CHAPTER 9
CONSTRUCTING AND USING VISUAL 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.
TRANSITION FROM THE 12TH EDITION
Chapter 9 in the 13th Edition includes updated information on computer mediated
presentations in order to reflect how much easier it can be to develop creative
visual aids with modern technology. This includes the ability to download the
visual aids for a speech onto a CD-ROM to use almost anywhere. Information on
traditional types of visual aids has been integrated with information on modern
technology to provide students with ideas on the opportunities that exist for
creating more professional and polished presentations.
CHAPTER OUTLINE
Introduction (p. 155): Visual aid: a form of speech development that allows the
audience to see as well as hear information. They help your audience to retain
information because people learn more when ideas appeal to both eye and ear
than when they appeal to the ear alone. This chapter describes the types of
visual aids, the criteria for making them, and how to design and use visual aids in
your speech.
I. Types of visual aids (p. 156-161).
A. Objects: Objects are three-dimensional representations of the idea
that you are communicating.
1. Objects make good visual aids.
a. They must be large enough for all audience members to
see.
b. The must be small enough to carry to the site of the speech
2. You can be your own visual aid in certain instances.
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B. Models: When an object is too large to bring to the speech site and
too small to be seen by the entire audience, a three-dimensional
model is appropriate.
C. Photographs: In an exact reproduction of material is needed,
enlarged still photographs are excellent visual aids.
D. Slides.
1. Like photographs, slides allow you to present an exact visual
image to the audience.
2. One advantage is that slides allow the speaker to manipulate
the size of the image so that it is easily seen by all audience
members.
3. Slides also allow for more than one image to be shown.
4. One disadvantage is that slide often becoming the focal point of
the speech, taking the focus off of the speaker.
E. Film and video clips.
1. You can use short clips from films and videos to demonstrate
processes or to expose audiences to important people.
2. Because clips run from one to three minutes, they are often
inappropriate for most classroom speeches because they
dominant the speech taking the focus away from the speaker.
F.
Simple drawings.
1. Prepare drawings that are easily seen by all audience members.
2. Drawings should be prepared on poster board so that they
remain rigid and are easy to display.
G. Maps.
1. Simple maps allow the speaker to orient audiences to
landmarks (mountains, rivers, and lakes), states, cities, land
routes, weather systems, and so on.
2. Simple maps are relatively easy to prepare and can be
customized so that audience members are not confused by
visual information that is irrelevant to your purpose.
H. Charts.
1. Chart: graphic representations that distills a lot of information
and presents it an audience in an easily interpreted visual
format.
2. Word Chart: used to preview, review, or highlight important
ideas covered in a speech.
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3. Flowchart: a chart that uses symbols and connecting lines to
diagram the progressions through a complicated process.
a. An organizational chart is a common type of flowchart that
shows the flow of authority and chain of command in an
organization.
I.
Graphs.
1. Graph: a diagram that presents numerical comparisons.
2. Bar graph: a diagram that uses vertical or horizontal bars to
show relationships between two or more variables at the same
time or at various times on one or more dimensions.
3. Line graph: a diagram that indicates changes in one or more
variables over time.
4. Pie graph: a diagram that shows the relationships among parts
of a single unit.
5. Most spreadsheet computer programs allow you to prepare
colorful graphs easily and to compare the data arrayed as a bar,
line, or pie graph.
a. This allows you to choose which display you will be most
effective for your presentation.
6. When choosing or preparing graphs, make sure that labels are
large enough to be read easily by audience members.
II. Methods for displaying visual aids (p. 161-164).
A. Methods for displaying visual aids vary in the type of preparation
they require.
1. The quality of your visual presentation will affect your perceived
credibility.
2. Hand-prepared charts and graphs that are hastily or sloppily
developed mark you as an amateur, whereas professionallooking visual aids enhance your creditability.
B. Computer-mediated presentations.
1. Visual aids developed with presentation software give a very
polished look to your speech and allow you to develop complex
multimedia presentations.
2. Smoothly delivering a computerized visual presentation takes
practice.
3. Well-developed and well-presented computer-mediated visual
aids greatly enhance audience perceptions of speaker
credibility.
4. Many beginners overuse them and the speaker relies too much
on the visuals.
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C. Overhead transparencies.
1. An easy way to display drawings, charts, and graphs is to
transfer them to an acetate film and project them onto a screen
via an overhead projector.
2. Overheads are easy and inexpensive to make, and the
equipment needed is easily worked and readily available.
3. The size of the projection can be adjusted so that members of
an audience of any size will be able to easily see the image.
D. Flipcharts.
1. Flipchart: a large pad of paper mounted on an easel.
2. Flipcharts are prepared before the speech using colorful
markers to record the information
3. Leave several pages between each visual on the pad.
4. You can flip to the empty page while you are talking about
material not covered by the charts.
