41

Chapter 4

Communication for Various Purposes

At the end of the chapter, you should be able to:
1. convey ideas through audio-visual and/ or web-based presentations for different target
audiences in local and global settings using appropriate registers;
2. create clear, coherent and effective communication materials;
3. present ideas persuasively using appropriate language registers, tone, facial expressions
and gestures; and
4. adopt awareness of audience and context in presenting ideas.

================================================================
Reflect on the tips forwarded by the poem below entitled “Tips for Writers”.
Rewrite the poem following these.
Tips for Writers
- Anonymous
Engage Don’t use no double negatives.
Make each pronoun agree with their antecedent.
Join clauses correctly, like a conjunction should.
Verbs has to agree with their subjects.
Don’t write run on sentences they are hard to read.
Don’t use commas, which aren’t necessary.
Try not to ever split infinitives.
Correct speling is essential.
Proofread your writing to check if any words out.
A preposition is a poor word to end a sentence with.
Don’t be redundant.

Tips for Writers

- Anonymous

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 42

Introduction
Understanding the several foundations of successful
Explore communication as purpose, knowledge of audience and the
organization of ideas allows one to thrive whether in written or
in spoken discourses.

A. Knowing the Purpose

Every essay or speech should have a specific purpose, an exact statement of

what one wants the audience to understand, do or believe.

As a guiding question, “why are you writing or speaking?” One may wish to
entertain the audience, to inform of something he or she feels should be known or
understood better, or to persuade audience members to change their viewpoint on
how they feel about a certain issue. One’s purpose however may overlap, depending
on the intended meaning; this may cover entertaining, informing, and persuading
altogether. Notably, the same frames the vocabulary, language, and tone used to
communicate.

B. Knowing the Audience

Equally important is an awareness of the audience (readers or listeners) - that

is, to whom one will write or speak. Knowledge of the purpose and the audience go
hand in hand. Clearly, it is the audience who one may teach, instruct or entertain.
Note that effective writers and speakers analyze the audience’s needs.

The level of formality and intimacy are also determined by the audience. This is
manifested by the vocabulary employed affecting tone- the attitude conveyed.

C. Organizing Ideas

Having known the purpose for writing and/or speaking and to whom the
process is directed (audience), one also has to consider another critical foundation
which is the organization of ideas. Organization basically refers to the way one puts
something together.

Consider creating an outline- a diagram that shows how the intended content
will be organized. The outline helps organize what one intends to write or say. It
helps ensure which vital information should be placed in the presentation further
ensuring that the content leads to the fulfilment of the purpose initially set. Finally,
this may literally serve as a checklist, crossing off items after inclusion in the essay or
speech.

FOCUS PRINCIPLES for Writing and Speaking

Focused : address the issue, the whole issue and nothing but the issue.
Organized : systematically present your information and ideas.
Clear : communicate with clarity and make each word count.
Understanding: understanding your audience and expectations.
Supported : use logic and support to make your point.
 43

D. Basic Communication Principles

To aid in becoming an effective communicator, whether through written or

spoken means, one has to master principles such as the following.

1. Be Clear
Make the meaning clear by using definite, specific, and concrete
language.

2. Use Familiar Words

The goal is to communicate the message, not to confuse the
audience.

3. Eliminate Clutter
Make sure the sentences do not contain unnecessary words as the
paragraphs do not contain unnecessary sentences.

4. Stay Active
Write and speak in the active voice; note that this is usually more
direct and compelling than the passive voice.

5. Put Statements in Positive Form

Tell readers or audience what is happening; don’t center on sharing
only those which should not be done.

6. Use Parallel Structure

Use the same grammatical forms for expressions that are part of a
group. Note that parallel structure comes down to consistency.

E. Suggested Ways of Disseminating Information

1. Publishing information in newspapers and/or issuing a press release.

2. Disseminating information through an individual or an organization’s
website (blogs and emails among others).
3. Sharing information through social media or on an organization’s website
(social networking sites).
4. Publishing Program or Policy Briefs.
5. Publishing project findings in journals and publications.
6. Presenting in national conferences and meetings.
7. Presenting program result to local community groups.
8. Creating tool `kits of training materials and curricula for communities.
9. Public service announcements.
 44

10. Creating and distributing materials such as posters, guides, DVDs and the
like.

Explain

TOPIC 1. FUNDAMENTALS OF ESSAY WRITING

Brainstorming

For successful essay writing, one must present thoughtful

and logical arguments for the cause advocated. Essentially, this
must be supported with data claims and examples.

