16 Supporting Materials: Using Research as Support
Learning Objectives
- Define the term “support.”
- Explain reasons we use support in speeches.
- Explain four criteria used to evaluate support options.
Using Research as Support
In public speaking, the word “support” refers to a range of strategies that are used to develop the central idea and specific purpose by providing corroborating evidence. Whether you are speaking to inform, persuade, or entertain, using support helps you create a more substantive and polished speech. We sometimes use the words “support” or “evidence” synonymously or interchangeably because both are designed to help ground a speech’s specific purpose. However, “evidence” tends to be associated specifically with persuasive speeches, so we opt to use the more general term “support” for most of this chapter. In this section, we are going to explore why speakers use support.
Why We Use Support
Speakers use support to help provide a foundation for their message. You can think of support as the legs on a table. Without the legs, the table becomes a slab of wood or glass lying on the ground; as such, it cannot fully serve the purpose of a table. In the same way, without support, a speech is nothing more than fluff. Audience members may ignore the speech’s message, dismissing it as just so much hot air. In addition to being the foundation that a speech stands on, support also helps us clarify content, increase speaker credibility, and make the speech more vivid.
To Clarify Content
The first reason to use support in a speech is to clarify content. Speakers often choose a piece of support because a previous writer or speaker has phrased something in a way that evokes a clear mental picture of the point they want to make. For example, suppose you’re preparing a speech about hazing in college fraternities. You may read your school’s code of student conduct to find out how your campus defines hazing. You could use this definition to make sure your audience understands what hazing is and what types of behaviors your campus identifies as hazing.
To Add Credibility
Another important reason to use support is that it adds to your credibility as a speaker. The less an audience perceives you as an expert on a given topic, the more important it is to use a range of support. By doing so, you let your audience know that you’ve done your homework on the topic.
At the same time, you could hurt your credibility if you use inadequate support or support from questionable sources. Your credibility will also suffer if you distort the intent of a source to try to force it to support a point that the previous author did not address. For example, the famous 1798 publication by Thomas Malthus, An Essay on the Principle of Population, has been used as support for various arguments far beyond what Malthus could have intended. Malthus’s thesis was that as the human population increases at a greater rate than food production, societies will go to war over scarce food resources (Malthus, 1798). Some modern writers have suggested that, according to the Malthusian line of thinking, almost anything that leads to a food shortage could lead to nuclear war. For example, better health care leads to longer life spans, which leads to an increased need for food, leading to food shortages, which lead to nuclear war. Clearly, this argument makes some giant leaps of logic that would be hard for an audience to accept.
For this reason, it is important to evaluate your support to ensure that it will not detract from your credibility as a speaker. Here are four characteristics to evaluate when looking at support options: accuracy, authority, currency, and objectivity.
Accuracy
One of the quickest ways to lose credibility in the eyes of your audience is to use support that is inaccurate or even questionably accurate. Admittedly, determining the accuracy of support can be difficult if you are not an expert in a given area, but here are some questions to ask yourself to help assess a source’s accuracy:
- Does the information within one piece of supporting evidence completely contradict other supporting evidence you’ve seen?
- If the support is using a statistic, does the supporting evidence explain where that statistic came from and how it was determined?
- Does the logic behind the support make sense?
One of this book’s authors recently observed a speech in which a student said, “The amount of pollution produced by using paper towels instead of hand dryers is equivalent to driving a car from the east coast to St. Louis.” The other students in the class, as well as the instructor, recognized that this information sounded wrong and asked questions about the information source, the amount of time it would take to produce this much pollution, and the number of hand dryers used. The audience demonstrated strong listening skills by questioning the information, but the speaker lost credibility by being unable to answer their questions.
Authority
The second way to use support in building your credibility is to cite authoritative sources—those who are experts on the topic. In today’s world, there are all kinds of people who call themselves “experts” on a range of topics. There are even books that tell you how to get people to regard you as an expert in a given industry (Lizotte, 2007). Today there are “experts” on every street corner or website spouting off information that some listeners will view as legitimate.
So what truly makes someone an expert? Bruce D. Weinstein, a professor at West Virginia University’s Center for Health Ethics and Law, defined expertise as having two senses. In his definition, the first sense of expertise is “knowledge in or about a particular field, and statements about it generally take the form, ‘S is an expert in or about D.’… The second sense of expertise refers to domains of demonstrable skills, and statements about it generally take the form, ‘S is an expert at skill D (Weinstein, 1993).’” Thus, to be an expert, someone needs to have considerable knowledge on a topic or considerable skill in accomplishing something.
As a novice researcher, how can you determine whether an individual is truly an expert? Unfortunately, there is no clear-cut way to wade through the masses of “experts” and determine each one’s legitimacy quickly. However, below is a list of questions based on the research of Marie-Line Germain that you can ask yourself to help determine whether someone is an expert (Germain, 2006).
