{"id":128,"date":"2022-04-05T15:01:00","date_gmt":"2022-04-05T15:01:00","guid":{"rendered":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/chapter\/using-support-and-creating-arguments\/"},"modified":"2026-07-22T18:38:26","modified_gmt":"2026-07-22T18:38:26","slug":"using-support-and-creating-arguments","status":"publish","type":"chapter","link":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/chapter\/using-support-and-creating-arguments\/","title":{"raw":"7.4 Using Support and Creating Arguments","rendered":"7.4 Using Support and Creating Arguments"},"content":{"raw":"<h2 style=\"text-align: center;\">7.4 Using Support and Creating Arguments<\/h2>\r\nSupporting one\u2019s ideas with a range of facts and statistics, definitions, examples, narratives, testimony, and analogies can make the difference between a boring speech your audience will soon forget and one that has a lasting effect on their lives.\r\n\r\nAlthough the research process is designed to help you find effective support, you still need to think through how you will use the support you have accumulated. In this section, we will examine how to use support effectively in one\u2019s speech, first by examining the types of support one needs in a speech and then by seeing how support can be used to enhance one\u2019s argument.\r\n<h3 style=\"text-align: center;\">Understanding Arguments<\/h3>\r\n<h4>Building Strong Arguments in Public Speaking<\/h4>\r\nIn everyday life, we often think of an <em>argument<\/em> as a heated disagreement. But in public speaking, an argument is a structured claim supported by evidence and reasoning. A strong argument begins with a clear, arguable thesis\u2014not a simple fact, but a statement that invites discussion and can be supported with credible information.\r\n\r\nArguments are built from three key components:\r\n<ul>\r\n \t<li><strong>[pb_glossary id=\"782\"]Claim[\/pb_glossary]<\/strong>: The main point or assertion you're making.<\/li>\r\n \t<li><strong>[pb_glossary id=\"2076\"]Evidence[\/pb_glossary]<\/strong>: The facts or data that support your claim.<\/li>\r\n \t<li><strong>[pb_glossary id=\"784\"]Warrant[\/pb_glossary]<\/strong>: The logical connection between the claim and the evidence\u2014often implied rather than stated.<\/li>\r\n<\/ul>\r\nFor example:\r\n<ul>\r\n \t<li><em>Claim<\/em>: Life without a car in Baton Rouge is difficult and dangerous.<\/li>\r\n \t<li><em>Evidence<\/em>: The city lacks sidewalks and crosswalks, and the bus system is unreliable.<\/li>\r\n \t<li><em>Warrant<\/em>: Because walking and public transit are unsafe or inconvenient, having a car is necessary.<\/li>\r\n<\/ul>\r\nLet\u2019s take a closer look at three sample claims and evaluate whether they\u2019re supported well enough to convince an audience:\r\n\r\n1. <em>Claim<\/em>: LSU students should receive free tickets to all LSU home football games because we would have no football team without the university.\r\n\r\n<strong>Warrant<\/strong>: Being enrolled at LSU is enough reason for students to receive this expensive commodity.\r\n<h5><strong>Analysis<\/strong>:<\/h5>\r\nThis claim appeals to the idea that students are the foundation of the university, and therefore deserve perks like free football tickets. However, the warrant assumes that student enrollment alone justifies giving away a high-value item\u2014tickets worth over $1,000 per semester. To strengthen this argument, the speaker would need to provide additional evidence, such as how ticket access improves student engagement, or how other universities handle student ticketing. Without more support, the claim feels emotionally appealing but logically weak.\r\n\r\n2. <em>Claim<\/em>: Baton Rouge is a dangerous place to live. According to FBI statistics, Baton Rouge had the 6th highest murder rate in the United States in 2019.\r\n\r\n<strong>Warrant<\/strong>: One set of FBI statistics is enough to determine how safe a city is today.\r\n<h5><strong>Analysis<\/strong>:<\/h5>\r\nThis claim uses a single data point to make a sweeping generalization. While the murder rate is a serious concern, it doesn\u2019t account for other factors like changes in crime trends, neighborhood safety differences, or improvements in law enforcement. To make this argument stronger, the speaker should include more recent data, compare multiple types of crime, and define what \u201cdangerous\u201d means in context. Relying on one statistic from 2019 oversimplifies a complex issue.\r\n\r\n3. <em>Claim<\/em>: The United States will likely be hit by several powerful hurricanes this year. A team of scientists led by Dr. Phil Klotzbach at Colorado State University says there is about a 65% chance of above-average tropical storm activity.\r\n\r\n<strong>Warrant<\/strong>: Dr. Klotzbach and his team can accurately predict hurricane activity.\r\n<h5><strong>Analysis<\/strong>:<\/h5>\r\nThis claim is based on expert forecasting, which adds credibility. However, the warrant assumes the audience knows and trusts Dr. Klotzbach\u2019s expertise. To strengthen the argument, the speaker should explain his credentials, the reliability of his team\u2019s past predictions, and how hurricane forecasting works. Without that context, some listeners may question how a scientist in Colorado can predict storms in the Gulf or Atlantic regions. Providing background on the forecasting model and its track record would make the claim more convincing.\r\n<h4>Final Thought<\/h4>\r\nStrong arguments require more than just bold claims\u2014they need solid evidence and clear reasoning. Always ask yourself: <em>Is my audience likely to accept the connection between my claim and evidence?<\/em> If not, add more support or clarify your logic. Your argument is only as strong as its weakest link.\r\n<h3 style=\"text-align: center;\">Sifting Through Your Support<\/h3>\r\nWhen researching a topic, you\u2019re going to find a range of different types of supporting evidence. You may find examples of all six types of support: facts and statistics, definitions, examples, narratives, testimony, and analogies. Sooner or later, you are going to have to make some decisions as to which pieces of support you will use and which you won\u2019t. While there is no one way to select your support, here are some helpful suggestions.\r\n<h4>Using Support Effectively<\/h4>\r\nOne of the keys to a strong speech is using a <strong>variety of support types<\/strong>. Relying too heavily on one kind\u2014like only quoting statistics or only telling stories\u2014can quickly lose your audience\u2019s interest. Just like eating the same food every day gets boring, your speech needs a mix of support to stay engaging. Definitions, examples, narratives, statistics, and testimony can all work together to reinforce your message and appeal to different audience preferences.\r\n\r\nIt\u2019s also important to <strong>choose support that fits your speech\u2019s purpose and context<\/strong>. A precise definition might work well in a legal or academic setting, but not in a casual or entertaining speech. Likewise, a humorous story might charm an audience during a toast but could undermine your credibility in a serious persuasive speech.