After studying this chapter, the student will be able to:
- Explain why supporting materials are necessary.
- List the various types of verbal supporting materials.
- Discuss supporting material strengths in explaining and proving ideas and arguments.
- Incorporate supporting materials seamlessly into the speech.
- Use supporting materials ethically through correct citation.
- Explain how perception and attention affect the speech-giving process.
Types of Supporting Materials
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.
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, “You pass an example of this type of architecture every time you go downtown—City Hall.” An example must be quickly understandable, something the audience can pull out of their memory or experience quickly.
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 four 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.
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.
Earlier in this textbook the “power of story” 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’ Digest, 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.
Narratives can be personal, literary, historical, or hypothetical. Personal narratives can be helpful in situations where you desire to:
- Relate to the audience on a human level, especially if they may see you as competent but not really similar or connected to them.
- Build your credibility by mentioning your experience with a topic.
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.
An example of a literary narrative might be one of Aesop’s fables, a short story by O’Henry, 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’s frame of reference and if they will have seen the film.
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 “historical” 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.
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. 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 is historically accurate, but it is off on many key points—even the kilts, which were not worn by the Scots until the 1600s.
Hypothetical narratives are ones that could happen but have not yet. To be effective, they should be based on reality. Here are two examples:
Picture this incident: You are standing in line at the grocery checkout, 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?
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 your house from the back yard. 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 understand a foreign language unless you had studied it. That is why you should learn a foreign language in college.
Obviously, the second is so “off-the-wall” 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, hypothetical narratives are often used in introductions.
To define 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.
For example, terms used in specialized fields, often called “jargon,” (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). Some of them may be acronyms; CBE is a term being used currently higher education that means “Competency Based Education.” That is part of a definition, but not a full one—what is competency based education? To answer that question, you would do best to find an officially accepted definition and cite it.
You may want to use a stipulated definition 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. “When I use the phrase ‘liberal democracy’ 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.” 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.
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.
Classification and differentiation
This is a fancy way of saying “X is a type of Y, but it is different from the other Ys in that . . .” “A bicycle is type of vehicle that has two wheels, handlebars instead of a steering wheel, and is powered by the feet of the driver.” Obviously you know what a bicycle is and it does not need defining, so here are some better examples:
Laparoscopic adjustable gastric banding (LAGB) is a (type of) surgical procedure that (how different) 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.
Gestational diabetes is a (type of) diabetic condition (how different) that appears during pregnancy and usually goes away after the birth of the baby.
Social publishing platforms are a (type of) social medium where (how different) long and short-form written content can be shared with other users.
Operational definitions give examples of an action or idea to define it. If we were to define “quid pro quo sexual harassment” 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, “What does this look like in real life?” rather than using synonyms to define.
Definition by Contrast or Comparison
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 alcoholism 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.
When defining by contrast, you are pointing how a concept or term is distinct from another more familiar one. For example, “pop culture” is defined as different from “high culture” in that, traditionally, popular culture has been associated with people of lower socioeconomic status (i.e. less wealth or education). High culture, on the other hand, is associated with as the “official” culture of the more highly educated within the upper classes. Here, the definition of popular culture is clarified by highlighting the differences between it and high culture.
A similar form of definition by contrast is defining by negation, which is stipulating what something is not. This famous quotation from Nelson Mandela is an example: “I 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.” Here, Mandela is helping us draw limits around a concept by saying what it is not.
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 (movement of the body) and organic (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) and nausea or the feelings of heightened emotions (organic).
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.
A La-Z-Boy® rocker-recliner
An old green velvet La-Z-Boy® rocker recliner
An old lime green velvet La-Z-Boy® rocker recliner with a cigarette burn on the left arm
As you add more description, two things happen. The “camera focus” 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.
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 granted what the audience already knows. Some instructors use the “peanut butter sandwich” 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.
Historic and Scientific Fact
This type of supporting material is useful for clarification but is especially useful for proving a point. President John Adams is quoted as saying, “Facts are stubborn things,” 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 “The place most people in the world tend to think their opinions reside.” This is a humorous definition, but often true about how we approach facts. The meaning of “fact” is complicated by the context in which it is being used. The National Center for Science Education (2008) defines fact this way:
In science, an observation that has been repeatedly confirmed and for all practical purposes is accepted as ‘true.’ Truth in science, however, is never final and what is accepted as a fact today may be modified or even discarded tomorrow.
