Prof. Michael Goldberg
1999
Some tips on oral presentations
1. Oral presentations need structure, just like essays. Indeed, the analytical essay style provides one possible organizing structure for your presentation. Like an analytical essay, your presentation should have a strong thesis that allows you to develop an argument or a line of thinking until you reach a conclusion. This is especially true if you are using a more imaginative structure (skit, multiple voices, etc.). You will want an introduction of some type that establishes the focus of the presentation for your audience. The clearer you are at the outset, the better your audience will be able to follow the points you are developing. You will want to think especially hard about transitions—those key statements that let the audience know you are moving on to another point, linking an upcoming point to one made earlier, moving in a different direction, or bringing up a point from an earlier part in the presentation. Consider your audience—what you think they know and what they don't know. For this class, for instance, you can assume that everyone knows the basic history of the period. While not necessary, a compelling introduction that "hooks" the audience in some way helps get the audience tuned into your presentation from the start. After certain key points, you might want to reemphasize or restate an argument or conclusion—unlike a written paper, your audience can't go back and try to figure out what you were trying to say. Finally, the conclusion should—at least—tie together the points you have made and bring the presentation to a smooth closure. (Rather than simply saying, "Well, I guess that's all I've got.") At best, the conclusion should use the preceding points to consider a larger point, to leave the audience thinking, "I really learned something from that" or "That really made me think."
2. Different people are comfortable with different types of cues. Some need a fully written out script. In this case, you should at least be comfortable with what you have written, and not be forced to stare at the text continually while speaking haltingly. Others use cue cards with key words or phrases, and some use an outline; some people even speak without notes. You may have your own method, but whatever method you choose, you must come prepared. Just as you should not hand in a paper after the first draft, so to should you not simply script out your presentation and then fail to practice and then preview your presentation. You should practice first without an audience, and then preview the presentation for an audience (family, friends, classmates—anyone you feel will be both supportive and honestly critical). Your audience can help you correct times where you are not clear about a point, or when you assume your audience is with you when they are not. Previews will also help you become comfortable with your words, and enable you to rewrite or rethink parts of your presentation that simply do not sound right. Sometimes, what works on paper does not work orally, and visa versa. Your previews are a good time to voice any fears or concerns you have about your speaking ability or presentation. The preview is also a good opportunity to time yourself. Make sure you know how much time you have been allocated, and how much time your presentation will take (not including questions at the end from the audience, but including all supplemental material you present.)
3. Don't apologize before or after you speak. Let the audience decide for itself how clear or exciting or prepared you are/were or how interested in the presentation they are/were.
4. Relax. This is as friendly an audience as you are likely to speak in front of—everyone will be performing a similar task, and we have been together for over a month now. Everyone wants you to do well.
5. Consider style as well as content, just as in writing. Make eye contact with your audience, avoid a monotone delivery, and convey a sense of enthusiasm or interest in your subject.
6. Audio-visual aids or handouts are often useful tools. However, make sure they are appropriate, and will not distract from your presentation. They should be support tools—that is, do not expect the a.v. aids to make the points themselves. Rather they should be used for illustration and emphasis. Avoid supplements that have a lot of written text unless absolutely essential, and if you do use these, make sure you allow time for the audience to read and understand the text before you continue. Make sure you are comfortable using the equipment required for your presentation (you should have at least one preview using all your supplements), or else make sure whomever you have designated to run the equipment knows what s/he is doing and is clear how the supplements will work with your presentation.
7. For group presentations: The group should establish a rough outline for the presentation—the earlier the better. Everyone in the group must take part in the oral presentation. In general, try to encourage those who have been shy to take a significant part in the presentation without applying to much pressure (and no guilt!) The moderator(s) need to keep track of the presentation as it is taking place and make sure everyone sticks to the agreed upon time limits.
8. For secretary presentations: Give the secretary time at the end of the discussion period to sketch out what s/he will report to the class. These reports should be no more than two minutes long—just brief comments about the group's conclusions. The group should come to a consensus about what they want the secretary to emphasis, and whether minority opinions will be presented. Remember, there is not always time to present everyone's opinion.
9. After you finish your presentation, you will receive a brief written comment from me. However, I strongly encourage you to review a tape of your performance with me within a few weeks, or at the very least review it yourself. This final review is key to improving your oral presentation skills. (For some classes, this is a mandatory requirement—consult the syllabus.) I also encourage you to make a copy of the tape for yourself, as documentation of what you have accomplished (which can be useful for future employment). Also, I encourage you to include the copy in your WASAC portfolio (again, for some classes this is mandatory). A copy may be obtained from UW Bothell Media Services if you provide them with a tape. Remember, like writing, public speaking is a skill that must be developed over time. Although some people, for a variety of reasons, are more comfortable than others speaking publicly (just as some people seem to be "naturally" better writers), everyone can learn these skills with time, guidance, practice and patience. Do not expect to master this skill immediately if you have rarely done it before, but do expect that your hard work and preparation will enable you to perform at a much higher level than had you completed neither the work nor the preparation.