PROGRAM STUDI SASTRA INGGRIS FAKULTAS ILMU BUDAYA UNIVERSITAS BRAWIJAYA

Modul Bahan Ajar

PUBLIC SPEAKING SCARLETINA VE.

ISTI PURWANINGTYAS

PUBLIC SPEAKING

Student’s Workbook

Developed for:

English Literature Program

Brawijaya University

2014

PREFACE

SBI 4105 - PUBLIC SPEAKING

Public Speaking (course code: SBI 4105) is a three-credit one semester

undergraduate course. Public Speaking comprises 9 study units. The materials

have been developed with apt exercises for students. It is to be used, written in

and applied directly in class. You can learn skills on your own, and join with

other students in a collaborative learning venture.

This module contains two important materials for public speaking. The materials

are debate and presentation. This module contains exercises and formsheets

which can be duplicated as often as necessary to supply your needs in practicing

debate and presentation.

Our goal is to help you, our students, learn and apply practical skills to deal with

the opportunities and issues in your life. This module is not designed to deal with

"theoretical" issues, but rather to provide a practical "hands on" approach.

In specific, the course objectives are:

1. To expose student to the concept of public speaking

2. To make the students understand strategies in debate

3. To guide the students practice debate

4. To make the students understand techniques of presentation

5. To guide the students in making a good presentation

The course guide gives you an overview of the course. It also provides you with

information on the organization and requirement of the course.

We truly hope you enjoy the journey to self-improvement.

TABLE OF CONTENT

Preface .............................................................................. i

Unit 1 Debate Speech .......................................................... 1

Warming Up Activity ................................................... 1 Theoretical Framework ................................................ 2

Debate and Its Importance ................................. 2

Principles, Parts and Types of Debate ................... 4 Guided Practice .......................................................... 8

Extended Practice ....................................................... 8 Unit 2 Argument and Rebuttal................................................ 10

Warming Up Activity ................................................... 10 Theoretical Framework ................................................ 11

Developing Argument and Refutation ................... 11 Communicative Expression ................................. 14

Speaker Roles ................................................... 16

Guided Practice .......................................................... 17 Extended Practice ....................................................... 18

Unit 3 ................................................................................ 21 Warming Up Activity ................................................... 21

Theoretical Framework ................................................ 22 Matter of Debate ............................................... 22

Manner of Debate .............................................. 23 Method of Debate .............................................. 24

Guided Practice .......................................................... 26 Extended Practice ....................................................... 29

Unit 4 ................................................................................ 30 Warming Up Activity ................................................... 30

Theoretical Framework ................................................ 31 Role of Adjudicator ............................................ 31 Marking Scheme ................................................ 32

Basics of Adjudication ........................................ 32 Asian Parliamentary Debate Format ..................... 33

Guided Practice .......................................................... 35 Extended Practice ....................................................... 42

Unit 5 ................................................................................ 43 Warming Up Activity ................................................... 44

Theoretical Framework ................................................ 44 A Presentation Is ............................................... 44 Preparing Presentation ....................................... 45

Guided Practice .......................................................... 48 Extended Practice ....................................................... 48

Unit 6 ................................................................................ 51 Warming Up Activity ................................................... 51

Theoretical Framework ................................................ 52 Structure of Presentation .................................... 52 Guided Practice .......................................................... 59

Extended Practice ....................................................... 60

Unit 7 ................................................................................ 62 Warming Up Activity ................................................... 62 Theoretical Framework ................................................ 62

Outlining a presentaton ...................................... 62 Guided Practice .......................................................... 64

Extended Practice ....................................................... 68 Unit 8 ................................................................................ 71

Warming Up Activity ................................................... 71 Theoretical Framework ................................................ 72

Functions of Visual Media ....................................73 Kinds of Visual Media ......................................... 73 Guided Practice .......................................................... 81

Extended Practice ....................................................... 81

Unit 9 ................................................................................ 82 Warming Up Activity ................................................... 82 Theoretical Framework ................................................ 83

What Is Body Language ...................................... 83 Positive Body Language ...................................... 83

Negative Body Language .................................... 85 Guided Practice .......................................................... 86

Extended Practice ....................................................... 86 References ......................................................................... 87

Apendixes .......................................................................... 89 Apendix 1 .................................................................. 89

Apendix 2 .................................................................. 92 Glossary ............................................................................. 93 Index ................................................................................. 95

1

Objectives After finishing this unit, you will be able to:

1. Explain purpose and criteria of public speaking

course 2. Explain the function and importance of debate

3. Mention and understand parts of debate 4. Understands the types of debate 5. Understands the roles of debate

6. Practice speech in debate 7. Using certain topic for the speech

Schedule and Materials

Meeting 1-2 1. The course guide

2. Debate definition and the importance of debate.

3. The parts, types and roles of

debate

Opinion and Argument

1. Discuss these questions in the class: a. What is your opinion about going to the mall every day? b. What about smoking cigarette in university area?

c. Do you think that entrepreneurship is important? 2. Do you agree or disagree with those ideas? Do you have solutions for

them? 3. Share your opinion in the class. 4. Let your teacher lead you to be two opposing groups with each group’s

arguments/reasons and explain the difference of discussing, arguing and debating.

I. WARMING UP ACTIVITY

UNIT 1

DEBATE SPEECH

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1. Definition of debate

Debate is basically a structured discussion. To elucidate, it is a formatted and rule-based discussion of topics. Debaters develop arguments and present

argumentative speeches in order to make their cases.

Debate occurs when two sides attempt to persuade another person(s) that their

position on an issue is more convincing. In academic debate, two sides argue an issue in front of adjudicator(s) and audience. Each side employs worthwhile

evidence to promote their viewpoint and to rebut the "flawed" evidence forwarded by the other side

2. The Importance of Debate

Debate works in the way that it exercises a complementary set of component

skills, such as researching, summarizing, outlining, constructing a thesis statement, making subjects and verbs agree, and so forth. It's a way to have you work on all of those different skills at the same time.

Done correctly, debate builds research competence, media literacy, reading comprehension, argument literacy, evidence evaluation, summarization and

outlining, public speaking, conflict resolution, civil discussion skills, critical thinking, and note taking. You can see in the table below:

Skill Acquisition

Research Competence

Students research constantly throughout the debate season.

Because topics change and are announced in advance,

special impetuses created for students to learn about current events.

Changing topics encourage students to constantly research through the meetings.

Topics are designed to be interesting and accessible for

students, creating additional incentives.

Students research in a variety of accessible media and learn

to share their research with other team mates through synthesis and summary, thereby exercising writing skills as well.

II. THEORETICAL FRAMEWORK

1. DEBATE AND ITS IMPORTANCE

3

Media Literacy Because students must consult and evaluate information from a variety of media, they develop media literacy skills as

part of research.

The debate process amplifies this learning, as students must

find evidence and arguments to support multiple sides of given topics. Media literacy is developed in tandem with its companion skills: reading comprehension and argument

literacy.

Students learn to analyze arguments for their validity and the

strength of evidence, thereby developing the leverage to critically analyze sources of information.

Reading Comprehension

Through debate participation, many students confront sources of information that they would never otherwise consume.

Debate provides a series of incentives that challenge students to read materials that are often considerably above their

customary reading levels.

As students develop argument literacy, they gain tools to increase their reading comprehension because they can

analyse difficult texts in terms of their more recognizable component parts.

Reading comprehension is also aided by the development of summarization and outlining skills.

Argument Literacy

Students gain argument literacy as they learn to identify the constituent parts of arguments (including assertions, reasoning, and evidence).

Argument literacy is a key skill for building reading comprehension and media literacy.

Students learn to identify and compare arguments for their relative validity, using understanding of logical fallacies and other failures of reasoning.

These skills apply across the curriculum, as students learn to evaluate systems of proof, critically engage difficult texts,

and construct persuasive essays – often significantly above the expected abilities for their grade levels.

Evidence Evaluation

Associated with argument literacy development, debate helps students learn to critically evaluate many types of evidence,

including historical and contemporary examples.

Debate fosters sensitivity to bias (student bias as well as author bias), assisting students in developing critical thinking

skills

Summarization

and Outlining

Students summarize and synthesize their research.

This summarization, necessitated by the extemporaneous

4

demands of debating, helps students refine recall and reading comprehension skills.

Public Speaking

Debate helps students to develop an optimal mix of impromptu and

Extemporaneous speaking skills.

Oral literacy is developed through informed practice and

repetition. Students gain confidence in otherwise intimidating speaking situations by preparing in advance by learning speaking techniques and conducting research on issues.

Floor Management

and Civility

Students engage each other throughout debate using points of information. This teaches skills associated with civil

engagement. Students also learn a skill unique to parliamentary debate formats: floor management.

Through extended practice, students learn to manage engaged discussions when multiple parties are seeking to enter the discussion. This management skill translates into

multiple educational and professional settings.

(source: http://www.middleschooldebate.com/documents/DebateSkills.pdf)

3. Virtues of being debater

By doing debate, there are some virtues you can get. The virtues of an ideal debater are:

a. The ability to collect and organize ideas.

b. The ability to subordinate ideas c. The ability to evaluate evidence

d. The ability to see logical connections e. The ability to speak convincingly f. The ability to adapt

1. Principles of debating

The first principle of successful debate speaking is to think and speak in outline terms. To think in outline terms is to view the debate case in its

functional basic parts:

a. Issues and assertions (A) b. Arguments and reasoning (R) c. Evidence (E)

2. PRINCIPLES, PARTS, AND TYPES OF DEBATE

5

All debate speakers must speak in terms of a double outline—the outline of their own case and the outline of their opponents’ case.

They all must have a clear idea of what they wish the

audience/adjudicator to accept. As the debate speakers prepare for the debate, they face series of problems:

a. understanding the debate proposition b. outlining their own and their colleague’s approach to the case

c. collecting proofs d. and anticipating attacks by the opponents

2. Basic Skills in Debate

There are three essential, basic debate skills in debate:

a. Argumentation.

The easy way to teach this is to reinforce it across all lessons by teaching the ARE method: Assertion, Reasoning, and Evidence:

a. An assertion is a statement that something is so.

b. Reasoning is the "because" part of an argument.

c. Evidence is the "for example" part that supports the reasoning. It is used to validate or support the reasoning.

b. Refutation.

There are 4-step refutation model.

a. Step one is "They say..." That's the part where you refer to the

argument you're about to answer.

b. Step two is "But..." That's where you make your counter. You can make a counter-assertion or attack the reasoning or

evidence that's been offered.

c. Step three is "Because..." This is the part where you offer

reasoning to support your counter-argument.

d. Step four is "Therefore..." This is where you make your conclusion - essential summarization.

c. Note-taking.

This bit is essential to debating. The better your notes, the more you will win. As you can see with the refutation method above, you are

expected to refer specifically to the argument you are about to answer. You need to write it down to answer it.

6

(http://www.hkwmacsl.edu.hk/system/tool/webpage/index.php?charset=iso-8859-

1&netroom_id=226&tool_id=108845)

3. What happens in a Debate?

In a debate, you and the other team argue to persuade the adjudicator(s). During the debate, you present your position, attack your opponent’s

position, and defend your position against your opponent’s attacks. As you argue, your goal is to persuade the adjudicator(s). You are arguing to

convince your adjudicator(s) using appealing arguments. Appealing arguments are arguments that the adjudicator(s) believes as a good arguments. The main speech in a debate for each speaker in which all

issues to be considered in the debate are presented is called constructive speech.

4. Parts of Debate

A. Motion

Debate provides a forum for discussing important and interesting

issues. The issues that you debate depend on the topic. The topic that is discussed during the debate is called MOTION. It changes from debate to debate. They are often about current issues of public

importance.

The debate topic is called “the motion” or “the resolution” because it takes the form of a kind of proposal for change that might be made by a politician. This means that the motion (the topic) does not look

or sound like a question. In contrary, it looks and sounds like a statement.

B. Sides: The Affirmative and The Negative Side

When you debate these resolutions, you will argue them from two

sides, the affirmative and the negative. THE AFFIRMATIVE (one team)

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supports the motion. THE NEGATIVE (the other team) rejects the motion.

Deciding and explaining what a topic means is called `defining the

topic'. The job of defining begins with the AFFIRMATIVE. The first speaker of the affirmative must explain in clear terms what they believe the topic means.

C. Team Line Because debating is a team event, it is important that the three

speakers work together as a team. The TEAM LINE is the basic statement of "why the topic is true" (for the affirmative) and "why the

topic is false" (for the negative). It should be a short sentence, presented by the first speaker of each team and used by the other two speakers to enforce the idea of teamwork.

D. Rebuttal

In debating each team will present points in favour of their case. They will also spend some time criticising the arguments presented by the

other team. This is called REBUTTAL. There are a few things to remember about rebuttal:

a. Logic - to say that the other side is wrong is not enough. You have

to show why the other side is wrong;

b. Pick the important points - try to rebut the most important points of

the other side's case.;

c. `Play the ball' - do not criticise the individual speakers, criticise

what they say.

5. Types of debate

Since debate is basically a structured discussion, there are some debate formats. Every format has some kind of rules, because those rules serve

to preserve order, and try to create some balance. So in every debate format there will be some direction about the topics, about the timing, about the speaking order and maybe some stuff about the judging criteria,

about how do you decide which team wins and which team loses. Here are some of the more common types of debate:

a. Parliamentary Debate b. Lincoln-Douglas Debate (Value Debate)

c. Oxford-Styke Debate (Oregon Modified Debate) d. Policy Debate (Cross-Examination Debate)

e. Asian Debate Format

8

Among these formats, the Asian Debate Format is the most familiar format for debate beginners in Indonesia, and will be discussed later in

Unit 4.

One-minute speech

In this task, you have to practice very simple and short speech according to topic given by the teacher.