\r\n\r\nAlways <strong>check for relevance<\/strong>. Every piece of support should clearly connect to your speech\u2019s specific purpose. A great quote or statistic is only useful if it strengthens your argument. Consider your audience, too\u2014what resonates with one group may fall flat with another. For example, referencing 9\/11 might be powerful for older adults but meaningless to younger listeners who didn\u2019t experience it.\r\n\r\nAlso, <strong>don\u2019t overload your speech with support<\/strong>. More isn\u2019t always better. If you have multiple sources that make the same point, choose the one that\u2019s most relatable and impactful. Support should enhance your speech\u2014not take it over.\r\n\r\nFinally, <strong>use support ethically<\/strong>. Never twist evidence to fit your argument or ignore facts that contradict your point. Avoid outdated, biased, or misleading sources, and always cite your support clearly during your speech. Your credibility depends on honesty and transparency.\r\n\r\nBy using a thoughtful mix of relevant, appropriate, and ethical support, you\u2019ll build a speech that\u2019s not only persuasive but also respectful and engaging for your audience.\r\n<h3 style=\"text-align: center;\">Using Support within Your Speech<\/h3>\r\nIn the previous sections of this chapter, we\u2019ve talked about the various types of support you can use (facts and statistics, definitions, examples, narratives, testimonies, and analogies). In this section, we\u2019ll go over how to incorporate evidence into your speech, as well as how to think through the support you need for a speech and also how to actually use support while speaking.\r\n<h4>Forms of Speech Support<\/h4>\r\nLet\u2019s begin by examining the forms that support can take in a speech: direct quotations, paraphrases, summaries, numerical data, and visual aids.\r\n<h4><strong>1. Direct Quotations<\/strong><\/h4>\r\nA [pb_glossary id=\"415\"]direct quotation[\/pb_glossary] uses the exact words of another speaker or writer. Use quotes sparingly and only when the original wording is especially powerful, vivid, or authoritative.\r\n\r\n<strong>Use a direct quote when:<\/strong>\r\n<ul>\r\n \t<li>The author\u2019s words are memorable or uniquely phrased.<\/li>\r\n \t<li>You want to highlight an expert\u2019s credibility.<\/li>\r\n \t<li>You plan to analyze the specific wording.<\/li>\r\n<\/ul>\r\n<strong>Example:<\/strong>\r\n<em>\"As Surgeon General Dr. Regina Benjamin stated, 'Obesity is one of the most pressing health issues facing our nation today.'\"<\/em>\r\nThis quote is short, impactful, and clearly attributed.\r\n\r\n<strong>Tip:<\/strong> Avoid long quotes. Instead, quote only what\u2019s necessary and smoothly integrate it into your own speech.\r\n<h4><strong>Paraphrases<\/strong><\/h4>\r\n[pb_glossary id=\"567\"]Paraphrasing[\/pb_glossary] means restating someone else\u2019s ideas in your own words. It shows you understand the material and allows you to tailor it to your audience.\r\n\r\n<strong>Use a paraphrase when:<\/strong>\r\n<ul>\r\n \t<li>The original wording is too complex.<\/li>\r\n \t<li>You can express the idea more clearly or concisely.<\/li>\r\n \t<li>You want to adapt the example to fit your argument.<\/li>\r\n<\/ul>\r\n<strong>Example:<\/strong>\r\nInstead of quoting a long passage about childhood obesity, you might say:\r\n<em>\u201cDr. Benjamin argues that childhood obesity is a growing crisis that demands immediate action from schools and communities.\u201d<\/em>\r\n\r\n<strong>Tip:<\/strong> A good paraphrase requires deep understanding\u2014don\u2019t just swap out a few words.\r\n<h4><strong>2. Summaries<\/strong><\/h4>\r\n[pb_glossary id=\"579\"]Summaries[\/pb_glossary] condense longer texts into a brief overview. They\u2019re useful when you want to present the main idea of a source without diving into all the details.\r\n\r\n<strong>Use a summary when:<\/strong>\r\n<ul>\r\n \t<li>You need to explain an author\u2019s overall argument.<\/li>\r\n \t<li>You\u2019re presenting a counterargument.<\/li>\r\n \t<li>You\u2019re referencing multiple sources quickly.<\/li>\r\n<\/ul>\r\n<strong>Example:<\/strong>\r\n<em>\u201cIn her report, Dr. Benjamin outlines several strategies for reducing childhood obesity, including school-based fitness programs and community education.\u201d<\/em>\r\n\r\n<strong>Tip:<\/strong> Keep summaries short and focused on the core message.\r\n<h4><strong>3. Numerical Data<\/strong><\/h4>\r\n[pb_glossary id=\"768\"]Statistics[\/pb_glossary] can be persuasive, but only if your audience understands them. Always explain what the numbers mean and where they come from.\r\n\r\n<strong>Example:<\/strong>\r\n<em>\u201cAccording to the CDC, nearly 1 in 5 children in the U.S. are obese. That\u2019s over 14 million kids.\u201d<\/em>\r\nThen explain: <em>\u201cThis means that in a typical classroom of 25 students, about 5 may be struggling with obesity.\u201d<\/em>\r\n\r\n<strong>Tip:<\/strong> If the data is complex, use a visual aid like a chart or graph to help clarify.\r\n<h4><strong>4. Visual Aids<\/strong><\/h4>\r\nVisual aids\u2014like objects, diagrams, or videos\u2014can make your speech more engaging and easier to understand.\r\n\r\n<strong>Use a visual aid when:<\/strong>\r\n<ul>\r\n \t<li>A picture or demonstration is clearer than words.<\/li>\r\n \t<li>You want to emphasize a key point.<\/li>\r\n<\/ul>\r\n<strong>Example:<\/strong>\r\nIn a speech about golf techniques, you could bring a golf club to demonstrate a swing or show a short video clip of a professional golfer.\r\n\r\n<strong>Tip:<\/strong> Make sure your visual is visible to everyone and doesn\u2019t distract from your message. It should enhance\u2014not replace\u2014your explanation.\r\n\r\nUsing a mix of support types\u2014quotes, paraphrases, summaries, data, and visuals\u2014adds depth and variety to your speech. Choose the right kind of support for your topic, audience, and purpose, and always cite your sources clearly and ethically. This not only strengthens your credibility but also keeps your audience informed and engaged.\r\n<h3 style=\"text-align: center;\">Is Your Support Adequate?<\/h3>\r\n<h4>Evaluating Your Support: Do You Have Enough?<\/h4>\r\nOnce you've selected support for your speech, it's important to assess whether it's sufficient and effective. One helpful strategy is to create a <strong>[pb_glossary id=\"764\"]reverse outline[\/pb_glossary]<\/strong>. This technique involves starting with your conclusion and working backward through your speech to see how each point leads logically to that final idea. By outlining your speech in reverse, you can identify gaps in reasoning or areas where support may be missing. For example, if your conclusion is that public schools should require physical education in all grades, your reverse outline should show how each main point\u2014such as rising childhood obesity rates or the link between exercise and academic performance\u2014builds toward that conclusion with clear, relevant evidence.\r\n\r\nAnother essential step is to <strong>check that every claim is supported<\/strong>. It\u2019s easy to make broad statements in a speech, but without evidence, those claims lose credibility. For instance, if you say, \u201cMost Americans support immigration reform,\u201d you need to back that up with data\u2014perhaps from a recent national poll conducted by a reputable organization. Too often, speakers include claims without verifying them, which weakens the overall argument. As you review your speech, ask yourself: <em>Do I have reliable support for each claim? Is the evidence current, relevant, and clearly connected to my point?