Brainstorming is one of the great ways to gather ideas

before writing. Consider writing down ideas that come to mind
about the topic. Given these, construct the ideas in ways that
support the arguments.

Given a topic of your choice, do a cluster diagram to

facilitate and structure the ideas to be considered suppose you
will be asked to write an essay. Be guided by the template below;
use extra sheets is necessary.

Practice Task 1. Brainstorm around the main idea and

come up with sub-topics related to it. Place them around the
center. Note that you may further brainstorm around the sub-
topics.

Sub-sub-topic
1
 45

I. UNDERSTANDING THE ESSAY

The main goal in writing (or speaking) is to share meaning, and in doing so, one
informs, persuades or entertains. It is important to communicate the message to the audience
clearly and without distractions that can occur from wordy sentences, incorrect spelling and
grammatical errors.

A. Making an Argument

In the context of essay writing, arguments may be understood as “reasons

given in proof or rebuttal” where reasons are defined as “statements offered in
explanation or justification.” Directly said, these are explanations in support of
viewpoints.

Essays are examples of written works that address “why” questions

consequently offering explanations. Given varied writing approaches, particular
topics are explained the readers. Understanding that essays meant to inform or
educate and persuade the readers, convincing and adequate support for the
explanations should then be provided.

B. Establishing Topic Sentences

A topic sentence introduces the main idea of a paragraph. The arguments

serve as the backbone for the essay and may become the topic sentences for the three
body paragraphs.

Practice Task 2. Given an outline with the topic sentences in an essay prototype, you
may consider this:
Topic:
Brainstorming Results (summarized in three general statements):
1. ______________________________________________________
2. ___________________________________________________________
3. ______________________________________________________

I. Opening Paragraph

II. Three- Paragraph Body (3 Paragraphs)

A. 1st Paragraph: Brainstorming Result 1 serving as Topic Sentence 1
B. 2nd Paragraph: Brainstorming Result 2 serving as Topic Sentence 2
C. 3rd Paragraph: Brainstorming Result 3 serving as Topic Sentence 3

III.Concluding Paragraph

C. Crafting Opening Paragraphs

 46

The first few sentences intend to grab the reader with an “unexpected or dramatic
scenario or story.” Reviewing the primary purposes of an essay which are to inform
(teach) and to persuade (attempt to change someone’s mind about an issue), efforts
should focus on taking the readers’ attention and sustaining this. Distinctly, the
opening paragraph should contain a thesis statement.

The thesis statement is the “central message” of an essay or the essay’s “main
idea” in general; this may be captured in a single sentence. Interestingly, this can also
be more detailed- giving the readers an even clearer picture of the essay. It can
contain a blueprint, which is a list of ideas in the topic sentences.

A thesis statement that starts with a general sentence and narrowed through
different points (topic sentences) is found to be ideal. It introduces the main idea and
directs to what will become the three topic sentences that begin the body paragraphs.

Note on the following common grammatical considerations to improve

accuracy and credibility of writing.

Comma Splice

Sample sentence: Cadet Simpson picked up the box of Meals

Ready to Eat, she helped prepare meals for several cadets.

Analysis: The comma joins two independent clauses that

could easily stand alone as separate sentences. To remedy,
make each clause a separate sentence or use a conjunction
such as “and” after the comma.

Run-on Sentence

Sample sentence: The search-and-rescue (SAR) lasted several

days all the cadets were exhausted by the end of the week.

Analysis: The first independent clause ended with the word

“days,” but the sentences runs on without punctuation. The
error is easily remedied by placing a period after “days”
and starting a new sentence with the word “all,” which
would be capitalized.

Pronoun- Antecedent Disagreement

Sample Sentence: A cadet must attend an encampment in

order to secure their award.