1. Divide the class in groups of 10

2. Each group should sit facing each other 3. Number yourself from 1 to 10 4. Number 1 should speak first on the topic no. 1 for 30 seconds

5. Speak on the topic to your friends in the group 6. After 30 seconds, you may sit and student no. 2 should stand up to

deliver speech based on topic no. 2 7. And then the process is repeated up to number 10

List of topics:

a. Curriculum

b. Uniform c. School

d. Homework e. Gadgets

f. Traffic

g. Leisure h. Library

i. Class j. University

Identifying Ideas and Making Solutions

1. Divide the class in groups of 4

2. Each group receives a piece of paper and a topic (different topic for each group)

List of topics: a. The wearing uniform in school should be discontinued? b. Should every student be required to take a performing arts course?

c. Should uniforms be required in school? d. Should all students be required to perform one year of community

service? e. Should schools block YouTube? f. Should Poetry be removed from the curriculum?

g. Should all students have an after school job?

IV. EXTENDED PRACTICE

III. GUIDED PRACTICE

9

3. Write as many ideas as possible on the paper according to the table :

Topic:

“........................................................................................................................

........................................................................................................................”

Opinion

No. Student’s opinion Teacher’s opinion

Parent’s opinion How to come to

a final decision

1

2

3

4

4. Discuss in your group: who will express the student’s opinion, teacher’s opinion, parent’s opinion and solution to come the final decision.

10

Objectives After finishing this unit, you will be able to:

1. Build a persuasive case

2. Structure your arguments 3. Back-up your arguments with

evidences 4. Make speech based on the case,

arguments, and evidences

5. Apply expressions used in a debate 6. Draft rebuttal briefs

7. Cross-examine your opponent 8. Take notes during a debate 9. Refute the other debating team

Schedule and Materials

Meeting 3-4 1. Strategies to build a case and to

make arguments based on evidences

2. Pointers to make an compelling rebuttal

3. Simple debate format with

rebuttal session

http://www.kiwiblog.co.nz/2007/08/let_the_cartoons_begin_.html

1. Teacher posts 4 pieces of paper in the 4 corners of the classroom

2. Teacher writes a controversial topic on the whiteboard, e.g.: “Schools should eliminate the use of uniform”

3. Move to the corner that best matches your position: 4. Each corner will have 2 minutes to discuss and solidify their reasoning &

logic

I. WARMING UP ACTIVITY

UNIT 2

ARGUMENT AND REBUTTAL

11

5. Each group selects a spokesperson to express the group’s position. He/she has 30 seconds to express thoughts concisely and persuade their

classmates. Other groups must listen intently 6. After the first corner presents, invite those who have been persuaded to

move to the other corner. The teacher directs each group to present their group’s position in turn. Move to the appropriate corners if you have changed your minds.

1.1. Thinking Strategies

1. Decide your topic.

2. Question yourself:

What is the advantages/disadvantages arising from:

Who benefit

What suffer

Why is going to happen When apply

Where produce results How take place

operate

3. Explain the advantages of your views and the disadvantages of the

other views on:

Individual × Family × Community × Province × Country ×

World Micro (Small scale situation) × Macro (Large scale situation)

4. Compare and contrast your arguments and other’s arguments by saying:

We want / Advocate The other brings / advocates

A community Freedom/ Democracy Family / National unity

Fine motives / High moral tone

Improvements/ Benefits Advantages for most

Mere association of individuals Oppression / Tyranny / Slavery Divorce / Disunity

Suspect motives / Poor moral climate

Decay / Decline Disadvantages to many

Because of this

reason, audience should

agree/disagree with the topic

II. THEORETICAL FRAMEWORK

1. DEVELOPING ARGUMENT AND REFUTATION

12

Harmony / Success

Sound investment / Saving Facts

Conflict / Failure

Risky spending / Extravangant spending Opinions

5. The other’s opinion/view have failed, because:

Cause Good Us His arguments

On Institusion are flawed & Effects Bad Society My arguments work

(Source: http://www.learnquebec.ca/export/sites/learn/en/content/curriculum/social

_sciences/documents/thinkup.doc)

1.2. OUTLINE OF AN ARGUMENTATIVE DEBATE SPEECH

OPENING STATEMENTS Organization:

• It must have an intro, body, and conclusion • Try to think of a slogan to tie everything together

Argument type: • The opening statement should use logic, and expert.

• All of your facts and statistics should be represented in this part of the debate

Word Choice: • Persuasive Word Choice

• Quotes, academic language, interviews and strong sources

Other important things: • The strongest speaker of the group should deliver this part of the

debate

• All groups are required to have a power point during their opening statement.

REBUTTAL SECTION: Organisation: • 4-step process*

• Always relate it back to your topic

Delivery: • Must follow the 4-steps* • You must be a quick thinker

• Can give a rebuttal during opening statement and rebuttal section ONLY

13

Scoring: • To get a proficient score you must deliver at least 3 rebuttals that

follow the 4-step process • Don’t ramble and get lost from the topic

*) Pointers of 4-Step Rebuttal:

They say: • You repeat what the other team said during their opening statement

• Practice shortening the quote from the other team But:

• Your transition word (you could use something other than but like “however” for example)

Because: • This is your reasoning

• It can be support for your counter argument or it could be a criticism of your opponent’s idea

Therefore:

• You compare your opinion to your opponents and discuss why yours defeats theirs

• This is a critical skill for debate

• Your argument could be: better reasoned, better evidenced, has more importance or experience

CLOSING STATEMENT

Organisation: • Must include an intro, a body, and conclusion

• If your team used a slogan in the opening statement you should repeat it here

• Repeat any of your most important facts and statistics from the

opening statement, but DO NOT introduce anything new.

Argument: • You should be using the emotional argument here • This is the last the audience will hear from your side so make it

count!

14

There are some communicative expressions employed in developing arguments. They are:

I. Giving Opinions

In my view …. In my opinion….

I (personally) think/believe/feel that ...

It seems to me that ...

Not everyone will agree with me, but ...

For me ...

smoking cigarettes should not be allowed in public places.

I don’t think (that) smoking cigarettes should not be allowed in

public places.

For strong opinions, some other expressions might be used such as

the following:

Well, I just say …

From my point of view,….. As far as I’m concerned,….

(Un)like X, I believe that ... I absolutely believe that ... Without a doubt, ...

smoking cigarettes should not be allowed in public places.

II. Trying to refute someone’s opinion

But don’t you think …..?

Yes, but do you really think ….?

Yes, but is / isn’t it possible

that …..? Surely not, I mean …

Yes, but on the other hand ….

smoking cigarettes is bad for human health

Excuse me for interrupting but ...

That’s true, but ...

I would llike to make a point here. That ...

smoking cigarettes is bad for human health

2. COMMUNICATIVE EXPRESSIONS

15

Additional expressions to refute someone’s opinion:

• I would like to ask a question. • I have a question for you.

• I would like to comment on that.

III. Giving reasons

….. so that ….. Well, you see, ...

The reasons are …. Let me explain. You see, …. But the point is …..

The simple reasons is that …..

smoking cigarettes is bad for human health

IV. Agreeing

I agree with you.

That’s so too. That’s true. That’s what I think.

I think so too. Absolutely.

That makes sense to me. I totally agree with you.

Smokers have rights.

V. Disagreeing

I don’t agree with you

I’m not sure that I agree. I don’t think so.

Smokers have rights.

That may be true but ...

Maybe but ... Yes, but don’t forget ... But don’t you think ...

That’s true, but….

Actually, I think (that)… Yes, but ... Yes, but on the other

hand ... That may be true but ...

Smokers have rights.

I disagree, I think (that) I don’t agree.

I disagree with ... I don’t see it that way ...

On the contrary ...

16

http://poldraw.files.wordpress.com/2007/05/important-debate.jpg

In a debating team, each speaker has specified roles that they must fulfil to play

their part in the team. They are laid out below in the order that the speaker will

speak:

Speaker Affirmative Negative 1

• Have an introduction • Say your definition and team line • Outline briefly what each speaker in their team will talk about e.g. “As 1st speaker I will… our 2nd speaker Jesse will… and finally our third speaker Lauren will sum up and rebut the opposition” • Present the first half of the affirmative case: ⇒ Point 1… Point 2… Point 3… etc. ⇒ Use the “Assert, Explain, Support and Tie method

• Have an introduction • Tell us your negative version of the topic. If the original topic “That dogs are better than cats”, now becomes: ⇒ “That cats are better than dogs” or ⇒ “That dogs and cats are equal” • Accept the affirmative definition or give your own team definition • Tell us your team line • Outline briefly what each speaker in their team will talk about • Rebut the 1st affirmative speaker e.g. “I would like to disagree with speaker 1 affirmative when they said…” or “there is an error in the point raised by speaker 1 affirmative when they said…” • Present the first half of the negative case

2

• Have an introduction • Reaffirm the affirmative team line • Rebut the main points presented by the 1st negative speaker • Present the second half of the affirmative's case ⇒ Do not repeat points from 1st affirmative speaker

• Have an introduction • Reaffirm the negative team line • Rebut some of the main points of the affirmative's case • Present the second half of the negative's case ⇒ Do not repeat points from 1st negative speaker

3. SPEAKER ROLES

17

3

• Have an introduction • Reaffirm the affirmative's team line • Do not introduce any new material • Rebut all the remaining points of the negative's case • Present a summary of the affirmative's case: ⇒ “We heard our 1st speaker Lily argue…” ⇒ “2nd speaker Grace went on to prove…” • Round off the debate for the affirmative

• Have an introduction • Reaffirm the negative's team line • Do not introduce any new material • Rebut all the remaining points of the affirmative's case • Present a summary of the negative's case ⇒ “We heard 1st speaker Rosie say…” ⇒ “Then 2nd speaker Laura proved…” • Round off the debate for the negative

(Source: debating.net.au/wp-content/uploads/2009/02/speaker-roles.pdf )

Persuasive Essay

1. Write a 5-paragraph persuasive essay. In order to receive a maximum score, you must express your arguments clearly and use appropriate logic.

2. The paragraph can be assessed using this rubric:

min max

Introductory paragraph includes a clear

central idea that states the opinion about the issues

1 2 3 4 5

The paragraph contain several details of

meaningful support

1 2 3 4 5

The conducting paragraph restates the

central idea

1 2 3 4 5

The essay ends with strong thought that

will leave the reader thinking about the idea

1 2 3 4 5

The essay follows the conventions of written English

1 2 3 4 5

III. GUIDED PRACTICE

18

Researching for and Using Evidence

1. Topic: Visiting University library.

2. Develop 5-6 question questionnaire based on the topic and then you do a kind of survey to your class.

3. Gather the data in a piece of paper. 4. Analyse the data in form of percentage. 5. You can use this diagram:

No. Question Answer %

1. Do you rarely visit library? Yes:

No:

2. Do you visit library less than once in a month?

3. Will you visit library more often if the books are

relocated to a lower floor?

4. Do you think that library

should be relocated?

5. Where do you suggest the

location?

a. .........................................

b. .........................................

c. .........................................

d. .........................................

e. .........................................

6. Analysis examples:

1. ......% of respondents said they visit the library less than once a month

2. ......% said they would visit the library more often if the books were relocated to a lower floor

3. When asked where the library should be relocated, they suggested: a. ............................................................................................. b. .............................................................................................

c. ............................................................................................. d. .............................................................................................

e. .............................................................................................

7. Use the data to support your arguments.

IV. EXTENDED PRACTICE - A

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Confronting the arguments

1. Practice in teams of 10

2. Sit in 2 rows facing each other

3. Decide the rows as: Row A and Row B

4. Row A gives an definition on the big idea/topic, gives the reasons

(arguments for) and summary

5. Row B disagrees, gives the reasons (arguments against) and summary.

6. Student 1 in each row receives the same topic that is topic no. 1.

7. Student 2 in each row receives the same topic that is topic no. 2, and so

on.

8. Write your arguments in table below:

What’s the big idea? Write an outline in point form.

Student A (opinion) Student B (disagree/reason)

1. Big idea: Watching TV is a waste of

time.

Arguments for:

- ..............................................

- ...............................................

- ..............................................

Summary:

...................................................

...................................................

...................................................

Big idea: There are some good things

on TV.

Arguments against:

- ..............................................

- ..............................................

- ..............................................

Summary:

...................................................

...................................................

...................................................

2. Big idea: Living and working in a big

city is great.

Arguments for:

- ..............................................

- ..............................................

- ..............................................

Summary:

...................................................

...................................................

...................................................

Big idea: Living in the country is much

better

Arguments against:

- ..............................................

- ..............................................

- ..............................................

Summary:

...................................................

...................................................

.................................................

IV. EXTENDED PRACTICE - B

20

3. Big idea: Police should give out more

traffic ticket.

Arguments for:

- ..............................................

- ..............................................

- ..............................................

Summary:

...................................................

...................................................

...................................................

Big idea: The police give out too many

parking tickets.

Arguments against:

- ..............................................

- ..............................................

- ..............................................

Summary:

...................................................

...................................................

...................................................

4. Big idea: Teachers assign too much

homework.

Arguments for:

- ..............................................

- ..............................................

- ..............................................

Summary:

...................................................

...................................................

...................................................

Big idea: Students need a lot of

homework.

Arguments against:

- ..............................................

- ..............................................

- ..............................................

Summary:

...................................................

...................................................

...................................................

5. Big idea: Females are better at

learning a foreign language.

Arguments for:

- ..............................................

- ..............................................

- ..............................................

Summary:

...................................................

...................................................

...................................................

Big idea: Males learn foreign language

as well as females

Arguments against:

- ..............................................

- ..............................................

- ..............................................

Summary:

...................................................

...................................................

..................................................

21

http://messianicfellowship.50webs.com/keep.

html

Objectives After finishing this unit, you will be able to:

1. Acknowledge matter and manner in

debate 2. Use matter and manner in debate 3. Use method that is contained in

matter and manner 4. Use Debate Rubric

Schedule and

Materials

Meeting 5 1. Matter and manner of debate

2. Method of debate

3. Debate Rubric

A good debate

Answer the following questions:

1. Do you think developing argument based on evidence and making a compelling rebuttal are enough to make a good

debater? 2. Have you heard about matter, manner

and method in debate? 3. What are they? 4. What is the significance of using them in

debate?

