COMM 101 - Fundamentals of Communication

Dr. Lee McGaan  

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SUPPORT MATERIAL

 

Use a Variety of Support Material

 

Your textbook describes types of support material that can be used to illustrate or prove points you make.  In Fundamentals of Communication we also consider definitions, explanations and audio/visual aids to be kinds of support.  An audio/visual aid is anything the audience can see or hear (other than your words) which helps you make a point.  Definitions and explanations are just what they seem to be.

Good micro‑structure REQUIRES that you have support for every point (assertion) you make.  However, it is also valuable to use as many different types of support material as you can.  A speech that is mostly statistics or only description/explanation is almost certainly going to be less interesting to the audience than a speech that includes stories, quotations, analogies, and examples as well as statistics or explanation.  In fact, overuse of explanation is a very common weakness in speeches.

 

A variety of support types not only helps keep listener interest, it also builds your credibility.  Research shows that speakers who use many kinds of support are judged to be more knowledgeable than those who don't and are regarded as better speakers.  Beginning with your second speech we ask you to label the type of each item of support you use in your outline as a way of encouraging you to avoid having only a limited variety of support in your speech.  Your instructor will discuss ways you can increase the variety of support in your messages; however, the most important factor in getting a wide variety of support is obtaining several different kinds of information sources on your topic.  By all means avoid speeches based solely on "personal knowledge."  We commonly list eight different types of support material (plus audio/visual aids).

 

Use Support Material Effectively

 

Merely having a variety of good support material doesn't guarantee that the audience will understand or be convinced of your point.  You must use support well.  In CATA 101 we refer to the "Three Step Process" for effective use of support.  The Wingard speech (sample problem-solution persuasive speech) has good examples of this process.

 

STEP 1.  State the point (assertion) you wish to make/ prove/ illustrate.  While

this seems obvious sometimes speakers state a statistic or begin a story without indicating what  THEIR point is, assuming the audience will draw the right  conclusion.  The problem is your audience may not see the point you think is obvious.  Be clear.  Make your point stand out as you deliver it so the audience will recognize it as important.

 

STEP 2.  Present support material (one or more items) which clarifies,

illustrates, or proves (convinces) your  assertion.  Use the support to develop your idea taking  enough time to let the point "soak in." 

 

STEP 3.  Show how the support material clarifies or proves your assertion by

a) summarizing the point, or  b)  explaining the link between support and assertion.  At the very least you should remind listeners of your point after you present the support material to reinforce what you want them to remember.  This may seem repetitious to you but it won't to your audience.  They may not have gotten the assertion in step 1 and need a summary.  Sometimes you may need to do more than summarize.  The audience may not be able to see how your support proves your point (This is especially true when the support is statistical.).  When that is possible you should be sure to explain the link as well as summarize.

 

An Example from a Student Speech

 

Step 1.            Cardiovascular disease, the nation's leading cause of death, is caused by inactivity.

 

Step 2.            According to noted cardiologist A.B. Smith, clogged arteries and veins are a result of inactivity and can lead to heart attacks.  (example with authority)   Excess fat also caused by inactivity leads to a higher incidence of heart disease.  (explanation and example)

 

Step 3.            Statistically, then, you are more likely to die at an earlier age if you do not exercise.  (internal summary)

Assertion-Support in-class Activity