Informative presentation

Define the goal and audience

First, write one sentence describing what the audience will understand or be able to explain by the end of the presentation. Instead of a broad goal like “I will talk about the topic,” choose a more specific one, such as “The audience will be able to explain how school waste is sorted and which steps to follow.” This statement helps you decide what information the presentation needs. If your purpose is to inform, focus on explaining the topic rather than urging the audience to adopt a particular viewpoint.

Consider how familiar your audience is with the topic, how much time is allocated for the presentation, and the conditions of the event. You may need to explain basic terms for a class new to the subject; the same explanations may be unnecessary for a more knowledgeable audience. As you plan, also check whether visuals will be readable in the presentation setting and whether you can allow time for questions and answers.

Narrow the scope and match sources

Break the topic into smaller questions that can be explained in the time available. For each section, ask, “Does this support the presentation’s goal?” If the answer is no, consider removing it, even if the detail is interesting. When using a claim, date, or number, check whether the source supports that exact information. A source’s general discussion of a topic does not, by itself, verify a specific numerical claim.

In your working notes, match each source to the claim it supports. Summarize the source in your own words; if you use a direct quotation, data, or a visual created by someone else, identify its source. For example, an event announcement from the UT Austin Health Professions Office says that a presentation will cover options in the health professions as well as barriers to applying to professional school, such as financing, grades, and motivation. The announcement shows the scope of the event; it does not prove a general conclusion about those barriers (UT Austin event announcement).

East Carolina University’s news article also reports that a seminar for preservice educators focuses on classroom culture and meaningful connections. This is an example of how an event theme is described in a source; by itself, it does not support a general conclusion about the teaching profession (East Carolina University seminar news article). You can also read how to prepare audience notes for a presentation for help finding sources and taking audience notes.

Build the flow with headings

List the main headings before creating slides. As a starting point, you could try this sequence: purpose and brief introduction, necessary context, main explanatory sections, an example or application, a summary, and, if relevant, questions and answers. This is not a mandatory template for every presentation; you can change the sections to suit the topic and available time.

Check the connections between sections. If you cannot give a clear answer to “Why is this information coming now?”, change the order, add a sentence explaining the transition, or remove the section. Impromptu speaking serves a different need; for a presentation planned in advance, follow these outlining steps rather than the guide to organizing your thoughts for an impromptu presentation.

Organize slides to explain

Try giving each slide one main purpose. Instead of a general heading like “Introduction” or “Information,” stating the question the slide answers or its main message in the heading can help the audience follow the content. If a page has more than one main idea, consider splitting up the content. Using short explanations, meaningful visuals, and, when needed, labeled diagrams instead of long paragraphs is also an editing choice; do not treat it as an unchanging technical standard for every topic and presentation setting.

Explain terms when they first appear. If you use a chart, identify its axes, units, and time period, and include the data source. When making a comparison, check whether the measures are genuinely comparable. If a number does not support the presentation’s goal, do not include it just because it is striking. If you are unsure whether slides will be readable in the presentation setting, review them under conditions similar to those in which you will present.

Hypothetical example: sorting waste at school

The following example is entirely hypothetical; it is not a measurement, rule, or outcome from a real school. Suppose the goal is to explain waste sorting to students who are new to the topic. The presentation is assumed to last eight minutes, and the audience is a class that has not previously studied the subject in detail. These assumptions simply make the example concrete.

• Slide 1 — Goal: “By the end of this presentation, you will be able to explain the basic steps for paper, packaging, and general waste.” Do not assume these categories are actually used at the school; change their names to match the school’s guidelines.
• Slide 2 — The purpose of sorting: Explain what the school’s practice is intended to do, but only if a relevant school source supports the explanation. If you cannot find a source, narrow this section rather than presenting it as a general conclusion.
• Slide 3 — Recognizing types of waste: Choose an example and a clear visual for each category. Do not make a definitive claim about an item if you are unsure how it is classified; note that the local guidelines should be checked.
• Slide 4 — Steps to follow: Show the sequence of identifying the type of waste, finding the appropriate bin, and checking the guidelines when necessary. Verify details that may vary from school to school, such as bin colors or accepted materials.
• Slide 5 — Short scenario: Show a hypothetical item and ask the audience what information they would look at to decide. Explain the answer using verified school guidelines.
• Slide 6 — Summary and sources: Briefly repeat the main steps, identify the source supporting the local practice, and leave time for questions if the schedule allows.

Review the draft and fix issues

Read the presentation from the audience’s perspective: Is the goal clear? Does each section contribute to it? Are there any unexplained terms or visuals? Can you find sources for the important claims, and do those sources genuinely support the scope of the claims? If not, narrow the claim, verify it, or remove it.

If the presentation looks crowded, first review repetition and details that do not support the goal; try reducing the content instead of shrinking the text. If the flow is disjointed, read only the slide headings and consider whether the sequence makes sense. If a visual is unclear, consider adding an explanation or removing it. If you run over time, consider cutting a lower-priority example during rehearsal. While working on the opening, you can use how to create an attention-grabbing presentation opening.

Final checklist

• The goal explains what the audience will learn by the end of the presentation.
• The scope suits the time available and the audience’s familiarity with the topic.
• Important claims have been reviewed; sources genuinely support the claims they are cited for.
• Slide headings are clear, and each slide contributes to the main goal.
• Terms, charts, and examples are explained; local practices have been verified against a relevant source.
• The flow and timing have been checked; time has been allowed for a summary, sources, and, if needed, questions and answers.

Frequently asked questions

Should I use a persuasive conclusion in an informative presentation?

If your purpose is to inform, summarize the main points in the conclusion. Urging the audience to adopt a particular viewpoint changes the purpose of the presentation; include this only if your goal is genuinely to persuade.

Do I need to cite every piece of information in a presentation?

Cite sources especially for verifiable claims, numbers, direct quotations, and visuals created by others. For other explanations, too, rely on trustworthy sources and use citations that enable the audience to check the information.