ORAL PRESENTATION

Why do you give oral presentations?

You may be asked to give an oral presentation or seminar for a number of reasons:

• as a means of stimulating or ‘kicking off’ discussion in group situations - seminars and

presentations provide a useful and efficient method for the coverage of a range of issues efficiently
through the ‘sharing’of research time with other members of the group.

• as an exercise - to develop communication skills, essential for vocational courses

• as a means of assessment - an alternative to a written assignment - you are likely to be assessed

on:

• the content,
• organisation of resources,
• materials and
• presentation

You may be given a subject or asked to select a topical issue related to the area under study. You may
be asked to lead the presentation yourself, work with a partner or a small group of colleagues. Find out
how long the presentation should be, if no time limit is given then aim to talk for no more than 10 - 15
minutes as most listeners will become restless if it is longer. (If you are expected to give a longer
presentation then bear the 15 minute rule in mind and use it to break up the structure of the
presentation)

Avoid ‘making it up as you go along’ - this is more likely to make you anxious and it will show in
your presentation. You will need to plan and prepare your work.

Prepare for the Seminar

If you have been given a topic you will need to analyse it, if you are to choose your own topic then you
will need to define the area you will cover. Avoid being over ambitious in the time given you are not
going to be able to do much more than outline the topic and make a few of the main points. It will be
useful to ask yourself the following questions as you research your information.

• What do I already know about the topic? - this may be more or less where other students are at
with their thinking on the same topic. It can help you to get started.
• What are the main points of the topic? - as you read try and distil the main points, this is the
essence of what you will want to communicate to your audience
• What will my main theme or argument be? - as you become aware of the main points, you
should start to think about their relative importance
• How will I structure my presentation? - as you become aware of the relative importance you can
start to consider an appropriate sequence for the main points you wish to make, this will provide an
outline for your presentation.
You will have given the topic lot of thought, your audience will not - they will need the main points
presented in a clear and simple fashion.

Order you main points and put these as headings on 3 or 4 cards. You can list key points under the
main headings. This avoids reading from detailed script which can create problems: it is easy to
loose your way, it’s hard to pick up ‘the thread’ if you are interrupted and can result in a flat
presentation style.

Illustrations or diagrams may make a point more clearly than a lot of words. You may wish to
produce handouts for the group. Consider preparing acetate sheets for an overhead projector, this will:
vary your presentation, give the audience something else to look besides you and avoids the need to
write and draw on a board or flip chart (which means less to remember and less to worry about).

Remember
Prepare resources in advance

You should decide if and when you will take questions so that you can deal with them if and when
they arise. Taking questions during your presentation may help in keeping the attention of the group -
it could interrupt your ‘flow’in which case you could take questions at the end.

Use of illustrations, overheads, taking questions can all be noted on your prompt cards.

MAIN HEADING 1

key points listed on a card can be helpful because:

• you can indicate when to take questions or use an illustration/OHP
• you can loose your way when reading from detailed notes
• it focuses on the major points you wish to communicate

Practice your presentation

Run through what you intend to say and practice working from the cards. Time your talk so that you
keep to the 15 minute rule. If you are going to use any audio/visual resources (overhead projectors,
video recorders, etc.) then ensure that you are familiar with the technology.

Giving the Seminar

• Take a few a deep breaths before you start - it’s easy to forget to breath normally. Less oxygen
adds to the feeling of stress.
• Emphasise key points - use a change of voice or make a conscious effort to slow down in order to
highlight your main points.
• Try to maintain eye contact with the group - it helps the group to feel as if you are talking to
them.
Nervous?

If you are worried or nervous about the presentation try ‘imagining the worst.’ What could go wrong?
What is the worst thing that could happen? Then go on to imagine how you would cope with the
situation.

• Awkward interruptions - the seminar is likely to be used as a means of kicking off a discussion -
politely state: ‘the point is very interesting perhaps we could deal with it in the following
discussion.’
• Awkward questions - if you are asked a question and you don’t know the answer say so, you are
not there as the world’s leading authority on the subject.
• Making a mistake - if you make a mistake stop, take a breath and correct yourself

Everybody feels ‘stage fright’before a presentation - it does get easier with practice.

Remember

• For the rest of the group it is just another session.

• They will not be concerned with how clever you are or how hard you have worked.
• They only want to understand what you have to say.
• It will be their turn sooner or later.

After you speak

• Welcome the evaluation of others. Most of us find it difficult to hear

criticism about speaking. Be aware if you resist such criticism, then let
go of your resistance. Listening to feedback will increase your skill

• Review and reflect upon your performance:

• Did you finish on time

• Did you cover all the points you intended to cover
• Was the audience attentive
• Did you handle your nervousness effectively
• What can you do to improve your performance and delivery next time

Sources: Marshall & Rowland, A Guide to Learning Independently 2nd ed. OU 1993
Northedge, The Good Study Guide, OU 1990

By, Paul Harris, Learning Support Unit, University of Greenwich ,1996.