CHAPTER 9
PRESENTATIONAL AIDS
CHAPTER SUMMARY
This chapter describes the types of visual aids that speakers may use, the criteria for
making choices about which and how many visual aids to use, ways of designing visual
aids to best adapt to the audience’s needs, and guidelines for using them in speeches.
CHAPTER OUTLINE
Introduction (p. 154): Presentational aid: Any visual, audio, audiovisual, or other
sensory material used in a speech.
I. Benefits of presentational aids (p. 154).
A. They clarify and dramatize your verbal message; they help audiences
II. Types of presentational aids (p. 155).
A. Visual aids enhance the verbal message by allowing audiences to see
what it is you are describing or explaining.
1.
Actual objects: inanimate or animate samples of the idea you are
communicating.
a. Inanimate objects make good visual aids if they are:
i.
Large enough for all audience members to see.
2.
When an object’s size is inappropriate, too complex, potentially unsafe
or uncontrollable, a model, a three-dimensional scaled-down or
scaled-up version of an actual object, can be an effective aid.
3.
If an exact reproduction of material is needed, photographs can be
4.
Simple drawings and diagrams (a type of drawing that shows how
5.
Maps can be effective visual aids because they allow you to orient
6.
A chart is a graphic representation that distills a lot of information into
an easily interpreted visual format.
a. A flowchart uses symbols and connecting lines to diagram a
sequence of steps through a complicated process.
7.
A graph presents numerical comparisons.
a. A bar graph uses vertical or horizontal bars to show relationships
between two or more variables.
should make up no more than about 5 percent of your speaking time.
III. Choosing presentational aids (p. 161). It is important to decide what content you
want to highlight and how. These guidelines can help you make your decision.
A. Illustrate the most important ideas to understand and remember.
B. Clarify complex ideas that are difficult to explain verbally.
IV. Preparing presentational aids (p. 161). The goal is to prepare professional–
looking and sounding presentational aids that will enhance your ethos (perceived
competence, credibility, and character) in addition to clarifying your message and
making it more memorable. There are several guidelines to follow:
A. Limit the reading required of the audience.
E. Make sure information is laid out in an aesthetically pleasing way.
F. Use graphic illustrations as visuals.
G. Use color strategically.
1.
Use the same background color and theme for all your presentational
aids.
2.
Use the same color to show similarities, and use opposite colors (on a
color wheel) to show differences between ideas.
3.
Use bright colors to highlight important information. Avoid using red
and green together because audience members who are color-blind
may not be able to distinguish between them.
V. Using presentational aids (p. 165). The following guidelines are helpful in using
presentational aids.
A. Plan carefully when to use each presentational aid and make a note of it on
your formal outline and in your speaking notes.
LECTURE IDEAS
1.
As a homework assignment, have students search for the keyword “visual learner”
using InfoTrac College Edition. Using “Learning Styles: Understanding Learning
2.
It is a good idea to save some visual aids used by students in the preceding terms.
Be sure to hold on to some “good” and “bad” visual aids. Discuss the design,
3.
The instructor, if able, might want to present the information in this chapter as a
PowerPoint slide presentation, using the PowerPoint lecture slides on the Instructor
1.
Initiate discussion about the various methods for displaying visual aids. Ask students
if the chalkboard is an appropriate method to use when the equipment for a
computer-based presentation (PowerPoint) is easily accessible. Ask students to
2.
This discussion taps into previous experiences students have had using visual aids.
If any students have used visual aids in speeches in the class up to this point, then
the class can use the following questions to evaluate the shared experience. Ask
Others may remark that they felt awkward and did not know how to manage the
visual aid.
CLASS ACTIVITIES
Activity 9.1: Using and Evaluating Visual Aids (Show and Tell)
Have students bring in an object that is important to them. (Bring in extra objects in case
someone forgot their item.) One at a time, have students go to the front of the room and
give an impromptu speech about their object. Remind them of the guidelines for using
presentational aids (p. 165).
Activity 9.2: Evaluating Visual Aids
Before or after discussing Chapter 9, have students get in groups of three or four
members. Have each group create a list of do’s and don’ts for using and making visual
Activity 9.3: Evaluating Visual Aids
Collect visual aids from students who have used them in his or her speech. In the
Because making some visual aids can be expensive, students need to know where and
how they can create a less expensive visual aid. As a class or in groups of three or four,
Activity 9.5: Visual Aid Resources
As a homework assignment, have students search online for websites that help
Activity 9.6: Developing Visual Aids Using Speech Builder Express
For homework, direct students to the Speech Builder Express available through their
Activity 9.7: Visual Aid Checklist
Distribute the following worksheet to students. They can then evaluate the visual aid
WORKSHEET: VISUAL AID CHECKLIST
Making Choices:
Did I identify the most important ideas that require visual support?
Did I consider the size of my audience?
will be used?
Designing Visual Aids:
Can my printing style be seen easily by the entire audience?
Is the font pleasing to the eye?
Did I use upper- and lower-case type?
Using Visual Aids in the Speech:
Did I carefully plan when to use my visual aids?
Did I carefully consider my audience’s needs?
GLOSSARY OF KEY TERMS
actual object: an inanimate or animate sample of the idea being communicated
audio aid: a presentational aid that enhances the speaker’s verbal message with
diagram: a type of drawing that shows how the whole relates to its parts
flowchart: uses symbols and connecting lines to diagram a sequence of steps through
a complicated process
graph: presents numerical information in visual form
line graph: indicates changes in one or more variables over time
model: a three-dimensional scaled-down or scaled-up version of an actual object
organizational chart: shows the structure of an organization in terms of rank and chain
of command
other sensory aid: a presentational aid that enhances the speech by appealing to
TEST QUESTIONS
CHAPTER 9
Multiple Choice
1.
