Speak It Don't Write It!!

Why Teachers are Too Good

Writing to Speak

Teachers have been so successful in teaching their students the rules and practices of good writing that when it comes time to prepare an Oral Presentation those rules tend to inhibit the successful delivery of the speech.

If we are reading and something confuses us, we can read the passage again and again until we do understand it. As an audience member or teacher listening to a student present an oral, we only have one chance to hear and understand what is said. When writing a presentation you need to encourage your students to write a speech that is easy for the audience to follow.

Writers can use devices such as underlining and bolding to emphasise their main points. They can use exclamation marks for added impact! The speaker has the devices of emphasis, pause, tone and pace to add meaning to the words. Teach your students to take these into account when they write their presentation. Some of the most obvious differences between the language used in a written presentation and a spoken one are listed below.

WRITING IT SAYING IT

USING WORDS

You tend to choose the longer Choose the shortest word
word to show your wide vocabulary that conveys the meaning.
This makes the presentation
easier to say.

USING SENTENCES
Some sentences will be long Keep your sentences as
and quite complex short as possible.This makes it easier to say.

USE OF LANGUAGE

You tend to use a more You try to keep the
formal language. language as conversational
as possible.

REPETITION
You will try to avoid Use repetition for emphasis.
using the same word
in consecutive sentences.

MEANING
You have to make Meaning will come from
sure the whole message the way the words are
is contained in the words. said and the gestures that that go with them

USE SOUNDS
You don’t really care about Sounds of words in
the sound of words speeches really
affect their meaning

USE SURROUNDINGS
You can’t use these Your speech is a one-off
usually as you don’t occasion and it can be
know where or when made more effective by
it will be read including references
to the time or place or
specific circumstances