Oral Communication Processes PDF

The Process and Elements of Communication Communication Communication is any process in which people, through the use of symbols, verbally and/or nonverbally, consciously or not consciously, intentionally or unintentionally, generate meanings (information, ideas, feelings, and perceptions) within...

The Process and Elements of Communication Communication Communication is any process in which people, through the use of symbols, verbally and/or nonverbally, consciously or not consciously, intentionally or unintentionally, generate meanings (information, ideas, feelings, and perceptions) within and across various contexts, Cultures, channels, and media. (Hybels & Weaver II, 2009). Communication is a systematic process in which people interact with and through symbols to create and interpret meanings. (Wood, 2009). Communication is a process by which verbal and nonverbal symbols are sent, received, and give meaning. (Seiler, 1988). Communication is "the act or process of using words, sounds, signs, or behaviors to express or exchange information or for expressing your ideas, thoughts, feelings, etc., to someone else." It is "the exchange of thoughts, messages, or information, as by speech, signals, writing, or behavior." (Merriam Webster, 1898) Elements of Communication For communication to take place, there must be five (5) factors involved: 1. Sender is the speaker or the communicator who has his/her own purpose, knowledge, interests, attitudes, skills, and credibility. 2. Message is the idea being transmitted by the sender to the listener. It includes the three (3) aspects of content, structure, and style. 3. Channel is the medium or vehicle through which the message is sent. It may be verbal or visual. The latter is often supplemented with the pictorial and aural channels. 4. Receiver is the target of the communication. S/He is the destination of the message, the listener, with his/her own purposes, knowledge and interest levels, attitudes, and listening skills. 5. Feedback is the reaction given by the listener to the sender of the message. It is what completes the communication process. The Communication Process According to Menoy (2010), communication is a process, and, as such, it comes in stages. It starts with the encoding and ends with the decoding. The encoder is more popularly known as the sender of the message. They transmit the message (for example, an idea) to the receiver, a more popular term for the decoder of the message. The recipient tries to understand the message, and if they do, communication takes place. They may then give their feedback. If there is a continuous exchange of messages between the sender and the receiver, particularly in an oral discourse, communication takes the form of a cycle. (See Figure 1.) 02 Handout 1 \*Property of STI ∗ student.feedback\@sti.edu Page 1 of 2 ASSH2001 Figure 1. The Communication Process Menoy (2010) adds that in cases where there is a channel (medium or instrument used in the transmission of the message, for example, a telephone) of communication, it forms part of the diagram above. Sender & Receiver People engaged in the communication process Also known as the communicators Message Any idea or feeling that the communicators share Channel A medium through which communication is transmitted from one person to the receiver May be categorized as oral or written May be classified as formal or informal Common channels include the telephone and a variety of written forms such as memos, letters, and reports May also be the paper on which words are written, or the Internet acting in the client--server model that allows reading information Feedback May be verbal and nonverbal that the recipient of the message exhibits as a response to the message sent by the source/sender\ \ Models of Communication Communication models are a representation of communication systems in different approaches. These are categorized into three types- linear, transactional, and interactional. Linear models are one-way communication and are commonly used for mass communication. The senders send a message, and the receivers only receive it. It also does not require feedback. Transactional models are used for interpersonal communication. Feedback will act as a new message that will start another communication process. Interactional models are like Transactional, but it is commonly used in a wider platform like the internet. However, feedback in this type of communication model can take a long time since it has wider coverage than others. Aristotle's Model of Communication Aristotle's model is formed with five (5) elements: Speaker, Speech, Occasion, Audience, and Effect. This model focuses on public speaking that aims to persuade the audience. Example: During a meeting, the President orders the Coast Guard to capture, not to kill poachers venturing in local waters. Speaker: Speech: Occasion: Audience: Effect: the President about his order regarding poachers meeting members of the Coast Guard capture the poachers instead of killing them This model is more focused on public speaking than interpersonal communication. Berlo's Model of Communication This model involves several factors in the communication process. 