Analysis: The pronoun “their” refers back to “cadet,” but the

words disagree in number. “Cadet” is singular and “their”
is plural. May consider using singular pronouns if not
pluralize the “cadet”.
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D. Using Transitions in Body Paragraphs

Note that a typical essay contains at least three segments (paragraphs), each
with different topic sentences but guided by one central idea. Transitions will be
helpful in connecting the main points so that the essay flows from one point to the
next.

Transitions tell the audience when one has finished relating one idea and is
switching to a new thought. These are phrases like “in addition to”, “however” and
“therefore,” which also indicate using logic or thinking in the presentation.
“Therefore,” for instance indicates having presented several ideas that, taking
together, lead to a certain conclusion.

Transitions perform double duty, working within the paragraphs and in

between paragraphs.

E. Anticipating and Refuting Objections

Objections and disagreements which are reasons or arguments presented in

opposition should be anticipated. Understanding that not everyone will agree with
one’s writing (or speech) demonstrates maturity. To balance between arguments and
potential disagreements, one may anticipate the most likely point of disagreement and
use the opportunity to provide additional support for the thesis.

In the end, writers show respect for others- even those who may oppose them- by
admitting that their thesis may not be flawless, but they can still use the objection(s)
to further their own cause.

F. Concluding

The conclusion reiterates the thesis/ thesis statement utilizing different words.
This covers restatement of the main points (topic sentences) in unique and memorable
ways to end the essay.

II. ARGUMENTATIVE ESSAY

Argumentative essays, while these follow the principles of essay writing as specified
in the above overview, share some research processes.

Comparable with blogs which aim to entertain, instruct, inform and persuade with or
without research support, argumentative essays need research to support the writer’s claim or
position. Readers expect the presentation of a clear stand on an issue that has at least two
sides. The purpose is to present well-reasoned conclusions in order to persuade the audience
to accept or at least seriously consider a point of view.

A. Steps in Writing an Argumentative Essay

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Broadly illustrated, the following steps may be undertaken.

1. Decide on an issue which you wish to work on.

a. Check on an issue that has two opposing viewpoints (interesting and
debatable).
b. Translate the topic into a research question.

For instance, an issue on taking a position concerning waste segregation,

such topic may be translated to:

Why should the practice of proper waste segregation be instituted in the

barangay?

2. Prepare list of possible sources.

a. Decide on the acceptability of sources considering relevance,

reliability, recency of facts and figures contained and the like.

3. Read through the sources identified and take research notes.

a. Endeavor to find answers to the research question from the sources;

may consider searching for other sources until enough support is
obtained.
b. Note on the three kinds of notes as paraphrases, summaries and direct
quotations.

Paraphrasing is done when one uses his/her own words in taking down
notes. Summarizing is taking the gist given that the information provided
in the source is lengthy. Taking the essential thoughts, may consider
copying verbatim or exactly what is presented in the source. Essentially,
whatever the type of noting done, don’t fail to cite the source. There are
different styles of citing references such as American Psychological
Association (APA) Style 7th Edition. Here is a link for your reference of
the APA Style:
https://apastyle.apa.org/style-grammar-guidelines/references/examples

4. Formulate the thesis statement for the essay.

a. In this essence, the thesis statement expresses the writer’s stand on the
issue/ topic.
b. Present strong position that is supported by evidence.

The evidence may include:

 Facts: data that have been objectively proven and are
generally accepted (such as historical facts, scientific
data, statistics and the like).
 49

 Examples: should be sufficient number of examples

to prove the case.

 Support from authority.

 Opinions of experts.

5. Write an outline.

a. This should contain all the main points in the essay- for both the
writer’s arguments and opposing arguments. So that, given a guide,
refer to the table below.

Thesis Statement
Writer’s Arguments Opposing Arguments
Specific Support Specific Support
Sources for the Support Sources for the Support

6. Write the essay strictly observing citation conventions.

a. Increase formality of the argumentative essay by investing on a third-
person point-of-view.

 Check this article before working on your Practice Task 3.

https://my.uq.edu.au/files/10945/example-argumentative-essay.pdf
(Exploring the Typical Features and Structure of an Argumentative
Essay with a Simple Example)

Elaborate

Practice Task 3. For your exercise, write a 600-750 word argumentative essay on a pressing
issue in your field of specialization following the steps specified. Apart from explaining the
issue and providing research results in support of the arguments, solution(s) should be given
in your capacity as a student. The essay should contain the complete parts as introduction,
body and conclusion. The introduction and the conclusion should not be longer than two
paragraphs. To facilitate smooth writing of the essay leading to solutions to the issue, follow
the guide provided below.

