Modul Public Speaking

Modul Bahan Ajar
PUBLIC SPEAKING
SCARLETINA VE.
ISTI PURWANINGTYAS
PROGRAM STUDI SASTRA INGGRIS

FAKULTAS ILMU BUDAYA
UNIVERSITAS BRAWIJAYA
PUBLIC SPEAKING
Students Workbook
Developed for:
English Literature Program
Brawijaya University
2014
PREFACE
SBI 4105 - PUBLIC SPEAKING
Public Speaking (course code: SBI 4105) is a three-credit one semester

undergraduate course. Public Speaking comprises 9 study units. The materials
have been developed with apt exercises for students. It is to be used, written in
and applied directly in class. You can learn skills on your own, and join with
other students in a collaborative learning venture.
This module contains two important materials for public speaking. The materials
are debate and presentation. This module contains exercises and formsheets
which can be duplicated as often as necessary to supply your needs in practicing
debate and presentation.
Our goal is to help you, our students, learn and apply practical skills to deal with
the opportunities and issues in your life. This module is not designed to deal with
"theoretical" issues, but rather to provide a practical "hands on" approach.
In specific, the course objectives are:
1. To expose student to the concept of public speaking

2. To make the students understand strategies in debate
3. To guide the students practice debate
4. To make the students understand techniques of presentation
5. To guide the students in making a good presentation
The course guide gives you an overview of the course. It also provides you with
information on the organization and requirement of the course.
We truly hope you enjoy the journey to self-improvement.

TABLE OF CONTENT
Preface .............................................................................. i
Unit 1 Debate Speech .......................................................... 1

Warming Up Activity ................................................... 1
Theoretical Framework ................................................ 2
Debate and Its Importance ................................. 2
Principles, Parts and Types of Debate ................... 4
Guided Practice .......................................................... 8
Extended Practice ....................................................... 8
Unit 2 Argument and Rebuttal................................................ 10

Developing Argument and Refutation ................... 11
Communicative Expression ................................. 14
Speaker Roles ................................................... 16
Guided Practice .......................................................... 17
Unit 3 ................................................................................ 21
Matter of Debate ............................................... 22
Manner of Debate .............................................. 23
Method of Debate .............................................. 24
Guided Practice .......................................................... 26
Unit 4 ................................................................................ 30
Role of Adjudicator ............................................ 31
Marking Scheme ................................................ 32
Basics of Adjudication ........................................ 32
Asian Parliamentary Debate Format ..................... 33
Guided Practice .......................................................... 35
Unit 5 ................................................................................ 43
A Presentation Is ............................................... 44
Preparing Presentation ....................................... 45
Guided Practice .......................................................... 48
Unit 6 ................................................................................ 51
Structure of Presentation .................................... 52
Guided Practice .......................................................... 59
Unit 7 ................................................................................ 62
Outlining a presentaton ...................................... 62
Guided Practice .......................................................... 64
Unit 8 ................................................................................ 71
Functions of Visual Media ....................................73
Kinds of Visual Media ......................................... 73
Guided Practice .......................................................... 81
Unit 9 ................................................................................ 82
What Is Body Language ......................................83
Positive Body Language ...................................... 83
Negative Body Language .................................... 85
Guided Practice .......................................................... 86
References ......................................................................... 87
Apendixes .......................................................................... 89
Apendix 1 .................................................................. 89
Apendix 2 .................................................................. 92
Glossary ............................................................................. 93
Index ................................................................................. 95
UNIT 1
DEBATE SPEECH
Objectives After finishing this unit, you will be able to:
1. Explain purpose and criteria of public speaking

course
2. Explain the function and importance of debate
3. Mention and understand parts of debate
4. Understands the types of debate
5. Understands the roles of debate
6. Practice speech in debate
7. Using certain topic for the speech
Schedule and Meeting 1-2 1. The course guide

Materials 2. Debate definition and the
importance of debate.
3. The parts, types and roles of
debate
I. WARMING UP ACTIVITY
Opinion and Argument
1. Discuss these questions in the class:

a. What is your opinion about going to the mall every day?
b. What about smoking cigarette in university area?
c. Do you think that entrepreneurship is important?
2. Do you agree or disagree with those ideas? Do you have solutions for
them?
3. Share your opinion in the class.
4. Let your teacher lead you to be two opposing groups with each groups
arguments/reasons and explain the difference of discussing, arguing and
debating.
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II. THEORETICAL FRAMEWORK
1. DEBATE AND ITS IMPORTANCE
1. Definition of debate
Debate is basically a structured discussion. To elucidate, it is a formatted and

rule-based discussion of topics. Debaters develop arguments and present
argumentative speeches in order to make their cases.
Debate occurs when two sides attempt to persuade another person(s) that their
position on an issue is more convincing. In academic debate, two sides argue an
issue in front of adjudicator(s) and audience. Each side employs worthwhile
evidence to promote their viewpoint and to rebut the "flawed" evidence
forwarded by the other side
2. The Importance of Debate
Debate works in the way that it exercises a complementary set of component

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

comprehension, argument literacy, evidence evaluation, summarization and
outlining, public speaking, conflict resolution, civil discussion skills, critical
thinking, and note taking. You can see in the table below:
Skill Acquisition
Research Students research constantly throughout the debate season.

Competence Because topics change and are announced in advance,
special impetuses created for students to learn about current
events.
Changing topics encourage students to constantly research
through the meetings.
Topics are designed to be interesting and accessible for
students, creating additional incentives.
Students research in a variety of accessible media and learn
to share their research with other team mates through
synthesis and summary, thereby exercising writing skills as
well.
2
Media Literacy Because students must consult and evaluate information
from a variety of media, they develop media literacy skills as
part of research.
The debate process amplifies this learning, as students must
find evidence and arguments to support multiple sides of
given topics. Media literacy is developed in tandem with its
companion skills: reading comprehension and argument
literacy.
Students learn to analyze arguments for their validity and the
strength of evidence, thereby developing the leverage to
critically analyze sources of information.
Reading Through debate participation, many students confront

Comprehension sources of information that they would never otherwise
consume.
Debate provides a series of incentives that challenge students
to read materials that are often considerably above their
customary reading levels.
As students develop argument literacy, they gain tools to
increase their reading comprehension because they can
analyse difficult texts in terms of their more recognizable
component parts.
Reading comprehension is also aided by the development of
summarization and outlining skills.
Argument Students gain argument literacy as they learn to identify the

Literacy constituent parts of arguments (including assertions,
reasoning, and evidence).
Argument literacy is a key skill for building reading
comprehension and media literacy.
Students learn to identify and compare arguments for their
relative validity, using understanding of logical fallacies and
other failures of reasoning.
These skills apply across the curriculum, as students learn to
evaluate systems of proof, critically engage difficult texts,
and construct persuasive essays often significantly above
the expected abilities for their grade levels.
Evidence Associated with argument literacy development, debate helps

Evaluation students learn to critically evaluate many types of evidence,
including historical and contemporary examples.
Debate fosters sensitivity to bias (student bias as well as
author bias), assisting students in developing critical thinking
skills
Summarization Students summarize and synthesize their research.

and Outlining This summarization, necessitated by the extemporaneous
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demands of debating, helps students refine recall and reading
comprehension skills.
Public Debate helps students to develop an optimal mix of

Speaking impromptu and
Extemporaneous speaking skills.
Oral literacy is developed through informed practice and
repetition. Students gain confidence in otherwise intimidating
speaking situations by preparing in advance by learning
speaking techniques and conducting research on issues.
Floor Students engage each other throughout debate using points

Management of information. This teaches skills associated with civil
and Civility engagement. Students also learn a skill unique to
parliamentary debate formats: floor management.
Through extended practice, students learn to manage
engaged discussions when multiple parties are seeking to
enter the discussion. This management skill translates into
multiple educational and professional settings.
(source: http://www.middleschooldebate.com/documents/DebateSkills.pdf)
3. Virtues of being debater
By doing debate, there are some virtues you can get. The virtues of an
ideal debater are:
a. The ability to collect and organize ideas.
b. The ability to subordinate ideas
c. The ability to evaluate evidence
d. The ability to see logical connections
e. The ability to speak convincingly
f. The ability to adapt
2. PRINCIPLES, PARTS, AND TYPES OF DEBATE
1. Principles of debating
The first principle of successful debate speaking is to think and speak in

outline terms. To think in outline terms is to view the debate case in its
functional basic parts:
a. Issues and assertions (A)

b. Arguments and reasoning (R)
c. Evidence (E)
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All debate speakers must speak in terms of a double outlinethe outline
of their own case and the outline of their opponents case.
They all must have a clear idea of what they wish the
audience/adjudicator to accept. As the debate speakers prepare for the
debate, they face series of problems:
a. understanding the debate proposition

b. outlining their own and their colleagues approach to the case
c. collecting proofs
d. and anticipating attacks by the opponents
2. Basic Skills in Debate
There are three essential, basic debate skills in debate:
a. Argumentation.
The easy way to teach this is to reinforce it across all lessons by

teaching the ARE method: Assertion, Reasoning, and Evidence:
a. An assertion is a statement that something is so.
b. Reasoning is the "because" part of an argument.
c. Evidence is the "for example" part that supports the reasoning.

It is used to validate or support the reasoning.
b. Refutation.
There are 4-step refutation model.
a. Step one is "They say..." That's the part where you refer to the
argument you're about to answer.
b. Step two is "But..." That's where you make your counter. You
can make a counter-assertion or attack the reasoning or
evidence that's been offered.
c. Step three is "Because..." This is the part where you offer

reasoning to support your counter-argument.
d. Step four is "Therefore..." This is where you make your

conclusion - essential summarization.
c. Note-taking.
This bit is essential to debating. The better your notes, the more you
will win. As you can see with the refutation method above, you are
expected to refer specifically to the argument you are about to
answer. You need to write it down to answer it.
5
(http://www.hkwmacsl.edu.hk/system/tool/webpage/index.php?charset=iso-8859-
1&netroom_id=226&tool_id=108845)
3. What happens in a Debate?
In a debate, you and the other team argue to persuade the adjudicator(s).
During the debate, you present your position, attack your opponents
position, and defend your position against your opponents attacks. As you
argue, your goal is to persuade the adjudicator(s). You are arguing to
convince your adjudicator(s) using appealing arguments. Appealing
arguments are arguments that the adjudicator(s) believes as a good
arguments. The main speech in a debate for each speaker in which all
issues to be considered in the debate are presented is called constructive
speech.
4. Parts of Debate
A. Motion
Debate provides a forum for discussing important and interesting

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

takes the form of a kind of proposal for change that might be made by
a politician. This means that the motion (the topic) does not look
or sound like a question. In contrary, it looks and sounds like a
statement.
B. Sides: The Affirmative and The Negative Side
When you debate these resolutions, you will argue them from two
sides, the affirmative and the negative. THE AFFIRMATIVE (one team)
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supports the motion. THE NEGATIVE (the other team) rejects the
motion.
Deciding and explaining what a topic means is called `defining the

topic'. The job of defining begins with the AFFIRMATIVE. The first
speaker of the affirmative must explain in clear terms what they
believe the topic means.
C. Team Line
Because debating is a team event, it is important that the three

speakers work together as a team. The TEAM LINE is the basic
statement of "why the topic is true" (for the affirmative) and "why the
topic is false" (for the negative). It should be a short sentence,
presented by the first speaker of each team and used by the other two
speakers to enforce the idea of teamwork.
D. Rebuttal
In debating each team will present points in favour of their case. They
will also spend some time criticising the arguments presented by the
other team. This is called REBUTTAL. There are a few things to
remember about rebuttal:
a. Logic - to say that the other side is wrong is not enough. You have
to show why the other side is wrong;
b. Pick the important points - try to rebut the most important points of
the other side's case.;
c. `Play the ball' - do not criticise the individual speakers, criticise

what they say.
5. Types of debate
Since debate is basically a structured discussion, there are some debate

formats. Every format has some kind of rules, because those rules serve
to preserve order, and try to create some balance. So in every debate
format there will be some direction about the topics, about the timing,
about the speaking order and maybe some stuff about the judging criteria,
about how do you decide which team wins and which team loses. Here are
some of the more common types of debate:
a. Parliamentary Debate
b. Lincoln-Douglas Debate (Value Debate)
c. Oxford-Styke Debate (Oregon Modified Debate)
d. Policy Debate (Cross-Examination Debate)
e. Asian Debate Format
7
Among these formats, the Asian Debate Format is the most familiar
format for debate beginners in Indonesia, and will be discussed later in
Unit 4.
III. GUIDED PRACTICE

One-minute speech
In this task, you have to practice very simple and short speech according to
topic given by the teacher.
1. Divide the class in groups of 10

2. Each group should sit facing each other
3. Number yourself from 1 to 10
4. Number 1 should speak first on the topic no. 1 for 30 seconds
5. Speak on the topic to your friends in the group
6. After 30 seconds, you may sit and student no. 2 should stand up to
deliver speech based on topic no. 2
7. And then the process is repeated up to number 10
List of topics:
a. Curriculum f. Traffic
b. Uniform g. Leisure
c. School h. Library
d. Homework i. Class
e. Gadgets j. University
IV. EXTENDED PRACTICE
Identifying Ideas and Making Solutions
1. Divide the class in groups of 4

2. Each group receives a piece of paper and a topic (different topic for each
group)
List of topics:
a. The wearing uniform in school should be discontinued?
b. Should every student be required to take a performing arts course?
c. Should uniforms be required in school?
d. Should all students be required to perform one year of community
service?
e. Should schools block YouTube?
f. Should Poetry be removed from the curriculum?
g. Should all students have an after school job?
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3. Write as many ideas as possible on the paper according to the table :
Topic:
........................................................................................................................
........................................................................................................................
Opinion Parents opinion How to come to

Students opinion Teachers opinion
No. a final decision
1
4. Discuss in your group: who will express the students opinion, teachers
opinion, parents opinion and solution to come the final decision.
9
UNIT 2
ARGUMENT AND REBUTTAL
1. Build a persuasive case

2. Structure your arguments
3. Back-up your arguments with
evidences
4. Make speech based on the case,
arguments, and evidences
5. Apply expressions used in a debate
6. Draft rebuttal briefs
7. Cross-examine your opponent
8. Take notes during a debate
9. Refute the other debating team
Schedule and Meeting 3-4 1. Strategies to build a case and to

Materials make arguments based on
evidences
2. Pointers to make an compelling
rebuttal
3. Simple debate format with
rebuttal session
http://www.kiwiblog.co.nz/2007/08/let_the_cartoons_begin_.html
1. Teacher posts 4 pieces of paper in the 4 corners of the classroom

2. Teacher writes a controversial topic on the whiteboard, e.g.:
Schools should eliminate the use of uniform
3. Move to the corner that best matches your position:
4. Each corner will have 2 minutes to discuss and solidify their reasoning &
logic
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5. Each group selects a spokesperson to express the groups position. He/she
has 30 seconds to express thoughts concisely and persuade their
classmates. Other groups must listen intently
6. After the first corner presents, invite those who have been persuaded to
move to the other corner. The teacher directs each group to present their
groups position in turn. Move to the appropriate corners if you have
changed your minds.
1. DEVELOPING ARGUMENT AND REFUTATION
1.1. Thinking Strategies
1. Decide your topic.

