WEEK 7 not stoop down even a little bit, but not too high you cannot
establish eye contact with your audience.
SPEAKING CLEARLY AND EXTEMPORANEOUSLY
WITH HUMOR AND BODY LANGUAGE
IMPORTANCE OF SPEAKING CLEARLY
You can only be understood to your satisfaction if you
speak clearly. You must remember that every speech sound
counts and can mean precisely what you want. The urgency of
what you say depends on whether you are understood. If you
tend to eat your words, or garble, the people who listen to you
will not respond according to your expectations.
Bernardo et al. (2013) pointed out that when you enunciate
carefully, others can understand what you say. Words that are
clearly spoken are likely to be taken seriously because they are
understood. Abulencia (2004) is convinced that it is but
necessary that the utterance of words must be clear.
Pagcaliwagan (2014) is in accord that proper pronunciation
adds to the dignity of the message you utter. It allows a
listener’s attention to be focused on the message you say
rather than on mistakes in pronunciation.
You slur when you seem to be not too sure on what you are
saying, or you feel too timid that your mouth is not opening
inadequately. Oftentimes this can be beyond your control as
your jaw muscles grind and lips quiver producing
undiscernible speech sounds. Your unintelligible speech
emanates from conflating speech sounds, syllables, and
words that they sound indistinct and incomprehensible. You
fail to speak clearly when you miss a speech sound, such as
morphemes, or meaningful sounds, that signal plural number
or verb tense. Tendero et al. (2014) encouraged you to speak
and read individual words clearly—with proper
enunciation, sufficient volume, and at a reasonable pace.
Cayanan (2000) promoted individual words correctly. This
involves using the right sounds to vocalize words, stressing the
right syllables, and in many languages, giving proper
attention to diacritics. Abulencia (2004) recommended
learning to make good use of a dictionary, asking someone
who reads well to listen to you and offer counsel, and
taking note of pronunciation of good speakers. You can
also compare your own pronunciation with theirs.
If you want to speak clearly, you must have knowledge of the
nature of spoken language. Speech is a stretch of sounds. In
reality though, what you are hearing are distinct speech
sounds, constituting meaningful forms built up upon each
other – a speech sound, a morpheme, a syllable, a word, a
phrase, and a sentence. Cayanan (2000) suggested that one
of the keys to saying words clearly is understanding the
makeup of words in your language.
If the words of a language are made up of syllables, it is
important to place the primary stress on the correct
syllable. Many languages that use such a structure have a
regular pattern of oral stress. Where there are exceptions to
that pattern, an accent mark may be part of the written word.
This helps to make proper pronunciation relatively easy.
However, if the pattern is not consistent, the problem is
more difficult. Dealing with it successfully requires much
memorization.
Propping the head up and putting forward the chin can
eliminate the muffling in our speaking. If you are holding your
outline or notes, make sure these are high enough you would
Garcia et al. (2009) remarked that language fluency is the
degree to which one is fluent in a language. You are said to be
fluent if you have a high level of language proficiency, most
typically in a foreign language or another learned language. It
also narrowly denotes a fluid language use, as opposed to a
slow, halting speech. Fluency is necessary but not sufficient to
cultivate language proficiency. Fluent language users
(particularly uneducated native speakers) may have average
size vocabulary, limited discourse strategies, and inaccurate
word use. They may be illiterate, as well. Native language
speakers are often incorrectly referred to as fluent. Many
native speakers exhibit problems identified with fluency, such
as inaccurate pronunciations, skipping speech sounds, and
substandard dialectical speech. Furthermore, Bernardo et al.
(2013) pointed out that if you have fluency, you read and
speak in such a manner that your words and thoughts flow
smoothly. When delivery is fluent, speech is not jerky or
painfully slow, and there is no stumbling over words or
groping for thoughts. (See Appendix C.)
Fluency is basically one’s ability to be understood by both
native and non-native listeners. A higher level would be
bilingual, which indicates one is native-like in fluency in two
languages, either having learned them simultaneously or
one after another. Fluency is a speech language pathology
term that means the smoothness with which sounds,
syllables, words and phrases are joined together when
speaking quickly. "Fluency disorders" are used as a
collective term for cluttering and stuttering. Both disorders have
breaks in the fluidity of speech, and both have the
fluency breakdown of repetition of parts of speech. The
latter though are most often complex in nature and they
tend to occur more often in boys than in girls.
Tension causes you to muffle your pronunciation. Muscles that
are part of your vocal system have to be relaxed because
they can result in poor speech. Tension in them has to be
diminished or eliminated if you want to have natural and clear
pronunciation. The mandibular muscles have to be put at
eased to execute the linguistic neural command. The same is
to be expected with the condition of the lips. Their movements
should be in sync with the through, lungs, and diaphragm.
Any tension with them can cause the mouth to open
insufficiently, producing forced or weak speech sounds. You
must watch out overdoing the relaxing of the jaws and lips that
your speech sounds sloppy and garrulous. Practice relaxing
your neck, jaw, lips, facial muscles, and throat muscles.
Bernardo et al. (2013) listed the following exercises to
improve the way of speaking making it clearer: speak in
your normal manner; practice reading aloud; be sure to hold
your head up; relax the muscles of your jaw.
Practice to read aloud so you can hear yourself. You
have to know more about how your vocal system functions.
You have to ask yourself from time to time these questions to
improve your fluency: Do I open my mouth adequately enough
in speaking to be heard clearly and understandably by others?
Am I aware of the role of the tongue in pronouncing both
the consonant and vowel sounds? Do I have natural
facial and bodily movements? If not, this may suggest
you are uncomfortable in speaking. You may be speaking
unintelligibly.
Most of the time it slips past someone’s knowledge that
he has a problem in the way he speaks. In fact, he might even
think that he is a good speaker. Thus, with this idea in
mind, listening to your pronunciation can improve your
speaking ability. With recorder on your mobile phone, you can
record how you speak when giving a talk and when
engaging in a conversation. You can examine speech sounds
you struggle in pronouncing or those sounds which we unwarily
mispronounce. Asking a person who is a proven effective
speaker and has a good command of pronunciation to help you
examine your pronunciation can be valuable. You can check
an online source on how the problematic speech sounds
or words be pronounced properly.
If you have a speech problem, not the clinical type, you
can still do much to improve it. You can start with opening
your mouth wider than you used to do. Remember to breathe
properly, feel the airstream slowly flowing out from the lungs,
then speak in relaxed manner. If you do these
suggestions, you can observe some improvement in your
speech, and you can possibly overcome your speech handicap
if you experience one. Lisping can be controlled if you keep
your tongue away from the teeth. This suggestion is
applicable to speech sounds such as /s/ and /z/.
DELIVERING A HUMOROUS SPEECH
Delivering a humorous speech requires speaking clearly. You
must speak without hesitation, roundabout, and excessive
fillers. You should be able to express thought groups clearly to
convey the kind of idea the audience will find funny.
Humorous speech is not just telling joke. Its goal is not
just to entertain but to enlighten people about things they
may overlook or even ignore, but given a second look, they
make them or the world irrational, odd, or outright ridiculous.
