Lakhasly

3 Consecutive without notes

(Ballester&Jimenez 1992:238)

In this chapter your will learn how to use your memory in a number of different ways that will help you recall speeches you're trying to interpret.They are:

what you already know
narrative prompts
visual prompts
structural prompts
logical prompts (latent memory)

You'll also see how this technique can be combined with the techniques described in Chapter 1.

Interpreting without takig notes,or from memory,is something that many interpreting students (and practising professionals!) find rather daunting.There are a number of reasons for this:many people are convinced they have a poor memory; outside the world of interpreting we are very rarely required to remember speech of more than a few seconds ofspeech in anydetail;thistypeofexerciseis often part ofthe admissionstestsand exams which themselves are nerve-wracking affairs; and students are often givenlittleornoinstructionastohowtobestrecallinformationinaspeech,and consequentlyaren'tverygoodatit.Faced with what appearstobe an uninterrupted stream of words and the instruction to "remember the speech",itisno wonderthatthewould-beinterpreter-whohasnoideahow tobestdealwiththeflood ofincominginformation-doesn'tenjoythe task or complete it very well.In this chapterwe'llsee thatyapplyinganumber of simple techniques you are able to recall far more information than you might have thought possible.This in turn will give you confidence about how much and what type of information can be recalled without notes.This will be useful laterwhen you will need to resistthe temptation to take too many notes.

The interpreter uses a variety of memory prompts when interpreting
of simple techniques you are able to recall far more information than you might have thought possible.This in turn will give you confidence about how much and what type of information can be recalled without notes.This will be useful later when you will need to resist the temptation to take too many notes.

The interpreter uses a variety of memory prompts when interpreting consecutively.In this chapter they will be presented and practised separately.When you start interpreting for real, several or all of the techniques may be used in the course of a single speech and/or combined with one another.More on that later.

A word about memory
The science of memory is inexact and the terminology disputed,but for the purposes of this book let's take Setton and Dawrant's suggested description of three types of memory relevant to the interpreter:echoic memorys; short-term or working memory (lasting a few seconds); and long-term memory (Setton & Dawrant 2016b:206).Echoicis the retention of sounds or images for just a few seconds withoutany mental processing ofthe information.So in consecutive we either send information unprocessed from echoic memory to the notepad or to working memory.Working memory then has the job of processing. From there we either create notes or long-term memories (thesearethetwoparts ofwhat Gile calls short-term memoryoperations (1995:179)). This processing has to be done quite quickly because working memory has a limited capacity-generally held to be4±1items -and because what is notprocessed and sent to long-term memory or notes will be forgotten.Long-term memory for the consecutive interpreteris simply the length oftime between hearing the speechand havingtointerpretit.
I see it as looking a bi like Figure 3.1 below.

Figure 3.1
Figure 3.1

In this chapter,then,we will focus on some ways of"processing"information in order to send it to long-term memory.We'll see that you can remember more,not necessarily by "improvingyour memory",but byusingyour memory correctly.
Sending information to notes, either unprocessed, directly from echoic memory or after processing (analysis), is dealt with later in the book.The formercan beused to relieve the strain on working memory-see Chapter9,Effort management in consecutive.The latter serves long-term recall and is part of Chapters 4 and 6 on analysis and note-taking,respectively.

Chunking
Chunkingis one way of processinginformation,and it meansjoining smallbits ofinformation togetherintoalargerunit,orchunk.

(Miller 1958)

As we said above, ifwe don't process information in some way,it will be forgotten.And working memory can only deal with a small number of items at one time.However,if you can group smaller items togetherintolarger meaningfulchunks,eachchunkfunctionsasonlya single item in your working memory, thus allowing you to stock more information without changing the size of your working memory (Ballester & Jimenez 1992:241;Hoza 2016:40).Wesee this every day in the form of webpage addresses.Try to remember the following two addresses:

http://interpreters.free.fr/consecutive
http://dkglid.gfdleb.uk/ocdk

You probably found the second one much harder to remember because the first one was easy to break up into just five chunks, something like this:
http:// (the standard seven characters with which all URLs
begin)
interpreters (a word)
free (a word)
fr/ (the standard country suffix for France)
consecutive(a word)

