Week 9

Week 9

Draft Script – Audiovisual script for Assignment 2 Video News Release



[VO – FOOTAGE OF MP TALKING TO ROAD WORKERS ON YEPPOON ROAD] NARRATOR: Newly elected Member for Keppel, Monica Mallory, is promising to improve the quality and make our Queensland roads safer. With two crashes in one hour occurring on the Rockhampton to Yeppoon road at the end of April, the MP is saying ‘enough is enough.’
[GRAB] MONICA MALLORY, MEMBER FOR KEPPEL: “Something needs to be done about the dangerous conditions on Queensland roads – especially what I have seen in the Keppel area alone – and I plan on doing just that.”





NARRATOR: Ms Mallory is already seeking funding for the resurfacing of the entire Rockhampton to Yeppoon road and the duplication of the road into four lanes.


The MP believes that the four-lane road will reduce the likelihood of car-related accidents as well as preventing closures in the event an accident does occur.

[GRAB] MONICA MALLORY: “Quite frankly, one fatality is one too many. The number of commuters from Rockhampton to Yeppoon is too high to not have safe roads. Road safety is our number one priority at this stage.”
[VO – FOOTAGE OF MP TALKING WITH REGULAR COMMUTERS] NARRATOR: Ms Mallory reveals that she has spoken with many citizens of Rockhampton and Yeppoon who have all admitted to recognising this problem.
[GRAB] ANONYMOUS: FREQUENT ROCKHAMPTON TO YEPPOON TRAVELLER: “It is good to finally see a Member addressing one of the biggest issues in our region. I am a victim and a witness to far too many near-misses every day on my way to work.”


Deliver the Script

Listen to the recording here!

Ames (2016) suggests that it is ‘…important to write to support the vision, rather than finding vision to support the writing when writing a news story.’ With this in mind, I envisioned what my video news release would look like if it were to air on television. I referred to what I see on the news and began writing to meet this structure. At this stage after listening back to my recording, I have noticed I need to improve on my overall delivery of the script. I need to decipher between each ‘speaker’ so listeners can clearly tell who is the narrator, the MP, and members of the public. I also need to add more statistics and data into my script to make my information more credible.

Source: Huffington Post, 2016


After reviewing my blog generally, I am confident that all activities have been successfully completed, I have covered the relevant topics for each week, and I have included all references and written them correctly. I have checked grammar, spelling and punctuation, and am happy with the layout of my blog.


Over the course of the term (nine weeks), blog posts for Speech and Script have been completed weekly. These blog posts have consisted of an array of activities that have constituted a complete workbook. These tasks have involved focus on; voice, writing, delivery, recording, visual media, reading, types of talk, and of course, speech and script. By completing these exercises weekly, it has helped to understand the importance of planning, gain useful knowledge for future university courses and in a professional environment, and improve on time management skills.

When reflecting on all of the activities over the course of the term, some tasks were particularly more useful than others. It was found that re-recording a previously recorded news story was a beneficial task to undertake. This is because it became easier to notice improvements in the voice, where errors have been made, or where something has been done well. In week 2, it was required to review what makes a great speech (Ames 2016). This was another useful task as it provided insight into what should be in a speech to make it appealing to the audience, to successfully get a message across, as well as tips on performative techniques. Week 5’s workbook activity for institutional talk was valuable as it compared news interviews with entertainment-oriented interviews. This helped to distinguish between the two and to examine what makes them different. Finally, all activities that involved planning for assignment two were the most useful as they helped understand the requirements of the assignment and assisted in essential planning.

The University of Edinburgh (2015) suggests that essential aspects of assignment planning are; understanding what the assignment is asking, planning the time needed to complete the assignment to a high standard, prioritising, drafting, and mindmapping. As some of the blog activities required planning for the second assignment, a lot of this essential planning has already been completed. This has certainly increased the level of confidence in heading into the final assessment, as majority of the planning can assist in writing the final copy of the maiden speech and video news release. Considering a lot of performance and speaking exercises have taken place, it has also helped in boosting confidence for this aspect of the assignment. Final issues or concerns are to be addressed by continuing individual research and reading work completed by professionals for general ideas.

