purpose of an oral presentation is to

What Is the Purpose of an Oral Presentation?

by Ginny Putscher

Published on 13 Jan 2019

The main purpose of an oral presentation is to present subject content in an organized, concise and effective manner to a live audience. When delivering an oral presentation, certain challenges require ingenious techniques to engage into an impromptu interaction with the audience members. Planning, writing and completing are three key elements in any oral presentation process.

The purpose of an oral presentation is to speak to a live audience formally about a specific topic. It takes careful planning to write an oral presentation that engages the audience and accomplishes your objectives.

Importance of an Oral Presentation

As a business owner, you will sometimes need to give an oral presentation to potential investors, buyers and even employees. For example, you might give a presentation to convince potential investors that your product idea is viable and persuade them to give you money to begin the project. If you're involved in business-to-business software sales, the objectives of the oral presentation might be to show how your software would improve their businesses' efficiency and workflow.

Oral communication and presentations are also a regular part of managing and communicating with your employees. You'll likely plan presentations to share company goals, discuss changes and even offer some employee training for new tools you use.

" id="plan-the-presentation " class="title"> Plan the Presentation

Planning a presentation is similar to planning a business communication. It requires careful analysis and research. The content and style of an oral presentation control the intent. Straightforward statements of information are best. The typical reasons for giving a presentation are to inform, persuade, motivate and entertain. You need to capture your audience's attention and maintain their interest thorough the entire oral presentation by defining the purpose clearly.

" id="write-the-presentation " class="title"> Write the Presentation

When beginning to organize your oral presentation, here are five fundamentals to put into action.

• Focus on your audience as you define the main concept . What is the one piece of information you want your audience to remember about your presentation?
• Tailor the scope . Present the material in the time allotted.
• Select your approach . Use simplicity in delivering your presentation.
• Prepare an outline . The outline is a prepared script, helping you to keep the presentation audience-centered and within the allotted time.
• Determine the most effective style of your presentation . For instance, choose a casual style when speaking to a small group, and encourage discussion. When speaking to a large audience, establish a more formal atmosphere.

" id="include-attention-getter-opportunities " class="title"> Include Attention-Getter Opportunities

Making an oral presentation before a group offers many opportunities. Once you have communicated your information, instant audience feedback presents itself. A chance to adjust the content and delivery of your message based on the audience's feedback and non-verbal reinforcement are cues to express and emphasize what is important.

When making an oral presentation, attention-getter opportunities, which gain and maintain attention, are possible. Using humor that is not offensive to your audience and is relevant to your subject matter is appropriate. Tell an interesting story that relates to your presentation, illustrating an important point.

For example, if you are presenting a new candy mint, offer everyone a taste and appeal to your audience through their senses. Ask your audience questions; this activity will involve your audience and will give you information about them and their needs. Wake your audience up by stating a startling statistic.

" id="plan-how-to-overcome-challenges " class="title"> Plan How to Overcome Challenges

When giving oral presentations, certain challenges are inevitable. As you compose your presentation, strategize on how you will confront these challenges. For instance, maintain control; the more interaction with your audience, the less control you will have. Help the audience understand what you want them to learn from your presentation. Shift topics smoothly; a comment from the audience may force you to shift topics, so when composing your presentation, try to anticipate and prepare for a possible move of this sort.

" id="complete-the-presentation " class="title"> Complete the Presentation

When completing your oral presentation, evaluate your message, and edit your remarks for conciseness and effectiveness. Consider using visual aids, which can improve the impact of your oral presentation. The visual aids can illustrate points that are hard to explain and give the audience the ability to understand and remember important information. Visual aids can also help the speaker remember details about the material he is presenting. Lastly, the art of delivery is crucial; prepare through practice.

24 Oral Presentations

Many academic courses require students to present information to their peers and teachers in a classroom setting. This is usually in the form of a short talk, often, but not always, accompanied by visual aids such as a power point. Students often become nervous at the idea of speaking in front of a group.

This chapter is divided under five headings to establish a quick reference guide for oral presentations.

A beginner, who may have little or no experience, should read each section in full.

For the intermediate learner, who has some experience with oral presentations, review the sections you feel you need work on.

The Purpose of an Oral Presentation

Generally, oral presentation is public speaking, either individually or as a group, the aim of which is to provide information, entertain, persuade the audience, or educate. In an academic setting, oral presentations are often assessable tasks with a marking criteria. Therefore, students are being evaluated on their capacity to speak and deliver relevant information within a set timeframe. An oral presentation differs from a speech in that it usually has visual aids and may involve audience interaction; ideas are both shown and explained . A speech, on the other hand, is a formal verbal discourse addressing an audience, without visual aids and audience participation.

Types of Oral Presentations

Individual presentation.

• Breathe and remember that everyone gets nervous when speaking in public. You are in control. You’ve got this!
• Know your content. The number one way to have a smooth presentation is to know what you want to say and how you want to say it. Write it down and rehearse it until you feel relaxed and confident and do not have to rely heavily on notes while speaking.
• Eliminate ‘umms’ and ‘ahhs’ from your oral presentation vocabulary. Speak slowly and clearly and pause when you need to. It is not a contest to see who can race through their presentation the fastest or fit the most content within the time limit. The average person speaks at a rate of 125 words per minute. Therefore, if you are required to speak for 10 minutes, you will need to write and practice 1250 words for speaking. Ensure you time yourself and get it right.
• Ensure you meet the requirements of the marking criteria, including non-verbal communication skills. Make good eye contact with the audience; watch your posture; don’t fidget.
• Know the language requirements. Check if you are permitted to use a more casual, conversational tone and first-person pronouns, or do you need to keep a more formal, academic tone?

Group Presentation

• All of the above applies, however you are working as part of a group. So how should you approach group work?
• Firstly, if you are not assigned to a group by your lecturer/tutor, choose people based on their availability and accessibility. If you cannot meet face-to-face you may schedule online meetings.
• Get to know each other. It’s easier to work with friends than strangers.
• Also consider everyone’s strengths and weaknesses. This will involve a discussion that will often lead to task or role allocations within the group, however, everyone should be carrying an equal level of the workload.
• Some group members may be more focused on getting the script written, with a different section for each team member to say. Others may be more experienced with the presentation software and skilled in editing and refining power point slides so they are appropriate for the presentation. Use one visual aid (one set of power point slides) for the whole group. Take turns presenting information and ideas.
• Be patient and tolerant with each other’s learning style and personality. Do not judge people in your group based on their personal appearance, sexual orientation, gender, age, or cultural background.
• Rehearse as a group, more than once. Keep rehearsing until you have seamless transitions between speakers. Ensure you thank the previous speaker and introduce the one following you. If you are rehearsing online, but have to present in-person, try to schedule some face-to-face time that will allow you to physically practice using the technology and classroom space of the campus.
• For further information on working as a group see:

Working as a group – my.UQ – University of Queensland

Writing Your Presentation

Approach the oral presentation task just as you would any other assignment. Review the available topics, do some background reading and research to ensure you can talk about the topic for the appropriate length of time and in an informed manner. Break the question down as demonstrated in Chapter 17 Breaking Down an Assignment. Where it differs from writing an essay is that the information in the written speech must align with the visual aid. Therefore, with each idea, concept or new information you write, think about how this might be visually displayed through minimal text and the occasional use of images. Proceed to write your ideas in full, but consider that not all information will end up on a power point slide. After all, it is you who are doing the presenting , not the power point. Your presentation skills are being evaluated; this may include a small percentage for the actual visual aid. This is also why it is important that EVERYONE has a turn at speaking during the presentation, as each person receives their own individual grade.

Using Visual Aids

A whole chapter could be written about the visual aids alone, therefore I will simply refer to the key points as noted by my.UQ

To keep your audience engaged and help them to remember what you have to say, you may want to use visual aids, such as slides.

When designing slides for your presentation, make sure:

• any text is brief, grammatically correct and easy to read. Use dot points and space between lines, plus large font size (18-20 point).
• Resist the temptation to use dark slides with a light-coloured font; it is hard on the eyes
• if images and graphs are used to support your main points, they should be non-intrusive on the written work

Images and Graphs

• Your audience will respond better to slides that deliver information quickly – images and graphs are a good way to do this. However, they are not always appropriate or necessary.

When choosing images, it’s important to find images that:

• support your presentation and aren’t just decorative
• are high quality, however, using large HD picture files can make the power point file too large overall for submission via Turnitin
• you have permission to use (Creative Commons license, royalty-free, own images, or purchased)
• suggested sites for free-to-use images: Openclipart – Clipping Culture ; Beautiful Free Images & Pictures | Unsplash ; Pxfuel – Royalty free stock photos free download ; When we share, everyone wins – Creative Commons

This is a general guide. The specific requirements for your course may be different. Make sure you read through any assignment requirements carefully and ask your lecturer or tutor if you’re unsure how to meet them.

Using Visual Aids Effectively

Too often, students make an impressive power point though do not understand how to use it effectively to enhance their presentation.

• Rehearse with the power point.
• Keep the slides synchronized with your presentation; change them at the appropriate time.
• Refer to the information on the slides. Point out details; comment on images; note facts such as data.
• Don’t let the power point just be something happening in the background while you speak.
• Write notes in your script to indicate when to change slides or which slide number the information applies to.
• Pace yourself so you are not spending a disproportionate amount of time on slides at the beginning of the presentation and racing through them at the end.
• Practice, practice, practice.

Nonverbal Communication

It is clear by the name that nonverbal communication are the ways that we communicate without speaking. Many people are already aware of this, however here are a few tips that relate specifically to oral presentations.

Being confident and looking confident are two different things. Fake it until you make it.

• Avoid slouching or leaning – standing up straight instantly gives you an air of confidence.
• Move! When you’re glued to one spot as a presenter, you’re not perceived as either confident or dynamic. Use the available space effectively, though do not exaggerate your natural movements so you look ridiculous.
• If you’re someone who “speaks with their hands”, resist the urge to constantly wave them around. They detract from your message. Occasional gestures are fine.
• Be animated, but don’t fidget. Ask someone to watch you rehearse and identify if you have any nervous, repetitive habits you may be unaware of, for example, constantly touching or ‘finger-combing’ your hair, rubbing your face.
• Avoid ‘voice fidgets’ also. If you needs to cough or clear your throat, do so once then take a drink of water.
• Avoid distractions. No phone turned on. Water available but off to one side.
• Keep your distance. Don’t hover over front-row audience members; this can be intimidating.
• Have a cheerful demeaner. You do not need to grin like a Cheshire cat throughout the presentation, yet your facial expression should be relaxed and welcoming.
• Maintain an engaging TONE in your voice. Sometimes it’s not what you’re saying that is putting your audience to sleep, it’s your monotonous tone. Vary your tone and pace.
• Don’t read your presentation – PRESENT it! Internalize your script so you can speak with confidence and only occasionally refer to your notes if needed.
• Lastly, make good eye contact with your audience members so they know you are talking with them, not at them. You’re having a conversation. Watch the link below for some great speaking tips, including eye contact.

Below is a video of some great tips about public speaking from Amy Wolff at TEDx Portland [1]

• Wolff. A. [The Oregonion]. (2016, April 9). 5 public speaking tips from TEDxPortland speaker coach [Video]. YouTube. https://www.youtube.com/watch?v=JNOXZumCXNM&ab_channel=TheOregonian ↵

communication of thought by word

Academic Writing Skills Copyright © 2021 by Patricia Williamson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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How to prepare and deliver an effective oral presentation

• Related content
• Peer review
• Lucia Hartigan , registrar 1 ,
• Fionnuala Mone , fellow in maternal fetal medicine 1 ,
• Mary Higgins , consultant obstetrician 2
• 1 National Maternity Hospital, Dublin, Ireland
• 2 National Maternity Hospital, Dublin; Obstetrics and Gynaecology, Medicine and Medical Sciences, University College Dublin
• luciahartigan{at}hotmail.com

The success of an oral presentation lies in the speaker’s ability to transmit information to the audience. Lucia Hartigan and colleagues describe what they have learnt about delivering an effective scientific oral presentation from their own experiences, and their mistakes

The objective of an oral presentation is to portray large amounts of often complex information in a clear, bite sized fashion. Although some of the success lies in the content, the rest lies in the speaker’s skills in transmitting the information to the audience. 1

Preparation

It is important to be as well prepared as possible. Look at the venue in person, and find out the time allowed for your presentation and for questions, and the size of the audience and their backgrounds, which will allow the presentation to be pitched at the appropriate level.

See what the ambience and temperature are like and check that the format of your presentation is compatible with the available computer. This is particularly important when embedding videos. Before you begin, look at the video on stand-by and make sure the lights are dimmed and the speakers are functioning.

For visual aids, Microsoft PowerPoint or Apple Mac Keynote programmes are usual, although Prezi is increasing in popularity. Save the presentation on a USB stick, with email or cloud storage backup to avoid last minute disasters.

When preparing the presentation, start with an opening slide containing the title of the study, your name, and the date. Begin by addressing and thanking the audience and the organisation that has invited you to speak. Typically, the format includes background, study aims, methodology, results, strengths and weaknesses of the study, and conclusions.

If the study takes a lecturing format, consider including “any questions?” on a slide before you conclude, which will allow the audience to remember the take home messages. Ideally, the audience should remember three of the main points from the presentation. 2

Have a maximum of four short points per slide. If you can display something as a diagram, video, or a graph, use this instead of text and talk around it.

Animation is available in both Microsoft PowerPoint and the Apple Mac Keynote programme, and its use in presentations has been demonstrated to assist in the retention and recall of facts. 3 Do not overuse it, though, as it could make you appear unprofessional. If you show a video or diagram don’t just sit back—use a laser pointer to explain what is happening.

Rehearse your presentation in front of at least one person. Request feedback and amend accordingly. If possible, practise in the venue itself so things will not be unfamiliar on the day. If you appear comfortable, the audience will feel comfortable. Ask colleagues and seniors what questions they would ask and prepare responses to these questions.

It is important to dress appropriately, stand up straight, and project your voice towards the back of the room. Practise using a microphone, or any other presentation aids, in advance. If you don’t have your own presenting style, think of the style of inspirational scientific speakers you have seen and imitate it.

Try to present slides at the rate of around one slide a minute. If you talk too much, you will lose your audience’s attention. The slides or videos should be an adjunct to your presentation, so do not hide behind them, and be proud of the work you are presenting. You should avoid reading the wording on the slides, but instead talk around the content on them.

Maintain eye contact with the audience and remember to smile and pause after each comment, giving your nerves time to settle. Speak slowly and concisely, highlighting key points.

Do not assume that the audience is completely familiar with the topic you are passionate about, but don’t patronise them either. Use every presentation as an opportunity to teach, even your seniors. The information you are presenting may be new to them, but it is always important to know your audience’s background. You can then ensure you do not patronise world experts.

To maintain the audience’s attention, vary the tone and inflection of your voice. If appropriate, use humour, though you should run any comments or jokes past others beforehand and make sure they are culturally appropriate. Check every now and again that the audience is following and offer them the opportunity to ask questions.

Finishing up is the most important part, as this is when you send your take home message with the audience. Slow down, even though time is important at this stage. Conclude with the three key points from the study and leave the slide up for a further few seconds. Do not ramble on. Give the audience a chance to digest the presentation. Conclude by acknowledging those who assisted you in the study, and thank the audience and organisation. If you are presenting in North America, it is usual practice to conclude with an image of the team. If you wish to show references, insert a text box on the appropriate slide with the primary author, year, and paper, although this is not always required.

Answering questions can often feel like the most daunting part, but don’t look upon this as negative. Assume that the audience has listened and is interested in your research. Listen carefully, and if you are unsure about what someone is saying, ask for the question to be rephrased. Thank the audience member for asking the question and keep responses brief and concise. If you are unsure of the answer you can say that the questioner has raised an interesting point that you will have to investigate further. Have someone in the audience who will write down the questions for you, and remember that this is effectively free peer review.

Be proud of your achievements and try to do justice to the work that you and the rest of your group have done. You deserve to be up on that stage, so show off what you have achieved.

Competing interests: We have read and understood the BMJ Group policy on declaration of interests and declare the following interests: None.

• ↵ Rovira A, Auger C, Naidich TP. How to prepare an oral presentation and a conference. Radiologica 2013 ; 55 (suppl 1): 2 -7S. OpenUrl
• ↵ Bourne PE. Ten simple rules for making good oral presentations. PLos Comput Biol 2007 ; 3 : e77 . OpenUrl PubMed
• ↵ Naqvi SH, Mobasher F, Afzal MA, Umair M, Kohli AN, Bukhari MH. Effectiveness of teaching methods in a medical institute: perceptions of medical students to teaching aids. J Pak Med Assoc 2013 ; 63 : 859 -64. OpenUrl

Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

In the social and behavioral sciences, an oral presentation assignment involves an individual student or group of students verbally addressing an audience on a specific research-based topic, often utilizing slides to help audience members understand and retain what they both see and hear. The purpose is to inform, report, and explain the significance of research findings, and your critical analysis of those findings, within a specific period of time, often in the form of a reasoned and persuasive argument. Oral presentations are assigned to assess a student’s ability to organize and communicate relevant information  effectively to a particular audience. Giving an oral presentation is considered an important learning skill because the ability to speak persuasively in front of an audience is transferable to most professional workplace settings.

Oral Presentations. Learning Co-Op. University of Wollongong, Australia; Oral Presentations. Undergraduate Research Office, Michigan State University; Oral Presentations. Presentations Research Guide, East Carolina University Libraries; Tsang, Art. “Enhancing Learners’ Awareness of Oral Presentation (Delivery) Skills in the Context of Self-regulated Learning.” Active Learning in Higher Education 21 (2020): 39-50.

Preparing for Your Oral Presentation

In some classes, writing the research paper is only part of what is required in reporting the results your work. Your professor may also require you to give an oral presentation about your study. Here are some things to think about before you are scheduled to give a presentation.

1.  What should I say?

If your professor hasn't explicitly stated what the content of your presentation should focus on, think about what you want to achieve and what you consider to be the most important things that members of the audience should know about your research. Think about the following: Do I want to inform my audience, inspire them to think about my research, or convince them of a particular point of view? These questions will help frame how to approach your presentation topic.

2.  Oral communication is different from written communication

Your audience has just one chance to hear your talk; they can't "re-read" your words if they get confused. Focus on being clear, particularly if the audience can't ask questions during the talk. There are two well-known ways to communicate your points effectively, often applied in combination. The first is the K.I.S.S. method [Keep It Simple Stupid]. Focus your presentation on getting two to three key points across. The second approach is to repeat key insights: tell them what you're going to tell them [forecast], tell them [explain], and then tell them what you just told them [summarize].

3.  Think about your audience

Yes, you want to demonstrate to your professor that you have conducted a good study. But professors often ask students to give an oral presentation to practice the art of communicating and to learn to speak clearly and audibly about yourself and your research. Questions to think about include: What background knowledge do they have about my topic? Does the audience have any particular interests? How am I going to involve them in my presentation?

4.  Create effective notes

If you don't have notes to refer to as you speak, you run the risk of forgetting something important. Also, having no notes increases the chance you'll lose your train of thought and begin relying on reading from the presentation slides. Think about the best ways to create notes that can be easily referred to as you speak. This is important! Nothing is more distracting to an audience than the speaker fumbling around with notes as they try to speak. It gives the impression of being disorganized and unprepared.

NOTE:   A good strategy is to have a page of notes for each slide so that the act of referring to a new page helps remind you to move to the next slide. This also creates a natural pause that allows your audience to contemplate what you just presented.

Strategies for creating effective notes for yourself include the following:

• Choose a large, readable font [at least 18 point in Ariel ]; avoid using fancy text fonts or cursive text.
• Use bold text, underlining, or different-colored text to highlight elements of your speech that you want to emphasize. Don't over do it, though. Only highlight the most important elements of your presentation.
• Leave adequate space on your notes to jot down additional thoughts or observations before and during your presentation. This is also helpful when writing down your thoughts in response to a question or to remember a multi-part question [remember to have a pen with you when you give your presentation].
• Place a cue in the text of your notes to indicate when to move to the next slide, to click on a link, or to take some other action, such as, linking to a video. If appropriate, include a cue in your notes if there is a point during your presentation when you want the audience to refer to a handout.
• Spell out challenging words phonetically and practice saying them ahead of time. This is particularly important for accurately pronouncing people’s names, technical or scientific terminology, words in a foreign language, or any unfamiliar words.

Creating and Using Overheads. Writing@CSU. Colorado State University; Kelly, Christine. Mastering the Art of Presenting. Inside Higher Education Career Advice; Giving an Oral Presentation. Academic Skills Centre. University of Canberra; Lucas, Stephen. The Art of Public Speaking . 12th edition. Boston, MA: McGraw-Hill Higher Education, 2015; Peery, Angela B. Creating Effective Presentations: Staff Development with Impact . Lanham, MD: Rowman and Littlefield Education, 2011; Peoples, Deborah Carter. Guidelines for Oral Presentations. Ohio Wesleyan University Libraries; Perret, Nellie. Oral Presentations. The Lab Report. University College Writing Centre. University of Toronto; Speeches. The Writing Center. University of North Carolina; Storz, Carl et al. Oral Presentation Skills. Institut national de télécommunications, EVRY FRANCE.

Organizing the Content

In the process of organizing the content of your presentation, begin by thinking about what you want to achieve and how are you going to involve your audience in the presentation.

• Brainstorm your topic and write a rough outline. Don’t get carried away—remember you have a limited amount of time for your presentation.
• Organize your material and draft what you want to say [see below].
• Summarize your draft into key points to write on your presentation slides and/or note cards and/or handout.
• Prepare your visual aids.
• Rehearse your presentation and practice getting the presentation completed within the time limit given by your professor. Ask a friend to listen and time you.

GENERAL OUTLINE

I.  Introduction [may be written last]

• Capture your listeners’ attention . Begin with a question, an amusing story, a provocative statement, a personal story, or anything that will engage your audience and make them think. For example, "As a first-gen student, my hardest adjustment to college was the amount of papers I had to write...."
• State your purpose . For example, "I’m going to talk about..."; "This morning I want to explain…."
• Present an outline of your talk . For example, “I will concentrate on the following points: First of all…Then…This will lead to…And finally…"

II.  The Body

• Present your main points one by one in a logical order .
• Pause at the end of each point . Give people time to take notes, or time to think about what you are saying.
• Make it clear when you move to another point . For example, “The next point is that...”; “Of course, we must not forget that...”; “However, it's important to realize that....”
• Use clear examples to illustrate your points and/or key findings .
• If appropriate, consider using visual aids to make your presentation more interesting [e.g., a map, chart, picture, link to a video, etc.].

III.  The Conclusion

• Leave your audience with a clear summary of everything that you have covered.
• Summarize the main points again . For example, use phrases like: "So, in conclusion..."; "To recap the main issues...," "In summary, it is important to realize...."
• Restate the purpose of your talk, and say that you have achieved your aim : "My intention was ..., and it should now be clear that...."
• Don't let the talk just fizzle out . Make it obvious that you have reached the end of the presentation.
• Thank the audience, and invite questions : "Thank you. Are there any questions?"

NOTE: When asking your audience if anyone has any questions, give people time to contemplate what you have said and to formulate a question. It may seem like an awkward pause to wait ten seconds or so for someone to raise their hand, but it's frustrating to have a question come to mind but be cutoff because the presenter rushed to end the talk.

ANOTHER NOTE: If your last slide includes any contact information or other important information, leave it up long enough to ensure audience members have time to write the information down. Nothing is more frustrating to an audience member than wanting to jot something down, but the presenter closes the slides immediately after finishing.

Creating and Using Overheads. Writing@CSU. Colorado State University; Giving an Oral Presentation. Academic Skills Centre. University of Canberra; Lucas, Stephen. The Art of Public Speaking . 12th ed. Boston, MA: McGraw-Hill Higher Education, 2015; Peery, Angela B. Creating Effective Presentations: Staff Development with Impact . Lanham, MD: Rowman and Littlefield Education, 2011; Peoples, Deborah Carter. Guidelines for Oral Presentations. Ohio Wesleyan University Libraries; Perret, Nellie. Oral Presentations. The Lab Report. University College Writing Centre. University of Toronto; Speeches. The Writing Center. University of North Carolina; Storz, Carl et al. Oral Presentation Skills. Institut national de télécommunications, EVRY FRANCE.

Delivering Your Presentation

When delivering your presentation, keep in mind the following points to help you remain focused and ensure that everything goes as planned.

Pay Attention to Language!

• Keep it simple . The aim is to communicate, not to show off your vocabulary. Using complex words or phrases increases the chance of stumbling over a word and losing your train of thought.
• Emphasize the key points . Make sure people realize which are the key points of your study. Repeat them using different phrasing to help the audience remember them.
• Check the pronunciation of difficult, unusual, or foreign words beforehand . Keep it simple, but if you have to use unfamiliar words, write them out phonetically in your notes and practice saying them. This is particularly important when pronouncing proper names. Give the definition of words that are unusual or are being used in a particular context [e.g., "By using the term affective response, I am referring to..."].

Use Your Voice to Communicate Clearly

• Speak loud enough for everyone in the room to hear you . Projecting your voice may feel uncomfortably loud at first, but if people can't hear you, they won't try to listen. However, moderate your voice if you are talking in front of a microphone.
• Speak slowly and clearly . Don’t rush! Speaking fast makes it harder for people to understand you and signals being nervous.
• Avoid the use of "fillers." Linguists refer to utterances such as um, ah, you know, and like as fillers. They occur most often during transitions from one idea to another and, if expressed too much, are distracting to an audience. The better you know your presentation, the better you can control these verbal tics.
• Vary your voice quality . If you always use the same volume and pitch [for example, all loud, or all soft, or in a monotone] during your presentation, your audience will stop listening. Use a higher pitch and volume in your voice when you begin a new point or when emphasizing the transition to a new point.
• Speakers with accents need to slow down [so do most others]. Non-native speakers often speak English faster than we slow-mouthed native speakers, usually because most non-English languages flow more quickly than English. Slowing down helps the audience to comprehend what you are saying.
• Slow down for key points . These are also moments in your presentation to consider using body language, such as hand gestures or leaving the podium to point to a slide, to help emphasize key points.
• Use pauses . Don't be afraid of short periods of silence. They give you a chance to gather your thoughts, and your audience an opportunity to think about what you've just said.

