Communication

How to Deliver Presentations Effectively

ana.lacerda@mail.utoronto.ca — Tue, 22 Jul 2025 16:26:43 +0000

How to Deliver Presentations Effectively ana.lacerda@ma… Tue, 07/22/2025 - 12:26

Skills Categories:

Communication, Presentation skills

Skills Keywords:

Proposals, Speaking

This Resource Page will help you:

Learn how to deliver effective presentation in front of an audience.

What do we Mean by “Presentation Delivery”?

To deliver a presentation means to formally present information or ideas to an audience, usually by speaking and often using visual aids (like slides, handouts, or videos). It’s a more formal way of saying “give a presentation.”

It involves:

Organizing content in a logical way (introduction, main points, conclusion)
Speaking clearly and effectively
Engaging the audience
Possibly answering questions or leading discussion

How to Prepare a Script and How to Use it

To write, or not to write?

Many experienced presenters plan their speeches using an outline, without necessarily writing down every word. This is helpful, because written language has a very different structure from spoken language. Written language tends to be information-dense and concise, since the reader can take as much time as they need to process the meaning. When speaking, we naturally present information more gradually, breaking it up into many small chunks.

If you feel more comfortable writing out your presentation in full, go ahead and do so, but consider not memorizing it and reciting it word for word. Instead, re-create it in spoken language once you have decided what you want to say.

To read, or not to read?

It’s generally not a good idea to read your presentation from a script. When you read, you lose your two most important means of connecting with the audience: vocal intonation and facial expression.

In everyday conversation, you use the volume, rhythm, tone, and speed of your voice to help the listener follow your meaning (whether you realize it or not). Most of us stop doing this when we read: our voice becomes monotonous and we pause in inappropriate places. This is true whether we are speaking a language in which we feel comfortable or a second language.

In conversation, we also generally look towards the person we are speaking with. When you are looking at your notes, the audience can’t see your facial expression or the movement of your mouth as you speak. This also makes it hard to follow what you are saying. You don’t have to make direct eye contact with individual audience members if that is not comfortable for you, but it will help your listeners if you look towards the room.

The audience will look where you look.

If you are reading from your notes, the audience will stare at your notes! If you are using slides, try not to read text directly from the screen; your audience will likely join you in staring at the screen and will stop listening. Also, once you start reading, it’s hard to look away again without losing your train of thought.

How to Manage Nerves & Time

Practice, practice, practice!

You will get the most out of your practice if you really practice, speaking out loud (not under your breath to yourself, or imagining it in your head).

Use a timer, and, if you have a strict time limit, aim to wrap up at least a minute before the time ends.

For a short, high-stakes presentation, most experts recommend practicing 10 times. For a longer, less formal presentation, that might not be feasible, but you should still talk through the entire presentation several times to get a sense of your timing. Practice is the single best way to combat nerves.

Don’t let feeling nervous make you nervous.

Even very experienced public speakers often feel nervous before a presentation. It’s important to remember that feeling nervous on the inside doesn’t necessarily mean that you look nervous on the outside. That shaky feeling will generally disappear once you get started.

If you really struggle with your nerves, reach out. Don’t hesitate to tell your professor that public speaking has always been hard for you; you can work together to find ways to make the situation less stressful. Also consider booking an individual appointment at the �� Student Success Centre. The advisors there can offer advice or feedback, or just serve as a friendly audience as you practice.

Slow down!

Your presentation is very familiar to you, but this is your audience’s first time hearing the information. They need time to process it, so take your time. If you are feeling nervous, your heart rate will probably increase, and this can make it hard to judge how quickly you’re really speaking. Consider deliberately speaking slightly slower than usual to compensate for this effect.

How to Use your Slides

The key tip to remember is that the content shown on your slides should match what you are saying during your presentation. This allows you to control the information that appears on screen and, therefore, the audience’s attention. For example:

if you have a slide with four bullet points, these should appear one at a time, and only as you talk about each of them
If you have a chart and want to include a graphic element to highlight a portion of that chart, it should appear only as you start talking about the relevant portion.

Watch the video below to see this strategy in practice.

Presentation Examples and Tips

Below you will find practical examples of different presentation delivery styles with our feedback. While some deliveries are better than others, they all have both pros and cons.

