they don't have to remember any content).

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Procedure: Present this entire activity in a lighthearted manner so it doesnt 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"); Dont 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 steps:
walk calmly to the front of the class
arrange your speaking notes on the lectern
assume a pleasant facial expression
spend about five seconds establishing eye contact with the audience (being sure
that no area of the room is neglected)
glance at your notes to set your opening words in your mind
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 set of speaking notes, using only
key words. Students should limit their remarks to two sentences. Now, work your way
around the room, having students complete the entire process one by one. Caution them
that, if they start to rush back to their seats before the clapping stops, they will earn the
dubious privilege of repeating the entire exercise.

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 able to do it again after you give your first speech?
When you were in the audience, what nonverbal behaviors on the part of the
speakers made you interested in what they were saying?
What types of ineffective nonverbals did you notice, as audience members?
When you were standing in front of the class, what behaviors on the part of the
audience helped you or hindered you from completing this task successfully?

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 If your class has any students with high speech anxiety, take this opportunity to
congratulate the class for having already made it through their first speech without
passing out!

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" expressions (words like
"awesome;" "sweet;" "and stuff;" "like;" "really;" "sort of"). Segue into a review of the
section in this chapter titled "Use an oral speaking style."
Next, distribute to groups of students a list of complex sentences such as the
following:
It is a good idea for students to ask questions if they do not understand the
material.
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 that all salesclerks create a level of comfort in customers.
Safety glasses must be worn by electricians when in the vicinity of electrical
equipment that is prone to electrical emissions.
The groups should revise the statements into lively, oral language that is relevant
to the audience. Encourage them to be creative. They may revise a single
sentence into several sentences, add specific descriptions, illustrate the point with
a concrete example of analogy, or use other rhetorical devices.

Class Discussion: When groups have finished, compare the various groups' revisions.
You might want to have the class vote which version is most clear and interesting.

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

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 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, "One question you might have is. The volunteer will
provide his or her own concise answer. Next, s/he will prompt the class: "What questions
do you have?" After a classmate asks a question, the volunteer should rephrase the
question and then answer it concisely, staying focused on the main point. Since this is a
low-stress practice exercise, if the volunteer gets "stuck," ask classmates to assist her or
him in crafting a concise answer. After answering three student questions, the volunteer
will offer a brief summary that refocuses the session back to the main point.
Proceed with one or two more volunteers, until students feel comfortable with this
format.

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 effective or less effective at eliciting solid
answers. Finally, work through the guidelines listed under "How To Manage Questions,"
evaluating how well the volunteers accomplished each one.

8. How Anxious Are You about Public Speaking?

Objective: After completing this activity, students should know their level of
communication apprehension based on a widely used scale. Further, students will understand
the commonality among their peers concerning communication apprehension levels.
Procedure: Distribute a copy of the handout titled "Personal Report of Communication
Apprehension" to each of your students, and have them complete the instrument. Make sure
they read the instructions carefully, and allocate enough time to complete the entire survey
thoughtfully. The bottom of the handout provides a description of how the instrument is
scored. Have all students determine their scores on the PRCA.
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?

Video Activities

1. Influencing Credibility

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 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 nonverbal behavior. Finally, they should comprehend the various
forms of nonverbal communication that impact the way individuals communicate with one
another in a variety of settings.

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 situationa 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 do 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 with both sound and picture.
After each viewing, the students should complete the Credibility Rating Form located at the
end of this section. Read the following directions to the students after each presentation: On
your Credibility Rating Form indicate how you rate the speaker by writing a number from 1
(low) to 5 (high) beside each characteristic. For example, if you think that the speaker was
very 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 speakers
credibility?
Which aspects of verbal communication added to or detracted from the speakers
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 appearance and delivery of the speaker, as well as the verbal content of the speech.
Students should learn the elements that enhance credibility when they deliver their own
speeches to a classroom audience.

2. Analyzing Yourself on Video

Objective: Students will apply the wisdom set forth in the Career Tip titled "Analyzing Yourself
on Video."

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

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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.
In class, assign students to "help groups" of five. Have a camcorder or DVD recorder
available for each group. Each group will take turns until each student has been recorded as she
or he presents a practice speech to the help group. Next, the group will proceed one-by-one,
watching each student's video and analyzing it using the steps from the Career Tip. Help group
members will then make suggestions to each other for improvements.
If your class time is limited, you can (a) suggest that students watch only portions of each
speech, (b) assign this as a homework project, or (c) allow time for students to give one another
feedback in class, and then instruct students to watch their own video four times at home.

Class Discussion: After help groups have completed their peer evaluations, ask the class
questions such as
What did you learn that surprised you?
What one or two pointers from your group would you like to share with the entire class?