Also Use Your Body Language to Communicate!

• Stand straight and comfortably . Do not slouch or shuffle about. If you appear bored or uninterested in what your talking about, the audience will emulate this as well. Wear something comfortable. This is not the time to wear an itchy wool sweater or new high heel shoes for the first time.
• Hold your head up . Look around and make eye contact with people in the audience [or at least pretend to]. Do not just look at your professor or your notes the whole time! Looking up at your your audience brings them into the conversation. If you don't include the audience, they won't listen to you.
• When you are talking to your friends, you naturally use your hands, your facial expression, and your body to add to your communication . Do it in your presentation as well. It will make things far more interesting for the audience.
• Don't turn your back on the audience and don't fidget! Neither moving around nor standing still is wrong. Practice either to make yourself comfortable. Even when pointing to a slide, don't turn your back; stand at the side and turn your head towards the audience as you speak.
• Keep your hands out of your pocket . This is a natural habit when speaking. One hand in your pocket gives the impression of being relaxed, but both hands in pockets looks too casual and should be avoided.

Interact with the Audience

• Be aware of how your audience is reacting to your presentation . Are they interested or bored? If they look confused, stop and ask them [e.g., "Is anything I've covered so far unclear?"]. Stop and explain a point again if needed.
• Check after highlighting key points to ask if the audience is still with you . "Does that make sense?"; "Is that clear?" Don't do this often during the presentation but, if the audience looks disengaged, interrupting your talk to ask a quick question can re-focus their attention even if no one answers.
• Do not apologize for anything . If you believe something will be hard to read or understand, don't use it. If you apologize for feeling awkward and nervous, you'll only succeed in drawing attention to the fact you are feeling awkward and nervous and your audience will begin looking for this, rather than focusing on what you are saying.
• Be open to questions . If someone asks a question in the middle of your talk, answer it. If it disrupts your train of thought momentarily, that's ok because your audience will understand. Questions show that the audience is listening with interest and, therefore, should not be regarded as an attack on you, but as a collaborative search for deeper understanding. However, don't engage in an extended conversation with an audience member or the rest of the audience will begin to feel left out. If an audience member persists, kindly tell them that the issue can be addressed after you've completed the rest of your presentation and note to them that their issue may be addressed later in your presentation [it may not be, but at least saying so allows you to move on].
• Be ready to get the discussion going after your presentation . Professors often want a brief discussion to take place after a presentation. Just in case nobody has anything to say or no one asks any questions, be prepared to ask your audience some provocative questions or bring up key issues for discussion.

Amirian, Seyed Mohammad Reza and Elaheh Tavakoli. “Academic Oral Presentation Self-Efficacy: A Cross-Sectional Interdisciplinary Comparative Study.” Higher Education Research and Development 35 (December 2016): 1095-1110; Balistreri, William F. “Giving an Effective Presentation.” Journal of Pediatric Gastroenterology and Nutrition 35 (July 2002): 1-4; Creating and Using Overheads. Writing@CSU. Colorado State University; Enfield, N. J. How We Talk: The Inner Workings of Conversation . New York: Basic Books, 2017; Giving an Oral Presentation. Academic Skills Centre. University of Canberra; Lucas, Stephen. The Art of Public Speaking . 12th ed. Boston, MA: McGraw-Hill Higher Education, 2015; Peery, Angela B. Creating Effective Presentations: Staff Development with Impact . Lanham, MD: Rowman and Littlefield Education, 2011; Peoples, Deborah Carter. Guidelines for Oral Presentations. Ohio Wesleyan University Libraries; Perret, Nellie. Oral Presentations. The Lab Report. University College Writing Centre. University of Toronto; Speeches. The Writing Center. University of North Carolina; Storz, Carl et al. Oral Presentation Skills. Institut national de télécommunications, EVRY FRANCE.

Speaking Tip

Your First Words are Your Most Important Words!

Your introduction should begin with something that grabs the attention of your audience, such as, an interesting statistic, a brief narrative or story, or a bold assertion, and then clearly tell the audience in a well-crafted sentence what you plan to accomplish in your presentation. Your introductory statement should be constructed so as to invite the audience to pay close attention to your message and to give the audience a clear sense of the direction in which you are about to take them.

Lucas, Stephen. The Art of Public Speaking . 12th edition. Boston, MA: McGraw-Hill Higher Education, 2015.

Another Speaking Tip

Talk to Your Audience, Don't Read to Them!

A presentation is not the same as reading a prepared speech or essay. If you read your presentation as if it were an essay, your audience will probably understand very little about what you say and will lose their concentration quickly. Use notes, cue cards, or presentation slides as prompts that highlight key points, and speak to your audience . Include everyone by looking at them and maintaining regular eye-contact [but don't stare or glare at people]. Limit reading text to quotes or to specific points you want to emphasize.

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Oral Presentations Purpose

An Oral Research Presentation is meant to showcase your research findings. A successful oral research presentation should: communicate the importance of your research; clearly state your findings and the analysis of those findings; prompt discussion between researcher and audience.  Below you will find information on how to create and give a successful oral presentation.  

Creating an Effective Presentation

Who has a harder job the speaker? Or, the audience?

Most people think speaker has the hardest job during an oral presentation, because they are having to stand up in a room full of people and give a presentation. However, if the speaker is not engaging and if the material is way outside of the audiences knowledge level, the audience can have a difficult job as well. Below you will find some tips on how to be an effective presenter and how to engage with your audience.

Organization of a Presentation  

Introduction/Beginning

How are you going to begin?  How are you going to get the attention of your audience? You need to take the time and think about how you are going to get started!

Here are some ways you could start:

• Ask the audience a question
• make a statement
• show them something

No matter how you start your presentation it needs to relate to your research and capture the audiences attention.  

Preview what you are going to discuss .  Audiences do not like to be manipulated or tricked. Tell the audience exactly what you are going to discuss, this will help them follow along.  *Do not say you are going to cover three points and then try to cover 8 points.

At the end of your introduction, the audience should feel like they know exactly what you are going to  discuss and exactly how you are going to get there.  

Body/Middle

Conclusion/End

Delivery and Communication

Eye Contact

Making eye contact is a great way to engage with your audience.  Eye contact should be no longer than 2-3 seconds per person.  Eye contact for much longer than that can begin to make the audience member feel uncomfortable.

Smiling lets attendees know you are happy to be there and that you are excited to talk with them about your project.

We all know that body language says a lot, so here are some things you should remember when giving your presentation.

• Stand with both feet on the floor, not with one foot crossed over the other. 
• Do not stand with your hands in your pockets, or with your arms crossed.
• Stand tall with confidence and own your space (remember you are the expert).  

Abbreviated Notes

Having a written set of notes or key points that you want to address can help prevent you from reading the poster. 

Speak Clearly

Sometimes when we get nervous we begin to talk fast and blur our words.  It is important that you make sure every word is distinct and clear. A great way to practice your speech is to say tongue twisters. 

Ten tiny tots tottered toward the shore

Literally literary. Literally literary.  Literally literary.

Sally soon saw that she should sew some sheets.

Avoid Fillers

Occasionally we pick up fillers that we are not aware of, such as um, like, well, etc. One way to get rid of fillers is to have a friend listen to your speech and every time you say a "filler" have that friend tap you on the arm or say your name.  This will bring the filler to light, then you can practice avoiding that filler.

Manage Anxiety

Many people get nervous when they are about to speak to a crowd of people.  Below are ways that you can manage your anxiety levels. 

• Practice, Practice, Practice - the more prepared you are the less nervous you will be.
• Recognize that anxiety is just a big shot of adrenalin.
• Take deep breaths before your presentation to calm you down. 

Components of an Oral Research Presentation

Introduction

The introduction section of your oral presentation should consist of 3 main parts.  

Part 1: Existing facts

In order to give audience members the "full picture", you first need to provide them with information about past research.  What facts already exist? What is already known about your research area?

Part 2: Shortcomings

Once you have highlighted past research and existing facts. You now need to address what is left to be known, or what shortcomings exist within the current information.  This should set the groundwork for your experiment.  Keep in mind, how does your research fill these gaps or help address these questions? 

Part 3: Purpose or Hypothesis

After you have addressed past/current research and have identified shortcomings/gaps, it is now time to address your research.  During this portion of the introduction you need to tell viewers why you are conducting your research experiement/study, and what you hope to accomplish by doing so. 

In this section you should share with your audience how you went about collecting and analyzing your data

Should include:

• Participants: Who or what was in the study?
• Materials/ measurements: what did you measure?
• Procedures: How did you do the study?
• Data-analysis: What analysis were conducted? 

This section contains FACTS – with no opinion, commentary or interpretation. Graphs, charts and images can be used to display data in a clear and organized way.  

Keep in mind when making figures:

• Make sure axis, treatments, and data sets are clearly labeled
• Strive for simplicity, especially in figure titles. 
• Know when to use what kind of graph
• Be careful with colors.

Interpretation and commentary takes place here. This section should give a clear summary of your findings. 

You should:

• Address the positive and negative aspects of you research
• Discuss how and if your research question was answered. 
• Highlight the novel and important findings
• Speculate on what could be occurring in your system 

Future Research

• State your goals
• Include information about why you believe research should go in the direction you are proposing
• Discuss briefly how you plan to implement the research goals, if you chose to do so.  

Why include References?

• It allows viewers to locate the material that you used, and can help viewers expand their knowledge of your research topic.  
• Indicates that you have conducted a thorough review of the literature and conducted your research from an informed perspective.
• Guards you against intellectual theft.  Ideas are considered intellectual property failure to cite someone's ideas can have serious consequences. 

Acknowledgements

This section is used to thank the people, programs and funding agencies that allowed you to perform your research.

Questions 

Allow for about 2-3 minutes at the end of your presentation for questions. 

It is important to be prepared. 

• Know why you conducted the study
• Be prepared to answer questions about why you chose a specific methodology

If you DO NOT know the answer to a question

Visual Aids

PowerPoints and other visual aids can be used to support what you are presenting about.

Power Point Slides and other visual aids can help support your presentation, however there are some things you should consider: 

• Do not overdo it . One big mistake that presenters make is they have  a slide for every single item they want to say. One way you can avoid this is by writing your presentation in Word first, instead of making a Power Point Presentation. By doing this you can type exactly what you want to say, and once your presentation is complete, you can create Power Point slides that help support your presentation. ​

Formula for number of visual aids : Length of presentation divided by 2 plus 1

example: 12 minute presentation should have no more than 7 slides.

• Does it add interest? 
• Does it prove? 
• Does it clarify?
• Do not read the text . Most people can read, and if they have the option of reading material themselves versus listen to you read it, they are going to read it themselves and then your voice becomes an annoyance. Also, when you are reading the text you are probably not engaging with the audience. 
• No more than 4-6 lines on a slide and no more than 4-6 words in a line.
• People should be able to read your slide in 6 seconds.
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How to Make an Oral Presentation

Explore the possibilities.

The purpose of an oral presentation is to share your research with an audience, typically through PowerPoint or Prezi. It is typically a synopsis of your research. If you've conducted a study, you will probably address the following topics:

• Background research on your topic (with citations to past studies)
• The rationale for your study (how does your study address a gap in the literature?)
• Hypotheses/research questions
• Methodology
• Results (graphs are more interesting than tables or words)
• Conclusions (for example, the implications or applications of your research, limitations, future research directions, a concise summary of your main findings, concluding thoughts)
• References and Acknowledgements (such as grant support, a faculty advisor if he/she is not an author on the presentation, assistance from others who are not listed as authors)

If your scholarship is in a different form (e.g., a film analysis, a presentation of a creative work), the structure will likely be a little different, but in all cases, it should be clear to the audience what the main goals of your research are, why it's important to do this work, and what you found in your research.  

• First, make sure you know how much time you have; it is common for oral presentations at conferences to exceed the time limit. Prepare a presentation that is a little shorter than the allotted time to allow for questions and other comments.
• Think about your audience: Will they understand technical terms, jargon, and acronyms? Will they be mostly undergraduates or professors in the field? You should tailor your presentation to your expected audience.
• Think carefully about your central message. What do you want the audience to know by the end of your presentation? Most people will only remember a few take-home points from your carefully constructed presentation (if that!). There's no point in getting bogged down in minutia that the audience can't really process anyway.
• The most important parts are the beginning (to draw the audience in) and the ending (to wrap up, to inspire). Put some thought into how to make these parts of your presentation have impact.
• Think about your speaking style; can you speak loudly and clearly? Can you modulate your voice appropriately, or do you tend to sound monotone when you give presentations? Consider working on your public speaking skills if it's needed; consider joining Legacy Owls Toastmasters Club  for this purpose and check out Toastmasters International public speaking tips .
• Will the conference provide computers or do you bring your own laptop?
• Will there be internet available?
• How reliable is the internet?
• Will there be speakers or a way to use audio (if necessary)?
• Back up your presentation in at least two places (e.g., flash drive, Dropbox, email it to yourself).
• When you prepare a presentation on a Mac and then use a PC (or vice versa), be aware that sometimes things look different.
• Bring a printed copy in case the technology fails, or have a tablet/laptop with you.
• Find the room early, and check out the technology so you’re familiar with it.

It is usually not required that you use visuals for your presentation, but a PowerPoint or Prezi can often help the audience follow along with your research.

If you use PowerPoint or Prezi:

• Avoid the temptation to put too much text on your slides; the audience can get bored or overwhelmed and might not be able to clearly see all the words if you've used a small font (less than 20-pt is considered "small"). 
• Avoid font types that are hard to read or look unprofessional.
• Avoid putting words on a busy powerpoint background that makes the words hard to read.
• Avoid using font color that doesn't contrast with the background (in other words, your audience can't read gray text on a black background). 
• Avoid tables and graphs that have too much information - you can recreate those tables and graphs with just the most important information instead.

Also, consider your verbal and physical presentation:

• Avoid reading your slides to the audience.
• Avoid reading from prepared notes; the audience will maintain interest better if you can speak extemporaneously directly to them. It's also hard to make eye contact with the audience if you are reading.
• Avoid distracting behaviors or verbal tics (“um,” “like,” “uh”).
• Dress appropriately for the occasion.
• Consider your body language (e.g., arms crossed can come across as you not wanting to be there).
• Embrace a "Presentation Zen" style: simple (not simplistic), clean, and powerful.
• Have interesting, high-resolution images on your slides.
• You could connect your research to recent events (perhaps asking the audience to summarize the recent event).
• You could ask specific questions throughout the presentation.
• You could poll the audience on a topic relevant to your presentation (perhaps even using a free resource such as Socrative or Poll Everywhere ).
• You could insert a powerful quote into your presentation (perhaps at the beginning or end).
• You can show a short video to illustrate something important about your topic.
• The point is not to be gimmicky; the point is to keep your audience interested and engaged (especially when the audience has been listening to oral presentations all day and might be tired). Be aware, though, that different disciplines have different conventions regarding what is and is not appropriate for an oral presentation; be sure to ask your research advisor for advice first.
• Showing enthusiasm for their work
• Being energetic
• Using emphasis on certain words
• Using hand gestures to keep the audience engaged
• Be sure to leave some time at the end.
• If a questioner is soft-spoken, repeat the question so everyone hears.
• Avoid long, meandering answers.
• Don’t make something up if you don’t know an answer. Offer to look it up and get back to the person, and be open to someone in the audience knowing the answer.
• Give positive reinforcement to questioners (smiling, nodding, “that’s a good question”).
• If someone is attacking you or otherwise being rude, remember that this usually comes from someone who wants to show off or appear smart in front of everyone The other audience members will recognize the rudeness and be on your side! Stay calm, answer as best you can, and acknowledge it when he/she makes a good point (smiling and nodding can disarm an attacker).
• People will often talk to you right afterwards; try to avoid running out right after your presentation if you can help it.
• Audience members may email for a copy of your presentation or to ask further questions; be sure to follow up with them.

If you have been accepted to present your research at a conference, congratulations! This is a great honor, and you should be proud of this accomplishment. If you would like an individual consultation with someone from the Office of Undergraduate Research about your presentation, please do not hesitate to contact us at [email protected] .

Other online resources to check out include:

• Presentation Tips (Prepare, Design, Deliver)
• 18 Tips for Killer Presentations

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Chapter 3: Oral Presentations

Patricia Williamson

Many academic courses require students to present information to their peers and teachers in a classroom setting. Such presentations are usually in the form of a short talk, often, but not always, accompanied by visual aids such as a PowerPoint. Yet, students often become nervous at the idea of speaking in front of a group. This chapter aims to help calms those nerves.

This chapter is divided under five headings to establish a quick reference guide for oral presentations.

• A beginner, who may have little or no experience, should read each section in full.
• For the intermediate learner, who has some experience with oral presentations, review the sections you feel you need work on.
• If you are an experienced presenter then you may wish to jog your memory about the basics or gain some fresh insights about technique.

The Purpose of an Oral Presentation

Generally, oral presentation is public speaking, either individually or as a group, the aim of which is to provide information, to entertain, to persuade the audience, or to educate. In an academic setting, oral presentations are often assessable tasks with a marking criteria. Therefore, students are being evaluated on two separate-but-related competencies within a set timeframe: the ability to speak and the quality of the spoken content. An oral presentation differs from a speech in that it usually has visual aids and may involve audience interaction; ideas are both shown and explained . A speech, on the other hand, is a formal verbal discourse addressing an audience, without visual aids and audience participation.

Tips for Types of Oral Presentations

Individual presentation.

• Know your content. The number one way to have a smooth presentation is to know what you want to say and how you want to say it. Write it down and rehearse it until you feel relaxed and confident and do not have to rely heavily on notes while speaking.
• Eliminate ‘umms’ and ‘ahhs’ from your oral presentation vocabulary. Speak slowly and clearly and pause when you need to. It is not a contest to see who can race through their presentation the fastest or fit the most content within the time limit. The average person speaks at a rate of 125 words per minute. Therefore, if you are required to speak for 10 minutes, you will need to write and practice 1250 words for speaking. Ensure you time yourself and get it right.
• Ensure you meet the requirements of the marking criteria, including non-verbal communication skills. Make good eye contact with the audience; watch your posture; don’t fidget.
• Know the language requirements. Check if you are permitted to use a more casual, conversational tone and first-person pronouns, or do you need to keep a more formal, academic tone?
• Breathe. You are in control. You’ve got this!

Group Presentation

• All of the above applies; however, you are working as part of a group. So how should you approach group work?
• Firstly, if you are not assigned to a group by your lecturer/tutor, choose people based on their availability and accessibility. If you cannot meet face-to-face you may schedule online meetings.
• Get to know each other. It’s easier to work with friends than strangers.
• Consider everyone’s strengths and weaknesses. Determining strengths and weaknesses will involve a discussion that will often lead to task or role allocations within the group; however, everyone should be carrying an equal level of the workload.
• Some group members may be more focused on getting the script written, with a different section for each team member to say. Others may be more experienced with the presentation software and skilled in editing and refining PowerPoint slides so they are appropriate for the presentation. Use one visual aid (one set of PowerPoint slides) for the whole group; you may consider using a shared cloud drive so that there is no need to integrate slides later on.
• Be patient and tolerant with each other’s learning style and personality. Do not judge people in your group based on their personal appearance, sexual orientation, gender, age, or cultural background.
• Rehearse as a group–more than once. Keep rehearsing until you have seamless transitions between speakers. Ensure you thank the previous speaker and introduce the one following you. If you are rehearsing online, but have to present in-person, try to schedule some face-to-face time that will allow you to physically practice using the technology and classroom space of the campus.

Writing Your Presentation

Approach the oral presentation task just as you would any other assignment. Review the available topics and then do some background reading and research to ensure you can talk about the topic for the appropriate length of time and in an informed manner. Break the question down into manageable parts .

Creating a presentation differs from writing an essay in that the information in the speech must align with the visual aid. Therefore, with each idea, concept, or new information that you write, you need to think about how this might be visually displayed through minimal text and the occasional use of images. Proceed to write your ideas in full, but consider that not all information will end up on a PowerPoint slide. Many guides, such as Marsen (2020), will suggest no more than five points per slide, with each bullet point have no more than six words (for a maximum of 30 words per slide). After all, it is you who are doing the presenting , not the PowerPoint. Your presentation skills are being evaluated, but this evaluation may include only a small percentage for the actual visual aid: check your assessment guidelines.

Using Visual Aids

To keep your audience engaged and help them to remember what you have to say, you may want to use visual aids, such as slides.

When designing slides for your presentation, make sure:

• any text is brief, grammatically correct and easy to read. Use dot points and space between lines, plus large font size (18-20 point)
• Resist the temptation to use dark slides with a light-coloured font; it is hard on the eyes
• if images and graphs are used to support your main points, they should be non-intrusive on the written work

Images and Graphs

• Your audience will respond better to slides that deliver information quickly – images and graphs are a good way to do this. However, they are not always appropriate or necessary.

When choosing images, it’s important to find images that:

• support your presentation and aren’t just decorative
• are high quality, however, using large HD picture files can make the PowerPoint file too large overall for submission via Turnitin
• you have permission to use (Creative Commons license, royalty-free, own images, or purchased)
• suggested sites for free-to-use images: Openclipart – Clipping Culture ; Beautiful Free Images & Pictures | Unsplash ; Pxfuel – Royalty free stock photos free download ; When we share, everyone wins – Creative Commons

The specific requirements for your papers may differ. Again, ensure that you read through any assignment requirements carefully and ask your lecturer or tutor if you’re unsure how to meet them.

Using Visual Aids Effectively

Too often, students make an impressive PowerPoint though do not understand how to use it effectively to enhance their presentation.

• Rehearse with the PowerPoint.
• Keep the slides synchronized with your presentation; change them at the appropriate time.
• Refer to the information on the slides. Point out details; comment on images; note facts such as data.
• Don’t let the PowerPoint just be something happening in the background while you speak.
• Write notes in your script to indicate when to change slides or which slide number the information applies to.
• Pace yourself so you are not spending a disproportionate amount of time on slides at the beginning of the presentation and racing through them at the end.
• Practice, practice, practice.

Nonverbal Communication

It is clear by the name that nonverbal communication includes the ways that we communicate without speaking. You use nonverbal communication everyday–often without thinking about it. Consider meeting a friend on the street: you may say “hello”, but you may also smile, wave, offer your hand to shake, and the like. Here are a few tips that relate specifically to oral presentations.

Being confident and looking confident are two different things. Even if you may be nervous (which is natural), the following will help you look confident and professional:

• Avoid slouching or leaning – standing up straight instantly gives you an air of confidence, but more importantly it allows you to breathe freely. Remember that breathing well allows you to project your voice, but it also prevents your body from experiencing extra stress.
• If you have the space, move when appropriate. You can, for example, move to gesture to a more distant visual aid or to get closer to different part of the audience who might be answering a question.
• If you’re someone who “speaks with their hands”, resist the urge to gesticulate constantly. Use gestures purposefully to highlight, illustrate, motion, or the like.
• Be animated, but don’t fidget. Ask someone to watch you rehearse and identify if you have any nervous, repetitive habits you may be unaware of, such as ‘finger-combing’ your hair or touching your face.
• Avoid ‘verbal fidgets’ such as “umm” or “ahh”; silence is ok. If you needs to cough or clear your throat, do so once then take a drink of water.
• Avoid distractions that you can control. Put your phone on “do not disturb” or turn it off completely.
• Keep your distance. Don’t hover over front-row audience members.
• Have a cheerful demeaner. Remember that your audience will mirror your demeanor.
• Maintain an engaging tone in your voice, by varying tone, pace, and emphasis. Match emotion to concept; slow when concepts might be difficult; stress important words.
• Don’t read your presentation–present it! Internalize your script so you can speak with confidence and only occasionally refer to your notes if needed.
• Make eye contact with your audience members so they know you are talking with them, not at them. You’re having a conversation. Watch the link below for some great speaking tips, including eye contact.

Below is a video of some great tips about public speaking from Amy Wolff at TEDx Portland [1]

• Wolff. A. [The Oregonion]. (2016, April 9). 5 public speaking tips from TEDxPortland speaker coach [Video]. YouTube. https://www.youtube.com/watch?v=JNOXZumCXNM&ab_channel=TheOregonian ↵

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Chapter 3: Oral Presentations Copyright © 2023 by Patricia Williamson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Oral presentations.

An oral presentation is usually more than just reading a paper or set of slides to an audience (though in some disciplines, this is the expectation). How you deliver your presentation is as important in  communicating your message as what you say. Use these guidelines to learn simple tools that help you prepare and present an effective presentation, and design PowerPoint slides that support and enhance your talk.

Download Oral Presentation Template

Preparation Tips

An effective presentation is more than just standing up and giving information. A presenter must consider how best to communicate the information to the audience. Use these tips to create a presentation that is both informative and interesting:

• Organize your thoughts. Start with an outline and develop good transitions between sections. Emphasize the real-world significance of your research.
• Have a strong opening. Why should the audience listen to you? One good way to get their attention is to start with a question, whether or not you expect an answer.
• Define terms early. If you are using terms that may be new to the audience, introduce them early in your presentation. Once an audience gets lost in unfamiliar terminology, it is extremely difficult to get them back on track.
• Don't get lost in the details. It's natural to be excited about your research and want to tell your audience all about it, but they don't need to know every detail. Focus on giving them enough information to broadly understand how you arrived at your conclusion, what your findings are, and why they matter.
• Finish with a bang. Find one or two sentences that sum up the importance of your research. How is the world better off as a result of what you have done?
• Design PowerPoint slides to introduce important information. Consider doing a presentation without PowerPoint. Then consider which points you cannot make without slides. Create only those slides that are necessary to improve your communication with the audience.
• Time yourself. Do not wait until the last minute to time your presentation. Different conferences will allow for different amounts of time. At on-campus events hosted by the Office of Research, you only have 8 minutes to speak, so you want to know, as soon as possible, if you are close to that limit.
• Create effective notes for yourself. Have notes that you can read. Do not write out your entire talk; use an outline or other brief reminders of what you want to say. Make sure the text is large enough that you can read it from a distance.
• Practice, practice, practice. The more you practice your presentation, the more comfortable you will be in front of an audience. Practice in front of a friend or two and ask for their feedback. Record yourself and listen to it critically. Make it better and do it again.

