APA TIP: A slide presentation can be more visually creative than a term or research paper, but it must adhere to all citation and referencing rules. You must avoid plagiarism in your presentation just as you did in your paper.
Help! I Have to Make a Presentation!
Grab the Audience from Slide 1
Don't Overstimulate the Audience!
What Not to Exclude
View a Slide Show
The first five units of this tutorial were aimed at assisting you in writing a term or research paper in APA style. In this unit, we will show you the way to present your paper to an audience with the use of slides.
Imagine your final project is to make a slide presentation of your term or research paper to your class. Where do you begin? How do you know what information to include on each slide? What style and size font should you use? How long should the presentation be? Your instructor can answer many of these questions; check with your instructor on specific details such as presentation length and font size and styles.
APA TIP: A slide presentation can be more visually creative than a term or research paper, but it must adhere to all citation and referencing rules. You must avoid plagiarism in your presentation just as you did in your paper.
Presentation lengths will vary, but the following key aspects of your project should be included in a presentation:
Suppose your teacher has
asked for a 10-slide (minimum) presentation, not including the cover slide
and reference list. What information should be included on the cover
slide?
Figure 6.1 shows an example of a cover slide for the bystander apathy paper discussed in previous units of this tutorial.
Figure 6.1
Example of a
Cover Slide
Notice in Figure 6.1 that all text on the title slide is centered
vertically, as well as horizontally. Also notice that font style and size
deviate from the typical Times New Roman 12-point font. Why is it wise to
use a larger font size in a presentation than in a
paper?
It is preferable to be consistent throughout your presentation and use the same or similar font sizes and styles on each slide, but you are certainly not limited to Times New Roman for a project like this. Do not be afraid to get artistic; the more creative your slides are, the more interesting your presentation will be.
Why
is a reference list necessary in a presentation of a term or research
paper?
Figure 6.2 shows an example of a references slide for your presentation. Note that APA conventions for reference formatting have been maintained.
Figure 6.2.a
Example of References Slide
The font size on the references slide in Figure 6.2.a is much smaller than that on the title slide (it is in 12 point). It is acceptable to use a smaller font size on the references slide than on other content slides of a presentation, although larger is better. Figure 6.2.b shows a reference slide that is easier to read than 6.2.a is.
Figure 6.2.b
Example of References Slide
APA TIP: Do not make the font size too small on your references slide. It is better to have more than one slide devoted to references so they are all legible than to jam all of your sources onto one page.
Students often don't know how to begin a presentation, and many will jump right into the background literature. Although it is important to provide background information on a topic, first present a frame of reference to give your reader a context in which to follow the presentation. So, how do you set the stage for your presentation?
The
examples in Figures 6.1 and 6.2 are perfectly adequate, but neither slide
will grab the attention of your audience. Have you ever attended a
conference in which the presentations were hard to read and boring? How
might a presentation be spruced up to excite and engage your audience
members?
Note: For an informal presentation, graphics, moving images, and sound can also be included on your slides, but these would not be appropriate for a scientific or research presentation.
Take a look at the four title slides in Figure 6.3. Which of them appeals most to you?
Figure 6.3
Examples of Title Slides
The upper two slides are
drab and uninteresting. What else might be problematic about the black
slide?
Although there is really nothing wrong
with the lower-left slide, the lower-right slide is by far the most detailed with
a more interesting font. How might the slide on the
lower-right be improved further?
Figure 6.4
Lights, Camera, Action!
It
is vital to capture your audience members' interest from the title slide. A
successful presentation will hold their attention throughout your
presentation. To maintain audience concentration, each slide that follows
the title slide should be equally as
visually attractive and should have enough detail to convey your point
without distracting the audience. What is one way in which you might
inadvertently distract the audience?
APA TIP: Keep your slides simple; provide key points and discuss the details of each key point verbally. Do not copy and paste portions of your paper onto each slide.
The APA prefers we use simple language and sentence structure in term and research papers. It is even more important to be brief on each of your slides. The best way to provide detail without overwhelming your audience with too much text to read is to use bullets on your slides and to present only one or two main ideas on each slide.
