Module 10: Enhancing Written and Spoken Presentations

Time

10 - 20 hours

Module Description

This optional module introduces students to methods of enhancing written and spoken presentations using effective charts, graphics, audio visual, and/or multimedia aids. Teachers should consider collaboration with design and visual art teachers . Those teachers with access to computer labs and expertise (their own, other teachers', and community members') should include computer-generated presentations and other computer technology.

Purposes

• to convince students of the importance of effective communication in all aspects of their lives
• to introduce students to methods of enhancing written and spoken presentations

Foundational Objectives

• recognize the importance of effective communication in various situations
• recognize that communication is a multi-faceted process
• recognize that communication involves problem solving and decision making
• enhance spoken and written presentations with appropriate visual, audio, multimedia, and other aids

Specific Learning Objectives

• recognize the importance of effective communication in one's personal life
• recognize the importance of effective communication in work and professions
• recognize the importance of effective communication in lifelong learning experiences
• select and apply appropriate methods of communication in various experiences
• work collaboratively with others
• recognize that communication is an interactive process between sender and receiver
• recognize the role of culture in communication
• consider purpose, occasion, and audience in communication endeavours
• approach communication experiences (both sending and receiving) as active, thinking participants
• manage time and resources when planning communication experiences
• think creatively and critically when speaking, listening, reading, writing, viewing, and representing
• consider various types of reasoning
• consider various appeals to an audience
• consider the communicator's moral and ethical responsibilities
• design and create aids to illustrate, focus, reinforce, demonstrate, or attract attention
• determine the need for aids based on relevance or interest
• present aids to their best advantage at appropriate times in oral or written presentations
• create computer-generated images, charts, transparencies, etc. using available software

Suggested Topics

Characteristics of Effective Graphics
Using Graphics and Visual Aids
Elements and Principles of Design
Layout
Types of Graphics
Audio Visual Aids
Computer-generated Graphics
Computer Presentations

Suggested Resources

• English language arts bibliography for grade 11
• Examples of various types of visual aids
• Books on design
• Computer hardware (e.g., scanners)
• Computer software (e.g., Microsoft PowerPoint, Adobe Photoshop)
• Guests (graphic designers, computer graphics experts)
• Internet

Teacher Information for Module 10

Note: It is not intended that the information here be taught routinely, outside of the context of students' communication experiences. Teachers may incorporate the information in mini-lessons or other learning activities, as need arises. Such mini-lessons may be conducted with the whole class, small groups, or individual students, depending upon need. In this module, the Communication Studies 20 teacher might consider collaborating with the Visual Art teacher in the school if he or she has particular expertise in the area of graphic design. In addition, Computer Science teachers might be able to assist with specialized computer programs.

Graphics and Visual Aids

Graphics and visual aids can enhance both written and oral presentations. The following are advantages of using graphics and visuals. They can:

• communicate what words cannot
• appeal to visual learners
• provide a picture that will aid memory and retention
• save space and record information in a concise manner
• clarify relationships, such as numerical relationships
• chart trends
• dramatize comparisons
• reveal what an object looks like
• illustrate the steps or stages in a process, and their relationship to one another (e.g., linear, recursive)
• entice the readers/listeners and hold their attention.

Just as successful writing and speaking require careful thought and clear planning, so do successful graphics. Before students begin to construct a graphic, they should consider the following:

• The technical specialization of their readers/listeners. Is the presentation for a general or a specialized audience?

• The amount of experience their readers/listeners will have with the subject matter. If they are "experts", they will want graphics with more detailed information.

• The language skills of the readers/listeners. Language used in the visuals should be appropriate to the audience.

• Any cultural factors that may affect the readers'/listeners' interpretation of the graphics. Some viewers will perceive instructions and graphics in a way different from the speaker's/ writer's intention.

• The type of information to be presented. Every graphic should be designed to provide a certain type of information in a clear and simple way.

Note: Teachers should remind students to keep their graphics and other aids free of stereotyped depictions of cultures and genders. For information on stereotyping and bias teachers can refer to Diverse Voices: Selecting Equitable Resources for Indian and Métis Education, Saskatchewan Education, 1992.