Rehearsed “spontaneous” presentation

In this style of presentation, the presenter has created an outline of what she wants to talk about and has practiced delivering the presentation many times, until she can do it smoothly. This gives the illusion that she is speaking spontaneously and naturally. In reality, the presentation has been rehearsed many times.

Watch the video below and click on the blue icons that appear on screen to check our feedback.

While we think this presentation delivery is overall very effective, there may be some drawbacks, depending on the presentation goals, setting and audience:

For the presenter, this is a labour-intensive approach that takes a lot of practice time.
Some listeners may not like to hear too many connectors, pauses, etc.
Some listeners may associate a data-driven presentation with more formal language.

“Reading-from-a-script” presentation

In this style of presentation, the presenter has created a script and is reading it word by word on her screen during her delivery.

Watch the video below and click on the blue icons that appear on screen to check our feedback.

This presentation could benefit from some improvements, such as

editing the script so that it is more suitable for an oral speech
using voice and facial expressions more intentionally to convey meaning.

At the same time, it is important to keep in mind that for some settings and some listeners the formal and “academic” language of this presentation might be more appropriate. Also, for some presenters having a script to hold on to may reduce anxiety. For some speakers, having a script may make the difference between being able to give the presentation and not being able to.

“Reading-from-a-script” presentation 2

In this style of presentation, the presenter has created a script and is reading it word by word from her phone during her delivery. This presentation is similar to the video above, but with a few – yet important – differences.

Watch the video below and think about the differences between the two presentations, as well as what you would do or wouldn’t do if you were the presenter. Then check our feedback below the video.

Our feedback

This presentation features the same content and script as the one above, but the presenter looks less confident and doesn't seem as well prepared. This is noticeable from

her facial expressions, which seem to communicate concern and anxiety at times
her obvious and repeated glancing at her phone trying to recall the script, while going back to reading at awkward moments
her hesitations and looking at the ceiling while trying to retrieve the speech she presumably learned by heart.

In sum, while it is OK to have a script and/or try to memorize parts of a speech, a presenter’s main goal should be to communicate their message effectively to their audience. To do so, you should focus on being present and engaging with your listeners—using your words, voice, and body language intentionally. Focus on what you are saying and how you are saying it —not just on the words you memorized!

“Repeating-the-slide-material” presentation

In this presentation everything the presenter says is represented on the slide, mostly word-for-word.

Watch the video below and click on the blue icons that appear on screen to check our feedback.

This presentation shows both pros and cons, as illustrated in the video. The main issue lies in the content (or lack of it). The presenter merely describes the results of their research, but doesn’t explain them, which would likely leave the audience wondering: “So, what does that mean?”.

Also, in an in-person presentation, it can be very easy for the presenter to get “trapped” reading from the screen, even when you already know what you want to say; it’s hard to tear your eyes away and look back at the audience again. Your focus should be on the audience—not on your slides or screen.

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

How to Design Slides for Oral Presentations

ana.lacerda@mail.utoronto.ca — Mon, 21 Jul 2025 20:49:20 +0000

How to Design Slides for Oral Presentations ana.lacerda@ma… Mon, 07/21/2025 - 16:49

How to Design Slides for Oral Presentations

Design Tips
Example 1
Example 2
Example 3
Next Steps
Help & Additional Resources

Skills Categories:

Communication, Presentation skills

Skills Keywords:

Proposals, Speaking

This Resource Page will help you:

Understand the main principles of slide design
Learn how to design effective presentation slides

Design Tips

Most oral presentations are supported by slides. You will see a lot of differing advice about creating slides. Here are the two main principles that should guide your slide design:

your slides should support your presentation – not replace it
the audience’s attention should be on you – not on your slides.

So, how can you apply these guiding principles in practice? Here are a few key tips to consider as you draft and edit your slides:

Conciseness—make every word count.*
Clear and informative graphics—remove non-essential information.
Easily readable text—be mindful of font type, font size, colors, animations.
Perfect grammar, spelling, and punctuation—edit your slides carefully.
Citations and references—your professors will expect you to provide citations and references, just as you would for a written assignment. Don’t forget to also cite your visuals; if you didn’t create them, then you need to cite them. You can include a slide at the end of your presentation that lists all of your references.