Thesecond address has farfewer characters in total(27to40),but because they can't be chunked as easily,there are still too many items to remember.What you've also done by seeing or creating words or recognizing standard known groupings of letters in the first example,is process the information beyond simple recognition of the letters or symbols. This deep(er) processing helps you not only remember the same information in the short-term but also sends the information to your long-term memory.This in turn means you'll be able to recall it a few minutes later when you come to do your interpretation. This chapter describes a number of different ways of processing the information in a speech, mostly by creating chunks from it according to different
prompts described below.They are:

what you already know
narrative
visualization
structural
logic
notes (which will be dealt with in Chapter 6, Note-taking).

Withtheseexercises,then,Ihopetoshowthatitisnotaquestionof whether you have a good memory,but rather whether youareusing your memory well and listening in the right way.
your memory well and listening in the right way.

What you already know
(Seleskovitch & Lederer 2002:52)

It's very easy to correctly repeat what a speaker has said if you already knewand understood what he was saying.That's because you won't be remembering new information but simply recalling something that was already in your long-term memory.You might think that this wouldn't happen very often but in fact interpreters are by no means always faced with new material.Broad general knowledge,combined with targeted preparation (and eventually experience ofamultitudeofspeeches),meansthat interpreters can have-indeed should aim to have-a very good idea of what the speaker is going to say before they say it. For example,ifyou already knowthatthe GulfStream flows from the Caribbean northalongthe East coast of the US and then across the Atlantic towards Europe;that this warm waterkeeps Europe warmer than the samelatitudes in Canada;that the waterthen fallsasitcools to return southwards as a deep-water current; and that this is all part of a global system of deep and surface currents called thermohaline circulation;then you will have much less trouble recalling that information in a speech than an interpreter who didn't. Some-thing you know is already in your long-term memory before you start and works like a single chunk when you come to recall it, however much information it contains.For example, all of the information above might be stored in your memory simply as"Gulf Stream".
Let'slook at a real example. It's quite likely that an interpreter who is familiar with US culture and history would already know all of the information in the second paragraph in the example below and would therefore easily be able to remember it rather than note it down or worry about forgetting it!
information in the second paragraph in the example below and would therefore easily be able to remember it rather than note it down or worry about forgetting it!

Example(Godec)
It is a pleasure to join you for the annual American Chamber of Commerce Kenya ThanksgivingBall.
Thanksgivingis,ofcourse,averyspecialdayforall Americans.Its origins go back to Plymouth settlers, who held a harvest feast in 1621after a successful growing season.In 1789,President George Washington proclaimed the first national Thanksgiving Day,setting Thursday November 26 as a day of "public thanksgiving and prayer".

EXERCISE
Witha practice partner choose a number oftopical subjects foryour practice speeches.Each person creates a speech simply explainingthe basics of one subject and tells their partner what that subject is in advance. The partner researches the subject. For example,your speeches could describe how something works, how some event came about or why some phenomenon occurs.
Give the speech and get your practice partner to interpret it without notes.
You will find that interpreting a 2-3-minute speech on a subject you know and understand does not pose much of a problem.The broader your general knowledge and the better your preparation,the more you will get outofthis technique.For more on both ofthose, see Chapter 5.

Narrative prompts
Why is it that we can effortlessly recount the plot of a 90-minute film to a friend days or weeks afterwe sawit?Or recounta20-minute story we heard the dayor week before?Stories are easyto remember because one event generally leads causally to the next,so remembering any eventinthestorywillleadustorecall both what preceded orfollowed it.Wealso relate to and/orvisualize what's goingoninastory,which involves other parts ofour memory and reinforces recall.There are two good reasons whyusing this type of memory promptis a good idea
heardthedayor weekbefore?Stories are easy to remember because one event generallyleads causally to the next,so remembering any eventinthestorywillleadustorecall both what preceded orfollowed it.Wealso relate to and/orvisualizewhat's goingoninastory,which involves other parts ofour memory and reinforces recall.There are two good reasons whyusing this type of memory prompt is a good idea

for the student interpreter:

1 becauseyou can already do this! As a result, this approach will show you that you already have a great memory.This will give youthe confidence to keep on practising and learning.
2 because although entire speeches are very rarely single narratives,many speeches include sections that are basically stories - indeed,speech-writing guides often recommend theybeincluded -so this technique will be useful in your interpreting work.