Figure 6.5 shows an example of two slides that use bulleted information.
Figure 6.5
Using Bullets on your
Slides
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 |
Note that phrases, instead of complete sentences, were used in Figure 6.5. It is often easier for your audience to grasp the material you present when it is offered to them in small bites.
Grammar Check: Full sentences may not be necessary on your slides, although you must always check for spelling and typographical errors. Proofread your presentation as you would a paper.
You don't want to burden your audience with unnecessary and verbose text in a slide presentation. It is not a verbatim account of your paper but rather a visual adaptation of your paper. Likewise, you don't want to eliminate central points either. You must weigh excessive detail against crucial detail.
A clear and logical progression of your term or research paper should be created for the audience. There must be an obvious introduction of the topic, background information about your project, your method and results (if a research paper is being presented), and a conclusion that includes plausible implications from the research or recommendations for future study.
Remember, in Unit 5 we discussed various ways to present the results of your
study. Some findings are reported directly in text, and others are presented
in appendixes, tables, or figures. You can also use appendixes, tables, or
figures in your presentation. It may even behoove you to present the
findings of your study in tabular or figural format rather than with text.
Why?
Figure 6.6 shows a slide that uses a table to present research findings.
Figure 6.6
Use a Table in Your Presentation
Notice that Figure 6.6 does not include the statistics generated by the Independent Samples t-Test. You can verbally provide this information for the audience while you explain the figure to them. The graph enables the audience simultaneously to see your results and listen to you.
APA TIP: Do not read directly off of your slides. This practice might feel comfortable for you but will sound stilted and dry to your audience. It is better to accompany each slide with information that is spoken.
It
is common to experience some anxiety while making a presentation. You may
feel a little nervous the first time you do so, particularly if you are
uncomfortable working from slides that omit a lot of text. How do you avoid
stammering through the presentation because you are searching for the right
words or cannot recall certain details?
Most presentation software enables you to prepare notes for each slide you introduce. Figures 6.7a and 6.7b show you the way to use notes with your presentation.
Figure 6.7a
Use Notes with Your Presentation
It is simple to print your notes ahead of the presentation and to keep them handy during the presentation. Thus, you will avoid having to hunt for details, and you will be able to speak more fluently without the need for memorization. The printed page will look something like Figure 6.7b; the slide is included with the notes made. This printed page will help you keep pace with the presentation.
Figure 6.7b
Use Notes with Your
Presentation
Grammar Check: To avoid becoming confused during your presentation, use short and simple sentences in your notes. Check your notes for any spelling or grammar errors before your presentation.
APA TIP: Although notes are a wonderful tool to rely on, we do recommend that you rehearse your presentation several times before making it. Practice will help you to be relaxed for show time.
The following slide show contains excerpts from a presentation relevant to the bystander apathy topic.
NOTE: You will likely not use sound and motion on every slide of your own presentation; they were used generously here to provide you with some examples of the way sound and motion can enhance a presentation.
Also note that the presentation you just watched is somewhat incomplete. The following activity asks you to fill in some of the blanks left by the presentation.
Congratulations! You have completed the University of Maryland University College APA Tutorial. Thank you for your participation, and feel free to visit this tutorial often.
To confirm that you have completed this APA tutorial, send a notification to your instructor, and see a printable certificate, click here.
Gado, M. (2007). A cry in the night: The Kitty Genovese murder. Retrieved from the CourtTV Crime Library Web site: http://www.trutv.com/library/crime/serial_killers/predators/kitty_genovese/6.html
Garcia, S. M., Weaver, K., Moskowitz, G. B., & Darley, J. M. (2002). Crowded minds: The implicit bystander effect. Journal of Personality and Social Psychology, 83(4), 843–853. doi:10.1037/0022-3514.83.4.843
Kulis, J. V. (2004). The beauty of intervention. Professional Safety, 49(9), 41–43. Retrieved from Academic Search Complete database.
Sagarin, B. J., & Lawler-Sagarin, K. A. (2005). Critically evaluating competing theories: An exercise based on the Kitty Genovese murder. Teaching of Psychology, 32(3), 167–169. doi: 10.1207/s15328023top3203_8