Powerpoint Tips

Microsoft PowerPoint is a tremendous tool for presentations. It is also a tool that is sometimes not used effectively. If you are using PowerPoint, use these tips to enhance your presentation:

• Use a large font. As a general rule, avoid text smaller than 24 point.
• Use a clean typeface. Sans serif typefaces, such as Arial, are generally easier to read on a screen than serifed typefaces, such as Times New Roman.
• Use bullet points, not complete sentences. The text on your slide provides an outline to what you are saying. If the entire text of your presentation is on your slides, there is no reason for the audience to listen to you. A common standard is the 6/7 rule: no more than six bulleted items per slide and no more than seven words per item.
• Use contrasting colors. Use a dark text on a light background or a light text on a dark background. Avoid combinations of colors that look similar. Avoid red/green combinations, as this is the most common form of color blindness.
• Use special effects sparingly. Using animations, cool transition effects, sounds and other special effects is an effective way to make sure the audience notices your slides. Unfortunately, that means that they are not listening to what you are saying. Use special effects only when they are necessary to make a point.

Presentation Tips

When you start your presentation, the audience will be interested in what you say. Use these tips to help keep them interested throughout your presentation:

• Be excited. You are talking about something exciting. If you remember to be excited, your audience will feel it and automatically become more interested.
• Speak with confidence. When you are speaking, you are the authority on your topic, but do not pretend that you know everything. If you do not know the answer to a question, admit it. Consider deferring the question to your mentor or offer to look into the matter further.
• Make eye contact with the audience. Your purpose is to communicate with your audience, and people listen more if they feel you are talking directly to them. As you speak, let your eyes settle on one person for a few seconds before moving on to somebody else. You do not have to make eye contact with everybody, but make sure you connect with all areas of the audience equally.
• Avoid reading from the screen. First, if you are reading from the screen, you are not making eye contact with your audience. Second, if you put it on your slide, it is because you wanted them to read it, not you.
• Blank the screen when a slide is unnecessary. A slide that is not related to what you are speaking about can distract the audience. Pressing the letter B or the period key displays a black screen, which lets the audience concentrate solely on your words. Press the same key to restore the display.
• Use a pointer only when necessary. If you are using a laser pointer, remember to keep it off unless you need to highlight something on the screen.
• Explain your equations and graphs. When you display equations, explain them fully. Point out all constants and dependent and independent variables. With graphs, tell how they support your point. Explain the x- and y-axes and show how the graph progresses from left to right.
• Pause. Pauses bring audible structure to your presentation. They emphasize important information, make transitions obvious, and give the audience time to catch up between points and to read new slides. Pauses always feel much longer to speakers than to listeners. Practice counting silently to three (slowly) between points.
• Avoid filler words. Um, like, you know, and many others. To an audience, these are indications that you do not know what to say; you sound uncomfortable, so they start to feel uncomfortable as well. Speak slowly enough that you can collect your thoughts before moving ahead. If you really do not know what to say, pause silently until you do.
• Relax. It is hard to relax when you are nervous, but your audience will be much more comfortable if you are too.
• Breathe. It is fine to be nervous. In fact, you should be—all good presenters are nervous every time they are in front of an audience. The most effective way to keep your nerves in check—aside from a lot of practice beforehand—is to remember to breathe deeply throughout your presentation.
• Acknowledge the people who supported your research. Be sure to thank the people who made your research possible, including your mentor, research team, collaborators, and other sources of funding and support.

Sharing your work can help you expand your network of contacts who share your research interests. For undergraduate researchers who intend to complete a graduate degree, presenting can be an invaluable experience. We recommend discussing your interest in sharing your research with your faculty advisor. They can help match your interests with the appropriate venue.

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14.3: Importance of Oral Presentations

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• Arley Cruthers
• Kwantlen Polytechnic University

In the workplace, and during your university career, you will likely be asked to give oral presentations. An oral presentation is a key persuasive tool. If you work in marketing, for example, you will often be asked to “pitch” campaigns to clients. Even though these pitches could happen over email, the face-to-face element allows marketers to connect with the client, respond to questions, demonstrate their knowledge and bring their ideas to life through storytelling.

In this section, we’ll focus on public speaking. While this section focuses on public speaking advocacy, you can bring these tools to everything from a meeting where you’re telling your colleagues about the results of a project to a keynote speech at a conference.

Imagine your favourite public speaker. When Meggie (one of the authors of this section) imagines a memorable speaker, she often thinks of her high school English teacher, Mrs. Permeswaran. You may be skeptical of her choice, but Mrs. Permeswaran captured the students’ attention daily. How? By providing information through stories and examples that felt relatable, reasonable, and relevant. Even with a room of students, Meggie often felt that the English teacher was just talking to her . Students worked hard, too, to listen, using note-taking and subtle nods (or confused eyebrows) to communicate that they cared about what was being said.

Now imagine your favourite public speaker. Who comes to mind? A famous comedian like Jen Kirkman? An ac

tivist like Laverne Cox? Perhaps you picture Barack Obama. What makes them memorable for you? Were they funny? Relatable? Dynamic? Confident? Try to think beyond what they said to how they made you feel . What they said certainly matters, but we are often less inclined to remember the what without a powerful how — how they delivered their message; how their performance implicated us or called us in; how they made us feel or how they asked us to think or act differently.

In this chapter, we provide an introduction to public speaking by exploring what it is and why it’s impactful as a communication process. Specifically, we invite you to consider public speaking as a type of advocacy. When you select information to share with others, you are advocating for the necessity of that information to be heard. You are calling on the audience and calling them in to listen to your perspective. Even the English teacher above was advocating that sentence structure and proper writing were important ideas to integrate. She was a trusted speaker, too, given her credibility.

Before we continue our conversation around advocacy, let’s first start with a brief definition of public speaking.

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Building Extraordinary Intellectuals & Success-driven Minds

20 Tips For Preparing An Effective Oral Presentation

Don’t mind the informal me, I just seem to love that ‘down-to-earthness’ – I personally believe that such disposition is a better facilitator of effective communication.

Without much ado, I am going to share with you some ideas on what I can safely call most people’s nightmare (next to examinations, of course) – An oral presentation.

Organizations and other platforms have also come to discover the essence of an effective oral presentation. How it can move an employee from a zero state of mind to an excited state of mind after a brief but powerful presentation.

Businesses are not left out too as it has become a core value that has to be portrayed to convince potential clients about a business idea.

Read this: How to manage your time effectively

Essentially, oral presentations are nothing to be scared of.

They add some kind of depth to the learning experience.

Not having this depth is what we should be scared of. Self-expression is just one of the core pillars of assessing how much and how well a student or presenter has assimilated the content of instructional material.

Overall, some of the most faced challenges associated with oral presentations are content and stage management which shall be discussed broadly here.

Whether you are a student, employee, professional or businessman , you sure need this skill to make a good impression.

Enjoy these tips, internalize them and start putting them into good practice. At the end of this write-up, you will discover the peculiar challenges of stage fright, how to deal with it and a few tidbits on presentation etiquette.

1. Know the content

Nothing breeds confidence like competence and nothing breeds competence like preparation . Being vast in and thoroughly familiar with whatever the subject of a presentation will, in no small way, reinforce your sense of having something genuinely interesting to offer.

With this in place, the presentation ceases to be a mere talk or some kind of recital. It indeed becomes an active engagement of the audience on a journey of discovery. All you need do is just visualize yourself as a tour guide or a curator in a museum.

All you need do is to relate antecedents, history, origins, facts, figures and aspects of the subject matter in such a way as to stimulate their imagination.

You lead the audience on, not exactly projecting yourself but helping them see what needs to be seen. You wouldn’t want to go to the stage and destroy the expectations of people eagerly waiting to listen to you.

2. Define the purpose of the presentation

A presentation isn’t just a list of random facts. It makes a specific point, just like laboratory reports or essays.

Without a clear purpose in mind, your presentation will most likely be a jumble of unorganized factual information, putting your audience in the dark about your true intent.

What is the most important message you want to convey to the audience? Consider this to be the idea or theme of your presentation.

Your presentation’s goal(s) could include, but are not restricted to, trying to inform, inspire, or persuade.

Remember that what you say as well as how you say it must be consistent with the presentation’s goal.

3. Be natural

The mistake a lot of presenters make is thinking that great presentations are all about big vocabulary and sophisticated terms.  

May I indulge you in a different perspective – great presentations are all about presentations done in the most natural way. Be calm, relax and flow effortlessly .

Do your presentations like they are your daily routines. Help your audience feel like – “yes, I agree with what he is talking about”.

Rather than trying to charm the audience with a sophisticated style, be more committed to capturing their imagination through simple cues and vivid expressions.

There is a child in everyone, no matter how old. If possible, add a little humour here and there but try not to overdo it. Ensure you stay on track.

Read this: How to ask questions smartly

4. Invoke curiosity

This aspect is what makes your audience hooked until the end of your presentation. They want to know where you are headed. They can’t risk being distracted until you finish. All you need do is reawaken that curious infant in the brief moment of your presentation.

It is for this reason that presentations adopt visual aids and graphical tools. The world-famous PowerPoint computer application also goes hand in hand with projectors – large screens for a clearer, broader view.

Where else is such pervasive attention given to pictures and descriptive tools apart from a kindergarten? Such applications show that there is a childlike nature in every man. Invoke it!

Read: How To Celebrate Failure For Success

5. Get your audience involved

Get your audience involved in your presentation. Don’t stand behind a lectern all through, tale a brisk, confident walk and project your words into the minds of your audience. Don’t let the lectern come in between you and the audience.

Try to get your audience out of their seats, laughing, raising hands or even standing by your side to make an analysis. Getting your audience to laugh is not as difficult as you might think. For example, you might try, “Ladies and gentlemen, I was told to announce something very critical to the success of today’s event. Even though I don’t think it’s my place to begin my presentation with an announcement that has nothing to do with my topic.”

“Anyway, I’ve been asked to tell you that in the event that you laugh too hard, don’t cause a stampede or fart too loud.” 😆 

Get free tips and tricks that will help you to achieve success faster 😉

6.  Gesticulate

If you can request a cordless lavaliere mic, pls do, so that you can be as flexible with your hands as possible. A handheld mic might become tiring if your presentation takes a while.

Your audience will only remember 30% of what they hear & see but 70% of what they do will stick to them forever.

7. Project your words

Two things that can make your projection so vivid and impactful are a clear voice and clarity of communication. Try to emphasize the last sound of each word which will help you to sound very polished. This may sound odd to you when you start but eventually sound normal as you get used to it.

8. Take a pause

I cannot stress this enough. Take your time to pause! It kinda helps your audience to brainstorm, evaluate and re-evaluate. You shouldn’t say more than six to eight words at a time without a pause. As longer sentences reduce readability, longer spoken words also reduce absorption.

Use a full voice, then pause. Think of great speakers that utilized a full voice and paused. They did efficiently well. Such presentations drop some value within you.

9. Use acronyms

After you have written all the words on index cards, try to think of an acronym or Slang abbreviation that has every point you want to talk about. Use this strategy to keep your presentation in order.

For example, you may have written on a marriage/relationship index card – ask, support, kiss . Think of the first letter in each word and arrange them to ASK or any other word of your choice.

ASK will keep you on track this way:

A – Ask what he thinks

S – Support his opinion first

K – Kiss him when the discussion ends

You must have practised what you will say about each word beforehand. You will only use the acronym to keep track which the audience has no clue about. They will only think you are so perfect! If your oral presentation takes time and involves longer acronyms, you could keep your index card(s) on you just in case you get lost. 

10. Give life to figures

The best way to do this is to put a ‘Point’ of mind-gripping information (pictures, graphs, a phrase or table, flow charts, diagrams or a statistic) on some slides and speaking to them.

While the audience is fixated on that slide, all you need do is try to make them see the aspects of the slides that are hidden. Hence, you help to make their imagination make up for the rest of the story.

Such information is alike in features such as introduction, plot build-up, themes climax/anticlimax, a hero and his trials/triumph and so on.

And like a good storyteller or the mythical Pied Piper, the story or the music as the case is, becomes the object of the audience’s attention. The presenter is merely an intermediary.

11. Face the object

Sure, it is not bad to feel weird for a moment. Gain your confidence back by becoming the audience for a moment.

Face the presentation with your hands towards the slide, board or what have you? Making this brief move takes a whole lot of burden off as you see that you do not have to be the audience’s object of attention for a while.

You can use this moment to stealthily move from your weak points to your strong points as you gain your confidence back .

Not all presentations have to be a serious one looking like a board meeting. It doesn’t have to be a brainstorming session to close a million-dollar deal. Smile if you can.

In fact, you should smile. It will reduce any pressure you might be feeling. You never know how powerful a smile can be until you smile at a confused child who looks at you and then returns the smile.

While you smile, make good eye contact with them and gesticulate as often as possible. This will create a good impression on your audience and make them connect with you easily.

Read this: Amazing facts about your handwriting

13. Intrigue them with stories

Whether it’s a story your grandfather told you or a story you learnt while growing up, people would love to listen. Stories are interesting ways to give your audience a light mood.

Who doesn’t like the taste of a little icing on the cake or peanuts in the chocolate? Just something a little bit different to ease the whole seriousness of the atmosphere.

Professional speakers are becoming professional storytellers ,  primarily stories about themselves or someone they know so well . If you can tell a story about each word or topic on your cards or slides, your speech will have a better flow.

14. Take corrections politely

One mistake people do is to try to show that they know better than their judges.

Judges, examiners, instructors or even a member of your audience can come into your presentation abruptly. Prepare your mind ahead for this and don’t fidget.

A simple “Noted, sir” “sorry, I skipped that” or “thanks for the feedback” would go a long way in determining your final presentation score.

Be courteous and mindful of harsh emotions as you face arguments or opposition. A wrong approach in dealing with this can ruin everything you have started. So be cool with everyone.

As a matter of fact, who you are and who the audience perceives you to be is a measure of the weight of your words.

Hence, it is safer to use universally acceptable codes of conduct and principles of etiquette that will put you in the good graces of the audience.

15. Define your target audience

The audience’s reaction is the only way to judge a good presentation. What do they currently know about your subject matter?

What are their perceptions about your subject matter: will they accept whatever you say, or will you have to persuade them to change their views? Do they have a good command of the English language?

An effective oral presentation requires much more than simply presenting your ideas or giving a presentation. It is all about clear communication and connecting with the audience.

Preparation is required to create that type of presentation. You must learn about your target audience to tailor your message.

If you’re talking to experts in your field, for example, you don’t have to explain all the terms you’re using but if you expect your audience to disagree with your assertions, it’s a great idea to provide additional illustrations and go into greater detail when presenting the evidence.

You can outline your presentation with your audience in mind to explain your main points and maintain a logical flow. The more you understand your target audience, the better you will be able to communicate with them.

16. P redict your audience’s thoughts and tell them

If you’re lucky enough to predict what is on their minds, you’ll get almost 100% attention from your audience. This lowers the barriers between you and them.

They’ll say “hey, he’s so clever hahaha”. Wow, you’re absolutely right! Tell them you know what they are thinking and answer a question they haven’t yet asked you.

17. Practice your presentation beforehand

You should start with yourself first. Talk to yourself, then move on to talking to a friend or small group of friends. When you build more confidence, start by speaking for free to become more professional.

You could begin by speaking to associations and clubs. Your audience may give you more networking opportunities when they enjoy your free presentations. There are business owners in your audience or people who work for businesses looking for speakers.

In fact, t here is much more to learn while you practise. By the time you become well-known, you can start charging a token or your prices can even become non-negotiable. 😉 

18. Explore every possible detail about your subject matter

To prepare an effective oral presentation, you must thoroughly understand your subject matter, which means knowing far more than you will present.

There is no such thing as too much research. The more familiar you are with your content, the more settled and confident you will feel when presenting it to a group.

Take notes as you read about your topic. Then organize your notes for your presentation. The most straightforward structure is an outline.

In most cases, a concise outline will serve as a good template for presenting your topic. The introduction, body, and summary make up a concise outline.

• Introduction

In the introductory part, you must provide a concise context for your discussion. This is where you describe the problem or issue that the presentation will solve.

You want to immediately grab people’s attention, stimulate their interest, and get them pondering about your topic. That is what creating engaging content is all about.

The bulk of your presentation. It provides specific examples to back up your main point. This is where you add important facts, statistics, and details to your discourse.

Make certain that your material is presented articulately, with each point connected to another and clear progressions.

To summarize, highlight the previous points briefly. Use keywords from your introduction to restate your argument.

Take note of transitory phrases or words like “in summary.” Appreciate the audience for their time and, if the presentation format allows, gladly accept their questions.

A clear structure helps to support a clear and focused message, and it prevents you from jumping from concept to concept, which can make it difficult for your audience to grasp your presentation.

Having this in place, the presentation is no longer just a discussion. It truly becomes an active participation of the audience on a discovery journey. All you have to do is relate the subject’s antecedents, background, facts, statistics, and features in a way that stimulates their curiosity.

19. Use visual aids to supplement your content

It is easier to deliver an oral presentation when you employ visual aids. Visual aids, such as PowerPoint slides or printed handouts, provide structure to your presentation and assist the audience in comprehending the key points.

Since the majority of information is deemed and grasped visually, you may need to resolve this in your presentation by including a few visuals.

This would help the audience follow your discourse and possibly discuss a few of your points after the presentation is finished.

A good visual aid , as obvious as it may seem, must remain visual. Visuals can be bulleted lists or outlines, diagrams or figures, or pictures that depict crucial points that would be difficult to explain orally. Visual aids should be used to supplement, not compete with, your presentation. Use them only when they are necessary or beneficial.

20. Anticipate questions and prepare thoughtful answers in advance

A key component of preparing for an effective oral presentation is anticipating questions and creating thoughtful responses beforehand.

It demonstrates that you are knowledgeable about the subject and that you gave the subject some research. It also helps establish credibility and demonstrate your knowledge.

Additionally, it might assist you in remaining composed and assured throughout the presentation, especially if you are posed with unexpected questions. A few strategies for getting ready for questions are as follows:

• Researching your topic thoroughly: This will enable you to answer any questions that may come up about your subject matter.
• Identifying key points of confusion: Think about what aspects of your presentation may be most difficult for your audience to understand and prepare answers accordingly.
• Practicing your responses: Rehearse answering potential questions so you are more comfortable and confident when answering them during the presentation.
• Being open to feedback: Encourage your audience to ask questions and be open to feedback , even if it is critical. Take the opportunity to address any misconceptions or confusion that may have arisen during your presentation.
• Be prepared for the unexpected: Sometimes, the questions you get may be totally out of the blue, be prepared to answer those as well.

In summary, your oral presentation is highly related to your motion, posture, gesture, gesticulation, eye contact, pausing effect, response to applause and so on.

The evolving nature of education has seen many lecturers and teachers adopt oral examinations as an integral part of grading students’ performance.

That is apart from lines of study such as Medicine (Viva) and Law (mock trials) that already have oral-related content as a part of their continuous assessment.

It also affords the teacher the opportunity to do more than just teach but to also be a kind of ‘coach’ that nurtures not only the content but also the delivery of knowledge . As a teacher myself, I do subscribe to this method of teaching; after all, was it not Einstein that said – If you cannot explain it simply, then you do not understand it all.

In oral presentations, especially ones that adopt projected information, the words you speak are more important than the words you display.

However, the pictures you use are just as important as the words you speak. In no place is the saying truer – a picture is worth more than a thousand words.

Therefore, being in a position where you have to present your own perspective, with your own words and in your own style goes a long way in shaping your intellectual capabilities . It also builds self-confidence in those that eventually master it.

I wish you a hitch-free and mind-blowing experience in your next oral presentation. 😉 . Which of these tips has helped you tremendously?

Share with love!

Post Author: Ikeoluwa Ogedengbe

24 replies to “20 tips for preparing an effective oral presentation”.

Wonderful post! Putting these suggestions into practice will make anyone a ‘better’ presenter! Multiple thumbs up!

Sure, they will. Thanks for reading!

Thanks for this post, I believe it will help me gather more confidence in public speaking.

All the best in your next public speaking engagement, Josephine.

Love this post! I have a fear of public speaking so this checklist is so helpful! Thanks for sharing!

I’m glad you love it, Lissy.

Cool, just cool. I like it.

Thanks, Yeahme.

Thank you these are great tips! I have always had a lot of self confidence but always struggle with imposter syndrome so I get so nervous before public speaking!

Aww, I am sure these tips and a lot of practice will take the nervousness away.

This reminds me of my speech 101 class in college. I definitely with these tips — especially the one about knowing the content. Nothing prepares you more than knowing what you are talking about.

That’s absolutely right!

I used to work for a company that offered feedback for corporate leaders on presenting and I agree with everything you say. Bringing your personality into a presentation or speech can make a huge difference but it can take practice to get comfortable enough to bring that energy.

Yes, practice does a lot to make one perfect. Thanks for your input, Sarah.

This is a very helpful post. I wish I had read this when I was still a student. I didn’t like oral presentations and this could have given me a better perspective.

Awww, You may pass on the message to young students to ensure they get it right early.

Great read. Very helpful for my upcoming convention. Thanks for sharing.

I’m glad this helped. I wish you a splendid convention, Allison.

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• Presentation

Oral presentation skill: what it is and how to develop it

• May 1, 2022

In each private and professional environment, effective communication is a fundamental skill. Among the various types of communication, oral shows stand out as an effective capability of conveying information, ideas, and opinions. Whether in academic, business, or social environments, the potential to deliver a compelling oral presentation can notably affect how your message is received. This article will discover what is oral presentation skills, the purpose of oral presentation, how to use them effectively, and when to use them in Presentation design services.

Table of Contents

What are Oral Presentation Skills?

Oral presentation skills refer to the ability to convey information and ideas through spoken words, body language, and visual aids in a structured and engaging manner. It involves organizing thoughts, tailoring content to the audience, and delivering the message confidently and clearly.

These skills encompass verbal and non-verbal communication techniques, ensuring your message is understood, remembered, and impactful.

The Purpose of Oral Presentation

These are the main purpose of Oral presentation skills:

1-Inform and Educate:

Oral presentations are an advantageous tool for disseminating know-how and information. Whether it is a business proposal, research finding, or an academic seminar, the main purpose is to inform and instruct the target market about the subject matter.

2-Persuade and Influence:

In a professional context, oral presentations are frequently used to persuade and affect stakeholders, customers, or colleagues. It could be a sales pitch, a project proposal, or a motivational talk to inspire action or change.

3-Showcase Skills:

Presentations can also showcase your expertise and proficiency in a particular field. A well-delivered presentation can leave a lasting impression and enhance credibility and reputation.

The different types of oral presentations

Luckily, there are different types of oral presentations. The type you give will depend on what’s needed in the situation! For example, an informative speech is typically used to educate your audience about something specific while a persuasive one tries convincing people around them that they should do/believe so-and it doesn’t matter if this works because both have their own purposes behind them anyway.

How to Use Oral Presentation Skills Effectively?

Here are some tips to improve your oral presentation skills effectively:

Know Your Audience:

Tailor your presentation to your audience’s needs, interests, and knowledge level. Understand their expectations and adjust your content accordingly to ensure maximum engagement.

Structure Your Presentation:

Organize your content into a clear and logical structure. Typically, a presentation consists of an introduction, main points with supporting evidence, and a conclusion. Ensure smooth transitions between sections to maintain flow.

Engaging Visuals:

Utilize visuals such as slides, videos, or props to complement your verbal message. Visual aids can enhance understanding and retention but avoid overwhelming the audience with too much information.

Practice and Rehearse:

Practice your presentation multiple times to become familiar with the content and delivery. Rehearsing also helps reduce nervousness and build confidence in communicating effectively.

Eye Contact and Body Language:

Maintain eye contact with the audience and use positive body language to create a connection. Gestures, facial expressions, and posture can convey confidence and enthusiasm, enhancing the impact of your message.

How to develop your oral presentation skills

To improve your oral presentation skills, be prepared and know the material inside out. Additionally, practice makes perfect! It’s helpful to pay attention not just to what you’re saying but also to how YOU are sounding–that is assuming people will actually listen anyway (which they won’t).

Eye contact can help engage an audience as well by making them feel like their opinion matters or that this person truly wants input from every single individual present at any given time during a speech/presentation session…all while smiling confidently with pride because these techniques work wonders even on oneself.

When do you need to Use Oral Presentation Skills?

1-academic settings:.

Students often use oral presentations to share research findings, present projects, or defend their theses. Mastering these skills boosts grades and prepares students for future professional endeavors.

2-Public Speaking Engagements:

Speaking at conferences, seminars, workshops, or occasions allows sharing knowledge, network, and construct recognition as a professional in your field.

3-Social and Personal Life :

Strong oral presentation capabilities are precious in daily life, whether or not speaking at family gatherings, handing over a toast at a wedding, or sharing thoughts in a neighborhood meeting.

4-Social and Personal Life:

Strong oral presentation skills are valuable in everyday life, whether speaking at family gatherings, delivering a toast at a wedding, or sharing ideas in a community meeting.

Tips for delivering an effective oral presentation

Here are a few tips to help you deliver an effective oral presentation. First, start off by grabbing your audience’s attention with an interesting opening sentence or phrase; keep them interested in what comes after that! And remember not everyone will understand all the jargon used during a technical conversation so try keeping things clear and simple – even if it means sacrificing some depth knowledge (which isn’t always bad!).

Practice makes perfect – the more you present, the better you’ll get!

Presentations are a common occurrence in today’s business world. Whether you’re giving an oral presentation to your team or pitching for investors, being able to communicate effectively and inspire lively will set clients’ minds at ease when they hear from YOU! Here is some advice on how best to approach this essential skill: Maintain eye contact with every person who speaks during yours as well as their own reactions; don’t get distracted by anything around them (including other people) because it can cause hesitation which makes someone else more comfortable speaking up instead – even if what was said wasn’t exactly relevant towards our current topic discussion., Use gestures often so everyone understands where certain points lie within the overall message.

Based on your current knowledge about what is Oral presentation skills, you are aware that they are valuable in today’s fast-paced and interconnected world. Mastering these skills allows you to communicate your ideas effectively, influence others positively, and showcase your expertise. You can become a confident and impactful communicator in any setting by understanding the purpose, honing the techniques, and recognizing when to employ oral presentation skills. So, embrace the challenge, practice, and watch as your ability to connect and inspire others soars to new heights.

What are the 5 Ps of oral presentation?

