Giving Informative Verbal Presentations consult
"Rhetoric is the art of guiding men's minds."
"Man is a mystery. It needs to be unravelled, and if you spend your life unravelling it, don't say you've wasted time.
I am studying that mystery because I want to be a human being."
Fyodor Dostoevsky, August 16, 1839; "Letter to his brother, Mikhial.
The Versions of the Gettysburg Address
  by J. Siry, Ph.D.

Guidelines | Framework | Outline | Tips | Help

Class presentations should always convey what you know well to others. All verbal presentations are based on your analysis of all the assigned reading and expression in writing. The readings and writing assignments are the basis from which to create a verbal or an oral presentation to the class as your audience.

In the spirit of interpreting important ideas to promote serious conversation, I am asking you to present material from your readings and texts in the following manner.

Consider these suggestions:

All verbal presentations should be practiced, include an outline and show evidence of this suggested framework that anyone can follow.

Practice your presentation aloud at least twice before presenting verbal information in class. Time your rehearsal so that you take no more than the designated or allotted time of three, four, or five minutes.

Pace yourself and hold the attention of your audience when mentioning key elements in your writings.

The framework is important to hearing what you have to say

A. Explain what you are doing

        1. What is your message?
        2. State how that is important.
        3. Present evidence to your audience.
        4. Summarize or conclude your points–the key ideas.
        5. Connect the points [key concepts and ideas] to your message.
        6. Conclude with remarks that leave a distinct impression.

B. Ask if there are reactions to your remarks.


1.            Clearly, state your name and the title of your presentation with reference to the subject you are speaking about.
2.            Explicitly state your thesis based on documentary evidence, or
                        state your argument, or
                        raise a question for the class,
                        explain what more than one author has suggested:
3.            Express to the class a brief but representative sample of the style, words and flavor of the sources you are using.
4.            Explain what important lessons are in the material for the class to recall.
5.             Use visual aides to support your key concepts.
6.            Have a solid conclusion that summarizes what you have said.
7.            What do we need to recall?
8.            Tell us what you learned:

Make copies of the outline for the class to follow and on that page explain any particularly complex graphics or pictures used in the presentation.

The above is a suggestion.

Speak slowly from an outline and enunciate words clearly.
Emphasize key concepts.
Explain your visuals comprehensibly.
Put some feeling into your statements.
Look at the audience.
Make us care about what you are saying.

Have a succinct and memorable conclusion.

We will listen to every participant in the class in the announced order. The goal is for you to include the substance of these presentations in your papers.

For help in giving informative verbally polished presentations write to me:

JVS, Rollins College, joseph siry

Writing papers: basic steps to,

Guidelines to consult and use.

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