PowerPoint's defaults are weak

PowerPoint's default lead presenters to create slides that are ineffective in technical presentations. For one thing, the bullet-list default in the body leads users to write too much text. In addition, that default leads to cluttered slides because the bullet list crowds the graphics. Moreover, the space taken by the bullet lists reduces the size of graphics, leading to call-outs that are too small to read. Our assertion-evidence templates help you overcome the weak defaults of PowerPoint.

The assertion-evidence approach is superior

The What. The assertion-evidence approach calls on you to build your talks on messages, not topics. In this approach, you support those messages with visual evidence, not bulleted lists. Moreover, to explain that evidence, you fashion sentences on the spot. Although requiring more effort, this assertion-evidence approach leads to higher understanding by the audience, as evidenced by our ​tests of audience comprehension. In addition, our students claim that using the assertion-evidence approach helps them project more confidence because they show ownership of the content through explaining visual evidence. ​

Build talks on messages,
not topics

Building your talks on messages, rather than
phrase ​topics (as most people do), will make your presentations more focused.

Support messages with
​visuals, not bullets

Most speakers project too many words, which overloads the audience. However, audiences can process visual evidence while listening. 

Explain visuals by forming sentences on the spot

​The best speakers fashion sentences on the spot, but do so after planning and practice. Delivering in this way projects much more confidence.

The assertion-evidence approach can be used for highly technical talks

On internships, you might have to modify
​the assertion-evidence approach 

Michelle Kehs, a PhD student in mechanical engineering from Penn State, gives a research talk on the optimized control of a buoyant wind turbine. Some people hold the misconception that assertion-evidence approach cannot present significant technical content. This talk disputes that misconception. Michelle studied in the laboratory of Professor Hosam Fathy. (Handout)

This film discusses how to design assertion-evidence slides such that they reveal the organization of the talk. Included are discussions about not only the beginning, middle, and ending, but also transitions between those elements.

Kristen Einthoven, a graduating senior in mechanical engineering from Penn State, discusses how to overcome resistance to the assertion-evidence approach that occurs for students giving internship presentations at companies. As an example, Kristen uses slides from her successful internship presentation at Carbon--a presentation that she was asked to give three times because of its effectiveness.

Kirby Perosa, a mechanical engineering student, discusses how she modified the assertion-evidence approach on an internship in anticipation of resistance from managers.