02 Handout 2 ∗ student.feedback\@sti.edu \*Property of STI Page 1 of 5 ASSH2203 The communicators or the source and the receiver are influenced by their characteristics demonstrated in their attitudes, communication skills, and knowledge. A fourth factor that influences the communicators is the social system and culture or the sociocultural system. The message comprises the content and the communicators' treatment and coding of the content. The five senses are the channels of communication or how communication is transmitted. These are seeing, hearing, touching, smelling, and tasting. Berlo acknowledges the complexity of the communication process by including the influence of an all-encompassing sociocultural system (Pinzon & Jamandre 2017). Lasswell's Model of Communication Harold Lasswell (1948) was a leading American political scientist and communications theorist who advanced one of the earliest communication process models. Laswell's model described the communication process as a linear or one-way process in which communication is transmitted from a sender to a receiver. A verbal transmission model comprised five questions that described one of the earliest views on how communication works. This model underscores the function of communication in society. According to Lasswell (1948), communication in society has three functions: 02 Handout 2 ∗ student.feedback\@sti.edu \*Property of STI Page 2 of 5 ASSH2203 Surveillance of the environment -- a function of surveillants such as political leaders and health officers designed to alert society to the dangers and opportunities it faces. Correlation of components of society -- a function mainly carried out by institutions such as community development workers, educators, and poll-takers designed to gather, coordinate, and integrate into a meaningful form of responses of society toward changes in the environment. Cultural transmission between generations -- a function carried out by institutions such as the family, church, school, and community to pass down their values, customs, and traditions to the next generation. Lasswell was concerned with mass communication and propaganda. He believed that communication must perform its key functions to protect, fortify, and enhance a nation's stability. A country must be responsible for consolidating its strength by controlling the forces that interfere with efficient communication. The elements or formula of the model are explained as follows: Who? -- control analysis What? -- content analysis In which channel? -- media analysis To whom? -- audience analysis With what effect? -- effect analysis Here is an example to illustrate how the model works. A family serves as the communicator (who) of values (message) through the practice of family rituals such as family dinners and birthday celebrations (channel) with the children, the next generation (to whom) who will preserve and pass on the culture to future generations (effect). The communication cycle continues with the next generation. Shannon-Weaver's Model of Communication Mathematician Claude Shannon and scientist Warren Weaver (1949) designed a mode, originally for telephone communication. It includes five components -- the information source, a transmitter, a receiver, a destination, and noise. 02 Handout 2 ∗ student.feedback\@sti.edu \*Property of STI Page 3 of 5 ASSH2203 When we apply Shannon-Weaver's model to a no-telephone communication situation, the information source is the speaker; the transmitter is the vocal mechanism, and the receiver and destination is the listener. The concept of noise is being added to this model. According to Shannon and Weaver's model, noise is anything that interferes with or distorts the intended meaning of communication. Noise can be physical, psychological, physiological, or semantic. Physical noises are those distractions in the environment such as seatmates talking, the sound of the air conditioner or electric fan, or the traffic heard from outside the room. Psychological noises are thoughts that run through the communicator's mind during the interaction that takes his/her attention away from it. For example, psychological noises are disturbances within the communicator's body. When having a headache or feeling hungry, the communicator may have difficulty focusing on the conversation. Semantic noises are differences in the meaning or interpretation of words or messages. As a result, communicators become distracted or confused. Noise in the communication transaction must be avoided. Schramm's Model of Communication Wilbur Schramm was a scholar and authority on the mass communication model, which was the interactive model which shows the concept of process and interaction in communication. The source is the speaker who encodes the message. The destination is the receiver, which decodes the message. Schramm's first model highlights the importance of overlap in the communicators' field of experience so that communication may occur. The common field of experience illustrates communicators\' shared meanings, without which communication is impossible. Conversely, the common field of experience size determines the breadth and depth of communication between communicators. 