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CHAPTER 10 PRESENTATION AIDS
CHAPTER 10 SUMMARY
Chapter 10 addresses the goals of using presentation aids and the principles for presentations. Non–
electronic media (such as handouts, flip charts, posters, and objects) are discussed, including how they
are incorporated into a demonstration speech. Digital media (including audio, video, and presentation
software) are explained. Visual composition is discussed, and the chapter also offers advice on how to
best integrate presentation aids into a speech.
CHAPTER 10 OUTLINE
I. Introduction: Adding media to your message
A. Audiences increasingly expect images, videos, audio clips in speeches
B. Presentation aids = supplemental media
C. Follow same principles for good choices in public speaking
1. What Goals Might Presentation Aids Serve for My Speech? (Try It!)
D. Whether to use and what kind
1. Speech goals
2. Ethical goals
3. Audience
4. Message
E. Make public conversation clearer
1. Increase impact of persuasive information
II. Why use presentation aids?
A. Media to supplement speech
1. Handouts, objects, posters, charts, software, videos, audio clips
2. Intentionally advance specific goal
B. Help audience directly experience something
C. Simplify explanations
III. Principles for integrating presentation aids
A. Not mandatory
1. Only if goal in mind
2. Only if have time to prepare well
B. Focus of presentation = speaker, not presentation aids
C. Invite interaction with audience, not form a barrier
D. Good composition
1. Good composite (CUTS)
a. Clear
i. Easy for the audience to see, hear, digest
b. Uncluttered
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c. Topical
i. Direct link to topic
ii. Significant element of speech
d. Simple
i. Streamlined = not get in way of speech
e. Why Does Composition Matter? (FAQ)
E. Effective and ethical use
1. Appropriate to room
2. Appropriate to audience
3. Short clips
4. Volume test
5. Not offensive or dangerous
F. Solve a problem or deal with challenge
1. Long speech
2. Complex organization
G. Less is more
1. Simpler and more streamlined presentations = more compelling
H. Credit your sources
IV. Static visual elements
A. Can confirm claim visually
B. Pictures and photos
1. Different displays
a. Posters
b. Flip chart
c. Projection
2. Topical
c. Brightness and focus
4. Avoid some photos
a. Do not distract audience
b. Do not detract from polish of presentation
C. Charts and graphs
1. Why use graphs and charts? (Remix)
2. Chart = diagram that shows relationship of parts
3. Graph = pictorial representation of numerical data
4. Not too data-rich
a. No more than 1 or 2 relationships
b. Can distract audience
5. Color for contrast and clarity
6. Right kind of chart or graph to support point
7. Line graphs
a. Numerical info = data point series connected by straight lines
b Trends, correlations
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c. Usually two axes
d. Simple, easy to understand, powerful visualization
8. Bar graphs
a. Numerical info = rectangular bars, lengths proportional to value
b. Trend or correlation over time
c. Comparisons of magnitude or size
9. Pie chart
a. Circular chart (whole and individual components)
C. Maps and diagrams
1. Maps
a. If making point about geography
b. If making point that requires geographic knowledge
c. Requirements
i. Visual context
ii. Appropriate labels
iii. Enough info, readable form
2. Diagrams
a. Pictorial representation of parts of object
b. Spatial relationships about object
c. Requirements
i. Simple
ii. High resolution and contrast
D. Text
1. Handouts, posters, flips charts, videos, software
2. Clear and easy to read
a. Size, color, font
b. White space
3. Used sparingly
V. Moving images
A. Audience attention
B. More efficient connection among images
C. CUTS rule
1. Especially topical and simple
2. Avoid extraneous and distracting content
3. Does it advance audience understanding
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VI. Audio
A. Particularly for musical topics or quote from great speaker
B. CUTS rule
VII. Non-electronic media
A. Less likely to cause problems
B. Tangible presence on speaking stage
C. Handouts (FAQ, Remix)
1. When to distribute
a. Distraction vs. understanding and take-away
b. Depends on context of speech goals
2. Reference during speech
a. Rough outline of speech
b. Summaries, important quotes
c. Sources for follow-up
3. Requirements
a. White space
b. Align with purpose
c. No extraneous info
D. Posters and flip charts
1. Easy to set up
a. No technical failures
2. Put near center of speaking area
a. Not good for big rooms
VIII. Demonstration speeches and presentation aids
A. Demonstration speech
1. Specific type of informative speech
2. About object or process
3. Physical object as presentation aid
B. Avoid using as crutch, talking to it
C. Organization of speech
1. Introduction of object
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2. Background information
3. Unique and relevant object characteristics
4. If process: steps in process, demonstrating with object
5. Recapping
IX. Presentation software
A. Add dynamic element if not just reading slides
B. Two kinds
1. CUTS applies to all
C. Spatial mapping software
1. Creates an idea map
2. For example, Prezi
b. Each slide absolutely necessary for understanding
c. Fewer slides = better
d. Don’t leave slides up if not talking about them
i. Cut in blank slides (option)
5. Dos and don’ts for Composing Slides (Figure 10.10)
X. Delivering speech with presentation aids
A. Support rather than overpower the speaker
B. Always rehearse (even more than speeches without presentation aids)
C. Slides not self-interpreting
1. Explain data
a. Where got it
b. Why important
2. Maintain eye contact
D. Preparing to use digital media
1. Room has proper equipment
2. Available equipment works with presentation aid
READING TARGET FOR CHAPTER 10
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This is the instructor-assigned goal for students to consider in their writing, discussion, and individual
reflections:
Read the chapter to make good choices regarding the selection and use of presentation aids in
your speeches.
