{"id":420,"date":"2025-05-12T20:01:24","date_gmt":"2025-05-12T20:01:24","guid":{"rendered":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/?post_type=chapter&p=420"},"modified":"2025-07-13T19:44:00","modified_gmt":"2025-07-13T19:44:00","slug":"types-of-supporting-materials","status":"publish","type":"chapter","link":"https:\/\/pressbooks.ccconline.org\/ppsccom1150publicspeaking\/chapter\/types-of-supporting-materials\/","title":{"raw":"Types of Supporting Materials","rendered":"Types of Supporting Materials"},"content":{"raw":"Essentially, there are seven types of supporting materials: examples, narratives, definitions, descriptions, historical and scientific fact, statistics, and testimony. Each provides a different type of support, and you will want to choose the supporting materials that best help you make the point you want to get across to your audience.\r\n
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Examples<\/h2>\r\nThis type of supporting material is the first and easiest to use but also easy to forget. Examples are almost always short but concrete specific instances to illuminate a concept. They are designed to give audiences a reference point. If you were describing a type of architecture, you would obviously show visual aids of it and give verbal descriptions of it, but you could say, \u201cYou pass an example of this type of architecture every time you go downtown\u2014City Hall.\u201d An example must be quickly understandable, something the audience can pull out of their memory or experience quickly.\r\n\r\nThe key to effectively using examples in your speeches is this: what is an example to you may not be an example to your audience, if they have a different experience. One of the authors has been teaching for decades and cannot use the same pop culture examples she used to use in class. Television shows from twenty years ago are pretty meaningless to audiences today. Time and age are not the only reasons an example may not work with the audience. If you are a huge soccer fan speaking to a group who barely knows soccer, using a well-known soccer player as an example of perseverance or overcoming discrimination in the sports world may not communicate. It may only leave the audience members scratching their heads.<\/span>\r\n\r\n<\/div>\r\nAdditionally, one good, appropriate example is worth several less apt ones. Keep in mind that in the distinction between supporting materials that prove, those that clarify, and those that do both, examples are used to clarify.\r\n
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Narratives<\/h2>\r\nEarlier in this textbook the \u201cpower of story\u201d was mentioned. Narratives, stories, and anecdotes are useful in speeches to interest the audience and clarify, dramatize, and emphasize ideas. They have, if done well, strong emotional power. They can be used in the introduction, the body, and the conclusion of the speech. They can be short, as anecdotes usually are. Think of the stories you often see in Readers\u2019 Digest<\/em>, human interest stories on the local news, or what you might post on Facebook about a bad experience you had at the DMV. They could be longer, although they should not comprise large portions of the speech.\r\n\r\nNarratives can be personal, literary, historical, or hypothetical. Personal narratives can be helpful in situations where you desire to:\r\n\r\n\u2022\u00a0\u00a0\u00a0 Relate to the audience on a human level, especially if they may see you as competent but not really similar or connected to them.\r\n\r\n\u2022\u00a0\u00a0\u00a0 Build your credibility by mentioning your experience with a topic.\r\n\r\nOf course, personal narratives must be true. They must also not portray you as more competent, experienced, brave, intelligent, etc., than you are; in other words, along with being truthful in using personal narratives, you should be reasonably humble.\r\n\r\nAn example of a literary narrative might be one of Aesop\u2019s fables, a short story by O\u2019Henry, or an appropriate tale from another culture. Keep in mind that because of their power, stories tend to be remembered more than other parts of the speech. Do you want the story to overshadow your content? Scenes from films would be another example of a literary narrative, but as with examples, you must consider the audience\u2019s frame of reference and if they will have seen the film.\r\n\r\nHistorical narratives (sometimes called documented narratives) have power because they can also prove an idea as well as clarify one. In using these, you should treat them as fact and therefore give a citation as to where you found the historical narrative. By \u201chistorical\u201d we do not mean the story refers to something that happened many years ago, only that it has happened in the past and there were witnesses to validate the happening.<\/span>\r\n\r\n<\/div>\r\nIf you were trying to argue for the end to the death penalty because it leads to unjust executions, one good example of a person who was executed and then found innocent afterward would be both emotional and probative.\r\n\r\nHere, be careful of using theatrical movies as your source of historical narrative. Hollywood likes to change history to make the story they want. For example, many people think Braveheart <\/em>is historically accurate, but it is off on many key points\u2014even the kilts, which were not worn by the Scots until the 1600s.\r\n\r\nHypothetical narratives <\/strong>are ones that could happen but have not yet. To be effective, they should be based on reality. Here are two examples:\r\n
\r\n\r\nPicture this incident: You are standing in line at the grocery check-out, reading the headlines on the Star and National Enquirer for a laugh, checking your phone. Then, the middle-aged man in front of you grabs his shoulder and falls to the ground, unconscious. What would you do in a situation like this? While it has probably never happened to you, people have medical emergencies in public many times a day. Would you know how to respond?<\/em>\r\n\r\n<\/div>\r\n
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\r\n\r\nImagine yourself in this situation. It is 3:00 in the morning. You are awakened from a pretty good sleep by a dog barking loudly in the neighborhood. You get up and see green lights coming into <\/em>your house from the backyard. You go in the direction of the lights and unlock your back door and there, right beside your deck, is an alien spaceship. The door opens and visitors from another planet come out and invite you in, and for the next hour you tour their ship. You can somehow understand them because their communication abilities are far advanced from ours. Now, back to reality. If you were in a foreign country, you would not be able to under<\/em>stand a foreign language unless you had studied it. That is why you should learn a foreign language in college.<\/em>\r\n\r\n<\/div>\r\n<\/div>\r\nObviously, the second is so \u201coff-the-wall\u201d that the audience would be wondering about the connection, although it definitely does attract attention. If using a hypothetical narrative, be sure that it is clear that the narrative is hypothetical, not factual. Because of their attention-getting nature, hypo-thetical narratives are often used in introductions.\r\n
\r\n\r\nHypothetical narratives<\/strong>\r\n\r\na story of something that could happen but has not happened yet\r\n\r\n<\/div>\r\n