Issue or Topic:
(Note that the issue or topic to be worked on should be a pressing concern in your field of
specialization towards a solution that you may offer as a student. Example: Bullying in the
Education Field and Managing Health Care Wastes in the Nursing Field.)

 _________________________________________________________________
 50

Research Question based on the Topic:

(May consider having only one (1) research question stated in a way that presents two opposing
viewpoints.)

 ________________________________________________________________

List of Sources:
(Scout possible sources for the data to be used in the essay, may consider exploring Google
Scholar for research support. Meanwhile, the following are NOT considered: any religious
reference, work of literature, dictionary, personal blogs or diary entries, and Wikipedia.
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ________________________________________________________________
 ______________________________________________________________________

(Search on various sources until desired answers have been obtained. To insure complete
citation of sources, note on the complete bibliographical entry upon encounter of these. Use
extra sheet as necessary.)

Notes Obtained from the Sources

(Lift significant statements from the sources found and classify these as to type: paraphrase,
summaries, and direct quotation. Use extra sheets as needed.)
 

 

 

 

 
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 

 

 

 

Thesis Statement

 _________________________________________________________________

Essay Outline
(This outline guides you in writing the argumentative essay.)
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Final Argumentative Essay

Title: _______________________________________________________

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Criteria:
 Content 20 pts.
 Does the essay have a clear stand or thesis?
 Does the author provide convincing explanation and adequate research
support for the claims?
 Are there evidences of in-text citations?
 Organization 10pts.
 Are the ideas presented in a logical and organized manner?
 Does the author employ appropriate transition statements?
 Citation Conventions 5 pts.
 54

 Does the author provide a complete and accurate list of sources used in
the essay?
 Language and Mechanics 5 pts.
 Does the essay account for correct grammar and mechanics?

TOPIC 2. CONFIDENCE IN ORAL PRESENTATIONS

Speaking in front of a group may result to stage fright- an anxiety everyone feels at
one time or another when speaking in front of people.

Since likely the worst thing is to go up to a podium and not know what to say, it
makes sense that by adequately preparing the speech, one can decrease stage fright up to 75
percent.

----------------------------------------------------------------------------------------------------------------
Express your thoughts on the following images. After writing your
ideas on each, practice delivering these extemporaneously on your own.

(1) Notes:

Engage

(2)
Notes:

(3) Notes:
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Explore

Common Speaking Methods

When speakers present a speech, they employ of one of four common methods:
reading from a manuscript, speaking from memory, speaking without specific
preparation, and speaking extemporaneously with preparation.
Describe the following methods of delivery and give situations by which each is
appropriately used. Research from your available resources.

1. Manuscript (Read Speech)

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2. Memory (Memorized Speech)
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3. Impromptu
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4. Extemporaneous
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Explain

I. Presentation Skills

Presentations can either be informal (for example, a class presentation or a short

presentation at a meeting) or more formal, such as a presentation at a workshop or
conference; similar guidelines apply to both types.

Among the key aspects of a successful oral presentation are: having a firm idea of
what the audience already knows, careful presentation and rehearsal, making the presentation
structure clear, and dealing effectively with questions.

A. Outlining the Speech

The organization of the speech begins with an outline that differs slightly from
that of the essay earlier presented.

1. The Specific Purpose

Begin with a specific purpose, a clear statement of what is hoped to be

accomplished as a result of the speech. Like in writing, there are three main
purposes in public speaking: to entertain, to inform, and to persuade.

2. The Central Idea

The central idea is like the thesis statement used in writing. It is a

compact expression of one’s argument. It is the main point, so one may wish
to state this more than once during the course of the talk to ensure the
audience (who, unlike the readers, can’t go back and review the main point)
understands the message.

3. Introduction

Many of the principles writers use to craft their introduction apply to

speakers as well. However, it is especially important for speakers to include
an overview in their introduction. During the overview, the subject of the talk
and the main points are clearly identified. Again, comparable to readers,
listeners (audience) cannot review or skim the thoughts ahead.