You have to be witty, honest, serious, or sometimes a bit
sarcastic to deliver a humorous speech. Your speech does not
have to be entirely about being humorous. Saying humor is just
a part of your speech, spicing it up. Humor will make
hosting a program, giving an informative speech, or
making a presentation engaging, fascinating, and
illuminating.
Below are some suggestions how you can give them:
1. Fire away a joke in three acts. Just learn how to
tell a story. You know a lot of stories, many of them are your
experiences or those of other people you know. If you become
good in recounting a story, being familiar with story
elements such as exposition, conflict, and a resolution, you
can be humorous. Know how to deal with the concept of
suspense.
2. Jokes can be putting two things utterly a contradiction,
throwing off listeners from something they expect.
You draw them to a particular path, only to show something
they have not anticipated. This is a two-story joke: kick it off
with a setup, then dash to the finish line with a punchline.
3. Make sure you and your listeners share social
context and experience, easily cocking the set-up. Do
not explain too much or give away punch line by a hint.
4. People invest time to wait for your punch
line. Polish your punchline by testing it to your family
and people you know. Observe their reaction.
5. Go for the rule of three-pop-joke structure. For
example: same, same, different: Forbs, White Plain, Smokey
Mountain
6. Laugh at yourself. Make fun of yourself – your
idiosyncrasy, experience, or blunder.
7. Do not be a Chinese action movie with your joke. Never
say, “I have a funny story tell you. Oh my, this is really a
hilarious joke I am about to share with you.”
8. Never give up for your joke. Bring it home. Once you ride
the horse, run breakneck fast with it until you get to your
destination. If it does not get the giggle, at least you have
tried, and not many knows if you it turned out a dud
anyway.
9. Timing is everything. You have to know when to
give it to the audience. Be aware of the audience and learn to
be spontaneous.
10. Generate tension. Hold it off until the maximal moment
you can make the one-liner the funniest. No need to race
through your joke.
11. Be felicitous. Remember the power dynamics. The
powerful are the fair play. They are always open season to
you. They will not lose their wealth or power, only maybe a little
of their dignity. The poor who do have much, only have dignity
which they cannot afford to lose with your sarcastic joke.
You may also use the tactics below which are
valuable in creating humor:
A. DERAILING – Your joke is chugging on the railway. Your
listener does not see it coming until the end.
B. MISQUOTING – Popular quotations or sayings can be
screwed a little bit to make them sound hilarious,
C. EXAGGERATION – People know you are kidding around
when what you are saying sounds preposterous and
improbable.
D. UNDERSTATEMENT – It is when you say less about
something or someone, even yourself, that the audience
know you are undervaluing something important or serious.
E. IRONY – This saying something when your audience
are aware very well that you mean the contrary.
F. SUBVERTING THE GOOD OR HOLY – There are matters
people hold moral and sacred. You talk about it with less
seriousness than it deserves you are going to quite sound
funny sometimes.
G. BEING A DEVIL’S ADVOCATE – You champion
something commonly held to be wrong, unethical, or immoral.
H. PUN – You impart humor emanating from words that sound
alike. You can use a homonym that somewhat
distracts the interpretation processing of the audience.
I. PARODY – You imitate somebody for comical effect. You
can retell a controversial action or event in a less serious tone
or in lower scale. Make sure the audience have the same
knowledge of what you are referring to.
J. CARICATURE – You distort details or characteristics of
your subject matter. In the same vein as that of parody, your
listeners must be acquainted adequately of your topic.
K. IMPERSONATION – You can portray a particular
famous or controversial character. Be sure to copy exactly
some minute and attention-grabbing details of his personality.
L. BLUNDER – You try to innocently commit a slippage American English British English
or flub that would come across comedic to your audience.
1. process /prásεs/ 1. /prósεs/
2. patent /pæt∂nt/ 2. /pét∂nt/
WORLD ENGLISH AND COMMUNICATION
The state of English as a language spoken the world over has
3. migraine /máIgren/ 3. /mígren/
entered the period labeled as "World English,” a phase of 4. path /pæѲ/ 4. /paѲ/
English evolution “witnessed by the transformation of
English from the mother tongue of a handful of nations to
a language being used by far more speakers in non-mother MORPHOLOGICAL LEVEL
tongue settings (Brutt-Griffler, 2002). It could be added 1. Third person reflexive pronouns –
that this is “accompanied this spread--the multiplicity of Examples: herself/his self (himself), their selves (themselves)
varieties--result not from the faulty and imperfect learning of
the non-mother tongue speakers, but from the nature of the 2. Omission of Final –s on Verbs –
process of micro-acquisition, language spread and change" Examples: He walk (walks).She walk (walks). David do it.
(Brutt-Griffler, 2002).
3. Application of regularization rule on past tense –
LEXICAL LEVEL: Example: I seed him yesterday. (I saw him yesterday.)

U.S. Northern U.S. Southern Syntactic Level

Pail Bucket 1. Inversion in wh-Interrogatives
Bag Sack Example: What it is? (What is it?)
Faucet Spigot
2. Double negative
General U.S Canada Example: I don’t have no money? (I don’t have money.)
Faucet Tap
Napkin Serviette 3. Habitual be or distributive be-
Sofa Chesterfield Example: He be looking for work. (He is always looking for
work.)
General U.S British English
Photo Snap
Stove Cooker Pragmatic Level
Plan Scheme
Speech Act Analysis
PHONOLOGICAL LEVEL:
Some varieties manifest the expression of phonological Illocutionary Act: The action deployed in the utterance.
rules, and below are some of their examples: Example:
Cigarette is dangerous to your health. > Stop smoking.
1. Consonant epenthesis
A consonant segment is inserted between two vowel According to McArthur (2002), some suppression of variation at
segments which follow each other on the final and initial slots these levels is observed in certain domains of language use,
of words. It is known as linking r. examples of which are identified below:
Example: The idea[r] is crazy.
Airports: You can see these on signage with other local
2. Vowel epenthesis and international languages and observe also in the speech of
A vowel segment is inserted between two to three the personnel.
consonant segments which follow each other in a word.
Newspapers and Periodicals: English language broadsheet
Example: He is an ath[Ə]lete. newspapers and magazine-style periodicals usually gear to this
suppression.
3. Vowel neutralization
Vowels /I/ and /ɛ/ lose contrast before a nasal consonant. Broadcast Media: The programming of CNN, the BBC, and other TV
Examples: p[i]n and p/ɛ/n(Words such as pin or pen.) news-and-views services use what is recognized as international
or world English.
4. Vocalization
Substitutes /Ə/ for post-vocalic liquid /l/ or /r/. Computer use, email, and the Internet/Web: Common English in
computer and Internet services as those offered by Microsoft.
Example: there > the/Ə/
Every now and then you meet a person who speaks English as
5. Canadian raising
a native speaker or as a non-native speaker. His proficiency
It raises the vowel /a/ to /⋀/, especially when following a
level of English may be either higher or lower than you,
voiceless consonant.
disparity that may affect the success of communication.
