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13.3: Types of Presentation Aids

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    109996
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    Now that we’ve explored some basic hints for preparing visual aids, let’s look at the most common types of visual aids: charts, graphs, representations, objects/models, and people.

    Charts

    A chart is commonly defined as a graphical representation of data (often numerical) or a sketch representing an ordered process. Whether you create your charts or do research to find charts that already exist, it is important for them to exactly match the specific purpose in your speech.  “Acupuncture Charts” on the previous page shows two charts related to acupuncture. Although both charts are good, they are not equal. One chart might be useful in a speech about the history and development of acupuncture while the other chart would be more useful for showing the locations of meridians (the lines along which energy flows) and the acupuncture points. The rest of this section will explore three common types of charts: statistical charts, sequence-of-steps chart, and decision trees.

    The rest of this section will explore three common types of charts: statistical charts, sequence-of-steps chart, and decision trees.

    Statistical Charts

    For most audiences, statistical presentations must be kept as simple as possible, and they must be explained. The statistical chart shown in  “Birth Weight Chi-Square” shown on the previous page is from a study examining the effects of maternal smoking on a range of congenital birth defects. Unless you are familiar with statistics, this chart may be very confusing. When visually displaying information from a quantitative study, you need to make sure that you understand the material and can successfully and simply explain how one should interpret the data. If you are unsure about the data yourself, then you should probably not use this type of information. This is definitely an example of a visual aid that, although it delivers a limited kind of information, does not speak for itself. On the other hand, if you are presenting to an upper level or graduate class in health sciences or to professionals in health occupations, this chart would be appropriate. As with all other principles of public speaking, KNOW YOUR AUDIENCE.

    Sequence-of-Steps Charts

    Charts are also useful when you are trying to explain a process that involves several steps. The two visual aids in Figure \(\PageIndex{1}\) (“Steps in Cell Reproduction”) both depict the process of cell division called mitosis using a sequence-of-steps chart, but they each deliver different information. The first chart lacks labels to indicate the different phases of cell division. Although the first chart has more visual detail and may look more scientific, the missing information may confuse your audience. In the second chart,

    An image showing in detail the multiple steps in cell reproduction without labels
    A simpler image showing the multiple steps in cell reproduction but with labels for each step

    Figure \(\PageIndex{1}\)Steps in Cell Reproduction. Source: Images courtesy of LadyofHats,http://commons.wikimedia.org/wiki/Fi...s_secuence.svg, and the National Institutes of Health, commons.wikimedia.org/wiki/ File:MajorEventsInMitosis.jpg.

    Decision Trees

    Decision trees are useful for showing the relationships between ideas. The example in Figure \(\PageIndex{2}\) (“Open Educational Resource Decision Tree”) shows how a decision tree could be used to determine whether to use open-source textbook material. As with the other types of charts, you want to be sure that the information in the chart is relevant to the purpose of your speech and that each question and decision is clearly labeled. This particular tree is pertinent to this textbook, which is an open educational resource drawing from other open educational resources, and the decision tree shows some of the processes the authors went through to decide on the content of this text.

    A decision tree printed over the image of a tree
    Figure \(\PageIndex{2}\): Open Educational Resource Decision Tree. Source: Image courtesy of T-kita, http://commons.wikimedia.org/wiki/Fi...tree_model.png.

    Graphs

    Strictly speaking, a graph may be considered a type of chart, but graphs are so widely used that we will discuss them separately. A graph is a pictorial representation of the relationships of quantitative data using dots, lines, bars, pie slices, and the like. Graphs show how one factor (such as size, weight, number of items) varies in comparison to other items. Whereas a statistical chart may report the mean ages of individuals entering college, a graph would show how the mean age changes over time. A statistical chart may report the amount of computers sold in the United States, while a graph will use bars or lines to show their breakdown by operating systems such as Windows, Macintosh, and Linux.

    Public speakers can show graphs using a range of different formats. Some of those formats are specialized for various professional fields. Very complex graphs often contain too much information that is not related to the purpose of a student’s speech. If the graph is cluttered, it becomes difficult to comprehend. In this section, we’re going to analyze the common graphs speakers utilize in their speeches: line graphs, bar graphs, pie graphs, and pictographs.