Which of the following would be considered a presentational aid?
a.
visual material
b.
audiovisual material
c.
other sensory material
d.
all of these
ANS: d SEE PAGE 154
2.
Showing the class your high school basketball trophy and explaining how it
represents your past is using what kind of visual aid?
a.
model
b.
actual object
c.
graph
d.
chart
3.
If the object you want to use as a visual aid is too large, you could use this type of
visual aid instead.
a.
object
b.
graph
c.
drawing
d.
model
4.
All of the following are benefits of using presentational aids EXCEPT:
a.
they clarify and dramatize your verbal message
b.
they help audiences understand your message
c.
they allow you to address diverse learning styles
d.
they help you feel less competent
5.
A(n) is a graphic representation that distills a lot of information
into an easily interpreted visual format.
a.
flowchart
b.
organizational chart
c.
pie chart
d.
chart
6.
In his speech about Google Inc., Tom wanted to show the relatively flat hierarchy in
the company’s chain of command so he used a as a presentational aid.
a.
bar graph
b.
word chart
c.
diagram
d.
organizational chart
7.
All of the following reasons make inanimate objects good visual aids EXCEPT
.
a.
they are too small to see
b.
they are simple enough to understand visually
c.
they are safe
d.
they are small enough to carry to the site of the speech
8.
If Natasha plays her guitar during her informative speech on learning to play the
guitar, she is using and as presentational aids.
a.
actual object; diagram
b.
word chart; audio aid
c.
audio aid; photograph
d.
audio aid; actual object
9.
When choosing presentational aids, you should consider .
a.
which ones best illustrate the content to be highlighted
b.
those you will feel comfortable using
c.
those appropriate for the size of the audience
d.
all of these
10.
When choosing what information to include on the visual aid, you should include
.
a.
only the most important information you want your audience to remember
b.
only things that are easy to remember
c.
only things that are easily included on a visual aid
d.
most of your outline
11.
Ideally, pie charts have two to five “slices.” If your chart has more than eight wedges,
you should .
a.
make each wedge colors very distinctive
b.
break it up into more than one pie chart
c.
make the pie chart bigger
d.
use another kind of chart
12.
When using color in presentational aids, all of the following are true
EXCEPT .
a.
you should use the same background color for all your presentational aids
b.
you should use bright colors, such as red, to highlight important information
c.
you should use many different colors in order to gain impact.
d.
you should use dark colors for lettering on a white background
13.
Preparing professional-looking and sounding presentational aids involve:
a.
limiting the reading required of the audience
b.
use graphics and type sizes that can be seen easily
c.
use graphic illustrations in visuals
d.
all of these
14.
All of the following are presentation programs which enable you to compose a
slideshow except:
a.
Adobe Acrobat
b.
Adobe Acrobat Reader
c.
PowerPoint
d.
MediaPro
ANS: b SEE PAGE 154
15.
What are the two considerations when thinking of using audio aids?
a.
make sure you have enough time and access to a sound system
b.
make sure you have enough time and space
c.
make sure you have enough space to display and access to a sound system
d.
make sure you have access to a sound system and someone to help operate
equipment
16.
For the most effective use of a visual aid, .
a.
leave the visual aid in view for the entire speech
b.
look at the visual aid while you are talking about it
c.
stay silent so that the audience has time to take in the visual aid
d.
talk about the visual aid while you show it
17.
When using graphic illustrations in visuals, be sure to
.
a.
use symbols in addition to words
b.
use graphics so they do not overpower your message
c.
use only necessary pictures or animations
d.
all of the these
18.
Using bright colors such as red .
a.
helps to highlight information
b.
makes it difficult to read
c.
confuses the audience
d.
looks unprofessional
19.
A presentational aid that enhances the speech by appealing to smell, taste, or touch
is called a(n):
a.
visual aid
b.
other sensory aid
c.
audio aid
d.
audio visual aid
20.
You should avoid passing objects around the audience during your speech, because
.
a.
it may distract your audience members from your message
b.
the audience is likely to pay attention to you more
c.
the audience is unlikely to remember the information
d.
the audience is unlikely to care about the visual aid
True/False
21.
T F Visual aids do not help the audience to remember the information.
22.
T F Be sure to credit your sources to enhance your credibility and avoid
plagiarism.
23.
T F Speakers who use presentational aids are almost less likely to persuade
listeners as those who do not.
24.
T F Use a whiteboard or flip chart if you want to integrate input from your
audience during your presentation.
25.
T F The purpose for creating aids is to enhance your message without
overpowering it.
26.
T F An example of an “other sensory aid” would be perfume.
27.
T F It is important that everyone in the audience can see your visual aid.
28.
T F Audio or video clips used during a speech should utilize at least 10
percent of your speaking time.
29.
T F Handouts should be given at the beginning of the speech.
30.
T F Many speakers think that because they have prepared good
presentational aids, they will have no trouble using them.
ADDITIONAL RESOURCES
Beaver, H. D. (2000). Visual aids: How much is too much? ABA Banking
Journal, 92(6), 80.
Krauss, J. (2012). Infographics: More than words can say. Learning and Leading
with Technology, 39(5), 10–14.
Nierenberg, A. (2002). Props help bring content into the visual realm.
Presentations, 16(4), 54.
Pryor, B., Butler, J., Boyson, A., & Barfield, R. L., II (1999). Effects of
distributing “handouts” during a speech on receivers’ inferred
information processing. Perceptual and Motor Skills, 89(1), 145–151.