Example: out = /o/ut > /⋀/ ut
Thus, the success of communication is measured on the
outcome of the verbal oral interaction between the speaker and
the listener, not just how clear the utterance to the listener, nor
Suprasegmental Level: how clear it may be in the mind of the speaker when expressed
Some varieties manifest the expression of suprasegmental (Smith & Nelson, 2008).
rules, and below are some examples:

Stress: Varieties of English continue to expand inner circle -

American English, Australian English, Canadian English,
and South African English; outer circle – India, Philippines,
Nigeria, Malaysia, Pakistan, and Kenya; expanding circle –
Russia, Japan, China, South Korea, and Indonesia.
The inner circle is perceived to be the source of the norms of
English. The outer circle is its developer. The expanding circle
is the norm user. The developing of the norm is recently to be
taking place with teachers teaching oral English with the
understandability as target rather than accuracy or being
native-like (Celce-Murcia et al. 1996). The position of native
speaker as the source of norms has been contested since a
great number of speakers use it as a second language or
foreign language (Smith, 1992).
Accentedness, the condition of how close you can sound like
a native speaker, is promoted in BPO industry. The activation
of the phonological and suprasegmental rules has created
varieties which may be too indistinct. The situation may
emphasize the role being played by the ability to
recognize speech segments and suprasegments of speech,
the quality of intelligibility – the single most important
aspect of all communication (Munro, 2011). This quality is also
the “belief that effective communication is the goal of any
language encounter and can be achieved regardless of one’s
accent” (Levelle, et al. 2005).
The principal elements of understandability are
Intelligibility, comprehensibility, and interpretability (Munro &
Derwing, 2011, Nelson, 2008; Pickering, 2006).
Intelligibility refers recognition of utterances, perceiving
and identifying them based on a linguistic and cognitive
model. Comprehensibility is processing the meaning
of utterances; and interpretability is determining the intent
behind the utterances (Smith, 1992).
Each will impact on each other. Otherwise, being not able to
recognize the utterances will not lead to comprehensibility;
failure to process the words, how they constitute to be an
utterance, will hardly result in obtaining the intent of the
speaker.(Celce-Murcia et al. 1996).
Some factors can result in intelligibility,
comprehensibility, and interpretability, and these are
listener experience and semantic context.
Listener experience refers to the extent of previous exposure
to L2 speech. Familiarity with the speaker and certain type of
speech increases recognition of utterances, generation of
meanings, and drawing out of intents (Bradlow et al. 1999 ).
Semantic context is the degree and type of semantic
information listeners have to decipher an utterance. It
becomes predictable to them.
Intelligibility is a dialogic process where a speaker and
a listener employ strategies of meaning negotiation (Jenkin,
2000). It is described as active, interactive, and context-
dependent, whose driving force emanates from the
participants’ strategic use of strategies to arrive at mutual
understanding (Kaur, 2018). Some of the strategies are
repetition (repairing), paraphrase, inserting qualifying lexical
item, confirmation, clarification request.
WEEK 8
COMMUNICATING BY GESTURES AND BODILY
MOVEMENTS
Regenbogen et al. (2012) pointed out that “human
communication is based on a dynamic information exchange
of the communication channels through facial expressions,
prosody, and speech content.”
Below are three questions you are urged to addressed:
Why do some colleagues stand far apart from each other?
What does it mean when a supervisor gives a blank stare?
Does body posture play a role in perceiving who has a higher
status?
Above are some of the questions whose answers you will
start wondering how to know once you find yourself in a
situation where they just hover in your head. Most likely
these situations will occur when you are engaging your
profession. The college education you have completed gives
you knowledge, skills, and training which you can use to
build a career, making you a productive member of the
society. You also owe your family, friends, and probably
religion the attitudes, beliefs, and values for the
achievements you have achieved in your profession. At work
you learn more, proving yourself an invaluable asset of your
company.
At your place of work, you are with people whom you
constantly interact. This involves talking with them, primarily
because the scope of your job can be accomplished by asking
their cooperation and support. You also converse with them
because you must know them personally. If you have to know
your enemy – his strength and weakness – to defeat him,
much more with people whom you will work for five, ten, or
twenty years –or even the rest of your life. Your co-
employees also have to talk to you frequently because
they need your cooperation and support and also to know
more about you.
A principal aspect of communication though of
communication has been influencing how you interact with
your superiors, co-employees, clients, customers, and patients.
This happens without you saying a speech sound (a vowel or
consonant), word, or utterance. This is the nonverbal aspect of
communication or nonverbal communication by itself.
This form of communication may have largely overlooked or
belittled at your work. Your major subjects back in college
might have not developed topics and allotted hours to provide
you the knowledge and skills on how to be proficient in
engaging in nonverbal communication. It is not also in the
content of the trainings you have received to improve your
work. This may be upsetting to you if only you found out the
result of such writing off the role of nonverbal communication to
your career growth and personal satisfaction. If only you knew,
this form of communication is the most important
aspect of communication (Drucker and Maciariello, 2009). A
research revealed that its content was sixty-five percent
more powerful than verbal content, whether spoken or
written (Price, 2003). Dismissing its role to the productivity of
the employees may dent on financially later (Hamilton, 2010).
ELEMENTS OF NONVERBAL COMMUNICATION
Verbal communication may have advantages over that
of nonverbal communication. It has more systematic
written form. Given that English writing system falls short in
capturing the nuances of its speech counterpart, it may still be
able to express the ideas, attitudes, and feelings of what you
want to say with relative clarity. You can leave a short note or
write an email or memo to convey an instruction to a workmate,
a marketing spiel to a prospective buyer, or diagnosis to a
patient. You spend most of the mental, cognitive, aural, and
visual resources in verbal communication than you do in
nonverbal communication. This use of resources increases
the possibility of success in communication. Verbal
communication instills assurance in the speaker and his
listener that they understand each other, which is less than you
can expect for nonverbal communication.
Nonverbal communication actually happens in parallel with
verbal communication. The client liking your engineering
construction plan makes you feel confident of securing the deal
because his statements are uttered with smile and bushy
eyes. Nonverbal communication seems to be redundant
of the verbal communication, but occurring simultaneously, it
also complements and improves the dialogic nature of
communication.
According to the book titled The Importance of Effective
Communication, it fulfills these four roles:
1. Repetition: It mirrors and fortifies what you are trying to
convey in your speech.
2. Contradiction: It can unmask your real intention by
creating distrust because you do not actually mean what you
are trying to say.
3. Substitution: It can replace your spoken or written
message. For example, you would stare blankly at the
customer if he asked more discount than that you had given
already.
4. Accenting: It may reinforce the urgency of your
message or the strength of the underlying emotion. For
example, some middle eastern people seem to chop their
palm with their other stretched and unclenched hand when
they want to be understood badly.
However, nonverbal communication can also be effective if
you are aware of some of the principles that govern its
deployment. Below are some of them:
1. Nonverbal communication is context dependent
(Weisbuch at al., 2010). Though some code of
interpretation of gestures, facial expression, and vocal
tone is available, it cannot be relied on all instances. Just
like verbal communication, it is influenced by culture
(Drary, 2010). The hand sign ok, the middle fingertip
touching the thumb, suggests the idea of being fine in U.S.,
referring to money in Japan, expressing obscenity in the Arab
countries, and standing for a musical note.