    Line Graph

    A line graph is designed to show trends over time. In Figure \(\PageIndex{1}\) (“Enron’s Stock Price”), we see a line graph depicting the fall of Enron’s stock price from August 2000 to January 2002. Notice that although it has some steep rises, the line has an overall downward trend clearly depicting the plummeting of Enron’s stock price. This is far more effective in showing the relationship of numbers than a chart (as in Figure \(\PageIndex{3}\)) or reading the numbers aloud.

    Line graph showing the fall of Enron's stock price from August 2000 to January 2002. Starting at $90 per share, it hits zero in November of 2001.

    Figure \(\PageIndex{3}\): Enron’s Stock Price. Source: Image courtesy of Nehrams 2020, http:// commons.wikimedia.org/wiki/File:EnronStockPriceAug00Jan02.jpg

    Bar Graph

    Bar graphs are useful for showing the differences between quantities. They can be used for population demographics, fuel costs, math ability in different grades, and many other kinds of data. The graph in Figure \(\PageIndex{5}\) (“Suicide vs. Homicide”) is well designed. It is relatively simple and is carefully labeled, making it easy for the speaker to guide the audience through the recorded numbers of each type of death. The bar graph is designed to show the difference between rates of suicides and homicides across various age groups. When you look at the data, the first grouping clearly shows that eighteen- to twenty-four-year-olds are more likely to die because of a homicide than any of the other age groups.

    The graph in Figure \(\PageIndex{4}\) (“Distribution of Income and Wealth in the United States”) is a complicated bar graph depicting the disparity between the so-called “haves” and the “have nots” within the United States. On the left hand side of the graph you can see that the Top 20% of people within the United States account for 84.7% of all of the wealth and 50.1% of all of the income. On the other hand, those in the bottom 40% account for only 0.2% of the wealth and 12.1% of the actual income.

    A graph depicting the disparity between the so-called “haves” and the “have nots” within the United States described in the text. This graph uses stylized dollar signs as bars.

    Figure \(\PageIndex{4}\): Distribution of Income and Wealth in the United States. Source: Wolff, E. N. (2007). Recent trends in household wealth in the United States: Rising debt and the middle-class squeeze (Working Paper No. 502). Retrieved from the Levy Economics Institute of Bard College website: http://www.levy.org/pubs/wp_502.pdf

    A simple bar graph showing o show the difference between rates of suicides and homicides across various age groups. Date is described in the text.
    Figure \(\PageIndex{5}\): Suicide vs. Homicide. Source: Centers for Disease Control and Prevention, commons.wikimedia.org/wiki/Fi...uicide_USA.gif

    While the graph is very well designed, it presents a great deal of information. For example, it shows “wealth” and “income,” for several groups; however, these are related but different concepts. In a written publication, readers will have time to sit and analyze the graph, but in a speaking situation, audience members need to be able to understand the information in a graph very quickly. For that reason, this graph is probably not as effective for speeches as the one in Figure \(\PageIndex{5}\) (“Suicide vs. Homicide”).

    Pie Graph

    Pie graphs are usually depicted as circles and are designed to show proportional relationships within sets of data; in other words, they show parts of or percentages of a whole. They should be simplified as much as possible without eliminating important information. As with other graphs, the sections of the pie need to be plotted proportionally. In the pie graph shown in Figure \(\PageIndex{6}\) (“Causes of Concussions in Children”) we see a clear and proportional chart that has been color-coded. Color-coding is useful when it’s difficult to fit the explanations in the actual sections of the graph; in that case, you need to include a legend, or key, to indicate what the colors in the graph mean. In this graph, audience members can see very quickly that falls are the primary reason children receive concussions. However, the pie graph in Figure \(\PageIndex{7}\) (“World Populations”) is jumbled, illegible, confusing, and overwhelming in every way. The use of color coding doesn’t help. Overall, this graph simply contains too much information and is more likely to confuse an audience than help them understand something.

    Pie chart showing the cause of concussions in childresn: Fall (44%), Collision (17%), Struck by object (23%), Struck by person (11%), Assault (3%), Unkown (1%)
    Figure \(\PageIndex{6}\): Causes of Concussions in Children.
    Confusing pie chart with tens of really thin slices showing world population by country. The only take away is that China and India are much more populous than all the other individual countries.
    Figure \(\PageIndex{7}\): World Populations.