<\/em>\r\n\r\nBy reverse outlining and carefully checking your claims, you ensure that your speech is not only well-organized but also persuasive and credible. These steps help you move beyond surface-level ideas and build a speech that truly resonates with your audience.\r\n<h3 style=\"text-align: center;\">Incorporating Support into Your Oral Presentation<\/h3>\r\n<h4>How to Incorporate Support: Setup, Execution, and Analysis<\/h4>\r\nOnce you've selected and evaluated your supporting materials, the next step is to integrate them smoothly into your speech. This process involves three key stages: <strong>setup<\/strong>, <strong>execution<\/strong>, and <strong>analysis<\/strong>.\r\n<h4>Setup: Introducing Your Source<\/h4>\r\nBefore presenting any evidence, you need to prepare your audience by explaining where the information comes from. This is called the <strong>[pb_glossary id=\"766\"]setup[\/pb_glossary]<\/strong>. A good setup gives your audience context and helps establish the credibility of your source.\r\n\r\nDepending on the situation, you might include:\r\n<ul>\r\n \t<li>The author\u2019s name and credentials (if relevant).<\/li>\r\n \t<li>The title of the source.<\/li>\r\n \t<li>The publication date.<\/li>\r\n \t<li>The name of the larger work or platform where the source appears (e.g., a magazine, website, or book).<\/li>\r\n<\/ul>\r\n<strong>Example:<\/strong>\r\n<em>\"According to Melanie Smithfield, in her article 'Do It Right, or Do It Now,' published in the June 18, 2009 issue of Time Magazine, ...\"<\/em>\r\nThis setup tells the audience who wrote the piece, what it\u2019s called, when it was published, and where it appeared\u2014all useful for evaluating credibility.\r\n\r\nAvoid simply saying, \u201cI found this online.\u201d Instead, give enough detail so your audience can understand the source\u2019s relevance and reliability.\r\n<h4>Execution: Presenting the Support<\/h4>\r\nThe <strong>[pb_glossary id=\"728\"]execution[\/pb_glossary]<\/strong> is where you deliver the actual evidence\u2014whether it\u2019s a direct quote, paraphrase, summary, statistic, or visual aid. This part should flow naturally within your speech. Avoid sounding robotic or disconnected when you shift from your own words to the source material.\r\n\r\n<strong>Tip:<\/strong> Practice how you\u2019ll say the evidence out loud. If your tone or delivery changes dramatically, it can distract your audience or make the transition feel awkward.\r\n<h4>Analysis: Explaining the Support<\/h4>\r\nThe final step\u2014and one that many speakers forget\u2014is <strong>[pb_glossary id=\"301\"]analysis[\/pb_glossary]<\/strong>. After presenting your support, you need to explain what it means and how it connects to your argument. Don\u2019t assume your audience will automatically understand the relevance.\r\n\r\nTo analyze effectively:\r\n<ul>\r\n \t<li>Restate the support in your own words (unless you\u2019ve already paraphrased or summarized).<\/li>\r\n \t<li>Clearly explain how the support relates to your point.<\/li>\r\n \t<li>Draw a logical conclusion that ties the evidence back to your overall message.<\/li>\r\n<\/ul>\r\n<strong>Example:<\/strong>\r\n<em>\"This quote from Smithfield highlights how procrastination can lead to rushed decisions. It supports my argument that time management is essential for effective leadership.\"<\/em>\r\n\r\nBy walking your audience through the setup, execution, and analysis, you ensure that your support strengthens your speech rather than distracting from it. This three-step process helps you build credibility, clarity, and connection with your listeners.\r\n<div class=\"textbox textbox--key\">\r\n<div class=\"textbox__content\">\r\n<h3>Licenses and Attribution<\/h3>\r\n<h4>CC Licensed Content, Original<\/h4>\r\n<em>Speech Communication<\/em> was created by Lana Iapicco and Marie Torres. Independently created original and AI-assisted content developed specifically for this book is licensed under a <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, except where otherwise noted.\r\n\r\nThis educational material includes content generated or revised with the assistance of large language models. Lana Iapicco and Marie Torres reviewed, edited, and take responsibility for the final published content.\r\n<h4>CC Licensed Content, Previously Shared<\/h4>\r\n<h5>Using Support and Creating Arguments<\/h5>\r\n<a href=\"https:\/\/louis.pressbooks.pub\/publicspeaking\/chapter\/using-support-and-creating-arguments\/\">\u201c7.4 Using Support and Creating Arguments\u201d<\/a> by Douglas Marshall, James Yeargain, June Pulliam, Sara Kim, and Victoria VanNest, published in <em><a href=\"https:\/\/louis.pressbooks.pub\/publicspeaking\/\">It\u2019s About Them: Public Speaking in the 21st Century<\/a><\/em> by LOUIS: The Louisiana Library Network, was adapted for this section.\r\n\r\nThe source material is licensed under a <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>. The material was revised, reorganized, condensed, and supplemented with original and AI-assisted content for this edition.\r\n\r\nAdapted portions derived from this source, including revisions to those portions, are licensed under the <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>. Independently created portions developed specifically for <em>Speech Communication<\/em> are licensed under the book\u2019s <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, except where otherwise noted.\r\n<h4>Other Content Included<\/h4>\r\n<h5>The Farmer and the Snake<\/h5>\r\nAesop. (2013, November 17). <em><a href=\"https:\/\/fablesofaesop.com\/the-farmer-and-the-snake.html\">The farmer and the snake<\/a><\/em>. Fables of Aesop.\r\n\r\nThis fable is referenced as an example of a persuasive narrative that communicates a moral lesson. The text, webpage, translation, and presentation remain subject to the rights and terms identified by the applicable publisher or website.\r\n<h5>Jimmy\u2019s World<\/h5>\r\nCooke, J. (1980, September 28). Jimmy\u2019s world. <em>The Washington Post<\/em>, p. A1.\r\n\r\nThis article is referenced in the discussion of ethical storytelling and the consequences of presenting a fabricated narrative as factual reporting. The article remains subject to the rights and terms of its author and publisher.\r\n<h5>Bobby Jindal\u2019s Fishy Katrina Story<\/h5>\r\nFinch, S. (2009, February 27). <em><a href=\"http:\/\/www.dailykos.com\/story\/2009\/02\/27\/702671\/-Bobby-Jindals-Fishy-Katrina-Story\">Bobby Jindal\u2019s fishy Katrina story<\/a><\/em>. Daily Kos.\r\n\r\nThis source is referenced in the discussion of narrative accuracy, attribution, and the ethical presentation of personal or reported experiences. The article remains subject to the rights and terms of its author and publisher.\r\n<h5>Human Communication as Narration<\/h5>\r\nFisher, W. R. (1987). <em>Human communication as narration: Toward a philosophy of reason, value, and action<\/em>. University of South Carolina Press.\r\n\r\nThis source informed the discussion of narrative as a central form of human reasoning and communication. The publication remains subject to the rights and terms of its author and publisher.\r\n<h5>The Confession<\/h5>\r\nGreen, B. (1981, April 19). The confession: At the end, there were the questions, then the tears. <em>The Washington Post<\/em>, p. A14.