Definitions<\/h2>\r\nWhen we use the term \u201cdefinition\u201d here as supporting material, we are not talking about something you can easily find from the dictionary or from the first thing that comes up on Google.\r\n\r\nFirst, using a dictionary definition does not really show your audience that you have researched a topic (anyone can look up a definition in a few seconds). Secondly, does the audience need a definition of a word like \u201clove,\u201d \u201cbravery,\u201d or \u201ccommitment?\u201d They may consider it insulting for you to provide them definition of those words.\r\n\r\nTo define <\/strong>means to set limits on something; defining a word is setting limits on what it means, how the audience should think about the word, and\/or how you will use it. We know there are denotative and connotative definitions or meanings for words, which we usually think of as objective and subjective responses to words. You only need to define words that would be unfamiliar to the audience or words that you want to use in a specialized way.\r\n
\r\n\r\nDefine<\/strong>\r\n\r\nto set limits on what a word or term means, how the audience should think about it, and\/or how you will use it\r\n\r\n<\/div>\r\nFor example, terms used in specialized fields, often called \u201cjargon,\u201d (see Chapter 10) need to be defined and explained. These words may be in medicine, law, the military, technology, or the arts. Some of these words may be in foreign languages, such as Latin (habeas corpus, quid pro quo<\/em>). Some of them may be acronyms; CBE is a term being used currently high- er education that means \u201cCompetency Based Education.\u201d That is part of a definition, but not a full one\u2014what is competency-based education? To answer that question, you would do best to find an officially accepted definition and cite it.\r\n\r\nYou may want to use a stipulated definition <\/strong>early in your speech. In this case, you clearly tell the audience how you are going to use a word or phrase in your speech. \u201cWhen I use the phrase \u2018liberal democracy\u2019 in this speech, I am using it in the historical sense of a constitution, representative government, and elected officials, not in the sense of any particular issues that are being debated today between progressives and conservatives.\u201d This is a helpful technique and makes sure your audience understands you, but you would only want to do this for terms that have confusing or controversial meanings for some.\r\n
\r\n\r\nStipulated definition<\/strong>\r\n\r\na definition with clearly defined parameters for how the word or term is being used in the context of a speech\r\n\r\n<\/div>\r\n
\r\n\r\nAlthough we tend to think of the dictionary definition as the standard, that is only one way of defining something. The dictionary tends to define with synonyms or other words that are close in meaning. All of us have had the experience of looking up a word and finding a definition that uses another word we do not know! Synonyms are one way to define, but there are some others.\r\n

Classification and differentiation<\/h2>\r\nThis is a fancy way of saying \u201cX is a type of Y, but it is different from the other Ys in that . . .\u201d \u201cA bicycle is type of vehicle that has two wheels, handlebars instead of a steering wheel, and is powered by the feet of the driver.\u201d Obviously you know what a bicycle is and it does not need defining, so here are some better examples:\r\n
\r\n\r\nLaparoscopic adjustable gastric banding (LAGB) is a <\/em>(type of) <\/strong>surgical procedure that <\/em>(how different) <\/strong>involves the placement of an adjustable silicone belt around the upper portion of the stomach using a laparoscope. The band can be tightened by adding saline to fill the band like blowing air into a doughnut-shaped balloon. The band is connected to a port that is placed under the skin of the abdomen. This port is used to introduce or remove saline into the band.<\/em>\r\n\r\nGestational diabetes is a <\/em>(type of) <\/strong>diabetic condition <\/em>(how different) <\/strong>that appears during pregnancy and usually goes away after the birth of the baby. <\/em>Social publishing platforms are a <\/em>(type of) <\/strong>social medium where <\/em>(how different) <\/strong>long and short-form written content can be shared with other users.<\/em>\r\n\r\n<\/div>\r\n<\/div>\r\n

Operational Definitions<\/h3>\r\nOperational definitions give examples of an action or idea to define it. If we were to define \u201cquid pro quo <\/em>sexual harassment\u201d operationally, we might use a hypothetical narrative of a female employee who is pressured by her supervisor to date him and told she must go out with him socially to get a promotion. Operational definitions do not have to be this dramatic, but they do draw a picture and answer the question, \u201cWhat does this look like in real life?\u201d rather than using synonyms to define.\r\n

Definition by Contrast or Comparison<\/h3>\r\nYou can define a term or concept by telling what it is similar to or different from. This method requires the audience to have an understanding of whatever you are using as the point of contrast or comparison. When\u00a0alcoholism or drug addiction is defined as a disease, that is a comparison. Although not caused by a virus or bacteria, addiction disorder has other qualities that are disease-like.\r\n\r\nWhen defining by contrast, you are pointing how a concept or term is distinct from another more familiar one. For example, \u201cpop culture\u201d is defined as different from \u201chigh culture\u201d in that, traditionally, popular culture has been associated with people of lower socioeconomic status (i.e. less wealth or education). High culture<\/em>, on the other hand, is associated with as the \u201cofficial\u201d culture of the more highly educated within the upper class- es. Here, the definition of popular culture is clarified by highlighting the differences between it and high culture.\r\n\r\nA similar form of definition by contrast is defining by negation, which is stipulating what something is not<\/em>. This famous quotation from Nelson Mandela is an example: \u201cI learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear.\u201d Here, Mandela is helping us draw limits around a concept by saying what it is not<\/em>.\r\n

Descriptions<\/h2>\r\nThe key to description is to think in terms of the five senses: sight (visual; how does the thing look in terms of color, size, shape), hearing (auditory; volume, musical qualities), taste (gustatory; sweet, bitter, salty, sour, gritty, smooth, chewy), smell (olfactory; sweet, rancid, fragrant, aromatic, musky), and feel (tactile; rough, silky, nubby, scratchy). The words kinesthetic <\/strong>(movement of the body) and organic <\/strong>(feelings related to the inner workings of the body) can be added to those senses to describe internal physical feeling, such as straining muscles or pain (kinesthetic<\/strong>) and nausea or the feelings of heightened emotions (organic<\/strong>).\r\n
\r\n\r\nKinesthetic<\/strong>\r\n\r\nissues related to the movement of the body or physical activity\r\n\r\n<\/div>\r\n
\r\n\r\nOrganic<\/strong>\r\n\r\nfeelings or issues related to the inner workings of the body\r\n\r\n<\/div>\r\nDescription as a method of support also depends on details, or answering the five questions of what, where, how, who, when. To use description, you must dig deeper into your vocabulary and think concretely. This example shows that progression.\r\n
\r\n\r\nFurniture A chair<\/em>\r\n\r\nA recliner<\/em>\r\n\r\nA La-Z-Boy\u00ae rocker-recliner<\/em>\r\n\r\nAn old green velvet La-Z-Boy\u00ae rocker recliner<\/em>\r\n\r\nAn old lime green velvet La-Z-Boy\u00ae rocker recliner with a cigarette burn on the left arm<\/em>\r\n\r\n<\/div>\r\nAs you add more description, two things happen. The \u201ccamera focus\u201d becomes clearer, but you also add tone, or attitude. A recliner is one thing, but who buys a lime green velvet recliner? And someone sat in it smoked and was sloppy about it. In this case, the last line is probably too much description unless you want to paint a picture of a careless person with odd taste in furniture.\r\n
\r\n\r\nDescription is useful as supporting material in terms of describing processes. This topic was discussed in Chapter 6 in chronological patterns of organization. Describing processes requires detail and not taking for\r\n\r\ngranted what the audience already knows. Some instructors use the \u201cpeanut butter sandwich\u201d example to make this point: How would you describe making a peanut butter and jelly sandwich to someone who had never seen a sandwich, peanut butter, or jelly? You would need to put yourself in their shoes to describe the process and not assume they know that the peanut butter and jelly go on the inside, facing surfaces of the bread, and that two pieces of bread are involved.<\/span>\r\n

