General Guidelines for Supporting Materials

General Guidelines for Supporting Materials

1. 
   Pertinence -- Each piece of support should be clearly relevant to the point it is used to support.
   

2. 
   Variety -- The presentation should not rely excessively on one type of support (such as examples), but should instead use a number of different forms of support.
   

3. 
   Amount -- The presentation should include a sufficient amount of support (enough to make the ideas presented both clear and compelling to the audience).
   

4. 
   Detail -- Each piece of support needs to be developed to the point that audience members can both understand the item of support and can see how the item backs up the point it is used to support.
   

5. 
   Appropriateness -- Each piece of supporting material should meet the demands that the audience and the occasion place on the kind of material that is likely to be received favorably. A "scholarly" audience, for example, will probably place higher demands on the speaker's sources of information than a "general" audience would. A "graphic" description of a particular topic, while entirely fitting in some occasions, might be out of place in another.
   

• Specific Guidelines for Supporting Materials

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  Supporting materials are usually offered in recurring forms. Depending upon the form of support provided, you should ask yourself some questions to determine if you are making the best possible use of that kind of material:
  
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  For Examples/Narratives:
  

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  Is the example/narrative representative?
  
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  Is the example/narrative sufficiently detailed and vivid?
  
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  Is the example/narrative personalized?
  
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  If necessary, was the source cited in the speech?
  

• For Statistics:

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  Is the source of the statistic reliable?
  
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  Has the source of the statistics been cited in the speech?
  
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  Has the statistic been used correctly?
  
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  Have you rounded-off complicated statistics?
  
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  Have you interpreted the statistic (explained it in another way)?
  
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  Have you done something to emphasize the statistic?
  
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  Have you used statistics sparingly?
  

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  Part III (Page 2 of 2): Research
  
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  Reminder: Please utilize a sheet of white, lined composition paper to record notes from Ms. Hadley’s presentations on citing, researching, MLA, databases, etc. Kindly staple them to this section. These notes will be helpful in your academic adventure into informative speech-writing!
  

• For Testimony:

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  Is the source qualified to make the statement you're quoting?
  
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  Is the quotation accurate?
  
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  Have you attributed the testimony prior to the quote?
  
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  Have you made it clear whether you are paraphrasing or quoting directly?
  
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  If you are quoting, is the quotation brief?
  
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  Have you clearly signaled where the testimony begins and ends?
  
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  Are the source's conclusions reasonably free from bias?
  

• For Comparison/Contrast:

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  Is comparison appropriate and justified?
  
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  Is the comparison meaningful -- does it tell your audience something valuable?
  
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  Have you avoided overdoing the comparison?
  

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  Part IV: Analyzing Your Audience
  
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  Once you have selected your speech topic it is imperative that you analyze your audience. One easy way to do this in our class is to ask your audience specific questions about your topic so that you can get a better idea of your audience's interests of, knowledge on, and attitudes toward your topic.
  
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  To do this, you will create your own Audience Analysis Questionnaire for your speech. Include all three types of questions (fixed alternative-and include the alternatives; scale-include the scale; and open ended-provide the space for responses). Please include a few demographic questions and at least six topic-specific questions. You will also want to include an opening and a closing, brief but concise.
  
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  Please take the time to use space and justification effectively and allow room for response to the questions. You can reduce the overall size and put the questionnaire on a landscape page to conserve paper and copying. You will include demographic questions as well as an opening and closing. Bring with you a questionnaire for each person in class (roughly 30 copies, total).
  
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  Audience identification is important. One of the most useful strategies for adapting your topic and message to your audience is to use the process of identification. What do you and the audience have in common? Conversely, how are you different? What ideas or examples in your speech can your audience identify with?
  
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  It is essential to select a topic that you know well, that you feel comfortable with, or that you have a strong interest in. Once that step is completed, you need to consider the audience as you develop and shape your topic. It is essential to present your message (speech) from the audience's point of view.
  