\r\n\r\nThis article is referenced in connection with the consequences and public response associated with the fabricated \u201cJimmy\u2019s World\u201d story. The article remains subject to the rights and terms of its author and publisher.\r\n<h5>Public Speaking: Concepts and Skills for a Diverse Society<\/h5>\r\nJaffe, C. (2010). <em>Public speaking: Concepts and skills for a diverse society<\/em> (6th ed.). Cengage.\r\n\r\nThis source informed the discussion of supporting materials, argument development, testimony, examples, narratives, and the ethical use of evidence. The publication remains subject to the rights and terms of its author and publisher.\r\n<h5>Words That Work<\/h5>\r\nLuntz, F. (2007). <em>Words that work: It\u2019s not what you say, it\u2019s what people hear<\/em>. Hyperion.\r\n\r\nThis source informed the discussion of persuasive language, framing, and the ways word choice can affect audience interpretation. The publication remains subject to the rights and terms of its author and publisher.\r\n<h5>An Essay on the Principle of Population<\/h5>\r\nMalthus, T. R. (1798). <em>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<\/em>. J. Johnson.\r\n\r\nThis work is referenced in the broader discussion of how evidence and source material may be extended or interpreted beyond an author\u2019s original argument. The original work is in the public domain, although particular editions, introductions, annotations, and reproductions may be separately protected.\r\n<h5>The Peter Principle<\/h5>\r\nPeter, L. J., &amp; Hull, R. (1969). <em>The Peter principle: Why things always go wrong<\/em>. William Morrow &amp; Company.\r\n\r\nThis source is referenced in connection with the definition and use of the term \u201cPeter Principle.\u201d The publication remains subject to the rights and terms of its authors and publisher.\r\n<h5>College Life Without a Vehicle<\/h5>\r\nPurdee, D., &amp; Buzbee, J. (2022, March 6). College life without a vehicle becomes difficult in car-centric Baton Rouge. <em>The Reveille<\/em>.\r\n\r\nThis article informed the example concerning transportation, walkability, and the difficulties of living without a vehicle in Baton Rouge. The article remains subject to the rights and terms of its authors and publisher.\r\n<h5>Respectful Insolence<\/h5>\r\nScienceBlogs LLC. (n.d.). <em><a href=\"http:\/\/scienceblogs.com\/insolence\/\">Who\u2014or what\u2014is Orac?<\/a><\/em> ScienceBlogs.\r\n\r\nThe related ScienceBlogs materials are referenced as examples of online commentary, expertise, authorship, and source credibility. The webpages and associated content remain subject to the rights and terms of their authors and publisher.\r\n<h5>Dictionary.com Definition of Speech<\/h5>\r\nDictionary.com. (2022). <em><a href=\"https:\/\/www.dictionary.com\/browse\/speech\">Speech<\/a><\/em>.\r\n\r\nThis source is referenced as an example of a lexical, or dictionary-style, definition. The definition and webpage remain subject to the rights and terms of Dictionary.com.\r\n<h5>Autobiography<\/h5>\r\nTwain, M. (1924). <em>Autobiography<\/em> (Vol. 1). Harper &amp; Brothers.\r\n\r\nThis work is cited in connection with the statement concerning \u201clies, damned lies, and statistics.\u201d The underlying work may be in the public domain in the United States, although particular editions, annotations, and reproductions may be separately protected.\r\n<h4>Additional Organizations, Data, and Examples<\/h4>\r\n<h5>Federal Bureau of Investigation Crime Statistics<\/h5>\r\nFederal Bureau of Investigation crime statistics are referenced in an example evaluating claims about crime and public safety in Baton Rouge. FBI data and publications remain subject to the terms and notices accompanying the applicable materials.\r\n<h5>Colorado State University Hurricane Forecasting<\/h5>\r\nDr. Phil Klotzbach and the Colorado State University Tropical Meteorology Project are referenced in an example involving forecasts of Atlantic hurricane activity. Forecasts, reports, data, and related materials remain subject to the terms and notices provided by Colorado State University and the applicable authors.\r\n<h5>Office of the U.S. Surgeon General<\/h5>\r\nStatements attributed to former U.S. Surgeon General Dr. Regina Benjamin are used as instructional examples of direct quotation, paraphrasing, summarizing, source setup, and expert testimony. Government publications may be in the public domain, but quotations, reports, webpages, photographs, and other materials should be evaluated individually for applicable rights and attribution requirements.\r\n<h5>Centers for Disease Control and Prevention<\/h5>\r\nChildhood obesity statistics attributed to the Centers for Disease Control and Prevention are used as an instructional example of numerical support. CDC data, webpages, graphics, and publications remain subject to the notices and terms accompanying the applicable materials.\r\n<h4>Third-Party References and Links<\/h4>\r\nBooks, articles, news reports, historical events, organizations, government agencies, public figures, corporations, trademarks, products, datasets, quotations, and other third-party materials referenced in this section remain the property of their respective authors, publishers, organizations, and rights holders.\r\n\r\nThe inclusion of these names, examples, citations, quotations, and links does not imply endorsement and does not place the underlying third-party materials under the Creative Commons licenses applied to <em>Speech Communication<\/em>.\r\n\r\nUnless a separate license is specifically identified, third-party content may not be copied, redistributed, or adapted independently of the permissions provided by its copyright holder or applicable law.\r\n\r\n<\/div>\r\n<\/div>","rendered":"<h2 style=\"text-align: center;\">7.4 Using Support and Creating Arguments<\/h2>\n<p>Supporting one\u2019s ideas with a range of facts and statistics, definitions, examples, narratives, testimony, and analogies can make the difference between a boring speech your audience will soon forget and one that has a lasting effect on their lives.<\/p>\n<p>Although the research process is designed to help you find effective support, you still need to think through how you will use the support you have accumulated. In this section, we will examine how to use support effectively in one\u2019s speech, first by examining the types of support one needs in a speech and then by seeing how support can be used to enhance one\u2019s argument.<\/p>\n<h3 style=\"text-align: center;\">Understanding Arguments<\/h3>\n<h4>Building Strong Arguments in Public Speaking<\/h4>\n<p>In everyday life, we often think of an <em>argument<\/em> as a heated disagreement. But in public speaking, an argument is a structured claim supported by evidence and reasoning. A strong argument begins with a clear, arguable thesis\u2014not a simple fact, but a statement that invites discussion and can be supported with credible information.<\/p>\n<p>Arguments are built from three key components:<\/p>\n<ul>\n<li><strong><button class=\"glossary-term\" aria-describedby=\"128-782\">Claim<\/button><\/strong>: The main point or assertion you&#8217;re making.<\/li>\n<li><strong><button class=\"glossary-term\" aria-describedby=\"128-2076\">Evidence<\/button><\/strong>: The facts or data that support your claim.