Historic and Scientific Fact<\/h2>\r\nThis type of supporting material is useful for clarification but is especially useful for proving a point. President John Adams is quoted as saying, \u201cFacts are stubborn things,\u201d but that does not mean everyone accepts every fact as a fact, or that everyone is capable of distinguishing a fact from an opinion. A fact is defined by the Urban Dictionary as \u201cThe place most people in the world tend to think their opinions reside.\u201d This is a humorous definition, but often true about how we approach facts. The meaning of \u201cfact\u201d is complicated by the context in which it is being used. The National Center for Science Education (2008) defines fact this way:\r\n
\r\n\r\nIn science, an observation that has been repeatedly confirmed and for all practical purposes is accepted as \u2018true.\u2019 Truth in science, however, is never final and what is accepted as a fact today may be modified or even discarded tomorrow.<\/em>\r\n\r\n<\/div>\r\nAnother source explains fact this way:\r\n
\r\n\r\n[Fact is] a truth known by actual experience or observation. The hardness of iron, the number of ribs in a squirrel\u2019s body, the existence of fossil trilobites, and the like are all facts. Is it a fact that electrons orbit around atomic nuclei? Is it a fact that Brutus <\/em>stabbed Julius Caesar? Is it a fact that the sun will rise tomorrow? None of us has observed any of these things - the first is an inference from a variety of different observations, the second is reported by Plutarch and other historians who lived close enough in time and space to the event that we trust their report, and the third is an inductive inference after repeated observations. (\u201cScientific Thought: Facts, Hypotheses, Theories, and all that stuff\u201d)<\/em>\r\n\r\n<\/div>\r\nWithout getting into a philosophical dissertation on the meaning of truth, for our purposes facts are pieces of information with established \u201cbackup.\u201d You can cite who discovered the fact and how other authorities have supported it. Some facts are so common that most people don\u2019t know where they started\u2014who actually discovered that the water molecule is two atoms of hydrogen and one of oxygen (H2O)? But we could find out if we wanted to (it was, by the way, the 18th-century chemist Henry Cavendish). In using scientific and historical fact in your speech, do not take citation for granted. If it is a fact worth saying and a fact new to the audience, assume you should cite the source of the fact, getting as close to the original as possible.\r\n\r\nAlso, the difference between historical narrative (mentioned above) and historical fact has to do with length. A historical fact might just be a date, place, or action, such as \u201cPresident Ronald Reagan was shot by John Hinckley on March 30, 1981, in front of Washington, D.C. Hilton Hotel.\u201d A historical narrative would go into much more detail and add dramatic elements, such as this assassination attempt from the point of view of Secret Service agents.\r\n

Statistics<\/h2>\r\nStatistics are misunderstood. First, the meaning of the term is misunderstood. Statistics <\/strong>are not just numbers or numerical facts. The essence of statistics is the collection, analysis, comparison, and interpretation of numerical data, and understanding its comparison with other numerical data. For example, it is a numerical fact that the population of the U.S., according to the 2010 census, was 308,700,000. This is a 9.7% increase from the 2000 census; this comparison is a statistic. However, for the purpose of simplicity, we will deal with both numerical facts and real statistics in this section.\r\n
\r\n\r\nStatistics<\/strong>\r\n\r\nthe collection, analysis, comparison, and interpretation of numerical data, understanding its comparison with other numerical data\r\n\r\n<\/div>\r\nStatistics are also misunderstood because the science of statistics is difficult. Even terms like mean, median, and mode often confuse people, much less regression analysis, two-tailed T-tests, and margin of error. Before you can use statistics in a speech, you should have a basic understanding of them.\r\n\r\nMean <\/strong>is the same as mathematical average, something you learned to do early in math classes. Add up the figures and divide by the number of figures. Related to mean is the concept of standard deviation, which is the average amount each figure is different from (higher or lower) than the average or mean. Standard deviation is harder to figure (and usually done by computer!) but it does let you know if a group is more similar than alike. If the average on a test in a class is 76, but the standard deviation is 20, that tells you students tended to do really well (96) or really poorly (56) on it (we\u2019re simplifying here, but you see the point).\r\n
\r\n\r\nMean<\/strong>\r\n\r\nthe mathematical average for a given set of numbers\r\n\r\n<\/div>\r\n<\/div>\r\nThe median<\/strong>, however, is the middle number in a distribution. If all salaries of ballplayers in MLB were listed from highest to lowest, the one in the exact middle of the list would be the median. You can tell from this that it probably will not be the same as the average, and it rarely is; however, the terms \u201cmedian\u201d and \u201cmean\u201d are often interchanged carelessly. Mode <\/strong>is the name for the most frequently occurring number in the list.\r\n
\r\n\r\nMedian<\/strong>\r\n\r\nthe middle number in a given set of numbers\r\n\r\n<\/div>\r\n
\r\n\r\nMode<\/strong>\r\n\r\nthe number that is the most frequently occurring within a given set of numbers\r\n\r\n<\/div>\r\n
\r\n\r\nPercentages have to do with ratios. There are many other terms you would be introduced to in a statistics class, but the point remains: be careful of using a statistic that sounds impressive unless you know what it represents. There is an old saying about \u201cfigures don\u2019t lie but liars figure\u201d and another, \u201cThere are liars, damn liars, and statisticians.\u201d These sayings are exaggerations but they point out that we are inundated with statistical information and often do not know how to process it. Another thing to watch when using numerical facts is not to confuse your billions and your millions. There is a big difference. If you say that 43 billion people in the US are without adequate health care, you will probably confuse your audience, since the population of the planet is around 7 billion!<\/span>\r\n\r\n<\/div>\r\nIn using statistics, you are probably going to use them as proof more than as an explanation. Statistics are considered a strong form of proof. Here are some guidelines for using them effectively in a presentation.\r\n\r\nUse statistics as support, not as a main point. The audience may cringe or tune you out for saying, \u201cNow I\u2019d like to give you some statistics about the problem of gangs in our part of the state.\u201d That sounds as exciting as reading the telephone book! Use the statistics to support an argument. \u201cGang activity is increasing in our region. For example, it is increasing in the three major cities. Mainsville had 450 arrests for gang activity this year alone, up 20% from all of last year.\u201d This example ties the numerical fact (450 arrests) and the statistical comparison (up 20%) to an argument. The goal is to weave or blend the statistics seamlessly into the speech, not have them stand alone as a section of the speech.<\/span>\r\n\r\nAlways provide the source of the statistic. In the previous example, it should read, \u201cAccording to a report published on the Georgia Bureau of Investigation\u2019s website, Mainsville had 450 arrests . . .\u201d There are a number of \u201curban myth\u201d statistics floating around that probably have a basis in some research done at some point in time, but that research was outlived by the statistic. An audience would have reason to be skeptical if you cannot provide the name of the researcher or organization that backs up the statistics and numerical data. By the way, it is common for speakers and writers to say \u201cAccording to research\u201d or \u201cAccording to studies.\u201d This tag is essentially meaningless and actually a logical fallacy. Give a real source to support your argument.\r\n
In regard to sources, depend on reliable ones.<\/div>\r\nDo not overuse statistics. While there is no hard and fast rule on how many to use, there are other good supporting materials and you would not want to depend on statistics alone. You want to choose the statistics and numerical data that will strengthen your argument the most and drive your point home. Statistics can have emotional power as well as probative value if used sparingly.\r\n\r\nUse graphs to display the most important statistics. If you are using presentation software such as PowerPoint, you can create your own basic pie, line, or bar graphs, or you can borrow one and put a correct citation on the slide. However, you do not need to make a graph for every single statistic. More information on these types of visual aids and what type of information they convey best can be found in Chapter 9.\r\n\r\nExplain your statistics as needed, but do not make your speech a statistics lesson. Explain the context of the statistics. If you say, \u201cMy blog has 500 subscribers\u201d to a group of people who know little about blogs, that might sound impressive, but is it? You can also provide <\/span>a story of an individual, and then tie the individual into the statistic. After telling a story of the daily struggles of a young mother with multiple sclerosis, you could follow up with \u201cThis is just one story in the 400,000 people who suffer from MS in the United States today, according to the National MS Society.\"<\/span>\r\n\r\nIf you do your own survey or research and use numerical data from it, explain your methodology. \u201cIn order to understand the attitudes of freshmen at our college about the subject of open source textbooks, I polled 150 first-year students, only three of whom were close friends, asking them this question: \u2018Do you agree that our college should encourage the faculty to use open source textbooks?\u2019 Seventy-five percent of them indicated that they agreed with the statement.\r\n\r\nIt goes without saying that you will use the statistic ethically, that there will be no distortion of what the statistic means. However, it is acceptable and a good idea to round up numerical data to avoid overwhelming the audience. Earlier we used the example of the U.S. census, stating the population in 2010 was 308.7 million. That is a rounded figure. The actual number was 308,745,538, but saying \u201calmost 309 million\u201d or \u201c308.7 million\u201d will serve your purposes and not be unethical.\r\n\r\nAdditionally, do not make statistics mean what they do not mean. Otherwise, you would be pushing the boundaries on ethics. In the example about your survey of students, if you were to say, \u201c75% of college freshmen support \u201d That is not what the research said. Seventy-five percent of the students you surveyed indicated agreement, but since your study did not meet scientific standards regarding size of sample and how you found the sample, you can only use the information in relation to students in your college, not the whole country. One of the authors had a statistics professor who often liked to say, \u201cNumbers will tell you whatever you want if you torture them long enough,\u201d meaning you can always twist or manipulate statistics to meet your goals if you want to.\r\n\r\nAn effective technique with numerical data is to use physical comparisons. \u201cThe National Debt is 17 trillion dollars. What does that mean? It means that every American citizen owes $55,100.\u201d \u201cIt means that if the money were stacked as hundred dollar bills, it would go to \u201d Or another example, \u201cThere are 29 million Americans\u00a0with diabetes. That is 9.3%. In terms closer to home, of the 32 people in this classroom, 3 of us would have diabetes.\u201d Of course, in this last example, the class may not be made up of those in risk groups for diabetes, so you would not want to say, \u201cThree of us have diabetes.\u201d It is only a comparison for the audience to grasp the significance of the topic.\r\n\r\nFinally, because statistics can be confusing, slow down when you say them, give more emphasis, gestures\u2014small ways of helping the audience grasp them.\r\n