2. Some cultural influences on the expression
of nonverbal communication are controlled in public
place. Office and any other context where a profession is
practiced may cancel out the social and physical distance that
is normally observed as an area of nonverbal
communication. However, it is also counteracted by the
overriding influence of the values of teamwork,
cooperation, and friendliness (Wharton and Erickson, 1993).
3. It is honest and sincere. A salesman can look on
facial and bodily expressions that suggest what customer’s
feelings really are more than what his words are imparting
(Puccinelli, Motyka, and Grewal, 2010).
4. Though nonverbal communication is natural and
spontaneous; it can also be manipulated to hide intention.
Research has identified specific gestures, shrugs, postural
shifts, body part movement, touching of the head, face, neck,
or hair, eye contact and increased smiling as indexes of
deception (De Paulo et al., 2003).
5. Effective work-related nonverbal communication can
be learned. Studies have revealed professionals in
medical and health science, who understand what it does,
receive higher approval rate from their patients than those
who overlook its importance (Rosenthla, 1979; Campbell
and Kagan, 1971; and DiMatteo, 1979). Knapp (2002)
observed how a manager’s office accessible to the staff can
promote good communication.
EXAMINING NONVERBAL COMMUNICATION AND WORK
Nonverbal communication can be broken down into
components to understand how it works. These
components are, but not limited to, appearance, movement,
facial behavior, vocal behavior, space, touch, and time.
1. As you admit as a priori, attractive people get more
positive attention even before they speak. In fact, most of
them are better compensated compared to average looking
(French, 2002). With the appearance, you can consider the
facial looks, height, and dress.
a. Facial looks somewhat translate to intellectual
superiority, until what is in the head is revealed (Jackson,
Hunter, and Hodge, 1995). Though there is not much you can
do with regard to your physical features – pointedness of the
nose, color of the eyes, shape of the lips, and complexion, the
dress you wear can be within our control.
b. Judge and Cable (2004) reported that height
positively correlated to social esteem, leader emergence,
performance, and success.
c. The dress you wear, granted there is no
uniform, is one of the variables your personality, identity,
professional behavior, and intent can be gauged (Galin &
Benoliel, 1990). Even until now many people want to be
employees of IBM because of the iconic image of the IBM
uniform of consultant (Smith, 1999).
2. Movement, “kinesis” in Greek, refers to hand, arm, body,
face, and leg movements. Body language refers to the
changes that occur in the body position and movements
that indicate what the person is feeling or thinking. It is
involuntary and unconscious, so you are not aware of our body
language, though it has impact on those who notice it. Body
language can magnify or destroy a presentation. If there is
an emotion that suggests friendliness and happiness, it has to
be smile. It is universal and specie determined. You recognize
it and exploit it to create a mood. An unknown author once
remarked about the incomparable beauty of smile when he
said that “a smile costs nothing but gives much. It enriches
those who receive, without making poorer those who give.”
The communicative content of smile is dependent on the
interpretative nature of perception (Robson, J., & Beck, J.
1999). You smile to suggest you are non-committal into
something. You have to be conscious of your smile because it
might be seen as sarcastic.
Below are some aspects of the movement you have to be
familiar to be effective in this component of nonverbal
communication.
a. You cannot speak and not move certain parts
of your body. No matter how conscious you could
try, you would still end up with gestures, least
you appear somewhat stiff and mechanical.
Gestures may not have specific meaning. But just like
 smile, there is some universality in it. A clenched fist
may suggest you are driving an important point, or
conveying resolve, or displaying defiance. You
gesticulate differently, though at some level your
gestures share commonalities. Gestures still
depend on speech to clearly express their
meanings. Wu (2006) confirmed this when he cites
the statement which says researchers have argued
that gestures do not convey substantive content on
their own; rather, their meaning is driven by
speech that accompanies them. (See Appendix
A:Speech Quality – Enthusiasm.)
b. The occasion, the size, and nature of the
audience influence speaker's gestures. On very
formal occasions, such as an employment
interview or conference, speakers use fewer gestures
(Note TV news readers). In a relaxed situation,
gestures are used more freely.
c. Gestures are the use of hand to express an idea,
feeling, or attitude. There are types of gestures,
which are adaptors, emblems, and illustrators.
1. Adaptors involve touching contact and mobility
that may highlight strong emotion or change of tack in the
ongoing discourse.
2. Emblems have arbitrary meanings which can be
cultural.
3. Illustrators are the most common type of gesture
and are used to illustrate the verbal message they
accompany. They may suggest relationship of distance,
shape, or height.
3. Posture is how you handle your body and
everything about it. It manifests your feelings and
thoughts, attitudes, and health. Stiff posture shows tension.
Slouch posture somewhat expresses a relaxed mood. A
leaning forward stance suggests interest. Posture can
intimate disregard or disrespect for others. You are watchful of
your posture in the presence of visitors and in formal situations.
Postures also attest to the demonstration of attitudes,
feelings, and moods. Slight movements and postures of the
body are elemental and more reliable as cues; they cannot be
easily manipulated or controlled because they are involuntary
in nature.
In an informal debate where tension wears thin and the
self-control and steadiness wobble, you could sound
shooting from the hips. Unconscious movements flail giving
away how you really see others. Angular distance shows
how you interact and perceive those around. Your upper body
unconsciously stiffens, bolts up and towards those you fancy
and agree with, but pull away from those you dislike and
disagree.
Knapp (2002) suggested that posture does not only
express confidence and credibility, but also approachability and
self-control. It can mean subjection or overpowering. Body
language is a vehicle of message and meaning.
It has the following features:
a. It is omnipresent. It is weaved throughout
our words and messages.
b. It is emotively expressive. It expresses mainly
the feelings of the speaker and also of the listener.
c. It pervades interaction. It is more meaning-laden
than words.
d. It is honest. It is closer to what is true.
4. The effectiveness of the presentation of product can
be achieved by sufficient preparation, good research,
inclusion of high-quality information, and logical
organization of the content. Leigh and Summers
(2002) have pointed out the impact that nonverbal in this
kind of presentation, specifically citing the positive
relationship between steady gaze and believability and
engagement. A previous study by Burgoon & Buller (1989)
established similar correlation between the habit to stare and
being viewed as competent and reliable. Being familiar with
how eye contact can have effect on your work can help your
career, and below are some of the information points that
achieve this:
a. Eye contact is a natural way too plug on
the unfolding communication. It is a marker of
involvement and its absence is an evidence of
detachment, nervousness, or hostility. People
make eye contact more than when they listen,
which is an indicator of effective communication
(Dovidio et al. 1988). Gazing, on the other hand, is
also governed by culture and more. Arabs prefer a
long and committed gaze, whereas the Americans like
a detached gaze. In some cultures, either of these
gazes might be viewed disrespectful or indifferent.
b. Eye movement is at the center of facial
behavior. You know a person is surprised or happy
through his eyes. (Appendix B: Speech Quality -Visual
Contact.) If you can lock on others’ eyes, you seem to
give assurance that you are interested in what is
going on. When you are making presentation, eye
contact is invaluable because it is through you are
saying to the audience you are into this together. The
length of eye contact has meanings. The comfort level
for eye contact is three seconds; if eye contact is
held longer than three seconds, it may be
discomforting. When people are angry, they stare
with smoldering effect.
c. Your eye contact suggests whether you are
evasive of telling the truth or admitting the truth.