Muncy (2014) defines that, ‘reflective learning is the process through which students interact with and apply what they are learning to their own life and experiences.’ He adds that the desired educational outcome from blogging is indeed, reflective learning (Muncy 2014). By reflecting and writing views on particular topics each week, it has helped with the overall understanding and improvement of speaking and scripting writing. Considering quite an immense amount of discussion – in class and on forums – as well as individual research has taken place, it is inevitable that an understanding of speech and script has significantly improved. Much effort went into the tasks that required delivery, such as the piece to camera (PTC) and the recording of scripts that helped to improve talking voice and confidence in front of a camera or microphone. It is agreed that using performative techniques has helped to enhance the capabilities of good speech delivery (Ames 2016).

Effective communication is achieved by using all elements of your body and your voice to communicate your message (Ames 2016). Although these weekly workbook activities were time consuming and involved a lot of research, discussion, and thinking, it has been an exceedingly worthwhile assignment. Not only has it provided extensive amounts of useful knowledge and skills for future reference, but it has assisted in time management by keeping up to date week-by-week, and has helped to learn more about myself, how I interact, and how I can improve on how I deliver speeches or speak in a professional environment.


Reference List

Ames, K 2016, COMM12033: Speech and Script Workbook Activities, CQUniversity e-courses, https://moodle.cqu.edu.au/course/view.php?id=3186

Ames, K 2016, COMM12033: Speech and Script Lesson 4: Performance: study guide, CQUniversity e-courses, https://moodle.cqu.edu.au/pluginfile.php/293232/mod_resource/content/6/COMM12033_Week4_Mod.pdf

Ames, K 2016, COMM12033: Speech and Script Lesson 9: Writing Speech – Script Writing: study guide, CQUniversity e-courses, https://moodle.cqu.edu.au/pluginfile.php/293247/mod_resource/content/3/COMM12033_Week9_Mod.pdf

Muncy, J. A. 2014, ‘Blogging for Reflection: The Use of Online Journals to Engage Students in Reflective Learning’, Marketing Education Review, vol. 24, no. 2, pp. 101-114, viewed 12 May 2016, http://eds.b.ebscohost.com.ezproxy.cqu.edu.au/eds/pdfviewer/pdfviewer?vid=1&sid=e3ad017e-e148-4c9f-9d7f-8f6ebe10b4fc%40sessionmgr104&hid=119

The University of Edinburgh (UE) 2015, Assignments: planning and drafting, 2015, viewed 13 May 2016, http://www.ed.ac.uk/institute-academic-development/postgraduate/taught/learning-resources/assignments


Week 8

Week 8

Oral Presentation – Maiden Speech

View the PowerPoint presentation for organising the structure of my maiden speech here!


Associated Script

Indigenous flag Acknowledgement of country – Traditional owners of the land; past, present and future
Photo of myself Introduce self to audience:

Where I grew up

Where I went to school

What I enjoyed doing/remember



Work experience

Desire for political role

Use anecdotes

Thanks Extend thanks to parents, sisters, friends, husband, children, mentors, teachers, supporters, etc.
ALP Political Alignment – Extend support to Labor party (ALP)
Key Issue #1 – GKI Resort development project Tourism – GKI Resort

Help with unemployment – use statistics

Key Issue #2 – CQUniversity Education – encourage more to study locally
Key Issue #3 – Roads Roads – improve quality and safety

Mention Mt Archer road (Pilbeam Drive) following Cyclone Marcia

Keppel Map Summarise thanks – especially Keppel electorate

Restate 3 key issues

Call to action – make an impact and leave an impression

Bill Shorten and Brittany Lauga
Bill Shorten (Federal Leader for ALP) and Brittany Lauga (Member for Keppel) Source: The Morning Bulletin, 2015