Testimony<\/h2>\r\nTestimony <\/strong>is the words of others. You might think of them as quoted material. Obviously, all quoted material or testimony is not the same. Some quotations you just use because they are funny, compelling, or atten- tion-getting. They work well as openings to introductions. Other types of testimony are more useful for proving your arguments. Testimony can also give an audience insight into the feelings or perceptions of others. Testimony is basically divided into two categories: expert and peer.\r\n
\r\n\r\nTestimony<\/strong>\r\n\r\nthe words of others used as proof or evidence\r\n\r\n<\/div>\r\n

Expert Testimony<\/h3>\r\nWhat is an expert? Here is a quotation of the humorous kind: An expert is \u201cone who knows more and more about less and less\u201d (Nicholas Butler). Actually, an expert <\/strong>for our purposes is someone with recognized credentials, knowledge, education, and\/or experience in a subject. Experts spend time studying the facts and putting the facts together. They may not be scholars who publish original research but they have in-depth knowledge. They may have certain levels of education, or they have real-world experience in the topic.\r\n
\r\n\r\nExpert<\/strong>\r\n\r\nsomeone with recognized credentials, knowledge, education, and\/or experience in a subject\r\n\r\n<\/div>\r\nFor example, one of the authors is attending a quilt show this week to talk to experts in quilting. This expertise was gained through years of making, preserving, reading about, and showing quilts, even if they never took Quilting 101 in college. To quote an expert on expertise, \u201cTo be an expert, someone needs to have considerable knowledge on a topic or considerable skill in accomplishing something\u201d (Weinstein, 1993). In using expert testimony, you should follow these guidelines:\r\n
    \r\n \t
  • Use the expert\u2019s testimony in his or her relevant field, not outside of it. A person may have a Nobel Prize in economics, but that does not make him or her an expert in biology.<\/li>\r\n \t
  • Provide at least some of the expert\u2019s relevant credentials.<\/li>\r\n \t
  • Choose experts to quote whom your audience will respect and\/or whose name or affiliations they will recognize as credible.<\/li>\r\n \t
  • Make it clear that you are quoting the expert testimony verbatim or paraphrasing it. If verbatim, say \u201cQuote . . . end of quote\u201d (not un-quote\u2014you cannot unquote someone).<\/li>\r\n \t
  • If you interviewed the expert yourself, make that clear in the speech also. \u201cWhen I spoke with Dr. Mary Thompson, principal of Park Lake High School, on October 12, she informed me that . . .\u201d<\/li>\r\n<\/ul>\r\nExpert testimony is one of your strongest supporting materials to prove your arguments, but in a sense, by clearly citing the source\u2019s credentials, you are arguing that your source is truly an expert (if the audience is unfamiliar with him or her) in order to validate his or her information.\r\n
    \r\n

    Peer Testimony<\/h3>\r\nAny quotation from a friend, family member, or classmate about an incident or topic would be peer testimony<\/strong>. It is useful in helping the audience understand a topic from a personal point of view. For example, in the spring of 2011, a devastating tornado came through the town where one of the authors and many of their students live. One of those students gave a dramatic personal experience speech in class about surviving the tornado in a building that was destroyed and literally disappeared. They survived because she and her coworkers at their chain restaurant were able to get to safety in the freezer. While she may not have had an advanced degree in a field related to tornadoes or the destruction they can cause, this student certainly had a good deal of knowledge on the subject based on her experience of surviving a tornado. However, do not present any old testimony of a peer or friend as if it were expert or credentialed.\r\n
    \r\n\r\nPeer testimony<\/strong>\r\n\r\nany quotation from a friend, family member, or classmate about an incident or topic\r\n\r\n<\/div>\r\n<\/div>","rendered":"