UNIT 3

MATTER, MANNER, METHOD

I. WARMING UP ACTIVITY

22

Matter is what you say. It is the substance of your speech. Simply, Matter refers to the raw material which you use to construct your arguments - the facts or

evidence upon which your case is based. Matter includes such things as quotes, statistics, facts and evidence that you may be able to put forward to prove or

further your own team case.

The two foundations of matter are logic and relevance. Logic refers to whether

one fact or piece of evidence makes another more likely to be. Relevance refers

to whether your evidence and argument can actually be applied to the topic at

hand and are relevant to what you are actually debating about.

An argument is a statement "The topic is true (or false depending on which side you are on) because of .........", where the argument fills in the blank. An

example is a fact or piece of evidence which supports an argument. But, matter cannot be just a long list of examples. Similarly, you cannot make a good speech solely by proving that some of the facts of the opposition are wrong. You need to

attack the main arguments that the other side presents.

Place your arguments on the balanced, reasonable and moderate side of the issue. Try not to use words: “all,” “every,” “none,” or “nobody.” As an

alternative, use “many,” “most,” “few,” or “less.” You can question opponents’ statements when they use “all,” “every,” or “nobody” because it is a

generalisation. Generalisation tends to be less valid facts that should be questioned.

Top Five Matter Hints

1. Relevance! Make sure that you link each argument to the topic.

2. Put yourself in the shoes of your opponents and try to think about what

arguments they will make. How will you respond to their main arguments?

3. Ask your teachers, parents and friends for ideas if you get stuck.

4. Make sure each point of your argument is backed up by a relevant

example/evidence.

II. THEORETICAL FRAMEWORK

1. MATTER OF DEBATE

23

Manner is the way in which you deliver your speech and there are various

aspects of manner that you need to be aware of. Use manner style that is

natural to you. It includes everything that goes towards the presentation of your

speech. Here are some tips and pointers:

1. Use of notes. We recommend that you use palm cards rather than a sheet

of paper for your notes. Because waving around sheets of paper tends to be

distracting, unlike cards which can fit into your hand. They tend to interfere

the communication between the speaker and the audience.

2. Eye contact. Look at the audience and you will hold their attention. The

more you look at the audience, the better. The best way to make this

happen is to reduce your reliance on your cards. Always face the audience.

You do not need to turn around to address the opposition when making

rebuttal.

3. Voice. Use volume, pitch and speed to emphasise important points in your

speech. A sudden loud burst will grab your audience's attention while a

period of quiet speaking can draw your audience in and make them listen

carefully. Try not to speak in a monotone, and remember to pause when

appropriate.

4. Gestures. You should use some hand gestures. Make hand gestures

deliberately and with confidence. Stand with confidence.

5. Nervous Habits. Never playing with your cue cards, pulling on a stray

strand of hair, fiddling with your watch, bouncing up and down on the balls

of your feet.

6. Humor. Do not try to use jokes and other gags unless they are relevant to

the debate.

Manner is the most subjective aspect of debating, the only rule of which is that

you must be persuasive. As a speaker, you have to develop a style that works

well for you, so that the audience views you as a persuasive speaker. Always

bear in mind that your objective is to persuade the audience, so look at the

audience, speak to them, evaluate their reaction to your speech and modify it

accordingly.

2. MANNER OF DEBATE

24

Top Five Manner Hints

1. Smile at the audience.

2. Slow Down! Most speakers go too fast.

3. Pause between ideas to let them sink into the audience.

4. Vary your voice when you start a new point.

5. Use body language and gestures to liven up your speech.

Method is the structure or organisation of your speech, and how it fits into your

team's case as a whole. Good team method involves unity and logic. Unity is

created by all members of the team, as a respond of what the other speakers

have said or as the team line. Each member of the team needs to reinforce the

team line and be consistent with what has already been said and what will be

said by the other members of their team.

Good individual method is reflected in your ability to structure your own

speech. The first step is to have a clear idea of your own arguments and which

examples you will be using to support those arguments. As you speak make a

clear division between arguments and let the audience know when you are

moving from one argument to the next. This is called sign posting and is a very

important debating tool. When you are presenting one particular argument make

sure that the argument is logical (makes sense) and that you make clear links

between your team line and the argument, and also between the argument and

the examples that you will use to support it.

There are three major components of method:

1. Internal Method is the way your own speech is structured. Every speech

should have a recognisable beginning (introduction), middle and end

(conclusion).

http://www.twghczm.edu.hk:82/en/index.php/lat

estevents/139-20130122b

http://www.hkwmacsl.edu.hk/system/tool/webpage/index.

php?charset=iso-8859-1&netroom_id=226&tool_id=108845

3. METHOD OF DEBATE

25

2. Team Method is the way your speech fits into the team case as a whole.

Ideally your three speeches should be consistent with each other. In each

speech try to expand your team mate’s argument, not to repeat what

your team mate has already said. Always make sure you work out

together how each speech fits into the overall plan.

3. The dynamics of a debate. It is this aspect of debating that makes a

debate different to a collection of speeches. Before the debater deliver the

speech, he shoud be aware of the process of the debate. This is vital so

that the debater can react to the way that the debate has gone.

Correspondingly, it is also important that each speaker can recognise,

what is the crucial issue or issues in the debate at that point in time.

Top Five Method Hints

1. Outline to the audience what your main points will be.

2. Summarise at the end of your speech what your arguments were.

3. Make sure you give the team split and stick to it.

4. Make sure everyone in the team understands your definition, and is prepared

to defend it if necessary.

5. Be careful not to contradict the previous speaker (or speakers) from your

team.

26

Practicing Small Debate

1. Divide the class into groups of three.

2. Two teams of 3 debate against each other.

3. They are given about 90 seconds to 2 minutes to speak for and against a topic.

TOPICS FOR DEBATE:

a. The educational system should be reformed.

b. Sex education should be given to elementary school-aged pupils / children.

c. It is better to marry for love than for money. d. Men should do some of the housework to help their wives. e. Television does children more harm than good.

f. Mothers who work outside the home tend to neglect their children. g. Books, CD, VCD, DVD, and films should be strictly censored.

h. Old traditions prevent progress. i. Environment has more effect on the individual than heredity. j. Natural resources are the most beneficial for a country’s income.

k. Reading English is more difficult than writing English l. Alcohol should be illegal.

m. High school students should wear uniforms. n. Studying grammar is more important than practicing conversation

skills.

o. Breakfast is the most important meal of day.

4. The first affirmative speaker stands up.

5. As soon as he/she runs out things to say, he/she can tag/touch another

team member, who must immediately stands up and speak. Or if a

student wants to speak himself, he may tag/touch his teammate to ask

him to seat down, so he can stands up and speak.

6. In the second round, the speakers can give a rebuttal for about 30

seconds to 1 minute.

7. The debate can continue for 2-3 innings.

8. You can use forms on the next page to understand the definition and take

notes on the debate.

III. GUIDED PRACTICE

27

9. You can use the form below to take notes on your opponent:

Key vocabulary to understand the debate:

Term: Definition:

................................ ...................................................................................................

................................ ...................................................................................................

Notes on 1st speaker:

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

Notes on 2nd speaker:

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

Notes on 3rd speaker:

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

28

10.You can use the form below to arrange your arguments:

Your key terms in the motion are defined as:

Term: Definition:

................................ ...................................................................................................

................................ ...................................................................................................

This proposed motion is to be supported / rejected because of these important facts

(First/second half of team line):

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

Supporting evidence for these facts:

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

The main arguments giving proof to for / against the motion (Rebuttal) are :

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

This motion should be accepted / rejected because (Summary of your main

arguments):

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

29

1. To make a good speech for a debate, combine the two diagrams

before into the diagram below:

2. Use Rubric in Appendix 2 to check your progress.

Mr. / Madam Chairperson / Moderator, ladies and gentlemen, we are

for/against this motion which says

.......................................................................................................................................

First of all, i would like to define to motion.

.......................................................................................................................................

.......................................................................................................................................

Our arguments are [summarize the arguments]

.......................................................................................................................................

.......................................................................................................................................

Moving to my first argument [give hard evidence]

.......................................................................................................................................

Turning to my second argument [give hard evidence]

.......................................................................................................................................

Inspite of the previous arguments, here I disagree with the affirmative / negative

side. In fact

.......................................................................................................................................

.......................................................................................................................................

My main arguments were [summarize what was said]

.......................................................................................................................................

.......................................................................................................................................

Consequently for these reasons and for my partner’s arguments, I ask you to

support/reject the motion.

IV. EXTENDED PRACTICE

30

Objectives After finishing this unit, you will be able to:

1. Conduct a full debate session

2. Apply and play each role in debate

3. Combine essential capabilities in debate

Schedule and

Materials

Meeting 6-7 1. Roles of adjudicator in debate

2. Asian parliamentary debate

format

1. Look at news article on appendix 1.

2. Divide the class into an even number,

e.g. 8 groups of 4.

3. Think of a good debate topic.

4. Each group writes up its motion on

the whiteboard. These are then

numbered.

5. Each member of the class then votes

for their two favourite topics by

writing two number on a piece of

paper – it can be your own topic and

another one that interests you.

6. One class member calls out the

numbers that have been voted for,

and two other students keep score on

the board.

7. The four most popular topics become the debate topics.

8. Each team gives itself a name

9. Play each role of speaker in debate (unit 2) and use matter, manner,

method (unit 3)

http://globaldebateblog.blogspot.com/2011/06/prepared-

motions-for-wsdc-2011-dundee.html

UNIT 4

ADJUDICATING & PRACTICING DEBATE

I. WARMING UP ACTIVITY

31

http://butterflynetworking.com/social-media-marketing-keep-your-

promises-with-your-social-media-contacts-personal-information/

The adjudicator has 3 important roles. He or she must:

Decide the debate

Manage the debate

Justify the decision

The adjudicator’s primary role is to decide who won and lost the debate in the

fairest and most comprehensive manner, and relay that information to the

teams.

Adjudicators also have a management role. This includes:

inviting speakers to the podium;

ensuring speakers are provided with clear time signals;

ensuring the ballots are filled in accurately and reach the adjudication team;

Adjudicators must be able to clearly and comprehensively justify their decision.

Adjudicators are supposed to be Average

Reasonable People. Adjudicators are

expected to know as much as any well person

should. He/she should have a base of general

knowledge and be up to date with current

issues.

Something adjudicators need to watch out for is Bias. Bias is a preference for

one thing or another. Good adjudicators are careful, conscientious, always

checking their biases:

Bias for issues

Bias for teams.

Bias for performance.

Bias for personal attributes.

(source: http://www.learndebate.net/node/27)

http://butterflynetworking.com/social-media-marketing-keep-your-

promises-with-your-social-media-contacts-personal-information/

II. THEORETICAL FRAMEWORK

1. ROLE OF ADJUDICATOR

32

Each substantive speech is marked out of 100 according to a detailed division as

follows and the reply speech is marked proportionately out of 50.

Total Min-Max Av.

Matter 40 27-33 30 Manner 40 27-33 30

Method 20 13-17 15 Over all 100 67-83 75

The score for an average speech is 75. The minimum for a debater is 67 and the maximum is 83. These ranges of average, minimum and maximum vary

depending on the competition in context. An average speech is a speech that fulfils the technical role of the debater,

addresses the major issues at hand to the satisfaction of an average reasonable person and is delivered with a clear style of presentation.

The Margin in the Context of Asian/Australasian Debate Margin is the difference of the total score of the two teams. All Asians

categorises the win/loss of teams into three categories: close (0.5-4), clear (5-8) and thrashing (9-12).

Debates are generally judged on the basis of matter (40), manner (40) and method (20).

A. Assessing Matter

The adjudicators should look at all these aspects of matter and give the appropriate score to the debater. Matter includes:

1. Definition : Set up of the case, burden of proof 2. Arguments : Key statement, explanation, analogy, examples, evidences

3. Rebuttals : Key statement, explanation, analogy, examples, evidences

B. Assessing Manner

Following are elements of manner: respectable attitude towards the judges and the other team, vocal style: volume, clarity, pace, intonation etc, appropriate

use of notes, eye contact, body language, hand gestures, impression of sincerity, humour, wit, appropriate sarcasm. The fundamental questions that decide the manner score, generally, are: ‘is the

speech persuasive’, ‘is he/she able to maintain the audience’s attention’, ‘is his/her speech clear’ and perhaps many others.

2. MARKING SCHEME

3. Basics of Adjudication

33

C. Assessing Method

Method consists of three elements: organisation of the team’s case, organisation of individual speeches, and responses of the team to the dynamics of the

debate.

Besides Matter, manner, and mehod, there are also other important aspects in debate:

Marking Points of Information POIs are assessed on the basis of the threat they pose to the strength of the

argument of the debater and the value of its wit and humour. But the responses to the POIs are judged on the basis of its logical and intellectual strength,

promptness and confidence in answering, and value of its wit and humour. Marking Reply Speeches

Reply speeches are marked out of 50 (matter 20, manner 20, method 10). It is easy to score a reply out of 100 and then divide by 2. A good reply speech is

often a biased adjudication. A good reply speech is the one that summarises the major contentions of both the teams and provides a summary of argumentation

that took place during the course of the debate proving that one team has substantial edge over the other. It incorporates the arguments and rebuttals of both the teams in deducing a conclusive position.

Asian Parliamentary Format

The Team Roles in the Asian Parliamentary Debates

In this course, we are going to focus on the Asian Parliamentary debate Format. The Asian Parliamentary Format (or Asians) is widely used in Asia, among University and High School students in Asia.

In the Asian Parliamentary format there are 2 teams of 3 speakers each. The

team that supports the topic is called the Government. This involves defining the motion, constructing a positive case in favour of the motion, providing substantive materials and arguments in support of the case and responding to

any challenges made to that case by the Opposition.

