Joanne is reflecting on a workshop on how to write an essay and has discovered that it is also an ideal template for presentations.
Having a message template for constructing an oral presentation or writing a short article can increase efficiency and effectiveness. Message efficiency is about reducing the time taken to plan, and prepare the message. Message effectiveness is about being more persuasive and at the same time increasing the reader’s recall and understanding.
The [PreSenT]3 model builds on a model that was developed by Dr Don Nichols [a debating coach] and adapted by marketing communication scholar Dr Joel Whelan (1996). Nichols’ model has often been referred to as the ‘Nichols 2 things’ and was embedded within communication units at Edith Cowan University for a number of years. Whilst this model has many attributes students found a few limitations. The [PreSenT]3 model builds on the attributes and addresses the limitations.
When delivered the [PreSenT]3 model should appear logical and orderly, however, this requires an iterative approach of revisiting and refinement throughout the planning and preparation stage.
The basic premise is to present one big idea – this is the primary message that the writer wishes to communicate. Sometimes it is appropriate to present the primary idea in the form of a question or a problem. Within the primary idea are two overarching perspectives that need to be stated.
The two perspectives are then referred to as ‘secondary ideas’. The two secondary ideas should be sufficiently different to each other to add meaning to the primary idea. The selection of the secondary ideas is a key task; each secondary idea should be a summary of a particular point of view. Each secondary idea should be supported by supporting evidence; this is referred to as ‘tertiary evidence’. Therefore, to ensure clarity, it is important when selecting tertiary evidence to analyse and then group the evidence into the relevant secondary idea. The grouping process is referred to as ‘purposeful grouping’.
The next step, after synthesising the tertiary evidence from both groupings, is to then explicitly state the key conclusions that emerged from the exploration of the topic. Then, from the conclusions craft a powerful concluding statement that links the conclusions back to the primary idea and a title that introduces the topic.
If we explode the above diagram we can see that the [PreSenT]3 model is about repetition and enhancing recall and understanding.
1. Outline what you are going to tell them
2. Provide a convincing argument
3. Impart explicit meaning by drawing conclusions.
The [PreSenT]3 model is based on the common adage: Tell them what you’re going to tell them, tell them, and then tell them what you told them.
Think efficiency the key tasks are:
1. Draw the model on a large piece of paper or perhaps – PowerPoint or make an Excel list
2. Ensure that the topic is manageable – set parameters
3. Read, make notes, and look for perspectives
4. Group information into two secondary ideas – Then group information in a hierarchy of importance [excel is ideal]
5. Discard information that is not relevant – Think effectiveness
6. Tertiary evidence can be objective or subjective [a] Objective – be convincing through facts, figures, pictures, diagrams [b] Subjective – heighten understanding by presenting the experiences of others
7. Enhance understanding [a] Introduce the leitmotif [b]. State the primary idea and break down into 2 secondary ideas – Provide supporting evidence for each secondary idea [c] After synthesis, explicitly state the overall conclusions
The objective of the [PreSenT]3 model is that through purposeful grouping of information and repetition a more persuasive message is designed, developed, delivered, and as a consequence recall of information is enhanced.
‘What happens if I can’t fit the essay into two secondary ideas?’
If this is through a lack of analysis of the topic keep working on it. However, there are occasions when grouping the information into two secondary ideas is not desirable, it may mean omitting an important piece of information; in these cases, the secondary ideas may be expanded. However, keep in mind that this is likely to erode recall and understanding. Therefore, try to develop two powerful secondary ideas as this provides the ability to compare or contrast.
References
Whalen D. J. (1996). I see what you mean. Chicago, IL: Sage Publications.
Tanian, S. & Fanning, S (2012). Professional Communication [Electronic handout]. Available from S. M. Fanning, School of Business and Law, Edith Cowan University, Joondalup Drive, Joondalup, 6027, Western Australia.