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QUESTION 14: PURPOSE OF ORAL PRESENTATION (Answer provided in scanning copy provided by you, is totally wrong & hence

be replaced by following answer)

Answer: The main purpose of an oral presentation is to present subject content in an organized, concise and effective manner to a live audience. When delivering an oral presentation, certain challenges require ingenious techniques to engage into an impromptu interaction with the audience members. Planning, writing and completing are three key elements in any oral presentation process. Purpose: Another way to find a topic is to think about the purpose of your talk. Is it to instruct (for example, to explain how to run a text editing program on a computer), to persuade (to vote for or against a certain technically oriented bond issue), or simply to inform (to report on citizen participation in the new recycling program).

Informative purpose: An oral report can be primarily informative. For example, as a member of a committee involved in a project to relocate the plant, your job might be to give an oral report on the condition of the building and grounds at one of the sites proposed for purchase. Or, you might be required to go before the city council and report on the success of the new city-sponsored recycling project. Instructional purpose: An oral report can be primarily instructional. Your task might be to train new employees to use certain equipment or to perform certain routine tasks. Persuasive purpose: An oral report can be primarily persuasive. You might want to convince members of local civic organizations to support a city-wide recycling program. You might appear before city council to persuade its members to reserve certain cityowned lands for park areas, softball and baseball parks, or community gardens.
Verbal presentation by individuals constituted an opportunity to increase, improve and provide alternate methods of learning in the lecture, visual presentations, visiting speakers, and peer review of assignments by one or two peers. (Most instructors use one peer. When I hold peer group reviews, I use groups of 3-4 for more exposure. Haber 2008) Each person would have the benefit of the entire groups feedback and expertise, not only that of the instructor or a small group of peers. Total instructor feedback is not available when assignments are submitted only to one peer. The single peer may lack skills needed to give feedback, though I, personally, assign an advanced to a less-advanced student for peer review. (Haber 2008) The presenter's peers and instructor would have the opportunity to ask the presenter questions regarding his report, helping the presenter to clarify unclear statements and the group to offer constructive suggestions. By presenting an assignment in public/group, the presenter could receive immediate feedback from all peers and the instructor, so that the presenter could make changes before submitting a final draft for grading. Presenter could utilize and apply their training in critical thinking and on how to give constructive feedback. They would learn to think for themselves, rather than having the instructor doing all their thinking for them. The instructor would moderate, fill in omissions or correct errors. Adult, experienced working persons are often especially skilled in some areas and could provide added information to students giving oral reports. Team/Group members would participate more actively in discussion, see each other face-to-face instead of seeing other students from the back only, and would come to know other class members, bond and help each other.

Hearing others' reports would make the group more interesting than receiving feedback and a grade from the instructor alone. The group would gain insight into (and perhaps provide) new areas of information. Person would more often complete the assignment when knowing they will be "on-stage." Many People would enjoy public presentations and using the blackboard and projector. This activity would provide a change of pace, and certainly more physical activity needed in three-hour groups. People listening to themselves speak and presenting their work out loud, could critique themselves while addressing a live audience, aiding impromptu revisions. Persons practicing oral presentations to a classroom would gain excellent preparation and skills for future professional meeting/conference assignments in the workplace. With repeated public verbal presentations to a non-threatening audience such as peers in a classroom, meeting etc people would increase skills and confidence in oral plus written assignments. Knowing that one is due to give a public presentation would increase the persons likelihood of coming prepared.