Characteristics of Effective Graphics

Graphics should be included in order to achieve communication objectives. They should help the communicator to:

• demonstrate what something looks like (e.g., machines, geological formations, internal organs)
• demonstrate how to do something (e.g., how to add toner to a photocopy machine)
• demonstrate how something is organized (e.g., the relationships among the various departments and divisions of an employee's company)
• clarify the relationships among various pieces of data (e.g., survey research, laboratory research, observed events or situations)
• support arguments (e.g., visual information can be used to prove points statistically)
• make specific information easier to find (e.g., graphics such as tables can help pinpoint a needed bit of information much more quickly than a lengthy prose paragraph).

To be effective, graphics must be labelled correctly, with clear informative titles. Readers should not have to guess what years statistics are from, or what the bars on a graph represent. If the information presented is from another source, the source must be fully cited.

Finally, to be effective graphics must be fully integrated with text. The communicator should always think of a graphic from the point of view of the reader/listener and try to predict comprehension of the total communication. Conclusions to be drawn from the visual should be clearly stated.

The Sample Graphics Checklist can help students determine the effectiveness of their graphics and visual aids.

Planning for the Use of Graphics

Visual aids may be used to:

• Clarify numerical relationships. Some speeches require that the speaker compare the quantities or qualities of one thing with those of another. It is easier for the listeners to understand these comparisons if they can visualize them (e.g., with a pie graph).

• Chart trends. A trend is an activity which occurs over time, like birth rates or sales progress. An appropriate visual will naturally lead the eye to follow the progression of the trend (e.g., a line graph).

• Dramatize numerical comparisons. Visual aids may also be used to dramatize two or more magnitudes, especially when the difference in them is important (e.g., bar graphs).

• Reveal what an object looks like. If the size, shape, or colour of an object is important to understanding its significance, the speaker can show illustrations of the object or bring an example of the object itself. The speaker may also wish to show visually the relationship of an object's parts to one another (e.g., through drawings, photographs, models, real items).

• Clarify process relationships. When a speaker is explaining the stages of a process, he or she can use visual aids to keep the chronological order of steps clear in the listeners' minds (e.g., flow charts).

Before students begin to construct a graphic, they should think about who will view it and what type of information it will convey. Considerations include the following:

• Expertise of Viewers

  Ask yourself if the graphic is for the general public, for technicians, or for technical professionals. If the viewer has limited experience, make the graphic simple and obvious. If the viewer is an expert, the graphic can be detailed and can include technical language and symbols.

• Cultural Considerations

  Cultural issues may interfere with the understanding of graphics, even when you have made your graphics multilingual. Some readers perceive instructions differently from others. Many cultures have "taboos" of which the graphic designer should become aware. Different readers may assign different meanings to colours, shapes, and objects.

• Type of Information

  Every graphic should be designed to provide a certain type of information in a clear and simple way. Many aspects of the overall presentation, including graphics, depend on the type of information to be conveyed.

Graphic Design

The first step in transmitting a visual message is creating a design. A basic design is decided upon before illustrations and wording are chosen. Design elements and design principles are combined with creative ideas to craft the message.

Graphic designs may be created manually or by using computer software. Although the field of design is changing rapidly because of computer technology, knowledge of design elements and principles can help the designer make decisions about overall look and the placement of objects or symbols.

Note: Saskatchewan Arts Education and Visual Art curricula provide additional information about design elements and principles. There are many appropriate resources on design listed in the Arts Education bibliographies. Teachers should note that elements and principles are described somewhat differently in different resources.

Types of Graphics

There are many different types of graphic aids which can be produced manually, or with the assistance of computer software or other technology. The choice of which type to use will depend on the content of the presentation and the needs of the audience. Some examples include: tables, bar graphs, pictographs, line graphs, pie charts, photographs, drawings, diagrams, maps, flow charts, organizational charts, and lists.

Planning For Incorporating Audio Visual Aids

When speakers have decided to use some form of audio visual aid, they should chart exactly how and when the aid will be used. They can do this by using a storyboard with sections of the talk listed in one column, and the audio visual aids listed in the other.

