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An oral presentation is a communication mode that in most cases have helped the listeners to get what they were not able to get had they read the text on their own. This is due to the fact that they get it one on one from an individual and through the use of various means of delivery; motive and meaning as statements come out if listeners receive it from one with good mastery and is specialized in an area. However, the speaker has the ability to influence the response of the listeners either negatively or positively depending on the tactics that he or she uses (Marathe 2007, pp. 43-45). This piece of work thus seeks to examine various reasons why an audience in an oral presentation may get bored in the course of the delivery of the talk.
First, there might have been the use of computer jargons that were not being understood by the audience in the hall. In the event that David used too much of tough vocabulary that cannot be easily comprehended by the audience, they might turn to sleep instead of listening. They get bored by the whole thing since they understand very little out of it and this alone switches them off from the presentation (Davis et al. 2012, pp. 67-71). Boredom is also caused by the speech being too long. This setback can be overcome through David simplifying the speech after realizing that the audience is bored. At the same time, he can shorten the speech by highlighting only the key points to the audience so that the flesh remains for them to put in place.
Secondly, there is the likelihood of David talking to himself and not involving the audience in the whole process of the speech delivery. This will make his audience switch off since David does the talking and involves only himself (Lumsden et al. 2010, pp. 57-59). They feel not part of the whole thing and are thus tempted to draw away their attention from David the speaker. This should be overcome by David upon realizing that the audience is already bored by the whole process involving them much. The involvement can be in the form of asking them rhetorical questions in the process, pausing a little in the process to let the point to sink into the audience just to mention but a few (Marathe 2007, pp. 78-82). Alternatively, tonal variations used by David in the process of delivery of the computer speech can work to attract the attention of the students hence maintaining them to him.
Lastly, the simplicity of the speech is what will drive the audience to be active and show interest so that they benefit from the talk (Davis et al. 2012, pp. 63-66). This removes the assumption that all those who are at the talk understand the topic under discussion. The use of complicated vocabularies and words that are specific to the computer without proper elaboration puts the students off the mark. At the same time, the reaction for the David should be swift so that the attention can be drawn back to him immediately hence will help him avoid further time wastage in the delivery.
In summary, in order for David to deliver a speech to the intended students, he should ensure that proper tips to the effective oral presentation that has been presented above are adhered to. It is only this that will make the students rank him high and at the same time add value to his work so that next time the school could also consider him for the same task.
Davis, M., Davis, K. J., & Dunagan, M. M. 2012. Scientific papers and presentations. Amsterdam: Elsevier/Academic Press.
Lumsden, G., Lumsden, D. L., & Wiethoff, C. 2010. Communicating in groups and teams: Sharing leadership. Australia: Wadsworth Cengage Learning.
Marathe, M. 2007. The successful speaker: 273 tips for powerful presentations. Rotherham, U.K: Ashwood House.
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