Chapters 5 & 6Chapters 5 & 6

Organizing and Outlining Organizing and Outlining

the Speechthe Speech

The General Purpose (Ch. 4)The General Purpose (Ch. 4)

To informTo inform

To persuadeTo persuade

To entertainTo entertain

The Specific Purpose (Ch. 4)The Specific Purpose (Ch. 4)

Identifying precisely what it is your Identifying precisely what it is your want your audience to know, want your audience to know, believe, feel, or do.believe, feel, or do.– To inform the audience about how to To inform the audience about how to

set up a dwarf shrimp aquarium.set up a dwarf shrimp aquarium.– To persuade the audience to begin To persuade the audience to begin

saving for retirement as soon as they saving for retirement as soon as they graduate college.graduate college.

– To entertain the audience with 3 stories To entertain the audience with 3 stories about student pranks at Trevecca. about student pranks at Trevecca.

Central Idea or Thesis (Ch. Central Idea or Thesis (Ch. 4)4)

What you say in early in the What you say in early in the speech that tells the audience speech that tells the audience what your speech is about what your speech is about

Should be a direct, complete Should be a direct, complete sentence.sentence.

IntroductionIntroduction

Open with impact/gain attentionOpen with impact/gain attention Establish goodwill & credibilityEstablish goodwill & credibility [Assure a fair hearing – [Assure a fair hearing –

important only in persuasion]important only in persuasion] Introduce your subject – Thesis!Introduce your subject – Thesis! Preview your speech:Preview your speech:

– ““Tell ‘em what you’re going to Tell ‘em what you’re going to tell ‘em”tell ‘em”

The Body of the Speech:The Body of the Speech:“Tell ‘em”“Tell ‘em”

I.I. Main point one (complete sentence)Main point one (complete sentence)a.a. Subpoint (may be fragment)Subpoint (may be fragment)b.b. SubpointSubpoint

II.II. Main point two (complete sentence)Main point two (complete sentence)(Develop as above)(Develop as above)

III.III. Main point three (complete Main point three (complete sentence)sentence)

(Develop as above)(Develop as above)

ConclusionConclusion

Review central idea & restate Review central idea & restate the Main Pointsthe Main Points– ““Tell ‘em what you’ve told Tell ‘em what you’ve told

‘em”‘em” Close with impact (impress Close with impact (impress

when appropriate)when appropriate) [Reinforce belief or action [Reinforce belief or action

desired; in persuasion only]desired; in persuasion only] End of PowerPoint for Exam One

Guidelines for Developing Guidelines for Developing Main PointsMain Points

2-4 main points2-4 main points Only one idea per main pointOnly one idea per main point Unity with central idea – stay Unity with central idea – stay

focused!focused! Relatively equal meritRelatively equal merit Relatively equal lengthRelatively equal length Simply wordedSimply worded Complete sentencesComplete sentences

Patterns of Patterns of OrganizationOrganization

(Organizing the Body of (Organizing the Body of

Your Speech)Your Speech)

Most Frequently Used in Most Frequently Used in Informative SpeechesInformative Speeches

Chronological (Time)Chronological (Time) Spatial (Physical Spatial (Physical

space/geography)space/geography) Topical (Natural divisions of Topical (Natural divisions of

subject)subject)

Difficulty (easiest material first)Difficulty (easiest material first)

Pattern Used for Pattern Used for Informative Informative or or Persuasive Persuasive

SpeechesSpeeches Logical OrderLogical Order

– Cause-to-effectCause-to-effect– Effect-to-causeEffect-to-cause

Patterns Used for Patterns Used for Persuasive SpeechesPersuasive Speeches

Need-Plan (Problem-Solution)Need-Plan (Problem-Solution) Refutational (not in Ch. 5)Refutational (not in Ch. 5) Monroe’s Motivational Monroe’s Motivational

Sequence (attention, need, Sequence (attention, need, satisfaction, visualization, satisfaction, visualization, action) (not in Ch. 5)action) (not in Ch. 5)

And Let’s Not Forget . . . And Let’s Not Forget . . .

Reviews (internal summaries) – Reviews (internal summaries) – “now that we’ve looked at. . . . “now that we’ve looked at. . . . let’s consider. . . .”let’s consider. . . .”

Other Transitions: Other Transitions: – ““First, second, third”First, second, third”– ““First, next, finally”First, next, finally”– ““This brings me to”This brings me to”– ““I also want us to consider. . . .” etc.I also want us to consider. . . .” etc.

The Outlining ProcessThe Outlining Process

Start with a rough draft.Start with a rough draft. Turn in a complete outline (see Turn in a complete outline (see

examples on p. 178 and p. 185) with examples on p. 178 and p. 185) with references. references.

Get instructor’s comments; make Get instructor’s comments; make revisions.revisions.

Put together a speaking outline (that Put together a speaking outline (that only you will see!) Mention references only you will see!) Mention references during/during/throughoutthroughout the speech. the speech.