Using headings, bullet points and making text flow

Speaker: I went on a speech and language course, and I'm just creating a presentation for the rest of the staff.

I was given this handout, on the course, and I'm just trying to pick out the information because it's a lot of text, and simplify it to just put it onto one slide.

Interviewer: So how are you doing that?

Speaker: So I'm just rearranging the information and adding headings, sub-headings, and bullet points.

So I'm just going to read through quickly, and try and pick out the key points.

I'm just taking a paragraph from the handout and trying to turn it into two bullet points under two different headings.

So I'm also re-phrasing some sentences and changing some words.

For this one I'm going to change 'data' into 'information' because I'm thinking about the audience.

Yeah, I think I'm happy with that.

Speaker 1: Does anyone have any questions?

Speaker 2: So I've got a question.

When you were talking about the stammers, you were saying about the criteria to refer, why do you not do it straight away?

Speaker 1: That's a really good question, so what they've said is some children take a while to get the pronunciation of the word, and that takes longer, so that's why they're stammering.

Speaker 3: And did they give you any advice?

Speaker 1: Yeah, they gave some really good advice, for example they gave six strategies to support adult-child interaction.

Does that make any sense?

Speaker 3: It does make sense, but how do you think we could simplify that to get the message across to the parents?

Speaker 1: Maybe we could give them some examples of activities to do, and I can put the presentation up on the school blog.

Would that be helpful?

Speaker 4: I think it would be very helpful.

Speaker 1: Cool.

Interviewer: Becky, you seemed to get a few questions about your presentation.

Speaker 1: Yeah, so I tried to make sure I invited questions and that I let my colleagues know that their questions were interesting and relevant to the topic.

Speaker: I'm typing up the minutes from the staff meeting.

So, I'm just writing about Becky giving her presentation in the staff meeting, and using words such as 'it was also', 'in addition', 'if not', and 'finally'.

Interviewer: So, why are you using that kind of language?

Speaker: Just so the text flows, and it makes sense to people.

Interviewer: And why is that important with this kind of report?

Speaker: Well, it's important because the nature of the minutes have to be consistent, they have to be accurate, and because they are a formal record, for people to go back to.