4. Body and Conclusion

As with written communication, a speech essentially includes a body

and a conclusion. Typically, arguments are encapsulated in three points
 57

extended through explanation and support materials (statistics, accounts

among others); whereas, the central idea is restated in the conclusion.
B. Preparing the Presentation

The following account for the steps to be undertaken in preparing a

presentation. Points to consider were specified for every step.

1. Think about the presentation context.

a. Who are the audience and what are their interests?
b. How big will the audience be?
c. How long is the presentation to be?
d. What equipment is available for visual aids?
e. Will there be time for questions?

2. Decide on the topic.

a. Plan on the main point or points to be communicated.
b. Write these clearly in sentences or through outline.

3. Structure the content.

a. Start with the collection of ideas then arrange these into sequence.
b. Decide on the relative weight (importance) of each section of the
presentation.

4. Think of ways of catching listeners’ interests.

a. Use examples, anecdotes, impressive statistics, interesting
quotations and the like as necessary.

5. Plan on visual aids to be used.

a. Think about how the information to be presented may be packaged
through visual materials.

6. Check overall length and the relative weight of sections.

a. Note that “a little too short is better than even a little too long.”

7. Finish preparation of visual aids.

a. Common among presentation visual aids is the PowerPoint (refer
to conventions discussed earlier on the preparation of this).
b. Make sure alternatives such as hand-outs are prepared in case of
technical problems.

8. Plan the exact words for the opening, transition points, and the
conclusion.
a. Consider writing the introductory and concluding sentences on a
card (palm card).

9. Rehearse the presentation.

a. Practice alone or ask a friend or family member to listen.
b. Speak simply but in academic or conversational style.
 58

c. Project voice across the room.

d. Check timing carefully and make adjustments if necessary.
e. Think about possible questions to be asked.

10. On the presentation day, stay calm and organized.

a. If nervous, breathe slowly and deeply for a few minutes.
b. Concentrate on the audience and on how the message is clearly put
across.

C. Additional Presentation Tips

1. On knowing the audience.

Emphatically, understanding the interest of the audience, as earlier

accounted, is essential to understanding how to focus the presentation. Speak
to the interest and educational level of the audience.

2. On dressing appropriately.

Dressing appropriately for the audience helps to establish rapport

(connection). For formal conference presentations, a suit may be more
appropriate. If unsure about the dress code for an event, ask someone who has
attended a similar conference or meeting.

3. On structuring the presentation.

The presentation should be well organized to include at least the basic

structure:
 a slide that shows the title of the presentation and the name of the
presenter;
 the body of information; and,
 a clear conclusion that summarizes the presentation.

4. On practicing the presentation.

Practicing the presentation beforehand is always a good idea. Ask

someone to observe of any mannerism (such as saying “uhm” frequently
among others) that needs to be eliminated or if any of the concepts presented
does not make sense. Certainly, practicing allows one to identify any portion
of the presentation that does not flow properly and that needs further work.

5. On knowing the time limit of the presentation.

Most class and conference presentations have a time limit that is

strictly enforced by an instructor or a moderator. Make sure that the
presentation does not go beyond the time limit. Timing the presentation
beforehand will clarify if there’s a need to cut back on the amount of material
presented.
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Rules for Slides Presentations

a. 10- 20- 30 Rule (Kawasaki, 2005)

 10 Slides
 Having a limit of 10 slides allows the speaker to manage the cognitive
load for the audience. This posts challenges to design the presentation in
manners that only important items are included as unnecessary details are
eliminated.

 20 Minutes
 The challenge in limiting the presentation to 20 minutes lies within the
speaker focusing on important details of the message. In case more time may be
spared, this may be devoted to discussions and questions on the presentation
thus involving the audience.

 30-size Font
 When designing the presentation, keep in mind that anything shown
must be visible to everybody in attendance; depending on the room and screen
size, most will be able to see texts that are at least at 30- size font.

Associated to this is the 6 x 6 Rule, where the presenter limits any text to 6
words per line and 6 lines per slide; others however adopt the 7 x 7 and/or 9 x 9.
Slides visually less cluttered allow audiences to see the main ideas immediately.

b. Tips for Making Effective Slides (Weyenberg, 2014)

 Think about the slides last.
 Think about the main message first, practice and time this, then start
planning on the slides. Note that the presentation needs to stand on its own as
the slides provide the audience a visual experience that adds to the words.