The team that opposes the topic is called the Opposition. This involves responding to the Government's definition, constructing a case in opposition to the motion, providing substantive materials and arguments in support of the

case and responding to the arguments delivered by the Government.

Each speaker speaks for 7 minutes, in alternating order: First speaker from Government, then first speaker from Opposition, then second speaker from Government, then second speaker from Opposition and so on.

At the end of these 6 speeches, each team can make a shorter Reply speech, for

4 minutes. Either the first or second speaker of each team will have the chance

4. PRACTICING DEBATE: ASIAN PARLIAMENTARY FORMAT

34

to make this speech. This time the Opposition will start, followed by the Government.

The final element in this format is called Points of Information. These are short

interjections (questions, comments, statements etc) - usually less than 15 seconds long that the opposite team can offer the speaker who is speaking.

The team that is not speaking can offer as many POIs as they want. they can stand up and say “Point of information” or “On this point”. The speaker has to

decide if he/she is taking your point or not. If yes, the speaker is going to allow you to state your point. If not, the speaker is going to say “no”, “no thanks” or similar, and you will see that some speakers will just sit you down with a hand

motion. If you got an OK, now you have 15 seconds, not more, to raise one point.

Roles of Speakers in Asian Parliamentary Format

Government Opposition

PM Prime Minister

1. Define and Set­Up the Debate 2. Present Position & Case

3. Make 1 or 2 Arguments

1. Respond to Definition and Set­Up 2. Present Position & Case

3. Rebut Government Case 4. Make 1 or 2 Arguments

LO Leader of Opposition

DPM Deputy

Prime Minister

1. Defend Your Case 2. Attack LO’s Case

3. Make 1 or 2 Arguments

1. Defend Your Case 2. Attack DPM and PM’s

Case 3. Make 1 or 2 Arguments

DLO Deputy Leader

of Opposition

GW Government

Whip

1. Briefly Summarize Your Team’s Case 2. Summarize and Prioritize

the main issues in the debate

3. Rebut and Analyze main issues *Be sure to respond to new

arguments delivered by DLO. You

can do this separately (as part of 3) or include them in your

summary of main issues (part of 2)

1. Briefly Summarize Your Team’s Case 2. Summarize and Prioritize

the main issues in the debate

3. Rebut and Analyze main issues *Remember, you cannot brin

g new arguments into the deba

te. You can respond to the GW speaker if you choose to.

OW Opposition Whip

GR Govern

ment Reply

1. Briefly Summarize the Debate

2. Summarize the Position of your team and your Opponent

3. Compare and show why your team is better

4. Briefly Summarize the Debate

5. Summarize the Position of your team and your Opponent

6. Compare and show why your team is better

OR Opposition

Reply

The speaking order is PM > LO > DPM > DLO > GW > OW > OR > GR.

35

The PM, LO, DPM, DLO, GW, OW:

speak for 7 minutes. can accept Points of Information between the 1st and 6th minute.

can present rebuttals, examples and new analysis. can make new arguments (except Whips ­ GW and OW).

The OR, GR: speak for 4 minutes

cannot accept Points of Information cannot make new arguments, rebuttals, examples or analysis. must only compare or analyse

things that have already been said in the debate.

(source: http://www.learndebate.net/sites/learndebate.net/files/AsianParliSpeakerRoles.pdf

Guidelines for Topic Reflection Paper

After each topic of debate practiced, you will be asked to fill in the forms below to take a position on the topic.

One reason that you debate in class is to help you form your ideas about the

topic by analysing it from both sides. Now, you should think about what you have learned about the topic from your research and from debates, and write

about your own opinion on the topic. Pay attention to the guidelines below:

Make sure that you support your opinion with arguments, including evidence.

Be specific about your reaction to the topic. Do you agree with a particular side? If so, why?

What arguments were most persuasive to you?

You will be marked especially for whether you have made it clear what your position is on the topic (agree, disagree) and how you support your position.

(source: http://www.middleschooldebate.com/documents/note-takingtemplate.pdf)

http://rphatwork.com/general/a-message-to-a-pharmacy-student/

III. GUIDED PRACTICE

36

Topic Resource Checklist

Topic: __________________________________________________________ ________________________________________________________________ ________________________________________________________________ Checklist: ___ Issue Analysis Sheet ___ Research Log ___ Articles on Topic (list titles of articles and date read) ___ Note Taking on Articles - Flowsheet(s) From Debates ___ Affirmative and Negative ARE T-Chart ___ Debate Scoring Sheet(s) From Debates Observed ___ Reflection Paper on Topic _____________________________ ________________________ Student Signature Date _____________________________ ________________________ Teacher Signature Date

37

Issue Analysis Form

Name:_______________________

Topic:____________________________________________________ Date:___________________________

What do I already know about this issue? What do I not know about this issue? Who is affected by this issue? How might they be affected? Why is this issue important?

38

Research Log

Date:______________ Time Spent Researching:____________________ Method of Research (Internet search, library visit, book, etc.) If the Internet was used, what search engine did you use? What search terms did you use? What sources did you find? List article title, author, and source (i.e., “Understanding Debate,” by John Meany. Middle School Public Debate Program website). List 3 facts about the topic you learned from your research.

39

Note Taking Flowsheet

Key vocabulary to understand the debate:

Term: Definition:

................................ ...................................................................................................

................................ ...................................................................................................

Notes on 1st speaker:

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

Notes on 2nd speaker:

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

Notes on 3rd speaker:

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

.......................................................................................................................................

40

Affirmative and Negative ARE Chart

Topic:_______________________

Gov Arguments Opp Arguments

1st Argument 1st Argument A: A:

R: R:

E: E:

2nd Argument 2nd Argument A: A:

R: R:

E: E:

3rd Argument 3rd Argument

A: A:

R: R:

E: E:

41

Debate Scoring Sheet 1 (PERSONAL)

Criteria Score

Matter

Introduction States the interpretation of the motion States the roles of the speakers on the team

States key arguments

Development Arguments are well developed Arguments are clearly labelled

Arguments are explained and analysed in detail Each argument is connected Logical sequencing

Rebuttals are made to opposing argument

Closing Summary of each argument States how these arguments are linked to the next

speaker

Connects the speech with the whole case

TOTAL

/40

Manner Confidence Speaking pace Enthusiasm/dynamic speaker

Eye contact Voice - Volume

- Pitch - Emphasis - Pace

Humour

TOTAL

/40 Method Only relevant arguments are used

All speakers’ arguments are effectively linked to make a team line

Arguments are presented logically & sequentially in team’s presentation

Use of time

TOTAL

/20

GRAND TOTAL

/100

42

Use Debate Scoring Sheet 2 to replace previous Debate Scoring Sheet 1.

Debate Scoring Sheet 2 (TEAM)

Debate Topic: ____________________________________________________

Affirmative / Negative (circle one)

Team Member Names:

(1) 1st Speaker______________________ (2) 2nd Speaker _____________________

(3) 3rd Speaker______________________ (4) Reply Speaker____________________

Criteria Score Comments

Opening statement was clear,

well organized, factual, and

relevant.

First argument in support of its

position was stated clearly, was

relevant, and well informed.

Rebuttal to opposing side's first

argument was clear, relevant, well

informed, and effective.

Second argument in support of its

position was stated clearly, was

relevant, and well informed.

Rebuttal to opposing side's

second argument was clear,

relevant, well informed, and

effective.

Third argument in support of its

position was stated clearly, was

relevant, and well informed.

Rebuttal to opposing side's third

argument was clear, relevant, well

informed, and effective.

Closing statement was stated

clearly, was relevant, and

effectively summarized the team's

position.

Reply Speech was stated clearly,

was relevant, and effectively define

the team’s position in the debate.

Overall preparedness,

effectiveness, and professionalism

in the debate.

Total Points Earned: ______________ divided by 10 = ______

(score for debate)

EXTENDED PRACTICE

43

Objectives After finishing this unit, you will be able to:

Use verbal communication appropriately

Prepare a presentation

Know the elements of good preparation of

presentation

Schedule and

Materials

Meeting 9 Elements of good preparation of

presentation

(source: http.www.blog.qnet.net)

“Tell me, and I will forget. Show me, and I may remember. Involve me,

and I will understand.”

Confucius (450BC)

UNIT 5

PRESENTATION: PREPARATION

44

Try to answer and discuss the questions in class:

1. Do you routinely give presentations as part of your work?

2. Do you give presentations in your own language and/or in English?

3. Do you give individual or group/team presentations?

4. Who is your audience? Are they local or international?

5. What are qualities that make a good presentation?

6. What are the strong points of your presentations?

7. What are your positive and negative observations when others are making

presentations?

Verbal communication skills are necessary for many of us in order to do well -

whether we are responsible for ensuring a great customer experience,

motivating a team, persuading a customer, leading change, dealing with issues

and difficult situations or delivering presentations.

The basic requirement in verbal communication is to be able to talk and be

understood. However, beyond that we have to consider the underlying purpose

of the communication. Very often we talk too much and with too little structure,

or in the case of many formal presentations, with too much structure! Whatever

you are doing, the way you use your verbal communication skills, sets the

emotional tone and builds relationships that very often determines your success

in the workplace.

(adapted from http://www.skillsyouneed.com/present)

A presentation is a means of communication which can be adapted to various

speaking situations, such as talking to a group, addressing a meeting or briefing a team.

To be effective, step-by-step preparation and the method and means of presenting the information should be carefully considered. A presentation

concerns getting a message across to the listeners and may often contain a

I. WARMING UP ACTIVITY

II. THEORETICAL FRAMEWORK

1. A PRESENTATION IS ...

45

'persuasive' element, for example a talk about the positive work of your organisation, what you could offer an employer, or why you should receive

additional funding for a project.

(source: http://www.skillsyouneed.com/present/prepare-presentation.html)

Preparation is the single most important part of making a successful

presentation. This is the crucial foundation and you should dedicate as much

time to it as possible avoiding short-cuts.

Not only will good preparation ensure that you have thought carefully about the

messages that you want (or need) to communicate in you presentation but it will also help boost your confidence.

The Objective

You have been asked to speak to a group of people. First, ask yourself 'why?'

What is the purpose of the presentation, what is the objective, what outcome(s) do you and the audience expect?

It is useful to write down the reason you have been asked to present so you can use this as a constant reminder while you prepare the presentation. There are many reasons for giving a presentation or talk, but never lose sight of your

objective as determined when you were asked and accepted the invitation.

The Subject

The subject of what you are going to talk about comes from the objective but they are not necessarily one and the same thing.

For example:

The subject may be given to you by an inviting organisation.

You may be knowledgeable in particular field.

The subject may be entirely your choice within certain limitations.

The Audience

Before preparing material for a presentation, it is worth considering your prospective audience.

Tailoring your talk to the audience is important and the following points should

be considered:

2. PREPARING A PRESENTATION

46

The size of the group or audience expected The age range-a talk aimed at retired people will be quite different from

one aimed at teenagers Gender- will the audience be predominantly male or female?

Is it a captive audience or will they be there out interest? Will you be speaking in their work or leisure time? Do they know something about your subject already or will it be totally

new to them? Is the subject part of their work? Are you there to inform, teach, stimulate, or provoke?

Can you use humour and if so what would be considered appropriate/

The Place

It is important to have as much advance information as possible about the place

where you are going to speak.

Ideally, try to arrange to see the venue before the speaking event, as it can be of great benefit to be familiar with the surroundings. It does much to quell fear if you can visualise the place while you are preparing your talk. Additionally, it

would also give you the opportunity to try out your voice. If at all possible, you need to know:

The size of the room.

The seating arrangements and if they can be altered. The availability of equipment, e.g., microphone, overhead projector, flip

chart, computer equipment. The availability of power points and if an extension lead is required for any

equipment you intend to use.

If the room has curtains or blinds. This is relevant if you intend to use visual aids, and so that you can ensure the correct ambiance for your

presentation. The position of the light switches. Check if you need someone to help if

you are using audio/visual equipment and need to turn off the lights.

The likelihood of outside distractions, e.g., noise from another room. The availability of parking facilities so you do not have a long walk

carrying any equipment you might need to take.

The Time

Often there will be no flexibility in the time of day that a presentation is made. If you do have a choice of when to give your presentaion - consider the following

points:

Morning:

The morning is the best time to speak because people are generally at their

most alert. However, late morning may start to present problems as people begin to feel hungry and think about lunch.

47

Afternoon:

Early afternoon is not an ideal time to make a presentations since after lunch people often feel sleepy and lethargic. Mid afternoon is a good time, whereas at

the end of the afternoon people may start to worry about getting home, the traffic or collecting children from school.

Evening or Weekend:

Outside regular office hours, people are more likely to be present because they

want to be rather than have to be there. There is a higher likelihood of audience attention in the evening, providing of course that the presentation does not go

on for too long when people may have to leave before the presentation has finished.

Length of Talk

Always find out how long you have to talk and check if this includes or excludes

time for questions.

Find out if there are other speakers and, if so, where you are placed in the

running order. Never elect to go last. Beware of over-running, as this could be disastrous if there are other speakers following you.

It is important to remember that people find it difficult to maintain concentration

for long periods of time, and this is a good reason for making a presentation succinct, well-structured and interesting. Aim for 45 minutes as a maximum

single-session presentation.

(http://www.skillsyouneed.com/present/prepare-presentation.html)

(http://www.eng.cam.ac.uk/~cipolla)

48

Discuss about some elements of making a good presentation:

1. What are the ways to make sure that you have achieved your

presentation objectives?

2. Why should you pay attention to the audience gender?

3. Is morning always be the best time for conducting a presentation?

4. How should you deliver a presentation for a very large room?

5. Indicate what is the problem in this cartoon. How should you avoid this

problem?

Read this article.

Presentations have a certain purpose. People who give presentations aim to:

• inform

• persuade

• sell

• teach or train

Businesses commonly use presentations to improve their prospects and profile

with clients or customers. For example, in the hotel industry, presentations are

used for promotion of conference packages to potential corporate guests.