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 remedies that Mr. Chicken might try to help him overcome his
anxiety.
After students have discussed Mr. Chicken's experience, divide them into small groups.
Have them identify some of their own anxieties and find appropriate strategies for
managing them.

* This activity was contributed by Ann Gates, Itineris Early College High School

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The Impromptu Item Speech

Student Instructions

1. Select an item you have with you that you believe is unique and could be used for a
visual in a speech. If you believe you are the only person with a calculator watch or
an anatomy textbook, either could be your choice. If you don't have a unique item,
think of a unique explanation or application of a common item; for example, explain
how a pen or pencil can be used as a hairpin or how a barrette can be used as a binder
for a term paper. Consider yourself and your audience. Choose an item you're
comfortable with and one that is not too personal, too boring, or too technical for this
setting.

2. Decide what your thesis statement is. What is your main point?

3. Decide what organizational pattern fits your thesis (chronological, spatial, etc).

4. Organize your main points, and decide on an introduction and a conclusion.

Sample

Item: A wedding ring

Thesis: A wedding ring has both public and personal significance (topical organizational
pattern).

Introduction: What's round and gold and helps keep lecherous men away? A wedding ring. My
wedding ring holds both public/cultural significance and personal significance.
I. Public/cultural
A. round=unending love
B. gold=precious, valued
C. married=not looking or available
II. Personal significance
A. width of band
B. words inside

Conclusion: In a class discussion of symbols, I once held up my wedding ring and asked what it
symbolized. One student responded, "Slavery." Symbols may represent different things to
different people, but, to me, my wedding ring represents both cultural and personal symbols and
significance.

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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 when I am 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 I present 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 too 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

Print
Hamlin, S. (1988). How to talk so people listen: The real key to job success. New York: Harper &
Row.
Gives ideas for answering questions, thinking ahead, planning to communicate, and participating
in meetings and presentations.

Leech, T. (1993). How to prepare, stage, and deliver winning presentations. New York:
AMACOM.
Addresses the role of presentations in business today. Adopts a systematic approach to
presentations, covering how to plan, organize, support, stage, and deliver presentations Also
includes chapters on team presentations and international presentations.

Richmond, V. P., & McCroskey, J. C. (1992). Communication: Apprehension, avoidance, and

effectiveness (3rd ed.). Scottsdale, AZ: Gorsuch Scarisbrick.
This wonderfully concise book is one of the best sources of material on communication anxiety.
Causes and effects of apprehension about communicating in many contexts, not only the public-
speaking context, are addressed, and the appendix provides multiple self-report instruments for
readers to assess their communication apprehension.

Rubin, R. B., Rubin, A. M., & Jordan, F. F. (1997, April). Effects of instruction on
communication apprehension and communication competence. Communication Education, 46(2), 104
114.
A report on the effects of classroom instruction on students' personal reports of communication
competence and communication apprehension.

Wells, L. K. (1989). The articulate voice: An introduction to voice & diction. Scottsdale, AZ:
Gorsuch Scarisbrick.
This text is an ideal study of the various factors of voice: pitch, volume, rate, quality, articulation,
and more. Pronunciation guides are included.

Video
Communicating by Voice and Action. 14 min. Coronet.

Confident Public Speaking. Career Track Publications.

Delivering the Speech. 30 min. VTAE.

Addresses causes of stage fright and ways to overcome it, plus verbal and nonverbal
considerations in delivering a speech.

Face To Face: A Common-Sense Approach to Developing Effective Business Communication Skills. Vol.
IV. Part 3. "Appearing on Television." 30 min. The Educational Video Group.

Face To Face: A Common-Sense Approach to Developing Effective Business Communication Skills. Vol.
II. Part 2: "Presentation Skills." 30 min. The Educational Video Group.

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Powerful Presentation Skills by Debra Smith. 3-volume video (2 1/2 hrs.) or 4 audiocassettes (3 1/2 hrs.).
CareerTrack.
This source distinguishes between speaking and presenting, and it discusses the presentations
you'll make at team meetings, committees, brainstorming sessions. It includes attention getting,
anxiety, closing, and persuading tips.

Speaking Effectively: To One or One Thousand. 21 min. McGraw-Hill.

Gives basic information needed for beginning public speakers.

Web
Lenny Laskowski
http://www.ljlseminars.com/monthtip.htm
Features a tip of the month for public speaking. Includes archives to numerous helpful tips.

Rochester College Speech Anxiety Website

http://www.roch.edu/dept/spchcom/anxiety.htm
Students can gain many useful strategies for managing communication apprehension from this
site. Also includes tips for instructors who are attempting to help students overcome anxiety.

IM 12-16