Speech Chapter 10 Verbal And Visual Support Presentations Resource Guide The Opening Page Each

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© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any
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IM 10-1
CHAPTER 10
Verbal and Visual Support in Presentations
Resource Guide
The opening page of each chapter in Communicating at Work lists desired learning outcomes. The
Resource Guide will assist you in locating activities and resources from the text and Instructor Manual
that are relevant to each objective.
Integrated Objectives
Resources
Define and describe guidelines for each type of
verbal support; develop and use each type of verbal
support as suitable to add interest, clarity, and/or
proof to a main point.
Key terms: comparisons, definitions, examples,
quotations, statistics, stories, and supporting
material
In the text:
Activities: 1-3
Culture at Work: Culture Shapes Support
Preferences
Ethical Challenge: Cherry Picking Support?
Case Study: Mosquitoes Create a Buzz over Bill
Gate’s Speech
Instructor's Manual online:
Personal Reflection for Journaling Assignment
Discussion Launchers: 1-5
Classroom Activities: 1-6
Written Application Exercise: 1
Discuss whether or not there is a need for visual
aids in various situations; determine the advantages
and disadvantages of various types of visual aids
for those contexts; then design a visual aid
appropriate for a given context.
Key terms: bar charts, column charts, graphs,
pictograms, and pie charts
Instructor's Manual online:
Discussion Launchers: 6-9
Classroom Activities: 7, 8
Choose the most effective medium for presenting
visual aids in specific contexts.
Key terms: flip charts, handouts, and slides
Instructor's Manual online:
Discussion Launchers: 10, 11
Video Activity: 1
Design and critique a presentation using
PowerPoint or other presentation format.
Key terms: presentation software
In the text:
Activities: 4, 5
Technology Tip: Avoiding Computer Catastrophes
in Presentations
Culture at Work: Universal Design
Instructor's Manual online:
Discussion Launchers: 12-14
Classroom Activities: 9
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remind students that supporting materials are a means of describing their main points using low-level
abstractions, which were introduced in Chapter 4.
Various forms of verbal support are described: definitions, examples, stories, statistics, comparisons,
quotations, and citing sources. Students are advised to consider the preferences of their audience as they
decide which forms of verbal support to use in their presentations. They are cautioned to always cite
sources when they draw on other people’s work. The text details a method for integrating sources into the
speech without interrupting its flow.
The section on visual support explains how to use the following types of aids: objects and models,
Personal Reflection for Individual Journaling Assignment
Think of presentations you have listened to in the past. What types of verbal and visual support capture
your interest in a presentation? What types bore you? What types best help you to understand the topic?
Which ones confuse you? What types leave a lasting impact? Which do you forget most easily? How
will you apply this reflection as you select verbal and visual support for your own presentations?
Discussion Launchers
1. In Chapter 4, you learned the value of using low-level abstractions to explain your ideas clearly.
How can you apply this concept to your use of supporting materials in your speeches?
2. Verbal support is supposed to make a speech interesting. Think of some specific examples of
verbal support you could integrate into your upcoming speech that would captivate your
3. One of the functions of supporting material described in this chapter is "proof." Explain this
concept in your own words. Why is proof vital to an effective presentation?
4. Describe to the class some specific examples of verbal support you have heard. Ask your
classmates to identify which type of verbal support each example represents. Have you heard any
other types of verbal support in addition to those listed in the chapter?
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8. What examples of effective or bungled visual aids have you seen? What made them effective or
ineffective?
9. Data can be visually distorted by varying the horizontal and vertical size and axes of a graph.
10. Which types of media seem simplest to use? Which seem most challenging? Explain your
answers.
11. If you were to suggest a simple, general rule for selecting the most appropriate medium to
visually support your presentation, what would it be?
12. What do you like and dislike about sitting through a speech that is accompanied by presentation
software?
13. You have probably seen speeches accompanied by software presentations that have enacted some
or all of the potential drawbacks of presentation software. Why do so many speakers violate the
guidelines for effective visual aids when they use presentation software? Should you go along
with the crowd, or is it better to dare to be different and to create simple, concise, uncluttered
14. What is the “Rule of Seven”? Why is this an important rule to remember?
Classroom Activities
1. Functions of Verbal Support
Objective: Students will become familiar with the clarity, interest, and proof functions of verbal support.
