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Chapter 11
OUTLINING YOUR SPEECH
This is the final installment in the nuts-and-bolts series of skills chapters. Some students drag their
feet when confronted with the task of crafting a written outline that represents their speech’s
structure. However, students like the one featured at the beginning of the chapter, keep me teaching
these skills. During the first week of class she sat and glared; she refused to give her first speech. (Her
advisor made her take my speech class—much against her will.) But Nadia didn’t drop the class, and
at the end of the semester she came into my office to personally thank me for the course. She said
she’d learned to organize her thoughts coherently, and she knew she would transfer her newfound
skills to many other classes. I wish for you a Nadia!
Chapter Goals
At the end of this chapter, your students should be able to:
•
Outline the contents of your speech in a linear form
•
Create a heading that summarizes what you plan to accomplish in your speech
•
Use standard outlining features including, coordination, subordination, indentation, alternation,
and full sentences.
•
Prepare note cards or a speaking outline
•
Know how to record your ideas using an alternative pattern
At the end of this chapter, you should be able to:
•
Diagnose and correct student weaknesses in outlining.
Chapter Outline
I.
A content outline usually shows a speech’s structural elements and shows the speech’s
logical elements—a record of the speech’s materials and their relationship to one another— it
is not a script.
A.
Begin with a heading that tells the title, general purpose, specific purpose, and central
idea, preview, and the organizational pattern.
B.
Use a standard format.
1.
Alternation and indentation show the levels of support and interrelationships.
2.
Coordination
of each level of points gives them the same basic value or weight;
subordination indicates which information is more or less important.
C.
Write out the points in complete, declarative sentences.
1.
Sentences, not phrases or words, better record the speech content.
2.
Points should be parallel in construction.
D.
The principle of subordination means that supporting points are arranged under the
major points.
II.
Speaking notes, the outlines taken to the podium, use key word to jog the speaker’s
memory.
A.
You may use small notecards, cell phones, or small tablet computers.
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1.
Here are some tips for all types of notecards.
a.
Delete nonessential words.
b.
Highlight points to emphasize.
c.
Include source information.
d.
Add delivery advice.
e.
Practice in front of a mirror.
2.
Here are types for notecards, specifically. a..
Write legibly.
b.
Number the cards.
c.
Use only one side.
d.
Use only 5 or 6 lines per card and space words so they’re easy to locate quickly.
e.
For longer speeches, use more cards.
g. Don’t read from your cards, except when quoting long quotations or
complex statistics.
B.
A speaking outline is created on standard sized paper.
1.
Use spacing to distinguish the sections of the speech.
2.
Use highlighter pens to distinguish sections.
3.
Vary font sizes and formatting features to direct the eyes to key points.
4.
Spread sheets out over the lectern in a way that page turns are unobtrusive.
5.
Use a dark-colored notebook or folder if a lectern is unavailable.
III.
Alternative patterns can be useful to people whose cognitive styles are more visual or
imagistic.
A.
Decide on the pattern and sketch it out.
B.
Write out the main points.
C.
Subordinate the developmental material.
D.
Plan the introduction, conclusion, and transition statements.
E.
Use standard indentation and numbering if it’s helpful.
Suggested Videos
Show any speech of your choice.
•
Review all the elements of a speech introduction, body, and conclusion.
•
Show the videotape and have students outline it as they listen.
•
Collect these outlines and use to diagnose major problems. (application)
Discussion Topics
Linear Outlines Give students a scrambled outline and have them work in small groups to put the
ideas in order. A handout is provided at the end of this chapter’s materials. (analysis,
application)
How Writing Helps Speakers For students who are staggering through the process of creating an
outline, now would be a good time to review or present Quintilian’s four emphases on the
importance of reading, writing, listening, and speaking. Why is writing important to good
speechmaking? How can computers assist in the creation of outlines? (analysis)
Key Word Outlines Give pairs of students a content outline of a student speech. Have them create a
speaking outline to accompany it. Encourage them to create a usable memory aid . . . which may
be a note card, a mini mind map, a series of drawings, or . . . (application)
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Outlining with an Alternative Pattern Have students try their hand at representing a speech or
outline using a spiral, star, or wave pattern. (application)
Cognitive Styles Learning styles is an interesting topic. Most speech classrooms, even those with
minimal visible diversity, have quite a bit of cognitive diversity. You might assign students to do
an online learning styles test and discuss their results in class. (application)
Critical Thinking Exercises
(See p. 148 of the textbook for Critical Thinking Exercises)
Application Exercises
(See p. 148 of the textbook for Application Exercises)
Internet Activities
You can access instructor’s resources at http://www.cengage.com/us/. You will need your instructor’s
access code. Students and instructors may also go to MindTap to find a broad range of resources that
will help students better understand the material in the chapter, complete assignments, and succeed
on tests. MindTap also features speech videos with critical viewing questions, speech outlines, and
transcripts.
Supplemental Resources
•
Handout: A scrambled outline to use with the discussion topic, linear outlines
The entire outline of this informative process speech appears in Part I of this manual.
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Unscramble the outline below. Then discuss with your classmates the cues you used to decide
what material went into the introduction, the main points, the supporting materials, and the
conclusion.
Specific Purpose: To inform my audience how to gather, report, and assess information on the 1040
tax form.
Group your expenses into appropriate categories.
Would your 1040 hold up during an audit?
The first step, collecting and classifying your tax data, is probably the most difficult.
The most important piece of information is the W-2 Wage Statement that your employer mails in
January.
You also need a 1040 form which you’ll find in the tax packet that the IRS mails out.
Information reported on the 1040 form must have back-up support, in case of future audit.
Report all income in the income section—even trivial amounts.
Many people dread it as the deadline for filing tax returns; however, everyone who receives a W–2
wage must file, and most people want to save money on the process.
Don’t skip any lines; this may cause miscalculation.
Today, I will show you how to fill out the 1040 form by collecting data, disclosing information, and
assessing the aftereffects of the process.
False information may lead to a fine, even imprisonment.
The second step is to disclose all relevant information on the 1040 form.
Fill in the sections reporting any accumulated interest.
I am majoring in finance, and I learned through my courses and my experiences that filing a return is
not as hard as others make it seem.
Be sure to sign your return; it is void with no signature.
Finally, determine the aftereffects of turning in a false or dishonest return.
Collect receipts of additional income and taxable expenses.
If you expect a refund, it may take up to twelve weeks to get a check in the mail.
In short, the 1040 is a standard form each American worker must file.
Were you completely truthful?
It is simple enough that you can fill it out yourself by collecting and classifying important material,
filling in every applicable section, and taking seriously the consequences of false returns.
April 15—what does that date mean to you?
April 15—don’t forget this date—it will never change; it’s a date the IRS looks forward to!
Adapted from an outline by Nila Sheth, St. John’s University