What does it mean to present naturally?
Presenting naturally means neither reading the slide text exactly as written nor speaking off the cuff without preparation. It means identifying what the presentation needs to accomplish and its main message, then explaining the ideas in an order the audience can follow. Explaining the connection between one slide and the next can help the audience understand where they are in the presentation.
This guide focuses less on general slide design and more on how to use speaking notes alongside your slides. Adapt the recommendations to your presentation’s purpose, audience, and allotted time.
Clarify three things before you begin
First, find out the purpose of the presentation, how familiar the audience is with the topic, and how much time you have. Once these are clear, it becomes easier to decide which information to explain and which to cover briefly. If they are not clear, ask the organizer about the purpose, target audience, and time allotted. Texas A&M AgriLife Extension also recommends learning about the event, setting, and audience when preparing a talk, and identifying its purpose.
Next, divide the content into three parts: the opening introduces the topic and purpose, the body covers the main ideas, and the closing presents the conclusion. This is a structure you can use; it does not mean that every presentation must have sections of the same length or the same number of sections. For each part, write a brief answer to the question, “What do I want the audience to understand at this point?”
Turn your written outline into speaking notes
First, write down the points you will cover; then read the outline aloud and simplify any sentences that seem long or roundabout. Ask yourself this question about each sentence: “Does this sentence explain the main message, or does it repeat the same thing?” If the answer is that it repeats, shorten or remove it. This does not mean the text has to sound casual or overly familiar; it is enough for the delivery to be clear and easy for the audience to follow.
Instead of repeating what is written on a slide, explain its meaning or significance if needed. For example, if a slide presents a finding, consider “What does this finding show?” and add an explanation; offer only an interpretation supported by the information you have. Monash University recommends connecting with the audience rather than reading slides, and using brief notes that are not meant to be read word for word (oral presentation guide).
Explain the connections between slides
A transition sentence states how the previous idea relates to the next one. For example:
- “We’ve seen the problem; now let’s look at the possible causes.”
- “These two findings bring us to this common point: …”
- “We’ve covered the causes. Now let’s discuss the proposed step.”
These are not ready-made phrases to use in every situation. Use a transition sentence only when that relationship genuinely exists in the content; otherwise, explain the connection in a way that fits your topic. The aim of these phrases is not to make your delivery sound ornate, but to signal how the presentation is progressing. The Monash guide recommends using signposting throughout a presentation to indicate its purpose and progression.
Fictional example: delayed deliveries at a team meeting
The example below is a fictional presentation created to demonstrate the method. The data and process do not describe a real team. The aim is to examine the reasons for delays and propose a check for the next period.
- Slide 1 — Purpose: “Today, I don’t want to identify who is responsible for the delays. I want to examine where in the process a problem may be occurring and consider a check.”
- Slide 2 — Observation: “First, let’s look at when deliveries were delayed. The data in this example was created for illustration purposes only.” Explain what the data shows and what it does not prove on its own.
- Slide 3 — Possible cause: “We’ve identified where the delay is occurring. Now let’s consider one possible cause.” If you do not have information to verify it, do not present the cause as confirmed.
- Slide 4 — Recommendation: “For this reason, I recommend considering a step to check who is responsible and the status before delivery.” Specify who will do what only if your available information supports it.
- Slide 5 — Closing: “To sum up, I recommend first making it clear at which stage the delay occurs, then trying the check and evaluating the result.”
When adapting this example for your own presentation, do not use fictional details as if they were real findings. If you add real data or results, verify them against your presentation’s sources.
Rehearsal and final review
Read the outline aloud and time yourself. Rehearsing with a test audience or recording and listening to yourself can help you notice sentences that trip you up and repeated points; these are options you can use, not required equipment or conditions. The Monash guide recommends rehearsing, checking your timing, and, if needed, recording with a phone or webcam. The University of California, Santa Barbara guide also emphasizes rehearsing, making eye contact with the audience, and keeping to the allotted time (presentation guide).
As you listen to the recording, check whether the main message is clear, whether your spoken explanation matches the slide, and whether the transitions show how the presentation is progressing. Simplify any sentence you struggle with; after making a change, check the timing again. The goal is not to imitate a particular speaking style, but to see whether your delivery is easy to understand.
Common problems
If you find yourself reading from the text: Use brief notes for each slide to remind yourself of the main idea and the points you will explain. The Monash guide recommends not reading slides or notes word for word.
If your transitions sound memorized: Drop the ready-made phrase and explain the actual relationship between the two ideas in your own words.
If you are running over time: Try shortening repeated explanations and details that do not contribute to the main purpose. The UCSB guide recommends keeping to the allotted time.
If you do not know the answer to a question: Say so rather than guessing. The UCSB guide notes that it is appropriate to say “I don’t know” or offer to look into it later when you do not know the answer.
Final checklist and frequently asked questions
- The purpose and main message of the presentation are clear.
- The role of each slide in the talk is clear.
- Instead of repeating the slide text, I explain its meaning when needed.
- The transitions between ideas fit the content.
- I have checked the examples and claims; I have not presented uncertain information as fact.
- I have rehearsed and reviewed the timing.
For more specific opening and audience-engagement ideas, see examples of how to start a presentation with a question and the guide to making an interactive presentation that engages the audience.
Should I memorize the text word for word?
The practical approach in this guide is to learn the main message and the order of the ideas rather than memorize sentences exactly. The Monash guide also recommends rehearsing instead of reading notes word for word.
What should speaking notes include?
For each slide, you can use brief notes to remind yourself of the main idea and the points you need to explain. The length of the notes depends on your presentation; what matters is that you do not have to read the slides or notes from beginning to end.
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