The 5Ps of Oral presentation are planning, preparation, practice, performance, and passion, which can guide you to a successful presentation.

What is the difference between public speaking and oral presentation?

The main factor of public speaking is the involvement with the live audience. However oral presentations can be carried out with or without a live audience.

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Oral Presentation Structure

Finally, presentations normally include interaction in the form of questions and answers. This is a great opportunity to provide whatever additional information the audience desires. For fear of omitting something important, most speakers try to say too much in their presentations. A better approach is to be selective in the presentation itself and to allow enough time for questions and answers and, of course, to prepare well by anticipating the questions the audience might have.

As a consequence, and even more strongly than papers, presentations can usefully break the chronology typically used for reporting research. Instead of presenting everything that was done in the order in which it was done, a presentation should focus on getting a main message across in theorem-proof fashion — that is, by stating this message early and then presenting evidence to support it. Identifying this main message early in the preparation process is the key to being selective in your presentation. For example, when reporting on materials and methods, include only those details you think will help convince the audience of your main message — usually little, and sometimes nothing at all.

The opening

• The context as such is best replaced by an attention getter , which is a way to both get everyone's attention fast and link the topic with what the audience already knows (this link provides a more audience-specific form of context).
• The object of the document is here best called the preview because it outlines the body of the presentation. Still, the aim of this element is unchanged — namely, preparing the audience for the structure of the body.
• The opening of a presentation can best state the presentation's main message , just before the preview. The main message is the one sentence you want your audience to remember, if they remember only one. It is your main conclusion, perhaps stated in slightly less technical detail than at the end of your presentation.

In other words, include the following five items in your opening: attention getter , need , task , main message , and preview .

Even if you think of your presentation's body as a tree, you will still deliver the body as a sequence in time — unavoidably, one of your main points will come first, one will come second, and so on. Organize your main points and subpoints into a logical sequence, and reveal this sequence and its logic to your audience with transitions between points and between subpoints. As a rule, place your strongest arguments first and last, and place any weaker arguments between these stronger ones.

The closing

After supporting your main message with evidence in the body, wrap up your oral presentation in three steps: a review , a conclusion , and a close . First, review the main points in your body to help the audience remember them and to prepare the audience for your conclusion. Next, conclude by restating your main message (in more detail now that the audience has heard the body) and complementing it with any other interpretations of your findings. Finally, close the presentation by indicating elegantly and unambiguously to your audience that these are your last words.

Starting and ending forcefully

Revealing your presentation's structure.

To be able to give their full attention to content, audience members need structure — in other words, they need a map of some sort (a table of contents, an object of the document, a preview), and they need to know at any time where they are on that map. A written document includes many visual clues to its structure: section headings, blank lines or indentations indicating paragraphs, and so on. In contrast, an oral presentation has few visual clues. Therefore, even when it is well structured, attendees may easily get lost because they do not see this structure. As a speaker, make sure you reveal your presentation's structure to the audience, with a preview , transitions , and a review .

The preview provides the audience with a map. As in a paper, it usefully comes at the end of the opening (not too early, that is) and outlines the body, not the entire presentation. In other words, it needs to include neither the introduction (which has already been delivered) nor the conclusion (which is obvious). In a presentation with slides, it can usefully show the structure of the body on screen. A slide alone is not enough, however: You must also verbally explain the logic of the body. In addition, the preview should be limited to the main points of the presentation; subpoints can be previewed, if needed, at the beginning of each main point.

Transitions are crucial elements for revealing a presentation's structure, yet they are often underestimated. As a speaker, you obviously know when you are moving from one main point of a presentation to another — but for attendees, these shifts are never obvious. Often, attendees are so involved with a presentation's content that they have no mental attention left to guess at its structure. Tell them where you are in the course of a presentation, while linking the points. One way to do so is to wrap up one point then announce the next by creating a need for it: "So, this is the microstructure we observe consistently in the absence of annealing. But how does it change if we anneal the sample at 450°C for an hour or more? That's my next point. Here is . . . "

Similarly, a review of the body plays an important double role. First, while a good body helps attendees understand the evidence, a review helps them remember it. Second, by recapitulating all the evidence, the review effectively prepares attendees for the conclusion. Accordingly, make time for a review: Resist the temptation to try to say too much, so that you are forced to rush — and to sacrifice the review — at the end.

Ideally, your preview, transitions, and review are well integrated into the presentation. As a counterexample, a preview that says, "First, I am going to talk about . . . , then I will say a few words about . . . and finally . . . " is self-centered and mechanical: It does not tell a story. Instead, include your audience (perhaps with a collective we ) and show the logic of your structure in view of your main message.

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What It Takes to Give a Great Presentation

• Carmine Gallo

Five tips to set yourself apart.

Never underestimate the power of great communication. It can help you land the job of your dreams, attract investors to back your idea, or elevate your stature within your organization. But while there are plenty of good speakers in the world, you can set yourself apart out by being the person who can deliver something great over and over. Here are a few tips for business professionals who want to move from being good speakers to great ones: be concise (the fewer words, the better); never use bullet points (photos and images paired together are more memorable); don’t underestimate the power of your voice (raise and lower it for emphasis); give your audience something extra (unexpected moments will grab their attention); rehearse (the best speakers are the best because they practice — a lot).

I was sitting across the table from a Silicon Valley CEO who had pioneered a technology that touches many of our lives — the flash memory that stores data on smartphones, digital cameras, and computers. He was a frequent guest on CNBC and had been delivering business presentations for at least 20 years before we met. And yet, the CEO wanted to sharpen his public speaking skills.

• Carmine Gallo is a Harvard University instructor, keynote speaker, and author of 10 books translated into 40 languages. Gallo is the author of The Bezos Blueprint: Communication Secrets of the World’s Greatest Salesman  (St. Martin’s Press).

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14: Oral Presentations

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Chapter Objectives

• Create oral presentation materials that reflect standards of effective presentations.
• Apply the standards of effective presentation to Technical Writing.
• Demonstrate formatting and designing of presentations.
• Evaluate presentations for effectiveness.

A common assignment in technical writing courses—not to mention in the workplace—is to prepare and deliver an oral presentation, a task most of us would be happy to avoid. However, while employers look for coursework and experience in preparing written documents, they also look for experience in oral presentations as well.

Oral presentations will be prepared differently face-to-face than in an online environment. You would see many presenters use flip charts, PowerPoint, and other visuals for face-to-face presentations. If you are presenting online, oral reports can be sent in as "scripts," or audio versions can be transmitted live or recorded. You might also use PowerPoint and Prezi presentations as well.

Most people would rather have root canal surgery without Novocaine than stand up in front of a group and speak. It truly is one of the great stressors. But with some help from the resources that follow, you can be a champion presenter. Learning how to have effective presentations can help you close a big deal or explain information to your colleagues at work.

Topics and Situations for the Oral Presentation

For the oral report in a technical writing course, imagine that you are formally handing over your final written report to the people with whom you set up the hypothetical contract or agreement. For example, imagine that you had contracted with a software company to write its user guide. Once you have completed it, you have a meeting with the chief officers to formally deliver the guide. You spend some time orienting them to the guide, showing them how it is organized and written, and discussing some of its highlights. Your goal is to get them acquainted with the guide and to prompt them for any concerns or questions.

The first step is to figure out a topic. It is important to remember what you did in the writing process and the same steps apply here. Start with brainstorming some possibilities on what you want to present:

• Informative purpose: An oral report can be primarily informative. For example, as a member of a committee involved in a project to relocate the plant, your job might be to give an oral report on the condition of the building and grounds at one of the sites proposed for purchase.
• Instructional purpose: An oral report can be instructional. Your task might be to train new employees to use certain equipment or to perform certain routine tasks.
• Persuasive purpose: An oral report can be persuasive. You might want to convince members of local civic organizations to support a city-wide recycling program.
• Topics: You can start by thinking of a technical subject, for example, solar panels, microprocessors, drip irrigation, or laser surgery. For your oral report, think of a subject you would be interested in talking about, but find a reason why an audience would want to hear your oral report.
• Place or situation: You can find topics for oral reports or make more detailed plans for them by thinking about the place or the situation in which your oral report might naturally be given: at meetings for your employer? at a city council meeting? at a meeting of the board of directors or high-level executives of a company? Thinking about an oral report this way makes you focus on the audience, their reasons for listening to you, and their interests and background. As in all technical writing situations, identifying and understanding your audience is of the utmost importance.

Contents and Requirements for Oral Presentations

Once you have picked a topic for your oral presentation, it is time to organize your thoughts. The focus for your oral presentation is clear, understandable presentation; well-organized, well-planned, well-timed discussion.

When you give your oral presentation, use the following as a requirements list, as a way of focusing your preparations:

• Situation: Plan to explain the situation of your oral report and who you are. Make sure that there is a clean break between this brief explanation and the beginning of your actual oral report.
• Indicate the purpose of your oral report.
• give an overview of its contents.
• find some way to interest the audience.
• Visuals: Use at least one visual—preferably slides using presentation software (such as Powerpoint, Keynote, and Prezi). Flip charts and objects for display are good, but avoid scribbling stuff on the chalkboard or whiteboard or relying strictly on handouts. Make sure you discuss key elements of your visuals. Don't just throw them up there and ignore them. Point out things about them; explain them to the audience.
• Explanation: Plan to explain any technical aspect of your topic clearly and understandably. Don't race through complex, technical stuff—slow down and explain it carefully so that your audience understands it.
• Transitions: Use "verbal headings"—by now, you've gotten used to using headings in your written work. There is a corollary in oral reports. With these, you give your audience a very clear signal you are moving from one topic or part of your talk to the next. Your presentation visual can signal your headings.
• Planning: Plan your presentation in advance and practice it so that it is organized. Make sure that your audience knows what you are talking about and why, which part of the talk you are in, and what is coming next. Overviews and verbal headings greatly contribute to this sense of organization.
• summarize (go back over high points of what you've discussed).
• conclude (state some logical conclusion based on what you have presented).
• provide some last thought (end with some final interesting point but general enough not to require elaboration).
• or some combination of the three.
• Questions: And certainly, you'll want to prompt the audience for questions and concerns.

The sample chart below can help you with your organization and brainstorming.

Figure: Diagram of the 7 minute oral presentation. (CCBY 2019; Tiffani Reardon)

Preparing for the Oral Presentation

Pick the method of preparing for the talk that best suits your comfort level with public speaking and with your topic. However, plan to do ample preparation and rehearsal—some people assume that they can just jump up there and ad lib for so many minutes and be relaxed and informal. It does not often work that way—drawing a mental blank is the more common experience. A well delivered presentation is the result of a lot of work and a lot of practice.

Here are the obvious possibilities for preparation and delivery:

• Write a script, practice it; keep it around for quick-reference during your talk.
• Set up an outline of your talk; practice with it, bring it for reference.
• Set up cue cards, practice with them, and use them during your talk.
• Write a script and read from it.

A good presentation is one that is clear, understandable, well-planned, organized, and on target with your purpose and audience.

It does not matter which method you use to prepare for the talk, but you want to make sure that you know your material. The head-down style of reading your report directly from a script will not work. There is little or no eye contact or interaction with the audience. The delivery tends to be toward a dull, boring monotone that either puts listeners off or is hard to understand. And, most of us cannot stand to have reports read to us!

For many reasons, most people get nervous when they have to give oral presentations. Being well prepared is your best defense against the nerves. The nerves will wear off someday, the more oral presenting you do. In the meantime, breathe deeply and enjoy.

Visuals for Oral Presentations

There are various types of presentation formats you can use:

• Presentation software slides: Projecting images ("slides") using software such as PowerPoint, Keynote, Google Slides, and Prezi, to name a few. One common problem with the construction of these slides is cramming too much information on individual slides.
• Poster board-size charts: Another possibility is to get some poster boards and draw and letter what you want your audience to see. Of course, it's not easy making charts look neat and professional.
• Handouts: You can run off copies of what you want your audience to see and hand them out before or during your talk. This option is even less effective than the first two because you cannot point to what you want your audience to see and because handouts distract the audience’s attention away from you. Still, for certain visual needs, handouts are the only choice. Keep in mind that if you are not well prepared, the handouts become a place for your distracted audience to doodle.
• Objects: If you need to demonstrate certain procedures, you may need to bring in actual physical objects. Rehearse what you are going to do with these objects; sometimes they can take up a lot more time than you expect.
• Zoom, Teams, Google Hangouts (conference style software): We are seeing more and more companies using these software to conduct business meetings. So, people are conducting virtual meetings and presenting. So learning how to use this software to present your presentations is very important.

Take some time to make your visuals look sharp and professional—do your best to ensure that they are legible to the entire audience.

As for the content of your visuals, consider these ideas:

• Drawing or diagram of key objects: If you describe or refer to any objects during your talk, try to get visuals of them, so that you can point to different components or features.
• Tables, charts, graphs: If you discuss statistical data, present it in some form or table, chart, or graph. Many members of your audience may be less comfortable "hearing" such data as opposed to seeing it.
• Outline of your talk, report, or both: If you are at a loss for visuals to use in your oral presentation, or if your presentation is complex, have an outline of it that you can show at various points during your talk.
• Key terms and definitions: A good idea for visuals (especially when you cannot think of any others) is to set up a two-column list of key terms you use during your oral presentation with their definitions in the second column.
• Key concepts or points: Similarly, you can list your key points and show them in visuals. (Outlines, key terms, and main points are all good, legitimate ways of incorporating visuals into oral presentations when you cannot think of any others.)

During your actual oral report, make sure to discuss your visuals, refer to them, guide your audience through the key points in your visuals. It is a big problem just to throw a visual up on the screen and never even refer to it.

As you prepare your visuals, look at resources that will help you. There are many rules for using PowerPoint, Keynote, Google Slides, and Prezi down to the font size and how many words to put on a single slide, but you will have to choose the style that best suits your subject and your presentation style.

You may also have heard about the presentation skills of Steve Jobs. The video that follows is the introduction of the I-Phone...and as you watch, take notes on how Jobs sets up his talk and his visuals. Observe how he connects with the audience...and then see if you can work some of his strategies into your own presentation skills. This is a long video...you don't need to watch it all, but do take enough time to form some good impressions.

Steve Jobs iPhone Presentation

Format and Design

Presentation software allows you to take an oral presentation to the next level—engaging your audience verbally and visually as well as aurally. What’s particularly powerful about using presentation software and other visual aids is the ability to use imagery to bridge cultural and language gaps and arrive at a shared understanding of the issue/opportunity at hand.

Using multimedia—images, photos and video and animation—that supports your point also provides repetition and can increase retention.

Common Presentation Tools

There are various formats you can use to create effective presentations. Depending on your operating system there is Keynote for Mac computers, PowerPoint is a Microsoft product, and there are online options such as Prezi. These applications are easy to use and can provide step by step instructions.

Various Types of Presentation tools to consider:

Creating Effective Presentations

Presentations are quite common in both academic and professional settings, and, because they are such an important part of how you’ll likely present your ideas and information to an audience, it’s helpful to have some basic information on how to create an effective presentation.

The basic purpose of a presentation is to give you a way to present key ideas to an audience with visual support. Your presentation shouldn’t be full of text. It is meant to provide you with speaking points, and detailed notes should be kept from your audience. You want to keep your slides clear, clean, short, focused, and you want to keep your audience from using the expression that we sometimes hear in reference to long, boring presentations, “death by PowerPoint.”

When you start to think about the layout of your presentation make sure to have an outline of how you want your presentation to flow. This will help you make sure you cover all your points. Make sure that your presentation is spaced out well and your content does not look cluttered on the slide. Remember that you want the color to be suitable for all audiences. Some people are color blind and cannot see certain colors. So make sure your colors go well together.

Designing the Presentation

When creating a presentation make sure it is visually appealing and easy to read for your audience. You want to have less text and use more bullet points. You want to also have visuals to highlight your topic. The examples below will help you create a slide that highlights bullet points, illustrated points, and speaker props.

Speaker Props

This type of presentation is random pictures that will flash across your screen. You have to be careful when using it as it could be distracting for the audience and some people cannot handle flashes like that. The video below is an example of this type of presentation.

https://www.youtube.com/watch?feature=player_embedded&v=RrpajcAgR1E

Fonts and Size for Your Presentation

When you are creating your presentation make sure to pick a font and size that is easy for your audience to read. Your audience needs to be able to read the information being projected in the room. Remember you could be in a conference room or an auditorium. Make sure you are using the same font throughout your presentation and the font is appropriate for your topic and audience. It can be distracting if you have various fonts throughout the presentation.

• Use a font that is easy to read.
• Make sure the font and the background are compatible.
• Make sure your title font is bigger than the content and stands out.
• The common size is 24 font.
• Bold important information.

Aesthetically Pleasing

For our purposes, aesthetics refers to the beauty or good taste of a presentation aid. Earlier we mentioned the universal principles of good design: unity, emphasis or focal point, scale and proportion, balance, and rhythm. Because of wide differences in taste, not everyone will agree on what is aesthetically pleasing, and you may be someone who does not think of yourself as having much artistic talent. Still, if you keep these principles in mind, they will help you to create attractive, professional-looking visuals.

The other aesthetic principle to keep in mind is that your presentation aids are intended to support your speech, not the other way around. The decisions you make in designing your visuals should be dictated by the content of your speech. If you use color, use it for a clear reason. If you use a border, keep it simple. Whatever you do, make certain that your presentation aids will be perceived as carefully planned and executed elements of your speech.

How to Choose Good Color

Color is very important and can definitely make a strong impact on an audience. However, don’t go overboard or decide to use unappealing combinations of color. For example, you should never use a light font color (like yellow) on a solid white background because it’s hard for the eye to read. You should also realize that while colors may be rich and vibrant on your computer screen at home, they may be distorted by a different monitor. While we definitely are in favor of experimenting with various color schemes, always check your presentation out on multiple computers to see if the slide color is being distorted in a way that makes it hard to read.

Visual and Audio Effects

Everyone who has had an opportunity to experiment with PowerPoint, Keynote, and Prezi knows that animation in transitions between slides or even on a single slide can be fun, but often people do not realize that too much movement can actually distract audience members. While all presentation software packages offer you very cool slide movements and other bells and whistles, they are not always very helpful for your presentation. If you’re going to utilize slide transitions or word animation, stick to only three or four different types of transitions in your whole presentation. Furthermore, do not have more than one type of movement on a given slide. If you’re going to have all your text come from the right side of the screen in a bulleted list, make sure that all the items on the bulleted list come from the right side of the screen.

Good writers make conscious choices. They understand their purpose and audience. Every decision they make on the page, from organizing an essay to choosing a word with just the right connotations, is made with their purpose and audience in mind.

The same principle applies to visual communication. As a presenter, you choose the following:

• When to show images or video for maximum impact;
• Which images will best produce the effect you want;
• When to present information using a table, chart, or other graphic;
• How much text to include in slides or informational graphics; and
• How to organize graphics so they present information clearly.

Your goal is to use visual media to support and enhance your presentation. At the same time, you must make sure these media do not distract your audience or interfere with getting your point across. Your ideas, not your visuals, should be the focus.

Here are some tips to keep in mind when creating an effective presentation:

• Remember to avoid too much text. You should keep your text brief and include talking points only. Detailed notes can be inserted into the notes section (or you can use some other form of notes as you present), but only you should see those notes, unless a professor asks to see your notes to evaluate your presentation as an assignment.
• Be consistent and clear with your font choices. Helvetica is a nice font for presentations. Make sure your font is large enough that an audience in a room would be able to see your text, even if audience members are sitting in the back of the room.
• Be careful with your color choices for text and background. You want to make sure your audience can read your text easily. Black on white text is easiest to read but is also boring for a presentation. Still, when you add color, just be sure you are adding color that works and doesn’t distract.
• Add images. Text on slides for every slide is boring. Add appropriate images to your slides. Relevant charts and graphs are excellent, as are pictures that will connect to your content. Think about moments where an image can more easily convey information or a message. A powerful image on a slide with no accompanying text can be a powerful way to capture your audience’s attention.
• Make sure your main points are clear. Remember to connect your ideas well and provide background information and transitions when necessary.
• Keep your audience in mind. Your audience will affect the overall tone and appearance of your presentation. Sometimes, humor can be appropriate. Other times, a more serious tone may be necessary. Just as you evaluate your situation any time you write a paper, you should evaluate your situation for creating a presentation.

Delivering Oral Presentations

When you give an oral report, focus on common problem areas such as these:

• Timing: Make sure you keep within the time limit. Finishing more than a minute under the time limit is also a problem. Rehearse, rehearse, rehearse until you get the timing just right.
• Volume: Obviously, you must be sure to speak loud enough so that all of your audience can hear you. You might find some way to practice speaking a little louder in the days before the oral presentation.
• Pacing, speed: Sometimes, oral presenters who are nervous talk too fast. All that adrenaline causes them to speed through their talk, making it hard for the audience to follow. In general, it helps listeners understand you better if you speak a bit more slowly and deliberately than you do in normal conversation. Slow down, take it easy, be clear...and breathe.
• Gestures and posture: Watch out for nervous hands flying all over the place. This too can be distracting—and a bit comical. At the same time, do not turn yourself into a mannequin. Plan to keep your hands clasped together or holding onto the podium and only occasionally making some gesture. Definitely keep your hands out of your pockets or waistband. As for posture, avoid slouching at the podium or leaning against the wall. Stand up straight, and keep your head up.
• Verbal crutches: Watch out for too much "uh," "you know," "okay" and other kinds of nervous verbal habits. Instead of saying "uh" or "you know" every three seconds, just do not say anything at all. In the days before your oral presentation, practice speaking without these verbal crutches. The silence that replaces them is not a bad thing—it gives listeners time to process what you are saying.
• Practice, Practice, Practice : It is vital to practice using the technology. Nothing is worse than watching a speaker stand up and not know how to turn on the computer, access the software, or launch his or her presentation. When you use technology, audiences can quickly see if you know what you are doing, so don’t give them the opportunity to devalue your credibility because you can’t even get the show going.
• Always Have a Backup Plan : Unfortunately, things often go wrong. One of the parts of being a professional is keeping the speech moving in spite of unexpected problems. Decide in advance what you will do if things break down or disappear right when you need them. If you take this responsibility seriously and check the room where you will be presenting early, you will have time to adapt.
• Face Your Audience : Maintaining eye contact may not be as simple as it sounds. The trick is to focus on one person at a time. Zero in on one person, make eye contact, and maintain it just long enough to establish a connection. (A few seconds will suffice.) Then move on. This way, you connect with your audience, one person at a time. Pay attention to your facial expressions as well. If you have thought about how you want to convey emotion during different parts of your presentation, you are probably already monitoring your facial expressions as you rehearse. Be aware that the pressure of presenting can make your expression serious or tense without your realizing it.

If you are speaking to a very large group, it may be difficult to make eye contact with each individual. Instead, focus on a smaller group of persons or one row of people at time. Look in their direction for a few seconds and then shift your gaze to another small group in the room.

This chapter highlighted how to plan, create, and present oral presentations. There are so many presentation solutions out there that you need to find one that works with your computer and you feel comfortable using. When you create a PowerPoint, Prezi, Google Slide, or Keynote presentation, be sure to consider the principles discussed.

GENERAL PRESENTATION TIPS

When you create a PowerPoint, Prezi, Google Slide, or Keynote presentation, be sure to consider the principles discussed. You now know how to:

• Brainstorm your topic.
• Plan and prepare your presentation.
• Create content for an effective presentation.
• Choose a presentation medium that fits your audience.
• Use a font and size that is appropriate.
• Position objects and content appropriately.
• Avoid distracting colors and text and make sure colors are in contrast with each other.
• Select backgrounds that are easy to read and see - remember some people are color blind.
• Pick effects and visuals that are stimulating and pleasing to the eye.

This work "Oral Presentations" is a derivative of "ENGL210: Technical Writing - Tips for Creating an Effective Presentation” , " Oral Presentations” by David McMurrey and Cassandra Race - Open Technical Communication , Authored by : Excelsior Online Reading Lab , Presentations and Other Visual Aids. Authored by: Nina Burokas. Provided by: Lumen Learning, and VARK Illustration. Provided by: Lumen Learning. "Oral Presentations" is licensed under CC BY 4.0 by Lise-Pauline Barnett.

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Importance of Oral Presentations

In the workplace, and during your university career, you will likely be asked to give oral presentations. An oral presentation is a key persuasive tool. If you work in marketing, for example, you will often be asked to “pitch” campaigns to clients. Even though these pitches could happen over email, the face-to-face element allows marketers to connect with the client, respond to questions, demonstrate their knowledge and bring their ideas to life through storytelling.

In this section, we’ll focus on public speaking. While this section focuses on public speaking advocacy, you can bring these tools to everything from a meeting where you’re telling your colleagues about the results of a project to a keynote speech at a conference.

Imagine your favourite public speaker. When Meggie (one of the authors of this section) imagines a memorable speaker, she often thinks of her high school English teacher, Mrs. Permeswaran. You may be skeptical of her choice, but Mrs. Permeswaran captured the students’ attention daily. How? By providing information through stories and examples that felt relatable, reasonable, and relevant. Even with a room of students, Meggie often felt that the English teacher was just talking to  her . Students worked hard, too, to listen, using note-taking and subtle nods (or confused eyebrows) to communicate that they cared about what was being said.

Now imagine your favourite public speaker. Who comes to mind? A famous comedian like Jen Kirkman? An ac

tivist like Laverne Cox? Perhaps you picture Barack Obama. What makes them memorable for you? Were they funny? Relatable? Dynamic? Confident? Try to think beyond  what  they said to  how they made you feel . What they said certainly matters, but we are often less inclined to remember the  what  without a powerful  how — how they delivered their message; how their performance implicated us or called us in; how they made us feel or how they asked us to think or act differently.

In this chapter, we provide an introduction to public speaking by exploring what it is and why it’s impactful as a communication process. Specifically, we invite you to consider public speaking as a type of advocacy. When you select information to share with others, you are advocating for the necessity of that information to be heard. You are calling on the audience and calling them in to listen to your perspective. Even the English teacher above was advocating that sentence structure and proper writing were important ideas to integrate. She was a trusted speaker, too, given her credibility.

Before we continue our conversation around advocacy, let’s first start with a brief definition of public speaking.

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Oral presentations.

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An oral presentation involves speaking in front of the class or a group of people.