We'll start working with speeches that are entirely narrative.Later you will have to spot the narrative parts in longer speeches made up of other elements.
How to start? You'll need to work together with at least one other person. You should each spend a few minutes recalling something interestingthathas happened to you orthat you were involvedin.As this chapter suggests, you won't actually need any paper notes to tell your story-once you start thinking abouta chain ofevents that make upastory,you won't be able to forgetit!Tell the story and ask your training partner to recount the story from memory.Start working from and into your A language and when you're comfortable with the exercise and your memory's capacity,move to interpret-ingstoriesfromaCorBlanguageintoyourAlanguage.Whenyourunout ofinterestingevents inyourownlife,youcandraw on films and literature, or even current affairs. Each time,though,you should choose a narrative that your partner isn't familiar with.
NB:Fairy-tales might seem an obvious source of narratives-and they are used in some interpreting schools-but actually they are not terriblyuseful 1) because you may already know the story,which renders this exercise useless(but would fit into the previous exercise) and 2) because there aren't verymanyofthem to practisewith.

EXERCISE
Look out for narratives in authentic speeches.Use those narratives as practice material (and not the whole authentic speech). In the
iortmto prdeaoe

EXERCISE
Look out for narratives in authentic speeches.Use those narratives as practice material (and not the whole authentic speech).In the

example below the text marked in bold is part ofa story from the speaker's life and could well be recalled without notes.

Example(Thiel)
Thank you so much for the kind introduction. It's a tremendous honour to be here.
Like most graduation speakers my main qualification would seem to be that I am one of the few people who are even more clueless about what is going on in your lives than your parents and your professors.
Mostofyou are about 21 or 22years old.You're about to begin working. I haven't worked for anybody for 21 years.But ifI try togivea reason for whyit makessenseformetospeakheretoday,Iwouldsayit's because thinkingaboutthe future is what Ido for aliving.And this is a commencement.It's a new beginning.As a technologyinvestor,Iinvestin new beginnings.I believe in what hasn't yet been seen or been done.
This is not what I set out to do when I began my career.When I was sitting where you are, back in 1989,I would've told you that I wanted to be a lawyer. I didn't really know what lawyers all day do,but I knew they first had to go to law school, and school was familiar to me.
I had been competitively tracked from middle school to high school to college, and by going straight to law school, I knew I would be competing at the same kinds of tests I'd been taking ever since I was a kid, but I could tell everyone t h a t I was now doing it for the sake of becoming a professional adult.
I did well enough in law school to be hired by a big New York law firm,but it turned out to be a very strange place.From the outside,everybody wanted to get in, and from the inside,everybody wanted to get out.
When I left the firm,after seven months and three days,my coworkers were surprised. One of them told me that he hadn't known it was possible to escape from Alcatraz. Now that might sound odd, because all you had to do to escape was walk through

the front door and not come back. But people really did find it very hard to leave, because so much of their identity was wrapped up in having won the competitions to get there in the first place.
Just as I was leaving the law firm, I got an interview for a Supreme Court clerkship. This is sort of the top prize you can get as a lawyer. It was the absolute last stage of the competition.But I lost.At the time I was totally devastated.It seemed just like the end of the world.
About a decade later,I ran into an old friend-someone whohad helped me prepare for the Supreme Court interview,whom I hadn't seen in years.His frst words to me were not,you know,'Hi Peter' or 'How are you doing?' but rather, 'So,aren't you glad you didn't get that clerkship?' Because if I hadn't lost that last competition,we both knew that I never would have left the track laid down since middle school,I wouldn't have moved to California and co-founded a startup,I wouldn't have done anythingnew.
Looking back at my ambition to become a lawyer,it looks less like a plan for the future and more like an alibi for the present.It wasawayofexplainingto anyone who wouldask-tomyparents,to my peers and most of all to myself-that there was no need to worry.I was perfectly on track. But it turned out in retrospect that my biggest problem was taking the track without thinking really hard about where it was going.