2. Question yourself:
What is the advantages/disadvantages arising from:
Who benefit
What suffer Because of this
Why is going to happen reason,
When apply audience should
Where produce results agree/disagree with
How take place the topic
operate
3. Explain the advantages of your views and the disadvantages of the

other views on:
Individual Family Community Province Country

World
Micro (Small scale situation) Macro (Large scale situation)
4. Compare and contrast your arguments and others arguments by saying:
We want / Advocate The other brings / advocates

A community Mere association of individuals
Freedom/ Democracy Oppression / Tyranny / Slavery
Family / National unity Divorce / Disunity
Fine motives / High moral Suspect motives / Poor moral
tone climate
Improvements/ Benefits Decay / Decline
Advantages for most Disadvantages to many
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Harmony / Success Conflict / Failure
Sound investment / Saving Risky spending / Extravangant
Facts spending
Opinions
5. The others opinion/view have failed, because:
Cause Good Us His arguments

On Institusion are flawed &
Effects Bad Society My arguments work
(Source: http://www.learnquebec.ca/export/sites/learn/en/content/curriculum/social
_sciences/documents/thinkup.doc)
1.2. OUTLINE OF AN ARGUMENTATIVE DEBATE SPEECH
OPENING STATEMENTS
Organization:
It must have an intro, body, and conclusion
Try to think of a slogan to tie everything together
Argument type:
The opening statement should use logic, and expert.
All of your facts and statistics should be represented in this part of
the debate
Word Choice:
Persuasive Word Choice
Quotes, academic language, interviews and strong sources
Other important things:

The strongest speaker of the group should deliver this part of the
debate
All groups are required to have a power point during their opening
statement.
REBUTTAL SECTION:
Organisation:
4-step process*
Always relate it back to your topic
Delivery:
Must follow the 4-steps*
You must be a quick thinker
Can give a rebuttal during opening statement and rebuttal section
ONLY
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Scoring:
To get a proficient score you must deliver at least 3 rebuttals that
follow the 4-step process
Dont ramble and get lost from the topic
*) Pointers of 4-Step Rebuttal:

They say:
You repeat what the other team said during their opening statement
Practice shortening the quote from the other team
But:
Your transition word (you could use something other than but like
however for example)
Because:
This is your reasoning
It can be support for your counter argument or it could be a
criticism of your opponents idea
Therefore:
You compare your opinion to your opponents and discuss why yours
defeats theirs
This is a critical skill for debate
Your argument could be: better reasoned, better evidenced, has
more importance or experience
CLOSING STATEMENT
Organisation:
Must include an intro, a body, and conclusion
If your team used a slogan in the opening statement you should
repeat it here
Repeat any of your most important facts and statistics from the
opening statement, but DO NOT introduce anything new.
Argument:
You should be using the emotional argument here
This is the last the audience will hear from your side so make it
count!
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2. COMMUNICATIVE EXPRESSIONS
There are some communicative expressions employed in developing arguments.

They are:
I. Giving Opinions
In my view .
In my opinion.
I (personally)
think/believe/feel that ... smoking cigarettes should not be
It seems to me that ... allowed in public places.
Not everyone will agree with
me, but ...
For me ...
I dont think (that) smoking cigarettes should not be allowed in
public places.
For strong opinions, some other expressions might be used such as

the following:
Well, I just say

From my point of view,.. smoking cigarettes should not be
As far as Im concerned,. allowed in public places.
(Un)like X, I believe that ...
I absolutely believe that ...
Without a doubt, ...
II. Trying to refute someones opinion
But dont you think ..?

Yes, but do you really think
.? smoking cigarettes is bad for human
Yes, but is / isnt it possible health
that ..?
Surely not, I mean
Yes, but on the other hand .
Excuse me for interrupting but

... smoking cigarettes is bad for human
Thats true, but ... health
I would llike to make a point
here. That ...
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Additional expressions to refute someones opinion:
I would like to ask a question.

I have a question for you.
I would like to comment on that.
III. Giving reasons
.. so that ..
Well, you see, ...
The reasons are . smoking cigarettes is bad for human
Let me explain. You see, . health
But the point is ..
The simple reasons is that ..
IV. Agreeing
I agree with you.

Thats so too.
Thats true.
Thats what I think. Smokers have rights.
I think so too.
Absolutely.
That makes sense to me.
I totally agree with you.
V. Disagreeing
I dont agree with you

Im not sure that I agree.
I dont think so.
That may be true but ... Smokers have rights.

Maybe but ...
Yes, but dont forget ...
But dont you think ...
Thats true, but.

Actually, I think (that)
Yes, but ...
Yes, but on the other
hand ...
That may be true but ... Smokers have rights.
I disagree, I think (that)

I dont agree.
I disagree with ...
I dont see it that way ...
On the contrary ...
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http://poldraw.files.wordpress.com/2007/05/important-debate.jpg
3. SPEAKER ROLES
In a debating team, each speaker has specified roles that they must fulfil to play
their part in the team. They are laid out below in the order that the speaker will
speak:
Speaker Affirmative Negative

1 Have an introduction Have an introduction
Say your definition and team line Tell us your negative version of the
Outline briefly what each speaker in topic.
their team will talk about e.g. As 1st If the original topic That dogs are
speaker I will our 2nd speaker Jesse better than cats, now becomes:
will and finally our third speaker Lauren That cats are better than dogs or
will sum up and rebut the opposition That dogs and cats are equal
Present the first half of the affirmative Accept the affirmative definition or give
case: your own team definition
Point 1 Point 2 Point 3 etc. Tell us your team line
Use the Assert, Explain, Support and Outline briefly what each speaker in
Tie method their team will talk about
Rebut the 1st affirmative speaker e.g. I
would like to disagree with speaker 1
affirmative when they said or
there is an error in the point raised by
speaker 1 affirmative when they said
Present the first half of the negative
case
Reaffirm the affirmative team line Reaffirm the negative team line
Rebut the main points presented by Rebut some of the main points of the
the 1st negative speaker affirmative's case
Present the second half of the Present the second half of the
affirmative's case negative's case
Do not repeat points from 1st Do not repeat points from 1st
affirmative speaker negative speaker
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Reaffirm the affirmative's team line Reaffirm the negative's team line
Do not introduce any new material Do not introduce any new material
Rebut all the remaining points of the Rebut all the remaining points of the
negative's case affirmative's case
Present a summary of the affirmative's Present a summary of the negative's
case: case
We heard our 1st speaker Lily We heard 1st speaker Rosie say
argue Then 2nd speaker Laura proved
2nd speaker Grace went on to Round off the debate for the negative
prove
Round off the debate for the
affirmative
(Source: debating.net.au/wp-content/uploads/2009/02/speaker-roles.pdf)
Persuasive Essay
1. Write a 5-paragraph persuasive essay. In order to receive a maximum

score, you must express your arguments clearly and use appropriate
logic.
2. The paragraph can be assessed using this rubric:
min max
Introductory paragraph includes a clear 1 2 3 4 5
central idea that states the opinion about
the issues
The paragraph contain several details of 1 2 3 4 5

meaningful support
The conducting paragraph restates the 1 2 3 4 5
central idea
The essay ends with strong thought that 1 2 3 4 5
will leave the reader thinking about the
idea
The essay follows the conventions of 1 2 3 4 5
written English
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IV. EXTENDED PRACTICE - A
Researching for and Using Evidence
1. Topic: Visiting University library.

2. Develop 5-6 question questionnaire based on the topic and then you do a
kind of survey to your class.
3. Gather the data in a piece of paper.
4. Analyse the data in form of percentage.
5. You can use this diagram:
No. Question Answer %

1. Do you rarely visit library? Yes:
No:
2. Do you visit library less
than once in a month?
3. Will you visit library more
often if the books are
relocated to a lower floor?
4. Do you think that library
should be relocated?
5. Where do you suggest the
location? a. .........................................
b. .........................................
c. .........................................
d. .........................................
e. .........................................
6. Analysis examples:
1. ......% of respondents said they visit the library less than once a month
2. ......% said they would visit the library more often if the books were
relocated to a lower floor
3. When asked where the library should be relocated, they suggested:
a. .............................................................................................
b. .............................................................................................
c. .............................................................................................
d. .............................................................................................
e. .............................................................................................
7. Use the data to support your arguments.
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IV. EXTENDED PRACTICE - B
Confronting the arguments
1. Practice in teams of 10
2. Sit in 2 rows facing each other
3. Decide the rows as: Row A and Row B
4. Row A gives an definition on the big idea/topic, gives the reasons
(arguments for) and summary
5. Row B disagrees, gives the reasons (arguments against) and summary.
6. Student 1 in each row receives the same topic that is topic no. 1.
7. Student 2 in each row receives the same topic that is topic no. 2, and so
on.
8. Write your arguments in table below:
Whats the big idea? Write an outline in point form.
Student A (opinion) Student B (disagree/reason)
1. Big idea: Watching TV is a waste of Big idea: There are some good things
time. on TV.
Arguments for: Arguments against:
- .............................................. - ..............................................
- ............................................... - ..............................................
- .............................................. - ..............................................
Summary: Summary:
................................................... ...................................................
................................................... ...................................................
................................................... ...................................................
2. Big idea: Living and working in a big Big idea: Living in the country is much
city is great. better
- .............................................. - ..............................................
- .............................................. - ..............................................
- .............................................. - ..............................................
Summary: Summary:
................................................... ...................................................
................................................... ...................................................
................................................... .................................................
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3. Big idea: Police should give out more Big idea: The police give out too many
traffic ticket. parking tickets.
- .............................................. - ..............................................
- .............................................. - ..............................................
- .............................................. - ..............................................
Summary: Summary:
................................................... ...................................................
................................................... ...................................................
................................................... ...................................................
4. Big idea: Teachers assign too much Big idea: Students need a lot of
homework. homework.
- .............................................. - ..............................................
- .............................................. - ..............................................
- .............................................. - ..............................................
Summary: Summary:
................................................... ...................................................
................................................... ...................................................
................................................... ...................................................
5. Big idea: Females are better at Big idea: Males learn foreign language
learning a foreign language. as well as females
- .............................................. - ..............................................
- .............................................. - ..............................................
- .............................................. - ..............................................
Summary: Summary:
................................................... ...................................................
................................................... ...................................................
................................................... ..................................................
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UNIT 3
MATTER, MANNER, METHOD
1. Acknowledge matter and manner in

debate
2. Use matter and manner in debate
3. Use method that is contained in
matter and manner
4. Use Debate Rubric
Schedule and Meeting 5 1. Matter and manner of debate

Materials 2. Method of debate
3. Debate Rubric
A good debate
Answer the following questions:
1. Do you think developing argument based

on evidence and making a compelling
rebuttal are enough to make a good
debater?
2. Have you heard about matter, manner
and method in debate?
3. What are they?
4. What is the significance of using them in
http://messianicfellowship.50webs.com/keep.
debate?
html
21
1. MATTER OF DEBATE
Matter is what you say. It is the substance of your speech. Simply, Matter refers
to the raw material which you use to construct your arguments - the facts or
evidence upon which your case is based. Matter includes such things as quotes,
statistics, facts and evidence that you may be able to put forward to prove or
further your own team case.
The two foundations of matter are logic and relevance. Logic refers to whether
one fact or piece of evidence makes another more likely to be. Relevance refers
to whether your evidence and argument can actually be applied to the topic at
hand and are relevant to what you are actually debating about.
An argument is a statement "The topic is true (or false depending on which side
you are on) because of .........", where the argument fills in the blank. An
example is a fact or piece of evidence which supports an argument. But, matter
cannot be just a long list of examples. Similarly, you cannot make a good speech
solely by proving that some of the facts of the opposition are wrong. You need to
attack the main arguments that the other side presents.
Place your arguments on the balanced, reasonable and moderate side of the
issue. Try not to use words: all, every, none, or nobody. As an
alternative, use many, most, few, or less. You can question opponents
statements when they use all, every, or nobody because it is a
generalisation. Generalisation tends to be less valid facts that should be
questioned.
Top Five Matter Hints
1. Relevance! Make sure that you link each argument to the topic.
2. Put yourself in the shoes of your opponents and try to think about what
arguments they will make. How will you respond to their main arguments?
3. Ask your teachers, parents and friends for ideas if you get stuck.
4. Make sure each point of your argument is backed up by a relevant
example/evidence.
22
2. MANNER OF DEBATE
Manner is the way in which you deliver your speech and there are various
aspects of manner that you need to be aware of. Use manner style that is
natural to you. It includes everything that goes towards the presentation of your
speech. Here are some tips and pointers:
1. Use of notes. We recommend that you use palm cards rather than a sheet
of paper for your notes. Because waving around sheets of paper tends to be
distracting, unlike cards which can fit into your hand. They tend to interfere
the communication between the speaker and the audience.
2. Eye contact. Look at the audience and you will hold their attention. The
more you look at the audience, the better. The best way to make this
happen is to reduce your reliance on your cards. Always face the audience.
You do not need to turn around to address the opposition when making
rebuttal.
3. Voice. Use volume, pitch and speed to emphasise important points in your
speech. A sudden loud burst will grab your audience's attention while a
period of quiet speaking can draw your audience in and make them listen
carefully. Try not to speak in a monotone, and remember to pause when
appropriate.
4. Gestures. You should use some hand gestures. Make hand gestures
deliberately and with confidence. Stand with confidence.
5. Nervous Habits. Never playing with your cue cards, pulling on a stray
strand of hair, fiddling with your watch, bouncing up and down on the balls
of your feet.
6. Humor. Do not try to use jokes and other gags unless they are relevant to
the debate.
Manner is the most subjective aspect of debating, the only rule of which is that
you must be persuasive. As a speaker, you have to develop a style that works
well for you, so that the audience views you as a persuasive speaker. Always
bear in mind that your objective is to persuade the audience, so look at the
audience, speak to them, evaluate their reaction to your speech and modify it
accordingly.
23
Top Five Manner Hints
1. Smile at the audience.