*There may be times when information-dense detailed slides are appropriate—for example, if you are a course instructor, or if a conference organizer requests it. In these situations, consider making a more concise presenter version for yourself and a detailed version that the audience can download and keep.

Now let’s see some slide examples!

Example 1

The slide below from an oral presentation about vocabulary learning shows several design issues. Click on the red icons and check our feedback:

Example 2

The slide below from an oral presentation about vocabulary learning features an effective design. Click on the green icons and check our feedback:

Example 3

The slide below is from a presentation that leads to a class discussion and features an effective design. Click on the green icons and check our feedback:

Next Steps

Once you have designed your presentation slides, your next step is to focus on your presentation delivery. Check our resource page on how to deliver effective presentations for details.

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

Graduate Centre for Academic Communication – University of Toronto

How to Participate in & Lead Class Discussions

ana.lacerda@mail.utoronto.ca — Tue, 08 Jul 2025 21:39:22 +0000

How to Participate in & Lead Class Discussions ana.lacerda@ma… Tue, 07/08/2025 - 17:39

Skills Categories:

Communication, Presentation skills

Skills Keywords:

Intercultural communication, Speaking

This Resource Page will help you:

Understand the purpose of class discussions
Learn how to develop strong, critical discussion questions
Practice strategies for encouraging participation
Prepare to manage group dynamics and difficult conversations

What Are Class Discussions and Why do they Matter?

Class discussions provide a space for you to collaboratively explore course content, share diverse perspectives, and build deeper understanding through dialogue. Rather than simply listening to lectures or reading texts in isolation, discussions allow you to test ideas, ask questions, and co-construct knowledge with your peers and instructors.

Participating in class discussions is about more than just talking—it’s about learning how to think critically, listen actively, and communicate effectively. When you engage in class discussions, you are developing key competencies that will serve you well beyond the classroom:

Critical thinking: Analyzing ideas, asking thoughtful questions, and evaluating different viewpoints.
Oral communication: Expressing yourself clearly and persuasively in real time.
Collaboration: Building on others’ ideas and navigating group dynamics.
Active listening: Paying attention to nuance, tone, and nonverbal cues.

Responsiveness: Thinking on your feet and adjusting your message to different audiences
Empathy and inclusion: Making space for diverse voices and managing conversations with care
Confidence: Finding and sharing your voice in academic and professional spaces

How to Participate in Class Discussions

Large Discussions

Small Group Discussions

What is Discussion Facilitation and Why does it Matter?

At some point in a course, you will be asked to lead (or facilitate) a class discussion. Discussion facilitation refers to the process of guiding and supporting collaborative learning through discussions.

When you take on the role of leader / facilitator, you are not expected to have all the answers. Instead, your role is to help your peers engage meaningfully with the material, listen to each other, and build on one another’s ideas. Effective facilitation creates an inclusive environment where everyone feels encouraged to contribute and where learning happens through respectful exchange and critical reflection.

Facilitating discussion involves:

Preparing open-ended, thought-provoking questions
Encouraging broad participation and active listening
Managing time and guiding the flow of conversation
Navigating disagreement or sensitive topics with care
Helping the group synthesize ideas and make connections

How to Lead or Facilitate a Class Discussion

A discussion facilitation assignment typically includes the following tasks:

Task 1: analyze and present the key points of an article
Task 2: build a list of discussion questions
Task 3: facilitate a discussion among your classmates.

To learn more about Task 1, check these Resource Pages:

To learn more about Task 2 and 3, keep reading!

Task 2: How to Build Discussion Questions

A good discussion question is open-ended (that is, it does not have only one “right” answer). Aim for a range of questions that encourage participants to think critically and make connections between the article and other ideas. Consider inviting participants to reflect on:

Theory: Interpret the article using theoretical principles studied in class.
Methods: Evaluate the research methods used in the article.
Professional practice: Analyze and critique the professional practice demonstrated in the article.

Lived experience: Connect the results of the article to their own professional or personal experiences.
Bias or scope: Whose perspective is represented? Which voices are NOT heard? How does this affect the implications of the article?

Task 2: Your Turn!

Generating a good set of questions takes time and reflection. Here is an activity to help you evaluate effective and less effective discussion questions.