Questions to ask yourself:
- Is the person widely recognized as an expert?
- Does the person have the appropriate credentials to make them an expert?
- Is the person a member of a recognized profession in their claimed area of expertise?
- Has the person published articles or books on the claimed area of expertise?
- Does ht person have appropriate experience in the claimed area of expertise?
- Does the person have clear knowledge about their claimed area of expertise?
- Is the person clearly knowledgeable about the field related to the claimed area of expertise?
- After answering these questions, does the person truly have the qualifications to be considered an expert?
You don’t have to answer “yes” to all the preceding questions to conclude that a source is credible, but a string of “no” answers should be a warning signal. In a Columbia Journalism Review article, Allisa Quart raised the question of expert credibility regarding the sensitive subject of autism. Specifically, Quart questioned whether the celebrity spokesperson and autism advocate Jennifer McCarthy (http://www.generationrescue.org/) qualifies as an expert. Quart notes that McCarthy “insists that vaccines caused her son’s neurological disorder, a claim that has near-zero support in scientific literature” (Quart, 2010). Providing an opposing view is a widely read blog called Respectful Insolence (http://scienceblogs.com/insolence/), whose author is allegedly a surgeon/scientist who often speaks out about autism and “antivaccination lunacy.” Respectful Insolence received the 2008 Best Weblog Award from MedGagdet: The Internet Journal of Emerging Medical Technologies. We used the word “allegedly” when referring to the author of Respectful Insolence because as the website explains that the author’s name, Orac, is the “nom de blog of a (not so) humble pseudonymous surgeon/scientist with an ego just big enough to delude himself that someone, somewhere might actually give a rodent’s posterior about his miscellaneous verbal meanderings, but just barely small enough to admit to himself that few will” (ScienceBlogs LLC).
When comparing the celebrity Jenny McCarthy to the blogger Orac, who do you think is the better expert? Were you able to answer “yes” to the questions above for both “experts”? If not, why not? Overall, determining the authority of support is clearly a complicated task, and one that you should spend time thinking about as you prepare the support for your speech.
Currency
The third consideration in using support to build your credibility is how current the information is. Some ideas stay fairly consistent over time, like the date of the Japanese attack on Pearl Harbor or the mathematical formula for finding the area of a circle, but other ideas change wildly in a short period of time, including ideas about technology, health treatments, and laws.
Although we never want to discount classic supporting information that has withstood the test of time, as a general rule for most topics, we recommend that information be less than five years old. Obviously, this is just a general guideline and can change depending on the topic. If you’re giving a speech on the history of mining in West Virginia, then you may use support from sources that are much older. However, if you’re discussing a medical topic, then your support information should probably be from the past five years or less. Some industries change even faster, so the best support may come from the past month. For example, if are speaking about advances in word processing, using information about Microsoft Word from 2003 would be woefully out-of-date because two upgrades have been released since 2003 (2007 and 2010). As a credible speaker, it is your responsibility to give your audience up-to-date information.
Objectivity
The last question you should ask yourself when examining support is whether the person or organization behind the information is objective or biased. Bias refers to a predisposition or preconception of a topic that prevents impartiality. Although there is a certain logic to the view that every one of us is innately biased, as a credible speaker, you want to avoid just passing along someone’s unfounded bias in your speech. Ideally, you would use support that is unbiased. Below are some questions to ask yourself when evaluating a potential piece of support to detect bias.
| Questions to Ask Yourself | Yes | No |
|---|---|---|
| 1. Does the source represent an individual’s, an organization’s, or another group’s viewpoint? | ||
| 2. Does the source sound unfair in its judgment, either for or against a specific topic? | ||
| 3. Does the source sound like personal prejudices, opinions, or thoughts? | ||
| 4. Does the source exist only on a website (i.e., not in print or any other format)? | ||
| 5. Is the information published or posted anonymously or pseudonymously? | ||
| 6. Does the source have any political or financial interests related to the information being disseminated? | ||
| 7. Does the source demonstrate any specific political orientation, religious affiliation, or other ideology? | ||
| 8. Does the source’s viewpoint differ from all other information you’ve read? |
As with the questions about expertise, you don’t have to have all “no” or “yes” responses to decide on bias. However, being aware of the possibility of bias and where your audience might see bias will help you to select the best possible support to include in your speech.
To Add Vividness
In addition to clarifying content and enhancing credibility, support helps make a speech more vivid. Vividness refers to a speaker’s ability to present information in a striking, exciting manner. The goal of vividness is to make your speech more memorable. One of the authors still remembers a vivid example from a student speech given several years ago. The student was speaking about the importance of wearing seat belts and stated that the impact from hitting a windshield at just twenty miles per hour without a seat belt would be equivalent to falling out of the window of their second-floor classroom and landing face-first on the pavement below. Because they were in that classroom several times each week, students were easily able to visualize the speaker’s analogy and it was successful at creating an image that is remembered years later. Support helps make your speech more interesting and memorable to an audience member.