    Essentially, there are seven types of supporting materials: examples, narratives, definitions, descriptions, historical and scientific fact, statistics, and testimony. Each provides a different type of support, and you will want to choose the supporting materials that best help you make the point you want to get across to your audience.<\/p>\n

    \n

    Examples<\/h2>\n

    This type of supporting material is the first and easiest to use but also easy to forget. Examples are almost always short but concrete specific instances to illuminate a concept. They are designed to give audiences a reference point. If you were describing a type of architecture, you would obviously show visual aids of it and give verbal descriptions of it, but you could say, \u201cYou pass an example of this type of architecture every time you go downtown\u2014City Hall.\u201d An example must be quickly understandable, something the audience can pull out of their memory or experience quickly.<\/p>\n

    The key to effectively using examples in your speeches is this: what is an example to you may not be an example to your audience, if they have a different experience. One of the authors has been teaching for decades and cannot use the same pop culture examples she used to use in class. Television shows from twenty years ago are pretty meaningless to audiences today. Time and age are not the only reasons an example may not work with the audience. If you are a huge soccer fan speaking to a group who barely knows soccer, using a well-known soccer player as an example of perseverance or overcoming discrimination in the sports world may not communicate. It may only leave the audience members scratching their heads.<\/span><\/p>\n<\/div>\n

    Additionally, one good, appropriate example is worth several less apt ones. Keep in mind that in the distinction between supporting materials that prove, those that clarify, and those that do both, examples are used to clarify.<\/p>\n

    \n

    Narratives<\/h2>\n

    Earlier in this textbook the \u201cpower of story\u201d was mentioned. Narratives, stories, and anecdotes are useful in speeches to interest the audience and clarify, dramatize, and emphasize ideas. They have, if done well, strong emotional power. They can be used in the introduction, the body, and the conclusion of the speech. They can be short, as anecdotes usually are. Think of the stories you often see in Readers\u2019 Digest<\/em>, human interest stories on the local news, or what you might post on Facebook about a bad experience you had at the DMV. They could be longer, although they should not comprise large portions of the speech.<\/p>\n

    Narratives can be personal, literary, historical, or hypothetical. Personal narratives can be helpful in situations where you desire to:<\/p>\n

    \u2022\u00a0\u00a0\u00a0 Relate to the audience on a human level, especially if they may see you as competent but not really similar or connected to them.<\/p>\n

    \u2022\u00a0\u00a0\u00a0 Build your credibility by mentioning your experience with a topic.<\/p>\n

    Of course, personal narratives must be true. They must also not portray you as more competent, experienced, brave, intelligent, etc., than you are; in other words, along with being truthful in using personal narratives, you should be reasonably humble.<\/p>\n

    An example of a literary narrative might be one of Aesop\u2019s fables, a short story by O\u2019Henry, or an appropriate tale from another culture. Keep in mind that because of their power, stories tend to be remembered more than other parts of the speech. Do you want the story to overshadow your content? Scenes from films would be another example of a literary narrative, but as with examples, you must consider the audience\u2019s frame of reference and if they will have seen the film.<\/p>\n

    Historical narratives (sometimes called documented narratives) have power because they can also prove an idea as well as clarify one. In using these, you should treat them as fact and therefore give a citation as to where you found the historical narrative. By \u201chistorical\u201d we do not mean the story refers to something that happened many years ago, only that it has happened in the past and there were witnesses to validate the happening.<\/span><\/p>\n<\/div>\n

    If you were trying to argue for the end to the death penalty because it leads to unjust executions, one good example of a person who was executed and then found innocent afterward would be both emotional and probative.<\/p>\n

    Here, be careful of using theatrical movies as your source of historical narrative. Hollywood likes to change history to make the story they want. For example, many people think Braveheart <\/em>is historically accurate, but it is off on many key points\u2014even the kilts, which were not worn by the Scots until the 1600s.<\/p>\n

    Hypothetical narratives <\/strong>are ones that could happen but have not yet. To be effective, they should be based on reality. Here are two examples:<\/p>\n

    \n

    Picture this incident: You are standing in line at the grocery check-out, reading the headlines on the Star and National Enquirer for a laugh, checking your phone. Then, the middle-aged man in front of you grabs his shoulder and falls to the ground, unconscious. What would you do in a situation like this? While it has probably never happened to you, people have medical emergencies in public many times a day. Would you know how to respond?<\/em><\/p>\n<\/div>\n

    \n
    \n

    Imagine yourself in this situation. It is 3:00 in the morning. You are awakened from a pretty good sleep by a dog barking loudly in the neighborhood. You get up and see green lights coming into <\/em>your house from the backyard. You go in the direction of the lights and unlock your back door and there, right beside your deck, is an alien spaceship. The door opens and visitors from another planet come out and invite you in, and for the next hour you tour their ship. You can somehow understand them because their communication abilities are far advanced from ours. Now, back to reality. If you were in a foreign country, you would not be able to under<\/em>stand a foreign language unless you had studied it. That is why you should learn a foreign language in college.<\/em><\/p>\n<\/div>\n<\/div>\n

    Obviously, the second is so \u201coff-the-wall\u201d that the audience would be wondering about the connection, although it definitely does attract attention. If using a hypothetical narrative, be sure that it is clear that the narrative is hypothetical, not factual. Because of their attention-getting nature, hypo-thetical narratives are often used in introductions.<\/p>\n

    \n

    Hypothetical narratives<\/strong><\/p>\n

    a story of something that could happen but has not happened yet<\/p>\n<\/div>\n

    Definitions<\/h2>\n

    When we use the term \u201cdefinition\u201d here as supporting material, we are not talking about something you can easily find from the dictionary or from the first thing that comes up on Google.<\/p>\n

    First, using a dictionary definition does not really show your audience that you have researched a topic (anyone can look up a definition in a few seconds). Secondly, does the audience need a definition of a word like \u201clove,\u201d \u201cbravery,\u201d or \u201ccommitment?\u201d They may consider it insulting for you to provide them definition of those words.<\/p>\n

    To define <\/strong>means to set limits on something; defining a word is setting limits on what it means, how the audience should think about the word, and\/or how you will use it. We know there are denotative and connotative definitions or meanings for words, which we usually think of as objective and subjective responses to words. You only need to define words that would be unfamiliar to the audience or words that you want to use in a specialized way.<\/p>\n

    \n

    Define<\/strong><\/p>\n

    to set limits on what a word or term means, how the audience should think about it, and\/or how you will use it<\/p>\n<\/div>\n

