A. Pronunciation
1. Articulation--the distinct pronunciation of each sound in each syllable. This allows the speaker's vocalizations to be recognized and understood. Decisions about articulation may also affect the audience's impression of the speaker. For example, Barbara Jordan's very precise articulation in her "Nixon Impeachment" speech made her seem careful and competent. Jesse Jackson's loose articulation of some words in his "Common Ground" speech, e.g., "workin'," "strikin'," "gonna," showed solidarity with working class members of his audience.
2. Dialect--the vocalization of the speaker's natural language in a way that allows the speaker to identify himself or herself with a recognizable regional or ethnic community or with a recognizable socio-economic class. The expert use of dialect may allow the speaker to be more easily understood in some communities. However, as a resource, dialect is more useful in affecting the audience's impressions of the speaker. In his "Commencement" speech, Colin Powell exploited dialect to identify himself with his audience, students at Howard University.
B. Accent--the stress placed on individual syllables of words. Proper accentuation helps the audience understand what words the speaker is uttering. However, accent is a particular resource in providing the audience access to the prose rhythm that has been designed into the style of the speech.
C. Emphasis--the stress placed on words in phrases, clauses, and sentences. Emphasis allows the speaker to convey subtle differences of meaning to the audience. At the same, what the speaker chooses to emphasize can affect the impression that the audience makes of him or her. It seems possible that emphasis could also be used to express speaker emotions (and thus arouse emotional responses in the audience).
D. Pauses or Stops--the intentional withholding of sound for a measurable amount of time. Pauses or stops can be used to assist the audience in understanding what the speaker is saying, particularly as the speaker moves from one thought to another or the speaker waits for audience response to the speech to become quiet. Pauses or stops may also be used to allow the speaker's thought to "take effect" on audience emotions. Finally, pauses or stops may be used to reflect the speaker's emotions and even the speaker's character.
E. Pace--the speed of presentation of the language of the speech. Pace may be adjusted by the speaker to affect audience attention (and understanding) of elements of the speech. Rapid pace may be used to reflect speaker mastery. Slow pace may be used to represent the speaker's seriousness or dignity. And generally, pace my be used to express emotions; for example, fast pace is generally associated with excitement.
F. Volume--the loudness with which the speaker vocalizes the speech. Obviously, volume relates in a very basic way with audience understanding; for if the volume is too low, the audience will not be able to make out what the speaker is saying. But volume is more important as a way of emphasizing speech materials, expressing intensity of speaker emotions, and even displaying the speaker's character (certainly we all know. e.g., how a leader is supposed to "sound").
G. Tone--the use of pitch, especially variation of pitch, to express emotions. Speaker's exploit patterns of pitch that signify emotions in order to convey an impression of their emotional state. Audiences respond to these emotions, sometimes with the same emotion, sometimes with a different emotion, depending upon the circumstances and the relation of the speaker and audience. Generally, variations in pitch are associated with volume and pace in emotional manifestations by speakers.
H. Gesture--the movements of the speaker's body, including eyes, face, hands, arms, and the rest, to convey meaning, emotion, and character. Gestures can complement vocal delivery features and amplify their power. In his "I Have a Dream" speech Martin Luther King was generally restrained in his gestures, but at times he used his arms and hands and the posture of his head to heighten emotional and ethical effects initiated with his voice.
A. Cognitive--delivery may be used to create understanding of the speaker's message
B. Ethical--delivery may be used to create an impression in an audience that the speaker is a certain sort of person
C. Emotional--delivery may be used to manifest speaker emotions and the audience will respond to these emotions, sometimes with sympathy, at other time with antipathy