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INDUS UNIVERSITY

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 Course Name
• Semester • Fall-2023
• Credit Hours • 03

Faculty of Management Sciences, Indus University 3

 Assessment

• Assignments (3) • 10
• Quizzes/CAT (3) • 10
• Presentations • 10
• Mid Term Exam • 20
• Final Term Exam • 50

Faculty of Management Sciences, Indus University 4

 Methods of Delivery

 There are four basic methods (sometimes called styles) of presenting a speech:

 Manuscript

 Memorized

 Extemporaneous

 Impromptu

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 Manuscript Style

 The word manuscript is the clue to the style. The speech is written and the speaker
reads it word for word to the audience.

 Originally, it was done from the hand-written paper manuscript. Today the
manuscript style is common, but the paper is gone.

 Who reads the speech to the audience? Answer: Newscasters and television
personalities. In the old days, the manuscript was hand-lettered on cue cards, which
were held next to the camera lens.

 Today, a special teleprompter (working like a periscope) is attached to the camera so

the newscaster is looking at the lens while reading

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 Why is the manuscript important and in use? Precision.

 In the news- reporting industry, every fraction of a second counts because broadcast
time is costly. Also, the facts and names must be exact and accurate so there is no
room for error.

 Errors in reporting decrease the credibility of the news organization and the
newscaster.

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 Memorized Style

 The memorized style of speaking is when the manuscript is committed to memory

and recited to the audience verbatim (word for word).

 Contestants wrote essays on a given theme, to create a speech at a specific time

length (e.g.: three minutes).

 The essay was memorized and the delivery was judged by:

1) the quality of the writing,

2) the accuracy with which it was recited
3) the precise length of time

 Such contests seem archaic by today’s more casual and somewhat less formal
standards.

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 Impromptu Style

 Theoretically, an “impromptu” speech is “made up on the spot.” It is unprepared

and unrehearsed.

 Often ceremonial toasts, grace before meals, an acknowledgement, an introduction,

offering thanks and so on, fall into this category.

 Impromptu speeches are generally short and are often given with little or no notice.
Notes are rare and the speaker generally looks directly at the audience.

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 Extemporaneous Style

 Sandwiched between the memorized and impromptu delivery styles you find the

extemporaneous speech style.

 For this style, the speech is not completely written out. It is usually delivered with

keynotes for reference.

 Most public speaking courses and books describe extemporaneous speeches as

carefully prepared and rehearsed, but delivered using notes of key words and

phrases to support the speaker.

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 Phrasing is pre- rehearsed, words are pre-chosen, and the organization is fluid and

well constructed.

 There should be no fumbling for words, no rambling, and length of time should be

carefully monitored.

 The style does offer the speaker flexibility to include references to the immediate

surroundings, previous speeches, news of the day, and so on.

 Under no circumstances should the speaker be spending more than 20% of the

speaking time looking at the notes.

 It would be ideal to practice so you only glance at your notes approximately 5% of

the time of the speech.

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 Vocal Aspects of Delivery

 Though we speak frequently during the course of a day, a formal speech requires

extra attention to detail in preparation of a more formal speech presentation.

 What can one do in advance to prepare for a speech?

 The challenge is partly determined by the speaker’s experience, background and

sometimes cultural influence and existing habits of speaking.

 Articulation, Pronunciation, Dialect, Tone, Pitch, and Projection each depends on

long-term practice for success.

 These aspects are like signatures, and should be developed and used by each

speaker according to his own persona.

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 Voice, or vocal sound, is made when controlled air being exhaled from the lungs,
passes over the vocal cords causing a controlled vibration.

 The vibrating air resonates in the body, chest cavity, mouth, and nasal passages.

 The vibrating air causes a chain reaction with the air in the room.

 The room’s air, set in motion by the voice, is captured by the listener’s ear.

 The vibration of the air against the eardrum is transferred to electrical impulses that
are interpreted by the listener’s brain.

 Thus, the sounds we can make are predicated on the breaths that we take.

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 Articulation
 We are often judged by how well we speak in general. A measure of perceived
intellect or education is how well we articulate.

 That is: how well and correctly we form our vowels and consonants using our lips,
jaw, tongue, and palate to form the sounds that are identified as speech. Diction and
enunciation are other terms that refer to the same idea.

 For instance, saying “going to” instead of “gonna” or “did not” instead of “dint” are
examples of good versus poor articulation.

 Consonant and vowels are spoken with standard accepted precision, and serious
students and speakers will strive to practice the clarity of their sounds.

 Proper diction is as integral to the English language as proper spelling, but it takes
practice.

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 Pronunciation

 Proper articulation applied to a given word is that word’s pronunciation. The

pronunciation includes how the vowels and consonants are produced as well as
which syllable is emphasized.