2. Slow Down! Most speakers go too fast.
3. Pause between ideas to let them sink into the audience.
4. Vary your voice when you start a new point.
5. Use body language and gestures to liven up your speech.
http://www.twghczm.edu.hk:82/en/index.php/lat http://www.hkwmacsl.edu.hk/system/tool/webpage/index.
estevents/139-20130122b php?charset=iso-8859-1&netroom_id=226&tool_id=108845
3. METHOD OF DEBATE
Method is the structure or organisation of your speech, and how it fits into your
team's case as a whole. Good team method involves unity and logic. Unity is
created by all members of the team, as a respond of what the other speakers
have said or as the team line. Each member of the team needs to reinforce the
team line and be consistent with what has already been said and what will be
said by the other members of their team.
Good individual method is reflected in your ability to structure your own

speech. The first step is to have a clear idea of your own arguments and which
examples you will be using to support those arguments. As you speak make a
clear division between arguments and let the audience know when you are
moving from one argument to the next. This is called sign posting and is a very
important debating tool. When you are presenting one particular argument make
sure that the argument is logical (makes sense) and that you make clear links
between your team line and the argument, and also between the argument and
the examples that you will use to support it.
There are three major components of method:
1. Internal Method is the way your own speech is structured. Every speech
should have a recognisable beginning (introduction), middle and end
(conclusion).
24
2. Team Method is the way your speech fits into the team case as a whole.
Ideally your three speeches should be consistent with each other. In each
speech try to expand your team mates argument, not to repeat what
your team mate has already said. Always make sure you work out
together how each speech fits into the overall plan.
3. The dynamics of a debate. It is this aspect of debating that makes a

debate different to a collection of speeches. Before the debater deliver the
speech, he shoud be aware of the process of the debate. This is vital so
that the debater can react to the way that the debate has gone.
Correspondingly, it is also important that each speaker can recognise,
what is the crucial issue or issues in the debate at that point in time.
Top Five Method Hints
1. Outline to the audience what your main points will be.

2. Summarise at the end of your speech what your arguments were.
3. Make sure you give the team split and stick to it.
4. Make sure everyone in the team understands your definition, and is prepared
to defend it if necessary.
5. Be careful not to contradict the previous speaker (or speakers) from your
team.
25
Practicing Small Debate
1. Divide the class into groups of three.
2. Two teams of 3 debate against each other.
3. They are given about 90 seconds to 2 minutes to speak for and against a
topic.
TOPICS FOR DEBATE:

a. The educational system should be reformed.
b. Sex education should be given to elementary school-aged pupils /
children.
c. It is better to marry for love than for money.
d. Men should do some of the housework to help their wives.
e. Television does children more harm than good.
f. Mothers who work outside the home tend to neglect their children.
g. Books, CD, VCD, DVD, and films should be strictly censored.
h. Old traditions prevent progress.
i. Environment has more effect on the individual than heredity.
j. Natural resources are the most beneficial for a countrys income.
k. Reading English is more difficult than writing English
l. Alcohol should be illegal.
m. High school students should wear uniforms.
n. Studying grammar is more important than practicing conversation
skills.
o. Breakfast is the most important meal of day.
4. The first affirmative speaker stands up.

5. As soon as he/she runs out things to say, he/she can tag/touch another
team member, who must immediately stands up and speak. Or if a
student wants to speak himself, he may tag/touch his teammate to ask
him to seat down, so he can stands up and speak.
6. In the second round, the speakers can give a rebuttal for about 30
seconds to 1 minute.
7. The debate can continue for 2-3 innings.
8. You can use forms on the next page to understand the definition and take
notes on the debate.
26
9. You can use the form below to take notes on your opponent:
Key vocabulary to understand the debate:
Term: Definition:
................................ ...................................................................................................
................................ ...................................................................................................
Notes on 1st speaker:
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Notes on 2nd speaker:
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Notes on 3rd speaker:
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
27
10.You can use the form below to arrange your arguments:
Your key terms in the motion are defined as:
Term: Definition:
................................ ...................................................................................................
................................ ...................................................................................................
This proposed motion is to be supported / rejected because of these important facts

(First/second half of team line):
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Supporting evidence for these facts:
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
The main arguments giving proof to for / against the motion (Rebuttal) are :
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
This motion should be accepted / rejected because (Summary of your main

arguments):
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
28
1. To make a good speech for a debate, combine the two diagrams

before into the diagram below:
Mr. / Madam Chairperson / Moderator, ladies and gentlemen, we are

for/against this motion which says
.......................................................................................................................................
First of all, i would like to define to motion.
.......................................................................................................................................
.......................................................................................................................................
Our arguments are [summarize the arguments]
.......................................................................................................................................
.......................................................................................................................................
Moving to my first argument [give hard evidence]
.......................................................................................................................................
Turning to my second argument [give hard evidence]
.......................................................................................................................................
Inspite of the previous arguments, here I disagree with the affirmative / negative
side. In fact
.......................................................................................................................................
.......................................................................................................................................
My main arguments were [summarize what was said]
.......................................................................................................................................
.......................................................................................................................................
Consequently for these reasons and for my partners arguments, I ask you to
support/reject the motion.
2. Use Rubric in Appendix 2 to check your progress.
29
UNIT 4
ADJUDICATING & PRACTICING DEBATE
1. Conduct a full debate session

2. Apply and play each role in debate
3. Combine essential capabilities in debate
Schedule and Meeting 6-7 1. Roles of adjudicator in debate

Materials 2. Asian parliamentary debate
format
1. Look at news article on appendix 1.

2. Divide the class into an even number,
e.g. 8 groups of 4.
3. Think of a good debate topic.
4. Each group writes up its motion on
the whiteboard. These are then
numbered.
5. Each member of the class then votes
for their two favourite topics by
writing two number on a piece of
paper it can be your own topic and
another one that interests you.
6. One class member calls out the
numbers that have been voted for, http://globaldebateblog.blogspot.com/2011/06/prepared-
motions-for-wsdc-2011-dundee.html
and two other students keep score on
the board.
7. The four most popular topics become the debate topics.
8. Each team gives itself a name
9. Play each role of speaker in debate (unit 2) and use matter, manner,
method (unit 3)
30
1. ROLE OF ADJUDICATOR
The adjudicator has 3 important roles. He or she must:
Decide the debate

Manage the debate
Justify the decision
The adjudicators primary role is to decide who won and lost the debate in the
fairest and most comprehensive manner, and relay that information to the
teams.
Adjudicators also have a management role. This includes:
inviting speakers to the podium;

ensuring speakers are provided with clear time signals;
ensuring the ballots are filled in accurately and reach the adjudication team;
Adjudicators must be able to clearly and comprehensively justify their decision.
Adjudicators are supposed to be Average

Reasonable People. Adjudicators are
expected to know as much as any well person
should. He/she should have a base of general
http://butterflynetworking.com/social-media-marketing-keep-your-
knowledge and be up to date with current
promises-with-your-social-media-contacts-personal-information/ issues.
Something adjudicators need to watch out for is Bias. Bias is a preference for
one thing or another. Good adjudicators are careful, conscientious, always
checking their biases:
Bias for issues
Bias for teams.
Bias for performance.
Bias for personal attributes.
http://butterflynetworking.com/social-media-marketing-keep-your-
(source: http://www.learndebate.net/node/27) promises-with-your-social-media-contacts-personal-information/
31
2. MARKING SCHEME
Each substantive speech is marked out of 100 according to a detailed division as

follows and the reply speech is marked proportionately out of 50.
Total Min-Max Av.

Matter 40 27-33 30
Manner 40 27-33 30
Method 20 13-17 15
Over all 100 67-83 75
The score for an average speech is 75. The minimum for a debater is 67 and the
maximum is 83. These ranges of average, minimum and maximum vary
depending on the competition in context.
An average speech is a speech that fulfils the technical role of the debater,
addresses the major issues at hand to the satisfaction of an average reasonable
person and is delivered with a clear style of presentation.
The Margin in the Context of Asian/Australasian Debate
Margin is the difference of the total score of the two teams. All Asians
categorises the win/loss of teams into three categories: close (0.5-4), clear (5-
8) and thrashing (9-12).
3. Basics of Adjudication
Debates are generally judged on the basis of matter (40), manner (40) and
method (20).
A. Assessing Matter
The adjudicators should look at all these aspects of matter and give the
appropriate score to the debater.
Matter includes:
1. Definition : Set up of the case, burden of proof
2. Arguments : Key statement, explanation, analogy, examples, evidences
3. Rebuttals : Key statement, explanation, analogy, examples, evidences
B. Assessing Manner
Following are elements of manner: respectable attitude towards the judges and
the other team, vocal style: volume, clarity, pace, intonation etc, appropriate
use of notes, eye contact, body language, hand gestures, impression of
sincerity, humour, wit, appropriate sarcasm.
The fundamental questions that decide the manner score, generally, are: is the
speech persuasive, is he/she able to maintain the audiences attention, is
his/her speech clear and perhaps many others.
32
C. Assessing Method
Method consists of three elements: organisation of the teams case, organisation
of individual speeches, and responses of the team to the dynamics of the
debate.
Besides Matter, manner, and mehod, there are also other important aspects in
debate:
Marking Points of Information

POIs are assessed on the basis of the threat they pose to the strength of the
argument of the debater and the value of its wit and humour. But the responses
to the POIs are judged on the basis of its logical and intellectual strength,
promptness and confidence in answering, and value of its wit and humour.
Marking Reply Speeches

Reply speeches are marked out of 50 (matter 20, manner 20, method 10). It is
easy to score a reply out of 100 and then divide by 2. A good reply speech is
often a biased adjudication. A good reply speech is the one that summarises the
major contentions of both the teams and provides a summary of argumentation
that took place during the course of the debate proving that one team has
substantial edge over the other. It incorporates the arguments and rebuttals of
both the teams in deducing a conclusive position.
4. PRACTICING DEBATE: ASIAN PARLIAMENTARY FORMAT

Asian Parliamentary Format
The Team Roles in the Asian Parliamentary Debates
In this course, we are going to focus on the Asian Parliamentary debate Format.
The Asian Parliamentary Format (or Asians) is widely used in Asia, among
University and High School students in Asia.
In the Asian Parliamentary format there are 2 teams of 3 speakers each. The
team that supports the topic is called the Government. This involves defining the
motion, constructing a positive case in favour of the motion, providing
substantive materials and arguments in support of the case and responding to
any challenges made to that case by the Opposition.
The team that opposes the topic is called the Opposition. This involves
responding to the Government's definition, constructing a case in opposition to
the motion, providing substantive materials and arguments in support of the
case and responding to the arguments delivered by the Government.
Each speaker speaks for 7 minutes, in alternating order:

First speaker from Government, then first speaker from Opposition, then second
speaker from Government, then second speaker from Opposition and so on.
At the end of these 6 speeches, each team can make a shorter Reply speech, for
4 minutes. Either the first or second speaker of each team will have the chance
33
to make this speech. This time the Opposition will start, followed by the
Government.
The final element in this format is called Points of Information. These are short
interjections (questions, comments, statements etc) - usually less than 15
seconds long that the opposite team can offer the speaker who is speaking.
The team that is not speaking can offer as many POIs as they want. they can
stand up and say Point of information or On this point. The speaker has to
decide if he/she is taking your point or not. If yes, the speaker is going to allow
you to state your point. If not, the speaker is going to say no, no thanks or
similar, and you will see that some speakers will just sit you down with a hand
motion. If you got an OK, now you have 15 seconds, not more, to raise one
point.
Roles of Speakers in Asian Parliamentary Format
Government Opposition
PM 1. Define and Set-Up the 1. Respond to Definition and LO
Prime Debate Set-Up Leader of
Minister 2. Present Position & Case 2. Present Position & Case Opposition
3. Make 1 or 2 Arguments 3. Rebut Government Case
4. Make 1 or 2 Arguments
DPM 1. Defend Your Case 1. Defend Your Case DLO
Deputy 2. Attack LOs Case 2. Attack DPM and PMs Deputy Leader
Prime 3. Make 1 or 2 Arguments Case of Opposition
Minister 3. Make 1 or 2 Arguments
GW 1. Briefly Summarize Your 1. Briefly Summarize Your OW Opposition
Govern Teams Case Teams Case Whip
ment 2. Summarize and Prioritize 2. Summarize and Prioritize
Whip the main issues in the the main issues in the
debate debate
3. Rebut and Analyze main 3. Rebut and Analyze main
issues issues
*Be sure to respond to new *Remember, you cannot brin
arguments delivered by DLO. g
You new arguments into the deba
can do this separately (as par te.
t of You can respond to the GW
3) or include them in your speaker if you choose to.
summary of main issues (par
t of 2)
GR 1. Briefly Summarize the 4. Briefly Summarize the OR
Govern Debate Debate Opposition
ment 2. Summarize the Position of 5. Summarize the Position of Reply
Reply your team and your your team and your
Opponent Opponent
3. Compare and show why 6. Compare and show why
your team is better your team is better
The speaking order is PM > LO > DPM > DLO > GW > OW > OR > GR.
34
The PM, LO, DPM, DLO, GW, OW:
speak for 7 minutes.
can accept Points of Information between the 1st and 6th minute.
can present rebuttals, examples and new analysis.
can make new arguments (except Whips - GW and OW).
The OR, GR:

speak for 4 minutes
cannot accept Points of Information
cannot make new arguments, rebuttals, examples or analysis.
must only compare or analyse
things that have already been said in the debate.
(source: http://www.learndebate.net/sites/learndebate.net/files/AsianParliSpeakerRoles.pdf
Guidelines for Topic Reflection Paper
After each topic of debate practiced, you will be asked to fill in the forms below
to take a position on the topic.
One reason that you debate in class is to help you form your ideas about the
topic by analysing it from both sides. Now, you should think about what you
have learned about the topic from your research and from debates, and write
about your own opinion on the topic.
Pay attention to the guidelines below:

Make sure that you support your opinion with arguments, including
evidence.
Be specific about your reaction to the topic.
Do you agree with a particular side?
If so, why?
What arguments were most persuasive to you?
You will be marked especially for whether you have made it clear what your
position is on the topic (agree, disagree) and how you support your position.
(source: http://www.middleschooldebate.com/documents/note-takingtemplate.pdf)
http://rphatwork.com/general/a-message-to-a-pharmacy-student/
35
Topic Resource Checklist
Topic: __________________________________________________________
________________________________________________________________
________________________________________________________________
Checklist:
___ Issue Analysis Sheet
___ Research Log
___ Articles on Topic (list titles of articles and date read)
___ Note Taking on Articles - Flowsheet(s) From Debates
___ Affirmative and Negative ARE T-Chart
___ Debate Scoring Sheet(s) From Debates Observed
___ Reflection Paper on Topic
_____________________________ ________________________
Student Signature Date
_____________________________ ________________________
Teacher Signature Date
36
Issue Analysis Form
Name:_______________________
Topic:____________________________________________________
Date:___________________________
What do I already know about this issue?
What do I not know about this issue?
Who is affected by this issue? How might they be affected?
Why is this issue important?
37
Research Log
Date:______________
Time Spent Researching:____________________
Method of Research (Internet search, library visit, book, etc.)
If the Internet was used, what search engine did you use?
What search terms did you use?
What sources did you find? List article title, author, and source (i.e., Understanding
Debate, by John Meany. Middle School Public Debate Program website).
List 3 facts about the topic you learned from your research.
38
Note Taking Flowsheet
Key vocabulary to understand the debate:
Term: Definition:
................................ ...................................................................................................
................................ ...................................................................................................
Notes on 1st speaker:
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Notes on 2nd speaker:
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
Notes on 3rd speaker:
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
.......................................................................................................................................
39
Affirmative and Negative ARE Chart
Topic:_______________________
Gov Arguments Opp Arguments
1st Argument 1st Argument

A: A:
R: R:
E: E:
2nd Argument 2nd Argument

A: A:
R: R:
E: E:
3rd Argument 3rd Argument

A: A:
R: R:
E: E:
40
Debate Scoring Sheet 1 (PERSONAL)
Criteria Score
Matter
Introduction States the interpretation of the motion
States the roles of the speakers on the team
States key arguments
Development Arguments are well developed

Arguments are clearly labelled
Arguments are explained and analysed in detail
Each argument is connected
Logical sequencing
Rebuttals are made to opposing argument
Closing Summary of each argument

States how these arguments are linked to the next
speaker
Connects the speech with the whole case
TOTAL /40
Manner Confidence
Speaking pace
Enthusiasm/dynamic speaker
Eye contact
Voice - Volume
- Pitch
- Emphasis
- Pace
Humour
TOTAL /40
Method Only relevant arguments are used

All speakers arguments are effectively linked to make
a team line
Arguments are presented logically & sequentially in
teams presentation
Use of time
TOTAL /20
GRAND TOTAL /100
41
EXTENDED PRACTICE
Use Debate Scoring Sheet 2 to replace previous Debate Scoring Sheet 1.
Debate Scoring Sheet 2 (TEAM)
Debate Topic: ____________________________________________________

Affirmative / Negative (circle one)
Team Member Names:
(1) 1st Speaker______________________ (2) 2nd Speaker _____________________
(3) 3rd Speaker______________________ (4) Reply Speaker____________________
Criteria Score Comments

Opening statement was clear,
well organized, factual, and
relevant.
First argument in support of its
position was stated clearly, was
relevant, and well informed.
Rebuttal to opposing side's first
argument was clear, relevant, well
informed, and effective.
Second argument in support of its
Rebuttal to opposing side's
second argument was clear,
relevant, well informed, and
effective.
Third argument in support of its
Rebuttal to opposing side's third
argument was clear, relevant, well
informed, and effective.
Closing statement was stated
clearly, was relevant, and
effectively summarized the team's
position.
Reply Speech was stated clearly,
was relevant, and effectively define
the teams position in the debate.
Overall preparedness,
effectiveness, and professionalism
in the debate.
Total Points Earned: ______________ divided by 10 = ______

(score for debate)
42
UNIT 5
PRESENTATION: PREPARATION
Use verbal communication appropriately

Prepare a presentation
Know the elements of good preparation of
presentation
Schedule and Meeting 9 Elements of good preparation of

Materials presentation
(source: http.www.blog.qnet.net)
Tell me, and I will forget. Show me, and I may remember. Involve me,
and I will understand.
Confucius (450BC)
43
Try to answer and discuss the questions in class:
1. Do you routinely give presentations as part of your work?

2. Do you give presentations in your own language and/or in English?
3. Do you give individual or group/team presentations?
4. Who is your audience? Are they local or international?
5. What are qualities that make a good presentation?
6. What are the strong points of your presentations?
7. What are your positive and negative observations when others are making
presentations?
Verbal communication skills are necessary for many of us in order to do well -

whether we are responsible for ensuring a great customer experience,
motivating a team, persuading a customer, leading change, dealing with issues
and difficult situations or delivering presentations.
The basic requirement in verbal communication is to be able to talk and be

understood. However, beyond that we have to consider the underlying purpose
of the communication. Very often we talk too much and with too little structure,
or in the case of many formal presentations, with too much structure! Whatever
you are doing, the way you use your verbal communication skills, sets the
emotional tone and builds relationships that very often determines your success
in the workplace.
1. A PRESENTATION IS ...
(adapted from http://www.skillsyouneed.com/present)

A presentation is a means of communication which can be adapted to various
speaking situations, such as talking to a group, addressing a meeting or briefing
a team.
To be effective, step-by-step preparation and the method and means of
presenting the information should be carefully considered. A presentation
concerns getting a message across to the listeners and may often contain a
44
'persuasive' element, for example a talk about the positive work of your
organisation, what you could offer an employer, or why you should receive
additional funding for a project.
2. PREPARING A PRESENTATION
(source: http://www.skillsyouneed.com/present/prepare-presentation.html)
Preparation is the single most important part of making a successful

presentation. This is the crucial foundation and you should dedicate as much
time to it as possible avoiding short-cuts.
Not only will good preparation ensure that you have thought carefully about the
messages that you want (or need) to communicate in you presentation but it will
also help boost your confidence.
The Objective
You have been asked to speak to a group of people. First, ask yourself 'why?'
What is the purpose of the presentation, what is the objective, what outcome(s)
do you and the audience expect?
It is useful to write down the reason you have been asked to present so you can
use this as a constant reminder while you prepare the presentation. There are
many reasons for giving a presentation or talk, but never lose sight of your
objective as determined when you were asked and accepted the invitation.
The Subject
The subject of what you are going to talk about comes from the objective but
they are not necessarily one and the same thing.
For example:
The subject may be given to you by an inviting organisation.

You may be knowledgeable in particular field.
The subject may be entirely your choice within certain limitations.
The Audience
Before preparing material for a presentation, it is worth considering your

prospective audience.
Tailoring your talk to the audience is important and the following points should
be considered:
45
The size of the group or audience expected
The age range-a talk aimed at retired people will be quite different from
one aimed at teenagers
Gender- will the audience be predominantly male or female?
Is it a captive audience or will they be there out interest?
Will you be speaking in their work or leisure time?
Do they know something about your subject already or will it be totally
new to them? Is the subject part of their work?
Are you there to inform, teach, stimulate, or provoke?
Can you use humour and if so what would be considered appropriate/
The Place
It is important to have as much advance information as possible about the place

where you are going to speak.
Ideally, try to arrange to see the venue before the speaking event, as it can be
of great benefit to be familiar with the surroundings. It does much to quell fear
if you can visualise the place while you are preparing your talk. Additionally, it
would also give you the opportunity to try out your voice. If at all possible, you
need to know:
The size of the room.

The seating arrangements and if they can be altered.
The availability of equipment, e.g., microphone, overhead projector, flip
chart, computer equipment.
The availability of power points and if an extension lead is required for any
equipment you intend to use.
If the room has curtains or blinds. This is relevant if you intend to use
visual aids, and so that you can ensure the correct ambiance for your
presentation.
The position of the light switches. Check if you need someone to help if
you are using audio/visual equipment and need to turn off the lights.
The likelihood of outside distractions, e.g., noise from another room.
The availability of parking facilities so you do not have a long walk
carrying any equipment you might need to take.
The Time
Often there will be no flexibility in the time of day that a presentation is made.
If you do have a choice of when to give your presentaion - consider the following
points:
Morning:
The morning is the best time to speak because people are generally at their
most alert. However, late morning may start to present problems as people
begin to feel hungry and think about lunch.
46
Afternoon:
Early afternoon is not an ideal time to make a presentations since after lunch
people often feel sleepy and lethargic. Mid afternoon is a good time, whereas at
the end of the afternoon people may start to worry about getting home, the
traffic or collecting children from school.
Evening or Weekend:
Outside regular office hours, people are more likely to be present because they
want to be rather than have to be there. There is a higher likelihood of audience
attention in the evening, providing of course that the presentation does not go
on for too long when people may have to leave before the presentation has
finished.
Length of Talk
Always find out how long you have to talk and check if this includes or excludes
time for questions.
Find out if there are other speakers and, if so, where you are placed in the
running order. Never elect to go last. Beware of over-running, as this could be
disastrous if there are other speakers following you.
It is important to remember that people find it difficult to maintain concentration

for long periods of time, and this is a good reason for making a presentation
succinct, well-structured and interesting. Aim for 45 minutes as a maximum
single-session presentation.
(http://www.skillsyouneed.com/present/prepare-presentation.html)
(http://www.eng.cam.ac.uk/~cipolla)
47
Discuss about some elements of making a good presentation:
1. What are the ways to make sure that you have achieved your
presentation objectives?
2. Why should you pay attention to the audience gender?
3. Is morning always be the best time for conducting a presentation?
4. How should you deliver a presentation for a very large room?
5. Indicate what is the problem in this cartoon. How should you avoid this
problem?

Read this article.
Presentations have a certain purpose. People who give presentations aim to:
inform
persuade
sell
teach or train
Businesses commonly use presentations to improve their prospects and profile

with clients or customers. For example, in the hotel industry, presentations are
used for promotion of conference packages to potential corporate guests.
Marketing and sales managers present their hotels as suitable venues for
meeting facilities and overnight stay along with ideal entertainment. They offer
special rates and benefits to persuade companies to hold their conferences at
their hotels.
Now, prepare a presentation on a company profile.
Fill in these elements as the preparation of your presentation. Decide what you
are going to do to make your presentation successful. This plan should include
the elaboration of the six elements into your presentation.
No Element Analysis
1 The Objective
2 The Subject
48
3 The Audience
4 The Place
5 Time of day
6 Length of talk
Presentation Plan
Samsung Company Profile
A digital leader. A responsible global citizen. A multi-faceted family of

companies. An ethical business. Samsung is all of these and more.
At Samsung Group and Samsung Electronics, we uphold a belief in shared

responsibility to our people, our planet and our society. Across the company,
we hold ourselves to the highest standards so that we can more effectively
contribute to a better world.
49
Values & Philosophy
Samsung is guided by a simple philosophy, strong values and high ethical

standards that inform our work every day. In everything we do, we strive to help
people live better lives.
Vision
Samsung is dedicated to developing innovative technologies and efficient

processes that create new markets, enrich people's lives and continue to make
Samsung a digital leader.
History
For more than 70 years, Samsung has been at the forefront of innovation. Our
discoveries, inventions and breakthrough products have helped shape the
history of the digital revolution.
Our Business
From stylish phones to semiconductors, from DRAM to digital TVs, Samsung
encompasses a variety of businesses that harness speed, creativity and
efficiency to invent, develop and market the products that are defining how we
live today. With more than a quarter of Samsung employees engaged in
research and development each of our businesses is focused on discovering new
technologies, products and services that will open a new world of possibilities for
the people who use them.
(source: http://www.samsung.com/in/aboutsamsung/ourbusinesses/index.html)
50
UNIT 6
PRESENTATION: STRUCTURE
1. Know the structure of presentation

2. Establish a good presentation structure: the
introduction, body, and conclusion
3. Prepare a presentation with appropriate
structure
Schedule and Meeting 10 Structure of presentation

Materials
One of the strongest claim in preparing a good presentation structure is,
http://www.eng.cam.ac.uk/~cipolla
What is your idea about KISS? What does stupid refer to?
51
STRUCTURE OF PRESENTATION
1. INTRODUCTION
A good oral presentation is well structured; this makes it easier for the listener
to follow.
Basically there are three parts to a typical presentation: the beginning, middle
and end or (introduction, body and conclusion). We are going to look at the
content of each part individually and the language needed to express its
structure and content.
The beginning of a presentation is the most important part. It is when you

establish a rapport with the audience and when you have its attention. More
detailed techniques are to be found later.
Get the audience's attention and signal the beginning.
Right. Well. OK. Erm.