Ames (2016) suggests that in corporate environments, ‘PowerPoint is arguably the most frequently used presentation software…’ Spernjak (2014) supports this statement, affirming that PowerPoint slides are the most frequently used and discusses their usefulness. As well as being widespread, researchers have discovered that PowerPoint presentations are more interesting than any other form of presentation – especially to university students (de Wet 2006). Using a PowerPoint presentation to plan the maiden speech for assignment two was an effective activity. It was useful to my learning to map out what I need to include in each section of the maiden speech and assisted with researching previous maiden speeches for ideas. I am now confident with referring back to the PowerPoint and associated script as well as using PAIBOC when I go to write my final speech (Ames 2016).


Reference List

Ames, K 2016, COMM12033: Speech and Script Lesson 8: Writing Speech – Speech Writing: study guide, CQUniversity e-courses, https://moodle.cqu.edu.au/pluginfile.php/293243/mod_resource/content/4/COMM12033_Week8_Mod.pdf

de Wet, C F. 2006, ‘Beyond Presentations: Using PowerPoint as an Effective Instructional Tool’, Gifted Child Today, vol. 29, no. 4, pp. 29-39, viewed 9 May 2016, http://eds.a.ebscohost.com.ezproxy.cqu.edu.au/eds/pdfviewer/pdfviewer?vid=3&sid=daae2c57-9301-473d-b975-8bfbefb892f3%40sessionmgr4001&hid=4111

Spernjak, A. 2014, ‘Usefulness of Prezi and PowerPoint presentation’, 37th International Convention on Information & Communication Technology, pp. 762-764, viewed 9 May 2016, http://ieeexplore.ieee.org.ezproxy.cqu.edu.au/stamp/stamp.jsp?tp=&arnumber=6859667

Week 7

Week 7

Features of a genre

In this week’s lesson, Ames (2016) discusses how Tolson (1991) argued that ‘chat-based programming was initially a term used to describe the speech genre associated with television programming.’ Tolson (1991) also explained that the main features of chat-based programming are that; ‘it is oriented toward the personal, it features wit and humour, and the risk of transgression underlies talk,’ (Ames 2016). This type of talk is all performed, even if it comes across as conversational (Ames 2016).

The video linked here is a clip from the Australian Today Show. It is obvious from the video that the two main hosts, Karl Stefanovic and Lisa Wilkinson, as well as the entertainment reporter Richard Wilkins, are considered to be good hosts. It is clear that they are experienced media performers as they are prepared, knowledgeable as to what is coming ahead and how to respond, they can think on their feet, they can easily talk to and at the camera, and they are comfortable with interacting with the audience, each other, and studio crew (Ames 2016). This particular segment was very light-hearted, improvised and humorous, however was still relevant to an upcoming event across Australia – NAPLAN testing in schools. It possessed all three features as revealed by Tolson (1991) for a chat-based program.

TODAY show.png

Piece to Camera practice

View my PTC here!


Ames (2016) states that, ‘a “piece to camera” (PTC) describes the action of talking to the camera directly.’ I believe that I have successfully delivered a PTC and have met the basic requirements by describing the scene around me. The biggest challenge when presenting a PTC is finding a balance between being confident and staying professional, as well as maintaining authenticity (Ames 2016). I definitely found this to be a challenge, as I did not want to be embarrassed by the way I spoke to the camera and the audience. I also found it difficult to memorise my PTC, as this is the most beneficial way to deliver it well. I was quite nervous when presenting the story, resulting in looking at my script more than I needed to for reassurance. I do however, believe I effectively used speech techniques such as ‘going up’ and ‘going down’ where appropriate and articulating my words clearly. In the future, I will work harder to ensure I have memorised my PTC before I deliver it in front of the camera so I look more professional and prepared.


