Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2
Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2
Writing for Oral PresentationIn an "On Language" column in the Chicago Tribune on November 8, 2006, Nathan Bierma related an anecdote about a visiting Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2g professor giving a speech at Columbia University.'Hie speaker reported that two negatives often make a positive, but no language used two positives to make a negative. Another professor in the audience shot back, “Yeah, yeah."Oral presentations fall into four methods of delivery: impromptu, memori Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2zed, manuscript, and extemporaneous. With the exception of the impromptu or spontaneous speech, oral presentations do require some level of preparatioEbook Professional writing in speech-language pathology and audiology (3/E): Part 2
n in a written form of the speech and in practice of the delivery. A memorized delivery is one where the speech has been committed to memory from a prWriting for Oral PresentationIn an "On Language" column in the Chicago Tribune on November 8, 2006, Nathan Bierma related an anecdote about a visiting Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2eneral public speaking, is a combination of the three styles where notes or an outline are used with a high level of spontaneity in the delivery (Seiler & Beall, 1999). Because it is probable that the student of communication sciences will use this format in presentations conducted in the classroom, Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2 clinical setting, or professional conferences, this chapter will focus on strategies in the written preparation and execution of an extemporaneous stEbook Professional writing in speech-language pathology and audiology (3/E): Part 2
yle of oral presentation.In this chapter, you will work with samples of posters, platform presentations, short courses, and PowerPoint™ presentations Writing for Oral PresentationIn an "On Language" column in the Chicago Tribune on November 8, 2006, Nathan Bierma related an anecdote about a visiting Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2se.4.Prepare a PowerPoint presentation.5.Create a computer-generated slide presentation.Preparing the Oral PresentationIn any effective oral presentation except the impromptu style, some level of research, writing, and preparation of the delivery is required. The extent of the research, writing, and Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2 preparation depends on various factors such as the speaker's style, comfort with and knowledge of the content. and the length and depth of the presenEbook Professional writing in speech-language pathology and audiology (3/E): Part 2
tation itself.Knowledge of a particular topic is required in order for anyone to be able to speak comfortably and convincingly to an audience. The firWriting for Oral PresentationIn an "On Language" column in the Chicago Tribune on November 8, 2006, Nathan Bierma related an anecdote about a visiting Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2owledge on the specific topic. The research involved in an oral presentation should follow the same guidelines used in writing a research paper. Statements made by the speaker should be supported by facts either stated in the presentation or in a printed reference list. In other words, orally presen Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2ted information is bound by the same principles of ethics and plagiarism as the written form (see Chapter 3: Evidence-Based Writing; Chapter 4: EthicsEbook Professional writing in speech-language pathology and audiology (3/E): Part 2
of Professional Writing; and Chapter 5: Referencing Resources).219220 PROFESSIONAL WRITING IN SPEECH-LANGUAGE PATHOLOGY AND AUDIOLOGYDeveloping the SWriting for Oral PresentationIn an "On Language" column in the Chicago Tribune on November 8, 2006, Nathan Bierma related an anecdote about a visiting Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2lusion. A proper speech must follow this sequence; however, this is not necessarily the order in which you will prepare it. After you have identified the topic, the next step is Io create a statement of purpose, which will clarity the objective of the speech or the information the audience should re Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2ceive. The purpose statement also helps to give focus to the development of the talk. Before you begin writing, it is necessary to know the level of fEbook Professional writing in speech-language pathology and audiology (3/E): Part 2
amiliarity your audience has with the topic and plan the information to be presented accordingly. For example, if the audience has little or no knowleWriting for Oral PresentationIn an "On Language" column in the Chicago Tribune on November 8, 2006, Nathan Bierma related an anecdote about a visiting Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2vely, if the audience presents with a specific level of knowledge of the topic, it would be wasting time, and possibly insulting, to define or explain professional terms.To write the body of the speech, it is necessary to identify the main points, or major subdivisions, and organize them in a logica Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2l sequence. There may be subpoints to the main ones, and there must be support provided for each main point, which is essentially the “filling" of theEbook Professional writing in speech-language pathology and audiology (3/E): Part 2
speech. Forms of support may be reported by the speaker by providing examples, references, or statistics, presented visually by tables, figures, or oWriting for Oral PresentationIn an "On Language" column in the Chicago Tribune on November 8, 2006, Nathan Bierma related an anecdote about a visiting Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2ee IjcIow).When the body of rhe speech has been created, the introduction should be w ritten. Depending on the nature of the presentation and whether there are preceding introductory remarks given by another, the introduction serves to direct the audience to the topic, relate the main points, and mo Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2tivate listening. The introduction should 1h: brief and should set the tone for what is to come. For reasons similar in importance to making a good fiEbook Professional writing in speech-language pathology and audiology (3/E): Part 2
rst impression, experienced speakers attempt to create an attention-grabbing start. Several strategies may be used to stimulate listeners, such as preWriting for Oral PresentationIn an "On Language" column in the Chicago Tribune on November 8, 2006, Nathan Bierma related an anecdote about a visiting Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2work on every occasion, and an introduction must be chosen carefully so that it is appropriate for the nature of the topic, composition of the audience, and comfort level of the speaker.Finally, the conclusion of the presentation should be prepared, rhe goal is to end the talk by concisely summarizi Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2ng the main points as reinforcement of the message anti providing final thoughts or suggestions. New information should not be added in this section.Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2
Similar to the introduction. the strategics for gaining audience attention may also be used in ending remarks.Outlining the PresentationUsing an outliWriting for Oral PresentationIn an "On Language" column in the Chicago Tribune on November 8, 2006, Nathan Bierma related an anecdote about a visiting Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2s outline, using complete sentences. serves to define the main, sub-, and supporting points and assists the writer in keeping on track with the topic. Additionally, during the presentation the complete sentence outline can be reduced to a topic outline using key words or phrases, which can sene as a Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2 visual display to guide the speaker and the audience through the speech.A common outline style is known as the Harvard outline formal, which alternatEbook Professional writing in speech-language pathology and audiology (3/E): Part 2
es indented numlx-Ts with letters to distinguish main points from supporting points (as many as needed), with al least two al each level (O'llair, FriWriting for Oral PresentationIn an "On Language" column in the Chicago Tribune on November 8, 2006, Nathan Bierma related an anecdote about a visiting Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2numbers, lowercase letters, and lowercase Roman numerals. This style is based on the idea that breaking something results in ar least two pieces. For example, supporting a main point requires that there be at least two subpoints, as follows:7. WRITING FOR ORAL PRESENTATION 221I.First main pointA.Fir Ebook Professional writing in speech-language pathology and audiology (3/E): Part 2st subpoint1.First support pointa.First sub-support pointi.First sub-sub-support pointii.Second sub-sub-support pointb.Second sub-support point2.SeconEbook Professional writing in speech-language pathology and audiology (3/E): Part 2
d support pointB.Second subpointII. Second main pointWriting for Oral PresentationIn an "On Language" column in the Chicago Tribune on November 8, 2006, Nathan Bierma related an anecdote about a visitingWriting for Oral PresentationIn an "On Language" column in the Chicago Tribune on November 8, 2006, Nathan Bierma related an anecdote about a visitingGọi ngay
Chat zalo
Facebook