Read the abstract on the right from a study about a cultural exchange between Indigenous and non-Indigenous high school teachers in Chile.
Evaluate the discussion questions on the cards. Which ones would encourage a meaningful discussion, and which ones would be less effective?
After you’ve engaged in a reflection, click on each card to see our opinion.

ABSTRACT: This manuscript presents the results of a pilot study, Kuykuitin, a project that provides history teachers of elite schools in Chile with firsthand contact with history teachers in an intercultural school in the Araucanía. This region is the conflict zone with higher levels of violence between the Mapuche and the Chilean State. The pilot study analyzes the perceptions of the students of elite schools in the city’s capital – Santiago – about the Mapuche and the present-day conflict, before and after their history teachers participated in the Kuykuitin project.

Citation: Figueiredo, A., Madero, C., & Cano, D. (2020). The impact of a multicultural exchange between indigenous and non-indigenous history teachers for students’ attitudes: Preliminary evidence from a pilot study in Chile. Multicultural Education Review, 12(3), 215–222. https://doi.org/10.1080/2005615X.2020.1808927

Task 3: How to Facilitate a Discussion

Facilitating a lively discussion requires preparation, focus, and active listening. Below are some practical tips to be an effective facilitator.

1. Arrive ready with follow-up questions or prompts to keep the conversation going and guide participants to a fruitful discussion.

Examples:

That’s a great point—what led you to that conclusion?
You mentioned [X]. Can we go a bit deeper into that for a moment?
How do you think that insight might be applied to professional practice?

2. Take notes so that you can summarize and refer back to ideas that come up—consider writing these on the board or a shared document. If you are leading the discussion as a pair or group, consider choosing one person to be the note-taker. Consolidate and share your notes at the end of the session. If you lead a group discussion, your notes will also be helpful when you report back to the instructor and the rest of your class.

3. Encourage participation

You present your question to the group, and there is a long silence. Silence doesn’t mean disengagement. Some participants may need more time, feel unsure, or hesitate. Inclusive facilitation means creating space for different ways of participating and fostering a discussion environment that feels safe, respectful, and accessible to all. What makes your classmates reluctant to participate, and how might you help? To illustrate, let’s take the abstract by Figueredo et al. (see previous activity) and this question as an example:

Figueiredo et al. chose to interview an exclusive socioeconomic group: students from elite schools in Chile's capital city. How might this have impacted their results?

They don’t understand the question.

What seems like a perfectly clear question to you might be confusing to others. Be ready to rephrase. For example:

The students were very well educated; they lived in a big city, and probably came from wealthier families. How might that have affected the answers they gave?

Also, consider starting with a straightforward or fun question to break the ice, for example:

Did you enjoy the reading?
Have you ever been in a similar school context?
What do you know about Chile? Have you ever been?

They want time to think about their answers.

Give everyone time to reflect. Some people prefer to do this on their own. Others like to discuss the question with a partner or group. Consider asking your classmates if they would like a couple of minutes to think, take notes or discuss in pairs.

They are not sure whether their answer is acceptable or appropriate.

Perhaps some classmates have an issue with your question, but are hesitant to disagree. Or perhaps they aren’t sure how to express their response tactfully. Be prepared to critique or open up the question. For example:

Let’s take a step back. Are most students in elite schools in Santiago from wealthy families? Maybe that’s not a reasonable assumption—can anyone offer some insight?

What are some advantages and disadvantages of interviewing a more homogeneous group?

They are uncomfortable speaking in front of a large class.

Some participants may be more comfortable contributing to a group answer: “We think…” as opposed to “I think…”. Others are more likely to contribute in writing. Consider offering the option to post responses to a Google Doc, Padlet, whiteboard, or other tools.

How to Manage Difficult Conversations & Sensitive Topics

�� is a diverse academic community. We each arrive here with different backgrounds, life experiences, and ways of communicating. These differences can enrich classroom discussions—but they can also lead to moments of tension or discomfort. Engaging respectfully with dissenting views and navigating sensitive topics is part of the learning process.

Disagreement is not only expected but also essential to the construction of knowledge. However, these conversations require attentiveness, empathy, and responsibility.

What are sensitive topics?

Sensitive topics often involve harm or violence directed toward identities—such as those based on race, gender, sexual orientation, place of origin, religion, or physical and mental ability—even when such events are discussed as part of historical or theoretical analysis.