Further practice
INTERPRET LONG STORIES
Get a colleague to tella longstory(more than five minutes).Listen and then try toretellthestory.TrythesamewiththecommencementspeechbySteveJobsat Stanford in 2005.You'llfind the URL at the back of the book on p.245.Inthis long(15-minute) speech he tells three stories.Can you reproduce the three stories afterwards from memory?It's much easier than you think!

TELL YOUR OWN STORIES
Create and tell stories ofevents inyour life that were memorable or amusing. Have someone retell thestorv.

RECOUNT FILM PLOTS
One person retells the plot ofa film they have seen (or a book they've read) that the "interpreter"hasn't seen.The interpreter retells the story they've heard.
You can stagger these exercises by first working from your A language into your A and then later from C or B into A.

Visual prompts
For many people,associating information to visual images,real orin the mind's eye, is an extremely powerful memory tool. It is a form of processing that moves information from the short-term to long-term memory.The following exercise, and variations on it, are an extremely useful way of learning to interpret relatively long speeches without notes.This will give you confidence that you can remember a lot ofinformation ifyou knowhow to.And it will also give you confidence in your public speaking, a skill you're still practising but which you are now practising together with the new skill of remembering! This exercise can also be used later in the course to introduce more technical subject matter.At this stage in the course,though,we'll stck to relatively general material.

Picture speeches
Find a picture of a landscape, a big machine,a vehicle or any other object that you are familiar with. Find five or six things in the picture about which you can give one or two bits of information or talk about for 30seconds.The whole "speech" should last between two and five minutes.The information you give should be directly related to what is in the picture so that that part of the image triggers the interpreter's memory.Hereis an example of how to,and how not to, do this for the label numbered 2 in Figure 3.2 below.

X
The radar on the car was invented by John Doe who went to universityin Wyomingand then Harvard.He was also quarterback for the college football team butafter breaking hislegdecidedto concentrate on engineering.1

The dome on the roofof the car contains radar and LIDAR which scan 360° to measure the distance to other objects over time.In this wayit can calculate if theyare movingandat what speed.Each LIDAR radar system currently costs around USD 70,000.


Figure 3.2 Image by Grendlkahn, altered for the purposes ofthis book.
https://creativecommons.org/licenses/by-sa/4.0/deed.en

To make a whole "speech"you now just need a bit more information abouta fewotherpartsoftheimage.Forexample,youcoulduse this information:

Example
1 In the glass dome on roofthere are sensors, in the shape of lasers, radars and cameras. These detect objects and their sizes inalldirections atarange of60m. Software then classifies objects based on their size, shape and movement pattern. Each LIDAR radar system currently costs around USD 70,000.
2 Therounded shape ofthe car bodyand roofmaximize the field of view for the sensors on the roof-particularly for seeing objects very near the car.
3 Interior:designed for riding,not for driving.There is no steering wheel,pedals, gearstick, handbrake, and nothing on the dashboard. The computer: is housed under what would be the dashboard in a normal car. It's designed specifically for self-driving and assesses the speed of objects and adjusts the speed of the car accordingly. It also identifies objects based on their shape and reacts differently,for example to animals,people orvehicles.
of the car accordingly. It also identifies objects based on theirshape and reacts differently, for example to animals,people orvehicles.

The radars at the front of the car measure the distance to other objectsovertime.Inthis wayitcan calculate iftheyare moving and at what speed.They also gauge distances during parking manoevres.
5 The hub caps include sensors telling the computer how many timesthewheelhas turned,whichhelpscalculate,togetherwiththe GPS,how far the car has travelled.The car also processes distances so accurately that the car knows not only what street it's on but even what lane it'sin!
6 Electric batteries:provide power to the engine and are stored underneath the vehicle.Googleis currently workingon a way of recharging them wirelessly!

EXERCISE

1 Give a speech as above with the image clearly visible to alllisteners.
2 Listeners listen,while looking at the image,and associate the information spoken to parts of the image.
3 Listeners give the speech back,usingtheimage as a promptto remind you of what was said.