Procedure: Divide students into groups. Distribute copies of short, easy-to-read speeches. Well-written
informative or persuasive articles will work, also. Instruct each group to identify at least six examples of
2. Types of Verbal Support
Objective: This activity provides students with an opportunity to identify the types of verbal supports
used in prepared speeches.
Procedure: Provide each student or each pair of students with a copy of Vital Speeches and a stack of 3"
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side of the card, classify the support according to its type. When all groups have finished (one
Class Discussion: After students have identified the types of support used in the speeches, facilitate class
discussion with the following questions:
Ask students to read to the class some of the best examples of support. What makes these
effective?
Tell why, within the context of the speech, certain support materials were especially
effective.
Which is more effective: ashopping list” of brief examples, or one or two well chosen
3. Examples of Verbal Support
Objective: Students will become familiar with types and uses of verbal support by providing examples.
Procedure: Divide the class into groups. Review the section in the text titledVerbal Support.
Class Discussion: After groups have filled in the table, ask groups to share their guidelines and examples.
Facilitate additional class discussion with the following questions:
Which of the examples you’ve heard do you think are most effective? Why?
Imagine a speech in which the speaker didn’t provide in-depth verbal support. Why wouldn’t it
be effective?
Would a speech be richer if it combines several types of support, or if it relies mostly on one type
4. Verbal and Visual Support
Objective: After completing this activity, students should be able to identify the type of support
materials used in visual advertisements.
Procedure: Ask students to collect advertisements from newspapers and/or magazines and examine
Class Discussion: After each student has done this, lead a class discussion on the correlation between
types of support material and believability and credibility.
Why do you believe/not believe the advertisement you brought?
What are common appeals made by advertisers? How does supporting material affect these
appeals?
Which advertisements do you believe display the most credible supporting material? Why?
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What can you learn from this exercise that will help you when you select supporting material
for your own presentations?
5. Oral Footnotes
Objective: Students will practice correct ways to cite sources by creating oral footnotes.
Procedure: The day before doing this exercise, ask students to bring to class photocopied pages that
contain at least one specific definition, example, brief story, statistic, comparison, or quotation. The
photocopy must clearly indicate information, such as the author and title of the article that would be
Class Discussion: Ask each group to share with the class at least one of the oral footnotes they
constructed. Stimulate discussion by asking:
Why are oral footnotes essential?
Have you ever heard someone present a speech that did not include oral footnotes? Is
that a good model to follow? Why or why not?
Would it be sufficient simply to distribute a handout with the sources typed on it or to
display a PowerPoint slide listing all your sources? Why or why not?
What's the point of this four-step method? Is it necessary to include all four steps?
Should you cite yourself as a source?
What should you do if you run across an old handout that has some facts you would like
6. Constructing a Bibliography to Submit with Your Speech Outline
Objective: Students will learn to create a formal bibliography using an APA, Chicago, or MLA style
sheet.
Procedure: Display to the class one of the following websites, which provide tutorials for constructing
bibliography entries:
Distribute to student groups copies of books, journals, newspapers, and the like. Have additional laptops
handy so some students can cite websites.
Ask first, "Who has a book with one author?" While you demonstrate how to use the website as a
guide, ask a student scribe to write on the board the correct elements of a bibliographical entry as the
student reads them to you. Demonstrate hanging indent format, as well. If the last name starts with a
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Class Discussion: After you have written out enough examples for students to get the idea, elicit the
following:
How does the information you should include in a formal bibliography differ from the
information you would cite in your oral footnotes?
Why it is important to include a written bibliography?
Why do you need BOTH oral footnotes and a written bibliography in a speech? Is that
overkill or do they serve different purposes?
If students don't know how to create a hanging indent using word processing software, demonstrate how
to do it. For Microsoft Word, the current sequence of commands is:
Highlight the bibliography item.
From the top menu bar, select 'Format.'
You can also teach students how to use the References function of Microsoft Word 2007.
To find detailed instructions for using this tool, go to “Create a Bibliography” in
Microsoft Help.
7. Constructing Visual Aids
Objective: This activity provides students with an opportunity to analyze the research process and to
construct a visual aid showing statistical evidence.
Procedure: List on the board the following items, which are factors in the cost of a training workshop:
a. Consultant's Fee $2,000.00
b. Food/Refreshments $ 126.00
c. Lodging for the Trainer $ 175.00
d. Equipment Rental $ 138.50
e. Room Rental $ 275.00
f. Miscellaneous $ 9.29
Tell the students that the speaker wants the audience to understand the relative importance of each
item to the overall cost of the training session. Divide the class into groups of three or four. Each
Class Discussion: Each group will present their visual aids to the class. The following questions could
be used to foster class discussion:
How did you give the numbers impact?