The aim of an oral presentation is to:

• present your work with evidence organised in a logical order
• stay within a set time, e.g. 10 minutes
• persuade your audience to agree with your point of view.

It is important to engage your audience using various visual aids, such as

• diagrams, charts, posters, props (examples of work) 
• PowerPoint or other slideshow software
• short video to demonstrate a point or explain an idea

Appropriate body language and use of voice is important to convey meaning and keep your audience attentive.

Just like written work, a presentation has  three main sections :

The introduction

• Capture their attention and gain control through humour, a funny story or ask a question
• Give a summary of the content of your talk, and any special bias or pathway you intend taking
• Give general information and background on your topic.
• Develop your argument, present your point of view
• Back up your ideas with examples
• Direct the audience to the aspects you want them to notice such as facts and statistics.

The conclusion

• Summarise the key elements you’ve highlighted
• Include a ‘take home message’ e.g. "In conclusion... " "To summarise..." "I challenge you to..."

For more information see TAFE SA libraries' study guide on  Presentations .

Before your presentation:

During your presentation:

After your presentation:

• Thank your audience for their attendance and attention.
• Give out any handouts. If you give them out before, or during, your presentation, it can distract your listeners.
• Distribute evaluation forms. Encourage your peers to give you feedback, so that you can improve.

Media  are images, soundtracks, video clips and other formats other than text. Various media can be be found on the Internet to add to your presentations. Don't forget to acknowledge media that you have sourced from elsewhere. 

You can create your own media to include in your multimedia presentations. Your campus library may have the following equipment for loan:

• Digital video and still cameras
• MP3 recorders and players
• DVD readers
• Data projectors

Your lecturer may need to sign an  Equipment Request Form  for expensive equipment.

There may be strict borrowing times for some types of equipment.

You may also need to book the equipment in advance.

Ask for instructions if you are unsure of how to use the equipment.  

Presentation software uses images, charts, images, sound and even videos to enable you to create a dynamic multimedia presentation. 

You can use other people's media in a presentation, or you can create your own. Don't forget to provide citations for media that you do not create yourself.

There are many brands of presentation software

Prezi   - works like one giant virtual whiteboard containing your entire presentation, where you can zoom in and out of sections. 

SlideRocket   - a collaborative, web-based application that integrates with third parties like Google Docs and Flickr, which is great for pulling live data and content.

Google Slides  - are easy to store and share online, and can be downloaded as an app for phones or tablets.

Zoho Show 2.0  - includes live audio chat with presenters.

but the most popular is Microsoft PowerPoint.

See the TAFE SA software guide on  Microsoft PowerPoint .

For Microsoft Office 365 training, including PowerPoint,  click here .

Here are some tips to make your slideshow presentation more effective.

• Blues and greens - relaxed, feel-good colours
• Reds and yellows - exciting, happy colours
• Use high contrast colours - dark colours with light fonts or vice versa
• Use “white space” to make content stand out, and to balance elements; don't crowd your slides
• Do not have too many effects
• Do not use large amounts of text
• No more than 6 dot points per slide. No dot points is better
• Font - 28pt to 32pt is a good size
• Use bold or different colours to highlight important words

Watch Nancy Duarte's video on  Five Rules for Presentations.  (4.28 mins)

For more design and text hints, see  Steal this Presentation .

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Jerz's Literacy Weblog (est. 1999)

Oral presentation tips: how to deliver a speech for school or work.

Jerz >  Writing > [ Academic |  Technical ] This document briefly describes how to  write and deliver a formal oral presentation on an academic or professional subject. It should be useful for anyone who wants to know how to speak in public.

Note: by “formal presentation,” I don’t necessarily mean a Shakespeare monologue or a scientific treatise on robot-assisted microsurgery. Giving an oral presentation on  any subject–your favorite book, current events, a family story–can be “formal” and “technical” whenever its primary purpose is to communicate complex information.

The  content is the most obvious component of any oral presentation — after all, if you are talking, you had better have something worthwhile to say.  But a presentation is only as effective as its  delivery .

Part 1: Planning the Content

1.  Determine your goals. 2.  Prepare your material. 3.  Study a model. 4.  Arrange with your strongest points first . 5. Practice, practice, practice .

Part 2: Delivering the Content

6.  Make eye contact with your audience. 7. Engage actively with the audience. 8. A slide show is not a speech. 9.  Watch the time! 10.  Take questions in the middle, not the end?

1) Determine Your Goals as a Speaker

2) Prepare your material

Plan. Practice. Keep what’s good and try again. 

Good speakers usually aim to look like they are speaking effortlessly, tossing off words as they come to mind. What you don’t see is the preparation that paved the way for the polished performance. It’s all an act! You can do it too, if you plan ahead.

Once you know what your goal is, and you know what your audience wants, you can start strategizing. There is no single strategy that will guarantee success. How you plan depends on many variables.

How many minutes long is your speech? About how many words do you speak per minute?

Will your audience be lost if you use jargon? Will they feel talked down to if you spend time defining terms they already know?

Do you expect that your audience will disagree with you? (If so, you might need to give more examples and more evidence and spend more time addressing reasonable objections in order to sound convincing, which may mean talking a little faster.)

Do you expect your audience already agrees with the position you will take? (If so, they may check out if your speech simply rehashes arguments they already accept without question. What can you say to an audience that already agrees with you? Why would you listen to a speaker who is restating things you already accept as the truth?)

Graphics, inspirational quotations, and anecdotes are all well-respected methods of maintaining audience interest. However, Pinterest clip art, fancy computer transitions between slides, and vaudeville tricks get old pretty quickly (see Don McMillan’s hilarious “ Death by Powerpoint “), and they eat up time that you could use more effectively.

3) Study a Model

The internet is of course full of examples of good speeches, but the YouTube users who vote on videos may not have much in common with the audience who will hear your oral presentation.

Do you have access to speeches that your discourse community values? Your instructor or supervisor may not have ready access to video recordings from last year’s class or last quarter’s budget meeting, but you can pay attention to the speaking techniques deployed by people with authority in your field.

For instance, I have a colleague who never says, “This is taking too long, and I’m watching the clock, so let’s get on with it already.” Instead, this person says, “I’m conscious of everyone’s time, so shall we move on to the next item?”

Bear in mind that

• if you have been assigned to deliver a speech that defends a position on a topic (such as, whether Huckleberry Finn should be taught in middle school)…
• but your instructor usually refrains from stating any one answer is the best (preferring instead to present several viewpoints and letting the students decide for themselves)…
• then your instructor’s open-ended lecture (intended to spark a discussion) is not a good model of a position statement (intended to showcase your ability to latch onto a specific solution).

While this handout aims to provide general tips, you should ignore any general tip that contradicts something specific you learn about the goals, context, or genre of the specific speech you are preparing.

General Model

Successful oral presentations typically share some basic characteristics, owing to the nature of the spoken word.

• Tell them what you’re going to tell them.
• Tell them what you told them.

When we read, we can go back and reread passages we skimmed over the first time, and we can skip ahead when we’re bored. In a live oral presentation, the audience can’t re-read or skip ahead. If the audience doesn’t know why they are listening to your anecdote about winning the spelling bee, or why they should care what version of the software was installed on the computer that you used to crunch your numbers, their attention will wander and it will be hard to get it back.

When we listen, we gratefully cling to orientation phrases that help us understand what the whole shape of a speech is, where we are within the overall structure, and when we are transitioning from one section to another.

Your specific occasion for delivering a speech may involve specific contextual details that don’t mesh with the general advice I’m providing here.

• Introduction :   "I am Pinky J. Witzowitz from the U.S. Department of Bureaucracy, and I have been asked to speak for 20 minutes on 'The Government's Plan for Preventing Situation X in America's Heartland.'"
• "Situation X is the worst thing that can happen to you and your family." [ Startling claim ; follow up by citing the source of this quote, or giving evidence that supports it.]
• "It happened once to a family in Dubuque, and they were never heard from again." [ Anecdote ; follow up with details.]
• "I am here today to tell you how to prevent this terrible tragedy from striking you." [ Demonstrates relevance ; move directly to your  road map ]
• Main Content :  Put up a slide with topics to cover, a specific problem to solve, or a series of questions to answer. Promise that your talk will address the material on that slide. You might even return to that slide each time you start a new subsection, with the current place in the talk highlighted.
• Questions/Comments from the Audience? Even though most people save the question period until the end, they lose the opportunity to modify their conclusion to address the interests of the audience.
• Recap :  Our earnest “Situation X” speaker might give microencapsulated answers to all the questions on the main road map:  "We have learned that Situation X is a blah blah blah; that we should all care about it because yada, yada, yada..."
• Wrap it up : After reminding the audience how all these factors fit together, the speaker might say,  "Now that you understand how the U.S. Department of Bureaucracy helps you keep Situation X out of your life, please take one of our pamphlets home to your family and put it by the telephone where you can get it in an emergency; your family will thank you."
• Invite Questions :   If there is time, and if you haven’t already done so.

4) Arrange with Your Strongest Points First

In rare cases — such as when you are facing a hostile audience, you might want to start out by emphasizing where you agree with your audience, and then carefully working your way towards your most divisive, most daring claims.

• If the question is actually important to your talk,  you’ll probably be able to answer right away.
• If you can’t answer right away, or you don’t want to take the time, just promise you’ll follow up via e-mail , and then go right back to your presentation. Most  audience members will probably have been annoyed by the interruption.  They will be  delighted that you  didn’t take the questioner’s bait .

5) Practice, Practice, Practice.

Set a timer, and deliver your speech to a willing co-worker or family member, your pet fish, or the bathroom mirror.

My students are often surprised at how hard it is to fill up 3 minutes for an informal practice speech early in the term, and how hard it is to fit everything they want to say into a 10-minute formal speech later in the term.

Once you have the right amount of content, make a video recording of yourself practicing. If you plan to show a video clip, or ad-lib an explanation of a diagram, or load a website, or pass out paper handouts, or saw an assistant in half, actually do it while the camera is rolling, so that you know exactly how much time it takes.

Time it out.

• Script out a powerful introduction and conclusion.
• Know how long each section of your speech should take.
• which example or anecdote you will cut if you are running long?
• what additional example you can introduce if you need to fill time?

If you know your conclusion takes you 90 seconds to deliver, make sure to start your conclusion when you have at least 90 seconds left.

At several key points during your speech, maybe while you are playing a video or while the audience is taking in a complex image, glance at the clock and check to see — are you on track?

If you notice you’re starting Section 3 60 seconds later than you had intended, try to make up for time by rushing through your second example in section 3 and cutting the third example in section 4, so that you still have the full 90 seconds at the end to deliver that powerful conclusion.

Technological Considerations

• Do you know how to connect your computer to the overhead projector? (If you don’t know, who does?)
• What will you do if you can’t get your computer connected to the projector? (Back in 2003, when I applied for my current job at Seton Hill University, I was asked to give a teaching demonstration. I couldn’t get my laptop to work with the overhead projector, but I had posted the most important links on my blog, and I had brought along a printout of my speech, just in case. My preparations have paid off, because I got the job.)
• In the room where you will be speaking, will you be using a microphone, or relying on your unamplified voice?
• Will you be able to walk around with the microphone — perhaps to gesture at details in the slides — or is the mic attached to a stand? (Do you need to borrow a laser pointer, or get a volunteer to advance slides for you?)

6) Make Eye Contact With Your Audience.

I once sat through a four-hour training session, during which this was all I could see of the instructor.

Go ahead and write your whole speech out so you can read robotically if you blank out, but you should practice your speech so you know it well enough that you can glance up from your notes and look at your audience as you speak.

7) Engage with the audience.

Pay attention to the audience, and they will pay attention to you.

Don’t try to recite from memory . If you spend your energy worrying about what you’re supposed to say next, you won’t be able to pay attention to whether the audience can hear you, or whether the overhead projections are focused.

Preparation : Set up before the audience files into their seats. If you have scheduled a presentation for a class, don’t sit in your seat like a lump while your professor calls the roll and hands out papers. Few things are more boring than watching a presenter log into the computer, fiddle with the video data projector, hunt around for the light switches, etc.

Introduction : As the audience files into their seats, have a title card displayed on the screen — or at least write your  name and the title of your talk on the whiteboard.  In a formal setting, usually a moderator will usually introduce you, so you won’t need to repeat everything the moderator says.  Avoid canned introductions like “Principal Burch, members of the faculty, and fellow students, we are gathered here today…”

Hashtag : If it’s likely that many people in your audience use the same social media network, consider encouraging them to post their thoughts there. When you introduce yourself, give your social media handle and suggest a hashtag.

Handouts : Consider distributing handouts that present the basic facts (names, dates, timelines) and your main points.  You can keep the conclusion just slightly mysterious, if you don’t want to give everything away immediately, but the idea is to free the audience from the feeling that they have to write everything down themselves. (Note: Simply printing up all the overhead slides wastes a lot of paper.)

Grabber : Grab the attention of your audience with a startling fact or claim, an inspiring quotation, or a revealing anecdote.   This is not the time to try out your nightclub act; the “grabber” is not just comic relief, it also helps you set up the problem that you are going to address.  If the audience will be diverse and general, you can use the “grabber” as a metaphor, helping the audience see why the topic is so important to you, and how it might be important to them, too.  If your audience shares your technical specialty, and thus needs no special introduction to the topic, feel free simply to state your purpose without much to-do; but bear in mind that even technical audiences don’t want to be bored.

Road Map : Once you have established the problem or the main point of your talk, let the audience know how you are going to get to a solution.  You might put up a series of questions on a slide, then as your talk progresses, proceed to answer each one.  You might break each question down into a series of smaller questions, and answer each one of these in turn.  Each time you finish a subsection, return to the road map, to help your audience keep track of where you have been and where you are going.

Conclusion : To give your presentation closure, return to the “grabber”, and extend it, modify it, or otherwise use it to help drive home your main point.  Recap your main points, and demonstrate how they all fit together into a thought that the audience members can take with them.

8) A Slide Show Is Not a Speech

Don’t read word-for-word with your nose buried in a stack of papers . If you bother to show up to hear a person speak, how do you feel when the speaker mumbles through page after page of written text? Do you feel you should have just asked for a copy of the paper in the mail?

When you present, make every effort to include your audience; after all, they are the reason you are speaking in the first place.

If you do feel that you must write out your speech word-for-word, you should be familiar enough with it that you don’t need to look at the paper all the time. (And hold the page up when you glance at it, rather than bending down to look at it.)

9) Watch the time!

To help pace yourself, at the top of each page of your notes,  write down what time it should be ; as you turn each page, you can glance at the clock and see whether you are on track.

(The first time I gave this advice to a technical writing class, I mimed the action of “looking at the clock” — and noticed that I was running ten minutes behind, eating into time that I had promised to a student for an in-class testing session.  That was a rather humbling experience!)

See the “preparation” section above. If you have already practiced your speech and timed out the various sections, you’ll know whether you are running long. If you are, don’t talk faster — cut  something that you already marked out as optional.

Decide in advance which examples, which anecdotes, which subsections you can drop, without damaging the whole presentation.

I was at a conference in 1998 where the first speaker talked for 40 minutes — double  her allotted time.  (Why the moderator allowed this is a mystery to me.)

• None of the other speakers on the panel felt like cutting their talks to compensate.
• The result was that the last scheduled speaker — who had paid for an international plane ticket and a week in a hotel — did not get to speak at all.

10) Take questions in the middle, not at the end?

The benefits include:

• If you spark a good Q & A session, your audience will remember and appreciate it.
• If nobody has any questions,  you can just fill up the space with more of your own material .  That would be much harder to do if you have already wrapped up your talk and had nothing left to say.
• If you really know your material, you can  adjust your conclusion to address the questions raised by the audience.  Even if someone in the audience steals a little of your thunder by bringing up points you were saving for your big finish, you will appear smart for having predicted that audience response. At the same time, someone in your audience will feel smart for having anticipated what you were going to say.

Dennis G. Jerz , 01/27/2009 07:24:28 Oct, 1999 — first written 03 Dec, 2000 — posted here 03 June 2003 — tweaked and updated 30 Oct 2011 — updated and added video links 31 May 2016 — major update; separated into “preparation” and “presentation” sections. 26 Jan 2018 — blackboard -> whiteboard

50 thoughts on “ Oral Presentation Tips: How to Deliver a Speech for School or Work ”

Thanks alot for your teachings

Thank a lot , really great tip for oral presentation, i’ll implement these tips, and will let you know.

Very helpful tips.

this is awfully helpful. I am a teacher in France and my students have to do presentations in English. I wish they could read this and understand.

Thank you for these very useful tips on Oral presentation. I am taking an Organizational Behavior class and need to do a 5 minute oral presentation on a real life situation about Conflict Management in the Workplace. I am not sure how to structure or begin the presentation.

I like it Really helpful for me

Thank you for helping me to do my presentation…..and I have learned so much from oral presentation.

thankyou thankyou thankyou this helped me so much!!! : )

thankyou thankyou thankyou this helped me so much in english!!! : )

Thanks. Really helpful

Hi, I going to do 3 minute presentation and my topic is My son. what is a best tips to talk about the this topic. I am not sure where to start. Any tips to help me with.

Is that the topic you were assigned? Are you taking a public speaking class, a child development class, a class in writing personal memoirs, or are you learning English as a second language? I don’t know how your instructor will evaluate your work, so I am not sure how to help.

You might find it useful to look at this handout on writing personal essays. http://jerz.setonhill.edu/writing/creative1/personal-essays/

Hi, I going to do minute presentation and my topic is My son. what is a best tips to talk about the this topic. I am not sure where to start. Any tips to help me with.

This sort of helped

Denise Gillen Caralli liked this on Facebook.

Enter your comment here…Thanks a lot… I will follow your instructions..I’m hopeful those tips will work. .. Thanks once again….

Thanks so much will follow your instruction tomorrow where I will be having presentation with 180 Head masters about suplimetary feeding on their hunger striken ares

Yeah ,thanks and good luck to all of you from a powerful Jamaican girl

That’s great… It will work well for those who are aiming for like me. Thanks!

The tips are totally handy until now I am still applying it.

Appreciate it. =)

Very helpful for my presentation. Thanks!

I have learned a lot on this…thanks

Thanks a lot I have learned so much on this

I suppose to give out a presentation on Monday on someone or something in either an athlete or an actor and I don’t know how to start

i have a question i am supposed to give a speech but it has to have a power point or a drama thing the only problem is that i can’t have a power point because it won’t work into my speech and neither will a drama thing what should i do?

I suggest you talk to whoever set up the requirement for a slideshow/drama component. Maybe there is some flexibility, or maybe you’ll find a way to work that component into your speech.

Thank you heaps this really helped a lot

that is such good information and i believe im going to pass my speeches.

wow!!this are really helpfull stuff..but im just not confident enough to stand infront of all those people..wish i could do it without them looking at me

blind fold them! just joking…I’m getting ready to do mine and I’m having the same problem as you.

this is a helpfull site

this isn’t helping me with how nervous I am!! bye!!

love it really helped

thanks you are good

I have to do a presentation about “Importance of learning English”. There are 6 people in my group including myself. The presentation has to be exactly 8 minutes. We can’t use PowerPoint. Can you give us any unique, memorable and creative idea?

What are some lessons or life experiences that you find unique and memorable? I’d probably do a play, with a character who gets into trouble because he/she doesn’t know English, and then has a chance to correct those problems by demonstrating how learning English can fix the problems.

Hello mr.Dennis,I go straight to it.how can I become the most sought after Master of Ceremony(M.C.)/tv show presenter extra-ordinaire in my country before going international?any useful tips?

Sorry, that question is not something I cover on this page.

really well writen loved how you added steps so its easy to follow clear easily can be understaned and really helps us and gives us tips that we should actually think about and use at times

Yeah! I found it quite impressive. I hope it’z gonna be helpful for me to develop my speech techniques.

Nice tips….i think it will help me. but it’s too lengthy,it takes so much of time to read.

This really helps to prepare for all sort of things, Thanks a lot

Really helpful! Thank you

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i love this helpful tips of oral presentation.. hope to visit this again or i just make a hard copy of this… thank you very much for that…

it was quite helpful

thank you for the great tip, but my problem is actually that I have a presentation on ‘All About Me’ and I have to keep the audience ‘engaged’ like by making a guessing game or something. If anyone has any other ideas please help!!

This may help: http://jerz.setonhill.edu/writing/creative1/showing/

This really helped me prepare my oral presentation…thanks very much!!!!

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Strategies for the Preparation and Delivery of Oral Presentation

• First Online: 01 October 2023

Cite this chapter

• B. N. Srikumar 4 &
• K. Gokulakrishnan 5  

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Communicating the research findings represents the culmination of the scientific endeavour. An oral presentation is one of the several forms of science communication and needs to be tailor-made depending upon the audience and ambience. While this might appear to be a daunting task to a novice, it is a fact that for most scientists, an oral presentation is an art that develops with practice. This chapter intends to provide pointers for developing the content required for a scientific presentation and strategies for its successful delivery. Although several kinds of presentations may appear different, the basic requirements and the challenges are mostly common. In this chapter, we discuss the strategies to unify the requisites for different presentations, preparing the content in general and specifically for a scientific presentation at a conference, and tips to deliver a good talk. Similar to other forms of scientific communication, the rewards of a successful oral presentation are multi-fold. First and foremost, it serves to disseminate the research findings, foster discussion through scrutiny and consequent hypothesis generation for further scientific advancement. It also provides an opportunity to network and can facilitate career growth. Therefore, oral presentation represents an important aspect of scientific communication at multiple levels and is successful when the preparation and delivery are well-planned and executed effectively.

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• Oral presentation
• Scientific meeting
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Srikumar, B.N., Gokulakrishnan, K. (2023). Strategies for the Preparation and Delivery of Oral Presentation. In: Jagadeesh, G., Balakumar, P., Senatore, F. (eds) The Quintessence of Basic and Clinical Research and Scientific Publishing. Springer, Singapore. https://doi.org/10.1007/978-981-99-1284-1_50

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6.1 General Purposes of Speaking

Learning objectives.

• Differentiate among the three types of general speech purposes.
• Examine the basics of informative speech topics and some common forms of informative speeches.
• Examine the basics of persuasive speech topics and some common forms of persuasive speeches.
• Examine the basics of entertaining speech topics and some common forms of entertaining speeches.

Jeffrey Beall – Search! – CC BY-ND 2.0.

What do you think of when you hear the word “purpose”? Technically speaking, a purpose can be defined as why something exists, how we use an object, or why we make something. For the purposes of public speaking, all three can be applicable. For example, when we talk about a speech’s purpose, we can question why a specific speech was given; we can question how we are supposed to use the information within a speech; and we can question why we are personally creating a speech. For this specific chapter, we are more interested in that last aspect of the definition of the word “purpose”: why we give speeches.

Ever since scholars started writing about public speaking as a distinct phenomenon, there have been a range of different systems created to classify the types of speeches people may give. Aristotle talked about three speech purposes: deliberative (political speech), forensic (courtroom speech), and epideictic (speech of praise or blame). Cicero also talked about three purposes: judicial (courtroom speech), deliberative (political speech), and demonstrative (ceremonial speech—similar to Aristotle’s epideictic). A little more recently, St. Augustine of Hippo also wrote about three specific speech purposes: to teach (provide people with information), to delight (entertain people or show people false ideas), and to sway (persuade people to a religious ideology). All these systems of identifying public speeches have been attempts at helping people determine the general purpose of their speech. A general purpose refers to the broad goal in creating and delivering a speech.

These typologies or classification systems of public speeches serve to demonstrate that general speech purposes have remained pretty consistent throughout the history of public speaking. Modern public speaking scholars typically use a classification system of three general purposes: to inform, to persuade, and to entertain.

The first general purpose that some people have for giving speeches is to inform . Simply put, this is about helping audience members acquire information that they do not already possess. Audience members can then use this information to understand something (e.g., speech on a new technology, speech on a new virus) or to perform a new task or improve their skills (e.g., how to swing a golf club, how to assemble a layer cake). The most important characteristic of informative topics is that the goal is to gain knowledge. Notice that the goal is not to encourage people to use that knowledge in any specific way. When a speaker starts encouraging people to use knowledge in a specific way, he or she is no longer informing but is persuading.

Let’s look at a real example of how an individual can accidentally go from informing to persuading. Let’s say you are assigned to inform an audience about a new vaccination program. In an informative speech, the purpose of the speech is to explain to your audience what the program is and how it works. If, however, you start encouraging your audience to participate in the vaccination program, you are no longer informing them about the program but rather persuading them to become involved in the program. One of the most common mistakes new public speaking students make is to blur the line between informing and persuading.

Why We Share Knowledge

Knowledge sharing is the process of delivering information, skills, or expertise in some form to people who could benefit from it. In fact, understanding and exchanging knowledge is so important that an entire field of study, called knowledge management , has been created to help people (especially businesses) become more effective at harnessing and exchanging knowledge. In the professional world, sharing knowledge is becoming increasingly important. Every year, millions of people attend some kind of knowledge sharing conference or convention in hopes of learning new information or skills that will help them in their personal or professional lives (Atwood, 2009).

People are motivated to share their knowledge with other people for a variety of reasons (Hendriks, 1999). For some, the personal sense of achievement or of responsibility drives them to share their knowledge (internal motivational factors). Others are driven to share knowledge because of the desire for recognition or the possibility of job enhancement (external motivational factors). Knowledge sharing is an important part of every society, so learning how to deliver informative speeches is a valuable skill.

Common Types of Informative Topics

O’Hair, Stewart, and Rubenstein identified six general types of informative speech topics: objects, people, events, concepts, processes, and issues (O’Hair, et al., 2007). The first type of informative speech relates to objects, which can include how objects are designed, how they function, and what they mean. For example, a student of one of our coauthors gave a speech on the design of corsets, using a mannequin to demonstrate how corsets were placed on women and the amount of force necessary to lace one up.

The second type of informative speech focuses on people. People-based speeches tend to be biography-oriented. Such topics could include recounting an individual’s achievements and explaining why he or she is important in history. Some speakers, who are famous themselves, will focus on their own lives and how various events shaped who they ultimately became. Dottie Walters is most noted as being the first female in the United States to run an advertising agency. In addition to her work in advertising, Dottie also spent a great deal of time as a professional speaker. She often would tell the story about her early years in advertising when she would push around a stroller with her daughter inside as she went from business to business trying to generate interest in her copywriting abilities. You don’t have to be famous, however, to give a people-based speech. Instead, you could inform your audience about a historical or contemporary hero whose achievements are not widely known.