Marketing and sales managers present their hotels as suitable venues for

meeting facilities and overnight stay along with ideal entertainment. They offer

special rates and benefits to persuade companies to hold their conferences at

their hotels.

Now, prepare a presentation on a company profile.

Fill in these elements as the preparation of your presentation. Decide what you

are going to do to make your presentation successful. This plan should include

the elaboration of the six elements into your presentation.

No Element Analysis

1 The Objective

2 The Subject

IV. EXTENDED PRACTICE

III. GUIDED PRACTICE

49

3 The Audience

4 The Place

5 Time of day

6 Length of talk

Presentation Plan

Samsung Company Profile

A digital leader. A responsible global citizen. A multi-faceted family of

companies. An ethical business. Samsung is all of these and more.

At Samsung Group and Samsung Electronics, we uphold a belief in shared

responsibility – to our people, our planet and our society. Across the company,

we hold ourselves to the highest standards so that we can more effectively

contribute to a better world.

50

Values & Philosophy

Samsung is guided by a simple philosophy, strong values and high ethical

standards that inform our work every day. In everything we do, we strive to help

people live better lives.

Vision

Samsung is dedicated to developing innovative technologies and efficient

processes that create new markets, enrich people's lives and continue to make

Samsung a digital leader.

History

For more than 70 years, Samsung has been at the forefront of innovation. Our

discoveries, inventions and breakthrough products have helped shape the

history of the digital revolution.

Our Business

From stylish phones to semiconductors, from DRAM to digital TVs, Samsung

encompasses a variety of businesses that harness speed, creativity and

efficiency to invent, develop and market the products that are defining how we

live today. With more than a quarter of Samsung employees engaged in

research and development each of our businesses is focused on discovering new

technologies, products and services that will open a new world of possibilities for

the people who use them.

(source: http://www.samsung.com/in/aboutsamsung/ourbusinesses/index.html)

51

Objectives After finishing this unit, you will be able to:

1. Know the structure of presentation

2. Establish a good presentation structure: the

introduction, body, and conclusion

3. Prepare a presentation with appropriate structure

Schedule and

Materials

Meeting 10 Structure of presentation

One of the strongest claim in preparing a good presentation structure is,

http://www.eng.cam.ac.uk/~cipolla

What is your idea about KISS? What does stupid refer to?

I. WARMING UP ACTIVITY

UNIT 6

PRESENTATION: STRUCTURE

52

A good oral presentation is well structured; this makes it easier for the listener

to follow.

Basically there are three parts to a typical presentation: the beginning, middle and end or (introduction, body and conclusion). We are going to look at the

content of each part individually and the language needed to express its structure and content.

The beginning of a presentation is the most important part. It is when you

establish a rapport with the audience and when you have its attention. More detailed techniques are to be found later.

Get the audience's attention and signal the beginning.

Right. Well. OK. Erm. Let's begin.

Good. Fine. Great. Can we start?

Shall we start? Let's get the ball rolling.

Let's get down to business. Hello ladies and gentlemen.

Try to get your audience involved in your talk either by asking direct or rhetorical questions. Ask for a show of hands for example in response to a

question. Some of these approaches may not be appropriate in all countries. Ask yourself how things are done in your country together with regard to your own

experience and adapt accordingly.

(source: http://www.it-sudparis.eu/lsh/ressources/ops/structure/introduction.php)

II. THEORETICAL FRAMEWORK

STRUCTURE OF PRESENTATION

1. INTRODUCTION

53

Greet the audience. It is important to greet the audience by saying something like:

Hello ladies and gentlemen.

Good morning members of the jury. Good afternoon esteemed guests

Good evening members of the board Fellow colleagues Mr. Chairman/Chairwoman

Introduce yourself

(name, position, responsibility in the company) Not only to give that important

information so people can identify you but also to establish your authority on the subject and to allow the audience to see your point of view on the subject (you

are a student, researcher, responsible for, director of, neophyte, layman).

Good afternoon ladies and gentlemen, let me introduce myself. Good morning everyone, I'd like to start by introducing myself. My name is... I am a student at the INT

where I am a doctoral candidate, I am X. Y. from 3 Com. I'm the manager of...

I am a researcher from ... I've been working on the subject now for X years..

and I've had wide experience in the field of ...

Good morning, my name is Lawrence Couderc. I am a student at the INT and I would like to talk to you today about some of my findings in I study

I did on

Sometimes, especially when invited to speak, the host introduces the guest, gives the same information as above and then gives the floor to the guest

speaker.

I am very pleased and proud to introduce ...who is... . He/she is known for...

Now I'll turn the floor over to today's speaker. (take the floor, to have the

floor, to give the floor to someone.)

In English-speaking countries it is not uncommon that the speaker begin with a joke, an anecdote, a surprising statement to get the audience's attention, to

make people want to listen, to feel relaxed and even to introduce the subject. An illustration from real life can be useful here as this may be a way to present

information in such a way that the audience can identify with.

54

Give title and introduce subject

What exactly are you going to speak about? Situate the subject in time and place, in relation to the

audience, the importance. Give a rough idea or a working definition of the subject.

I plan to speak about... Today I'm going to talk about... The subject of my presentation is...

The theme of my talk is... I've been asked to talk to you about...

A cultural aspect may be important here; scientists want to demonstrate their work and findings while managers and humanities people want to share ideas

and reflections with their audience. It may be the result of a desire to persuade and convince. It may be comparison of two or more products, plans or

proposals. Why are you going to speak about it?

I have chosen to speak about this because... I was asked to speak about X because...

Have you set any limits on the scope of your talk? What won't you speak about?

It may be very useful to eliminate certain areas before you start so as to avoid confusion or deviation from your main task. It also protects you from criticism later if do not mention it in advance.

Have you limited the time? It is useful to give the listeners some idea of the time so as to maintain their attention better.

I will not speak about... I have limited my speech to

I will speak for 15 minutes My talk will last about 15 minutes

You may want to give acknowledgements here too. If you have been sponsored,

supported or encouraged by a particular firm, organization, professor, etc. you may want to acknowledge their contribution. Your research and paper may have been the work of a collaborative effort and you should acknowledge this too and

give the names of all the participants. At some point you should ask a question or somehow try to determine where the audience is. How do they feel about the

subject? You will then have to modify the contents, as you never know exactly what to expect.

Have you ever heard of ...?

Every day you encounter.

To get the audience's attention and perhaps to find out where they are you could introduce the subject by saying:

Have you ever heard of/seen X?

55

You've probably seen countless times... You may have wondered...

Give your objectives (purpose, aim, goals)

The main purpose of an informative speech is to have the audience understand and remember a certain amount of information. You should thus have two purposes: a general purpose and a specific one. The former is to inform: to give

an overview, to present, to summarize, to outline; to discuss the current situation or to explain how to do something or how something is done. The latter

is what you want the audience to take away with them after listening to you, what you want them to do, what they should remember.

My purpose in doing this paper is to give you a solid background on the

subject of oral presentation so that in the future, at the INT or elsewhere you can deliver a successful speech in front of a group.

What I would like to do today is to explain...

to illustrate... to give a general overview of...

to outline... to have a look at... What I want my listeners to get out of my speech is...

Once you have established your specific objectives you may go on to formulate

your content.

Announce your outline. You want to keep the outline simple so 2 or 3 main points are usually enough.

Concerning grammar the headings of the outline should be of the same grammatical form.

I have broken my speech down/up into X parts. I have divided my presentation (up) into Y parts. In the first part I give a few basic definitions. In the next section I will explain

In part three, I am going to show... In the last place I would like/want to give a practical example...

Questions and comments from the audience.

You should also let the audience know at some point in the introduction when they may or may not ask questions.

I'd ask you to save your questions for the end. There will be plenty of time at the end of my speech for questions and

discussion. You may interrupt me at any moment to ask questions or make comments

56

What information should you give in your speech? All your information should

support purpose. In most cases you will have to limit the content, as time is usually precious!

Quantity How much information should you give? Enough to clearly develop your ideas. Don't forget to illustrate through examples.

Sequencing your ideas.

Whatever sequencing you choose, the headings should be all of the same grammatical form. Keeping the audience's attention The beginning and the end

or the first and last parts are what listeners will remember the most. Think of ways you can keep the audience's attention throughout the rest of the speech. (See Creating Interest)

Signposting or signaling where you are.

Just as when you are driving along a road that you don't know very well you depend on signs to guide you, you need to guide the listener by using expressions to tell him/her where you are going. That is to say, first announce

what you are going to say (give an example, reformulate etc.) and then say what you want to say.

This is very like verbal punctuation.

Indicating when you have finished one point and go on to the next. It is

redundant in text but very advantageous in oral presentations. It may be useful also to pause, change your stance and the pitch of

your voice as you move from one part of your presentation to another.

Listing information

This can be

There are three things we have to consider: one, two, and three. A, B, C. Now let us look at the first aspect which is ...

First of all,... In the first place...

Linking ideas, sections/making transitions Indicate the end of one section and the beginning of the next.

2. MIDDLE / BODY

57

That's all I would like to say about .... (subject of part A) and now let us turn to ....

Now that we've seen ... let us examine more closely..

Outlining options.

If there are alternative ways of looking at a topic or proposal outline them to show you are familiar with different ways of dealing with the situation.

There seem to be two possibilities of dealing with this.....

We've looked at this from the point of view of the manufacturer but what about if we were to...

A number of options present themselves at this point....

If what you are dealing with demands a comparison of strengths and weaknesses indicate clearly the different aspects and underline the points you

feel are important or secondary.

What exactly are the benefits? On the plus side we can add....; This is not the only weakness of the plan .........

We cannot ignore the problems that such an action would create......

Here are further examples of expressions that you can use in different circumstances

To give an example: Now let's take an example. ex An example of this can be found...

To illustrate this... Let's see this through an example.

For example, for instance, e.g.

To rephrase:

Let me rephrase that, In other words Another way of saying the same thing

That is to say i.e.

To summarize:

To summarize To sum up, Let me summarize by saying

So that concludes my overview In conclusion

Briefly said In short, What I've tried to show in this part...

To recap what we've seen so far...

To emphasize

What is very important is... What is important to remember... I'd like to emphasize the fact that...

to stress... to highlight... to underline... What I tried to bring out....

What we need to focus on...

To refer to what you have said previously

As I have already said earlier... As we saw in part one...

To repeat what I've said so far...

To refer to common knowledge: As you all may well know...

It is generally accepted that... As you are probably aware of..

58

To refer to what you will say:

We will see this a little later on. This will be the subject of part 3.

We will go into more detail on that later. For now it is suffice to say..

To refer to what an expert says:

I quote the words of ... There is a famous quotation that goes...

In the words of According to.... Here I'd like to quote As Mr. X says in his book...

Give a brief reminder of what you tried to show in your speech and how

you tried to do so.

You should briefly summarize your speech in a few lines to make sure the audience has retained the main points. Alternatives are to just simply: state the

point of the speech; give the essential message to retain; list the main points and what you want the audience to remember; review informally or indirectly by using a quote, a comparison or example.

Present a short conclusion.

That is to say you should give a message that logically comes out of the ideas developed in your speech. This could be a commentary, the lessons learned, some recommendations, or the next steps

Thirdly, thank the audience for attending.

Invite the audience to ask questions or open a discussion.

If you choose the former, you put yourself in a superior position compared to the audience and should be considered as an expert. You will need to be very prepared intellectually and psychologically to give control to the audience and

able to answer any questions. However, in the case of the latter, you put yourself more or less on equal terms with the audience and do not have to be

the expert with all the answers! The audience may have some clear ideas or some practical knowledge about the subject themselves!

NB The end of a talk should never come as a surprise to an audience but needs

special consideration.

Signposting the end of your talk.

This may take the form of a recapitulation of the main points.

I'd like to summarise/sum up

At this stage I would like to run through/over the main points...

3. END / CONCLUSION

59

So, as we have seen today.... As I have tried to explain this morning BT finds itself in........

or there may be recommendations or proposals that you wish to make;

As a result we suggest that... In the light of what we have seen today I suggest that...... My first proposal is......

Above all when you conclude do not do it abruptly or as if surprised to get to the

end of your talk.

In conclusion I would like to say that....... My final comments concern....

I would like to finish by reminding everyone that......

You may at this point wish to distribute a vocabulary list or more detailed information that you wish to make available.

I've prepared a slim folder of the proposals...;

In the sheets that are now being distributed you will find a breakdown of the.........

And finally you may well have to deal with questions. I'd be happy to answer any questions.... If there are any questions please feel free to ask.

Thank you very much for your attention and if there are any suggestions or comments

PRACTICE

Think about some ideas to have a memorable opening for the following

conditions.

1. A volunteer is going to explain about the danger of using drugs for

teenagers

2. A students is preparing a presentation on a thesis examination

3. A travel agent is trying to persuade a client to join a holiday tour in peak

season

4. A motivator is working through a team-building session in a company

outbond

5. A real estate developer is fighting for a bank financial support for poor

housing

III. GUIDED PRACTICE

60

Prepare a presentation structure; an introduction, body, and conclusion for the

following situation.

Below is an article entitled Smartphone Addiction. Use this article to prepare

your presentation.

SMARTPHONE ADDICTION

Ofcom (the UK government communications regulator) says one in three adults,

and most teenagers, classify themselves as highly addicted to their smartphones such as iPhones, Blackberrys and Androids.

Britons' appetite for Facebook and social networks on the go is driving a huge

demand for smartphones - with 60% of teenagers describing themselves as "highly addicted" to their device - according to new research by the media

regulator, Ofcom. Almost half of teenagers and more than a quarter of adults in the UK now own a smartphone, with most using their iPhone or BlackBerry to browse Facebook and email.

Smartphone sales outstripped sales of regular mobiles in the first half of this

year as the enormous demand continues to rise. Just over half of the total 13.6m mobile sales from January to June 2011 were smartphones. Of the new

generation of smartphone users, 60% of teenagers classed themselves as "highly addicted" to their device, compared to 37% of adults.