<\/li>\n<li><strong><button class=\"glossary-term\" aria-describedby=\"128-784\">Warrant<\/button><\/strong>: The logical connection between the claim and the evidence\u2014often implied rather than stated.<\/li>\n<\/ul>\n<p>For example:<\/p>\n<ul>\n<li><em>Claim<\/em>: Life without a car in Baton Rouge is difficult and dangerous.<\/li>\n<li><em>Evidence<\/em>: The city lacks sidewalks and crosswalks, and the bus system is unreliable.<\/li>\n<li><em>Warrant<\/em>: Because walking and public transit are unsafe or inconvenient, having a car is necessary.<\/li>\n<\/ul>\n<p>Let\u2019s take a closer look at three sample claims and evaluate whether they\u2019re supported well enough to convince an audience:<\/p>\n<p>1. <em>Claim<\/em>: LSU students should receive free tickets to all LSU home football games because we would have no football team without the university.<\/p>\n<p><strong>Warrant<\/strong>: Being enrolled at LSU is enough reason for students to receive this expensive commodity.<\/p>\n<h5><strong>Analysis<\/strong>:<\/h5>\n<p>This claim appeals to the idea that students are the foundation of the university, and therefore deserve perks like free football tickets. However, the warrant assumes that student enrollment alone justifies giving away a high-value item\u2014tickets worth over $1,000 per semester. To strengthen this argument, the speaker would need to provide additional evidence, such as how ticket access improves student engagement, or how other universities handle student ticketing. Without more support, the claim feels emotionally appealing but logically weak.<\/p>\n<p>2. <em>Claim<\/em>: Baton Rouge is a dangerous place to live. According to FBI statistics, Baton Rouge had the 6th highest murder rate in the United States in 2019.<\/p>\n<p><strong>Warrant<\/strong>: One set of FBI statistics is enough to determine how safe a city is today.<\/p>\n<h5><strong>Analysis<\/strong>:<\/h5>\n<p>This claim uses a single data point to make a sweeping generalization. While the murder rate is a serious concern, it doesn\u2019t account for other factors like changes in crime trends, neighborhood safety differences, or improvements in law enforcement. To make this argument stronger, the speaker should include more recent data, compare multiple types of crime, and define what \u201cdangerous\u201d means in context. Relying on one statistic from 2019 oversimplifies a complex issue.<\/p>\n<p>3. <em>Claim<\/em>: The United States will likely be hit by several powerful hurricanes this year. A team of scientists led by Dr. Phil Klotzbach at Colorado State University says there is about a 65% chance of above-average tropical storm activity.<\/p>\n<p><strong>Warrant<\/strong>: Dr. Klotzbach and his team can accurately predict hurricane activity.<\/p>\n<h5><strong>Analysis<\/strong>:<\/h5>\n<p>This claim is based on expert forecasting, which adds credibility. However, the warrant assumes the audience knows and trusts Dr. Klotzbach\u2019s expertise. To strengthen the argument, the speaker should explain his credentials, the reliability of his team\u2019s past predictions, and how hurricane forecasting works. Without that context, some listeners may question how a scientist in Colorado can predict storms in the Gulf or Atlantic regions. Providing background on the forecasting model and its track record would make the claim more convincing.<\/p>\n<h4>Final Thought<\/h4>\n<p>Strong arguments require more than just bold claims\u2014they need solid evidence and clear reasoning. Always ask yourself: <em>Is my audience likely to accept the connection between my claim and evidence?<\/em> If not, add more support or clarify your logic. Your argument is only as strong as its weakest link.<\/p>\n<h3 style=\"text-align: center;\">Sifting Through Your Support<\/h3>\n<p>When researching a topic, you\u2019re going to find a range of different types of supporting evidence. You may find examples of all six types of support: facts and statistics, definitions, examples, narratives, testimony, and analogies. Sooner or later, you are going to have to make some decisions as to which pieces of support you will use and which you won\u2019t. While there is no one way to select your support, here are some helpful suggestions.<\/p>\n<h4>Using Support Effectively<\/h4>\n<p>One of the keys to a strong speech is using a <strong>variety of support types<\/strong>. Relying too heavily on one kind\u2014like only quoting statistics or only telling stories\u2014can quickly lose your audience\u2019s interest. Just like eating the same food every day gets boring, your speech needs a mix of support to stay engaging. Definitions, examples, narratives, statistics, and testimony can all work together to reinforce your message and appeal to different audience preferences.<\/p>\n<p>It\u2019s also important to <strong>choose support that fits your speech\u2019s purpose and context<\/strong>. A precise definition might work well in a legal or academic setting, but not in a casual or entertaining speech. Likewise, a humorous story might charm an audience during a toast but could undermine your credibility in a serious persuasive speech.<\/p>\n<p>Always <strong>check for relevance<\/strong>. Every piece of support should clearly connect to your speech\u2019s specific purpose. A great quote or statistic is only useful if it strengthens your argument. Consider your audience, too\u2014what resonates with one group may fall flat with another. For example, referencing 9\/11 might be powerful for older adults but meaningless to younger listeners who didn\u2019t experience it.<\/p>\n<p>Also, <strong>don\u2019t overload your speech with support<\/strong>. More isn\u2019t always better. If you have multiple sources that make the same point, choose the one that\u2019s most relatable and impactful. Support should enhance your speech\u2014not take it over.<\/p>\n<p>Finally, <strong>use support ethically<\/strong>. Never twist evidence to fit your argument or ignore facts that contradict your point. Avoid outdated, biased, or misleading sources, and always cite your support clearly during your speech. Your credibility depends on honesty and transparency.<\/p>\n<p>By using a thoughtful mix of relevant, appropriate, and ethical support, you\u2019ll build a speech that\u2019s not only persuasive but also respectful and engaging for your audience.<\/p>\n<h3 style=\"text-align: center;\">Using Support within Your Speech<\/h3>\n<p>In the previous sections of this chapter, we\u2019ve talked about the various types of support you can use (facts and statistics, definitions, examples, narratives, testimonies, and analogies). In this section, we\u2019ll go over how to incorporate evidence into your speech, as well as how to think through the support you need for a speech and also how to actually use support while speaking.<\/p>\n<h4>Forms of Speech Support<\/h4>\n<p>Let\u2019s begin by examining the forms that support can take in a speech: direct quotations, paraphrases, summaries, numerical data, and visual aids.<\/p>\n<h4><strong>1. Direct Quotations<\/strong><\/h4>\n<p>A <button class=\"glossary-term\" aria-describedby=\"128-415\">direct quotation<\/button> uses the exact words of another speaker or writer. Use quotes sparingly and only when the original wording is especially powerful, vivid, or authoritative.<\/p>\n<p><strong>Use a direct quote when:<\/strong><\/p>\n<ul>\n<li>The author\u2019s words are memorable or uniquely phrased.