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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

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?

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”

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: a “shopping 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 titled “Verbal 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?

• 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

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

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

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

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

Additional Resources

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

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.

University of Kentucky