Ofcom surveyed 2,073 adults and 521 teenagers in March this year. The

regulator defines teenagers as aged between 12 and 15, with adults 16-years-old and above. "Ofcom's report shows the influence that communications technology now has on our daily lives, and on the way we behave and

communicate with each other," said James Thickett, Ofcom's director of research. "Our research into the use of smartphones reveals how quickly people

become reliant on new technology - to the point of feeling addicted. As more and more people acquire smartphones, they are becoming an essential tool in peoples' social lives whether they are out with friends socialising or using

Facebook on the move."

(source: http://www.waylink-english.co.uk/?page=19045)

IV. EXTENDED PRACTICE

61

To have a better presentation, use the following rubric.

Evaluation Rubrics for Presentations

Write the appropriate number in the column. Reduce the rating if the presentation does not fit within the time parameters (too long or too short).

4 Excellent. Very proficient presenter who included all elements in each category.

3 Good. Met all criteria in each category with some rated as excellent while

others rated as adequate.

2 Fair. Presentation adequate though omitted some of the category

elements.

1 Needs improvement. Major category elements omitted or of such poor

quality that presentation effectiveness was severely diminished.

Name:

Name: Name: Name:

CONTENT

Introduction

Main points

Transitions

Knowledge

Conclusion

(Communication 2000; 2002)

62

Objectives After finishing this unit, you will be able to:

1. Formulate an outline for presentation

2. Conduct a presentation based on appropriate

outline

Schedule and

Materials

Meeting 11 Outline for presentation

Have you ever experienced getting stuck in the middle of presentation? What did

you do then in front of the audience?

Making an outline can help us to reduce the mismanagement of ideas.

(http://writingcenter.tamu.edu/2010/types-communication/presentations-2)

Some people prepare two different outlines when they give a formal speech: a preparation outline and a speaking outline. The preparation outline is a complete outline of the content of the speech; composing it will help you develop your

ideas and ensure that your speech is persuasive and logical. The speaking outline, in contrast, is a highly condensed outline specifically designed to remind

you of your main points as you give your presentation.

Writing a Preparation Outline

Your preparation outline should include a summary sentence for every main point, supporting point, sub-supporting point, and transition in your speech. Be

sure to write in complete sentences. Using complete sentences is helpful if someone, perhaps your instructor or a classmate, will be reviewing your speech before you present. In addition, writing your preparation outline in full sentences

I. WARMING UP ACTIVITY

II. THEORETICAL FRAMEWORK

OUTLINING A PRESENTATION

UNIT 7

PRESENTATION: OUTLINE

63

can help you see where you need to flesh out your ideas. You don’t, however, have to write out every word you intend to say; just offer a summary of the

basic idea you plan to get across for every main point, supporting point, sub-supporting point, and transition in your speech.

Sample Preparation Outline

Here’s a common format for a preparation outline. While it won’t be appropriate

for every situation or audience, it works for many kinds of presentations. Use it as a starting point and make adjustments as needed.

SPECIFIC PURPOSE: To inform/to persuade/to commemorate, etc.

CENTRAL IDEA: TITLE:

INTRODUCTION

I. Attention-getter:

II. Central Idea: III. Establish credibility and relate topic to audience:

IV. Preview the main points: IIV. Transition:

BODY

I. Main Point: (A declarative sentence about the first main idea for your topic) A. Supporting point:

1. Sub-supporting point: 2. Sub-supporting point:

B. Supporting point:

1. Sub-supporting point: 2. Sub-supporting point:

Transition:

II. Main Point: (A declarative sentence about the second main idea for your

topic) A. Supporting point:

64

1. Sub-supporting point: 2. Sub-supporting point:

B. Supporting point:

1. Sub-supporting point: 2. Sub-supporting point:

Transition:

III. Main Point: (A declarative sentence about the third idea about your topic, if

needed) A. Supporting point:

1. Sub-supporting point: 2. Sub-supporting point:

B. Supporting point:

1. Sub-supporting point: 2. Sub-supporting point:

Transition:

CONCLUSION

Below is an article on Business English. Read it and fill in an outline presentation

template. You are acting as a trainer for graduating students preparing for a job application letter. Choose only three points, out of ten, for the students to avoid

while writing the resumes or application letter.

III. GUIDED PRACTICE

65

The Top 10 Lies People Put on Their Résumés

If you've ever been tempted to insert a falsehood into your résumé to make you sound more qualified, you're far from alone. More than half of résumés contain

lies, according to a 2012 study by Accu-Screen, Inc., ADP and the Society of Human Resource Managers.

It's puzzling why anyone would make up his or her job history, especially when

people can easily check references. A simple Google search can quickly uncover lies most of the time.

Reasons vary greatly, from an applicant with a criminal record who's afraid his

history would prevent him from being hired to someone looking to cover up an employment gap. Or maybe the job seeker simply doesn't have the required education or skills that a job requires, yet still feels he's qualified. Whatever the

reason for the lie, there can be consequences beyond simply being caught.

While there's no limit to what job applicants can lie about on their résumés, the consulting firm Marquet International compiled this list of the top 10 lies.

1. Stretching dates of employment. We keep being told that working

anywhere less than a year looks bad. So rather than fess up to the fact, some people are fudging their timelines.

2. Inflating past accomplishments and skills. There's a difference between

enhancing actual skills and accomplishments and flat out lying. If you didn't do it, or don't know how to use it, don't list it.

3. Enhancing titles and responsibilities. This one's easy enough to confirm

with a call to the past employer, but many human resources managers don't necessarily check up on every candidate (sad but true). Embellishing what you've done in the past can trip you up if you're expected to take on similar

tasks now and find you're unequipped for the role.

4. Exaggerating education and fabricating degrees. This lie is one that could not only get you fired, but might also incite legal action on the part of your

employer. It's simply not worth the risk.

5. Unexplained gaps and periods of "self employment." Rather than make up a fictional job to cover an employment gap, try honesty. If you were taking

time off to raise children, go back to school or simply find yourself, no employer will fault you.

6. Omitting past employment. This is a gray area. Technically you're not lying (though we've all heard the "lying by omission" argument), but there's probably

a reason you removed your last job from your résumé. Maybe you got fired and burned major bridges. Again, try honesty.

7. Faking credentials. Just like with lying about education, this can have

serious consequences that can affect your entire professional future. Enough said.

66

8. Falsifying reasons for leaving prior employment. There's a tactful way of explaining being fired or quitting abruptly, and it doesn't have to involve lying.

Just figure out the best way to explain it in as positive a light as possible.

9. Providing fraudulent references. Coercing friends and family to lie and act as your professional references can get them in trouble too. Value your

friendships and look elsewhere for a genuine reference.

10. Misrepresenting a military record. Because people in the military often get preferential treatment in the hiring process, it might be tempting to pose.

But again, this is one of the more serious offenses when it comes to lying on your résumé, so if you value your future, keep your lips zipped.

Honesty Really is the Best Policy

Lying on your résumé doesn't end once you've been hired. You've got to keep up

the charade of each lie you planted for the rest of your career. Who can keep up with all of them?

Even if you're convinced that telling the truth will keep you from getting hired, you might be surprised. No potential employer expects you to be perfect. And if

they won't hire you because of the truth, it's not the right role for you.

(source: http://money.usnews.com/money/blogs/outside-voices-careers)

Try to put the facts in the above article into the following template.

Introduction

Title of presentation:

...............................................................................................................

Presentation topic, purpose or objectives, and main idea:

................................................................................................................

................................................................................................................

67

Body

Background information about topic or assignment:

................................................................................................................

................................................................................................................

................................................................................................................

Specific details, explanations or descriptions of topic (there may be more than

three).

................................................................................................................

................................................................................................................

................................................................................................................

Explanation and detail of example #1:

................................................................................................................

................................................................................................................

..............................................................................................................

Explanation and detail of example #2:

................................................................................................................

................................................................................................................

...............................................................................................................

Explanation and detail of example #3:

................................................................................................................

................................................................................................................

................................................................................................................

Closing

Closing statement or summary about your topic or assignment:

................................................................................................................

................................................................................................................

68

This time, we are practicing to be rich. Read the following article an prepare for

a presentation to persuade your friends to be young and rich.

10 Steps to Retire a Millionaire

Having a million-dollar portfolio is a retirement dream for many people. Making that dream come true requires some serious effort. While success is never a

sure thing, the 10 steps outlined below will go a long way toward helping you achieve your objective.

1. Set the Goal

Nobody plans to fail, but plenty of people fail to plan. It's a cliché, but it's true.

"Plan" is the leading self-help advice from athletes, business moguls and everyday people who have achieved extraordinary goals.

2. Start Saving

If you don't save, you'll never reach your goal. As obvious as this might seems, far too many people never even start to save. If your employer offers a 401(k)

plan, enrolling in the plan is a great way to put your savings on autopilot. Simply sign up for the plan and contributions will be automatically taken out of your

paycheck, increasing your savings and decreasing your immediate tax liability.

If your employer offers to match your contributions up to a certain percentage, be sure to contribute enough to get the full match. It's like getting a guaranteed return on your investment. Finding the cash to stash may be a challenge,

particularly when you're young, but don't let that stop you from pursuing future riches.

3. Get Aggressive

Studies have shown that the majority of the returns generated by an investment

are dictated by the asset-allocation decision. If you are looking to grow your wealth over time, fixed-income investments aren't likely to get the job done, and inflation can take a big chunk out of your savings.

Investing in equities entails more risk, but is also statistically likely to lead to greater returns. For many of us, it's a risk we have to take if want to see our wealth grow. Asset-allocation strategies can help you learn how to make picking

the right mix of securities the core of your investing strategy.

IV. EXTENDED PRACTICE

69

4. Prepare for Rainy Days

Part of long-term planning involves accepting the idea that setbacks will occur. If you are not prepared, these setbacks can put a stop to your savings efforts.

While you can't avoid all of the bumps in the road, you can prepare in advance to mitigate the damage they can do.

5. Save More

Your income should rise as time passes. You'll get raises, you'll change jobs, and maybe you'll get married and become a two-income family. Every time more

cash comes in to your pocket, you should increase the amount that you save. The key to reaching your goal as quickly as possible is to save as much as you can.

6. Watch Your Spending

Vacations, car, kids and all of life's other expenses take a big chunk out of your paycheck. To maximize your savings, you need to minimize your spending.

Buying a home you can afford and living a lifestyle that is below your means and not funded by credit cards are all necessities if you want to boost your savings.

7. Monitor Your Portfolio

There's no need to obsess over every movement of the Dow. Instead, check

your portfolio once a year. Rebalance your asset allocation to keep on track with your plan.

8. Max Out Your Options

Take advantage of every savings opportunity that comes your way. Make the

maximum contribution to tax-deferred savings plans and then open up a taxable account too. Don't let any chance to save get away.

9. Catch-Up Contributions

When you reach age50, you are eligible to increase contributions to tax-deferred savings plans. Take advantage of this opportunity!

10. Have Patience

"Get-rich-quick" schemes are usually just that - schemes. The power of compounding takes time, so invest early, invest often and accept that the road

to riches is often long and slow. With that in mind, the sooner you get started, the better your odds of achieving your goals.

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The Reality Of Retirement

Retirement might seem far away, but it when it arrives nobody ever complains about having too much money. Some people even question whether a million

dollars is enough.

That said, with lots of planning and discipline, you can reach your retirement goals and live a comfortable life after work.

(source: http://finance.yahoo.com/news/pf_article_106000.html)

71

Objectives After finishing this unit, you will be able to:

know kinds of visual aids that can be used for presentation

differentiate effective and ineffective visual aids for presentation

design suitable visual aids for their presentation

Schedule and Materials

Meeting 12 Kinds of visual media and using appropriate visual media for student presentation

Answer the following questions. Share your experience and knowledge with a friend next to you. 1. What are visual media?

2. Based on your experience or observation, what are some media that a presenter can use in their presentation?

3. Look at these three visuals. What do you think of them? Which one(s) do you think is/are effective? Why?

www.icebox500.com www.govloop.com

UNIT 8 VISUAL AIDS

I. WARMING UP ACTIVITY

72

www.juiceanalytics.com

4. Discuss with your friends the criteria of an effective visual media. Compare

your answer withe other groups

Visual aids help us reach our objectives by providing emphasis to whatever is

being said. Clear pictures increase the audience's level of understanding of the

material presented, clarify our points, and create excitement. Visual aids add impact and interest to a presentation. They enable you to appeal to more than one

sense at the same time, therefore increasing the audience's understanding and retention level. With pictures, the concepts or ideas you present are no longer simply words - but words plus images. The chart below cites the effectiveness of

visual aids on audience retention.

Source:

https://www.osha.gov/doc/outreachtraining/htmlfiles/traintec.html

II. THEORETICAL FRAMEWORK

73

From the chart, it can be seen that people retain 10% of what they heard from an oral presentation, 35% from a visual presentation, and 65% from a visual and

oral presentation. Therefore, it will be better if we use visual media while we are delivering our presentation so that the audience will understand our topic better.

According to Carl Sortz et.al. (2002), visual media have some benefits for speakers for their presentations. The benefits are as follow:

to illustrate points easier to understand in visual form but difficult in a verbal form (e.g. statistics)

to focus the audience's attention to reinforce ideas to change focus from aural/oral to visual

to involve and motivate the audience to involve all the senses

to serve as logical proof to save time and avoid putting information on a board to focus the audience's

attention to help the speaker

From the above benefits, it can be seen that there are many benefits that both a speaker and the audience can get by using visual media in their presentation.

There are some visual media that we can use. The following explanations

provide you information about some visual media, their advantages and limitations

as well as the development techniques required in preparing each. By looking at these advantages and limitations, you can more easily decide what will work best

for your presentation. The following information are taken from Carl Sortz et al (2002).