In education and psychology, topics like trauma, discrimination, exclusion, or systemic injustice may emerge in classroom discussions. While academically important, these conversations may be personal or emotionally charged for some.

Tips

Below are some important tips for dealing with difficult conversations and participating in inclusive discussions. Click each tip to read examples of phrases that might help you navigate these moments.

Don’t shy away from curiosity about learning something you don’t yet know. No one knows everything!

If a concept or perspective is unfamiliar, ask a clarifying question like, “Can you explain what you mean by that?” or “I’ve never heard that term before—can you give an example?”

Take diverging opinions as an opportunity to reflect on your own views.

Instead of immediately disagreeing, try saying, “That’s an interesting perspective—I hadn’t thought of it that way before.” or “Now I’m wondering how my own experience might be influencing how I see this.”

Always maintain a respectful conversation: different opinions do not mean personal differences or an attack.

Use language like, “I see your point, and I’d like to add another angle…” or “I disagree with the idea, but I appreciate you sharing it.”

What doesn’t sound hurtful to you might be hurtful to someone else! If not part of the course content, always inform your peers when bringing new sensitive topics into a class discussion.

Try saying, “I’d like to bring up a sensitive topic—would everyone be okay if we take a moment to talk about [X]?” or “This might be difficult to discuss—please let me know if it’s not the right moment.”

Listen actively. Pay attention to others’ opinions before responding. Take into account any new argument they might have brought and evaluate it before discarding it.

Acknowledge what others say with phrases like, “That’s a good point, and it makes me think about…” or “I hadn’t considered that factor—thanks for raising it.”

Emotions are part of the learning process! If you feel discomfort with a peer’s opinion or something you read for class, acknowledge the discomfort and feel it. Then, try to understand why that discomfort happened.

Reflect internally or say, “I noticed I felt uncomfortable with that idea—maybe because it challenges something I’ve assumed. I want to sit with that a bit more.”

Your Turn!

Take this quiz to learn more about applying effective facilitation strategies in realistic discussion situations. As you select your answers, check our feedback.

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

Graduate Centre for Academic Communication – University of Toronto

Oral Assignments at ��

ana.lacerda@mail.utoronto.ca — Mon, 07 Jul 2025 22:00:03 +0000

Oral Assignments at �� ana.lacerda@ma… Mon, 07/07/2025 - 18:00

Skills Categories:

Communication, Presentation skills

Skills Keywords:

Intercultural communication, Speaking

This Resource Page will help you:

Understand different types of oral assignments at ��
Know what instructors are typically looking for.

Introduction

Oral assignments are a common component of many courses at ��. They are tasks or projects that require you to demonstrate your knowledge and skills orally rather than through written work.

The goals of these assignments are very similar to those of written assignments. The main difference is the format in which you will present your work, which allows you to develop academic and professional oral communication and interaction skills.

This page offers an overview of oral assignments at �� and tips for approaching them effectively.

What Are the Different Types of Oral Assignments?

Oral assignments at �� can include:

Group Discussions

In-class discussions usually include several students discussing their views on a certain topic. Then, a representative will report to the whole class and share the group's perspectives. These tasks are frequent and may not be always graded.

Individual or Group Presentations

You will prepare and deliver a presentation individually or with a group on a specific topic (e.g., course readings, research topics or proposals, final paper topic), often using visual aids like slides.

Group Presentation (assignment instruction)

Group Presentation 1 (assignment instruction)

Group Presentation 1 (student sample)

Facilitating Discussions

Sometimes one or several students need to lead a class or group discussion based on a certain topic or question. You and your group members may need to read relevant articles and prepare your perspectives beforehand for the discussion.

Leading Class Discussions (assignment instruction)

Pre-Recorded Submissions

Pre-recorded submissions can be videos, narrated slides (a presentation), or audio and should be uploaded by a deadline instead of presented live. This format lets you rehearse, polish delivery, and produce clear visuals and sound while demonstrating your knowledge and communication skills. Instructors grade the recording for content, organization, and presentation quality,

Why do Oral Assignments Matter?

Oral communication skills are essential in both academic and professional contexts. Therefore, oral assignments are an opportunity to develop your voice as a professional and a scholar. Oral assignments can help you build your public speaking skills, confidence, and listening skills.