You will find using visual memory prompts is not only a great way to show yourselfthat your memory can work wonders under the right conditions, but that it is also particularly useful when you go out and work in the field. You may well be asked to interpret a speaker's explanations about a physical object, be it a car,a building, a machine or the view from where you're standing.It is enough, then, to associate parts of the speech to different parts of the visible object in your mind to recall it.Figures 3.3 and3.4are typical examples of the sort ofviews that speakers might decide to explain (in the form of a short speech to be interpreted) for their guests.The first is a picture-postcard view of a major city and the second is an industrial installation (an oil refinery). If a host suddenly decides to explain this sort of panorama, then the technique above can help you to remember the information given.

At this stage,speeches that you give each other for practice should not require any particular topic preparation. The speeches should all be non-technical and therefore it is enough for the speaker to introduce thesubjectofthe speechand fortheothers to briefly brainstormabout it,to activate knowledge and language relating to it.

Figure 3.3
Figure 3.4

44
45

Further practice
When you're comfortable with the technique above,you can move on to the following variations on theexercise:
INTERPRET FROM A PICTURE 2
Dothesameasintheexerciseabove,butwhenthe interpretercomesto interpret,remove the picture from view,or have theinterpretersitor stand in such a way that they can nolonger see the picture.They then have to imagine the picture as theyinterpret.
INTERPRET FROM A PICTURE 3
Dothe same as above but arrange the room so that the interpreter cannot seethepictureonwhichthespeechisbasedeitherduringthespeechor during their interpreting. The interpreter must create an image in their mind's eye while the speaker is speaking.

The power of creating individual images (as in the exercise "Interpret from a picture 3" above) has been mentioned briefly ininterpreting literature (Kremer 2005:791; Hoza 2016: 40), but it's by looking a little furtherafield that we can discover some extremely powerful techniques based on visual memory.If you find that this sort of memory technique works well for you,then turn to Appendix 2,"Visuallinking"atthe backofthe bookfora more detaileddescription of two memory techniques based on visualization which can be and have been applied to consecutive interpreting.

Structural prompts
Knowing that a speech will adhere to a certain structure will help you to remember that speech when interpreting from memory.For example, one of the most basic and best-known structures for a speech might be for,against,conclusion. That structure will work in the same way as chunking did above. By identifying or giving this structure to a speech, you have turned a multitude of bits of information into three chunks, which will be far easier to recall as a result.We'll start with very simple structures, forexample:

past,present,future
The past situation, the current changed situation,the problems (or the solution) that arise as a result.
past,present,future
The past situation,the current changed situation,the problems (or the solution) that arise as a result.

for,against,conclusion
A logical argument explaining the “for" and"against" of an issue and a conclusion arising from those arguments.
beginning,middle,end
A narrative speech,explaining a series of events in chronological order.
problem,causes,solution
tell them what you're going to say,say it,recap what you've said
introduction,development,conclusion
introduction, argument,counter-argument,conclusion

The following speech could be given structure 6:
Example(Ralston)
Myresearch interests really are focused on why things floatandwhy things get wet. So the best analogy that I can give to you is supposeyoutake a nice bottle ofchampagne,andyoutakethetop outofthebottle.Whatdoyousee?Whatyouseeis a wholestream oflittle bubbles whichriseoutofthe bulkofthe champagne bottle towards the surface.Those bubbles are of a different size, if they are bigger,theyrise at differentrates andwhentheygetto thesurface theybreak.Imagine nowthatyou stirthatchampagne bottle andyou put particles into it. Some of the particles that are very valuable you wanttostickto the bubblesand riseto the surface,theotherones you want to remain behind.Alot ofthe workI do is on the physics and chemistry of how those bubbles and particles attach to one another and the relatively complicated physics and chemistry which is behindit.I'm also interested, in the company with that,in how liquids spread over surfaces and you see that sort ofthing in the shower every morning.When you get out of the shower,you look at yourskin,there's alittle water droplet left there and it's standing out proud ofthe skin.So understanding whydropletsspreadand why they don't is also part ofmylife. So the thrill thatI haveis pushing back the frontiers in fundamental research and for a long time I've always been interested in how those fundamentalideas link in with industrial problems.
aka witimadstieprouicms.