02 Handout 2 ∗ student.feedback\@sti.edu \*Property of STI Page 4 of 5 ASSH2203 Schramm's second model depicts the dual roles of communicators where they can be both senders or encoders and receivers or decoders. They are also interpreters in the process as they assign meaning to the message. The model also illustrates the circular sequential process in which one person interacts with another, sending feedback to the first person. Nonverbal Communication This is a type of communication that does not make use of words. The message is communicated by the use of hands, head, feet, and other parts of the human body. It is similar to the sign language employed by deaf and mute people to communicate their thoughts and feelings to people whom they talk to. Nonverbal communication may take the form of conventional gestures such as the nodding of the head to show approval or agreement. Types of Nonverbal Communication Chronemics -- This is the study of the time element in communication. The length of time a speaker talks and the rate with which the talks are the concerns of chronemics. The speaker does not own all the listener's time, so they have to limit their speech to the time allotted for their speech or to an appropriate length. Haptics -- This is the study of the touch element in communication. A speaker close to a listener can touch the latter. The kind and duration of touch (for example, a gentle tap on one's shoulder) and the part of the body (for example, the cheek) touched play a significant role in nonverbal communication. Oculetics -- This is the study of eye contact in communication. A speaker's sincerity is sometimes gauged by means of eye contact they have with a listener. A speaker who looks at their listener/s straight in the eye must be true to their words, whereas one who avoids looking at their listener/s must be lying. A good speaker always maintaining eye contact also matters for a long stare at the listener/s may be irritating; however, a short glance at the audience once in a while may be enough. Proxemics -- This is the study of proximity between the parties in a communication. A speaker should be aware of social distance or the amount of space between them and the listener/s. Intimacy is conveyed by the interlocutors who are positioned next to each other. The nearer the communicators are, the more intimate they are (for example, mother and daughter). The farther the communicators are, the less intimate they are (for example, a teacher and a student). Kinesics -- This is the study of movements used in communication. A speaker must always be on guard of the movements of their head, hands, hips, feet, and the like. These movements of the body parts called gestures convey meanings, so when wrongly executed, they can cause confusion or spell problems or trouble on the part of the speaker. Objectics -- This is the study of objects or artifacts used in communication. Objects such as specimens and graphic aids, as well as artifacts, are used by many public speakers. This object does not only clarify the meaning of the spoken words, but they also serve to reinforce or replace the spoken words. 04 Handout 1 ∗ student.feedback\@sti.edu \*Property of STI Page 1 of 3 ASSH2001 Effective Communication In the information age, we have to send, receive, and process huge numbers of messages every day. Nevertheless, effective communication is about more than just exchanging information; it's also about understanding the emotion behind the information. Effective communication can improve relationships at home, at work, and in social situations by deepening one's connections to others and improving teamwork, decision-making, and problem-solving. It even enables communicating negative or difficult messages without creating conflict or destroying trust. Effective Communication Skills Listening - This is one of the most important aspects of effective communication. Successful listening means not just understanding the words or the information being communicated but also understanding how the speaker feels about what they are communicating. Here are some tips for effective communication. Tips for Effective Listening Focus fully on the speaker - If you are daydreaming, checking text messages, or doodling, you are almost certain to miss nonverbal cues in the conversation. If you find it hard to concentrate on some speakers, try repeating their words over in your head---it will reinforce their message and help you stay focused. Avoid interrupting - Listening is not the same as waiting for your turn to talk. You cannot concentrate on what someone is saying if you are forming what you are going to say next. Often, the speaker can read your facial expressions and know that your mind is elsewhere. Avoid seeming judgmental - In order to communicate effectively with someone, you do not have to like them or agree with their ideas, values, or opinions. However, you do need to set aside your judgment and