5. The information that is hand written or drawn must be neat and
appropriately sized.
6. Flipcharts can be comfortably used with smaller audiences, but
are not appropriate for large audiences.
7. It is important when creating flipcharts to make sure that the
information is written large enough to be easily seen by all
audience members.
E. Poster boards.
1. Poster boards can be placed on an easel or in a chalk tray when
it is referred to during a speech.
2. They must be neat and appropriately sized.
3. They are also only effectively used with smaller audiences.
F.
Chalkboard.
1. Chalkboards are not suitable for depicting complex material.
2. They are appropriate for short items of information.
3. Chalkboards should be written on prior to speaking or during a
break in speaking.
4. If you need to write on the board while speaking, you should
practice doing it.
5. Try to face at least part of the audience while you work.
G. Handouts.
1. In some instances, it may be useful for everyone in the
audience to have their own copy of the visual aid.
2. They can be distracting.
3. You should carefully consider why a handout is superior to other
methods.
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III. Criteria for choosing visual aids (p. 164-165).
A. You have to decide what content needs to be depicted and the best
way to do it.
B. Here is a list of key questions you need to answer to help you make
visual aid choices.
1. What are the most important ideas the audience needs to
understand and remember?
2. Are there ideas that are complex or difficult to explain verbally
but would be easy for members to understand visually?
3. How many visual aids should I consider?
4. How large is the audience?
5. Is necessary equipment readily available?
6. Is the time involved in making or getting the visual aid and/or
equipment cost effective?
IV. Principles for designing effective visual aids (p. 166-169).
A. Use a print or type size that can be seen easily by your entire
audience.
B. Use a typeface that is easy to read and pleasing to the eye.
C. Use upper-and lowercase type.
D. Limit the lines of type to fewer than seven.
E. Include only items of information that you will emphasize in your
speech.
F. Make sure information is laid out on the aid in a way that is
aesthetically pleasing.
G. Add pictures or clip are where appropriate to add interest
H. Use color strategically.
V. Guidelines for presenting visual aids (p. 169-171).
A. Plan carefully when to use visual aids.
B. Show visual aids only when talking about them.
C. Talk about the visual aid while showing it.
D. Display visual aids so that everyone in the audience can see them.
E. Talk to your audience, not to the visual aid.
F. Avoid passing objects around the audience.
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LECTURE IDEAS
1. As a homework assignment, have students search for the keyword “visual
learner” using InfoTrac College Edition. You could have them search for the
article “Different Strokes: Learning Styles in the Classroom” in Training,
March 1995, or you could have them search for any article dealing with that
subject. Use what your students learned to discuss the different ways that
that people learn and how visual aids can be an effective tool in helping the
audience learn and retain information.
2. It is a good idea to save some visual aids used by students in the preceding
semesters. Be sure to hold on to some “good” and “bad” visual aids. Discuss
the design, construction materials, and the presentation of these visual aids to
give your current students a better idea of what works and what does not
work as an effective visual aid.
3. The instructor, if able, might want to present the information in this chapter as
a PowerPoint slide presentation, using the Multimedia Manager with
Instructor Resources CD-ROM, accompanying the text. If you cannot, then
you may want to ask someone from campus computer services to
recommend a guest speaker for the presentation. Then have your students
work on exercises 11.2 and 11.3 in the InfoTrac College Edition Student
Activities Workbook for Public Speaking. Be sure to advise the students when
a visual aid can be more distracting than helpful in a public speaking situation.
DISCUSSION QUESTIONS
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 (Power Point) is easily
accessible. Ask students to identify scenarios in which the chalkboard or wipe
board might be the best method of presentation. What about when
brainstorming or demonstrating something? Which visual aid is appropriate
then? Extend the discussion to compare and contrast methods for displaying
visual aids as related to the information being conveyed to the audience.
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 students to think back and recall what were the most
effective and memorable illustrations students used. Then ask why those
stand out. Was it something about the illustration itself or was it the way the
student presented the aid? Also, ask how the students felt when presenting
their visual aids. Some may remark that they were less apprehensive
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because the attention was on the visual aid, not on the speaker. Others may
remark that they felt awkward and did not know how to manage the visual aid.
3. Review the following website:
http://www.sasked.gov.sk.ca/docs/comm20/mod10.html. This site offers an
extensive description of how and when to use visual aids in a speech. Ask
students if every speech should have visual aids. Why not? What about the
occasion of the speech or the speaker? Do certain situations call for visual
aids while others do not?
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 Presenting a Visual Aid (p. 169).