In preparing the aids they have decided on, students should consider the following:

• Where can I get the aid?
• Will it cost me or the school anything?
• If I order it, will it get here on time?
• Will I have the equipment to use it (e.g., an LCD panel, a slide projector, etc.)?
• Will I have it on hand for practising?
• Will it be dangerous to my audience?
• Will it be seen and heard clearly?
• If it is electrical or mechanical, can I operate it? Can I find someone else to operate it while I do the talking?

Using Audio Visual Aids in Oral Communication

Audio visual aids refer to recordings, film and video clips, overhead displays, and other technology-based aids. When used properly, they maintain audience interest in oral communication. The more senses involved in the presentation, the greater the learning.

Used properly, audio visual aids can add much to a presentation. They can make a talk more interesting, illustrate an important point, provide added information and support, and help the listeners remember the presentation. Some guidelines include:

• Practise. Set up the aids ahead of time and practise using them a number of times. If possible, use the space in which you will be giving the talk so you can check details such as adequate number of outlets and extension cords.

• Make certain all members of the audience can see and/or hear your aids. Visuals must be large enough for everyone to see and placed in a spot where they are visible to all. Audio materials must be loud enough and clear enough for everyone to hear.

• Be sure that your visuals are neat and professional looking. Neat visuals such as overheads show your effort and tell the audience that you care enough about them to take time in preparing for your presentation.

• When presenting, do not gaze at the visual aids. Check them quickly to see if they are correct and in order; then, speak to your audience, not to your aids.

• Keep aids simple. Each aid should illustrate one idea, with a clear point or focus. If you wish to present something more complex, you may be able to build it up gradually with overlays, as you guide the audience through your presentation, step by step.

• Expose the aids only when needed.Audio visual aids should be used only at the point in the talk where it helps the listeners understand the speaker's idea. If an aid is displayed in advance, the listeners may be distracted by it.

• Avoid giving handouts during your talk. Most talks (with the exception of talks at workshops and training sessions) will suffer if the listeners have handouts while the talk is being presented.

• Use blackboards or flip charts when appropriate. If listing responses from the audience is part of your presentation, blackboards or flip charts are useful. If you ask for responses, it is a good idea to record them somehow. Otherwise, your audience will think you are not really listening to them.

• Always be careful not to get "tied" to the mechanics of your aids. Remember they are aids only; if an aid overwhelms or dominates your talk, it must not be used. If it is too complicated, find another way to make your point.

Suggested Activities for Module 10

This section includes brief descriptions of activities that teachers can use for this module. The activities are suggestions only, and teachers should adapt and add other activities appropriate for their students and teaching styles. Sample assessment forms are provided at the end of this module.

Note: Teachers should take care to introduce all activities within the context of their applicability to effective communication in personal life, work, and lifelong learning. Activities and projects should be relevant to students' lives, and whenever possible students should create their own scenarios for communication projects. Mini-lessons related to module content and language processes should be taught to individual students, small groups, or the whole class as demanded by need.

Activity: Design Elements and Principles

Have students collect several posters which have been used to advertise different events or products. Have each student select one and identify the design elements and the design principles which have been used in their construction, and describe how t hey are used. Have them present their findings to the class.

Activity: T-shirt Design

Have students choose an event or theme; then have each student design a t-shirt commemorating it. Students should pay attention to design elements and principles. They could, perhaps, choose one of the designs and organize a fundraising activity by producing and selling t-shirts. Design elements and principles could be explored further by individuals and groups designing and creating posters or advertisements for the fundraising endeavour.

Activity: The Effect of Using Graphics

To illustrate that graphic images (for many people) are recalled better than words, have students try the following exercise:

1. Try to memorize these pairs of words by forming a sentence containing both words.

television sandal mansion scissors cinnamon wheel chair

foot lake spider tulip bicycle tree tractor

After you have constructed your sentences, cover the right column. Try to remember the words associated with each word in the left column.

2. Try to memorize these pairs of words by forming a mental picture which includes both objects.

frog window bugle queen bird zebra truck driver

spark plug canoe horse bus propeller train fountain

Again, cover the right column and try to remember the word associated with each word in the left column.

How well was each list recalled? What conclusions can you draw regarding how you remember information?