1. FUNCTIONS OF VISUAL MEDIA

2. KINDS OF VISUAL MEDIA

74

FLIP CHART

Advantages of Flip Charts:

Help the speaker proceed through the material Convey information

Provide the audience with something to look at in addition to the speaker Can be prepared prior to, as well as during, the presentation

Demonstrate that the speaker has given thought to his or her remarks Can be used to record audience questions and comments Can be converted to slides

Limitations:

May require the use of graphics talent

Are not suitable for use in a large audience setting May be difficult to transport

When Developing Flip Charts:

Each sheet of paper should contain one idea, sketch, or theme.

Words, charts, diagrams, and other symbols must be penned in a large enough size to be seen by people farthest from the speaker.

In general, make each letter at least 1/32" high for each foot of distance from the material. For example, a 1-inch letter is legible from 32 feet, and a 2-inch letter from 64 feet. Divide the distance from the back of the room to

the visual by 32 to determine the minimum size of letters. Use block lettering, since it is easiest to read. Use all capital letters, and

do not slant or italicize letters. Use and vary the color. Also, check from a distance to make sure the color

works well and is not distracting.

Flip charts are quick, inexpensive visual aids for briefing small groups. The charts, felt-tip markers and graphic materials are readily available, and with a modest ability at lettering, the

presenters can compose the desired visual aid in-house

source: www.neuland.com

source: en.wikipedia.org

75

OVERHEAD TRANSPARENCIES

Overhead transparencies are useful for audience settings of 20 to 50 people and can be produced quickly, easily,

and inexpensively. Any camera-ready artwork, whether word charts, illustrations, or diagrams can be made into transparencies using standard office paper copiers.

Advantages of overhead transparancies:

Most manufacturers of paper copiers offer clear and colored acetate sheets that run through copying machines like paper, but transfer a black image into acetate for use as overhead transparencies.

The standard transparency size is 8=" x 11''. The only piece of hardware required is an overhead transparency projector.

Overlay transparencies provide a good cumulative presentation. Speaker can use an overhead projector with significant light in the room,

thereby enabling the speaker to maintain eye contact with the audience.

Limitations:

The projected image size is sometimes too small to be seen from the back of a large room.

Often, the image does not sit square on the screen, as the head of the

projector is tilted to increase the size of the image. It is difficult to write on the transparency while it is on the projector.

Sometimes the projector head gets in the audience's way. Some speakers feel captive to the machine, because they must change

each transparency by hand.

When Developing Overhead Transparencies:

To add color, simply cut a piece of colored acetate gel, available at art stores, to the shape and dimensions needed to highlight a particular part of a transparency. The second (or third) color is taped to the edges of the

transparency with clear tape, or glued over an area with clear invisible adhesive such as spray adhesive.

Permanent and/or water-soluble ink color marker pens are available for use in hand-coloring parts of an overhead transparency.

Overhead transparencies can be developed during a presentation by

marking on acetate sheets with water-soluble or permanent transparency pens. The same approach can be used to add information to existing

source: blog.tradentang.com

76

transparencies. In both cases, a damp tissue can be used to wipe information off a transparency that has been marked with water-soluble ink.

When removing a transparency from the machine during the presentation, slide the next immediately underneath it to achieve a smooth

transition. Don't leave the screen blank with the light on. A 45-degree angle to the audience is the most effective location for an

overhead projector and screen. This provides for the least obstructed view.

Ideally, set the projector on a table lower than the surrounding tables or platforms to make it less imposing.

Transparencies with too much information - especially typed pages designed for a printed piece and transferred to acetate - are confusing. Keep transparencies simple.

When typing words for transparencies, use bold typing elements such as HELVETICA and capitalize.

Consider making use of a laser printer that can produce good quality transparencies in a variety of bold type styles. These printers, coupled with desktop or portable personal computers are widely available, and prices

have dropped significantly. The quality of type and variety of type styles make this a superior option when compared with transparencies done on an

office typewriter. If resources permit, color printers are also available.

POSTERS

Posters are prepared graphic devices that can be made of a variety of materials and media - photographs, diagrams,

graphs, word messages, or a combination of these. Posters work best in smaller audience sizes.

Advantages of posters:

Posters are permanent and portable.

Posters can be simple or very elaborate. Posters can be used alone or in a series to tell a story.

Limitations:

Posters tend to contain too much detail.

Transporting them can be difficult. The more elaborate posters require extensive preparation and can be quite

costly.

When preparing posters:

Each poster should contain one message or theme. Words, charts, diagrams, and other symbols must be penned in a large

enough size to be seen by everyone in the room.

source: www.harlequintprint.co.uk

77

Use all capital letters, and do not slant or italicize letters. Use and vary the color. Also, check from a distance to make sure the color

works well and is not distracting.

VIDEOTAPE

Videotape electronically carries both a picture and a sound track. Its features of sound, movement, vivid image,

color, and variety hold an audience's attention the way film does. Videotape can be used to program an entire

presentation, or to support a speaker's remarks by highlighting certain topics.

Limitations:

Videotape productions can be expensive to create and require experienced production teams.

In large meetings, the audience may not be able to see the monitor. (If resources permit, video projectors are available.)

When Developing Videotape:

Practicing with the equipment by filming, as well as showing, is the best

way to overcome hesitancies about its use. To cover the basics if you are brand new to video use, budget yourself a

one hour session with an experienced video producer, whether amateur or professional. University extension programs and the local cable T.V. station are good places to check for a no-cost session. Discuss your

ideas. Your budget will determine whether you should tape on your own or have a professional make the videotape.

Composing and editing a 15-minute video production can easily consume dozens of hours whether you do all of the work or contract to have part of it done. In order for this kind of investment to pay off, it usually means that

the final product should be viewed by a large audience or multiple audiences. Consider the facilities available before choosing to use videotape.

WHITE OR BLACK BOARD

White or black boards can be very useful to help explain the sequence of ideas or

routines, particularly in the sciences. Use them to clarify your title or to record your key points as you introduce your presentation (this will give you a fixed list to help

you recap as you go along). Rather than expecting the audience to follow your spoken description of an experiment or process, write each stage on the board,

78

including any complex terminology or precise references to help your audience take accurate notes. However, once you have written something on the board you will

either have to leave it there or rub it off - both can be distracting to your audience. Check to make sure your audience has taken down a reference before rubbing it off

- there is nothing more frustrating than not being given enough time! Avoid leaving out of date material from an earlier point of your presentation on the board as this might confuse

PAPER HANDOUTS

Handouts are incredibly useful. Use a handout if your information is too detailed to

fit on a slide or if you want your audience to have a full record of your findings. Consider the merits of passing round your handouts at the beginning, middle and

end of a presentation. Given too early and they may prove a distraction. Given too late and your audience may have taken too many unnecessary notes. If you give

the handout in the middle of your presentation, your audience will inevitably read rather than listen. One powerful way of avoiding these pitfalls is to give out incomplete handouts at key stages during your presentation. You can then highlight

the missing details vocally, encouraging your audience to fill in the gaps

POWER POINT SLIDES

source: www.actden.com

Microsoft PowerPoint is probably now the most commonly used form of visual aid.

Used well, it can really help you in your presentation; used badly, however, it can have the opposite effect.

Advantages of power point slides:

1) attract the audience attention since it can provide colorful pictures

2) easy to operate 3) able to guide the speaker

4) able to be combined with other media such as video or audio clips 5) easy to make

79

Limitation: 1) speaker is attempted to read the slides

2) audience focuses on the slides rather than on the speaker’s explanation

When creating power point slides, the general principles are:

a. Text to put on a visual

1) name, conference/company and company logo, date, title of presentation. Try to do this consistently but not to the detriment of a

table or image. 2) full sentences are not to be used, unless a quote is given, give round

figures

3) N.B. keep text to a minimum

b. Size, layout, font (typeface) and size, colors. 1) Size - A4 2) Layout should be pleasant and easy to read: horizontal/landscape

layout is preferable. 3) Fonts: Ariel, Helvetica, Times New Roman, Futura, Optima, Verdana,

New Century, Schoolbook and Courier. Some companies impose a particular style.

4) Font size - maybe 20 or more depending on the size of the room you will be speaking in. A good idea is to use different sizes for different types of text: i.e. 20 for main headings, 16 for subheadings, 14 for

other text. 5) Use CAPITAL LETTERS, bold face, italics, underlining,(white on black)

or shading to highlight. 6) If possible, use color transparencies (unless you are just showing

text).

c. Number of slides

One every two minutes is sufficient. To show too many slides is worse than none at all.

d. General and miscellaneous tips. 1) Have the slides ready and in order.

2) Check to see if the OHP is plugged in, in working order and in focus. 3) Test the visual to see if people at the back of the room can see it. 4) Stand to the side of the screen and face the audience.

5) Mask to reveal only what you want the audience to see. 6) Use a pointer or a pen to draw attention to a specific point.

7) Visuals should be adjusted to the audience. 8) Visuals should supplement the spoken message. 9) Large enough for everyone to see. (Good idea to give out a paper

copy, i.e. a handout, 10) Not at the same time though, as the audience may not look at you)

11) Don't display too much information, too many colors or typefaces. 12) Does the layout work?

80

13) Are there any spelling mistakes or grammatical errors? Remember they are going to

14) Be in plain view all the time of your visual.

Language Use

It is not sufficient just to put up a transparency on the screen and expect the audience to turn its attention to it, to understand it and make the link with what we

are saying. We would suggest the following strategy:

a. Preparing the audience for what they are going to see in order to keep the

audience on their toes and gives you the opportunity to position your visual correctly.

Let's look at the current distribution of the market, as you can

see... I'm going to show you now the most recent figures available...

My next slide concerns the method by which...

b. Drawing the attention of the audience to the points that you wish to highlight

but avoid redundancy by describing everything that is in the visual!

As you can see.... The first line of figures is the most revealing... Notice/observe how the increase has had an effect on the...

What is important here is the way that...

c. Rephrasing our point to give it emphasis, giving the audience time to absorb

the information.

In other words the number of employees has a direct effect on the... Or to look at it in another way every time you... That is to say no matter what technique is used, the results remain

81

I. GUIDED PRACTICE 1. Group yourself; one group consists of 3 students. Watch a video about

presentation. Identify the kinds visual media that are used by the speaker. 2. Still referring to the video, discuss whether the speaker uses the visual media

effectively or not. 3. Design and present a visual media to convey one of the following messages:

a. ban smoking in this building

b. an announcement of a competition for the most

Design a visual media that is appropriate with your presentation

III. GUIDED PRACTICE

IV. EXTENDED PRACTICE

82

Objectives After finishing this unit, you will be able to:

know the importance of body language in

presentation

know aspects of body language that should be considered in presentation

practice using appropriate body language for their presentation

Schedule and

Materials

Meeting 13 Understanding body language and

using appropriate body language for

student presentation

Answer the following questions?

1. What is body language? 2. Do you think that body language plays an important role in the success of a

presentation?

3. What body language that is used to persuade? 4. Look at the following pictures and tell what those pictures mean?

UNIT 9

BODY LANGUAGE

I. WARMING UP ACTIVITY

83

According to http://www.it-sudparis.eu, body language includes eye contact, facial expressions, posture, movements, and gestures. Body language is basically

natural and it is a part of communication. Body language is useful in order to clarify meaning, maintain interest, and emphasize messages. The general rule of body language is

When you are presenting, strong, positive body language becomes an essential tool in helping you build credibility, express your emotions, and connect with your listeners. It also helps your listeners focus more intently on you and what

you're saying.

Effective body language supports the message and projects a strong image of the presenter. Audiences respond best to presenters whose bodies are alive and energetic. Audiences appreciate movement when it is meaningful and

supportive of the message. The most effective movements are ones that reflect the presenter's personal investment in the message.

Carl Storz et al (2002) suggest that there are some positive and negative body language as follow:

EYE CONTACT

to keep audiences' attention (Asian b. audience might feel aggressed.)

facial expressions should be natural and friendly raise eyebrows to show surprise open eyes wide

squint your eyes curl your eyebrows

source:lankmoody.blogspot.com

II. THEORETICAL FRAMEWORK

1. WHAT IS BODY LANGUAGE?

2. POSITIVE BODY LANGUAGE

84

BODY MOVEMENT

to indicate a change of focus keep audience's attention

move forward to emphasize move to side to indicate a transition gesture

up and down head motions are movements to indicate importance or acknowledgement

pen or pointer to indicate part, place (on a

transparency) shrug shoulder to indicate I don't know or care

THE HANDS

Lots of possibilities to emphasize, to enumerate, to express sincerity or reflection

Be conscious of what you do with your hands If you are unhappy, hold notes or cards to occupy them Arm - movements back and forth to suggest flow.

Open arms to include or welcome ideas

Source: www.nicolasfradet.com

POSTURE

Stand straight but relaxed (do not slouch or lean sideways)

Lean forward to emphasize

No hands in pockets

source: www.watchaneedtoknow.jenz.blogspotcom

Source: www.nicolasfradet.com

85

Failing to make eye contact Do not look at your notes all the time Looking at the screen/board means your back is turned to the audience

cutting contact Don't stare, or look blankly into people's eyes

Avoid swaying back and forth like a pendulum Avoid leaning against walls Be aware of your nervous tics

Do not fold your arms like a barrier While one hand in a pocket gives a very relaxed pose, both hands in pockets

looks too casual and should be avoided

Based on http://www.inaweek.co.uk/2012/11/body-language-and-presentation-skills/, there are ten important points that speakers should consider regarding the

use of body language in a presentation. Those key points are as follows:

1. Maintain eye contact with the audience and scan the audience at random.

Never repeatedly look at the multi-media screen or the ceiling!

2. Use your hands and voice to conduct the presentation, remember palms up

indicates uncertainty, honesty and doubt, whilst palm down indicates facts and

certainty.

3. Repeat key phrases to add emphasis. If you have three major points to say

then number them – “point one is…..point two is…point three is… I have

covered the three points.”

4. Use the visual aids to structure your presentation. Just put key words on the

screen, it will prevent you just reading what is on the screen.