 Create a consistent look and feel.

 Use related design, colors and imagery across all the slides. As much as
possible, create a few slides to hold sample graphic elements.

 Think about topic transitions.

 Create one style for the slides then another style for the transitions
between topics. This may provide the audience a visual cue that one is moving
in to a new topic.

 With text, less is almost always more.

 One thing to avoid- slides with a lot of text, especially if it’s a repeat of
what one is saying. Having a lot of words in the slide gives the audience the
impression of needing to split their attention between what they’re reading and
what they’re listening to.

 Use photos that enhance meaning.

 Look for photos that: speak strongly to the concept being shared and are
not complex.
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D. Signposts and Language Signals

To keep the audience engaged and to help them follow the arguments,
effective speakers use signposts – brief verbal cues indicating progress through an
outline.

The restatement is a type of signpost that speakers use to emphasize their key
points. If someone says something twice, you know that it must be important.

Signposts (used to signal transitions) are more important in public speaking

than they are in writing as readers can re-read confusing passages, use the margins to
number the main points, use a highlighter to mark key passages and the like. In
contrast, an audience listening to the speaker lacks those benefits, so it is up to the
speaker to help the audience follow along.

1. Introducing the Talk

 I’d like to talk about …
 I’m going to discuss …
 I want to tell you about …
 What I’d like to do is to explain to you …
 What I’m going to do is to discuss …
 What I want to do is to give an account of …

2. Ordering Points (Time Order)

 To begin with … At the beginning … At the start …
 Second, … Then/ Next … After that, …
 Finally, … At the end …

3. Ordering Points (Listing and Adding)

 First, … Second, … Third, …
 A second reason … The third aspect …
 Another point … Other factors …
 Also, … In addition, …
 Last, … Finally, …

4. Starting a New Section

 Now, …
 Moving onIf we move on to …
 Turning to … If we turn to …

5. Transition
 Having considered … let us now move on to …
 So, these were our methods …
 About the results, …
 61

6. Contrasting
 By contrast … However, … … but …
 Nevertheless, … On the other hand, …

7. Referring to Visual Aids

 The slide shows … Here you can see …
 This is … Here are …

8. Rephrasing
 That is … To put it in another way, …
 In other words, …

9. Giving an Example
 For example, … For instance, … … such as …
 Say … … like … … including …
 To give an example, … An example of this is …
 Here is an example, … Let me give an example, …

10. Emphasizing
 Actually, … In fact, … Indeed …
 Importantly, … Surprisingly, … Interestingly, …
 It is clear that … Clearly, … Obviously, …
 I’d like to underline … Highlight … Emphasize …
 It is important to bear in mind … Remember …

11. Defining
 By …, we mean … We can define … as …

12. Concluding the Talk

 So, … Finally, … To conclude, …
 To summarize, … Summing up, … In conclusion, …
 I’d like to finish by saying …
 I’d like to conclude now with a few remarks about …

E. Non-verbal Considerations

1. Posture
 Stand straight but not stiff.
 Balance weight on both feet.
 Note that standing well allows the diaphragm to adjust when
controlling breathing and voice production.

2. Movement and Gestures

 Too much movement is distracting as no movement at all is boring
and uncommunicative.
 Use movements and gestures to signal transition points or to stress
points of importance.
 Avoid meaningless gestures and repetitive movements.
 62

 Use the pointer only when necessary, and with a firm

movement.
 Keep hands close to the body when using this.

3. Facial Expressions
 Facial expressions must match the message.
 Relax facial muscles- looking nervous makes the audience feel
uncomfortable.

