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The use of ethos in persuasive settings has always been a powerful tool in public speaking, especially by those in power and in businesses. Kenneth Burke’s Pentad plays a primary role in persuasive situations, particularly when we as scholars try to dissect and understand specific aspects of a speech situation. In this essay I used Burke’s Pentad as a framework to explore Steve Jobs’ use of, as I term it, “internal and external ethos” as not only a persuasive mechanism, but also as a force to build his persona/mythological legacy.
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EDUCAUSE: Center for Applied Research (ECAR)
Bad presentations are commonplace, but rather than focus on what is wrong with bad presentations, the authors looked at what makes an exceptional presentation. They referenced recent work on the aesthetic qualities of learning experiences by Patrick Parrish and others, which describe aesthetic learning experiences as those that involve learners in the right level of challenge and heightened engagement. Aesthetic learning experiences are memorable and often transformative, leaving learners with enhanced confidence and capabilities—the very definition of exceptional. By attending to the situational qualities of aesthetic learning experiences, presenters are more likely to create exceptional presentations that establish relevance and engagement—and, therefore, have a better chance at achieving specific learning objectives and outcomes. To do this, the authors identified the most viewed presentations on the TED website as the sample for their study. They created a matrix based on the situational qualities of aesthetic learning experiences and analyzed the top six “most viewed” presentations (as of July 15, 2011).
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Simple planning and a little discipline can turn an ordinary presentation into a lively and engaging event.
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Abstract: Bad presentations are commonplace, but rather than focus on what is wrong with bad presentations, the authors looked at what makes an exceptional presentation. They referenced recent work on the aesthetic qualities of learning experiences by Patrick Parrish and others, which describe aesthetic learning experiences as those that involve learners in the right level of challenge and heightened engagement.
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Presenters are egocentric. They like to be heard, understood, and, most of all, remembered. Presentations are about communicating messages so that audiences pay attention, understand, and remember. This paper summarizes essential and consistently stated areas of concentration and preparation that lead to effective presentations.
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Research and Innovation in Applied Linguistics-Electronic Journal
This book is not for generic business presentation tips. However, it provides several tried-and-tested presentation elements. It will help the presenter to enlighten, influence, and excite the audience. Each chapter is segmented into “Know” and “How” sections to help you grasp the idea and use it in your business presentation. This book will help you maximize your presentations to a group, relevant stakeholders, or a digital/online presentation. For example, learning to promote yourself professionally, amaze your audience, start, end, and transition your presentation. It also includes ideas on designing a presentation outline, practicing, and presenting. This book presents eight golden steps for delivering business presentations: 1) understanding the target audience’s viewpoints, 2) mastering the topic of the presentation, 3) outlining the presentation (e.g., topics, structure, rules), 4) summarizing the presentation, 5) handling the questions effectively and straightforwardly, 6) c.
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For decades, instructors of public speaking have relied heavily upon the theory first articulated by Mehrabian (1967) that audiences' perceptions of speaker credibility were largely a function of the speaker's body language and vocal characteristics rather than the actual content of their speech. While this understanding has permeated the literature surrounding credibility for many years, recent research has cast some doubt on the validity of the claim and refocused emphasis on content as a primary determinant in the audience's perception of speaker credibility (Jacob, Roessing, & Petersen, 2011). In conjunction with these recent efforts, this study examines additional elements of public speaking presentations that business professionals consider seminal in the establishment of ethos. This qualitative study asked fifty graduate business students to describe the most outstanding speaker they have heard and to provide reasons for their choice. Three raters, working independently, conducted content analysis of the responses. The raters coded the responses into categories including content, audience adaptation, vocal style, body language, facial expression, organization, humor, charisma, and appearance. Frequency counts were calculated for each category of reasons. Results revealed a high level of inter-rater reliability. The results of this study reify the findings of Jacob, et al. (2011), indicating that business audiences' perceptions of ethos are most highly influenced by content. In addition, the study revealed the relevance of audience adaptation in ethos creation, thereby expanding the existing literature. A third outcome of this study was the relative unimportance of charisma, facial expression, and appearance in speaker credibility. These findings have implications for the undergraduate presentations course curriculum in business schools. Our results indicate that, at least among business professionals, a presentation's content and relevance to the audience appear to be more important than nonverbal aspects of the speaker's delivery. We conclude that instructors should take a more balanced approach when explaining the significant elements of speaker credibility development.
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