Thursday, November 10, 2011
We've moved!!!
Tuesday, October 18, 2011
Power Tips for PowerPoint
The purpose for using PowerPoint or other presentation software is to make ideas visual with the assurance that listeners understand and remember more if they both see and hear the information.
Following is a sample PowerPoint presentation. In this sample, the thesis is presented on slide two. Notice that:
- Each slide heading is a statement, one of the presentation's main points.
- Preview and review slides highlight the main points.
- Source citations are shown on the slides and are spoken by the presenter (i.e., foxnews.com, 2007).
- Background color is solid and dark, used consistently throughout the presentation.
- Slides are kept simple and uncluttered (no more than 30-40 words per slide).
- Type is large enough to be easily readable to viewers (text 32pt., titles 44 pt.).
- The background and text colors offer contrast so that slides are easily read (white or yellow text, no red on black).
- Slide transitions are kept simple to avoid distraction (nothing flying or roaring in, spinning, or tumbling).
Thursday, September 29, 2011
Sample Speech for Assignment #4
Thursday, September 22, 2011
Getting to the Thesis
What's your point, Tiger?
I'd be making a presentation or participating in a management discussion and at about 30 seconds Quinn would interrupt me. "What's your point, Tiger?"
He'd tolerate no rambling. Every word had to count. Above all, he wanted to hear that all-important statement (thesis) that revealed the point, lesson, or idea underlying my presentation or comment.
I suppose I'm not the speediest learner in the solar system, but it didn't take me long to recognize this pattern. Like Pavlov's dog, about 30 seconds into my presentation I'd glance over at Quinn. If he was starting to squirm in his chair, I knew I had only a few seconds to get my thesis out before he interrupted me.
At first, I didn't know what to say, how to format a thesis that answered his question before he asked. I'd make my best effort. He'd shake his head. "Have to do better than that," he'd say. "What's your point?"
Determined to escape the jaws of death (Quinn was the real tiger), I worked at boiling my ideas down into a single summary sentence that delivered the basic message. Gradually, as I got better at my trade, the interruptions grew less frequent. Once or twice, Quinn even nodded his approval.
You get thirty seconds to deliver.
Imagine how you'd feel if people actually walked out of the room instead of just drifting away mentally when their attention wanders. My bet is that they start drifting away after about 30 seconds, shaking their heads and muttering, "What your point, Tiger?"
Learning Activity
For your upcoming speech, trim your attention getter to take less than 30 seconds.
If you have to come back to give final details of your attention getter, do it at the end of your speech as a wrap up. For example:
"After beating me up, Quinn went on to become president of U & I Sugar Corp., then a successful private business consultant. But for the rest of my career, I'd either get my thesis out quick, or I'd hear his voice in my mind. 'What's your point, Tiger?'
Tuesday, September 20, 2011
Did I Wow 'em or Wound 'em?
It's natural to do a quick self-assessment after we speak. We all do it. It's been said that our best speeches are given to ourselves in the minutes after we sit down. Unfortunately, our reflections on the speech we have just given can lead to agonizing endlessly about our mistakes instead of learning from the experience and moving on. Far better to have a structured approach to evaluating our performance against our aims.
The key to self-improvement is comparing what we did (performance) with what we intended to do (aims) and deciding what we'll do differently next time.
Learning Activity
After each presentation, assess your preparation and performance using the questions below. The assessment should be done soon after the speech and should be a thoughtful analysis of what actually happened. The purpose is to develop the habit of improving your performance by careful analysis of past experiences.
Wednesday, September 14, 2011
Beg, Borrow, Buy, or Steal - The Gentle Art of Getting Attention
Some attention getters work against us.
The two most often used attention-getting approaches actually work against the speaker:
Asking an engaging question - One of two things happens when you begin your speech by asking a question to get listeners mentally involved: (1) the question is lame and listeners groan inside thinking you're about to give them another run-of-the-mill pitch. Questions like, "How many of you have ever texted while driving," or, "How many of you ate breakfast this morning," are so predictable that listeners recognize them as attention-getting gimmicks; or (2) the question is actually engaging in some degree and listeners start thinking about their answer to your question. A question like, "How many of you have ever stopped to realize that you might become the victim of a serial killer," may give food for thought. Unfortunately, the consequence of having asked a good question is that your listeners are now thinking about a brother-in-law or step mom whom they've always suspected of being a serial killer. They go to the mental spot where they can think about things like this or search their mental data bases for any information they already have about such matters. If you ask a good question, listeners generally won't hear what you have to say next. Though some questions can be very intriguing, the best policy is to leave good questions to the end of your speech.