withhold blame and criticism in order to understand a person fully. Show interest - Nod occasionally, smile at the person, and make sure your posture is open and inviting. Encourage the speaker to continue with small verbal comments like "yes" or "uh-huh." Nonverbal Communication - When we communicate things that we care about, we do so mainly using nonverbal signals. Wordless communication, or body language, includes facial expressions, body movement and gestures, eye contact, posture, the tone of voice, and even muscle tension and breathing. The way one looks, listens, moves, and reacts to another person tells them more about how they feel than words alone ever can. Developing the ability to understand and use nonverbal communication can help in connecting with others, expressing what one really means, navigating challenging situations, and building better relationships at home and work. Managing Stress - In small doses, stress can help a person perform under pressure. However, when stress becomes constant and overwhelming, it can hamper effective communication by disrupting their capacity to think clearly and creatively and act appropriately. When someone is stressed, they are more likely to misread other people, send confusing or off-putting nonverbal signals, and lapse into unhealthy knee-jerk patterns of behavior. If they can quickly relieve stress and return to a calm state, they will not only avoid such regrets, but in many cases, they will also help to calm the other person. 04 Handout 1 ∗ student.feedback\@sti.edu \*Property of STI Page 2 of 3 ASSH2001 It is only when they are in a calm, relaxed state that they will be able to know whether the situation requires a response, or whether the other person's signals indicate it would be better to remain silent. Emotional awareness---the consciousness of one's moment-to-moment emotional experience---and the ability to manage feelings appropriately is the basis for effective communication. It provides the tools needed for understanding both oneself and other people, and the real messages they are communicating. Although knowing one's own feelings may seem simple, many people ignore or try to sedate strong emotions like anger, sadness, and fear. But one's ability to communicate depends on being connected to these feelings. If someone is afraid of strong emotions, or if they insist on communicating only on a rational level, it will impair their ability to understand others fully, solve problems creatively, resolve conflicts, or build an affectionate connection with someone.\ \ Other Tenets of Communication Along with the many definitions and descriptions of communication and its elements, here are other tenets of communication from prominent authors and experts. Lee McGaan's Four (4) C's of Effective Communication I. Commitment All members of the organization must exhibit commitment to the idea that effective communication is a high priority in their jobs. II. Context As much as possible, the sender and the receiver should operate in the same context, or at least understand the similarity and differences of their respective contexts, to address any occurrence of misunderstanding. They should share vital information to perform their jobs and functions more efficiently. III. Consistency Important processes and procedures, as well as themes, goals, and perspectives, should be properly communicated and repeatedly performed to be understood, remembered, and acted upon judiciously. IV. Concern "Communicators, especially leaders, must be a concern with the receiver's point-of-view first." An effective communicator preempts likely misunderstandings by ensuring that the sender has a big responsibility in setting clear, meaningful, and appropriate communications. They are concerned not only with the content of the message but with what those messages convey about themselves as senders and their relationship with the receiver. They also consider that receivers should not be solely blamed when communication fails. Rich Maggiani's Tenets of Effective Communication Effective communication is: 1. Honest 2. Clear 3. Accurate 4. Comprehensive 5. Accessible 6. 7. 8. 9. Concise Correct Timely Well-designed 10. Builds goodwill Watzlawick's Five (5) Axioms of Communication 1. You cannot not communicate. 2. Every interaction has a content dimension and a relationship dimension. 3. Every interaction is defined by how it is punctuated. 4. Messages consist of verbal symbols and nonverbal cues. 5. Interactions are either symmetrical or complementary.