Those industrial problems could be things like flotation, it could be adhesion problems, why two things stick to one another or theycould be howyou make photographicfilm,forexample,andI think that ifyou are excited about those ideas and as a scientist you are embedded in the community and you're working with really bright people and you can develop really good solutions and see the pleasure of them getting implemented, that's the buzz that Igeteveryday.And part ofthatis of course theabilityto publishin high-quality journals, go to international conferences and work in asortofan international community ofscientistsand engineers.It's a real privilege frankly and it always gives me a buzz.
You might have made the following mental note.

introduction (research on floating & getting wet)
development (champagne & showers)
conclusion (industrial applications)

Of course, in the real-world speech structures are not usually this simple,butyoushouldstart with simple speeches thatyou and your practice partners have prepared for each other for the time being.Although real-life speeches appear much more complex, every culture does have speech-writing conventions so patterns like this will emerge.Later you cancreateandassignyourownstructural labels to parts ofaspeech.For more on this see Chapter 11.

EXERCISE
Each member of the group writes a short speech with a simple structure (see the list above). Immediately before giving their speech,each speaker announces the structure of their speech.While listening,the interpreter tries to associate the information spoken with the structure given and then interpreters from memory using the structure as a memory prompt.
Start by doing this exercise from mother tongue into mother tongue.Then move onto interpreting between two languages rather than one and/or giving the speech without announcing the structure in advance.
and/or giving the speech without announcing the structure in advance.

COUNT SECTIONS ON YOUR FINGERS

Logical prompts
This memory technique relies on the interpreter beingable to recover information from their memory because of its logical association to otherelements of the speechandalsoourreaction to the information -whether somethingwas positive or negative, a lot or very few.It was called latent memory by Seleskovitch (1989: 33). Many interpreter-trainers call this logic of a speech itsfil rouges.So recalling the main point X will cause details Y and Z to emerge from your memory,even thoughyou wouldn'thaverecalled them spontaneously.According to this technique,the interpreter need only ask themselves the rightquestions to prompt recall ofwhatfollowsin the speech.Seleskovitch and Lederer demonstrated the technique using the following example.

Example
"Theplacingofa baboon heart into the chest oflittle Baby Fae caused indignation in manyquarters. For some, who might safely be called eccentric,the concern was animal rights. Pickets outside Loma Linda University Medical Center and elsewhere protested the use of baboons as organ factories. Dr.Leonard Bailey,the chief surgeon,was not impressed. 'Iam a member ofthe human species', he said.'Human babies come first'.It was unapologetic speciesism. He did not even have to resort to sociology, to the argument thatin a society that eats beef, wears mink and has for some time been implanting pigs'valves in human hearts, the idea of weighing an animal's life equally against a human baby's is bizarre.
Others were concerned less with the integrity ofthe donor than with the dignity of the recipient. At first, before Baby Fae's televised smile had beguiled skeptics, the word ghoulish was heard: some sacred barrier between species had been broken,some principle of separateness between man and animal violated.Indeed,it is a blow to man's idea of himself to think that a piece
otiero wercconcerncacso wiuidiemtsnyorticaonortiun with the dignity of the recipient. At first, before Baby Fae's televised smile had beguiled skeptics, the word ghoulish was heard: some sacred barrier between species had been broken,some principle of separateness between man and animal violated.Indeed,it is a blow to man's idea of himself tothink that a piece