4. Voice
 Speak a little louder than necessary projecting the voice at the back
of the room.
 Use diaphragm to do this not the muscles of the throat.
Otherwise, the voice loses resonance and power and
becomes less pleasant to listen to.
 Speak a little more slowly than normally done, especially if feeling
nervous (keep track however of the time of presentation).
 A useful rule-of-the-thumb is: the larger the audience, the
more slowly one should talk.
 Use voice as a communication tool.
 Vary the speed- speak more slowly in the introduction and
the conclusion.
 Use stress for important points and contrasts.
 A short silence can emphasize a point or a transition

5. Eye Contact
 Eye contact creates a relationship between the speaker and the
audience.
 It encourages the audience to listen.
 It helps to relax the speaker.
 Start and end with direct eye contact, looking around the whole
audience.
 Look at your visual aids (and notes if you have them) only
when necessary; don’t stare at them when presenting.
 Look at the audience as much as you can.
 Don’t look always at the same section of the audience, or at one “victim”. Focus
on one person or group for 1-2 seconds; then look at another person/ group, then
another.

Confidence in Delivery

1. Check the equipment beforehand.

2. Practice repeatedly, especially in front of peers willing to “act” as an audience.
3. Memorize the introduction and the transition into the first point.
4. Smile and relax; smiling can help hide the fear from the audience.
5. Take a brief walk before beginning the speech.
6. Make eye contact with audience members.
7. Involve the audience by asking questions and seeking their opinion of the
topic.
8. Look neat and tidy to help boost confidence.
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Elaborate

Practice Task 4. For your practice, write the actual statements to be delivered to introduce
and close the presumed presentation on the issue chosen in Practice Task 3.

 Introduction:

 Conclusion:
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Evaluate

Task: Make a slide presentation of the topic you have chosen in Practice Task 3. Follow the
10-20-30 Rule by Kawasaki (2005), but disregard the 20 minutes oral presentation.
Also, include the 6x6 Rule in making your presentation. Do not forget to consider the
rules of preparing ppt presentations. Submission link for this output will be sent
through Google Classroom.

NOTE: Do not submit a video; submit a PowerPoint file.

 Content
 All required slides were included with correct information. 10 pts.
 Topic is presented clearly in organized manner. 5 pts.
 PowerPoint Graphics
 Text is eligible. Font size is appropriate. 3 pts.
 Graphics enhances the presentation. 3 pts.
 There is balance in terms of color, text and graphics. 3 pts.
 The 10-20-30 Rule and 6x6 Rule were used. Add one slide for the 6 pts.
sources.
 Language and Mechanics 5 pts.
 Capitalization and punctuation are correct throughout the presentation.
 No grammatical errors were found.
 Sources
 Sources of information were cited at the last slide of the presentation. 5 pts.
Follow the APA Style examples in the link presented previously in this
material.
TOTAL 40 pts.
 65

References:

Australia Center for the Moving Image. 2002. Film It: The Filmmaker’s Toolkit.
https://www.acmi.net.au/education/online-learning/film-it/. Accessed on July 2020.

Educational Technology and Mobile Learning. 2014. Tips to Design Effective Presentations.
https://www.educatorstechnology.com/2014/07/10-tips-to-design-effective.html?
m=1. Accessed on July 2020.

Estares, I. 2019. Three reasons why social media in the Philippines is huge. Eye on Asia.
https://www.d8aspring.com/eye-on-asia/3-reasons-why-social-media-in-the-
philippines-is-huge. Accessed on July 2020.

Faculty of Forest and Natural Resources Management. 2008. Handbook for Effective,
Professional Communication.

Madrunio, M. R., and I. P. Martin. 2018. Purposive Communication: Using English in

Multilingual Contexts. C and E Publishing Inc. South Trinagle, Quezon City.

O’Brien, A. 2018. Creating Multimodal Texts. http://creatingmultimodaltexts.com/.

Accessed on July 2020.

Rappler.com. 2002. Earth Day at 50: Lessons for the Post-Coronavirus World.
https://rappler.com/voice/thought-leaders/opinion-earth-day-lessons-post-
coronavirus-world.

Rowland, D. R. n.d. Exploring the Typical Features and Structure of an Argumentative Essay
with a Simple Example. https://my.uq.edu.au/files/10945/example-argumentative-
essay.pdf

Study.com. 2016. What are Communication Strategies: Definition, Types and Examples.
https://study.com/academy/lessson/what-are-communication-strategies-definitiontion-
types-examples.html. Accessed on July 2020.

The U.S National Archives and Records Administration. 2018. Analyze a Poster.
https://www.archives.gov/education/lessons/worksheets/poster.html. Accessed on
July 2020.