Slides that support a speaker · 为讲者服务的幻灯片
| English | 中文 | Pinyin · 拼音 |
|---|---|---|
| bullet points/ˈbʊlɪt pɔɪnts/ | 要点 | yào diǎn |
| contrast/ˈkɒntræst/ | 对比度 | duì bǐ dù |
| sans-serif/sænz ˈserɪf/ | 无衬线 | wú chèn xiàn |
| reference list/ˈrefrəns lɪst/ | 参考文献列表 | cān kǎo wén xiàn liè biǎo |
Can the back row explain your chart?
- Your slide has correct numbers, but the audience cannot read the labels. Correct content still needs a usable presentation.
- Choose one main message and the evidence needed to understand it. Put detailed explanations in notes or a handout.
Let the title state a supported message
- Bullet points 要点 can cue the speaker; they do not need to reproduce the whole script. Keep connected information together when it supports one main idea.
- “18 of 30 respondents used the bus” states the finding. “Everyone prefers buses” goes beyond the data and changes a travel method into a preference.
Your slide combines a class travel chart with an unrelated school lunch menu. What is the best revision?
One main message helps listeners follow the evidence. Related supporting detail can stay together.
For a class sample of 30 respondents, 18 used the bus. Replace the title “Bus routes” with a supported finding.
Example: “Bus travel was most common in our class sample”. Travel method does not by itself establish preference.
Choose the display for the question
- A table helps readers look up exact values; a chart helps compare values or see a pattern. Label the measure, units and source.
- For 30 fictional respondents: bus 18, walking 8, cycling 4. Start a bar chart at zero so bar lengths show the counts fairly.
Useful title: “Bus travel was most common in our sample”. Say aloud: “18 of our 30 respondents used the bus. This is a class sample, not a city-wide result.” Keep the sample size visible.
You want classmates to compare three travel-method counts quickly. Which display fits?
Bar lengths support count comparisons when labels and the baseline are clear.
Explaining a chart aloud makes visible measure labels and units unnecessary.
Provide readable labels and an audible explanation. Different audience members need different ways to access the information.
How many of the 30 respondents walked or cycled?
Walking 8 plus cycling 4 gives 12 respondents.
Test readability in the actual room
- Contrast 对比度 means enough difference between foreground and background. Both dark text on light and light text on dark can work; avoid using colour alone to distinguish groups.
- Try a simple sans-serif 无衬线 font and large text as a starting point. Test labels and source notes from the back row on the real projector; no single font size guarantees readability.
Which are useful checks for your projected slide? Select all that apply.
Size, contrast and projection conditions affect readability. Labels or shapes must also convey distinctions.
Credit evidence without hiding it
- Put a short source beside the borrowed chart or image and full details in a reference list 参考文献列表. Check reuse permission separately; a citation does not grant it.
- Label your own data as your own, with sample size and collection context. Describe important visual information aloud for people who cannot see it clearly.
Selecting only the largest categories may hide part of the picture. If you combine small categories, label “other” and explain what it includes. Never omit values just to strengthen your message.
Match each audience need to an appropriate response.
Display choice, spoken explanation and source detail solve different problems.
Review the message, evidence and access
- Ask a partner to state the finding after viewing the slide. If they cannot, revise the title, labels or layout rather than shrinking the text.
- Make one slide from the sample data. Check its claim, all three categories, baseline, source note and readability before rehearsing.
Use a supported message, a suitable display and readable evidence. Explain the visual aloud and supply accessible materials where needed.
Further guidance: W3C accessible presentations.
A slide omits cycling (4) so the bus seems more dominant. What should you change?
Omission can distort the picture. Preserve the full relevant comparison and explain any grouping.