    Pictograph

    Similar to bar graphs, pictographs use numbers and/or sizes of iconic symbols to dramatize differences in amounts. An example is found in Figure \(\PageIndex{8}\). Pictographs, although interesting, do not allow for depiction of specific statistical data. If you were trying to show the output of oil from various countries through oil wells, each oil well representing a ten million barrels a day, it might be hard for the audience to see the difference between a third of an oil well and a fourth of one, but that is a significant difference in amounts (3.3 million versus 2.5 million).

    Pictograph showing that Dalton College freshmen prefer pepperoni and cheese pizza
    Figure \(\PageIndex{8}\): Pictograph - Favorite Pizza Toppings of Dalton State College Freshmen.'

    Graphs can present challenges in being effective but also in being ethical. To be both ethical and effective, you need a good understanding of what statistics mean, and you need to create or use graphs that show amounts clearly. If you were showing GPAs of freshmen, sophomore, junior, and senior students at your college, and the bottom number on the graph was 2.25 rather than 0.0, that would result in a visually bigger difference than what really exists (see Figure \(\PageIndex{9}\)).

    Screen Shot 2019-07-26 at 4.29.27 PM.png
    Figure \(\PageIndex{9}\): Misrepresentative Graph of GPAs of Students.

    Diagrams

    Diagrams are drawings or sketches that outline and explain the parts of an object, process, or phenomenon that cannot be readily seen. Like graphs, diagrams can be considered a type of chart, as in the case of organizational charts and process-flow charts.

    When you use a diagram, be sure to explain each part of the phenomenon, paying special attention to elements that are complicated or prone to misunderstanding. In the example shown in Figure \(\PageIndex{10}\) (“The Human Eye”), you might wish to highlight that the light stimulus is reversed when it is processed through the brain or that the optic nerve is not a single stalk as many people think.

    Drawing of the structure of the eye, with important parts labelled, showing how an image is focused on the retina
    Figure \(\PageIndex{10}\): The Human Eye.

    Maps

    Maps are extremely useful if the information is clear and limited. There are all kinds of maps, including population, weather, ocean current, political, and economic maps, so you should find the right kind for the purpose of your speech. Choose a map that emphasizes the information you need to deliver. The map shown in Figure \(\PageIndex{11}\) (“African Map with Nigerian Emphasis”) is simple, showing clearly the geographic location of Nigeria. This can be extremely valuable for some audiences who might not be able to name and locate countries on the continent of Africa. The map also shows the relative size of Nigeria compared to its neighbors. Figure \(\PageIndex{12}\) (“Rhode Island Map”) is a map of the state of Rhode Island, and it emphasizes the complicated configuration of islands and waterways that characterize this state’s geography.

    A map of Africa with Nigeria colored in red and the rest of the countries in olive green.
    Figure \(\PageIndex{11}\): Map of Africa with Nigerian Emphasis.
    Map of Rhode Island showing topography and how the state surrounds Narragansett Bay
    Figure \(\PageIndex{12}\): Rhode Island Map

    Photographs and Drawings

    Sometimes a photograph or a drawing is the best way to show an unfamiliar but important detail. Figure \(\PageIndex{13}\) (“Wigwam Photograph”) is a photograph of a wigwam, a dwelling used by Native Americans in the North East. Audiences expect high quality in photographs now, and as with all presentation aids they should enhance the speech and not just “be there.” It is common to put stock photographs on PowerPoint slides as “clip art,” but they should be relevant and not detract from the message of the slide.

    Wigwam erected in a clearing with small trees behind
    Figure \(\PageIndex{13}\): Wigwam Photograph.

    Video or Audio Recordings

    Another very useful type of presentation aid is a video or audio recording. Whether it is a short video from a website such as YouTube or Vimeo, a segment from a song, or a piece of a podcast, a well-chosen video or audio recording may be a good choice to enhance your speech. Imagine, for example, that you’re giving a speech on how Lap-Band surgeries help people lose weight. One of the sections of your speech could explain how the Lap-Band works, so you could easily show a forty-three second video available on YouTube to demonstrate the part of the surgery. Maybe you could include a recording of a real patient explaining why they decided to get the Lap-Band.