Telling a joke - We've all heard some great jokes. We love jokes. If they're truly funning, they buy good will for the speaker. However, there are two problems with jokes: (1) most jokes we hear are either tired or not truly funny and we give only a polite snicker as we wait for the speaker to say something important; or (2) the joke is funning but doesn't have anything to do with the speaker's message. We can see that the connection between the joke and the message is contrived. The speaker wanted to tell the joke, so he/she thought up some way to make it apply to the message. We see through the gimmick and forgive the speaker, but we're not impressed. True humor in a speaking setting is usually situational. The humor arises from something that is happening or has just happened and the speaker is quick enough to capitalize on the event.
The best advice is to avoid both questions and jokes in the effort to garner attention and prepare listeners for your message.
Some attention getters work for us.
The most effective attention getters take a piece of support for your message and bring it to the beginning of the speech. It gives listeners a taste of the information that will follow, sort of a preview. Such attention getters could include: (1) a startling statistic or fact, (2) a quote or testimonial on the topic of your speech, or (3) a story that illustrates your thesis.
Number (statistic) - "Seven million people are treated for sports-related injuries each year. That's the combined population of the states of Utah, Idaho, and Nevada. A lot of people."
Example (definition) - Wikipedia defines a serial killer as "an individual who has murdered three or more people over a period of more than a month, with a cooling off period between the murders, and whose motivation for killing is based on psychological derangement or gratification."
Testimonial (quote) - "Abraham Lincoln once said, "When I do good, I feel good. When I do bad, I feel bad, and that is my religion."
Story (narrative) - "James Chappel was simply walking past a junk yard when two pit bulls escaped the fence and attacked, ending Chappel's life."
Start with one of these varieties of attention getters and you and your listeners will already be on the road toward a life-changing (or at least life-enriching) experience.
Learning Activity
In the speech you are preparing now, select what you consider to be the most engaging piece of support for your thesis. Bring it to the beginning. You don't have to use the entire support item. You can go back and tell the rest of the story, give the rest of the numbers, or give a fuller account of the testimonial during your speech. Just give listeners a taste of something substantial to whet their appetites for your thesis which follows immediately.
As you practice, avoid all the lead-in comments. Don't tell us that you've had a cold and aren't feeling well. Don't remind us that you're nervous. Don't confess that you're not a very good speaker, and ask listeners to be nice. Just hit us with your number, testimonial, or story and then give us your thesis. We'll love you for it.
Have fun.
Friday, September 9, 2011
Impromptu or Teleprompted - Works both Ways
I'm neither pushing nor bashing his policies, but I recommend him as an effective public speaker. What he did last night is far different from the impromptu strategies we're practicing in class. His speech was carefully written, scrubbed, polished, practiced, and delivered from a teleprompter. But the basic techniques would also work in an impromptu setting.
First, he had a simple, bold, memorable thesis. It was this: "This jobs bill is good for America. Pass it now!"
Second, he used the thesis to anchor the speech and tie the elements together. I heard him restate the thesis nine times. All of his reasons, examples, and support led back to the thesis over and over.
Third, he presented his message with conviction. I don't recall him ever saying, "I believe this will be good for America," or "I think . . .," or anything else that was tentative. He didn't try to sneak around opposing views; he simply made statements and left the listeners to decide.
You can, and should, use the same techniques when you have impromptu opportunities. Of course, the President used 4,000 words to deliver his message. In an impromptu setting, you'll often have only a minute (fewer than 100 words) to say what you must. Maybe two minutes, if you're lucky. So practice making simple, bold, memorable statements. Start your speech with one, end by restating it, and whatever you provide in the middle will be icing on the cake.
Have fun.
Thursday, September 1, 2011
Impromtu Me
Here's a rough example.
Monday, August 29, 2011
A Week to Speak
Tuesday, August 23, 2011
Me in 30 Seconds
Important tip: Be sure that there is a clear connection between sentence one and sentence three. That will help your listener see how your past experiences have prepared you to benefit him/her. For example, if you plan to become a nurse, emphasize past experiences that will aid you in excelling as a nurse. Then finish with a clear statement explaining how your background and present pursuits can benefit the listener.
Monday, August 8, 2011
Changes in the Course for Fall 2011
Thursday, July 28, 2011
Welcome Students of Fall 2011
Skill 1- State your idea as an unforgettable thesis (big idea, thesis, claim).
Skill 2 - Gather knockout support for your idea (NETS, transitions, citations, outlines).
Skill 3 - Visualize the idea and support for your listeners (word pictures, gestures, aids).
Skill 4 - Draw conclusions based on the idea (bring ideas home, answer unspoken questions, call listeners to action).
Skill 5 - Present your idea with style (voice, posture, contact, and flow).
You're gonna love this stuff. I do. If you want to see somebody who does most of it well, watch President Obama as he addresses the nation. Don't like him? Then watch Tom Hanks. Too much Hollywood? Watch Dieter Uchtdorf. Not into religion? Check out Diane Sawyer.