Another option is to bring in a bag of objects and have each student or student
volunteer choose an item from the bag. Have each student give an impromptu
speech about that item.
After the students present, have the students evaluate if the items were effective
or ineffective visual aids. Discuss why or why not. Also, discuss with the class
how effectively the items were used as visual aids. Discuss what was done well
and why and what could be done more effectively. This activity gives students
practice using visual aids in a speech.
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 aids. As part of their list have each group brainstorm the five best visual
aids they have seen in a speech as well as the five worst visual aids. After the
groups share what their group brainstormed, discuss with the class why those
deemed “bad” visual aids were not effective and why the visual aids deemed
“good” were effective.
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Activity #9.3: Evaluating Visual Aids
Collect visual aids from students who have used them in his or her speech. In the
following term or terms show these visual aids to students and as a class discuss
why or why not they were effective. Also, discuss how each visual aid could be
used effectively.
Activity #9.4: Creating Visual Aids
Since 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, have students come up with resources, strategies, and ideas about
how someone could make an inexpensive visual aid. Instruct students to list both
on and off campus resources. You may also want them to list websites, computer
labs, discounted copy centers and library services available to students.
Activity #9.5: Visual Aid Resources
As a homework assignment, have students search online for websites that help
students create visual aids. Discuss the assignment in class, and write the best
websites and resources on the board.
Activity #9.6: Developing Visual Aids Using Speech Builder Express
For homework, direct students to the Speech Builder Express website and
have them complete Step 9, “Visual Aids.” Have the students turn in a brief
paragraph, describing what type of visual aids and method(s) of display they
have chosen and the justifications for their choices.
Activity #9.7: Visual Aid Checklist
Distribute the following worksheet to students. They can then evaluate the visual
aid they plan to use in their speech. You may want to require that each student
turn in the checklist with his or her written outline.
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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?
_____ Did I make sure that the necessary equipment is readily available?
_____ Is my visual aid cost effective?
_____ Did I develop a visual aid strategy in determining the number of visual aids
which will be used?
Designing Visual Aids:.
_____ Can my printing style be seen easily by the entire audience?
_____ Is the typeface pleasing to the eye?
_____ Did I use upper- and lower-case type?
_____ Did I limit the lines of type to six or less?
_____ Did I use short phrases to present my information?
_____ Do my visual aids focus on information that will be emphasized in my
speech?
_____ Is my information lay-out aesthetically pleasing?
_____ Did I add clip art where appropriate?
_____ Did I properly consider the use of color?
Using Visual Aids in the Speech:
_____ Did I carefully plan when to use my visual aids.
_____ Did I carefully consider my audience needs?
_____ Did I practice displaying and then covering my visual aids?
_____ Did I fully explain the parts of and meaning of my visual aids?
_____ Did I practice setting up my visual aids so that my entire audience can see
them?
_____ Did I practice maintaining eye contact with the audience while using my
visual aids?
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GLOSSARY OF KEY TERMS
bar graph: a diagram that uses vertical or horizontal bars to show relationships
between two or more variables at the same time or at various time on one or
more dimensions
chart: a graphic representation that distills a lot of information and presents it to
an audience in an easily interpretated visual format
flipchart: a large pad or paper mounted on an easel
flowchart: a chart that uses symbols and connecting lines to diagram the
progressions through a complicated process
graph: a diagram that presents numerical comparisons
line graph: a diagram that indicates changes in one or more variables over time
pie graph: a diagram that shows the relationships among parts of a single unit
visual aid: a form of speech development that allows the audience to see as well
as hear information
word chart: a chart used to preview, review, or highlight important ideas covered
in a speech
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TEST QUESTIONS
CHAPTER 9
Multiple Choice
1. Form of speech development that allows the audience to see as well as hear
information is a(n)
.
a.
b.
c.
d.
visual aid
object
outline
chart
ANS: a
SEE PAGE 155
2. Showing the class your high school basketball trophy and explaining how it
represents your past is using this kind of visual aid
.
a.
b.
c.
d.
model
object
graph
chart
ANS: b
SEE PAGE 156
3. If the object you want to use as a visual aid is too large, you could this type of
visual aid instead.
a.
b.
c.
d.
object
graph
drawing
model
ANS: d
SEE PAGE 156
4. One problem with using slides is that
a.
b.
c.
d.
they are too expensive to make
they become the focal point for the audience
they require too much work for the speaker
they are difficult use in a speech
ANS: b
SEE PAGE 157
189
.