    For example, terms used in specialized fields, often called \u201cjargon,\u201d (see Chapter 10) need to be defined and explained. These words may be in medicine, law, the military, technology, or the arts. Some of these words may be in foreign languages, such as Latin (habeas corpus, quid pro quo<\/em>). Some of them may be acronyms; CBE is a term being used currently high- er education that means \u201cCompetency Based Education.\u201d That is part of a definition, but not a full one\u2014what is competency-based education? To answer that question, you would do best to find an officially accepted definition and cite it.<\/p>\n

    You may want to use a stipulated definition <\/strong>early in your speech. In this case, you clearly tell the audience how you are going to use a word or phrase in your speech. \u201cWhen I use the phrase \u2018liberal democracy\u2019 in this speech, I am using it in the historical sense of a constitution, representative government, and elected officials, not in the sense of any particular issues that are being debated today between progressives and conservatives.\u201d This is a helpful technique and makes sure your audience understands you, but you would only want to do this for terms that have confusing or controversial meanings for some.<\/p>\n

    \n

    Stipulated definition<\/strong><\/p>\n

    a definition with clearly defined parameters for how the word or term is being used in the context of a speech<\/p>\n<\/div>\n

    \n

    Although we tend to think of the dictionary definition as the standard, that is only one way of defining something. The dictionary tends to define with synonyms or other words that are close in meaning. All of us have had the experience of looking up a word and finding a definition that uses another word we do not know! Synonyms are one way to define, but there are some others.<\/p>\n

    Classification and differentiation<\/h2>\n

    This is a fancy way of saying \u201cX is a type of Y, but it is different from the other Ys in that . . .\u201d \u201cA bicycle is type of vehicle that has two wheels, handlebars instead of a steering wheel, and is powered by the feet of the driver.\u201d Obviously you know what a bicycle is and it does not need defining, so here are some better examples:<\/p>\n

    \n

    Laparoscopic adjustable gastric banding (LAGB) is a <\/em>(type of) <\/strong>surgical procedure that <\/em>(how different) <\/strong>involves the placement of an adjustable silicone belt around the upper portion of the stomach using a laparoscope. The band can be tightened by adding saline to fill the band like blowing air into a doughnut-shaped balloon. The band is connected to a port that is placed under the skin of the abdomen. This port is used to introduce or remove saline into the band.<\/em><\/p>\n

    Gestational diabetes is a <\/em>(type of) <\/strong>diabetic condition <\/em>(how different) <\/strong>that appears during pregnancy and usually goes away after the birth of the baby. <\/em>Social publishing platforms are a <\/em>(type of) <\/strong>social medium where <\/em>(how different) <\/strong>long and short-form written content can be shared with other users.<\/em><\/p>\n<\/div>\n<\/div>\n

    Operational Definitions<\/h3>\n

    Operational definitions give examples of an action or idea to define it. If we were to define \u201cquid pro quo <\/em>sexual harassment\u201d operationally, we might use a hypothetical narrative of a female employee who is pressured by her supervisor to date him and told she must go out with him socially to get a promotion. Operational definitions do not have to be this dramatic, but they do draw a picture and answer the question, \u201cWhat does this look like in real life?\u201d rather than using synonyms to define.<\/p>\n

    Definition by Contrast or Comparison<\/h3>\n

    You can define a term or concept by telling what it is similar to or different from. This method requires the audience to have an understanding of whatever you are using as the point of contrast or comparison. When\u00a0alcoholism or drug addiction is defined as a disease, that is a comparison. Although not caused by a virus or bacteria, addiction disorder has other qualities that are disease-like.<\/p>\n

    When defining by contrast, you are pointing how a concept or term is distinct from another more familiar one. For example, \u201cpop culture\u201d is defined as different from \u201chigh culture\u201d in that, traditionally, popular culture has been associated with people of lower socioeconomic status (i.e. less wealth or education). High culture<\/em>, on the other hand, is associated with as the \u201cofficial\u201d culture of the more highly educated within the upper class- es. Here, the definition of popular culture is clarified by highlighting the differences between it and high culture.<\/p>\n

    A similar form of definition by contrast is defining by negation, which is stipulating what something is not<\/em>. This famous quotation from Nelson Mandela is an example: \u201cI learned that courage was not the absence of fear, but the triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear.\u201d Here, Mandela is helping us draw limits around a concept by saying what it is not<\/em>.<\/p>\n

    Descriptions<\/h2>\n

    The key to description is to think in terms of the five senses: sight (visual; how does the thing look in terms of color, size, shape), hearing (auditory; volume, musical qualities), taste (gustatory; sweet, bitter, salty, sour, gritty, smooth, chewy), smell (olfactory; sweet, rancid, fragrant, aromatic, musky), and feel (tactile; rough, silky, nubby, scratchy). The words kinesthetic <\/strong>(movement of the body) and organic <\/strong>(feelings related to the inner workings of the body) can be added to those senses to describe internal physical feeling, such as straining muscles or pain (kinesthetic<\/strong>) and nausea or the feelings of heightened emotions (organic<\/strong>).<\/p>\n

    \n

    Kinesthetic<\/strong><\/p>\n

    issues related to the movement of the body or physical activity<\/p>\n<\/div>\n

    \n

    Organic<\/strong><\/p>\n

    feelings or issues related to the inner workings of the body<\/p>\n<\/div>\n

    Description as a method of support also depends on details, or answering the five questions of what, where, how, who, when. To use description, you must dig deeper into your vocabulary and think concretely. This example shows that progression.<\/p>\n

    \n

    Furniture A chair<\/em><\/p>\n

    A recliner<\/em><\/p>\n

    A La-Z-Boy\u00ae rocker-recliner<\/em><\/p>\n

    An old green velvet La-Z-Boy\u00ae rocker recliner<\/em><\/p>\n

    An old lime green velvet La-Z-Boy\u00ae rocker recliner with a cigarette burn on the left arm<\/em><\/p>\n<\/div>\n

    As you add more description, two things happen. The \u201ccamera focus\u201d becomes clearer, but you also add tone, or attitude. A recliner is one thing, but who buys a lime green velvet recliner? And someone sat in it smoked and was sloppy about it. In this case, the last line is probably too much description unless you want to paint a picture of a careless person with odd taste in furniture.<\/p>\n

    \n

    Description is useful as supporting material in terms of describing processes. This topic was discussed in Chapter 6 in chronological patterns of organization. Describing processes requires detail and not taking for<\/p>\n

    granted what the audience already knows. Some instructors use the \u201cpeanut butter sandwich\u201d example to make this point: How would you describe making a peanut butter and jelly sandwich to someone who had never seen a sandwich, peanut butter, or jelly? You would need to put yourself in their shoes to describe the process and not assume they know that the peanut butter and jelly go on the inside, facing surfaces of the bread, and that two pieces of bread are involved.<\/span><\/p>\n