The third type of informative speech involves explaining the significance of specific events, either historical or contemporary. For example, you could deliver a speech on a specific battle of World War II or a specific presidential administration. If you’re a history buff, event-oriented speeches may be right up your alley. There are countless historical events that many people aren’t familiar with and would find interesting. You could also inform your audience about a more recent or contemporary event. Some examples include concerts, plays, and arts festivals; athletic competitions; and natural phenomena, such as storms, eclipses, and earthquakes. The point is to make sure that an informative speech is talking about the event (who, what, when, where, and why) and not attempting to persuade people to pass judgment upon the event or its effects.

The fourth type of informative speech involves concepts, or “abstract and difficult ideas or theories” (O’Hair, et al., 2007). For example, if you want to explain a specific communication theory, E. M. Griffin provides an excellent list of communication theories on his website, http://www.afirstlook.com/main.cfm/theory_list . Whether you want to discuss theories related to business, sociology, psychology, religion, politics, art, or any other major area of study, this type of speech can be very useful in helping people to understand complex ideas.

The fifth type of informative speech involves processes. The process speech can be divided into two unique types: how-it-functions and how-to-do. The first type of process speech helps audience members understand how a specific object or system works. For example, you could explain how a bill becomes a law in the United States. There is a very specific set of steps that a bill must go through before it becomes a law, so there is a very clear process that could be explained to an audience. The how-to-do speech, on the other hand, is designed to help people come to an end result of some kind. For example, you could give a speech on how to quilt, how to change a tire, how to write a résumé, and millions of other how-to oriented topics. In our experience, the how-to speech is probably the most commonly delivered informative speech in public speaking classes.

The final type of informative speech involves issues, or “problems or matters of dispute” (O’Hair, et al., 2007). This informative speech topic is probably the most difficult for novice public speakers because it requires walking a fine line between informing and persuading. If you attempt to deliver this type of speech, remember the goal is to be balanced when discussing both sides of the issue. To see an example of how you can take a very divisive topic and make it informative, check out the series Point/Counterpoint published by Chelsea House ( http://chelseahouse.infobasepublishing.com ). This series of books covers everything from the pros and cons of blogging to whether the United States should have mandatory military service.

Sample: Jessy Ohl’s Informative Speech

The following text represents an informative speech prepared and delivered by an undergraduate student named Jessy Ohl. While this speech is written out as a text for purposes of analysis, in your public speaking course, you will most likely be assigned to speak from an outline or notes, not a fully written script. As you read through this sample speech, notice how Ms. Ohl uses informative strategies to present the information without trying to persuade her audience.

In 1977, a young missionary named Daniel Everett traveled deep into the jungles of Brazil to spread the word of God. However, he soon found himself working to translate the language of a remote tribe that would ultimately change his faith, lead to a new profession, and pit him in an intellectual fistfight with the world-famous linguist Noam Chomsky. As New Scientist Magazine of January 2008 explains, Everett’s research on a small group of 350 people called the Pirahã tribe has revealed a language that has experts and intellectuals deeply disturbed. While all languages are unique, experts like Noam Chomsky have argued that they all have universal similarities, such as counting, that are hard-wired into the human brain. So as National Public Radio reported on April 8, 2007, without the ability to count, conceptualize time or abstraction, or create syntax, the Pirahã have a language that by all accounts shouldn’t exist. Daniel Everett is now a professor of linguistics at Illinois State University, and he has created controversy by calling for a complete reevaluation of all linguistic theory in light of the Pirahã. Exploration of the Pirahã could bring further insight into the understanding of how people communicate and even, perhaps, what it means to be human. Which is why we must: first, examine the unique culture of the Pirahã; second, explore what makes their language so surprising; and finally, discover the implications the Pirahã have for the way we look at language and humanity. Taking a closer look at the tribe’s culture, we can identify two key components of Pirahã culture that help mold language: first, isolation; and second, emphasis on reality. First, while globalization has reached nearly every corner of the earth, it has not been able to penetrate the Pirahã natives in the slightest. As Dr. Everett told the New Yorker of April 16, 2007, no group in history has resisted change like the Pirahã. “They reject everything from outside their world” as unnecessary and silly. Distaste for all things foreign is the reason why the people have rejected technology, farming, religion, and even artwork. The lack of artwork illustrates the second vital part of Pirahã culture: an emphasis on reality. According to the India Statesman of May 22, 2006, all Pirahã understanding is based around the concept of personal experience. If something cannot be felt, touched, or experienced directly then to them, it doesn’t exist, essentially eliminating the existence of abstract thought. Since art is often a representation of reality, it has no value among the people. During his work as a missionary, Everett was amazed to find that the natives had no interest in the story of Jesus once they found out that he was dead. The Pirahã psyche is so focused on the present that the people have no collective memory, history, written documents, or creation myths. They are unable to even remember the names of dead grandparents because once something or someone cannot be experienced, they are no longer important. Since his days as a missionary, Everett remains the only Western professor able to translate Pirahã. His research has discovered many things missing with the language: words for time, direction, and color. But more importantly, Pirahã also lacks three characteristics previously thought to be essential to all languages: complexity, counting, and recursion. First, the Pirahã language seems incredibly simple. Now, this isn’t meant to imply that the people are uncivilized or stupid, but instead, they are minimalist. As I mentioned earlier, they only talk in terms of direct experience. The London Times of January 13, 2007, notes that with only eight consonants and three vowels, speakers rely on the use of tone, pitch, and humming to communicate. In fact, Pirahã almost sounds more like song than speech.

Second, Noam Chomsky’s famous universal grammar theory includes the observation that every language has a means of counting. However, as reported in the June 2007 issue of Prospect Magazine , the Pirahã only have words for “one, two, and MANY.” This demonstrates the Pirahã’s inability to conceptualize a difference between three and five or three and a thousand. Dr. Everett spent six months attempting to teach even a single Pirahã person to count to ten, but his efforts were in vain, as tribal members considered the new numbers and attempts at math “childish.” Third, and the biggest surprise for researchers, is the Pirahã’s apparent lack of recursion. Recursion is the ability to link several thoughts together. It is characterized in Christine Kenneally’s 2007 book, The Search for the Origins of Language , as the fundamental principle of all language and the source of limitless expression. Pirahã is unique since the language does not have any conjunctions or linking words. Recursion is so vital for expression that the Chicago Tribune of June 11, 2007, reports that a language without recursion is like disproving gravity. Although the Pirahã don’t care what the outside world thinks of them, their language and world view has certainly ruffled feathers. And while civilization hasn’t been able to infiltrate the Pirahã, it may ultimately be the Pirahã that teaches civilization a thing or two, which brings us to implications on the communicative, philosophical, and cultural levels. By examining the culture, language, and implications of the Pirahã tribe we are able to see how this small Brazilian village could shift the way that we think and talk about the world. Daniel Everett’s research hasn’t made him more popular with his colleagues. But his findings do show that more critical research is needed to make sure that our understanding of language is not lost in translation.

To Persuade

The second general purpose people can have for speaking is to persuade . When we speak to persuade, we attempt to get listeners to embrace a point of view or to adopt a behavior that they would not have done otherwise. A persuasive speech can be distinguished from an informative speech by the fact that it includes a call for action for the audience to make some change in their behavior or thinking.

Why We Persuade

The reasons behind persuasive speech fall into two main categories, which we will call “pure persuasion” and “manipulative persuasion.” Pure persuasion occurs when a speaker urges listeners to engage in a specific behavior or change a point of view because the speaker truly believes that the change is in the best interest of the audience members. For example, you may decide to give a speech on the importance of practicing good oral hygiene because you truly believe that oral hygiene is important and that bad oral hygiene can lead to a range of physical, social, and psychological problems. In this case, the speaker has no ulterior or hidden motive (e.g., you are not a toothpaste salesperson).

Manipulative persuasion , on the other hand, occurs when a speaker urges listeners to engage in a specific behavior or change a point of view by misleading them, often to fulfill an ulterior motive beyond the face value of the persuasive attempt. We call this form of persuasion manipulative because the speaker is not being honest about the real purpose for attempting to persuade the audience. Ultimately, this form of persuasion is perceived as highly dishonest when audience members discover the ulterior motive. For example, suppose a physician who also owns a large amount of stock in a pharmaceutical company is asked to speak before a group of other physicians about a specific disease. Instead of informing the group about the disease, the doctor spends the bulk of his time attempting to persuade the audience that the drug his company manufactures is the best treatment for that specific disease.

Obviously, the key question for persuasion is the speaker’s intent. Is the speaker attempting to persuade the audience because of a sincere belief in the benefits of a certain behavior or point of view? Or is the speaker using all possible means—including distorting the truth—to persuade the audience because he or she will derive personal benefits from their adopting a certain behavior or point of view? Unless your speech assignment specifically calls for a speech of manipulative persuasion, the usual (and ethical) understanding of a “persuasive speech” assignment is that you should use the pure form of persuasion.

Persuasion: Behavior versus Attitudes, Values, and Beliefs

As we’ve mentioned in the preceding sections, persuasion can address behaviors—observable actions on the part of listeners—and it can also address intangible thought processes in the form of attitudes, values, and beliefs.

When the speaker attempts to persuade an audience to change behavior, we can often observe and even measure how successful the persuasion was. For example, after a speech attempting to persuade the audience to donate money to a charity, the charity can measure how many donations were received. The following is a short list of various behavior-oriented persuasive speeches we’ve seen in our own classes: washing one’s hands frequently and using hand sanitizer, adapting one’s driving habits to improve gas mileage, using open-source software, or drinking one soft drink or soda over another. In all these cases, the goal is to make a change in the basic behavior of audience members.

The second type of persuasive topic involves a change in attitudes, values, or beliefs. An attitude is defined as an individual’s general predisposition toward something as being good or bad, right or wrong, negative or positive. If you believe that dress codes on college campuses are a good idea, you want to give a speech persuading others to adopt a positive attitude toward campus dress codes.

A speaker can also attempt to persuade listeners to change some value they hold. Value refers to an individual’s perception of the usefulness, importance, or worth of something. We can value a college education, we can value technology, and we can value freedom. Values, as a general concept, are fairly ambiguous and tend to be very lofty ideas. Ultimately, what we value in life actually motivates us to engage in a range of behaviors. For example, if you value protecting the environment, you may recycle more of your trash than someone who does not hold this value. If you value family history and heritage, you may be more motivated to spend time with your older relatives and ask them about their early lives than someone who does not hold this value.

Lastly, a speaker can attempt to persuade people to change their personal beliefs. Beliefs are propositions or positions that an individual holds as true or false without positive knowledge or proof. Typically, beliefs are divided into two basic categories: core and dispositional. Core beliefs are beliefs that people have actively engaged in and created over the course of their lives (e.g., belief in a higher power, belief in extraterrestrial life forms). Dispositional beliefs , on the other hand, are beliefs that people have not actively engaged in; they are judgments based on related subjects, which people make when they encounter a proposition. Imagine, for example, that you were asked the question, “Can gorillas speak English?” While you may never have met a gorilla or even seen one in person, you can make instant judgments about your understanding of gorillas and fairly certainly say whether you believe that gorillas can speak English.

When it comes to persuading people to alter beliefs, persuading audiences to change core beliefs is more difficult than persuading audiences to change dispositional beliefs. If you find a topic related to dispositional beliefs, using your speech to help listeners alter their processing of the belief is a realistic possibility. But as a novice public speaker, you are probably best advised to avoid core beliefs. Although core beliefs often appear to be more exciting and interesting than dispositional ones, you are very unlikely to alter anyone’s core beliefs in a five- to ten-minute classroom speech.

Sample: Jessy Ohl’s Persuasive Speech

The following speech was written and delivered by an undergraduate student named Jessy Ohl. As with our earlier example, while this speech is written out as a text for purposes of analysis, in your public speaking course, you will most likely be assigned to speak from an outline or notes, not a fully written script.

Take a few minutes and compare this persuasive speech to the informative speech Ms. Ohl presented earlier in this chapter. What similarities do you see? What differences do you see? Does this speech seek to change the audience’s behavior? Attitudes? Values? Dispositional or core beliefs? Where in the speech do you see one or more calls for action?

With a declining population of around 6,000, my home town of Denison, Iowa, was on the brink of extinction when a new industry rolled in bringing jobs and revenue. However, as the Canadian Globe and Mail of July 23, 2007, reports, the industry that saved Denison may ultimately lead to its demise. Denison is one of 110 communities across the country to be revolutionized by the production of corn ethanol. Ethanol is a high-powered alcohol, derived from plant matter, that can be used like gasoline. According to the Omaha World Herald of January 8, 2008, our reliance on foreign oil combined with global warming concerns have many holding corn ethanol as our best energy solution. But despite the good intentions of helping farmers and lowering oil consumption, corn ethanol is filled with empty promises. In fact, The Des Moines Register of March 1, 2008, concludes that when ethanol is made from corn, all of its environmental and economic benefits disappear. With oil prices at 100 dollars per barrel, our nation is in an energy crisis, and luckily, the production of ethanol can be a major help for both farmers and consumers, if done correctly. Unfortunately, the way we make ethanol—over 95% from corn—is anything but correct. Although hailed as a magic bullet, corn ethanol could be the worst agricultural catastrophe since the Dust Bowl. The serious political, environmental, and even moral implications demand that we critically rethink this so-called yellow miracle by: first, examining the problems created by corn ethanol; second, exploring why corn ethanol has gained such power; and finally, discovering solutions to prevent a corn ethanol disaster. Now, if you have heard anything about the problems of corn ethanol, it probably dealt with efficiency. As the Christian Science Monitor of November 15, 2007, notes, it takes a gallon of gasoline or more to make a gallon of ethanol. And while this is an important concern, efficiency is the least of our worries. Turning this crop into fuel creates two major problems for our society: first, environmental degradation; and second, acceleration of global famine. First, corn ethanol damages the environment as much as, if not more than, fossil fuels. The journal Ethanol and Bio-diesel News of September 2007 asserts that the production of corn ethanol is pushing natural resources to the breaking point. Since the Dust Bowl, traditional farming practices have required farmers to “rotate” crops. But with corn ethanol being so profitable, understandably, farmers have stopped rotating crops, leading to soil erosion, deforestation, and fertilizer runoff—making our soil less fertile and more toxic. And the story only gets worse once the ethanol is manufactured. According to National Public Radio’s Talk of the Nation of February 10, 2008, corn ethanol emits more carbon monoxide and twice the amount of carcinogens into the air as traditional gasoline. The second problem created from corn ethanol is the acceleration of global famine. According to the US Grains Council, last year, 27 million tons of corn, traditionally used as food, was turned into ethanol, drastically increasing food prices. The March 7, 2007, issue of The Wall Street Journal explains that lower supplies of corn needed for necessities such as farm feed, corn oil, and corn syrup have increased our food costs in everything from milk to bread, eggs, and even beer as much as 25 percent. The St. Louis Post Dispatch of April 12, 2007, reports that the amount of corn used to fill one tank of gas could feed one person for an entire year. In October, Global protests over corn ethanol lead the United Nations to call its production “a crime against humanity.” If you weren’t aware of the environmental or moral impacts of corn ethanol, you’re not alone. The Financial Times of May 27, 2007, reports that the narrative surrounding corn ethanol as a homegrown fuel is so desirable that critical thinking is understandably almost nonexistent. To start thinking critically about corn ethanol, we need to examine solutions on both the federal and personal levels. First, at the federal level, our government must end the ridiculously high subsidies surrounding corn ethanol. On June 24, 2007, The Washington Post predicted that subsidies on corn ethanol would cost the federal government an extra 131 billion dollars by 2010. This isn’t to say that the federal government should abandon small farmers. Instead, let’s take the excitement around alternative fuels and direct it toward the right kinds of ethanol. The Economist of June 2, 2007, reports that other materials such as switch grass and wood chips can be used instead of corn. And on July 6, 2011, The New York Times reported on ethanol made from corn cobs, leaves, and husks, which leaves the corn kernels to be used as food. The government could use the money paid in subsidies to support this kind of responsible production of ethanol. The point is that ethanol done right can honestly help with energy independence. On the personal level, we have all participated in the most important step, which is being knowledgeable about the true face of corn ethanol. However, with big business and Washington proclaiming corn ethanol’s greatness, we need to spread the word. So please, talk to friends and family about corn ethanol while there is still time. To make this easier, visit my website, at http://www.responsibleethanol.com . Here you will find informational materials, links to your congressional representatives, and ways to invest in switch grass and wood ethanol. Today, we examined the problems of corn ethanol in America and discovered solutions to make sure that our need for energy reform doesn’t sacrifice our morality. Iowa is turning so much corn into ethanol that soon the state will have to import corn to eat. And while my hometown of Denison has gained much from corn ethanol, we all have much more to lose from it.

To Entertain

The final general purpose people can have for public speaking is to entertain. Whereas informative and persuasive speech making is focused on the end result of the speech process, entertainment speaking is focused on the theme and occasion of the speech. An entertaining speech can be either informative or persuasive at its root, but the context or theme of the speech requires speakers to think about the speech primarily in terms of audience enjoyment.

Why We Entertain

Entertaining speeches are very common in everyday life. The fundamental goal of an entertaining speech is audience enjoyment, which can come in a variety of forms. Entertaining speeches can be funny or serious. Overall, entertaining speeches are not designed to give an audience a deep understanding of life but instead to function as a way to divert an audience from their day-to-day lives for a short period of time. This is not to say that an entertaining speech cannot have real content that is highly informative or persuasive, but its goal is primarily about the entertaining aspects of the speech and not focused on the informative or persuasive quality of the speech.

Common Forms of Entertainment Topics

There are three basic types of entertaining speeches: the after-dinner speech, the ceremonial speech, and the inspirational speech. The after-dinner speech is a form of speaking where a speaker takes a serious speech topic (either informative or persuasive) and injects a level of humor into the speech to make it entertaining. Some novice speakers will attempt to turn an after-dinner speech into a stand-up comedy routine, which doesn’t have the same focus (Roye, 2010). After-dinner speeches are first and foremost speeches.

A ceremonial speech is a type of entertaining speech where the specific context of the speech is the driving force of the speech. Common types of ceremonial speeches include introductions, toasts, and eulogies. In each of these cases, there are specific events that drive the speech. Maybe you’re introducing an individual who is about to receive an award, giving a toast at your best friend’s wedding, or delivering the eulogy at a relative’s funeral. In each of these cases, the speech and the purpose of the speech is determined by the context of the event and not by the desire to inform or persuade.

The final type of entertaining speech is one where the speaker’s primary goal is to inspire her or his audience. Inspirational speeches are based in emotion with the goal to motivate listeners to alter their lives in some significant way. Florence Littauer, a famous professional speaker, delivers an emotionally charged speech titled “Silver Boxes.” In the speech, Mrs. Littauer demonstrates how people can use positive comments to encourage others in their daily lives. The title comes from a story she tells at the beginning of the speech where she was teaching a group of children about using positive speech, and one of the children defined positive speech as giving people little silver boxes with bows on top ( http://server.firefighters.org/catalog/2009/45699.mp3 ).

Sample: Adam Fink’s Entertainment Speech

The following speech, by an undergraduate student named Adam Fink, is an entertainment speech. Specifically, this speech is a ceremonial speech given at Mr. Fink’s graduation. As with our earlier examples, while this speech is written out as a text for purposes of analysis, in your public speaking course you will most likely be assigned to speak from an outline or notes, not a fully written script. Notice that the tenor of this speech is persuasive but that it persuades in a more inspiring way than just building and proving an argument.

Good evening! I’ve spent the last few months looking over commencement speeches on YouTube. The most notable ones had eight things in common. They reflected on the past, pondered about the future. They encouraged the honorees. They all included some sort of personal story and application. They made people laugh at least fifteen times. They referred to the university as the finest university in the nation or world, and last but not least they all greeted the people in attendance. I’ll begin by doing so now. President Holst, thank you for coming. Faculty members and staff, salutations to you all. Distinguished guests, we are happy to have you. Family members and friends, we could not be here without you. Finally, ladies and gentlemen of the class of 2009, welcome to your commencement day here at Concordia University, Saint Paul, this, the finest university in the galaxy, nay, universe. Really, it’s right up there with South Harlem Institute of Technology, the School of Hard Knocks, and Harvard. Check and check! Graduates, we are not here to watch as our siblings, our parents, friends, or other family walk across this stage. We are here because today is our graduation day. I am going to go off on a tangent for a little bit. Over the past umpteen years, I have seen my fair share of graduations and ceremonies. In fact, I remember getting dragged along to my older brothers’ and sisters’ graduations, all 8,000 of them—at least it seems like there were that many now. Seriously, I have more family members than friends. I remember sitting here in these very seats, intently listening to the president and other distinguished guests speak, again saying welcome and thank you for coming. Each year, I got a little bit better at staying awake throughout the entire ceremony. Every time I would come up with something new to keep myself awake, daydreams, pinching my arms, or pulling leg hair; I was a very creative individual. I am proud to say that I have been awake for the entirety of this ceremony. I would like to personally thank my classmates and colleagues sitting around me for slapping me every time I even thought about dozing off. Personal story, check—and now, application! Graduates, don’t sleep through life. If you need a close friend or colleague to keep you awake, ask. Don’t get bored with life. In the words of one of my mentors, the Australian film director, screen writer, and producer Baz Luhrman, “Do one thing every day that scares you.” Keep yourself on your toes. Stay occupied but leave room for relaxation; embrace your hobbies. Don’t get stuck in a job you hate. I am sure many of you have seen the “Did You Know?” film on YouTube. The film montages hundreds of statistics together, laying down the ground work to tell viewers that we are approaching a crossroad. The way we live is about to change dramatically. We are living in exponential times. It’s a good thing that we are exponential people.

We are at a crossing point here, now. Each of us is graduating; we are preparing to leave this place we have called home for the past few years. It’s time to move on and flourish. But let’s not leave this place for good. Let us walk away with happy memories. We have been fortunate enough to see more change in our time here than most alumni see at their alma mater in a lifetime. We have seen the destruction of Centennial, Minnesota, and Walther. Ladies, it might not mean a lot to you, but gentlemen, we had some good times there. We have seen the building and completion of the new Residence Life Center. We now see the beginnings of our very own stadium. We have seen enough offices and departments move to last any business a lifetime. Let us remember these things, the flooding of the knoll, Ultimate Frisbee beginning at ten o’clock at night, and two back-to-back Volleyball National Championship teams, with one of those championship games held where you are sitting now. I encourage all of you to walk out of this place with flashes of the old times flickering through your brains. Reflection, check! Honorees, in the words of Michael Scott, only slightly altered, “They have no idea how high [we] can fly.” Right now you are surrounded by future politicians, film critics, producers, directors, actors, actresses, church workers, artists, the teachers of tomorrow, musicians, people who will change the world. We are all held together right here and now, by a common bond of unity. We are one graduating class. In one of his speeches this year, President Barack Obama said, “Generations of Americans have connected their stories to the larger American story through service and helped move our country forward. We need that service now.” He is right. America needs selfless acts of service. Hebrews 10:23–25 reads, “Let us hold unswervingly to the hope we profess, for he who promised is faithful. And let us consider how we may spur one another on toward love and good deeds. Let us not give up meeting together, as some are in the habit of doing, but let us encourage one another—and all the more as you see the Day approaching.” Let us not leave this place as enemies but rather as friends and companions. Let us come back next fall for our first reunion, the Zero Class Reunion hosted by the wonderful and amazing workers in the alumni department. Let us go and make disciples of all nations, guided by His Word. Let us spread God’s peace, joy, and love through service to others. Congratulations, graduates! I hope to see you next homecoming. Encouragement, check!

Key Takeaways

• There are three general purposes that all speeches fall into: to inform, to persuade, and to entertain. Depending on what your ultimate goal is, you will start by picking one of these general purposes and then selecting an appropriate speech pattern that goes along with that general purpose.
• Informative speeches can focus on objects, people, events, concepts, processes, or issues. It is important to remember that your purpose in an informative speech is to share information with an audience, not to persuade them to do or believe something.
• There are two basic types of persuasion: pure and manipulative. Speakers who attempt to persuade others for pure reasons do so because they actually believe in what they are persuading an audience to do or think. Speakers who persuade others for manipulative reasons do so often by distorting the support for their arguments because they have an ulterior motive in persuading an audience to do or think something. If an audience finds out that you’ve been attempting to manipulate them, they will lose trust in you.
• Entertainment speeches can be after-dinner, ceremonial, or inspirational. Although there may be informative or persuasive elements to your speech, your primary reason for giving the speech is to entertain the audience.
• Imagine you’re giving a speech related to aardvarks to a group of fifth graders. Which type of informative speech do you think would be the most useful (objects, people, events, concepts, processes, and issues)? Why?
• Imagine you’re giving a speech to a group of prospective voters supporting a specific political candidate. Which type of persuasive speech do you think would be the most useful (change of behavior, change of attitude, change of value, or change of belief)? Why?
• Imagine that you’ve been asked to speak at a business luncheon and the host has asked you to keep it serious but lighthearted. Which type of entertainment speech do you think would be the most useful (the after-dinner speech, the ceremonial speech, or the inspirational speech)? Why?

Atwood, C. G. (2009). Knowledge management basics . Alexandria, VA: ASTD Press.

Hendriks, P. (1999). Why share knowledge? The influence of ICT on the motivation for knowledge sharing. Knowledge and Process Management, 6 , 91–100.

O’Hair, D., Stewart, R., & Rubenstein, H. (2007). A speaker’s guidebook: Text and reference (3rd ed.). Boston, MA: Bedford/St. Martins.

Roye, S. (2010). Austan Goolsbee a funny stand-up comedian? Not even close… [Web log post]. Retrieved from http://www.realfirststeps.com/1184/austan-goolsbee-funny-standup-comedian-close

Stand up, Speak out Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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Oral Presentations

Goals and Objectives

Upon completion of this tutorial, you will be able to:

• Differentiate between different types of oral presentations
• Use logical steps to prepare your presentation
• Determine the best method of delivery
• Utilize behaviors that help you enhance your credibility as a presenter
• Make decisions about incorporating humor in your presentation
• Employ techniques to improve the environment in which you will be presenting
• Develop a technique to help control nervousness
• Use your voice and gestures to maintain interest in the presentation
• Prepare and use visual aids effectively

Read the materials about making oral presentations, and complete the activities as you prepare and practice your presentation.