You can do the same thing . . . and will. Let's have a blast.
Visit me at: frankrichardsonauthor.com.
Friday, June 17, 2011
Idea: A Topic and a Claim
Ideas are the stuff of life. We live by them. We look for them in all our entertainment and discussion. They’re the conclusions we draw that help us make sense of this crazy, mixed-up world.
You can move to the head of your class (company, firm, social group, foursome) by learning to recognize, create, and manage ideas.
Here’s a hot tip that will help. Every great idea relates two universal human values.
Example 1: All men are created equal. The two values are mankind and equality.
Example 2: We learn to succeed by overcoming failure. The two values are success and overcoming.
Practice until you can identify the two values related (equated, compared, or contrasted) in every idea you can find.
Now, notice that every idea has two parts, just as every sentence has two parts (subject and predicate). The two parts of an idea are the TOPIC and the CLAIM.
If my topic is education and the claim I am making about education is that it is key to career success, then my idea statement might read: Education is key to career success. Of course, there are many other claims we could make about the topic education. As examples: Education is expensive. Education opens windows to the world. Education satisfies the hunger to learn. Each statement makes a claim about the topic education.
Learning Activity
Find the two values related by the idea statements below. Mark the value that is the TOPIC of the idea, then the value that presents the CLAIM.
For example: Love (topic) makes the world go ’round (claim).
Children mimic parental behavior.
Pets help to educate our children.
Career ambitions can enslave us.
When we’re miserable, we know we are alive.
Fitness is like icing on the cake.
Failure leads to success.
Extreme fashions may draw unwanted attention.
Visit me at: frankrichardsonauthor.com
Bringing Home A Story
Pay The Price in Practice
(originally published nov 30, 2010)
It’s been a busy semester. I didn’t carry through with weekly blogs as I intended. I’m sorry about that. My loss as well as yours. There’s one concept I want to hit hard before we part. It’s this:
Practice, Practice, Practice.
Having taught a couple of public speaking courses each semester for five years, it’s been my good fortune to watch nearly 500 students work at learning how to build great presentations and give great presentations. That means I’ve watched about 2,500 presentations. It’s been great! I’ve seen many talented students. Talented or not, every student has improved. That’s been especially rewarding for me, and I know it will pay valued dividends in the future lives of these impressive young people. Watching that many presentations, one thing has become obvious: some students practice, others don’t. If students don’t practice, that doesn’t make them bad people. But, they’re missing a great opportunity.
Practice aloud, standing up.
This is the best advice you can receive if you want to become a person of influence in your world. Success doesn’t come free. You don’t stumble into it. You will have to work at it. When you have built what you think will be a solid presentation of your ideas, you must practice presenting it.
This is how you practice:
Stand up! In front of a mirror, if possible. In a secluded place where you can speak as loudly as you are able without having to worry that someone will hear your initial attempts.
Speak it aloud! It takes a few run-throughs to get accustomed to hearing your own voice. This will also help you judge the timing of the presentation.
Smooth the flow! Repeat the entire presentation often enough that it flows for you. This is like any other skill you try to master. The first few times through, you’ll have awkward pauses, moments when you can’t remember what you wanted to say, goofy moments, etc. But, they’ll smooth out with practice. If you can’t get through the entire presentation without any major stumbles or meltdowns, you haven’t practiced enough.
Capture the meaning! Practice giving emphasis to important ideas. Refine the wording. Use pauses to capture attention. Try out hand movements and facial gestures as you speak. Work at getting the message into the listener, not just getting it out of your mouth. Experiment with volume, pitch, rate. Go over the top. Get crazy. See how it feels to turn yourself completely loose.
Practice to perfection! Of course, perfection is relative. Every effort can be improved upon. But, remember that the big giveaway as to whether you’ve practiced enough is whether the meaning of your presentation comes through. This is how it works: No practice—repeated stumbles, reading from notes, rough or jerky flow, listeners have no clue what the speaker intended. Some practice—flow smoothes out, presenter rushes through just trying to get the message out, listeners get bits and pieces of the message.Fully practiced—Smooth flow of ideas, speaker is comfortable leaving her/his notes, speaker can pause, vary the voice, watch the listeners for nonverbal feedback, etc.
How much practice?
If you practice to perfection once, you’ll know the answer to this question. But, know this: it takes more than one practice aloud and standing up. Five times? At least. Ten times? Depends on the presentation. Twenty times? Not uncommon. Good speakers pay the price in practice!!
Learning Activity
Find a fairly short piece (poem, song lyric, selection from a great speech). Read it until you’re familiar with it. In fact, memorize it.
Now, stand up, speak it aloud, smooth the flow, capture the meaning, and practice to perfection.
If you’ll do this, just once, it’ll take you to a completely new place in your ability to express ideas in public.
Here’s to the new you!
© Frank Richardson, 2010