Some who are lying cannot hang on their stare. Lack
of self-confidence is signaled by diminishing visual
contact or altogether avoiding eye contact. However,
the rules and customs of culture influence how people
use their faces and eyes.
Several African and Asian cultures consider it impertinent
for younger persons to look at elders directly in the eye.
5. Tone, volume, and pitch constitute paralanguage. Tone is
the distinct quality of the voice. Volume is the power we put on
our voice. Pitch is the musicality of the voice. It can convey
certain emotions. It is better to speak softly, in a low pitch,
raising the volume and pitch when necessary. Speed can
be a feature of any of the aspects of paralanguage. You
speak faster to suggest excitement and also to imply that
what you are saying may not be that important. Correct and
clear pronunciation proves that you are conscientious and
considerate to your audience. You must be aware what can
vocal behavior do your work:
a. Your volume suggests power status. Speaking
louder is a way of invoking in the minds of listeners
you hold authority over them (Ridgeway, Berger, and
Smith, 1985).
 b. The speed you speak can invest your speech
advantages. Clear but fast way of speaking makes
others think of you as competent, mentally
perceptive, and cognitively logical (Knapp, 2002).
Listeners can also judge you outgoing and
entertaining (Buller et al., 1992). They would unlikely
describe you as not a sharp pencil, recluse, and antsy
(Knapp, 2002).
c. Variable pitch would pass you up to others friendly,
interesting, and exciting (Greene & Mathieson, 1989).
No doubt when you are asked to be an emcee, you
have study to speak in a variety of pitch.
6. The space people maintain in communication is a source of
meanings they may wish to convey. You let others to step onto
your space if they meet the variables, you find essential in
culture, personality, age, sex, status, and dominance. Your
body movement and gestures are either enhanced or limited by
the space you find yourself. You speak while being aware of
social and interpersonal dynamics. You let a person to be
closer when saying something if he is a friend; you make it
clear to an individual who wants to say something that he
has to keep his distance because you do not know him that
well. Four types of distance suggest types of relationships
between persons: intimate space is 0 to 18 inches; personal
space is 18 inches to 4 feet; social distance is 4 feet to 12
feet; and public distance is 12 feet to hearing and seeing
distance.
You can balance emotional distance, instrumentality,
and cultural difference in employing space as a component
of nonverbal communication. If you are a teacher you must
intrude certain space that can be reserved for expression
of intimacy to achieve a pedagogical purpose (Leffler,
Gillespie, and Conaty, 1982).
7. Touch is an essential component of nonverbal
communication. This component is principally affected out
by variables of emotional and social distance. Through
handshake and hugging you can validate positive feelings
and relationships. You shake hand to express
encouragement, warmth, congratulations, celebration, and
joy. Hugging conveys love, attesting friendship, intimacy,
and goodwill. It can also cultivate confidence and positive
self-concept. Goleman (2008) described handshake to give
confidence. Pat on the back expresses approval and
encouragement.
The young generation have developed practices of
this component of nonverbal communication. Not a few of
them seem to originate from sports. The knocking of
clinched fists to greet, encourage, or congratulate is a
practice among young employees and executives. The
thumping of chest, chest bumping, and but slapping can also
convey similar messages, especially to the millennials.
8. Time can be used to indicate a message. Persistent
tardiness may suggest lack of interest, respect, and discipline.
Being early can mean organization, urgency, and discipline.
Structured time of activities suggests being goal-driven and
self-importance.
There are four primary functions of nonverbal
communication:
identification, relationship, emotion, and delivery
(Patterson, 1983).
Identification is the construction and projection of identity
by creating in-group and out-group distinctions.
Relationship is the developing, modifying, or broadcasting of
dominance or affection.
Emotion means to show your feeling and to understand
another person, ferreting out his attitudes and intentions.
Delivery is absorbing and organizing verbal and nonverbal
messages through listening and speaking.
Managers, engineers, teachers, and executives can
diminish the power relation by checking their posture, body
orientation, and vocal dynamics, thus making them appear
considerate, accommodating and kind (Remland, 1984). On
the other hand, according to (Carney, Cuddy, and Yap, 2010),
they can manufacture some shade of power by keeping
expansive body postures.
If you are in medical and health, it is essential that you
perceive and analyze nonverbal demonstration of emotions,
forming a conclusion of the state of mind of the person to bring
about critical decision- making and job performance. How
about if you are into business profession? It is important you
know the interests, preferences, and attitudes of your
competitors. Information of these matters which are
concealed in nonverbal channel of communication.
Cultivating a skill that monitors non-verbal behaviors can
foster effective communication.
HOW DO YOU HANDLE VISUAL AIDS?
Graphics like pictures, maps, charts, graphs and diagrams
in a written document are considered a part of non-verbal
communication. An understanding of non-verbal aids and
aspects of communication helps a person to improve oral and
written presentation by using the methods and by gaining
control over body language.
Uses of Non-verbal Aids
1. Non-verbal aids create information that can be speedily
processed. It takes less time to see a color or a picture and to
hear a horn or a bell than to read or hear and understand
words and sentences. The small amount of time used makes
non-verbal methods efficient and effective, especially in critical
situations like traffic signs and signals.
2. Visual non-verbal aids support and enhance verbal
communication. Maps, charts, and graphs are imperative for
transmitting information or plans related to geography,
locations, data, and most of the sciences. A large amount of
complex data can be compacted; one page can relay
information that would waste of pages of words. It makes
information available conveniently, briefly for comparisons.
3. Reaction to visuals and plain sounds attests to their
potency than that of. Thus, news on TV is more captivating
and imposing than on radio.
4. It is suitable to people who do not know how to read
and write. A bottle of poison with skull and crossbones on
its label can warm people immediately. Illiterate drivers
manage driving with the non-verbal traffic signals. Non-verbal
communication occurs mainly through visual symbols and
auditory symbols. Visual symbols are those which are
seen, and auditory symbols are those which are heard. Other
senses like smell, taste and touch also take in meanings and
can be used for non-verbal communication.
WEEK 9
EXTEMPORANEOUS TALK
Extemporaneous speech straddles between the
manuscript and memorized types of delivery. Manuscript is
used for a highly formal occasion, deemed historical in value,
and requires the speaker to be strictly adhering to the written
content and language of the speech. You maintain a minimal
eye contact and are seen most of the time reading from a
script. You are not confined to deliver it in a highly formal
occasion because you can also choose an extemporaneous
talk so that you can accomplish an instructional purpose. You
can maintain a full eye contact since you have completely put
every word of the script in mind.