of plastic or animal tissue may occupy the seat of the emotions and perform perfectly well (albeit as a pump). It is biological Galileism,andjustas humbling.Nevertheless it is a fact.Todeny itis sentimentality.And to deny life to a child in order to preserve thefiction ofman's biologicaluniquenessis simple cruelty".
One [first] elicits the main ideas in this passage,which would give us somethinglike,"There were protests about thetransplantoperation from animal-lovers and from some who saw it as a violation of human dignity."
Following this summary analysis, the trainer will call upon [the students'] latent memory:"What was the response to the arguments made by those in favourofthe protectionofanimals?"The students will then recall that the article said that man had always used animals:heeats them,uses theirfurforclothingetc."What was the article's author's response to [theideaof]asociety that wanted to protect animals?" It's surprising that one could equate the life of an animal with that ofa human child.
"How does he respond to the argument that transplanting an animalheartintoa humanisobscene?":Tobelieve in this dayand age that the heart is anything other than an organ working as a pumpis backward and to define oneself by the superiority of the species and let a child die as a result was simple cruelty.
Reactivating latent memory plays an important role in consecutive and simultaneous interpreting because speeches move forward on the basis of what has already been said.
(Seleskovitch & Lederer 2002: 33,translation by the author)
After eliciting a summary like "a transplant causes protests by animal-lovers and those who see it as a violation of human dignity" Seleskovitch suggests asking follow-up questions to prompt recall of the rest of the passage:whatwas the response to the animal-welfare argument?How does the author respond to animal-welfare groups? How does he respond to the suggestion that one shouldn'timplantanimal organs into humans?etc.The trainer,and later the student interpreter themselves,must ask questions,based on the content of the speech, in order to promote the recall of the latent memories. Let's look at an example. Get a practice partner to read out the following:
to read out the following:

EXERCISE (GREENBURY)

Weareanatural resources-dependent business,soinorderto be successful,as I said before, so in order to be successful,sustainabilityhas to be atthevery heart ofwhatwedo.Everybody knows,or maybe some of you know, that paper is made from trees.Yes,paperis made from trees,it's not made inafactory.Notmade just like that. So we have to plant trees and harvestit,pulp it,process it, before it becomes the paper we use every day.So ifwe are to continue to make paper in the long term,we need to make surewe have sustainable landscapes to workwith.And for this to happen we have to make sure that we collaborate with all stakeholders in that landscape.Providing support where we can ensure there is a give and take in how we work together.
As you may be aware APP has had our fair share of sustainability issues in the past. We have always acted within the confines of Indonesian law and even gone beyond legal requirements, butit became very clear that the business model that we were using back then was not going to enable our business to last indefinitely.Thepressure forchange inthis regardcame from all angles.From NGO campaigns by Greenpeace, for example, and other organizations. And also due to internal pressure from APP management itselfwho recognized the need to reset the business for the decades ahead.

Now answer the following questions in order to piece the information back together.

What does her company make?
What does she say about her
company?What is paper made from?
How is it made?
How will they guarantee being able to make it in the
future? Has the company always acted sustainably?
Was it enough?
What will they be doing in the future?
Who influenced them into making that change?

Further practice
RETELL THE SPEECH IN REVERSE ORDER
One exercise that is used in conjunction with this technique based on the internal logic ofa speechis to listen to a speech,without taking notes,and then try to recall it section by section backwards,starting with the conclusion and working,logically,in the opposite direction to the speaker.Try it with the speech above.Start with the last sentence and ask yourself "why?" and see if that leads you logically to the information that preceded it in the speech.Then ask yourselfwhy again.Havea lookat an example of who that might have worked for at the back of the book.
Now what you will most likely notice when you try this for yourselves is that the difficultthingwiththis exerciseis not theexerciseitselfbut formulating the right questions. Even trainers can find this difficult,so don't be discouraged if it doesn't work out immediately.Keep practising. You can also try the exercise below.
Notes
Note-taking,which wewill deal with in Chapter 6, is another way of processing what is in your short-term memory.Some information is stored on the page and some information is stored in memory in association with what is on the page. See Chapter 6 for further details.
Conclusion
What all of the above have in common is that in order to promote recall,items of information are grouped (chunked) together in our minds-either bycausality (as in the narrative) or by logic; and/or they are associated to a visual element as seen in a picture or as represented by the structural depiction of the speech. In this way,memory can be turned into a powerful tool.Trying to remember without any strategy for doing it is very difficult,so don't bother!
The techniques above have been introduced, together with exercises to practise them,inisolation.Inreality,however,it isveryrare that you will encounterone speech thatis perfectly suited to the use ofonlyone ofthe above techniques. It is far more likely that you will have to deal with


practise them,inisolation.Inreality,however,it is veryrare that you will encounterone speech thatis perfectlysuited to the use ofonlyone of the above techniques. It is far more likely that you will have to deal with

speeches which require you to use several of these techniques within a singlespeech,withonetechniqueused forone part of the speech and another for another.