Types of Support
Facts and Statistics
Many of the facts that speakers cite are based on statistics. Statistics is the mathematical subfield that gathers, analyzes, and makes inferences about collected data. Data can come in a wide range of forms—the number of people who buy a certain magazine, the average number of telephone calls made in a month, the incidence of a certain disease. Though few people realize it, much of our daily lives are governed by statistics. Everything from seat-belt laws, to the food we eat, to the amount of money public schools receive, to the medications you are prescribed are based on the collection and interpretation of numerical data.
It is important to realize that a public speaking textbook cannot begin to cover statistics in depth. If you plan to do statistical research yourself, or gain an understanding of the intricacies of such research, we strongly recommend taking a basic class in statistics or quantitative research methods. These courses will better prepare you to understand the various statistics you will encounter.
However, even without a background in statistics, finding useful statistical information related to your topic is quite easy. Table 8.3 provides a list of some websites where you can find a range of statistical information that may be useful for your speeches.
Table 8.3 Statistics-oriented Websites
| Website | Type of Information |
|---|---|
| http://www.bls.gov/bls/other.htm | Bureau of Labor Statistics provides links to a range of websites for labor issues related to a vast range of countries. |
| http://bjs.gov | Bureau of Justice Statistics provides information on crime statistics in the United States. |
| http://www.census.gov | US Census Bureau provides a wide range of information about people living in the United States. |
| https://www.cdc.gov/nchs/ | National Center for Health Statistics is a program conducted by the US Centers for Disease Control and Prevention. It provides information on a range of health issues in the United States. |
| http://www.stats.org | STATS is a nonprofit organization that helps people understand quantitative data. It also provides a range of data on its website. |
| http://ropercenter.cornell.edu/ | Roper Center for Public Opinion provides data related to a range of issues in the United States. |
| http://www.nielsen.com | Nielsen provides data on consumer use of various media forms. |
| http://www.gallup.com | Gallup provides public opinion data on a range of social and political issues in the United States and around the world. |
| http://www.adherents.com | Adherents provides both domestic and international data related to religious affiliation. |
| http://people-press.org | Pew Research Center provides public opinion data on a range of social and political issues in the United States and around the world. |
Statistics are probably the most used—and misused—form of support in any type of speaking. People like numbers. People are impressed by numbers. However, most people do not know how to correctly interpret numbers. Unfortunately, there are many speakers who do not know how to interpret them either or who intentionally manipulate them to mislead their listeners. As the saying popularized by Mark Twain goes, “There are three kinds of lies: lies, damned lies, and statistics” (Twain, 1924).
To avoid misusing statistics when you speak in public, do three things. First, be honest with yourself and your audience. If you are distorting a statistic or leaving out other statistics that contradict your point, you are not living up to the level of honesty your audience is entitled to expect. Second, run a few basic calculations to see if a statistic is believable. Sometimes a source may contain a mistake—for example, a decimal point may be in the wrong place or a verbal expression like “increased by 50 percent” may conflict with data showing an increase of 100 percent. Third, evaluate sources (even those in table 3 which are generally reputable) according to the criteria discussed earlier in the chapter: accuracy, authority, currency, and objectivity.
Expert Testimony
Expert testimony accompanies the discussion we had earlier in this chapter related to what qualifies someone as an expert. In essence, expert testimony expresses the attitudes, values, beliefs, or behaviors recommended by someone who is an acknowledged expert on a topic. For example, imagine that you’re going to give a speech on why physical education should be mandatory for all grades K–12 in public schools. During the course of your research, you come across The Surgeon General’s Vision for a Fit and Healthy Nation (http://www.surgeongeneral.gov/library/obesityvision/obesityvision2010.pdf). You might decide to cite information from within the report written by US Surgeon General Dr. Regina Benjamin about her strategies for combating the problem of childhood obesity within the United States. If so, you are using the words from Dr. Benjamin, a noted expert on the subject, to support your speech’s basic premise. Her expertise is being used to give credibility to your claims.
Eyewitness Testimony
Eyewitness testimony, on the other hand, is given by someone who has direct contact with the phenomenon of your speech topic. Imagine that you are giving a speech on the effects of the 2010 “Deepwater Horizon” disaster in the Gulf of Mexico. Perhaps one of your friends happened to be on a flight that passed over the Gulf of Mexico and the pilot pointed out where the platform was. You could tell your listeners about your friend’s testimony of what she saw as she was flying over the spill.
However, using eyewitness testimony as support can be a little tricky because you are relying on someone’s firsthand account, and firsthand accounts may not always be reliable. As such, you evaluate the credibility of your witness and the recency of the testimony.