Let's begin.
Good. Fine. Great.
Can we start?
Shall we start?
Let's get the ball rolling.
Let's get down to business.
Hello ladies and gentlemen.
Try to get your audience involved in your talk either by asking direct or
rhetorical questions. Ask for a show of hands for example in response to a
question. Some of these approaches may not be appropriate in all countries. Ask
yourself how things are done in your country together with regard to your own
experience and adapt accordingly.
(source: http://www.it-sudparis.eu/lsh/ressources/ops/structure/introduction.php)
52
Greet the audience.
It is important to greet the audience by saying something like:
Hello ladies and gentlemen.

Good morning members of the jury.
Good afternoon esteemed guests
Good evening members of the board
Fellow colleagues Mr. Chairman/Chairwoman
Introduce yourself
(name, position, responsibility in the company) Not only to give that important
information so people can identify you but also to establish your authority on the
subject and to allow the audience to see your point of view on the subject (you
are a student, researcher, responsible for, director of, neophyte, layman).
Good afternoon ladies and gentlemen, let me introduce myself.

Good morning everyone, I'd like to start by introducing myself.
My name is... I am a student at the INT
where I am a doctoral candidate,
I am X. Y. from 3 Com. I'm the manager of...
I am a researcher from ... I've been working on the subject now for X
years..
and I've had wide experience in the field of ...
Good morning, my name is Lawrence Couderc. I am a student at the INT
and I would like to talk to you today about some of my findings in I study
I did on
Sometimes, especially when invited to speak, the host introduces the guest,
gives the same information as above and then gives the floor to the guest
speaker.
I am very pleased and proud to introduce ...who is... . He/she is known

for...
Now I'll turn the floor over to today's speaker. (take the floor, to have the
floor, to give the floor to someone.)
In English-speaking countries it is not uncommon that the speaker begin with a

joke, an anecdote, a surprising statement to get the audience's attention, to
make people want to listen, to feel relaxed and even to introduce the subject.
An illustration from real life can be useful here as this may be a way to present
information in such a way that the audience can identify with.
53
Give title and introduce subject
What exactly are you going to speak about?

Situate the subject in time and place, in relation to the
audience, the importance. Give a rough idea or a working
definition of the subject.
I plan to speak about...

Today I'm going to talk about...
The subject of my presentation is...
The theme of my talk is...
I've been asked to talk to you about...
A cultural aspect may be important here; scientists want to demonstrate their

work and findings while managers and humanities people want to share ideas
and reflections with their audience. It may be the result of a desire to persuade
and convince. It may be comparison of two or more products, plans or
proposals. Why are you going to speak about it?
I have chosen to speak about this because...

I was asked to speak about X because...
Have you set any limits on the scope of your talk? What won't you speak about?
It may be very useful to eliminate certain areas before you start so as to avoid
confusion or deviation from your main task. It also protects you from criticism
later if do not mention it in advance.
Have you limited the time? It is useful to give the listeners some idea of the time
so as to maintain their attention better.
I will not speak about...

I have limited my speech to
I will speak for 15 minutes
My talk will last about 15 minutes
You may want to give acknowledgements here too. If you have been sponsored,
supported or encouraged by a particular firm, organization, professor, etc. you
may want to acknowledge their contribution. Your research and paper may have
been the work of a collaborative effort and you should acknowledge this too and
give the names of all the participants. At some point you should ask a question
or somehow try to determine where the audience is. How do they feel about the
subject? You will then have to modify the contents, as you never know exactly
what to expect.
Have you ever heard of ...?

Every day you encounter.
To get the audience's attention and perhaps to find out where they are you could
introduce the subject by saying:
Have you ever heard of/seen X?
54
You've probably seen countless times...
You may have wondered...
Give your objectives (purpose, aim, goals)
The main purpose of an informative speech is to have the audience understand

and remember a certain amount of information. You should thus have two
purposes: a general purpose and a specific one. The former is to inform: to give
an overview, to present, to summarize, to outline; to discuss the current
situation or to explain how to do something or how something is done. The latter
is what you want the audience to take away with them after listening to you,
what you want them to do, what they should remember.
My purpose in doing this paper is to give you a solid background on the

subject of oral presentation so that in the future, at the INT or elsewhere
you can deliver a successful speech in front of a group.
What I would like to do today is to explain...
to illustrate...
to give a general overview of...
to outline...
to have a look at...
What I want my listeners to get out of my speech is...
Once you have established your specific objectives you may go on to formulate
your content.
Announce your outline.

You want to keep the outline simple so 2 or 3 main points are usually enough.
Concerning grammar the headings of the outline should be of the same
grammatical form.
I have broken my speech down/up into X parts.

I have divided my presentation (up) into Y parts.
In the first part I give a few basic definitions.
In the next section I will explain
In part three, I am going to show...
In the last place I would like/want to give a practical example...
Questions and comments from the audience.

You should also let the audience know at some point in the introduction when
they may or may not ask questions.
I'd ask you to save your questions for the end.

There will be plenty of time at the end of my speech for questions and
discussion.
You may interrupt me at any moment to ask questions or make comments
55
2. MIDDLE / BODY
What information should you give in your speech? All your information should
support purpose. In most cases you will have to limit the content, as time is
usually precious!
Quantity
How much information should you give? Enough to clearly develop your ideas.
Don't forget to illustrate through examples.
Sequencing your ideas.
Whatever sequencing you choose, the headings should be all of the same
grammatical form. Keeping the audience's attention The beginning and the end
or the first and last parts are what listeners will remember the most. Think of
ways you can keep the audience's attention throughout the rest of the speech.
(See Creating Interest)
Signposting or signaling where you are.
Just as when you are driving along a road that you don't know very well you
depend on signs to guide you, you need to guide the listener by using
expressions to tell him/her where you are going. That is to say, first announce
what you are going to say (give an example, reformulate etc.) and then say
what you want to say.
This is very like verbal punctuation.

Indicating when you have finished one
point and go on to the next. It is
redundant in text but very advantageous in
oral presentations. It may be useful also to
pause, change your stance and the pitch of
your voice as you move from one part of
your presentation to another.
Listing information
This can be
There are three things we have to consider: one, two, and three. A, B, C.
Now let us look at the first aspect which is ...
First of all,...
In the first place...
Linking ideas, sections/making transitions

Indicate the end of one section and the beginning of the next.
56
That's all I would like to say about .... (subject of part A) and now let us
turn to ....
Now that we've seen ... let us examine more closely..
Outlining options.
If there are alternative ways of looking at a topic or proposal outline them to

show you are familiar with different ways of dealing with the situation.
There seem to be two possibilities of dealing with this.....

We've looked at this from the point of view of the manufacturer but what
about if we were to...
A number of options present themselves at this point....
If what you are dealing with demands a comparison of strengths and

weaknesses indicate clearly the different aspects and underline the points you
feel are important or secondary.
What exactly are the benefits?

On the plus side we can add....;
This is not the only weakness of the plan .........
We cannot ignore the problems that such an action would create......
Here are further examples of expressions that you can use in different
circumstances
To rephrase:
To give an example:
Let me rephrase that,
Now let's take an example. ex
In other words
An example of this can be found...
Another way of saying the same thing
To illustrate this...
That is to say i.e.
Let's see this through an example.
For example, for instance, e.g.
To summarize: To emphasize
To summarize What is very important is...
To sum up, What is important to remember...
Let me summarize by saying I'd like to emphasize the fact that...
So that concludes my overview to stress... to highlight... to underline...
In conclusion What I tried to bring out....
Briefly said What we need to focus on...
In short,
What I've tried to show in this part...
To recap what we've seen so far...
To refer to what you have said To refer to common knowledge:

previously As you all may well know...
As I have already said earlier... It is generally accepted that...
As we saw in part one... As you are probably aware of..
To repeat what I've said so far...
57
To refer to what you will say: To refer to what an expert says:
We will see this a little later on. I quote the words of ...
This will be the subject of part 3. There is a famous quotation that goes...
We will go into more detail on that In the words of According to....
later. Here I'd like to quote As Mr. X says in
For now it is suffice to say.. his book...
3. END / CONCLUSION
Give a brief reminder of what you tried to show in your speech and how
you tried to do so.
You should briefly summarize your speech in a few lines to make sure the
audience has retained the main points. Alternatives are to just simply: state the
point of the speech; give the essential message to retain; list the main points
and what you want the audience to remember; review informally or indirectly by
using a quote, a comparison or example.
Present a short conclusion.
That is to say you should give a message that logically comes out of the ideas
developed in your speech. This could be a commentary, the lessons learned,
some recommendations, or the next steps
Thirdly, thank the audience for attending.
Invite the audience to ask questions or open a discussion.
If you choose the former, you put yourself in a superior position compared to the
audience and should be considered as an expert. You will need to be very
prepared intellectually and psychologically to give control to the audience and
able to answer any questions. However, in the case of the latter, you put
yourself more or less on equal terms with the audience and do not have to be
the expert with all the answers! The audience may have some clear ideas or
some practical knowledge about the subject themselves!
NB The end of a talk should never come as a surprise to an audience but needs
special consideration.
Signposting the end of your talk.
This may take the form of a recapitulation of the main

points.
I'd like to summarise/sum up

At this stage I would like to run through/over the
main points...
58
So, as we have seen today....
As I have tried to explain this morning BT finds itself in........
or there may be recommendations or proposals that you wish to make;
As a result we suggest that...

In the light of what we have seen today I suggest that......
My first proposal is......
Above all when you conclude do not do it abruptly or as if surprised to get to the
end of your talk.
In conclusion I would like to say that.......

My final comments concern....
I would like to finish by reminding everyone that......
You may at this point wish to distribute a vocabulary list or more detailed
information that you wish to make available.
I've prepared a slim folder of the proposals...;

In the sheets that are now being distributed you will find a breakdown of
the.........
And finally you may well have to deal with questions.
I'd be happy to answer any questions....
If there are any questions please feel free to ask.
Thank you very much for your attention and if there are any suggestions
or comments

PRACTICE
Think about some ideas to have a memorable opening for the following
conditions.
1. A volunteer is going to explain about the danger of using drugs for

teenagers
2. A students is preparing a presentation on a thesis examination
3. A travel agent is trying to persuade a client to join a holiday tour in peak
season
4. A motivator is working through a team-building session in a company
outbond
5. A real estate developer is fighting for a bank financial support for poor
housing
59
Prepare a presentation structure; an introduction, body, and conclusion for the

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

your presentation.
SMARTPHONE ADDICTION
Ofcom (the UK government communications regulator) says one in three adults,

and most teenagers, classify themselves as highly addicted to their smartphones
such as iPhones, Blackberrys and Androids.
Britons' appetite for Facebook and social networks on the go is driving a huge
demand for smartphones - with 60% of teenagers describing themselves as
"highly addicted" to their device - according to new research by the media
regulator, Ofcom. Almost half of teenagers and more than a quarter of adults in
the UK now own a smartphone, with most using their iPhone or BlackBerry to
browse Facebook and email.
Smartphone sales outstripped sales of regular mobiles in the first half of this
year as the enormous demand continues to rise. Just over half of the total
13.6m mobile sales from January to June 2011 were smartphones. Of the new
generation of smartphone users, 60% of teenagers classed themselves as
"highly addicted" to their device, compared to 37% of adults.
Ofcom surveyed 2,073 adults and 521 teenagers in March this year. The
regulator defines teenagers as aged between 12 and 15, with adults 16-years-
old and above. "Ofcom's report shows the influence that communications
technology now has on our daily lives, and on the way we behave and
communicate with each other," said James Thickett, Ofcom's director of
research. "Our research into the use of smartphones reveals how quickly people
become reliant on new technology - to the point of feeling addicted. As more and
more people acquire smartphones, they are becoming an essential tool in
peoples' social lives whether they are out with friends socialising or using
Facebook on the move."
(source: http://www.waylink-english.co.uk/?page=19045)
60
To have a better presentation, use the following rubric.
Evaluation Rubrics for Presentations
Write the appropriate number in the column. Reduce the rating if the
presentation does not fit within the time parameters (too long or too short).
4 Excellent. Very proficient presenter who included all elements in each

category.
3 Good. Met all criteria in each category with some rated as excellent while
others rated as adequate.
2 Fair. Presentation adequate though omitted some of the category

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

quality that presentation effectiveness was severely diminished.
Name: Name: Name: Name:
CONTENT
Introduction
Main points
Transitions
Knowledge
Conclusion
(Communication 2000; 2002)
61
UNIT 7
PRESENTATION: OUTLINE
1. Formulate an outline for presentation

2. Conduct a presentation based on appropriate
outline
Schedule and Meeting 11 Outline for presentation

Materials
Have you ever experienced getting stuck in the middle of presentation? What did
you do then in front of the audience?
Making an outline can help us to reduce the mismanagement of ideas.
OUTLINING A PRESENTATION
(http://writingcenter.tamu.edu/2010/types-communication/presentations-2)
Some people prepare two different outlines when they give a formal speech: a
preparation outline and a speaking outline. The preparation outline is a complete
outline of the content of the speech; composing it will help you develop your
ideas and ensure that your speech is persuasive and logical. The speaking
outline, in contrast, is a highly condensed outline specifically designed to remind
you of your main points as you give your presentation.
Writing a Preparation Outline
Your preparation outline should include a summary sentence for every main
point, supporting point, sub-supporting point, and transition in your speech. Be
sure to write in complete sentences. Using complete sentences is helpful if
someone, perhaps your instructor or a classmate, will be reviewing your speech
before you present. In addition, writing your preparation outline in full sentences
62
can help you see where you need to flesh out your ideas. You dont, however,
have to write out every word you intend to say; just offer a summary of the
basic idea you plan to get across for every main point, supporting point, sub-
supporting point, and transition in your speech.
Sample Preparation Outline
Heres a common format for a preparation outline. While it wont be appropriate

for every situation or audience, it works for many kinds of presentations. Use it
as a starting point and make adjustments as needed.
SPECIFIC PURPOSE: To inform/to persuade/to commemorate, etc.