The Clayman (1990) article explored how local interactional context can provide for reported speech in quotations from the reporter-source interrogation. It also aimed to discover how news source material is processed and incorporated into finished news stories on television and in print. In the section that discussed ‘the structure of interactionally generated source quotations,’ Clayman (1990) stated that paraphrased statements – from a variety of sources – are prevalent in newspaper and television stories. Clayman (1990) acknowledges different types of quoting practices that are used by reporters and journalists. For example, some ask questions that prompt specific answers or steer questions to get a preferred response. A key statement noted by Clayman (1990) was, ‘it is a well-established principle that the meaning of verbal, gestural and other communicative displays depends upon the contexts in which they are used.’

Clayman (1990) recognised three ways that statements can be recorded, which are as; answers (most information is derived from oral channels), relating the answer to the preceding question (timing of the response or the most common method – noting it as confirmatory or rejecting), or as nonanswers (write that the source refused to answer, a quote of what the source said, write a nonverbal action they portrayed, or note that a minimal answer was provided).

Clayman (1990) describes just some of the ways in which journalists convey what took place in an interview or press conference and how they write these in a story or article.

Source: The Conversation, 2014

How do these points relate to the way in which the maiden speech might be reported?

Relating these key points to the second assignment, the maiden speech could be reported on by taking direct quotes from the public speech and writing ‘questions’ to go alongside the responses. As already discussed in the blog post for week 6, maiden speeches are not to be interrupted, so there is no opportunity for reporters to ask questions until after the speech has concluded. It is also suggested that parts of the maiden speech would be paraphrased to create a news story or article.


Reference List

Ames, K 2016, COMM12033: Speech and Script Lesson 7: Genres of Speech – Media: study guide, CQUniversity e-courses, https://moodle.cqu.edu.au/pluginfile.php/293241/mod_resource/content/3/COMM12033_Week7_Mod.pdf

Clayman, S. 1990, ‘From talk to text: newspaper accounts of reporter-source interactions’, Media Culture & Society, vol. 12, pp. 79- 103, viewed 1 May 2016, http://www.sscnet.ucla.edu/soc/faculty/clayman/Site/Publications_files/Clayman%201990%20Talk_to_Text.pdf

Karl Stefanovic 2016, Today’s Karl Stefanovic and Lisa Wilkinson return to the classroom for NAPLAN testing, video, 10 May, viewed 12 May 2016, https://www.youtube.com/watch?v=Qria8LcNLq0

Tolson, A. 1991, ‘Televised chat and the synthetic personality’, Broadcast Talk, ed P. Scannell, Sage Publications, London, pp. 178–200

Week 6

Week 6

PAIBOC: Assessment Item 2

Assessment Item 2 for Speech and Script requires us to take on the role of a newly appointed media adviser to a local State politician and write a parliamentary maiden speech (Ames 2016). Ames (2016) discusses in this week’s lesson the acronym developed by Kitty Locker and Stephen Kaczmarek (2007) that helps to ‘map out’ some of the things to think about when writing a speech. The acronym, PAIBOC stands for; purpose, audience, information, benefits, objections, and context. PAIBOC can be applied to Assessment Item 2, which will create a plan for starting the assignment.

The purpose of a maiden speech is to provide the opportunity for newly elected Members to make their first speech in the House of Representatives (Parliament of Australia 2014). It gives Members a chance to outline what they hope to achieve in their role in Parliament, express their political views, discuss specific issues affecting the people in their electorates, and thank their supporters and speak about their personal experiences (Parliament of Australia 2014). The second part of the assessment is to write a script for a video news release or a television news story. The purpose of a video news release is to promote or publicise a product or interest to deliver a particular message while a television news story is to inform the audience (Ames 2016).

Campbell Newman
Campbell Newman delivering his Maiden Speech in Parliament – The Courier Mail 2012

This leads on to the next topic; audience. The intended audience for a maiden speech can be almost anyone. This includes; the House of Representatives, the electorate, family and friends of the speaker, or any other supporters or members of the public who wish to hear from the speaker. It can be said that the audience for the maiden speech is the same for the video news release and news story as their general aim is to make them as public as possible and appeal to all groups.

