Public Speaking

Planning Your Presentation Aids (^167)
Some objects are inappropriate or even prohibited. For instance, firearms are
illegal in classrooms, and it’s unwise to use live animals. Furthermore, some objects are
impractical because they’re too expensive or too hard to get. Marko couldn’t bring his
motorcycle into the classroom. (Fortunately, his classmates were willing to walk to a
nearby parking lot where he spoke from the seat of his bike.) Bottom line: objects must
be legal, accessible, and practical. If they should be large enough for everyone to see,
individual listeners should each have an object.
Models
When an object is impractical, a model can substitute. Scaled-down models depict large
objects such as buildings, dinosaurs, or drones; enlarged models depict small objects such
as atoms, ants, or eyeballs. Science teachers often use models such as an enlarged human
cell or a scaled-down solar system to illustrate scientific concepts. Architects present scale
models to decision makers who decide whether or not to fund a proposed building.
To acquire a model, you might be able to borrow one from a professional, or you
might make your own. For instance, one student spoke about his summer job as a pyro-
technician (a fireworks display technician). Because federal regulations and common
sense prevented him from bringing explosives into the classroom, he made a model of
the spherical explosive device, complete with a fuse. He supplemented the model with
several objects: the actual cylinder into which he dropped lit explosives while on the job
and the jumpsuit and safety helmet he wore at work.
People
Friends, volunteers from the audience, even your own body are often good ways to dem-
onstrate a concept. For example, Jacinda, an Alaskan of Eskimo origin, used two volun-
teers from the audience to demonstrate the “stick pull,” a native sport. She also wore a
T-shirt with the letters W-E-I-O, which stands for “World Eskimo-Indian Olympics.”
You might incorporate the audience as a whole by asking them to participate in some
sort of exercise.
In summary, three-dimensional objects, models, or people are indispensable in cer-
tain types of speeches, especially demonstration speeches. However, when it’s unrealistic
to use them, many other types of two-dimensional visuals are available.

Two-Dimensional Visuals

In many cases, two-dimensional visuals are more practical and appropriate than actual

objects or models. These visuals fall into two categories: text-based and image-based

visuals.

Text-Based Visuals

Text-based visuals, such as lists, rely on written words, although you can incorporate

art in a minor way. Without the art the message still comes through, but without the

words it does not. Lists are popular for chronological speeches because stages or steps

lend themselves to listing. Listing key words or phrases can also summarize the main

points of topically arranged speeches. For example, Chelsea used a list, plus relevant art,

to preview her main points, as shown in Figure 13.2 on the following page.

A recent study asked students what they thought was the most difficult thing about

creating text-based slides and what they disliked about text-based visuals. Typical chal-

lenges included, “To put in the most important points in a concise manner.” Typical

dislikes were “too much text” and “too many lines.”^12 Students also disliked having the

presenter read directly from the slides.

Text-based visuals are most effective when you keep them simple and frame the

ideas in words, phrases, or short sentences instead of sentences or paragraphs. Although

model a facsimile of an

object you can’t easily bring

to the speech

text-based visuals carries

meaning in the written words

rather than in visual images

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