 For generations, speakers depended on “markings (such as the International

Phonetics Alphabet or similar Dictionary Symbols) to discover or decide how words
were officially pronounced.

 With online dictionaries now readily available, one needs only to “look up” a word
and select “play” to hear an audible recording of the official and precise way a word
should be pronounced.

 Now there is no excuse for mispronouncing a word in a speech.

 A mispronounced word will obliterate a speaker’s credibility, and the audience’s

attention will be focused on the fault rather than the message.

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 Accent, Dialect, and Regionalisms

 Subtleties in the way we pronounce words and phrase our speech within a given
language are evident in accents, regionalisms, and dialects.

 An accent refers to the degree of prominence of the way syllables are spoken in words,
as when someone from Australia says “undah” whereas we say “under.”

 A regionalism is a type of expression, as when someone says “The dog wants walked,”
instead of “the dog wants to go for a walk.”

 Dialect is a variety of language where one is distinguished from others by grammar

and vocabulary. In Pennsylvania you might hear people say that they are going to “red
up the room,” which means “to clean the room.”

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 The way we speak implies so much about our education, cultural background, and
economic status, that prejudice is inevitable.

 Any speaker should be aware of how accent, dialect, and regionalisms can be
perceived by a given audience.

 If you speak in a way that the audience might find difficult to understand, make an
extra effort to pay attention to the accent and phrasing of your speech.

 Ask a sympathetic and objective listener to help you when you practice.

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 Vocal Quality

 The quality of the voice, its timbre (distinctive sound) and texture, affects audibility
and can affect the articulation.

 Our voices are unique to each of us. It is a result of our physical vocal instrument,
including diaphragm, vocal cords, lungs and body mass.

 Some examples of vocal quality include warm, clear, soft, scratchy, mellow and
breathy.

 Each speaker should practice at maximizing the vocal effect of his instrument, which
can be developed with vocal exercises.

 There are numerous books, recordings and trainers available to develop one’s vocal
quality when needed.

 The quality of one’s voice is related to its range of pitch.

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 Pitch and Inflection
 Identical to musical parlance, the pitch is the “highness” or “lowness” of the voice. Each of
us has a range of tone.

 Vocal sounds are actually vibrations sent out from the vocal cords resonating through
chambers in the body.

 The vibrations can literally be measured in terms of audio frequency in the same way
music is measured.

 When the pitch is altered to convey a meaning (like raising the pitch at the end of a
sentence that is a question), it is the inflection.

 Inflections are variations, turns and slides in pitch to achieve the meaning.

 Remember that in a speech, the audience does not have the written punctuation
to follow, so you have to provide the punctuation with your inflection.

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Rate of Speaking

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 Pauses Versus Vocalized Pauses

 A text that is read has punctuation that the reader can see…miniature
landmarks to define the text.

 When spoken, similar punctuation is needed for comprehension, and the

speaker’s responsibility is to offer the text with pauses.

 Space between phrases, properly planted, gives the audience the opportunity
to understand the structure of the speaker’s sentences and paragraphs.

 It also gives time for the audience to “digest” crucial phrases.

 Pauses can help increase comprehension.

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 However, pauses that are filled with “uh’s, “um’s,” etc., are called vocalized
pauses, or fillers, and should be avoided.

 They can be distracting and annoying, and give the impression of a lack of
preparation if used excessively.

 Even worse is the use of vernacular phrases like, “y’know” (a contraction of

“Do You Know”) which gives the impression of lack of education or lack of
concern for the audience.

 The use of vocalized pauses may be the result of a habit that deserves an
effort to be overcome.

 Avoid using phrases such as “Uh,” “OK?”, “y’know”, “like…, I mean,”

“right?”

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 Vocal Projection
 The volume produced by the vocal instrument is projection.

 Supporting the voice volume with good breathing and energy can be
practiced, and helping a speaker develop the correct volume is a main task of
a vocal trainer, teacher or coach.

 Good vocal support with good posture, breathing, and energy should be
practiced regularly, long before a speech is delivered.

 While there is no need to shout, a speaker should project to be easily heard

from the furthest part of the audience.

 Even if the speech is amplified with a microphone/sound system, one must

speak with projection and energy.

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 Class Activity

 https://www.youtube.com/watch?v=0KBD4W1w89c
 https://www.youtube.com/watch?v=41ZBTgYSl0c
 https://www.youtube.com/watch?v=41ZBTgYSl0c
 https://www.youtube.com/watch?v=seSPxen2oAo
 https://www.youtube.com/watch?v=hUY8DiQgUUg
 https://www.youtube.com/watch?v=IcC1aNtPEVw

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Thank You

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