In order to engage the audience, a maiden speech must appeal to their target group or, in this case specifically, their electorate. The type of information in the speech must be honest, but also appeal to the audience to which they want to hear their message or messages. From reading previous maiden speeches, they often include the same type of information but obviously not the same specific detail. The Members thank their family, friends, supporters and others who have helped them along the way throughout their speech but often leave most of it until towards the end (Lauga, B 2015). They speak in relative detail about the projects they have been, are currently or aim to be involved in as well as the issues they wish to address as a Member. They use this opportunity to speak of their personal life and experiences, linking them to how this will be an advantage to their role in Parliament (Byrne, B 2012). Ames (2016) explains that, ‘Parliamentary maiden speeches are often reported by media, who identify key newsworthy points.’ This leads to the conclusion that news releases and news stories contain only some of the information from the maiden speech; that is the information that is deemed as newsworthy or important. It is assumed that the reason for this is because the news release or story is much shorter than the speech and wishes to avoid regurgitating the same information.

Ames (2016) suggests writing or speaking in a way that benefits the audience. As most of the audience for a maiden speech is the public or the electorate, speakers want to reveal how they are going to make positive changes or enhancements to the lives of their audience. They do this by talking about their goals and how they are going to start making these positive changes. They also often discuss what they have previously done that has been a benefit to the audience already. It is necessary to continuously relate back to the audience and not get hung up on talking too much about your personal life without associating it with the audience and how it will be beneficial to them. In a news release or news story, the benefits heavily rely on the spoken way to which it is delivered. The audience wants to hear how the speaker will again, make positive changes and hear ‘what’s in it for them’ (Ames 2016).

As with any speech or talk, there are always those who object or disagree to some or all of the points made. For a maiden speech, it is expected that listeners may not agree with the goals of the speaker – especially if they are not in the same electorate or they did not cast them their vote. Maiden speeches are not meant to be interrupted. This is why speakers often stay away from controversial topics or subjects that will trigger a response. This is the same for the news release or story. Speakers should not dwell on controversial matters or emphasise something that may cause a listener to take offence.

‘Issues such as staff morale, economic climate, [and] social climate, will have an influence on how you are received,’ (Ames 2016). Knowing the context of your speech is essential to a good performance. The speaker must know their audience and what they want to hear as well as speaking honestly in their talk and understanding the appropriateness of their speech. As maiden speeches are spoken live to a present audience, it is easier to read the room and know how the messages are being received. It is more difficult to do this in a news release or story, as you do not receive immediate feedback. This makes the context a little different as the messages can be received by almost anyone.

Comparison between a formal speech and an impromptu speech

Listen here!

Source: The Plunge


Reference List

Ames, K (2016) Assessment Item 2 – Practical and Written Submission (Script, Delivery, and Justification, Moodle, CQUniversity, Australia.

Ames, K 2016, COMM12033: Speech and Script Lesson 6: Genres of Speech – Corporate: study guide, CQUniversity e-courses, https://moodle.cqu.edu.au/pluginfile.php/293238/mod_resource/content/5/COMM12033_Week6_Mod.pdf

Byrne, B 2012, Speech by Bill Byrne: Member for Rockhampton, viewed 25 April 2016, https://www.parliament.qld.gov.au/documents/members/InauguralSpeech/byrn2012_05_17_23.pdf

Lauga, B 2015, Speech by Brittany Lauga: Member for Keppel, viewed 23 April 2016, https://www.parliament.qld.gov.au/documents/members/InauguralSpeech/Brittany_Lauga-Keppel-20150505-634243733670.pdf

Parliament of Australia 2014, Get inspired: My first speech, viewed 24 April 2016, http://www.aph.gov.au/myfirstspeech/inspired