Whether you're presenting a research idea, leading a class discussion, or collaborating on a group project, oral assignments give you a space to think out loud, share your perspective, and engage others in meaningful dialogue.

These assignments help you:

Reflect on and engage with the course literature

You may need to summarize articles, make connections between ideas, and/or explain practical implications—all of which deepen your learning. You might be asked to discuss your experience in relation to course readings, connecting theory and practice.

Prepare for public speaking

Oral assignments challenge you to communicate in a concise, clear and engaging way. This is a valuable skill not only for classroom presentations, but also for teaching, facilitating, consulting, or speaking in academic and professional settings.

Build confidence speaking in academic settings

Many students find public speaking intimidating at first. Through practice and supportive environments, oral assignments offer a safe space to take risks, learn from mistakes, and gain confidence in your ability to speak up and contribute to discussions.

Receive feedback to support your learning

Oral assignments, like any assignment, include feedback—from peers, instructors, or both. This feedback helps you identify strengths and areas to develop.

What are Instructors Looking For?

Clarity and organization of ideas
Relevance and depth of content
Engagement with course readings or research
Delivery style, including pacing, voice, and nonverbal communication
Time management and adherence to guidelines

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

Public Speaking and Presentations - Purdue OWL® - Purdue University

On Campus Services

Graduate Centre for Academic Communication – University of Toronto

Essential Communication Skills

ana.lacerda@mail.utoronto.ca — Sat, 22 Apr 2023 20:14:20 +0000

Essential Communication Skills ana.lacerda@ma… Sat, 04/22/2023 - 16:14

Skills Categories:

Academic writing, Communication, Presentation skills

This Resource Page will help you:

Navigate and learn about different aspects of written and verbal communication.

The EBook "Essential Communication Skills" covers many elements of effective communication in professional settings.

The book starts by introducing basic principles of communication; it then moves on to discuss specific topics such as written communication (e.g., professional writing, emails), oral communication (e.g., face-to-face and telephone conversation, presentations), group communication and conflict resolution, and intercultural communication.

Click each button below to learn more.

A problem-solving model called “FACED”

Effective listening: strategies and cultural differences

Writing process phases illustrated through clear diagrams.

Quoting, paraphrasing, and summarizing strategies.

Email communication strategies.

Verbal and telephone communication strategies.

Cultural differences in intercultural communication.

Groupwork communication: constructive criticism and a “contract” model.

Oral presentations basics: definitions and public speaking.

In each chapter, you will find examples, practical tips as well as exercises and reflection questions to help you apply concepts and strategies. Overall, "Essential Communication Skills" is a useful resource for anyone looking to improve their communication in a variety of contexts.

You can access and download the ebook "Essential Communication Skills" on the Ecampus Ontario website.

Communication

How to Deliver Presentations Effectively

Table of Contents

This Resource Page will help you:

What do we Mean by “Presentation Delivery”?

How to Prepare a Script and How to Use it

How to Manage Nerves & Time

How to Use your Slides

Presentation Examples and Tips

Rehearsed “spontaneous” presentation

“Reading-from-a-script” presentation

“Reading-from-a-script” presentation 2

“Repeating-the-slide-material” presentation

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

How to Design Slides for Oral Presentations

Table of Contents

This Resource Page will help you:

Design Tips

Example 1

Example 2

Example 3

Next Steps

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

How to Participate in & Lead Class Discussions

Table of Contents

This Resource Page will help you:

What Are Class Discussions and Why do they Matter?

How to Participate in Class Discussions

Large Discussions

Small Group Discussions

What is Discussion Facilitation and Why does it Matter?

How to Lead or Facilitate a Class Discussion

Task 2: How to Build Discussion Questions

Task 2: Your Turn!

Task 3: How to Facilitate a Discussion

How to Manage Difficult Conversations & Sensitive Topics

Tips

Your Turn!

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

Oral Assignments at ��������

Table of Contents

This Resource Page will help you:

Introduction

What Are the Different Types of Oral Assignments?

Why do Oral Assignments Matter?

Reflect on and engage with the course literature

Prepare for public speaking

Build confidence speaking in academic settings

Receive feedback to support your learning

What are Instructors Looking For?

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

Essential Communication Skills

This Resource Page will help you:

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

Oral Assignments at ��