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  For example, a nursing major in a public speaking class wanted to give a demonstration speech on the proper way to insert an IV (intravenous needle). Since her audience was a more general audience (a mixture of majors) rather than a specialized audience (nursing students), they had little potential use for the information presented from the point of view of the "nurse." So the student used her expertise and knowledge to shift the point of view to the audience. She changed her message from how to insert an IV to how to relax while receiving an IV; therefore, she made the same message more useful to her audience. Her intention was to help them feel less fearful or apprehensive about an IV.
  
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  Please note, you will be required to compile these questionnaires, examine its data, draft an analysis of what the data explicitly says/what can be determined from the data and how the data collected can be used in an informative speech.
  
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  Consider the following 10 questions when drafting your analysis as well as adapting your topics and messages to a particular audience:
  

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  What do you and the audience have in common? How are you different?
  
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  What ideas or examples in your speech might your audience identify with?
  
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  How can your topic or the information benefit your audience?
  
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  How can your audience use the information?
  
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  How will the information help your audience?
  
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  What is your audience's amount of interest in or attitude toward your topic?
  
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  How will you address or compensate for your audience's amount of interest in or attitude toward your topic?
  
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  What does your audience know about your topic?
  
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  What might they want to know or need to know about your topic?
  

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  The following (back/next page) is a modeled example of an Audience Analysis Questionnaire for an informative speech on weather and meteorology:
  
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  Audience Analysis Questionnaire
  
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  Directions: Please answer the following questions about yourself and your current weather knowledge. NOTE: Unless you wish to do so, you do not need to put your name on the questionnaire. Your name attached to the provided data will remain anonymous.
  
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  Gender:   FEMALE        MALE
  
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  Age: ______
  
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  1. What part of the country/world were you born in? ____________________________________________________
  
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  2. Excluding your present location, where have you lived (please list all places)?
  
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  3. Have you ever studied weather in high school?   YES     NO
  
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  4. Briefly describe the most memorable weather event that you've been through: 
  
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• 5. How often do you watch the weather report on the nightly news? 

  
       1x per week 3x per week 5 or more x per week 
  6. Roughly how many minutes do you spend doing outside activities per week? _________
  
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  7. Have you ever had an event, such as a picnic or parade, canceled due to the weather?     YES     NO
  
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  8. Briefly describe the difference between low and high pressure system—if you’re unsure, please leave blank.
  
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  9. Have you ever used an old adage (it’s raining cats and dogs), or maybe an ache or pain (my shoulder is sore—it must be cold outside), to predict what weather was going to happen?     YES     NO
  
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  10. To what degree do you feel the weather affects your daily life? 
         very little         moderately         very much so
  
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  11. How many pieces of information do you think a weather forecaster uses on a daily basis? 
       5 or less 6-10 11 or more
  
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  12. What is your personal opinion about meteorologists? 
   
  
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  13. To the best of your knowledge, please name, describe, and/or draw some weather symbols you've seen. 
    
  

•  Thank you very much for your time, effort, and information you have provided. Please return this completed questionnaire to Kacey Michaylo.

  
  
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  Part VI: Outlining a Speech
  
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  Here are several handouts that will help you prepare, organize, and create your Informative Speech Preparation Outline. These helpful handouts are available in Adobe Acrobat PDF format for viewing, printing, and downloading with the Acrobat Reader Plug-in. If you have the Adobe Acrobat Reader, you are ready to begin reading and printing. If you don't have the Reader, just download Adobe's free Acrobat Reader program to view and print the handouts.
  
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  Please note, I have provided a hard copy of each. They are located on the following pages.
  