This exercise may be done individually, then discussed in class or responded to in student journals. Or, it may be done in pairs with the teacher or partner making up alternate lists of words for recall.

Activity: Graphics as a Means of Attracting Attention

Give students the following instructions: Skim two pages of a daily newspaper for five to eight minutes; then, put the newspaper away. Write a brief description of two or three entries which caught and held your attention. Get the newspaper out again. Examine your choices to see if they contained graphics (e.g., photographs, charts, diagrams, or drawings). Determine what else (in addition to graphics) may have captured your interest.

Have students write a three- to four-sentence commentary for each piece of news in which they were interested, explaining why their attention was captured. Students may wish to discuss their individual reactions in small groups, sharing their observations with one another. A group recorder may summarize the group's conclusions regarding the use of graphics and other visuals in the daily newspaper.

Activity: Practice in Planning, Designing, and Creating

In groups or individually, have students plan, design, and create one or more of the following, keeping in mind the importance of the message:

• signs (e.g., road signs, bill boards, store front signs, realtor's signs)
• flyers or pamphlets (e.g., sales flyers, coupon booklets, informational pamphlets)
• packaging for products (e.g., games, toys, cereals and/or other food)
• labels (e.g., for clothing, records, cleaning supplies)
• dishes and household items (e.g., coffee mugs, glasses, commemorative plates, lunch bags)
• cloth items (e.g., sweatshirts, quilts)
• commercial items (e.g., book covers, business cards, letterheads, postage stamps)
• posters (e.g., calling attention to community or school events, organizations, charities worthy of support, relevant campaigns).

Activity: Graphics to Accompany Instructions

Have students create a drawing that they could use in a set of instructions for operating a piece of equipment of their choice (e.g., a clock radio, a motorcycle, a carpet shampooer, a lap-top computer). The object should have at least six to eight parts that are important to show in a set of instructions. Remind students to think about who their readers are, and (if it is not obvious) how they will use the product. They should label important parts and include a title for their drawing.

Activity: Photographs as Aids

Ask students to find three "informative" photographs in journals, textbooks, or other publications in their field of interest. For each photograph, they should answer the following questions:

• What does the photograph illustrate, who is the intended audience, and how is the audience supposed to be affected or assisted by the photograph?

• What information is provided by the photograph?

• Have any unnecessary details been included? Explain.

• What angle of view has the photographer chosen and why?

• Has the writer supplied explanatory labels or a caption? Would additional text or labels help? Would fewer be better?

• Could this writer have achieved the intended purpose more effectively with a diagram or a drawing instead of a photograph? Why or why not?

Activity: Flow Charts

Have students create a flow chart describing a process with which they are familiar. Have them provide appropriate labels and a title for their graphic. They should not show more than 10 or 12 steps. If their process has more steps, they should show only the major steps, not all of the sub-steps. Their audience is someone who will be carrying out the process they illustrate.

Example of processes include:

• making cookies
• applying for a job
• tying shoe laces
• changing oil in a car engine
• doing a skateboard trick.

Activity: Organizational Charts

Have students create an organizational chart for an organization that has at least three levels. They may choose a club to which they belong, a business in the community, a government department, a city council, a band council, a store, and so on.

Activity: Pie Charts

Ask students to keep track of how much money, in total, they spend over the following week. Write down exactly what they pay and what they are paying for each time they spend money. When the week is finished, have them categorize their purchases or expenses in five or six groups. Students should create their own groupings (e.g., drinks, food, gas, entertainment, clothes). Ask them to add up the total amount spent in each category as well as the total amount spent during the week. They should then calculate the percentage of the total for each category and construct a pie chart. Ask them to write a one- or two-sentence summary of findings, which they can include at the bottom of the chart.

Activity: Mapping

Ask students to photocopy the portion of a town map, city map, reserve map, or rural municipality map that includes where they live. They should then simplify the map to show their home, transportation routes, and those places they visit regularly (a friend's home, corner store, bank, place of work, YMCA, etc.).

Have students decide which places are important to include and how to label their map. They should include the routes they take when going from place to place. They should be prepared to explain their map and its various features to a small group.