To evaluate your witness’s credibility, you should first consider how you received the testimony. Did you ask the person for the testimony, or did he or she give you the information without being asked? Second, consider whether your witness has anything to gain from his or her testimony. Basically, you want to know that your witness isn’t biased.
Second, consider whether your witness’ account was recent or something that happened some time ago. With a situation like the BP oil spill, the date when the spill was seen from the air makes a big difference. If the witness saw the oil spill when the oil was still localized, he or she could not have seen the eventual scope of the disaster.
Overall, the more detail you can give about the witness and when the witness made his or her observation, the more useful that witness testimony will be when attempting to create a solid argument. However, never rely completely on eyewitness testimony because this form of support is not always the most reliable and may still be perceived as biased by a segment of your audience.
Analogies
An analogy is a figure of speech that compares two ideas or objects, showing how they are similar in some way. Analogies, for public speaking purposes, can also be based in logic. The logical notion of analogies starts with the idea that two ideas or objects are similar, and because of this similarity, the two ideas or objects must be similar in other ways as well. There are two different types of analogies that speakers can employ: figurative and literal.
Figurative Analogies
Figurative analogies compare two ideas or objects from two different classes. For the purposes of understanding analogies, a “class” refers to a group that has common attributes, characteristics, qualities, or traits. For example, you can compare a new airplane to an eagle. In this case, airplanes and eagles clearly are not the same type of objects. While both may have the ability to fly, airplanes are made by humans and eagles exist in nature.
Alternatively, you could attempt to compare ideas such as the struggle of The Church of Reality (http://www.churchofreality.org/wisdom/welcome_home/, a group that sees the use of marijuana as a religious sacrament) to the struggle of the civil rights movement. Is a church’s attempt to get marijuana legalized truly the same as the 1960s civil rights movement? Probably not, in most people’s view, as fighting for human rights is not typically seen as equivalent to being able to use a controlled substance.
Figurative analogies are innately problematic because people often hear them and immediately dismiss them as far-fetched. While figurative analogies may be very vivid and help a listener create a mental picture, they do not really help a listener determine the validity of the information being presented. Furthermore, speakers often overly rely on figurative analogies when they really don’t have any other solid evidence. Overall, while figurative analogies may be useful, we recommend solidifying them with other, more tangible support.
Literal Analogies
Literal analogies, on the other hand, compare two objects or ideas that clearly belong to the same class. The goal of the literal analogy is to demonstrate that the two objects or ideas are similar; therefore, they should have further similarities that support your argument. For example, maybe you’re giving a speech on a new fast-food brand that you think will be a great investment. You could easily compare that new fast-food brand to preexisting brands like McDonald’s, Subway, or Taco Bell. If you can show that the new start-up brand functions similarly to other brands, you can use that logic to suggest that the new brand will also have the same kind of success as the existing brands.
When using literal analogies related to ideas, make sure that the ideas are closely related and can be viewed as similar. For example, take the Church of Reality discussed above. You could compare the Church of Reality’s use of marijuana to the Native American Church’s legal exemption to use peyote in its religious practices. In this instance, comparing two different religious groups’ use of illegal drugs and demonstrating that one has legal exemption supports the idea that the other should have an exemption, too.
As with figurative analogies, make sure that the audience can see a reasonable connection between the two ideas or objects being compared. If your audience sees your new fast-food brand as very different from McDonald’s or Subway, then they will not accept your analogy. You are basically asking your audience to confirm the logic of your comparison, so if they don’t see the comparison as valid, it won’t help to support your message.
Key Takeaways
- The strategies a public speaker can use to provide corroborating evidence for the speech’s central idea and specific purpose are called support.
- There are three primary reasons to use support: to clarify content, to increase speaker credibility, and to make the speech more vivid.
- A good piece of support should be accurate, authoritative, current, and unbiased.
References
Germain, M. L. (2006). Development and preliminary validation of a psychometric measure of expertise: The generalized expertise measure (GEM). (Unpublished doctoral dissertation). Barry University, Florida.
Lizotte, K. (2007). The expert’s edge: Become the go-to authority people turn to every time. New York, NY: McGraw-Hill.
Malthus, T. R. (1798). An essay on the principle of population as it affects the future improvement of society, with remarks on the speculations of Mr. Godwin, M. Condorcet, and other writers. London, England: J. Johnson, in St. Paul’s Churchyard.
Quart, A. (2010, July/August). The trouble with experts: The web allows us to question authority in new ways. Columbia Journalism Review. Retrieved from http://www.cjr.org.
ScienceBlogs LLC (n.d.). Who (or what) is Orac? [Web log post]. Retrieved from http://scienceblogs.com/insolence/; see also http://scienceblogs.com/insolence/medicine/autism
Weinstein, B. D. (1993). What is an expert? Theoretical Medicine, 14, 57–93.
