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List and explain the importance of oral presentation
Pursuasive techniques for presenting
Examples of oral presentation
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Within the three readings, there are three main points towards the goal of effective presenting that stand predominately above the others: the employment of extemporaneous speech, a rule of repetition and the implementation of images. The former most is identified by each of the readings as perhaps the most important aspect to consider when presenting. Stephen Jay Gould, in “Ladders and Cones: Constraining Evolution by Canonical Icons,” claims that, “Scientists hardly ever read; we think through the order and logic of the argument, make outlines and notes, and then speak extemporaneously,” (Gould, 38) and that he, “would have thought that the superiority of such truly oral presentation would be self-evident,” (Gould, 38). Mark Schoeberl and Brian Toon in “Ten Secrets to Giving a …show more content…
That is, none have based their presentation on standing before their audience and “read[ing] their papers from a written manuscript,” (Gould, 38) as Gould critically describes some presenters doing. However, that is not to say that this technique of extemporaneous speech has been executed flawlessly at each seminar I have attended. Yet, even the most poorly executed extemporaneous speech I have so far observed holds more benefit than the subject of Gould’s criticism. The clear difference in appropriateness of technique—that is, between reading a densely written piece or speaking to an audience in a relatively colloquial manner—places significantly more effectiveness in a poorly executed edition of the latter than even a well accomplished exemplar of the former; a stance that Gould, as well, supports in his writing. A ready and practical example of this is much of this assignment. Read as a text, it is quite manageable. However, spoken to a seminar room full of people fighting to stave off a “post-prandial nap,” (Schatz, 14), it would be terribly ineffective, and likely result in more ready realization of said
11. Through the shift from first to third person and vice versa the technique strengthens his essay. With Gould’s usage of nouns and pronouns which refer to himself, the audience's attention is directed to that idea or concept. Provided that the essay had instead just been in third person, the monotony would have been too overbearing to target and decipher the real purpose. Using first person adds in his personal aspect about this research, ultimately making him seem more relatable and understanding, instead of just the
Samuelson’s writing style is very informative, but he delivers his information in a brusque, rough way that makes the facts difficult to absorb. Samuelson writes the way others argue or yell- practically shouting the information, as if
Haas and Flower then provide an example [Page 177], of the differences of a student reader and an experienced reader. The example shows a remarkable difference between the two, the student reader was able to identify the situation and paraphrased what he found out. The experienced reader not only identified the situation, but provided a theory to attempt to explain what the author was trying to do; this is quite different than what the student reader provided. I believe Haas and Flower added the example to emphasize the difference of the conclusions that the student reader and the experienced reader came to. By adding the example, Haas and Flower were also able to support rhetorical reading and the difference it made between the readers. Haas and Flower then state the following: “While the student reader is mainly creating a gist and paraphrasing, the experienced reader does this and more – he then tries to infer the author’s purpose and even creates a sort of strident persona for the writer” [Haas and Flower, 177] The following quote is basically the description of the experiment, and explains the difference in the student reader’s response to the experienced reader’s
There have been many historical events in history that have impacted America in many ways. For example, famous Speeches given by important people such as Franklin D. Roosevelt, the 32nd president of the united states which his main goal was to help America recover from the severe economic issues during the 1930’s. Roosevelt used rhetorical devices to persuade desperate Americans, wounded from the Great Depression, by introducing a plan which it will be the best way to recover from the severe crisis that affected Americans. In Franklin D. Roosevelt, First Inaugural Address, he used personification, diction, and antimetabole to convey his conflicting feelings about the New Deal, in order to face the economic issues
The Stases and Other Rhetorical Concepts from Introduction to Academic Writing. N.p.: n.p., n.d. PDF.
Graff, Gerald, Cathy Birkenstein, and Russel K. Durst. "They Say/I Say": The Moves That Matter in Academic Writing: With Readings. Vol. 2e. New York: W.W. Norton &, 2012. Print.