Types of Presentations

• Preparing a Presentation

Being a Credible Speaker

Using humor effectively and controlling your nervousness.

• Delivering the Presentation

Activity 1: Oral Presentations Review Quiz

Note : All external links in this tutorial will open in a new window or tab.

Instructor's Guide

There are two basic types of presentations (or oral reports) that you will likely be called upon to deliver during your educational career and beyond — informative presentations and persuasive presentations.

Informative Presentations

Persuasive Presentations

The second type of presentation is a persuasive presentation. The goal of a persuasive presentation is to influence a change in the belief, attitude, or behavior of another person when that person has some degree of free choice. Expanding upon the example provided above, a persuasive presentation would not only inform the audience members about the South American rain forest and its endangered species, but would also try to get them to take specific and appropriate actions to save these species.

Both types of presentations can be used to start a discussion by providing information on a given topic followed by time for questions, answers, and discussion.

Steps in Preparing a Presentation

Planning your presentation.

Step 1: Analyze your audience

The first step in preparing a presentation is to learn more about the audience to whom you'll be speaking. It's a good idea to obtain some information on the backgrounds, values, and interests of your audience so that you understand what the audience members might expect from your presentation.

Step 2: Select a topic

Next, if possible select a topic that is of interest to the audience and to you. It will be much easier to deliver a presentation that the audience finds relevant, and more enjoyable to research a topic that is of interest to you.

Step 3: Define the objective of the presentation

Once you have selected a topic, write the objective of the presentation in a single concise statement. The objective needs to specify exactly what you want your audience to learn from your presentation. Base the objective and the level of the content on the amount of time you have for the presentation and the background knowledge of the audience. Use this statement to help keep you focused as you research and develop the presentation.

Preparing the Content of Your Presentation

Step 4: prepare the body of the presentation.

After defining the objective of your presentation, determine how much information you can present in the amount of time allowed. Also, use your knowledge about the audience to prepare a presentation with the right level of detail. You don't want to plan a presentation that is too basic or too advanced.

The body of the presentation is where you present your ideas. To present your ideas convincingly, you will need to illustrate and support them. Strategies to help you do this include the following:

• Present data and facts
• Read quotes from experts
• Relate personal experiences
• Provide vivid descriptions

And remember, as you plan the body of your presentation it's important to provide variety. Listeners may quickly become bored by lots of facts or they may tire of hearing story after story.

• Step 5: Prepare the introduction and conclusion

Once you've prepared the body of the presentation, decide how you will begin and end the talk. Make sure the introduction captures the attention of your audience and the conclusion summarizes and reiterates your important points. In other words, "Tell them what you're going to tell them. Tell them. Then, tell them what you told them."

During the  opening  of your presentation, it's important to attract the audience's attention and build their interest. If you don't, listeners will turn their attention elsewhere and you'll have a difficult time getting it back. Strategies that you can use include the following:

• Make the introduction relevant to the listeners' goals, values, and needs
• Ask questions to stimulate thinking
• Share a personal experience
• Begin with a joke or humorous story
• Project a cartoon or colorful visual
• Make a stimulating or inspirational statement
• Give a unique demonstration

During the opening you want to clearly present your topic and the purpose of your presentation. Clearly articulating the topic and purpose will help the listeners focus on and easily follow your main ideas.

During the  conclusion  of your presentation, reinforce the main ideas you communicated. Remember that listeners won't remember your entire presentation, only the main ideas. By reinforcing and reviewing the main ideas, you help the audience remember them.

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Practicing and Delivering

Step 6: practice delivering the presentation.

Most people spend hours preparing a presentation but very little time practicing it. When you practice your presentation, you can reduce the number of times you utter words and phrases like, "um," "well," and "you know." These habits can easily diminish a speaker's credibility. You can also fine-tune your content to be sure you make your most important points in the time alloted.

In addition to planning the content of your presentation, you need to give advanced thought to how you want to deliver it. Do you want to commit your presentation to memory, use cards to guide you, or read from a script? Or, you might want to use a combination of methods. To help you decide, read the advantages and disadvantages of the four delivery methods described below.

Speaking from Memory

A distinct advantage of speaking from memory is your ability to speak to the audience without relying on notes or a script. This allows you the flexibility to move away from the podium and to maintain eye contact with the audience. However, speaking from memory has disadvantages, too. Presentations from memory often sound rehearsed and the possibility exists that you'll forget an important point, present information that's inaccurate, or completely lose your train of thought. If you decide to deliver your presentation from memory, have notes handy to jog your memory just in case!

Speaking from Notes

Many people like to speak from notes. Typically these notes are either on cards or paper in outline form and contain key ideas and information. If you are using an electronic presentation tool, you may be able to include your notes in the presentation itself. The benefit of delivering a presentation from notes is that you sound natural rather than rehearsed and you can still maintain relatively good eye contact with the audience. The down side is that you might not express your key ideas and thoughts as well as you may have liked had you planned your exact words in advance.

Speaking from Text

Speaking from text involves writing your speech out, word for word, then basically reading from the text. As with speaking from memory, an advantage of this method is that you plan, in advance, exactly what you're going to say and how you're going to say it. A disadvantage is that you might appear to the audience to be stiff or rehearsed. You will need to make frequent eye contact and speak with expression to maintain the audience's interest.

Using a Combination of Methods

You may find the best method to be a combination of all three. For instance, experts suggest you memorize the first and last ten minutes of your talk so that you can speak flawlessly and without notes. Notes may be suitable for segments of your presentation that you know very well, for example, relating a personal story. Finally, speaking from a text might be appropriate when you have quotes or other important points that you want to make sure you communicate accurately and completely. You can make a smooth segue to written text by saying something like: "I want to read this quote to you verbatim, to ensure that I don't distort the original intent."

Have you heard someone speak whom you thought lacked credibility? Did you dismiss what he or she had to say because you thought it was probably not true? That's what typically happens when a speaker lacks credibility. While it's always important to be thought of as believable, it's especially important when you speak to a group of people, and vital if you plan to deliver a persuasive presentation. Without credibility, members of the audience may dismiss what you have to say as either unimportant or untrue. The guidelines that follow are provided to help you learn how to become a more believable speaker.

• Be accurate and exact with quotes, names, dates, and facts.

If you want people to believe you, you have to earn their trust. That means getting the facts straight. Research the information you're going to present to make sure it's accurate and make sure you report it correctly. Practice pronouncing names correctly, and state dates, facts, and quotes accurately. Copy information that you think you might state incorrectly and read it from your notes if necessary.

• Provide support for your ideas.

It's not enough just to make a statement, you need to back it up by providing factual information, quoting an expert, or speaking from experience. The point is, it's not enough to state your ideas, you need to be able to explain why you have those ideas.

• Dress in a professional manner.

• Use visual aids that look professional.

Visual aids can enhance your presentation if they are well designed and look professional. Be certain to use the visual aids when you practice your presentation.

• Know your material.

Knowing the material will help you speak more quickly and fluidly. Research has shown that a speaker's credibility is enhanced by speaking more quickly and without hesitation (uh, well, you know) or qualifiers (sort of, kind of, I guess). People who speak faster are perceived to be more intelligent, more confident, and more effective than people who speak slower. Knowing your material will also help you reduce hesitations and qualifiers that might diminish credibility.

Use language that's appropriate for the audience.

Don't try to impress them by using words they don't understand. If your subject is new to audience members, be certain to explain jargon they might not comprehend. Also, be certain to use your best grammar. Slang can be appropriate for the right audience, but the use of incorrect grammar may be taken as a lack of knowledge on your part.

• Using Humor Effectively

• Beginning a presentation with a joke or humorous story is a great way to break the ice. It can help audience members relax, which will help you relax, too.
• Using humor and stories in the body of the presentation is a great way to emphasize key points, and recapture the attention of the audience.
• Use topic-related cartoons, drawings, or illustrations that can be projected for all to see.
• Use humor that maintains your personal dignity as well as the dignity of audience members. Never use humor that would embarrass an audience member or damage his or her self-esteem.
• Try out your stories or jokes on a couple friends and/or acquaintances to make sure they are humorous. Practice telling the stories or jokes before the presentation to improve your delivery.
• Use humor that's acceptable to the group and not offensive. Avoid references to ethnicity, religion, politics, and gender.
• Most humor is very culturally specific and in some cases regionally specific. Make sure you know who your audience is and what they find humorous before using any jokes.

Controlling Your Nervousness

Most people are a little nervous when they speak in public. In fact, a little nervous energy can enhance a performance or presentation. It is important to control this nervous energy, however, so that it remains a positive motivating force rather than a debilitating one.

• If you are well prepared you will be less nervious. Practice your oral presentation in advance and keep rehearsing it until you're satisfied. Then, when the time comes to deliver the presentation, you'll be confident in your ability to do well.
• Prior to the presentation dedicate time to focus and clear your head of other thoughts. Run through the presentation in your head one final time and remind yourself of how well prepared you are.
• Greet the people with whom you'll be speaking. This helps you create a rapport with the audience from the beginning and helps you recognize that the audience "isn't out to get you" — they want you to deliver a good presentation.
• Take deep breaths and consciously relax your body from head to toe to reduce some of the physical symptoms of being nervous.
• Make eye contact with members of the audience before you begin your presentation. If you've already established a rapport with them by greeting them, this will reestablish in your mind that the audience wants you to succeed.

How you say things may often appear to be more important than what you say. Have you listened to charismatic speakers who gain and maintain the attention of the audience? Have you also encountered speakers who quickly put an audience to sleep? Experienced presenters learn to communicate effectively by using voice, gestures, and visual aids while trying to establishing a comfortable environment for the audience.

• Alter the pitch (high and low) of your voice to prevent yourself from sounding monotone. Don't alter the pitch too much, however, because this may make you sound unnatural.
• Speak loudly enough to be heard by everyone in the room, but vary the volume of your voice to maintain interest and emphasize key points.
• Stress certain words as another way to add emphasis. Typically when you stress a word, the pitch and the volume increase.
• Alter the rate at which you speak to maintain interest and add emphasis. Speak faster to show excitement and/or build suspense. Speak slower to show the importance of an idea. Pause after important ideas to allow the audience time to grasp them.

Speakers often communicate with their audience either intentionally or unintentionally using gestures and other physical behaviors. Use the guidelines below to help use gestures to your benefit:

• Maintain eye contact with members of the audience to keep their attention level high. Eye contact signals that you care about the audience and you are attuned to their needs. Also use eye contact to detect confusion or boredom so that you can then modify your approach.
• Use positive facial expressions such as smiles, expressive eyes, and looks of empathy and encouragement to communicate feelings and emotions.
• Stand naturally with your feet spread slightly apart and arms relaxed at your sides.
• Minimize gestures like pacing back and forth, rocking back and forth, playing with coins in your pocket, wringing your hands, and other types of fidgeting. These gestures not only signal that you are nervous, but they are distracting to the listener as well.
• Use quick and energetic movements of your hands and arms to add expression to your talk. Maintain the attention of the audience by making your movements unpredictable.
• Visual Aids in Presentation

• Use visual aids to emphasize important points and add interest to your presentation — don't put every word of your entire presentation on them.
• Select the appropriate visual aid for the environment. It may be possible to pass visuals around to a small audience but in large groups you'll need to project them.
• Give the visuals a consistent appearance including color and spacing. Start the text at the same place on each visual.
• Try to observe the seven by seven rule: on an overhead slide have no more than seven lines and seven words per line. Similar rules would also pertain to flip charts, PowerPoint and other computer generated slides, and posters.
• Use a simple typeface or font. Don't use more than two different typefaces, if possible.
• Make sure the text is large enough for people in the back of the room to read. Letters on a flipchart should be at least 3 inches in height. For a projected overhead or slide, fonts between 20 and 48 points are customary.
• Don't show visuals that conflict with what you're saying — this includes displaying them once you've moved beyond their content.
• Don't read the text that's on the visual, but do paraphrase and add to it.
• Establishing a Comfortable Environment

While you won't always have control over the environment when you do a presentation, there may be ways you can modify the environment so that it is both comfortable for you and the audience members. The guidelines that follow are intended to help you become aware of environmental factors that can affect the delivery of your presentation.

• Make sure the lighting is adequate.
• Locate the temperature controls and regulate the temperature if necessary. If it is too warm or too cold, audience members will focus on their discomfort rather than on your presentation.
• Conduct a test of any audiovisual equipment to ensure it's in working order. Have a backup plan in place just in case — whatever can go wrong, will go wrong at the worst possible time.
• Clean off any white boards or chalk boards that might distract the audience.
• Make adjustments to the setup of the room to ensure everyone in the audience will be able to see you. Make sure that everyone can see the visuals you plan to use.
• If possible, practice your talk in the setting where you are scheduled to speak. This will not only help you determine what other factors you might have to overcome, but also make you feel more comfortable. If practicing in the room isn't possible, try to visit it prior to your presentation so you know what to expect.
• When possible, greet members of the audience as they come into the room. Not only will this make them feel welcome and at ease, but it may also help reduce your nervousness.
• Try to eliminate barriers between you and the audience. These kinds of barriers include lecterns, tables, or audiovisual equipment. Physical barriers communicate that you're trying to maintain your distance from the audience.

For additional information on oral presentations, please consult the following references:

• Baugh, L.S. (1997).  How to write term papers and reports . (2nd ed). Lincolnwood, IL: NTC/Contemporary Publishing Company.
• Eline, L. (1984).  How to prepare and use effective visual aids  (InfoLine Archive No. 258410). Washington, DC: American Society for Training and Development, Infoline.
• Fowler, H.R., & Aaron, J.E. (1998).  The little brown handbook  (7th ed). New York: Addison-Wesley Educational Publishers Inc.
• Hamilton, C. (1997).  Communicating for results: A guide for business and professionals.  (5th ed.). New York: Wadsworth Publishing Company.
• Heinich, R., Molenda, M., Russell, J.D., Smaldino, S.E. (1996).  Instructional media and technologies for learning  (5th ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.
• Sharpe, C. (Eds). (1997).  How to create a good learning environment  (Rev. ed.) (InfoLine Archive No. 258506). Washington, DC: American Society for Training and Development, Infoline.
• Wircenski, J. L. and Sullivan, R. L. (1986).  Make every presentation a winner  (InfoLine Archive No. 258606). Washington, DC: American Society for Training and Development, Infoline.

Image Credits

Human brain.

• Source: http://commons.wikimedia.org/wiki/
• File: Human_brain_NIH.jpg
• This image is a work of the National Institutes of Health, part of the United States Department of Health and Human Services. As a work of the U.S. federal government, the image is in the public domain.
• File: Notecard.jpg
• This file is licensed under the Creative Commons Attribution 3.0 Unported license.

Gettysburg Address Speech

• File: Gettysburg_Address_(poster).jpg
• This image is in the public domain in the United States.

Man in a Suit

• File: DrFagin_suit.JPG
• This image is in the public domain.

Hobo Thinking

• File: Hobos.jpg

People Laughing

• Source: http://www.flickr.com/photos/hebe/2557221955/
• This file is licensed under the Attribution-NonCommercial-ShareAlike 2.0 Generic (CC BY-NC-SA 2.0).

Suggested Criteria for an Excellent Oral Presentation

By taking the checklist below and turning it into a matrix, you will have a useful tool for evaluating your oral presentation. You can provide this checklist to other's listening to you in any practice sessions to obtain feedback on your presentation. You may want to include additional items, depending on the requirements of your oral presentation. A downloadable RTF file of this checklist is included in the left sidebar of this page.

• The presentation was relevant to the audience.
• The information presented was accurate and relevant.
• The information presented was at the right level of detail.
• The presentation was well organized and the ideas flowed logically.
• The presenter's introduction captured the interest of the audience.
• The presenter established the purpose of the presentation during the introduction.
• The presenter used evidence and examples to support his or her ideas.
• The presenter reinforced the main ideas at the conclusion of the presentation.
• The presenter carefully timed the presentation so that it "fit" into the time allowed.
• The presenter established a comfortable environment.
• The presenter showed evidence of being prepared by not overly relying on notes.
• The presenter's use of his or her voice was natural and effective.
• The presenter's hand and facial gestures were natural and effective.
• The presenter controlled nervousness so that it did not distract the audience.
• The presenter established eye contact with the audience.
• Any humor used in the presentation was effective and not offensive.
• The presenter's use of visual aids was appropriate for the setting.
• The presenter used visual aids primarily to emphasize key points.
• Visual aids were professional looking and followed text size/amount guidelines.
• The presenter effectively managed the use of visual aids by paraphrasing information presented on them and displaying them for an appropriate period of time.
• The presenter stayed within the given time limits for making the presentation.

Oral Presentation Evaluation Matrix

Take the quiz below to evaluate what you have learned.

Quizzes, Reflective Questions, and Activities

The following assignment is embedded in the Oral Presentation tutorial:

• Activity 1: Review Quiz

Relationship to Other iStudy Tutorials

If instructors are planning on using several iStudy tutorials, the Academic Integrity and Source Evaluation tutorials may be useful.

Suggested In-class Methods of Presentation

Optional lecture.

The instructor may want to cover the information from the iStudy tutorial in a traditional lecture format. This information is summarized in the Key Points section listed below.

Group Activity

Place the students into small (3-5 person) groups. Assign each group one of the following topics:

• The Structure of the Report
• Methods of Delivery
• Controlling Nervousness

Each group must use the iStudy tutorial as the source of information to gather data for putting together a short oral report on their topic.

Each group member must orally present at least a portion of their group's topic. The instructor may (optionally) use the Suggested Criteria for an Oral Presentation (listed below) as a means of scoring each group.

Individual Activity

Assign each student the task of preparing and delivering a short oral report. The instructor should use the Suggested Criteria for an Oral Presentation (listed below) as a means of scoring each individual.

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• Informative
• Step 1: Analyze your audience.
• Step 2: Select a topic.
• Step 3: Define the objective of the presentation.
• Step 4: Prepare the body of the presentation.
• Step 6: Practice delivering the presentation.
• Use language that's appropriate for the audience members.

 Use Humor Effectively

• Never embarrass anyone.
• Use humor that is acceptable to the group. Most humor is culture specific.

 Controlling Nervousness

• Be prepared.
• Rehearse just prior to the speech.
• Greet people. Make eye contact with them before your speech.
• Take deep breaths and try to relax your body.

Visual Aids in Presentations

• Use visual aids to emphasize important points only.
• Give the visuals a consistent appearance.
• Select the appropriate visual aid for the environment.
• Try to observe the 7 by 7 rule.
• Make sure the text is large enough for people in the back of the room to read.
• Use a simple type face for visuals.
• Don't show visuals that conflict with what you're saying.
• Don't read the text that's on the visual but paraphrase and add to it.

Establish a Comfortable Environment

• Make sure lighting, heat, and sound is good.
• Make sure all equipment is available and is working properly.
• Adjust the seating arrangements as needed.

A downloadable RTF file of this checklist is included in the left sidebar of this page.

• Did the speaker make the presentation relevant to the audience?
• Was the information presented by the speaker accurate and relevant?
• Was the information presented by the speaker to the right level of content?
• Was the presentation well organized, and did the ideas flow logically?
• Did the speaker's introduction capture the audience's interest?
• Did the presenter establish the purpose of the presentation during the introduction?
• Did the speaker use evidence and examples to support his or her ideas?
• Did the speaker reinforce main ideas during the conclusion of the presentation?
• Did the presentation carefully time the presentation so that it "fit" into the time allowed?
• Did the presenter establish a comfortable environment? This includes adjusting lights, cleaning of white or chalk boards, and arranging chairs.
• Did the presenter show evidence of being prepared by not relying too much on notes to deliver the presentation.
• Was the presenter's use of his or her voice natural and effective in maintaining the audience's attention?
• Were the presenter's hand and facial gestures natural and effective in maintaining the audience's attention?
• Was the presenter able to control nervousness to the point that it did not distract the audience?
• Did the speaker establish eye contact with the audience?
• Was humor on the part of the presenter effective and not offensive?
• Was the presenter's use of visual aids appropriate for the setting?
• Did the presenter use visual aids primarily to emphasize key points?
• Were visual aids professional looking and were guidelines regarding text size and amount followed?
• Did the presenter effectively manage the use of visual aids by paraphrasing information presented on them and displaying them for the correct period of time?

Assessment Criteria

Through observing both the group's and the individual's activity, the instructor may assess student performance. Assessment criteria are as follows (instructors supply the percentage weights):

• Open access
• Published: 09 April 2024

Real-world data of cardio-oncologic interventions for cardiovascular adverse events with oral oncolytics

• Karen Abboud 1 ,
• Godsfavour Umoru 1 ,
• Barry Trachtenberg 2 &
• Veronica Ajewole 1 , 3  

Cardio-Oncology volume  10 , Article number:  22 ( 2024 ) Cite this article

Metrics details

Oral cancer therapy-related cardiovascular (CV) toxicity has a wide variety of presentations including arrhythmia, cardiomyopathy, and myocardial infarction, but clinical evidence related to its management is limited. The purpose of this IRB-approved, single-center, retrospective, cohort study was to characterize cardio-oncologic interventions for CV adverse events related to oral oncolytics.

The cohort included 67 patients who were admitted to a multi-hospital health system between June 1, 2016 and July 31, 2021, had at least one medical record order of oral oncolytics considered to have cardiotoxic potential, and had an ICD10 code for a cardiotoxic event added to their electronic medical records after initiation of oral oncolytics.

The majority (97%) had pre-existing cardiovascular disease (CVD) or a CV risk factor. The three most common classes of oral oncolytics were aromatase inhibitors (36%), BCR-ABL inhibitors (16%), and VEGFR inhibitors (13%). New-onset or worsening heart failure (HF) ( n  = 31), which occurred after a median of 148 days (Interquartile range (IQR) 43–476 days) was the most common cardiotoxic event. The most frequent interventions were pharmacological treatment of the CV adverse event ( n  = 44) and treatment interruption ( n  = 18), but guideline-directed medication therapy for HF could be further optimized.

Pre-existing CVD or CV risk factors predispose oncology patients to CV adverse events. Real-world practice reveals that CV adverse events require temporary interruption of treatment and initiation of pharmacologic treatment. A multidisciplinary, patient-centered approach that includes discussion of risks/benefits of treatment continuation, and initiation of guideline-directed treatment is recommended until high-quality, drug-specific data for monitoring and treatment become available.

As research continues to elucidate the cellular signaling pathways responsible for malignant cell transformation, the development of oral oncolytics in recent years has exponentially increased. Between March 2009 and May 2022, the US Food and Drug Administration (FDA) approved approximately 100 oral oncolytics with some agents gaining multiple indications [ 1 ]. The advent of oral oncolytics has dramatically improved overall cancer survival rates in several cancer types such as chronic lymphocytic leukemia, chronic myeloid leukemia, non-small cell lung cancer, hepatocellular cancer, and renal cell carcinoma and has led to increased attention to survivorship care and the potentially deleterious adverse effects that these medications may have [ 2 , 3 , 4 , 5 , 6 , 7 , 8 ]. The concern for oral oncolytics’ toxicities is compounded by the fact that these medications may be erroneously perceived as safer than parenteral antineoplastic agents, and most centers do not have a standardized, consistent process for follow up and monitoring of adverse effects [ 9 , 10 , 11 , 12 , 13 ]. Several oral oncolytics, such as tyrosine kinase inhibitors (TKIs), target cellular signaling pathways that are implicated in oncogenesis but are also essential for normal physiological function of some organs, including the cardiovascular (CV) system [ 2 ]. CV toxicities are of particular concern since CV adverse events are underestimated in oncology trials due to the lack of standardized protocols for assessment of such events. Additionally, premarketing oncology trials include a small, strictly defined patient population with a low cardiovascular CV risk profile over a short duration of follow-up time, although oral oncolytics are usually given until disease progression or unacceptable toxicity, and as such, may not accurately ascertain the true incidence of these adverse events in a real-world population [ 14 ]. CV toxicities have been reported with increasing frequency in post-marketing surveillance and may compromise the success of effective antitumor treatment by adversely affecting the patients’ quality of life and overall survival [ 15 ]. Cardiotoxicity may arise from direct effects of cancer treatment on the heart’s function and structure. On the other hand, cancer patients often have underlying CV risk factors and comorbidities, and oral oncolytics may accelerate the development of cardiovascular disease (CVD) in this susceptible population, a phenomenon which has been termed the “two-hit hypothesis” [ 16 , 17 ].

CV toxicities can have a wide variety of manifestations. Cancer-therapy-related cardiac dysfunction (CTRCD) ranges from asymptomatic decrease in the left ventricular ejection fraction (LVEF) to overt heart failure (HF), which is the most debilitating manifestation of CV toxicity [ 18 ]. CTRCD is most commonly defined as a decrease in LVEF over 10% points to a value below the lower limit of normal or a relative decrease in global longitudinal strain (GLS) of over 15% from baseline [ 18 , 19 , 20 ]. Asymptomatic CTCRD can be further stratified into mild (LVEF ≥ 50% along with a new relative decline in GLS by > 15% from baseline and/or new rise in cardiac biomarkers), moderate (new LVEF decline to 40–49%), or severe (new LVEF decline below 40%) [ 20 ]. CTRCD, specifically cardiomyopathy secondary to doxorubicin, has been associated with a 3.5-fold increased mortality risk and overall poorer prognosis compared with other types of cardiomyopathies [ 21 ]. Oral oncolytics with documented CTRCD include multitargeted TKIs, epidermal growth factor receptor (EGFR) / human epidermal growth factor receptor 2 (HER2) inhibitors, breakpoint cluster region-Abelson murine leukemia (BCR-ABL) inhibitors, immunomodulators, and antiandrogens [ 2 ]. Other CV toxicities include acute coronary syndromes (ACS), arrhythmias, pericardial disease, and venous thromboembolism and are defined similarly as in in the general population [ 2 , 20 ].