    Historic and Scientific Fact<\/h2>\n

    This type of supporting material is useful for clarification but is especially useful for proving a point. President John Adams is quoted as saying, \u201cFacts are stubborn things,\u201d but that does not mean everyone accepts every fact as a fact, or that everyone is capable of distinguishing a fact from an opinion. A fact is defined by the Urban Dictionary as \u201cThe place most people in the world tend to think their opinions reside.\u201d This is a humorous definition, but often true about how we approach facts. The meaning of \u201cfact\u201d is complicated by the context in which it is being used. The National Center for Science Education (2008) defines fact this way:<\/p>\n

    \n

    In science, an observation that has been repeatedly confirmed and for all practical purposes is accepted as \u2018true.\u2019 Truth in science, however, is never final and what is accepted as a fact today may be modified or even discarded tomorrow.<\/em><\/p>\n<\/div>\n

    Another source explains fact this way:<\/p>\n

    \n

    [Fact is] a truth known by actual experience or observation. The hardness of iron, the number of ribs in a squirrel\u2019s body, the existence of fossil trilobites, and the like are all facts. Is it a fact that electrons orbit around atomic nuclei? Is it a fact that Brutus <\/em>stabbed Julius Caesar? Is it a fact that the sun will rise tomorrow? None of us has observed any of these things – the first is an inference from a variety of different observations, the second is reported by Plutarch and other historians who lived close enough in time and space to the event that we trust their report, and the third is an inductive inference after repeated observations. (\u201cScientific Thought: Facts, Hypotheses, Theories, and all that stuff\u201d)<\/em><\/p>\n<\/div>\n

    Without getting into a philosophical dissertation on the meaning of truth, for our purposes facts are pieces of information with established \u201cbackup.\u201d You can cite who discovered the fact and how other authorities have supported it. Some facts are so common that most people don\u2019t know where they started\u2014who actually discovered that the water molecule is two atoms of hydrogen and one of oxygen (H2O)? But we could find out if we wanted to (it was, by the way, the 18th-century chemist Henry Cavendish). In using scientific and historical fact in your speech, do not take citation for granted. If it is a fact worth saying and a fact new to the audience, assume you should cite the source of the fact, getting as close to the original as possible.<\/p>\n

    Also, the difference between historical narrative (mentioned above) and historical fact has to do with length. A historical fact might just be a date, place, or action, such as \u201cPresident Ronald Reagan was shot by John Hinckley on March 30, 1981, in front of Washington, D.C. Hilton Hotel.\u201d A historical narrative would go into much more detail and add dramatic elements, such as this assassination attempt from the point of view of Secret Service agents.<\/p>\n

    Statistics<\/h2>\n

    Statistics are misunderstood. First, the meaning of the term is misunderstood. Statistics <\/strong>are not just numbers or numerical facts. The essence of statistics is the collection, analysis, comparison, and interpretation of numerical data, and understanding its comparison with other numerical data. For example, it is a numerical fact that the population of the U.S., according to the 2010 census, was 308,700,000. This is a 9.7% increase from the 2000 census; this comparison is a statistic. However, for the purpose of simplicity, we will deal with both numerical facts and real statistics in this section.<\/p>\n

    \n

    Statistics<\/strong><\/p>\n

    the collection, analysis, comparison, and interpretation of numerical data, understanding its comparison with other numerical data<\/p>\n<\/div>\n

    Statistics are also misunderstood because the science of statistics is difficult. Even terms like mean, median, and mode often confuse people, much less regression analysis, two-tailed T-tests, and margin of error. Before you can use statistics in a speech, you should have a basic understanding of them.<\/p>\n

    Mean <\/strong>is the same as mathematical average, something you learned to do early in math classes. Add up the figures and divide by the number of figures. Related to mean is the concept of standard deviation, which is the average amount each figure is different from (higher or lower) than the average or mean. Standard deviation is harder to figure (and usually done by computer!) but it does let you know if a group is more similar than alike. If the average on a test in a class is 76, but the standard deviation is 20, that tells you students tended to do really well (96) or really poorly (56) on it (we\u2019re simplifying here, but you see the point).<\/p>\n

    \n

    Mean<\/strong><\/p>\n

    the mathematical average for a given set of numbers<\/p>\n<\/div>\n<\/div>\n

    The median<\/strong>, however, is the middle number in a distribution. If all salaries of ballplayers in MLB were listed from highest to lowest, the one in the exact middle of the list would be the median. You can tell from this that it probably will not be the same as the average, and it rarely is; however, the terms \u201cmedian\u201d and \u201cmean\u201d are often interchanged carelessly. Mode <\/strong>is the name for the most frequently occurring number in the list.<\/p>\n

    \n

    Median<\/strong><\/p>\n

    the middle number in a given set of numbers<\/p>\n<\/div>\n

    \n

    Mode<\/strong><\/p>\n

    the number that is the most frequently occurring within a given set of numbers<\/p>\n<\/div>\n

    \n

    Percentages have to do with ratios. There are many other terms you would be introduced to in a statistics class, but the point remains: be careful of using a statistic that sounds impressive unless you know what it represents. There is an old saying about \u201cfigures don\u2019t lie but liars figure\u201d and another, \u201cThere are liars, damn liars, and statisticians.\u201d These sayings are exaggerations but they point out that we are inundated with statistical information and often do not know how to process it. Another thing to watch when using numerical facts is not to confuse your billions and your millions. There is a big difference. If you say that 43 billion people in the US are without adequate health care, you will probably confuse your audience, since the population of the planet is around 7 billion!<\/span><\/p>\n<\/div>\n

    In using statistics, you are probably going to use them as proof more than as an explanation. Statistics are considered a strong form of proof. Here are some guidelines for using them effectively in a presentation.<\/p>\n

    Use statistics as support, not as a main point. The audience may cringe or tune you out for saying, \u201cNow I\u2019d like to give you some statistics about the problem of gangs in our part of the state.\u201d That sounds as exciting as reading the telephone book! Use the statistics to support an argument. \u201cGang activity is increasing in our region. For example, it is increasing in the three major cities. Mainsville had 450 arrests for gang activity this year alone, up 20% from all of last year.\u201d This example ties the numerical fact (450 arrests) and the statistical comparison (up 20%) to an argument. The goal is to weave or blend the statistics seamlessly into the speech, not have them stand alone as a section of the speech.<\/span><\/p>\n

    Always provide the source of the statistic. In the previous example, it should read, \u201cAccording to a report published on the Georgia Bureau of Investigation\u2019s website, Mainsville had 450 arrests . . .\u201d There are a number of \u201curban myth\u201d statistics floating around that probably have a basis in some research done at some point in time, but that research was outlived by the statistic. An audience would have reason to be skeptical if you cannot provide the name of the researcher or organization that backs up the statistics and numerical data. By the way, it is common for speakers and writers to say \u201cAccording to research\u201d or \u201cAccording to studies.\u201d This tag is essentially meaningless and actually a logical fallacy. Give a real source to support your argument.<\/p>\n