<\/li>\n<li>You want to highlight an expert\u2019s credibility.<\/li>\n<li>You plan to analyze the specific wording.<\/li>\n<\/ul>\n<p><strong>Example:<\/strong><br \/>\n<em>&#8220;As Surgeon General Dr. Regina Benjamin stated, &#8216;Obesity is one of the most pressing health issues facing our nation today.'&#8221;<\/em><br \/>\nThis quote is short, impactful, and clearly attributed.<\/p>\n<p><strong>Tip:<\/strong> Avoid long quotes. Instead, quote only what\u2019s necessary and smoothly integrate it into your own speech.<\/p>\n<h4><strong>Paraphrases<\/strong><\/h4>\n<p><button class=\"glossary-term\" aria-describedby=\"128-567\">Paraphrasing<\/button> means restating someone else\u2019s ideas in your own words. It shows you understand the material and allows you to tailor it to your audience.<\/p>\n<p><strong>Use a paraphrase when:<\/strong><\/p>\n<ul>\n<li>The original wording is too complex.<\/li>\n<li>You can express the idea more clearly or concisely.<\/li>\n<li>You want to adapt the example to fit your argument.<\/li>\n<\/ul>\n<p><strong>Example:<\/strong><br \/>\nInstead of quoting a long passage about childhood obesity, you might say:<br \/>\n<em>\u201cDr. Benjamin argues that childhood obesity is a growing crisis that demands immediate action from schools and communities.\u201d<\/em><\/p>\n<p><strong>Tip:<\/strong> A good paraphrase requires deep understanding\u2014don\u2019t just swap out a few words.<\/p>\n<h4><strong>2. Summaries<\/strong><\/h4>\n<p><button class=\"glossary-term\" aria-describedby=\"128-579\">Summaries<\/button> condense longer texts into a brief overview. They\u2019re useful when you want to present the main idea of a source without diving into all the details.<\/p>\n<p><strong>Use a summary when:<\/strong><\/p>\n<ul>\n<li>You need to explain an author\u2019s overall argument.<\/li>\n<li>You\u2019re presenting a counterargument.<\/li>\n<li>You\u2019re referencing multiple sources quickly.<\/li>\n<\/ul>\n<p><strong>Example:<\/strong><br \/>\n<em>\u201cIn her report, Dr. Benjamin outlines several strategies for reducing childhood obesity, including school-based fitness programs and community education.\u201d<\/em><\/p>\n<p><strong>Tip:<\/strong> Keep summaries short and focused on the core message.<\/p>\n<h4><strong>3. Numerical Data<\/strong><\/h4>\n<p><button class=\"glossary-term\" aria-describedby=\"128-768\">Statistics<\/button> can be persuasive, but only if your audience understands them. Always explain what the numbers mean and where they come from.<\/p>\n<p><strong>Example:<\/strong><br \/>\n<em>\u201cAccording to the CDC, nearly 1 in 5 children in the U.S. are obese. That\u2019s over 14 million kids.\u201d<\/em><br \/>\nThen explain: <em>\u201cThis means that in a typical classroom of 25 students, about 5 may be struggling with obesity.\u201d<\/em><\/p>\n<p><strong>Tip:<\/strong> If the data is complex, use a visual aid like a chart or graph to help clarify.<\/p>\n<h4><strong>4. Visual Aids<\/strong><\/h4>\n<p>Visual aids\u2014like objects, diagrams, or videos\u2014can make your speech more engaging and easier to understand.<\/p>\n<p><strong>Use a visual aid when:<\/strong><\/p>\n<ul>\n<li>A picture or demonstration is clearer than words.<\/li>\n<li>You want to emphasize a key point.<\/li>\n<\/ul>\n<p><strong>Example:<\/strong><br \/>\nIn a speech about golf techniques, you could bring a golf club to demonstrate a swing or show a short video clip of a professional golfer.<\/p>\n<p><strong>Tip:<\/strong> Make sure your visual is visible to everyone and doesn\u2019t distract from your message. It should enhance\u2014not replace\u2014your explanation.<\/p>\n<p>Using a mix of support types\u2014quotes, paraphrases, summaries, data, and visuals\u2014adds depth and variety to your speech. Choose the right kind of support for your topic, audience, and purpose, and always cite your sources clearly and ethically. This not only strengthens your credibility but also keeps your audience informed and engaged.<\/p>\n<h3 style=\"text-align: center;\">Is Your Support Adequate?<\/h3>\n<h4>Evaluating Your Support: Do You Have Enough?<\/h4>\n<p>Once you&#8217;ve selected support for your speech, it&#8217;s important to assess whether it&#8217;s sufficient and effective. One helpful strategy is to create a <strong><button class=\"glossary-term\" aria-describedby=\"128-764\">reverse outline<\/button><\/strong>. This technique involves starting with your conclusion and working backward through your speech to see how each point leads logically to that final idea. By outlining your speech in reverse, you can identify gaps in reasoning or areas where support may be missing. For example, if your conclusion is that public schools should require physical education in all grades, your reverse outline should show how each main point\u2014such as rising childhood obesity rates or the link between exercise and academic performance\u2014builds toward that conclusion with clear, relevant evidence.<\/p>\n<p>Another essential step is to <strong>check that every claim is supported<\/strong>. It\u2019s easy to make broad statements in a speech, but without evidence, those claims lose credibility. For instance, if you say, \u201cMost Americans support immigration reform,\u201d you need to back that up with data\u2014perhaps from a recent national poll conducted by a reputable organization. Too often, speakers include claims without verifying them, which weakens the overall argument. As you review your speech, ask yourself: <em>Do I have reliable support for each claim? Is the evidence current, relevant, and clearly connected to my point?<\/em><\/p>\n<p>By reverse outlining and carefully checking your claims, you ensure that your speech is not only well-organized but also persuasive and credible. These steps help you move beyond surface-level ideas and build a speech that truly resonates with your audience.<\/p>\n<h3 style=\"text-align: center;\">Incorporating Support into Your Oral Presentation<\/h3>\n<h4>How to Incorporate Support: Setup, Execution, and Analysis<\/h4>\n<p>Once you&#8217;ve selected and evaluated your supporting materials, the next step is to integrate them smoothly into your speech. This process involves three key stages: <strong>setup<\/strong>, <strong>execution<\/strong>, and <strong>analysis<\/strong>.<\/p>\n<h4>Setup: Introducing Your Source<\/h4>\n<p>Before presenting any evidence, you need to prepare your audience by explaining where the information comes from. This is called the <strong><button class=\"glossary-term\" aria-describedby=\"128-766\">setup<\/button><\/strong>. A good setup gives your audience context and helps establish the credibility of your source.<\/p>\n<p>Depending on the situation, you might include:<\/p>\n<ul>\n<li>The author\u2019s name and credentials (if relevant).<\/li>\n<li>The title of the source.<\/li>\n<li>The publication date.<\/li>\n<li>The name of the larger work or platform where the source appears (e.g., a magazine, website, or book).<\/li>\n<\/ul>\n<p><strong>Example:<\/strong><br \/>\n<em>&#8220;According to Melanie Smithfield, in her article &#8216;Do It Right, or Do It Now,&#8217; published in the June 18, 2009 issue of Time Magazine, &#8230;&#8221;<\/em><br \/>\nThis setup tells the audience who wrote the piece, what it\u2019s called, when it was published, and where it appeared\u2014all useful for evaluating credibility.