\ \ Types of Communication or Speech Contexts Speech is essential to our being human. It affects who we are and how we develop as individuals, learn and share what we know, and interact with others in our world. Speech does not take place in a vacuum but is always contextualized. This means there is always a reason when we speak, including the purpose, audience, and situation or event. There are three (3) speech contexts: intrapersonal, interpersonal, and public. A. Intrapersonal It is communication within oneself. It involves thinking, remembering, and feeling. We do this silently in our head (internal discourse) to understand, clarify, or analyze a situation we find ourselves in. This type of speech is used when we talk to ourselves or when we are alone, thinking, or even in front of the mirror. B. Interpersonal This type of communication refers to face-to-face interactions between persons. It is communication among a relatively small number of people. We usually think of this as communication since it involves at least one other (dyad) or some others (group). Dyadic Triadic Small-Group This is communication between two (2) people, which may be face-to-face conversations, dialogues, or interviews. A telephone conversation is also dyadic. This communication is between three (3) people. This could be conversations among siblings, between parents and child, or among close friends. More than three (3) people participate in this type of communication. This is the enlarged type of communication usually done to solve problems. The committee, panel, symposium, brainstorming, and small business meetings are good examples of small group communication. Table 1. Kinds of Interpersonal Communication Source: SPEAC: Speak and listen in context There are at least five (5) contexts in which communication happens: 1. Psychological -- It refers to the participants and what each brings to the interaction. Needs, desires, values, personality, and habits are all forms of psychological context. 2. Relational is concerned with the relations the interactors have toward each other and how close or distant that relationship is. 3. Situational -- It deals with the psychosocial "where" the exchange happens. Interaction in a classroom will be very different from one at a picnic. 4. Environmental -- It deals with the physical "where" they are communicating. The room arrangement, location, noise level, temperature, and time of day are examples of factors in the environmental context. 5. Cultural -- It includes all the learned behaviors and rules that affect interaction. Some come from a culture where it is considered rude to make long, direct eye contact, so they will avoid eye contact out of politeness. Then there are those from a culture where long, direct eye contact 07 Handout 1 ∗ student.feedback\@sti.edu \*Property of STI Page 1 of 5 ASSH2001 signals trustworthiness. This difference in cultural context can cause misunderstanding and communication breakdown. C. Public Communication This involves communication between one and several other people. This is the large group type of communication. It is the heart of society, whether in economics, entertainment, or religion; it is in every aspect of life. Public speech uses ideas and images, persuasion and information, and strategy and tactics in a smart message targeted to the right audience creatively and innovatively. While public speaking can be frightening, it is also the most rewarding. Many doors of opportunity are opened to effective public speakers. The good news is that speaking in public can be learned. With appropriate planning and a lot of practice, anyone can be a skilled and effective public speaker. Speech Styles and Context Speech styles vary according to social context---who are we talking to, what, and for what purposes. One way of classifying speech styles is according to the directness of our speech. There are two (2) parts to our communication style: a) how direct we express our views, wants, and opinions, and b) the thought or consideration that the sender of the message gives to the opinions, wants, and needs of the recipient. In psychological terms, each participant in the communication process ends each communication as either a winner or loser. The ideal, of course, is to work toward a win-win situation. HIGH Directness of Communication Openly Aggressive Behavior I express my needs, wants, and opinions directly, and I give no thoughts to other people. Assertive Behavior I clearly express my needs, wants, and opinions in a considerate way to others. I win; you lose. Passive Aggressive Behavior I make sure that others are aware of my needs, wants, and opinions and that these are more important than theirs. I win, you win. Passive Behavior I do not express my needs, wants, and opinions directly. I put others' needs above my own. I win; you lose. I lose; you win. LOW Thought Given to Others Graph 1. The Communication Style Self-Assessment Source: SPEAC: Speak and listen in context HIGH 07 Handout 1 ∗ student.feedback\@sti.edu \*Property of STI Page 2 of 5 ASSH2001 07 Handout 1 \*Property of STI ∗ student.feedback\@sti.edu Page 3 of 5 Language varies according to the use and users, where it is used and to whom, and who uses it. The more we know who we are concerning whom we are talking to, given the situation or event and the purpose we want to achieve, the more appropriate and effective we become as communicators. Language Register Register in linguistics is used to indicate degrees of formality in language use. Language register is the level of formality of which one speaks. Different situations and people call for different registers. Kinds of Language Register Kind Examples Casual This is the informal language