    There is one major warning to using audio and video clips during a speech: do not forget that they are supposed to be aids to your speech, not the speech itself. In addition, be sure to avoid these five mistakes that speakers often make when using audio and video clips:

    • Avoid choosing clips that are too long for the overall length of the speech. Your instructor can give you some guidelines for how long video and audio clips should be for the speeches in your class, if they are allowed (and make sure they are).
    • Practice with the audio or video equipment prior to speaking. If you are unfamiliar with the equipment, you’ll look foolish trying to figure out how it works. This fiddling around will not only take your audience out of your speech but also have a negative impact on your credibility. It also wastes valuable time. Finally, be sure that the speakers on the computer are on and at the right volume level.
    • Cue the clip to the appropriate place prior to beginning your speech. We cannot tell you the number of times we’ve seen students spend valuable speech time trying to find a clip on YouTube or a DVD. You need to make sure your clip is ready to go before you start speaking. Later in this chapter we will look at using video links in slides.
    • In addition to cuing the clip to the appropriate place, the browser window should be open and ready to go. If there are advertisements before the video, be sure to have the video cued to play after the ad. The audience should not have to sit through a commercial. There is a website called TubeChop that can allow you to cut a segment out of a YouTube video, then creating a new link. It has limitations but can be useful.
    • The audience must be given context before a video or audio clip is played, specifically what the clip is and why it relates to the speech. At the same time, the video should not repeat what you have already said, but add to it.

    Objects or Models

    Objects and models are another form of presentation aid that can be very helpful in getting your audience to understand your message. Objects refer to anything you could hold up and talk about during your speech. If you’re talking about the importance of not using plastic water bottles, you might hold up a plastic water bottle and a stainless steel water bottle as examples.

    Models, on the other hand, are re-creations of physical objects that you cannot have readily available with you during a speech. If you’re giving a speech on heart murmurs, you may be able to show how heart murmurs work by holding up a model of the human heart. As will be discussed in the section on handouts below, a speaker should not pass an object or model around during a speech. It is highly distracting.

    People and Animals

    The next category of presentation aids are people and animals. We can often use ourselves or other people to adequately demonstrate an idea during our speeches.

    Animals as Presentation Aids

    When giving a speech on a topic relating to animals, it is often tempting to bring an animal to serve as your presentation aid. While this can sometimes add a very engaging dimension to the speech, it carries some serious risks that you need to consider.

    The first risk is that animal behavior tends to be unpredictable. You may think this won’t be a problem if your presentation aid animal is small enough to be kept confined throughout your speech—for example, a goldfish in a bowl or a lizard or bird in a cage. However, even caged animals can be very distracting to your audience if they run about, chirp, or exhibit other agitated behavior. The chances are great that an animal will react to the stress of an unfamiliar situation by displaying behavior that does not contribute positively to your speech or to the cleanliness of the physical environment. Additionally, the animal’s behavior may not only affect audience attention during your speech, but potentially during your classmates’ speeches as well.

    The second risk is that some audience members may respond negatively to a live animal. In addition to common fears and aversions to animals like snakes, spiders, and mice, many people have allergies to various animals. One of the authors had an experience where a student brought his six-foot yellow python to class for a speech. As a result, one of the other students refused to stay in the room because of her snake phobia (the instructor was not too comfortable either).

    The third risk is that some locations may have regulations about bringing non-service animals onto the premises. If animals are allowed, the person bringing the animal may be required to bring a veterinary certificate or may be legally responsible for any damage caused by the animal.

    For these reasons, before you decide to use an animal as a presentation aid, ask yourself if you could make your point equally well with a picture, model, diagram, or other representation of the animal in question.

    Speaker as Presentation Aid

    Speakers can often use their own bodies to demonstrate facets of a speech. If your speech is about ballroom dancing or ballet, you might use your body to demonstrate the basic moves in the cha-cha or the five basic ballet positions.

    Other People as Presentation Aids

    In some cases, such as for a demonstration speech, you might want to ask someone else to serve as your presentation aid. You should arrange ahead of time for a person (or persons) to be an effective aid—do not assume that an audience member will volunteer on the spot. If you plan to demonstrate how to immobilize a broken bone, your volunteer must know ahead of time that you will touch them as much as necessary to splint the break

    You must also make certain that they will arrive dressed presentably and that they will not draw attention away from your message through their appearance or behavior. The transaction between you and your human presentation aid must be appropriate, especially if you are going to demonstrate something like a dance step. In short, make sure your helper will know what is expected of them and consents to it.


    This page titled 13.3: Types of Presentation Aids is shared under a CC BY-NC-SA 4.0 license and was authored, remixed, and/or curated by Kris Barton & Barbara G. Tucker (GALILEO Open Learning Materials) via source content that was edited to the style and standards of the LibreTexts platform; a detailed edit history is available upon request.