CENTRAL IDEA:
TITLE:
INTRODUCTION
I. Attention-getter:
II. Central Idea:
III. Establish credibility and relate topic to audience:
IV. Preview the main points:
IIV. Transition:
BODY
I. Main Point: (A declarative sentence about the first main idea for your topic)
A. Supporting point:
1. Sub-supporting point:
B. Supporting point:
Transition:
II. Main Point: (A declarative sentence about the second main idea for your
topic)
63
Transition:
III. Main Point: (A declarative sentence about the third idea about your topic, if
needed)
Transition:
CONCLUSION
Below is an article on Business English. Read it and fill in an outline presentation

template. You are acting as a trainer for graduating students preparing for a job
application letter. Choose only three points, out of ten, for the students to avoid
while writing the resumes or application letter.
64
The Top 10 Lies People Put on Their Rsums
If you've ever been tempted to insert a falsehood into your rsum to make you
sound more qualified, you're far from alone. More than half of rsums contain
lies, according to a 2012 study by Accu-Screen, Inc., ADP and the Society of
Human Resource Managers.
It's puzzling why anyone would make up his or her job history, especially when
people can easily check references. A simple Google search can quickly uncover
lies most of the time.
Reasons vary greatly, from an applicant with a criminal record who's afraid his
history would prevent him from being hired to someone looking to cover up an
employment gap. Or maybe the job seeker simply doesn't have the required
education or skills that a job requires, yet still feels he's qualified. Whatever the
reason for the lie, there can be consequences beyond simply being caught.
While there's no limit to what job applicants can lie about on their rsums, the
consulting firm Marquet International compiled this list of the top 10 lies.
1. Stretching dates of employment. We keep being told that working

anywhere less than a year looks bad. So rather than fess up to the fact, some
people are fudging their timelines.
2. Inflating past accomplishments and skills. There's a difference between

enhancing actual skills and accomplishments and flat out lying. If you didn't do
it, or don't know how to use it, don't list it.
3. Enhancing titles and responsibilities. This one's easy enough to confirm

with a call to the past employer, but many human resources managers don't
necessarily check up on every candidate (sad but true). Embellishing what
you've done in the past can trip you up if you're expected to take on similar
tasks now and find you're unequipped for the role.
4. Exaggerating education and fabricating degrees. This lie is one that

could not only get you fired, but might also incite legal action on the part of your
employer. It's simply not worth the risk.
5. Unexplained gaps and periods of "self employment." Rather than make

up a fictional job to cover an employment gap, try honesty. If you were taking
time off to raise children, go back to school or simply find yourself, no employer
will fault you.
6. Omitting past employment. This is a gray area. Technically you're not lying
(though we've all heard the "lying by omission" argument), but there's probably
a reason you removed your last job from your rsum. Maybe you got fired and
burned major bridges. Again, try honesty.
7. Faking credentials. Just like with lying about education, this can have
serious consequences that can affect your entire professional future. Enough
said.
65
8. Falsifying reasons for leaving prior employment. There's a tactful way of
explaining being fired or quitting abruptly, and it doesn't have to involve lying.
Just figure out the best way to explain it in as positive a light as possible.
9. Providing fraudulent references. Coercing friends and family to lie and act
as your professional references can get them in trouble too. Value your
friendships and look elsewhere for a genuine reference.
10. Misrepresenting a military record. Because people in the military often

get preferential treatment in the hiring process, it might be tempting to pose.
But again, this is one of the more serious offenses when it comes to lying on
your rsum, so if you value your future, keep your lips zipped.
Honesty Really is the Best Policy
Lying on your rsum doesn't end once you've been hired. You've got to keep up
the charade of each lie you planted for the rest of your career. Who can keep up
with all of them?
Even if you're convinced that telling the truth will keep you from getting hired,
you might be surprised. No potential employer expects you to be perfect. And if
they won't hire you because of the truth, it's not the right role for you.
(source: http://money.usnews.com/money/blogs/outside-voices-careers)
Try to put the facts in the above article into the following template.
Introduction
Title of presentation:
...............................................................................................................
Presentation topic, purpose or objectives, and main idea:
................................................................................................................
................................................................................................................
66
Body
Background information about topic or assignment:
................................................................................................................
................................................................................................................
................................................................................................................
Specific details, explanations or descriptions of topic (there may be more than

three).
................................................................................................................
................................................................................................................
................................................................................................................
Explanation and detail of example #1:
................................................................................................................
................................................................................................................
..............................................................................................................
................................................................................................................
................................................................................................................
...............................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
Closing
Closing statement or summary about your topic or assignment:
................................................................................................................
................................................................................................................
67
This time, we are practicing to be rich. Read the following article an prepare for
a presentation to persuade your friends to be young and rich.
10 Steps to Retire a Millionaire
Having a million-dollar portfolio is a retirement dream for many people. Making

that dream come true requires some serious effort. While success is never a
sure thing, the 10 steps outlined below will go a long way toward helping you
achieve your objective.
1. Set the Goal
Nobody plans to fail, but plenty of people fail to plan. It's a clich, but it's true.
"Plan" is the leading self-help advice from athletes, business moguls and
everyday people who have achieved extraordinary goals.
2. Start Saving
If you don't save, you'll never reach your goal. As obvious as this might seems,
far too many people never even start to save. If your employer offers a 401(k)
plan, enrolling in the plan is a great way to put your savings on autopilot. Simply
sign up for the plan and contributions will be automatically taken out of your
paycheck, increasing your savings and decreasing your immediate tax liability.
If your employer offers to match your contributions up to a certain percentage,

be sure to contribute enough to get the full match. It's like getting a guaranteed
return on your investment. Finding the cash to stash may be a challenge,
particularly when you're young, but don't let that stop you from pursuing future
riches.
3. Get Aggressive
Studies have shown that the majority of the returns generated by an investment
are dictated by the asset-allocation decision. If you are looking to grow your
wealth over time, fixed-income investments aren't likely to get the job done, and
inflation can take a big chunk out of your savings.
Investing in equities entails more risk, but is also statistically likely to lead to
greater returns. For many of us, it's a risk we have to take if want to see our
wealth grow. Asset-allocation strategies can help you learn how to make picking
the right mix of securities the core of your investing strategy.
68
4. Prepare for Rainy Days
Part of long-term planning involves accepting the idea that setbacks will occur. If
you are not prepared, these setbacks can put a stop to your savings efforts.
While you can't avoid all of the bumps in the road, you can prepare in advance
to mitigate the damage they can do.
5. Save More
Your income should rise as time passes. You'll get raises, you'll change jobs, and
maybe you'll get married and become a two-income family. Every time more
cash comes in to your pocket, you should increase the amount that you save.
The key to reaching your goal as quickly as possible is to save as much as you
can.
6. Watch Your Spending
Vacations, car, kids and all of life's other expenses take a big chunk out of your
paycheck. To maximize your savings, you need to minimize your spending.
Buying a home you can afford and living a lifestyle that is below your means and
not funded by credit cards are all necessities if you want to boost your savings.
7. Monitor Your Portfolio
There's no need to obsess over every movement of the Dow. Instead, check
your portfolio once a year. Rebalance your asset allocation to keep on track with
your plan.
8. Max Out Your Options
Take advantage of every savings opportunity that comes your way. Make the
maximum contribution to tax-deferred savings plans and then open up a taxable
account too. Don't let any chance to save get away.
9. Catch-Up Contributions
When you reach age50, you are eligible to increase contributions to tax-deferred
savings plans. Take advantage of this opportunity!
10. Have Patience
"Get-rich-quick" schemes are usually just that - schemes. The power of

compounding takes time, so invest early, invest often and accept that the road
to riches is often long and slow. With that in mind, the sooner you get started,
the better your odds of achieving your goals.
69
The Reality Of Retirement
Retirement might seem far away, but it when it arrives nobody ever complains
about having too much money. Some people even question whether a million
dollars is enough.
That said, with lots of planning and discipline, you can reach your retirement
goals and live a comfortable life after work.
(source: http://finance.yahoo.com/news/pf_article_106000.html)
70
UNIT 8
VISUAL AIDS
know kinds of visual aids that can be used for
presentation
differentiate effective and ineffective visual aids
for presentation
design suitable visual aids for their presentation
Schedule and Meeting 12 Kinds of visual media and using

Materials appropriate visual media for
student presentation
Answer the following questions. Share your experience and knowledge with a
friend next to you.
1. What are visual media?
2. Based on your experience or observation, what are some media that a
presenter can use in their presentation?
3. Look at these three visuals. What do you think of them? Which one(s) do you
think is/are effective? Why?
www.icebox500.com www.govloop.com
71
www.juiceanalytics.com
4. Discuss with your friends the criteria of an effective visual media. Compare
your answer withe other groups

Visual aids help us reach our objectives by providing emphasis to whatever is
being said. Clear pictures increase the audience's level of understanding of the
material presented, clarify our points, and create excitement. Visual aids add
impact and interest to a presentation. They enable you to appeal to more than one
sense at the same time, therefore increasing the audience's understanding and
retention level. With pictures, the concepts or ideas you present are no longer
simply words - but words plus images. The chart below cites the effectiveness of
visual aids on audience retention.
Source:
https://www.osha.gov/doc/outreachtraining/htmlfiles/traintec.html
72
From the chart, it can be seen that people retain 10% of what they heard from
an oral presentation, 35% from a visual presentation, and 65% from a visual and
oral presentation. Therefore, it will be better if we use visual media while we are
delivering our presentation so that the audience will understand our topic better.
1. FUNCTIONS OF VISUAL MEDIA
According to Carl Sortz et.al. (2002), visual media have some benefits for speakers
for their presentations. The benefits are as follow:
to illustrate points easier to understand in visual form but difficult in a verbal

form (e.g. statistics)
to focus the audience's attention
to reinforce ideas
to change focus from aural/oral to visual
to involve and motivate the audience
to involve all the senses
to serve as logical proof
to save time and avoid putting information on a board to focus the audience's
attention
to help the speaker
From the above benefits, it can be seen that there are many benefits that both a
speaker and the audience can get by using visual media in their presentation.
2. KINDS OF VISUAL MEDIA
There are some visual media that we can use. The following explanations
provide you information about some visual media, their advantages and limitations
as well as the development techniques required in preparing each. By looking at
these advantages and limitations, you can more easily decide what will work best
for your presentation. The following information are taken from Carl Sortz et al
(2002).
73
FLIP CHART
Flip charts are quick, inexpensive visual aids for briefing

small groups. The charts, felt-tip markers and graphic materials
are readily available, and with a modest ability at lettering, the
presenters can compose the desired visual aid in-house
source: www.neuland.com
Advantages of Flip Charts:
Help the speaker proceed through the material

Convey information
Provide the audience with something to look at in addition to the speaker
Can be prepared prior to, as well as during, the presentation
Demonstrate that the speaker has given thought to his or her remarks
Can be used to record audience questions and comments
Can be converted to slides
Limitations:
May require the use of graphics talent

Are not suitable for use in a large audience setting
May be difficult to transport
When Developing Flip Charts:

source: en.wikipedia.org
Each sheet of paper should contain one idea, sketch, or theme.

Words, charts, diagrams, and other symbols must be penned in a large
enough size to be seen by people farthest from the speaker.
In general, make each letter at least 1/32" high for each foot of distance
from the material. For example, a 1-inch letter is legible from 32 feet, and a
2-inch letter from 64 feet. Divide the distance from the back of the room to
the visual by 32 to determine the minimum size of letters.
Use block lettering, since it is easiest to read. Use all capital letters, and
do not slant or italicize letters.
Use and vary the color. Also, check from a distance to make sure the color
works well and is not distracting.
74
OVERHEAD TRANSPARENCIES
Overhead transparencies are useful for audience settings

of 20 to 50 people and can be produced quickly, easily,
and inexpensively. Any camera-ready artwork, whether
word charts, illustrations, or diagrams can be made into
transparencies using standard office paper copiers.
source: blog.tradentang.com
Advantages of overhead transparancies:
Most manufacturers of paper copiers offer clear and colored acetate

sheets that run through copying machines like paper, but transfer a
black image into acetate for use as overhead transparencies.
The standard transparency size is 8=" x 11''. The only piece of hardware
required is an overhead transparency projector.
Overlay transparencies provide a good cumulative presentation.
Speaker can use an overhead projector with significant light in the room,
thereby enabling the speaker to maintain eye contact with the audience.
Limitations:
The projected image size is sometimes too small to be seen from the
back of a large room.
Often, the image does not sit square on the screen, as the head of the
projector is tilted to increase the size of the image.
It is difficult to write on the transparency while it is on the projector.
Sometimes the projector head gets in the audience's way.
Some speakers feel captive to the machine, because they must change
each transparency by hand.
When Developing Overhead Transparencies:
To add color, simply cut a piece of colored acetate gel, available at art
stores, to the shape and dimensions needed to highlight a particular part of a
transparency. The second (or third) color is taped to the edges of the
transparency with clear tape, or glued over an area with clear invisible
adhesive such as spray adhesive.
Permanent and/or water-soluble ink color marker pens are
available for use in hand-coloring parts of an overhead transparency.
Overhead transparencies can be developed during a presentation by
marking on acetate sheets with water-soluble or permanent transparency
pens. The same approach can be used to add information to existing
75
transparencies. In both cases, a damp tissue can be used to wipe information
off a transparency that has been marked with water-soluble ink.
When removing a transparency from the machine during the presentation,
slide the next immediately underneath it to achieve a smooth
transition. Don't leave the screen blank with the light on.
A 45-degree angle to the audience is the most effective location for an
overhead projector and screen. This provides for the least obstructed view.
Ideally, set the projector on a table lower than the surrounding tables or
platforms to make it less imposing.
Transparencies with too much information - especially typed pages designed
for a printed piece and transferred to acetate - are confusing. Keep
transparencies simple.
When typing words for transparencies, use bold typing elements such as
HELVETICA and capitalize.
Consider making use of a laser printer that can produce good quality
transparencies in a variety of bold type styles. These printers, coupled with
desktop or portable personal computers are widely available, and prices
have dropped significantly. The quality of type and variety of type styles
make this a superior option when compared with transparencies done on an
office typewriter. If resources permit, color printers are also available.
POSTERS
Posters are prepared graphic devices that can be made of

a variety of materials and media - photographs, diagrams,
graphs, word messages, or a combination of these. Posters
work best in smaller audience sizes.
Advantages of posters:
Posters are permanent and portable.