5. Simple maps _______________________.
a.
b.
c.
d.
help orient audiences to landmarks
confuse audiences
are difficult to prepare
are expensive to make
ANS: a
SEE PAGE 158
6. If you wanted to show the way a university budget was distributed, which type
of visual aid would be the best to show this distribution?
a.
b.
c.
d.
bar graph
a line graph
a pie graph
a map
ANS: c
SEE PAGE 161
7. One advantage of overhead transparencies is
a.
b.
c.
d.
the equipment is readily available in most college classrooms
that you don’t need to talk about them
that you can make them as you talk
they are three dimensional
ANS: a
SEE PAGE 162
8. Chalkboards should be used
a.
b.
c.
d.
.
.
when you don’t feel like making a visual aid
when what you want to show is very simple
when you want to only use words
anytime, because they are the best visual aids
ANS: b
SEE PAGE 163
9. When choosing how to display a visual aid you should consider
a.
b.
c.
d.
how large the audience is
what equipment is available in the room
how long it will take you to make it
all of the above
ANS: d
SEE PAGE 164
190
.
10. When choosing what information to include on the visual aid, you should
include
.
a.
b.
c.
d.
only the most important information you want your audience to remember
only things that are easy to remember
only things that are easily included on a visual aid
most of your outline
ANS: a
SEE PAGE 164
11. You should limit the number of visual aids because
a.
b.
c.
d.
it is a good idea
visual aids are expensive to make
making visual aids can be time consuming
you, the speaker, should be the focus not the visual aid
ANS: d
SEE PAGE 164
12. You should use type that is
the audience to be able to read it.
a.
b.
c.
d.
point to
point, in order for
18, 36
12, 14
16, 20
18, 24
ANS: a
SEE PAGE 166
13. As a rule of thumb, you should limit the lines of type to
your visual aid.
a.
b.
c.
d.
.
no more than 6 lines
no more than 7 lines
between 2-4 lines
between 6-8 lines
ANS: a
SEE PAGE 168
191
on
14. Make sure that you
a.
b.
c.
d.
your visual aids.
use
practice with
ignore
spend a lot on
ANS: b
SEE PAGE 169
15. When using a visual aid, the speaker should always focus his or her attention
on
.
a.
b.
c.
d.
the visual aid
the outline
the audience
the back row
ANS: c
SEE PAGE 171
16. For greatest emphasis of a visual aid,
a.
b.
c.
d.
leave the visual aid in view for the entire speech
look at the visual aid while you are talking about it
make sure you stress parts of the visual aid the audience can’t read
talk about the visual aid while you show it
ANS: d
SEE PAGE 171
17. Adding clip art or pictures to a visual aid, helps to add
a.
b.
c.
d.
.
color
interest
humor
drama
ANS: b
SEE PAGE 169
18. Using bright colors, such as red,
a.
b.
c.
d.
.
.
helps to highlight information
makes it difficult to read
confuses the audience
looks unprofessional
ANS: a
SEE PAGE 169
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19. When using a visual aid, you should talk about the visual aid
a.
b.
c.
d.
.
during the entire speech
only when showing it
never
you should never use a visual aid
ANS: b
SEE PAGE 171
20. You should avoid passing objects around the audience, because
.
a. the audience is likely to stop listening to you, because they are
preoccupied
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
ANS: a
SEE PAGE 171
True/False
21. T F Visual aids do not help the audience to remember the information.
ANS: F
SEE PAGE 155
22. T F Visual aids help the audience retain information because they are able
to both hear and see the information.
ANS: T
SEE PAGE 155
23. T F According to the textbook, using yourself as a visual aid is not an
option.
ANS: F
SEE PAGE 156
24. T F A chalkboard is the best kind of visual aid.
ANS: F
SEE PAGE 163
25. T F Handouts are best used when handed out during your speech.
ANS: F
SEE PAGE 164
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26. T F The more visual aids you have the better.
ANS: F
SEE PAGE 164
27. T F It is important that everyone in the audience can see your visual aid.
ANS: T
SEE PAGE 164
28. T F Using upper and lower case letters is the best way print words.
ANS: T
SEE PAGE 167
29. T F You should always practice with your visual aids before your
presentation.
ANS: T
SEE PAGE 169
30. T F When using visual aids, it is a good idea to indicate on your notes
when you should introduce and use your visual aid.
ANS: T
SEE PAGE 169
ADDITIONAL RESOURCES
Beaver, H. D. (2000). Visual aids: How much is too much? ABA Banking Journal,
92(6), 80.
Clyde, L. A. (2004). Electronic whiteboards. Teacher Librarian, 32(2), 43-45.
Cyphert, D. (2004). The problem of PowerPoint: Visual aid or visual rhetoric?
Business Communication Quarterly, 67(1), 80.
Isakson, C. (2004). Caught on the web. The Education Digest, 70(4), 79-81.
Krechowiecka, I. (2000, June 10). Moving on up: An ABC guide to effective visual
aids. The Gaurdian, p. 2.
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.
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