used by peers and friends. Experience with that person, slang, vulgarities, and colloquialisms are normal. This is "group" language. One must be a member to engage in this register. Talking with friends Personal letter to a friend Talk with teammates Chats and emails Personal blogs Intimate This communication is private. This is the language shared between couples, twins, very close friends. It is reserved for close family members or intimate people. Finishing each other's sentences Spouses Boyfriend and girlfriend Siblings Parent and children Very good friends Frozen Also called static register, this style of communication rarely or never changes. It is "frozen" in time and content. Pledge of allegiance Words to a song Poetry Prayer Preamble to the 1987 Philippine Constitution Alma Mater Formal This language is used in formal settings and is one-way. This use of language usually follows a commonly accepted format. Presentations Academic paper Essays in school Sermons Speeches Announcements Interviews Consultative This is a standard form of communication. Users engage in a mutually accepted structure of communications. Two-way communication used in conversation with professional discourse is a good example. It also shows no experience with that person. Strangers who interact Adults at work Teachers with students Talking with a lawyer or doctor Counselor and client Table 2. Kinds of Language Register Source: SPEAC: Speak and listen in context ASSH2001 Types of Speech Styles Every person possesses a unique speech style. We do not speak in the same way all the time as we communicate for various purposes and belong to different life orientations. The communication transactions and contexts we engage in are inextricably linked with and are shaped by relationships, social behavior, cultural traditions, values, beliefs, and social class. In turn, these transactions and contexts determine the appropriate speech style. Linguists have categorized a speech style as a register. Register is the form that language takes in different circumstances. Code-switching is shifting from one register to another guided by the context. It is an essential social skill that provides flexibility and demonstrates competence in various speech contexts and appropriate social norms. In other words, as speech styles perform these functions, they can be interchangeably called registers. Let us now discuss the five speech styles -- intimate style, casual style, consultative style, formal style, and frozen style. Intimate Style Intimate speech style is used among intimate family members, lovers, or close friends who do not need complete language with a clear articulation. The intimate language style is the language used in these types of relationships. In intimate speech style, it is enough to use short utterances. Rules of grammar are not necessarily followed as they may change the purposive intentions of the intimate style. Casual Speech Style Casual speech is the most common speech style used among friends and coworkers. It includes slang, frequent interruptions, and animated speech. It is adopted in personal conversations with friends or family members, and where the overall atmosphere is informal. It is sometimes referred to as the language between friends. This speech style uses loose sentence structure and vernacular speech. Consultative Speech Style Consultative Speech Style is best used for business and professional relationships. This speech style works in negotiating with strangers or colleagues at work. Example situations where consultative speech style is used are group discussions, regular conversations between teacher and student, doctor and patient, expert and apprentice, and employer and employee. It is characterized by short sentences and less well-planned or spontaneous language. The nature of spontaneity of this speech style makes persons who use it tend to repeat unnecessary words, choose the wrong word, or use slang. Less formal standard English is used in this speech context. Formal Speech Style Formal speech style is characterized by sharing information using established professional rules, standard English, processes, and procedures. This style avoids the use of slang terminology. This style is used in public speaking contexts such as graduation speeches or classroom lectures. There are two qualities of the casual speech style that make it different from formal and consultative speech styles. The first one is using ellipsis or the omission of some words. Examples are I believe I can find a way (consultative style), can find a way (casual style), thank you (consultative style), and thanks (casual style). 