Deductive
presentation structure
We'll
use the following topic and support points as an example:
Major point:
Save as much as $50 week by using product coupons.
Support 1:
Best source is Sunday newspapers
Support 2: Find product coupons at websites on the Internet
Support 3:
Many stores offer coupons in the store
We
use segues to link the major point and 3 support points. (Segues
are verbal statements, image slides,
or musical interludes that tell the audience that one topic/section is
complete and what's next.)
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Adding an action ending
Part
1: Introduction + major point
Contents: Introduction and major point
Length: 2-3 sentences; 10-15 seconds
Goal: Get the attention of your audience; plant the major point
(Intro)
"What if you
could save money each week on your grocery bill)?
In the next 3 minutes, I'll show you
3 different place to find product coupons
(support points), and
conclude by inviting you to come up and take home several
coupons that I've brought with me (action close).
(Major
point)
"Consumer Reports magazine reports that shoppers can save up to
$50
on their grocery bills by using product coupons." (This
should be a visual.)
> Segue to set up your first support point >
"Let's first examine one of the easiest places to find
coupons."
Part
2: Body
Content:
Major point and brief sentence containing the 3 support points
Length: 90% of your presentation time
Goal: Support the
major point with details and examples
>
#1 support point (most interesting to audience):
"Find them
in Sunday newspapers."
>
Provide details; give or show examples:
"Cut out the product
coupons you wish to use. Hand them to the checkout clerk
after all
your items have been scanned."
You
may wish to add as many as 3-4 examples to each support point, based
on the time available.
Consider changing visuals every 30-seconds to
sustain audience interest. This is also an excellent time
for
audience involvement. ]
>
Segue to #2 >
"But you don't have to buy the Sunday paper to get coupons."
>
#2 support point (next most important point):
"Visit special websites on the Internet."
>
Provide details; give or show examples:
"I visited (show URL addresses) which have weekly web
specials. I found
(names of products) that I use, printed out
the coupons, and took them to my store."
>
Segue to #3 >
And I can hear some of you men now, 'I don't want to clip and
organize little pieces
of paper.' Okay, here's something for
you."
>
#3 (final point):
"Find them at most major supermarkets."
>
Provide details; give or show examples:
"The best places to find them at Kroger stores are in the
canned goods aisles,
or simply ask your store manager to point you
to store specials."
>
Segue to Summary>
"So now you have 3 different sources to find coupons."
Part
3:
Summary
+ action
Content:
Review of support points, major point, and action statement
Length: 2-3 sentences; 15-30 seconds
Goal: Leave audience with the major point and what you want them to do
>
Signal the audience that you're about to finish:
>
In
a single statement, reverse
the order of your support points:
"As we've just
seen, by using product coupons that
can be found in your supermarket,
on the Internet, and in the Sunday
newspaper, you can save up to $50 per week
on your grocery
bill." (3-2-1-Major point)
Here's another example using audience involvement:
"Let's
review the major points we just covered. You can find coupons in
your local
supermarket, on the Internet, and in the Sunday
newspapers. Why use coupons, Bill?
Bill:
"To save up to $50 each time you shop."
Note
that in both example above, we conclude with the major point.
You're not
quite finished. You have not yet asked your audience to take action. What can you say,
show, or offer them to motivate
them to begin clipping coupons?
"I'm
passing out a sheet listing 5 websites where you can find
and print
product coupons."
"Right
now, most stores double the value of coupons between 50˘ and $1.00.
And they'll triple the face value of coupons up to 35˘."
"Ask
your store manager what happens to unused coupons left behind."
>
Now
it's time to conclude:
"This
concludes
my presentation. Any
questions?"
>
If none,
repeat your major point.
"Remember,
using product coupons can save you as much as $50 each time you
shop."
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Handling nervousness
There
are two types of speakers.
Those who get nervous, and those who are liars.
—Mark
Twain
Take
heart: 90% of nervousness doesn't show. An audience can't see the
palms of your hands,
or hear the beat of your heart.
And
no matter how hard you try or practice, you can't eliminate nervousness.
So don't fight it; harness it.
Energy is a natural ingredient
of any well-delivered
presentation. Nervous
presenters are anxious
without understanding how or what they can do
with it.
Polished
presenters channel their energy, setting up techniques and situations at the beginning
of their
presentations. For example, if you tend to be over-excited and talk fast, use
audience involvement
to channel your energy.
"Who
can tell me why. . . ?" < take a few deep breaths
as audience
provide feedback.
"Before
the meeting, I showed Bob a short quote from a recent journal
that sets up
today's topic. Bob, would you read it to us?" < Provides time to adjust to the audience.
"Let's
go around the room and get your individual answers to the question
I've got projected on the screen." < All you do is listen and
thank each person.
Preparation
reduces nervousness
The
first few seconds of your presentations enhance or ruin your
credibility with the audience.
Memorization
or reading long passages from printed scripts tends to bore audiences.
Eye contact is vital.
Use audience involvement: ask a question, take a
short survey, have someone read what's on the screen.
Reading
conveys negative impressions:
-
you're
out of touch with the audience (head is down)
-
you
don't want to be there (no smile or uneasy look on your face)
-
you
aren't properly prepared (last-minute notes)
-
you
don't believe in what you're saying (someone else wrote it)
It's
okay to read, but don't start a presentation by reading more than a
few lines of text.
-
Maximum
quote impact: 2-3 sentences (if more than 10-15 seconds, audience begins to check out)
-
Maximum
data spoken: 2 numbers as a comparison ( If 3+, show
them:
4+7= is a simple process,
but 4 plus 7 multiplied by 9 = confusion. The answer is the result
of 2 separate processes.)
Set
up visual/graphic support to provide step-by-step support as you move
from introduction to summary.
-
Hand-held
props or poster boards
are attractive to the audience. You can also write reminder points
on the sides or backs.
Be creative: attach numbered tags. Read aloud the points or
questions on each one.
Audiences love purposeful movement. (Take care to ensure your
audience can see the object
or read the type on the poster board. You may have to carry it
around the room so everyone can see.
-
Audience
involvement means pre-planning and rehearsing what you want
others to ask or say.
They become part of your presentation and
their performance affects the audience's opinion of you.
Leave
nothing to chance. Audience members can also be helpful in
reminding you to cover
specific facts or examples.
Whenever your audience
senses a pattern, it begins to tune you out.
So change something every 30
seconds.
-
A
visual, demonstration, object. These
are especially effective at the beginning and end
of your
presentation. Vary
them; keep the audience guessing what's
next.
-
Tone
of voice. Try asking a
question in a whisper. Let out a wild laugh at an appropriate
moment. |And when you notice that some of your audience is tuning
out, stop talking. Silence signals change.
-
Involvement
techniques. After 2-3 questions, your audience starts to get
bored.
Remind the audience of what's been covered, or take a few
seconds to praise someone
for participating.
-
Movement
in front of your audience. Establish eye contact with various
audience members,
especially at the beginning. Pick out a friendly
face, then move on to the right or left. It'll help you
channel your nervousness. Slowly your begin finding other friendly
faces.
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Copyright 2009 | Steve Toms
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