Although a few consensus documents and position articles regarding monitoring and management of CV toxicity have been published, the lack of defined CV endpoints in clinical trials, low level of evidence, and heterogeneity in recommendations have complicated applying a practical approach in clinical practice, especially in relation to oral oncolytics [ 18 , 20 , 22 , 23 ]. Most notably, the 2022 European Society of Cardiology (ESC) cardio-oncology guideline has been criticized for making a substantial number of class I recommendations with low level of evidence [ 20 ]. Out of 156 (57%) Class I recommendations, 118 (76%) were supported by the lowest evidence grade of C [ 24 , 25 , 26 ]. As patients receiving oral oncolytics are not required to present to an infusion center or hospital to receive treatment, follow-up monitoring approaches including cardiac biomarkers and cardiac imaging need to be redefined and tailored to the oral regimen. In addition, it remains unclear whether the oral oncolytic dose should be temporarily withheld or reduced, treatment should be discontinued, or the oral agent should be continued with initiation of cardioprotective medications. Given that the use of oral oncolytics is projected to rise, continued real-world studies and registries to address existing literature gaps and determine the best monitoring and treatment strategies for any of these agents with cardiotoxic potential are crucial. Thus, the purpose of this study is to describe real-world cardio- oncologic interventions for patients who have experienced CV adverse events after initiating oral oncolytics.

Study design

The hospital institutional review board (IRB) approved the study protocol with a waiver for informed consent. A retrospective chart review of electronic medical records (EMR) was conducted in a large academic metropolitan hospital system, comprised of seven community hospitals, between June 2016 and July 31, 2021.

Study population

The study included patients who had at least one medical record order of oral oncolytics, excluding cytotoxic chemotherapy medications, considered to have a cardiotoxic potential based on prescribing information, supporting literature, or reported cases to the FDA Event Reporting System (FAERS) Pharmacovigilance Database, the FDA’s database for post-marketing safety surveillance. The cohort included patients who had an ICD-10 code for arrythmias, HF or cardiomyopathy, myocardial infarction, pericardial disease, and venous/and or arterial thrombosis added to their EMR after the start of oral oncolytics. Patients who were receiving oral oncolytics for non-oncologic indications and patients with unavailable progress notes on their EMR were excluded.

Outcome measures

The primary endpoint was the characterization of cardio-oncologic and medication-related interventions such as dose reduction, treatment interruption, treatment discontinuation, and initiation of cardioprotective medications. Key secondary endpoints included the correlation between CV risk factors and observed incidence of CV toxicities, onset of CV adverse events in relation to initiation and duration of therapy, and identification of monitoring practices.

Data Collection

All data collected with regards to patient characteristics, past medical history, oncologic history, specific oral oncolytics, duration of therapy, cardiotoxic manifestations, laboratory values, imaging results, and home medications were obtained via manual chart review. Owing to the frequency of aromatase inhibitors (AIs) identified during chart review, FAERS was queried on May 31, 2022 for “cardiac failure”, “cardiac failure congestive”, “cardiac failure chronic”, “cardiac failure acute”, “left ventricular failure”, “right ventricular failure”, “ventricular dysfunction”, “left ventricular dysfunction”, “cardiac dysfunction”, “systolic dysfunction”, “cardiac ventricular disorder”, “left ventricular enlargement”, “ventricular hypertrophy”, “left ventricular hypertrophy”, “cardiac hypertrophy”, “cardiomyopathy”, “hypertrophic cardiomyopathy”, “restrictive cardiomyopathy”, “toxic cardiomyopathy”, “ejection fraction decreased”, “ejection fraction abnormal”, “cardiac output decreased”, and “cardiac index decreased” secondary to AIs, namely “anastrozole”, “exemestane”, and “letrozole”, and all other drugs. Adverse events from FAERS were obtained from January 1, 1996 to March 31, 2022. All terms were grouped together for analysis.

Statistical analysis

Baseline demographic, clinical, and laboratory data as well as primary and secondary endpoints were reported using descriptive statistics. Continuous variables were presented as mean, median, and interquartile range. Categorical values were expressed as absolute frequencies. To compare the risk of cardiotoxic events reported with AIs versus other drugs in the database, a signal disproportionality analysis was calculated by using the reporting odds ratio (ROR). The precision of the ROR was determined by 95% confidence intervals (95% CI). P-values were calculated by using chi-squared or Fisher’s exact test, and a p-value < 0.05 was considered statistically significant.

A total of 1146 patients were identified to have an ICD-10 code for a cardiotoxic event added to their EMR after initiating oral oncolytics. Following exclusion of patients with unavailable documentation on their EMR, the charts of 143 were reviewed to validate onset of CV adverse events after initiation of oral oncolytics. After accounting for exclusion criteria, 67 patients were included in the final analysis (Fig.  1 ). Baseline characteristics were summarized in Table  1 . The mean age was 69 ± 15 years and mean body-mass index (BMI) was 28.34 ± 6.73 kg/m2. The majority of patients were female ( n  = 45; 67.2%). Forty-five patients (67.2%) had solid tumors while 22 patients (32.8%) had hematologic malignancies. The most common single diagnosis was breast cancer ( n  = 26; 38.8%). Preexisting CV risk factors were prevalent in the cohort as 97% had at least one CV risk factor or established CVD. The most common baseline comorbidities were hypertension ( n  = 48; 71.6%), hyperlipidemia ( n  = 27; 40.3%), and obesity ( n  = 26; 38.8%). Prior chest radiation, anthracyclines, or trastuzumab was documented in 25.4%, 22.4% and 4.5% of patients, respectively. AIs ( n  = 25;46%), BCR-ABL inhibitors ( n  = 11;16%), and vascular endothelial growth factor receptor (VEGFR) inhibitors ( n  = 9;13%) were the three principal classes of oral oncolytics associated with CV adverse events.

Flowchart showing derivation of the study cohort

The identified CV adverse events were HF/cardiomyopathy (31 events), arrhythmias (30 events), acute coronary syndromes (ACS) (14 events), pericardial disease (5 events), and deep vein thrombosis (DVT) (5 events). The three most common classes of oncolytic agents associated with HF were AIs (10 events), VEGFR inhibitors (6 events), and BCR-ABL inhibitors (6 events). With comparison to all reported events in the FAERS database, a significant ROR for HF and cardiomyopathy was found with AIs (ROR 2.45 [95% CI 2.31, 2.61], p  < 0.0001) (Table  2 ). The median time to onset of CV adverse events ranged from 29 to 343 days and was shortest for pericardial disease and longest for DVT (Fig.  2 ). At presentation, 31 patients (46.2%) had elevated troponins. CV adverse events were managed by initiation of cardioprotective medications ( n  = 44), treatment interruption ( n  = 18), treatment discontinuation ( n  = 14), and/or dose reductions ( n  = 7). In 15 (22.4%) patients, no particular intervention was identified (Fig.  3 ). Upon presentation with HF, LVEF was ≤40% (heart failure with reduced ejection fraction or HFrEF) in 14 patients (45.2%), between 41 and 49% (heart failure with mildly reduced ejection fraction or HFmrEF) in 5 patients (16.1%), and ≥ 50% (heart failure with preserved ejection fraction or HFpEF) in 10 patients (32.3%). Among the 19 (61.3%) HFrEF or HFmrEF cases, angiotensin-converting enzyme inhibitors (ACEIs)/angiotensin receptor blockers (ARBs)/ angiontensin receptor neprilysin inhibitor(ARNI), beta blockers, and mineralocorticoid receptor antagonists (MRAs), were initiated in 15 (78.9%), 13 (68.4%), and 4 (21%) patients, respectively. Among 12 (38.7%) HFpEF cases, ACEI/ARB/ARNI, beta blockers, and MRAs, were initiated in 6 (50%), 7 (58.3%), and 1 (8.3%) patients, respectively. Sodium-glucose transport protein 2 inhibitors (SGLT2i) were not initiated in any HF patients.

Incidence and classification of cardiovascular (CV) toxicity

Characterization of cardio-oncologic interventions

Monitoring strategies were also described for patients who experienced HF since that was the largest subpopulation (Table  3 ). A follow-up echocardiogram (ECHO) was performed in 18 out of 31 patients at a median of 89 days (Interquartile range [IQR] 32.25-188.25). LVEF at follow-up was ≤40% in 8 patients (25.8%), between 41 and 49% in 5 patients (6.5%), ≥ 50% in 8 patients (25.8%). Out of the 14 patients who initially had a reduced EF (≤40%), 11 had available follow-up ECHOs, and LVEF was improved to ≥ 40% in 5 patients. Two patients who initially had mildly reduced LVEF experienced worsened LVEF to < 40% upon follow-up.

Fourteen (45.2%) patients presented with elevated troponins upon diagnosis of HF. B-type natriuretic peptide (BNP), a marker of cardiac stretch, injury, and/or increased filling pressures, was elevated in 77.4% of patients at presentation with a median of 486 pg/mL (IQR 208–957). A pre-discharge BNP was obtained in 21 (67.7%) patients and found to be decreased to a median of 340 pg/mL (IQR 147.5–774). A follow-up BNP was obtained in 24 (77.4%) patients after a median of 49 days (IQR 23–130). The median BNP at follow-up was slightly higher than the pre-discharge BNP with a median of 412 pg/mL (IQR 202–836).

In this cohort of 67 patients, HF was the most common CV adverse event with 31 events occurring at a median of 148 days (IQR 43–476). Roughly a third (32.2%) of the HF/cardiomyopathy events occurred in patients taking AIs. Of note, three prior meta-analyses of randomized controlled trials (RCTs) have shown an increased risk of CVD, mainly ischemic events, with AIs compared with tamoxifen, especially upon longer exposure [ 27 , 28 , 29 , 30 ]. The antioxidant and cardioprotective effects of tamoxifen have been attributed to its relatively lower risk of association with CV adverse events in comparison with AIs [ 29 , 30 , 31 ]. In a population-based cohort study, AIs were associated with an 86% increased risk of HF and a 50% increased risk of CV mortality compared with tamoxifen [ 30 ]. Another retrospective cohort study of 13,273 women with no history of CVD identified an increased risk of dysrhythmia, valvular dysfunction, and pericarditis with AIs vs. tamoxifen (adjusted HR, 1.29 [1.11–1.50]) as well as non-hormone users (1.18 [1.02–1.35]) [ 32 ]. The incidence of serious cardiac events (2.1% vs. 1.1%), including ischemic heart disease and HF, as well as hypercholesterolemia (43.6% vs. 19.2%) was significantly more common with letrozole compared with tamoxifen in the BIG (Breast International Group) 1–98 trial [ 33 ]. In the ATAC (Arimidex, Tamoxifen Alone or in Combination) trial, patients with pre-existing ischemic heart disease experienced more ischemic CV events (17% vs. 10%) when treated with anastrozole rather than tamoxifen; in addition, a higher percentage of patients taking anastrozole experienced cholesterol level elevation (9% vs. 3.5%) than those taking tamoxifen [ 34 , 35 ]. In a recent matched-control study, breast cancer survivors treated with endocrine therapy appeared to have a higher risk of hypertension and diabetes [ 36 ]. The aforementioned association with ischemic heart disease and cardiometabolic risk factors could explain the indirect mechanism through which AIs may lead to HF. Of note, patients with a history of breast cancer on AIs may have a history of trastuzumab, anthracyclines, or chest radiation which can independently induce CV toxicity and act as a confounder. Out of the 10 patients observed to have received AIs and subsequently developed HF, none had received trastuzumab, 2 patients had a history of chest radiation and anthracycline use, and 1 patient had a history of chest radiation alone. To further investigate the association of AIs with HF, a signal disproportionality analysis was conducted based on a query of the FAERS pharmacovigilance database and revealed a significant association of AIs with HF (ROR 2.45 [95% CI 2.31, 2.61], p  < 0.0001). One limitation of this query is that it does not capture asymptomatic CTRCD based on a new decline in GLS or rise in cardiac biomarkers. This perceived association of AIs with HF and/or cardiomyopathy bolsters prior findings and warrants further investigation in prospective studies for AIs’ association with both symptomatic and asymptomatic CTRCD.

Unlike AIs, HF has been well-described in other classes, and monitoring recommendations have been suggested. The recent ESC guidelines recommend a transthoracic echocardiogram (TTE) prior to initiation of VEGFR inhibitors, BTK inhibitors, RAF and MEK inhibitors in patients at high and very high risk. On the other hand, a TTE is recommended for all patients prior to initiation of second and third generation BCR-ABL inhibitors and osimertinib [ 20 ]. For example, a meta-analysis of 21 trials in different solid tumors that reported data on congestive HF (CHF) showed that subjects in the VEGFR TKI group were at significantly higher risk for CHF than subjects in the non-TKI group (RR = 2.69, p  < 0.001, 95% CI: 0.1.86 to 3.87). However, a sub-analysis did not show an association of CHF with longer duration of therapy (≥ 17.2 weeks vs. <17.2 weeks) [ 37 ]. Similarly in this cohort study, the time to onset of HF varied widely indicating that a strong consideration should be made for the initial periodic monitoring to be extended for the duration of therapy. In fact, ESC guidelines suggest repeating TTE every 4 months for moderate-risk patients and every 3 months for high-risk patients during the first year of treatment with VEGFR inhibitors; following the first year, echocardiography every 6–12 months may be considered for both patient populations [ 20 ]. As previously described in the literature, individual VEGFR inhibitors appear to have different propensities for CV toxicity. A Bayesian network analysis of randomized controlled trials of nine VEGFR TKIs showed that lenvatinib and vandetanib tend to induce the most severe cardiotoxic manifestations while regorafenib and nintedanib did not display detectable increased risk of CV toxicity. Such comparisons of class agents are useful for clinicians to understand individual risks associated with these oral oncolytic agents and provide a framework to guide selection of treatment [ 38 ].

The BCR-ABL inhibitor which has strongly been associated with CV side effects is the third-generation agent ponatinib. In one retrospective study of 78 patients, the median time to onset of CV adverse events was 5.7 months, which is shorter than the reported 13.4 months for an arterial occlusive event in the PACE trial [ 39 , 40 ]. While patients in the study did not develop peripheral or cerebrovascular occlusive events, which take longer to develop as shown in the PACE trial, the faster onset could also be related to a higher risk population in the real-world setting rather than the clinical trial setting. Interestingly, dasatinib was the most frequent BCR-ABL inhibitor associated with HF in this study. Historically, dasatinib carries the highest risk for immune-mediated pleural effusion and pulmonary hypertension. Because of the latter, a low threshold for performing an ECHO in patients with cardiopulmonary symptoms who will be started on dasatinib has been suggested [ 41 ]. In addition, ESC guidelines suggest that TTE should be considered every 3 months for high-risk patients during the first year of treatment with ponatinib or dasatinib; following the first year, echocardiography may be considered every 6–12 months [ 20 ].

Most studies of oral oncolytics excluded patients with low EF or other severe cardiovascular co-morbidities within 6 to 12 months of enrollment. In this cohort, 97% of the patients had pre-existing CVD or at least one risk factor for CVD [ 42 , 43 ]. The results of this study highlight the fact that such patients are at an elevated risk for CV adverse events and should be monitored closely. Moreover, the results of this study add to the body of literature emphasizing the need to monitor patients on oral oncolytics closely and proactively manage any pre-identified CV risk factors. Pre-treatment risk assessment using recognized risk assessment tools such as Heart Failure Association–International Cardio-Oncology Society (HFA-ICOS) baseline cardiovascular toxicity risk assessment tool are recommended. Patients deemed to be at moderate-to-high risk would benefit from close surveillance, strict management of traditional CV risk factors, and a cardio-oncology referral. The ultimate risk represents a combination of patient-related risk factors and drug-related risk factors such as the incidence and severity of the associated CV toxicity [ 20 ]. Additional real-world studies on individual classes of medications can further quantify the risk with each class and help guide decision-making. For example, the FDA prescribing information for anastrozole was revised to include a warning for increased incidence of ischemic cardiovascular events in women with pre-existing CVD which was seen in the ATAC trial [ 35 ]. The current study is consistent with previous studies that indicate that the increased CV risk warning should be applicable to all AIs. General recommendations aimed at mitigating the risk associated with modifiable risk factors, such as smoking cessation, weight loss, increased physical activity, and pharmacologic interventions including lipid-lowering, anti-hypertensive, and anti-diabetic therapy, intuitively apply to the oncology population as well [ 42 , 43 ]. Specific cardio-preventive interventions that have been tested in RCTs include ACEIs/ARBs, beta-blockers, or their combination and have yielded modest or no effect in attenuating LVEF or GLS decline. Additionally, such interventions have mainly been studied in patients on anthracyclines or trastuzumab [ 44 ]. Two meta-analyses have pooled studies evaluating neurohormonal inhibition and/or beta blockers in patients receiving anthracyclines and/or trastuzumab. Both analyses demonstrated that beta blockers and ACEI/ARBs may mitigate the decline in LVEF during trastuzumab and anthracycline treatments; however, the absolute benefit may be small with uncertain clinical relevance, and results may be skewed due to attrition and publication bias [ 45 , 46 ]. Unfortunately, no studies on preventive cardioprotective strategies have yet been performed for attenuation of CV toxicity with oral oncolytics. In the current study, 32 (47.8%) and 28 (41.8%) patients were on beta blockers and ACEI/ARBs upon initiation of oral oncolytic therapy, respectively. Of the patients who did develop HF, 14 (45.2%) and 13 (41.9%) patients were on beta blockers and ACEI/ARBs upon initiation of oral oncolytic therapy, respectively. The development of CV adverse events in these patients despite early cardioprotective strategies underscores the high-risk nature of the cohort and reinforces the need for more effective preventive strategies that are validated with oral oncolytics.

Previous studies have suggested that troponin release pattern following high-dose chemotherapy may be utilized for the prediction of future ventricular dysfunction. In one study, prolonged troponin I elevation one month after therapy was associated with a higher decrease in LVEF [ 47 ]. Other small studies have also shown that serial troponin tests, alone or in combination with GLS measurement, may be beneficial for early detection of CV toxicity [ 48 , 49 ]. To that end, high-sensitivity troponin assays for individual risk stratification and long-term risk prediction in the setting of stable coronary artery disease and heart failure are currently being investigated [ 50 ]. Based on previous study findings, risk-adapted strategies utilizing troponin as a surrogate endpoint were developed. The initial study by Cardinale et al. showed that, in patients treated with high-dose chemotherapy and deemed to be at high risk due to increased troponin I value, enalapril may prevent the development of late CV toxicity [ 51 ]. Subsequently, the open-label ICOS-ONE study found no difference in LVEF with a preventive strategy compared with troponin-triggered strategy for initiating enalapril in patients treated with anthracyclines [ 52 ]. In the current study, 14(45.2%) patients presented with elevated troponins upon identification of HF. Therefore, troponins could also be explored as a potential biomarker for CV toxicity secondary to oral oncolytics. The 2022 AHA/ACC AHA/ACC/HFSA Guideline for the Management of Heart Failure suggests serial measurement of cardiac troponin for risk stratification in patients receiving potentially cardiotoxic cancer treatments [ 53 ]. In addition, patients at risk of developing HF, BNP or NT-proBNP–based screening followed by collaborative care can be useful to prevent the development of LV dysfunction, diastolic dysfunction or new-onset HF [ 54 ]. The 2022 ESC cardio-oncology guidelines similarly recommend baseline measurement of NP and troponin for risk stratification and if the degree of change in the biomarkers will be used to detect subclinical cardiac injury during cancer treatment [ 20 ].

The paucity of literature describing whether the offending agent can be continued following development of CV toxicity complicates determining the optimal approach. The 2022 AHA/ACC AHA/ACC/HFSA Guideline for the Management of Heart Failure recommends discontinuing cardiotoxic therapy in patients who develop overt HF while a diagnostic workup is undertaken to establish the etiology and initiate guideline-directed medical therapy (GDMT) [ 53 ]. The guideline also promotes a collaborative, patient-centered approach, including a CV specialist in cardio-oncology and primary oncologist, when determining whether to resume, modify, or permanently discontinue therapy. The severity of HF, potential reversibility based on mechanism of toxicity, response to GDMT, and availability of alternative oncolytics can aid in decision-making. To date, there is no guidance for discontinuation or resumption of therapy with other types of cardiotoxicities. Based on the observed real-world cardio-oncologic interventions in this study, treatment was notably continued in 80% of the cases. Treatment was discontinued solely due to CV toxicity in only 3 cases. The most common causes for discontinuation included transition to hospice or death as well as progression shortly after development of the CV adverse events. In addition, pharmacological treatment of the CV adverse events was initiated in 65% of the cases. Oral oncolytics have been associated with high response rates and survival benefit in many instances, and reluctance to immediately withdraw these highly effective medications before attempting to manage their toxicities is justifiable. Furthermore, interruption of anti-HER2 agents because of CV adverse events was found to be associated with worse outcomes in patients with breast cancer [ 55 , 56 ]. The aforementioned observation led to the emergence of the concept of permissive cardiotoxicity, which favors aggressive management of cardiotoxicity to enable the patient to remain on life-prolonging cancer treatment rather than discontinuation of cardiotoxic treatment [ 57 ]. For example, it is now recommended to continue anti-HER2 agents with close surveillance when CTRCD is asymptomatic and moderate [ 20 ]. In the oncology population, available data in patients with anthracycline and trastuzumab-induced HF suggest beta blockers and ACEi are effective in improving LV dysfunction [ 53 ]. Given the dearth of data specific to CTCRD secondary to oral oncolytics, management should align with the HF management guidelines. The AHA/ACC guideline recommends 4 medication classes for HFrEF stages C and D: beta blockers, ACEI/ARB/ARNi, MRA, and sodium/glucose cotransporter-2 inhibitors (SGLT2i). The same classes of medications may be considered in patients with HFmrEF. For patients with HFpEF, SGLT2i, MRAs, ARBs, and ARNi may be considered to decrease HF hospitalizations. SGLT2i is the only class of medications that has shown significant benefit in reducing CV mortality [ 58 ]. In the current study, adherence to GDMT was suboptimal; therefore, referral to a cardio-oncology service may help optimize treatment and outcomes. While the numbers are small, more patients had improved EF upon follow-up. Patients with HFrEF who improve their LVEF to > 40% are considered to have HFimpEF and should continue HFrEF treatment [ 53 ]. In most of these patients, cardiac structural abnormalities usually persist and may lead to an eventual decline in EF with non-adherence to the GDMT or re-introduction of cardiotoxic treatment [ 59 ].

In patients hospitalized for HF, measurement of BNP or NT-proBNP levels at admission is recommended as higher levels of BNP and NT-proBNP are associated with adverse short and long-term prognosis. A pre-discharge BNP or NT-proBNP level can also predict the disease course of the patient and establish a post-discharge prognosis [ 60 , 61 ]. In the current cohort, median BNP at discharge was < 350 ng/L, which could signify a more favorable prognosis for death or readmission [ 62 ]. The median BNP in this study was not significantly changed after 2 months, possibly due to suboptimal adherence to GDMT. A proposed algorithm for monitoring and management of patients who present with CTCRD associated with oral oncolytics is outlined in Fig.  4 .

Algorithm for monitoring and treating patients for oral chemotherapy-induced cancer-therapy-related cardiac dysfunction (CTRCD)

Our study was primarily limited by the small population size which did not allow description of medication class-specific cardiotoxicities and consequent interventions. Our health-system is located in a large medical center. Our data pull identified outpatient prescriptions of patients who were treated at our health-system for any reason. The 1003 patients that were excluded were being treated for their cancer diagnosis by another health-system or private physician office, and as such, were not evaluable by chart review. The small sample size also prohibited regression analysis to investigate correlation of individual risk factors with the incidence of CV adverse events. Identification of CV adverse events also depended on reliability of accurate ICD-10 documentation and may have led to omission of eligible cases or misclassification of cardiotoxicities, although the latter was minimized by chart review. The observational and non-controlled nature of this study can only show association of oral oncolytics with CV adverse events and precludes ascertaining causality of agents in inducing CV toxicity. In addition, results may have been biased by the fact that the multi-health care hospital system has a large breast cancer center, and long-term survivors are seen frequently as part of routine surveillance. Data collection occurred primarily through retrospective manual chart review, which is limited by the variability in providers’ documentation and is prone to user error. Lastly, the short duration of follow-up does not allow assessment of the trajectory of CV adverse events or incidence of late CV adverse effects.

Oral oncolytics are associated with different cardiotoxic manifestations, mainly CTRCD. Optimization of CV risk factors and comorbidities is crucial at all stages of cancer treatment. A multidisciplinary approach to treatment that includes appropriate monitoring of imaging and cardiac biomarkers, temporary interruption of treatment for CV adverse events, and initiation of guideline-directed treatment is recommended. The severity of CV adverse events, potential reversibility of suspected CV toxicity, response to pharmacological treatment, and availability of alternative treatment should be considered in the decision to resume or discontinue treatment. High-quality, drug-specific studies and cost-effectiveness analyses for screening and monitoring are also required for different classes of medications.

Data availability

The data that support the findings of this study are available from the corresponding author on reasonable request.

Abbreviations

Acute coronary syndromes

Angiotensin-converting enzyme inhibitors

Aromatase inhibitors

Angiotensin receptor blockers

Angiontensin receptor neprilysin inhibitors

Breakpoint cluster region-Abelson murine leukemia

Body-mass index

B-type natriuretic peptide

Cardiovascular

Cardiovascular disease

Cancer-therapy-related cardiac dysfunction

Deep vein thrombosis

Echocardiogram

Epidermal growth factor receptor

Electronic Medical Records

European Society of Cardiology

FDA Event Reporting System

Food and Drug Administration

Guideline-directed medical therapy

Human epidermal growth factor receptor 2

Heart failure

Heart failure with improved ejection fraction

Heart failure with mildly reduced ejection fraction

Heart failure with preserved ejection fraction

Heart failure with reduced ejection fraction

Institutional review board

Left ventricular ejection fraction

Mineralocorticoid receptor antagonists

Randomized controlled trials

Reporting odds ratio

Sodium-glucose transport protein 2 inhibitors

Tyrosine kinase inhibitors

Transthoracic echocardiogram

Vascular endothelial growth factor receptor

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GU, VA, and BT conceptualized the study design. KA performed data collection and statistical analysis and drafted the manuscript. GU, VA, and BT reviewed the manuscript. All authors read and approved the final manuscript.

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Abboud, K., Umoru, G., Trachtenberg, B. et al. Real-world data of cardio-oncologic interventions for cardiovascular adverse events with oral oncolytics. Cardio-Oncology 10 , 22 (2024). https://doi.org/10.1186/s40959-024-00221-5

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DOI : https://doi.org/10.1186/s40959-024-00221-5

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