    In regard to sources, depend on reliable ones.<\/div>\n

    Do not overuse statistics. While there is no hard and fast rule on how many to use, there are other good supporting materials and you would not want to depend on statistics alone. You want to choose the statistics and numerical data that will strengthen your argument the most and drive your point home. Statistics can have emotional power as well as probative value if used sparingly.<\/p>\n

    Use graphs to display the most important statistics. If you are using presentation software such as PowerPoint, you can create your own basic pie, line, or bar graphs, or you can borrow one and put a correct citation on the slide. However, you do not need to make a graph for every single statistic. More information on these types of visual aids and what type of information they convey best can be found in Chapter 9.<\/p>\n

    Explain your statistics as needed, but do not make your speech a statistics lesson. Explain the context of the statistics. If you say, \u201cMy blog has 500 subscribers\u201d to a group of people who know little about blogs, that might sound impressive, but is it? You can also provide <\/span>a story of an individual, and then tie the individual into the statistic. After telling a story of the daily struggles of a young mother with multiple sclerosis, you could follow up with \u201cThis is just one story in the 400,000 people who suffer from MS in the United States today, according to the National MS Society.”<\/span><\/p>\n

    If you do your own survey or research and use numerical data from it, explain your methodology. \u201cIn order to understand the attitudes of freshmen at our college about the subject of open source textbooks, I polled 150 first-year students, only three of whom were close friends, asking them this question: \u2018Do you agree that our college should encourage the faculty to use open source textbooks?\u2019 Seventy-five percent of them indicated that they agreed with the statement.<\/p>\n

    It goes without saying that you will use the statistic ethically, that there will be no distortion of what the statistic means. However, it is acceptable and a good idea to round up numerical data to avoid overwhelming the audience. Earlier we used the example of the U.S. census, stating the population in 2010 was 308.7 million. That is a rounded figure. The actual number was 308,745,538, but saying \u201calmost 309 million\u201d or \u201c308.7 million\u201d will serve your purposes and not be unethical.<\/p>\n

    Additionally, do not make statistics mean what they do not mean. Otherwise, you would be pushing the boundaries on ethics. In the example about your survey of students, if you were to say, \u201c75% of college freshmen support \u201d That is not what the research said. Seventy-five percent of the students you surveyed indicated agreement, but since your study did not meet scientific standards regarding size of sample and how you found the sample, you can only use the information in relation to students in your college, not the whole country. One of the authors had a statistics professor who often liked to say, \u201cNumbers will tell you whatever you want if you torture them long enough,\u201d meaning you can always twist or manipulate statistics to meet your goals if you want to.<\/p>\n

    An effective technique with numerical data is to use physical comparisons. \u201cThe National Debt is 17 trillion dollars. What does that mean? It means that every American citizen owes $55,100.\u201d \u201cIt means that if the money were stacked as hundred dollar bills, it would go to \u201d Or another example, \u201cThere are 29 million Americans\u00a0with diabetes. That is 9.3%. In terms closer to home, of the 32 people in this classroom, 3 of us would have diabetes.\u201d Of course, in this last example, the class may not be made up of those in risk groups for diabetes, so you would not want to say, \u201cThree of us have diabetes.\u201d It is only a comparison for the audience to grasp the significance of the topic.<\/p>\n

    Finally, because statistics can be confusing, slow down when you say them, give more emphasis, gestures\u2014small ways of helping the audience grasp them.<\/p>\n

    Testimony<\/h2>\n

    Testimony <\/strong>is the words of others. You might think of them as quoted material. Obviously, all quoted material or testimony is not the same. Some quotations you just use because they are funny, compelling, or atten- tion-getting. They work well as openings to introductions. Other types of testimony are more useful for proving your arguments. Testimony can also give an audience insight into the feelings or perceptions of others. Testimony is basically divided into two categories: expert and peer.<\/p>\n

    \n

    Testimony<\/strong><\/p>\n

    the words of others used as proof or evidence<\/p>\n<\/div>\n

    Expert Testimony<\/h3>\n

    What is an expert? Here is a quotation of the humorous kind: An expert is \u201cone who knows more and more about less and less\u201d (Nicholas Butler). Actually, an expert <\/strong>for our purposes is someone with recognized credentials, knowledge, education, and\/or experience in a subject. Experts spend time studying the facts and putting the facts together. They may not be scholars who publish original research but they have in-depth knowledge. They may have certain levels of education, or they have real-world experience in the topic.<\/p>\n

    \n

    Expert<\/strong><\/p>\n

    someone with recognized credentials, knowledge, education, and\/or experience in a subject<\/p>\n<\/div>\n

    For example, one of the authors is attending a quilt show this week to talk to experts in quilting. This expertise was gained through years of making, preserving, reading about, and showing quilts, even if they never took Quilting 101 in college. To quote an expert on expertise, \u201cTo be an expert, someone needs to have considerable knowledge on a topic or considerable skill in accomplishing something\u201d (Weinstein, 1993). In using expert testimony, you should follow these guidelines:<\/p>\n

      \n
    • Use the expert\u2019s testimony in his or her relevant field, not outside of it. A person may have a Nobel Prize in economics, but that does not make him or her an expert in biology.<\/li>\n
    • Provide at least some of the expert\u2019s relevant credentials.<\/li>\n
    • Choose experts to quote whom your audience will respect and\/or whose name or affiliations they will recognize as credible.<\/li>\n
    • Make it clear that you are quoting the expert testimony verbatim or paraphrasing it. If verbatim, say \u201cQuote . . . end of quote\u201d (not un-quote\u2014you cannot unquote someone).<\/li>\n
    • If you interviewed the expert yourself, make that clear in the speech also. \u201cWhen I spoke with Dr. Mary Thompson, principal of Park Lake High School, on October 12, she informed me that . . .\u201d<\/li>\n<\/ul>\n

      Expert testimony is one of your strongest supporting materials to prove your arguments, but in a sense, by clearly citing the source\u2019s credentials, you are arguing that your source is truly an expert (if the audience is unfamiliar with him or her) in order to validate his or her information.<\/p>\n

      \n

      Peer Testimony<\/h3>\n

      Any quotation from a friend, family member, or classmate about an incident or topic would be peer testimony<\/strong>. It is useful in helping the audience understand a topic from a personal point of view. For example, in the spring of 2011, a devastating tornado came through the town where one of the authors and many of their students live. One of those students gave a dramatic personal experience speech in class about surviving the tornado in a building that was destroyed and literally disappeared. They survived because she and her coworkers at their chain restaurant were able to get to safety in the freezer. While she may not have had an advanced degree in a field related to tornadoes or the destruction they can cause, this student certainly had a good deal of knowledge on the subject based on her experience of surviving a tornado. However, do not present any old testimony of a peer or friend as if it were expert or credentialed.<\/p>\n

      \n

      Peer testimony<\/strong><\/p>\n

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