Another source explains fact this way:
[Fact is] a truth known by actual experience or observation. The hardness of iron, the number of ribs in a squirrel’s 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 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. (“Scientific Thought: Facts, Hypotheses, Theories, and all that stuff”)
Without getting into a philosophical dissertation on the meaning of truth, for our purposes facts are pieces of information with established “backup.” You can cite who discovered the fact and how other authorities have supported it. Some facts are so common that most people don’t know where they started—who 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.
Also, the difference between historical narrative (mentioned above) and historical fact has to do with length. An historical fact might just be a date, place, or action, such as “President Ronald Reagan was shot by John Hinckley on March 30, 1981, in front of Washington, D.C. Hilton Hotel.” An historical narratives would go into much more detail and add dramatic elements, such as this assassination attempt from the point of view of Secret Service agents.
Statistics are misunderstood. First, the meaning of the term is misunderstood. Statistics are not just numbers or numerical facts. The essence of statistics is the collection, analysis, comparison, and interpretation of numerical data, 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.
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.
Mean 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’re simplifying here, but you see the point).
The median, 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 “median” and “mean” are often interchanged carelessly. Mode is the name for the most frequently occurring number in the list. As an example, Figure 7.3 is a list of grades from highest to lowest that students might make on a midterm in a class. The placement of mean, median, and mode are noted.
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 “figures don’t lie but liars figure” and another, “There are liars, damn liars, and statisticians.” 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!
In using statistics, you are probably going to use them as proof more than as explanation. Statistics are considered a strong form of proof.
Use statistics as support, not as a main point. The audience may cringe or tune you out for saying, “Now I’d like to give you some statistics about the problem of gangs in our part of the state.” That sounds as exciting as reading the telephone book! Use the statistics to support an argument. “Gang 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.” 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.
- Always provide the source of the statistic. In the previous example, it should read, “According to a report published on the Georgia Bureau of Investigation’s website, Mainsville had 450 arrests . . .” There are a number of “urban myth” 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 “According to research” or “According to studies.” This tag is essentially meaningless and actually a logical fallacy. Give a real source to support your argument.
- In regard to sources, depend on the reliable ones. Table 7.1, originally published in Wrench, Goding, Johnson, and Attias (2011), lists valid websites providing statistical information.
- 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.
- 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.
- Explain your statistics as needed, but do not make your speech a statistics lesson. Explain the context of the statistics. If you say, “My blog has 500 subscribers” to a group of people who know little about blogs, that might sound impressive, but is it? You can also provide 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 “This is just one story in the 400,000 people who suffer from MS in the United States today, according to National MS Society.”
- If you do your own survey or research and use numerical data from it, explain your methodology. “In 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: ‘Do you agree that our college should encourage the faculty to use open source textbooks?’ Seventy-five percent of them indicated that they agreed with the statement.”
- 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 “almost 309 million” or “308.7 million” will serve your purposes and not be unethical.
- 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, “75% of college freshmen support . . . .” 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, “Numbers will tell you whatever you want if you torture them long enough,” meaning you can always twist or manipulate statistics to meet your goals if you want to.
- An effective technique with numerical data is to use physical comparisons. “The National Debt is 17 trillion dollars. What does that mean? It means that every American citizen owes $55,100.” “It means that if the money were stacked as hundred dollar bills, it would go to . . .” Or another example, “There are 29 million Americans with diabetes. That is 9.3%. In terms closer to home, of the 32 people in this classroom, 3 of us would have diabetes.” 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, “Three of us have diabetes.” It is only a comparison for the audience to grasp the significance of the topic.
- Finally, because statistics can be confusing, slow down when you say them, give more emphasis, gesture—small ways of helping the audience grasp them.
Testimony 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 attention-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.
What is an expert? Here is a quotation of the humorous kind: An expert is “one who knows more and more about less and less” (Nicholas Butler). Actually, an expert 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.
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, “To be an expert, someone needs to have considerable knowledge on a topic or considerable skill in accomplishing something” (Weinstein, 1993). In using expert testimony, you should follow these guidelines:
- Use the expert’s 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.
- Provide at least some of the expert’s relevant credentials.
- Choose experts to quote whom your audience will respect and/or whose name or affiliations they will recognize as credible.
- Make it clear that you are quoting the expert testimony verbatim or paraphrasing it. If verbatim, say “Quote . . . end of quote” (not unquote—you cannot unquote someone).
- If you interviewed the expert yourself, make that clear in the speech also. “When I spoke with Dr. Mary Thompson, principal of Park Lake High School, on October 12, she informed me that . . .”
Expert testimony is one of your strongest supporting materials to prove your arguments, but in a sense, by clearly citing the source’s 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.
Any quotation from a friend, family member, or classmate about an incident or topic would be peer testimony. 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.