Marketing and Business Promotion
The Philippines market is flooded with new gadgets,
appliances, apparel, jewelries, accoutrement, products, and
services which promote sports, gaming, music, cable
entertainment, fashion, health, food consumption, and personal
improvement and pleasure. Consumerism has powered
the economy, generating wealth to the capitalists to
quench their greed and enough earnings to the masses to
meet their needs. Competition is fierce among those which
sell the same product or service and even among those which
sell a different product or service because of the expanding
market. It propels and results in a business environment
which is “dynamic as such traditional sources of
competitive advantage erode rapidly and sustaining
advantages can be a distraction from developing new ones”
(Whalley, 2010).
Whalley (2010) defined marketing to broadly refer to
encompass company culture and positioning, through
market research, new business/product development,
advertising and promotion, PR (public/press relations), and
arguably all the sales and customer service functions as well. It
is a principal part of creating demand for a product and service,
which through it should be perceived as attractive, work well,
affordable, available. Being able to deliver a marketing
spiel or business proposal presentation extemporaneously
plays a significant role in the gamut of existence of
marketing.
Kurian M. Tharakan in his article A Guide to Writing an
Unforgettable Elevator. Speech provides a framework,
strategies, and techniques on how to do such delivery,
Alan Radding (2002) has listed the following steps and tips in
making effective business proposal presentation:
1. You have to begin with the audience. The questions
below can help you in assessing your audience in relation
to the content and organization of your business presentation:
a. How much are they familiar with your
business proposition?
b. What else do they want to find out?
c. Why does it concern them?
d. How may they be antagonistic of your proposition?
e. What reaction you want them to show at the
end of your presentation?
2. You must develop solid ideas in making your
presentation. The following questions can prove valuable:
a. Why am I talking about this? How can this be
valuable to the audience?
b. How can I present it? Can I make it appear like I
am telling a story – sounding illuminating and
provocative?
c. What reaction am I expecting? Can I make
the response with excitement and urgency?
3. Below are the key elements which you have to be
familiar to develop the business presentation:
a. Focus – You have to make it revolve a
particular idea or topic. Make sure everything is
about it.
b. Audience – It is totally about their needs,
problems, concerns, and interests.
c. Importance – The audience should clearly
understand and feel why they are involved and have
to listen until being told what has expected them to
do.
d. Authority – You must build your credibility
and worthiness to be listened to.
e. Validation – You can research books and
studies to look for information and data to prove your
point. Use statistics.
f. Experience – You endeavor to make your
presentation personal by citing your observation and
experience.
g. Interaction – The audience must engage with you
so that they can connect with you.
h. Graphics – You can use charts, images,
diagrams, and multimedia to enhance and clarify
the content of the presentation.
i. Response – What should we do now that
we are convinced?
4. Deal with the audience boredom effectively.
a. Connect to the audience right from the start.
b. Encourage questions.
c. Inject demonstration.
d. Tell anecdotes and relevant humor.
e. Dramatize the situation that shows the need
for the product.
f. Try to be creative by using other genres of
presentation, such as interview style, round
table discussion, dramatization, etc.
5. Construct the actual presentation.
a. The short school recommends brief and crisp
headers, subheads, and bullets.
b. The long school proposes elaborate headers,
subheads, and bullets.
6. Develop a Presentation Outline.
a. Introduction
b. Background
c. The Main Point
d. Conclusion
RESEARCH PAPER PRESENTATION
You can consider the following guidelines, in preparing for
your research paper presentation:
1. Talk to your audience as if you are telling a
story. Start with the title, focus on the main variables,
explaining what have drawn you into them. The
explanation will lead you to the discussion of the
principal theory that is the basis of the most
important variable. You emphasize how the theory
provides the method to addressing the main problem
of the research.
2. In the Introduction you can present the
principal questions that will be addressed in the
paper. Contextualize the questions by relating them
to the most important related literature and research.
Maybe three or four will do this purpose. Point out
also the limitations of the study.

3. Describe the method and data collection.
4. Present two or three of the most important
findings. Relate their relevance to those you have
included in your review of literature and studies,
pointing out how they expound or contradict them.
Highlight the implications to the theoretical and
practical knowledge. Anticipate the possible
questions of the audience.
5. State the important conclusions and what
you would to have done them. Make your font
large enough and black only, not colorful. If possible,
include only key words only and avoid cluttering the
slide with a lot of information.
HOSTING A PROGRAM
If you are the host, below are some of the reminders that can
improve your performance according to the online article “21
Tips on How to be a Good and Effective Emcee/Master of
Ceremony”.
1. Prepare for an effective event opening. You cannot to
come out from the back of the stage unprepared and confused.
2. Bring on stage positive and energetic vibes. You
kick of the event rolling and keep it rolling until blasting off at
the end. You must be infectious in energy.
3. The emcee sets the tone for the event. You know
how drive the program through some sober, reflective,
celebrating, and rapturous mood.
4. Control the timing of the proceedings. You know how to
allot adequate time for each part, not lingering, nor flying
through the program.
5. Remember you are not star of the show. Your role
is to bring excitement to every performance and to make
outstanding performers shine.
6. Remember to introduce yourself. You have share
yourself and life with the audience. They must personally meet
you.
7. Always address the audience (project your voice).
Let the audience hear you speaking loudly and clearly.
8. Maintain eye contact with your audience. You can follow
the suggested ‘z gaze.’ Start with those seated at the back
from the left, if you could see their faces, gazing to the right,
then slanting to the left front, then to the right. You can do it
while looking at your notes or script.
9. Bring pace to your delivery. Not too fast, nor too slow.
10. Share key event information. You can share the
background, history, and theme of the program.
11. Breathe steadily and deeply. Proper breathing
relaxes and makes your voice pleasing to hear.
12. Avoid cold drinks or spicy food before or during
your time on stage. You do not want your hosting
interrupted by coughing or punctured by little growling.
Make sure your throat and the nasal passage are clear and
in good condition during the hosting.
13. Practice, practice, practice. You should earn the
confidence and admiration of the audience. You must be
too familiar with your script and have to rehearse your lines
many times. You have to know how to deliver humorous punch
line effectively and to be ready to improvise to bring spice and
color to the program.
14. Smile, even if you don’t mean it. Well, you should
try to be earnest in your smile. But if you find it hard, at least
try to smile. It lights up the mood of the audience. Many will
likely smile back.
15. Dress the part. Your attire may depend on the of theme of
the program, e.g., Linggo ng Wika, Halloween, etc. But you
have to dress up just like the way your audience do.
16. Be prepared if you (or anyone else) make a
mistake. Try to image what faux pas or slip up you or any
performer might commit. Be always ready for a recovery.
17. Apologize should a major mistake happen.
Remember Steve Harvey’s humiliating boo-boo at the 2016
Miss Universe pageant won by the Philippine beauty queen
Miss Pia Wurtzbach. Admitting his mistake without
explaining it made him human and a beneficiary of
Alexander Pope’s poetic aphorism, “To err is human, to
forgive is divine.” People forgot it too quick that he was invited
to host the event the year after.