5. Do not march from one side of the stage to the next or fiddle with pens and

equipment. Be animated, which does not mean hands in your pockets!

6. Show enthusiasm in the way you present information – enthusiasm is

infectious.

7. If it is a long presentation then break it up with questions or pass round

examples of products to get a small measure of audience involvement.

3. NEGATIVE BODY LANGUAGE

86

8. Take note of any negative body language in the audience, arms folded, eyes

down, shaking heads etc

9. Avoid being distracted by individuals in the audience, the one critical member,

or the person who enthusiastically agrees with you by their head nods and

smiles. Remember to address the whole audience.

10. Encourage convergence of opinion; look out for subgroups of those that share a

common view. Do not disagree but aim to get some form of consensus.

1. Group yourself; one group consists of 3 students. Watch a video about

presentation. Note down the following body language of the speaker:

a. general appearance

b. posture c. hands position

d. hands gestures e. eye contact f. movement

g. facial expressions

2. Still referring to the video, discuss whether the speaker make use of the body language effectively or not.

Practice your planned presentation by using appropriate body language in front of your friend. Later, ask your friend to give comment on your use of body language

including:

a. posture

b. hands position c. hands gestures d. eye contact

e. movement f. facial expressions

III. GUIDED PRACTICE

IV. EXTENDED PRACTICE

87

Modul Public Speaking FIB UB, tahun 2011

Lucas, S.E. (2008). The Art of Public Speaking (10th ed.). McGraw-Hill: New

York.

Street, N.J. (2009). Packet for Public Speaking: Comm. 203, Spring 2009.

The Debater’s Guide (1992). Southern Illinois University Press.

Academic Survival Skills 1, METU, Department of Modern Languages.

Outlining a Presentation. excerpted from http://writingcenter.tamu.edu/2010/types-communication/presentations-2.

Samsung Company Profile. excerpted from

http://www.samsung.com/in/aboutsamsung/ourbusinesses/index.html)

How to prepare and deliver a presentation. Roberto Cipolla. Excerpted from http://www.eng.cam.ac.uk/~cipolla

Preparing a Presentation. excerpted from

http://www.skillsyouneed.com/present/prepare-presentation.html

Structure of Presentation . excerpted from: http://www.it-

sudparis.eu/lsh/ressources/ops/structure/introduction.php

Regulator says half of British teenagers and 25% of adults now have smartphones as sales outstrip regular mobiles. excerpted from http://www.waylink-english.co.uk/?page=19045

Evaluation Rubrics for Presentations. Communication 2000.2002. Thomson

Learning Inc

The Top 10 Lies People Put on Their Résumés. excerpted from http://money.usnews.com/money/blogs/outside-voices-careers

10 Steps to Retire a Millionaire. excerpted from

http://finance.yahoo.com/news/pf_article_106000.html

A Good Speaker excerpted from http://esl.fis.edu/learners/advice/speech.htm

Worksheets excerpted from

http://englishcity.weebly.com/uploads/4/6/1/6/4616991/debate_part_2.pdf

Thinking Strategy excerpted from

http://www.learnquebec.ca/export/sites/learn/en/content/curriculum/social_scie

nces/documents/thinkup.doc

REFERENCES

88

Debate Essentials excerpted from

http://www.middleschooldebate.com/documents/DebateSkills.pdf)

Note Taking excerpted from

http://teachingdebate.typepad.com/teaching_debate/debate_class/

Role of Adjudicator excerpted from http://www.learndebate.net/node/27

ARE method: (source: http://akademik.alperkumcu.com/sites/default/files/Debate%20Format.pdf)

Debate asian format: http://iium.edu.my/spice/ComprehensiveAdjudicationGuide.doc

Appendix 1

News Article

Ahmad Dhani’s son in pile-up, killing six

Yuliasri Perdani, The Jakarta Post, Jakarta | Headlines | Mon, September 09

2013, 8:54 AM

Thirteen-year-old Ahmad Abdul Qodir Jaelani, the son of Ahmad Dhani, the

bassist of the now dissolved rock band The Lucky Laki, was involved in a deadly

pile-up on Jagorawi toll road south of Jakarta early on Sunday that claimed six

lives.

Based on witness accounts, the police said the Mitsubishi Lancer driven by Dul,

as the boy is more commonly known, was travelling at a high speed from Bogor,

West Java, and heading to Jakarta, when at Kilometer 8 the car hit the road

separator and slammed into oncoming traffic.

The sedan hit a Daihatsu Gran Max minivan, which then hit a Toyota Avanza

minivan.

Six out of 11 people onboard the Gran Max minivan reportedly died at the scene,

while seven others, including those on board the Avanza, were injured.

APPENDICES

Dul was reportedly heading back to Jakarta after taking his female friend home

to Bogor, along with his friend Noval Samudra, 14.

The youngest son of musician and producer Ahmad Dhani and his divorced wife

Maia Estianti is being treated at Pondok Indah Hospital in South Jakarta. As of

Sunday evening, Dul had undergone two operations to his shoulder, which was

injured by shattered glass, and had fractured ribs.

According to Dhani’s mother, Joyce, and his brother, Jerry, who both talked to

reporters in the hospital, Dul and Noval had suffered serious injuries and

remained unconscious.

“Dul’s right leg is also broken. The fractured ribs have caused infections in his

stomach,” Jerry said, adding that Noval was also undergoing surgery.

Jerry said Dul was never allowed to drive and that the car was Dhani’s. Dul and

Noval were expected to attend singer Judika’s wedding on Saturday night, but

they were missing until the family found out about the incident on Sunday

afternoon.

The police were still investigating the cause of the incident and were yet to name

a suspect in the crash, according to Jakarta Police spokesman Sr. Comr.

Rikwanto.

“The driver can be charged for underage driving and reckless driving, which took

lives of others. By law this is punishable with six years’ imprisonment,” he said.

Indonesian Police Watch chairman Neta S. Pane said that considering his

juvenile status, Dul could only be charged with half the maximum jail term, as

regulated in Article 26 of the Criminal Code.

He added Dul might face an increased jail term if the police charged him with

underage driving and driving without a license.

Neta said Dhani, with whom Dul lived with his two brothers, must also be

brought to justice for allowing his 13-year-old son behind the wheel of the

vehicle.

Article 57 of the Criminal Code says anyone who intentionally provides an

opportunity or facilitates a crime faces the same sentence as charged to the

perpetrator.

“The police can immediately take him [Dhani] into custody, considering he faces

a jail term of over five years,” he added.

The legal age to obtain a driving license is 17-years-old. But according to the

city police, traffic accidents involving children under 16-years-old increased 160

percent last year to 104 cases, compared to 40 cases in 2011.

Deadly joyrides

March 10, 2012: Olivia Dewi, 17, is driving a Nissan Juke at high speed when it

swerves off the road into a billboard pole in front of Wisma Nugra Santana on Jl.

Sudirman. The vehicle bursts into flames, killing Olivia, who had only been

granted her driver’s license in January 2012.

Jan. 30, 2012: A 14-year-old boy sneaks out of his home in Makassar, South

Sulawesi, and takes a relative’s car that his parents planned to buy. He drives

out of the housing complex by himself to buy some food and injures at least 11

people in the process.

Aug. 13, 2011: Two teenage girls are killed in a car accident after participating

in a pre-dawn convoy. Sixteen-year-olds Nur Aisah and Astrid die instantly after

the car they are using hits a tree on Jl. Raya Warung Buncit. The police say the

car was driven in excess of 100 kilometers per hour.

(Source: http://www.thejakartapost.com/news/2013/09/09/ahmad-dhani-s-son-

pile-killing-six.html)

Appendix 2

Class Debate Rubric Category 5 4 3 2 1 Totals

Respect for Other Team

All statements, body language, and responses were respectful and were in appropriate language.

Statements and responses were respectful and used appropriate language, but once or twice body language was not.

Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark.

Statements, responses and/or body language were borderline appropriate. Some sarcastic remarks.

Statements, responses and/or body language were consistently not respectful.

Information All information presented in this debate was clear, accurate and thorough.

Most information presented in this debate was clear, accurate and thorough.

Most information presented in the debate was clear and accurate, but was not usually thorough.

Some information was accurate, but there were some minor inaccuracies.

Information had some major inaccuracies OR was usually not clear.

Rebuttal All counter-arguments were accurate, relevant and strong.

Most counter-arguments were accurate, relevant, and strong.

Most counter-arguments were accurate and relevant, but several were weak.

Some counter arguments were weak and irrelevant.

Counter-arguments were not accurate and/or relevant.

Use of Facts/Statistics

Every major point was well supported with several relevant facts, statistics and/or examples

Every major point was adequately supported with relevant facts, statistics and/or examples.

Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.

Some points were supported well, others were not.

Every point was not supported.

Organization All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.

Arguments were not tied well to an idea.

Arguments were not tied to an idea at all.

Understanding of Topic

The team clearly understood the topic indepth and presented their information forcefully and convincingly.

The team clearly understood the topic indepth and presented their information with ease.

The team seemed to understand the main points of the topic and presented those with ease.

The team seemed to understand the main points of the topic, but didn’t present with ease.

The team did not show an adequate understanding of the topic.

Presentation Style

Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.

One or more members of the team had a presentation style that did not keep attention.

The team’s presentation style did not keep the attention of the audience.

Totals:__________________

(source: http://course1.winona.edu/shatfield/air/classdebate.pdf)

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1. AFFIRMATIVE SIDE. The speaker or team undertakes to secure audience

acceptance of the debate proposition.

2. ANALOGY. A type of argument which asserts that if the facts relating to A

and the facts relating to B are alike in certain known respects, they will be

alike in another respect.

3. ANALYSIS. The process of thinking through a subject and discovering the

issues; systematic inquiry.

4. ARGUMENT. An assertion which implies the result of reasoning or proof.

5. ASSERTION. An unsupported statement.

6. BRIEF. A carefully prepared, complete outline of one side in a debate,

including the evidence to support each point.

7. CASE. All the assembled proof available for determining the truth of the

proposition (for the affirmative) or the untruth of the proposition (for the

negative). The brief developed in full with analysis, reasoning, and

evidence.

8. CONSTRUCTIVE SPEECH. The main speech in a debate for each speaker

in which all issues to be considered in the debate are presented.

9. DEBATE. Formal oral controversy consisting of the systematic presentation

of opposing arguments on a selected topic.

10.DELIVERY. The communication of ideas to an audience through verbal and

nonverbal means.

11.EVIDENCE. Matters of fact or opinion offered as support or proof for

assertions advanced in the debate.

12.EXAMPLE. A type of argument which asserts a generalization based on the

qualities of a specific instance or instances.

13.FLOWSHEET. A tool used for taking notes during a debate which enables

the debater or listener to keep track of the development of an argument

throughout successive speeches. It represents the flow of argument in the

debate.

14.BALLOTS - Forms used by judges to make comments on a speaker's

performance and also to rank and rate the speaker. Ballots go to the tab

room where they are recorded and then placed in the school's packet. The

packets are available to the schools at the conclusion of the awards

ceremony. The information on them is confidential until that time.

15.ISSUE. A conclusion which must be proved in order to establish that the

proposition should be adopted; it appears in the debate as a key assertion.

16.JUDGE. The person who evaluates a debate.

17.NEGATIVE SIDE. The speaker or team which undertakes to prevent the

affirmative side from securing acceptance of the debate proposition.

GLOSSARY

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18.OUTLINE. A carefully prepared structural pattern for a speech or case

which clarifies the relationship of ideas in the message by placing

information in a reasoned sequence and by indicating the coordinate and

subordinate relationship of ideas.

19.PROOF. Support for an idea or argument which the speaker offers in order

to create belief in an audience. In debate, it consists of evidence and

reasoning which is offered to the audience.

20.REASONING. The process of drawing inferences and conclusions from

available information or data. In debate, it is the process of inferring

relationships between evidence and assertions.

21.REBUTTAL. The process of defending arguments against attack. In debate,

it is an additional speech allowed each speaker, following the constructive

speeches, in which a speaker may attack the opponents’ arguments in

addition to defense, but may not introduce any new constructive

arguments.

22.REFUTATION. The attempt to demonstrate the error or inadequacy of the

opponents’ case.

23.RESEARCH. The process of finding information and material to support

ideas or arguments. It is most effective when conducted as the result of a

carefully focused approach.

24.RESOLUTION. Used the same as proposition.

25.VISUAL. A Picture, piece of film, or display used to illustrate or accompany

something

26.MEDIA. The main means of mass communication

27.VISUAL MEDIA. An item of illustrative matter, such as a film, slide, or

model, designed to supplement written or spoken information so that it can

be understood more easily

28.FLIP CHART. A large pad of paper bound so that each page can be turned

over at the top to reveal the next, used on a stand at presentations

29.OHP. A device that projects an enlarged image of a transparency placed on

it onto a wall or screen by means of an overhead mirror

30.POSTER. A large printed picture used for conveying message

31.POWER POINT SLIDE. A collection of pages arranged in sequence that

contain text and images for presenting to an audience

32.BODY LANGUAGE. The process of communicating nonverbally through

conscious or unconscious gestures and movements

33.EYE CONTACT. Visual contact with another person's eyes

34.POSTURE. A position of a person's body in a particular attitude or pose

95

Debate, 1

Debater, 4

Argumentation, 5

Refutation, 5

Note-taking, 5

Motion, 6

Affirmative, 6

Negative, 6

Sides, 6

Team Line, 7

Rebuttal, 7

Opinions, 14

Reasons, 15

Speaker roles, 16

Matter, 22

Logic, 22

Relevance, 22

Manner, 23

Gesture, 23

Method, 24

Team method, 24

Sign posting, 24

Dynamics, 25

Adjudicator, 31

Bias, 31

Score, 32

Margin, 32

Asian Parliamentary Debates, 33

Prime Minister, 34

Deputy Prime Minister, 34

Government Reply, 34

Presentation, 44

Objective, 45

Subject, 45

Audience, 45

Body language, 83

Eye contact, 83

Posture, 84

INDEX