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   Your guide to organizing the informative speech outline:
  
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  http://www.hawaii.edu/mauispeech/pdf/organizingoutline.pdf
  
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   Your guide to using connectives in the informative speech outline:
  
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  http://www.hawaii.edu/mauispeech/pdf/connectives.pdf
  
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   A sample outline to help you organize your outline and your information:
  
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  http://www.hawaii.edu/mauispeech/pdf/infohula.pdf
  
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   A check sheet to help you prepare, organize, and outline your speech:
  
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  http://www.hawaii.edu/mauispeech/pdf/outlinechecksheet.pdf
  
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   A blank template/guide you can outline/write your information on:
  
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  http://www.hawaii.edu/mauispeech/pdf/outlineguide.pdf
  
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  Time Saving Suggestion: You can get your own template in Word 97 format to use as a template and a guide for your own Informative Speech Preparation Outline. You could just plug your information into the framework. It may save you some time—no guarantees, though:
  
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  Informative Speech Preparation Outline template in Word 97:
  
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  http://www.hawaii.edu/mauispeech/documents/wordinfooutlinetemplate.doc
  
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  Please note, you will be required to construct a typed outline to your speech, complete with a MLA Works Cited page to accompany your information you anticipate on utilizing/presenting.
  
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  Part VII (Page 1 of 2): Using Visual Aids Effectively
  
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  The key to a strong presentation isn't the equipment you use. You should be able to do your presentation on a blank stage, with no props, and have it work on its own.  The whole idea of visual aids is to enhance your presentation, not to be the purpose of it.
  
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  The absolutely worst presenters are those who use the equipment as a crutch. For example, those who stand up before a group and just read slides during a presentation. It is very important that you follow the rules of using visual aids in the next pages to have a successful presentation.
  
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  OVERHEAD PROJECTORS - Usage Tips - Before Presentations: 
  

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  Make sure the plug reaches the socket. It is a good idea to carry an extension cord
  
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  Put the projector at a height that is comfortable for you.
  
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  Make sure the lens is dust free.
  
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  Put the projector on a vibration free base.
  
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  Arrange the electric cord so no one will trip over it.
  
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  Focus and center the picture on the screen beforehand.
  
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  Number your transparencies in accordance with your facilitator's guide.
  
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  Never assume projectors will work. Have a backup strategy ready.
  

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  OVERHEAD PROJECTORS - Usage Tips - During Presentations: 
  

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  Keep the screen above the heads of the participants.
  
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  Keep the screen in full view of participants.
  
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  Make sure you are not blocking anyone's view when presenting.
  
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  Darken the room appropriately by blocking out sunshine and dimming nearby lights.
  
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  Turn the screen off between slides if you are going to talk for more than two minutes.
  
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  No one should be farther from the screen than six times the width of the image.
  
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  Talk to the audience, not to the screen.
  
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  Use a pointer to emphasize points, don't use it as a crutch and don't wave it wildly.
  

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  FLIP CHARTS AND POSTERS – Usage Tips – Before Presentations:
  

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  Check the height of the easel.
  

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  2. Make sure you have plenty of paper.
  

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  FLIP CHARTS AND POSTERS – Usage Tips – During Presentations:
  

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  Title each page with a short topic or heading.
  
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  Print the large block letters 1 1/4 inches high; larger if the room is deeper than 30 feet, which our classroom is.   
  
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  Printing should be neat and legible.
  
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  Use different colors for page headings and primary points.
  
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  The color red should be used only for emphasis.
  
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  Do not use pastel colors; they’re hard to see. Black, blue, dark green and brown are acceptable.
  
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  Put marker down when you are not using it.
  
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  Don't talk to the board while writing on it.
  
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  Do not write more than ten lines on a page.
  
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  Do not fill the page to the bottom. People in the back will be unable to see.
  
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  Respond to and note input from participants.
  
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  Post important papers on the wall with masking tape or pins.
  
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  Do not write on the papers after posting on the wall. The pen may bleed.
  

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  Part VII (Page 2 of 2): Using Visual Aids Effectively
  
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  Highlight key points.
  
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  Respond to and highlight input from participants.
  
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  Allow time for reading, retention and note taking.
  

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  VIDEOTAPES/MEDIA CLIPS – Usage Tips - Before Presentations: 
  

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  Be sure the videotape/media clip is rewound and at the starting point.
  
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  Check to make sure the playback software and the screen are playing properly. Set this up before you begin.
  
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  Check audio level and contrast.
  
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  Lights should be dimmed but not turned off.
  

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