<\/p>\n<p>Avoid simply saying, \u201cI found this online.\u201d Instead, give enough detail so your audience can understand the source\u2019s relevance and reliability.<\/p>\n<h4>Execution: Presenting the Support<\/h4>\n<p>The <strong><button class=\"glossary-term\" aria-describedby=\"128-728\">execution<\/button><\/strong> is where you deliver the actual evidence\u2014whether it\u2019s a direct quote, paraphrase, summary, statistic, or visual aid. This part should flow naturally within your speech. Avoid sounding robotic or disconnected when you shift from your own words to the source material.<\/p>\n<p><strong>Tip:<\/strong> Practice how you\u2019ll say the evidence out loud. If your tone or delivery changes dramatically, it can distract your audience or make the transition feel awkward.<\/p>\n<h4>Analysis: Explaining the Support<\/h4>\n<p>The final step\u2014and one that many speakers forget\u2014is <strong><button class=\"glossary-term\" aria-describedby=\"128-301\">analysis<\/button><\/strong>. After presenting your support, you need to explain what it means and how it connects to your argument. Don\u2019t assume your audience will automatically understand the relevance.<\/p>\n<p>To analyze effectively:<\/p>\n<ul>\n<li>Restate the support in your own words (unless you\u2019ve already paraphrased or summarized).<\/li>\n<li>Clearly explain how the support relates to your point.<\/li>\n<li>Draw a logical conclusion that ties the evidence back to your overall message.<\/li>\n<\/ul>\n<p><strong>Example:<\/strong><br \/>\n<em>&#8220;This quote from Smithfield highlights how procrastination can lead to rushed decisions. It supports my argument that time management is essential for effective leadership.&#8221;<\/em><\/p>\n<p>By walking your audience through the setup, execution, and analysis, you ensure that your support strengthens your speech rather than distracting from it. This three-step process helps you build credibility, clarity, and connection with your listeners.<\/p>\n<div class=\"textbox textbox--key\">\n<div class=\"textbox__content\">\n<h3>Licenses and Attribution<\/h3>\n<h4>CC Licensed Content, Original<\/h4>\n<p><em>Speech Communication<\/em> was created by Lana Iapicco and Marie Torres. Independently created original and AI-assisted content developed specifically for this book is licensed under a <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, except where otherwise noted.<\/p>\n<p>This educational material includes content generated or revised with the assistance of large language models. Lana Iapicco and Marie Torres reviewed, edited, and take responsibility for the final published content.<\/p>\n<h4>CC Licensed Content, Previously Shared<\/h4>\n<h5>Using Support and Creating Arguments<\/h5>\n<p><a href=\"https:\/\/louis.pressbooks.pub\/publicspeaking\/chapter\/using-support-and-creating-arguments\/\">\u201c7.4 Using Support and Creating Arguments\u201d<\/a> by Douglas Marshall, James Yeargain, June Pulliam, Sara Kim, and Victoria VanNest, published in <em><a href=\"https:\/\/louis.pressbooks.pub\/publicspeaking\/\">It\u2019s About Them: Public Speaking in the 21st Century<\/a><\/em> by LOUIS: The Louisiana Library Network, was adapted for this section.<\/p>\n<p>The source material is licensed under a <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>. The material was revised, reorganized, condensed, and supplemented with original and AI-assisted content for this edition.<\/p>\n<p>Adapted portions derived from this source, including revisions to those portions, are licensed under the <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License<\/a>. Independently created portions developed specifically for <em>Speech Communication<\/em> are licensed under the book\u2019s <a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a>, except where otherwise noted.<\/p>\n<h4>Other Content Included<\/h4>\n<h5>The Farmer and the Snake<\/h5>\n<p>Aesop. (2013, November 17). <em><a href=\"https:\/\/fablesofaesop.com\/the-farmer-and-the-snake.html\">The farmer and the snake<\/a><\/em>. Fables of Aesop.<\/p>\n<p>This fable is referenced as an example of a persuasive narrative that communicates a moral lesson. The text, webpage, translation, and presentation remain subject to the rights and terms identified by the applicable publisher or website.<\/p>\n<h5>Jimmy\u2019s World<\/h5>\n<p>Cooke, J. (1980, September 28). Jimmy\u2019s world. <em>The Washington Post<\/em>, p. A1.<\/p>\n<p>This article is referenced in the discussion of ethical storytelling and the consequences of presenting a fabricated narrative as factual reporting. The article remains subject to the rights and terms of its author and publisher.<\/p>\n<h5>Bobby Jindal\u2019s Fishy Katrina Story<\/h5>\n<p>Finch, S. (2009, February 27). <em><a href=\"http:\/\/www.dailykos.com\/story\/2009\/02\/27\/702671\/-Bobby-Jindals-Fishy-Katrina-Story\">Bobby Jindal\u2019s fishy Katrina story<\/a><\/em>. Daily Kos.<\/p>\n<p>This source is referenced in the discussion of narrative accuracy, attribution, and the ethical presentation of personal or reported experiences. The article remains subject to the rights and terms of its author and publisher.<\/p>\n<h5>Human Communication as Narration<\/h5>\n<p>Fisher, W. R. (1987). <em>Human communication as narration: Toward a philosophy of reason, value, and action<\/em>. University of South Carolina Press.<\/p>\n<p>This source informed the discussion of narrative as a central form of human reasoning and communication. The publication remains subject to the rights and terms of its author and publisher.<\/p>\n<h5>The Confession<\/h5>\n<p>Green, B. (1981, April 19). The confession: At the end, there were the questions, then the tears. <em>The Washington Post<\/em>, p. A14.<\/p>\n<p>This article is referenced in connection with the consequences and public response associated with the fabricated \u201cJimmy\u2019s World\u201d story. The article remains subject to the rights and terms of its author and publisher.<\/p>\n<h5>Public Speaking: Concepts and Skills for a Diverse Society<\/h5>\n<p>Jaffe, C. (2010). <em>Public speaking: Concepts and skills for a diverse society<\/em> (6th ed.). Cengage.<\/p>\n<p>This source informed the discussion of supporting materials, argument development, testimony, examples, narratives, and the ethical use of evidence. The publication remains subject to the rights and terms of its author and publisher.<\/p>\n<h5>Words That Work<\/h5>\n<p>Luntz, F. (2007). <em>Words that work: It\u2019s not what you say, it\u2019s what people hear<\/em>. Hyperion.<\/p>\n<p>This source informed the discussion of persuasive language, framing, and the ways word choice can affect audience interpretation. The publication remains subject to the rights and terms of its author and publisher.<\/p>\n<h5>An Essay on the Principle of Population<\/h5>\n<p>Malthus, T. R. (1798). <em>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<\/em>. J. Johnson.<\/p>\n<p>This work is referenced in the broader discussion of how evidence and source material may be extended or interpreted beyond an author\u2019s original argument. The original work is in the public domain, although particular editions, introductions, annotations, and reproductions may be separately protected.<\/p>\n<h5>The Peter Principle<\/h5>\n<p>Peter, L. J., &amp; Hull, R. (1969). <em>The Peter principle: Why things always go wrong<\/em>. William Morrow &amp; Company.