“General Secretary Gorbachev, if you seek peace, if you seek prosperity for the Soviet Union and Eastern Europe, if you seek liberalization: Come here to this gate! Mr. Gorbachev, open this gate! Mr. Gorbachev, tear down this wall! (History Place)” On June 12, 1987, US President Ronald Reagan shocked the world with his speech at the Brandenburg Gate in East Berlin. In his speech, Reagan called for the removal of the Berlin Wall, which served as a constant reminder of the oppression of Communism in Germany. However, Reagan’s speech at the Brandenburg Gate was not his first open stand against the oppression of Communism. One of the highlights of Reagan’s presidency was his approach to Communism:
In the Introduction to "They Say / I Say": The Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates, that were created from fundamental writing moves, that writers usually pick up along the way without realizing it. Those moves are so common that the authors turned them into templates in their book. The authors consider the main template “They Say / I Say” to be the foundation for all successful dialogue. Specifically, Graff and Birkenstein argue that the types of writing templates they offer help less experienced writers, as well as accomplished writers guidance and direction, to structure and generate their own writing. As the authors themselves put it “One of our key premises is that these basic moves are so common that they can be represented in templates that you can use right away to structure and even generate your own writing.” In other words, the authors offer a simplified tool to create writing on an academic level.
In this situation, the content of the writing is broken down into eight parts with each scholar authoring one short chapter on each of the topics, alternating the position of the chapters in a point-counterpoint manner. Rarely stating an explicit disagreement with the other, the intimate manner of presentation does an excellent job in exposing the inherent tensions between the two...
Graff, Gerald. “Hidden Intellectualism”. They Say/I Say: The Moves That Matter in Academic Writing. Comp. Graff, Gerald, Cathy Birkenstein, and Russell Durst. New York W.W. Norton & Company, 2006.
Graff, Gerald, and Cathy Birkenstein. They Say / I Say: The Moves That Matter in Academic Writing. New York: W.W. Norton &, 2010. Print.
Over the recent four months in Communication 1402 class, I have addressed three formal speechs and completed a number of chapters in the corresponding textbook “Communication Works”. This course of Communication aims to provide general information what public speaking is and how to address a public speaking. Recalling back the experience during the processes of completing the Speech to Imform, Speech to Persuade, and Group Presentation, I will draw a conclusion about this course and these three presentations in five aspects, comprising my previous perception of public speaking before this course; learning from the Speech to Inform; the goal and evaluation of Speech to Persuade; learning from the Group Presentation; the most important thing learned from this course.
In 2005, Steve Jobs’ gave a commencement speech to the University of Stanford. His speech is a very motivational and inspiring to everyone that has listened to it. He talks about three stories that happened in his life and allowed him to be where he is today. Connecting the dots, love and lost, and death. He puts his life events into perspective and allows you to see how everything came together for him. Never giving up on what you believe in and doing what you love every day.
In order to successfully deliver an oral presentation such as a speech, the speaker must follow certain procedures to ensure his message can be conveyed clearly. Vast amounts of research are essential in order to acquire the knowledge necessary to be able to speak about a topic comfortably and answer any questions the audience might have during the course of the presentation. After acquiring such knowledge about the topic of the presentation the speaker will feel more confident, confidence is key in delivering speeches and other oral presentations because it makes the speaker look more credible and trustworthy. Lastly, the speaker must be fluid and eloquent with his words, the speaker must be able to sound clear and crisp while delivering their
I believe in imperfection. You may be wondering how one comes to such an odd belief. But I believe in those things which make me stronger. I believe that as an imperfect being that to admit, act or pretend perfection is an anyway possible is an exercise in futility. I believe that man’s highest priority in life is to accept the imperfections, flaws, dents and scratches that have been programmed into his very being. If we were able to all be perfect in being, spirit and life, how boring the world would be. It is these imperfections that make us unique and different from the other seven billion people on Earth. I believe that to accept my imperfections makes me stronger and wiser when it comes to life’s challenges.