Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
Identify with do following supporting materials used in quality
presentations: explanations, comparisons, illustrations, examples, statistics, and expert
opinions
1. clarify.
2. They prove.
3. They add interest.
B. fall into six categories.
1. describe the relationship between certain items, define a term or word,
or give instructions on how to do something or get somewhere.
d. A picture or clip art can serve as an anchor for main points and concepts.
e. Because visual aids speed comprehension, speakers can present information in
less time (but must beware of information overload).
3. Visual aids add to speaker credibility.
a. Research indicates that visuals can be especially important for speakers with
c. An average presenter with visuals can be as effective as an expert presenter with
no visuals.
C. There are a number of types of visual aids.
1. aids can add interest to a presentation.
a. The Internet has readily available video clips, podcasts, and music clips.
2. Electronic and aids (e.g., in PowerPoint) are the most popular visual aid
in businesses today, providing color, animation, sound, photos, and video clips.
3. are usually preferred to chalkboards.
a. Both whiteboards and markerboards have the disadvantages of making speakers
5. Understand and effectively use the types of graphic visuals.
a.
Use diagrams and schematic drawings, which can be drawn in many software
programs
.
6. Apply tips for designing visuals and using them sparingly.
a. what
when
use titles.
F. General Design Principles
1. Apply four general design principles.
a. Use contrast to make items stand out from other items and to grab audience
attention.
2. Apply tips for using color.
a. Recognize that poorly used color is distracting.
b. Understand the benefits of correctly used color (e.g., more persuasive, easier to
recall).
c. Master important color terms.
d. Apply specific color tips.
i. Use color to show organization and relationships.
ii. Use color to indicate distance.
iii. Avoid colors that tend to look the same at a distance.
iv. Use fully saturated hues for figures on graphs and charts.
ix. Limit the use of colors.
x. Use the same color scheme for all visuals in the presentation.
A. Familiarize yourself with PowerPoint, one of the major presentation software packages.
B. Apply tips for using PowerPoint.
templates
the
C. The best visuals follows specific tips for text and graphic visuals, four general design
principles, and guidelines for color visuals.
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
12.1 Prior to reading the chapter, ask students to work in groups of three or four. Each
group is to make a list of rules for the effective and ineffective use of visual
12.2 After discussing the guidelines in the text for preparing text and graphic visuals,
have the students evaluate the seminar-produced text and graphic visuals
12.3 Request students to prepare at least one text visual and one graphic visual
following the guidelines in Chapter 12. We suggest that the students actually
present their PowerPoint presentation to the class so they can practice handling
the equipment. Have students practice overcoming the urge to turn around and
look at the screen each time they use a new slide, smoothly stepping back to the
screen to use a pointer (necessary if they are blocking audience view), working
the black screen function of the projector, and opening the program to a full
screen presentation.
MindTap support materials for Chapter 12 include the following:
Warm-up question activity that introduces chapter topics and concepts
Notetaking capability that enables students to read the chapter, highlight text, and take
notes online
Chapter 12 text, including the Awareness Check Questionnaire
Video Digital Visual Aids t students can watch to observe the use of a
digital video aid in action so that they can reflect on, personalize, and apply the concepts
General MindTap resources cited at the beginning of Part III.
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
A number of useful webpages can be employed in conjunction with Chapter 12:
Have students find an online resource on PowerPoint tips, summarize and identify most
helpful suggestions, and post the link to the resource on the Discussion Board or their
https://www.youtube.com/watch?v=wT4Jf1v41tM
Depending on the databases available at your institution, you may want to stipulate a
particular database for your students to use.
After completing Activity 12.4, ask students to create and post their PowerPoint
presentation for their next speech. If they are still having difficulties using PowerPoint,
speech, , located in the MindTap Speech Video Library (SVL).
Click the SVL icon in Apps Doc/use Search and Filter functions to find specific the
speech and its video, transcript, outline, and speech-based questions. To assign to
students, click the plus sign (+) on top blue bar or Unit View/select Add Activity/click
SVL/follow steps provided.
students, click the plus sign (+) on top blue bar or Unit View/select Add Activity/click
SVL/follow steps provided.
Collateral websites also offer tutorials on PowerPoint presentations:
This is a great tutorial for the teacher.
http://www.actden.com/pp/
1. In an illustration the speaker simply describes the relationship between certain items,
makes clear the definition of a term or word, or gives instructions on how to do something.
2. According to the design rules for text visuals, the content of each visual should be centered
on the page (or PowerPoint slide) from top to bottom.
3. Graphic visual aids improve listener memory.
4. Using two to four different typefaces per visual is recommended for adding contrast or
interest.
5. Objects are used more than any other visual aid.
Communicating for Results: A Guide for Business and the Professions (Cheryl Hamilton)
1. In a presentation, statistics should be:
a. Rounded off to an easy to remember
number
c. Used frequently as a way to boost
credibility
b. Reported exactly as they appear in the
original source
d. Given without reference to the source
2. Factual illustrations are:
a. Detailed narratives about someone
that could be true but are not
verified
c. Made up by the speaker to fit a
particular situation
b. A combination of statistics used
with an accompanying visual aid
d. A detailed narrative of something that
actually happened
3. All of the following are true of a figurative comparison except that they do not:
a. Show similarities or differences
between two different classes or
category
c. Function primarily to clarify ideas and
to add audience interest
b. Offer a credible form of evidence and
support
d. Work best when relating to something
familiar to the audience