07 Handout 1 ∗ student.feedback\@sti.edu \*Property of STI Page 4 of 5 ASSH2001 The second one is using slang terms and nonstandard and very informal words that certain groups use, such as teenagers who call a young female girl (formal register) in the formal language and chick (casual register) in the slang language. In Tagalog, we would call a drunk "lasing" (formal register) in the formal language, but his friends would describe him as "may amats" (casual register) in the slang language. Frozen Speech Style Frozen speech is the most formal speech style usually used in formal contexts such as speech for state ceremonies, court proceedings, religious rituals like weddings (wedding vows), Eucharistic prayer, and liturgies at church. This type of speech style is described as a language that never changes. The different social contexts influence our speech styles or registers in our lives. The following four (4) factors shape speech styles in the various contexts we engage in and determine whether these registers are appropriate or suitable for the communicative context. The first factor involves the participants or who is speaking and to whom. The way a person speaks reflects Principles of Speech Writing Speech is essential to humans. It affects who we are and how we develop as individuals, how we learn and share what we know, and how we interact with others in our world. Speech does not take place in a vacuum but is always contextualized. This means that when we speak, there is always a reason, which includes the purpose, audience, and situation or event. Here are some points to be mindful of when writing or preparing for a speech: 1. Clarity -- It is the characteristic of a written composition (e.g., a speech) that has identified purpose, goal, and detailed descriptions of what you wanted to talk about. 2. Logical organization of ideas -- The composition follows this format: introduction -- description and statement of goal; body -- detailed information needed to make the audience understand your perspectives; and conclusion -- the wrap up of the composition, which could be a question to leave to the audience to ponder, a challenge you are asking them to do, or convince them to do for a change for a better life. Make sure the ideas fit together. Each idea must relate to the main idea. 3. Appropriateness of word choice -- The right choice of words is according to the audience but going respectful and authoritative. In this part, consider the audience's age bracket, profession/interests, and culture. If you choose to inform and demonstrate, make sure you make them see that you are a credible source of information and that you are talking with professionalism and without much bias. If you choose to convince and motivate, your choice of words should show power, authority, and promise of truth. If you want to entertain, make sure that word choice is not offensive. Above all, if you are going to use jargon, make sure that these are lightly defined to avoid misconception. 4. Accuracy in spelling, capitalization, punctuation, and grammar -- If unsure, consult the dictionary and the Internet for correct spelling and rules of capitalization and punctuations. After writing your draft, rest for a while. Then, reread them (aloud) to check the grammar, spelling, and punctuation. It is better to ask someone to do the proofreading for you because seeing a composition with different pairs of eyes also means asking someone of your point of view as a whole. 5. Other recommendations to improve the composition Relatable Personalize In a speech, the audience remembers and appreciates a talk if they can relate to its message. Using examples in different situations will be a good point for the audience, too. Share personal experiences related to the topic so they will know you better while making yourself a credible speaker. Make it interactive Include questions or interactive activities with the audience. Experience is the best teacher of learning Do research Provide and accurate information if there are questions asked. Research on the topic will be a great step forward to achieving effective communication. 08 Handout 1 ∗ student.feedback\@sti.edu \*Property of STI Page 1 of 2 ASSH2001 Oral Presentation and Delivery Techniques Oral interpretation will help you become a better communicator, as it requires awareness of how words are combined to create mood and meaning. As such, studying the piece is important to understand not only the words but also how the writer, in putting those words together, has created the mood and meaning which you now need to give voice to. The essential elements of interpreting a piece are study and preparation. Consider the attitude, feelings, emotion, or temperament of the person who wrote the selection because these give meaning to the words and point to the style of reading aloud, which you will use in your interpretation. Research the life of the author and the circumstances that led to the writing of the poem or story as this background may help you understand the selection. Remember to make the piece your own when you interpret it. Identify words and ideas that need emphasis. Recall your own experiences to help you in understanding the author's mood. Put your vocal skills (proper quality, pitch, intensity, rate, and phrasing) into good use to recreate the writer's meaning. While your voice is the main tool to get the meaning of the literary piece across, you will find that movements can add much to your interpretation. Allow sincere, spontaneous bodily actions that naturally come to convey and emotions intended by the author.