18. Arrive early to do a sound check and ensure
everything is in order. It will help settle down by ensuring
that the right preparation and setting up has been done.
You can strengthen your confidence and composure by
talking to some of the performers and event organizers.
Talking with them will make you feel you are one of those who
know a lot of information about the event.
19. Transitions between different segments of the
program (dead air). As the emcee, you oversee weaving
every performance and thought uttered into the program’s
theme. Some quip and wiseacre will make the program lively
and colorful.
20. Prepare the closing for the event. If you have
prepared the opening seriously, you should do so also for
the closing. The online article cited here proposes the
following steps to achieve the dropping of curtain for the
program successfully:
 Thank the audience.
 Recap the proceedings of the day.
 Re-emphasize the key points.
 Remind the audience of any announcements (e.g.,
where to redeem parking coupons, or where to get
the copies of presentation slides of the speakers.)
 Wish them well.
TO DELIVER EXTEMPORANEOUSLY
Though knowledgeable of your preferred topic, you should still
do research on it. Let us say you have drafted, crafted, and
edited the outline to a polished form. Everything in the
content is built on a good argument which is developed
coherently. You have rehearsed the delivery many times so
that you will not miss a word. Come the actual delivery of the
talk, your hearts sink because the audience look like not
enjoying and learning from us.
There may be reasons why the audience seem to judge your
speech mediocre, such as lacking new interesting information
and coming short in the use of presentation technology. The
absence of extemporaneity is most of the time to be blamed
also why you lose our audience. You have been observed
to settled down to be able to pull away from your outline,
sounding too stilted and have less visual contact of your
audience.
Webster Dictionary suggests extemporaneous as being “not
planned beforehand.” When you give an extemporaneous
speech, you will be given time to research its content, write its
outline, and rehearse the manuscript. It is important to be able
to give this type of speech with less time for planning because
this is how this is type is given. The ability to organize your
thoughts quickly and speak about them will be a huge asset to
you in school and later in life as you attend meetings, give
presentations, and are interviewed for jobs. In other words,
you usually deliver an extemporaneous talk. Abraham Lincoln
promoted extemporaneous speech when he remarked
that “speaking should be practiced and cultivated; it is the
lawyer's avenue to the public. However, able, and faithful he
may be, in other respects, people are slow to bring him
business, if he cannot make a speech".
Extemporaneous speech can be either persuasive or
informative, or a blend of informative and persuasive types. A
good example of it is developed using research, background
knowledge, and opinion. It should start with a bang,
piquing the listener's attention and introducing the theme
of the speech. The body text contains relatively
organized information and arguments that should meet
the expectations of the audience as to why it has caught
their attention.
The suggestion to deliver extemporaneously is to write
down the speech, perhaps choose the appropriate words and
organize your ideas, and try to express them without the
presence of the outline, perhaps only notes. Try to fight the
urge to be too accurate in the choice of words, though that
does not mean you would stray away from certain words
and rhetorical structures that would result in losing the
important ideas.
THE FOLLOWING TIPS CAN BE PROVEN HELPFUL
TO BE ABLE TO DELIVER EXTEMPORANEOUSLY:
(1) Develop a theme which has chosen aspects that
are clear and relevant. Do not include numerous
aspects which cannot be discussed adequately and
succinctly.
(2) Mentally highlight the main point, underscoring
the key phrases or words, illustrations, and
arguments.
(3) Critically establish the introduction of the speech
in a paragraph and the conclusion.
FURTHERMORE, KEEP IN MIND THE FOLLOWING
POINTS ACCORDING TO PITTMAN (2009):
• Although speaking from memory (or a keyword
outline) can seem scary, once you practice and
become comfortable doing it, it can be easier than
manuscript or memorization.
• Know that the more information you have on
the topic, the more confident you will be. If you
know your information well and have practiced, you
can be successful with extemporaneous speaking.
• Extemporaneous delivery takes practice, so finalize
your outline and practice the presentation several
times.
• When practicing, try to keep going with the
speech even if you stumble over some parts.
This will allow you to practice the whole speech
and to get comfortable picking up where you left off.
• Stay on track by following your outline during the
presentation. Either use a printed version of the
outline or transfer the outline to note cards.
• Pay attention to time. With extemporaneous
delivery, you can be flexible with time (skipping
ahead in the speech or backing up and
explaining something in a different way).
There are advantages to this, but you must make sure that you
stay within the expected time limit.
THERE ARE SEVERAL DIFFERENT WAYS TO ORGANIZE
YOUR THOUGHTS TO PRESENT THEM CLEARLY WHEN
SPEAKING EXTEMPORANEOUSLY. YOU MAY WISH TO
USE ONE OF THE FOLLOWING TECHNIQUES:
• State your point of view and give the reason that you feel this
way
• Give examples of life experiences to support your point of
view
• Think of the past, present and future; discuss three important
things that come to mind about the topic
• Consider the pros and cons of the issue and discuss
those or talk about the two sides of the issue
• Ask yourself who, what, when, where, why and how and
focus on the response to those questions in your speech
• and discuss how the topic affects you personally or how it
affects the world in general.
People wonder why there is a need to give a
speech extemporaneously. However, there are trivial
reasons why you should prefer the extemporaneous
delivery. When you deliver your talk extemporaneously, you
come across to others more personal, friendly, and warm
which engender them to respond. The delivery is animated and
more interesting. The audience will feel confident in the
speaker because he speaks sincerely and in a fireside
manner.
When you deliver your speech extemporaneously, you can
change tack immediately and appropriately without fear that
you would fail to meet your goals. For example, on your way to
giving a speech, you have heard or have read a news which
you find relevant to your talk, then you can easily incorporate
it. You do not have to bother rewriting your talk. The same
thing can happen also when you discover that your audience
are mostly children. You can tweak the talk to meet their
ken and interest. Probably, you can change some
illustrations and simplify your choice of words.
Do not forget what the extemporaneous delivery can do
mentally. It makes you alert and constantly in your
creative zone. As the audience become receptive, you feel
more confident and eager to share what you know,
elaborating the main point the audience may see
beneficial and pertinent. You are always in the lookout for the
condition of attention of the audience, employing techniques
and materials that keep the latter in the talk.
OSBORN (2008) ENUMERATED THE ADVANTAGES OF
EXTEMPORANEOUS SPEAKING WHICH ARE AS
FOLLOWS:
• Promoting spontaneity and naturalness.
• Encouraging audience participation.
• Promoting overall message and essence of the
speech
• Emphasizing the importance of preparation and
practice.
• Not allowing for the speaker to read or memorize the
speech.
TO EXTEMPORIZE, WE CAN ACCOMPLISH THE b. If too long shorten the content according to the
FOLLOWING: time available.
c. Include examples and instructions to support
• Use a keyword outline. the argument.
• Speak from a keyword outline or a phrase outline.
• Write an abbreviated form of a formal, full 2. Structure of the presentation.
sentence outline, which contains words that spark
the speaker’s memory. 3. Conquering stage fright.
• Include in the outline presentation cues such as a. Prepare the subject thoroughly.
“pause,” “transition,” or “talk slowly.” b. Positive thinking ”I will make the presentation”
and “I am confident.”
