‘May I Have Your Attention?’: Exordial Techniques in Informative Oral Presentations      

An introduction, even a short one, makes audiences more willing to listen to a speech, think more highly of the speaker, and understand a speech better than when no introduction is given. Two experiments at Delft University of Technology support this conclusion. Subjects viewed videotapes of professional presentations on the topic of Sick Building Syndrome. In one experiment, subjects rated the effectiveness of three introductory or 'exordial' techniques in gaining audience attention: an anecdote, an ethical appeal, and a 'your problem' approach. Results indicate that audiences do respond to exordial techniques, and in a predictable manner. In the second experiment, two speeches with anecdotal openers were tested against one without any introduction. The anecdotes led to significantly higher ratings of the presentation's comprehensibility and interest, as well as the speaker's credibility. The presence of an anecdote also resulted in higher retention scores. Oddly enough, the relevance of the anecdote did not seem to make a difference in the ratings.

Andeweg, Bas A., Jaap C. de Jong and Hans Hoeken. Technical Communication Quarterly (1998). Presentations>Advice>Rhetoric

The Technical Talk: More Effective Use Of Visual Aids  

While most technical writing teachers assign the oral report and insist on visuals, very few offer their students good classroom examples of technical report visual aids. However, a set of 35 mm slides on one teaching topic could be easily produced with neither expensive equipment nor much ability in graphic design.

Jobst, Jack W. JAC (1981). Presentations>Advice>Visual>Visual Rhetoric

The Writing Student’s Guide to Successful Oral Presentations  

Graduates of technical writing programs often enter the workplace with poor oral communication skills due to lack of practice. The trainer or writing teacher can use several strategies to offer the students oral practice without expending a great deal of class time. Recommended classroom strategies include teaching the students basic preparation skills and presentational techniques, giving them brief as well as longer practice following strict time limits, and allowing them to receive immediate feedback from listeners. These efforts can aid writing students in giving oral presentations and in preparing them for the work setting.

Connors, Patricia E. STC Proceedings (1993). Presentations>Advice>Rhetoric