Example(Ralston)
In the example below I have noted in the right-hand column which of the techniques mentioned in this chapter might be used to recall part of the speech.

My research interests really are
focused on why things float and why
things getwet.
Sothe best analogy that Ican give to you is suppose you take a nice bottle of champagne,and you take the top out of the bottle.Whatdoyousee?Whatyousee is a whole stream of little bubbles which rise out of the bulk of the champagne bottle towardsthesurface.Those bubbles are ofadifferent size,iftheyare bigger,they rise at different rates and when they get to the surface they break.Imagine now that you stir that champagne bottle and you put particles intoit. Some ofthe particles that are very valuable you want to stick to the bubbles and rise to the surface,the other ones you want to remain behind.
Alot ofthe workIdo is on the physics and chemistry of how those bubbles and particles attach to one another and the relatively complicated physics and chemistry which is behind it.
I'malsointerestedin the companywith that,in how liquids spread over surfaces,andyouseethatsortofthingintheshower every morning. When you get out of the shower,you look at your skin, there'sa little water droplet left there and it's standing out proud of the skin.So understanding why droplets spread and why they don't is also part of my life.SothethrillthatIhaveispushingbackthe frontiers in fundamental researchand 54
for a long time I've always been interested
Structure-introduction Structure-development VISUALIZATION (opening a
bottle of champagne and champagne bubbling out)
VISUALIZATION (sprinkling
particles into bottle)
Notes-excitement,
community,bright
colleagues,developing solutions gives me a BUZZ Notes-and journals,
conferences,community of scientistsgive mea BUZZ VISUALIZATION (water on
skin in shower)
VISUALIZATION (person in the shower with waterdroplets on arms)
Notes(thrillispushing
research boundaries)
Structure-conclusion:
industrial applications


SothethrillthatIhaveispushingbackthe frontiers in fundamental research and 54
rescarer Doundanes Structure-conclusion:industrial applications

with industrial in how those fundamental ideas link in problems.Those industrial problems could be thingslikeflotation,it could be adhesion problems,why two things stick to one another, or they could be how you make photographic film, for example,and I think that if you are excited about those ideas and as a scientist you are embedded in the community and you're working with really bright people and you can develop really good solutions and see the pleasure of them getting implemented,that's the buzzthatIget every day.
And partofthatis ofcoursetheability to publish in high-quality journals,go to international conferences andworkinasort of an international community of scientists and engineers. It's a real privilege frankly and it always gives me a

In addition to finding that different sections of a single speech are suited todifferent memoryprompts,you'llalsosee that the techniques described here can be combined withone anotherforasingle section ofaspeech.For example,you could combine the structural prompts introduction,development, conclusion with other prompts like this:

introduction-a story
development-a
visualization conclusion-a
logical point

This combination reinforces the memorization effect.

Further practice
The practice exercises for this chapter are described above in each of the sections.As with Chapter 1,topic preparation is not an issue yet and speechescanbeonanysubject,onseveral subjectsina singlepractice session,and should not be technical.Where necessary the speaker can give a 20-second introductin to their speech before the speech proper,including any information or terms they think the interpreter might find unusual.

Skills combining
Working through this chapter,you may have noticed that as you focused on the memory techniques here, you forgot about the presentation skills we learnt in Chapter 2. Don't worry, atleast not immediately.Nowyou'veworked through this chapteronce,you can go back and repeat the exercises but this time remembering and applyingwhat you have already learnt about presentation skills.The aimisto interpret well from memorywhilst also giving a good presentation.In this way you will be adding two skills together-presentation and memory-and doing both at the same time, much as you would when doing full consecutive interpreting.We will add further skills in some ofthe following chapters.
The person giving the short speeches described here has the chance tofocus on public speaking skills every time they speak.