Posters can be simple or very elaborate.
Posters can be used alone or in a series to tell a story. source: www.harlequintprint.co.uk
Limitations:
Posters tend to contain too much detail.

Transporting them can be difficult.
The more elaborate posters require extensive preparation and can be quite
costly.
When preparing posters:
Each poster should contain one message or theme.

Words, charts, diagrams, and other symbols must be penned in a large
enough size to be seen by everyone in the room.
76
Use all capital letters, and do not slant or italicize letters.
Use and vary the color. Also, check from a distance to make sure the color
works well and is not distracting.
VIDEOTAPE
Videotape electronically carries both a picture and a

sound track. Its features of sound, movement, vivid image,
color, and variety hold an audience's attention the way film
does. Videotape can be used to program an entire
presentation, or to support a speaker's remarks by
highlighting certain topics.
Limitations:
Videotape productions can be expensive to create and require experienced

production teams.
In large meetings, the audience may not be able to see the monitor. (If
resources permit, video projectors are available.)
When Developing Videotape:
Practicing with the equipment by filming, as well as showing, is the best

way to overcome hesitancies about its use.
To cover the basics if you are brand new to video use, budget yourself a
one hour session with an experienced video producer, whether
amateur or professional. University extension programs and the local cable
T.V. station are good places to check for a no-cost session. Discuss your
ideas. Your budget will determine whether you should tape on your own or
have a professional make the videotape.
Composing and editing a 15-minute video production can easily consume
dozens of hours whether you do all of the work or contract to have part of it
done. In order for this kind of investment to pay off, it usually means that
the final product should be viewed by a large audience or multiple audiences.
Consider the facilities available before choosing to use videotape.
WHITE OR BLACK BOARD
White or black boards can be very useful to help explain the sequence of ideas or
routines, particularly in the sciences. Use them to clarify your title or to record your
key points as you introduce your presentation (this will give you a fixed list to help
you recap as you go along). Rather than expecting the audience to follow your
spoken description of an experiment or process, write each stage on the board,
77
including any complex terminology or precise references to help your audience take
accurate notes. However, once you have written something on the board you will
either have to leave it there or rub it off - both can be distracting to your audience.
Check to make sure your audience has taken down a reference before rubbing it off
- there is nothing more frustrating than not being given enough time! Avoid leaving
out of date material from an earlier point of your presentation on the board as this
might confuse
PAPER HANDOUTS
Handouts are incredibly useful. Use a handout if your information is too detailed to
fit on a slide or if you want your audience to have a full record of your findings.
Consider the merits of passing round your handouts at the beginning, middle and
end of a presentation. Given too early and they may prove a distraction. Given too
late and your audience may have taken too many unnecessary notes. If you give
the handout in the middle of your presentation, your audience will inevitably read
rather than listen. One powerful way of avoiding these pitfalls is to give out
incomplete handouts at key stages during your presentation. You can then highlight
the missing details vocally, encouraging your audience to fill in the gaps
POWER POINT SLIDES
source: www.actden.com
Microsoft PowerPoint is probably now the most commonly used form of visual aid.
Used well, it can really help you in your presentation; used badly, however, it can
have the opposite effect.
Advantages of power point slides:

1) attract the audience attention since it can provide colorful pictures
2) easy to operate
3) able to guide the speaker
4) able to be combined with other media such as video or audio clips
5) easy to make
78
Limitation:
1) speaker is attempted to read the slides
2) audience focuses on the slides rather than on the speakers explanation
When creating power point slides, the general principles are:
a. Text to put on a visual

1) name, conference/company and company logo, date, title of
presentation. Try to do this consistently but not to the detriment of a
table or image.
2) full sentences are not to be used, unless a quote is given, give round
figures
3) N.B. keep text to a minimum
b. Size, layout, font (typeface) and size, colors.

1) Size - A4
2) Layout should be pleasant and easy to read: horizontal/landscape
layout is preferable.
3) Fonts: Ariel, Helvetica, Times New Roman, Futura, Optima, Verdana,
New Century, Schoolbook and Courier. Some companies impose a
particular style.
4) Font size - maybe 20 or more depending on the size of the room you
will be speaking in. A good idea is to use different sizes for different
types of text: i.e. 20 for main headings, 16 for subheadings, 14 for
other text.
5) Use CAPITAL LETTERS, bold face, italics, underlining,(white on black)
or shading to highlight.
6) If possible, use color transparencies (unless you are just showing
text).
c. Number of slides
One every two minutes is sufficient. To show too many slides is worse
than none at all.
d. General and miscellaneous tips.

1) Have the slides ready and in order.
2) Check to see if the OHP is plugged in, in working order and in focus.
3) Test the visual to see if people at the back of the room can see it.
4) Stand to the side of the screen and face the audience.
5) Mask to reveal only what you want the audience to see.
6) Use a pointer or a pen to draw attention to a specific point.
7) Visuals should be adjusted to the audience.
8) Visuals should supplement the spoken message.
9) Large enough for everyone to see. (Good idea to give out a paper
copy, i.e. a handout,
10) Not at the same time though, as the audience may not look at you)
11) Don't display too much information, too many colors or typefaces.
12) Does the layout work?
79
13) Are there any spelling mistakes or grammatical errors? Remember
they are going to
14) Be in plain view all the time of your visual.
Language Use
It is not sufficient just to put up a transparency on the screen and expect the
audience to turn its attention to it, to understand it and make the link with what we
are saying. We would suggest the following strategy:
a. Preparing the audience for what they are going to see in order to keep the
audience on their toes and gives you the opportunity to position your visual
correctly.
Let's look at the current distribution of the market, as you can

see...
I'm going to show you now the most recent figures available...
My next slide concerns the method by which...
b. Drawing the attention of the audience to the points that you wish to highlight
but avoid redundancy by describing everything that is in the visual!
As you can see....

The first line of figures is the most revealing...
Notice/observe how the increase has had an effect on the...
What is important here is the way that...
c. Rephrasing our point to give it emphasis, giving the audience time to absorb
the information.
In other words the number of employees has a direct effect on the...

Or to look at it in another way every time you...
That is to say no matter what technique is used, the results remain
80
I. GUIDED PRACTICE
1. Group yourself; one group consists of 3 students. Watch a video about

presentation. Identify the kinds visual media that are used by the speaker.
2. Still referring to the video, discuss whether the speaker uses the visual media
effectively or not.
3. Design and present a visual media to convey one of the following messages:
a. ban smoking in this building
b. an announcement of a competition for the most
Design a visual media that is appropriate with your presentation
81
UNIT 9
BODY LANGUAGE
know the importance of body language in

presentation
know aspects of body language that should be
considered in presentation
practice using appropriate body language for
their presentation
Schedule and Meeting 13 Understanding body language and

Materials using appropriate body language for
student presentation
Answer the following questions?
1. What is body language?

2. Do you think that body language plays an important role in the success of a
presentation?
3. What body language that is used to persuade?
4. Look at the following pictures and tell what those pictures mean?
82
1. WHAT IS BODY LANGUAGE?
According to http://www.it-sudparis.eu, body language includes eye contact,

facial expressions, posture, movements, and gestures. Body language is basically
natural and it is a part of communication. Body language is useful in order to clarify
meaning, maintain interest, and emphasize messages. The general rule of body
language is
When you are presenting, strong, positive body language becomes an

essential tool in helping you build credibility, express your emotions, and connect
with your listeners. It also helps your listeners focus more intently on you and what
you're saying.
Effective body language supports the message and projects a strong

image of the presenter. Audiences respond best to presenters whose bodies are
alive and energetic. Audiences appreciate movement when it is meaningful and
supportive of the message. The most effective movements are ones that reflect the
presenter's personal investment in the message.
Carl Storz et al (2002) suggest that there are some positive and negative body
language as follow:
2. POSITIVE BODY LANGUAGE
EYE CONTACT
to keep audiences' attention (Asian b. audience might feel aggressed.)

facial expressions should be natural and friendly
raise eyebrows to show surprise
open eyes wide
squint your eyes
curl your eyebrows
source:lankmoody.blogspot.com
83
BODY MOVEMENT
to indicate a change of focus

keep audience's attention
move forward to emphasize
move to side to indicate a transition gesture
up and down head motions are movements to
indicate importance or acknowledgement
pen or pointer to indicate part, place (on a
transparency)
shrug shoulder to indicate I don't know or care
source: www.watchaneedtoknow.jenz.blogspotcom
THE HANDS
Lots of possibilities to emphasize, to enumerate, to

express sincerity or reflection
Be conscious of what you do with your hands
If you are unhappy, hold notes or cards to occupy them
Arm - movements back and forth to suggest flow.
Open arms to include or welcome ideas
Source: www.nicolasfradet.com
POSTURE
Stand straight but relaxed (do not

slouch or lean sideways)
Lean forward to emphasize
No hands in pockets
Source: www.nicolasfradet.com
84
3. NEGATIVE BODY LANGUAGE
Failing to make eye contact

Do not look at your notes all the time
Looking at the screen/board means your back is turned to the audience
cutting contact
Don't stare, or look blankly into people's eyes
Avoid swaying back and forth like a pendulum
Avoid leaning against walls
Be aware of your nervous tics
Do not fold your arms like a barrier
While one hand in a pocket gives a very relaxed pose, both hands in pockets
looks too casual and should be avoided
Based on http://www.inaweek.co.uk/2012/11/body-language-and-presentation-
skills/, there are ten important points that speakers should consider regarding the
use of body language in a presentation. Those key points are as follows:
1. Maintain eye contact with the audience and scan the audience at random.
Never repeatedly look at the multi-media screen or the ceiling!
2. Use your hands and voice to conduct the presentation, remember palms up
indicates uncertainty, honesty and doubt, whilst palm down indicates facts and
certainty.
3. Repeat key phrases to add emphasis. If you have three major points to say
then number them point one is..point two ispoint three is I have
covered the three points.
4. Use the visual aids to structure your presentation. Just put key words on the
screen, it will prevent you just reading what is on the screen.
5. Do not march from one side of the stage to the next or fiddle with pens and
equipment. Be animated, which does not mean hands in your pockets!
6. Show enthusiasm in the way you present information enthusiasm is

infectious.
7. If it is a long presentation then break it up with questions or pass round

examples of products to get a small measure of audience involvement.
85
8. Take note of any negative body language in the audience, arms folded, eyes
down, shaking heads etc
9. Avoid being distracted by individuals in the audience, the one critical member,
or the person who enthusiastically agrees with you by their head nods and
smiles. Remember to address the whole audience.
10. Encourage convergence of opinion; look out for subgroups of those that share a
common view. Do not disagree but aim to get some form of consensus.
1. Group yourself; one group consists of 3 students. Watch a video about

presentation. Note down the following body language of the speaker:
a. general appearance
b. posture
c. hands position
d. hands gestures
e. eye contact
f. movement
g. facial expressions
2. Still referring to the video, discuss whether the speaker make use of the body
language effectively or not.
Practice your planned presentation by using appropriate body language in front of

your friend. Later, ask your friend to give comment on your use of body language
including:
a. posture
b. hands position
c. hands gestures
d. eye contact
e. movement
f. facial expressions
86
REFERENCES
Modul Public Speaking FIB UB, tahun 2011
Lucas, S.E. (2008). The Art of Public Speaking (10th ed.). McGraw-Hill: New
York.
Street, N.J. (2009). Packet for Public Speaking: Comm. 203, Spring 2009.
The Debaters Guide (1992). Southern Illinois University Press.
Academic Survival Skills 1, METU, Department of Modern Languages.
Outlining a Presentation. excerpted from

http://writingcenter.tamu.edu/2010/types-communication/presentations-2.
Samsung Company Profile. excerpted from

http://www.samsung.com/in/aboutsamsung/ourbusinesses/index.html)
How to prepare and deliver a presentation. Roberto Cipolla. Excerpted from

http://www.eng.cam.ac.uk/~cipolla
Preparing a Presentation. excerpted from

http://www.skillsyouneed.com/present/prepare-presentation.html
Structure of Presentation . excerpted from: http://www.it-

sudparis.eu/lsh/ressources/ops/structure/introduction.php
Regulator says half of British teenagers and 25% of adults now have
smartphones as sales outstrip regular mobiles. excerpted from
http://www.waylink-english.co.uk/?page=19045
Evaluation Rubrics for Presentations. Communication 2000.2002. Thomson