LEARNING ACTIVITIES FOR CHAPTER 10
General strategies and techniques
Use the Questions for Review and Questions for Discussion at the end of Chapter 10 as prompts
for writing or discussion (in class, online, before and after class).
Use the Try It activities in the chapter as the basis for points of discussion, in-class activities, or
assigned work outside of class.
Chapter learning objective: Explain the goals of using presentation aids
Try It (what goals might presentation aids serve for my speech?). Ask students to consider the
speeches that they are working on currently and to list the elements that could be strengthened
by some kind of presentation aid.
Brainstorm presentation aids. Tell students to read a sample outline, speech transcript, or audio
clip and then work in small groups to identify places in the speech where a visual aid would
enhance the speech. How would the speech be improved by each suggested presentation aid?
Chapter learning objective: Identify the basic principles for employing presentation
aids
Scenarios. Divide the class into seven groups, one for each principle listed in the text. Assign a
specific principle to each group. Ask students to imagine and describe to the rest of the class
what happens when the principle is not followed.
Analyze principles. Ask students to identify (in writing or with a partner) those principles that
they think will be hardest to employ and to explain why. Ask the students what they will do to
Chapter learning objective: Describe the basic elements of composition for the
content of presentation aids
Evaluate presentation aid composition. Using the same TED talk (such as the one mentioned
previously), ask students to critique the composition of a few of the slides that they remember
as less effective. How could the composition of the slides be improved?
Photo cropping and news reports. Ask students to read the newspaper or watch a news report,
with an eye toward the effect of photo cropping. Tell them to identify a specific photo and then
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consider how the visual message would change if the image were cropped differently. Ask each
student to write a half-page analysis and share it with a partner in class.
Try It (cropping and framing a photo). Assign students to find a photo that they could use in a
speech. Ask them to use a software program such as Microsoft Paint or PowerPoint to produce
three different versions of the image and to analyze them. What are the differences? What does
each version downplay and highlight? Which image would be most appropriate for a speech
about the topic and why?
Chapter learning objective: Explain how to employ handouts, posters, charts, and
other non-electronic media
Matching data with type of graph. Ask students to work in small groups, individually, or as a
whole class to determine which type of graph would best support the following points: (1) cost
of renting an apartment in San Diego, California, compared to North Manchester, Indiana (bar
there problems? If there were problems, what could the speaker have done differently to avoid
those problems?
Chapter learning objective: Choose presentation aids for an effective
demonstration speech
Spontaneous demonstration speech. After reviewing the risks of demonstration speeches
(talking to the object, playing with the object), have students give a short impromptu
demonstration speech in small groups about something they have with them (e.g., phone,
laptop, pen, book).
Planning a demonstration. Divide the class into several groups, and assign a sample
demonstration topic to each group. Ask the group to plan a speech, using the possibilities for
organization listed in the text. Have each group report its plan to the whole class. Sample topics
could be the various uses of duct tape, how to tie a slip knot, correct dental hygiene habits, or
how to download a phone app.
Chapter learning objective: Critique the usefulness of various forms of digital
media
Explore classroom equipment. Spend some time demonstrating and discussing the media
equipment available in the classroom where students will deliver speeches.
Spatial mapping using Prezi. Ask students to convert a keyword speaking outline from a previous
speech into a Prezi map, making adjustments for the switch from speaking notes to presentation
aid for the audience. If the classroom has computers or students have laptops, have the
students share their Prezi maps with a partner and discuss the decisions that they made during
the process.
Assertion-evidence PowerPoint slides. Show students the difference between the default
PowerPoint slide (keyword title and bullet point statements) and an assertion-evidence slide
(title as claim or assertion, with image-rich support instead of textual statements). Samples of
slide conversions are available at http://www.presentation-process.com/powerpoint-
design.html#axzz20N2cZRQF. Alternatively, simply insert “assertion–evidence slide design” into
your favorite search engine.
Chapter learning objective: Deliver a speech with presentation aids
Matching presentation aid with speaking goal. In dyads, ask students to select a presentation aid
that corresponds with the listed speaking goal and to be prepared to justify the answer—for
example, the goal might be for the audience to realize how complicated an analog watch is
(diagram); to experience the noise of a cricket (audio recording); or to demonstrate the use of a
two-way radio (object).
How not to use PowerPoint. Show a media clip of PowerPoint failings. The exaggeration is
humorous but makes the problems of poorly using a presentation aid very clear to your
students. Many spoofs on PowerPoint problems are available on YouTube (but preview them
carefully for appropriate content).
MINDTAP AND CENGAGE RESOURCES FOR CHAPTER 10
GLOSSARY OF TERMS FOR CHAPTER 10
Bar graph: a graph that displays numerical information as rectangular bars in which lengths are
proportional to their value
Chart: a diagram that shows the relationship of parts
Cropping: selecting a portion of an image to focus on the important subject
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