How did you show their relationship to one another?
Are there other ways you could have organized the numbers?
Which of the visual aids on display presented the information most effectively? Why?
How can you, as a speaker, effectively interpret a visual aid orally, to help the audience get
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8. Evaluating Visual Aids
Objective: Students will familiarize themselves with guidelines for evaluating audiovisual presentation
aids.
Procedure: Divide students into groups. Allow 10 minutes to design an evaluation form for evaluating
the quality of visual aids used in a public speaking class. The form should draw from characteristics
9. Evaluating Presentation Software Displays
Objective: Students will compare differences between software-generated presentations that follow the
guidelines in the text and those that violate these standards.
Procedure: Create two brief software-generated presentations: one illustrating the guidelines in the text
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How to Use Various Types of Verbal Support
Review the section in your text titled “Verbal Support.” In column 2, write guidelines for using
this type of support effectively in a speech. In Column 3, provide an actual example of the type
Type of
Support
Guidelines for
Effective Use
Example
(from your speech or from a speech you’ve heard)
Definition
Example
Story
Statistics
Comparisons
Quotations
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Written Application Exercises
1. Using Oral Footnotes
Review the section in Chapter 10 titled "Citing Your Sources." This section explains a four-step method
for effectively integrating "oral footnotes" into your speech.
Help your classmates understand this material by writing an essay in which you address most or all of the
following questions:
Why are oral footnotes essential?
Have you ever heard someone present a speech that did not include oral footnotes? Is that a good
model to follow? Why or why not?
What's the point of this four-step method? Is it necessary to include all four steps?
Would it be sufficient simply to distribute a handout with the sources typed on it or to display a
PowerPoint slide listing all your sources? Why or why not?
What should you do if you run across an old handout that has some facts you would like to use in
your speech, but the handout does not have the name of its author or the title of the class or
conference where you picked it up?
Is it legal to electronically copy a piece of graphic art from a website and paste it into a
PowerPoint display to show with a speech?
Why can't you count yourself as one of your sources in your speech?
Video Activities
1. Evaluating Visual Aids
Objective: After completing this activity, students should be able to analyze other speakers'
choices in using visual aids.
Procedure: Obtain a demonstration video from your college video collection, or use clips from
a variety of programs. If your school offers majors in health occupations, building trades,
chemistry (and other labs), food services, and technologies, you may find interesting how-to
Class Discussion: As students watch, ask them to identify each form of visual support material
and to be ready to explain how each visual helped or hindered the speaker in communicating the
message.
What could have been done better with the visual support used in the program?
What other types of visuals could have been used in the presentation of information?
What would have happened to the quality, believability, and understandability if the
speakers had not used the visual aids they did?
What would the speaker have to do in order to get the same amount of information
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Additional Resources
Print
Galloway, R. (2011). Rethinking PowerPoint: Designing and delivering presentations that engage the
mind Method Content, LLC.
Based on in-depth interviews with experts, this film/book project identifies optimal methods of
Wormell, R. (2009). Metaphors & analogies: Power tools for teaching any subject Portland, ME:
Stenhouse Publishers
Reinforces the power of using metaphors to bring any subject alive
DVD
Aids to Speaking. 15 min. Coronet/MTI Films and Video
Conquering Death by PowerPoint: The 7 Rules of Visual Design. (60 min) The Educational Video Group
Properly constructed slides can deliver an effective message.
Face to Face: A Common-Sense Approach to Developing Effective Business Communication Skills Vol.
II. Part 1: Implementing Visuals. 30 min. The Educational Video Group
Web
APA tutorial online
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http://www.stylewizard.com/apa/apawiz.html
Students love this interactive guide to writing APA documentation.
New Mexico State Univ. Library
Patricia Fripp, Consultant
http://www.fripp.com/articleslist.html
This site offers several free educational articles. Scroll down to the heading “Public Speaking
and Presentation Skills.”.=
Rethinking PowerPoint
TED (Technology, Entertainment, and Design): Ideas Worth Spreading
http://www.ted.com/talks
TED is a nonprofit devoted to spreading innovative and inspiring ideas. This site supplies a
wealth of professional talks by experts from a variety of disciplines ranging from Steve Jobs to
William Noel to Terry Moore to Hans Rosling. These free videos make great short pieces for in-
class analysis of verbal and visual support.
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