Learning Inc
The Top 10 Lies People Put on Their Rsums. excerpted from

http://money.usnews.com/money/blogs/outside-voices-careers
10 Steps to Retire a Millionaire. excerpted from

http://finance.yahoo.com/news/pf_article_106000.html
A Good Speaker excerpted from http://esl.fis.edu/learners/advice/speech.htm
Worksheets excerpted from

http://englishcity.weebly.com/uploads/4/6/1/6/4616991/debate_part_2.pdf
Thinking Strategy excerpted from

http://www.learnquebec.ca/export/sites/learn/en/content/curriculum/social_scie
nces/documents/thinkup.doc
87
Debate Essentials excerpted from
http://www.middleschooldebate.com/documents/DebateSkills.pdf)
Note Taking excerpted from

http://teachingdebate.typepad.com/teaching_debate/debate_class/
Role of Adjudicator excerpted from http://www.learndebate.net/node/27
ARE method: (source:

http://akademik.alperkumcu.com/sites/default/files/Debate%20Format.pdf)
Debate asian format:

http://iium.edu.my/spice/ComprehensiveAdjudicationGuide.doc
88
APPENDICES
Appendix 1
News Article
Ahmad Dhanis son in pile-up, killing six
Yuliasri Perdani, The Jakarta Post, Jakarta | Headlines | Mon, September 09

2013, 8:54 AM
Thirteen-year-old Ahmad Abdul Qodir Jaelani, the son of Ahmad Dhani, the
bassist of the now dissolved rock band The Lucky Laki, was involved in a deadly
pile-up on Jagorawi toll road south of Jakarta early on Sunday that claimed six
lives.
Based on witness accounts, the police said the Mitsubishi Lancer driven by Dul,
as the boy is more commonly known, was travelling at a high speed from Bogor,
West Java, and heading to Jakarta, when at Kilometer 8 the car hit the road
separator and slammed into oncoming traffic.
The sedan hit a Daihatsu Gran Max minivan, which then hit a Toyota Avanza
minivan.
Six out of 11 people onboard the Gran Max minivan reportedly died at the scene,
while seven others, including those on board the Avanza, were injured.
Dul was reportedly heading back to Jakarta after taking his female friend home
to Bogor, along with his friend Noval Samudra, 14.
The youngest son of musician and producer Ahmad Dhani and his divorced wife
Maia Estianti is being treated at Pondok Indah Hospital in South Jakarta. As of
Sunday evening, Dul had undergone two operations to his shoulder, which was
injured by shattered glass, and had fractured ribs.
According to Dhanis mother, Joyce, and his brother, Jerry, who both talked to
reporters in the hospital, Dul and Noval had suffered serious injuries and
remained unconscious.
Duls right leg is also broken. The fractured ribs have caused infections in his
stomach, Jerry said, adding that Noval was also undergoing surgery.
Jerry said Dul was never allowed to drive and that the car was Dhanis. Dul and
Noval were expected to attend singer Judikas wedding on Saturday night, but
they were missing until the family found out about the incident on Sunday
afternoon.
The police were still investigating the cause of the incident and were yet to name
a suspect in the crash, according to Jakarta Police spokesman Sr. Comr.
Rikwanto.
The driver can be charged for underage driving and reckless driving, which took
lives of others. By law this is punishable with six years imprisonment, he said.
Indonesian Police Watch chairman Neta S. Pane said that considering his
juvenile status, Dul could only be charged with half the maximum jail term, as
regulated in Article 26 of the Criminal Code.
He added Dul might face an increased jail term if the police charged him with
underage driving and driving without a license.
Neta said Dhani, with whom Dul lived with his two brothers, must also be
brought to justice for allowing his 13-year-old son behind the wheel of the
vehicle.
Article 57 of the Criminal Code says anyone who intentionally provides an

opportunity or facilitates a crime faces the same sentence as charged to the
perpetrator.
The police can immediately take him [Dhani] into custody, considering he faces
a jail term of over five years, he added.
The legal age to obtain a driving license is 17-years-old. But according to the
city police, traffic accidents involving children under 16-years-old increased 160
percent last year to 104 cases, compared to 40 cases in 2011.
Deadly joyrides
March 10, 2012: Olivia Dewi, 17, is driving a Nissan Juke at high speed when it
swerves off the road into a billboard pole in front of Wisma Nugra Santana on Jl.
Sudirman. The vehicle bursts into flames, killing Olivia, who had only been
granted her drivers license in January 2012.
Jan. 30, 2012: A 14-year-old boy sneaks out of his home in Makassar, South
Sulawesi, and takes a relatives car that his parents planned to buy. He drives
out of the housing complex by himself to buy some food and injures at least 11
people in the process.
Aug. 13, 2011: Two teenage girls are killed in a car accident after participating
in a pre-dawn convoy. Sixteen-year-olds Nur Aisah and Astrid die instantly after
the car they are using hits a tree on Jl. Raya Warung Buncit. The police say the
car was driven in excess of 100 kilometers per hour.
(Source: http://www.thejakartapost.com/news/2013/09/09/ahmad-dhani-s-son-
pile-killing-six.html)
Appendix 2
Class Debate Rubric
Category 5 4 3 2 1 Totals
Respect for All statements, body Statements and responses Most statements and Statements, Statements,
Other language, and responses were respectful and used responses were respectful responses and/or responses and/or
Team were respectful and were appropriate language, but and in appropriate body language body language
in appropriate language. once or twice body language, but there was were borderline were consistently
language was not. one sarcastic remark. appropriate. Some not respectful.
sarcastic remarks.
Information All information presented Most information Most information Some information Information had
in this debate was clear, presented in this debate presented in the debate was accurate, but some major
accurate and thorough. was clear, accurate and was clear and accurate, but there were some inaccuracies OR
thorough. was not usually thorough. minor was usually not
inaccuracies. clear.
Rebuttal All counter-arguments Most counter-arguments Most counter-arguments Some counter Counter-arguments
were accurate, relevant were accurate, relevant, were accurate and arguments were were not accurate
and strong. and strong. relevant, but several were weak and and/or relevant.
weak. irrelevant.
Use of Every major point was Every major point was Every major point was Some points were Every point was
Facts/Statistics well supported with adequately supported with supported with facts, supported well, not supported.
several relevant facts, relevant facts, statistics statistics and/or examples, others were not.
statistics and/or examples and/or examples. but the relevance of some
was questionable.
Organization All arguments were Most arguments were All arguments were Arguments were Arguments were
clearly tied to an idea clearly tied to an idea clearly tied to an idea not tied well to an not tied to an idea
(premise) and organized in (premise) and organized in (premise) but the idea. at all.
a tight, logical fashion. a tight, logical fashion. organization was
sometimes not clear or
logical.
Understanding The team clearly The team clearly The team seemed to The team seemed The team did not
of understood the topic indepth understood the topic indepth understand the main points to understand the show an adequate
Topic and presented their and presented their of the topic and presented main points of the understanding of
information forcefully and information with ease. those with ease. topic, but didnt the topic.
convincingly. present with ease.
Presentation Team consistently used Team usually used Team sometimes used One or more The teams
Style gestures, eye contact, tone gestures, eye contact, tone gestures, eye contact, tone members of the presentation style
of voice and a level of of voice and a level of of voice and a level of team had a did not keep the
enthusiasm in a way that enthusiasm in a way that enthusiasm in a way that presentation style attention of the
kept the attention of the kept the attention of the kept the attention of the that did not keep audience.
audience. audience. audience. attention.
Totals:__________________
(source: http://course1.winona.edu/shatfield/air/classdebate.pdf)
GLOSSARY
1. AFFIRMATIVE SIDE. The speaker or team undertakes to secure audience

acceptance of the debate proposition.
2. ANALOGY. A type of argument which asserts that if the facts relating to A
and the facts relating to B are alike in certain known respects, they will be
alike in another respect.
3. ANALYSIS. The process of thinking through a subject and discovering the
issues; systematic inquiry.
4. ARGUMENT. An assertion which implies the result of reasoning or proof.
5. ASSERTION. An unsupported statement.
6. BRIEF. A carefully prepared, complete outline of one side in a debate,
including the evidence to support each point.
7. CASE. All the assembled proof available for determining the truth of the
proposition (for the affirmative) or the untruth of the proposition (for the
negative). The brief developed in full with analysis, reasoning, and
evidence.
8. CONSTRUCTIVE SPEECH. The main speech in a debate for each speaker
in which all issues to be considered in the debate are presented.
9. DEBATE. Formal oral controversy consisting of the systematic presentation
of opposing arguments on a selected topic.
10.DELIVERY. The communication of ideas to an audience through verbal and
nonverbal means.
11.EVIDENCE. Matters of fact or opinion offered as support or proof for
assertions advanced in the debate.
12.EXAMPLE. A type of argument which asserts a generalization based on the
qualities of a specific instance or instances.
13.FLOWSHEET. A tool used for taking notes during a debate which enables
the debater or listener to keep track of the development of an argument
throughout successive speeches. It represents the flow of argument in the
debate.
14.BALLOTS - Forms used by judges to make comments on a speaker's
performance and also to rank and rate the speaker. Ballots go to the tab
room where they are recorded and then placed in the school's packet. The
packets are available to the schools at the conclusion of the awards
ceremony. The information on them is confidential until that time.
15.ISSUE. A conclusion which must be proved in order to establish that the
proposition should be adopted; it appears in the debate as a key assertion.
16.JUDGE. The person who evaluates a debate.
17.NEGATIVE SIDE. The speaker or team which undertakes to prevent the
affirmative side from securing acceptance of the debate proposition.
94
18.OUTLINE. A carefully prepared structural pattern for a speech or case
which clarifies the relationship of ideas in the message by placing
information in a reasoned sequence and by indicating the coordinate and
subordinate relationship of ideas.
19.PROOF. Support for an idea or argument which the speaker offers in order
to create belief in an audience. In debate, it consists of evidence and
reasoning which is offered to the audience.
20.REASONING. The process of drawing inferences and conclusions from
available information or data. In debate, it is the process of inferring
relationships between evidence and assertions.
21.REBUTTAL. The process of defending arguments against attack. In debate,
it is an additional speech allowed each speaker, following the constructive
speeches, in which a speaker may attack the opponents arguments in
addition to defense, but may not introduce any new constructive
arguments.
22.REFUTATION. The attempt to demonstrate the error or inadequacy of the
opponents case.
23.RESEARCH. The process of finding information and material to support
ideas or arguments. It is most effective when conducted as the result of a
carefully focused approach.
24.RESOLUTION. Used the same as proposition.
25.VISUAL. A Picture, piece of film, or display used to illustrate or accompany
something
26.MEDIA. The main means of mass communication
27.VISUAL MEDIA. An item of illustrative matter, such as a film, slide, or
model, designed to supplement written or spoken information so that it can
be understood more easily
28.FLIP CHART. A large pad of paper bound so that each page can be turned
over at the top to reveal the next, used on a stand at presentations
29.OHP. A device that projects an enlarged image of a transparency placed on
it onto a wall or screen by means of an overhead mirror
30.POSTER. A large printed picture used for conveying message
31.POWER POINT SLIDE. A collection of pages arranged in sequence that
contain text and images for presenting to an audience
32.BODY LANGUAGE. The process of communicating nonverbally through
conscious or unconscious gestures and movements
33.EYE CONTACT. Visual contact with another person's eyes
34.POSTURE. A position of a person's body in a particular attitude or pose
95
INDEX
Debate, 1 Method, 24
Debater, 4 Team method, 24
Argumentation, 5 Sign posting, 24
Refutation, 5 Dynamics, 25
Note-taking, 5 Adjudicator, 31
Motion, 6 Bias, 31
Affirmative, 6 Score, 32
Negative, 6 Margin, 32
Sides, 6 Asian Parliamentary Debates, 33
Team Line, 7 Prime Minister, 34
Rebuttal, 7 Deputy Prime Minister, 34
Opinions, 14 Government Reply, 34
Reasons, 15 Presentation, 44
Speaker roles, 16 Objective, 45
Matter, 22 Subject, 45
Logic, 22 Audience, 45
Relevance, 22 Body language, 83
Manner, 23 Eye contact, 83
Gesture, 23 Posture, 84
95

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Modul Bahan Ajar

PROGRAM STUDI SASTRA INGGRIS

English Literature Program

SBI 4105 - PUBLIC SPEAKING

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

In specific, the course objectives are:

1. To expose student to the concept of public speaking

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

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

Unit 2 Argument and Rebuttal................................................ 10

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

1. Explain purpose and criteria of public speaking

Schedule and Meeting 1-2 1. The course guide

Opinion and Argument

1. Discuss these questions in the class:

1. DEBATE AND ITS IMPORTANCE

Debate is basically a structured discussion. To elucidate, it is a formatted and

2. The Importance of Debate

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

Done correctly, debate builds research competence, media literacy, reading

Research Students research constantly throughout the debate season.

Reading Through debate participation, many students confront

Argument Students gain argument literacy as they learn to identify the

Evidence Associated with argument literacy development, debate helps

Summarization Students summarize and synthesize their research.

Public Debate helps students to develop an optimal mix of

Floor Students engage each other throughout debate using points

3. Virtues of being debater

2. PRINCIPLES, PARTS, AND TYPES OF DEBATE

The first principle of successful debate speaking is to think and speak in

a. Issues and assertions (A)

a. understanding the debate proposition

2. Basic Skills in Debate

There are three essential, basic debate skills in debate:

The easy way to teach this is to reinforce it across all lessons by

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

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

c. Evidence is the "for example" part that supports the reasoning.

There are 4-step refutation model.

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

d. Step four is "Therefore..." This is where you make your

3. What happens in a Debate?

Debate provides a forum for discussing important and interesting

The debate topic is called the motion or the resolution because it

B. Sides: The Affirmative and The Negative Side

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

Because debating is a team event, it is important that the three

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

Since debate is basically a structured discussion, there are some debate

III. GUIDED PRACTICE

1. Divide the class in groups of 10

IV. EXTENDED PRACTICE

Identifying Ideas and Making Solutions

1. Divide the class in groups of 4

Opinion Parents opinion How to come to

1. Build a persuasive case

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

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

II. THEORETICAL FRAMEWORK

1. DEVELOPING ARGUMENT AND REFUTATION

1.1. Thinking Strategies

1. Decide your topic.

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