<\/p>\n<p>This source is referenced in connection with the definition and use of the term \u201cPeter Principle.\u201d The publication remains subject to the rights and terms of its authors and publisher.<\/p>\n<h5>College Life Without a Vehicle<\/h5>\n<p>Purdee, D., &amp; Buzbee, J. (2022, March 6). College life without a vehicle becomes difficult in car-centric Baton Rouge. <em>The Reveille<\/em>.<\/p>\n<p>This article informed the example concerning transportation, walkability, and the difficulties of living without a vehicle in Baton Rouge. The article remains subject to the rights and terms of its authors and publisher.<\/p>\n<h5>Respectful Insolence<\/h5>\n<p>ScienceBlogs LLC. (n.d.). <em><a href=\"http:\/\/scienceblogs.com\/insolence\/\">Who\u2014or what\u2014is Orac?<\/a><\/em> ScienceBlogs.<\/p>\n<p>The related ScienceBlogs materials are referenced as examples of online commentary, expertise, authorship, and source credibility. The webpages and associated content remain subject to the rights and terms of their authors and publisher.<\/p>\n<h5>Dictionary.com Definition of Speech<\/h5>\n<p>Dictionary.com. (2022). <em><a href=\"https:\/\/www.dictionary.com\/browse\/speech\">Speech<\/a><\/em>.<\/p>\n<p>This source is referenced as an example of a lexical, or dictionary-style, definition. The definition and webpage remain subject to the rights and terms of Dictionary.com.<\/p>\n<h5>Autobiography<\/h5>\n<p>Twain, M. (1924). <em>Autobiography<\/em> (Vol. 1). Harper &amp; Brothers.<\/p>\n<p>This work is cited in connection with the statement concerning \u201clies, damned lies, and statistics.\u201d The underlying work may be in the public domain in the United States, although particular editions, annotations, and reproductions may be separately protected.<\/p>\n<h4>Additional Organizations, Data, and Examples<\/h4>\n<h5>Federal Bureau of Investigation Crime Statistics<\/h5>\n<p>Federal Bureau of Investigation crime statistics are referenced in an example evaluating claims about crime and public safety in Baton Rouge. FBI data and publications remain subject to the terms and notices accompanying the applicable materials.<\/p>\n<h5>Colorado State University Hurricane Forecasting<\/h5>\n<p>Dr. Phil Klotzbach and the Colorado State University Tropical Meteorology Project are referenced in an example involving forecasts of Atlantic hurricane activity. Forecasts, reports, data, and related materials remain subject to the terms and notices provided by Colorado State University and the applicable authors.<\/p>\n<h5>Office of the U.S. Surgeon General<\/h5>\n<p>Statements attributed to former U.S. Surgeon General Dr. Regina Benjamin are used as instructional examples of direct quotation, paraphrasing, summarizing, source setup, and expert testimony. Government publications may be in the public domain, but quotations, reports, webpages, photographs, and other materials should be evaluated individually for applicable rights and attribution requirements.<\/p>\n<h5>Centers for Disease Control and Prevention<\/h5>\n<p>Childhood obesity statistics attributed to the Centers for Disease Control and Prevention are used as an instructional example of numerical support. CDC data, webpages, graphics, and publications remain subject to the notices and terms accompanying the applicable materials.<\/p>\n<h4>Third-Party References and Links<\/h4>\n<p>Books, articles, news reports, historical events, organizations, government agencies, public figures, corporations, trademarks, products, datasets, quotations, and other third-party materials referenced in this section remain the property of their respective authors, publishers, organizations, and rights holders.<\/p>\n<p>The inclusion of these names, examples, citations, quotations, and links does not imply endorsement and does not place the underlying third-party materials under the Creative Commons licenses applied to <em>Speech Communication<\/em>.<\/p>\n<p>Unless a separate license is specifically identified, third-party content may not be copied, redistributed, or adapted independently of the permissions provided by its copyright holder or applicable law.<\/p>\n<\/div>\n<\/div>\n<div class=\"glossary\"><div class=\"glossary__tooltip\" id=\"128-782\" hidden><p>a statement that is supported with evidence<\/p>\n<\/div><div class=\"glossary__tooltip\" id=\"128-2076\" hidden><p>The facts or data that support your claim.<\/p>\n<\/div><div class=\"glossary__tooltip\" id=\"128-784\" hidden><p>the inference that can be drawn from the claim and evidence<\/p>\n<\/div><div class=\"glossary__tooltip\" id=\"128-415\" hidden><p>when you cite the actual words from a source with no changes<\/p>\n<\/div><div class=\"glossary__tooltip\" id=\"128-567\" hidden><p>to take a source\u2019s basic idea and condense it using your own words<\/p>\n<\/div><div class=\"glossary__tooltip\" id=\"128-579\" hidden><p>clear sentence that restates the preview statement in past tense, outlining the main points that were addressed in the speech<\/p>\n<\/div><div class=\"glossary__tooltip\" id=\"128-768\" hidden><p>mathematical subfield that gathers, analyzes, and makes inferences about collected data<\/p>\n<\/div><div class=\"glossary__tooltip\" id=\"128-764\" hidden><p>tool you can use to determine the adequacy of your speech\u2019s support by starting with your conclusion and logically working backward through your speech to determine if the support you provided is appropriate and comprehensive<\/p>\n<\/div><div class=\"glossary__tooltip\" id=\"128-766\" hidden><p>sentence or phrase in which you explain to your audience where the information you are using came from<\/p>\n<\/div><div class=\"glossary__tooltip\" id=\"128-728\" hidden><p>involves actually reading a quotation, paraphrasing a speaker or author\u2019s words, summarizing a speaker or author\u2019s ideas, providing numerical support, or showing pictographic support<\/p>\n<\/div><div class=\"glossary__tooltip\" id=\"128-301\" hidden><p>making the connection between your support and your argument<\/p>\n<\/div><\/div>","protected":false},"author":2,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":["liapicco","mtorres54"],"pb_section_license":"cc-by-nc-sa"},"chapter-type":[],"contributor":[61,62],"license":[57],"class_list":["post-128","chapter","type-chapter","status-publish","hentry","contributor-liapicco","contributor-mtorres54","license-cc-by-nc-sa"],"part":118,"_links":{"self":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapters\/128","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/wp\/v2\/users\/2"}],"version-history":[{"count":14,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapters\/128\/revisions"}],"predecessor-version":[{"id":2077,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapters\/128\/revisions\/2077"}],"part":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/parts\/118"}],"metadata":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapters\/128\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/wp\/v2\/media?parent=128"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/pressbooks\/v2\/chapter-type?post=128"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/wp\/v2\/contributor?post=128"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.hcfl.edu\/speechcomm\/wp-json\/wp\/v2\/license?post=128"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}