Because a keyword outline uses only limited words, it helps c. Take carbohydrate rich meal before going to
you speak extemporaneously because you are not tied make presentation.
to specific wording. There are many benefits to d. Do some warmup exercises such as rotating
extemporaneous speaking. Its style is more suitable to arms, moving the facial muscles, taking deep breath,
some situations. For example, in a very formal situation in etc. before speaking.
which every word you say is examined, such as a political
address, extemporaneous delivery would not be the best 4. Knowing the audience.
choice. However, when speaking in club meetings or giving Before planning we should consider:
class presentations (which can be applied later in the job), this a. The age group of the audience.
type of presentation which is more informal and b. Know the need of the audience.
extemporaneous is appropriate. Make sure to analyze the c. Utility of the presentation for the audience.
speaking situation and then make your decision on the type of d. Information gained after attending the
speech or delivery. There are situations in which presentation.
extemporaneous delivery might not be applicable. First, if 5. Delivery of the presentation.
you are given strict time limit, perhaps it is a symposium and A. The quality of the voice.
you are not the only lecturer, you might struggle the urge a. Adjust your tone according to the size of the
of going overtime. Since, you talk in a freewheeling audience.
manner, you might get too amused talking that you could b. Use micro phone or collar mic.
loss the track of time. Self-discipline can be helpful to be c. Give pauses to allow the listener to
wary of the allotted time. You can also feel too settled, understand.
overconfident, thinking that you can handle yourself well d. Pronounce difficult words properly and correctly.
in a talk may backfire. You might get to a part of your
presentation where all the sudden you have insufficient B. Rapport with the audience.
knowledge, or your memory comes short. Also imagine a a. Look into the eyes of the audience while
situation when some individuals who are prominent and presenting.
extremely knowledgeable of your topic join the audience. b. Shift from one pair of eyes to another so that
Intellectual humility can foster in you the practice of not you have a glance of all of them.
leaving any stone unturned in your preparation. Getting c. Try to involve the audience in presentation by
used to giving a speech extemporaneously can make you asking questions.
prefer just notes or sentence outline.
6. Remembering 4PS.
WEEK 10 A. Planning
ORAL PRESENTATION a. Define a purpose.
Oral Presentation is a form of communication. It is b. Analyze the audience.
participative two-way communication process characterized by c. Analyze the occasion.
the formal and structured presentation of a message d. Select a suitable title.
using visual aids. It is purposeful, interactive and audience
oriented. It communicates a message to audience in a B. Preparation
way that brings about the desired change in their a. Develop the central idea.
understanding and opinion. b. Develop the main ideas.
c. Gather supporting information.
TYPES OF PRESENTATION
C. Practice
•Impromptu a. Rehearse before presenting it to the
•Extemporaneous audience.
•Prepared/ Memorized b. Time of presentation.
c. Outline the presentation.
BARRIERS TO EFFECTIVE PRESENTATION
D. Perform
•Fear a. Begin the presentation with confidence.
•Lack of Preparation b. Be organized.
•Unable to control one’s ideas c. Pay attention to non-verbal behavior.
d. Use appropriate visual aids.
HOW TO MAKE A GOOD ORAL PRESENTATION
WHAT IS ADVERTISING?
1. Content of the presentation. Advertising is a form of communication used to encourage or
a. It should not be too difficult to persuade an audience(viewers, readers, or listeners) to
understand. continue or take some new action. Most commonly, the
desired result is to drive consumer behavior with respect
to a commercial offering – get people to buy things.
Advertising, in its simplest form, is the way in which the
vendor or manufacturer of a product communicates with
consumers via a medium, or different media.
Language in Advertising
•Language is key to effective advertising.
•Language has a powerful influence over people.
•Language in advertising includes but is not limited to:
1. Product names
2. Slogan
3. Language in relation no culture
•Certain words are often used in advertising as they are
words that often catch consumers attention.
•PUN:
The humorous use of a word or phrase so as to
emphasize or suggest its different meanings or
applications or the use of words that are alike or nearly alike in
sound but different in meaning, a play on words.
•SLOGANS:
A distinctive cry, phrase or motto of any party, group,
manufacturer, or person; catchy word(s) or phrase.
A slogan is memorable motto or phrase used in a political
commercial, religious, and other context as a repetitive
expression of an idea or purpose.
Why slogans are important?
-- Slogans are very important for business because they
help create a memorable image.
-- A slogan helps consumers remember your product.
-- The catchier your slogan is, the more likely people are to
remember it and therefore, BUY it!
-- Slogans take careful planning as their life span is
usually very long. Slogan from well-known companies
have been popular and trendy for decades.
•SPOOF ADS:
Spoof ads are also known as parody advertisements.
A parody advertisement is a fictional advertisement for a
non-existent product, or trivialized an original work, its
subject, author, style, or some other target, by means
of humorous, or ironic imitation.
WEEK 11
TYPES OF SPEECHES ACCORDING TO PURPOSE
1. Informative Speech
- this serves to provide interesting and meaningful
information to your audience.
Example:
A teacher telling students about the human life cycle.
2. Demonstrative Speech
- it also teaches the audience and give information like the
informative speech, but the difference is that you demonstrate
how to do the things you are teaching.
Example:
Improve your health by means of eating properly and have a
balanced diet.
3. Persuasive Speech
- it convinces the listeners of the validity of the speakers'
argument and to change in some way, the way people think
and act and to start doing something that is new to them.
Example:
How effective is Internet to humans?
4. Entertaining Speech
- provides pleasure and enjoyment to the audience.
Example:
The best jokes ever said.
TYPES OF SPEECHES ACCORDING TO DELIVERY
1. Impromptu Speech
Suppose while attending your best friend's wedding, the guests
begin chanting your name followed by the words 'Speech,
Speech, Speech!' In other words, an improvised speech.
2. Extemporaneous Speech
The extemporaneous speech is a perfect balance. This
speech involves the speaker's use of notes and some
embellishment to deliver a speech. In other words, a pre-
written speech.
3. Manuscript Style
The word manuscript is the clue to the style. The speech is
written, and the speaker reads it word for word to the audience.
4. Memorized Style
The memorized style of speaking is when the manuscript is
committed to memory and recited to the audience
verbatim(word for word).
SPEECHES ACCORDING TO OCCASION:
1.Speech of Introduction
- is a mini speech given by the host of a ceremony that
introduces another speaker and his or her speech.
2.Speech of Presentation
- is a brief speech given to accompany a prize or honor.
3.The Speech of Acceptance
- is a speech given by the recipient of a prize or honor.
4.A Speech of Dedication
- is delivered when a new store opens, a building is named
after someone, a plaque is placed on a wall, a new library is
completed, and so on.
5. A Toast
- is a speech designed to congratulate, appreciate, or
remember. First, toasts can be delivered for the purpose
of congratulating someone for an honor, a new job, or getting
married.
6.A Eulogy
- is a speech given in honor of someone who has died.
7. A Speech of Farewell
- allows someone to say good-bye to one part of his or her life
as he or she is moving on to the next part of life.