Activity: Graphs

Have students design graphs or tables that will provide the following information for their school:

• the change in student population over the past five years
• the change in faculty population over the past five years
• the male/female distribution of the students and faculty
• school football team's record of wins and losses over the past three years
• variations in attendance from month to month.

Students or teachers may have alternate suggestions for information they would like to represent in graph format. As a follow-up activity, a group of students may wish to prepare a technical article which discusses this information and draws conclusions. The article could then be submitted to the student newspaper, the local community newspaper, or the parent newsletter for consideration for publication.

Activity: Visual Presentations

Have students prepare a two- to four-minute oral presentation which incorporates an audio or visual aid (e.g., how to make a Japanese lantern, how to construct gift boxes from old greeting cards, how to play a musical instrument, how to make a child's pinwheel, how to use different golf clubs). Have students present their talk to a group of students or to the whole class.

After the presentations, each presenter should write a paragraph of self-assessment, commenting in particular about:

• the value of the aid
• the ease or difficulty experienced in locating/ making, and using the aid
• time spent preparing for the presentation
• response of the audience
• personal satisfaction or dissatisfaction with the presentation
• ideas and recommendations for future oral presentations they would give using audio or visual aids.

Activity: Computer Presentation

Have students plan a short explanatory talk on a topic of their choice. Suggestions include the following:

• eating a healthy diet
• the differences among various TV talk shows
• types of contemporary music
• the rules of a particular sport (e.g., football, ringette).

Have students create visuals to accompany their talk using a computer software program (e.g., PowerPoint). Their visuals should include important points of text. They may also include graphics, if appropriate. Students can use black and white, or they may decide to use colour.

Have students present to each other in small groups or to the whole class, if time permits.

Note: Teachers should conclude each module with discussion or other reflective activity that encourages students to make and understand connections between the module and communication in people's personal lives, work experiences, and lifelong learning.

Sample Graphics Checklist

Student Name: _______________________________________________________

Date: ____________________________________________

Criteria:

___ Is my main idea clear and immediately recognizable?

___ Do the details I have included support my main idea?

___ Does my subject matter stand out from the background I created?

___ Are my annotations clear?

___ Is this graphic the most appropriate one for my purpose?

___ Is my graphic convincing? Will sceptical viewers trust it?

___ Is it free of stereotyped images?

___ Is every word, point, line, and symbol necessary?

___ Is my graphic easy to see and understand under actual viewing conditions?

___ Can this graphic be reproduced clearly and economically?

___ Does the graphic follow conventions which are familiar to viewers?

___ Does the graphic fit into the text?

___ Is the graphic pleasing to look at?

Comments:

(Adapted from Barnum & Carliner, 1993, p. 214)

Sample Assessment for Page-design in Documents

Name:

Document:

Purpose:

Audience:

Date:

Rating Scale: 5 = Excellent, 4 = Very good, 3 = Good, 2 = Fair, 1 = Poor

Comments:

Sample Assessment for Visual Presentation

Student's Name:

Date of Presentation:

Purpose of Presentation:

Audience:

Context:

Medium Chosen:

Rating Scale: 5 = Excellent, 4 = Very good, 3 = Good, 2 = Fair, 1 = Poor

1 2 3 4 5	Planned and prepared presentation based on purpose, audience(s), and other factors
1 2 3 4 5	Included all information needed by intended audience(s)
1 2 3 4 5	Used the appropriate format for message effectively
1 2 3 4 5	Used clear and appropriate organization
1 2 3 4 5	Used clear, concise, correct language
1 2 3 4 5	Employed appropriate principles of design message quick to grasp all elements belong together aesthetics (e.g., balance, movement, perspective)
1 2 3 4 5	Used appropriate typeface size position special effects (e.g., shadowing and embossing effects)
1 2 3 4 5	Included appropriate artwork (e.g., line drawing, cartoons, clipart, graphs, charts, icons) appropriate visual impact placement
1 2 3 4 5	Recognized and effectively presented key talking points active verbs clear language uniform points and free of excess words
1 2 3 4 5	Overall presentation ensured audience understood key ideas included elements that added to the interest level and effectiveness of the presentation concise writing effective graphic design clarity, accuracy, conciseness, correctness, completeness

Comments: